Link It Level2 Teachers Pack PDF [PDF]

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As part of the University of Oxford, we are committed to furthering English language learning worldwide. We continuously bring together our experience, expertise and research to create resources such as this one, helping millions of learners of English to achieve their potential.

A six-level course connecting students with the grammar, vocabulary, language, and skills they need to communicate with confidence and succeed in English.

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Oxford University Press is the world’s authority on the English language.

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Link LinkIt! It! Teacher’s Pack

• Provide extra challenge and support for the inclusive classroom with supplementary activities and resources. • Save time with integrated answer keys and teacher’s notes.

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Teacher’s Guide

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Teacher’s Resource Center

Classroom Presentation Tool • Deliver heads-up lessons with the Classroom Presentation Tool. • Launch activities and play audio and video straight from the page.

23 Teacher’s Pack

• Make the most of Link It! with a time-saving Quick Guide. • Prepare students for success with a comprehensive test package along with integrated Cambridge exam practice. • Assign and track your students’ work on Practice Kit. • Easily access worksheets, grammar presentations, class audio, video and more.

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1 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2019

The moral rights of the author have been asserted First published in 2019 2023  2022  2021  2020  2019 10 9 8 7 6 5 4 3 2 1 No unauthorized photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work isbn: 978 0 19 482412 5 isbn: 978 0 19 482416 3 isbn: 978 0 19 482455 2

Teacher’s Guide Teacher’s Guide Access Card Teacher’s Pack

Printed in China This book is printed on paper from certified and well-managed sources acknowledgements Back cover photograph: Oxford University Press building/David Fisher Cover photographs reproduced with permission from: Getty Images/Suranto Riadi/ EyeEm/Pauline St. Denis/Corbis/VCG); Shutterstock/oliveromg Commissioned photography by: Graham Alder/MM Studios pp.10, 11, 20, 21, 34, 35, 44, 45, 58, 59, 68, 69, 82, 83, 92, 93 Illustrations by: Ana Djordevic/Astound US pp.32, 60, 106, 115, W18, W30, W34, W40; Fatima Anaya/The Bright Group pp. W6; Geraldine Rodriguez/The Bright Group pp. W12; James Lancett/The Bright Agency pp.22, 27, 46, 84, 94, W29; Jennifer Naalchigar pp.80; Jennifer Leem-Bruggen pp.71, 78; Martin Sanders/ Beehive Illustration pp W4; Michelle Hird/The Bright Agency pp.12, 70; Mona Meslier Menuau/Advocate Art pp W11; Tim Wesson/Meiklejohn pp.24, 47, 121; Tom Heard/The Bright Agency pp.36, 38, W16 Video stills by: Oxford University Press pp.14, 24, 31, 38, 55, 62, 72, 79, 86, 96, 103 The publisher would like to thank the following for permission to reproduce photographs: Alamy Stock Photo pp.8 (smiling boy outside/Hero Images), 8 (portrait man in studio/Sam Diephuis), 8 (portrait senior man/John Rensten), 8 (portrait middle aged woman/Jetta Productions), 8 (portrait teen boy/Rob Lewine), 8 (portrait teen girl smiling/Bloom Productions), 8 (portrait teen boy/Image Source), 43 (Boston ducks/LatitudeStock), 63 (Family/DGLimages), 72 (Ticket woman/Jim Forrest), 73 (Bus stop/AGB Photo Library Produções Fotograficas Ltda ), 74 (Cyclists/domonabikeUSA), 75 (Pueblo Grande Museum/Douglas Peebles Photography), 77 (Friends at Machu Pichu/Jim Wileman), 80 (London view/Science History Images), 86 (Food truck/Jeff Greenberg), 96 (Travel background/Kwanchai chai-udon), 104 (Party background/Ruth Black), 109 (Le Viyage Dans La Lune (1902)/Moviestore Collection), 112 (Hakarl hanging/ Danita Delimont), 114 (Man playing Kora/Carolyn Jenkins), 115 (Signing/ Andriy Popov), 116 (Brasilia Brazil map/Juan Repich), 116 (The presidential palace/Mauritius images GmbH); Getty Images pp.52 (On the phone in cinema/ Andres Rodreiguez), 66 (lighting kindling/John Slater), 76 (Commuters/Carl Court), 87 (Snails/Kckate16), 90 (teen girl studying/svetikd), 91 (boy eating apple/Rubberball/Mike Kemp), 100 (Boy and girl/George Marks), 101 (Playing with parents/George Marks), 107 (Neanderthal/Universal History Archive), 109 (Silent film/Bettman), 110 (Buddy the robot/Nicolas Kovarik), 110 (Robot vacuum/David Becker), 111 (Futuristic car/Metamorworks), 111 (InnoTrans/ VCG), 112 (Casu Marzu/REDA&CO), 112 (Drinking Airag/Godard_photography), 113 (Ladybird larvae/fiftymm99); Oxford University Press pp.4 (Brazil flag/ Oxford University Press), 4 (China/Oxford University Press), 4 (Mexico/ Oxford University Press), 4 (Portugal flag/Oxford University Press), 4 (Spain/ Oxford University Press), 4 USA flag/Oxford University Press), 6 (Smiling boy/Shutterstock), 8 (Trousers/Gareth Boden,8 (Shoes/Elnur), 14 (Smiling girl/Michel Borges), 14 (smiling teen boy/Max Topchii), 18(mud run/Daniel Lynch), 18 (mud runner/Daniel Lynch), 24 (Young boy/Monkey Business Images), 24 (Young smiling girl/Shutterstock), 38 (Teen boy/Goodluz), 48 (Smiling teen girl/David Jordan), 48 (Student/Holbox), 48 (Teen boy/Gelpi JM), 51 (rollercoaster/jabiru), 62 (School boy/Gareth Boden), 63 (Smartphone/ Zeynep Demir), 66 (forest shelter/David Seaford), 66 (map and compass/ Sergei Drozd), 66 (man helps injured friend/NEstudio), 72 (Teen girl/monkey business images), 76 (Teen boy/Sofia Andreevna), 86 (Happy girl/Gareth Boden), 90 (Chocolate bar/Shutterstock), 90 (fruit/baibaz), 96 (Teen girl/

Zurijeta), 96 (Teen with headphones/Speedkingz), 118, 119, 120, 121 (stickers/ ivector), 118, 119, 120, 121 (retro background/gorbash varvara); Shutterstock pp.4 (Bike/Dudarev Mikhail), 4 (Cheerful teenagers/Vgstockstudio), 4 (Couple with daughter/Monkey Business Images), 4 (Elementary school/ LittlenySTOCK), 4 (Luxury house/Alexmisu), 4 (retro background/Gorbash varvara), 5 (Football/Suppawit Rmmabut), 5 (Hallway/Artazum), 5 (Living room/All about space), 5 (Playing guitar/Alis Yimyen), 5 (Sunglasses/Dubova), 5 (Tomatoes/Kasabutskaya Nataliya), 6 (Girl with headphones/Valen_dinka), 7 (Class lesson/SaMBa), 7 (Pizza/Ryzhkov photography), 7 (Female soccer players/Wavebreakmedia), 7 (Girl on train/SamaraHeisz5), 7 (Grilled sandwich/ Waranya_photo), 7 (Ola/Rebecca Grinham), 7 (Skier/Jag_cz), 7 (Teacher and student/Photographee.eu), 7, (paper background/yamabikay), 8 (portrait senior woman/Julie Campbell), 8 (portrait middle agedwoman/sylv1rob1), 8 (portrait man smiling/Monkey Business Images), 8 (Cap/Stockforlife), 8 (Checked shirt/Elnur), 8 (Hoody/Airdone), 8 (Red jumper/Ruslan Kudrin), 8 (Striped skirt/Maffi), 8 (Yellow scarf/Mimo), 9 (Bananas/A-R-T), 9 (Bread/Natykach Nataliia), 9 (Carrots/Mr_liss), 9 (Chicken/Nature Art), 9 (Corn/AminaAster), 9 (Eating a cheeseburger/Lestertair), 9 (Eggs/BlueRingMedia), 9 (Friends skiing/Gorillaimages), 9 (Fries/MSSA), 9 (Girl playing soccer/Shawn Pecor), 9 (Girl sitting on pier/George Dolgikh), 9 (Grapes/Lutsina Tatiana), 9 (Green pea/Tetiana Peliustka), 9 (Ham/JoyImage), 9 (Ice cream/Tetiana Yurchenko), 9 (Pineapple/Murina Natalia), 9 (Salmon/Phrang Ck), 14 (Bicycle wheels/ Lipskiy), 15 (Basketball/Monkey Business Images), 15 (Gig/Syda Productions), 15 (Group of children/Monkey Business Images), 15 (Shopping mall/Radu Bercan), 16 (Statue of Liberty/Spyarm), 17 (Hello weekend/Woodpencil), 17 (LA/Sean Pavone), 17 (Rio De Janeiro/Aleksander Todorovic), 17 (Vancouver/ Mffoto), 18 (Colour run/Ivy photos), 19 (Colour run/Photostock10), 19 (Colour run/Vladibulgakov), 24 (Artist/Shamleen), 25 (Family/DGLimages), 24 (Artist/ Shamleen), 28 (Hollywood/Kirk Wester), 28 (Shakira/Mike Nelson), 28 (Stars/ Black moon), 29 (Hollywood boulevard/oneinpunch), 32 (Rain drops/ Monrudee), 37 (Girls shopping/Mangostar), 37 (Shopping mall/Yiucheung), 38 (San Francisco/Prin Adulyatham), 39 (Sat nav/Pincasso), 38 (Womam smiling/Mimagephotography), 39 (Friends having coffee/Syda Productions), 39 (Girl reading/Sasin Tipchai), 41 (Pancakes/Africa Studio), 41 (Teen doing homework/Catalin Petolea), 42 (Boston silhouette/Josep perianes jorba), 42 (Boston map/Stefan MI), 42 (USA graphics/Tashal), 48 (Movie background/ Romolo Tavani), 48 (Ticket man/Tyler Olson), 49 (Apollo Theatre/Zabotnova Inna), 49 (Gig/Annette Shaff), 49 (Woman’s champions league/Mitch Gunn), 51 (Elephants/Nattaya Maneekhot), 51 (Festival/Anton Gvozdikov), 51 (Water park/101akarca), 52 (Popcorn/Tanapat prompa), 52 (Talking in cinema/ Creatista), 53 (Cinema tickets/Chinch), 56 (Chapultepec Castle/Laura Lindon), 56 (Chapultepec Park/Aleksander Todorovic), 56 (Embroidery pattern/Flovie), 56 (Estadio Azteca/Ulrike Stein), 56 (Mexico City/Dubassy), 56 (Xochimilco’s floating gardens/Sunsinger), 62 (Desks/Hxdbzxy), 62 (Female teacher/Monkey Business Images), 63 (Dollar note/Andrey Lobachev), 63 (Pen pot/Pitsanu suanlim), 63 (Teacher and student/Monkey Business Images), 65 (Woman swimming/Africa Studio), 65 (Young girl with dog/Gpointstudio), 66 (River and sunset/Ambrozinio), 67 (Making a fire/Ysbrand Cosijn), 67 (Setting up tent/Ysbrand Cosijn), 72 (buses/NJ photograph), 75 (Group photo/Mastapiece), 76 (London pattern/Warxar), 77 (Woman tourist/Song_about_summer), 80 (Bikes for rent/Alberto Stocco), 80 (London tube/VanderWolf Images), 80 (Tower Bridge/Samot), 85 (Fruit/Natalia Bulatova), 86 (Waiter/Rido), 86 (smiling boy/monkey business images), 86 (boy with mobile/wayhome studio), 86 (pizza/Vladislav noseek), 87 (Insect sandwich/Charoenkrung Studio99), 87 (Sea grapes/Praisaeng), 87 (food icons/mikado767), 89 (Drinking water/Evgeniia Bezuglova), 89 (Male student/Monkey Business Iamges), 89 (Vegetables/Adisa), 90 (Crisps/Moving Movement), 90 (Doctor/S_L), 90 (Fast food background/Ilya Sergeevych), 91 (Snacks/Alina Yudina), 97 (Niagra Falls/Lastdjedai), 98 (Toronto skyline/Lucky photographer), 99 (family/ Monkeu Business Images), 99 (School bus/Stuart Monk), 104 (Chocolate cake/ Foodiepics), 100 (pattern background/jakkapan), 104 (Tacos/Joshua Resnick), 104 (Tomato soup/Billion Photos), 106 (Olympic snowboarder/Matthias Schrader), 106 (Winter background/Leonid Ikan), 107 (David Bowie/Granada TV), 107 (Pat Sharp/Chris Van de Vooren), 108 (Bloomington, Mall of America/ Jeffrey J Coleman), 108 (Dubai mall/Nadezda Murmakova), 108 (Edmonton mall/Jeff Whyte), 108 (Venetian luxury hotel/Benny Marty), 109 (Cinema background/Fer Gregory), 109 (Theatre/Ververidis Vasilis), 111 (Tunnel/ESB Professional), 112 (Fried insects/Kuruneko), 113 (Baby girl/Pixelheadphoto digitalskillet), 113 (Fox/Robert Adamec) 114 (African pattern/Sunny Whale), 114 (Balafon/Anastasiya Adamovich), 114 (Playing drum/Santypan), 116 (Brasilila cathedral/Ostill), 116 (Brasilila/ Metsign33), 116 (Brazil vector/Betelgejze), 117 (Aboriginal art background/ Irina Solatges), 117 (Australian alps/Greg Brave), 117 (Australian outback/ AustralianCamera), 117 (Koala/Jeep.2499)

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Contents Student Book contents.................................................................iv Welcome unit....................................................................................4 Unit 1................................................................................................. 10 Unit 2................................................................................................. 20 Review A.......................................................................................... 30 Unit 3................................................................................................. 34 Unit 4................................................................................................. 44 Review B........................................................................................... 54 Unit 5................................................................................................. 58 Unit 6................................................................................................. 68 Review C.......................................................................................... 78 Unit 7................................................................................................. 82 Unit 8................................................................................................. 92 Review D........................................................................................102 Culture............................................................................................106 CLIL..................................................................................................114 Puzzles............................................................................................118 Remember.....................................................................................120 Student Book audioscripts......................................................122 Workbook answer key...............................................................129 Audio track list.............................................................................134

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Contents iii

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Contents

W Welcome  

pp.4–9

1 2

Look who’s coming …

Grammar

• The weather

• Simple present / Present progressive • Present progressive for future

Inviting and making arrangements

• be: Simple past • Past time expressions • Question words with was / were • have: Simple past

Describing people

Strategy: Organizing new vocabulary

• Physical appearance

Was she there?

Strategy: Personalizing new words

pp.20

pp.30–33

We stopped at the market

Communication

• Places around town

Why did you take her phone?

• Movie types

Strategy: Responding to an invitation

Video Link     Global skills A

Extra practice A       Extra communication A  

p.34

• Simple past: Regular verbs (affirmative and spelling variations) • Simple past: Irregular verbs

Asking for and giving directions

• Simple past • Question words + simple past

Going to the movies

Strategy: Using polite language

Strategy: Polite expressions

p.44

B Review  

pp.54–57

5 6

Vocabulary

pp.10

A Review  

3 4

COMPETENCES

You have to say something!

Video Link     Global skills B

Extra practice B       Extra communication B   • Housework

Strategy: Mind maps

• have to • Compounds: some / any / no / every

Asking for permission

• must / mustn’t • mustn’t / don’t have to • Verb + -ing form / infinitive

Buying a bus ticket

Strategy: Can I …? / Could I …? / May I …?

p.58

You mustn’t be late!

• Transportation and travel

p.68

C Review  

pp.78–81

7

How much salt did you put in this?

8

The best trip ever!

Extra practice C       Extra communication C   • Food and drink

p.82

• Feelings and emotions

p.92

D Review  

pp.102–105

Strategy: Question words

Video Link     Global skills C

• Count / noncount nouns • some / any • a lot of / much / many / How much …? / How many …? • a little / a few

Ordering food and drink

• Comparative adjectives • Superlative adjectives • Irregular adjectives • as … as

The details of a trip

Extra practice D       Extra communication D  

Strategy: Shortened sentences

Strategy: Using about when exact details aren’t known

Video Link     Global skills D

Puzzles pp.118–121       Word list pp.122–126

Workbook

Unit 1 pp.W2–W7     Unit 2 pp.W8–W13     Unit 3 pp.W14–W19     Unit 4 pp.W20–W25              Uni

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Listening and Speaking

Reading and Writing

Culture

• Plans for the weekend

• JCB Mud Run • Blog post about a charity run

• Winter Olympics: always in the North? The Highland Games  p.106

• Celebrity tours • A review of a visit to a tourist destination

• A history of the mullet hairstyle  p.107

Strategy: Including detail

• Describing vacation pictures Strategy: Predicting content

Strategy: Identifying text types Strategy: Fact and opinions

My progress A       • Past experiences

Strategy: Sequencing words

CLIL A, Music p. 114 • History tours in Boston! • A description of a trip

• Magical malls  p.108

• What annoys you at the movies? • A forum post about a trip to the movie theater

• A history of the movies Film school  p.109

Strategy: Describing a series of events

• Describing what you did at the weekend

Strategy: Using adjectives and adverbs

My progress B • Talking about daily activities

CLIL B, Citizenship p.115 • Canada Outdoor Survival Camps • A diary entry about a day at camp

• Robots for housework  p.110

• Get up and go! Travel dos and don’ts–a trip to the U.K. • A blog post for tourists to your country

• The future of travel Space travel  p.111

Strategy: Understanding new vocabulary Strategy: Reviewing a text for mistakes

• Presentation about a school trip Strategy: Listening for specific details

Strategy: Using mind maps to plan a text

My progress C • A survey about eating habits Strategy: Choosing the correct answer

• Comparing and reporting opinions

CLIL C, History p.116 • Snack time! • A description of snacking habits

• Weird foods from around the world L.A. food trucks  p.112

• Grandparents speak out! • A paragraph about whether life was better or worse when your grandparents were young

• The reason why babies look cute  p.113

Strategy: Scanning the text for specific information Strategy: Including examples

Strategy: Using actually or in fact

My progress D

CLIL D, Geography p.117

              Unit 5 pp.W26–W31     Unit 6 pp.W32–W37     Unit 7 pp.W38–W43     Unit 8 pp.W44–W49

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Welcome to Link It! 2 Grammar this, that, these, those be: Simple present there is / there are can for ability Simple present Adverbs of frequency Imperatives Present progressive

Vocabulary Countries and nationalities Possessions House and rooms Sports activities Daily routines Clothes Family Food

Aim To practice vocabulary for countries and nationalities, possessions, house, and rooms To practice this, that, these, those, the simple present of be, there is / there are

Countries and nationalities    page 4  Warm-up

• Write some of the vocabulary headings

•

from this unit on the board (Countries and nationalities, House and rooms, Sports activities, etc.). Divide the class into groups. Ask groups to choose a topic and write down all the words they know in two minutes.

Exercise 1

• Point to the flags and teach flag. • Read out the words in the box and • •

elicit which are countries and which are nationalities. Read out the example answer then ask students to complete the remaining facts. Check answers with the class and model pronunciation of the words.

this, that, these, those    page 4  Exercise 2

• Do this exercise with the whole class,

using gestures as well as the pictures to demonstrate the meaning of the words and elicit the answers.

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be: Simple present    page 4  Exercise 3

• Students write the questions. • Check answers with the class.

listen.

• Play the audio again, pausing after each

exercise 3 refer to Claudia in exercise 2.

question and answer for students to repeat. • Put students into groups of three to practice the dialogue. Audioscript    Student Book page 4 

and answer the questions in exercise 3.

Exercise 6 Groupwork

Exercise 4

• Point out that the questions in

• Students read the information again • Check answers with the class. ANSWERS

1 2 3 4

Exercise 5 Real English e 002

• Play the audio once for students to

She’s 13 years old. No, it isn’t. They are Max and Emma. Yes, it is.

• Students work in their groups to write a dialogue like the one in exercise 5.

• Monitor and help while students work. • Students then practice their dialogues in their groups. Ask some groups to perform their dialogue for the class.

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House and rooms    page 5  there is / there are Exercise 9

• Read out the heading and check that • •

students understand house and rooms. Students work individually or in pairs to match the definitions with the words. Check answers with the class, and check that students understand all the words. Model pronunciation of the words. Ask individual students questions about their house and rooms, e.g., What rooms are there in your house / apartment? What’s your favorite room? Why?

Exercise 10

• Ask students to look at the pictures and complete the sentences.

• Check answers with the class. Exercise 11 Real English e 003

• Play the audio once for students to

listen. • Play the audio again, pausing after each question and answer for students to repeat. • Put students into pairs to practice the dialogue. Audioscript    Student Book page 5 

Exercise 12 Pairwork

• Read through the prepositions in the • • •

Possessions    page 5  Exercise 7

• Read out the heading and check that • • •

students understand possessions. Students work individually or in pairs to complete the puzzle and find Blanca’s favorite possession. Check answers with the class and check that students understand all the words. Ask individual students questions about their possessions, e.g., Do you have a skateboard / tablet? What’s your favorite possession? Why?

Exercise 8 Pairwork

• Read out the example questions and • •

•

sentences. Briefly revise the use of there is / there are. Allow students time to write their sentences individually. Students then work in pairs to tell their partner about their possessions and ask and answer questions to find the false sentence. Ask who guessed the false sentence easily.



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box with the class. Check that students understand them all. Students then work in their pairs to write a dialogue like the one in exercise 11. Monitor and help while students are working. Students then practice their dialogues in their pairs. Ask some pairs to perform their dialogue for the class.

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Aim To practice vocabulary for sports activities and daily routines To practice can for ability and the simple present

Sports activities    page 6  Exercise 13

• Read through the sports activities in •

• • •

the box with the class and make sure students understand them. Read out the example answer, then elicit examples of how we use do, go, and play with sports activities, e.g., play soccer, do track and field, go skiing. Students can work individually or in pairs to complete the dialogue with the correct verbs and activities. Check answers with the class. Ask individual students questions about sports activities, e.g., Do you sometimes play soccer? Do you ever do track and field?

can for ability    page 6  Exercise 14

• Say a few simple sentences using can

• •

and can’t, e.g., I can swim. I can’t ride a horse. Check that students understand the meaning. Students decide which sentences are correct and incorrect, and write the incorrect sentences correctly. Check answers with the class and revise the rules on the form of can / can’t.

Exercise 15

• Ask students to look at the chart. Read

• • •

out the example sentence and elicit another example answer from the class. Students complete the sentences. Check answers with the class. Ask individual students to tell the class something they can and can’t do.

Exercise 16 Real English e 004

• Play the audio once for students

to listen. • Play the audio again, pausing after each question and answer for students to repeat. • Put students into pairs to practice the dialogue. Audioscript    Student Book page 6 

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Exercise 17 Pairwork

• Students work in their pairs to write a dialogue like the one in exercise 16.

• Monitor and help while students are working.

• Students then practice their dialogues

in their pairs. Ask some pairs to perform their dialogue for the class.

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Exercise 21

• Students read the article and complete it with the correct verb forms.

• Students can compare their answers in pairs.

• Check answers with the class.

Daily routines    page 7 

Simple present    page 7 

Exercise 18

Exercise 20

• Students read the survey and choose •

the correct answers. Check answers with the class and check that students understand all the daily routines vocabulary.

• Read out the example sentences and •

Exercise 19

• Students work in pairs to ask and

•

•

• •

answer the questions in exercise 18. Ask some students to tell the class something they learned about their partner.

point out the affirmative and negative forms of the verbs. Elicit another example sentence from the class and point out the different forms used for she and he (she speaks / she doesn’t speak). Students work individually or in pairs to complete the sentences. Check answers with the class. Review the forms of the simple present if necessary.



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Aim To practice vocabulary for clothes, family, and food To practice adverbs of frequency, imperatives, and the present progressive

Clothes    page 8  Exercise 22

• Students can work individually or in •

•

pairs to look at the pictures and choose the correct words. Check answers with the class and check that students understand all the clothes words, including the incorrect answers. Model pronunciation of the words. Ask questions about their clothes, e.g., Who has black shoes on today? Who has a blue shirt?

Adverbs of frequency    page 8  Exercise 23

• Read out the example sentence and • • •

point out the position of the adverb of frequency (before the verb). Students rewrite the sentences. Allow students to compare their answers in pairs. Check answers with the class.

ANSWERS

1 We never wear hoodies to school. We always wear a shirt and tie. 2 I always have my cell phone with me. 3 She rarely wears dresses or skirts in the winter. 4 He often buys shoes when he goes to the mall. 5 She sometimes forgets her homework on Monday.

Exercise 24

• Focus on the chart and read out the example answer.

• Students write sentences about the information.

• Check answers with the class. • Ask questions to individual students

about how often they wear the things in the chart, e.g., How often do you wear jeans? Do you always wear shorts in summer? Elicit a range of answers.

ANSWERS

Jose and Javier always wear jeans. Jose rarely wears a hoodie, but Javier sometimes wears a hoodie. Jose rarely wears a shirt, but Javier often wears a shirt. Jose often wears shorts, but Javier never wears shorts.

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Family    page 8 

Imperatives    page 8 

Exercise 25

Exercise 26

• Read through the words in the box • • •

with the class and check that students understand them all. Ask students to write the correct words in the family tree. Students can compare their answers in pairs. Check answers with the class.

• Elicit or explain that we use the

•

imperative form of a verb to tell someone what to do. Elicit or remind students of the negative form of the imperative with Don’t … Students complete the sentences with the correct words.

• Check answers with the class.

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Exercise 30 Real English e 005

• Play the audio once for students to listen.

• Play the audio again, pausing after

each question and answer for students to repeat. • Put students into pairs to practice the dialogue. Audioscript    Student Book page 9 

Exercise 31 Pairwork

• Students work in their pairs to write a dialogue like the one in exercise 30.

• Monitor and help while students are working.

• Students then practice their dialogues

in their pairs. Ask some pairs to perform their dialogue for the class.

Food 

  page 9 

Exercise 27

• Students find the food words in the

•

•

wordsearch. Students could work in pairs for this, and you could do it as a race. Check answers with the class and check that students understand all the food vocabulary. Model pronunciation of the words. Ask: Which foods do you like? Which don’t you like? Elicit a range of answers.

• • •

we use the present progressive for things that are happening now. Ask students to write the questions, sentences, and answers. Check answers with the class. Revise the form of the present progressive if necessary.

Exercise 29

• Students work individually or in pairs to •

read the dialogue and complete it with the correct verb forms. Check answers with the class.

Present progressive    page 9  Exercise 28

• Read out the example question and

answer. Elicit or remind students that



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1 Look who’s coming … Grammar Simple present / Present progressive Present progressive for future

Vocabulary The weather

Communication Inviting and making arrangements

Skills Listening: A conversation about plans for the weekend Speaking: Talking about your plans for the weekend Reading: A blog post about a Mud Run Writing: A blog about the Sydney Color Run

Values and cross-curricular topics Friends and friendship Health and nutrition: exercise The environment: the weather

Presentation    pages 10–11  Aim To present new language in a familiar context

Story Ava, Lauren, and Nick are in a café, talking about a future trip to Paris. Lauren invites Ava to go shopping tomorrow, to buy some new clothes for the trip, but Ava says she is busy. Rachel and Tyler then come into the café, and Lauren reacts by saying she doesn’t like Rachel. Ava defends Rachel, but Nick agrees with Lauren that she is trouble.

Warm-up

• Ask students to look at the picture.

Ask: Where are the people? What are they doing? Elicit that they are in a café. Ask: Do you think they are all friends? Why? / Why not? Where do you usually meet your friends?

Exercise 1 Read and listen e 006

• Read the question to the class. • Check that students understand trip. • Play the audio. Students listen and read, and answer the question.

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• Check the answer with the class. • Go through the Check it out! box and

ask students to find the phrases in the dialogue. Make sure that students understand the meaning of the phrases. Point out that we can use whatshername for a girl or woman whose name we don’t know. Audioscript    Student Book page 10 

Exercise 2 Comprehension

• Read through the questions with the • • •

class and point out that questions 2, 3, and 4 ask about opinions. Students read the dialogue again and answer the questions. They can compare answers in pairs. Check answers with the class, asking students to read out their answers. Correct any mistakes.

ANSWERS

1 She wants to buy some new clothes for the trip to Paris. 2 Ava thinks that they are awesome. 3 Lauren thinks that Rachel is horrible. 4 Ava thinks she is different and cool.

Link to life

• Read out the question and discuss it

as a class. Encourage students to think about how they can overcome their dislike of people who are different, and how they can avoid judging people too quickly.

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Exercise 6 Pairwork

• Students practice their mini-dialogues

in pairs. Monitor and help as necessary.

• Ask some students to perform one of their mini-dialogues for the class.

Consolidation

• Suggest to students that they

•

could record the first lines of their mini-dialogues on their phones. They could then listen and practice responding with their own ideas. Point out to students that speaking is a skill that needs a lot of practice, and the more they practice, the easier and more natural it will feel to speak in English.

Workbook page W4 Practice Kit Extra Practice

Key language    page 11 

• Play the audio again, pausing after each

Aim

• Students could then practice the

line for students to repeat.

To practice the target language in a personalized context

dialogues in pairs. Audioscript    Student Book page 11 

Exercise 3

Exercise 5

• Ask students to find and underline the

• Ask two students to read out the

•

• Elicit another example mini-dialogue

phrases in the dialogue. Check that students understand all the phrases.

Exercise 4 e 007

• Ask students to read the dialogues • •

and complete them with the correct phrases. Tell students they can refer back to the dialogue in exercise 1 if necessary. Play the audio. Students listen and check their answers.

example mini-dialogue.

using the activities in the box.

• Students work in pairs and write four similar mini-dialogues.

• Monitor and help as necessary. Make

a note of any repeated mistakes to go over at the end of the lesson.



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Vocabulary    page 12  The weather Aim To present and practice vocabulary for the weather

Warm-up

• Ask: What’s the weather like today? Is it hot or cold? Elicit a few answers.

• Ask: What does Ava say about the

•

•

weather when she’s in the café? (it’s raining) What does Lauren say the weather is like in Paris? (warm and sunny). Put students into pairs and give them two minutes to write down as many words for the weather as they can. Tell them they can use their dictionaries to help. Write the students’ ideas on the board, and teach the meanings of any words that are new to them. Tell students they are going to learn more words for the weather.

Exercise 1 e 008

• Students work individually or in pairs to label the weather symbols on the map. • Play the audio. Students listen and check. • Play the audio again, pausing after each word for students to repeat. Audioscript    Student Book page 12 

Exercise 2 e 009

• Focus on the world weather chart. Ask

a few questions to check that students understand it, e.g., Which places are very hot? (Delhi and Sydney) Which places are cold? (Calgary and Chicago). • Students work individually or in pairs to complete the sentences. • Play the audio. Students listen and check. • Read out the information in the Look! box with the class. Audioscript    Student Book page 12 

Extra activity

• To revise numbers and practice

•

saying temperatures, tell students you are going to say some of the places in the world weather chart and they must say the temperature there as quickly as possible. Call out the names of the places in a random order. Students race to say the temperatures correctly.

Exercise 3 e 010

• Allow students time to read through the gapped sentences.

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• Play the audio. Students listen and

complete the sentences. • Allow students time to compare their answers in pairs, then play the audio again for them to check their answers. • Check answers with the class. Audioscript    Teacher’s Guide page 122 

Exercise 4 Pairwork

• Ask two confident students to read out the example questions and answers.

• Students work in pairs to ask and

answer questions about the weather.

Consolidation

• Suggest to students that they should

think about their own learning style when they decide how best to record new vocabulary. Point out that some people learn better by using pictures, and some learn better by listening, so drawing pictures or recording new vocabulary might be useful strategies for them.

Workbook page W4 Practice Kit Extra Practice

• Read out the information in the

Vocabulary strategy box. Point out to students that learning new vocabulary is an important skill in language learning, and they should get into the habit of recording new vocabulary.

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Exercise 1

• Read out the example sentences and

• •

point out that one sentence in each pair is a habit, and the other is an action happening now. Students look at the sentences and decide what each sentence refers to. Check answers with the class.

Exercise 2

• Point out the two underlined time

• • • •

expressions. Ask students to find and underline the remaining time expressions. Check answers with the class. Students then complete the chart. Check answers with the class. Point out the position of adverbs of frequency (before the main verb). Point out that other time expressions usually come at the end of the sentence.

Exercise 3

• Students choose the correct answers. • Check answers with the class. Exercise 4

• Read out the example sentence. • Point out that some sentences need a negative verb.

• Students complete the sentences. • Check answers with the class. • Use the sentences to review how to

form negatives in the simple present.

Exercise 5

• Read out the information in the Look!

• •

box. Explain to students that they will have to think whether each verb is a habit or an action happening now. Students complete the conversation. Check answers with the class.

Challenge

Grammar    page 13  Simple present / Present progressive Aim To present and practice the simple present and present progressive Grammar link presentation Unit 1

Warm-up

• Ask a confident student: What are you

•

wearing today? Write the answer on the board, e.g., (Ana) is wearing jeans today. Ask: Do you often wear jeans? Write the answer on the board, e.g., She often wears jeans. Underline the verbs. Ask: What verb forms are they?

• Elicit or explain that they are the simple

present and present progressive, and students are going to learn more about them in this lesson.

Think! box

• Read out the grammar examples. • Students read the Think! box and

complete the rules. • Check answers with the class. • Review the form of the simple present and present progressive, using the grammar examples. Point out the use of -s in the third person singular of the simple present, and point out that we form the present progressive with the correct form of be and the -ing form of the verb. • Refer students to the rules on page W2. Rules    page W2 



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• Students write questions, then write answers that are true for them.

Finished?

• In pairs, students ask and answer the questions in the Challenge box.

• Ask students to think of four more questions to ask each other.

• Refer students to the puzzle on page 118 / X7. Puzzles    page 118 / X7 

Consolidation

• Suggest to students that to help

them learn these verb forms, they could write some personalized sentences and questions / answers about themselves and their friends or family members.

Workbook page W4 Practice Kit Extra Practice

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Let’s talk about …    pages 14–15  Communication competences Inviting and making arrangements Aim To present and practice the simple present and present progressive

Warm-up

• Ask students to write one true sentence •

•

about themselves using either the simple present or present progressive. Ask a student at the front of the class to say their sentence, e.g., I listen to music every day. The student next to them should repeat this sentence, and then add their own, e.g., Lucia listens to music every day, and I’m not watching TV at the moment. Continue around the class, with each student repeating the previous sentences and adding their own sentence. Continue until all students have participated, or until the list becomes too long to remember!

Exercise 1 Watch, listen, or read e 011

• Students complete the dialogues with the correct words and phrases.

• They can compare their answers in pairs.

• Play the video or audio. Students watch or listen and check. Audioscript    Student Book page 14 

Exercise 2 Real English e 012

• Ask students to find the questions and answers in the dialogues in exercise 1. • Ask: Which ones can we use to invite someone? (Are you doing anything on …? What are you doing on …? Would you like to …?) • Read the information in the Speaking strategy box with the class. • Play the audio once for students to listen. • Play it again, pausing after each question and response for students to repeat. Audioscript    Student Book page 14 

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Extra activity

• Students could complete the

•

invitations in exercise 2 with their own ideas, e.g., Are you doing anything on Friday evening? They could then ask and answer questions in pairs.

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Exercise 5 Pairwork

• Demonstrate the activity with a

• •

confident student. Ask if they are free on Saturday and invite them to go to the movies. Continue the dialogue when they respond. Students then practice their dialogues in pairs, taking turns to ask and answer. Ask some pairs to perform their dialogues for the class.

Extra activity

• Elicit one of the dialogues from •

• •

exercise 4 and write it on the board. Ask students to close their books. Rub out five or six words from the dialogue and ask students to practice it, adding the missing words from memory. Rub out another five or six words and repeat the process. Continue until there are only a few words left on the board. By this time, students should be able to perform the whole dialogue from memory.

Link it! Pairwork

• Focus on the pictures and elicit what they show.

• Students work in pairs to prepare and practice another dialogue.

• Ask some pairs to perform their dialogues for the class.

Consolidation

• Suggest to students that they could record some invitations on their phone, then practice listening to them and responding in different ways. They could then listen to themselves and see if they can spot any mistakes or improve their pronunciation.

Beat the clock

• Read out the task, then briefly revise • • • • •

the days of the week as a class. Put students into pairs and time two minutes. Get feedback on who managed to complete the task. Students then discuss in pairs which is their favorite day of the week and why. Ask some students to tell the class which is their favorite day and why. Write the days on the board for students to notice the spellings.

Exercise 3 e 013

• Play the audio. Students listen and complete the sentences.

Workbook page W6 Extra Communication page 31 Practice Kit Extra Practice

• Play the audio again if necessary nfor

students to check and complete their answers. • Check answers with the class. Audioscript    Teacher’s Guide page 122 

Exercise 4 Pairwork

• Read through the task with the class •

and make sure students understand everything. Students work in pairs and prepare their dialogues. Monitor and help while they are working.

• Allow students time to read through the gapped sentences. You could elicit what words might be missing in each one.



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Grammar    page 16  Present progressive for future Aim To present and practice the present progressive for future Grammar link presentation Unit 1

Warm-up

• Ask: What are you doing at the moment? •

What are you doing on Saturday? Elicit the answers. Underline the verbs on the board. Elicit that they are in the present progressive. Ask: Which one is about an action happening now? Which one is about the future? Elicit the answers.

Look! box

• Read out the grammar examples and

explain that we can use the present progressive for an action that is planned and organized in the future. • Read through the time expressions in the Look! box with the class. • Refer students to the rules on page W3. Rules    page W3 

Exercise 1

• Students complete the sentences. • Check answers with the class. Exercise 2

• Read out the two example answers. • Students read the questions and write the short answers.

• Check answers with the class. ANSWERS

1  No, they aren’t.   2  Yes, we are.   3  Yes, you are.   4  No, he isn’t.   5  No, I’m not.

Exercise 3

• Ask students to read Lucy’s planner. • • •

Check they understand sleepover. Read out the first sentence and example answer. Students write the sentences. Check answers with the class.

ANSWERS

1 She isn’t playing tennis in the afternoon. She’s studying for the Science test. 2 They aren’t going to the movie theater in the evening. They’re having a sleepover. 3 She isn’t meeting her friends on Sunday morning. She’s visiting her grandparents. 4 They aren’t going swimming in the afternoon. They’re going for a bike ride.

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5 She isn’t having a pizza in the evening. She’s watching a movie.

Exercise 4

• Ask students to read the program. • Read out the first prompt and the example question and answer.

• Students then write the questions and •

answers. Check answers with the class.

ANSWERS

1 Where are they meeting? They’re meeting outside school. 2 What are they visiting in the morning? They’re visiting the Statue of Liberty. 3 What are they doing at 2:30 p.m.? They’re going to Central Park. 4 What time are they having dinner? They’re having dinner at 6:00 p.m.

5 What are they watching at Madison Square Garden? They’re watching a basketball game. 6 What time are they arriving back at school? They’re arriving back at school at 11:45 p.m.

Challenge

• Students write the sentences individually.

Finished?

• Students imagine that they are going to New York next week. Ask them to write five things they are doing in New York. • Refer students to the puzzle on page 118 / X7. Puzzles    page 118 / X7  Workbook page W5 Practice Kit Extra Practice

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Step 2 Exercise 2 e 015

• Focus on the picture and ask: Where • • • •

do you think it is? Elicit a few ideas, but don’t confirm them. Ask students to read the questions. Play the audio. Students listen, then answer the questions. Check answers with the class, playing the audio again and pausing for students to hear the answers. Ask: Whose weekend do you think sounds more fun? Why?

ANSWERS

1 2 3 4

She’s going to visit her aunt. She usually goes once a year. She’s going with her mom. They’re leaving at six o’clock on Friday night. 5 They’re coming back on Tuesday. 6 They’re going shopping on Sunday. Audioscript    Teacher’s Guide page 122 

Step 3 Exercise 3

• Read out the task, then ask students to make the questions.

• Check answers with the class. ANSWERS

1 Are you doing anything nice this weekend? 2 What are you doing? 3 Why are you going there? 4 Who are you going with? 5 What time are you leaving? 6 Where are you staying? 7 What are you doing on Sunday? 8 When are you coming back?

Exercise 4 Pairwork

• Read out the task and check students

Listening and speaking    page 17  Aim To listen to a conversation about plans for the weekend To ask and answer questions about your plans for the weekend

Warm-up

• Ask: Do you sometimes go away for the

weekend? Where do you go? What do you do? Elicit a few ideas, then ask: Where would you like to go for a weekend? A city? A beach? Why? What can you do there?

•

Step 1 Exercise 1 e 014

• Focus on the picture and ask: Where

do you think it is? Elicit a few ideas, but don’t confirm them. • Ask students to read the sentences. • Play the audio. Students listen and choose the correct answers. • Allow students to compare their answers in pairs. • Check answers with the class, playing the audio again and pausing for students to hear the answers. • Ask: Do you think his weekend sounds like fun? Audioscript    Teacher’s Guide page 122 

•

•

understand that they should imagine a fun weekend away. Allow students time to prepare their ideas individually. If they are struggling for ideas, you could brainstorm some ideas with the class. Students then work in pairs. Tell them to listen carefully to their partner’s answers because they are going to tell the class about their partner’s plans. Monitor while they are working, and note down any mistakes to correct in a feedback session at the end.

Exercise 5 Presentation

• Allow students time to make a few

notes to help with their presentation.

• Ask students in turn to tell the class about their partner’s weekend.

• Discuss as a class whose weekend sounds fun and why.

Workbook page W6 Practice Kit Extra Practice



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Trending topics    pages 18–19  Reading and writing competences Reading Aim To read a blog about a mud run

Warm-up

• Focus on the pictures and ask: What

• •

do you think this event is? What are the people doing? Elicit a few ideas, and elicit or explain that it is a race. Ask: Do you think it looks fun? Why? / Why not? Elicit a range of answers. Read out the information in the Culture focus box. Check that students understand obstacles and charity.

Exercise 1 Read and listen e 016

• Ask students to read through the

sentences and possible answers. • Play the audio. Students listen and read, and choose the correct answers. • Allow students to compare their answers in pairs. • Check answers with the class. Audioscript    Student Book page 18 

Exercise 2

• Students read the blog again and answer the questions.

• Allow students to compare their answers in pairs.

• Check answers with the class, eliciting the part of the text which confirms each answer.

ANSWERS

1 It costs $45. 2 The money goes to charity. 3 He’s excited because he’s taking part in the race for the first time. 4 He usually does the kids’ obstacle course. 5 He’s wearing the official T-shirt. 6 It’s raining.

Exercise 3

• Students discuss the questions in pairs. • Discuss the questions as a class, and find out who in the class would like to take part in a mud run and why.

Extra activity

• Students could imagine they are

•

at a mud run and write a short text message to a friend saying what is happening and how they are feeling. Ask some students to read their messages to the class.

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• Check answers with the class, eliciting the part of the text which confirms each answer.

ANSWERS

1 They participate in the Color Run for fun. 2 They are in Melbourne, Perth, Adelaide, and Sydney. 3 She is running with her sister and three friends. 4 They come from Brisbane. 5 They’re going to Sydney the day before the run, November 18th. 6 They’re staying in a hotel.

Step 3 Exercise 6

• Read out the task, and ask students to read through the questions.

• Read through the questions with the

• •

class and elicit some possible answers for each one. Make notes of useful vocabulary on the board. Ask students to write their two paragraphs. Ask some students to read their paragraphs to the class.

Challenge

• Students write their paragraphs individually.

• Ask some students to read their paragraphs to the class.

Extra activity

• Students could use their ideas from

•

Writing Aim

Background notes

• The Color Run was started in Phoenix,

Arizona, in 2011. The idea was to have a fun sports event that anyone can join in. There are now Color Runs in cities all over the world. Racers have paints of different colors tipped over them as they race 5 kilometers.

To write two paragraphs for a blog on the Sydney Color Run

Step 1 Exercise 4

• Focus on the pictures of the Color Run • • • •

and ask: What do you think is happening? Elicit a few ideas. Explain that the pictures show a Color Run (See Background notes). Ask students to read the fact file. Check that they understand location and frequency. Ask students to read the profile and complete it with the correct words. Check answers with the class.

Culture page 106 / X1 Practice Kit Extra Practice Unit tests Resource worksheets Video

Step 2 Exercise 5

• Read the Study strategy with the class. • Read out each question in turn and •

elicit the information students need to find to answer it fully. Students read the profile again and answer the questions.



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•

the writing task to record some entries for an audio diary. They could record one a week before the event, immediately before the event, and halfway through the event. Encourage them to use their imagination and acting skills to make their entries realistic! Students could share their audio diaries in small groups.

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2 Was she there? Grammar be: Simple past: Affirmative and negative Past time expressions be: Simple past: Interrogative and short answers Question words with was / were have: Simple past: Affirmative

Vocabulary Physical appearance

Communication Describing people

Skills Listening: Descriptions of vacation pictures Speaking: Describing a vacation picture Reading: An advert for a guided tour of Hollywood Writing: A review of a visit to a tourist destination

Values and cross-curricular topics Friends and friendship Arts and culture: diversity Travel and transportation Multiculturalism: experiencing different cultures through student exchanges Arts and culture: movies

Presentation    pages 20–21  Aim To present new language in a familiar context

Story Nick and Lauren ask Ava about the music festival she went to. Ava talks about the singer Blaze, who she thinks is awesome. She describes him to her friends. Ava also says that Rachel and Tyler were at the festival, and she is now friends with Rachel. Rachel and Tyler then arrive. Rachel upsets Lauren by forgetting her name, and she is rude to Nick. She says that she and Tyler are leaving, and asks Ava if she is going with them.

Warm-up

• Ask students to look at the picture. Ask:

Who can you see? Elicit the names of the characters (Lauren, Nick, Ava, Rachel, Tyler). Ask: Where are they? (at school) What are they doing? (chatting)

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Who do you think is happy? Who isn’t happy? Why? Elicit a few ideas.

Exercise 1 Read and listen e 017

• Read the question to the class. • Check that students understand

awesome and good-looking. • Play the audio. Students listen and read, and answer the question. • Check the answer with the class. • Go through the Check it out! box and ask students to find the phrases in the dialogue. Make sure that students understand the meaning of the phrases. Point out that So what? and Whatever can both sound quite rude, so students should be careful about using them. Audioscript    Student Book page 20 

Exercise 2 Comprehension

• They can compare answers in pairs. • Check answers with the class, asking students to read out their answers. Correct any mistakes.

Extra activity

• Write on the board: 1 Blaze is the singer for The Moments. 2  Ava describes Blaze’s appearance. 3  Rachel doesn’t like Blaze. 4 Rachel makes a mistake with Nick’s name. • Students read the dialogue again and decide if the sentences are true or false. ANSWERS

1  True  2  True  3  False (she loves him)  4  False (she makes a mistake with Lauren’s name)

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Exercise 5

• Ask two students to read out the example mini-dialogue.

• Elicit another example mini-dialogue using the ideas in the boxes.

• Students work in pairs and write four similar mini-dialogues.

• Monitor and help as necessary. Make

a note of any repeated mistakes to go over at the end of the lesson.

Exercise 6 Pairwork

• Students practice their mini-dialogues

in pairs. Monitor and help as necessary.

• Ask some students to perform one of their mini-dialogues for the class.

Consolidation

• Write the words great, awesome,

fantastic on the board. Elicit that they all mean ‘very good’. Elicit similar words from the class, e.g., amazing. Tell students they can record words with similar meanings together, and they should try to use a range of different words in speaking and writing tasks.

Workbook page W10 Practice Kit Extra Practice

Key language    page 21 

• Play the audio again, pausing after each

Aim

• Students could then practice the

To practice the target language in a personalized context

Exercise 3

• Ask students to find and underline the •

sentences in the dialogue in exercise 1. Check answers, and check that students understand all the sentences.

Exercise 4 e 018

• Ask students to reorder the words to

line for students to repeat.

dialogues in pairs. Audioscript    Student Book page 21 

Extra activity

• Focus on the first dialogue in exercise

•

complete the dialogues.

• Tell students they can refer back to the •

dialogue in exercise 1 if necessary. Play the audio. Students listen and check their answers.

•

4 again and read out the question How was the festival? Ask: Does the question ask about the present or the past? Elicit that it asks about the past. Ask students to find two more questions about the past in the other two dialogues. Check answers.

ANSWERS

Were The Moments good? Was Rachel there?



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Vocabulary    page 22  Physical appearance Aim To present and practice vocabulary for physical appearance

Warm-up

• Ask: Why does Ava like Blaze? How does

•

•

she describe him? Does she describe his personality or his appearance? Students can refer back to the dialogue on page 20 to check answers (she likes him because he is awesome and goodlooking. She describes his appearance). Write the words that Ava uses to describe Blaze on the board: tall, blond hair, blue eyes. Put students into pairs to brainstorm other words they know to describe appearance, e.g., brown eyes, brown hair. Write the students’ ideas on the board, and teach the meanings of any words that are new to them. Tell students they are going to learn more words to describe physical appearance.

Exercise 1 Read and listen e 019

• Play the audio. Students read and listen

and match the people in the picture to the descriptions. • Allow students time to compare their answers in pairs, then check answers with the class, playing the audio and pausing to check that students understand the words in bold. • Play the audio again, pausing after each word in bold for students to repeat. Audioscript    Student Book page 22 

Exercise 2

• Focus on the picture of Joshua. • Students work individually or in pairs to complete the description.

• Check answers with the class. Extra activity

• Encourage students to use very

• Students work in pairs to describe their

•

•

• Students can play a game to •

consolidate the vocabulary. In pairs, students take turns to cover the descriptions in exercise 1 and just look at the picture. Their partner reads out five individual sentences from the descriptions, e.g., He has a mustache and he wears glasses. They listen to each sentence and identify the person in the picture.

Exercise 3

• Focus on the picture of Nancy. Make •

sure students know the word gray. Read out the information in the Look! box with the class. Ask students to find more examples of very and pretty and the correct adjective order in the descriptions in exercise 1.

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•

and pretty and the correct order of adjectives in their description of Nancy. Students write their descriptions individually. Allow students time to compare their descriptions in pairs. Elicit a description from the class.

POSSIBLE ANSWER

Nancy is short and average weight. Her hair is pretty long and gray. She has brown eyes. She’s very old. She’s about 70.

Exercise 4 Pairwork

• Allow students time to prepare their

descriptions, but encourage them to just make notes, rather than writing out the full descriptions.

favorite music, sports, or TV star and guess their partner’s star. Ask who managed to guess their partner’s star.

Consolidation

• Read the Vocabulary strategy with the class.

• Suggest to students that they

could find a picture of members of their family, and stick it into their vocabulary notebooks. They could label the pictures and write descriptions of their family members like the ones in exercise 1, to help them remember the vocabulary.

Workbook page W10 Practice Kit Extra Practice

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Past time expressions Exercise 2

• Read out the grammar examples. • Students match the words and write the time expressions.

• Check answers with the class. Point

out that ago comes at the end of the expression: five years ago NOT ago five years.

ANSWERS

last month / April / night in 2017 / April yesterday afternoon five years / two months / a week ago

Exercise 3

• Students complete the sentences with was or were.

• Check answers with the class.

be: Simple past Negative Grammar chart

• Read out the grammar examples, then

read through the chart with the class. Explain that we usually use short forms in speech and informal writing. • Refer students to the rules on page W8. Rules    page W8 

Exercise 4

• Students rewrite the sentences in •

exercise 1 in the negative form. Check answers with the class.

ANSWERS

1 My grandad wasn’t very tall. 2 These jeans weren’t expensive. 3 We weren’t tired after the soccer game. 4 Heitor and Zilda weren’t at the festival. 5 I wasn’t on the basketball team. 6 You weren’t late for school.

Grammar    page 23  Aim To present and practice the simple past of be and past time expressions Grammar link presentation Unit 2

be: Simple past Affirmative Warm-up

• Ask students to write a description of • •

themselves on a piece of paper. Collect in the pieces of paper, then jumble them and hand them out again. Ask students in turn to read out the description they have. See if the class can guess which student it describes.

Think! box

• Read out the grammar examples. • Students read the Think! box

and choose the correct words to complete it. • Check answers with the class. • Point out that be has three forms in the simple present (am, is, are), but only two in the simple past (was, were). • Refer students to the rules on page W8. Rules    page W8 

Exercise 1

• Students choose the correct words to •

complete the sentences. Check answers with the class.

• Students write the negative sentences. • Check answers with the class. Challenge

• Students write sentences about where they were at the times in the box.

Finished?

• Ask students to write sentences about

where they think their classmates were at the times in the Challenge box. They then read their sentences to the class. • Refer students to the puzzle on page 118 / X7. Puzzles    page 118 / X7  Workbook page W10 Practice Kit Extra Practice



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Exercise 5

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Let’s talk about …    pages 24–25  Communication competences Describing people Aim To learn or revise personality adjectives To practice describing people

Warm-up

• With books closed, say some true

• •

and false sentences about individual students, e.g., (Lara) has blond hair. (Maria) is middle-aged. Ask students to decide if the sentences are true or false, and correct the false sentences. Ask students in pairs to write three more sentences about their classmates, two true and one false. Put pairs together into groups of four to read their sentences to each other and correct the false sentences.

Exercise 1

• Students could work in pairs to do the • •

matching task. Alternatively, you could focus on each picture in turn and use it to elicit or teach the correct adjective. Check answers with the class and make sure students understand all the adjectives. Model pronunciation of the words.

Exercise 2 Watch, listen, or read e 020

• Students complete the dialogue with the correct phrases.

• They can compare their answers in pairs.

• Play the video or audio. Students watch or listen and check. Audioscript    Student Book page 24 

Exercise 3 Real English e 021

Extra activity

• Students could work in pairs. They

• Read through the information in the

Look! box with the class and point out that the two questions are quite similar, but they are asking about two different things. Ask students to find the questions in the dialogue and notice the different answers. • Play the audio once for students to listen. • Play it again, pausing after each question and response for students to repeat. Audioscript    Student Book page 24 

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•

look back at the picture of the people on page 22 and ask and answer questions about them using the questions in exercise 3. Tell them they can guess the people’s personalities. Ask some students to tell the class what they think the people are like.

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• Students work in pairs to ask and •

answer questions. Ask some students to tell the class about one of their partner’s friends or family members.

Extra activity

• Ask students to look at the questions

•

•

in exercise 5 again and write answers about another friend or family member. Tell them to write the answers in a random order. With books closed, students work in pairs. They take turns to read one of their answers to their partner, e.g., She’s very short and slim. She has black hair and blue eyes. Their partner must guess the question (What does she look like?). Ask who guessed all the questions correctly.

Link it! Pairwork

• Read out the task and check that • • • •

students understand exchange student and host family. Demonstrate the task by taking the role of the student on an exchange and give a name of a member of a host family. Get students to ask you questions about the person and give information. Students work in pairs to prepare and practice a dialogue. Ask some pairs to perform their dialogues for the class.

Consolidation

• Suggest to students that they could

work in pairs and show each other pictures of members of their families. They could ask and answer questions about the people, using the words and expressions in this unit.

Exercise 4 e 022

• Allow students time to read through

the descriptions. • Play the first description and elicit the answers. • Play the rest of the audio. Students listen and match the descriptions. • Play the audio again if necessary for students to check and complete their answers. • Check answers with the class. Audioscript    Teacher’s Guide page 123 

Beat the clock

• Read out the task, then put students

•

•

Workbook page W12 Extra Communication page 31 Practice Kit Extra Practice

into pairs and time two minutes for them to write words for physical appearance. Bring all the words together on the board and check that students understand them all. See which pair wrote the most words correctly. Do the same thing with personality words.

Exercise 5 Pairwork

• Ask students to write the names of five friends or family members individually.

• Demonstrate the task by asking a

confident student to say one of the names on their list. Ask the questions in exercise 5 and elicit the student’s answers.



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Grammar    page 26  Aim To present and practice interrogative forms and short answers of be in the simple past To present and practice the simple past of have Grammar link presentation Unit 2

be: Simple past Interrogative and short answers Warm-up

• Put students into pairs and give them •

two minutes to write as many past time expressions as they can. Check answers and see which pair wrote the most expressions correctly.

Grammar chart

• Read out the grammar examples, then

read through the grammar chart with the class. • Refer students to the rules on page W8. Rules    page 8 

Exercise 1

• Students complete the questions and write the short answers.

• Check answers with the class.

Question words with was / were Grammar chart

• Read out the grammar examples, then

read through the grammar chart with the class. • Refer students to the rules on page W9. Rules    page W9 

Exercise 2

• Read out the example answer. • Students complete the questions. • Check answers with the class. Exercise 3

have: Simple past Affirmative

• Students could work individually or in

Think! box

•

the class. • Students read the Think! box and choose the correct alternative to complete it. • Check the answer with the class. • Refer students to the rules on page W9. Rules    page W9 

pairs to write the questions. Check the questions with the class.

ANSWERS

Who was your favorite teacher? What was your favorite TV show? What was your favorite movie? What was your favorite possession?

Exercise 4 Pairwork

• Students ask and answer the questions •

in pairs. Ask some students to tell the class something about their partner, e.g., Her favorite school subject was Art.

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• Read through the grammar chart with

Exercise 5

• Students read the sentences and choose the correct alternatives.

• Check answers with the class.

Exercise 6

• Students need to think about whether • •

each sentence refers to the present or past, and which verb to use. Students complete the sentences. Check answers with the class.

Challenge

• Students write the sentences. Finished?

• Students write four questions with was / were to ask their partner. • Refer students to the puzzle on page 118 / X7. Puzzles    page 118 / X7  Workbook page W10 Practice Kit Extra Practice

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• Play the audio. Students listen and

choose the correct alternatives. • Check answers with the class, playing the audio again and pausing for students to hear the answers. Audioscript    Student Book page 27 

Exercise 3 e 025

• Ask students to read through the fact

file quickly. • Play the audio. Students listen and complete the fact file. • Allow students to compare their answers in pairs. • Check answers with the class, playing the audio again and pausing for students to hear the answers. Audioscript    Teacher’s Guide page 123 

Exercise 4 e 026

• Ask students to read through the

question beginnings. • Play the audio. Students listen and complete the questions. • Allow students to compare their answers in pairs. • Check answers with the class, playing the audio again and pausing to confirm the answers. Audioscript    Teacher’s Guide page 123 

Step 3 Exercise 5

• If students have their phones with

•

them, they can find a real vacation picture to describe. Otherwise, they can use their imagination. Ask them to copy the fact file into their notebooks and complete it with their own ideas. Monitor and help while they are working.

Exercise 6 Pairwork

• Students work in pairs to ask and

Listening and speaking    page 27  Aim To listen to descriptions of vacation pictures To describe a vacation picture

Warm-up

• Ask: Do you take a lot of pictures on vacation? What do you usually take pictures of? Elicit a range of ideas.

Step 1 Exercise 1 e 023

• Read through the Listening strategy

with the class. Ask students to read the instructions in exercise 1.

• Focus on the three pictures and elicit what they show.

note down any repeated mistakes to correct in a feedback session at the end.

• Read through the words in the box and elicit how to say the years. Check that students understand wife and son. • Ask students to read the gapped sentences, then play the audio. Students listen and complete the descriptions. • Check answers with the class, playing the audio again and pausing for students to hear the answers. Audioscript    Teacher’s Guide page 123 

Step 2 Exercise 2 e 024

• Ask students to read through the

description quickly. Check they understand the description and the alternatives.



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answer questions about their vacations.

• Monitor while they are working, and

Exercise 7 Presentation

• Ask students in turn to tell the class •

about their vacation. Discuss as a class whose vacation sounds fun and why.

Consolidation

• Suggest to students that they could

print off some of their vacation pictures at home. They could then make a display with the pictures and some sentences about what their vacation was like.

Workbook page W12 Practice Kit Extra Practice

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Trending topics    pages 28–29  Reading and writing competences Reading Aim To read an advert for a guided tour of Hollywood

Warm-up

• Focus on the pictures and ask: Where

is this place? What do you know about Hollywood? What Hollywood movies have you seen? What is the Walk of Fame? Elicit a few ideas, and elicit what students know about Hollywood.

Background notes

• Hollywood is an area in Los Angeles,

•

California. The movie industry in Hollywood is the largest in the world. It is known especially for its big-budget blockbuster movies such as Star Wars, Titanic, and Avatar. The Hollywood Walk of Fame is over 2 km long. Most stars commemorate actors, but there are also stars for other famous people and organizations, especially ones that have been important to the movie industry.

Exercise 1

• Read through the Reading strategy with

• •

the class. Explain that identifying the text type before you read can help you understand a text better. Students look at the title, the text, and the pictures and decide what type of text it is. Check the answer with the class.

Exercise 2 Read and listen e 027

• Ask students to read through the

sentences and possible answers. • Play the audio. Students listen and read, and choose the correct answers. • Allow students to compare their answers in pairs. • Check answers with the class. Audioscript    Student Book page 28 

Exercise 3

• Students read the text again and answer the questions.

• Allow students to compare their •

answers in pairs. Check answers with the class, eliciting the part of the text which confirms each answer.

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ANSWERS

1 2 3 4 5 6 7

4 p.m. on Hollywood Boulevard at the Chinese Theater $40,000 36 two They were the first astronauts to land on the moon. 8 Students’ own answers.

Check it out!

Extra activity

• Ask students to imagine they go on • •

the Celebrity Tour and take a selfie. Ask them look at the fact file on page 27 again and prepare a description of their selfie. Students can then work in pairs to describe their selfies to each other.

Link to life

• Students could work individually or in

• Read out the question and put students

•

•

pairs to find the words and check the meanings. Discuss the meanings with the class.

into pairs to list the good and bad things about being a celebrity. Bring their ideas together into a class discussion.

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Step 2 Exercise 5

• As a class, brainstorm some tourist •

towns in the students’ country and elicit the activities and places to visit there. Ask students to use the feedback questionnaire in exercise 4 to write their comments. They could work in pairs for this. Go around monitoring and helping while students are working.

Step 3 Exercise 6

• Read out the task, then read the Writing •

• •

strategy with the class. Ask students to read Cristina’s review again and find examples of the opinion phrases. Point out the emoticons in Cristina’s review and tell students they can also use emoticons in their reviews. Ask students to write their reviews with their comments from exercise 5. Ask some students to read their reviews to the class.

Challenge

• Students write their dialogues individually or in pairs.

• Ask some students to perform their dialogues for the class.

Consolidation

• Suggest to students that they could

look on a tourist review website and find a famous place to visit online, e.g., Niagara Falls or Yellowstone National Park. They could read some online reviews, then imagine they were there and write their own review of their visit.

Writing

Extra activity

Aim

• Write on the board the headings:

To write a review about a visit to a tourist town

•

Step 1 Exercise 4

• Elicit or explain that when you give •

• •

feedback, you give your opinion of a place or activity. Read through the feedback questionnaire with the class and elicit which parts of the tour Cristina liked and which ones she didn’t like. Ask students to read the review and complete it with the correct words. Check answers with the class.

•

•

Positive and Negative. Ask students to read the feedback questionnaire in exercise 4 again and find examples of positive and negative adjectives that Cristina uses. They could work in pairs for this. Elicit answers and write the adjectives on the board, e.g., Positive: excellent, friendly, interesting, awesome, fun, great. Negative: not very interesting, expensive, not very good. As a class, brainstorm some more positive and negative adjectives that students could use, e.g., fantastic, awful. Encourage students to use a range of different adjectives when they write their own review.



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Culture page 107 / X2 Practice Kit Extra Practice Unit tests Resource worksheets Video

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Review A A Extra practice    page 30  Vocabulary The weather Physical appearance

Grammar Simple present / Present progressive Present progressive for future be: Simple past: Affirmative and negative Past time expressions be: Simple past: Interrogative and short answers have: Simple past

Vocabulary Exercise 1

• Students look at the weather symbols and complete the sentences.

• Check answers with the class. Exercise 2

• Ask students to look at the example. • •

Elicit the reason why tall does not belong. Students complete the exercise in pairs. Check answers with the class.

Exercise 3

• Students complete the chart. • Check answers with the class.

Grammar Exercise 4

• Read through the expressions in the box. • •

Make sure that students understand the meaning of the expressions. Students complete the chart in pairs. Check answers with the class.

Exercise 6

• Ask students to look at the example.

Exercise 5

• Read out the examples. Elicit two

• •

sentences showing an action happening now and a future plan. Write the sentences on the board and underline the verb forms. Students complete the exercise in pairs. Check answers with the class.

Extra activity

• •

Exercise 7

• Students write sentences individually.

• Students write four N, H, P, and F

•

sentences about themselves on a piece of paper. Collect the pieces of paper. Read out the sentences and ask the class to guess which student wrote the sentences.

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Ask: Why do we use the simple present in this sentence? (because of the bold expression once a week) Students complete the sentences individually. They then check their answers in pairs. Check answers with the class.

• •

Point out that they should look at the time expressions to decide which tenses to use. Allow students time to check answers in pairs. Check answers with the class.

ANSWERS

1 We’re visiting some friends next weekend. 2 Abby and Paul were in Miami two days ago. 3 Kenji isn’t using the phone now. 4 Hugo watches American Idol every week. 5 The weather wasn’t very nice last weekend.

Songs Wonderful Tonight, by Eric Clapton (Simple present, physical appearance) Sailing, by Rod Stewart (Present progressive) Workbook pages W4 and W5 Practice Kit Extra Practice

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• Play the audio again for students to

hear the schwa sound. • Play the audio again, pausing after each word for students to repeat, chorally and individually. Audioscript    Student Book page 31 

Exercise 3 e 030

• Play the audio for students to hear the

different pronunciation. • Play the audio again, pausing after each word for students to repeat, chorally and individually. Audioscript    Student Book page 31 

Exercise 4 e 031

• Give students time to read the words.

Check that students understand all the words. • Play the audio for students to listen. • Students underline the syllables with stress, and circle the syllables with the schwa sound. • Play the audio again for students to listen and check their answers. • Play the audio again, pausing after each word for students to repeat, chorally and individually. Audioscript    Student Book page 31 

Extra activity

• Ask students to write two sentences •

•

using words from exercises 2–4. Students can read their sentences to each other in pairs, trying to pronounce the schwa sounds correctly. Ask some students to read their sentences to the class. Correct any mistakes with the pronunciation of the schwa.

Video link

A Extra communication    page 31  Aim

Communication Exercise 1 e 028

• Students complete the dialogues with

To practice making plans and describing people To practice hearing and pronouncing the schwa /ə/ sound To watch a video in which three people talk about their favorite person

the correct phrases. • Play the audio. Students listen and check. • Check answers with the class. • Ask four students to read out the completed dialogues. Audioscript    Student Book page 31 

Warm-up

Pronunciation

• Describe a student in the class using •

vocabulary from the unit. Get students to guess who you are describing. Invite one or two students to describe one of their classmates for the others to guess.

The schwa /ə/ sound Exercise 2 e 029

• Read through the information on the schwa /ə/ sound with the class.

• Play the audio for students to hear the

Exercise 5 Watch or listen e 032

• Give students time to read through the

sentences and possible answers. Check that they understand everything. • Play the video or audio. Students watch or listen and choose the correct answers. • Check answers with the class. Audioscript    Teacher’s Guide page 123 

Consolidation

• Suggest to students that they look back over this page and check that they understand all the language. Suggest that they could rewrite the dialogues in exercise 1, using different plans and different words for describing people. They could then practice reading the dialogues, focusing on the stress of each word and using the schwa sound where appropriate.

stressed syllables in the words.



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A Global skills    page 32  What do you look like? Aim To write a text message To work with a partner to give and receive helpful feedback

Warm-up

• Ask: Do you ever arrange to meet

•

someone in a public place? How do you contact them? Do you phone? Do you use text messages? Elicit a few answers from individual students. Ask: What can you do if you need to meet someone you don’t know very well? How can you recognize them? How can they recognize you? Elicit the idea of giving a description of yourself.

What’s up? Exercise 1

• Students match the words with the pictures.

• Check answers with the class.

Get thinking Exercise 2

• Read out the situation and make sure students understand it.

• Read out the question, then ask •

students to read the text messages and answer the question. Check the answer with the class.

Exercise 3

• Students read the text messages again •

and decide if the sentences are true or false. Check answers with the class, eliciting the part of the text messages that confirms each answer.

Exercise 4

• Ask some students to share their answers with the class.

• Students look at the messages again and write the verbs.

• Check answers, and elicit other words

that are used with the verbs, e.g., wear a coat, jeans, a hat, have a bag, a suitcase, short hair.

The project Exercise 7

• Read out the task, then read through

Get involved Exercise 5

• Read out the situation, then ask •

students to read the text message and underline the questions. Check answers with the class.

Exercise 6

• Students work individually to

note down four things to describe themselves.

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•

the phrases in the Real English box with the class. Ask students to find the phrases in the text messages in exercises 2 and 5. Check they understand them. Students write their message.

Exercise 8 Pairwork

Exercise 9

• Students then write their final message. • Put students into groups to share their messages.

How did you do?

• Focus on the can-do statements and

encourage students to be honest. Explain that being able to assess how well you are doing is an important skill that you need in order to improve.

Extra activity

• Students work in pairs to read each

• Ask: What was difficult about this task?

•

• Focus on the notes on the board

other’s messages and give feedback. Before they do this, emphasize that feedback should always be respectful and constructive, and should never criticize.

Elicit a few ideas.

and discuss things students can do to improve their skills, e.g., focus on grammar, learn more vocabulary, etc.

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• Students complete the activity. Check •

•

answers with the class. Students can then practice the dialogue in pairs. If students did not do well, refer them back to exercise 2 on page 17. Play the audio again for them to listen. Ask questions about Yuki, e.g., What is she doing this weekend? Repeat exercise 3 on page 33 as a class. Explain and discuss the correct answers.

I can describe a person’s physical appearance. (p.22) Exercise 4

• Read out the can-do statement. • Students complete the activity. Check answers with the class.

• If students did not do well, refer them

•

back to exercise 1 on page 22. Use the picture to check that students understand all the words. Ask some questions, e.g., Who has curly hair? Repeat exercise 4 on page 33 as a class, eliciting the correct answers.

I can describe people. (p.24) Exercise 5

• Read out the can-do statement. • Students complete the activity. Check •

•

answers with the class. They then practice the dialogue in pairs. If students did not do well, refer them back to exercise 2 on page 24. Play the audio again for students to hear the phrases in context. Repeat exercise 5 on page 33 as a class, eliciting the correct answers.

I can talk about past vacations. (p.27) Exercise 6

• Read out the can-do statement. • Students complete the activity. Check

A My progress    page 33 

I can invite people and make arrangements. (p.14)

Speaking competences

Exercise 2

Aim To review the language and skills learned in Units 1 and 2

I can describe the weather. (p.12)

•

• Read out the can-do statement. • Students complete the activity. Check answers with the class.

• If students did not do well, refer them

Exercise 1

back to page 14. Play the audio again for students to hear the phrases in context. Repeat exercise 2 on page 33 as a class, eliciting the correct answers.

• Read out the can-do statement. • Students complete the activity. Check

•

•

I can talk about plans for the weekend. (p.17)

•

answers with the class. If students did not do well, refer them back to page 12. Repeat exercise 1 on page 33 as a class, eliciting the correct answers.

Exercise 3

• Read out the can-do statement.



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•

answers with the class. They then practice asking and answering the questions in pairs. If students did not do well, refer them back to exercise 4 on page 27. Play the audio again for students to hear the questions and answers in context. Repeat exercise 6 on page 33 as a class, eliciting the correct answers.

Listening, reading, and writing competences

• Students look back at the texts and •

exercises on the pages, and judge how well they can do them now. Tell students that if they found any of the activities difficult, they should go back and review them, using a dictionary to help them understand vocabulary they find difficult.

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3 We stopped at the market Grammar Simple past: Regular verbs: Affirmative and affirmative spelling variations Simple past: Irregular verbs

Vocabulary Places around town

Communication Asking for and giving directions

Skills Listening: A description of someone’s day Speaking: A presentation about your day yesterday Reading: A web page about a history tour in Boston Writing: A description of a day when you visited a town or city

Values and cross-curricular topics Travel and transportation Arts and culture: learning about the history of a place Friends and friendships: shopping with friends, being generous with friends

Presentation    pages 34–35  Aim To present new language in a familiar context

Story Rachel and Tyler are waiting for Ava. She arrives late, because she went to the mall with Lauren to buy some things for the school trip. She shows them what she bought: a purse, some sandals, and a bracelet. Rachel likes the bracelet and asks to borrow it. Ava agrees.

Warm-up

• Ask students to look at the picture.

Ask: Who can you see? Elicit the names of the characters (Rachel, Tyler, Ava). Ask: Where are they? (in town) What are they doing? Elicit a few ideas, but don’t confirm them. Do you think Ava is happy or unhappy? Why? Elicit a few ideas.

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Exercise 1 Read and listen e 033

• Read the question to the class. • Check that students understand late,

mall, purse, sandals, and bracelet. • Play the audio. Students listen and read, and answer the question. • Check the answer with the class. • Go through the Check it out! box and ask students to find the phrases in the dialogue. Audioscript    Student Book page 34 

Exercise 2 Comprehension

• Students complete the sentences. • They can compare answers in pairs. • Check answers with the class, asking students to read out their answers. Correct any mistakes.

Link to life

• Read out the question in the Link to life

box and discuss it as a class. Ask more questions, to prompt students, e.g., Are you happy to let friends borrow things?

Extra activity

• Ask students to find: 1  a phrase with there that you use when you see someone you’re looking for 2 a phrase with here that you use when you show something to someone • Check answers, then elicit other forms of the phrases, e.g., There he is! There they are! There it is! Here they are. ANSWERS

1  There she is!   2  Here it is.

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Extra activity

• Write these verbs on the board: want, call, stop.

• Ask students to find the forms of the

verbs in the dialogues in exercise 4 (wanted, called, stopped). Ask: What do you notice about the verbs? Elicit that they all have -ed added to them. Ask: When do you think we add -ed? Elicit that we add it when we are talking about the past.

Exercise 5

• Ask two students to read out the example mini-dialogue.

• Elicit another example mini-dialogue using the ideas in the box.

• Students work in pairs and write two similar mini-dialogues.

• Monitor and help as necessary. Make

a note of any repeated mistakes to go over at the end of the lesson.

Exercise 6 Pairwork

• Students practice their mini-dialogues •

in pairs. Monitor and help as necessary. Ask some students to perform one of their mini-dialogues for the class.

Consolidation

• Ask students to find words for things

you wear on pages 34 and 35. Write them on the board and, as a class, brainstorm some more. Tell students they can record words like this in vocabulary sets, and they can use pictures to help them remember the meanings.

Workbook page W16 Practice Kit Extra Practice

Key language    page 35 

• Tell students they can refer back to the

Aim

• Play the audio. Students listen and

To practice the target language in a personalized context

• Play the audio again, pausing after each

Exercise 3

• Students could then practice the

• Ask students to find and underline the •

phrases in the dialogue. Check answers, and check that students understand all the phrases. Ask: Are the phrases about the present or the past? (the past)

dialogue in exercise 1 if necessary. check their answers.

line for students to repeat.

dialogues in pairs. Audioscript    Student Book page 35 

Exercise 4 e 034

• Focus on the example, then ask

students to read the dialogues and underline the mistakes. They then write the sentences correctly.



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Vocabulary    page 36  Places around town Aim To present and practice vocabulary for places around town

Warm-up

• Ask: Where were Lauren and Ava? Where

•

•

does Tyler see Ava? Students can refer back to the dialogue on page 34 to check answers (they were at the mall and the market, he sees Ava in front of the library). Ask: Is there a mall in your town? Is there a market / a library? What other places are there? What other places do you go to? Put students into pairs to brainstorm other words that they know. Write the students’ ideas on the board, and teach the meanings of any words that are new to them. Tell students they are going to learn more words for places around town.

Exercise 1 e 035

• Students can work in pairs to match the words with the places on the map. • Play the audio for students to listen and check. • Play the audio again, pausing after each word for students to repeat. • Read out the information in the Look! box. Audioscript    Student Book page 36 

Extra activity

• Students can play a game to consolidate the vocabulary.

• Say: You can get books here. Elicit the place (library).

• Put students into pairs and ask them •

to write three similar sentences about the places in exercise 1. Ask them to close their books, then put pairs together into groups of four. They read their clues to each other and guess the places.

Exercise 3 e 037

• Play the audio for students to check •

Exercise 2 e 036

• Explain to students that they will hear

five descriptions of where places are, and they must look at the map and number the places. • Play the first part of the audio and point out the example answer. • Play the rest of the audio for students to listen and number the places. Audioscript    Teacher’s Guide page 123 

their answers. Play the audio again, pausing after each sentence for students to repeat. Check that students understand all the sentences.

Exercise 4

• Students can work individually or in •

pairs to look at the map and complete the sentences. Check answers, using the map to check that students understand all the prepositions of place.

• Monitor while they are working and

correct any errors in a feedback session at the end.

Consolidation

• Suggest to students that they could

draw a plan of their own town, or they could invent one. They could add the places from exercise 1, then write sentences about where the places are.

Workbook page W16 Practice Kit Extra Practice

Exercise 5 Pairwork

• Students work in pairs to ask and answer questions.

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Exercise 1

• Students complete the sentences with the correct verb forms.

• Check answers with the class. Exercise 2

• Read through the verbs in the box • •

with the class and check that students understand them all. Students complete the text with the correct verb forms. Check answers with the class.

Affirmative spelling variations Exercise 3

• Read out the grammar example, • •

then read through the charts and the spelling rules with the class. Students complete the sentences with the correct verb forms. Check answers with the class, referring back to the rules to confirm the answers.

Challenge

• Students write sentences about things they did yesterday.

• Students can compare their sentences •

in pairs and see if any of them are the same. Ask some students to read their sentences to the class.

Finished?

• In groups, students take turns to

make sentences about what they did yesterday using only regular verbs. Point out that they can only use each verb once. • Refer students to the puzzle on page 119 / X8. Puzzles    page 119 / X8 

Consolidation

Grammar    page 37 

• Invite students to come to the board to

Aim

•

To present and practice the simple past of regular verbs and learn spelling variations Grammar link presentation Unit 3

Simple past: Regular verbs Affirmative Warm-up

• With books closed, write the places

•

from page 36 on the board, but with some gapped letters, e.g., m _ _ l, b _ _ k. Put students into pairs and give them one minute to complete as many of the words as they can.

complete the words. Check the meanings, and see which pair completed the most words correctly.

Think! box

• Read out the grammar examples. • Students read the Think! box and complete the rule.

page are all regular, but a lot of verbs in English are irregular in the simple past. When they record a new verb, they should make a note of whether it is regular or irregular, and they should make a note of any spelling variations.

Workbook page W16 Practice Kit Extra Practice

• Check the answer with the class. • Emphasize that the simple past is the

same for all persons, so students don’t have to worry about learning different forms. • Refer students to the rules on page W14. Rules    page W14 



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• Tell students that the verbs on this

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Let’s talk about …    pages 38–39  Communication competences Asking for and giving directions Aim To present and practice asking for and giving directions

Warm-up

• Say: Imagine you are in a new town. You

•

•

want to find the train station, but you don’t know where it is. What can you do? Elicit a few answers, and elicit the idea of asking for directions. Ask: How can you ask for directions to the train station? What might someone answer? Elicit a range of answers, and elicit what students already know, e.g., turn left / turn right. Tell students they are going to practice asking for and giving directions in this lesson.

Exercise 1

• Students could work in pairs to find the things on the map.

• Check answers with the class and make sure students understand all the words. Model pronunciation of the words.

Exercise 2 Watch, listen, or read e 038

• Explain to students that they will hear some people asking for directions.

• Read the Speaking strategy with

the class and make sure students understand all the phrases. • Read out the instructions, then play the video or audio. • Students watch or listen and follow the directions on the map to find their destinations. • Check answers with the class. Audioscript    Student Book page 38 

Extra activity

• Write dialogue 3 from exercise 2 on • •

Exercise 3 Real English e 039

• Play the audio once for students to listen.

• Play it again, pausing after each line for students to repeat. Audioscript    Teacher’s Guide page 124 

the board and ask students to close their books. Remove five or six words from the dialogue on the board, then get students to practice it again. Repeat the process two or three times more, each time removing more words, until students are practicing the dialogue from memory.

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• Ask some students to ask other

students for directions in open class.

Extra activity

• Focus on the map on page 38. Tell

•

•

students where you are on the map, then give directions to another place. Get students to follow the directions and name your destination. Students can then work in pairs and take turns to say where they are starting and give some directions. Their partner guesses their destination. Ask who managed to guess the destinations correctly.

Link it! Pairwork

• Read out the task, then, as a class,

•

• • •

brainstorm the main places to go in the students’ town. Write these on the board. Demonstrate the task by asking a confident student for directions to one of the places on the board from the school. Other students can help out if necessary. Students then work in pairs to ask for and give directions. Ask some pairs to perform one of their dialogues for the class. Ask: Which place was the most difficult to give directions to? Why?

Consolidation

• Suggest to students that they could

draw a map of the area around their home and record themselves asking for directions to different places in the area. They could then listen to their recording and practice giving directions.

Beat the clock

• Read out the task, then put students

•

into pairs and time two minutes for them to write words for places around town. Point out that they should write the places in alphabetical order. Bring all the words together on the board and check that students understand them all. See which pair wrote the most words correctly.

Exercise 4

• Students read the situations and write •

the places. Allow students to compare their answers in pairs before you check with the class.

Exercise 5 e 040

• Explain the meaning of destination

if necessary (= the place someone is going to). • Play the first set of directions and elicit the destination. • Play the rest of the audio. Students listen and write the destinations. • Check answers with the class. Audioscript    Teacher’s Guide page 124 

Exercise 6 Pairwork

• Demonstrate the task by asking a

•

confident student for directions to the post office from another place on the map. Elicit the directions. Students work in pairs, taking turns to ask for and give directions. Remind them to imagine where they are on the map before asking for directions.



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Workbook page W18 Extra Communication page 55 Practice Kit Extra Practice

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Grammar    page 40  Simple past: Irregular verbs Aim To present and practice the simple past of irregular verbs Grammar link presentation Unit 3

Warm-up

• With books closed, write some verbs •

•

from page 37 on the board, e.g., play, work, visit, cook, walk, help, watch. Put students into pairs. Ask them to choose three verbs and write sentences about something that happened last weekend. Ask pairs in turn to read their sentences to the class and write the simple past forms on the board. Remind students that these verbs are all regular. Tell them they are now going to learn some irregular verbs.

Grammar chart

• Read out the grammar examples. • Go through the grammar chart with the class.

• Point out that all irregular forms are different, so students need to learn them. • Refer students to the rules on page W14. Rules    page W14 

Exercise 1 e 041

• Play the audio for students to listen and repeat the verbs.

• Elicit the meaning of verbs that

students know, then ask students to use their dictionaries to check the remaining meanings. • Check that students understand all the verbs. Audioscript    Student Book page 40 

Exercise 2

• In pairs, they take turns to cover

• Students read the sentences and •

decide if the verbs are regular or irregular. Check answers with the class.

Exercise 3

• Students find the simple past verbs in •

the puzzle. You could do this as a race. Check answers with the class.

Extra activity

• Before students move on to the

contextualized practice, they could play a game to help them learn the simple past forms.

•

the chart in exercise 1. Their partner chooses three verbs and reads out the base form. They try to remember the simple past forms. They get a point for each correct answer. When they have used all the verbs, see which students have the most points.

Exercise 4

• Students rewrite the sentences using the simple past forms.

• Check answers with the class. Exercise 5

• Read out the example answer and

point out that it matches the first item on Cristiano’s list.

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• Students complete the summary. • Check answers with the class. Challenge

• Students write their paragraphs individually.

Finished?

• Ask students to make a set of word

cards for the irregular verbs on page 40. On each card, they should write an irregular verb on one side and its past simple form on the other side. • Refer students to the puzzle on page 119 / X8. Puzzles    page 119 / X8  Workbook page W17 Practice Kit Extra Practice

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Step 2 Exercise 2 e 042

• Read through the Listening strategy with the class. Tell students to listen out for these words when they listen. • Play the audio. Students listen and write the things Charlie did. Pause the audio if necessary, to allow them time to write. • Check answers with the class, playing the audio again and pausing for students to hear the answers. Audioscript    Teacher’s Guide page 124 

Step 3 Exercise 3 Pairwork

• Allow students time to write their sentences individually first.

• Students then work in pairs to compare •

their days and note down how similar their days were. Monitor while they are working, and note down any repeated mistakes to correct in a feedback session at the end.

Exercise 4 Presentation

• Ask students in turn to tell the class about their day.

Extra activity

• Ask students to imagine they were

• •

on vacation last week. Ask them to write a description of a fun day on vacation, using the prompts in exercise 3. Ask some students to tell the class about their day. Discuss as a class whose day sounds fun and why.

Consolidation

• Suggest to students that the next

Listening and speaking    page 41  Aim To listen to a description of a day To describe your day yesterday

Warm-up

• Write a selection of times on the board, e.g., 7:30, 8:40, 9:20, 11:00, 4:30, 7:50.

• Put students into pairs to think about how to say the times.

• Point to the times in turn. Students race to say the times correctly.

• If students struggle to say the times

Step 1 Exercise 1 e 042

• Allow students time to read through

the activities. Check they understand everything. • Play the audio. • Students listen and check the things Charlie did. • Allow students to compare their answers in pairs, then play the audio again if necessary for them to check and complete their answers. • Check answers with the class. Audioscript    Teacher’s Guide page 124 

time they have a special day, e.g., a birthday, they could make notes about what they did during the day, using the prompts in exercise 3. They could then practice describing it.

Workbook page W18 Practice Kit Extra Practice

correctly, revise how to say the time in English. Then write some more times on the board and elicit how to say them.



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Trending topics    pages 42–43  Reading and writing competences Reading Aim To read a web page about history tours in Boston

Warm-up

• Focus on the pictures and read out

•

the title of the web page. Ask: What do you know about Boston? What do the pictures show? What do you know about the history of Boston? What do you know about the history of the U.S.? Elicit a few ideas, and elicit what students know about the history of Boston and the U.S.

Background notes

• British settlers began arriving in

America in the 16th century, and the 13 British colonies became the original United States. The country remained a British colony until the Declaration of Independence in 1783.

Exercise 1 Read and listen e 043

• Play the audio for students to listen and read.

• Students then choose the correct answers.

• Allow students to compare their answers in pairs.

• Check answers with the class. Audioscript 

  Student Book page 42 

Exercise 2

• Focus on Jack’s comment about his tour.

• Students then read the text and

complete it with the correct words.

• Check answers with the class.

Exercise 3

• Discuss the question with the class.

Encourage as many students as possible to join in and talk about their experiences and their opinions. Ask: What other things do you enjoy doing when you visit a place?

Check it out!

• Students could work individually or in •

pairs to find the words and check the meanings. Discuss the meanings with the class.

Extra activity

• Ask students to imagine they went

•

on the Tea Party Tour. Ask them to write a short visitors’ comment saying which part they enjoyed or didn’t enjoy. Ask some students to read their comments to the class.

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Culture focus

• Read out the information and ask:

•

Would you like to go on this trail? What do you think you would see and learn about? Elicit a range of answers. If students are interested, they could do some research online and then report back to the class in the next lesson.

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POSSIBLE ANSWERS

First, he had breakfast at the hotel at 8:30 p.m. Then, at 9:30 a.m., he went shopping at Quincy Market. Next, he had lunch at Regina’s Pizza at 1:00 p.m. After that, he walked around the old town. Finally, he caught the train home at 6:30 p.m.

Extra activity

• Ask students to read Jack’s comment

•

•

on page 42 again and note down where he uses commas and exclamation marks. Elicit that he uses commas after words such as first, next, etc. Elicit that he uses exclamation marks to emphasize sentences, especially when he gives his opinion about something. Encourage students to use commas and exclamation marks in this way when they write their own description.

Step 3 Exercise 6

• Read out the task, then, as a class, •

brainstorm some places that students could write about. Ask students to write a timetable for their day. Monitor and help while they are working.

Exercise 7

• Ask students to write a description of

•

Writing

Step 2

Aim

Exercise 5

To write a description of a day visiting a city

Step 1 Exercise 4

• Point out Jack’s timetable for Day 1 of

• •

his trip. Allow students time to read through it and check they understand everything. Students then complete the missing information. Check answers with the class.

Challenge

• Students write their postcards

• Read out the task, then read the Writing •

• • •

strategy with the class. Ask students to read the description of Jack’s first day again and find examples of the words. Point out how they help the reader to understand the sequence of events. Ask students to read Jack’s timetable for Day 2. Check they understand everything. Students then write a sentence about each activity. Encourage them to use some of the words in the Writing strategy. Ask some students to read their sentences to the class.



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their day, using their timetable and some of the words from the Writing strategy. Ask some students to read their descriptions to the class.

•

individually or in pairs. Ask some students to read their postcards to the class.

Consolidation

• Suggest to students that they

could search online for another famous city they could visit, e.g., San Francisco, Mexico City. They could plan a timetable for a day there, then imagine they went there for a visit and write a description of their day.

Culture page 108 / X3 Practice Kit Extra Practice Unit tests Resource worksheets Video

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4 Why did you take her phone? Grammar Simple past: Negative Simple past: Interrogative and short answers Question words + simple past

Vocabulary Movie types

Communication Going to the movies

Skills Listening: A conversation about last weekend Speaking: A presentation about what you did last weekend Reading: An Internet forum about going to the movies Writing: A description of an experience at the movies

Values and cross-curricular topics Arts and culture: movies Social responsibility: behaving badly

Presentation­­ 

  pages 44–45  

Aim To present new language in a familiar context

Story Ava, Tyler, and Rachel are at school, chatting about what they did last night. The bell rings and Ava notices that another girl has forgotten to take her bag. Rachel looks in the bag and takes out the girl’s phone. When Ava tells her to put it back, Rachel gives it to Ava to put back. The girl notices, and the teacher is angry with Ava.

Warm-up

• Ask students to look at the picture. Ask:

Who can you see? Elicit the names of the characters (Ava). Ask: Where are they? (at school) What is happening? Elicit a few ideas, but don’t confirm them.

Exercise 1 Read and listen e 044

• Play the audio. Students listen and read,

and answer the question. • Check the answer with the class. • Go through the Check it out! box and ask students to find the phrases in the dialogue. Make sure that students understand the meaning of the phrases. Audioscript    Student Book page 44 

• Students read the dialogue again and • •

answer the questions. They can compare answers in pairs. Check answers with the class, asking students to read out their answers. Correct any mistakes.

channel and to steal.

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It’s on TV tonight. She leaves her bag. She wants to see the pictures. Ava puts it back.

Extra activity

• Ask students to look at the second

Exercise 2 Comprehension

• Read the question to the class. • Check that students understand 44

ANSWERS

1 2 3 4

•

•

part of the dialogue again and find two examples of verbs in the present progressive. Elicit the answers (She’s stealing, What are you doing?). Elicit when we use the present progressive (for things that are happening now) and revise the forms if necessary. Remind students that they should regularly review grammar and vocabulary that they have studied in previous units, so they don’t forget it.

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Extra activity

• Write these verbs on the board: do, go, watch.

• Ask: What are the simple past forms

•

of the verbs? Elicit the answers, then write on the board the question forms with the verbs: What did you do? Did you go out? What did you watch? Ask: What do you notice about the verbs? Are they in the simple past form? Elicit that they are not in the simple past form, and explain that in negative forms and questions in the simple past form, we use the base form of the verb. Tell students they will learn more about this later in the unit.

Exercise 5

• Ask two students to read out the • • •

example mini-dialogue. Elicit another example mini-dialogue using the ideas in the box. Students work in pairs and write three similar mini-dialogues. Monitor and help as necessary. Make a note of any repeated mistakes to go over at the end of the lesson.

Exercise 6 Pairwork

• Students practice their mini-dialogues

in pairs. Monitor and help as necessary.

• Ask some students to perform one of their mini-dialogues for the class.

Extra activity

• Ask students to think about what

•

Key language    page 45  Aim To practice the target language in a personalized context

Exercise 3

• Ask students to find and underline the sentences in the dialogue.

• Check answers, and check that students

• Tell students they can refer back to the

dialogue in exercise 1 if necessary. • Play the audio. Students listen and check their answers. • Play the audio again, pausing after each line for students to repeat. • Students could then practice the dialogues in pairs. Audioscript    Student Book page 45 

understand all the sentences. Ask: Are the sentences about the present or the past? (the past)

Exercise 4 e 045

Consolidation

• Point out to students that if they find

learning grammar difficult, they can learn some typical questions in each verb form as fixed phrases, e.g., What did you do yesterday / last night / last weekend? Point out to students that if they practice saying these questions regularly, the question forms will become more familiar to them.

Workbook page W22 Practice Kit Extra Practice

• Focus on the example, then ask

students to read the dialogues and write the words in the correct order to complete them.



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•

they did last weekend, and note down three activities. They can use the ideas in the box or their own ideas. Students can work with a new partner and make a new dialogue about what they did last weekend. Ask some students to tell the class what their partner did last weekend.

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Vocabulary    page 46  Movie types Aim To present and practice vocabulary for movie types

Warm-up

• With books closed, ask: What was the •

•

last movie you saw? Was it good? Why? / Why not? Elicit answers from individual students, then ask: Where do you prefer to watch movies—at home, or at the movie theater? Why? Put students into pairs to discuss the question. Ask some students to tell the class if they and their partner agree.

Exercise 1 e 046

• Students work individually or in pairs

to match the movie types with the pictures. • Play the audio. Students listen and check. • Play the audio again, pausing after each movie type for students to repeat, chorally and individually. • Go through the Look! box with the class. Audioscript    Student Book page 46 

Extra activity

• Students can play a game to consolidate the vocabulary.

• In pairs, they cover the words in

• •

exercise 1 and look at the pictures. They try to remember the movie type for each movie. You could set a limit for them to try to remember all the movie types. When time is up, students can look at the words in exercise 1 again to check their answers. See who remembered the most movie types correctly.

Exercise 2 e 047

Exercise 3 Pairwork

• Students work individually to number

• Allow students time to read through

the gapped notes, then play the audio. Students listen and complete the notes. • Check answers with the class, playing the audio again if necessary and pausing for students to hear the answers. Audioscript    Teacher’s Guide page 124 

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• • •

the movie types. Ask two confident students to read out the example dialogue and continue it, discussing their number 2 movies. Put students into pairs to compare their movies. Monitor while they are working and correct any errors in a feedback session at the end. Ask some students to tell the class which movie types they and their partner both like.

Consolidation

• Encourage students to read movie •

reviews in English online to learn more vocabulary to do with movies. Tell them that watching movies in English with subtitles in their own language is also a good way to improve their English.

Workbook page W22 Practice Kit Extra Practice

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Exercise 2

• Read out the example answer. Point

• •

out the steps that need to be taken to transform the affirmative verb to a negative verb. Students then rewrite the sentences in the negative form. Check answers with the class.

ANSWERS

1 Owen didn’t play the guitar very well. 2 She didn’t buy a new dress for the party. 3 I didn’t like the new Superman movie. 4 Dad didn’t get up early this morning. 5 We didn’t have Math class yesterday. 6 It didn’t rain last night. 7 My sister didn’t feed the cat this morning.

Exercise 3

• Read out the example answer and point • •

out the two parts, the negative verb and then the affirmative one. Students correct the sentences. Check answers with the class.

ANSWERS

1 She didn’t buy a dress. She bought a skirt. 2 The skirt didn’t cost $30. It cost $20. 3 Leah and her aunt didn’t have lunch at Sushi King. They had lunch at Big Burger. 4 She didn’t do karate after school. She did judo. 5 Leah and her mom didn’t watch Fuller House on TV. They watched Pitch Perfect.

Exercise 4

• Students check the things they did •

yesterday and cross the things they didn’t do. Students write sentences with their answers.

Challenge

Grammar    page 47  Aim To present and practice the negative form of the simple past Grammar link presentation Unit 4

Simple past Negative Warm-up

• With books closed, write a selection

• •

of regular and irregular verbs on the board, e.g., do, eat, go, listen, sit, stay, study, watch. Put students into pairs and give them two minutes to write as many of the simple past forms as they can. Check answers and ask: Which verbs are regular? Which are irregular?

Grammar chart and Think! box

• Read out the grammar examples and go through the grammar chart.

• Point out that in spoken English the

short forms are much more common. • Students read the Think! box and choose the correct alternative to complete the rule. • Refer students to the rules on page W20. Rules    page W20 

Exercise 1

• Students complete the sentences with •

the negative simple past forms of the verbs in the box. Check answers with the class.

they did and didn’t do last weekend.

Finished?

• Ask students to look at exercise 4 again

and write sentences about their partner.

• Refer students to the puzzle on page 119 / X8. Puzzles    page 119 / X8 

Consolidation

• Tell students that they should keep

notes of mistakes that they make. If they find they are making mistakes with negative forms, for example, they should review the grammar point and write some notes and personalized examples to help them remember the rules in future.

Workbook page W22 Practice Kit Extra Practice



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• Students write sentences about things

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Let’s talk about …    pages 48–49  Communication competences Going to the movies Aim To present and practice talking about going to the movies

Warm-up

• With books closed, tell students that

• •

•

in this unit they learned nine words for movie types. Ask: Can you remember them all? Put students into pairs and give them a minute to think, then ask: Who can remember all nine? If no one can remember all nine, see who can remember eight, seven, or six. Ask that student to say the movie types they can remember, then see if another student can complete the list. Ask: What movies can you watch at your age? What movies can’t you watch? Discuss the movie classifications in the students’ own country and ask: Do you agree with the rules? Why? / Why not?

Exercise 1 Watch, listen, or read e 048

• Check that students understand ticket,

screen, and change (= money you get back when you pay for something). • Read through the questions in the box with the class and elicit or teach the meaning. • Play the video or audio. Students watch or listen and complete the dialogues. • Play the video or audio again. Students watch or listen again and check. • Check answers with the class. Audioscript    Student Book page 48 

Exercise 2 Real English e 049

• Read through the information in the

Speaking strategy with the class. • Ask students to look at dialogue 2 in exercise 1 again and find examples of polite expressions. • Check answers with the class (Can I have two tickets, please? That’s $16, please. Thank you.) • Focus on the dialogues in exercise 2. • Play the audio once for students to listen. • Play it again, pausing after each line for students to repeat. Audioscript    Teacher’s Guide page 124 

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Extra activity

• With books closed, write on the

• •

board some responses from the dialogues on page 48: Good idea. I don’t care. You choose. It’s playing at the Phoenix Theater. We’re 14. It’s on screen 4. In pairs, students try to remember the sentences or questions which led to each response. Elicit their ideas, then allow them to check in their books.

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Link it! Pairwork

• Read out the task and elicit the • • •

situations in the pictures (a concert, a sports game, the theater). Elicit which phrases from exercise 2 can or can’t be used in these situations. Students work in pairs to prepare and practice another dialogue. Ask some pairs to perform their dialogue for the class.

Consolidation

• Suggest to students that they read

through these pages again to find useful words to do with movies, to add to their vocabulary notebooks, e.g., ticket, screen, movie theater, what’s playing?

Workbook page W24 Extra Communication page 55 Practice Kit Extra Practice

Exercise 3 e 050

• Allow students time to read through

the sentences and alternatives, then play the audio. • Students listen and choose the correct alternatives. • Allow students to compare their answers in pairs before you check with the class. Audioscript    Teacher’s Guide page 124 

Beat the clock

Exercise 4 Pairwork

• Read through the task with the class. • To demonstrate the activity, say: Let’s go

• •

to the movies. Elicit the next few lines of the dialogue, using one of the movies at the View Movie Theater or from the Beat the clock list. Students work in pairs to write their dialogue and practice it. Ask some pairs to perform their dialogues for the class.

• Read out the task, then put students

• •

into pairs and time two minutes for them to write the names of movies that are playing now and what type of movie they are. Discuss their ideas as a class, and see who wrote the most movie names. Ask: Which movies do you want to see?



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Grammar    page 50  Aim To present and practice questions, short answers, and question words with the simple past Grammar link presentation Unit 4

Simple past Interrogative and short answers Warm-up

• Write on the board: I watched a movie last night.

• Ask students to make the sentence •

negative, and write this sentence on the board: I didn’t watch a movie last night. Point to the affirmative sentence again and ask: How do you think you make this into a question? Elicit a few ideas. Underline did in the negative sentence to help students, and refer them back to the dialogue on page 44. See if you can lead students towards producing the question form.

Grammar chart

• Read out the grammar examples. • Go through the grammar chart with

the class. • Point out the word order: did + subject + verb. • Refer students to the rules on page W20. Rules    page W20 

Exercise 1

• Students complete the questions and answers.

• Allow students to compare their answers in pairs, then check with the class.

Exercise 2

• Students write the questions and short answers.

• Allow students to compare their

answers in pairs, then check with the class.

ANSWERS

1 Did he walk to school this morning? Yes, he did. 2 Did David and Clara go to school yesterday? No, they didn’t. 3 Did you call Victor last night? Yes, I did. 4 Did Mateo do his homework last night? No, he didn’t. 5 Did your cousins come to your party? Yes, they did.

Question words + simple past Grammar chart

• Read out the grammar example. 50

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• Go through the grammar chart with the class. Check that students understand the meaning of all the question words. Point out the word order in the questions. • Refer students to the rules on page W21. Rules    page W21 

Exercise 3

• Students complete the questions with •

the correct phrases. Check answers with the class.

Exercise 4

• Students complete the dialogue with •

the correct form of the verbs. Allow students to compare their answers in pairs, then check answers with the class.

Challenge

• Students write their questions individually.

• Students then work in pairs to ask and answer their questions.

Finished?

• Ask students to think of something that they did yesterday.

• In pairs, students ask and answer

questions to find out what their partner did. They can only answer Yes, I did or No, I didn’t. • Refer students to the puzzle on page 119 / X8. Puzzles    page 119 / X8  Workbook page W23 Practice Kit Extra Practice

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• Check answers with the class. Audioscript 

  Teacher’s Guide page 124 

Step 2 Exercise 2 e 051

• Allow students time to read the gapped

questions, then play the audio. Students listen and complete the questions. Pause the audio if necessary, to allow them time to write. • Check answers with the class, playing the audio again and pausing for students to hear the answers. Audioscript    Teacher’s Guide page 124 

Step 3 Exercise 3 Pairwork

• Focus on each poster in turn and ask: • •

•

What can you do here? What do you think is the most fun? Elicit a range of ideas. Allow students time to prepare their ideas individually and make a few notes. Students then work in pairs to ask and answer questions about their day. Remind them to use the questions in exercise 2. Monitor while they are working, and note down any repeated mistakes to correct in a feedback session at the end.

Exercise 4 Presentation

• Ask some students to tell the class

about their weekend and their partner’s weekend.

Extra activity

• Ask students to imagine they went to

•

Listening and speaking    page 51 

•

Aim

to listen for? Elicit some ideas, e.g., which day she went, who she went with, etc. Remind students that they should always try to predict what they will hear, as it will help them understand more when they listen.

To listen to a conversation about last weekend To talk about what you did last weekend

Step 1

Warm-up

Exercise 1 e 051

• Tell students they are going to listen to •

•

a conversation about what someone did last weekend. Put students into pairs and ask them to look at the poster for Fantasy Fun Park. Ask: What can you predict about Mia’s weekend? Elicit a range of ideas, e.g., she went to Fantasy Fun Park, she went on The Colossus. Ask: What details do you need

the sentences and possible answers.

• Play the audio. • Students listen and choose the correct answers. Allow students to compare their answers in pairs, then play the audio again if necessary for them to check and complete their answers.



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•

Consolidation

• Suggest to students that the next

• Allow students time to read through

•

•

a fun place in their area last weekend. Ask them to make notes on who they went with, what they did, etc. Students can work in new pairs to ask and answer questions about their weekend. Ask some students to tell the class about their weekend. Discuss as a class whose weekend sounds fun and why.

time they have a special weekend, e.g., a trip to a fun place, they could make notes about what they did during the day, using the questions in exercise 2. They could record the questions in exercise 2 on their phone, and then practice answering them.

Workbook page W24 Practice Kit Extra Practice

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Trending topics    pages 52–53  Reading and writing competences Reading Aim To read some Internet forum posts about things that annoy you at the movies

Warm-up

• Focus on the pictures and read out the

•

title of the forum. Ask: How often do you go to the movies? What are the people doing in the pictures? Do these things annoy you at the movies? What other things annoy you? What about when people eat popcorn? What about when people’s phones ring? Elicit a few ideas and encourage students to talk about their own experiences.

Exercise 1 Read and listen e 052

• Play the audio for students to listen and read.

• Students then choose the correct answers.

• Allow students to compare their answers in pairs.

• Check answers with the class. Audioscript 

  Student Book page 52 

Check it out!

• Students could work individually or in •

pairs to find the words and phrases and check the meanings. Discuss the meanings with the class.

Exercise 2

• Students read the forum posts again and answer the questions.

• Allow students to compare their answers in pairs.

• Check answers with the class. ANSWERS

1 He took off his sneakers and put his feet on the seat in front of him. 2 She saw The Night We Met. 3 She sat behind two girls. 4 She was angry because they had a big bag of candy and they made a noise when they unwrapped it. They also dropped their trash on the floor and they talked all the time. 5 They saw an action movie. 6 He liked it because the screen was enormous and the surround sound was incredible. 7 The seats were like comfortable armchairs. 8 It cost $5.

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Extra activity

• Refer students back to the Movie

•

rules at the top of the page. In pairs, students could try to think of one more rule to add. Bring students’ ideas together on the board and discuss as a class which is the best rule to add.

Extra activity

• Put students into pairs. Ask them to

•

imagine that one of them is either Oscar, Grace, or Lewis, and the other one is the person who is annoying them. Ask them to prepare a short conversation in the movie theater. Remind them to be polite! Ask some students to perform their conversations for the class.

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Step 3 Exercise 5

• Students think about the last time they went to the movies and write their answers to the questions in exercise 4.

Exercise 6

• Read through the Writing strategy

•

•

with the class. Ask students to find examples of adjectives and adverbs in the text in exercise 3, then ask them to find more examples in the forum posts on page 52. Ask students to write a post about their experience at a movie theater using their answers from exercise 5. Encourage them to use at least four adjectives and adverbs in their post. Ask some students to read their posts to the class.

Challenge

• Students write their accounts of an •

experience individually. Ask some students to tell the class about their experiences.

Consolidation

• Ask students to look through the

•

•

Culture page 109 / X4 Practice Kit Extra Practice Unit tests Resource Worksheets Video

Writing

Step 2

Aim

Exercise 4 e 053

To write about an experience at the movies

Step 1 Exercise 3

• Ask students to read the text and •

complete it with the correct verb forms. Check answers with the class and ask: What things annoyed this person? Elicit the answers from the text.

• Read out the example answer and point out that it asks about the underlined information in the answer. • Ask students to write the remaining questions. • Allow students to compare their answers in pairs. • Play the audio for students to check their answers. Audioscript    Teacher’s Guide page 125 



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forum posts and text again and find useful words and phrases to do with going to the movies. Bring the vocabulary together on the board, e.g., go to the movies, sit next to someone, popcorn, candy, seat, screen, surround sound, the front / back of the theater. Encourage students to write example sentences using the vocabulary and record it in their notebooks.

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Review B B Extra practice    page 54  Vocabulary Places around town Movie types

Grammar Simple past: regular verbs Affirmative spelling variations Simple past: irregular verbs Simple past: negative Simple past: interrogative and short answers Question words + simple past

Vocabulary Exercise 1

• Read out the first sentence and elicit the example answer.

• Students complete the puzzle in pairs. • Check answers with the class. Exercise 2

• Ask students to write down the letters

•

in the green boxes in exercise 1. Then tell them to put the letters in order to find the secret word. Check the answer with the class.

Exercise 3

• Students complete the movie types. • Check answers with the class.

Grammar Exercise 4

• Students complete the email with the correct verb forms.

• Check answers with the class. Exercise 5

• Students read the email in exercise 4

• •

again and correct the sentences. Point out that they should write one negative and one positive sentence for each sentence. Allow students time to check their answers in pairs. Check answers with the class.

4 The lesson didn’t start at eleven o’clock. It started at ten o’clock. 5 Ben and his brother didn’t win at bowling. Ben and his friend Karl won at bowling. 6 They didn’t watch a movie at home. They watched a movie at the movie theater.

3 What did Ben do in the afternoon? He went bowling. 4 Who did Ben meet for dinner? He met his mom and dad. 5 What type of movie did Ben and his parents watch? They watched an action movie.

Exercise 6

Saturday Night at the Movies, by The Drifters (movies) Yellow Submarine, by The Beatles (Simple past) Paradise, by Coldplay (Simple past)

• Students write questions about the

ANSWERS

1 He didn’t go to the park with his dad. He went to the sports center. 2 He didn’t meet his friends at a restaurant. He met them in a parking lot. 3 He didn’t have a swimming lesson with his friends. He had a scuba diving lesson.

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•

email in exercise 4 and then answer them. Check answers with the class.

ANSWERS

1 What type of lesson did Ben and his friends have? They had a scuba diving lesson. 2 What time did the lesson finish? It finished at twelve o’clock.

Songs

Workbook pages W16–W17 and W22–W23 Practice Kit Extra Practice

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• Play the audio again, pausing after each word for students to repeat. Audioscript    Student Book page 55 

Exercise 3 e 056

• Give students time to read through the

words in the chart. Check that students understand them all. • Play the audio once for students to listen and check the correct sounds. • Check answers with the class. • Play the audio again, pausing after each word for students to repeat, chorally and individually. Audioscript    Student Book page 55 

Exercise 4 e 057

• Students underline the /ʊ/ and circle the /u/ sounds in the sentences.

• Play the audio for students to listen and check their answers.

• Check answers with the class, playing

the audio and pausing after the relevant words for students to hear the sounds. • Play the audio again, pausing after each relevant word for students to repeat, chorally and individually. Audioscript    Student Book page 55 

Extra activity

• Ask pairs to write a sentence, using as •

many /ʊ/ and /u/ sounds as they can. Ask students in turn to read out their sentences. Correct any mistakes. See who managed to use the most /ʊ/ and /u/ sounds!

Video link Exercise 5 Watch or listen e 058

• Give students time to read the

sentences and possible answers.

• Play the video or audio. Students

B Extra communication    page 55  Aim To practice talking about places around town and movie types To practice hearing and pronouncing the two different sounds /ʊ/ and /u/ To watch a video in which three people talk about their favorite movie

Warm-up

• Draw a simple map on the board, with •

some streets and some of the places around town. Add an X and explain that this is where you are. Ask for directions to different places on the map, and revise a few phrases for giving directions if necessary.

Communication Exercise 1 e 054

• Students complete the dialogues with the correct phrases. • Play the audio. Students listen and check. • Check answers with the class. • Ask two students to read out each completed dialogue. Audioscript    Student Book page 55 

Pronunciation /ʊ/ and /u/ Exercise 2 e 055

Consolidation

• Suggest to students that they look

back over this page and check that they understand all the language. Suggest that they could rewrite the dialogues in exercise 1, using different places around town and different types of movie. They could then practice reading the dialogues.

• Play the audio for students to listen to the /ʊ/ and /u/ sounds.



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watch or listen and choose the correct answers. • Play the video or audio again if necessary for students to complete and check their answers. • Check answers with the class. Audioscript    Teacher’s Guide page 125 

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B Global skills    page 56  Places in my town Aim To create a poster about your town To work with a group to create a poster

Warm-up

• Ask: What do you like about your town /

city? What are your favorite places? What are the most important places for people? What places do tourists usually visit? Elicit a few answers from individual students.

What’s up? Exercise 1

• Students write the words under the pictures.

• Check answers with the class.

Get thinking Exercise 2

• Read out the four headings, then ask •

students to read the poster and match the headings with the paragraphs. Check answers with the class.

Exercise 3

• Students read the poster again and

•

find what the numbers refer to. Remind them that they can scan the text to find the numbers, rather than reading it in detail. Check answers with the class, eliciting the part of the poster that confirms each answer.

ANSWERS

15 million—the number of visitors to Chapultepec each year; 87,000—the number of people the Azteca Stadium holds; 1551—the date the national university dates back to; 400—the age of some of the buildings in Zocalo square

Get involved Exercise 4 Groupwork

The project Exercise 5

• Students work in their groups to decide

• Read out the task, then put students •

•

into groups of four. You could brainstorm some ideas for towns that students could choose. They then work in their groups to choose a town and decide what topics or places to write about. They could do their research on the Internet for homework. Point out that they should divide the work evenly between them.

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• Read through the phrases in the Real

•

who will write about each topic or place. They then write their texts. Encourage them to write their texts neatly on separate pieces of paper that can be brought together onto a poster.

Exercise 6 Groupwork

• Students work in their groups to make •

their posters. When students are ready, tell them they are going to present their poster to the class.

• •

English box with the class and make sure students understand them. Encourage students to use these phrases in their presentation. Ask groups in turn to present their poster to the class. Allow time for other students to ask questions. Ask students which presentations they most enjoyed and why.

How did you do?

• Focus on the can-do statements and

encourage students to be honest in their assessment of their work. Explain that being able to assess how well you are doing is an important skill that you need in order to improve.

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• Students complete the activity. Check

•

•

answers with the class. Point out that some of the verbs are regular, and some are irregular. Check answers with the class. If students did not do well, refer them back to exercise 1 on page 41. Play the audio for them to hear the phrases in context. Repeat exercise 3 on page 57 as a class, eliciting the correct answers.

I can identify movie types. (p.46) Exercise 4

• Read out the can-do statement. • Students complete the activity. Check • • •

answers with the class. Ask individual students: What types of movie do you like? Which do you hate? If students did not do well, refer them back to page 46. Repeat exercise 4 on page 57 as a class, elicting the correct answers.

I can talk about going to the movies. (p.48) Exercise 5

• Read out the can-do statement. • Students complete the activity. Check •

•

answers with the class. They then practice the dialogue in pairs. If students did not do well, refer them back to exercise 1 on page 48. Play the audio again for students to hear the phrases in context. Repeat exercise 5 on page 57 as a class, eliciting the correct answers.

I can talk about where I went last weekend. (p.51) Exercise 6

• Read out the can-do statement. • Students complete the activity. Check

B My progress    page 57  Aim To review the language and skills learned in Units 3 and 4

Speaking competences I can talk about places in a town. (p.36)

I can ask for and give directions. (p.38)

•

Exercise 2

• Read out the can-do statement. • Students complete the activity. Check •

Exercise 1

answers with the class. They then practice the dialogue in pairs. If students did not do well, refer them back to exercise 2 on page 38. Play the audio again for students to hear the phrases in context. Repeat exercise 2 on page 57 as a class, eliciting the correct answers.

• Read out the can-do statement. • Students complete the activity. Check

•

• If students did not do well, refer them

I can describe what I did yesterday. (p.41)

• Repeat exercise 1 on page 57 as a class,

Exercise 3

answers with the class. back to page 36.

eliciting the correct answers.

• Read out the can-do statement.

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•

answers with the class. They then practice asking and answering the questions in pairs. If students did not do well, write the questions on the board in full and drill them with the class. Repeat exercise 6 on page 57 as a class, eliciting the correct answers.

Listening, reading, and writing competences

• Students look back at the texts and •

exercises on the pages, and judge how well they can do them now. Tell students that if they found any of the activities difficult, they should go back and review them, using a dictionary to help them understand vocabulary they find difficult.

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5 You have to say something! Grammar have to: Affirmative and negative have to: Interrogative and short answers Compounds: some / any / no Compounds: every

Vocabulary Housework

Communication Asking for permission

Skills Listening: A swimmer talking about her typical day Speaking: A presentation about things your partner has or doesn’t have to do every day Reading: A brochure about a survival camp Writing: A diary entry about your experience at a survival camp

Values and cross-curricular topics Social responsibility: helping with household jobs The environment: learning to understand nature at a survival camp

Presentation    pages 58–59  Aim To present new language in a familiar context

Story The friends are chatting at school. Everyone thinks that Ava stole the girl’s phone, and now her mom says she can’t go on the school trip to Paris. Nick says she must tell the truth, that Rachel took the phone, but Ava says she can’t because Rachel is her friend. Tyler asks whether Rachel really is Ava’s friend.

Warm-up

• Ask students to look at the picture. Ask:

Who can you see? Elicit the names of the characters (Lauren, Ava, Nick, Tyler). Ask: Where are they? (at school) What do you think they are talking about? What happened to Ava last time? Elicit that Ava was putting a girl’s phone back in her

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bag when the teacher saw her. Elicit some ideas about what the people are saying, but don’t confirm them.

Exercise 1 Read and listen e 059

• Read the question to the class. • Check that students understand furious and chores.

• Play the audio. Students listen and read, and answer the question. • Check the answer with the class. • Go through the Check it out! box and ask students to find the words and phrases in the dialogue. Make sure that students understand the words and phrases. Audioscript    Student Book page 58 

Exercise 2 Comprehension

• Students read the dialogue again and answer the questions.

• They can compare answers in pairs. • Check answers with the class, asking students to read out their answers. Correct any mistakes.

ANSWERS

1 2 3 4

Ava’s mom Ava Ava’s mom Because she is her friend

Link to life

• Read out the sentence in the Link to life

box and discuss it as a class. Ask: Do you think Ava is right to protect her friend? Why? / Why not?

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Extra activity

• Check that students understand the

meaning of don’t have to take the blame (= it isn’t necessary). Students may assume that the meaning is ‘you shouldn’t take the blame.’  Write a pair of similar sentences on the board if necessary, to clarify the meaning: We have to pay for the tickets (= it’s necessary). We don’t have to pay for the tickets. They’re free. (= it isn’t necessary).

Exercise 5

• Ask two students to read out the example mini-dialogue.

• Elicit another example mini-dialogue using the phrases in the box.

• Students work in pairs and write three similar mini-dialogues.

• Monitor and help as necessary. Make

a note of any repeated mistakes to go over at the end of the lesson.

Exercise 6 Pairwork

• Students practice their mini-dialogues

in pairs. Monitor and help as necessary.

• Ask some students to perform one of their mini-dialogues for the class.

Extra activity

• Ask students to think about what • •

they have to do each day. Brainstorm some ideas as a class. Students can work with a new partner and make a new dialogue about what they have to do at home. Ask some students to tell the class what they have to do.

Consolidation

• Point out to students that it is easier

Key language    page 59 

Exercise 4 e 060

Aim

students to read the dialogues and complete them with the correct phrases. • Tell students they can refer back to the dialogue in exercise 1 if necessary. • Play the audio. Students listen and check their answers. • Play the audio again, pausing after each line for students to repeat. • Students could then practice the dialogues in pairs. Audioscript    Student Book page 59 

To practice the target language in a personalized context

Exercise 3

• Ask students to find and underline the phrases in the dialogue.

• Check answers, and check that students understand all the phrases. Ask: Can Ava choose if she wants to do the chores or not? (no) Is it necessary for Ava’s mom to see the principal? (yes)

• Focus on the example, then ask



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to learn new language if they use it to talk about themselves and their own life. Tell them they could think about things they have to do and write some sentences to put on their bedroom wall, to help them remember.

Workbook page W28 Practice Kit Extra Practice

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Vocabulary    page 60  Housework Aim To present and practice vocabulary for housework

Warm-up

• With books closed, ask: What does Ava •

have to do at home? What do you have to do? Elicit answers from individual students and write their ideas on the board. Ask: Who has to do a lot of things every day? Who doesn’t have to do many?

Exercise 1 e 061

• Students work individually or in pairs to match the phrases with the pictures.

• Play the audio. Students listen and check.

• Play the audio again, pausing after each phrase for students to repeat, chorally and individually. Audioscript    Student Book page 60 

Exercise 2

• Read through the Vocabulary strategy with the class.

• Allow students time to complete the mind map.

• Check answers with the class. Exercise 3

• Read out the example. • Students match the words in boxes A and B and write the expressions.

• Check answers with the class. ANSWERS

feed the dog, clean my bedroom / the bathroom, make my bed, unload the dishwasher, take out the trash

Extra activity

• Students can play a game to • • •

consolidate the vocabulary. In pairs, they cover the words in box A and try to remember as many of the full phrases as they can. You could set a limit for them to try to remember all the phrases. When time is up, students can look at the words in box A again to check their answers. See who remembered the most phrases correctly.

Exercise 4 Pairwork

• Ask two confident students to read out • • • •

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the example dialogue. Read through the words in the box with the class and check that students understand them all. Put students into pairs to ask and answer questions. Monitor while they are working and correct any errors in a feedback session at the end. Ask some students to tell the class how often their partner does housework.

Consolidation

• Tell students they could use Post-it

•

notes around their home to remind them of the words for housework, e.g., they could have a note saying unload the dishwasher on the dishwasher. Tell them that seeing and saying new words regularly is the best way to get them to stick in your memory.

Workbook page W28 Practice Kit Extra Practice

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Exercise 2

• Read out the example answers. • Students then work individually to write sentences about themselves.

• Allow students to compare their answers in pairs.

have to Interrogative and short answers Grammar chart

• Read out the grammar examples and go through the grammar chart.

• Point out the word order in questions,

and point out that we use do / don’t in short answers. • Refer students to the rules on page W26. Rules    page W26 

Exercise 3

• Read out the example question and • •

short answer. Students write the questions and short answers. Check answers with the class.

Exercise 4

• Read through the Look! box with the

• •

class. Write an example sentence with had to on the board, e.g., I had to clean my bedroom yesterday. Elicit how to make the negative and interrogative, e.g., I didn’t have to clean my bedroom. Did you have to clean your bedroom? Students write the sentences and questions. Check answers with the class.

ANSWERS

Grammar    page 61 

have to

Aim

Affirmative and negative

1 I had to walk to school this morning. 2 My dad didn’t have to go to work today. 3 The teacher had to repeat the question. 4 We didn’t have to answer all the questions. 5 Did they do the housework last Saturday?

To present and practice have to Grammar link presentation Unit 5

Grammar chart and Think! box

Challenge

Warm-up

go through the grammar chart. • Point out the different forms for he / she / it. • Students read the Think! box and choose the correct alternative to complete the rule. • Check the answer with the class. • Refer students to the rules on page W26. Rules    page W26 

• With books closed, ask some students •

What do you have to do every day? Elicit a few answers. Then ask a question about one of the students who has answered, e.g., What does (Mateo) have to do every day? See if you can elicit the third person form: He has to unload the dishwasher.

• Read out the grammar examples and

Exercise 1

• Students complete the sentences with •

the correct forms. Check answers with the class.



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• Students write sentences about

things they did and didn’t have to do at home last week.

Finished?

• Students write five questions to ask

their partner about things they have to do at home. • In pairs, students ask and answer their questions. • Refer students to the puzzle on page 120 / X15. Puzzles    page 120 / X15  Workbook page W28 Practice Kit Extra Practice

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Let’s talk about …     pages 62–63  Communication competences Asking for permission Aim To present and practice asking for permission

Warm-up

• With books closed, ask: What do you

• •

usually have in your pencil case? Elicit a few ideas and elicit or teach the words pen, pencil, ruler, and pencil sharpener. Ask: Do you sometimes forget to bring something to school with you? What do you forget? Elicit a few ideas, then ask: What can you do if you don’t have a pen in class? Elicit the idea of borrowing one. Teach the word borrow, then ask: How do you think you can ask to borrow something in English? Elicit a few ideas.

Exercise 1 Watch, listen, or read e 062

• Focus on the gapped sentences and allow students time to read them.

• Play the video or audio. Students watch or listen and complete the sentences.

• Check answers with the class. Audioscript 

  Student Book page 62 

Exercise 2 Real English e 063

• Read through the information in the

Speaking strategy with the class.
Ask students to look at the dialogues in exercise 1 again and find examples of the expressions. • Go through these examples with the class (Can I borrow your ruler, please? Could I borrow your pencil sharpener? May I sit next to Jason today?) Point out the use of please after the expressions and explain that this adds more politeness. • Focus on the dialogues in exercise 2. • Play the audio once for students to listen. • Play it again, pausing after each line for students to repeat. Audioscript    Teacher’s Guide page 125 

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Extra activity

• Students could work in pairs and • •

practice one of the dialogues in exercise 1. They could practice reading the dialogue. They could then cover the dialogue. In their pairs, they try to remember each line of the dialogue in turn, then uncover it to check their ideas.

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Exercise 6 Pairwork

• Students work in pairs to practice their dialogues.

• Ask some pairs to perform one of their dialogues for the class.

Link it! Pairwork

• Read out the task and remind students • •

of some of the ideas they thought of in the Beat the clock activity. Students work in pairs to prepare and practice another dialogue. Ask some pairs to perform their dialogue for the class.

Consolidation

• Suggest to students that they record

the lines of one of the speakers in their dialogues, then listen and practice the dialogues. Suggest that they practice using their notes at first, then try to practice from memory.

Workbook page W30 Extra Communication page 79 Practice Kit Extra Practice

Exercise 3 e 064

• Allow students time to read through

the phrases. Check they understand everything. • Play the audio. Students listen and do the matching task. • Allow students to compare their answers in pairs before you check with the class. Audioscript    Teacher’s Guide page 125 

Beat the clock

• Put students into pairs. Give them two • •

minutes to think of things they borrow from their friends. Bring their ideas together onto the board and check that students understand all the words. See which pair wrote the most words correctly.

Exercise 4

• Read through the people in the box • •

and check that students understand all the words. Refer students back to the Speaking strategy on page 62, then put them into pairs to answer the questions. Discuss the answers with the class.

Exercise 5

• Read through the two situations with •

the class and make sure students understand everything. Students work in pairs and prepare their dialogues. Monitor and help while they are working.



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Grammar    page 64  Aim To present and practice compounds with some / any / no and every. Grammar link presentation Unit 5

Warm-up

• Ask: Who has to come to school every

•

day? Ask students to put up their hands to answer. Write on the board: Everyone has to come to school. Ask: Who has to travel for two hours to get to school every day? Elicit answers and write on the board: No one has to travel for two hours. Focus on the sentences on the board and elicit the meanings.

Compounds: some / any / no Grammar chart and Think! box

• Read out the grammar examples. • Go through the grammar chart with the class.

• Point out the alternatives: someone /

somebody, etc. Explain that there is no difference in meaning between the two words. • Students read the Think! box and complete the rules. • Check answers with the class. • Refer students to the rules on page W27. Rules    page W27 

Exercise 1

• Students choose the correct alternatives •

to complete the sentences and question. Allow students to compare their answers in pairs. Then check with the class, referring back to the rules if necessary, to explain the answers.

Exercise 2

• Students complete the story with the correct words.

• Allow students to compare their answers in pairs, then check with the class.

Exercise 3

• Read out the task, then read through

•

•

the chart and the example question with the class. Elicit the other two questions that students need to ask. Students could play the game in groups, or you could allow them to move around the class and ask one question to different students in turn. Stop the activity after a few minutes and ask who has found a name for each thing in the chart.

Compounds: every Grammar chart and Think! box

• Point out the alternatives everyone /

everybody and remind students that, as with someone / somebody, there is no difference in meaning between the two words. • Students read the Think! box and check the correct answers in the rules. • Check answers with the class. • Refer students to the rules on page W27. Rules    page W27 

Exercise 4

• Students complete the sentences and questions with the correct words.

• Allow students to compare their

answers in pairs, then check with the class, referring back to the rules if necessary, to explain the answers.

Challenge

• Students write their sentences individually.

• Ask some students to read their

sentences to the class. Correct any mistakes.

Finished?

• Students write two more things for the chart in exercise 3.

• In groups or with the whole class, they ask and answer their questions.

• Refer students to the puzzle on page 120 / X15. Puzzles    page 120 / X15 

Workbook page W29 Practice Kit Extra Practice

• Read out the grammar example. • Go through the grammar chart with 64

the class.

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Step 2 Exercise 2 e 065

• Allow students time to read the gapped

text, then play the audio. Students listen and complete the text. Pause the audio if necessary to allow them time to write. • Check answers with the class, playing the audio again and pausing for students to hear the answers. Audioscript    Teacher’s Guide page 125 

Step 3 Exercise 3

• Students complete the chart in

exercise 1 with information about themselves.

Exercise 4 Pairwork

• Read out the examples. • Demonstrate the task by asking a

• •

confident student one or two questions using the chart in exercise 1 and eliciting their answers. When they answer, elicit whether you should check that part of the chart or put a cross. Students then work in pairs to ask and answer questions about their typical day. Monitor while they are working, and note down any repeated mistakes to correct in a feedback session at the end.

Exercise 5 Presentation

• Ask some students to tell the class what their partner has to and doesn’t have to do.

Extra activity

• Ask students to imagine they are a •

Listening and speaking    page 65  Aim To listen to a swimmer talking about her typical day To talk about things you have to and don’t have to do every day

Warm-up

• Focus on the picture and elicit that

the person is a swimmer. Ask: What do you think she does on a typical day? What time does she get up? When does she practice? How long does she practice for every day? Does she have to do housework? Elicit a range of ideas and encourage students to speculate and make guesses.

•

Step 1 Exercise 1 e 065

• Allow students time to read through

the chart. Check they understand everything. • Read out the task, then play the audio. • Students listen and check the things Carina talks about. • Allow students to compare their answers in pairs, then play the audio again if necessary for them to check and complete their answers. • Check answers with the class. Audioscript    Teacher’s Guide page 125 

Consolidation

• Suggest to students that they should

write some sentences about what they have to do and don’t have to do each day. Suggest that the next time they are on vacation, they should write a similar list of things they have to do and don’t have to do, then compare a typical day in school time and on vacation.

Workbook page W30 Practice Kit Extra Practice



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•

celebrity, e.g., a sports star, a singer, an actor. Ask them to think about things they have to do and don’t have to do on a typical day. Put students into pairs to talk about their typical days and decide whose day sounds more fun. Ask some students to tell the class about their typical ‘celebrity’ day.

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Trending topics    pages 66–67  Reading and writing competences Reading Aim To read a brochure for a survival camp

Warm-up

• Focus on the pictures and read out the • • •

title of the brochure. Teach the meaning of survive and survival. Ask: What is a survival camp? What do you think you do? What things do you think you learn about? Elicit a few ideas and encourage students to speculate. Ask: Do you think it looks fun? Would you like to go to a camp like this?

Exercise 1

• Read through the Reading strategy with the class.

• Ask students to look at the pictures again.

• Put students into pairs to check the •

meaning of the phrases and use the pictures to help them understand. Discuss the meanings with the class.

Exercise 2 Read and listen e 066

• Allow students time to read through the questions and possible answers.

• Play the audio for students to listen and read.

• Students then choose the correct answers.

• Allow students to compare their answers in pairs.

• Check answers with the class. Audioscript 

  Student Book page 66 

Check it out!

• Students could work individually or in •

pairs to find the words and phrases and check the meanings. Discuss the meanings with the class.

Exercise 3

5 The group leader is there to help you. 6 You have to return to the camp in under two hours with only a map and a compass.

Exercise 4 Pairwork

• Read through the survival skills in the

• Students read the brochure again and answer the questions.

• Allow students to compare their •

answers in pairs. Check answers with the class.

ANSWERS

1 They teach you to understand and respect nature. 2 They take place in the summer, from June to September. 3 They are in the Rocky Mountains of British Columbia, Canada. 4 You have to spend five days there.

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• •

brochure with the class and make sure students understand them all. Students work in pairs to ask and answer questions to find out what their partner can do. Ask some students to tell the class what their partner can and can’t do.

Extra activity

• Tell students they are going to •

•

•

talk about the survival camp from memory. Allow students time to read the brochure again and make some notes to help them remember the details. Set a limit of 20 words that they can write. In pairs, students then work with books closed and try to remember as many details as they can about the camp. Discuss their ideas as a class and see how much students can remember between them.

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• Allow students time to read their diary •

entry carefully and check it for mistakes. Ask some students to read their diary entries to the class.

Challenge

• Students write their questions •

individually, then ask and answer their questions in pairs. Ask some students to tell the class about their partner’s experiences.

Consolidation

• Point out to students that when they

•

•

read a new text, there may be a lot of new vocabulary in it, and it is not realistic to think that they can learn it all. Tell them it is a good idea to look for words and phrases that are relevant to them and their lives. Ask students to look through the brochure and diary entry again and find three useful words and phrases that they want to learn and remember. Ask some students to tell the class which words and phrases they chose and why.

Culture page 110 / X9 Practice Kit Extra Practice Unit tests Resource worksheets Video

Writing

Step 2

Aim

Exercise 6

To write a diary entry about your experiences at a survival camp

• Students prepare their ideas

individually. To help weaker students, you could brainstorm some ideas with the class first and make notes on the board.

Step 1 Exercise 5

• Read the task, then read through

• •

the chart with the class and check that students understand all the information. Ask students to read the diary entry and complete it with the correct information. Check answers with the class and ask: What does David have to do today? What did he have to do yesterday? Elicit the answers from the text.

Step 3 Exercise 7

• Ask students to write a diary entry

•

about their experience at the camp using their notes in exercise 6. Encourage them to use have to and don’t have to and phrases for housework in their diary entry. Read through the Writing strategy with the class.



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6 You mustn’t be late! Grammar must / mustn’t mustn’t / don’t have to Verb + -ing form / infinitive

Vocabulary Transportation and travel

Communication Buying a bus ticket

Skills Listening: A teacher telling students about a school trip Speaking: A presentation about a school trip Reading: Travel dos and don’ts for a trip to the U.K. Writing: A blog post for tourists to your country

Values and cross-curricular topics Travel and transportation Tourism and travel Multiculturalism: cultural sensitivities

Presentation    pages 68–69  Aim To present new language in a familiar context

Story Rachel, Tyler, Nick, and Lauren are listening to the teacher, who is giving details about the school trip to Paris. Ava isn’t there. Rachel asks why she isn’t there, and Tyler explains that it is because everyone thinks she is a thief. Tyler tells Rachel she must tell the truth.

Warm-up

• Ask students to look at the picture. Ask:

Who can you see? Elicit the names of the characters (Rachel, Tyler, Nick, Lauren). Ask: Where are they? (at school) What do you think the teacher is talking about? Why do you think that Ava isn’t there? What happened to Ava in the last unit? Elicit a few ideas, and elicit that Ava isn’t allowed to go on the school trip to Paris.

Exercise 1 Read and listen e 067

• Read the question to the class. • Play the audio. Students listen and read, and answer the question.

• Check the answer with the class. • Go through the Check it out! box and

ask students to find the phrases in the dialogue. Make sure that students understand the phrases. You could teach p.m. (= in the afternoon). Audioscript    Student Book page 68 

Exercise 2 Comprehension

• Students read the dialogue again and correct the mistakes.

• They can compare answers in pairs. • Check answers with the class. ANSWERS

1 They are leaving in the morning. 2 They need a passport.

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3 Their suitcases can’t weigh more than 23 kilos. 4 Ava isn’t going to Paris with the others.

Link to life

• Read out the question in the Link to life

box and discuss it as a class. Elicit a list of qualities that are important in a good friend, e.g., being honest, loyal, helping your friends.

Extra activity

• Ask students to look at the

dialogue again. Ask: What forms of transportation are they using to go to Paris? Elicit the answers (bus and plane). Ask What other forms of transportation are there? Elicit words that students know, e.g., car, train. Tell students they will learn more forms of transportation later in this unit. 

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Exercise 5

• Ask two students to read out the example mini-dialogue.

• Elicit another example mini-dialogue using the activities in the box.

• Students work in pairs and write two similar mini-dialogues.

• Monitor and help as necessary. Make

a note of any repeated mistakes to go over at the end of the lesson.

Exercise 6 Pairwork

• Students practice their mini-dialogues

in pairs. Monitor and help as necessary.

• Ask some students to perform one of their mini-dialogues for the class.

Extra activity

• Ask students to think about other

•

•

things they like and don’t like doing. Brainstorm some ideas as a class if necessary, e.g., riding my bike, visiting my grandparents, going shopping. Students can work with a new partner and make a new dialogue about things they like and don’t like doing. Ask some students to tell the class what they and their partner like and don’t like doing.

Consolidation

• Point out to students that like is

usually followed by the -ing form of a verb, e.g., I like watching TV NOT I like watch TV. Discuss with the class the best way to remember this, e.g., writing a rule or writing example sentences and learning them by heart. Tell students they must find the way that works best for them to remember language rules.

Workbook page W34 Practice Kit Extra Practice

Key language    page 69 

• Tell students they can refer back to the

Aim

• Play the audio. Students listen and

To practice the target language in a personalized context

• Play the audio again, pausing after each

Exercise 3

• Students could then practice the

• Ask students to find and underline the •

phrases in the dialogue. Check answers, and check that students understand all the phrases. Ask: Is it important that they aren’t late? (yes) Is it a rule that their suitcase must be less than 23 kilos? (yes)

Exercise 4 e 068

• Focus on the example, then ask

students to read the dialogues and choose the correct alternatives to complete them.

dialogue in exercise 1 if necessary. check their answers.

line for students to repeat.

dialogues in pairs. Audioscript    Student Book page 69 

Extra activity

• Write on the board the sentences You mustn’t be late. You don’t have to come. Ask: Which one means you can’t do this? (You mustn’t be late.) Which one means it isn’t necessary? (You don’t have to come.) Elicit the answers and check that students understand the two sentences.



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Vocabulary    page 70  Transportation and travel Aim To present and practice vocabulary for transportation and travel

Warm-up

• With books closed, ask: What forms •

of transportation do people use in your town? Elicit answers from individual students and write their ideas on the board. Ask: What’s the best form of transportation in your town? Why?

Exercise 1 e 069

• Students work individually or in pairs to match the words with the pictures.

• Play the audio. Students listen and check.

• Play the audio again, pausing after each word for students to repeat, chorally and individually. Audioscript    Student Book page 70 

Exercise 2 e 070

• Focus on the chart and make sure that students understand the adverbs of frequency. • Play the audio. Students listen and complete the chart. • Check answers with the class, playing the audio again if necessary and pausing for students to hear the answers. Audioscript    Teacher’s Guide page 125 

Extra activity

• Students can play a game to consolidate the vocabulary.

• In pairs, they cover the words in

•

exercise 1. They take turns to look at the picture and say a number. Their partner tries to remember the correct word. They get a point for each word they remember. See who in the class got the most points.

Exercise 3 Pairwork

• Ask two confident students to read out the example dialogue.

• Point out the position of the adverb of frequency (before the main verb).

• Put students into pairs to ask and answer questions.

• Monitor while they are working and •

correct any errors in a feedback session at the end. Ask some students to tell the class how often their partner uses different forms of transportation.

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Culture focus

• Read through the information in the

Culture focus box with the class. Discuss whether students think it is a good idea, and whether any cities in their country do the same thing.

Consolidation

• Tell students they could make a

poster about transportation for their bedroom, with pictures of different forms of transportation, and some sentences about which ones they use.

Workbook page W34 Practice Kit Extra Practice

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Exercise 2

• Students complete the sentences with the correct verb forms.

• Allow students to compare their

answers in pairs, then check with the class.

mustn’t / don’t have to Think! box

• Read out the grammar examples. • Remind students that they studied

have to and don’t have to in the last unit.

• Students complete the sentences. • Check answers with the class. • Refer students to the rules on page W32. Rules 

  page W32 

Exercise 3

• Students read the sentences and •

choose the correct alternatives to complete them. Allow students to compare their answers in pairs, then check answers with the class, referring back to the rules if necessary to explain the answers.

Exercise 4

• Students complete the sentences with the correct verb forms.

• Allow students to compare their

answers in pairs, then check with the class.

Challenge

• Students write sentences about things •

they mustn’t and don’t have to do at home. Students can compare their answers in pairs and see if any of their answers are the same.

Finished?

• In groups, students write sentences

Grammar    page 71 

must / mustn’t

Aim

Grammar chart and Think! box

To present and practice must / mustn’t and mustn’t / don’t have to. Grammar link presentation Unit 6

Warm-up

• With books closed, write on the board: •

•

You ___ late! You ___ there by 6 a.m. Elicit the correct words to complete the sentences (mustn’t be, must be). Ask: Is it OK to be late? (no) Can you get there after 6 a.m.? (no) Why? (because it’s a rule). Explain that we use must and mustn’t to talk about rules.

• Read out the grammar examples and

go through the grammar chart. • Point out that must and mustn’t are the same for all persons. • Students choose the correct alternatives to complete the rules. • Check answers with the class. • Refer students to the rules on page W32. Rules    page W32 

Exercise 1

• Students look at the signs and •

complete the sentences with the correct forms. Check answers with the class.



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about what they must or mustn’t do in the classroom. • Ask groups to share their sentences. Use students’ sentences to create a set of classroom rules. • Refer students to the puzzle on page 120 / X15. Puzzles    page 120 / X15 

Consolidation

• Point out to students that visual clues such as the signs in exercise 1 are a good way to remember meanings. Suggest that they draw some signs or download and print out some pictures of signs for their vocabulary notebooks, and write sentences about what people must and mustn’t do.

Workbook page W34 Practice Kit Extra Practice

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Let’s talk about …    pages 72–73  Communication competences Buying a bus ticket Aim To present and practice buying a bus ticket

Warm-up

• With books closed, tell students that • • •

•

they have learned fourteen words for forms of transportation in this unit. Put them into pairs and give them two minutes to remember as many as they can. Bring their ideas together on the board and check that students understand all the words. Ask: How often do you travel by bus? Elicit a few answers, then ask: What do have to buy to travel by bus? Elicit that you have to buy a ticket. Tell students that in this lesson they will practice buying bus tickets.

Exercise 1 Watch, listen, or read e 071

• Read through the chart with the class

and make sure students understand what information they are listening for. • Play the video or audio once for students to watch or listen and complete the chart. • Play it again for them to check their answers. Audioscript    Student Book page 72 

Exercise 2 Real English e 072

• Read through the Speaking strategy with the class. Ask students to find examples of the question words in the dialogues in exercise 1. • Play the audio once for students to listen. Elicit which of the phrases can be used in other situations, e.g., Can I help you? can be used in a shop and What gate does it leave from? can be used at the airport. • Play the audio again, pausing after each line for students to repeat. Audioscript    Teacher’s Guide page 125 

Extra activity

• Put students into pairs. Ask them

•

•

•

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to choose one of the dialogues in exercise 1 and decide which of them will play each role. Students write their lines for their role on a piece of paper, but not in the correct order. Tell them they should mark the first line of the dialogue. With books closed, students then work in their pairs and practice the dialogue, each referring to their own lines and trying to remember the correct order for the dialogue. They can look at their books again to check.

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Exercise 5 Pairwork

• Students work in pairs to practice their dialogue.

• Ask some pairs to perform their dialogue for the class.

Link it! Pairwork

• Read out the task and elicit some places

• •

in the students’ country that they could travel to. Elicit how to get there, e.g., bus or train. Students then work in pairs to write a new dialogue with their own ideas, and practice it. Ask some pairs to perform their dialogue for the class.

Consolidation

• Suggest to students that they record

•

the clerk’s lines from page 72 on their phone, then listen and practice asking for information and buying tickets to different places. Tell them that the more they practice, the easier they will find it to speak naturally and think of what to say next.

Workbook page W36 Extra Communication page 79 Practice Kit Extra Practice

Exercise 3 e 073

• If students had difficulties, write more

examples of dates, times, and prices on the board and elicit how to say them.

• Allow students time to read through

the sentence beginnings. Check they understand everything. • Play the audio. Students listen and complete the sentences. • Allow students to compare their answers in pairs before you check with the class. Audioscript    Teacher’s Guide page 126 

Beat the clock

• Put students into pairs. Give them two

• •

minutes to say as many of the dates, times, and prices on the bus tickets as they can. Ask who managed to say all the dates, times, and prices in the time. Elicit the dates, times, and prices.

Exercise 4

• Read through the bus schedule with • •

the class and make sure students understand everything. Put students into pairs and ask them to choose a destination and write a dialogue. Refer students back to the phrases on page 72 to help them. Monitor and help while they are working.



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Grammar    page 74  Aim To present and practice verbs + -ing form / infinitive Grammar link presentation Unit 6

Warm-up

• Ask: What do you like doing on the

•

•

•

weekend? Elicit a range of answers from students and write one or two of their sentences on the board. Ask: What do you want to do next weekend? Elicit a range of answers and write one or two sentences on the board. Underline the main verbs and the -ing forms and infinitives on the board. Ask: What do you notice about ‘like’ and ‘want’? Elicit that they are followed by different verb forms. Tell students they are going to learn about these verb patterns in this lesson.

Verb + -ing form / infinitive Grammar chart and Think! box

• Read out the grammar examples and

go through the grammar chart with the class. • Point out that some verbs such as like, love, and hate can be used in both patterns. • Students read the Think! box and choose the correct alternative to complete the rule. • Check the answer with the class. • Refer students to the rules on page W33. Rules    page W33 

Exercise 1

• Students read the text and underline • •

the verbs that are followed by the -ing form. Allow students to compare their answers in pairs, then check with the class. Ask: Do you enjoy cycling? Do you like cycling in the rain? Elicit a few answers using the -ing form.

Exercise 2

• Students complete the sentences with • •

the correct verb forms. Allow students to compare their answers in pairs, then check with the class. Ask students which sentences are also true for them.

Exercise 3

• Students complete the sentences with •

the words in the correct order. Allow students to compare their answers in pairs, then check with the class.

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Exercise 4

• Explain to students that in this exercise,

• •

they need to choose the -ing form or the infinitive. Tell them to use the grammar chart to help them. Students complete the sentences with the correct verb forms. Allow students to compare their answers in pairs, then check with the class, referring back to the rules if necessary to explain the answers.

Challenge

Finished?

• In pairs, students ask follow-up

questions about their sentences from the Challenge box. • Encourage them to use a variety of question words, e.g. what, why, where, when, and who. • Refer students to the puzzle on page 120 / X15. Puzzles    page 120 / X15  Workbook page W35 Practice Kit Extra Practice

• Students write their sentences individually.

• Ask some students to read their

sentences to the class. Correct any mistakes. Ask other students if the sentences are also true for them.

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Step 2 Exercise 2 Pairwork

• Read through the activities with • • • • •

the class and make sure students understand them all. Invite two confident students to read out the example dialogue. Ask one or two individual students questions about other activities and elicit their answers. Students then work in pairs to ask and answer questions. Monitor while they are working, and note down any repeated mistakes to correct in a feedback session at the end. Ask some students to tell the class which activities they and their partner both like.

Exercise 3 Pairwork

• Choose an activity and, as a class,

• •

brainstorm some information to complete the chart as an example. Make notes on the board. Students then work in pairs to choose an activity and complete the chart. Monitor and help while they are working.

Extra activity

• Before students give their

presentation, play the audio from exercise 1 again. Pause to focus on useful phrases that students can use: I want to tell you about …, The bus leaves at … Please don’t be late … You must bring …, etc. Write these on the board for students to refer to when they give their presentations.

Step 3 Exercise 4 Presentation

Listening and speaking    pages 75–76  Aim To listen to a teacher telling students about a school trip To give a short presentation with information about a school trip

Warm-up

• Ask: Do you ever go on school trips?

Where do you go? Do you enjoy the trips? Why? Elicit a range of answers. If students do not have experience of school trips, ask: Would you like to go on a school trip? Where would you like to go? A museum? A city? Another country? What activities would you like to do?

• Use the notes on the board

Step 1 Exercise 1 e 074

• Read out the task, then allow students

time to read through the information. • Read through the Listening strategy with the class, then ask students to look at the information again. Elicit what kind of information is missing in each case, e.g., a time, a personal item. • Play the audio. Students listen and complete the information. • Allow students to compare their answers in pairs, then play the audio again if necessary for them to check and complete their answers. • Check answers with the class. Audioscript    Teacher’s Guide page 126 



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•

•

to demonstrate how to give a presentation of the school trip. Allow students time to practice their presentations in pairs, then ask students in turn to give their presentations to the class. Discuss as a class whose trip sounds the most fun and why.

Consolidation

• Suggest to students that they should record their presentations on their phone and then listen to it. Tell them to listen to their pronunciation, intonation, and fluency. They could practice again and see if they can improve.

Workbook page W36 Practice Kit Extra Practice

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Trending topics    pages 76–77  Reading and writing competences Reading Aim To read a blog with advice about a trip to the U.K.

Warm-up

• Explain to students that they are going

•

to read some advice about how to behave on a trip to the U.K. Ask: What do you think the advice will say? Elicit a few ideas, then focus on the picture and elicit that it shows people waiting for a bus. Ask: What do you think the advice will say about waiting for a bus? Elicit a few ideas and encourage students to speculate.

Exercise 1 Read and listen e 075

• Allow students time to read through

the questions and possible answers. Check that they understand customs. • Play the audio for students to listen and read. • Students then choose the correct answers. • Allow students to compare their answers in pairs. • Check answers with the class. Audioscript    Student Book page 76 

Check it out!

• Students could work individually or in •

pairs to find the words and check the meanings. Discuss the meanings with the class.

Culture focus

• Read through the Culture focus with

the class. Ask: What other differences are there in the U.K.? Elicit a few ideas, e.g., the U.K. uses miles rather than kilometers, it has its own currency.

Exercise 2

• Students read the blog again and answer the questions.

• Allow students to compare their answers in pairs.

• Check answers with the class.

ANSWERS

1 He tries to learn about the people and customs. 2 She went to Edinburgh, in Scotland. 3 You mustn’t call everyone and everything ‘English’. 4 c 5 You mustn’t talk loudly. 6 You must wait, too. 7 She arrived late for lunch. 8 They think it is rude. 9 Students’ own answers.

Extra activity

• Tell students they are going to retell • • •

•

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one of the stories in the blog post. Ask them to choose one of the stories and read it carefully, then make a few notes to help them remember it. With books closed, students can work in pairs to tell their stories. Students could then work in their pairs and practice telling a story about something that happened to them when they were traveling. Ask some students to tell their story to the class.

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Step 2 Exercise 4

• Students could work individually or in •

pairs to decide if the comments are true or false about their country. Discuss their answers as a class.

Step 3 Exercise 5

• Ask students to write a blog post for

•

•

tourists to their country. Encourage them to use must, mustn’t, and don’t have to as well as their mind maps in their blog post. Remind students that it is important to check your writing for mistakes. Allow them time to check their writing and correct any mistakes. Ask some students to read their blog posts to the class.

Challenge

• Students write their emails individually. • Ask some students to read their emails to the class.

Consolidation

• When you have checked and

corrected students’ writing, suggest that they should keep a note of any mistakes that they made, especially if they have made similar mistakes before. Tell them they can build up a list of their own typical mistakes which they can use as a checklist for checking their work in the future.

Culture page 111 / X10 Practice Kit Extra Practice Unit tests Resource worksheets Video

Writing Aim

• Draw a mind map on the board with

To write a blog post for tourists to your country

•

Step 1

•

Exercise 3

•

• Read the task, then read through the

• • •

recommendations with the class and check that students understand all the information. Students could work in pairs to decide if tourists must, mustn’t, or don’t have to do these things. Discuss the answers with the class. Read through the Writing strategy with the class.

the headings: Rules, Weather, Customs in your country. Focus on the first recommendation (have a passport) and elicit that this should be added under Rules. Students could work individually or in pairs to complete the mind map. Check answers with the class.

POSSIBLE ANSWERS

Rules: carry some form of identification, drive on the left side of the road, smoke in public places, buy tickets for public transportation Weather: bring warm clothes in summer Customs in your country: be polite, be quiet in public



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Review C C Extra practice    page 78  Vocabulary Housework Transportation and travel

Grammar have to: affirmative, negative, interrogative, and short answers must / mustn’t Compounds: some / any / no Compounds: every must / mustn’t / don’t have to Verb + -ing form / infinitive

Vocabulary Exercise 1

• Read through the expressions in the

• •

box with the students. Make sure that they can remember the meaning of the expressions. Students complete the expressions individually. Check answers with the class.

Extra activity

• In pairs, students take turns to mime

the housework activities in exercise 1. Their partner says the correct expression.

Exercise 2

• Students find eleven forms of

transportation in the wordsearch.

• Allow students time to check their answers with a partner.

Exercise 3

• Students complete the chart with the •

words from exercise 2. Check answers with the class.

Grammar Exercise 4

• Students complete the questions and answers.

• Allow students time to check their answers in pairs.

• Check answers with the class. Exercise 5

• Read out the example and elicit why we • •

use mustn’t in this sentence. Students complete the sentences. You could ask them to work in pairs for this. Check answers with the class.

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Exercise 6

• Students choose the correct words to complete the sentences.

• Check answers with the class. Songs Trains and Boats and Planes, by Dionne Warwick (transportation) You Don’t Have to Mean It, by The Rolling Stones (don’t have to, verb + -ing form) You Don’t Have to Say You Love Me, by Dusty Springfield (don’t have to) Someone to Love, by Jon B. (Compounds: some) Workbook pages W28–W29 and W34–W35 Practice Kit Extra Practice

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Pronunciation: Intonation in questions Exercise 2 e 077

• Point out the two different types of

question in the chart. • Play the audio for students to hear the different intonation in the questions. • Play the audio again, pausing after each question for students to repeat, chorally and individually. Audioscript    Student Book page 79 

Exercise 3 e 078

• Play the audio for students to hear the

intonation and decide if it is rising or falling. • Play the audio again, pausing after each question to check the answer and for students to repeat, chorally and individually. Audioscript    Student Book page 79 

Extra activity

• Put students into pairs. They choose

•

•

three questions from exercises 2 and 3 and prepare answers, to make minidialogues. Students can then practice their mini-dialogues in their pairs, focusing on using the correct rising or falling intonation in the questions. Ask some pairs to perform one of their mini-dialogues for the class.

Video link Exercise 4 Watch or listen e 079

• Give students time to read through the

C Extra communication     page 79  Aim To practice buying a bus ticket and asking for permission To practice hearing and pronouncing intonation in questions To watch a video in which three people talk about their travel plans

Communication Exercise 1 e 076

• Students complete the dialogue with the correct phrases. • Play the audio. Students listen and check. • Check answers with the class. • Ask four students to read out the completed dialogues. Audioscript    Student Book page 79 

Warm-up

• Ask: How often do you travel by bus? Do

you buy tickets on the bus, or in advance? Elicit a few answers, then ask: Can you remember how to buy a bus ticket in English? What do you say? What does the clerk say to you? Elicit what students can remember.



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sentences and possible answers. Check that they understand everything. • Play the video or audio. Students watch or listen and choose the correct answers. • Play the video or audio again if necessary for students to complete and check their answers. • Check answers with the class. Audioscript    Teacher’s Guide page 126 

Consolidation

• Suggest to students that they look

back over this page and check that they understand all the language. Suggest that they could rewrite the dialogues in exercise 1, changing some of the details. They could then practice reading the dialogues again, focusing on using the correct rising or falling intonation in the questions.

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C Global skills    page 80  Getting around London Aim To make an information leaflet with different itineraries in a neighborhood of your town To work with a group to make an information leaflet

Warm-up

• Ask: Do you ever visit new cities? What

•

places in the city do you usually visit? Elicit a few answers, e.g., museums, historic buildings, etc. Ask: What’s the best way to see a city? On a bus? Walking? By bike? Elicit a few ideas.

What’s up? Exercise 1

• Read out the title of the lesson and ask: • •

Have you been to London? What do you know about London? Elicit a few answers. Students write the words under the correct pictures. Check answers with the class.

Culture focus

• Read through the information in the

Culture focus box with the class. Ask: Are there underground trains in your town or city? Do you use them?

Get thinking Exercise 2

• Focus on the leaflet and point out that • •

it shows three different ways to travel around the city. Ask students to read the leaflet and answer the questions. Check answers with the class.

Exercise 3

• Students read the leaflet again and find

•

what the numbers refer to. Remind students that they can scan the text for the numbers, rather than reading the whole text in detail again. Check answers with the class.

ANSWERS

£6.80 – the price of an Oyster card to travel around the city all day;  15 – the number of the bus to go to Camden;  750 – the number of bike stations in London;  £4.20 – the cost of a one-way ticket for the River Bus

• Bring students’ ideas together into a class brainstorming session.

The project Exercise 5

• Students look online to find information for their itinerary. They then draw a map and write a description. Remind them to divide the work evenly.

Exercise 6 Groupwork

• Read through the phrases in the Real

Get involved Exercise 4 Groupwork

• Put students into groups of three •

and read out the task. Check they understand itinerary. Students work in their groups to brainstorm ideas.

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• •

English box with the class. Ask students to find the phrases in the information leaflet in exercise 2. Encourage them to use these phrases in their own leaflets. Students then work in their groups to make their information leaflets. Ask groups in turn to present their leaflets to the class. Encourage other

students to give positive feedback after each presentation.

How did you do?

• Focus on the can-do statements and

encourage students to be honest in their assessment of their work. Explain that being able to assess how well you are doing is an important skill that you need in order to improve.

Extra activity

• Ask: What did you enjoy about this

•

task? What was difficult? What did your group do well? What could it improve next time? Ask students to discuss the questions in their groups. Get feedback from groups, and discuss as a class what students can do to help them cope with similar tasks in the future.

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• Students complete the activity. Check • •

answers with the class. Students ask and answer the questions in pairs. If students did not do well, refer them back to page 65. Play the audio again for them to listen. Repeat exercise 3 on page 81 as a class. Discuss the correct answers.

I can identify different forms of transportation. (p.70) Exercise 4

• Read out the can-do statement. • Students complete the activity. Check answers with the class.

• If students did not do well, refer them back to exercise 1 on page 70.

• Repeat exercise 4 on page 81 as a class, eliciting the correct answers.

I can ask for travel information and buy a ticket. (p.72) Exercise 5

• Read out the can-do statement. • Students complete the activity. Check •

•

answers with the class. They then practice the dialogue in pairs. If students did not do well, refer them back to exercise 1 on page 72. Play the audio again for students to hear the phrases in context. Ask questions, e.g., How does the clerk start the conversation? How does Luis ask for a ticket? Repeat exercise 5 on page 81 as a class, eliciting the correct answers.

I can talk about the rules on a school trip. (p.75) Exercise 6

• Read out the can-do statement. • Students complete the activity. Check

C My progress    page 81  Aim To review the language and skills learned in Units 5 and 6

Speaking competences I can talk about different types of housework. (p.60)

I can ask for permission and respond. (p.62) Exercise 2

• Read out the can-do statement. • Students complete the activity. Check answers with the class.

• If students did not do well, refer them

Exercise 1

• Read out the can-do statement. • Students complete the activity. Check

•

answers with the class and ask: What jobs do you sometimes do at home? What jobs do you never do? Repeat exercise 1 on page 81 as a class, eliciting the correct answers.

•

back to exercise 1 on page 62. Play the audio again for students to hear the phrases in context. Ask: Can I borrow your book, please? May I use your pen? Repeat exercise 2 on page 81 as a class, eliciting the correct answers.

I can ask people about things they have to do. (p.65) Exercise 3

• Read out the can-do statement.

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•

•

answers with the class. They then practice the dialogue in pairs. If students did not do well, refer them back to exercise 1 on page 75. Play the audio for students to hear examples of must, mustn’t, and don’t have to in context. Ask questions about the school trip, e.g., When must they be at school? What mustn’t they bring? Repeat exercise 6 on page 81 as a class, eliciting the correct answers.

Listening, reading, and writing competences

• Students look back at the texts and •

exercises on the pages, and judge how well they can do them now. Tell students that if they found any of the activities difficult, they should go back and review them, using a dictionary to help them understand vocabulary they find difficult.

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7 How much salt did you put in this? Grammar Count / noncount nouns some / any a lot of / much / many / How much …? / How many …? a little / a few

Vocabulary Food and drink

Communication Ordering food and drink

Skills Listening: A survey about young people’s eating and drinking habits Speaking: A presentation about your eating and drinking habits Reading: An article about snacks Writing: A description of the snacks you usually have

Values and cross-curricular topics Health and nutrition Friends and friendship: eating out

Presentation    pages 82–83  Aim To present new language in a familiar context

Story Ava is cooking dinner at home. She talks to her mom about what she is cooking. But when her mom tastes the food, she says she can’t eat it because there is too much salt in it. Ava agrees, so they get takeout. Suddenly, the doorbell rings. It is Rachel. She tells Ava’s mom that Ava didn’t take the phone—she did.

Warm-up

• Ask students to look at the picture. Ask: Who can you see? Elicit Ava’s name, and elicit that she is with her mom. Ask: Where are they? (at home) What are they doing? (cooking). Use the picture to teach tomato ketchup, olives, pasta, cream, tomatoes, salt, and olive oil.

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• Ask: How do you think Ava is feeling?

Elicit that she may still be feeling upset because she can’t go on the school trip to Paris.

Exercise 1 Read and listen e 080

• Read the question to the class. • Play the audio. Students listen and read, and answer the question. • Check the answer with the class. • Go through the Check it out! box and ask students to find the phrases in the dialogue. Make sure that students understand the phrases. Audioscript    Student Book page 82 

Exercise 2 Comprehension

• Students read the dialogue again and answer the questions.

• They can compare answers in pairs. • Check answers with the class. ANSWERS

1 2 3 4

She uses ketchup, olives and cream. She thinks it’s awful. Rachel is at the door. She wants to talk to Ava’s mom.

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Exercise 5

• Read through the foods in the box • • • •

with the class and make sure students understand them all. Ask two students to read out the example mini-dialogue. Elicit another example mini-dialogue using the items in the box. Students work in pairs and write a similar mini-dialogue. Monitor and help as necessary. Make a note of any repeated mistakes to go over at the end of the lesson.

Exercise 6 Pairwork

• Students practice their mini-dialogue in •

pairs. Monitor and help as necessary. Ask some students to perform their mini-dialogue for the class.

Extra activity

• Write these questions on the board: What are you making? What did you use? Can I try it? • Elicit a longer dialogue with a confident student, using the questions on the board and questions from exercise 5. • Students then work in pairs to prepare and practice a longer dialogue about what someone is making. • Ask some pairs to perform their dialogues for the class. Ask: Which meal sounds nice?

Consolidation

• Ask students to find all the words for kinds of food on pages 82 and 83.

• Tell them to start a page of food

Key language    page 83  Aim To practice the target language in a personalized context

Exercise 3

• Ask students to find and underline the phrases in the dialogue in exercise 1.

• Check answers, and check that students understand all the phrases. Ask: Were there a lot of tomatoes? (no) Did she add a lot of olives? (no) Was there a lot of cream? (no) Did she put a lot of salt in? (no).

Exercise 4 e 081

• Focus on the example, then ask

underline seven mistakes. They then write the sentences correctly. • Tell students they can refer back to the dialogue in exercise 1 if necessary. • Play the audio. Students listen and check their answers. • Play the audio again, pausing after each line for students to repeat. • Students could then practice the dialogues in pairs. Audioscript    Teacher’s Guide page 126 

vocabulary in their vocabulary notebooks. Tell them they can add more food vocabulary to their list later in the unit.

Workbook page W40 Practice Kit Extra Practice

Extra activity

• Ask: What can you say if food isn’t very nice? (it’s awful / disgusting) What can you say if it’s nice? (it’s lovely / delicious)

students to read the dialogues and



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Vocabulary    page 84  Food and drink Aim To present and practice vocabulary for food and drink

Warm-up

• Focus on the pictures in exercises 2

•

and 3. Ask: Which of these foods do you like? Which don’t you like? Which do you eat every day? Students can answer using the words if they know them, or by pointing to the pictures.

Exercise 1 Pairwork

• Check that students understand dairy products.

• They work in pairs to add two words to each group.

• Add the headings to the board and

elicit words to add under each one. Check that students understand all the words.

POSSIBLE ANSWERS

Meat and fish: beef, chicken Fruit and vegetables: apples, bananas Dairy products: cheese, butter Drinks: coffee, orange juice Other: chocolate, cake

Exercise 2 e 082

• Students work individually or in pairs to

match the words with the pictures. • Play the audio. Students listen and check. • Play the audio again, pausing after each word for students to repeat, chorally and individually. • Read through the information in the Look! box with the class. Audioscript    Student Book page 84 

Exercise 3

• Students work individually or in pairs to •

match the pictures with the words. Check answers, and check that students understand all the words. Model pronunciation of the words.

Extra activity

Exercise 4 Pairwork

• Read through the phrases in the chart

•

• Students can play a game to

•

•

•

•

•

consolidate the vocabulary. In pairs, they choose four food words and write them with jumbled letters. With books closed, put pairs together into groups of four to swap words and try to guess the foods. Tell them they can give each other a clue for each word if necessary, e.g., It’s a vegetable. Ask who guessed all the words correctly.

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• •

and check that students understand them all. Allow them time to complete the chart with their own ideas. Ask two confident students to read out the example dialogue. Point out that we use Really? to express surprise. Put students into pairs to talk about their likes and dislikes. Monitor while they are working and correct any errors in a feedback session at the end. Ask some students to tell the class which foods they and their partner both like.

Consolidation

• Tell students they could download

some pictures of food and drinks to add to their vocabulary notebooks, to help them remember the words.

Workbook page W40 Practice Kit Extra Practice

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Exercise 2

• Students complete the charts. • Check answers with the class.

some / any Grammar chart and Think! box

• Go through the grammar chart. • Point out that we don’t use some in

negative sentences or questions: There isn’t any milk. NOT There isn’t some milk. Is there any milk? NOT Is there some milk? • Students read the Think! box and complete the rules. • Refer students to the rules on page W38. Rules    page W38 

Exercise 3

• Read out the example answer and elicit • •

another example answer from the class. Students then write the correct words. Check answers with the class.

Exercise 4

• Read out the example answer and elicit another example from the class.

• Students then write the sentences. • Allow students to compare their

answers in pairs, then check with the class.

ANSWERS

1 2 3 4 5 6

There aren’t any cookies in the cabinet. Does he have any spinach? Are there any melons in the store? There isn’t an apple in the lunchbox. There is some pepper on the table. There isn’t any cheese in the fridge.

Challenge

• Students write their descriptions individually.

Finished?

• Ask students to read their descriptions

Grammar    page 85 

Count / noncount nouns

Aim

Grammar chart and Think! box

To present and practice count and noncount nouns and some / any. Grammar link presentation Unit 7

Warm-up

• Ask individual students: What did you •

• •

have for dinner last night? Elicit answers, and write some of the foods students mention on the board. Include a mixture of countable and uncountable nouns. Point to the words on the board and underline the plural nouns. Ask: What do you notice about these nouns? Elicit that they are plural, and tell students they are going to learn more about nouns in this lesson.

• Read out the grammar examples. • Go through the grammar chart. • Point out the use of a / an (a tomato, an

apple) and review the rules for their use if necessary. • Students read the Think! box and choose the correct words to complete the rules. • Refer students to the rules on page W38. Rules    page W38 

Exercise 1

• Students underline the noncount •

nouns. Allow them to compare their answers in pairs, then check answers with the class.



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from the Challenge box to the class. • Ask students whose lunchbox they would like to have and why. • Refer students to the puzzle on page 121 / X16. Puzzles    page 121 / X16 

Consolidation

• Point out that there are some new •

words on this page that students can add to their list of food words. Tell students that when they learn new nouns they should always make a note of whether they are countable or noncountable.

Workbook page W40 Practice Kit Extra Practice

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Let’s talk about …    pages 86–87  Communication competences Ordering food and drink Aim To present and practice ordering food and drink

Warm-up

• Ask students to write a list of their five •

•

favorite foods, in order from one (their favorite) to five. Put students into groups to compare their ideas and make a list of five foods that they all like. Write on the board the phrases from page 84 for talking about likes and dislikes: I love …, I like …, I’m not crazy about …, I don’t like …, I hate … . Ask groups in turn to tell the class their ideas. See which foods most students in the class like.

Exercise 1 Watch, listen, or read e 083

• Teach the words cheeseburger, fries, and soda.

• Play the video or audio once for students to watch or listen.

• Ask them to complete the dialogue,

then play the video or audio again for them to watch or listen and check. • Read through the Speaking strategy with the class. Ask students to find the shortened sentences in the dialogue. Audioscript    Student Book page 86 

Exercise 2 Real English e 084

• Play the audio once for students to

listen. • Play the audio again, pausing after each line for students to repeat. Audioscript    Teacher’s Guide page 126 

Extra activity

• Ask students to close their books. • Write on the board some of the

• • •

phrases from exercise 2, with some words missing, e.g., Are you ___ to ___? ____, not yet. What ___ you ___ to eat? Put students into pairs and ask them to complete the phrases from memory. Check answers with the class. Point out to students that it is a good idea to learn phrases such as these by heart, so they can recognize and use them easily.

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Extra activity

• Before students do exercise 3, • •

practice saying prices. Write a selection of prices on the board, e.g., $4.50, $6.70. Elicit how to say them. In pairs, ask students to write three more prices and practice saying them. Ask some students to come and write one of their prices on the board and demonstrate how to say it.

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Link it! Pairwork

• Read out the task, then focus on the pictures and elicit what they show.

• Elicit some other strange foods,

• • •

encouraging students to use their imagination, e.g., chocolate soup, chicken ice cream. Students work in pairs to make a menu of strange food and drink. They then write another dialogue using their own ideas, and practice it. Ask some pairs to perform their dialogue for the class.

Consolidation

• Suggest to students that they could

•

work with a friend and record one or two dialogues in which they order food and drink. Tell them they can then listen to the dialogues to learn or review the useful expressions. Suggest that they also add the food vocabulary from this page to their vocabulary notebook, with the other food vocabulary.

Workbook page W42 Extra Communication page 103 Practice Kit Extra Practice

Exercise 3 e 085

• Play the first conversation and elicit the

answers as examples. • Play the other two conversations. Students listen and complete the chart. • Allow students to compare their answers in pairs before you check with the class. Audioscript    Teacher’s Guide page 126 

Exercise 4

• Read through the menu with the class

•

Beat the clock

• Put students into pairs. Give them two • •

minutes to write as many words for food and drink as they can. Write the headings on the board and elicit words to add. Check that students understand all the words, and see which pair wrote the most words.

and make sure students understand everything. Explain the meaning of main courses, sides, desserts, and beverages. Put students into pairs and ask them to prepare a dialogue. Refer them back to the phrases on page 86 to help them. Monitor and help while they are working.

Exercise 5 Pairwork

• Students work in pairs to practice their •

dialogues. Ask some pairs to perform their dialogue for the class.



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Grammar    page 88  Aim To present and practice a lot of, much, and many, How much …? / How many …?, and a little / a few Grammar link presentation Unit 7

Warm-up

• Write a selection of food words on the

• •

board. Put students into pairs and ask them to decide which are count nouns and which are noncount nouns. Check answers, and see who got them all right. Explain that students need to know whether nouns are count or noncount in order to use them correctly in sentences.

a lot of / much / many / How much …? / How many …? Grammar chart and Think! box

• Read out the grammar examples and

go through the grammar chart with the class. • Students read the Think! box and complete the rules. • Check answers with the class. • Refer students to the rules on page W38. Rules    page W38 

Exercise 1

• Students complete the sentences with the correct words.

• Check answers with the class, referring

back to the rules if necessary to explain the answers.

Exercise 2

• Students complete the questions with • • •

the correct words. Check these answers, then ask students to write their own answers. Students can ask and answer the questions in pairs. Ask the questions to one or two individual students and elicit their answers.

a little / a few Grammar chart and Think! box

• Read out the grammar examples and

go through the grammar chart with the class. • Students read the Think! box and complete the rules. • Check answers with the class. • Refer students to the rules on page W39. Rules    page W39 

Exercise 3

• Students complete the sentences with •

the correct words. Allow students to compare their answers in pairs, then check with the class.

Exercise 4

• Students read the dialogue and choose the correct words to complete it.

• Allow students to compare their

answers in pairs, then check with the class.

Challenge

• Students write their questions individually.

Finished?

• In pairs, students ask and answer their questions from the Challenge box.

• Ask students to think of two more questions to ask each other.

• Refer students to the puzzle on page 121 / X16. Puzzles    page 121 / X16 

Consolidation

• Tell students that they have learned a lot of grammar points in this lesson. Suggest they review all the rules and check they understand everything. Tell them they can do extra practice by searching online for  ‘English grammar practice’.

Workbook page W41 Practice Kit Extra Practice

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Step 2 Exercise 2 e 086

• Allow students time to read through • • •

the questions. They could work in pairs and guess the missing words before they listen. Play the audio again for them to listen and complete the questions. Check answers with the class.

Step 3 Exercise 3 Pairwork

• Read through the questions in • • • • •

exercise 2 again and make sure students understand them all. Invite two confident students to read out the example question and answer. Ask one or two individual students questions from the survey and elicit their answers. Students then work in pairs to ask and answer the questions and note down their partner’s answers. Monitor while they are working, and note down any repeated mistakes to correct in a feedback session at the end. Students then work in pairs to talk about how healthy or unhealthy their partner’s diet is and why.

Extra activity

• Before students give their

presentation, play the audio from exercise 1 again. Pause to focus on useful phrases that students can use, e.g., I drink a lot of …, I’m always thirsty., I usually have a … in the morning. We always have … for dinner., I never eat …, I eat … once or twice a week., I prefer … to …, etc. Write these on the board for students to refer to when they give their presentations.

Listening and speaking    page 89  Aim To listen to someone answering a survey about eating habits To give a short presentation about your eating habits

Warm-up

• Ask: What kinds of foods are healthy? Do •

you think you have healthy eating habits? Why? / Why not? Put students into pairs to discuss the questions, then have a brief class discussion.

Step 1

Exercise 4 Presentation

Exercise 1 e 086

• Read out the task, then allow students

time to read through the sentences. • Read through the Listening strategy with the class, then ask students to look at the sentences again. Tell them they need to listen very carefully to hear the correct answers. • Play the audio. Students listen and choose the correct alternatives. • Allow students to compare their answers in pairs, then play the audio again if necessary for them to check and complete their answers. • Check answers with the class. Audioscript    Teacher’s Guide page 127 

• Use the notes on the board •

•

to demonstrate how to give a presentation about what you eat. Allow students time to practice their presentations in pairs, then ask students in turn to give their presentations to the class. Discuss as a class who has a healthy diet and why.

Consolidation

• Suggest to students that they could

keep a food diary for a week, then write a paragraph about how much of different foods they ate and which were healthy and unhealthy.

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Trending topics    pages 90–91  Reading and writing competences Reading Aim To read an article about snacks

Warm-up

• Write the word snacks on the board and elicit or teach the meaning.

• Ask: What snacks do you usually eat?

•

When do you eat snacks? When you get home from school? After dinner? On the weekend? What are your favourite snacks? Elicit a range of ideas and teach some words for snacks if necessary, e.g., chocolate, potato chips.

Exercise 1 Read and listen e 087

• Allow students time to read through

the sentences and possible answers. Check that they understand vitamins, minerals, and cholesterol. • Play the audio for students to listen and read. • Students then choose the correct answers. • Allow students to compare their answers in pairs. • Check answers with the class. Audioscript    Student Book page 90 

Check it out!

• Students could work individually or in •

pairs to find the words and phrases and check the meanings. Discuss the meanings with the class.

Culture focus

• Read through the Culture focus with the •

class. Check that students understand obesity and diabetes. Ask: Is this true for your country too? Do you ever eat snacks instead of regular meals? Elicit a few answers.

Exercise 2

• Read through the Reading strategy with • •

the class. Ask students to read through the questions and underline the key words. Read out the first question, then ask students to scan the first paragraph quickly for the phrase snacks between meals. Ask them to confirm the example answer.

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• Students read the article again and • •

answer the questions. Allow students to compare their answers in pairs. Check answers with the class.

ANSWERS

1 Over 100. 2 Because it doesn’t have much fat, salt, or cholesterol. 3 Barbecue and plain (with salt). 4 9 kg a year. 5 Students’ own answers.

Extra activity

• Divide students into groups of three.

•

• •

Tell them they are each going to talk about one of the topics in the article: fruit, salty snacks, and sweet snacks. Allow students time to read through their section again and make notes on the important points. You could set a limit of 20 words for their notes, so they don’t write too much. Students then work in their groups with books closed. They take turns to talk about their part of the article. Explain to students that talking about what they have read helps them to remember the vocabulary and ideas.

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•

•

to use some, any, much, many, a little, a few, etc. in their description. Remind students that it is important to check your writing for mistakes. Allow them time to check their writing and correct any mistakes. Ask some students to read their descriptions to the class.

Link to life

• Read out the question and put students

•

into small groups to think of two ideas for encouraging healthy eating in their town. Bring students’ ideas together into a class discussion.

Challenge

• Read out the task and elicit some

• •

phrases for giving advice, e.g., Why don’t you …? You can …, You could …, You should … . Students write their emails individually. Ask some students to read their emails to the class.

Consolidation

• Remind students of the questions •

•

they asked and answered on page 89. Suggest that they could look at their answers again and write a general description of the kinds of food they usually eat, and what they could do to improve their diet. Point out to them that the more they use new language, the more easily they will remember it.

Culture page 112 / X11 Practice Kit Extra Practice Unit tests Resource worksheets Video

Writing

Step 2

Aim

Exercise 4

To write a description of the snacks you usually eat

• Students could answer the questions

Step 1

•

Exercise 3

individually, or work in pairs to discuss them and then write their answers. Read out each question in turn and elicit answers from individual students.

• Check that students understand

Step 3

•

Exercise 5

• •

morning recess, cereal bar, and popcorn. Ask students to read the description and choose the correct alternatives. Check answers with the class, then ask students to complete the chart. Check answers with the class.

• Read through the Writing strategy with

•

the class. Ask students to find some examples that Carl has included in his description. Ask students to write a description of the snacks they usually eat using their answers in exercise 4. Encourage them



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8 The best trip ever! Grammar Comparative adjectives Superlative adjectives Irregular adjectives as … as

Vocabulary Feelings and emotions

Communication Talking about the details of a trip

Skills Listening: Six short conversations Speaking: Giving your opinion Reading: An article about growing up in the 1950s Writing: A paragraph comparing life now with when your grandparents were young

Values and cross-curricular topics Travel and transportation Family

Presentation    pages 92–93  Aim To present new language in a familiar context

Story Nick, Lauren, and Ava are waiting to set off on the school trip to Paris. Rachel and Tyler arrive. Lauren is surprised to see that Rachel is coming, but Ava tells her to let it go because it was a long time ago and Rachel did the right thing in the end. Tyler walks past Ava and she blushes. Nick teases her that she likes Tyler, and Lauren jokes that Paris is the city of love!

Warm-up

• Ask students to look at the picture. Ask: Who can you see? Elicit the characters’ names (Rachel, Tyler, Nick, Lauren, Ava), then ask: Where are they? (outside school) What are they waiting for? (to go on the school trip). Ask: How do you think they are feeling? Elicit a few answers, e.g., happy, excited.

Exercise 1 Read and listen e 088

• Read the question to the class. • Play the audio. Students listen and read,

• Check the answer with the class. • Go through the Check it out! box and

ask students to find the phrases in the dialogue. Make sure that students understand the phrases. Audioscript    Student Book page 92 

Exercise 2 Comprehension

• Students read the dialogue again and answer the questions.

• They can compare answers in pairs. • Check answers with the class. ANSWERS

1 She’s worried that it is very heavy. 2 Tyler arrives with Rachel. 3 Ava defends her because she did the right thing in the end. 4 He thinks she likes Tyler.

Extra activity

• Write on the board: 1  How does Ava feel about the trip? 2  How does Lauren feel about flying? 3 How does Ava feel about her suitcase? • Ask students to look at the dialogue again and find the words to describe their feelings. • Check answers, and check that students understand the adjectives. • As a class, brainstorm more words for feelings, e.g., happy, sad, bored. Tell students they will learn more words for feelings in this unit. ANSWERS

1  excited  2 nervous  3 worried

and answer the question.

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Exercise 5 Pairwork

• Ask two students to read out the example mini-dialogue.

• Point out the phrases I think for giving

• • •

an opinion and I agree for agreeing. Elicit a phrase for disagreeing (I don’t agree). Elicit another example mini-dialogue using the ideas in the box. Students work in pairs and write two similar mini-dialogues. Monitor and help as necessary. Make a note of any repeated mistakes to go over at the end of the lesson.

Exercise 6 Pairwork

• Students practice their mini-dialogues

in pairs. Monitor and help as necessary.

• Ask some students to perform one of their mini-dialogues for the class.

Extra activity

• As a class, brainstorm some more

•

• •

things that students could compare, e.g., computer games, forms of transportation, movies, singers. Students can work in pairs and practice giving their opinions and agreeing and disagreeing about these things. Encourage them not to prepare dialogues in advance this time, but to speak and respond spontaneously, Ask some students to tell the class what they agreed and disagreed about and why.

Consolidation

• Suggest to students that, as this is

Key language    page 93 

Exercise 4 e 089

Aim

complete them with the words and expressions in the box. • Tell students they can refer back to the dialogue in exercise 1 if necessary. • Play the audio. Students listen and check their answers. • Play the audio again, pausing after each line for students to repeat. • Students could then practice the dialogues in pairs. Audioscript    Student Book page 93 

To practice the target language in a personalized context

Exercise 3

• Ask students to find and underline the phrases in the dialogue in exercise 1.

• Check answers, and check that students understand all the phrases. Elicit that all the phrases compare different things. Ask: Which phrases only compare two things? (Paris is warmer than here. It’s heavier than Lauren’s).

• Students read the dialogues and



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the final unit of the book, they could go back and look at the Check it out! boxes on the first page of each unit. Suggest that they try to remember how all the phrases are used, then check their ideas by reading the dialogues again.

Workbook page W46 Practice Kit Extra Practice

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Vocabulary    page 94  Feelings and emotions Aim To present and practice vocabulary for feelings and emotions

Warm-up

• With books closed, ask: Can you

•

remember how Ava feels about the school trip? (excited) How does Lauren feel about flying? (nervous) How does Ava feel when she sees Tyler? (embarrassed) Tell students they are going to learn more words for feelings and emotions in this lesson.

Exercise 1 e 090

• Students work individually or in pairs to match the adjectives with the pictures.

• Play the audio. Students listen and check.

• Play the audio again, pausing after each word for students to repeat, chorally and individually. Audioscript    Student Book page 94 

Exercise 2 e 091

• Play the example conversation and point out the example answer.

• Play the rest of the audio. Students

listen and choose the correct alternatives. • Allow students to compare their answers in pairs, then check answers with the class, playing the audio again and pausing to confirm the answers. Audioscript    Teacher’s Guide page 127 

Extra activity

• Students can play a game to consolidate the vocabulary.

• Mime being sad and elicit the correct word.

• Put students into pairs. They take

•

turns to mime one of the feelings for their partner to guess the word. They could do this with books open, or with books closed for extra challenge. For feedback, ask which feelings were the most difficult to mime.

Exercise 3 Pairwork

• Read through the situations with • • • •

the class and make sure students understand them all. Ask two confident students to read out the example question and answer. Point out the question to ask about feelings: How do you feel when ...? Students work in pairs to ask and answer questions. Ask some students to tell the class what they learned about their partner.

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Extra activity

• Ask students to write two more • • •

questions beginning: How do you feel …? Elicit a few example questions first, e.g., How do you feel before an exam? How do you feel on your birthday? Students can ask and answer their questions in pairs. Ask some students to tell the class what they learned about their partner.

Consolidation

• Encourage students to make a note

of all the feelings and emotions vocabulary from this page in their vocabulary notebooks. Point out that they should also record useful words to use with new vocabulary, in this case verbs they can use with the adjectives (be, feel, seem, look).

Workbook page W46 Practice Kit Extra Practice

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Exercise 2

• Students write the sentences. • Allow them to compare their answers in pairs, then check with the class.

ANSWERS

1 2 3 4

Elena is older than Juan. Yesterday was hotter than today. Maria is lazier than Felipe. The jeans are more expensive than the pants. 5 Tim’s suitcase is heavier than Jo’s suitcase.

Superlative adjectives Grammar chart and Think! box

• Read out the grammar examples. • Go through the grammar chart.

Point out that we always use the with superlative adjectives. • Students read the Think! box and choose the correct alternatives to complete the rules. • Refer students to the rules on page W44. Rules    page W44 

Exercise 3

• Students complete the sentences with the superlative form of the adjectives.

• Check answers with the class. Exercise 4

• Read out the heights of the three girls and the example answer.

• Students then write the sentences with •

the comparative and superlative forms of the adjectives. Allow students to compare their answers in pairs, then check with the class.

POSSIBLE ANSWERS

Grammar    page 95 

Comparative adjectives

Aim

Grammar chart and Think! box

To present and practice comparative and superlative adjectives Grammar link presentation Unit 8

Warm-up

• Ask some questions using comparative • •

adjectives, e.g., Which is easier: English or Math? Elicit answers and write some simple sentences on the board, e.g., English is easier than Math. Underline the comparative adjectives and tell students these are called comparative adjectives, and we use them to compare things.

• Read out the grammar examples. • Go through the grammar chart. • Point out the spelling changes, and

explain that long adjectives have more than two syllables. • Students read the Think! box and choose the correct words to complete the rules. • Refer students to the rules on page W44. Rules    page W44 

Exercise 1

• Students write the comparative forms of the adjectives.

• Allow them to compare their answers in pairs, then check answers with the class.



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1 Mount Aconcagua is higher than Mount Denali. Mount Everest is the highest. 2 The Atlantic Ocean is deeper than the Arctic Ocean. The Pacific Ocean is the deepest. 3 Traveling by train is more expensive than traveling by bus. Traveling by plane is the most expensive.

Challenge

• Students write their sentences

individually. Ask some students to tell the class their ideas.

Finished?

• Students write four sentences about

their country with comparatives and superlatives. • Students compare their sentences in groups. • Refer students to the puzzle on page 121 / X16. Puzzles    page 121 / X16  Workbook page W46 Practice Kit Extra Practice

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Let’s talk about …    pages 96–97  Communication competences The details of a trip Aim To present and practice talking about the details of a trip

Warm-up

• Ask: When was the last time you went

•

on a trip with a friend, for example, to a sports event, a music event, a movie theater? Elicit a few answers, then ask: Where was it? How long did it take to get there? How did you get there? Elicit a few answers. Read out the title of the lesson and tell students they are going to practice talking about the details of a trip.

Exercise 1 Watch, listen, or read e 092

• Play the video or audio once for students to watch or listen.

• Ask them to complete the dialogue,

then play the video or audio again for them to watch or listen and check. • Read through the Speaking strategy with the class. Ask students to find examples of about in the dialogue. Audioscript    Student Book page 96 

Culture focus

• Read through the information in the

Culture focus with the class. If your students enjoy puzzles, you could ask them to convert the distances in the dialogue into miles (70 km = 43.5 miles, 10 km = 6.2 miles).

Exercise 2 Real English e 093

• Play the audio once for students to

listen. • Play the audio again, pausing after each line for students to repeat. Audioscript    Teacher’s Guide page 127 

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Extra activity

• Ask students to close their books. • Write on the board: 1  We ___ (leave) at four o’clock. 2  The bus ___ (leave) in five minutes. • Students can discuss in pairs what the correct form of the verb is in each sentence and why. • Check answers with the class, and remind students that we use the present progressive for planned events in the future, and the simple present for events that are part of a timetable.

• Ask students to open their books and find more examples of the present progressive for planned events in the dialogues (I’m going to a concert tomorrow. I’m going to a soccer game with Mark).

ANSWERS

1  ’re leaving  2 leaves

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Link it! Pairwork

• Read out the task. Students could use a • •

map on a computer or their phone, or you could provide a paper map. Students prepare and practice a new dialogue in pairs. Ask some pairs to perform their dialogue for the class.

Consolidation

• Tell students that if they have access

to the Internet at home, they can look at the websites of tourist attractions in other countries that they would like to visit. They could practice explaining how far it is from their home, and how long it takes to get there.

Workbook page W48 Extra Communication page 103 Practice Kit Extra Practice

Exercise 3 e 094

• See which pair thought of the most places.

• Allow students time to read through

the chart. Elicit that the missing times will be in minutes or hours. • Play the audio. Students listen and complete the chart. • Allow students to compare their answers in pairs before you check with the class. Audioscript    Teacher’s Guide page 127 

Beat the clock

• Put students into pairs. Give them

•

Exercise 4 Pairwork

• Read through the places in the box

• •

with the class. You could discuss as a class where the nearest airport and beach are and how long it takes to get there, if students are not sure. Ask one or two questions to a confident student and elicit their answers. Students then work in pairs to ask and answer questions.

two minutes to write as many popular towns or tourist attractions in their country as they can. Elicit ideas from the class and ask questions to find out who has been to the places and what they enjoyed about them.



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Grammar    page 98  Aim To present and practice irregular comparative and superlative adjectives and as … as Grammar link presentation Unit 8

Warm-up

• Ask two students to stand up. Ask: Who • • •

is taller? Elicit the answer and write it on the board, e.g., Ana is taller than Julia. Ask a third student to stand up and ask: Who is the tallest? Ask: Is Julia as tall as Ana? (no) Write on the board: Julia isn’t as tall as Ana. Tell students they are going to learn some more expressions for comparing.

Irregular adjectives Grammar chart

• Read out the grammar examples and

go through the grammar chart with the class. • Refer students to the rules on page W45. Rules    page W45 

Exercise 1

• Students complete the sentences with •

the correct comparative and superlative forms. Check answers with the class, referring back to the grammar chart if necessary to explain the answers.

as … as Grammar chart and Think! box

• Read out the grammar examples and

go through the grammar chart with the class. • Students read the Think! box and choose the correct alternative to complete the rule. • Check the answer with the class. • Refer students to the rules on page W45. Rules    page W45 

Exercise 2

• Students complete the sentences with (not) as ... as and the adjectives.

• Allow students to compare their

answers in pairs, then check answers with the class, referring back to the rules and grammar chart if necessary to explain the answers.

Exercise 3

• Read out the example sentence and

•

point out to students that they need to really think about the meaning of the original sentence in order to rewrite it. Students rewrite the sentences.

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• Allow students to compare their

answers in pairs, then check with the class.

ANSWERS

1 2 3 4 5

Science isn’t as boring as History. The bus isn’t as fast as the plane. Skateboarding isn’t as easy as cycling. Chile isn’t as big as Brazil. Nick isn’t as old as Isabella.

Challenge

• Students write their sentences individually.

• Allow students to compare their sentences in pairs.

Finished?

• Ask students to read their sentences from the Challenge box to the class.

• Ask the class if they agree or disagree with the sentences.

• Refer students to the puzzle on page 121 / X16. Puzzles    page 121 / X16 

Consolidation

• Suggest to students that they could

look back through some of the vocabulary topics in their books and make sentences comparing the things, e.g., Riding a bike isn’t as expensive as taking the bus. Chocolate isn’t as delicious as ice cream. Point out that this would give them extra grammar practice and also help them to learn the vocabulary.

Workbook page W47 Practice Kit Extra Practice

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• Check answers with the class. Audioscript 

  Teacher’s Guide page 128 

Exercise 2 e 095

• Allow students time to read through the questions.

• They could work in pairs and try to • •

remember the answers before they listen again. Play the audio again for them to listen and answer the questions. Check answers with the class.

ANSWERS

1 2 3 4 5

Because her mom drives her to school. History and Science. Megan is taller. He has one brother and two sisters. Hill.

Exercise 3 Pairwork

• Read out the task, then ask two •

•

• •

confident students to read out the questions and answers. Explain to students that for this task, it doesn’t matter if they don’t know the exact answers. They can use I think to give their opinions. Allow students time to read through the prompts. You could elicit all the questions students need to ask before they start working in pairs. Students then work in pairs to ask and answer questions with their opinions. Monitor while they are working, and note down any repeated mistakes to correct in a feedback session at the end.

Exercise 4 Presentation

• Allow students time to prepare their

•

Listening and speaking    page 99 

• Check answers with the class and

Aim

Culture focus

To listen to six short conversations about different topics To ask and answer questions about your classmates and school subjects, then report your opinions to the class

Warm-up

• Write these gapped sentences on the

board: 1 The plane is faster ___ the boat. 2 Amelia is ___ tallest in our class. 3 Mexico isn’t as cold ___ Canada. • Put students into pairs to complete the sentences by adding one word in each space (than, the, as).

check that students understand all the comparative and superlative forms.

• Focus on the picture of the school bus. •

Ask: What is it? Where do you think you can see school buses like this? Elicit a few ideas, then read out the information in the Culture focus box.

Exercise 1 e 095

• Read out the task, then allow students • •

time to read through the questions and possible answers. Play the audio. Students listen and choose the correct answers. Allow students to compare their answers in pairs, then play the audio again if necessary for them to check and complete their answers.



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opinions in pairs, then ask them in turn to present some of their opinions to the class. Ask other students if they agree or disagree, and why.

Consolidation

• Suggest to students that they could

•

•

keep a section in their vocabulary notebooks for useful phrases for speaking. Suggest that they could look back through all the Speaking sections of their course book and review all the speaking practice they have done and the phrases they have learned. Encourage them to make an effort to use these phrases in their speaking practice in class.

Workbook page W48 Practice Kit Extra Practice

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Trending topics    pages 100–101  Reading and writing competences Reading Aim To read an article about life for children in the 1950s

Warm-up

• Focus on the picture on page 100.

Ask: What year do you think it is? Why?

• Elicit a few ideas, encouraging students to give reasons for their answers.

• Explain that it is the 1950s. Ask: What

do you think life was like in the 1950s? What do you think it was like for children? Elicit a range of answers, and ask more prompt questions if necessary, e.g., Were there any computers? What about cell phones? What did children enjoy doing? What things do you think were better then? What things were not as good?

Exercise 1 Read and listen e 096

• Allow students time to read through the sentences and possible answers.

• Play the audio for students to listen and read.

• Students then choose the correct answers.

• Allow students to compare their answers in pairs.

• Check answers with the class. Audioscript 

  Student Book page 100 

Exercise 2

• Students read the article again and answer the questions.

• Allow students to compare their answers in pairs.

• Check answers with the class. ANSWERS

1 They played outdoors with their friends. 2 She thinks it was harder than now. 3 Because they only learned things at school, but now children can watch TV and use the Internet to find out more information. 4 He thinks his world was smaller. 5 They only had one phone in their house. 6 She was embarrassed because her brothers and sisters teased her. 7 Students’ own answers.

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Extra activity

• Put students into pairs. Ask them to

• •

choose one person from the article and think of two questions to ask them about their life when they were children. You could brainstorm a few example questions with the class first, e.g., What kinds of games did you play? What kinds of books did you read? Students can then imagine the person’s answers and role-play an interview. Ask some pairs to perform their role-plays for the class.

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Step 2 Exercise 4

• Read out the first sentence of Josh’s text • •

and point out how the example answer relates to the information in the chart. Ask students to read the rest of the text and complete it using information from the chart. Allow students to compare their answers in pairs, then check answers with the class.

Step 3 Exercise 5

• Read through the Writing strategy with • • •

•

the class. Ask students to find some examples of referring back in Josh’s text. Ask students to write a paragraph saying whether they think life is better or worse now. Encourage them to use comparative and superlative forms, and not as … as. Remind students that it is important to check your writing for mistakes. Allow them time to check their writing and correct any mistakes. Ask some students to read their paragraphs to the class.

Challenge

• Read out the task and elicit some ways • •

for how technology has changed life today. Students write their blog posts individually. Ask some students to read their posts to the class.

Consolidation

• Suggest to students that as they are

Writing Aim To write a paragraph comparing life for children now and in the 1950s

Step 1 Exercise 3

• Read through the chart with the • • •

class. Check that they understand independent, dangerous, and advanced. Read out the example answer and elicit another example from the class. Students then complete the sentences. Allow them to compare their answers in pairs, then check with the class.

Extra activity

• If you think your students would

benefit from extra practice of not as … as, ask them to rewrite the sentences in exercise 3, e.g., Children aren’t as independent now as they were in the 1950s.

ANSWERS

Culture page 113 / X12 Practice Kit Extra Practice Unit tests Resource worksheets Video

1 Childrens’ games aren’t as dangerous now as they were in the 1950s. 2 Families aren’t as big now as they were in the 1950s. 3 Technology in the 1950s wasn’t as advanced as it is now. 4 Telephones aren’t as expensive now as they were in the 1950s.



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coming to the end of the course, they could look back through the Writing pages and review all the writing strategies and language points they have studied. They can then try to use them in their future writing.

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Review D D Extra practice    page 102  Vocabulary Food and drink Feelings and emotions

Grammar Count / noncount nouns some / any a lot of / much / many / How much …? / How many …? a little / a few Comparative adjectives Superlative adjectives Irregular adjectives as … as

Vocabulary Exercise 1

• Ask students to look at the example.

•

Students then use the other letters in the boxes to form food words. They could work in pairs for this. Check answers with the class.

ANSWERS

1  ketchup  2  salt  3  melons   4  apricots  5  pork  6  spinach   7  mangoes  8  onions  9  pepper   10  lemons  11  vinegar   12  watermelons  13  olive oil   14  lettuces  15  mustard  16  lamb   17  broccoli  18  mayonnaise   19  coconuts  20  beef

Extra activity

• Put students into two teams. Say one

•

of the food words and ask students to write it down. The first person to finish, raises their hand. The first person to write the word correctly can win a point for their team. The team with the most points wins.

Exercise 2

• Students complete the mind map with • •

the food words in exercise 1. Elicit the meaning of condiments. Check answers with the class. Ask students if they can add other food words to the mind map.

Exercise 3

Grammar Exercise 4

• Read out the example. Elicit the reason • •

Exercise 5

• Ask students to look at the example.

•

• Students look at the emoticons and complete the adjectives.

• Check answers with the class.

• •

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why we use much in this sentence. Students complete the sentences. They then check their answers in pairs. Check answers with the class.

Ask: Why can’t we use a little in this sentence? (because books is a countable plural noun) Students complete the exercise. Point out that in each sentence, only one alternative is incorrect. Allow students time to check their answers in pairs. Check answers with the class.

Exercise 6

• Read through the task with students. Elicit the meaning of roller coaster.

• Students write sentences. • Allow students time to check their answers in pairs.

• Check answers with the class. Songs Flashdance … What A Feeling, by Irene Cara (feelings and emotions) Feeling Good, by Nina Simone (feelings and emotions) Blowin’ in the Wind, by Bob Dylan, (How much …? / How many …?) Simply The Best, by Tina Turner (Comparative and superlative adjectives) Workbook pages W40–41 and W46–W47 Practice Kit Extra Practice

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Pronunciation: would you and do you Exercise 2 e 098

• Read through the information about

would you and do you with the class. • Play the audio for students to hear the pronunciation. • Play the audio again, pausing after each question for students to repeat, chorally and individually. Audioscript    Student Book page 103 

Exercise 3 e 099

• Play the audio for students to listen to

the dialogues. • Play the audio again, pausing after each question for students to repeat, chorally and individually. • Students then practice the dialogues in pairs. Audioscript    Student Book page 103 

Extra activity

• Put students into pairs. They choose •

•

two of the questions from exercise 2 and prepare their own mini-dialogue. Students can then practice their mini-dialogues in their pairs, focusing on using the correct pronunciation of would you and do you. Ask some pairs to perform their dialogue for the class.

Video link Exercise 4 Watch or listen e 100

• Give students time to read through the

D Extra communication    page 103  Aim To practice ordering food and drink and talking about the details of a trip To practice hearing and pronouncing would you and do you To watch a video in which three people talk about their favorite food

Warm-up

• Ask: How often do you eat in cafés and

restaurants? What do you usually order? What’s your favorite food?

• Elicit a range of answers, then ask: Can

you remember how to order food and drink in English? What do you say? What does the waiter say to you? Elicit what students can remember.

Communication Exercise 1 e 097

• Students complete the dialogues with the correct phrases.

• Play the audio. Students listen and check.

• Check answers with the class. • Ask four students to read out the completed dialogues. Audioscript    Student Book page 103 



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sentences and possible answers. Check that they understand everything. • Play the video or audio. Students watch or listen and choose the correct answers. • Play the video or audio again if necessary for students to complete and check their answers. • Check answers with the class. Audioscript    Teacher’s Guide page 128 

Consolidation

• Suggest to students that they look

back over this page and check that they understand all the language. Suggest that they could think of some food and drink they want to order. In pairs, they then practice ordering food and drink while their partner plays the waiter. Encourage them to try to speak naturally, without reading out the phrases, and focusing on the pronunciation of would you and do you.

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D Global skills    page 104  Come to my party! Aim To write an invitation and a menu for a party To work with a partner and a group to write an invitation and a menu To give helpful feedback on people’s ideas

Warm-up

• Ask: When was the last time you went

to a party? Whose party was it? Did you enjoy it? What food and drink did you have? Elicit a range of answers and encourage students to talk about their own experiences.

What’s up? Exercise 1

• Students write the words under the correct pictures.

• Check answers with the class.

Get thinking Exercise 2

• Read out the information about the task.

• Ask students to read the invitation and answer the questions.

• Check answers with the class. ANSWERS

1 June 21 2 the movies and then Geronimo’s 3 choose their starter, main course, and dessert 4 Students’ own answers.

Get involved Exercise 3

• Students discuss the questions in pairs. • Ask some students to tell the class their ideas.

Exercise 4 Groupwork

•

• Put students into groups to make a

•

list of dishes and drinks and label the dishes as starters, main courses, or desserts. You could brainstorm some ideas with the class first, to give students ideas.

The project Exercise 5 Pairwork

• Students write their invitations and •

menus individually. Monitor and help while they are working. Before they work in pairs, discuss as a class some guidelines for feedback,

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e.g., it must be positive and respectful, it must be helpful, it mustn’t criticize. Students work in pairs to read each other’s invitations and menus and give feedback.

Exercise 6 Groupwork

• Students work in their groups to write a • •

final version of their invitation. Encourage them to make their invitations look attractive and add pictures if possible. Pin the invitations around the classroom walls and allow students to move around and look at them all and decide which they like best and why.

•

students to use these phrases in their discussions. Students work in pairs again to discuss which party they think is the best and why.

How did you do?

• Focus on the can-do statements and

encourage students to be honest in their assessment of their work. Explain that being able to assess how well you are doing is an important skill that you need in order to improve.

Exercise 7 Pairwork

• Read through the phrases in the Real

English box with the class. Encourage

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I can ask people about things they eat and drink. (p.89) Exercise 3

• Read out the can-do statement. • Students complete the activity. Check • •

answers with the class. Students then ask and answer the questions in pairs. If students did not do well, refer them back to page 89. Play the audio again for them to listen. Repeat exercise 3 on page 105 as a class. Discuss the correct answers.

I can describe feelings and emotions. (p.94) Exercise 4

• Read out the can-do statement. • Students complete the activity. Check answers with the class.

• If students did not do well, refer them

•

back to exercise 1 on page 94. Use the pictures to check that students understand all the words. Repeat exercise 4 on page 105 as a class, eliciting the correct answers.

I can talk about how long a trip takes. (p.96) Exercise 5

• Read out the can-do statement. • Students complete the activity. Check •

•

answers with the class. They then practice the dialogue in pairs. If students did not do well, refer them back to exercise 1 on page 96. Play the audio again for students to hear the phrases in context. Repeat exercise 5 on page 105 as a class, eliciting the correct answers.

I can ask questions about classmates and school subjects. (p.99)

D My progress    page 105 

I can order food and drink. (p.86)

Aim

Exercise 2

To review the language and skills learned in Units 7 and 8

Speaking competences I can identify different types of food and drink. (p.84)

• Read out the can-do statement. • Students complete the activity. Check •

Exercise 1

• Read out the can-do statement. • Students complete the activity. Check •

answers with the class. If students did not do well, refer them back to page 84.

•

answers with the class. They then practice the dialogue in pairs. If students did not do well, refer them back to exercise 1 on page 86. Play the audio again for students to hear the phrases in context. Ask: What questions does the waitress ask? What phrase does Sofia use to order food? Repeat exercise 2 on page 105 as a class, eliciting the correct answers.

• Read out the can-do statement. • Students complete the activity. Check • •



answers with the class. They then ask and answer the questions in pairs. If students did not do well, refer them back to exercise 1 on page 99. Play the audio for students to hear the conversations. Repeat exercise 6 on page 105 as a class, eliciting the correct answers.

Listening, reading, and writing competences

• Students look back at the texts and •

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Exercise 6

exercises on the pages, and judge how well they can do them now. Tell students that if they found any of the activities difficult, they should go back and review them, using a dictionary to help them understand vocabulary they find difficult.

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1 Culture

 

  page 106 / X1 

Aim To read about the Winter Olympics To learn why the Winter Olympics are usually held in the northern hemisphere To give a presentation about popular outdoor sports in your country

Warm-up

• Ask: Do you like watching sport on TV? •

What sports events do you watch? Elicit a few ideas. Ask: Do you watch the Olympic Games? What sports can you see at the Olympics? What about the Winter Olympics? Elicit a range of answers.

Exercise 1 Read and listen e 101

• Play the audio for students to read and listen.

• Focus on the Check it out! box. Ask

students to find the words and check the meanings. Discuss the meanings with the class. • Students then decide if the statements are true or false. • Check answers with the class, eliciting the part of the text which confirms each answer. Audioscript    Student Book page 106 / X1 

Exercise 2

• Students read the text again and •

choose the correct alternatives. Check answers with the class, eliciting the part of the text which confirms each answer.

Exercise 3

• Students find the information in the text and answer the questions.

• Encourage them to write full sentences for their answers.

• Check answers with the class, eliciting the part of the text which confirms each answer.

• Suggest that students should choose

ANSWERS

1 The Winter Olympics are every four years. 2 February is the best month for the event because it is the coldest month in the northern hemisphere. 3 It is in the northern hemisphere. 4 They have cold weather, with a lot of snow. 5 Students’ own answers.

Exercise 4 Presentation

• Students could work individually or in •

pairs to do the research and prepare their presentation. You could brainstorm some outdoor sports as a class first, to give students ideas, e.g., climbing, kayaking, skiing, snowboarding, mountain biking.

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•

•

three sports to research. Encourage them to download pictures of the sports for their presentations, and interesting facts about them. Ask individuals or pairs to present their sports to the class. Other students could listen and make a note of which sports they would like to try and why. When everyone has given their presentations, ask students which sports they think are most fun, and which they would like to try and why.

Consolidation

• Suggest to students that they look

at the text again and make a note of any useful weather vocabulary. Suggest they add it to the weather vocabulary they have learned in this unit.

Extra activity

• Students could research information

on an athlete who does one of their sports. They could find out where they are from, when they started doing the sport, what they have won, etc. Students could present their findings to the class.

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Exercise 2

• Students read the text again and match the sentence halves.

• Check answers with the class, eliciting the part of the text which confirms each answer.

Exercise 3

• Students find the information in the text and answer the questions.

• Encourage them to write full sentences for their answers.

• Check answers with the class, eliciting the part of the text which confirms each answer.

ANSWERS

1 They liked it because it was a symbol of their strength. 2 It wasn’t popular because they believed that short hair was more hygienic. 3 It became popular again in the 1970s. 4 People of different ages and from different cultures like the mullet today.

Exercise 4 Presentation

• Students could work individually or in •

• •

•

2 Culture

 

• Explain that the picture at the top of

  page 107 / X2 

Aim To read about the history of the mullet hairstyle To give a presentation about a popular hairstyle

Warm-up

• Ask: How can you describe your

•

hairstyle? Elicit a few ideas, and use the opportunity to revise some of the vocabulary for hair that students have learned in the unit. Ask: What hairstyle would you like to have? Why? Elicit a range of answers.

Exercise 1 Read and listen e 102

the page shows a mullet hairstyle. • Elicit or explain that the singer at the bottom of the page is David Bowie, and the other picture shows a Neanderthal man. • Play the audio for students to read and listen. • Focus on the Check it out! box. Ask students to find the words and check the meanings. Discuss the meanings with the class. • Students then check the correct answers. • Check answers with the class, eliciting the part of the text which confirms each answer. Audioscript    Student Book page 107 / X2 

pairs to do the research and prepare their presentation. You could brainstorm some hairstyles as a class first to give students ideas, e.g., bob, bowl cut, crew cut, dreadlocks, Mohawk, perm. Encourage them to download pictures of the hairstyle they choose for their presentations. Ask individuals or pairs to present their hairstyles to the class. Other students could listen and make a note of which hairstyles they like and why. When everyone has given their presentations, ask students which hairstyles they would like to become fashionable again and why.

Extra activity

• Discuss as a class which hairstyles

are popular now, and which are becoming more popular. Ask: How do you think new fashions in hairstyles start? With celebrities? By hairdressers? Discuss the questions as a class.

Consolidation

• Suggest to students that they look

at the text again and find vocabulary to do with hair and fashion, e.g., fashionable, popular, wig, short hair on top. They can add these to the vocabulary on physical appearance that they have learned in this unit.

• Read out the title of the text and focus on the pictures on the page.



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3 Culture

 

  page 108 / X3 

Aim To read about some amazing shopping malls from around the world To give a presentation about a shopping mall in your country

Warm-up

• Ask: Where do you usually go shopping? •

Elicit a few ideas. Ask: Do you prefer big shopping malls or small stores? Why? Elicit a range of answers.

Exercise 1 Read and listen e 103

• Play the audio for students to read and listen.

• Focus on the Check it out! box. Ask

students to find the words and check the meanings. Discuss the meanings with the class. • Students then check the correct answer. • Check the answer with the class, eliciting the part of the text which confirms the answer. Audioscript    Student Book page 108 / X3 

Exercise 2

• Students read the article again and choose the correct alternatives.

• Check answers with the class, eliciting the part of the text which confirms each answer.

Exercise 3

• Students find the information in the text and answer the questions.

• Encourage them to write full sentences for their answers.

• Check answers with the class, eliciting the part of the text which confirms each answer.

ANSWERS

1 It first opened in 1992. 2 You can watch movies, visit an aquarium, and ski. 3 The West Edmonton Mall in Alberta, Canada, has a hotel where you can sleep. 4 Students’ own answers.

Exercise 4 Presentation

• Students could work individually or in • •

pairs to do the research and prepare their presentation. You could brainstorm some malls in the student’s country as a class first, to give students ideas. Encourage students to download some pictures of their mall for their presentations.

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• Ask individuals or pairs to present their

•

malls to the class. Other students could listen and make a note of which malls they would like to visit and why. When everyone has given their presentations, ask students which malls they would like to visit and why.

Consolidation

• Suggest to students that they look at

the text again and find vocabulary for places to visit, e.g., theme park, zoo. Suggest they add these words to the vocabulary for places around town that they have learned in this unit.

Extra activity

• Students could make a poster to

•

advertise their mall. Tell them to make it colorful and give information that will encourage people to visit it. You could pin the posters around the classroom and students could look at them all. Discuss as a class which posters are the most effective and why.

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Exercise 3

• Students find the information in the text and answer the questions.

• Encourage them to write full sentences for their answers.

• Check answers with the class, eliciting the part of the text which confirms each answer.

ANSWERS

1 Edison’s phonograph recorded sound. 2 They first became possible in the 1920s. 3 Some actors had strong accents, so people couldn’t understand them. 4 They lost their jobs because movie theaters didn’t need orchestras any more. 5 If audiences didn’t sit quietly, they couldn’t hear the actors.

Exercise 4 Presentation

• Students could work individually or in • •

•

•

pairs to do the research and prepare their presentation. You could allocate the different actors to different students, to ensure that they don’t all choose the same one. Encourage students to download pictures of the actor they are researching, and some of the movies they were in, to show with their presentations. Ask individuals or pairs to present their actors to the class. Other students could listen and make a note of which actors and movies they would like to see and why. When everyone has given their presentations, ask students which actors and movies they would like to see and why.

Extra activity

• Students could research information

4 Culture

 

Exercise 1 Read and listen e 104   page 109 / X4 

Aim To read about the history of the movies To learn about silent movies and the introduction of ‘talkie’ movies To give a presentation about a famous actor of silent movies

Warm-up

• Ask: What do you know about the

•

history of the movies? When were the first movies? What were they like? Elicit a few ideas. Ask: Have you seen any early movies? Who were the actors? Did you enjoy the movies? Why? / Why not? How were they different to modern movies? Elicit a range of answers.

• Play the audio for students to read and listen.

• Focus on the Check it out! box. Ask

students to find the words and check the meanings. Discuss the meanings with the class. • Students then check the correct answer. • Check the answer with the class, eliciting the part of the text which confirms it. Audioscript    Student Book page 109 / X4 

Exercise 2

• Students read the text again and match

Consolidation

• Suggest to students that they look

at the text again and make a note of any useful vocabulary to do with movies, e.g., talkies, sound, moving pictures, stereo sound. Suggest they add the words to the vocabulary for movie types they have learned in this unit.

the questions to the paragraphs.

• Check answers with the class, eliciting

why each question matches a particular paragraph.



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about special effects in old and modern movies. They could compare how special effects were used in early movies and how they are used now. Students could present their findings to the class.

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5 Culture

 

  page 110 / X9 

Aim To read a text about robots that can do different household chores To consider whether our lives would be better with or without robots To give a presentation about a real or made-up household robot

Warm-up

• Write the word robot on the board and

•

elicit or teach the meaning. Ask: What can robots do? Elicit a few ideas, e.g., they can make things in factories, or do jobs at home. Ask: What housework do you think robots can do? Elicit a range of answers.

Exercise 1 Read and listen e 105

• Play the audio for students to read and listen.

• Focus on the Check it out! box. Ask

students to find the words and phrases and check the meanings. Discuss the meanings with the class. • Students then choose the correct alternatives. • Check answers with the class, eliciting the part of the text which confirms each answer. Audioscript    Student Book page 110 / X9 

Exercise 2

• Students read the text again and •

complete the sentences with the correct words. Check answers with the class, eliciting the part of the text which confirms each answer.

Exercise 3

• Students find the information in the text and answer the questions.

• Encourage them to write full sentences •

for their answers. Check answers with the class, eliciting the part of the text which confirms each answer.

ANSWERS

1 2 3 4

It is very expensive. You need a cell phone. It can read books to them. It can help children with their homework, tell you about the weather, or suggest a recipe for dinner. 5 It can follow you around the house.

Exercise 4 Presentation

• Students could work individually or in •

pairs to do the research and prepare their presentation. Encourage them to download pictures of the robot they choose, or draw a picture if they are designing their own robot.

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• Ask individuals or pairs to present their

•

robots to the class. Other students could listen and make a note of which robots they would like to have at home and why. When everyone has given their presentations, ask students which robot they would most like to have at home and why.

Consolidation

• Suggest to students that they look

at the text again and make a note of any useful words and phrases for jobs around the home, e.g., move furniture, vacuum the floor. Suggest they add it to the housework vocabulary they have learned in this unit.

Extra activity

• Students could work in groups and

design their perfect robot to have in the classroom. Ask them to think of a name for their robot, draw a picture and write sentences describing what it can do. Groups could present their robots to the class, and the class could vote for their favorite.

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Exercise 3

• Students find the information in the text and answer the questions.

• Encourage them to write full sentences for their answers.

• Check answers with the class, eliciting the part of the text which confirms each answer.

ANSWERS

1 They could move freely because the bus was above the cars. 2 It was too slow, and it couldn’t cope with big vehicles below it. 3 It doesn’t move very fast. 4 The advantage is that people don’t have to buy their own cars. 5 They are great for the roads and they are healthy.

Exercise 4 Presentation

• Students could work individually or in •

• •

•

pairs to do the research and prepare their presentation. You could brainstorm some more ideas for future forms of transportation with the class, e.g., flying cars, maglev trains, flying trains. Encourage them to download or draw pictures of the form of transportation they choose. Ask individuals or pairs to present their future transportation idea to the class. Other students could listen and make a note of which forms of transportation they like and why. When everyone has given their presentations, discuss as a class the advantages and disadvantages of the different future forms of transportation.

Extra activity

• Students could imagine that

6 Culture

 

Exercise 1 Read and listen e 106   page 111 / X10 

Aim To read about different ideas for future transportation that can make our roads clean, quiet and safe To give a presentation about an idea for the future of transportation

Warm-up

• Ask: What forms of transportation are

•

there in your town / city? Is it easy to travel around your town / city, or are the roads very busy? Elicit a few ideas. Ask: What do you think travel will be like in the future? Will there be more cars, or will people find other forms of transportation? Elicit a range of answers.

• Play the audio for students to read and

listen. • Focus on the Check it out! box. Ask students to find the words and check the meanings. Discuss the meanings with the class. • Students then decide if the statements are true or false. • Check answers with the class, eliciting the part of the text which confirms each answer. Audioscript    Student Book page 111 / X10 

Consolidation

• Suggest to students that they look

at the text again and make a note of any useful vocabulary to do with travel and transportation, e.g., trip, traffic congestion, passengers. Suggest they add it to the transportation and travel vocabulary they have learned in this unit.

Exercise 2

• Students read the text again and •

correct the mistakes in the sentences. Check answers with the class, eliciting the part of the text which confirms each answer.



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•

they went on a trip on one of the forms of transportation from the presentations. They could write a short email to a friend, describing their experience. Ask some students to read their emails to the class.

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7 Culture

 

  page 112 / X11 

Aim To read about strange foods from around the world To give a presentation about a strange food

Warm-up

• Ask: Do you like trying new foods? What •

new foods have you tried? Did you like them? Elicit a few ideas. Ask: What unusual foods from other countries do you know about? Would you like to try them? Why? / Why not? Elicit a range of answers.

Exercise 1 Read and listen e 107

• Play the audio for students to read and listen.

• Focus on the Check it out! box. Ask

students to find the words and check the meanings. Discuss the meanings with the class. • Students then check the correct answer. • Check the answer with the class. Audioscript    Student Book page 112 / X11 

Exercise 2

• Students read the text again and match the sentence halves.

• Check answers with the class, eliciting the part of the text which confirms each answer.

Exercise 3

• Students find the information in the text and answer the questions.

• Encourage them to write full sentences for their answers.

• Check answers with the class, eliciting the part of the text which confirms each answer.

ANSWERS

1 2 3 4

It comes from a horse. It is old pecorino cheese and maggots. They put it in the ground. It takes between four and seven months.

Exercise 4 Presentation

• Students could work individually or in •

•

pairs to do the research and prepare their presentation. You could brainstorm some strange foods as a class first, to give students ideas, e.g., insects, crispy tarantulas, sheep’s eyes. Encourage students to download pictures if available. Ask individuals or pairs to present their strange foods to the class. Other students could listen and make a note of which foods they would like or hate to try and why.

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• When everyone has given their

presentations, ask students which foods they would like to try, and which they would never try, and why.

Extra activity

• Students could imagine they are

•

eating one of the strange foods that they learned about in the text or the presentations. In pairs, they could prepare and practice a short conversation, describing the food and giving their opinion of it. Ask some pairs to perform their conversation for the class.

Consolidation

• Suggest to students that they look

at the text again and make a note of any useful vocabulary to do with cooking and serving food, e.g., stir, serve, leave it to dry. Suggest they add it to the food and drink vocabulary they have learned in this unit.

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Exercise 2

• Students read the text again and choose the correct alternatives.

• Check answers with the class, eliciting the part of the text which confirms each answer.

Exercise 3

• Students find the information in the text and answer the questions.

• Encourage them to write full sentences for their answers.

• Check answers with the class, eliciting the part of the text which confirms each answer.

ANSWERS

1 They have big heads and eyes, and small, chubby bodies. 2 We feel happy, more affectionate, and worried. 3 They don’t look cute because they don’t need to, because their parents don’t take care of them.

Exercise 4 Presentation

• Students could work individually or in pairs to think of ideas and make a list.

• Ask individuals or pairs to present their

•

lists to the class. Other students could listen and note down ideas on the list which are similar to their own ideas. When everyone has given their presentations, elicit which ideas were on a lot of students’ lists, to find out which emotions they share.

Extra activity

• Students could research some

8 Culture

 

Exercise 1 Read and listen e 108   page 113 / X12 

Aim To learn why human babies and the babies of mammals look cute To consider the emotions we feel when we see human babies or baby mammals To give a presentation about things that make you feel different emotions

Warm-up

• Focus on the pictures on page 113.

•

Elicit what they show. Ask: How do you feel when you look at the baby? How about the baby animal? How about the insect? Elicit a few answers. Ask: Why do you think babies look cute? Why are their faces cuter than adult faces? Elicit a few ideas.

• Play the audio for students to read and listen.

• Focus on the Check it out! box. Ask

students to find the words and check the meanings. Discuss the meanings with the class. • Students then match the questions with the answers. • Check answers with the class, eliciting the part of the text which confirms each answer. Audioscript    Student Book page 113 / X12 



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•

pictures of animals that look very cute and not at all cute. In the next lesson, they could compare their pictures and discuss which ones look the cutest and why. They can see if they can agree on an order of ‘cuteness’ for their pictures. Ask groups to tell the class which pictures they disagreed about and why.

Consolidation

• Suggest to students that they look

at the text again and make a note of any useful vocabulary for describing appearance, behavior, or feelings, e.g., selfish, noisy, messy. Suggest they add it to the feelings and emotions vocabulary they have learned in this unit.

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A CLIL Music 

  page 114 / X5  

Aim To learn how traditional African music plays an important role in African people’s lives To compose and perform a piece of music with different rhythms and notes

Warm-up

• Ask: What musical instruments do you • • •

know? Elicit a few ideas, e.g., guitar, piano. Put students into pairs and give them two minutes to write as many words as they can for musical instruments. Bring students’ ideas together on the board and check that they understand all the words. See which pair wrote the most words correctly.

Exercise 1

• Ask students to read the article quickly • •

and choose the correct option to complete the sentence. Check the answer with the class. Focus on the Check it out! box. Ask students to find the words and check the meanings. Discuss the meanings with the class.

Exercise 2 Read and listen e 109

• Allow students time to read through

the gapped sentences. • Play the audio for them to listen and read. They then complete the sentences with the correct words. • Check answers with the class, eliciting the part of the article which confirms each answer. Audioscript    Student Book page 114 / X5 

Exercise 3

• Students find the information in the • •

text and answer the questions. Encourage them to write full sentences for their answers. Check answers with the class, eliciting the part of the text which confirms each answer.

ANSWERS

1 It comes from West Africa. 2 They use it for doing jobs and chores, for new babies, for ceremonies, and for religious worship. 3 Students’ own answers.

Extra activity

• Students could write a paragraph

summarizing the information and ideas in the article. Remind them that in a summary, they should include only the most important information and ideas.

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• Ask some students to read their summaries to the class.

Exercise 4 Link it!

• In groups, read out the task. • Discuss with students what instruments •

• • •

they can use or make. As a class, brainstorm some aspects of everyday life that students could make a song for, e.g., walking to school, doing household chores. Ask students to compose their music and decide what instruments to use. If students are making or bringing in instruments, ask them to do this for the next lesson. In the next lesson, allow students time to practice their music in their groups.

•

Ask groups to present their ideas and then perform their piece for the class. Discuss with the class which pieces of music students enjoyed the most and why.

Consolidation

• Ask: What have you learned about

•

music in this lesson? What did you learn by composing and performing your own music? Discuss the questions as a class. Suggest to students that they could find a piece of African music that they like online and write a brief description of it, using some of the language from this lesson.

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Exercise 3

• Students find the information in the text and answer the questions.

• Encourage them to write full sentences for their answers.

• Check answers with the class. ANSWERS

1 In 1620, a Spanish priest published the first book of sign language. 2 They use it because it is an easier form of communication. 3 We raise our hand to speak in class, or hold out an arm to stop a bus. 4 He invented the hand movements that people use to communicate in baseball. 5 You can communicate with a new group of people.

Extra activity

• Ask students to look at the text again

•

and find words or phrases with these meanings: 1 deaf people (para A) 2 the look on your face (para A) 3 language that people speak (para B) 4 using sign language (para C) 5 a way of talking to people (para C) Check answers with the class, and check that students understand all the words and phrases.

ANSWERS

1  the deaf community   2  facial expression  3  spoken language   4  signing  5  form of communication

Exercise 4 Link it!

• Put students into pairs and read out the task.

• Students work in their pairs to practice •

B CLIL Citizenship 

• Focus on the pictures and ask: What

do you think the people are doing? What language are they using? Elicit a range of ideas, but don’t confirm them.

Exercise 1 Read and listen e 110

  page 115 / X6 

• Allow students time to read through

Aim

• Play the audio for them to listen and

the question and possible answers.

To learn about sign language To consider how sign language is used outside the deaf community To make a poster showing signs in the sign language of your country

read. They then choose the correct answer. • Check the answer with the class. Audioscript    Student Book page 115 / X6 

Warm-up

• Students read the text again and

• Ask: How many languages can you

name? Elicit ideas and write them on the board.

• •

Consolidation

• Ask: What have you learned about sign

Exercise 2

•

match the paragraph headings to the paragraphs. Check answers with the class.



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•

signing the words. Ask some students to demonstrate to the class. Students then work in their pairs to find more signs in the sign language of their country. Tell them they can download pictures of the signs or draw them for their posters. When students have finished their posters, ask pairs in turn to present their posters and signs to the class. When everyone has finished, discuss which posters were the most effective and the most interesting and why.

•

language? What did you learn by trying to use sign language? Discuss the questions as a class. Suggest to students that they could learn some more signs and gradually build up the amount of sign language they can use.

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C CLIL History 

  page 116 / X13 

Aim To learn about the history of Brasília, the capital of Brazil To make a poster about your favorite things in your favorite town or city

Warm-up

• Ask: What do you know about Brasília?

Where is it? How many people live there? What can you see there? Elicit what students know about the city.

Exercise 1

• Ask students to read the article quickly and choose the correct answer.

• Check the answer with the class. • Focus on the Check it out! box. Ask

students to find the words and check the meanings.

Exercise 2 Read and listen e 111

• Ask students to read the sentences. • Play the audio for them to listen and

read. They then choose the correct alternatives to complete the sentences. • Elicit the part of the article which confirms each answer. Audioscript    Student Book page 116 / X13 

Exercise 3

• Students find the information in the text and answer the questions.

• Encourage them to write full sentences for their answers.

• Elicit the part of the text which confirms each answer.

ANSWERS

1 They designed and built it in 41 months. 2 They can go to a special area for sports and entertainment. 3 They were in neat apartment blocks next to big, green spaces. 4 It grew quickly because a lot of people decided to move there. 5 Brasília is a young city, and it grew very quickly.

Extra activity

• Check answers with the class. ANSWERS

1  was located   2  develop   3  architect  4  urban planner

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and cities students would like to visit and why.

Consolidation

• Ask: What have you learned about Exercise 4 Link it!

• Put students into pairs to research their

• Ask students to look at the text again and find words or phrases with these meanings: 1 to say where something was (para 1) 2 grow and change (para 2) 3 someone who designs buildings (para 3) 4 someone who designs cities (para 3)

• Discuss with the class which towns

• • • •

favorite town or city and make a poster about it. You could brainstorm some ideas for suitable towns and cities with the class first. If students are doing their research for homework, remind them to divide the work up evenly between them. Students then use the information they have found to make a poster. You could ask pairs to present their posters to the class.

•

Brasília in this lesson? What did you learn by doing research into another town? Discuss the questions as a class. Suggest to students that they could find information online about a city they would like to visit in another country. Suggest that they could write some sentences about it, and plan some places they would like to visit one day.

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Exercise 3

• Students find the information in the text and answer the questions.

• Encourage them to write full sentences for their answers.

• Check answers with the class. ANSWERS

1 It is on the east coast of Australia. 2 It became a separate continent about 200 million years ago. 3 They arrived there about 50,000 years ago. 4 They went there from Britain as a punishment for crimes.

Extra activity

• Ask students to look at the text again

•

and find words or phrases with these meanings: 1 lines of mountains (para 1) 2 a very dry, hot place where nothing grows (para 1) 3 very big (para 2 and para 3) 4 very far away from other places (para 3) Check answers with the class, and check that students understand all the words and phrases.

ANSWERS

1  mountain ranges   2  desert   3  huge, enormous   4  isolated  

Exercise 4 Link it!

• Put students into groups and read out

•

•

D CLIL Geography    page 117 / X14 

Aim To learn about the geography of Australia To design and write a web page for tourists visiting Australia

Warm-up

• Ask: What do you know about Australia?

Elicit a few ideas. Ask more questions if necessary to prompt students, e.g., How big is it? What are the main cities? What is the countryside like? What animals live there? What language do people speak?

Exercise 1

• Ask students to read the article quickly and match the sentence halves.

• Check answers with the class. • Focus on the Check it out! box. Ask

students to find the words and check the meanings. Discuss the meanings with the class.

•

Consolidation

• Ask: What have you learned about

Exercise 2 Read and listen e 112

• Allow students time to read through the sentences.

• Play the audio for them to listen and

read. They then decide if the sentences are true or false. • Check answers with the class. Audioscript    Student Book page 117 / X14 



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•

the task. Point out that a web page should look attractive and should also contain a lot of information. If students are doing the research for homework, remind them to divide the work evenly between them. Suggest that students each focus on one topic, e.g., cities, animals. Monitor and help while students are working. Groups could present their web pages to the class in turn. Discuss with the class which web pages look the most appealing and why.

•

Australia in this lesson? What did you learn by designing a web page? What things could you do better next time? Discuss the questions as a class. Suggest to students that they could read through the text again and find useful vocabulary for describing places, e.g., island, continent, mountain range. Suggest that they could record this under the heading of geography in their vocabulary notebooks, and could add pictures to illustrate the words.

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Puzzles

Puzzle 2A

• Ask students to look at the code and

Unit 1    page 118 / X7  Grammar

When my mom was young, she was tall, with long, red, curly hair and braces.

Vocabulary

Puzzle 2B

Aim To practice vocabulary for the weather, the simple present and the present progressive for the present and future

Puzzle 1A

• Students read the sentences and write the missing weather words in the crossword. Check answers with the class.

ANSWERS

1 2 3 4 5

ANSWER

Simple present / Present progressive Present progressive for future

The weather

•

•

elicit the letters for the example text. Students then continue breaking the code in pairs and write the sentence. Check the answer with the class.

hot snowing cold foggy mild

• Explain the meaning of alternate. Ask • •

•

1 2 3 4 5

No, she wasn’t. She was at a concert Who was she with She was with her cousin Paula Who were they watching Justin Bieber. They had a great time

Unit 3    page 119 / X8 

Unit 2    page 118 / X7  Grammar be: Simple past: affirmative, negative, interrogative and short answers

Vocabulary Physical appearance

Aim To practice vocabulary for physical appearance, and affirmative, negative, interrogative and short answer forms of the simple past of be

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Unit 4    page 119 / X8  Grammar Simple past: negative, interrogative, short answers and question words

Vocabulary Movie types

Aim To practice vocabulary for movie types, and the negative, interrogative, short answer forms of the simple past and question words

Puzzle 4A

• Students find five more infinitive verbs

Grammar Simple past: regular and irregular verbs

Vocabulary Places around town

Aim To practice vocabulary for places around town, and regular and irregular verbs in the simple past

Puzzle 3A

•

•

Students reorder the letters to make the simple past of regular verbs, then use the gray boxes to make a place around town. Allow them time to check their answers in pairs. Check answers with the class.

ANSWERS

1 walked 2 played 3 helped 4 studied 5 jogged 6 closed 7 asked Place in town: hospital

Puzzle 3B

• Write the example letters in the red

boxes on the board and elicit the example answer. Students then copy the letters in the same color boxes to make the simple past of irregular verbs.

in the wordsearch. They then complete the sentences. Check answers with the class.

ANSWERS

1 2 3 4 5

like win clean watch send

Puzzle 4B

• Ask students to look at the code and

• Ask students to look at the example.

ANSWERS

1 I’m meeting Katie next week 2 We’re leaving in five minutes 3 What are you doing tomorrow

thought left drank bought caught taught found

ANSWERS

• Write the example words in the blue

•

ANSWERS

1 2 3 4 5 6 7

students to look at the example and find the corresponding alternate letters. Students copy the alternate letters to complete the dialogue. Allow them time to check their answers in pairs. Check answers with the class.

Puzzle 1B

boxes on the board and elicit the correct sentence (He’s starting school in September.). Students reorder the words in the same color boxes to make sentences and questions in the present progressive. Point out that students should start each sentence or question with a capital letter. Check answers with the class.

• Check answers with the class.

•

the example question. Students use the code to write the simple past questions. They could work in pairs for this. Check answers with the class.

ANSWERS

1 2 3 4

What movie did you see What time did the movie start Did Mateo enjoy the movie When did Mateo go home

Unit 5    page 120 / X15  Grammar have to / don’t have to Compounds: some / any / no / every

Vocabulary Housework

Aim To practice vocabulary for housework, and have to / don’t have to, and compounds with some, any, no, and every

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Puzzle 5A

• Ask students to look at the example

•

Unit 7    page 121 / X16 

ANSWERS

line and question. Students then draw lines to connect the words and make sentences and questions with have to and housework phrases. They could work in pairs for this. Point out that they can only use each box once. Check answers with the class.

Grammar Count / noncount nouns some / any a lot of / much / many How much …? / How many …? a little / a few

ANSWERS

1 2 3 4

I have to cook meals. We don’t have to feed the dog. She has to take out the trash. Does he have to set the table?

Puzzle 5B

• Students copy alternate letters to make sentences and a question.

• Check answers with the class. ANSWERS

1 Is there anything fun to do today? 2 Something interesting happened yesterday. 3 Nowhere is open. The stores are all closed.

Unit 6    page 120 / X15  Grammar must / mustn’t Verb + -ing / infinitive

Vocabulary Food and drink

Aim To practice vocabulary for food and drink, count / noncount nouns, some / any, a lot of / much / many / How much ...? / How many ...? and a little / a few

Puzzle 6A

• Students copy the words and reorder •

them to make sentences. Allow them time to check their answers in pairs. Check answers with the class.

ANSWERS

1 Larissa must do her homework 2 Victor doesn’t have to wear a uniform 3 You must listen

Puzzle 6B

• Students use the code to complete the •

sentences. Check answers with the class.

ANSWERS

1 I love riding my bicycle 2 We don’t mind traveling by train 3 My brother wants to buy his first car

biggest excited happiest heavier

Puzzle 8B

• Students copy the words and reorder •

them to complete the sentences. They could work in pairs for this. Check answers with the class.

ANSWERS

1 2 3 4

as nervous as me worst day of my life better than the first best day of the week

• Students use the code to complete the words.

• Check answers with the class. ANSWERS

1 2 3 4 5

Is there a coconut There aren’t any melons Are there any onions There isn’t any mustard Is there any mayonnaise

Puzzle 7B

• Students find five words in the

Transportation and travel

To practice vocabulary for transportation and travel, and must / mustn’t and verb + -ing / infinitive

1 2 3 4

Puzzle 7A

Vocabulary Aim

• Check answers with the class.

•

wordsearch and complete the sentences. Point out that they should look at the pictures for the sentences. Check answers with the class.

ANSWERS

1 2 3 4 5

pineapples vinegar olive oil lettuces lemons

Unit 8    page 121 / X16  Grammar comparative and superlative adjectives as … as

Vocabulary Feelings and emotions

Aim To practice vocabulary for feelings and emotions, and comparative and superlative adjectives and as ... as

Puzzle 8A

• Students reorder the letters to make

comparative and superlative adjectives.



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Remember Link It! 2 Aim To practice vocabulary and grammar from the course

Vocabulary Exercise 1

3 4 5 6 7 8 9

Present progressive for future Exercise 4

•

ANSWERS

1 2 3 4 5 6 7 8

PA PT W M PT W PA M

Exercise 2

• Point out the example answer, then ask

•

students to complete the remaining words. They could work in pairs for this, or you could do it as a race. Check answers, and check that students understand all the words.

ANSWERS

1 2 3 4 5 6

sunny raining cool warm snowing hot

Grammar Simple present / Present progressive Exercise 3

• Say: I usually sit next to Ana. Today, I …

• • •

next to Maria. Elicit the missing words am sitting. Elicit the names of the two verb forms, and elicit the difference in meaning. Students complete the conversations with the correct verb forms. Allow students to compare their answers in pairs. Check answers with the class.

ANSWERS

1 ’s snowing 2 Does it usually snow

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3 4 5 6

•

• •

that the present progressive? (yes) Does it describe something I’m doing right now? (no, it refers to the future). Students complete the sentences with the correct verb forms and future time expressions. Point out that they have to use a verb from box A and a future time expression from box B for each sentence. Allow students to compare their answers in pairs. Check answers with the class.

Exercise 7

• Students match the question halves. • Check answers, and check that students understand all the questions. Ask students to think of a possible answer for each question.

ANSWERS

2 3 4 5

’m watching, at ’re going, in Is, driving, weekend Are, having, on aren’t meeting, Monday

be: Simple past Exercise 5

• Say: Today is (Friday). Yesterday, … • •

(Thursday). Elicit the word was. Elicit that it is the simple past of be. Students complete the dialogue with the correct past forms of be. Check answers with the class.

ANSWERS

1 2 3 4 5 6 7 8

were wasn’t was Were were was Was was

Past time expressions Exercise 6

• Point out the example answer, then ask • •

students to complete the remaining past time expressions. Check answers with the class. Ask students to make sentences with the past time expressions. They could work in pairs for this, or you could do it as a race.

ANSWERS

1 evening 2 ago

A E B D

have: Simple past Exercise 8

• Say: My brother has dark hair. When he

ANSWERS

1 2 3 4 5

the 1990s yesterday three weeks 2017

Question words with was / were

• Say: I’m going shopping tomorrow—is

• Students read the words and decide

which category they belong to. They could work in pairs for this, or you could do it as a race. Check answers, and check that students understand all the words. Elicit other words that students can remember from each category.

’s very unusual ’m ’re watching don’t like ’m sitting ’m waiting play

• • •

was younger, he … blond hair. Elicit the missing word had and elicit that it is the simple past of have. Students complete the sentences with the correct verb forms. Allow students to compare their answers in pairs. Check answers with the class.

ANSWERS

1 2 3 4

was, had were had, were was, had

Simple past: Regular verbs Exercise 9

• Say: I play tennis every day. I … tennis • • •

yesterday. Elicit the missing word played and elicit that it is the simple past form. Elicit what students can remember about the rules for forming the simple past of regular verbs. Students write the simple past form of the verbs. Check answers, and revise the rules for spelling variations if necessary.

ANSWERS

1 2 3 4 5

waited liked stopped stayed studied

Exercise 10

• Students complete the sentences with the simple past forms.

• Check answers with the class. ANSWERS

1 cried 2 walked

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3 closed 4 stayed 5 needed

Simple past: Irregular verbs Exercise 11

• Say: I go swimming every day. Yesterday,

• •

I … swimming. Elicit the missing word went. Elicit that it is the simple past form, and it is irregular. Students complete the simple past forms. Check answers with the class. Revise irregular past forms if necessary. Refer students to the irregular verbs list.

ANSWERS

1 2 3 4 5

got ate did drank went

Exercise 12

• Students complete the sentences with the correct simple past forms.

Round-up Exercise 14

• Ask students to look at the photo and • •

describe what they can see in pairs. Ask: Which country is Jemima in? (Mexico) Students choose the correct alternatives in the text. Check answers with the class.

ANSWERS

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

’re having ’s raining ’s went two days ago bought had ’m going ’m meeting saw tried were didn’t swim was What

• Check answers with the class, and

remind students that they should learn the irregular verb forms.

ANSWERS

1 2 3 4 5

left wore thought made bought

Exercise 13

• Students complete the dialogue with

• •

the correct verb forms and question words. Point out that each gap should have no more than three words. Allow students to compare their answers in pairs. Check answers with the class.

ANSWERS

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Who did, meet met What time did got What did, do read started didn’t go didn’t meet didn’t do How did, find came wanted went saw



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Student Book audioscripts e 007    page 11, exercise 4  1 Ava  Oh no, it’s raining again! Nick  It always rains on the weekend. It’s never sunny. Lauren  Look! It’s warm and sunny in Paris! Ava  Can you believe it? We’re leaving in six weeks. 2 Lauren  Hey, what are you doing tomorrow, Ava? Let’s go shopping. I need some new clothes for the trip. Ava  Sorry, I can’t. I’m going to the music festival in the park. The Moments are playing.

e 008    page 12, exercise 1  Example sunny 1 cloudy 2 windy 3 foggy 4 raining 5 snowing

e 009    page 12, exercise 2  Example It’s cold and windy in Chicago. 1 It’s cool and raining in London. 2 It’s hot and sunny in Sydney. 3 It’s freezing and snowing in Calgary. 4 It’s hot and foggy in Delhi. 5 It’s mild and raining in Tokyo. 6 It’s warm and cloudy in Hong Kong.

e 010    page 12, exercise 3  And now a quick look at the weather around the world. Well, São Paulo is the place to be today! It’s a lovely day in São Paulo! It’s warm and sunny, with a temperature of 28 degrees! Unfortunately, the weather here in Washington, D.C., isn’t very good. It’s raining in the area, and it’s cold. The temperature in Washington is only about three degrees. And, it’s snowing in New York City! The conditions there are terrible … It’s windy and the temperature is minus two degrees … Brrr!! So, where can you go for some really hot weather? Well, the temperatures in Australia are very high right now. In Melbourne, it’s a cloudy, but very hot, day. The temperature there is about 38 degrees. Wow, that is hot!

e 011    page 14, exercise 1  1 Sofia  Would you like to go bike riding on Saturday? Luis  I’d love to, but I can’t. I’m going swimming with Mark. Sofia  What are you doing on Sunday? Luis  Um … I’m not doing anything special. Sofia  Let’s go on Sunday, then. Is two o’clock OK? Luis  Yes, that’s fine. I’ll meet you at the park.

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2 Luis  Hey, are you doing anything on Wednesday night? Sofia  No, I’m not. Why? Luis  Would you like to go bowling with Rob and me? Sofia  Oh yeah, I’d love to! What time are you going? Luis  We’re going at seven o’clock. Is that OK? Sofia  Yes, that’s fine. I’ll meet you there!

e 012    page 14, exercise 2  Girl  Are you doing anything on Saturday? Boy  No, I’m not. Boy  Yes, I am. I’m playing tennis with some friends. Girl  What are you doing on Wednesday night? Boy  I’m going swimming. Boy  I’m not doing anything special. Girl  Would you like to go bike riding? Boy  I’d love to, but I can’t. I’m going to the movies. Boy  Yes, I’d love to! What time are you going? Girl  I’m going at ten o’clock. Girl  We’re going at ten o’clock. Boy  OK, l’ll meet you there. Is that OK? Girl  Yes, that’s fine.

e 013    page 15, exercise 3  1 Ben  Would you like to play tennis tomorrow, Bianca? Bianca  I’d love to, but I can’t. I’m going to the dentist. Ben  What are you doing on Saturday? Bianca  Um … I’m not doing anything special. Ben  OK, let’s play on Saturday. Bianca  OK, great. Thanks, Ben! 2 Amy  Are you doing anything on Saturday, Edson? Edson  No, I’m not. Why? Amy  Would you like to go running with me and Tim? Edson  Yes, I’d love to. What time are you going? Amy  We’re going at two o’clock. I’m meeting Tim in front of the park. Is that OK? Edson  Yes, that’s fine. Let’s meet there.

e 014    page 17, exercise 1  Caitlyn  Are you doing anything fun this weekend, Santiago? Santiago  Yes, I am. I’m visiting my relatives in Los Angeles. Caitlyn  Really? How often do you see them? Santiago  Not very often. I always see them at Christmas, but I don’t usually see them at other times. Caitlyn  Why are you going to Los Angeles this weekend, then?

Santiago  Well, it’s my cousin’s 18th birthday. He’s having a big party on Saturday night and we’re all invited! Caitlyn  That’s great! When are you leaving? Santiago  We’re leaving very early on Saturday. I’m getting up at four o’clock! Caitlyn  And are you coming back on Sunday? Santiago  No, we aren’t. We aren’t coming back until Monday. Caitlyn  Are you going to Hollywood? Santiago  No, we aren’t. We’re going to Disneyland for the day on Sunday. Caitlyn  Oh, Disneyland’s fantastic! Santiago  I know! I can’t wait!

e 015    page 17, exercise 2  Natalie  Are you doing anything nice this weekend, Yuki? Yuki  Yes, I am. I’m going to Canada for the weekend. Natalie  Really? Yuki  Yes, we’re going to see my aunt Shiori. She lives in Vancouver. Natalie  Wow! An aunt in Canada! That’s so cool! How often do you visit her? Yuki  Well, we only go to Canada once a year, but she often comes to the U.S., so we see her a lot. Natalie  Are you going with your mom and dad? Yuki  No, Dad isn’t coming this time. It’s just me and Mom. We’re going for four days. Natalie  When are you leaving? Yuki  We’re leaving at six o’clock on Friday night and we’re coming back on Tuesday. Natalie  What are you doing in Vancouver? Do you have any plans? Yuki  Well, we want to spend time with Aunt Shiori, really, but on Sunday, we’re going shopping! Natalie  Cool! Bring me back a souvenir! Yuki  OK! See you next week, Natalie.

e 018    page 21, exercise 4  1 Nick  How was the festival? Ava  It was great. 2 Lauren  Were The Moments good? Ava  No, they weren’t good. Ava  They were fantastic! Blaze was awesome last night. 3 Lauren  Rachel? Was she there? Ava  Yes, she was. Ava  She was with Tyler. We had a great time!

e 020    page 24, exercise 2  Luis  Where were you last night? Sofia  I was at the movies with Sandro and Monica. Luis  Who’s Monica? Sofia  She’s Sandro’s cousin. Do you know her? Luis  I don’t think so. What does she look like?

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Sofia  She’s tall and slim and she has long, black, curly hair, and brown eyes. Luis  No, I don’t know her. What’s she like? Sofia  She’s nice. She’s kind of shy, but she’s very friendly.

e 021    page 24, exercise 3  Paulina  What does she look like? Rob  She’s short and slim. Rob  She has long, red hair. Paulina  What’s she like? Rob  She’s funny. Rob  She’s shy. Rob  She’s nice. Rob  She’s a little bossy. Rob  She’s kind of lazy.

e 025    page 27, exercise 3  I was on vacation in Rio de Janeiro with my sister, Lisa, and her husband, Diego. We were on Copacabana Beach. It was 1979 and I was 22 years old. I was a student at Philadelphia University. That was a fantastic vacation! The weather was great. It was warm and sunny. The food was excellent and it wasn’t expensive, and the people were very friendly. I was a punk then. My hair was orange and green. I was very slim. That summer, I was in Argentina and Uruguay too, but Brazil was my favorite country.

e 026    page 27, exercise 4 

1 Girl 1  What’s Daniela like? Boy 1  She’s kind of bossy, but she’s nice. Girl 1  What does she look like? Boy 1  She’s tall and she has long, red hair. 2 Adult 4  What’s Noah like? Boy 2  He’s lazy, but he’s funny. Adult 4  What does he look like? Boy 2  He’s very tall and slim. 3 Adult 1  What’s Freya like? Girl 2  She’s pretty shy, but she’s very nice. Adult 1  What does she look like? Girl 2  She has shoulder-length, black hair, and she wears glasses. 4 Adult 2  What’s Bill like? Adult 3  He’s friendly, but he’s quite lazy. Adult 2  What does he look like? Adult 3  He’s tall and average weight. He has blue eyes.

Interviewer  Where were you in this picture, John? John  I was on vacation in China. We were there for ten days. Interviewer  What year was it? John  It was 2017. Interviewer  Who were you with? John  I was with my wife, Laura, and our son, Jason. Interviewer  Was it a special occasion? John  Yes, it was. It was my birthday! Interviewer  How old were you? John  I was 60 years old. Look, I had a T-shirt with “I’m 60 today!” on it. I was quite overweight then, and I had a beard! Interviewer  What was the weather like? John  It was sunny, but it wasn’t very hot. Interviewer  What was the food like? John  It was great. Interviewer  What were the people like? John  They were nice, and very hardworking. Interviewer  Where was your hotel? John  It was near the Forbidden City.

e 023    page 27, exercise 1 

e 028    page 31, exercise 1 

e 022    page 25, exercise 4 

Presenter  Picture 1 John  I was on a school trip to Washington, D.C. We were in front of the White House. The children in the picture are Mary and Rob. They were my friends. I was 10 years old. It was … um … 1967. Presenter  Picture 2 John  I was on vacation in Rio de Janeiro. It was 1979, and I was 22 years old. I was with my sister, Lisa, and her husband, Diego. Presenter  Picture 3 John  It was my 60th birthday and I was in Beijing. I was with my wife and my son. What year was it? It was 2017.

e 024    page 27, exercise 2  I was on a school trip to Washington, D.C. We were in front of the White House! It was 1967, and I was 10 years old. I was pretty tall and I had very short hair, and I had freckles. We were in Washington, D.C., with our History teacher, Mr. O’Connor. The children in the picture were my friends, Mary and Rob. The weather wasn’t very good. On that day, it was cloudy and windy, but we had a great time!

1 Kate  Hi, Dean! Would you like to watch a movie on Friday? Dean  I’d love to, but I can’t. I’m going to a concert with Carla. Kate  What are you doing on Sunday? Dean  I’m not doing anything special. Kate  Let’s go shopping. Is two o’clock OK? Dean  Yes, that’s fine. 2 Kate  Who’s Carla? Alex  She’s Daniel’s sister. Do you know her? Kate  I don’t think so. What does she look like? Alex  She’s very tall and slim, and she has short, black hair. Kate  No, I don’t know her. What’s she like? Alex  She’s nice. She’s very friendly.

e 032    page 31, exercise 5  Francisco  Who’s your favorite famous person? Kristen My favorite famous person is Roger Federer. He was ranked number one in the world in men’s tennis for a long time. I love watching him play because he



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can do anything. He’s also a nice guy. He doesn’t get angry like some tennis players, and he’s always polite. He was born in Switzerland and I think he has four kids. Lucas Her name’s Emma Stone. She’s a famous American actress. She was in the musical La La Land, and she has an Oscar for Best Actress. She’s also a good singer and she can dance. She’s pretty tall with shoulderlength red hair. Well, her hair isn’t really red. It’s blond! Maddie The famous person I’m thinking about is a Brazilian singer. His name’s Luan Santana and I first saw him on YouTube. I love his style of music and I like that he writes his own songs. He’s tall and slim and he has long black hair, and he usually has a beard and a mustache. My sister says he’s so romantic and so handsome, but I just like his music!

e 034    page 35, exercise 4  1 Rachel  Where were you? I called you three times! Ava  Oops, sorry! I went to the mall with Lauren. Rachel  With Lauren? Why? Ava  We wanted some things for the school trip. I bought a nice purse. 2 Ava  Then we stopped at the market … Tyler  The market near the bus station? Ava  Yes, and I found this great bracelet. I love it. Rachel  Now, that is cool.

e 035    page 36, exercise 1  1  2  3  4  5  6  7  8 

hospital train station bus stop parking lot mall library park police station

9  sports center 10  bus station 11 market 12 church 13 bank 14 café 15  post office 16 supermarket

e 036    page 36, exercise 2  1 It’s across from the train station. 2 It’s between the bank and the post office. 3 It’s behind the mall. 4 It’s in front of the park. 5 It’s next to the café and near the library.

e 037    page 36, exercise 3  1 It’s across from the train station. It’s the hospital. 2 It’s between the bank and the post office. It’s the café. 3 It’s behind the mall. It’s the parking lot. 4 It’s in front of the park. It’s the library. 5 It’s next to the café and near the library. It’s the bank.

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e 039    page 38, exercise 3 

e 045    page 45, exercise 4 

e 049    page 48, exercise 2 

Boy  Excuse me. Can you tell me the way to the library, please? Woman  Go down the street as far as the park. Boy  Is there a bank near here, please? Woman  Turn right onto Lincoln Avenue. Woman  Turn left at the traffic lights. Woman  It’s on the right. Woman  It’s on the left. Woman  It’s across from the park. Woman  It’s next to the supermarket. Woman  It’s near the sports center.

1 Ava  What did you do last night? Did you go out? Tyler  No, I didn’t. I stayed in and I watched a movie. Ava  What did you watch? Tyler  I watched Star Wars on Cinemax. I love old sci-fi movies. 2 Ava  What did you do, Rachel? Rachel  What did you say? Rachel  I didn’t hear the question. Ava  Look! That girl didn’t take her bag.

Boy  Let’s go to the movies. Girl 1  OK. Good idea. Boy  What do you want to see? Girl 1  I don’t care. Girl 1  I want to see the new Star Wars movie. Boy  Where’s it playing? Girl 1  It’s playing at the Odeon. Girl 2  Can I have two tickets, please? Clerk  That’s $16. Girl 2  What screen is it on? Clerk  It’s on screen 4.

e 046    page 46, exercise 1 

Conversation 1 Carly  I’m bored. What should we do? Simon  Do you want to play a video game? Carly  No, I don’t want to stay in. I want to go out. Simon  Well, let’s go to the movies, then. Carly  Good idea. Simon  What do you want to see? Carly  I don’t care. I like action movies and comedies. Simon  I like comedies, too. What about Meet the Jacksons 2? It’s a comedy. Carly  I saw Meet the Jacksons and I didn’t like it. Simon  OK. What about Code Disaster? It’s an action movie. Carly  Who’s in it? Simon  Matt Damon—he’s usually good. Carly  OK. Let’s go to that. Conversation 2 Simon  Hello. Can I have two tickets for Code Disaster, please? Clerk  Are you over 12 years old? Carly  Yes, we are. Clerk  OK, that’s $15. Simon  Here you are. Clerk  Thank you. Here are your tickets and $5 change. Carly  What screen is it on? Clerk  It’s on screen 9. Simon  Thanks. Let’s buy some popcorn!

e 040    page 39, exercise 5  1 Go down Main Street as far as the traffic circle. Turn left onto Pine Street and then turn right at the intersection. It’s on the left. It’s across from the park. 2 Go down Main Street as far as the intersection. Turn right onto Lincoln Avenue and then turn right at the traffic lights. It’s on the right. It’s across from the mall. 3 At the traffic circle, turn right onto Main Street and then turn right again at the intersection. It’s on the right. It’s behind the mall and across from the market.

e 042    page 41, exercises 1 and 2  Yesterday morning Yesterday was a school day, so I got up at seven thirty and I took a shower before breakfast. I had a quick breakfast, just some cereal, and then I left home with my brother at eight twenty. We walked to school and we got there at eight forty-five. School starts at nine o’clock. I had four classes in the morning—Math, French, English, and Science—and then, at one o’clock I went to the cafeteria for lunch. The food was really good yesterday and I had a mixed salad with pasta with tomato sauce. Yesterday afternoon In the afternoon, I had three more classes and we finished school at three fifty. After school, I went downtown with my brother, Mark, and we met Mom. We all went to the new sports center across from the supermarket on Park Street. Mom went swimming and Mark and I played tennis. After that we went home. We got home at five thirty and I did my Math homework before dinner. Yesterday evening In the evening, we had pizza for dinner. It’s my favorite meal. I love it! Mark and I ate our dinner at six thirty, but Dad comes home late on Mondays, so Mom waited for him. They had dinner at 8 o’clock. After dinner, I watched Amazing Races on TV and then I played some video games with Mark. I went to bed at about ten o’clock.

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1  2  3  4  5 

animated movie sci-fi movie comedy love story action movie

6  horror movie 7 romcom 8 musical 9  fantasy movie

e 047    page 46, exercise 2  Mia  Let’s watch a movie on Movies4You. Dad  That’s a good idea. Are there any new movies? Mia  What about Song and Dance? Dad  Is that a love story? I hate love stories! Mia  No, Dad! It isn’t a love story—it’s a musical. Dad  Well, I don’t like musicals. Are there any action movies? I like action movies. Mia  There’s American Heroes. Dad  That’s a great movie, but I saw it at a movie theater last year. Mia  I want to see Zombie Night. I love horror movies. Dad  No! No way! Horror movies are scary. Mia  What about a comedy? I like comedies. Oh No! Not Again has five stars. Dad  I like comedies, too. OK. Let’s watch it. 

e 048    page 48, exercise 1  1 Sofia  Let’s go to the movies. Luis  Good idea. Sofia  What do you want to see? Luis  I don’t care. You choose. Sofia  What about Interstellar Mission? It’s a sci-fi movie. Luis  Hmm, OK, I like sci-fi movies. Sofia  Great! Let me see … Where’s it playing? Luis  It’s playing at the Phoenix Theater. Sofia  Perfect! That isn’t far from here. 2 Later, at the movie theater … Luis  Can I have two tickets to Interstellar Mission, please? Clerk  How old are you? Sofia  We’re 14. Clerk  OK. That’s $16, please. Luis  Here you are. Clerk  Thank you. Here are your tickets and $4 change. Sofia  Thank you. What screen is it on? Clerk  It’s on screen 4.

e 050    page 49, exercise 3 

e 051    page 51, exercises 1 and 2  Ryan  What did you do on the weekend, Mia? Mia  On Saturday, I went to Fantasy Fun Park. Ryan  Cool! Who did you go with? Mia  I went with my cousin, Connor, and his mom and dad. Ryan  Did you have fun? Mia  Yes, it was great. Ryan  What was the best part of the day? Mia  The rides on the Colossus. It’s a cool roller coaster. I had three rides! And the waterpark—that was great, too. Ryan  How much did the tickets cost? Mia  The child ticket was $40. Ryan  Wow! That’s expensive. Mia  Yes, it is. But my uncle paid!

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e 053    page 53, exercise 4 

e 060    page 59, exercise 4 

Interviewer  When did you go to the movies? William  I went to the movies on May 8th— my birthday! Interviewer  Who did you go to the movies with? William  I went with four of my friends. Interviewer  What movie did you see? William  We saw Summer Holiday. Interviewer  What type of movie was it? William  It was a comedy. Interviewer  How much were the tickets? William  The tickets were $10 each. Interviewer  Did you have a good time? William  Yes, I had a great time. I loved the movie, and the theater was great.

1 Ava  And I have to do a lot of chores at home. I have to clean my bedroom, set the table, do the dishes, and … Lauren  And what, Ava? 2 Lauren  No way! Rachel took the phone! You don’t have to take the blame. Nick  You have to say something, Ava! Ava  I can’t. Rachel’s my friend …

e 054    page 55, exercise 1  1 Ana  Excuse me, is there a mall near here, please? Man  Yes. Go down the road as far as the traffic lights. Turn right onto Maple Avenue. Turn left at the intersection. The mall is on the right. It’s next to the parking lot. 2 Maria  What do you want to see? Anton  I want to see the new Avengers movie. It’s an action movie. Maria  OK, I like action movies. Anton  Can we have two tickets for the Avengers movie, please? Clerk  That’s $18. Anton  What screen is it on? Clerk  It’s on screen 8. Anton  Let’s go.

e 058    page 55, exercise 5  Kristen  What’s your favorite movie? Lucas It’s called The Boss Baby, and it’s an animated film. I really like it because it’s very funny. I love comedies—they’re my favorite. When I was younger, my mom read me the book, so I knew the story, but I prefer the movie. What I like most about it is the baby. He’s very funny! Maddie Last weekend, I saw Ocean’s 8 with my friends. The acting was amazing, especially Cate Blanchett. She’s my favorite actress. It’s different from all the other movies in the series because the main stars are all women, and George Clooney isn’t in it. Francisco Yesterday, I watched the movie Jurassic World: Fallen Kingdom with my family. It’s set four years after the last movie in the series. We all liked it, but I liked it most of all because sci-fi movies are my favorite. The actors were really good, and the action scenes were pretty exciting, too. But what I liked most of all were the special effects. The dinosaurs were really awesome!

e 061    page 60, exercise 1  Example  load the dishwasher / unload the dishwasher 1 clean my bedroom 2 make my bed 3 clean the bathroom 4 do the dishes 5 do the vacuuming 6 do the laundry 7 set the table / clear the table 8 feed the dog 9 take out the trash 10 cook meals 11 iron

e 063    page 62, exercise 2  Boy  Can I borrow a ruler, please? Teacher  Yeah, sure. Teacher  No, I’m sorry, you can’t. Boy  Could I borrow a pen, please? Teacher  Yes, of course. Teacher  I’m sorry, but I don’t have a pen. Boy  May I go to the library, please? Teacher  OK, you can go quickly. Teacher  No, I’m sorry, you can’t.

e 064    page 63, exercise 3  1 Ben  Can I borrow your phone, Chris? Chris  Of course you can, Ben. Where’s your phone? Ben  It’s here, but I forgot to charge it last night and I have to call my dad. 2 Tina  Excuse me, Mr. Clark. Mr. Clark  Yes, Tina. Tina  May I go to the cafeteria? Mr. Clark  Why do you want to go to the cafeteria, Tina? Tina  I left my jacket there. Mr. Clark  You can go at the end of the class, Tina. 3 Liam  Dad, can I go to Wesley’s house for an hour? Dad  No, Liam. You have to study for your test tomorrow. Liam  But, Dad … Dad  Liam, it’s an important test. You can go to Wesley’s house on Saturday.

e 065    page 65, exercises 1 and 2  My day is usually very busy. I have to get up early because I don’t live near my school. I don’t have to decide what clothes to wear because at our school we wear a uniform. I have to leave my house at 8 a.m. to catch a bus. The bus trip takes



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20 minutes and I have to be at school at 8:30. After school, I don’t go home and relax! On Mondays and Wednesdays, I go swimming. I’m on the school swim team and I have to practice twice a week. I don’t have to do a lot of housework. I only have to make my bed and I have to clean my room. After dinner, I have to take Banjo, our dog, for a walk. We get a lot of homework at our school—I usually have to do homework for two hours every night!

e 069    page 70, exercise 1  1  2  3  4  5  6  7 

plane helicopter ferry truck streetcar pickup truck bus

8 car 9  motorcycle 10 scooter 11 train 12 bicycle 13 taxi 14 subway

e 070    page 70, exercise 2  I usually travel by bus, car, or bicycle. I go to school in the morning by school bus and I always come home with Mom in the car. I ride my bicycle a lot, too. I always go by bicycle when I meet my friends after school and when I go to the sports center or the park. I live in the Niagara neighborhood of Toronto in Canada. Toronto has a streetcar service, so I often travel by streetcar. There is also a modern subway system in Toronto. There’s a station not far from my home, so I often travel by subway, especially when I go downtown. It’s very fast and easy. In the summer, we often travel to the Toronto islands by ferry. It’s fun, and I love going to the beach by ferry. I rarely travel by plane. They’re just for vacations, really. I flew with my family to Florida last year, for example, but I don’t travel by plane every year. I rarely travel by train, too. I don’t need to use trains where I live. Last year, I went to Montreal for the day with my friends and we went by train, but that was very unusual for me. Finally, I never travel by scooter or motorcycle. My sister wants a scooter, but my mom hates them, so she can’t have one. There are a lot of taxis in Toronto, but we never use them either because they’re quite expensive. Oh, and I never travel by truck, but that’s obvious, I guess!

e 072    page 72, exercise 2  Clerk  Can I help you? Girl  Yes, please. I’d like a one-way ticket to Chicago. Girl  Yes, please. I’d like a round-trip ticket to Vancouver. Clerk  When are you coming back? Girl  I’m coming back on Sunday. Girl  What time does the next bus leave? Clerk  It leaves at 4:55 p.m. Girl  What gate does it leave from? Clerk  It leaves from gate two. Girl  How long does the trip take? Clerk  It takes about three hours.

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e 073    page 73, exercise 3  Clerk  Hello. Can I help you? Paola  Yes, please. I’d like a ticket to Denver. Clerk  One-way or round-trip? Paola  A round-trip. Clerk  When are you coming back? Paola  I’m coming back on Saturday. Clerk  OK. That’s $35, please. Paola  Here you are. Clerk  Thanks. Here’s your ticket and here’s your change. Paola  What time does the next bus leave? Clerk  Um … It leaves at ten fifteen. Paola  How long does the trip take? Clerk  It takes about five hours. Paola  Oh, OK … What gate does it leave from? Clerk  It leaves from gate eight. Paola  OK, thanks. Goodbye. Clerk  Goodbye. Have a good trip.

e 074    page 75, exercise 1  OK, everybody. Quiet, now. I want to tell you about the trip to the Pueblo Grande Museum in Phoenix, Arizona, next week. Now, the bus for Phoenix leaves from school at seven fifteen, but you must be at school at 7 a.m. Please don’t be late because we have a very busy day! OK. Now, two important things. First, the weather forecast for the day is hot and sunny, so you must bring a sun hat and a bottle of water. We have to walk outdoors a lot, so don’t forget the sun hat! Second, this isn’t just a fun trip. You’re going to the museum to learn, so bring a pen and a notebook. OK? Now, we have an hour for lunch at one o’clock. We aren’t going to a restaurant, so you must bring a sandwich for lunch. But you don’t have to bring food for dinner. You can have dinner at home because we’re returning to school by five o’clock. OK, two final points. You mustn’t bring a lot of money. Don’t bring more than $30. Oh, and finally, when we get to the museum, you mustn’t leave your things on the bus—you have to take them with you, so only take a small backpack, please. If you’re going …

e 076    page 79, exercise 1  1 Nicole  I’d like a ticket to San Diego for today, please. Clerk  Would you like a one-way or a round-trip ticket? Nicole  I’d like a round-trip, please. Clerk  When are you coming back? Nicole  I’m coming back on Friday. Clerk  OK, that’s $45, please. Nicole  Here you are. Clerk  Thanks. Here’s your ticket and $5 change. 2 Nelson  May I go to the movies tonight, Dad? Dad  No, I’m sorry, you can’t, Nelson.

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Nelson  But Daniel and Marcos are going. Dad  You have to do your homework. Nelson  OK, but can I go out tomorrow night? Dad  Yes, of course you can.

e 079    page 79, exercise 4  Maddie  Do you have any travel plans? Francisco Next April, I’m going to the U.K. with a group from school. We’re taking a plane to New York and then another plane to London. It takes twelve hours to get there. After four days in London, we’re visiting Oxford by bus and then we’re taking the train to Scotland for four days. It’s my first trip to a different country, so I’m really excited! Kristen I love visiting new places. Last summer, I went by plane to Costa Rica with my family. We rented a car and drove around. The people were so friendly, and I loved the food. Next summer, we’re visiting Peru. We’re flying to Lima and going on a bus tour. We want to visit Machu Picchu. I’m excited about experiencing a new culture. I love that! Lucas Last July, I stayed with my cousin in Florida. I went by bus and it took ten hours. I don’t like traveling by bus! So this July, my family and I are planning a trip to Mexico. We’re flying from Los Angeles to Mexico City. Dad wants to travel around on the bus, but luckily Mom doesn’t agree. She hates traveling by bus, too! So we’re going to drive.

e 081    page 83, exercise 4  1 Ava  There weren’t many tomatoes, so I used some ketchup. Mom  Really? Hmm … Ava  There were a lot of old olives in the fridge, so I added a few of them. Ava  And there was a little cream, too. Mom  OK. Can I try it? 2 Mom  Uh, how much salt did you put in this? Ava  Not much. Why? Mom  Ava, I’m sorry, we can’t eat this. It’s awful. Ava  Is it very bad? Yuck! Oh, yes, it’s disgusting!

e 082    page 84, exercise 2  1  2  3  4  5  6 

pineapples melons watermelons lemons mangoes apricots

7 onions 8  tomatoes 9  coconuts 10  broccoli 11 spinach 12  lettuces

e 083    page 86, exercise 1  Waitress  Are you ready to order? Sofia  Yes, we are. Waitress  What would you like?

Sofia  I’d like a cheeseburger and fries. Waitress  OK. What would you like to drink? Sofia  I’ll have a soda, please. Oh, and can I have some cheese with the fries? Waitress  Of course. And what about you? Luis  I’ll have a ham and mushroom pizza, please. Waitress  Anything to drink? Luis  Yes, please. I’ll have a bottle of water. Waitress  Anything else? Luis  I’ll have some fries too, but no cheese for me. Waitress  OK, is that everything?  Sofia  Yes, it is.

e 084    page 86, exercise 2  Waiter  Are you ready to order? Girl  Yes, we are. Girl  Sorry, not yet. Can you give me a few minutes? Girl  Sorry, not yet. Can you give us a few minutes? Waiter  What would you like to eat? Waiter  What would you like to drink? Waiter  Anything to drink? Girl  I’d like a cheese pizza, please. Girl  I’ll have a milkshake, please. Waiter  And what about you? Boy  May I have a chicken salad? Boy  Can I have a chicken salad? Waiter  Anything else? Boy  Yes, please. Can I have some fries, too? Boy  No, thank you. Waiter  Is that everything? Boy  Yes, it is. Boy  No, I’d like a soda, too.

e 085    page 87, exercise 3  1 Waiter  What would you like to eat? Boy  I’ll have a hot dog, please. Waiter  OK. Anything to drink? Boy  Yes, please. Do you have any pineapple juice? Waiter  No, I’m sorry, we don’t. We have orange juice. Boy  No, thanks. I’ll have a bottle of water. Waiter  OK, that’s a hot dog and a bottle of water. That’s $3.80. Boy  Here you go. Waiter  Thank you. 2 Waiter  Are you ready to order? Woman  Sorry, not yet. Waiter  OK. I’ll come back in a few minutes. Waiter  Are you ready now? Woman  Yes, I am. I’d like a chicken sandwich with mayonnaise and a salad. Waiter  What would you like to drink? Woman  I’ll have coffee, please. Waiter  Anything else? Woman  Oh, yes. Can I have some ice cream for dessert? Waiter  Sure. That will be … $8.34 3 Waiter  Hello. Can I help you? Girl  Yes, please. I’d like a cheese pizza, please, and some fries. Waiter  OK. Anything to drink?

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Girl  Yes, please. I’ll have a soda. Waiter  Would you like a dessert? Girl  What do you have? Waiter  We have ice cream, fruit salad, and chocolate chip cookies. The chocolate chip cookies are very good! Girl  Um … I’ll have chocolate chip cookies for dessert. Waiter  OK. That’s … $8.79. Girl  Oh, and can I have some ketchup with the fries, please? Waiter  Yes, of course.

e 086    page 89, exercises 1 and 2  Interviewer  Excuse me. Do you have a few minutes to talk to us? We’re finding out what young people eat. Juan Carlos  Yes, sure. Interviewer  What’s your name? Juan Carlos  My name’s Juan Carlos Rankin. Interviewer  How old are you, Juan Carlos? Juan Carlos  I’m 14. Interviewer  OK, Juan Carlos. How much water do you drink every day? Juan Carlos  I drink a lot of water, about eight to ten glasses of water every day. I play a lot of sports and I’m always thirsty. Interviewer  How much fruit do you eat every day? Juan Carlos  I usually have a banana in the morning, and I often have an apple in my lunch box. So … I eat two pieces of fruit. Interviewer  How many servings of vegetables do you eat in a day? Juan Carlos  We always have vegetables for dinner, so I eat one serving of vegetables a day. I like spinach and broccoli. Interviewer  How often do you eat meat? Juan Carlos  Every day. I love chicken and beef, but I don’t like pork. Interviewer  And how many times a week do you eat fish? Juan Carlos  I never eat fish. I don’t like it. Interviewer  How many times a week do you eat dairy products like milk, cheese, or yogurt? Juan Carlos  Well, I eat cheese once or twice a week. I don’t like milk, though. I never drink it. Interviewer  How much pasta, rice, and bread do you eat? Juan Carlos  Well, I prefer rice to pasta. I eat rice about three times a week. My favorite meal is chicken and rice. I don’t eat much pasta. And bread … um … two or three slices of bread a day because I usually have a sandwich in my lunch box. Interviewer  Do you eat many cookies? Juan Carlos  No, I don’t, but I love chocolate. I eat a little chocolate every day. Interviewer  How much salt do you put on your food? Juan Carlos  Not much, but I sometimes put salt and a lot of ketchup on my fries. I love ketchup! Interviewer  Well, Juan Carlos, your diet is quite healthy, but you eat a lot of chocolate. A little is OK, but don’t eat

too much! And there’s a lot of salt and sugar in ketchup, so only use a little for a healthy diet.

e 089    page 93, exercise 4  1 Nick  I’m tired and it’s freezing … This is the worst part of the trip. Lauren  Stop complaining, Nick! Paris is warmer than here. 2 Ava  I’m worried about my suitcase. It’s very heavy. Nick  Yeah—it’s heavier than Lauren’s. That’s definitely more than 23 kilos! 3 Lauren  Is Rachel coming? No way! Ava  Let it go, Lauren. That was a long time ago. Nick  It’s true. She isn’t as bad as she was. Ava  She did the right thing in the end, and that’s the most important thing.

e 090    page 94, exercise 1  Example worried 6 angry 1  scared 2  sad 7 embarrassed 3  tired 8 excited 4  bored 9 nervous 5  happy

e 091    page 94, exercise 2  Example Jack  OK! I’m going to bed! Mom  What? Now? But it’s only eight fortyfive! Are you OK, Jack? Jack  Yeah, I’m fine. I just need to sleep. I got up very early this morning. Night, Mom! Mom  Good night, Jack. Sleep well. See you in the morning. 1 Amy  Oh, I can’t watch! Ryan  Come on, Amy, don’t be a baby. It’s just a movie! Amy  No, really, I can’t! 2 Rick  What? Oh no! Not again! Don’t do this to me! Come on! Why aren’t you working?! Jade  What is it, Rick? Rick  The computer isn’t working again! That’s the second time this week! It’s ridiculous! Arrrrgh!!! 3 Alejandro  Oh, what can I do, Mom? Mom  I don’t know, Alejandro. Watch TV? Alejandro  No, there’s nothing on TV … Mom  Go out and play basketball? Alejandro  I can’t! It’s raining … Mom  Clean your room? Alejandro  Come on, be serious, Mom! Oh, I have nothing to do! 4 Teacher  Gemma! Here’s your Math test. Teacher  Well done, Gemma. You got a ninety-five. That’s a great grade! Gemma  Ninety-five? Really? YES!!! I can’t wait to tell my mom!



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5 Hannah  Are you OK, Leonardo? Leonardo  Not really … I have a Music test tomorrow. I have to play the piano. Hannah  But that’s OK … You can play very well! Leonardo  But it’s a very hard test and I have to play three different pieces of music … Oh, I really want to do well!

e 092    page 96, exercise 1  Luis  Hey! You look happy, Sofia! Sofia  I am. I’m very excited! I’m going to a concert in Springfield tomorrow! Luis  Oh yeah, I forgot! How far is it from here? Sofia  It’s about 70 kilometers. We’re leaving at four o’clock. Luis  How long does it take to get there? Sofia  It only takes about an hour and a half, but I want to be first in line! 2 Sofia  You look worried, Luis. Luis  Yeah, I am. I’m going to a soccer game with Mark, but he’s late. Sofia  Where is the game? Is it far from here? Luis  It’s about ten kilometers away. Sofia  How long does it take to get there? Luis  It takes about 30 minutes by bus. Sofia  Don’t worry, then. It doesn’t take long. Luis  No, but the bus leaves in five minutes …

e 093    page 96, exercise 2  Boy  How far is it from here? Boy  Is it far from here? Girl  It’s about 20 kilometers. Girl  No, it isn’t. Girl  Yes, it is. Boy  How long does it take to get there? Boy  How long does it take you to get from Toronto to Montreal? Girl  It takes about two hours. Girl  It doesn’t take long, only fifteen minutes.

e 094    page 97, exercise 3  1 Fran  Do you walk to school, Jack? Jack  No, I don’t. It’s too far. Fran  How far is your house from school? Jack  It’s about five kilometers. Fran  And how long does it take to get there? Jack  Well, I take a school bus and it takes about 40 minutes. It’s slower than a normal bus because it stops a lot. 2 Jacob  Do you go to the mall a lot, Kana? Kana  Yes, I do. I go nearly every day. Jacob  Really? How far is it from your house? Kana  Oh, it isn’t far. Only about half a kilometer. Jacob  Really? You live closer to the mall than me. So, do you walk there? Kana  Yes, of course. It takes me about ten minutes.

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3 Isabela  I’m so excited. We’re going on vacation tomorrow! Kane  What time are you leaving, Isabela? Isabela  We’re leaving very early because we have to drive to the airport. Kane  How far is that from your house? Isabela  It’s about 50 kilometers. Kane  How long does it take? Isabela  Well, Dad drives there often and it usually takes about an hour. It depends on the traffic.

e 095    page 99, exercises 1 and 2  Example Henry  How long does it take you to get to school, Isabela? Isabela  Only about ten minutes. I don’t live far away. Henry  That’s good. Isabela  Yes, I’m lucky. I always walk to school with George. He lives next door to me. What about you, Henry? Henry  I live farther away than you two. I ride my bike to school, but it usually takes me about half an hour. 1 Girl 1  Jun has a really hard trip to school. He has to take a bus, a train, and a streetcar! Boy 1  Wow! That’s worse than Bruno. He goes by bus and streetcar. Girl 1  What about Aya? She lives the farthest from school. Boy 1  Yes, but her trip isn’t as hard. Her mom drives her to school. 2 Girl 2  What’s your favorite subject in school? Boy 2  Um … that’s hard. History, Math, and Science are all interesting. Girl 2  Yes, but History and Science are more interesting than Math. Boy 2  Yes, that’s true. I think Science is the most interesting of the three. Girl 2  Yes, I agree. 3 Girl 1  Wow! Megan’s tall. She’s taller than Eric! Boy 2  Yes, I know she’s really tall, but she isn’t as tall as Matthew. He’s the tallest person in the class. 4 Camila  Is that Ruby’s brother? Victor  No, it isn’t. She doesn’t have a brother, just a little sister. Camila  Do you have any brothers and sisters, Victor? Victor  Yes, I do. I have a younger brother and two older sisters. What about you, Camila? Camila  I don’t have any brothers and sisters. I’m an only child.

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5 Girl 2  Who has the shortest last name in the class? Boy 1  Um … Probably Oscar. His last name is Hill. H-I-L-L. That’s only four letters. Girl 2  Um … what’s Harry’s last name? I think it’s short, too. Boy 1  Harry’s last name is Wells. That’s five letters. It’s longer than Oscar’s. Girl 2  Um, yes … Oh, I know! Polly’s last name is Day. D-A-Y. That’s only three letters! It’s the shortest last name in the class!

e 097    page 103, exercise 1  1 Waiter  What would you like? Diego  I’d like a chicken salad, please. Waiter  OK. And what about you? Laura  I’ll have a burger and fries, please. Waiter  Anything to drink? Laura  Yes, please. I’ll have a bottle of water. Waiter  Is that everything? Diego  Yes, it is, thanks. 2 Lily  What’s the matter? Tom  I’m late. I’m going to a movie festival with Dave. Lily  How far is it from here? Tom  It’s about 20 kilometers away. Lily  How long does it take to get there? Tom  It takes about an hour by car. Lily  Dave and his dad are waiting outside. Tom  Oh, great. See you later.

e 100    page 103, exercise 4  Lucas  What’s your favorite food? Maddie I love burgers. Whenever I go out to eat at a restaurant, I always try to have one. And we sometimes have them at school. I eat them with fries and lots of mustard. I prefer it to ketchup or mayonnaise. My dad sometimes makes them when we have a barbecue at home, and they’re amazing—the best burgers in the world! Francisco I really like all kinds of fruits. I like oranges, pineapple, apricots … oh, and I love mangoes! They’re my number one favorite fruit. I try to eat fruit with every meal, starting with an apple for breakfast every morning. I like fruit because it’s so fresh and colorful. And it’s also much healthier than cookies or candy. Kristen My favorite food is lemon cheesecake. I love it because it just tastes so good. It’s delicious with whipped cream, but I especially like it with ice cream. There’s a café near my home with the best cheesecake ever. I go there as often as I can. My mom makes a pretty good cheesecake, but it isn’t as good as theirs! I can’t tell her that, though!

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Workbook answer key Unit 1 Page W4 2

3

Students’ own answers.

Extra listening

Page W7

3

1  freezing  2  cloudy  3  warm  4  hot 5  raining  6  snowing  7  foggy   8  sunny  9  cold  10  windy  11  mild

4

1  ’m wearing   2  listens  3  is watching 4  makes  5  is snowing   6  rains 1 2 3 4 5

1  I’d love to   2  I’m not doing   3  at the park  4  night  5  Would you like to go 6  What time are you going?   7  I’ll meet you there

1  a  2  c  3  c

c

5

2

are you studying, are studying does Jack go, goes is she talking, is talking Is he watching, isn’t, is practicing is Ana doing, is making, makes

Page W5 6

1  on  2  tomorrow  3  in  4  on 5  next  6  at

7

1  ’re watching, F   2  ’m making, P 3  is wearing, P   4  ’re playing, F 5  ’s raining, P   6  ’s going, F

Trending topics 1

1  1,917 meters   2  weather research center  3  visit the Discover Center   4  meet the scientists

2

1 They’re going up the mountain in a snowcat. 2 They’re spending the night in the Observatory. 3 They’re leaving on Thursday afternoon. 4 It’s freezing and very windy.

3

Students’ own answers.

Were you born in 2002? No, I wasn’t. I was born in 2003. Were they on vacation last week?, Yes, they were. They were in Jamaica.

8

1  How old were you   2  Where were you  3  Who were you   4  When was your  5  How  6  What was

9

1  were  2  were  3  was  4  was 5  had  6  Were  7  weren’t  8  were 9  had

Round-up 1

1  had  2  was  3  was  4  had   5  was  6  had  7  was  8  was   9  was  10  had  11  was  12  were

2

1 It wasn’t in July. It was in June. 2 It wasn’t a small party. It was a big party. 3 It wasn’t short. It was long. 4 He wasn’t slim. He was a bit overweight. 5 They weren’t at the party. They were on a school trip.

3

Unit 2

1  When was it?   2  Where was it?   3  Was it a barbecue?

Page W10

Page W12

2

Let’s talk about …

b

8

2 3

1

3

1  bossy  2  shy  3  funny   4  nice  5  lazy

1 What are they doing on Thursday? 2 Where are they going on Tuesday night? 3 Who is Rick meeting at six o’clock? 4 When is Anja visiting her aunt? 5 Where are you staying tomorrow night?

1  overweight  2  tall  3  short, shoulder-length  4  blond, red, black, gray   5  wavy, curly, straight  6  green, brown   7  old, middle-aged  8  mustache, freckles, glasses, braces

Round-up

4

1  weren’t  2  was  3  wasn’t  4  were 5  weren’t  6  was

1  does she look like   2  and she has long  3  brown eyes   4  What’s she like 5  shy

5

4

1

1  4  6  9 

goes  2  loves  3  plays   isn’t playing   5  ’s raining   is getting   7  ’s flying   8  ’s packing   writes  10  ’s telling

2

1  ’m going   2  ’m packing   3  ’m taking 4  ’re going   5  ’m not going   6  ’m trying  7  ’m climbing   8  ’re coming

Page W6 Let’s talk about … 1

1 What are you doing on …? 2 Would you like to …? 3 I’m / We’re going at …

1 They were at the tennis club on Saturday. 2 Sofia was in my class last year. 3 You weren’t in the park yesterday morning. 4 I wasn’t on my phone an hour ago.

6

1  Christmas  2  ago  3  last  4  in 5  yesterday  6  six months

Page W11

1 What does (she) look like? 2 What’s (she) like?

3

1  a  2  b  3  c

5

Students’ own answers.

Extra listening

1  38  2  Leominster  3  short 4  straight  5  blue  6  funny

Page W13 Trending topics 1

7

1 Was the Math test hard? No, it wasn’t. It was easy.



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2

1  Alcatraz prison   2  her cousins 3  San Francisco   4  sunny

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2

1 Because it’s an island. 2 You can see San Francisco and the Golden Gate Bridge. 3 It was a video about life in the prison. 4 He was in The Rock. 5 She likes Dr. No and Goldfinger. 6 Because there isn’t a restaurant on the island.

3 They’re going to the Smithsonian museums. They’re visiting a mall. They’re having dinner at a nice restaurant.

Page W18 Let’s talk about … 1

3

Students’ own answers.

Unit 3

1  Can you tell me   2  Go  3  near here 4  right  5  It’s  6  across from

2

sandals

1  3  5  7  9 

3

3

Page W16 2

1  4  7  9 

church  2  bus stop   3  post office park  5  supermarket  6  parking lot train station   8  sports center library  10  café  11  bank

4

1  played  2  enjoyed  3  laughed 4  stayed  5  walked  6  played

5

1  tried  2  cycled  3  stopped 4  loved  5  preferred  6  played 7  copied  8  arrived

the traffic lights   2  turn right is on the right   4  is there a bank I’m sorry   6  Go down the road turn left   8  at the traffic circle next to a café

1  to  2  intersection  3  right 4  there a bank   5  between  6  left

Extra listening

1  Map B   2  Map A

Page W19 Trending topics 1

1  had  2  went  3  spent  4  sent 5  took

8

2

6

1  came  2  did  3  ate  4  got 5  went   6  left  7  met

7

1  cost  2  went  3  told  4  thought 5  drank  6  saw  7  said

Round-up 1  walked  2  went  3  took  4  visited 5  saw  6  sent  7  ’re relaxing   8  ’re eating   9  had  10  ate   11  ’s writing   12  isn’t eating   13  ’re going   14  likes  15  ’re visiting   16  need  17  ’re having   18  ’re coming

2 1 2

1  40  2  train station   3  TV series 4  first

3

Students’ own answers.

1

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4 5

Did Joe have pizza last weekend? Yes, he did. Did Joe go shopping last weekend? No, he didn’t. Did Joe and Mia play tennis last weekend? Yes, they did. Did Mia go shopping last weekend? Yes, she did. Did Joe and Mia watch a movie last weekend? No, they didn’t.

Page W23 6

1  What  2  Where  3  Why  4  How 5  Where  6  When 2  d  3  a  4  b  5  c

8

1  What did you buy   2  Who did he meet  3  How did he travel to school 4  What time did she get up   5  Where did they go on vacation

Round-up 1

1  was  2  saw  3  started  4  didn’t stop  5  went  6  filmed  7  saw 8  didn’t know   9  enjoyed   10  didn’t want

2

1 What time did the tour start and end? It started at 10 a.m. and ended at 1 p.m. 2 What was Emily’s favorite part of the tour? Her favorite part was when they went to King’s Cross train station. 3 What movies did they make at King’s Cross train station? They made parts of three Harry Potter movies at the station. 4 What famous bridge did she see? She saw Tower Bridge.

3

Unit 4 Page W22

1  did you get   2  did you like

Page W24 Let’s talk about …

2 a

She went to the White House. / She took lots of pictures. She visited the Capitol Building. / She saw a show at a theater. They’re relaxing in a café. / They’re eating cake. Ellie is writing to her grandma. Chloe isn’t eating her cake.

1 2 3

7

Born date:  January 13th, 1926 Born place:  Newbury, England Died date:  June 27th, 2017 Job:  author 1940:  He left school. 1945:  He wrote and sold his first story. 1958:  William Collins and Sons published A Bear Called Paddington. 1975:  The BBC made a TV series called Paddington. 2015:  The Queen gave Bond an award for his work.

Page W17

5

1

3

1  musical  2  sci-fi  3  animated 4  comedy  5  action  6  love 7  horror  8  fantasy

4

1  didn’t wear   2  didn’t watch   3  didn’t give   4  didn’t play   5  didn’t stay   6  didn’t finish

1  What do you want to see?   2  It’s playing at …   3  That’s ($16).   4  What screen is it on?

2

1  Good idea   2  I don’t care   3  It’s playing at   4  please   5  That’s $16, please   6  It’s on screen 4

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3

2, 6, 10, 3, 9, 1, 7, 5, 8, 4

4

Students’ own answers.

Extra listening

1  a  2  c  3  b  4  a

Page W25 Trending topics 1

1  F  2  F  3  T  4  F  5  F

2

1 Ten thousand children wanted / auditioned for the part. 2 He played Cyclops. 3 No, he didn’t. (They refused him.) 4 Because he saw him in X-Men: Apocalypse and thought he was good. 5 It was in Los Angeles. 6 He met (Steven) Spielberg.

3

Students’ own answers.

Unit 5 Page W28 2

clean her bedroom f do the dishes f

3

1  feed  2  load, unload   3  make 4  do  5  clean  6  do  7  clean 8  take out   9  do  10  cook  11  iron

4

1  don’t have to   2  has to   3  doesn’t have to   4  don’t have to   5  has to 6  have to

Round-up

2

1  everyone  2  something  3  had to   4  have to   5  didn’t have to   6  had to   7  have to   8  have to   9  anything   10  has to   11  has to   12  nobody   13  someone  14  Do you have to   15  anyone

1 You have to be fit because dancing is very physical. 2 She learned two dances. 3 His dad drove him there. 4 He went there last summer. 5 He enjoyed cooking meals. 6 She tried surfing and climbing. 7 Students’ own answers.

2

3

1

1 What job did Amelia have to do before her parents bought a dishwasher? She had to do the dishes. 2 What housework did Amelia and Dan have to do when they were young? They had to make their beds and clean their bedrooms. 3 What housework does Amelia have to do now? She has to set the table and do the vacuuming. 4 What housework does Dan have to do now? He has to take out the trash and feed the dog.

3

Students’ own answers.

Page W30 Let’s talk about … 1

1  you can’t   2  Could I borrow   3  Yes, of course.   4  May I go   5  I’m sorry, but you can’t.

2

1  Yeah, sure   2  could I borrow your pencil sharpener   3  you can borrow my pencil   4  May I sit next to   5  you can sit there

3

5

1 2 3

Page W29

Extra listening

1  Do I have to do   2  has to buy   3  do you have to go   4  have to help   5  do you have to do   6  I don’t   7  don’t have to write   8  have to look at   9  Does she have to do   10  she doesn’t   11  have to go   12  have to meet

6

Can I borrow your phone? No, I’m sorry, (but) you can’t. May I go to Room 12, please? Why do you want to go there? Because I left my school bag there. OK, yes, you can. Could I have two slices of cake? Yes, of course you can.

1  b  2  a  3  b  4  c

Students’ own answers.

Unit 6 Page W34 2 c

3

Across 3  subway  6  helicopter   8  pickup truck   9  ferry   10  scooter  13  train  14  truck Down 2  plane  4  bicycle  5  motorcycle   7  streetcar  11  car  12  taxi

4

1  must go   2  mustn’t do   3  mustn’t watch  4  must be   5  mustn’t tell 6  must eat   7  must clean   8  mustn’t play

5

1  don’t have to   2  doesn’t have to 3  mustn’t  4  don’t have to   5  mustn’t 6  don’t have to

Page W35 6

1 enjoys going to the movies. She doesn’t mind playing video games. She doesn’t mind walking to school. 2 enjoys going to the movies. She hates playing / to play video games. She doesn’t mind walking to school. 3 enjoys walking to school. He doesn’t mind going to the movies. He hates playing / to play video games.

7

1  somewhere  2  anybody  3  anything 4  someone  5  nowhere  6  nothing 7  anywhere  8  something

Page W31

1  to travel   2  to watch   3  to speak 4  to go   5  to work   6  to play

Trending topics

8

7

1

1  everywhere  2  everything   3  Everyone / Everybody   4  everyone / everybody  5  everything   6  everywhere

1  f  2 f  3 g  4 f  5 g  6 f

1  Lucas  2  Leo  3  Laura  4  Lucas 5  Cathy’s

1

1  to become   2  to do   3  riding / to ride  4  being  5  listening   6  chatting / to chat   7  to watch



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2

4

1  mustn’t  2  mustn’t  3  must 4  mustn’t  5  mustn’t  6  don’t have to 7  don’t have to   8  must

1  NC  2  SC  3  NC  4  NC  5  NC 6  PC  7  NC  8  PC  9  NC  10  SC 11  NC  12  PC  13  NC

Page W36

5

2

Let’s talk about …

1  some  2  any  3  any  4  some 5  any  6  some  7  some  8  any

1 He likes cookies. 2 She eats green vegetables like spinach or broccoli. 3 They don’t serve any fast food at her school. 4 He has three dishes. 5 He usually has fruit or yogurt.

1

Page W41

3

1 2 3 4

2 1 2 3 4 5 6

When are you coming back? What time does the next bus leave? What gate does it leave from? How long does the trip take? I’d like a round-trip ticket I’m coming back Here’s your ticket It leaves at from gate six It takes about

3

Students’ own answers.

Extra listening

1  8:30, one-way   2  one-way, $2 3  4:15 p.m., near   4  today, friends 5  is one bus, two and a half hours

Page W37 Trending topics 1 1 2 3 4 5

D A E B C

2

1 They have to stay at home when the weather is bad. 2 Because it gets very hot later. 3 Because there is no ferry or bridge. 4 They have to climb up a series of ladders to get to school. 5 He travels by bus, train, and subway.

3

Students’ own answers.

Unit 7 Page W40 2 c

3

Across 4  spinach  5  salt  8  apricots   10  melons  12  lemons Down 2  vinegar  3  mayonnaise  6  broccoli 7  ketchup  9  pepper  11  onions

6

Students’ own answers.

1  many  2  a lot of   3  much   4  a lot of   5  many  6  a lot of

Unit 8

7

Page W46

1  3  5  7 

How many   2  How much   How much   4  How many How much   6  How many How much   8  How many

8

1  a little   2  a few   3  a few   4  a little   5  a little   6  a few

9

1  a little   2  a few   3  a little

Round-up

2 b

3

Across 4  worried  7  embarrassed  10  happy Down 2  nervous  3  excited  5  scared 6  tired  8  angry  9  sad

4

1  How much   2  how much   3  a lot   4  a lot of   5  a lot of   6  a lot of   7  a little   8  a lot of   9  some  10  a lot of   11  much   12  a few

1 Miami is hotter than San Francisco. 2 Rafael is older than Amelia. 3 Elephants are more intelligent than fish. 4 This exercise is harder than the other one. 5 English is easier than Japanese. 6 Trains are safer than motorcycles.

2

5

1

1  How many   2  a lot of, a lot of, a little 3  How many, a lot of   4  any, a lot of, some  5  How much, a little

1  the biggest   2  the heaviest 3  the funniest   4  the most exciting 5  the saddest   6  the most interesting

Page W42

Page W47

Let’s talk about …

6

1

1  a few minutes?   2  May I have …? 3  No, thank you.   4  I’d like …, too.

2

1  Yes, we are.   2  I’d like a cheeseburger and fries.   3  I’ll have a soda   4  Of course   5    I’ll have    6  some fries   7  Yes, it is.

3

1  3, 2, 4, 1   2  3, 4, 1, 2

4

Students’ own answers.

Extra listening

1  c  2  b  3  c  4  b

Page W43 Trending topics

1  worse  2  best  3  farther / further 4  worst  5  farthest / furthest

7

1  isn’t as cold as   2  are as good as 3  isn’t as old as   4  isn’t as fast as 5  is as hot as   6  isn’t as bad as

8

1  isn’t as good as Giulia’s   2  is as old as Fabio  3  isn’t as funny as Javier   4  aren’t as expensive as Karl’s sneakers 5  is as cold as yesterday

Round-up 1

1  largest  2  most famous   3  most 4  most delicious   5  most  6  closer 7  most beautiful   8  as  9  more   10  rarer  11  more  12  most  13  as 14  hotter  15  best  16  further

1

1  F  2  T  3  T  4  F  5  T

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Page W48 Let’s talk about … 1

1 Is it far from here? 2 How long does it take you to get there?

2

1  I’m very excited!   2  We’re leaving at 3  How long   4  It only takes about an hour  5  worried  6  he’s late   7  Is it far from here   8  ten kilometers away  9  does it take   10  It doesn’t take long.  11  the bus leaves

3

2, 1, 5, 9, 7, 8, 4, 6, 10, 3

4

Students’ own answers.

Extra listening

1  August 8th  2  6:30 a.m.   3  11:00 a.m.   4  366  5  8:30 p.m.   6  $120

Page W49 Trending topics 1

1  two  2  the longest   3  shortest and slowest  4  $190  5  Punta Arenas

2

1 The fastest speed you can go at Speedland is 80 kmph. 2 The Mega Tarzan jump is 45 meters high. 3 The longest zip line is 1,590 meters. 4 From the highest point of the Araña Trail you can see a spectacular view of the Strait of Magellan and Tierra del Fuego. 5 It takes 20 minutes to ride down the downhill bike trail. 6 Students’ own answers.

3

Students’ own answers.



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Audio track list Student Book 001 Title 002 Welcome unit, page 4, exercise 5 003 Welcome unit, page 5, exercise 11 004 Welcome unit, page 6, exercise 16 005 Welcome unit, page 9, exercise 30 006 Unit 1, page 10, exercise 1 007 Unit 1, page 11, exercise 4 008 Unit 1, page 12, exercise 1 009 Unit 1, page 12, exercise 2 Unit 1, page 12, exercise 3 010 Unit 1, page 14, exercise 1 011 Unit 1, page 14, exercise 2 012 Unit 1, page 15, exercise 3 013 014 Unit 1, page 17, exercise 1 015 Unit 1, page 17, exercise 2 Unit 1, page 18, exercise 1 016 017 Unit 2, page 20, exercise 1 Unit 2, page 21, exercise 4 018 019 Unit 2, page 22, exercise 1 020 Unit 2, page 24, exercise 2 Unit 2, page 24, exercise 3 021 Unit 2, page 25, exercise 4 022 Unit 2, page 27, exercise 1 023 024 Unit 2, page 27, exercise 2 Unit 2, page 27, exercise 3 025 Unit 2, page 27, exercise 4 026 Unit 2, page 28, exercise 2 027 Review A, page 31, exercise 1 028 Review A, page 31, exercise 2 029 Review A, page 31, exercise 3 030 Review A, page 31, exercise 4 031 Review A, page 31, exercise 5 032 Unit 3, page 34, exercise 1 033 Unit 3, page 35, exercise 4 034 Unit 3, page 36, exercise 1 035 036 Unit 3, page 36, exercise 2 Unit 3, page 36, exercise 3 037 038 Unit 3, page 38, exercise 2 Unit 3, page 38, exercise 3 039 Unit 3, page 39, exercise 5 040 041 Unit 3, page 40, exercise 1 042 Unit 3, page 41, exercises 1 and 2 043 Unit 3, page 42, exercise 1 Unit 4, page 44, exercise 1 044 Unit 4, page 45, exercise 4 045 046 Unit 4, page 46, exercise1 047 Unit 4, page 46, exercise 2

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4824125 Link it level 2 TG.indb 134

048 049 050 051 052 053 054 055 056 057 058 059 060 061 062 063 064 065 066 067 068 069 070 071 072 073 074 075 076 077 078 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097

Unit 4, page 48, exercise 1 Unit 4, page 48, exercise 2 Unit 4, page 49, exercise 3 Unit 4, page 51, exercises 1 and 2 Unit 4, page 52, exercise 1 Unit 4, page 53, exercise 4 Review B, page 55, exercise 1 Review B, page 55, exercise 2 Review B, page 55, exercise 3 Review B, page 55, exercise 4 Review B, page 55, exercise 5 Unit 5, page 58, exercise 1 Unit 5, page 59, exercise 4 Unit 5, page 60, exercise 1 Unit 5, page 62, exercise 1 Unit 5, page 62, exercise 2 Unit 5, page 63, exercise 3 Unit 5, page 65, exercises 1 and 2 Unit 5, page 66, exercise 2 Unit 6, page 68, exercise 1 Unit 6, page 69, exercise 4 Unit 6, page 70, exercise 1 Unit 6, page 70, exercise 2 Unit 6, page 72, exercise 1 Unit 6, page 72, exercise 2 Unit 6, page 73, exercise 3 Unit 6, page 75, exercise 1 Unit 6, page 76, exercise 1 Review C, page 79, exercise 1 Review C, page 79, exercise 2 Review C, page 79, exercise 3 Review C, page 79, exercise 4 Unit 7, page 82, exercise 1 Unit 7, page 83, exercise 4 Unit 7, page 84, exercise 2 Unit 7, page 86, exercise 1 Unit 7, page 86, exercise 2 Unit 7, page 87, exercise 3 Unit 7, page 89, exercises 1 and 2 Unit 7, page 90, exercise 1 Unit 8, page 92, exercise 1 Unit 8, page 93, exercise 4 Unit 8, page 94, exercise 1 Unit 8, page 94, exercise 2 Unit 8, page 96, exercise 1 Unit 8, page 96, exercise 2 Unit 8, page 97, exercise 3 Unit 8, page 99, exercises 1 and 2 Unit 8, page 100, exercise 1 Review D, page 103, exercise 1

098 099 100 101 102 103 104 105 106 107 108 109 110 111 112

Review D, page 103, exercise 2 Review D, page 103, exercise 3 Review D, page 103, exercise 4 Culture 1, page 106, exercise 1 Culture 2, page 107, exercise 1 Culture 3, page 108, exercise 1 Culture 4, page 109, exercise 1 Culture 5, page 110, exercise 1 Culture 6, page 111, exercise 1 Culture 7, page 112, exercise 1 Culture 8, page 113, exercise 1 CLIL A, page 114, exercise 2 CLIL B, page 115, exercise 1 CLIL C, page 116, exercise 2 CLIL D, page 117, exercise 2

Workbook 113 Title 114 Unit 1, page W4, exercise 1 115 Unit 1, page W6, exercise 2 116 Unit 1, page W6, Extra listening 117 Unit 1, page W7, exercise 1 118 Unit 2, page W10, exercise 1 119 Unit 2, page W12, exercise 3 120 Unit 2, page W12, Extra listening 121 Unit 2, page W13, exercise 1 122 Unit 3, page W16, exercise 1 123 Unit 3, page W18, exercise 2 124 Unit 3, page W18, Extra listening 125 Unit 3, page W19, exercise 1 126 Unit 4, page W22, exercise 1 127 Unit 4, page W24, exercise 2 128 Unit 4, page W24, Extra listening 129 Unit 5, page W25, exercise 1 130 Unit 5, page W28, exercise 1 131 Unit 5, page W30, exercise 2 132 Unit 5, page W30, Extra listening 133 Unit 5, page W31, exercise 1 134 Unit 6, page W34, exercise 1 135 Unit 6, page W36, exercise 2 136 Unit 6, page W36, Extra listening 137 Unit 6, page W37, exercise 1 138 Unit 7, page W40, exercise 1 139 Unit 7, page W42, exercise 2 140 Unit 7, page W42, Extra listening 141 Unit 7, page W43, exercise 1 142 Unit 8, page W46, exercise 1 143 Unit 8, page W48, exercise 2 144 Unit 8, page W48, Extra listening 145 Unit 8, page W49, exercise 1

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