Link It Level3 Teachers Pack PDF [PDF]

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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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• 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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Printed in China This book is printed on paper from certified and well-managed sources acknowledgements Cover photographs reproduced with permission from: Getty Images (children); Shutterstock. Back cover photograph: Oxford University Press building/David Fisher. Commissioned photography by: MM Studios p.96 (pop socket, head massager, rotating fork). Illustrations by: John Batten/Beehive Illustration p. W28; Sara Lynn Cramb/ Astound Us pp.22, 25, 39, 46, 56, 119, W18; Daniel Duncan/The Bright Group p. W10; Nicolas Gremaud/Anna Goodson Agency pp.36, 50, 67, 75; Sr Sanchez/ The Bright Group pp.95, 122, 123; Ben Scruton/Meiklejohn Illustration pp.70, W6, W29, W30, W31; Folko Streese/Beehive Illustration p.8. Video stills by: Oxford University Press pp.14, 24, 31, 38, 48, 55, 62, 72, 79, 86, 96, 103. The publisher would like to thank the following for permission to reproduce photographs: 123rf (Andre Cypriano Sanches, Chris Van Lennep, JetKat, Photodisc, Tupungato); Alamy Stock Photo (Antonio Guillem, asiseeit, B2M Productions, Ben Molyneux, Boston Globe, Butch Martin, byswat, CBW, Cristina Fumi, D. Hurst, Waters, Ed Rooney, FatCamera, Freeman Keats, Four Oaks, Ganna Potapova, Gareth Byrne, Greg Balfour Evans, Islandstock, Julian Rovagnati, Maskot, Motoring Picture Library, Mouse in the House, Nick Moore, Nolte Lourens, Off Beaten Waves, OJO Images Ltd, Pat Behnke, Patti McConville, Paul Vidler, Pictorial Press Ltd, Randy Duchaine, Richard Levine, Robert Landau, Rob Walls, Stephen Barnes/Northern Ireland, studiomode, Tetra images, Tony Anderson, WENN Ltd); Getty Images (altrendo images, B2M Productions, bilderlounge, Blend Images, Caspar Benson, Chris Gould, Chris Ryan, Compassionate Eye Foundation/Robert Kent, Comstock Images, Dianne Avery Photography, Dougal Waters, Feel Photo Art, Fotosearch RF, Greg K__ca, Gyvafoto, Halfdark, Halfpoint, Hero Images, Hill Street Studios, Horiyan, hsyncoban, Image Source, Iroz Gaizka/AFP, Jetta Productions, JGI/Jamie Grill, Johner RF, Johnnyhetfield, Juanmonino, Juice Images RF,kate_sept2004, Kevin Dodge, Laura Lezza, Nuzulu, Mayte Torres, Maskot, Michael Runkel, Mikael Vaisanen,Peathegee Inc, Peter Glass, PNC, Priscilla Gragg, quavondo,Rebecca Drobis, Richard Drury, Rob Lewine, Rob Melnychuk, Rob Wilson, Ron Levine, Siri Stafford, Stígur Már Karlsson/Heimsmyndir, sturti, Tetra images, Thomas Grass, Tom Cockrem, Tony Anderson, Vicky Kasala Productions, Westend61, Wilhelm Roentgen, Yasser Chalid, Zave Smith); Oxford University Press (Alexey Boldin, Mark Bassett, Nicolas Gremaud/Anna Goodson Agency, Sara Lynn Cramb/Astound US, soft_light); Redemption Roasters p.114 (Redemption Roastery/Matthew Walder); Science Photo Library (Susan Kuklin); Shutterstock (4691, 5m3photos, Africa Studio, Alexander Chaikin, Alexander Tolstykh, Alexkava, alexmillos, An Nguyen, Andrey_Popov, Anna-Marie, Annashou, antoniodiaz, anyaivanova, arslaan, Artens, asiseeit, auremar, axily, Bartkowski, Images, begalphoto, Blackboard, BlueSkyImage, Bogdan Ionescu, Boris Ryaposov, Brenda Chan, Brent Hofacker, Brocreative, Busara, Butch Martin, canadastock, Carboxylase, Chris Parypa Photography, Christian Bertrand, Cienpies Design, CloudyStock, Cocos.Bounty, Costazzurra, Daisy Daisy, Dejan Dundjerski, De Jongh Photography, Deyan Georgiev, Diego Cervo, dnd_project, dolgachov, Dragon Images, Eduard Radu, Edwin Butter, Edyta Pawlowska, Elnur, Ensuper, Eric Isselee, Estrada Anton, Everett Historical, everydoghasastory, Everyonephoto Studio, evgenii mitroshin,

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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 Cambridge English A2 Key (KET) for Schools practice..........................................................................106 Culture............................................................................................110 CLIL..................................................................................................118 Puzzles............................................................................................122 Remember.....................................................................................123 Student Book audioscripts......................................................124 Workbook answer key...............................................................131 Audio track list.............................................................................134

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Contents

W Welcome  

pp.4–9

1

What am I going to do?

2

What will happen if …?

COMPETENCES Vocabulary

Grammar

• Jobs

• going to (1): Intentions • going to (2): Predictions • Relative pronouns: who, which, and that • Verb + infinitive or -ing form

Checking in at an airport

• will: Future • will / going to • First conditional

Asking for travel information

Strategy: Best way to study

pp.10–19

pp.20–29

A Review  

pp.30–33

3

What have you done?

4

I think you’ve just broken them

pp.34–43

• Geography

Strategy: Using drawings to memorize new words

Exam practice and review A     Extra communication A   • Exciting experiences Strategy: Associating new vocabulary with people and things

• Technology

Strategy: Vocabulary flashcards

pp.44–53

B Review  

pp.54–57

5

Was he causing trouble?

6

What should I do?

Strategy: Categorizing new vocabulary

pp.58–67

pp.68–77

C Review  

pp.78–81

7

She still likes him, doesn’t she?

8

People who have made history

pp.82–91

pp.92–101

D Review  

pp.102–105

• Illnesses and remedies

Strategy: Practicing difficult words

Strategy: Intonation

Strategy: Asking people to repeat things

Video Link    Global skills A

• Present perfect • Past participles • Present perfect • been / gone • ever / never • Present perfect / Simple past

Checking in at a hotel

• Present perfect + just / yet / for / since • Possessive adjectives and pronouns • Whose …?

Asking for help at a tourist office

Exam practice and review B     Extra communication B   • Bad behavior

Communication

Strategy: Using polite language in a conversation

Strategy: Formal and informal greetings

Video Link    Global skills B

• Past progressive • while • Past progressive and simple past + when / while

Buying souvenirs

• should • Second conditional • If I were you, …

Asking for help at a pharmacy

Exam practice and review C     Extra communication C  

Strategy: Using the phrase excuse me

Strategy: Using conjunctions

Video Link    Global skills C

• Relationships

• Tag questions with be and do • Tag questions with other tenses and modal verbs

Choosing a gift

• Human achievement

• The infinitive of purpose • in order to • so that • Adjective + preposition + gerund • Comparative and superlative adverbs

Discussing what things are for

Strategy: Using colors to remember vocabulary

Strategy: Vocabulary games

Exam practice and review D     Extra communication D  

Strategy: Intonation of tag questions

Strategy: Stressing key words

Video Link    Global skills D

A2 Key (KET) for Schools practice pp.106–109      Puzzles pp.122–123      Word list pp.124–126

Workbook

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

Unit

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Listening and Speaking

Reading and Writing

Culture

• Plans for the weekend

• A careers website • A paragraph about your future

• The weirdest jobs in the world  p.110

• Investigating volcanoes • A poster about a volcano

• Plogging  p.111 Teenage inventor

Strategy: Organizing ideas

• Life in 100 years

Strategy: Key words

Strategy: Writing a conversation

My progress A • Past experiences / events

CLIL A, Biology p.118 • Record-breakers! • A paragraph about a record-breaking event

• Exciting experiences for all  p.112 Extreme world

• Are you too dependent on technology? • A text about what you do online

• Green Bank: The town with no Wi-Fi  p.113

Strategy: Writing about life experiences

• Experiences on vacation

Strategy: Writing paragraphs

My progress B • Crime reports

CLIL B, Geography p.119 • Lola G: vandal or illustrator? • An account of a crime

• Redemption Roasters  p.114 Street art

• Things to do to be healthy and happy • An email giving advice

• Rainforest remedies  p.115

Strategy: Creating context

• Actions in specific situations

Strategy: Writing and reviewing a draft

My progress C • Celebrations of love

Strategy: Predicting the answers in listening exercises

CLIL C, Citizenship p.120 • Relationship celebrations • A presentation about a celebration of love

• Animals have feelings, too!  p.116 Monkeys

• Nikola Tesla • A biography of Sir Alexander Fleming

• A brief history of writing  p.117

Strategy: Punctuation: commas

• Identifying the purpose of an object Strategy: Identifying context

Strategy: Using relative clauses to give additional information

My progress D

CLIL D, Literature p.121

Unit 5 pp.W26–W31     Unit 6 pp.W32–W37     Unit 7 pp.W38–W43     Unit 8 pp.W44–W49 © Copyright Oxford University Press LinkIt TG3.indb 5

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Welcome to Link It! 3 Grammar Count / noncount nouns Simple present / Present progressive Compounds: some / any / every / no Present progressive for future Comparative and superlative adjectives have to / don’t have to must / mustn’t Simple past Verb + -ing form / infinitive

Vocabulary Food and drink The weather Physical appearance Transportation and travel Places around town Housework Movie types Feelings and emotions

Aim To review a variety of grammar and vocabulary topics covered in the previous levels To identify what individual students may still need to work on before starting Level 3

Warm-up

• Introduce yourself to the class. Then ask students to introduce themselves.

• Ask students questions about some of the topics on pages 4–9, e.g., What do you like to eat? What is the weather like today? What do you usually do in the summer?

Food and drink   ​page 4  Exercise 1 Real English e 002

• Students do the exercise individually. Play

the audio for them to check their answers. Audioscript   ​Teacher’s Guide page 124 

Exercise 2 Pairwork

• In pairs, students write a dialogue.

Count / noncount nouns   ​page 4  Exercise 3

• Write: I’m going shopping for food. We need

•

apples. Ask: Which noun is noncount? (food) Which is a count noun? (apples) Draw four apples and say: There are four apples. Then write food. Say: We can’t count this noun. Students do the exercise individually.

Exercise 4 e 003

• Review rules: a / an is used with count

nouns, some / any and a lot of with count or noncount nouns; some is used in affirmative statements, any is used in questions and negatives; much is used with noncount nouns, and a few is used with count nouns. • Students do the exercise individually. • Check the answers as a class. Audioscript   ​Teacher’s Guide page 124 

The weather   ​page 4  Exercise 5

• Students complete the puzzle. • Check the answers as a class.

Simple present / Present progressive    page 4  Exercise 6

• Write: I’m teaching. I teach every day. Ask:

•

What’s the difference? (The first describes something happening now, the second a regular activity.) Read out the example. Ask: What verb form is this? (simple present) When do we use it? (for regular actions) Students do the exercise individually.

Exercise 7

• Ask: What’s the mistake in the example?

(It should be in the present progressive.)

• Students do the exercise individually. ANSWERS

enjoy ’re enjoying, are stay are staying, ’re coming come, ’re playing  play, it rains it’s raining, write ’m writing

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Compounds: some / any / every / no   ​page 5  Exercise 10

• Write on the board: some-, any-, every-,

•

•

• •

no-, in one line and -one/body, -thing, -where in another line. Ask: Which compounds do we use to talk about people? (someone / somebody, anyone / anybody, everyone / everybody, no one / nobody) Ask: Which compounds do we use to talk about things? (something, anything, everything, nothing) Which compounds do we use to talk about places? (somewhere, anywhere, everywhere, nowhere) Review that compounds with someare used with affirmative sentences; compounds with any- are used with negative sentences and questions; compounds with no- are used with affirmative sentences; compounds with every- are used with affirmative sentences and questions. Have students work in pairs to complete the exercise. Tell them to think about meaning. Also suggest that they notice if the exercise item is a statement or question, affirmative or negative. Circulate and go over any rules, as outlined above. Check the answers as a class. Call on a confident student to read the message.

Exercise 11

• Read out the example sentence. Then •

Physical appearance   ​page 5  Exercise 8

• Read out the original sentence in the

• Students complete the exercise • • •

•

individually. Check the answers as a class. Then in pairs, have students use the checked words to make statements about the man’s physical appearance. Make sure students use has for a beard, a mustache, hair, eyes, and is for bald, overweight, or slim. For glasses point out that it is possible to say He is wearing glasses or He has glasses. Time permitting, have students describe their physical appearance to each other in pairs.

•

Exercise 9

• • •

elicit the answer to the second blank. Students complete the exercise individually. Tell them to think about meaning. Also suggest that they notice if the exercise item is a statement or question, affirmative or negative. Circulate and go over any rules as outlined in exercise 10. Bring the class together and check the answers.

example. Point to James in the picture in exercise 9 and ask: Does he have long hair? (no) Read the correction in the example answer. Students correct the mistakes individually. Then have them compare answers with a partner. Check the answers as a class.



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Transportation and travel   ​page 6  Exercise 12

• Tell students to skim over the pictures. •

• • •

Ask individual students: Which modes of transportation do you use? Call on a student to read the example answer. Then have them work individually to find the remaining words and match them with the pictures. For an extra challenge with a stronger class, do this as a race. In pairs, have students compare answers. Check the answers as a class.

Present progressive for future   ​page 6  Exercise 13

• On the board, write: I’m taking a painting •

• • •

course. Next year, I’m taking a painting course. Ask: What is the difference in these sentences? (The first sentence is talking about something happening right now. The second sentence is talking about the future.) Read out the example sentence. Students work individually to complete the sentences. Tell students to use contractions if possible. Check the answers as a class.

Exercise 14

• Read out the pair of example sentences.

• •

Ask: What in the first sentence indicates that the action is happening now? (the command to be quiet) What in the second sentence indicates that the action is in the future? (the word later) Students complete the exercise individually. Check the answers as a class.

Exercise 15 Real English e 004

• Play the audio. Have students listen

once. Then have them listen again for uses of present progressive for future. Instruct them to raise their hand when they hear an example (What are you doing tomorrow? / I’m going to River Park in the morning. / What time are you going?) • Students practice the dialogue in pairs. Audioscript   ​Student Book page 6 

Exercise 16 Pairwork

• In pairs, students write a dialogue.

•

Tell them to start the same way as the dialogue in exercise 15: What are you doing …? and tell them to use another time word to indicate the future, e.g., Friday, next week, etc. Encourage students to use at least three examples of present progressive for future. Circulate and assist as needed. Call on pairs to role-play their dialogues.

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• For an extra challenge with a stronger • • •

class, do this as a race. Have students compare answers with a partner. Check the answers as a class. If students had problems with bad and far, point out that these are examples of adjectives that have irregular comparative and superlative forms. Write on the board bad and elicit worse / worst. Write far and elicit further / farther and furthest / farthest.

Exercise 19

• Read out the example answer. Draw

• •

attention to the spelling of biggest. Explain that short words that consist of a consonant / vowel / consonant pattern need to double the last consonant before adding -er or -est.
Students complete the exercise individually. Go over the answers as a class. Review any rules for comparatives and superlatives as outlined in exercise 18. If students had problems with good, point out that this is another example of an adjective that has an irregular comparative and superlative form. Write on the board good and elicit better / best. If students had difficulty with the spelling of busiest, review rules for changing y to i and adding -er for comparative, and -est for superlative.

Exercise 20

• Tell students to look at the picture. Ask:

• • •

Places around town   ​page 7  Exercise 17

• Ask a volunteer to read the words in the • • • •

box. Read the example definition and answer. Students complete the exercise individually. Then have them compare answers with a partner. Check the answers as a class. Bring the class together and ask students to make up definitions for other places around town and have students guess what they are. Say: a place where students learn (a school).

Comparative and superlative adjectives   ​page 7 

Has anyone vacationed in Cartagena de Indias? What about Bogotá? If yes, invite students to share; if not, have them comment if these look like good vacation spots. Students complete the exercise individually. Go over the answers as a class. Review any rules for comparatives and superlatives as outlined in exercise 18.

Exercise 18

• Tell everyone in class to stand up. Pick

•

•

the three tallest students and ask the rest to sit down. Say: X is tall. Y is taller than X. Elicit more statements about the students using comparative and superlative forms. Say: Z is taller than X and Y. Z is the tallest. Elicit or review that words that have two or more syllables (e.g., beautiful) use more + adjective or most + adjective. Remind students that some adjectives have irregular comparative and superlative forms that require a different spelling. Students complete the crossword.



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Housework   ​page 8  Exercise 21

• Students work individually to match the • • • •

pictures with the phrases. Then have students compare answers with a partner. Go over the answers as a class. In pairs, have students discuss which of the chores they do at home. Bring the class together and have students share ideas.

have to / don’t have to 

 ​page 8 

Exercise 22

• On the board, write: I have to clean

•

•

• • •

my room. Ask: When do we use “have to”? (When it’s necessary to do something, or someone is making us do something.) Tell students to look at the chore chart. Ask: Which of these chores do you have to do at home? Call on a couple of volunteers for answers. Read out the example answer. Tell students to find Dad and clean the bedrooms in the chart to confirm the answer is correct. Students complete the exercise individually. Circulate and ensure correct affirmative or negative forms. Then have students compare answers with a partner. Check the answers as a class.

must / mustn’t 

 ​page 8 

Exercise 23

• Read out the first sentence and then

• •

the sentence with the example answer. Explain that we use mustn’t when something is forbidden, and we use must when something is necessary or it is a rule or a law. Students complete the exercise individually. Check the answers as a class.

Movie types   ​page 8  Exercise 24

• Students work individually to complete • • •

the movie words and match them with the pictures. For an extra challenge with a stronger class, do this as a race. Go over the answers as a class. Invite students to write the movie types on the board. Call on students to share what movies they like to watch.

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Exercise 28 Pairwork

• On the board, write the following

•

• •

questions from the dialogue: What did you do for your birthday last year? Did you go to school on your birthday? Ask: Which question elicits a “Yes / No” answer? (the second one) Which question elicits information? (the first one. Tell students to include each type of question in their dialogue. Circulate and assist as needed. Call on pairs to role-play their dialogues.

Feelings and emotions   ​page 9  Exercise 29

• Students complete the exercise individually.

• For an extra challenge with a stronger class, do this as a race.

• Then go over the answers as a class. • Call on students to mime emotions for

the class to guess the word. The student that guesses an answer performs the next mime.

Verb + -ing form / infinitive   ​page 9  Exercise 30

• Read out the example and write it on

•

•

Simple past   ​page 9 

• Go over affirmative and negative,

Exercise 25

• Students complete the exercise • • •

individually. Ask students to compare answers with a partner. Check the answers as a class. Review regular past forms (traveled, enjoyed, talked, studied) and irregular past forms (was, wrote, drank). If students had difficulty with the past form of study, explain that regular verbs ending in a consonant + y drop the y and add -ied.

Exercise 26

• Students complete the exercise •

individually. Go over the answers as a class.

•

regular and irregular past forms as needed. Point out the difference between Yes / No questions with be (e.g., Was the movie good?) and other verb forms (e.g., Did you like the movie?) In pairs, have students role-play the dialogue.

•

the board. Underline enjoy and review that certain verbs are followed by the -ing form and some by the infinitive (to + base form). Explain that some verbs can be followed either by the -ing form or infinitive. Students do the exercise individually. Instruct students to guess if they are not sure if a verb takes the -ing form or infinitive. Point out that none of the answers can be both options. Bring the class together and go over the answers. Explain to students that there isn’t a clear rule when to use the -ing form or infinitive after a verb. They will learn these as they continue to study the English language.

Exercise 27 Real English e 005

• Play the audio. Have students listen

once. Then have them listen again for uses of simple past and raise their hand when they hear an example (What did you do …; I celebrated …; We went …; What was …?; My favorite present was …; My brother bought …; Did you go …; No, I didn’t; It was …) • Students practice the dialogue in pairs. Audioscript   ​Student Book page 9 



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1 What am I going to do? Grammar going to (1): Intentions (Affirmative and negative going to (2): Predictions (Interrogative and short answers) going to (2): Predictions Relative pronouns (who, which, and that) Verb + infinitive or -ing form

Vocabulary Jobs

Communication Checking in at an airport

Skills Listening: People talking about plans Speaking: Talking about weekend plans Reading: A career website Writing: A paragraph about your future

Values and cross-curricular topics Job quiz: analytical, practical, creative professions; Professional goals

Presentation    pages 10–11  Aim To present the new language in an interesting context

Story In her blog post, Brooke asks readers what they are going to do when they graduate from high school. Her friends Ashley and Tyler know what they want to do. Brooke only knows what jobs she doesn’t want to do. She has many interests and feels very confused.

Warm-up

• Focus students’ attention on the list •

under In this unit we will … and call on volunteers to read the bulleted points. Have students read the title of the unit and look at the blog post. Ask: What do you think is the focus of this post? (jobs) Ask students to look at the three pictures in circles. Ask: What jobs do these people have? (chef, builder, police officer) Ask: Do any of these jobs interest you? Do you know what you’re going to do after high school?

Exercise 1 Read and listen e 006

• Play the audio. Students read and listen. Then have them choose the correct answer. • Go over the answer as a class. Then ask: What jobs does Brooke NOT want to do? (mechanic, nurse, accountant) • Go through the Check it out! box and ask students to find the words in the text. Make sure that they understand the meaning of the words. • Focus students’ attention on the Link to life. Ask a volunteer to read it aloud. Then in pairs, have students discuss. • Bring the class together and call on volunteers to share opinions. Audioscript    Student Book page 10 

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Key language    page 11  Aim To practice the target language in a controlled context

Key language Exercise 3 e 007

• Ask a volunteer to read the example. • Students work individually to reorder the words to make sentences.

• Play the audio. Students listen and check. • Play the audio again, pausing after each sentence for students to repeat chorally. Audioscript    Teacher’s Guide page 124 

Listen up! Exercise 4 e 008

• Read the instructions and ask: Who is

Ashley? (Brooke’s friend) What do we know about Ashley already? (She knows she wants to go to college and be a lawyer.) • Play the audio. Have students listen and complete the sentences. • Play the audio again, pausing after each sentence for students to check their answers. Audioscript    Teacher’s Guide page 124 

Get involved! Exercise 5

• Have students look at the picture. Ask: •

What is she doing? (She is fixing a car.) Students complete the questionnaire.

Exercise 6 Pairwork

• Ask a student to read the blue speech bubble. Make up an answer.

• In pairs, students ask and answer about plans. Assist as needed.

Exercise 7 Exercise 2 Comprehension

• Tell students to read the blog post • •

again and complete the exercise. Students compare answers in pairs. Then go over the answers as a class.

Extra activity Write these questions on the board for students to answer in pairs: 1 What subjects will Brooke study in school next year? 2 What doesn’t Brooke think is fair? 3 Do both Ashley and Tyler want to go to college? 4 Why isn’t Brooke going to be an accountant? 5 Why isn’t the advice about doing what she loves helpful to Brooke?

6 Are you totally confused like Brooke, or do you have a plan like Ashley and Tyler? 7 Do you think plans can change? ANSWERS

1 Brooke doesn’t know yet. 2 That her friends know what jobs they want and she doesn’t. 3 No, only Ashley. 4 Because she’s terrible at math. 5 Because she loves to do too many things. 6 Answers will vary. 7 Answers will vary.

Consolidation Tell students to begin a section in their vocabulary notebooks to list words related to future plans.



• Ask a student to read the example •

answer. They can add on to the example answer or begin their own way. In pairs, students read their replies.

Extra activity

• Write: Do you often write comments or •

responses online? If yes, what types of blogs do you usually respond to? Students discuss in pairs or small groups and then share with the class.

Consolidation Tell students to copy the prompts on the board and list future plans, e.g., I’m not going to go to college. I’m going to move to Europe and get a job. Workbook page W4 Practice Kit Extra Practice

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Vocabulary    page 12  Jobs Aim To present and practice vocabulary for jobs

Warm-up

• With books closed, write jobs on the

•

board. Ask students to brainstorm different jobs they can think of. Write these words on the board. With books open, have students compare the words in the box in exercise 1 with the words on the board. Check the words on the board that also appear in the box.

Exercise 1 e 009

• Ask a volunteer to read the example answer.

• Students work in pairs to match the jobs with the sentences.

• Play the audio. Have students listen and check.

• Play the audio again sentence by

sentence. Students repeat chorally. Audioscript    Teacher’s Guide page 124 

Extra activity Have students ask and answer questions in pairs. On the board, write: A What does a(n) _____ do? B A(n) _____. Ask two students to read out the example dialogue using information from exercise 1. (e.g., A What does a factory worker do? B A factory worker operates a machine in a factory.)

Exercise 2

• Draw a two-column chart on the

•

•

board with the heads + / –. Call on students to read words from the box and say if the word has a positive or a negative association. Write the word in the appropriate column (Positive: exciting, interesting, satisfying, creative, well-paid; Negative: boring, dangerous, difficult, stressful, repetitive). Then ask a volunteer to read the example answer. Ask: Are these adjectives positive or negative? (negative) What positive adjective(s) can we use to describe a nurse’s job? (satisfying, well-paid) Point out that people can have differing opinions about jobs. Students work individually to write their sentences. Circulate and assist as needed. Students will share opinions in exercise 3.

Exercise 3 Pairwork

• Call on two volunteers to read the

•

exchange in speech bubbles. Add to their discussion and say: I disagree. I think a nurse’s job is boring. Encourage students to say I disagree if they have a differing opinion. Have students share opinions in pairs. Circulate and assist as needed.

Consolidation Tell students to write down the new vocabulary with other vocabulary for jobs in their vocabulary notebooks. Workbook page W4 Practice Kit Extra Practice

Vocabulary strategy

• Read the title of the Vocabulary strategy •

and ask: How do you usually study vocabulary? Read the question and A / B options. Have students discuss in pairs.

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going to (2): Predictions Interrogative and short answers Grammar chart

• Focus on the grammar example. Read out the question and elicit the two answers. • Go through the grammar chart with the class. Focus first on the questions and then the short answers. Next, read out each question and have the class answer chorally, referring to the answer portion of the grammar chart. • Point out that short forms are only used in negative short answers – never with affirmative short answers. • Refer students to the rules on page W2. Rules    page W2 

Exercise 3

• Students do the exercise individually

and then read out their answers in pairs.

Extra activity In pairs, students look at exercise 1 and make up questions and answers. ANSWERS

Is Tyler going to do an apprenticeship? Yes, he is.; Are Ryan and Jessica going to graduate from high school next year? Yes, they are.; Are you going to listen to music this afternoon? Yes, I am.; Are you going to go to the movies tonight? No, we aren’t.; Is Sofia going to talk to Bruno later? No, she isn’t.

Challenge

• Focus students’ attention on the

Challenge. For homework or as classwork, have students write about weekend plans.

Finished?

• Write: What are you going to do for the rest

Grammar    page 13  going to (1): Intentions Affirmative and negative Aim To present and practice going to affirmative and negative for intentions; interrogative and short answers for predictions Grammar link presentation Unit 1

Warm-up

• Think back to Brooke’s blog. Ask: What

is Tyler going to do? (He is going to do a building apprenticeship.) Is Brooke going to be a mechanic? (No, she isn’t.) Write the questions and answers on the board and underline the verb forms.

Grammar chart and Think! box

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

the class. Focus on affirmative and then negative statements. Read out the grammar example. • Ask students to read the Think! box and choose the correct answer. • Refer students to the rules on page W2. Rules    page W2 

Exercise 1

• Students do the exercise individually. Exercise 2

• Tell students to think carefully about • •

meaning. Call on a student to read the example answer. Students do the exercise individually. Then they compare answers in pairs.



of the day? Students write a paragraph describing detailed plans for their day. • In pairs, have students swap paragraphs and ask each other follow-up questions. • Refer students to the puzzle on page 122 / X7. Puzzles    page 122 / X7  ANSWERS

Students’ own answers.

Consolidation Suggest that to help them learn these verb forms students could discuss their summer plans with a partner. Tell them to make statements and ask each other questions and answer them, e.g., A I’m going to get a job for the summer. B Are you going to work weekends, too? A No, I’m not. On weekends, I’m going to relax and go to the beach. Workbook page W4 Practice Kit Extra Practice

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Let’s talk about …    pages 14–15   Communication competences Checking in at an airport Aim To present and practice language for checking in at an airport

Warm-up

• Focus on the picture on the tablet

•

and ask: Where is this family? What are they doing? Elicit the words airport and check-in. Ask: What do you need to take with you when you go to the airport? Write answers on the board: ticket, passport, boarding pass, suitcase, and baggage. Then brainstorm other related words as a class and add them to the list.

Exercise 1 Watch, listen, or read e 010

• Ask students to preview the words in

the box and underline words that also appear in the brainstorm on the board. • Play the audio. Students complete the dialogue individually. • Play the audio again. Have students listen and check. Audioscript    Student Book page 14 

Speaking strategy

• Elicit or explain that intonation refers

to the rise and fall of the voice when speaking. On the board, write:

I am flying to Berlin. and model intonation. Draw a downward arrow over the statement to indicate falling intonation.

• Then write: Are you flying to Berlin? and model intonation. Draw an upward arrow over the question to indicate rising intonation.



• Then write Where are you going to fly to? and model intonation. Draw a downward arrow over the question to indicate falling intonation. Conclude that statements tend to have falling intonation, questions eliciting a Yes / No response have rising intonation, and information questions have falling intonation. Audioscript    Student Book page 14 

Exercise 2 Real English e 011

• Play the audio. Have students listen and

repeat. • Tell students you will play the audio again. Invite them to take notice if intonation is rising or falling. Have them draw upward and downward arrows. • Play the audio again, pausing after each sentence for students to check their answers. Audioscript    Teacher’s Buide page 124 

Extra activity In pairs, have students role-play the conversation between the assistant and the passenger.

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Beat the clock

• Focus on the Beat the clock. Stress

• •

that students will be listing cities, not countries. Also, clarify that they should list cities where English is the primary language. Start the timer and have students begin. After two minutes, say: Stop! Have students compare answers with a partner. Circulate and monitor. If any pairs disagree that English is spoken in a specific city, write the city name on the board and invite the class to chime in.

POSSIBLE ANSWERS

London, New York City, Toronto, Sydney, Melbourne, Dublin, Auckland, etc.

Exercise 4 Pairwork

• Tell students that exercise 1 will be the

•

•

model for this activity. Demonstrate by asking a confident student: Hello. Where are you going to fly to today? Point to the departure board and elicit a response. Continue for several more exchanges. Have students practice the activity in pairs. Point out that if students choose to use cities from the Beat the clock brainstorm, they will have to make up gate numbers and gate opening times. Circulate and listen. Offer feedback on intonation and check-in vocabulary as needed.

Link it! Pairwork

• Circulate as pairs interpret the airport •

signs. Tell students to write down all the words they know to describe the signs. Bring the class together and elicit new vocabulary. Write the words on the board: arrivals, departures, landing, take off, customs / security, baggage claim, information.

Consolidation

• Suggest to students to write down all Exercise 3 e 012

• Play the audio. Students listen and •

complete the missing information. Play the audio again if necessary for students to check and complete their answers.

Audioscript 

  Teacher’s Guide page 124 

Extra activity To review reading digital times, have students look at the Departures board on page 15. Call on students to read out the times in the first column and the statements in the Remarks column. Listen for correct time readings. Then, books closed, have students listen to the following statements and write down the times: The gate opens at 10:50. The flight arrives at 11:05. Check-in starts at 4:15. The plane is going to depart at 1:45.



•

airport vocabulary from this section in their vocabulary notebooks. Ask them to use the words in statements or questions, depicting real airport scenarios. Then tell students to draw intonation lines going upward on Yes / No questions and intonation lines going downward for information questions and statements.

Workbook page W6 Extra Communication page 31 Practice Kit Extra Practice

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Grammar    page 16  going to (2): Predictions Aim To present and practice going to for making predictions: affirmative and negative Grammar link presentation Unit 1

Warm-up

• On the board, write:

•

A Jack is going to walk to school today. B But it’s 8:30 already. School starts at 8:40. He’s going to be late! Focus on He’s going to be late. Ask: Is this an intention? (no) Explain that it’s a prediction.

Look! box

• Read out the information and example

sentences in the Look! box. For the two sentences making predictions, ask: What evidence can we see? (the weather is very cloudy; they work very slowly) • Refer students to the rules on page W2. Rules    page W2 

Exercise 1

• Students do the exercise individually. • Go over answers as a class.

Relative pronouns who, which, and that Aim To present and practice relative pronouns who, which, and that

Warm-up

• On the board, write the following

•

sentences and underline the relative clauses: Brooke is a teenager who has a blog.; This is the website which lists jobs.; I want a job that I am going to love. Ask students to identify the relative pronouns. (who, which, that)

Grammar chart and Think! box

• Go through the grammar chart. • Students read the Think! box and

complete it with which or who. • Refer students to the rules on page W3.  Rules    page W3 

Verb + infinitive or -ing form

Finished?

Aim

future with going to (predictions and intentions), relative pronouns, verbs + infinitive. • Refer students to the puzzle on page 122 / X7. Puzzles    page 122 / X7 

To present and practice verb + infinitive or -ing form

Warm-up

• On the board, write: I hope to be an

Exercise 2

• Students work individually. Extra activity Students write about the jobs on page 12 using relative pronouns. POSSIBLE ANSWERS

A factory worker is a person who / that operates a machine in a factory. A mechanic is a person who / that repairs cars.

•

accountant one day. I really enjoy working with numbers. Underline the infinitive (to be) in the first sentence and the -ing form in the second sentence. Ask volunteers to read the sentences on page 16. Explain that some verbs can either take the -ing form or an infinitive.

Exercise 3

• Students do the exercise individually.

• Tell students to write sentences with:

ANSWERS

Students’ own answers.

Consolidation Tell students to note (when they learn new verbs) if they are typically followed by an infinitive or the -ing form. Workbook page W5 Practice Kit Extra Practice

Challenge

• In pairs, have students write sentences using the prompts in the box.

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Step 2 Exercise 2 e 014

• Play the first two exchanges on the

audio. Ask: Is Joe going to get up early? (No, he says he’s going to get up late.) • Is he going to have a big breakfast? (Yes, he is) Tell students to check the box. • Play the rest of the audio and ask students to complete the exercise. • Play the audio again if necessary for students to check and complete their answers. Audioscript    Teacher’s Guide page 124 

Exercise 3 e 014

• Play the audio again and have students complete the questions.

• Go over the answers as a class. Call on volunteers to read out the full questions. Audioscript    Teacher’s Guide page 124 

Step 3 Exercise 4 Pairwork

• Call on two volunteers to read out the

•

speech bubbles. Tell Student B to make up answers to complete the sentence. Invite students to skim the activities in the box. Students work in pairs. Circulate as students ask and answer questions. Point out that they can also use the questions from exercise 3. Remind students to take notes about their partner’s answers.

Exercise 5 Presentation

• Ask students to share their partner’s •

Listening and speaking    page 17  Aim To listen and comprehend people talking about things they are going to do

Warm-up

• Point to the picture of the plane and

read the question. Call on students to suggest answers, e.g., You’re going to go on a trip. You’re going to fly somewhere.

• Have students compare answers with a partner. • Go over the answers as a class. Audioscript    Teacher’s Guide page 124 

Extra activity Ask: How is “going to” used in this conversation? (for intentions) Point out that there is one use of going to for predictions in the conversation. Play the audio again and have students raise their hands when they hear this use. (… he’s going to love it!)

weekend plans. Then ask: Do any people have similar plans? Invite students to make statements, e.g., Irene and Joe are going to do housework.

Consolidation Tell students to think of the next social event on their calendar. Tell them to describe what they are going to do. Tell them to start by writing Next month, in May, in the spring … Encourage students to incorporate both affirmative and negative forms, using short forms when possible. Workbook page W6 Practice Kit Extra Practice

Step 1 Exercise 1 e 013

• Play the audio. Students listen to the

conversation and choose the correct answers.



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Trending topics    pages 18–19  Reading and writing competences Reading Aim To read and navigate a career website for teenagers and take a job quiz

Warm-up

• Ask: How could you explore what job

might be a good fit for you? (For example, go to a job fair, go to someone’s workplace and see what people do, do research online) Who has been on a career website?

Exercise 1 Read and listen e 015

• Invite students to skim the website. Ask:

Has anyone taken a job quiz before? If yes, what did you find out? • Navigate students through the icons of the star, light bulb, and paintbrush. Point out that students should not yet answer the questions. They will do this in exercise 3. • Play the audio. Students read and listen. • Go through the Check it out! box and ask students to find the words in the text. Make sure they understand the meaning of the words. • Then have students work individually to complete the exercise. • Tell students to compare answers with a partner. Go over any further questions as a class. Audioscript    Student Book page 18 

Exercise 2

• Point out to students that in this •

exercise they will focus on meaning of new vocabulary and concepts. Read the example prompt and answer. Point to the light bulb icon in the website and call on a student to read the definition of abilities. Tell students to refer to the website to make the remaining corrections.

ANSWERS

1 Interests are things that you like doing. 2 An analytical person is a person who likes solving complex problems. 3 A practical person is a person who learns from experience. 4 An artist or a journalist are good jobs for a creative person.

Exercise 3

• Instruct students to now go back and

•

•

complete the quiz individually. Then tell them to read Check your score and score their quizzes. Assist as needed. Bring the class together. Ask: Who had more As? Group these students together. Who had more Bs? Group the students together. Who had more Cs? Group the students together. Tell groups to think of more jobs for the various categories. Bring the class together and ask individual students: Do you feel the quiz categorized you correctly? Or do you think you should be better at doing something else?

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Extra activity On the board, write: high school electives. Then write the following categories on the board: Performing arts, Business, Health, Life Skills, Computer Science. Tell students to brainstorm different elective subjects. ANSWERS

Answers will vary. Some examples: Drama, Dance, Band, Art, Photography, Yoga, Marketing, Accounting, Graphic Design, Coding, CPR, Cooking, Driver’s Education, etc.

Step 3 Writing strategy

• Ask: What should you do before you start

•

writing something? (organize your ideas) Give students a few minutes to read the paragraph on organizing ideas. Have students look at the bulleted points in exercise 6. Say: These points are the guidelines for your paragraph.

Exercise 6

• Read out the first set of instructions. Ask a

student to read each item in the list aloud.

• Ask students to write notes around the • •

bullet points. Explain that following the order will help them keep stay organized. Read the second set of instructions. Tell students to read the example answer and start in a similar way. Assist as needed. Students swap their paragraph with a partner who corrects any mistakes.

Challenge

• Ask students to think back to Brooke’s blog.

•

Writing Aim

• Students compare answers in pairs. • Go over the answers as a class.

To compile information about yourself and write a paragraph

Step 2

Warm-up

• Have students skim the profile. • Ask a confident student to read the

• Ask: When might you need to write

information about yourself? (For example, on a job or a school application) Then ask individual students: What do you think is your best quality? If students are not sure how to answer, you can give examples on the board: I’m hardworking / creative / funny; I love to think, I like reading the news.

Step 1 Exercise 4

• Have students complete the sentences

Exercise 5

• • •

Culture focus. On the board, write Music, Art, Journalism, Business, Computer Coding, and say these are some examples of electives that schools may have. Ask: What do you think is the value of electives? (e.g., they can give you a chance to explore your interests) Have students work individually to complete the paragraph. Students compare answers in pairs. Go over the answers as a class.

individually. Circulate as students work.



Ask: Which jobs isn’t she going to do? Why? (mechanic—she doesn’t like working with cars; nurse—she hates hospitals; accountant—she’s terrible at math) Tell students to brainstorm three jobs they wouldn’t want to do. Tell them to think of jobs that require strengths or skills they don’t have. As students organize their paragraphs, remind them to start with a topic sentence, e.g., There are three jobs I definitely don’t want to do.

Consolidation Tell students to imagine they need to prepare a presentation about their future plans. If they are not sure, tell them to be honest, but still specify what their plans are. For example, I’m going to work for a while to decide what I want to do. Alternatively, they can make up the information and write plans imagining they are someone else. Culture page 110 / X1 Practice Kit Extra Practice Unit tests Resource worksheets Video

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2 What will happen if …? Grammar will: Future (Affirmative and negative; Interrogative and short answers) will / going to First conditional

Vocabulary Geography

Communication Asking for travel information

Skills Listening: People making predictions Speaking: Talking about the future Reading: A scientific article Writing: An interview

Values and cross-curricular topics Studying a volcano; emergency instructions during a volcano

Presentation    pages 20–21  Aim To present the new language in an interesting context

Story The magazine article outlines what will happen to a plastic bottle if you throw it into a river, a garbage can, or a recycling bin. The recycling bin is the best alternative since there it will be broken down and used to make other things. The article also gives some interesting statistics related to recycling.

Warm-up

• Focus students’ attention on the list •

under In this unit we will … and call on volunteers to read the bulleted points. Have students read the title of the unit and look at the magazine article. Ask: What do you think is the focus of the article? (to encourage recycling) Ask students to look at the picture of the teenager. Ask: What do you think he is going to do with the bottle? What do you usually do when you finish drinking a bottle of water? Do you ever throw a bottle in the garbage can?

Exercise 1 Read and listen e 016

• Play the audio. Students read and listen. Then have them write the answer.

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

ask students to find the phrases in the text. Make sure that they understand the meaning of the phrases. • Focus students’ attention on the Link to life. Ask a volunteer to read it aloud. Then in pairs, have students discuss. • Bring the class together and call on volunteers to share opinions. Audioscript    Student Book page 20 

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Key language    page 21  Aim To practice the target language in a controlled context

Key language Exercise 3 e 017

• Ask a volunteer to read the example. • Students work individually. • Play the audio. Students listen and check. Then play it again, pausing after each sentence for students to repeat chorally. Audioscript    Teacher’s Guide page 124 

Listen up! Exercise 4 e 018

• Read the instructions. To check

comprehension of predictions, ask: Is Ethan stating what will definitely happen in the next 50 years? (No, he is just guessing, or making predictions.) • Play the audio. Have students listen and choose the correct answers. • Play the audio again, pausing after each sentence for students to check answers. Audioscript    Teacher’s Guide page 124  

Extra activity

• In pairs, students read the predictions •

and discuss if they agree with them. Have students share their answers.

Get involved! Exercise 5

• Ask: What does the symbol mean? (It’s a variation of the recycling symbol.)

• Students complete the questionnaire. Exercise 6 Pairwork

• Call on two students to read the Exercise 2 Comprehension

• Tell students to read the article again • •

and complete the exercise. Students compare answers in pairs. Then go over the answers as a class.

ANSWERS

1 2 3 4 5

it will enter our food chain it will end up in a landfill they will damage the environment it will go to a recycling facility they will break the plastic down

4 Plastic can be recycled into clothes. 5 About half of the Great Pacific Garbage patch is plastic. 6 Most of the world’s plastic isn’t recycled. Students mark each statement True or False, correcting the false statements. ANSWERS

1  True.  2  False. A bottle that ends up in a landfill won’t decompose.   3  True.  4  True.  5  False. 80% of the patch is plastic.   6  True.

Extra activity On the board, write: 1 If you throw a bottle in a river, it won’t have a happy ending. 2 A bottle will decompose in a landfill. 3 Some cities ban plastic water bottles.

exchange in speech bubbles.

• In pairs, have students ask and answer the questions in exercise 5.

• Pose item 3 to several students and

write their answers on the board. Invite other students to comment.

Exercise 7

• Ask a student to read the example •

answer. Students can add on to the example answer or begin their way. In pairs, students read their replies.

Consolidation Consolidation

• Write: If we don’t recycle plastic …

Tell students to begin a section in their vocabulary notebooks to list words related to recycling.

• Students write four more predictions.



we will destroy our environment.

Workbook page W10 Practice Kit Extra Practice

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Vocabulary    page 22  Geography Aim To present and practice vocabulary for geographical features

Warm-up

• Write geography on the board. Elicit the

•

meaning (the study of Earth’s physical features, such as mountains, deserts, oceans, rivers). You can also point out that geographers study how people influence and are influenced by the natural world around them. Read the instructions, and write geographical features on the board. Hold up page 22 and point to the pictures and words under them. Explain that these are all examples of geographical features.

Exercise 1 e 019

• Ask a volunteer to read the example

answer and point to the ocean in the first picture. • Students work individually or in pairs to match the words with the geographical features in the pictures. • Play the audio. Have students listen and check. • Play the audio again word by word. Students repeat chorally. Audioscript    Teacher’s Guide page 124 

Extra activity

• In pairs, have students cover up

•

the words and answers picture by picture and try to identify all the geographical features. Invite students to share which geographical features they have seen, e.g., I have been on an island. I went to Cuba last summer.

Exercise 2 e 020

• Tell students they will write in the

missing words they hear. Encourage them to refer to exercise 1 if they are not sure how to spell a word. • Play the audio. Have students listen and complete the exercise. • Play the audio again for students to check their answers. Audioscript    Teacher’s Guide page 124 

Vocabulary strategy

• Read the title of the Vocabulary strategy

• •

•

Extra activity

• In pairs, have students role-play the

•

interview. Time permitting, have them swap roles so each has a turn at being the interviewer and Akoni. Have a pair volunteer to role-play the interview in front of the class.

and ask: Does anyone use drawings to memorize new words? Invite students to elaborate if they do. Read the strategy aloud. Clarify that a fantasy island is an imaginary island. Encourage students to include all the geographical features that they can in their picture. In pairs, have students share. Tell them to suggest spelling corrections as needed.

Exercise 3 Pairwork

• Start by asking students to identify the

•

region of the country they live in. Ask: Which geographical features in exercise 1 do we find in this region? Call on two volunteers to read the exchange in speech bubbles.

• Then tell students to imagine that they live in another region. Have them ask and answer questions. Circulate and elicit details if students get stuck. For example, Are there any bodies of water in the area? Allow students to look at a map if possible.

Consolidation Tell students to pick an area of the world they are interested in and write a paragraph describing its geographical features. Encourage students to look at maps or pictures online to include details and features they may not know about. Workbook page W10 Practice Kit Extra Practice

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•

certainty? (definitely) Say: “Probably” means “very likely.” Ask students to read out the sentences.

Exercise 2

• Tell students to think carefully about placement of the adverbs.

• Students do the exercise individually. • Then they compare answers in pairs. • Check the answers as a class. Interrogative and short answers Grammar chart

• Read out the question and elicit the

two answers. • Go through the grammar chart. Focus on the questions and then the answers. • Read out questions with different pronouns and have the class answer chorally. Ask: Will they go? Students answer: Yes, they will. • Refer students to the rules on page W8. Rules    page W8 

Exercise 3

• Students do the exercise individually and then compare answers in pairs.

Challenge

• Focus students’ attention on the Challenge. For homework or as classwork, have students write a paragraph predicting what their life will be like in ten years.

Extra activity In pairs, students make up questions and short answers for each item in exercise 1. ANSWERS

1 2 3 4

Grammar    page 23  will: Future Affirmative and negative Aim To present and practice will future affirmative and negative; interrogative and short answers Grammar link presentation Unit 2

Warm-up

• On the board, write: The bottle will end •

up in the ocean. It won’t decompose. Ask: Do these sentences talk about the present, past, or future? (future)

Grammar chart and Think! box

• Read out the example sentences. Ask: Do

we know for a fact that the story won’t have a happy ending? (no) Do we know for a fact that the bottle will end up in a landfill? (no)

• Focus first on the affirmative short form

and full form and ask students to repeat. Then read the negative short form and then full form and ask students to repeat. • Ask students to read the Think! box and choose the correct answer. • Ask: Which form do we use to talk about a plan? (future with going to) • Refer students to the rules on page W8. Rules    page W8 

Exercise 1

• Students do the exercise individually. • Tell them to use affirmative and negative short forms.

Look! box

• Read the explanation and list the

adverbs vertically on the board. Ask: Which has the lowest level of certainty? (maybe) Which has the highest level of



A Will it be easy? B No, it won’t. A Will I like it? B Yes, you will. A Will he climb it easily? B Yes, he will. A Will I need an umbrella? B No, you won’t.

Finished?

• Ask students to write predictions about

their classmates, e.g., Nick will be a successful businessman. He’ll live in Chicago. • Have them share in pairs. • Refer students to the puzzle on page 122 / X7. Puzzles    page 122 / X7  ANSWERS

Students’ own answers.

Consolidation Write: What will life be like in 20 years? In pairs, students ask each other Yes / No questions, e.g., Will people use self-driving cars? Tell them to interview each other. Then ask pairs to report their findings. Workbook page W10 Practice Kit Extra Practice

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Let’s talk about …    pages 24–25   Communication competences Asking for travel information Aim To present and practice language for asking for travel information

Warm-up

• Focus on the picture on the tablet

and ask: Where is this? (at an airport) What is the young man doing? (asking something at an information desk) What types of questions might people ask at an information desk? (For example, where something is; how to get somewhere; how much something costs)

Exercise 1 Watch, listen, or read e 021

• Ask students to preview the questions in the box.

• Play the audio. Students complete the dialogue individually.

• Play the audio again. Have students listen and check. Audioscript    Student Book page 24 

Speaking strategy

• Ask an individual student: What is

•

•

•

your street address? When the student answers, ask again: I’m sorry, can you say that again? After the student responds again, write the request to repeat on the board. Focus students’ attention on the Speaking strategy and read it aloud. Model the two example requests and have students repeat. Use rising intonation on the question and falling intonation on the statement. Elicit additional examples and add them to the one already on the board. For example, What was that? I’m sorry? (with rising intonation) I didn’t get that. (with falling intonation) Then for comparison ask: What would be an impolite or informal way to ask for repetition? For example, Huh?; What? with an annoyed tone; I can’t understand you!; What did you say? Stress the importance of gauging formality of a situation and being polite when asking for repetition.

Exercise 2 Real English e 022

• Play the audio. Have students listen

and repeat. • In pairs, have students discuss which of the phrases they could say in other situations. • In pairs, have students complete the statements and questions with their own ideas. Encourage students to add at least one request to repeat an answer with numbers. Then have them roleplay the conversation. Circulate and listen for correct intonation in the requests to repeat. Audioscript    Teacher’s Guide page 125 

Extra activity Invite one or two pairs to role-play their conversation for the class. Encourage the correct level of formality and politeness for the situation.

ANSWERS

Students’ own answers.

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B Sorry, could you repeat that, please? A $2.25. B Thank you. Circulate and assist as needed.

Exercise 4 Pairwork

• Tell students that exercise 1 will be the

•

model for this activity. Demonstrate by asking a confident student: Can you tell me the best way to travel to Riverside? Point to the subway map and the information in the chart, and elicit a response. Continue for several more exchanges. Encourage students to ask the assistant to repeat information with numbers. Have students practice the activity in pairs.

Link it!

• To warm up, have students look at

• •

the map. Ask: What is this a map of? (a subway) Ask: Does your city have a subway? Is it complicated? What cities that you know have complicated subway systems? Divide the class into small groups. Have students read the questions and answer them. Bring the class together and have students share. Then poll the class: Who prefers to use cars and who prefers public transportation? If more people say public transportation, break the question down further and ask: What form of public transportation do you use? Write each example on the board and count which is the most popular form.

Consolidation

Beat the clock

• Focus on the Beat the clock. Write on the • •

•

board: bills, coins. Elicit the difference. Start the timer and have students list as many coins and bills as they can. After two minutes, say: Stop! Have students compare answers with a partner. Circulate and monitor. Then create a line on the board. Call on students to fill in the information. Elicit as needed the value of each coin: nickel = 5 cents; dime = ten cents; quarter dollar = 25 cents; half dollar = 50 cents; a dollar = 100 cents. Then invite students to compare one U.S. dollar to their currency. Allow students to look up the exchange rate online if necessary and possible.

Exercise 3 e 023

• Play the audio. Students listen and choose the correct answers.

• Play the audio again if necessary for

students to check and complete their answers. Audioscript    Teacher’s Guide page 125 

Extra activity To practice the Speaking strategy, have pairs role-play the conversation between the information desk assistant and woman in exercise 3. Tell the person role-playing the woman to ask the assistant to repeat any information with numbers. Instruct pairs to use the information in exercise 3. For example, A How much is a bus ticket? B $2.25.



Suggest to students to copy down question types for travel information in their vocabulary notebooks: 1 How much is … 2 How often do … 3 What times does … 4 How long does … Next, tell them to write down various numbers listed in the section to answer these questions, including money amount (1), frequency expression every ten minutes (2), time expression (3), and length of time (4). Workbook page W12 Extra Communication page 31 Practice Kit Extra Practice

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Grammar    page 26  will / going to Aim To present and practice will / going to Grammar link presentation Unit 2

Warm-up

• On the board, write: A There will be a lot of traffic downtown at this time. B I know. We’re going to take the train. • Ask students to underline the future forms.

Think! box

• Call on students to read out the example sentences.

• Then have them read the Think! box and write the correct answers.

• Refer students to the rules on page W8. Rules 

  page W8 

Exercise 1

• Students do the exercise individually.

First conditional Aim To present and practice the first conditional

Warm-up

• On the board, write: If you study

hard, you will … Invite volunteers to complete this statement.

Grammar chart and Look! box

• Ask volunteers to read the sentences. • Go through the first half of the grammar chart with the class.

• Ask students look at the second half. Ask:

What is the difference? (the main clause is first) Elicit that there are no commas. • Read the statement in the Look! box. • Return to the chart, and for each If clause ask: What is the probable consequence? • Refer students to the rules on page W9.  Rules    page W9 

Exercise 2

• Students work individually or in pairs to find and correct the mistakes.

ANSWERS

1  … if we don’t recycle.   2  If you go out …   3  What will Mom say …   4  … you’ll be late.  5  She won’t go swimming …

Exercise 3

• Students do the exercise in pairs. Exercise 4

• Students do the exercise individually. • In pairs, have them compare answers. • Bring the class together and call on volunteers to share their sentences.

Extra activity Have students return to the article on page 20 and underline five examples of the first conditional. ANSWERS

This article tells you what will happen if you throw it away in different places. If you throw a plastic bottle into a river, it will go out to the ocean. If they eat the plastic, it will enter our food chain. If you throw the bottle into a recycling bin, it will go into a recycling facility. If we recycle, we’ll make a difference to the environment.

Challenge 

• Students write the sentences. • Call on volunteers to share their answers.

Finished?

• Write: If you throw a plastic bottle in

a river … In pairs, students write a result clause (e.g., it will go out to the ocean.). Then they use the main clause to create a new If clause (e.g., If it goes out to the ocean … • Instruct students to continue the chain. • Refer students to the puzzle on page 122 / X7. Puzzles    page 122 / X7  ANSWERS

Students’ own answers.

Consolidation Students write a dialogue using will for predictions, going to for predictions based on evidence we can see, and first conditional. They then share the dialogues. Workbook page W11 Practice Kit Extra Practice

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Extra activity In pairs, students go over the statements in exercise 1 and discuss if they agree with the prediction. Tell them to use correct negative forms, e.g., We won’t build cities under the ocean. We’ll definitely have cars that fly. Remind students to use adverbs of certainty: maybe, probably, definitely.

Step 2 Exercise 2 e 024

• Play the audio again. Have students listen and complete the questions.

• Play the audio again for students to check and complete their answers. Audioscript    Teacher’s Guide page 125 

Step 3 Exercise 3 Pairwork

• Ask two volunteers to read out the

•

•

speech bubbles. Explain that Student B will answer a question and then ask another question for Student A to answer. Ask a volunteer to read the first item in the list. Then refer back to the example question in exercise 2. Do the same thing for the remaining bullets and questions. Point out that students will use the questions from exercise 2. Students work in pairs. Circulate as they ask and answer. Remind them that they can refer to ideas mentioned in exercise 1 when giving answers.

Exercise 4 Presentation

• Ask students to write down their

•

Listening and speaking    page 27  Aim To listen and comprehend people talking about life in 100 years

Warm-up

• Ask: What year will it be in 100 years?

•

Write it on the board. How do you think people will be learning languages in [year]? Call on students to suggest answers, e.g., All learning will happen in virtual classrooms. People will rely more on technology. Maybe there will be a chip that downloads knowledge straight into our brain!

Step 1 Listening strategy

• Read the Listening strategy. Elicit that key •

words are the most important words. Have students look at exercise 1. Ask: What are the key words in this exercise? (one of the two option answers). Tell students they will listen carefully for the key word as they do the exercise.

Exercise 1 e 024

• Play the audio. Students listen and choose the correct answers.

• Have students compare answers with a partner.

• Go over the answers as a class. Audioscript 

  Teacher’s Guide page 125 



answers to the questions on the board. Tell them they don’t have to write in full sentences. They can just write notes. They will use them to give a short presentation to the class. Call on students to present their predictions. After each presentation, invite students to ask questions or disagree and challenge a prediction. For example, I don’t think people will learn languages any more. There will only be one universal language.

Consolidation To bring students’ attention to the different types of questions they have been asking and answering, focus on exercise 2. Ask: Which of these questions are “Yes / No” questions? (item 3) What are possible answers to this question? (Yes, we will. / No, we won’t.) What kind of answer do all the other questions elicit? (different information) Point out that these are called information questions. Workbook page W12 Practice Kit Extra Practice

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Trending topics    pages 28–29  Reading and writing competences Reading Aim To read and navigate a science article

Warm-up

• Ask: What do you know about volcanoes? Do you know any active volcanoes? Do you know what you should do if a volcano erupts? Write students’ speculations on the board.

Exercise 1 Read and listen e 025

• Write Nyiragongo on the board. Then

point to the pronunciation under the picture in the book. Have students repeat. Ask: Has anyone ever heard of Nyiragongo? Invite students to share. • Call on a confident student to read the introduction aloud. Tell other students to follow along. Ask: What do you know about the Democratic Republic of Congo? If possible, point it out on a map. Focus students’ attention on the Culture focus at the bottom of the page and call on a student to read it. Focus on the last statement. Ask: What are some challenges inhabitants face? (e.g., monitoring the volcanoes, staying safe during a volcano eruption) • Play the audio. Students read and listen. • Go through the Check it out! box and ask students to find the words in the text. Make sure that they understand the meaning of the words. • Then have students work individually to complete the exercise. • Tell students to compare answers with a partner. Go over any further questions as a class. Audioscript    Student Book page 28 

Exercise 2

• Have students work individually or in pairs to answer the questions.

• Go over the answers as a class. ANSWERS

1 2 3 4 5

The Democratic Republic of Congo 2002 13 km It’s the biggest lava lake in the world. What is happening beneath the surface. 6 Rocks from the side of the crater are constantly falling; the lava lake boils at temperatures of 1,000 degrees Celsius or more.

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Writing strategy

• Tell students that in Step 3 they will •

•

write an interview about preparation for a volcanic disaster. Read the explanation. Then focus on the first question and answer. Ask: What verb tense is used in the question? (future with going to) Is the same tense used in the answer? (yes) Ask the same for the second set. The same tense is used for each. Point out that even though a question may be in the present, the answer may transition to another tense. Refer students to the first question in the text on page 28.

Extra activity In pairs, ask students to turn to the interview on page 22. Tell them to analyze the questions and answers and see that the tense in questions and answers matched. Bring the class together and ask: What tense is used? Is it consistent? ANSWER

Simple present is used consistently in all questions and answers.

Step 3 Exercise 5

• Ask: What tense might the first question • • • •

from the interviewer be? (e.g., So, how are you preparing for the volcano?) Write the unit title on the board. Tell students they can use this structure in their interview (e.g., What will happen if you …?) Encourage students to first write a series of questions and then focus on writing the responses. In pairs, students swap their interviews. Tell them to check if the verb tenses in the questions and answers match. Ask volunteers to read out their interview.

Challenge

Writing

Step 1

Aim

Exercise 3

To write an interview about plans and preparation for a volcanic eruption

• Read the instructions. Clarify that students

Warm-up

• Write interview on the board. Invite

students to share an interview they have read online or in a magazine. Then have them turn to page 22 and point out that they read an interview about the place where someone lives. Then point to the article on page 28. Ask: Is this an interview? (yes) How do we know? (There are questions as every head.)

• Read the instructions. Ask: Has anyone

•

will write numbers 1–12, number 1 identifying the most important item and number 12 the least important item. Students compare answers in pairs.

Step 2 Exercise 4

• Ask a student to read the title of the emergency instructions aloud.

• Then students read through the sections • •

and bullet points in pairs. Circulate and clarify vocabulary as needed. Focus on the example answer. Ask: What form is this? (first conditional) Students do the exercise in pairs.



•

experienced an earthquake? If yes, ask students to provide details. Students work in pairs to create a poster. Allow them to refer online for more information. Tell them to follow the same format as the poster in exercise 4, including Before, During, and After.

Consolidation Tell students to conduct an interview with a partner. Tell them to imagine that they live in the Democratic Republic of Congo and that they are preparing for a volcano eruption. Tell students to focus the interview on predictions with will. Culture page 111 / X2 Practice Kit Extra Practice Unit tests Resource worksheets Video

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Review A A Exam practice and review Vocabulary Jobs Geography

Grammar going to (1): Intentions (Affirmative and negative going to (2): Predictions (Interrogative and short answers) going to (2): Predictions Relative pronouns (who, which, and that) will: Future (Affirmative and negative; interrogative and short answers) will / going to First conditional

Vocabulary Exercise 1

• Students do the exercise individually. • Have them compare answers in pairs. • Go over the answers as a class. Extra activity

• Have students work in pairs to

•

write a definition for each target answer. Tell them they can use the information from the exercise statement to help them. For example, ocean: a large body of water that can have beaches along the shore. Then bring the class together. Books closed. Have pairs read their definitions for other students to guess each word.

Grammar Exercise 2 Exam

• Ask students to do the exercise • •

individually. Bring the class together, and ask a more confident student to read the message. Correct answers as necessary.

Exercise 3

• Call on a student to read the • • •

example item. Then have students complete the exercise individually. Bring the class together and call on students to read out the matched sentences. Correct answers as necessary.

Exercise 4 Exam

• Students do the exercise individually. • Go over the answers as a class. Songs I Will Always Love You, by Whitney Houston (will: future) If We Ever Meet Again, by Katy Perry (First conditional) Workbook pages W7 and W13 Practice Kit Extra Practice

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Pronunciation The pronunciation of ’ll Exercise 2 e 027

• Read the instructions. • Play the audio. Students listen to the pronunciation of ’ll.

• Play the audio again, pausing after each

sentence for students to repeat chorally, then individually. Audioscript    Student Book p age 31 

Exercise 3 e 028

• Play the audio and have students choose the correct answers.

• Play the audio again for students to check their answers.

• Go over the answers as a class. • Play the audio a third time for students to listen and focus on the ’ll sound. Pause after each sentence for students to repeat chorally, then individually. Audioscript    Teacher’s Guide page 125 

Extra activity

• Have students write a prediction •

about the future on a piece of paper or in their notebook. Then bring the class together and have students read their prediction. Ask students to repeat. Pay attention to pronunciation of ’ll. If necessary, write out students’ predictions on the board.

ANSWERS

Students’ own answers.

Video link Exercise 4 Watch or listen e 029

• Give students time to preview the

A Extra communication

Communication

Aim

Exercise 1 e 026

To practice conversations for checking in at an airport and asking for travel information To listen to and practice the pronunciation of ’ll To listen to and / or watch people talking about future plans

Warm-up

• On the board, write: I’ll walk to work. / I walk

• •

to work. Ask: What is the difference between these two sentences? (One is future and one is simple present.) Model the difference in pronunciation. Have students repeat. On the board, write: I’ll, You’ll, He’ll, She’ll, It’ll, We’ll, They’ll. Invite students to make statements using them.

• Students complete the dialogues. • Then play the audio. Students listen and check.

• Go over the answers as a class. • In pairs, have students read out the

exercise items and see which characters will be in the audio / video. • Play the audio / video. Students watch / listen and choose the correct answers. • Play the audio / video again for students to complete and check their answers. • Go over the answers as a class. Audioscript    Teacher’s Guide page 125 

completed dialogues. Time permitting, call on pairs to role-play the dialogues for the class. Audioscript    Teacher’s Guide page 125  



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A Global skills Find a use for a piece of trash Aim To think up new uses for everyday objects To collaborate with a group to come up with an idea for a new object from a piece of trash To analyze uses of such an item To physically create such an item

Warm-up

• Focus students’ attention on the list •

under We will … and call on volunteers to read the bulleted points. As a class, reflect on the meaning of the various goals.

What’s up? Exercise 1

• Read the instructions aloud. • In pairs, have students match the pictures with the words.

• Check the answers as a class. • In pairs, students discuss their uses. • Ask some pairs to share their answers. ANSWERS

A plastic bottle is used to store water and drinks. A can is used to preserve food and drink. Boots are used to keep feet dry in the rain or snow. A skateboard is used for fun and entertainment.

Get thinking Exercise 2

• Read the title. Ask: Can you think of new

• •

• •

uses for a skateboard, boots, a can, or a plastic bottle? Ask students to share. Make sure they don’t read the ideas that follow. Students read the text. Ask them which of the objects in exercise 1 are mentioned (plastic bottles, skateboard, can). Go through the Check it out! box and ask students to find the words in the text. Make sure they understand the meaning of the words. Write the last question at the end of the text on the board and give students a few minutes to brainstorm ideas. Then bring the class together and have students share. Write ideas on the board.

Get involved Exercise 3 Groupwork

• Students work in groups of three. If they •

had similar ideas in their brainstorms, let those students work together. Read the instructions. Focus on the Real English list of phrases.

• Tell students to decide on one object

•

and then list three uses for it. Stress that each use should be different (e.g., for a can, one use could be a flower vase; another use could be a pencil holder). Encourage students to use phrases from Real English in their discussion. Tell them to all take notes in their notebooks.

ANSWERS

• For homework, students create the

objects to the best of their abilities.

• Students present their object in the • •

Students’ own answers.

The project Exercise 4 Groupwork

How did you do?

• Let students reflect on their success

• Read the instructions. Then have groups divide the three uses amongst the group members. If there are more than three students in a group, two students can have the same use, or they can think up an additional use.

next class to their own group, and discuss the three questions. Then let groups present their object and uses to the class. Let the class vote on the best use for each object. Finally vote on the most creative use of a piece of trash in the whole class.

•

with global skills. Call on them to read the can-do statements. Then students self-evaluate individually. Circulate and ask students to share why they feel they can or cannot do the things well.

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• If students did not do well, refer them

•

back to exercise 4 on page 17. Ask two confident students to read out the example questions and answers. Elicit some more questions and answers, using the prompts. Repeat exercise 3 on page 33 as a class. Explain and discuss the correct answers.

I can identify different geographical features. (p.22) Exercise 4

• Read out the can-do statement. • Students do the exercise individually. • If students did not do well, refer them

•

back to exercise 1 on page 22. Call on students to draw the following geographical features on the board: ocean, beach, island, lake, mountain. Repeat exercise 4 on page 33 as a class, eliciting the correct answers.

I can ask for travel information. (p.24) Exercise 5

• Read out the can-do statement. • Students do the exercise individually

and then role-play the dialogue in pairs.

• Check the answers as a class. • If students did not do well, refer them • •

back to exercise 1 on page 24. Play the audio again for students to hear the phrases in context. Repeat exercise 5 on page 33 and go through the exercise as a class, eliciting the correct answers.

I can make predictions about the future. (p.27) Exercise 6

• • • •

A My progress Speaking competences Aim To review the language and skills learned in Units 1 and 2

I can check in at an airport. (p.14) Exercise 2

• • • • •

Read out the can-do statement. Students do the exercise individually. Go over the answers as a class. Students role-play the dialogue in pairs. If students did not do well, refer them back to exercise 2 on page 14. Play the audio again for students to hear the phrases in context. Repeat exercise 2 on page 33 and go through the exercise as a class, eliciting the correct answers.

•

I can talk about future plans. (p.17) Exercise 3

•

I can identify different jobs. (p.12) Exercise 1

• Read out the can-do statement. • Students do the exercise individually. • If students did not do the exercise

•

well, refer them back to exercise 1 on page 12. Give them a few minutes to study the vocabulary. Ask: Who takes care of people in a hospital? (a nurse) Who writes for a newspaper? (a journalist) Repeat exercise 1 on page 33 as a class, eliciting the correct answers.

•

• Read out the can-do statement. • Students do the exercise individually. • Go over the answers as a class.

Read out the can-do statement. Students do the exercise individually. Go over the answers as a class. If students did not do well, refer them back to exercise 3 on page 27. Ask two confident students to read out the example question and answers. Elicit some more questions and answers, using the prompts. Repeat exercise 6 on page 33 and go through the exercise as a class, eliciting the correct answers.

Listening, reading, and writing competences

• Have students think about their •

progress. Call on students to read out the can-do statements. Then ask them to judge how well they can perform the various skills. Tell students that if they found any of the activities difficult, they should go back and review some more.

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3 What have you done? Grammar Present perfect (Affirmative and negative) Past participles been / gone Present perfect (Interrogative and short answers) ever / never Present perfect / Simple past

Vocabulary Exciting experiences

Communication Checking in at a hotel

Skills Listening: People talking about experiences Speaking: Talking about exciting experiences Reading: An article about recordbreakers Writing: A paragraph about a record-breaker

Values and cross-curricular topics Breaking records; unusual achievements

Presentation    pages 34–35  Aim To present the new language in an interesting context

Story Levi conducted a survey about exciting or scary experiences. He approached eight classmates to answer the questions and compiled their answers in an online article. He uses interesting graphics to indicate how many of the eight people had each of the experiences.

Warm-up

• Focus students’ attention on the list •

under In this unit we will … and call on volunteers to read the bulleted points. Students read the title of the unit and look at the online article. Ask: What do you think is the focus of this article? (a survey) Ask students to read the numbered questions. Ask: What do the graphics indicate? (how many people had this experience) Ask them to answer yes or no. Explain they will refer to these later.

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Consolidation Tell students to begin a section in their vocabulary notebooks to list words related to exciting experiences.

Key language    page 35  Aim To practice the target language in a controlled context

Key language Exercise 3 e 031

• Ask students to look at the example.

Tell them to find the statement in the article (question 1 of the survey). • Tell students to locate each statement or question in the article and copy the missing words. • Play the audio. Have students listen and check. • Play the audio again, pausing after each sentence for students to repeat chorally. • Focus on the Link to life. Then in pairs, have students discuss. Audioscript    Teacher’s Guide page 125 

Listen up! Exercise 4 e 032

• Play the audio. Have students listen and check or put an X. If necessary, clarify that enormous means very big. • Play the audio again, pausing after each sentence for students to check answers. Audioscript    Teacher’s Guide page 125 

Get involved! Exercise 5

• Elicit that the person in the picture is Exercise 1 Read and listen e 030

• Play the audio. Students read and listen and then write the answer. • Check the answer as a class. • Go through the Check it out! box and ask students to find the phrases in the text. Make sure students understand the meaning of the phrases. • Bring the class together and have students share opinions. Audioscript    Student Book page 34 

Exercise 2 Comprehension

• Tell students to read the article again • •

and complete the exercise. Have them compare answers in pairs. Then go over the answers as a class.

scuba diving. Ask: Has anyone here done this? If yes, invite them to share details. If not, ask: Is this on anyone’s wish list?

Extra activity Write the questions below on the board. Have students answer in pairs. 1 How many people have traveled to an exciting place? 2 How many people have been scared? 3 How many people have appeared on TV? 4 Has anyone been scuba diving? 5 How many of the eight people have won a competition? 6 How many people have met a famous person? ANSWERS

1  four  2  seven   3  0 / none   4  Yes, three people.   5  three  6  two



Exercise 6 Pairwork

• Call on a student to read the pink •

speech bubble. Make up an answer. In pairs, have students discuss.

Exercise 7

• Ask a student to read the example

answer. Tell students they can add on to the example answer or begin their way.

Consolidation Tell students to copy the questions from Levi’s survey. Tell them to underline Have you ever + verb in each question. Explain that this is the present perfect. Workbook page W16 Practice Kit Extra Practice

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Vocabulary    page 36  Exciting experiences Aim To present and practice vocabulary for exciting experiences

Warm-up

• With books closed, write exciting

•

experiences on the board and ask students to brainstorm. Tell them they can include ones already mentioned in the unit (e.g., scuba diving, flying in a helicopter) Then ask: Do any of these experiences seem particularly scary to anyone? Leave the items on the board for students to refer to later.

Exercise 1 e 033

• Ask a volunteer to read the example. • Students work individually or in pairs to match the verbs with the experiences.

• Clarify vocabulary as needed. • Play the audio. Have students listen and check.

• Play the audio again phrase by phrase. Students repeat chorally.

• Then have students compare the words in the box in exercise 1 with the words on the board. Audioscript    Teacher’s Guide page 125 

Extra activity

• Ask students to circle the numbers of •

the experiences that they have had. Then let them compare with a partner. Bring the class together and ask: Who has …? Has anyone here …? Who here has …? Students raise their hands for the experiences they have had.

Vocabulary strategy

• Read the Vocabulary strategy aloud.

• •

Call on a student to read the example answer. Point to the picture on the page. Ask: Did this person’s grandma actually do a bungee jump? (No, but this funny combination of an elderly person doing a daring activity will help them remember the word.) In pairs, students make up sentences. Bring the class together and call on volunteers to share.

Exercise 2

• Read the instructions. Elicit that

•

memorabilia refers to things you keep that are connected to a certain experience. Have students look at the pictures. Ask: What is Monica’s memorabilia connected to? (her travels around the world last year) Then ask a volunteer to read the example answer. Reiterate that students should use

• •

simple past forms since the experiences refer to things that happened last year. Students work individually. Check the answers as a class.

ANSWERS

1 2 3 4 5 6 7

She climbed a mountain. She went scuba diving. She flew in a helicopter. She went bungee jumping. She held an exotic animal / a spider. She visited the Empire State Building. She was on TV / a game show.

Exercise 3 Pairwork

• Ask two confident students to read

the exchange in speech bubbles. Focus students’ attention on Really? to voice surprise and Me too to indicate agreement. Introduce Not me to introduce a differing opinion.

• Tell students to check the things they •

want to do and put an X next to the things they don’t want to do in exercise 1. In pairs, students discuss their choices.

Consolidation Tell students to write down the new vocabulary for exciting experiences in their vocabulary notebooks. Instruct them to also make up sentences per the Vocabulary strategy, imagining people they know doing different things. If they actually know someone who has done these things, tell them to write about them. Workbook page W16 Practice Kit Extra Practice

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Past participles Aim To present and practice past participles

Grammar chart

• Read through the Regular verbs in the

grammar chart. Explain that we add -ed to the base form to form the simple past and the past participle. • Read through the Irregular verbs. Explain that irregular verbs have varied spellings for the simple past and the past participle. • Refer students to the rules on page W14. Rules    page W14  Irregular verbs list at the back of the book

Exercise 2

• Students do the exercise individually. • Have them compare answers in pairs. Exercise 3

• Students do the exercise individually. Extra activity Have students return to exercises 1–3 and circle all the irregular verbs. ANSWERS

Exercise 1 have done, hasn’t been; haven’t met Exercise 2 have won; Exercise 3 has won, haven’t taken, has flown, have bought, hasn’t seen

been / gone Aim To present and practice been / gone

Grammar examples

• Call on a student to read the first

example sentence. Elicit the base form of these verbs. (be and go) Ask: Are these regular or irregular verbs? (irregular)

Exercise 4

Grammar    page 37  Present perfect Affirmative and negative Aim To present and practice the present perfect affirmative and negative Grammar link presentation Unit 3

Warm-up

• Write on the board: Mike has been to

Asia. Ask: Do we know when Mike was in Asia? (no) Explain that we use the present perfect to talk about past experiences, but don’t say when they happened.

Grammar chart and Think! box

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

class. Focus on affirmative, then negative statements. Read out the grammar example, full form first, then short form. Have students repeat for several pronouns. • Ask students to choose the correct answers to complete the Think! box. • Refer students to the rules on page W14. Rules    page W14 

Exercise 1

• Students do the exercise individually. • Check the answers as a class.



• Students do the exercise individually. Challenge

• For homework or as classwork, have

students write sentences about items 1–4.

Finished?

• Have students create flashcards for

irregular verbs. They write the base form on one side, and on the other the simple past and the past participle. • Refer them to the puzzle on page 122 / X7. Puzzles    page 122 / X7 

Consolidation Tell students to sort the verbs that appeared on page 37 into regular and irregular, listing the base form and the simple past, and the past participle. Workbook page W16 Practice Kit Extra Practice

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Let’s talk about …    pages 38–39   Communication competences Checking in at a hotel Aim To present and practice language for checking in at a hotel

Warm-up

• Focus on the picture on the tablet and • •

ask: Where are these people? What are they doing? Elicit the words hotel and check in. Ask: Have you ever stayed in a hotel? Where? What was it like? Did you check into the hotel or did your parents check in? What do you need to check into a hotel?

Exercise 1 Watch, listen, or read e 034

• Play the audio. Students choose the correct answers.

• Play the audio again. Have students listen and check. Audioscript    Student Book page 38 

Speaking strategy

• On the board, write: A Can I help you? B ____________ • Invite a student to play role A and perform the exchange with you. To demonstrate the contrast to polite language, and for some comic relief, respond to the student’s question abruptly or rudely. For example, Yeah, I need to check in. I’ve been waiting here for ten minutes. Can you hurry up? • Ask: What kind of response do you think such a remark will get from the hotel receptionist? (maybe negative or defensive; perhaps apologetic) • Read the explanation in the Speaking strategy. Have students repeat the examples after you. • Then perform the role play again. This time say the same thing politely: Yes, I would like to check in, please. I’m in a bit of a hurry, though. I’m sorry. Will it take long? Ask: What kind of a response will such tone and language elicit? (probably positive and helpful)

Exercise 2 Real English e 035

• Play the audio. Have students listen

and repeat. • Tell students you will play the audio again. Have them notice the use of polite language. Tell students to look at the phrases in the Speaking strategy again and check them as they hear them. You can point out that all the examples are used in the conversation. • In pairs, have students discuss which of the phrases they could say in other situations. Audioscript    Teacher’s Guide page 125 

Extra activity In pairs, have students role-play the conversation between the receptionist and Mrs. White in exercise 1.

ANSWERS

Students’ own answers.

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Exercise 4 Pairwork

• Tell students that exercise 1 will be the

• •

model for this activity. Demonstrate by asking a confident student: Hello. Can I help you? Hold up your book and point to Guest 1’s information, and elicit a response. Continue for several more exchanges. Have students practice the activity in pairs, alternating roles. Circulate and listen. Offer feedback on politeness as needed. Remind students to incorporate please or thank you whenever possible.

Link it! Pairwork

• Ask students to look at the pictures.

• • •

•

Call on a volunteer to identify each one (a campsite, a hostel, a bed and breakfast). Elicit or explain that a hostel is a place where people can stay overnight and eat for a small amount of money; a bed and breakfast is usually a private home where people rent rooms to guests and provide breakfast for them. Invite students to share if they’ve ever stayed at a campsite, a hostel, or a bed and breakfast. Encourage them to share details and illustrate how the experiences are different from those in a typical hotel. Ask: Do you need a reservation to stay in these three places? (yes) In pairs, have students analyze which phrases from exercise 2 would apply to the various guest situations. Then have pairs make up their own dialogue about checking into a campsite, a hostel, or a bed and breakfast. Remind them to incorporate polite language. Call on a volunteer pair to share their role play with the class.

Consolidation

• Suggest to students to write down all Beat the clock

• Focus on the Beat the clock. Read the •

•

instructions. Start the timer and have students begin. After a minute, say: Stop! Have students compare answers with a partner. Tell them to look at page 38 if needed, to check anything they may disagree on. Check the answers as a class.

Extra activity

• Play the first two exchanges of the

•

Exercise 3 e 036

• Play the audio. Students listen and

complete the missing information. • Play the audio again if necessary for students to check and complete their answers. Audioscript    Teacher’s Guide page 126 

•

conversation again. On the board, write: if that’s OK. Ask: Do you know this expression? Explain that this is another polite phrase. Elicit similar phrases (e.g., if you don’t mind, if you have a moment). Invite students to make up short exchanges using if that’s OK. Tell them the exchanges don’t need to be limited to hotel check in. Call on volunteer pairs to share one of their exchanges.



•

check-in vocabulary from this section in their vocabulary notebooks. Encourage them to use the words in statements or questions, depicting real conversations. Then tell students to create a separate category in their vocabulary notebook for polite language. Tell them to write the phrases from the Speaking strategy and other phrases mentioned in the class (for example, if that’s OK) in this category.

Workbook page W18 Extra Communication page 55 Practice Kit Extra Practice

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Grammar    page 40  Present perfect Interrogative and short answers Aim To present and practice the present perfect interrogative and short answers Grammar link presentation Unit 3

Warm-up

• Ask: Have you ever seen a snake? If

someone says yes, ask: Where did you see a snake? When? (e.g., I saw one in the woods last summer.)

Grammar chart

• Read out the question and answers. • Go through the grammar chart with

the class. Focus first on the form of the questions and then the short answers, differentiating have and has. • Next, read out each question and have the class answer chorally, referring to the answer portion of the grammar chart, affirmative first, then negative. • Refer students to the rules on page W15. Rules    page W15 

Exercise 1

• Elicit that an X indicates a negative

•

short answer; a check indicates affirmative. Ask two students to read the example. Students do the exercise individually.

ANSWERS

1 Have they been on a TV show? No, they haven’t. 2 Have you sung in a concert? Yes, I have. 3 Has he visited China? Yes, he has. 4 Has she sailed on a boat? No, she hasn’t. 5 Have you held an exotic animal? No, I haven’t.

ever / never Aim To present and practice ever / never

Look! box

• Ask volunteers to read the sentences.

Then read out the rules in the Look! box. • Ask students to go to page 34. Ask: Do any of Levi’s survey questions use “ever”? (Yes, they all do). • Refer students to the rules on page W15. Rules    page W15 

Exercise 2

• Students complete the questions. Exercise 3

• Students write answers and then share with the class.

Present perfect / Simple past

ANSWERS

To compare present perfect and simple past

Have you ever ridden a quad bike? Where did you ride it? Have you ever won a competition? What did you win?

Think! box

Finished?

students choose the correct words to complete each rule in the Think! box. • Elicit example sentences for each answer. • Refer students to the rules on page W15. Rules    page W15 

Write: A Has anyone ever met a famous person? B Yes, Tom met Tyron Smith last year. • Tell students to use the correct present perfect or simple past forms. • Refer them to the puzzle on page 122 / X7. Puzzles    page 122 / X7 

Aim

• Read out the example sentences. Then

Exercise 4

• Ask two students to read the example. • Students do the exercise individually. Challenge 

• In pairs, students use the prompts to ask and answer questions.

• In pairs, students return to Levi’s survey.

Consolidation Books closed, have students work with a partner to write down rules for present perfect that they have learned so far. Workbook page W17 Practice Kit Extra Practice

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Extra activity Have students use the topics from the statements in exercise 2 to ask and answer Have you ever … questions. POSSIBLE ANSWERS

Have you ever … stayed in a hotel?  gone to Michigan?  been to London?  won a competition?  tried karaoke?  eaten sushi?  gone out on your birthday?

Step 2 Exercise 3 e 038

• Play the audio and have students

complete the questions and answers.

• Go over the answers as a class. Call on volunteers to identify which forms are the simple past and which are the present perfect (all except item 3 are the simple past). Audioscript    Teacher’s Guide page 126 

Step 3 Exercise 4 Pairwork

• Elicit that the girl in the picture is riding

•

•

•

Listening and speaking    page 41  Aim To listen and comprehend people talking about past events

Warm-up

• Point to the picture. Ask: What does it

look like the children are doing? (e.g., It looks like they are on a roller coaster.) Ask: Has anyone here ever been on a roller coaster? If anyone responds yes, ask: When were you on a roller coaster? Where?

Step 1 Exercise 1 e 037

• Have students compare answers with •

a partner. Play the audio again. Tell students to write the time words they hear next to the items they checked (2 last summer, 3 yesterday, 5 last night, 8 last week).

• Go over the answers as a class. Audioscript 

Exercise 5 Presentation

• Ask students to present things their partner has and hasn’t done.

• Then ask: Has anyone had similar

experiences? Give students a few minutes to talk with people who have done similar things.

  Teacher’s Guide page 126 

Exercise 2 e 037

• Encourage students to try doing the

exercise before hearing the audio again.

• Then play the audio again and have them check the answers.

• Have students compare answers. • Check the answers as a class. Audioscript 

a horse. Then ask: Has anyone here ever ridden a horse? Write the question on the board. Ask: Is “ridden” a regular or irregular verb? (irregular) Ask: What form is “ridden”? (past participle) Do you know the simple past form? (rode) Call on two volunteers to read out the speech bubbles. Tell Student B to make up answers to complete the sentence in the second bubble. Invite students to preview the verb forms in the prompts. Elicit the past participle forms (ridden, run, been, won, swum, sung, eaten, seen). Students work in pairs. Remind them to take notes about their partner’s answers.

  Teacher’s Guide page 126 

Consolidation Tell students to add new regular and irregular verbs to the chart they started in their vocabulary notebook. Remind them to write the base form, the simple past, and the past participle. Workbook page W18 Practice Kit Extra Practice

• Play the audio. Students listen to the people and check or put an X.



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Trending topics    pages 42–43  Reading and writing competences Reading Aim To read an article about unusual achievements and broken records

Warm-up

• Focus on the title of the article. Write

•

•

record-breaker on the board. Ask: What is a record-breaker? (a person who breaks a record) What does it mean to break a record? (to perform at something better than anyone else; to achieve something that hasn’t been achieved yet) Ask: What type of records might people try to break? (For example, in sports, fastest runner or swimmer; constructing the tallest building; being the fastest talker; eating the most of a particular food in a limited time) Encourage students to think of things they may have heard in the news or read about elsewhere. Ask: Have you ever tried to break a record? Is there a record you think you might be interested in breaking? Invite students to skim the article on page 42.

Reading strategy

• Read out the Reading strategy. Then

•

call on a confident student to read the introduction to the text aloud. Tell students to follow along. Focus on The Guinness Book of World Records. Ask students if they have heard of this. Read the information in the orange inset. Ask: Has anyone ever seen a Guinness Book of World Records? Navigate the topics of the article together. Call on volunteers to read the heads. Ask: Are you surprised that an animal is among the record-breakers?

Exercise 1 Read and listen e 039

• Play the audio. Students read and listen. • Go through the Check it out! box and

ask students to find the words in the text. Make sure that they understand the meaning of the words. • Then have students work individually to complete the exercise. • Tell students to compare answers with a partner. Go over any further questions as a class. Audioscript    Student Book page 42 

Exercise 2

• Have students work individually or in •

pairs to answer the questions. Go over the answers as a class.

ANSWERS

1 No. In 2015, he became the world’s fastest dog to climb 20 steps on his back legs. 2 Sailor loves making people happy. 3 332.35 meters 4 2014 5 about twelve minutes 6 the longest quad-bike side wheelie 7 April 6th, 2015 8 34.29 km 9 Students’ own answers.

Culture focus

• Focus students’ attention on the Culture •

focus at the bottom of the page and call on a student to read it. For homework, encourage students to look up The Guinness Book of World Records online to see the latest records broken. Then invite students to share if they were inspired by any of the broken records. Have students share what skills they have that could be applied to breaking a record.

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ANSWERS

1  the youngest person to sail around the world  2  Guppy  3  St. Maarten   4  74 weeks   5  approximately 50,000 km   6  went scuba diving and surfing and learned to play the flute   7  was 14   8  was 16   9  her birthdays at sea with cake for breakfast

Writing strategy

• Tell students that in Step 3 they will •

•

write a paragraph about a recordbreaking event. Read the introduction and the first bullet point. Direct students’ attention to the third paragraph in exercise 3. Ask: Why is the present perfect used? (to describe what Jordan has done since he completed the climb) Focus on the second point, and read the example. Direct students’ attention to the second and third paragraph in exercise 4. Ask: Why is everything in the simple past? (because details of her completed journey are being described)

Step 3 Exercise 5

• Read the instructions. Call on

•

•

•

Writing

• Have students complete the text

Aim To write about an imaginary person who has broken a record

Warm-up

• Think of someone you know who does

something extremely well and could potentially break a record. Ask volunteers to share skills of people they know. For example, My mom knits amazing sweaters. She’s so fast and efficient. I’m sure she could break some sort of record for knitting.

Step 1 Exercise 3

• Focus on the top picture. Ask: Where do you think this person is? What is he holding? What has he achieved?

• •

individually. Remind them to pay attention to whether a statement needs the present perfect or the simple past. Students compare answers in pairs. Go over the answers as a class.

Step 2

•

a volunteer to read each item in the bulleted list aloud. Tell students to choose what they want to write about. Let them brainstorm with people who chose the same items. Remind them they are writing about an imaginary record-breaker. Encourage them to be creative. Instruct students to write notes using heads like the ones in the fact file in exercise 4. Circulate and assist as needed. After students complete their notes, tell them to work individually, paying attention to the use of the present perfect vs. the simple past. Students swap their paragraph with a partner who corrects any mistakes.

Challenge

• Tell students to include both questions in the present perfect and the simple past in their interview.

Consolidation

• Tell students to write a paragraph

Exercise 4

• Ask students to speculate what the

• •

woman in the bottom picture has achieved. Ask: Where is she? How old do you think she is? Would you want to break a record on the ocean? Why? Why not? Have students read the fact file. Then ask them to complete the text. Invite students to underline the statements that are in the present perfect (only the example answer and item 1).



•

about something they enjoy doing and something interesting that’s happened to them related to this activity. Encourage them to use the simple past and the present perfect appropriately.

Culture page 112 / X3 Practice Kit Extra Practice Unit tests Resource worksheets Video

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4 I think you’ve just broken them Grammar Present perfect + just Present perfect + yet Present perfect + for / since Possessive adjectives and pronouns Whose …?

Vocabulary Technology

Communication Asking for help at a tourist office

Skills Listening: Things one has done on vacation Speaking: Talking about vacation activities Reading: A blog article Writing: A text about online activities

Values and cross-curricular topics Time online; dependence on technology; online activities

Presentation   ​pages 44–45  Aim To present the new language in an interesting context

Story The article is a transcript of two co-hosts presenting a new virtual reality headset, the Virtuo 2, at the Hi-Tech Roadshow. You hook this headset up to your computer via Bluetooth, and you play games in a very realistic setting. Sensors follow movements and turn them into virtual reality. Co-host Harper tries on the headset for the first time and is amazed by it until Jim trips and falls and breaks the sensors.

Warm-up

• Focus students’ attention on the list

under In this unit we will … and call on volunteers to read the bulleted points.

• Have students look at the picture. Ask:

•

What is the woman doing? (She is testing a virtual reality headset and sensors.) Have you ever tried such a gadget? Call on students to share. Ask a student to read the title of the unit. Ask: What do you think has just been broken? (maybe the virtual technology in the picture) Ask students to look at the sign Welcome to the Hi-Tech Roadshow. Ask: What is a roadshow? (an exhibit that travels around the country advertising products or services) Have you ever been to a roadshow? Have students share.

Exercise 1 Read and listen e 040

• Play the audio. Students read and listen. Then have them write the answer.

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

ask students to find the words in the text. Make sure that they understand the meaning of the words. • Focus students’ attention on the Link to life. Ask a volunteer to read it aloud. Then in pairs, have students discuss. • Bring the class together and call on volunteers to share opinions. Audioscript    Student Book page 44 

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• Tell students to find each sentence

or question and rewrite it, adding the missing words. • Play the audio. Have students listen and check. • Play the audio again sentence by sentence. Students repeat chorally. Audioscript    Teacher’s Guide page 126 

Listen up! Exercise 4 e 042

• Play the audio. Have students listen and choose the correct answers.

• Play the audio again, pausing after each sentence for students to check their answers. Audioscript   ​Teacher’s Guide page 126 

Extra activity

• In pairs, tell students to look at •

the picture below exercise 4 and describe it. Bring the class together and have students share.

Get involved! Exercise 5

• Have students look at the picture. Ask: •

What are they doing? (They are hanging out and talking, while on their phones.) Circulate as students complete the questionnaire.

Exercise 6 Pairwork

• Call on two students to read the • •

Exercise 2 Comprehension

• Tell students to read the interview again • •

and complete the exercise. Students compare answers in pairs. Then go over the answers as a class.

Extra activity Tell students to correct the false statements in exercise 2. ANSWERS

1 The headset and the controllers all connect to your computer through Bluetooth, so there’s no need to plug anything in. 4 Jim has just played Watchtower. 5 Jim has broken the headset.

Consolidation Tell students to begin a section in their vocabulary notebooks to list words related to technology.

Exercise 7

• Ask a student to read the example

•

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

Key language Exercise 3 e 041

• Ask students to read the example. Tell them to find the statement in the article. (Jim’s fifth exchange in the left column)



exchange in speech bubbles. In pairs, have students ask and answer the questions in exercise 5. Pose item 2 to several students and write their answers on the board. See if there is a favorite gadget among most students in the class.

answer. Students can add on to the example answer or begin their own way. In pairs, have students exchange comments and read them.

Consolidation Tell students to add the gadgets listed in exercise 5 to their vocabulary notebooks. Encourage them to write a sentence for each, describing what they use it for (e.g., I use my laptop for homework.) Workbook page W22 Practice Kit Extra Practice

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Vocabulary    page 46  Technology Aim To present and practice vocabulary for technology

Warm-up

• Books closed. As a class, brainstorm

•

as many verbs as possible related to technology. Stress that the goal is verbs, not nouns. Books open. Invite students to compare the list on the board with the verbs in the box in exercise 1. Add to the list on the board any verbs students didn’t mention.

Exercise 1 e 043

• Students work individually or in pairs to match the verbs with the icons.

• Play the audio. Have students listen and check.

• Play the audio again verb by verb. Students repeat chorally. Audioscript    Teacher’s Guide page 126 

Extra activity

• In pairs, have students cover up the •

verbs and answers row by row and try to identify all the verbs. Then have students make up statements for each verb. Circulate and assist if students are not sure in what context to use specific verbs.

Vocabulary strategy

• Read the title of the Vocabulary strategy

• •

and ask: What can one put on vocabulary flashcards? (e.g., words and meanings) If students did grammar flashcards for verb forms in Unit 3 as a Finished? task, refer to that. Read the Vocabulary strategy aloud. Encourage students to draw as well as they can. Tell them that if they want, they can look up the words and write definitions next to their drawings.

Exercise 3 Pairwork

• Call on two volunteers to read the •

Exercise 2

• Students do the exercise individually. • Have them compare answers in pairs. •

Point out that more than one answer may be possible. Check the answers as a class.

•

exchange in speech bubbles. Then tell students to show their flashcards / drawings to a partner to elicit the verb it represents. If any student cannot interpret another’s flashcard / drawing, encourage them to also give a definition. For example, for print, you could say: This is what you do when you want to have a hard copy of a document. Circulate and assist.

Consolidation In pairs, have students write a dialogue using the various technology verbs. Suggest an exchange where one person is unable to perform some task on the computer or other device and the other person walks them through it. Encourage students to use as many of the verbs as they can. Workbook page W22 Practice Kit Extra Practice

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Exercise 2

• Tell students to look at the examples.

•

Point out that the prompts that have a question mark elicit a question; the prompts that have a period elicit a negative statement. Students do the exercise individually.

Present perfect + for / since Think! box

• Call on students to read the examples. • Ask students to read the Think! box and choose the correct answers.

• Refer students to the rules on page W20. Rules 

 ​page W20 

Exercise 3

• Ask a volunteer to read the examples.

Then students do the exercise individually.

Challenge

• In pairs, have students make true •

sentences with for or since using the prompts in the box. Bring the class together to share.

Extra activity In pairs, have students work individually to write five questions starting How long have you …? Have them take turns asking and answering questions. Remind students to use just in their answer if something started very recently. ANSWERS

Students’ own answers.

Finished?

• Students write two more sentences

about themselves, using for and since.

• Call on volunteers to read their sentences

Grammar   ​page 47 

Think! box

Present perfect + just

• Read out the example sentence. • Ask students to read the Think! box and

Aim

• Refer students to the rules on page W20.

To present and practice the present perfect with just, yet, and for / since. Grammar link presentation Unit 4

Warm-up

• Ask individual students: How long

have you studied English? Write their responses on the board. Be sure that students respond with for and since. Ask: Has anyone just started studying English? (no) Elicit that just means recently. Then ask: Does anyone here speak English perfectly yet? (no) Elicit that yet means up until now.

choose the correct answer.

Rules 

 ​page W20 

Exercise 1

• Students do the exercise individually. • Remind them that just appears after

to the class. Ask other students to change the duration or starting point so that they are true for them. Encourage students to use negative sentences with yet for things they haven’t done yet. • Refer them to the puzzle on page 122 / X7. Puzzles    page 122 / X7  ANSWERS

Students’ own answers.

Consolidation

• In pairs, students create a two-column

have / has auxiliary.

Present perfect + yet

ANSWERS

Think! box

• Read out the example sentences. • Students then complete the Think! box. • Refer them to the rules on page W20. Rules 

•

chart labeled for and since and sort the for and since phrases from exercise 3. Have students make up new sentences with the various phrases.

 ​page W20 



for three weeks, ten years, a week, months since I was little, they were 8 years old, August, last year Workbook page W22 Practice Kit Extra Practice

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Let’s talk about …    pages 48–49   Communication competences Asking for help at a tourist office Aim To present and practice language for asking for help at a tourist office

Warm-up

• Write tourist office on the board. Ask:

What services does a tourist office offer? (Tourists can get information about attractions in an area, lodging, maps, and other information.) Where are tourist offices often located? (at airports or train stations, or in larger city centers where there are a lot of tourists) Does this city / town have a tourist center? If yes, where?

Exercise 1 Watch, listen, or read e 044

• Ask students to preview the questions in the box. Call on students to read them.

• Play the audio. Students complete the dialogue individually.

• Play the audio again. Have students listen and check. Audioscript    Student Book page 48 

Speaking strategy

• Read out the introduction and model the greetings. Have students repeat.

• Ask: In what situations would formal

•

greetings be appropriate? (addressing a teacher, a boss at work, an adult you don’t know well) In what situations would informal greetings be appropriate? (addressing a friend, a classmate, a sibling, a parent, an adult you know very well) Ask: What is the level of formality of the conversation in exercise 1? In pairs, have students role-play formal and informal scenarios, using appropriate greetings and level of formality.

Exercise 2 Real English e 045

• Play the audio. Have students listen

and repeat. • Tell students you will play the audio again, and invite them to take notice if the language is formal or informal (formal). • In pairs, students discuss which of the phrases they could say in other situations. Audioscript    Teacher’s Guide page 126 

Extra activity

• In pairs, have students role-play the •

conversation between the assistant and Jasmine in exercise 1. Then have them make up a new conversation using the questions and answers in exercise 2.

ANSWERS

Students’ own answers.

ANSWERS

Students’ own answers.

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Extra activity Have pairs role-play the conversation between the tourist assistant and the boy in exercise 3. Instruct pairs to use the information about Central Park Zoo or Madame Tussauds in exercise 3. For example, A What’s the best way to get to Central Park Zoo? B The quickest way is by subway. A Which train? B The Q train. Refer students to exercise 2 for possible questions and answers.

Exercise 4 Pairwork

• Have students skim the attractions and •

•

•

the information about them. Ask: Does either interest you? Read the instructions. Direct students to exercise 1 for an idea for an opening line. Demonstrate by asking a confident student: Good morning, can I help you? Continue for several exchanges. Point out that if students choose to use ideas from their Beat the clock brainstorm, they will have to make up information like entry cost, hours, transportation, ticket, tour times, etc. Tell students to practice two scenarios, giving each person the opportunity to be the assistant.

Link it! Pairwork

• Read the instructions. Call on volunteers • •

to identify the images (maps, brochures, schedules). In pairs, have them brainstorm other questions to ask in a tourist information office. Bring the class together and have students share.

Consolidation Exercise 3 e 046

• Ask students to preview the heads and

the information in the chart. Tell them to notice what information they will be listening for. • Play the audio. Students complete the missing information. • Play the audio again if necessary for students to check and complete their answers. Audioscript   ​Teacher’s Guide page 126 

Beat the clock

• Have students think of their favorite

• Focus on the Beat the clock. Write on the board: Places in a town I’d like to visit.

• Start the timer and have students list

•

as many places as they can. After two minutes, say: Stop! If students run out of things to write, tell them to name specific landmarks in different towns they’d like to visit. Have students compare answers with a partner.



•

attraction in the area where they live. Tell them to write a dialogue asking how to get there from their school, what the opening hours are, and how much it costs. In pairs, have students role-play each other’s dialogues together.

Workbook page W24 Extra Communication page 55 Practice Kit Extra Practice

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Grammar   ​page 50  Possessive adjectives and pronouns Aim To present and practice possessive adjectives and pronouns Grammar link presentation Unit 4

Warm-up

• Pick up an item from your desk, for

example, a phone, and ask: Whose [item] is this? Elicit and write the answer: It’s your [item]. It’s yours. Reiterate: Yes, it’s mine. It’s my [item]. Write the exchange on the board. Underline your, yours, my, and mine and say these words show possession.

Grammar chart and Think! box

• Call on two students to read out the example dialogue.

• Go through the grammar chart. Read

out the possessive adjectives and have students say the corresponding possessive pronouns chorally. Then ask: Which is the possessive adjective in the example dialogue? (your) Possessive pronouns? (mine, yours) • Then have them read the Think! box and complete the rule. • Go over the answers as a class. • Refer students to the rules on page W21. Rules    page W21 

Exercise 1

• Read the example statement. Write

• •

Madeline’s phone on the board. Review that ’s with a noun is a possessive noun. Elicit the possessive pronoun for this sentence (her phone). Students do the exercise individually. Go over the answers as a class.

Exercise 2

• Students do the task individually. • Go over the answers as a class. Call on pairs to read out the mini-dialogues.

Whose …? Aim To present and practice Whose …?

Think! box

• Ask volunteers to read the question. • Then have them read the Think! box

and choose the correct answer. • Go over the answer as a class. • Refer students to the rules on page W21.  Rules   ​page W21 

Exercise 3

• Students do the exercise in pairs. Make sure students look at the picture.

• Then go over the answers as a class.

Extra activity Have each student put one or two of their items on your desk. Then have all the students come to your desk and ask each other questions about possession. For example, A Is this yours? B No, it isn’t. It’s his / hers. OR A Whose is this? B It’s mine! If necessary, help students form proper noun + ’s (e.g., Mike’s).

Challenge

• Students work individually or in pairs to write the questions and answers.

• Then bring the class together and call on volunteers to share.

Finished?

• In pairs, students write a dialogue using

questions with Whose …? and answers with possessive adjectives and pronouns. • Refer them to the puzzle on page 122 / X7. Puzzles    page 122 / X7  ANSWERS

Students’ own answers.

Consolidation Students write out flashcards, possessive adjectives on one side and pronouns on the other. They show either side of a card to their partner and elicit a sentence (e.g., for her, they can say Lily lost her wallet.) The partner responds using the alternate possessive form (e.g., Is this wallet hers?) Workbook page W23 Practice Kit Extra Practice

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Extra activity

• Have students listen again and

• •

write answers to each question in exercise 2. In pairs, have students compare. Check the answer as a class. Then have pairs role-play the interview with Hugo.

ANSWERS

Example I’ve been here since Saturday. 1 Yes, I’ve seen the Sydney Opera House and the Harbour Bridge. 2 No, I haven’t, but I’m planning to go there on the weekend. 3 Yes, I have. We’ve just been to Hyde Park. 4 Yes, I’ve been to the Queen Victoria Building. 5 Well, not much because we haven’t been here very long. But I want to go to Taronga Zoo. 6 Tomorrow we’re going to try an Australian barbecue.

Step 3 Exercise 3

• Ask students to read through the

L.A. checklist. Answer any questions.

• Read the instructions and have students complete the exercise. Remind students that they are pretending, so there are no incorrect answers.

Exercise 4 Pairwork

• Call on volunteers to read the verbs in

• •

Listening and speaking   ​page 51  Aim To listen and comprehend what things people have done, haven’t done yet, and would like to do

Warm-up

• Play the audio. Students listen and check or put an X.

• Have students compare answers with a partner. • Go over the answers as a class. Audioscript   ​Teacher’s Guide page 126 

the box and provide the past participle (visited, gone, seen, done, been, eaten, traveled). Call on two students to read out the speech bubbles. Then have them skim the questions in exercise 2 for ideas. In pairs, have students ask and answer questions about what they have done. Tell them to take notes since they will then present the information to the class.

Exercise 5 Presentation

• Call on students to present their partner’s time in L.A.

• Ask: What was the most interesting thing on the list? Which thing did you decide you don’t want to see?

Step 2

• Ask: Has anyone been to London? Sydney?

Exercise 2 e 048

Consolidation

Step 1

complete the questions. • Play the audio again if necessary for students to check and complete their answers. Audioscript   ​Teacher’s Guide page 127 

Say: Imagine that you have been in [name of new city] for a summer school course. You have seen some sites, but there are others you still want to see. Email a friend who lives in the city. Tell the friend where you have been and what you haven’t seen yet. Tell students to use verbs from exercise 4.

Los Angeles? What cities would you like to visit?

Exercise 1 e 047

• Read the instructions. Focus on the

• Play the audio. Have students listen and

example answer. Ask: Have they been on the London Eye? (yes) How do we know? (because of the check)

Workbook page W24 Practice Kit Extra Practice



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Trending topics   ​pages 52–53  Reading and writing competences Reading Aim To read and navigate a blog post

Warm-up

• Have students look at the picture.

•

Ask: What does it look like he is doing? (listening to music, texting, working on his tablet as well as his laptop) Do you ever look like this? Ask a student to read the statement under the head Scott’s blog. Ask: What big decision do you think he has made? Invite students to speculate.

Exercise 1 Read and listen e 049

• Call on a confident student to read

the introduction aloud. Tell students to follow along. Ask: What is the blog about? (Scott and technology) • Play the audio. Students read and listen. • Go through the Check it out! box and ask students to find the words in the text. Make sure that they understand the meaning of the words. • Then have students work individually to complete the exercise. • Tell students to compare answers with a partner. Go over any further questions as a class. Audioscript   ​Student Book page 52 

Culture focus

• Read the Culture focus aloud. Ask: Does any of this information surprise you?

• In pairs, have students discuss the

various facts about American teens and say which information is also true for them and young people in their culture.

Exercise 2

• Have students work individually or in •

pairs to answer the questions. Go over the answers as a class.

ANSWERS

1 For example, he checks his phone, he likes friends’ social media posts, he downloads apps. 2 “Are you too dependent on technology?” 3 To stay in touch with his friends, to learn new things, listen to music, watch videos, and play games. 4 He wants to spend more time hanging out with friends; he’d like to learn to play the guitar, and he wants to try a cool new activity, like scuba diving. 5 the guitar 6 Students’ own answers.

Extra activity

• In pairs, have students compare their •

answers to item 6. Bring the class together and ask: Is anyone here too dependent on technology? If yes, ask: Would you like to change? Do you think it would be hard to change? What things could you do if you spent less time online?

ANSWERS

Students’ own answers.

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Writing strategy

• Tell students that in Step 3 they will write about their online activities.

• Read the explanation. Have students

• •

number the paragraphs in the blog going vertically (Par. 1: It’s 7:15; Par. 2: I spend; Par. 3. I don’t think; Par. 4: I’ve tracked). Then have them choose the best heading for each. Have students go over the answers in pairs. Check the answers as a class.

Step 3 Exercise 5

• Give students a few minutes to read •

•

• •

through the questions and example answers. Explain that they will first copy the questions for each paragraph, leaving space below each. Tell them to refer to their answers in exercises 3 and 4 and fill in information. Tell students they can take notes or write sentences. Explain that they will recopy the paragraphs once they are done. Circulate and skim what students are writing. Guide as needed. Then encourage students to rewrite their text or edit if they are working on a computer. Students swap their texts with a partner. Ask volunteers to read their texts to the class.

Challenge

• Read the instructions. Call on two

•

students to read the exchange. Then tell students to continue writing the dialogue. They can work individually or in pairs. Invite volunteer pairs to role-play their dialogue.

Consolidation

Writing Aim To write about online activities

Warm-up

• Direct students’ attention to the date of

Scott’s blog on page 52 (May 5th). Ask: What is the date of his update? Point to the white box labeled Update under the picture (May 12th) Ask: How long did he track his use of digital devices? (a week) How many hours per week do you think you spend online?

Step 1 Exercise 3

• Students compare answers in pairs. • Then bring the class together and call

• On the board, write: Are you spending

on volunteers to share.

ANSWERS

Students’ own answers.

Step 2 Exercise 4

• Students do the exercise individually. • Then they compare answers in pairs. • Bring the class together and have pairs share. Focus on item 2 and ask each student to write their favorite digital device on the board. Then analyze as a class if there is a clear majority for any device.

• Read the instructions. Then have

students answer the questions. If they don’t remember exactly, tell them to make their best guess.



• •

too much time online? Do you want to do something about it? Invite students to reread the third paragraph. Then tell students to imagine that they have just spent a week trying to spend much less time online. Have them write an update like the one Scott has in his blog. Tell them to describe how they imagine the experience was and what other things they did instead. Invite students to share their updates. Finally, encourage students to really start tracking online use and to come back with true updates.

Culture page 113 / X4 Practice Kit Extra Practice Unit tests Resource worksheets Video

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Review B B Exam practice and review Vocabulary Exciting experiences Technology

Grammar Present perfect (Affirmative and negative) Past participles been / gone Present perfect (Interrogative and short answers) ever / never Present perfect / Simple past Present perfect + just Present perfect + yet Present perfect + for / since Possessive adjectives and pronouns Whose …?

Vocabulary Exercise 1

• Students do the exercise individually. • Have them compare answers in pairs. • Go over the answers as a class.

Grammar Exercise 2

• Students do the exercise individually. • Have them compare answers in pairs. • Go over the answers as a class. Exercise 3 Exam

• Call on a student to read the example item.

• Then have students complete the • •

exercise individually. Bring the class together and call on students to read out the completed sentences. Correct answers as necessary.

Exercise 4

• Have students complete the exercise

• •

individually. Hint to students to look at each A / B exchange to write the correct question or answer. Then have them compare answers in pairs. Go over the answers as a class.

Extra activity

• Then bring the class together and call

• In pairs, have students role-play the

•

dialogue. Encourage them to act out pointing to imaginary objects as they talk about the devices. Invite one volunteer pair to present their role play to the class.

Exercise 5 Exam

• Ask students to focus on the first

• •

sentence of the article. Ask: What do you think “an Internet diet” is? (e.g., a routine where you limit how much time you spend on the Internet and what you do there). Then have students complete the exercise individually. Have students compare answers in pairs.

•

on volunteers to read out each of the three sections, filling in blanks with the correct answers. Correct answers as necessary.

Songs I Still Haven’t Found What I’m Looking For, by U2 (Present perfect: Negative) Have You Ever Seen the Rain?, by Rod Stewart (Present perfect: Interrogative) Workbook pages W19 and W25 Practice Kit Extra Practice

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Pronunciation Syllable stress Exercise 2 e 051

• Read the instructions. • Play the audio. Students listen to the stressed syllables in the words.

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

Exercise 3 e 052

• Play the audio and have students underline the stressed syllables.

• Play the audio again for students to check their answers.

• Go over the answers as a class. • Play the audio a third time, pausing after each sentence for students to repeat chorally, then individually. Audioscript    Student Book page 55 

Extra activity

• In pairs, have students make

•

statements with the various words in exercise 3. Tell them to pay attention to which words are verbs (download, connect, attach), which words are adjectives (famous, exotic), and which words are nouns (person, helicopter, animal). Circulate and listen for correct stress in the specific words.

ANSWERS

Students’ own answers.

Video link Exercise 4 Watch or listen e 053

• Give students time to preview the

B Extra communication Aim To practice conversations for checking in at a hotel and asking for help at a tourist office To listen to and practice syllable stress To listen to and / or watch people talk about exciting experiences

Warm-up

• On the board, write receptionist. Ask:

•

How many syllables are in this word? (Clap and count – four.) If necessary, review that a syllable is a word or part of a word that has one vowel sound. Ask a student to read the word receptionist. If the student reads it incorrectly, then read it correctly (reCEPtionist). Underline CEP and explain that this syllable is stressed,

•

that emphasis is given to this syllable over the other syllables. Play with the word, putting stress on other syllables (e.g., recepTIONist, receptionIST) to demonstrate that syllable stress is important to understanding. Invite volunteers to write their names on the board and underline syllable stress.

exercise items and see which characters will be in the audio / video. • Play the audio / video. Students watch / listen and choose the correct answers. • Play the audio / video again for students to complete and check their answers. • Go over the answers as a class. Audioscript    Teacher's Guide page 127 

Communication Exercise 1 e 050

• Students complete the dialogues. • Then play the audio. Students listen and check.

• Go over the answers as a class. • In pairs, have students read out the

completed dialogues. Time permitting, call on pairs to role-play the dialogues for the class. Audioscript   Teacher's Guide page 127 



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B Global skills Make a compass Aim To consider practical uses of a compass To collaborate with a group to gather necessary items to make a compass, and follow instructions to construct one To experiment using the compass to answer specific questions

Warm-up

• Focus students’ attention on the list •

under We will … and call on volunteers to read the bulleted points. As a class, reflect on the meaning of the various goals.

What’s up? Exercise 1

• Have students look at the picture and captions.

• Ask the questions to the whole class. Call on students to share.

• Focus on the compass one more time. Elicit what the letters on the compass stand for (north, south, east, west, north-east, south-east, south-west, north-west).

Get thinking Exercise 2

• Read the title. Have students skim the

• •

images. Ask: Do you think you would be able to construct a compass? Call on students to share. In pairs, have students read the text and write T or F next to the statements. Bring the class together and go over the answers.

Extra activity Students correct the false statements. ANSWERS

2 For hundreds of years, people didn’t really understand how this simple gadget worked. 4 The needle in a compass wants to move toward the Earth’s North and South Poles.

Get involved

The project Exercise 4 Groupwork

• Once students have made their

•

compasses, they proceed experimenting and answering the three questions. Tell them to take notes. Circulate and assist as needed.

• In their original groups from exercise 4,

• Divide the class into groups of three. • Tell students to study the list of •

•

Extra activity

Exercise 3 Groupwork

materials and decide who will bring what to the following class. In the next class, have students follow the instructions in the text to make the compass. Circulate and assist as needed.

exercise 4. Point out the imperative

•

students prepare a step-by-step demonstration on how to make and use a compass. Have students video it on a phone if available. Point out that the goal is to post the video on a video sharing website. Instruct students to divide roles: presenters and recorders. Tell them to refer to the instructions as outlined in

form (fill, put, use, move, etc.) and have them use it. Encourage students to use the supplies the group used in exercise 4. Tell students to explain the steps, not simply read them. Groups present and record the presentations. Finally, students vote on the best presentation to post on a video sharing website.

How did you do?

• Let students reflect on their success •

with global skills. Call on students to read out the can-do statements. Then students self-evaluate individually. Circulate and ask students to share why they feel they can or cannot do the things well.

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I can ask about experiences. (p.41) Exercise 3

• • • •

•

Read out the can-do statement. Students do the exercise individually. Go over the answers as a class. If students did not do well, refer them back to exercise 4 on page 41. Ask two confident students to read out the example questions and answers. Elicit some more questions and answers, using the prompts. Repeat exercise 3 on page 57 as a class, eliciting the correct answers.

I can talk about technology. (p.46) Exercise 4

• • • • • •

Read out the can-do statement. Students do the exercise individually. Go over the answers as a class. If students did not do well, refer them back to exercise 1 on page 46. Play the audio again for students to hear the phrases and repeat them. Repeat exercise 4 on page 57 as a class, eliciting the correct answers.

I can ask for help at a tourist office. (p.48) Exercise 5

• • • • •

•

Read out the can-do statement. Students do the exercise individually. Go over the answers as a class. Students role-play the dialogue with a partner. 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 ask about a vacation. (p.51) Exercise 6

B My progress

• Play the audio again for students to

Speaking competences

• Repeat exercise 1 on page 57 as a class,

Aim To review the language and skills learned in Units 3 and 4

I can talk about exciting experiences. (p.36) Exercise 1

• Read out the can-do statement. • Students do the first part of the exercise • • •

individually. Check the answers as a class. In pairs, have students ask and answer questions with Have you ever …? If students did not do the exercise well, refer them back to exercise 1 on page 36.

hear the phrases and repeat them.

• • • •

eliciting the correct answers.

I can check in at a hotel. (p.38) Exercise 2

• • • • •

•

Read out the can-do statement. Students do the exercise individually. Go over the answers as a class. Students role-play the conversation with a partner. If students did not do well, refer them back to exercise 1 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 do the exercise individually. Go over the answers as a class. If students did not do well, refer them back to exercise 4 on page 51. Ask two confident students to read out the example question and answer. Elicit some more questions and answers, using the prompts. Repeat exercise 6 on page 57 as a class, eliciting the correct answers.

Listening, reading, and writing competences

• Have students think about their • •

progress. Call on students to read out the can-do statements. Then ask them to judge how well they can perform the various skills. Tell students that if they found any of the activities difficult, they should go back and review some more.

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5 Was he causing trouble? Grammar Past progressive (Affirmative and negative; Interrogative and short answers) while Past progressive and simple past + when / while

Vocabulary Bad behavior

Communication Buying souvenirs

Skills Listening: People talking about crimes Speaking: Reporting a crime Reading: An article about a young graffiti artist Writing: An email describing a crime

Values and cross-curricular topics Vandalism; street art; describing crimes

Presentation   ​pages 58–59  Aim To present the new language in an interesting context

Story The article helps define gossip. It provides two conversations about the same topic: a student, Luis, standing outside the principal’s office. The first conversation between Ryder and Gabrielle is somewhat mean-spirited. The two people speculate and make negative assumptions about Luis. The second conversation between Jade and Antonio is more sympathetic as the two friends appear concerned about Luis. Jade intends to talk to him about his getting in trouble. The first example is the clear example of gossip.

Warm-up

• Focus students’ attention on the large

speech bubble at the top of the page. Ask a volunteer to read it. Ask: What is “gossip”? (information that one person passes on to another about other people’s private lives or actions, often including information that is unkind and not true) Ask: What do the people in the pictures appear to be doing? (gossiping) Point out that gossip has both a noun and a verb form.

• Focus students’ attention on the list • •

under In this unit we will … and call on volunteers to read the bulleted points. Students read the title of the unit. Ask: What does it mean “to cause trouble”? (to trigger problems, to do something wrong) Then have them look at the article. Ask: Do you think gossiping can be a way of causing trouble? Why? Why not? (e.g., Yes, when you gossip you are spreading information about other people that may not be true. This causes trouble for them. OR No, gossiping is just talking about people. There’s no direct harm done to anyone.)

Exercise 1 Read and listen e 054

• Play the audio. Students read and listen. Then have them write the answers.

• Check the answers as a class. If any

students disagree, invite students to

•

• • •

discuss further. If necessary, point out that Ryder and Gabrielle’s conversation has a more mean-spirited tone, whereas Jade and Antonio’s conversation is more concerned and sympathetic. Go through the Check it out! box and ask students to find the words in the text. Make sure that they understand the meaning of the words. Focus students’ attention on the Link to life. Ask a volunteer to read it aloud. Then in pairs, have students discuss. Bring the class together and call on volunteers to share opinions. Finally, look at the speech bubble at the bottom of the page. Call on a student to read it. Ask: Are you surprised? Invite students to respond.

Audioscript 

  Student Book page 58 

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• Then play the audio for students to

check their answers. • Play the audio again, pausing after each sentence for students to repeat chorally. Audioscript   ​Teacher’s Guide page 127 

Listen up! Exercise 4 e 056

• Play the audio. Have students match the conversations with the gossip topics. • Play the audio again for students to check their answers. Audioscript   ​Teacher’s Guide page 127 

Extra activity Assign pairs one of the three scenarios from exercise 4. Tell them to create a new dialogue that does not have the teens gossiping, but instead talking about the situation in a concerned manner. ANSWERS

Students’ own answers.

Get involved! Exercise 5

• Students look at the picture. Ask: •

What are they doing? (hanging out and talking) Students complete the questionnaire.

Exercise 6 Pairwork

• Call on a student to read the pink

speech bubble. Make up an answer.

• In pairs, have students ask and answer the questions in exercise 5.

• Pose item 3 to several students and write their answers on the board.

Exercise 7

• Ask a student to read the questions at Exercise 2 Comprehension

• Tell students to read the article again •

and complete the exercise. Students compare answers in pairs.

the beginning of the article again.

Consolidation

• Ask a student to read the example

Tell students to begin a section in their vocabulary notebooks to list words related to causing trouble.

•

Extra activity Students read the quotes below from the article and check the ones that are gossip: 1 “I guess he cut school again.” 2 “I just worry that if he gets in trouble again, they’ll expel him.” 3 “I heard he hangs around with some bad people.” 4 “I bet they were planning to go shoplifting.” 5 “Maybe I should talk to him later.” ANSWERS

1  f  3  f  4  f

answer. Students can add on to the example answer or begin their way. In pairs, students exchange answers.

Consolidation

Key language   ​page 59 

• Tell students to imagine you are one

Aim To practice the target language in a controlled context

Key language Exercise 3 e 055

• Ask students to look at the example and find it in the article (the third exchange of dialogue 1).



•

of their classmates. Say: Did you see what Brad was wearing to school? He looked like he had just gotten out of bed. I bet he was up all night playing games online. Ask: Is this gossip? Why? Why not? In pairs, ask students to come up with an alternate comment about Brad that is kinder and more sympathetic.

Workbook page W28 Practice Kit Extra Practice

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Vocabulary   ​page 60  Bad behavior Aim To present and practice vocabulary for bad behavior

Warm-up

• Write bad behavior on the board.

•

In pairs, students share examples of bad behavior they know of from their life, or from sources such as movies and TV. Bring the class together and call on students to share. Ask: Do you agree with your partner that this is an example of bad behavior? Ask pairs: Whose was an example of worse behavior, yours or your partner’s? Allow other students to weigh in.

Exercise 1 e 057

• Have students look at the verbs in the

box. Ask: Did we hear any of these verbs in the warm-up? • Students work individually or in pairs to match the verbs with their definitions. • Play the audio. Students listen and check. Focus in on the words steal and shoplift. Elicit that shoplifting refers to taking things from a store without paying; stealing is a more general term for taking something that belongs to someone else. • Play the audio again verb by verb. Students repeat chorally. Audioscript   ​Teacher’s Guide page 127 

Extra activity

• Ask students to check any behavior •

in exercise 1 they have had experience with. Divide the class into groups and have students share. Tell them to also share what the consequence for the particular action was, or what was done to make the situation right (e.g., apologizing to someone for bullying them, admitting to a lie, etc.).

Vocabulary strategy

• Read the title of the Vocabulary strategy

• • •

and ask: Does anyone use categories to memorize new words? Invite students to elaborate if they do. Read the strategy aloud. Students complete the mind map individually. In pairs, have students share.

Exercise 2 e 058

• Play the audio. Have students listen and choose the correct answers. • Play the audio again for students to check their answers. • In pairs, have students discuss if they have had any similar experiences. Audioscript   ​Teacher’s Guide page 127 

Exercise 3 Pairwork

• Ask two confident students to read

ANSWERS

Students’ own answers.

•

out the exchange in speech bubbles. Focus students’ attention on Me too to indicate agreement and Really? to voice surprise. You can also remind students to use Not me to introduce a differing opinion. Students discuss in pairs. Point out that students may have different opinions.

• Bring the class together and have

students share. Then ask: What do you think is appropriate punishment for the different examples of bad behavior? Call on volunteers to share.

Consolidation Tell students to write down the new vocabulary for bad behavior in their vocabulary notebooks. Encourage them to categorize them per the mind map in the Vocabulary strategy. Workbook page W28 Practice Kit Extra Practice

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Exercise 2

• Students do the exercise in pairs. Interrogative and short answers Grammar chart

• Read out the example sentences and

go through the grammar chart. Read out each question and have students respond chorally with a short answer. • Refer students to the rules on page W26. Rules   page W26 

Exercise 3

• Students do the exercise individually. Extra activity Students return to the statements on the board. They walk around and ask each other Yes / No questions.

Exercise 4

• Ask volunteers to read the example dialogue.

• Students write the questions

individually and then ask and answer the questions in pairs.

ANSWERS

1 Were you and your friends playing basketball yesterday? 2 Were you sleeping at 1:00 a.m. last night? 3 Were you listening to music on the bus? 4 Were you waiting for the bus at 8:00 a.m.?

Challenge

• Ask a student to read the example

answer. Have students write a paragraph. Encourage them to specify clock times for the different things they were(n’t) doing.

Finished?

• In groups, students share information

Grammar   ​page 61  Past progressive Affirmative and negative Aim To present and practice past progressive affirmative and negative; interrogative and short answers Grammar link presentation Unit 5

Warm-up

• Ask a student: Were you sleeping at 9 p.m.

last night? If the student answers Yes, write: [name] was sleeping at 9 p.m. last night. If the answer is No, ask and write what the student was doing at this time.

• Others share what they were doing. Write

answers on the board. Underline the verbs and say: This is the past progressive.

Grammar chart and Look! box

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

the class. Have students first repeat affirmative statements, then negative. • Ask students to read the Look! box. Ask: What background event in a story appears in the article on page 58? (Luis was standing outside the principal’s office …) • Refer students to the rules on page W26. Rules   ​page W26 

Exercise 1

• Students do the exercise individually. • Have them compare answers in pairs.

from their paragraphs from the Challenge activity. For each line they share, have them ask: What about you? Were you [verb] at this time? Encourage them to respond with a short answer, and follow up No, I wasn’t responses with what they were actually doing. • Refer them to the puzzle on page 122 / X18. Puzzles    page 122 / X18  ANSWERS

Students’ own answers.

Consolidation Students underline examples of the past progressive in the dialogues on page 58. ANSWERS

He was standing; she was buying; Was he causing; He wasn’t doing; they were planning; I was walking; What was he doing; He was walking Workbook page W28 Practice Kit Extra Practice



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Let’s talk about …    pages 62–63   Communication competences Buying souvenirs Aim To present and practice language for buying souvenirs

Warm-up

• Ask students to look at the picture in

•

the background of these two pages. Then have them look at the picture on the tablet. Ask: What kinds of shops are these? (souvenir shops) Write souvenir on the board. Elicit or explain that a souvenir is something you buy or keep to remember a place you have been to. Point to the picture in the background of the page spread. Ask: What types of souvenirs are these? (ceramic bowls, plates, etc.) Then focus on the souvenirs in the shop on the tablet. Ask: Do you like to buy souvenirs? If yes, what kind?

Exercise 1 Watch, listen, or read e 059

• Play the audio. Students complete the dialogue individually. • Play the audio again. Have students listen and check. Audioscript   ​Student Book page 62 

Speaking strategy

• Focus students’ attention on the

•

•

Speaking strategy and read it aloud. Read out the examples for students to repeat after you. Model rising intonation on Excuse me. Write it on the board and draw an arrow going upward over it. Point out that this intonation differs from using the phrase Excuse me which, for example, you might use when you bump into someone and want to be pardoned. In groups of three, have students roleplay scenarios with Excuse me to ask for help or interrupt a conversation. Tell them to use the lines in the strategy as well as their own ideas. Circulate and correct intonation as needed.

Exercise 2 Real English e 060

• Have students look at the exchanges.

Ask: Where would “Excuse me” fit within the exchanges? (at the very beginning of the first yellow speech bubble) Why? (Because the person is asking for help.) • Play the audio. Have students listen and repeat. • In pairs, have students discuss which of the phrases they could say in other situations. • In pairs, have students complete the statements and questions with their own ideas. Then have them role-play the conversation. Circulate and listen for correct intonation. Audioscript   ​Teacher’s Guide page 127 

Extra activity In pairs, have students role-play the conversation between Jasmine and the assistant in exercise 1.

ANSWERS

Students’ own answers.

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ANSWERS

In the first exchange the boy wants to buy a cap. There is a sale to buy two caps for the price of one, so the boy buys two. They are presents and he asks the assistant to gift-wrap them. The assistant can’t do that, but she sells him a gift bag. He ends up spending $11.80 in total. In the second exchange the girl wants to buy a guidebook. There’s a discount on all books right now, so it only costs $13.50. The assistant asks if she wants a gift bag. She doesn’t because the book is for her.

Exercise 4 Pairwork

• Ask students to preview the posters.

•

• •

Clarify vocabulary as needed. Big Apple is a nickname for New York City. Hoodies are sweatshirts that have hoods. Tell students that exercise 1 will be the model for this activity. Demonstrate by asking a confident student: Excuse me. How much …? Have students practice the activity in pairs. Circulate and listen. Offer feedback on politeness as needed. Remind students to incorporate Excuse me at the start.

Link it! Pairwork

• As a class look at the various signs. Ask: •

Where else, other than in stores, might you see such signs? (in ads, online) In pairs, have students discuss meanings. Then bring the class together and have students share.

ANSWERS

Beat the clock

• Focus on the Beat the clock. Have students • •

•

look at the mind map. Ask: Do you ever buy such souvenirs? Why? Why not? Start the timer and have students add as many souvenirs as they can to the mind map. After two minutes, say: Stop! Have students compare answers with a partner. Encourage them to comment on things that they like to buy and things that they never buy. On the board, draw a two-column chart labeled Souvenirs I like to buy and Souvenirs I never buy. Bring the class together and call on students to write items in each column. Invite students to comment and explain.

Exercise 3 e 061

• Play the audio. Students listen and

complete the chart. • Play the audio again if necessary for students to check and complete their answers. Audioscript   ​Teacher’s Guide page 127 

Extra activity e 061 Play the first two exchanges of the conversation again. In pairs, have students summarize each shop exchange. Each pair should choose one conversation. Encourage students to refer to the information in the chart. If necessary, play the audio one more time. Audioscript   ​Teacher’s Guide page 127 



1 The cost of an item is 10% less than the full price. 2 At the end of spring, summer, fall, winter items are often less expensive. 3 Buy two of an item, and the third one is free. 4 You save 15 dollars on something.

Consolidation

• Suggest to students to write down all

•

souvenir vocabulary from this section in their vocabulary notebooks. Encourage them to use the words in statements or questions, depicting real conversations. Then tell students to create a separate category for prices, phrases for different types of discounts, sales, etc. Encourage students to compare in pairs or in groups to then add items to the categories.

Workbook page W30 Extra Communication page 79 Practice Kit Extra Practice

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Grammar   ​page 64  while Aim To present and practice the past progressive with while and when Grammar link presentation Unit 5

Warm-up

• Write: The security camera was recording

while the girl was shoplifting the earrings. The girl was leaving the store when the alarm started ringing. Focus on the first statement. Ask: What is the order of events? (both happened at the same time) Underline while. Focus on the second statement. Ask: Which event happened first? (the girl leaving) What interrupted her leaving? (the alarm).

Look! box

• Have students read the example

sentences silently. Then read out the information in the Look! box. • Swap the clauses in the first example sentence and ask: Does the sentence change in meaning? (no) • Call on a volunteer to swap clauses in the second sentence. Write the sentence on the board. Ask: Is there a change in meaning? (no) What change do you see? (a comma after the first clause) Explain that when the while clause begins the sentence, it is followed by a comma. • Refer students to the rules on page W27. Rules   ​page W27 

Exercise 1

• Remind students to include a comma

when the while clause is at the beginning.

• Students do the exercise individually.

Past progressive and simple past + when / while Think! box

• Ask volunteers to read the sentences. • Read out the rules in the Think! box. Write:

When I walked in, everyone was eating lunch. Ask: Which is the longer action in progress? (was eating) Which is the shorter simple past action? (I walked in) Point out that the same comma rule applies when the when clause starts the sentence. • Refer students to the rules on page W27. Rules   ​page W27 

Exercise 2

• Students do the exercise individually. Challenge

• Students do the exercise individually. ANSWERS

Extra activity Tell students they will create a chain story as a class. Write: While I was cleaning my room yesterday, I was listening to the news. Call on students to continue. Tell them to use the past progressive and simple past with when / while wherever possible. ANSWERS

Students’ own answers.

Finished?

• In pairs, have students make up a few

sentences where a shorter action interrupted a longer action in progress. Tell them to use the past progressive and when or while e.g., I was walking to work when I heard the news.

Students’ own answers.

• Combine pairs into groups and have students share.

• Refer them to the puzzle on page 122 / X18. Puzzles   page 122 / X18  ANSWERS

Students’ own answers.

Consolidation Have students recall something interesting that happened to them in the past. Tell them to recall details and then write about this incident using the past progressive and simple past with when / while. Have pairs share. Instruct pairs to elicit more details from each other about longer ongoing actions during the past event as well as short past actions. Workbook page W29 Practice Kit Extra Practice

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Extra activity e 063

• Have students look back to the

questions in exercise 2. Ask: Which ones use the past progressive? (items 3 and 6) Have students listen again and write down responses to the questions. Tell them they don’t have to write full sentences. They can just take notes. Let them listen again if necessary. • In pairs, have students compare notes and fill in any details they missed. Then they perform the role play. Audioscript   ​Teacher’s Guide page 128  ANSWERS

Example Two girls stole my phone. 1 About 30 minutes ago. 2 I was on Fourth Avenue. 3 I was waiting for the bus and I was reading a message on my phone. 4 Well, one of the girls pushed me and took my phone. Then they ran away. 5 Yes, they were about 16. One of them had long brown hair and the other had short black hair. 6 Um, they were wearing jeans and jackets. One of the jackets was red.

Step 3 Exercise 3 Pairwork

• Tell students to use the model in exercise

•

Listening and speaking   ​page 65  Aim To listen and comprehend people talking about crimes

Warm-up

• Ask students to look at the index card.

Ask: What is a crime report? (a write-up of an illegal act that was committed) Tell students that the victim of a crime, or a witness to a crime can report a crime. Write these terms on the board. Then write suspect and elicit the meaning (someone thought to be guilty of a crime).

• •

Step 1 Exercise 1 e 062

• Play the audio. Students listen to the

conversation and complete the crime report. • Have students compare answers with a partner. • Go over the answers as a class. Audioscript   ​Teacher’s Guide page 127 

Step 2 Exercise 2 e 063

• Play the audio. Have students listen and complete the questions.

• Play the audio again if necessary for

students to check and complete their answers. Audioscript   ​Teacher’s Guide page 128 



•

2 to ask and answer questions about a crime and complete their own crime report. Call on two volunteers to read out the speech bubbles. Together turn to page 60, exercise 1 and elicit which verbs are behavior that could be considered a crime (e.g., vandalize, fight, shoplift, steal). Divide the class into pairs. Give pairs a few minutes to decide what crimes they will report. Remind them that each person will have a turn to role-play a police officer and a victim. Encourage them to report different crimes. Circulate and assist as needed. Exercise 4 Presentation
Ask students to read the example answer. Remind them to use past progressive and simple past with when / while when describing past actions. Call on students to tell the class about the crime their partner was a victim of.

Consolidation Tell students to use the information from the two crime reports to write a short online post in which they warn others to be careful of thieves in a big city. Encourage students to consolidate unit vocabulary and past progressive with while / when, as they write about their experience. Workbook page W30 Practice Kit Extra Practice

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Trending topics   ​pages 66–67  Reading and writing competences Reading Aim To read an article about a young graffiti artist

Warm-up

• Books closed. Write graffiti on the board

•

and invite students to brainstorm around this word (e.g., streets, buildings, spray paint, illegal, art). Ask: Have you been to cities or parts of cities where there is a lot of graffiti? Have you ever seen a graffiti artist at work? Invite students to share. Books open. Have students look at the graffiti artist in the picture. Invite students to respond.

Reading strategy

• Read the Reading strategy aloud. Then

•

call on a confident student to read out the introduction. Tell students that they can look up the girl’s blog at home. Navigate the sections of the article. Call on volunteers to read the heads.

Exercise 1 Read and listen e 064

• Play the audio. Students read and listen. • Go through the Check it out! box and

ask students to find the words in the text. Make sure that they understand the meaning of the words. • Then have students work individually to complete the exercise. • Tell students to compare answers with a partner. Go over any further questions as a class. Audioscript   ​Student Book page 66 

Exercise 2

• Have students work individually or in pairs to answer the questions.

• Go over the answers as a class. ANSWERS

1 He is the director of a street art project called Bushwick Collective; he discovered Lola. 2 She was a child, not an adult. 3 He was angry because she was painting over an existing mural by another graffiti artist. 4 He realized how talented she was. 5 He gave Lola a wall in Bushwick to draw on. 6 Students’ own answers.

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4 One boy was checking that there was no one coming while the others started painting graffiti. 5 A policeman was standing near them. 6 He was talking into his walkie-talkie. 7 When they saw the police officer, they started running. 8 While they were running away, another police officer stopped them.

Writing strategy

• Tell students that in Step 3 they will •

•

write an email to a friend describing a crime they witnessed. Read the explanation. Then ask students to read the two examples individually and answer the question. Bring the class together and have students respond (the second sentence). Invite students to look at the article on page 66 again. Tell them to reread the section Joining the Bushwick Collective and find the line that describes the scene well and helps the reader visualize it (This little girl was so small she was standing on her tiptoes!).

Step 3 Exercise 5

• Read the instructions and call on

• •

a volunteer to read the example answer. Tell students to use the example introduction, and their answers from exercise 4 to help them write their email. Remind students to describe the scene well per the Writing strategy. Students swap their email with a partner who corrects any mistakes. Ask some students to read out their email.

Challenge

• To start students off, write on the board:

Writing

Then have them recopy it with the added phrases and clauses. Students compare answers in pairs.

Aim

•

To write an email about a crime you have witnessed

Step 2

Warm-up

Exercise 4

• Ask: Has anyone here ever witnessed

a crime? Has anyone been a victim of a crime? Did you have to talk to the police or other authorities? If no one has had this experience, ask: If you witnessed a crime, would you report it? Or would you prefer not to get involved? Students explain their answer.

Step 1 Exercise 3

• Read the instructions. Have students

complete the paragraph individually.

•

Police officer Can I help you? You Yes, please. My name’s [first name / last name] and I’d like to report a crime. In pairs, have students continue the interview referring to exercise 2 on page 65 for ideas. Time permitting, have students swap roles.

Consolidation

• Ask students to write a paragraph

• In pairs, students answer the questions,

• •

referring to the three cartoons. Tell them to use past progressive and simple past incorporating when / while. Circulate and help as needed. Then go over the answers as a class.

POSSIBLE ANSWERS

1 The boys were hanging out in a deserted street with their backpacks. 2 They were checking if anyone was coming and then they took out graffiti paint from their backpacks. 3 They were wearing hoodies and jeans.



•

describing a significant day in their life. It can be important for positive reasons (e.g., an achievement) or negative (e.g., an accident). Tell them to think of details and ways to describe the scene that day well. Instruct use of the past progressive, while / when, and the simple past.

Culture page 114 / X8 Practice Kit Extra Practice Unit tests Resource worksheets Video

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6 What should I do? Grammar should (Affirmative and negative; Interrogative and short answers) Second conditional (Affirmative and negative; Interrogative and short answers) If I were you, …

Vocabulary Illnesses and remedies

Communication Asking for help at a pharmacy

Skills Listening: Things people would do in different situations Speaking: Describing what you would do in different situations Reading: An article with tips for being happy and healthy Writing: An email giving advice

Values and cross-curricular topics Advice for being happy and healthy; self-help

Presentation    pages 68–69  Aim To present the new language in an interesting context

Story The text is an online talk show run by Blake and Jenna. Young people send them messages and Blake or Jenna try to help. One boy sends a message about being stressed due to being sick and having soccer practice every evening. Blake recommends talking to the coach. A girl sends a message to Jenna about her boyfriend’s cat. It turns out she is probably allergic to it. Jenna suggests that she get some cream at the pharmacy and avoid her boyfriend’s house.

Warm-up

• Focus students’ attention on the list •

under In this unit we will … and call on volunteers to read the bulleted points. Have students look at the page. Call on a student to read the title. What does this look like? (an advice column) Ask a volunteer to read the introduction. Ask: Has anyone here messaged or called in somewhere to get advice? If yes, have students share. If not, ask: Is this something you would like to do? Why? Why not?

Exercise 1 Read and listen e 065

• Play the audio. Students read and listen. Then have them write the answers.

• Check the answers as a class. • Go through the Check it out! box and

ask students to find the words in the text. Make sure that they understand the meaning of the words. Audioscript    Student Book page 68 

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the web page (the first speech bubble in the blue column). • Tell students to find the sentences or questions, and add the missing should or shouldn’t and a verb from the box. • Play the audio. Students listen and check. • Play the audio again, pausing after each item for students to repeat chorally. Audioscript    Teacher’s Guide page 128 

Listen up! Exercise 4 e 067

• Play the audio. Have students read and listen to Pablo’s problem and Jenna’s advice, and choose the correct words. • Play the audio again for students to check their answers. Audioscript    Teacher’s Guide page 128 

Get involved! Exercise 5

• Have students look at the picture. Ask:

•

What do you think the arrows mean? (e.g., if you are stressed, go this way; if you are relaxed, go that way) Are you more often stressed or relaxed? Students complete the questionnaire.

Exercise 6 Pairwork

• Call on a student to read the blue • •

speech bubble. Make up an answer. In pairs, have students ask and answer the questions in exercise 5. Pose question 1 to several students and write their answers on the board. See if there is a common stressor in the class. Invite students to elaborate.

Exercise 7

• Ask a student to read the example • Exercise 2 Comprehension

• Tell students to read the web page • •

again and complete the exercise. Students compare answers in pairs. Then go over the answers as a class.

Extra activity Tell students to correct the false statements in exercise 2. ANSWERS

Example He’s had a lot of colds and sore throats recently. 2 He can’t miss practice. 4 Sarah’s boyfriend has a cat. 5 Sarah is allergic to her boyfriend’s cat.

Consolidation Tell students to begin a section in their vocabulary notebooks to list words related to advice, problems, and solving problems. Have them refer to the Check it out! box as well as the text on page 68.

Key language    page 69  Aim To practice the target language in a controlled context

Key language Exercise 3 e 066

• Ask students to look at the example

answer. Tell them to find the question in



answer. Students can add on to the example answer or begin their way. In pairs, have students exchange messages and read them.

Extra activity

• Tell students to write their own messages to Jenna or Blake.

• In pairs, they swap messages and •

offer advice. Write: You should … / You shouldn’t … to help guide students. Bring the class together and have students share.

Consolidation Tell students to make two new categories in their vocabulary notebooks: Things that make people stressed and Things that help people relax. Tell them to list items mentioned in the unit and class so far. Workbook page W34 Practice Kit Extra Practice

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Vocabulary    page 70  Illnesses and remedies Aim To present and practice vocabulary for illnesses and remedies

Warm-up

• Books closed. Ask: Has anyone been sick

•

lately? Call on a few students to share what was wrong with them. Write their illnesses on the board. Then ask students to brainstorm any additional illnesses and add these to the list. Books open, invite students to compare the list on the board with the illnesses in the box in exercise 1. Add to the list on the board any words students didn’t mention.

Exercise 1 e 068

• Students work individually or in pairs to fill in the blanks to match each picture with a word in the box. • Play the audio. Students listen and check. • Play the audio again word by word. Students repeat chorally. Audioscript    Teacher’s Guide page 128 

Look! box

• Focus on the Look! box. Point out that

•

after have, nouns or noun phrases usually follow (headache, flu, sore throat). After feel, adjectives usually follow (sick, dizzy). Ask students to scan the items in exercise 1 and notice the use of have vs. feel.

Vocabulary strategy

• Read the title of the Vocabulary strategy.

• • •

Ask the class: Which words in exercise 1 did you find difficult? Write a couple of examples from students on the board. Read the strategy aloud. Have students work through the bullet points individually. Then have students compare results.

Extra activity In groups, have students take turns miming the different illnesses for the others to guess. For each item guessed, have a group member suggest a remedy.

Exercise 2 e 069

• Play the audio. Have students listen and match the sentence halves. • Play the audio again for students to check their answers. • In pairs, have students discuss if they have used any of the remedies. Audioscript    Teacher’s Guide page 128 

Exercise 3 Pairwork

Consolidation Tell students to begin a section in their vocabulary notebooks titled Illnesses and remedies. Have them list illnesses. Then next to each illness, ask them to write a possible remedy. Workbook page W34 Practice Kit Extra Practice

• Ask two confident students to read out the exchange in speech bubbles.

• Then tell students to talk about illnesses •

from exercise 1, referring to exercise 2 for possible remedies. Bring the class together and have students share.

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Interrogative and short answers Grammar chart

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

out the Wh- question and the Yes / No question, and short answers. Elicit other examples of Wh- questions (e.g., Where should I go? When should I take the medicine?). Write them on the board. • Refer students to the rules on page W32. Rules    page W32 

Exercise 2

• Tell students to look at the example. Ask:

•

Is it a “Yes / No” or a “Wh-” question? (Yes / No) Point out that all the questions in the exercise will be Yes / No. Elicit that a prompt with an X elicits a negative short answer, and a prompt with a check elicits an affirmative short answer. Students do the exercise individually.

ANSWERS

1 Should he keep it? No, he shouldn’t. 2 Should I tell the teacher? Yes, you should. 3 Should she use it in class? No, she shouldn’t. 4 Should she see a doctor? Yes, she should. 5 Should he stay up late? No, he shouldn’t.

Exercise 3

• Ask a volunteer to read the example.

•

Ask: Is it a “Yes / No” or a “Wh-” question? (Wh-) Tell students to think carefully about meaning when choosing a Whword for the question, and deciding if the answer should be affirmative or negative for the answer. Students do the exercise individually.

Challenge

• In pairs, students take turns offering

advice with should for the problems.

Finished?

• Students practice asking and answering

Grammar    page 71  should Affirmative and negative Aim To present and practice should affirmative and negative; interrogative and short answers Grammar link presentation Unit 6

Warm-up

• Mime having a sore throat. Say: My

throat really hurts. I can’t swallow. What should I do? Elicit answers and write them on the board (e.g., You should see a doctor. You shouldn’t go to school.). Explain that we use should or shouldn’t when giving advice.

Grammar chart and Look! box

• Read out the example sentences. • Go through the grammar chart. Read

out the affirmative and then negative statements, and have students repeat. • Ask students to read the Look! box. Focus on the second use (what is right and not right to do) and elicit or provide an example (e.g., You should cover your mouth when you cough.). • Refer students to the rules on page W32. Rules    page W32 

Exercise 1

• Students do the exercise individually. • Tell them to think about meaning. • Check the answers as a class.



the questions in exercises 2 and 3 in pairs.

• Refer them to the puzzle on page 122 / X18. Puzzles   page 122 / X18  ANSWERS

Students’ own answers.

Consolidation In pairs, students write a dialogue. Person A has a problem; Person B offers advice. Tell students to incorporate at least two Yes / No questions and short answers and at least two Wh- questions and answers. Encourage students to look at exercises 1–3 for ideas. Make sure both students write out the questions and answers. Workbook page W34 Practice Kit Extra Practice

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Let’s talk about …    pages 72–73   Communication competences Asking for help at a pharmacy Aim To present and practice language for asking for help at a pharmacy

Warm-up

• Ask students to look at the picture on

the tablet. Ask: What items can people buy at a pharmacy? Have students come to the board and write their ideas (e.g., prescription medication, cold medicine, aspirin, tissues, etc.). Point out that in the U.S. pharmacies usually sell a variety of other goods like soap, shampoo, deodorant, candy, and other food items as well. Invite students to share if such items are sold in pharmacies where they live.

Exercise 1 Watch, listen, or read e 070

• Ask students to preview the information in the box. Clarify as needed.

• Play the audio. Students complete the chart individually.

• Play the audio again. Have students listen and check. Audioscript    Student Book page 72 

Speaking strategy

• Focus students’ attention on the

•

•

Speaking strategy. Read the title. Write on the board: I have a cold and a headache. Ask: Do you know which word is the conjunction? (and) Read the explanation. Then return to the sentence on the board and ask: Does the conjunction “and” link points in the sentence or make contrasting statements? (It links the words a cold and a headache in the sentence.) Ask students to skim the conversation and find other conjunctions (but line 6; so line 7; and line 9; However line 10; because line 11; if … then lines 15–16).

Exercise 2 Real English e 071

• Play the audio. Have students listen

and repeat. • In pairs, ask students to discuss which of the phrases they could say in other situations. • In pairs, have students complete the statements and questions with their own ideas. Then have them role-play the conversation. Audioscript    Teacher’s Guide page 128  

Extra activity In pairs, have students role-play the conversation between the pharmacist and Cody in exercise 1.

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Exercise 4 Pairwork

• Read the instructions. Have pairs match the symptoms with the advice.

• Tell students that exercise 1 will be the

•

•

model for this activity. Demonstrate by asking a confident student: Hello. How can I help you? Continue for several exchanges. Tell students to practice two scenarios in pairs, giving each person the opportunity to be the pharmacist and customer. Circulate, listen, and offer feedback.

ANSWERS

1 Put some cream on it twice a day. Go to the doctor if the rash isn’t better in three or four days. 2 Take throat lozenges every three or four hours. Drink lots of warm water with honey. 3 Take some aspirin. Go to the doctor if you don’t feel better tomorrow.

Link it! Pairwork

• As a class, look at the various pictures.

•

•

Call on volunteers to identify the images in English (syrup, throat lozenges, tissues, thermometer, cream, aspirin). In pairs, have them write down the words in their vocabulary notebook providing a translation for each word in their language. In pairs, have students say which illnesses in the Beat the clock activity the things would be used for.

ANSWERS

1 2 3 4 5 6

Beat the clock

• Focus on the Beat the clock. Have

•

•

students look at the mind map and recall different illness and remedies vocabulary that goes with the verbs have and feel. Start the timer and have students group as many illnesses and remedies as they can on the mind map. After two minutes, say: Stop! Call on students to share how many items they could remember. Determine who wrote the most illness and remedies vocabulary. Students compare answers with a partner. Tell them to refer to exercise 1 on page 70 to see if they missed any illnesses.

ANSWERS

I have the flu / a headache / a cough / a fever / a toothache / a backache / a sore throat / a stomachache / a cold / a rash. I feel sick / dizzy.

Exercise 3 e 072

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

• Play the audio again for students to check and complete their answers. Audioscript    Teacher’s Guide page 128 

Extra activity In pairs, students write up a text exchange between a husband and wife. Write the beginning two texts on the board. Students continue. A I’m going to the pharmacy to get some vitamins. Do we need anything else? B Yes … Tell students to incorporate some should questions and answers and vocabulary for illnesses and remedies.



cough cough, sore throat flu, cold fever rash flu, headache, sick, fever, toothache, backache

Consolidation In pairs, have students write up a dialogue (at least eight exchanges) between a pharmacist and a customer who has a backache. Tell students to think up symptoms and possible remedies. Tell them to refer to the phrases in exercise 2 as needed. Encourage them to have the pharmacist offer advice other than medication as well. Workbook page W36 Extra Communication page 79 Practice Kit Extra Practice

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Grammar    page 74  Second conditional Affirmative and negative Aim To present and practice the second conditional affirmative and negative; interrogative and short answers Grammar link presentation Unit 6

Warm-up

• Write on the board: If Max has medicine

•

at home, he’ll take it. Ask: Is it probable that Max will take the medicine if he has some at home? (yes) Review that this is the first conditional from Unit 2. Then write: If Max had some medicine at home, he’d take it. Ask: Does Max have medicine at home? (no) Will he take it? (no) Explain that this is an imaginary condition and the form is called second conditional.

Grammar chart and Think! box

• Call on two students to read out the

example sentences. • Go through the grammar chart. Read out each pair of clauses and have students repeat. Review that when the if clause is at the beginning of the sentence, a comma follows. • Return to the second example sentence above the chart. Focus on the if clause. Explain that in the second conditional, when the verb in the if clause is be, were is used with all subjects.You wouldn’t say if I wasn’t there. • Then have students read the Think! box and complete the rules. • Refer students to the rules on page W32. Rules    page W32 

Exercise 1

• Students do the exercise individually.

Interrogative and short answers

If I were you, …

Finished?

Think! box

Grammar chart

• Read the example statement. Students

dollars … Have students write several result clauses for this condition. • Refer them to the puzzle on page 122 / X18. Puzzles    page 122 / X18 

• Call on two students to read out the example questions and answers.

• Go through the grammar chart. Read

out the questions and answers and have students repeat. • Refer students to the rules on page W32. Rules    page W32 

Exercise 2

• Students do the task individually. • Ask them to answer the questions so that they are true for them.

then read and complete the Think! box. • Elicit additional examples of advice with If I were you, … . • Refer students to the rules on page W33. Rules    page W33 

Exercise 3

• Students do the exercise individually. ANSWERS

1 2 3 4

If I were you, I wouldn’t stay up so late. If I were you, I wouldn’t cut school. If I were you, I would tell a friend. If I were you, I would drink more water.

Challenge

• Students do the exercise individually. • Call on volunteers to share.

• On the board, write: If I had a million

ANSWERS

Students’ own answers.

Consolidation On the board, write If it weren’t raining, I would walk to school. Have students rewrite the statement, swapping clauses. Then tell students to consolidate the unit grammar by writing a Yes / No question + short answer and a Wh- question + answer. Workbook page W34 Practice Kit Extra Practice

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ANSWERS

1 I wouldn’t go to school and infect everybody else! 2 … if I saw an accident, I wouldn’t know what to do. I guess if someone needed help, I’d call 911 and then I’d wait until the police and an ambulance arrived. 3 If she doesn’t go now, then the problem will only get worse! 4 I wouldn’t be like Max.

Step 2 Exercise 2 e 074

• Play the audio. Have students listen and complete the mini-dialogues. • Play the audio again for students to check and complete their answers. Audioscript    Teacher’s Guide page 128 

Step 3 Exercise 3 Pairwork

• Ask two volunteers to read the example dialogue.

• Tell pairs to write out the questions,

leaving a blank line after each for answers.

• Have students ask each other the

questions, writing down the answers.

ANSWERS

1 If you won $500, what would you buy? 2 If you could meet a famous person, who would you choose? 3 If you were a character in a movie, who would you be? 4 If you could go anywhere in the world, where would you go? 5 If your house were on fire, what would you save? 6 If you could change one thing at school, what would you change? Students’ own answers.

Listening and speaking    page 75  Aim To listen and comprehend things people would do in different situations

Warm-up

• Have students look at the picture of

the boy. Ask: Why do you think the boy is lying on the bed? (because he is injured) What kinds of things is he doing? (doing puzzles, playing on the computer, watching movies, etc.) If you were injured, what kinds of things would you do?

Exercise 4 Presentation

• Ask pairs to present what their partner

Step 1 Exercise 1 e 073

• Play the audio. Students listen to the

people and choose the correct answers. • Have students compare answers with a partner. • Go over the answers as a class. Audioscript    Teacher’s Guide page 128 

Extra activity e 073

• Say that conversations 2, 3, 4, and 5

have either an additional main clause to the condition in the book or an entire additional conditional statement. Have students listen and add to the statements in the book. • Play the audio again for students to check or complete their answers. Audioscript    Teacher’s Guide page 128 



•

would do in the situations in exercise 3. Tell them to speak in full sentences. In the end, tell students who had similar answers to pair up or group together and talk some more about what they would do in those imagined situations.

Consolidation On the board write: Where would you go if you could travel anywhere in the world? What would you do there? Have students write a paragraph describing this imagined situation. Then have students read over their paragraph and make sure they used main clauses with would when talking about the different things they would do. Workbook page W36 Practice Kit Extra Practice

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Trending topics    pages 76–77  Reading and writing competences Reading Aim To read and navigate a self-help article

Warm-up

• Have students look at the emojis. Ask:

•

Do you use happy emojis when texting? Name some situations. (for example, if a friend shares some good news; when I’m feeling good) Ask a student to read the title of the article. Tell students to cover up the article and brainstorm some daily activities to be healthy and happy. Write and leave these on the board.

Exercise 1 Read and listen e 075

• Call on a confident student to read

the introduction aloud. Tell students to follow along. Ask: What is the article about? (things to do every day to be healthy and happy) Tell students to preview the section heads. Ask: Do any of these ideas match our brainstorm on the board? • Play the audio. Students read and listen. • Go through the Check it out! box and ask students to find the words in the text. Make sure that they understand the meaning of the words. • Then have students work individually to complete the exercise. • Tell students to compare answers with a partner. Go over any further questions as a class. Audioscript    Student Book page 76 

Culture focus

• Read the Culture focus aloud. Ask: How

•

many hours do you think would be considered enough physical exercise per week? Remember this number or write it on a piece of paper. Take a poll. Ask each student what exercise they do and about how many hours of exercise per week they get. Write each number on the board, and call on a volunteer to figure out the average. Ask: Does this number match the number we guessed would be considered enough physical exercise per week?

Exercise 2

• Have students work individually or in pairs to answer the questions.

• Go over the answers as a class. • Focus students’ attention on the Link •

to life. Ask a volunteer to read it aloud. Then in pairs, have students discuss. Bring the class together and call on volunteers to share opinions.

ANSWERS

1 It reduces stress and helps your immune system. 2 a helmet 3 eight to ten hours 4 They are irritable, get headaches, and grades suffer. 5 at least one hour 6 It is good for your mental and physical health. 7 It’s a chemical that reduces stress and makes you feel happier. 8 Students’ own answers.

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Step 2 Exercise 4

• Read the instructions aloud. Reiterate

the last line so students realize multiple answers are possible.

POSSIBLE ANSWERS

1 2 3 4 5 6 7

you should walk you should download You should listen (you should) dance you shouldn’t think If I were you, I’d try you should do

Writing strategy

• Tell students that in Step 3 they will write an email to a friend giving them advice.

• Read the explanation. Then ask students

•

if they usually write a first draft and a second or final draft. Point out that even if students write on the computer, going back and correcting and editing counts as a second draft. Read the instructions. Students underline the mistakes and rewrite the text.

ANSWERS

What would I do if I had a sore throat? I’d probably drink some hot water and honey. If that didn’t work, I’d go to the pharmacy and ask for advice. If it continued for more than a week, I’d go to the doctor.

Step 3 Exercise 5

• Read the instructions and call on

•

Writing

Extra activity

Aim

Call on students to state the matched clauses in second conditional.

To write an email giving advice

Warm-up

• Direct students’ attention to the picture.

Ask: What is the boy doing? (skateboarding) What advice do you have for him? (He should wear a helmet.) Do you wear a helmet when riding a bike or doing similar activities? Have students share.

Step 1 Exercise 3

• Read the instructions. Have students complete the exercise individually.

• Students compare answers in pairs. • Go over the answers as a class.

•

ANSWERS

1 If I had a headache, I would drink some water and go for a walk. 2 If I cut my finger, I would put some antiseptic cream and a bandage on it. 3 If I didn’t have my homework / If I left my homework at home, I’d tell the teacher. 4 If I had a bad toothache, I would go to the dentist. 5 If I were always tired in the morning, I wouldn’t go to bed so late. 6 If I fell off my bike and my arm hurt, I would have an X-ray.



a volunteer to read the example answer. Tell students to use the example introduction, and their answers from exercise 4 to help them write their email. As students write their first draft, write on the board should / shouldn’t and If I were you, I would / wouldn’t …Tell them to incorporate this grammar in their email. Circulate and skim what students are writing. Tell students to underline mistakes and rewrite their text.

Challenge

• Read the instructions. Make sure it is clear

•

that students are advising a friend who is sick about going or not going to the concert. Should they go? Or shouldn’t they? Call on volunteers to weigh in. Once students have completed their messages, call on volunteers to share.

Culture page 115 / X9 Practice Kit Extra Practice Unit tests Resource worksheets Video

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Review C C Exam practice and review Vocabulary Bad behavior Illnesses and remedies

Grammar Past progressive (Affirmative and negative; Interrogative and short answers) while Past progressive and simple past + when / while should (Affirmative and negative; Interrogative and short answers) Second conditional (Affirmative and negative; Interrogative and short answers) If I were you, …

Vocabulary Exercise 1

• Students do the exercise individually. • Have them compare answers in pairs. • Go over the answers as a class. Exercise 2

• Students do the exercise individually. • Have them compare answers in pairs. • Go over any questions as a class.

Grammar Exercise 3

• Call on two students to role-play the example question and answer.

• Then have students match the • • •

questions and answers individually. Then have them compare answers in pairs. Bring the class together and read out the question. Tell them to read the answer chorally. Correct answers as necessary.

Exercise 4 Exam

Exercise 5

• Read out the instructions. Stress the • •

hint in parentheses. Focus on the first exchange and read it with a volunteer. Then have students complete the exercise individually. Go over the answers as a class.

Extra activity

• Read out the example answer. • Then tell students to think carefully

• In pairs, have students role-play the

•

•

about the various grammar forms as they complete the exercise individually. Go over the answers as a class. Call on students to identify each form (1 past progressive; 2 present perfect, negative; 3 affirmative statement with should; 4 second conditional).

interview. Encourage students to ask and answer questions with interest and enthusiasm. Invite one volunteer pair to present their role play to the class.

Exercise 6 Exam

• Ask students to do the exercise individually.

• Bring the class together and ask a more

confident student to read the message.

• Correct answers as necessary. Songs

Should I Stay or Should I Go, by The Clash (should) If I Had a Million Dollars, by Barenaked Ladies (Second conditional) Workbook pages W31 and W37 Practice Kit Extra Practice

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• In pairs, have students read out the

completed dialogues. Time permitting, call on pairs to role-play the dialogues for the class. Audioscript    Teacher’s Guide page 128 

Pronunciation Strong and weak forms of was / were Exercise 2 e 077

• Read the instructions. • Read out the explanation of strong and

weak forms of was / were. • Play the audio. Students listen to the strong and weak forms of was / were. • Play the audio again, pausing after each sentence for students to repeat chorally, then individually. Audioscript    Student Book page 79 

Exercise 3 e 078

• Play the audio and have students mark

each statement S or W. • Play audio again for students to check their answers. • Go over the answers as a class. • Play the audio a third time for students to listen and focus on the strong and weak forms of was / were. Pause after each sentence for students to repeat chorally, then individually. Audioscript    Student Book page 79 

Extra activity

• Ask students to write two sentences, •

•

C Extra communication Aim To practice conversations for buying souvenirs and asking for help at a pharmacy To listen to and practice strong and weak forms of was / were To listen to and / or watch people talk about what they would do if they saw a crime

Warm-up

• Write on the board: A There were two sales assistants in the souvenir shop. B No, there weren’t.

Read the exchange with a stronger student. Ask: Which words are stressed in the first statement? (sales, souvenir) Is “were” stressed? (no) Then focus on the short answer and ask Which word is stressed here? (weren’t) • Point out that was and were in negative statements have a strong form; in affirmative and negative statements these words have a weak form. Tell students they will practice strong and weak forms of was / were in this section.

Communication Exercise 1 e 076

• Students complete the dialogues. • Then play the audio. Students listen and

•

one using strong form of was / were and another using weak form. Students swap sentences with a partner and decide which one has a strong form and which one has a weak form. Ask some students to read their sentences to the class. Have students identify the strong vs. weak form. Correct pronunciation and mistakes as needed.

Video link Exercise 4 Watch or listen e 079

• Give students time to preview the

exercise items and see which characters will be in the audio / video. • Play the audio / video. Students watch / listen and choose the correct answers. • Play the audio / video again for students to complete and check their answers. • Go over the answers as a class. Audioscript    Teacher’s Guide page 128 

check.

• Go over the answers as a class.

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C Global skills Write a story for a movie Aim To participate in the process of creating a new story for a movie To reflect on components of writing a movie story To collaborate with a group to think of a story idea and then convert it into a storyboard

Warm-up

• Focus students’ attention on the list •

under We will … and call on volunteers to read the bulleted points. As a class, reflect on the meaning of the various goals.

What’s up? Exercise 1

• Read the instructions aloud. • Students discuss the questions in pairs.

Invite pairs to think of some movies that have a particularly exciting story.

Vocabulary Exercise 2

• Students do the exercise individually. • Then they compare answers in pairs. • Bring the class together. Ask: Who is

your favorite character in a movie? Tell me the plot of the last movie you saw. What genre do you dislike the most? Why? Name a particular movie with a great setting. Why was it so special?

Get thinking Exercise 3

• Read the instructions. • In pairs, have students read the text and add headings.

• Go through the Check it out! box and

ask students to find the words in the text. Make sure that they understand the meaning of the words.

Get involved Exercise 4 Groupwork

• Have students study the mind map. •

•

Point out that the four components are necessary to create a story. Divide the class into groups of three. Encourage students to start with choosing a genre and then go on to come up with additional ideas. Circulate and help students if they get stuck. Make sure they have a solid idea, or let them continue working on it for homework.

Extra activity Use the mind map to outline a movie all students have seen. This can help if students are having a hard time getting their own idea going.

The project Exercise 5 Groupwork

• The four elements of their movie in place,

students focus on the storyboard. Tell them they will draw six main events in the story. Each student draws 1–2 images.

Exercise 6

• Focus on the Real English list of phrases. • Then have groups take some time to

• Then bring the class together and have groups present.

• At the end, hand out small pieces of

•

paper. Have students list each group and award between 1 and 5 stars (5 being the highest) for the story idea. Tally and reveal the group with the highest number of stars.

How did you do?

• Let students reflect on their success •

with global skills. Call on students to read the can-do statements. Then students self-evaluate individually. Circulate and ask students to share why they feel they can or cannot do the things well.

practice presenting their storyboard, using phrases from Real English.

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I can report a crime. (p.65) Exercise 3

• Read out the can-do statement. • Students do the exercise individually. • If students did not do well, refer them

•

back to exercise 3 on page 65. Ask two confident students to read out the example questions and answers. Elicit some more questions and answers, using the prompts. Repeat exercise 3 on page 81 as a class, eliciting the correct answers.

I can talk about illnesses. (p.70) Exercise 4

• Read out the can-do statement. • Students do the exercise individually. • If students did not do well, refer them back to exercise 1 on page 70.

• Play the audio again for students to hear the phrases and look at the pictures.

• Repeat exercise 4 on page 81 as a class, eliciting the correct answers.

I can ask for help at a pharmacy. (p.72) Exercise 5

• Read out the can-do statement. • Students do the exercise individually. • 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 individual students the questions and elicit the possible short answers. Repeat exercise 5 on page 81 as a class, eliciting the correct answers.

I can say what I would do in different situations. (p.75) Exercise 6

• Read out the can-do statement. • Students do the exercise individually. • If students did not do well, refer them

C My progress Speaking competences Aim To review the language and skills learned in Units 5 and 6

I can talk about bad behavior. (p.60) Exercise 1

• Read out the can-do statement. • Students do the exercise individually. • If students did not do the exercise well,

refer them back to exercise 1 on page 60. Give them a few minutes to study the vocabulary. Ask: What is “to tell a lie”? (to say something isn’t true) What do you call using physical aggression against someone? (fighting) What does it mean to “threaten”? (to say you will cause trouble if you don’t

•

get what you want) What does it mean to “cut school”? (to be absent from school without permission) What does it mean to “copy” in school? (to use another person’s words or ideas and say that they are yours) Repeat exercise 1 on page 81 as a class, eliciting the correct answers.

I can buy souvenirs. (p.62) Exercise 2

• Read out the can-do statement. • Students do the exercise individually. • If students did not do well, refer them

•

back to exercise 1 on page 62. Ask students the questions. Play the audio again for students to hear the phrases. Repeat exercise 2 on page 81 as a class, eliciting the correct answers.



•

back to exercise 3 on page 75. Ask two confident students to read out the example. Elicit some more questions and answers, using the prompts. Repeat exercise 6 on page 81 as a class, eliciting the correct answers.

Listening, reading, and writing competences

• Have students think about their • •

progress. Call on students to read out the can-do statements. Then ask them to judge how well they can perform the various skills. Tell students that if they found any of the activities difficult, they should go back and review some more.

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7 She still likes him, doesn’t she? Grammar Tag questions with be (Simple present and simple past) Tag questions with do (Simple present and simple past) Tag questions (Other tenses and modal verbs)

Vocabulary Relationships

Communication Choosing a gift

Skills Listening: People talking about celebrations of love Speaking: Talking about celebrations of love Reading: An article about celebrations of love Writing: Making up a celebration of love

Values and cross-curricular topics National Siblings Day; Galentine’s Day; other celebrations of love

Presentation    pages 82–83  Aim To present the new language in an interesting context

Story The text is a series of text message exchanges between two friends, Brianna and Natalie. Sandro has just asked Brianna to go out, and she cannot believe it. She’s wondering if he is playing a trick on her, but Natalie doesn’t think so. Brianna is excited, but she is also worried about their friend Eva who used to go out with Sandro. Natalie tells Brianna she should be honest and tell Eva that she is going to go out with Sandro. Brianna says she will, but for now she is going to keep it a secret. Natalie will, too.

Warm-up

• Focus students’ attention on the list •

•

under In this unit we will … and call on volunteers to read the bulleted points. Have students look at the screen. Ask: When did this text message exchange take place? (September 4th) What time? (between 7:15 p.m. and 7:31 p.m.) In pairs, have students skim the emojis and interpret what they mean (kiss, love, surprise, hand clapping, worried, not tell anyone something). Then bring the class together and ask which emojis students usually use. Ask: Did anyone not understand any emoji? Call on volunteers to clarify.

Exercise 1 Read and listen e 080

• Play the audio. Students read and listen. Then have them answer the question.

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

ask students to find the phrases in the text. Make sure that they understand the meaning of the phrases. • Focus students’ attention on the Link to life. Ask a volunteer to read it aloud. Then in pairs, have students discuss. • Bring the class together and call on volunteers to share opinions. Audioscript    Student Book page 82 

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Key language    page 83  Aim To practice the target language in a controlled context

Key language Exercise 3 e 081

• Ask students to look at the example.

Tell them to find the statement in the conversation (Natalie’s first message). • Students locate each sentence in the dialogue and complete the sentences. • Play the audio for them to check answers. • Play the audio again, pausing after each sentence for students to repeat chorally. Audioscript    Teacher’s Guide page 129 

Listen up! Exercise 4 e 082

• Play the audio. Have students write T or F next to the statements.

• Play the audio for them to check answers. Audioscript 

  Teacher’s Guide page 129  

Extra activity Students correct the false statements. ANSWERS

1a Samuel has a girlfriend. 1b Samuel and Ana have been going out for a few months. 2b In the past, Amy and Elizabeth didn’t have any problems. 3b Sarah said yes.

Get involved! Exercise 5

• Students skim the questionnaire.

Answer any questions they may have.

• Students complete the questionnaire. Exercise 2 Comprehension

• Tell students to read the conversation • •

again and complete the sentences. Students compare answers in pairs. Then go over the answers as a class.

Extra activity Write the following sentences on the board: 1 Natalie is upset that Sandro asked Brianna out. 2 Brianna has just met Sandro. 3 Brianna is wondering if Sandro is playing a trick on her. 4 Eva used to go out with Sandro and she still likes him. 5 Brianna asks Natalie to tell Eva about Sandro asking her out. 6 Brianna will be honest with Eva.

Students mark each statement True or False, correcting the false statements. ANSWERS

1 False. Natalie is happy for her. 2 False. Brianna has liked Sandro for a long time. 3 True 4 True 5 False. Brianna asks Natalie to keep this a secret for now. 6 True

Exercise 6 Pairwork

• In pairs, have students ask and answer the questions in exercise 5.

• Call on students to share which quality they ranked number 10.

Exercise 7

• Students can add on to the example answer or begin their way.

• In pairs, have students exchange messages and read them.

Consolidation Consolidation Tell students to begin a section in their vocabulary notebooks titled Adjectives. Tell students to list adjectives from the conversation related to relationships.

Tell students to add the category Friend qualities to their vocabulary notebooks. Tell them to list vocabulary from the questionnaire and other words and phrases connected to friend qualities. Workbook page W40 Practice Kit Extra Practice



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Vocabulary    page 84  Relationships Aim To present and practice vocabulary for relationships

Warm-up

• On the board, write: Mike and Angie

•

•

went out for two months, but then Angie had a crush on Sam. So she broke up with Mike and went on a date with Sam. Call on volunteers to underline expressions related to relationships in these sentences (went out, had a crush on, broke up, went on a date). Invite students to brainstorm other expressions they know related to relationships (e.g., be in love with, cheat on, make up with). Write these on the board to refer to in the next exercise.

Exercise 1 e 083

• Students skim the expressions and

check those they know. Have them compare against the expressions on the board from the warm-up. • Focus students’ attention on the Look! box. Differentiate the two expressions with love. Elicit additional examples using each expression (e.g., My boyfriend and I are in love; We fell in love last summer.). • Students work individually or in pairs to match the expressions with the definitions. • Play the audio. Students listen and check. • Play the audio again expression by expression. Students repeat chorally. Audioscript    Teacher’s Guide page 129 

Extra activity Have students reread the text messages on page 82 and see how many of the expressions from relationship vocabulary they can find there (ask someone out, break up with someone, go out with someone).

Vocabulary strategy

• Read the title of the Vocabulary strategy

• •

and ask: Has anyone ever tried this technique? Invite students to elaborate if they do. Read the strategy aloud. In pairs, invite students to strategize how to divide the expressions in exercise 1 into three color categories e.g., neutral expressions can be yellow: meet someone, look up to someone, ask someone out, get along with someone, make up with someone, get back together with someone; strong positive expressions can be red: fall in love with someone, go on a date with someone,

go out with someone, have a crush on someone; negative expressions can be blue: break up with someone, have an argument with someone.

• Ask two confident students to read out the exchange in speech bubbles.

• In pairs, have students continue the

Exercise 2

• Students do the exercise individually. • Have them compare answers in pairs. •

Point out that more than one answer may be possible. Check the answers as a class.

Exercise 3 Pairwork

• Read the instructions. Call on

a volunteer to summarize the situation from the conversation on page 82 (Sandro, who used to go out with Eva, asked Brianna out on a date. Brianna can’t believe it, but she’s excited. She’s nervous about telling her friend Eva who used to go out with Sandro.).

•

conversation. Remind them to imagine how Brianna resolved the dilemma about telling Eva, and incorporate this into their conversation. Bring the class together and have students share.

Consolidation Tell students to begin a section in their vocabulary notebooks titled Relationships. They write the expressions in various colors, per the Vocabulary strategy. If they are unfamiliar with an expression, tell them to also include a definition and / or write the word in a sentence. Workbook page W40 Practice Kit Extra Practice

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Tag questions with do Simple present and simple past Grammar chart and Think! box

• Read out the example sentences. • Go through the grammar chart.

Focus on the simple present. Read out the affirmative and then negative statements, and have students repeat. • Then focus on the simple past. Read out the affirmative and then negative statements, and have students repeat. • Ask students to read the Think! box and answer the question. • Go over the answers as a class. • Refer students to the rules on page W38. Rules    page W38 

Exercise 2

• Students do the exercise individually. • Then they compare answers in pairs. Challenge

• In pairs, have students look at the first

•

item in the chart and the example answer. Ask: Why is it in the simple present? (because it’s a question confirming her name) Students write sentences with tag questions.

ANSWERS

You’re 16, aren’t you? You come from Osaka in Japan, don’t you? You left Japan six months ago, didn’t you? Your parents got jobs here, didn’t they? You have two brothers, don’t you? You don’t live near the school, do you? You don’t know many people, do you?

Extra activity

Grammar    page 85  Tag questions with be Simple present and simple past Aim To present and practice tag questions with be and do simple present and simple past Grammar link presentation Unit 7

Warm-up

• Pose sentences with tag questions to

individual students, eliciting answers using information you know about them. Ask: Your last name is [name], isn’t it? You study a lot, don’t you? Elicit affirmative answers. Write a question and answer on the board, and say that the focus in this unit is tag questions.

Grammar chart and Think! box

• Read out the example question. • Go through the grammar chart.

Focus on the simple present. Read out the affirmative and then negative statements, and have students repeat. • Then focus on the simple past. Read out the affirmative and then negative statements, and have students repeat. • Ask students to read the Think! box and choose the correct answers. • Go over the answers as a class. • Refer students to the rules on page W38. Rules    page W38 

Exercise 1

• Students do the exercise individually. • Have them compare answers in pairs. • Check the answers as a class.

In pairs, students role-play an interview with Mitsuko. Tell them to change some information in the questions to elicit negative short answers and corrections (e.g., A You left Japan two months ago, didn’t you? B No, I didn’t. I left six months ago.) ANSWERS

Students’ own answers.

Finished?

• Put students into pairs. Tell them to write

five sentences with tag questions to ask their partner. Encourage students to include at least one negative tag question. • Have students ask and answer the questions. Circulate and assist. • Refer them to the puzzle on page 122 / X18. Puzzles    page 122 / X18  ANSWERS

Students’ own answers. Workbook page W40 Practice Kit Extra Practice

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Let’s talk about …    pages 86–87  Communication competences Choosing a gift Aim To present and practice language for choosing a gift

Warm-up

• Ask students to look at the picture

on the tablet. Write gift on the board. Ask: What is the best gift you have ever received? Write students’ answers on the board. Invite them to share who these gifts were from. Ask: To whom do you usually give gifts? What types of gifts do you give these people?

Exercise 1 Watch, listen, or read e 084

• Ask students to preview the words in

the box. Call on students to read them.

• Play the audio. Students complete the dialogue individually.

• Play the audio again. Have students listen and check. Audioscript    Student Book page 86 

Speaking strategy

• Read out the title of the Speaking

•

•

•

strategy. Review that intonation refers to the rise and fall of the voice when speaking. Read the first explanation. Model the falling intonation in the first tag question and have students repeat. Then ask two volunteers to read the complete exchange. Read the second explanation. Model the rising intonation in the second tag question and have students repeat. Then ask two volunteers to read the complete exchange. Model two more tag questions, one with falling and one with rising intonation and have students determine if you know or don’t know the answer to the question We don’t need to review tag questions again, do we? (falling intonation, eliciting agreement) You have studied the past perfect already, haven’t you? (rising intonation, answer uncertain)

Extra activity e 084

• Have students listen to exercise 1

again and determine if the tag questions have falling or rising intonation. Tell them to draw arrows going upward or downward over the tags. • Students compare answers in pairs. Audioscript    Teacher’s Guide page 129  ANSWERS

It isn’t too expensive, is it? Those hats look cool, don’t they? He would like that, wouldn’t he? You have enough money, don’t you?

Exercise 2 Real English e 085

• Play the audio. Have students listen and repeat.

• Tell students you will play the audio

again. Invite them to take notice if the intonation on the question tags falls or rises. • In pairs, have students discuss which of the phrases they could say in other situations. • In pairs, have students complete the statements and questions with their own ideas. Then have them role-play the conversation. Circulate and listen for correct intonation. Audioscript    Teacher’s Guide page 129  ANSWERS

Students’ own answers.

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Exercise 4 Pairwork

• Have students skim the profiles as

• • •

well as the gift ideas. Ask students to identify the items (shoes, headphones, paintbrushes, ear buds, an art book, a dress, books, a radio / speaker, a paint set). Tell students that exercise 1 will be the model for this activity. Read the instructions. Call on two volunteers to read out the speech bubbles. Tell students to do the role play twice, giving each person the opportunity to be the parent and the child.

Link it! Pairwork

• Read the instructions. Call on volunteers •

•

•

to read out the heads on the fact file. In pairs, have students complete the fact file and write the dialogue. To start students off, you can write: I need to buy a birthday gift for ____. He / She likes ____, doesn’t he / she? Have pairs continue for several exchanges, referring to the phrases in exercise 2. Tell students to make sure they use sentences with tag questions. Circulate and skim. Offer students feedback.

Extra activity Have pairs role-play the dialogues they wrote in the Link it! Pairwork activity.

Consolidation

• Have students write five sentences

•

Exercise 3 e 086

• Have students look at the image on the

tablet on page 86. Ask: What do they appear to be doing? Do you usually buy gifts online or in a store? What about your parents? Where do they buy gifts? • Play the audio. Students listen and choose the correct answers. • Play the audio again if necessary for students to check and correct answers. Audioscript    Teacher’s Guide page 129 

Beat the clock

• Focus on the Beat the clock. Have • •

students cover up the images in exercise 4 with a piece of paper. Start the timer and have students write down as many gifts as they can. After two minutes, say: Stop! Have students compare answers with a partner. Have them comment on which of the items they have received or given as gifts.



with tag questions and answers related to choosing a gift. Tell them to skim the exercises and models for ideas. In pairs, have students practice asking and answering the questions using falling intonation to elicit agreement and rising intonation when the answer is uncertain.

Workbook page W42 Extra Communication page 103 Practice Kit Extra Practice

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Grammar    page 88  Tag questions Other tenses and modal verbs Aim To present and practice tag questions with other tenses and modal verbs Grammar link presentation Unit 7

Warm-up

• On the board, write:

•

You’re going to study for the test, _____? You haven’t been to the U.S., _____? We should review the present perfect, _____? They can’t come to class tomorrow, _____? In pairs, have students try to fill in the question tags. Then have them look at the chart, and make corrections. Circulate and assist as needed.

Grammar chart and Think! box

• Ask students to first read the Think! box and choose the correct answer.

• Go over the answer as a class. • Go through the grammar chart and

tell students to underline the auxiliary or modal in each sentence (’re, wasn’t, haven’t, won’t, can, shouldn’t, couldn’t). • Point out that each affirmative sentence has a negative tag and vice versa. Ask students to change each affirmative sentence to negative, changing the tag accordingly, and then do the opposite. • Refer students to the rules on page W39. Rules    page W39  ANSWERS

They’re not going out with each other, are they? She was listening to me, wasn’t she? You have broken up again, haven’t you? You aren’t going to ask him out, are you? I will know someone at the party, won’t I? I can’t go out tonight, can I? Murilo and Paula should argue, shouldn’t they? We could find the building, couldn’t we?

Exercise 1

• Read the example sentence. Review

•

that the tag consists of the auxiliary or modal. Remind students that a negative sentence needs an affirmative tag, and an affirmative sentence needs a negative tag. Students do the exercise individually.

Exercise 2

Exercise 3

• Students do the exercise in pairs. Extra activity Call on pairs of students to read the mini-dialogues in exercise 3.

Exercise 4

• Read the instructions. Ask two confident students to read out the example.

• Then go around the class and have

• Hint to students that the tag will help • •

them figure out the tense they need for the sentence. Students do the exercise individually. Go over the answers as a class.

•

students add on tags. If a student attaches a tag incorrectly, let the next student have a turn. Keep a tally of points. Announce a winner.

Challenge 

• Students write five statements with tag questions for their partner.

• Have students swap and make

corrections to each other’s statements and tag questions.

Finished?

• In pairs, have students return to the text on page 82 and find examples of tag questions for present perfect, modal would, modal should, future with will (You’ve liked him for a long time, haven’t you?; He wouldn’t do that, would he?; I guess you should tell her, shouldn’t you?; You won’t tell anyone, will you?). • Refer them to the puzzle on page 122 / X18. Puzzles    page 122 / X18  ANSWERS

Students’ own answers. Workbook page W41 Practice Kit Extra Practice

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4 The celebration has made the company’s chocolates very popular in Argentina, hasn’t it? 5 The celebration is for friendship, too, isn’t it?

Step 2 Exercise 2 e 088

• Start by focusing on the Listening

strategy. Read the title. Then read the explanation. Ask: Can you predict what the answers will be to this listening exercise? (tag questions, attached to the statements) • Invite students to complete the conversation with the missing tag questions they predict. • Play the audio. Have students listen and check their answers. • Play the audio again if necessary for students to check and complete their answers. Audioscript    Teacher’s Guide page 129 

Step 3 Exercise 3 Pairwork

• Read the instructions and have students read about the three celebrations.

• Call on two students to read out the

• •

speech bubbles. Then have them skim the questions in exercises 1 and 2 for ideas. In pairs, have students make a conversation about the celebrations. Circulate and make sure students are using tag questions.

Exercise 4 Presentation

• Read the instructions and have •

Listening and speaking    page 89  Aim To listen and comprehend people describing celebrations of love

Warm-up

• Write Valentine’s Day on the board and

ask if students have ever heard of this American celebration. Ask: Is there a celebration of love like this in your culture?

Step 1 Exercise 1 e 087

• Ask: Has anyone heard of Sweetness Week?

If yes, ask students to share. If no, tell them to think what might happen during it (people share sweets all week long).

• Play the audio. Students listen to

the conversation and complete the sentences. • Students compare answers in pairs. Audioscript    Teacher’s Guide page 129 

Extra activity In pairs, students rewrite the sentences as tag questions. Tell them to also write one for the example item. They then practice asking and answering the questions. ANSWERS

Example Sweetness Week is a celebration of love, isn’t it? 1 It’s in the first week of July, isn’t it? 2 People give each other chocolate or a piece of candy, don’t they? 3 A chocolate company called Arcor started the tradition in 1989, didn’t it?



•

students choose the celebration they like the most. Tell students they can look up the celebration online if they want to learn more about it. Ask them to write down a few thoughts. Then have students present their preferred celebration to the class and explain why they chose it.

Consolidation Call on students to name all the celebrations of love mentioned on the page. Write these on the board: Sweetness Week, Valentine’s Day, Dia dos Namorados, White Day, Black Day. Tell students to write a tag question for each one. Tell them to write questions to elicit affirmative and negative responses. Then in pairs, have students ask and answer these questions. Workbook page W42 Practice Kit Extra Practice

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Trending topics    pages 90–91  Reading and writing competences Reading Aim To read an article about celebrations of love

Warm-up

• Have students look at the picture. Ask:

What are the women doing? (taking a selfie) Read the title and review the celebrations of love that have appeared in the unit so far (Sweetness Week, Valentine’s Day, Dia dos Namorados, White Day, Black Day).

Exercise 1 Read and listen e 089

• Call on two confident students to read

the first two exchanges aloud. Ask: Is the article an interview? (No, it isn’t; it’s a conversation between Alice and Juan about celebrations of love.) • Play the audio. Students read and listen. • Go through the Check it out! box and ask students to find the words in the text. Make sure that they understand the meaning of the words. • Then have students work individually to complete the exercise. • Tell students to compare answers with a partner. Go over any further questions as a class. Audioscript    Student Book page 90 

Extra activity

• Write Galentine’s Day on the board

•

and ask: What does the name of this celebration remind you of? (Valentine’s Day). Underline Gal in Galentine and ask: What does “gal” mean? (informal for girl or woman; a more dated term) Then ask: When is Galentine’s Day? (February 13th) How does this compare with the date of Valentine’s Day? (It’s a day earlier.) In pairs or small groups, have students come up with a date and more detailed description for National Bro Day.

ANSWERS

Students’ own answers.

Exercise 2

• Have students work individually or in pairs to answer the questions.

• Go over the answers as a class. ANSWERS

1 the U.S. 2 80% of people 3 give a gift, take them out for dinner, have a party, give them a hug, call them 4 February 13th 5 close friends or older relatives 6 They go out for meals with each other, go dancing, or go on trips. They make exciting plans for the future and tell each other how much they love each other. 7 A friendship between two women can last a lifetime! 8 if there exists a similar day to Galentine’s Day for boys and men

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• Students compare answers in pairs. • Bring the class together and have pairs share.

Writing strategy

• Tell students that in Step 3 they will • • •

invent and write a presentation about a celebration of love. Read the title and the explanation. Have students complete the exercise in pairs. Go over the answers as a class.

Extra activity Elicit additional examples of sentences where commas are used. ANSWERS

Students’ own answers.

Step 3 Exercise 5

• Read the instructions. • Students work individually to answer •

•

• •

the questions and make notes. Then have students compile the information into a presentation of the celebration. Remind students to use tag questions if they can (e.g., You love your pets, don’t you? So why not have a celebration to show love for our cats and dogs?). Circulate and skim what students are writing. Guide as needed. Then encourage students to rewrite their presentation or edit if they are working on a computer. Students swap their presentation with a partner. Ask some students to read their presentation to the class.

Challenge

• Read the instructions. Call on a student

Writing Aim To invent and write a presentation about a celebration of love

Warm-up

• • •

• Brainstorm who else could be celebrated on a special day (parents, grandparents, aunts / uncles, cousins, friends, pets, etc.). Write students’ ideas on the board. Invite students to share or check online if special days already exist to celebrate these categories of people / animals.

Step 1

Step 2 Exercise 4

• Call on students to read out the

Exercise 3

• Have students look at the candies.

Ask: Have you seen such candies before? If not, point out that these are popular

Valentine’s Day candies, and they have short love messages on them. Read the instructions. Have students complete the text individually. Students compare answers in pairs. Go over the answers as a class. Then ask: Do you use the heart emoji more than any other emoji? If not, which emoji do you use most? List on the board and have a vote to determine the most popular emoji used by people in the class.

•

questions. For symbols, tell students to try to think of ideas other than a heart. Have students complete the mind map individually.



•

to read the example. Then tell students to continue writing the conversation. They can work individually or in pairs. Invite pairs to role-play their dialogue.

Consolidation In pairs, have students make up statements about a new celebration called Neighbor Day. Tell them to create statements for each comma use outlined in the Writing strategy (e.g., Neighbors are the people who we see every day. They keep an eye on our homes, too. However, there isn’t a celebration to show our appreciation for them.). Culture page 116 / X10 Practice Kit Extra Practice Unit tests Resource worksheets Video

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8 People who have made history Grammar The infinitive of purpose in order to so that Adjective + preposition + gerund Comparative and superlative adverbs

Vocabulary Human achievement

Communication Discussing what things are for

Skills Listening: Uses of objects Speaking: Describing uses of objects Reading: An article about an inventor Writing: A biography of a scientist

Values and cross-curricular topics Nikola Tesla; inventions; modern machinery

Presentation    pages 92–93  Aim To present the new language in an interesting context

Story The article starts by mentioning achievements of various famous women. It then focuses on scientist Marie Curie (1867–1934) who is known for her study of radioactivity along with her husband Pierre Curie, and for their discovery of the elements polonium and radium. After her husband died in 1906, Marie continued her research that lead to the development of X-ray machines. She died of leukemia due to her exposure to radiation during her research.

• Focus students’ attention on the list

Warm-up

•

• Focus students’ attention on the title

of the unit and ask a student to read it. Then write to make history on the board. Elicit the meaning (to do something significant enough that it will be recorded in history).

•

•

under In this unit we will … and call on volunteers to read the bulleted points. Hold up the book. Point to the picture of the woman and elicit the timeframe of the photograph (19th century) Ask: Do you think a lot of women were making history in the 19th century? (probably not many) Point to the name Marie Curie and ask what students know about her. Ask a volunteer to read the introduction. Finally, have students look at the image at the bottom of the page. Ask: What is this? (an X-ray of a hand) What is the circular object on the fourth finger (a ring).

Exercise 1 Read and listen e 090

• Play the audio. Students read and listen.

• Go through the Check it out! box and

ask students to find the words in the text. Make sure that they understand the meaning of the words. • Focus students’ attention on the Link to life. Ask a volunteer to read it aloud. Then in pairs, have students discuss. • Bring the class together and call on volunteers to share opinions. Students may conclude that different people invent things for different reasons (e.g., some may just do it to make money; others may do it for the passion of discovery). Ask: What do you think was the drive behind Marie Curie’s and her husband’s inventions? (probably passion for science and progress) Audioscript    Student Book page 92 

Then have them complete the chart.

• Check the answers as a class. 92

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Consolidation Tell students to begin a section in their vocabulary notebooks to list verbs and verb phrases related to human achievement.

Key language    page 93  Aim To practice the target language in a controlled context

Key language Exercise 3 e 091

• Ask a student to read the example. • Students match the sentence halves individually.

• Play the audio for them to check answers. • Play the audio again, pausing after each

sentence for students to repeat chorally. Audioscript    Teacher’s Guide page 129 

Listen up! Exercise 4 e 092

• Play the audio. Have students choose

the correct answers. • Play the audio for them to check answers. Audioscript    Teacher’s Guide page 129 

Get involved! Exercise 5

• Have students look at the picture. Ask:

What are they doing? (listening to music)

• Students complete the questionnaire. Extra activity

Exercise 2 Comprehension

• Tell students to read the article again • •

and complete the exercise. Students compare answers in pairs. Then go over the answers as a class.

ANSWERS

1 Math and Physics 2 polonium and radium 3 Because they were exposed to dangerous levels of radiation. 4 They could show broken bones and other internal injuries. 5 in 1934

Extra activity Write the sentences below on the board. Ask students to fill in the missing words. 1 Marie Curie attended university in ____ in France. 2 She changed her name from Maria to ____. 3 Pierre Curie also was a ____. 4 During World War 1, Marie Curie helped build mobile ____. 5 Marie Curie also made contributions to the treatment of ____. 6 She won a Nobel Peace Prize for ____ in 1903 and ____ in 1911. ANSWERS

1  Paris  2  Marie  3  scientist   4  X-ray units   5  cancer   6  physics, chemistry



Tell students to imagine that each item in the questionnaire has a fourth answer choice: d other. Instruct them to write additional reasons they do the different things. Students can share in exercise 6.

Exercise 6 Pairwork

• Ask two students to read out the

speech bubbles. Then tell students to ask and answer the questions in pairs. Tell them to mention other items, too.

Exercise 7

• Ask a student to read the example •

answer. Students can add on to the example answer or begin their way. In pairs, have students exchange paragraphs and read them.

Consolidation Tell students to write statements why they do the various things in the questionnaire. Workbook page W46 Practice Kit Extra Practice

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Vocabulary   page 94  Human achievement Aim To present and practice vocabulary for human achievement

Warm-up

• Write human achievement on the

•

board. Ask: What is an achievement? (e.g., something you work hard toward and then succeed) What achievements have you had so far? Encourage students to share. Point out that a good grade in a class could be considered an achievement. Point to the pictures and ask: What kinds of success do you think people in these professions have achieved? (e.g., inventing something, painting a picture, writing a piece of music, etc.) Do you know any people who work in these professions? Do any of these professions interest you? If not, what professions interest you?

Exercise 1 e 093

• Students work individually or in pairs

to label the people in the pictures with the professions. • Play the audio. Students listen and check. • Focus on any pictures that could potentially represent more than one profession (e.g., 3 composer and musician; 8 musician and artist). • Play the audio again profession by profession. Students repeat chorally. Audioscript    Teacher’s Guide page 129 

Extra activity

• Model drawing hints or miming

•

•

actions to describe one of the professions. For example, draw music notes to elicit composer. The person who guesses the profession first continues to draw or mime hints for the class to guess. Keep the game going until all professions have been covered. Tell students that they can repeat items as long as drawings or hints are different. When drawing, erase the board each time to avoid confusion.

Exercise 2

• To preview, invite students to scan the

•

•

sentences and circle the name in each one. Tell them to see if they can recognize the name and guess the profession. Then have them work individually to read the full sentence and write in any professions they didn’t know just from the name. Check the answers as a class.

Vocabulary strategy

• Read the title of the Vocabulary strategy

• • •

and ask: Does anyone use games to memorize new words? Invite students to elaborate if they do. Read the strategy aloud. Students make the puzzle individually. Circulate and make sure students are spelling words correctly. In pairs, have students share.

ANSWERS

Students’ own answers.

Exercise 3 Pairwork

• Ask two confident students to read out

the exchange in speech bubbles. Focus students’ attention on the tense was. Ask: Why is “was” used in the question and answer? (because Beethoven is no longer alive) How would you word

•

•

a question about a living person? (Who is …? He / She is …) In pairs, have students discuss. If they can’t think of examples, let them look some up online or consult with you for ideas. Bring the class together and have students share.

Consolidation Tell students to write down the new vocabulary for human achievement in their vocabulary notebooks. Tell them to look up each word in an English learner’s dictionary and write definitions. Stress that reading definitions of words in English helps expand their vocabulary. Workbook page W46 Practice Kit Extra Practice

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in order to Think! box

• Read out the example sentence.

Ask: Why did she study intensively? • Have students read the Think! box and choose the correct answers. • Refer students to the rules on page W44. Rules   page W44 

Exercise 3

• Students do the exercise individually. ANSWERS

1 Jack is studying Chemistry at college in order to become a scientist. 2 We bought our tickets early in order to get good seats. 3 Some people write novels in order to tell us about their lives.

Extra activity Return to exercise 3. Call on volunteers to change the statements so that they use an infinitive of purpose. ANSWERS

Example I went to the art store to buy pencils. 1 Jack is studying Chemistry at college to become a scientist. 2 We bought our tickets early to get good seats. 3 Some people write novels to tell us about their lives.

so that Think! box

• Read out the example sentence.

Ask: Why did she offer her a room?

• Students complete the Think! box. • Refer students to the rules on page W44. Rules 

  page W44 

Exercise 4

Grammar    page 95  The infinitive of purpose Aim To present and practice the infinitive of purpose, in order to, and so that Grammar link presentation Unit 8

Warm-up

• Write: Why are you taking this English class? •

•

Tell students to write their answers in their notebooks or on a piece of paper. Ask students to share. However students answer, (e.g., Because …) translate their response to an infinitive of purpose and write it on the board: e.g., I’m taking this class … e.g., to improve my grammar. Underling the infinitive and explain that this is called an infinitive of purpose.

• Say the sentence again using in order

to. Say the sentence yet again using so that. Explain that both these phrases also express purpose.

Think! box

• Call on two students to read out the

example sentences. Ask: Why did she move? Why did she organize courses? • Have students read the Think! box and choose the correct answers. • Refer students to the rules on page W44. Rules    page W44 

Exercise 1

• Students do the exercise individually. Exercise 2

• Students do the exercise individually. • Check the answers as a class.

• Ask volunteers to read the example. Ask: •

Why is the modal “could” used? (because the statements are in the past) Students do the exercise individually.

Finished?

• In pairs, have students return to the

professions vocabulary and make up statements about what different students in the class are doing to end up in those careers. Write an example on the board: Sylvia is learning about technology so that she can become an inventor. Encourage students to use the different forms to express purpose. • Refer them to the puzzle on page 122 / X18. Puzzles   page 122 / X18  ANSWERS

Students’ own answers. Workbook page W46 Practice Kit Extra Practice

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Let’s talk about …    pages 96–97  Communication competences Discussing what things are for Aim To present and practice language for discussing what things are for

Warm-up

• Ask students to look at the picture on

the tablet. Ask: Do you know the name of the object Cody is holding? Write it on the board (pop socket). Then have students look at the three pictures in exercise 1. Ask: Do you know what these items are? If yes, what do people use them for? Does anyone have any of these items? Has anyone ever used any of these items?

Exercise 1 Watch, listen, or read e 094

• Focus on the example answer. Elicit the

meaning of the word gadget (a small clever mechanical or electronic tool). Point to the three pictures and say: These are all gadgets. • Play the audio. Students complete each dialogue individually. • Play the audio again. Have students listen and check. Audioscript    Student Book page 96 

Speaking strategy

• Focus students’ attention on the

•

•

Speaking strategy and read the title. Elicit that key words are the most important words in a sentence. Read the strategy aloud. Read the example sentence, modeling stress on the bolded words. Have students repeat chorally. Circulate and correct intonation as needed. For a contrast, read the sentence again putting stress on other than the bolded words. Ask: Could you understand clearly what I was saying? (no)

Extra activity e 094

• Return to the three dialogues in

exercise 1. Replay the last exchange in each. Tell students to circle the stressed words in these statements that tell someone how to use something. • Have students compare their answers, then play the audio again. Audioscript    Student Book page 96 

ANSWERS

1 It’s for supporting your cell phone. You attach it to the back of your phone and use it to take selfies or make videos. 2 You use it to massage your head. You put it on your head and move it up and down. It feels amazing. 3 It’s for eating spaghetti. You use it to put the spaghetti on a fork more easily.

Exercise 2 Real English e 095

• Students look at the exchanges. Play

the audio for them to listen and repeat.

• In pairs, students discuss which of the

phrases they could say in other situations.

• In pairs, students complete the

statements and questions with their own ideas. Then they role-play the conversation. Listen for correct intonation. Audioscript    Teacher’s Guide page 129  ANSWERS

Students’ own answers.

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Exercise 4 Pairwork

• Ask students to preview the various

gadgets. Point out that for the cassette tape they might ask and answer questions in the past tense, since this item is not used much any more. Tell students that the mini-dialogues in exercise 1 will serve as model for this activity. Have students practice in pairs. Circulate and listen. Offer feedback as needed.

• • •

Beat the clock

• Focus on the Beat the clock. Read the

instructions. Clarify that students will be writing the names of gadgets and unusual objects, and what they are used for. Give an example on the board: A head massager: You use it to massage your head. Start the timer and have students write down the names of as many gadgets and unusual objects, and their uses, as they can. After two minutes, say: Stop! Don’t have students share. They will do this in the next activity.

•

•

Link it! Pairwork

• Model describing the purpose of the

gadgets. Have students take turns describing the gadgets to their partner, who tries to guess the gadget. Bring the class together and have pairs share.

• •

ANSWERS

Students’ own answers.

Consolidation

• Have students write down question

Exercise 3 e 096

• Have students skim the exercise items. Ask: What three things will we hear about? (a digital assistant, a mini-ring light, pocket warmers) Have you heard of, or do you have any of these items? • Play the audio. Students listen and check the correct answers. • Play the audio again if necessary for students to check and complete their answers. Audioscript    Teacher’s Guide page 130 

Extra activity e 096

• Divide the class into three groups.

Assign each group one of the three items: a digital assistant, a mini-ring light, and pocket warmers. • Play the audio again. Tell groups to focus on their item and take notes. • On the board, write: You use it to … Tell groups to prepare a commercial for their gadget. Model an example for a pop socket (e.g., Presenting the pop socket! You must buy this gadget. You use it to support your cell phone. You attach it to the back of your phone and use it to take selfies or make videos!) • Groups then present their commercials. Audioscript    Teacher’s Guide page 130 





•

prompts to ask what things are used for: A What’s it for? B It’s for ____ + -ing … OR You use it to … Have students write dialogues for two items and then underline key words to stress when speaking.

Workbook page W48 Extra Communication page 103 Practice Kit Extra Practice

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Grammar    page 98  Adjective + preposition + gerund Aim To present and practice adjective + preposition + gerund Grammar link presentation Unit 8

Warm-up

• Write: I’m nervous about taking Geometry •

this year. I’ll have to work harder than I did last year. Underline nervous about taking. Tell students that they will be learning about adjective + preposition + gerund in this lesson. Tell them that they will also be learning about comparative and superlative adverbs. Call on a volunteer to underline an example in the second sentence (harder). Then elicit an example of the superlative form (That is the hardest I’ve ever had to work.).

Grammar chart, Look!, and Think! box

• Call on two students to read out the example sentences.

• Go through the grammar chart. • Return to the first example sentence

above the chart. Ask students to identify the adjective, preposition, and gerund (adjective: committed; preposition: to; gerund: studying). • Read out the Look! box. • Then have students read the Think! box and choose the correct answers. • Refer students to the rules on page W45. Rules    page W45 

Exercise 1

• Students do the exercise individually.

Comparative and superlative adverbs Aim To present and practice comparative and superlative adverbs

Grammar chart and Think! box

• Read out the example sentences. • Go through the grammar chart. Read •

out the three forms. Ask students to read the Think! box. On the board, write: well / better / best and badly / worse / worst and elicit examples.

Exercise 2

• Students do the exercise individually.

Hint to them to look for than after the answer choices for comparative form and the before the ones for superlative form.

Exercise 3

• Students do the exercise individually.

Extra activity Create separate flashcards for the various comparative and superlative adverbs. Divide the class into two teams. Hold up a random flashcard and have an individual student provide a sentence for it. If a student does so correctly, the team gets a point. If a student does so incorrectly, the other team gets a point. ANSWERS

Students’ own answers.

Finished?

• Write: I’m afraid of …; I’m interested in …; I’m worried about …; I’m responsible for …; I want to be remembered for … Students complete the prompts with gerunds.

• In pairs, have students share. • Refer them to the puzzle on page 122 / X18. Puzzles    page 122 / X18  ANSWERS

Students’ own answers.

Consolidation

• Tell students they will create two • •

sections in their vocabulary notebooks to consolidate the grammar. First tell them to write down all adjective and preposition combinations presented on the page. Then have students list all the adverbs used in the chart and exercises, and write all three forms in three columns.

Workbook page W47 Practice Kit Extra Practice

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Step 2 Exercise 2 e 097

• Point out that in this second listening,

the focus will be on the use of the gadgets. Let students preview the questions and circle in pencil if they think they remember the answer. • Play the audio again. Have students listen and check the answers from the preview, or do the exercise. • Play the audio again if necessary. Audioscript    Teacher’s Guide page 130 

Step 3 Exercise 3 Pairwork

• Have students scan the first three

• •

prompts. Ask: What form do we use after adjective + preposition? (gerund) Then look at the last three prompts together. Model putting a verb in the sentence (e.g., It works better than a regular coffee maker). In pairs, students use the prompts to discuss the items. Circulate and assist as needed.

Extra activity

• In pairs, students think of two similar

•

gadgets and ways to compare them. For example, This X music player plays music louder than Y. However, Y is smaller and it plays songs more clearly. Circulate and assist. Students will likely have comparative adjectives in their statements as well, but make sure they also have sufficient adverbs. Call on pairs to share their comparisons.

Exercise 4 Presentation

• To encourage that each item is spoken

Listening and speaking    page 99  Aim

•

Step 1 Listening strategy

• Read the title of the Listening strategy

To listen to and comprehend people talking about uses of things

Warm-up

• Ask students to skim the various

gadgets in the pictures. Ask: Do you have any of these items? Do you know what they are called? Focus on the backpack and ask: What do you think about this backpack?

•

and review that context refers to information related to an idea that can help you understand it. Read the strategy aloud. Focus on the three bullet points. On the board, write: who, what, where. Explain that students will listen for this information to help them answer the questions in exercise 1.

Exercise 1 e 097

• Play the audio. Students listen and

choose the correct answers. • Students compare answers in pairs. • Go over the answers as a class. Audioscript    Teacher’s Guide page 130 



•

about, you can assign items to students. Give students a few minutes to prepare. Circulate and assist. Then call on students to present.

Consolidation

• Have students use the information

•

•

from the Listening strategy to create a short dialogue with a partner about how to use a gadget. Tell students that the dialogue should reveal who the people are, what their relationship is, and where they are. Students role-play their dialogue to the class, and classmates take notes about who, what, and where.

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 the inventor Nikola Tesla

Warm-up

• Books closed. Write Tesla on the board.

•

Ask: What do you think of when you see the word “Tesla”? (e.g., brand of cars, electric cars) Ask: Have you ever heard of Nikola Tesla? Books open. Have students look at the picture and title of the article. Ask: Do you think he is behind the name of the company Tesla? Let students speculate. Then call on a confident student to read the introduction aloud.

Exercise 1 Read and listen e 098

• Call on a confident student to read the introduction aloud.

• Play the audio. Students read and listen. • Go through the Check it out! box and

ask students to find the words in the text. Make sure that they understand the meaning of the words. • Then have students work individually to complete the exercise. • Tell students to compare answers with a partner. Go over any further questions as a class. Audioscript    Student Book page 100 

Extra activity Students correct the false statements. ANSWERS

1 He also worked on other projects, for example, radio technology and wireless communication. 3 Westinghouse bought Tesla’s designs for his engine. 4 In 1906, the Wardenclyffe Tower project was abandoned.

Exercise 2

• Have students work individually or in pairs to answer the questions.

• Go over the answers as a class.

ANSWERS

1 1856 2 He worked for the Edison electrical company. 3 Tesla improved the design of the direct current motor. 4 Edison publicly criticized Tesla’s design, calling it highly dangerous. 5 He believed it could provide the world with free electricity and wireless communication, including pictures, messages, and weather warnings. 6 Because people lost confidence in Tesla’s ideas. 7 He died in 1943.

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•

Atlantic is a restrictive relative clause, and that the information is necessary to define the noun pilot. Point out that a non-restrictive relative clause provides extra information and is not necessary to identify a noun. Students work individually.

ANSWERS

1 Maria Skłodowska studied at Sorbonne University, where she met Pierre Curie. 2 Thomas Edison invented the light bulb, which became very popular.

Extra activity

• Ask a student to read the first sentence

•

in the article on page 100. Write it on the board as a relative clause with a comma (You may have heard of Tesla, [which is] the car manufacturer at the cutting edge of the electric car revolution). In pairs, have students look at the rest of the article and underline as many relative clauses as they can find.

ANSWERS

… who gave his name to the company?; … who helped to develop the modern AC (alternating current) motor.; … who is best known for inventing the commercial light bulb.; … that we use in everyday life.

Step 3 Exercise 3

• Read the instructions and tell students to use exercise 2 as a model.

• Encourage students to refer back to •

the Writing strategy and try to include relative clauses, where possible. Students swap their biography with a partner who corrects any mistakes.

Challenge

• Students go through the unit and

Writing

Step 1

Aim

Exercise 1

To write a biography of a scientist

Warm-up

• Write fact file prompts on the board:

•

•

Name, Nationality, Born, Education, Worked, Occupation, Achievement, Died, Influence today. Call on students to fill in the information about Nikola Tesla (Croatian; 1856; never finished university; for Edison company and Paul Westinghouse; AC motor; 1943; the Tesla AC motor powers many of the appliances we use today). Explain that outlining information like this can help in writing a biography.

• Point out that that these sentence •

halves cover different topics. Students do the exercise individually.

Step 2 Exercise 2

• Focus on the name Louis Daguerre. Ask: •

Does anyone know who this was? Call on students to read the fact file. Students do the exercise individually.

Writing strategy

• Tell students that in Step 3 they will write a biography. Read the title and explanation.

• Focus on the two examples. Explain

that the relative clause who crossed the



find a historical figure to write about. If they pick a person from one of the exercise items, have them look up more information and include facts about the person in addition to saying why they admire his or her achievements.

Consolidation Ask students to write their own biography of Louis Daguerre in exercise 2, using relative clauses where possible. Tell students to work from the fact file, not the existing biography they completed in the exercise. Encourage them to look at the Writing strategy. In pairs, have students compare how they used relative clauses. Culture page 117 / X11 Practice Kit Extra Practice Unit tests Resource worksheets Video

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Review D D Exam practice and review Vocabulary Relationships Human achievement

Grammar Tag questions with be (Simple present and simple past) Tag questions with do (Simple present and simple past) Tag questions (Other tenses and modal verbs) The infinitive of purpose in order to so that Adjective + preposition + gerund Comparative and superlative adverbs

Vocabulary Exercise 1

• Students do the exercise individually. • Have them compare answers in pairs. • Go over the answers as a class. Extra activity

• In pairs, have students focus on the

•

alternative choice in each exercise and create a new sentence with it (e.g., I look up to my teachers. They inspire me to be the best that I can be.) Bring the class together and call on pairs to share their sentences.

ANSWERS

Students’ own answers.

Exercise 2

• Students do the exercise individually. • Go over the answers as a class.

Exercise 4

• Students complete the exercise •

Grammar Exercise 3

• Focus on the example sentence.

• • • •

If necessary, review that some adjective + preposition combinations must take a gerund. Worried about is one such combination. Students do the exercise individually. Have them compare answers in pairs. Go over the answers as a class. Bring the class together and review any of the grammar points as needed.

•

individually. Bring the class together and call on students to read out the matched sentences. Correct answers as necessary.

Songs I Just Called to Say I Love You, by Stevie Wonder (The infinitive of purpose) A Little Time, by The Beautiful South (Tag questions) Workbook pages W43 and W49 Practice Kit Extra Practice

Exercise 5 Exam

• Students do the exercise individually. • Go over the answers as a class. Exercise 6 Exam

• Students complete the exercise •

individually. Call on two volunteers to read out the completed interview.

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Pronunciation The pronunciation of to Exercise 2 e 100

• Read the instructions. • Read out the explanation of /tə/ vs. /tu/ sounds.

• Play the audio. Students listen to the pronunciation of /tə/ vs. /tu/.

• Play the audio again, pausing after each

sentence for students to repeat chorally, then individually. Audioscript    Student Book page 103 

Exercise 3 e 101

• Play the audio and have students check the correct column.

• Play audio again for students to check their answers.

• Go over the answers as a class. • Play the audio a third time for students to focus on the /tə/ and /tu/ sounds. Pause after each sentence for students to repeat chorally, then individually. Audioscript    Student Book p age 103 

Extra activity

• Ask students to write one sentence •

•

with the /tə/ sound and one with the /tu/ sound. In pairs, tell students to read each other’s sentences, pronouncing /tə/ and /tu/ correctly. Circulate and correct any mistakes with pronunciation. Bring the class together, and ask some students to read their sentences to the class.

ANSWERS

Students’ own answers.

Video link

D Extra communication Aim To practice conversations for choosing a gift and discussing what things are for To listen to and practice pronouncing /tə/ vs. /tu/ in have to To listen to and / or watch people talk about their favorite person in history

Warm-up

• Write to on the board and call on

a student to read it. Then write: Do you want to go out tonight? No, thanks—I don’t want to. Tell students to study the two uses of to. Ask: Are they pronounced the same way? (no, the first to is pronounced /tə/ and the second to is pronounced /tu/.

• Tell students that they will be practicing the two pronunciations of to in this section.

Communication Exercise 1 e 099

• Students complete the dialogues. • Then play the audio. Students listen and check.

• Go over the answers as a class. • In pairs, have students read out the

Exercise 4 Watch or listen e 102

• Give students time to preview the

exercise items and see which characters will be in the audio / video. • Play the audio / video. Students watch / listen and choose the correct answers. • Play the audio / video again for students to complete and check their answers. • Go over the answers as a class. Audioscript    Teacher’s Guide page 130 

completed dialogues. Time permitting, call on pairs to role-play the dialogues for the class. Audioscript    Teacher’s Guide page 130 



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D Global skills Create a new sport Aim To participate in the process of thinking up a new sport To reflect on the purpose of rules, equipment, and location of a new sport To collaborate with a group to make up the sport and then try to play it

Warm-up

• Focus students’ attention on the list •

under We will … and call on volunteers to read the bulleted points. As a class, reflect on the meaning of the various goals.

What’s up? Exercise 1

• Have students look at the pictures in pairs and discuss the questions.

• Ask: Would you like to try the frisbee sport? Would you like to try the croquet on bikes sport? Why? Why not?

Get thinking Exercise 2

• Read the instructions. In pairs, students •

read the text and choose a question from the box to head each section. Go through the Check it out! box and ask students to find the words in the text. Make sure that they understand the meaning of the words.

Get involved Exercise 3 Groupwork

• Have students study the mind map. •

•

Point out that the four components are necessary to create a new sport. Divide the class into groups of three. Encourage students to start with choosing a purpose and then go on to come up with additional ideas. Refer students back to the text in exercise 2 if they get stuck.

Extra activity Use the mind map to outline an existing sport that all students know. This can help if students are having a hard time getting their own idea going.

The project Exercise 4 Groupwork

• With the four elements of their sport in place, have students test out playing it.

• Then ask them to follow up by answering the questions.

• Focus on the Real English list of phrases. • Then have groups take some time to • •

•

practice presenting their sport, using phrases from Real English. Then bring the class together and have groups present. At the end, hand out small pieces of paper. Have students list each group and award between 1 and 5 stars (5 being the highest) for the sport idea. Tally and reveal the group with the highest number of stars.

Extra activity

• In their original groups from exercise 4,

students prepare an informational presentation / video about their new sport. Tell students it has to be enthusiastic, with an invitation to come try the sport at a community venue.

• Refer students to the phrases in

•

Real English. Add the following lines on the board: Come join us for a free demonstration at [location] on [date] at [time]. Encourage students to think of additional incentives for people to come to the event (e.g., free food and drink, a raffle, etc.). Ask groups to present and video it on a phone if available. Finally, vote on the most dynamic presentation.

How did you do?

• Let students reflect on their success •

with global skills. Call on students to read the can-do statements. Then students self-evaluate individually. Circulate and ask students to share why they feel they can or cannot do the things well.

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I can talk about a celebration. (p.89) Exercise 3

• Read out the can-do statement. • Students do the exercise individually. • If students did not do well, refer them

•

back to exercise 3 on page 89. Ask two confident students to read out the example questions and answers. Elicit some more questions and answers, using the prompts. Repeat exercise 3 on page 105 as a class, eliciting the answers.

I can describe human achievement. (p.94) Exercise 4

• Read out the can-do statement. • Students do the exercise individually. • If students did not do well, refer them back to exercise 1 on page 94.

• Play the audio again for students to hear the phrases and look at the pictures.

• Refer students back to exercise 4 on

page 105 and go through the exercise as a class, eliciting the correct answers.

I can discuss what things are for. (p.96) Exercise 5

• Read out the can-do statement. • Students do the exercise individually. • 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.

• Refer students back to exercise 5 on page 105. Students practice again in pairs.

I can describe the benefits of things. (p.99) Exercise 6

• Read out the can-do statement. • Students do the exercise individually. • If students did not do well, refer them

D My progress Speaking competences Aim To review the language and skills learned in Units 7 and 8

I can talk about relationships. (p.84) Exercise 1

•

up to someone? (to admire or respect someone) To get along with someone? (to have a friendly relationship with someone) To have a crush on someone? (to really like someone) Repeat exercise 1 on page 105 as a class, eliciting the correct answers.

I can choose a gift for someone. (p.86) Exercise 2

• Read out the can-do statement. • Students do the exercise individually. • If students did not do well, refer them

• Read out the can-do statement. • Students do the exercise individually. • If students did not do well, refer them

•

• Play the audio again for students to

back to exercise 1 on page 84. Give them a few minutes to study the vocabulary. Ask: What does it mean to break up with someone? (to end a relationship) To fall in love with someone? (to develop very strong feelings) To look

back to exercise 2 on page 86. hear the phrases in context.

• Repeat exercise 2 on page 105 as

•

back to exercise 3 on page 99. Ask two confident students to read out the example dialogue. Elicit another example dialogue from the class. Repeat exercise 6 on page 105 as a class, eliciting the answers.

Listening, reading, and writing competences

• Have students think about their • •

progress. Call on students to read out the can-do statements. Then ask them to judge how well they can perform the various skills. Tell students that if they found any of the activities difficult, they should go back and review some more.

a class, eliciting the correct answers.



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Cambridge English A2 Key (KET) for Schools Practice  Reading and Writing Part 1    page 106 / X14  Exercise 1

• Focus on the Exam strategy. Call on

•

•

• •

•

a student to read it. Review that key words are the most important words. Encourage students to underline the key words in the options before choosing the correct answer. Have students do the exam questions individually. Tell them to choose the answer that interprets the information in each notice or message. Hint to students to read each exam item, and the answer options carefully, paying attention to every detail. Encourage them to use the visual information (layout, location, etc.) to help them identify the context. Students compare answers in pairs. Bring the class together and call on volunteers to highlight the information in each item that reflects the correct answer. Check the answers as a class.

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Reading and Writing Part 3    page 107 / X15  Exercise 2

• Focus on item 1 and elicit key words for

•

•

•

the answer options (A be an engineer; B build things; C clear interests) Say: Key words can help you choose the correct option. Have students read the rest of the exercise items and underline the key words in the answer options. Then tell students to read the text and answer the questions. Encourage them to underline in the text and label information that supports each correct option. Bring the class together and go over the answers as a class. For each item, elicit the supporting information in the text (e.g., for item 1, the first sentence gives the answer). Then ask for each item: Which key word helped you choose the correct option? (e.g., for item 1, build things) You can also point out that during an exam, it is important to stay organized when navigating answers and the text, so as to avoid the need to reread the text too many times.

Reading and Writing Part 6    page 107 / X15  Exercise 3

• Call on a student to read the Exam

•

•

•

•



strategy. Ask: How could you plan what you want to write? (e.g., take notes, make an outline, create a mind map) Ask students to read the prompt. Tell them to consider what grammar they will need to use in their email (present perfect, future with going to) to discuss all the topics correctly. Encourage students to keep track of time as they plan and write the email. Suggest that they try to finish in 10–15 minutes. Remind them that after they’ve finished writing, they should go back and check that they have answered every part of the question. Collect the students’ work and offer feedback on an individual level.

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Listening Part 2    page 108 / X16  Exercise 4 e 103

• Call on a student to read the Exam

strategy. • Have student read the instructions. Ask: What are the two friends talking about? (a football team). • Encourage students to read through the items and look at the blanks and the words next to them. Ask them to think about what information is missing (e.g., in the example, the missing information is the name of the football team) • Play the audio. Students listen and complete the questions. • Play the audio again. Tell students to listen carefully, check their answers, and make any necessary corrections. • Go over the answers as a class. Audioscript    Teacher’s Guide page 130 

Listening Part 3    page 108 / X16  Exercise 5 e 104

• Read out the Exam strategy. Answer any questions.

• Encourage students to read through

the questions and the options before you play the audio for the first time. • Play the audio for the example. Answer any questions. • Play the rest of the audio. Students listen and choose the correct answers. • Play the audio again. Students listen carefully and check their answers. Remind them that this is their chance to catch any mistakes. • Go over the answers as a class. Audioscript    Teacher’s Guide page 130 

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Speaking Parts 1–2    page 109 / X17  Exercises 6–8

• Read out the Exam strategy. Encourage

•

•



students not to be shy when being examined in the Speaking exam. Explain that it is important to demonstrate their speaking ability by keeping the conversation lively and giving as much information as possible. Before pairs start discussing, remind students to be polite, take turns, and allow one another ample time to voice opinions. Then circulate as they work their way through the exercises. Explain that in an exam situation they are tested on their ability to take part in different types of interaction: with the examiner, with the other candidate and by themselves.

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1 Culture

 

  page 110 / X1 

Aim To read about unusual job possibilities To think about what you want to do when you are older To give a presentation about an unusual job

Warm-up

• Ask a student to read the title of the

article. Elicit that weird means strange or unusual. Then have students look at the pictures. Ask: Do you think it is possible that sleeping is this woman’s job? What do you think is this man’s job? (pushing people into packed trains) Which job could you imagine yourself doing? Why? Which one could you NOT imagine yourself doing? Why? How much do you think you could get paid to sleep or push people into trains?

Exercise 1 Read and listen e 105

• Play the audio. Students read and listen. Then they choose the correct answer.

• Go through the Check it out! box and

ask students to find the words in the text. Make sure that they understand the meaning of the words. Audioscript    Student Book page 110 / X1 

Exercise 2

• Ask a volunteer to read out the example. • Students read the article again and match the sentence halves.

Exercise 3

• Call on a student to read out the example question and answer.

• Students do the exercise individually

or in pairs. Encourage them to reread parts of the article to help answer the questions.

ANSWERS

1 up to $70,000 a year 2 It appeals to people who prefer to do something more active. 3 in Madrid and in several cities in China 4 They help scientists who are doing sleep research; they sleep in art exhibitions. 5 It’s perfect for people who hate getting up in the morning.

Extra activity

• Have students list all the unusual

jobs mentioned on the page. Tell them to focus on the second word in each that ends in -er (e.g., taster, pusher, sleeper, viewer, tester, watcher, presenter, stander). Point out that the suffix -er added to a verb, often forms a noun that names a person’s profession.

• In pairs or small groups, invite students to think up additional usual or unusual job titles, adding -er to verbs (e.g., people counter, window washer, house builder, toothpaste taster).

Exercise 4 Presentation

• Read out the instructions to the class. • Focus students’ attention on the

•

unusual jobs in the box. Call on volunteers to read each job. Confirm comprehension. Then in class or for homework, students research one of the jobs listed. To avoid too many students choosing the same job, you can assign jobs, or let them choose, making sure that all options in the box will be presented. If any students have other ideas, you can let them pursue those as well.

• Students research, using the bullet •

points in the box as their guide. Encourage them to take good notes. Back in class, students present their job.

Consolidation In pairs, have students sort all the unusual jobs mentioned in the article and in exercise 4. Tell them to create three categories: Demanding, Somewhat demanding, Not demanding. Have them discuss salaries they think would be fair for the various jobs. Finally, write on the board: What are the benefits and drawbacks of “weird” jobs vs. more traditional jobs? (For example, unusual jobs can be more interesting and flexible than a traditional job; however, unusual jobs may be part-time, or one-time, and may not provide a steady income.)

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Exercise 2

• Ask a volunteer to read out the example.

• Students read the article again and choose the correct alternatives.

• Go over the answers as a class. Exercise 3

• Call on a student to read out the example question and answer.

• Students do the exercise individually

•

or in pairs. Encourage them to reread parts of the article to help answer the questions. Go over the answers as a class.

ANSWERS

1 her friend Annabel 2 pollution 3 sneakers and a bag to collect your trash 4 You take a picture of yourself and your trash, and you post it on Instagram. 5 in the U.S., Thailand, and Spain

Extra activity

• Ask students to write a comment

• •

(about a paragraph long) responding to Chiara’s blog post. Tell them they can write any type or response they want about the activity she describes. They can ask questions, share their opinion about it, or make suggestions. In pairs, have students share their comments. Then bring the class together and ask: Who gave Chiara positive feedback and would be interested to try plogging? Did anyone criticize plogging? What did you say?

Exercise 4 Presentation

• Read out the instructions to the class. • Focus students’ attention on the

2 Culture

 

  page 111 / X2 

Aim To learn about an environmentally-friendly physical activity called plogging To consider the benefits of plogging for the environment To give a presentation about an event similar to plogging, combining some form of exercise with picking up trash

Warm-up

• Write plogging on the board. Tell

doing? (jogging) What is the man doing? (picking up trash) What kind of trash? (plastic)

•

Exercise 1 Read and listen e 106

• Play the audio. Students read and listen. Then have them write T or F. • Go over the answers as a class. • Go through the Check it out! box and ask students to find the words in the text. Make sure that they understand the meaning of the words. Audioscript    Student Book page 111 / X2 

students not to read the article, but to just look at the picture. Ask: Can you figure out what “plogging” might refer to from looking at this woman and man? If students can’t, break down for them further. Ask: What is the woman



•

questions in the box. Call on volunteers to read them. Confirm comprehension. Decide if you want your students to present individually or in pairs. Then in class or for homework, have students plan an event, using the questions in the box as their guide. Tell them to take notes and summarize their findings. Back in class, students or pairs present their event.

Consolidation Encourage students to make a note of any new vocabulary from the article in their vocabulary notebooks. Assure students that it is difficult to remember all the new vocabulary they come across. Tell them to focus on vocabulary that they think will be most useful to them in the future.

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3 Culture

 

  page 112 / X3 

Aim To read about extreme sports opportunities for people with disabilities To learn about programs and organizations that make these experiences possible To give a presentation about an extreme sport for people with disabilities

Warm-up

• On the board, write: Extreme sports. Invite

• •

•

students to brainstorm examples and write them on the board (e.g., skydiving, bungee jumping, whitewater rafting). Then ask: Which of these sports do you think are available for people with disabilities? Invite a student to read the title of the article. Ask: What might the author of the article mean by “for all”? (e.g., for all people, including those with disabilities) Focus on the picture at the top of the page. Ask: What sport does this appear to be? (surfing)

Exercise 1 Read and listen e 107

• Play the audio. Students read and listen. Then have them answer the questions.

• Go through the Check it out! box and

ask students to find the words in the text. Make sure that they understand the meaning of the words. Audioscript    Student Book page 112 / X3 

Exercise 2

• Ask a volunteer to read out the example. • Students read the article again and complete the sentences.

Exercise 3

• Call on a student to read out the example question and answer.

• Students do the exercise individually or in pairs. Encourage them to reread parts of the article to help answer the questions.

ANSWERS

1 2 3 4

• Remind students that organizations

such as these don’t just need volunteers to physically be in the field kayaking or surfing. There could be opportunities for promotion, photography, social media representation, etc.

in British Columbia, Canada the One-Off handbike He was surfing. He can lie on the board and enjoy the experience of riding across the water.

Extra activity

• On the board, write: 1 Whistler Adaptive Sports Program 2 Wheel High 3 Life Rolls On • Review which sports each organization reflects. Tell students to choose one of these organizations and write a paragraph proposing how they could volunteer for the organization.

Exercise 4 Presentation

• •

students have other ideas, you can let them pursue those as well. Students research and use the questions in the box as their guide. In class, students present their activity.

Consolidation

• Students begin a section in their

• Read out the first line of the • •

instructions. Call on a student to read out the last paragraph of the article. Focus students’ attention on the questions in the box. Call on volunteers to read them. Confirm comprehension. Then in class or for homework, students research one of the activities listed. To avoid too many students choosing the same activity, you can assign activities, or let them choose, making sure that all activities will be presented. If any

•

vocabulary notebooks labeled Extreme sports and list the ones in the article. If they already have a similar section in their notebooks from Unit 3 (Exciting experiences), they add words there. Encourage students to make a note of any new vocabulary from the article in their vocabulary notebooks. Tell them to label parts of speech for these words (e.g., venture (v.); terrain (n.)) and use the words in sentences.

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• Read through the headings in the • •

exercise with the class and check comprehension. Students work individually to match the headings with the paragraphs. Go over the answers as a class.

Exercise 3

• Call on a student to read out the •

example question and answer. Students do the exercise individually or in pairs. Encourage them to reread parts of the article to help answer the questions.

ANSWERS

1 It protects the work of several enormous telescopes in the area, including the Green Bank telescope. 2 They were blocking signals. 3 To escape 21st-century gadgets. 4 At a nearby ski resort.

Extra activity

• Imagine that you have decided to

• •

take a summer job in Green Bank working in a coffee shop. It is week three and you are writing a letter (handwritten) to a friend describing what it’s like living without Wi-Fi. Encourage students to recall what it was like the first days and what they have gotten used to (e.g., The first day was so hard. I kept looking for my phone, but I didn’t have it with me …). Students swap letters with a partner. Call on a few volunteers to read their letters to the class.

Exercise 4 Presentation

• Read out the instructions to the class. • Focus students’ attention on the •

4 Culture

 

• Ask: Try to think of some benefits of   page 113 / X4 

Aim To read about a town, Green Bank, West Virginia, where there is no Wi-Fi To contemplate living a Wi-Fi-free existence To give a presentation about Green Bank and the benefits of living there

Warm-up

• Invite a student to read the title of •

the article. Ask: Can you imagine living without Wi-Fi? As a class, create a list of things you could NOT do if you had no Wi-Fi (e.g., go on the Internet, check social media, play certain games).

living in such a town. Invite students to speculate.

Exercise 1 Read and listen e 108

• Play the audio. Students read and listen. Then have them answer the question. • Go over the answer as a class. • Go through the Check it out! box and ask students to find the words in the text. Make sure that they understand the meaning of the words. Audioscript    Student Book page 113 / X4 

Exercise 2

• Focus on the example. Have students

read the head and find paragraph G. Students read it to determine why they match (the last line says you might like it).



•

questions in the box. Call on volunteers to read them. Confirm comprehension. Then in class or for homework, students research, using the questions in the box as their guide. Tell them to take notes and summarize their findings. In class, students present their research.

Consolidation

• Encourage students to create

• •

a section in their vocabulary notebook labeled Technology. Tell students to scan the article individually and write down any words related to technology (e.g., digital, Internet, click links, download). Point out that there will be many words. In pairs, have students compare lists and add any words they may have missed. Then in pairs, tell students to create a three-column chart labeled Nouns, Verbs, Adjectives and sort the words.

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5 Culture

 

  page 114 / X8 

Aim To learn about the company Redemption Roasters that provides opportunities for prisoners to develop jobs skills in prison that they can transition to the real world To give a presentation about other projects that help offenders improve their lives

Warm-up

• Focus on the title. Ask: What does

“redemption” mean? (the act of saving or being saved) What does “roaster” refer to? (a company that processes coffee beans) Have students look at the picture. Ask: Why do you think this coffee shop has such an unusual name? If students have no idea, tell them to read the words in the Check it out! box. Ask: Can you guess now? (e.g., maybe the coffee shop is in a prison)

Exercise 1 Read and listen e 109

• Play the audio. Students read and listen. Then have them match the sentence halves. • Go over the answers as a class. • Go through the Check it out! box again and ask students to find the words in the text. Make sure that they understand the meaning of the words. Audioscript    Student Book page 114 / X8 

Exercise 2

• Ask a volunteer to read out the example. • Students read the article again and write T of F.

• Encourage them to correct the false

•

statements (1 Fifty percent commit further crimes in their first year after leaving prison. 4 There are several Redemption Roasters coffee shops. 5 There are always jobs for trained baristas.) Go over the answers as a class.

Exercise 3

• Call on a student to read out the • •

example question and answer. Students do the exercise individually or in pairs. Tell them to reread parts of the article to answer the questions. Go over the answers as a class.

ANSWERS

1 They commit further crimes in their first year after leaving prison. 2 people in the prison community 3 They learn about different coffee beans, how to operate machinery, and how to pour the perfect cup of coffee, among other things. 4 In one of the Redemption Roasters coffee shops in London.

Extra activity

• Divide the class into pairs or groups •

•

•

of three. Invite students to think of other skills prisoners could learn while still in prison, using a similar philosophy to Redemption Roasters and training baristas. Then have pairs or groups write a proposal to an existing company, inviting it to consider offering an opportunity to expand to prisons, so that inmates have an easier transition into the world outside of prison. Encourage them to refer to details of Redemption Roasters’ success. Have pairs or groups read their letters to the class.

Exercise 4 Presentation

• Focus students’ attention on the •

•

questions in the box. Call on volunteers to read them. Confirm comprehension. Then in class or for homework, students research, using the questions in the box as their guide. Tell them to take notes and summarize their findings. In class, students present their project.

Consolidation

• Students skim the article and •

•

underline all vocabulary related to prison (e.g., offenders, inmates). Then they read the article again and underline all words and phrases related to a coffee shop (e.g., barista, specialty coffee, trainee). Students compare the lists in pairs.

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Exercise 3

• Call on a student to read out the example question and answer.

• Students do the exercise individually

•

or in pairs. Encourage them to reread parts of the article to help answer the questions. Go over the answers as a class.

ANSWERS

1 in the 1800s 2 at least 25% 3 Scientists only use 1% of all rainforest plant species to make medicines, which means there are a lot of other plant species with exciting possibilities for medical science. 4 We might not have the medicines we take for granted, like antibiotics or painkillers. Also, many serious illnesses are still incurable. If rainforests disappear, we could lose our chance to find these cures.

Extra activity

• Ask: What is the main idea of the

•

•

article? (that we must preserve rainforests) Why is this necessary? (If rainforests disappear, opportunities to find new cures will be lost.) In pairs, have students brainstorm what people can do to help preserve rainforests. Then allow pairs to look up additional ideas online. Bring the class together and have students share ideas.

Exercise 4 Presentation

• Read out the instructions to the class. • Focus students’ attention on the •

6 Culture

 

Exercise 1 Read and listen e 110   page 115 / X9 

Aim To learn about the rainforest as a resource for various medicines that we use today To consider medicines still undiscovered in the rainforest and comprehend the importance of rainforest preservation To give a presentation about a natural remedy that comes from a rainforest

Warm-up

• Read the title of the article. Ask: What

remedies do you think come from the rainforest? Do you think western medicine relies on rainforests for medicine?

•

• Play the audio. Students read and listen. Then have them choose the correct answer. • Go over the answer as a class. • Go through the Check it out! box and ask students to find the words in the text. Make sure that they understand the meaning of the words. Audioscript    Student Book page 115 / X9 

Exercise 2

• Ask a volunteer to read out the example.

• Students read the article again and

•

questions in the box. Call on volunteers to read them. Confirm comprehension. Tell students they can present a remedy they know and use, or find one that looks interesting. Then in class or for homework, students research, using the questions in the box as their guide. Tell them to take notes and summarize their findings. Back in class, students present their remedy.

Consolidation Encourage students to make a note of any new vocabulary from the article in their vocabulary notebooks. Assure students that it is difficult to remember all the new vocabulary they come across. Tell them to focus on vocabulary that they think will be most useful to them in the future.

match the sentence halves.

• Go over the answers as a class.



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7 Culture

 

  page 116 / X10 

Aim To contemplate the notion of animals having feelings like humans To consider the science behind emotion, namely the hormone oxytocin To give a presentation about animals that mate for life

Warm-up

• Tell students to brainstorm emotions

that people feel. Write these on the board (e.g., love, happiness, sadness, disappointment, excitement). Ask: Do you think animals can feel any of these emotions? If students say yes, encourage them to name specific animals and give examples (e.g., seeing a dog wag its tail and bark when excited to see you).

Exercise 1 Read and listen e 111

• Play the audio. Students read and listen. Then have them choose the correct answer. • Go over the answer as a class. • Go through the Check it out! box and ask students to find the words in the text. Make sure that they understand the meaning of the words. Audioscript    Student Book page 116  / X10 

Exercise 2

• Ask a volunteer to read out the • •

example. Students read the article again and choose the correct alternatives. Go over the answers as a class.

Exercise 3

• Call on a student to read out the example question and answer.

• Students do the exercise individually

•

or in pairs. Encourage them to reread parts of the article to help answer the questions. Go over the answers as a class.

Extra activity

• Ask a student to read the last two

ANSWERS

1 for years 2 They protect and feed each other, they are happy when they are with their partner, and miss them when they aren’t together. 3 oxytocin 4 Because she was sick. He didn’t want to leave her side until she was well again.

•

questions in the article. Tell them to write their opinion on the topic, using examples from real life, for example, a relationship with a pet or from an observation in a zoo. Bring the class together and have students share opinions. Encourage students with opposite arguments to defend their point of view.

Exercise 4 Presentation

• Read out the instructions to the class. • Focus students’ attention on the •

•

as their guide. Tell them to take notes and summarize their findings. Back in class, students present their research.

Consolidation

• Have students read through the •

article one last time, highlighting any words they still aren’t sure of. Circulate and help students use context to get the meanings. Instruct students to copy these words into their vocabulary notebooks and write the meanings. Let them look up definitions if needed.

questions in the box. Call on volunteers to read them. Confirm comprehension. Then in class or for homework, students research, using the questions in the box

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2 right to left (top to bottom and from left to right) 3 consonants (vowels) 4 the Mayan alphabet (the Greek alphabet)

Exercise 3

• Call on a student to read out the example question and answer.

• Students do the exercise individually

•

or in pairs. Encourage them to reread parts of the article to help answer the questions. Go over the answers as a class.

ANSWERS

1 crops, trees, and animals 2 Over time, both began to use similar principles: Some drawings or symbols represented a word, and others represented sounds that combined to show complete words. 3 astronomical information about stars and planets, and important events, such as wars and marriages 4 It represented sounds instead of words. 5 In the 8th century BC.

Extra activity

• Ask students to reread the article and •

underline four facts that they find particularly interesting. Then in pairs, have them compare what they noted and explain what about it was interesting.

Exercise 4 Presentation

• Read out the instructions to the class. • Focus students’ attention on the topics •

8 Culture

 

Exercise 1 Read and listen e 112   page 117 / X11 

Aim To read about four early forms of writing To learn how writing evolved To give a presentation about another writing system

Warm-up

• Books closed. Tell students to print their

•

name on a piece of paper. Then ask students to study the shape of each letter. Ask: Did you write your name left to right? Right to left? Top to bottom? Books open. Students study the four pictures. Tell students that writing has a long interesting history and evolution.

• Play the audio. Students read and listen. Then have them answer the questions.

• Go over the answers as a class. • Go through the Check it out! box and

ask students to find the words in the text. Make sure that they understand the meaning of the words. Audioscript    Student Book page 117 / X11 

Exercise 2

• Ask a volunteer to read out the • •

example. Students read the article again and correct the mistakes. Go over the answers as a class.

ANSWERS

1 represented sounds only (some symbols represented a word)



• •

in the box. Call on volunteers to read them. Confirm comprehension. Then in class or for homework, students research one of the writing systems listed. To avoid too many students choosing the same one, you can assign topics, or let them choose, making sure that all options in the box will be presented. If any students have other ideas, you can let them pursue those as well. Students research, using the questions in the box as their guide. Encourage them to take good notes. Back in class, students present their research.

Consolidation

• In pairs, students create a timeline for

•

the various writing systems. Tell them to include dates as provided in the article. Circulate and assist as needed. Then in pairs, have students compare and retell the history of writing systems.

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A CLIL Biology 

  page 118 / X5 

Grammar Relative pronouns: who, which, and that Verb + infinitive or -ing form

Vocabulary Forms of communication

Topic How different animals communicate

Project Research the body language of dogs, cats, or horses

Warm-up

• Ask: Who here has a pet or knows

•

someone with a pet? How do pet owners communicate with their animals? How do animals communicate with each other? Elicit some ideas. Focus on the pictures and have students identify the animals / insects (bees, puffins, and a chimpanzee). Invite students to share or speculate how these animals communicate.

Exercise 1 Read and listen e 113

• Play the audio. Students read and listen. Then have them choose the correct answer. • Go over the answer as a class. • Go through the Check it out! box and ask students to find the words in the text. Make sure that they understand the meaning of the words. Audioscript    Student Book page 118 / X5 

Exercise 2

• Ask a volunteer to read out the example • • •

statement and answer. Students read the article again and do the exercise individually. In pairs, have them compare answers. Point out that students may word their answers a little differently. Go over the answers as a class.

Exercise 3

• Read out the example question and call •

•

on a student to read the answer. Students do the exercise individually or in pairs. Encourage them to reread parts of the article to help answer the questions. Go over the answers as a class.

ANSWERS

1 Nim Chimpsky learned how to ask for hugs, food, and toys.

2 Animal forms of communication consist of individual sounds that can each mean something. In human language, individual letter sounds often have no meaning. 3 female 4 Because humans can talk about things that they can’t see, that are in the past, or don’t exist.

Extra activity

• Have pairs share. Finally focus on the

last sentence. Ask: Why is it significant that the sentence begins with “as far as we know”? (because we can’t know 100% what all animals can or can’t do).

Exercise 4 Link it!

• Read out the instruction to the class. • Focus students’ attention on the

• Ask a student to reread the last paragraph to the class.

• In pairs, invite students to focus on

•

the first sentence. On the board, write: things we can’t see, things that are in the past, things that don’t exist. Students think of examples for each category that humans can talk about (e.g., 1 outer space, 2 a memory).

•

•

questions in the box. Call on volunteers to read them. Then in class or for homework, students do research online, using the questions in the box as their guide. Tell them to take notes and summarize their findings. Back in class, create groups and let students share and discuss.

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• Go through the Check it out! box and

ask students to find the words in the text. Make sure that they understand the meaning of the words. Audioscript    Student Book page 119 / X6 

Exercise 2

• Focus students’ attention on the verbs

• • •

in the box. Ask: What tense are they? (simple past). Point out that simple past is often used to talk about past events. Ask a volunteer to read out the example statement and answer. Then have them complete the sentences individually. Students compare answers in pairs. Go over the answers as a class.

Exercise 3

• Read out the example question and call on a student to read the answer.

• Students do the exercise individually

•

or in pairs. Encourage them to reread parts of the article to help answer the questions. Go over the answers as a class.

ANSWERS

1 by about 125 meters 2 The journey was far from easy; travelers endured freezing temperatures and severe drought. 3 Enormous sheets of ice in North America blocked their route. 4 It required finding their way across Beringia.

Exercise 4 Link it!

• Read out the instruction to the class. • Focus students’ attention on the •

B CLIL Geography    page 119 / X6 

• Have students look at the map. Ask:

•

Grammar Present perfect / Simple past

Vocabulary History and geography

Topic Human migration

Project

•

Warm-up

Have you ever heard of Beringia? What do you think the arrows indicate? Invite students to interpret. Ask a volunteer to read the title of the article to give a hint. Then have students attempt to follow the arrows so they end up in the Americas.

questions in the box. Call on volunteers to read them. Then in class or for homework, students do research online, using the questions in the box as their guide. Tell them to draw a map and write a paragraph summarizing their findings. Back in class, create groups and let students share and discuss.

Consolidation

• Encourage students to make a note

Exercise 1 Read and listen e 114

• Play the audio. Students read and listen. • Read through the headings in the • •

exercise with the class and check comprehension. Have students work individually to match the headings to the paragraphs. Go over the answers as a class.

•

of any new vocabulary from the article in their vocabulary notebooks. Tell them to sort vocabulary by part of speech (e.g., verbs: originated, settled, inhabited; nouns: continent, descendants). Discuss where they may come across these words (e.g., history books). Point out that there are quite a few words for countries in the article. Tell students to add these to any lists they may already have in their vocabulary notebooks.

Research humans’ journey from Africa to Australia



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C CLIL Citizenship  

  page 120 / X12 

Grammar Past progressive

Vocabulary Volunteering

Topics Volunteer campaigns

Skills Write a blog post

Warm-up

• Focus on the title of the article. Ask:

•

What does it mean to make a difference? (to have a positive effect on someone or something) What are ways we can make a difference? (e.g., help other people, take care of the environment) Invite students to look at the picture. Ask: What does it look like the teens are doing? (organizing jeans they have collected and packing them in boxes) How might they be making a difference? (e.g., maybe the jeans are for needy people)

Exercise 1 Read and listen e 115

• Play the audio. Students read and listen. • Have students read the list of campaigns and check the ones they recall being mentioned. Then have them read the article again to doublecheck their answers. • Go through the Check it out! box and ask students to find the words in the text. Make sure that they understand the meaning of the words. Audioscript    Student Book page 120 / X12 

Exercise 2

• Ask a volunteer to read out the example statement and answer.

• Students read the article again and do the exercise individually.

4 A group of teenagers decided to take action through a campaign called Diversify My Emoji. 5 on their website

Extra activity

• Read out the example question and call on a student to read the answer.

• Students do the exercise individually

•

ANSWERS

1 one third of homeless people 2 a pair of jeans 3 Apple emojis only contained two images of people of color.

• Focus students’ attention on the questions in the box. Ask volunteers to read them.

• Then in class or for homework, students

• Tell students to write an email to

Exercise 3

or in pairs. Encourage them to reread parts of the article to help answer the questions.

Exercise 4 Link it!

•

afriend or family member, summarizing the work of dosomething.org as outlined in the text, stating their opinion. Write these questions on the board to guide them: What do you think of the organization? Do you think you might be interested in participating in a campaign? Why? Why not? Assure students that they don’t have to say they are interested. The key is to write a strong summary for the email recipient and then write their opinion. In pairs, have students swap emails and share ideas.

•

do research online, using the questions in the box as their guide. Tell them to take notes and then write a blog post about the campaign. In class, create groups and let students share their blog posts and discuss.

Consolidation

• Have students read through the •

article again, highlighting any words they still aren’t sure of. Help students use context to get the meanings. Instruct students to copy these words into their vocabulary notebooks and write the meanings.

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Exercise 2

• Ask students to skim the exercise items

individually. Instruct them to reread the article to help them find the answers as needed.

Exercise 3

• Read out the example question and call •

on a student to read the answer. Students do the exercise individually or in pairs. Encourage them to reread parts of the article to help answer the questions.

ANSWERS

1 the first pre-ordered copies of his book 2 He sold 150,000 copies before the book was published. 3 Coelho often asks his followers for their thoughts on different topics. He finds their opinions very helpful for his writing. 4 Fans could go online to play games and do trivia quizzes based on the series.

Extra activity

• Write these questions on the board

•

for students to discuss in small groups: Do you ever pre-order books? Why? Why not? Do you or would you enjoy interaction with an author like Paulo Coelho’s fans have with him? Why? Why not? Do you agree that authors should turn to social media to help their books succeed? Is it possible that the most successful books today are the ones that have the best marketing strategies? How do you feel about that? Circulate as groups discuss. Then bring the class together and have groups share their ideas.

Exercise 4 Link it!

• Read out the instruction to the class. • Focus students’ attention on the

D CLIL Literature  

  page 121 / X13 

Grammar Comparative and superlative adverbs

Vocabulary Book publishing

Topic The effect of social media on book publishing

Project

Warm-up

• Ask students to look at the book images.

•

•

•

Ask: Are you familiar with any of these books? Have you read them? Call on a volunteer to read the title of the article. Ask: What does “impact” mean? (the effect or influence) What do you think the title might mean? (e.g., how social media influences a book’s success) Call on a stronger student to read the introduction to the article.

questions in the box. Call on volunteers to read them. Then in class or for homework, students plan the book campaign, using the questions in the box as their guide. Back in class, create groups and let students share their campaigns and discuss.

Consolidation

• Tell students to underline eight

Exercise 1 Read and listen e 116

• Play the audio. Students read and listen. Then they write the correct answer. • Go through the Check it out! box and ask students to find the words in the text. Make sure that they understand the meaning of the words. Audioscript    Student Book page 121 / X13 

•

sentences in the article that use vocabulary they aren’t very familiar with. Tell them to write new sentences in their vocabulary notebooks with these words, underlining the word. Remind students that a good way to learn new words is to use them. Ask them to make an effort to use these eight words in the days ahead.

Plan a book campaign on social media



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Puzzles

Unit 4    page 122 / X7 

Unit 7    page 123 / X18 

Aim

Aim

Unit 1    page 122 / X7 

To practice vocabulary for technology, and the present perfect + just, yet, for / since

To practice vocabulary for relationships, and tag questions

Puzzle 4

Puzzle 7

Aim To practice vocabulary for jobs, and affirmative and negative forms of going to for intentions

• Tell students to point their finger to You

Puzzle 1

• Hold up your book and point to each word to build the sentence I’m going to be a chef. Students then do the remainder of the puzzle individually.

ANSWERS

Orange We’re going to ask the nurse. Purple Joe isn’t going to become an engineer. Teal The journalist is going to write an article.

Unit 2    page 122 / X7  Aim To practice vocabulary for geography, and the first conditional

Puzzle 2

• Ask volunteers to decode the first word • •

from the letters for 9 and 6 (If). Have students continue individually. Once students have finished, call on two volunteers to write the complete sentence on the board.

ANSWERS

If we walk to the cliff, we will see the island in the ocean.

Unit 3    page 122 / X7  Aim To practice vocabulary for exciting experiences, affirmative and negative forms of the present perfect, past participles, and been / gone

Puzzle 3

• Tell students to look at the example

•

•

and find the name Eve and the line connecting it to the picture of the person bungee jumping. Ask: What verb form is used in the example sentence? (present perfect) Tell students they will write sentences about the different people, completing the present perfect statements with a past participle and an object (the activity depicted in the picture). Students complete the puzzle in pairs.

ANSWERS

1 2 3 4 5

met a famous person flown in a helicopter ridden a quad bike been on TV slept in a tent

•

and then follow the line until it ends. Read each word slowly. Tell students that they must always connect to a word in a neighboring box. Ask: Is any other sentence possible when starting with “You”? (no) Students do the puzzle in pairs.

• Tell students they will need to recall the •

•

ANSWERS

1 She has just shared a video. 2 We haven’t connected to the Internet for weeks. 3 Has Bruno printed his poster yet? 4 I haven’t logged in since Tuesday. 5 Has Sam deleted that comment yet?

Unit 5    page 123 / X18  Aim

ANSWERS

1 2 3 4

To practice vocabulary for bad behavior, and the past progressive

5 6

Puzzle 5

7

• Point out that each clue provides

•

context which will help them figure out the word. Ask: In the example, what is the dog eating her homework an example of? (telling a lie) Students study the clues in pairs and fill in the crossword.

ANSWERS

1 2 3 4 5

gossiping cutting cheating shoplifting bullying

Unit 6    page 123 / X18  Aim To practice vocabulary for illnesses and remedies, should, the second conditional, and If I were you, …

various expressions for relationships, and pay attention to grammar forms. Read out the example. Ask: Which relationship expression is this? (fall in love) Why is the tag “haven’t you”? (because the statement is in the present perfect) Remind students that tenses and modal forms in statements and tags must match. Also review that affirmative statements have negative tags, and negative statements have affirmative tags.

8

You don’t get along with her, do you? You want to ask him out, don’t you? He has a crush on her, doesn’t he? He hasn’t been on a date with her, has he? He won’t break up with her, will he? They’ve had an argument, haven’t they? They aren’t going out with each other, are they? They haven’t gotten back together, have they?

Unit 8    page 123 / X18  Aim To practice vocabulary for human achievement, and adjective + preposition + gerund

Puzzle 8

• Students work individually to complete the sentences with the correct professions.

ANSWERS

1 2 3 4 5

scientist politician explorer inventor composer

Puzzle 6

• Read the instructions. Elicit that

alternate letters means every other letter. Students decipher words from the letters. Tell them that once they have the first word, context will help them guess the second word in each minidialogue.

ANSWERS

1 aspirin 2 toothache, dentist 3 rash, cream

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Remember Link It! 3 Aim To practice vocabulary and grammar from the course

Vocabulary Exercise 1

• Students complete the 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. Elicit other words that students can remember from each category.

ANSWERS

1 2 3 4

exotic animal scuba diving attach islands

Exercise 2

• Students match the sentence halves. • Check answers, and check that students understand all the sentences.

ANSWERS

1  A  2  B  3  E  4  D

Grammar going to Exercise 3

• Say: Today, I’m at school. Tomorrow, • •

I’m … go shopping. Elicit the missing words going to. Students complete the conversation with the correct form of going to and the verbs in the box. Check answers with the class.

ANSWERS

1 2 3 4 5

’m going to have are going to travel ’re going to visit are going to join ’s going to be

Exercise 4

• Students complete the sentences with •

the correct verb forms. Check answers with the class.

Relative pronouns Exercise 5

• Say: My brother Ross has brown hair. This • •

ANSWERS

1  that  2  which  3  who  4  which  

Verb + -ing form / infinitive Exercise 6

the correct form of the verbs.

• Check answers, and check they understand all the expressions.

ANSWERS

1 2 3 4 5

to buy learning to get doing to be

individually.

• Check answers, and check that students understand all the questions.

ANSWERS

will live ’re going to be will recycle is he going to do

First conditional Exercise 8

• Read the example sentence. • Students complete the sentences with the correct verb forms. Check answers with the class.

ANSWERS

doesn’t visit, won’t take ‘ll be, we fly ‘ll eat, moves won’t charge, ’re not

Present perfect Exercise 9

• Remind students that we use the

• •

• Students complete the dialogues with the present perfect or simple past.

• Check answers with the class. • In pairs, have students role-play the dialogues.

1 Yes, I rode a quad bike last year in Wales. 2 Did Matt see a koala last summer? No, he saw a kangaroo. 3 Has Sara read a book by John Green? No, she hasn’t.

• Write the vocabulary on the board and elicit the meaning of each word.

• Students complete the exercise

• Students complete the exercise

1 2 3 4

Exercise 10

Exercise 11

Exercise 7

•

Present perfect / Simple past

Present perfect ever, never, just, yet, for, since

will / going to

1 2 3 4

hasn’t been Have, gone ’s read ’ve saved

ANSWERS

• Students complete the sentences with

ANSWERS

1 ’s going to take out 2 ’re going to watch 3 ’re going to play

is my brother Ross, … has brown hair. Elicit the missing word who. Students choose the correct alternatives to complete the sentences. Check answers with the class.

ANSWERS

1 2 3 4

individually.

• Go over the answers as a class. ANSWERS

1 2 3 4 5 6 7 8

Since ever just for ever yet ever never

Possessive adjectives and pronouns; Whose …? Exercise 12

• Call on two students to read out the example dialogue.

• Students complete the dialogues individually.

• In pairs, students role-play the dialogues.

ANSWERS

1 2 3 4

mine it, hers they, his my, ours

present perfect to talk about past experiences, but don’t say when they happened. Students complete the sentences with the correct present perfect form of the verbs. Check answers, and revise the rules for forming the present perfect if necessary.



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Student Book audioscripts e 002    page 4, Exercise 1  Waiter  Are you ready to order? Natalie  Yes, I am. Waiter  What would you like? Natalie  I’d like the tomato, onion, and mushroom pizza, please. Waiter  Anything to drink? Natalie  I’ll have a pineapple and mango juice, please. Waiter  Is that everything? Natalie  Yes, thanks. e 003    page 4, exercise 4  Sergio  Mom! Can you help me for a few minutes? I need to take a bag lunch with me tomorrow. Is there any bread? Mom  Yes, there is. There’s a lot of bread! Sergio  Awesome! Ham and salad sandwiches! Mom  No, sorry. There isn’t any ham, but you can have some cheese and salad in your sandwiches. Sergio  OK. Is there an orange I can take? Mom  Hmm … There isn’t much fruit. There’s only an apple and a banana. Sergio  OK! Thanks, Mom! e 007    page 11, exercise 3  Example What are you going to do when you graduate from high school? 1 Are you going to be a police officer? 2 My friends Ashley and Tyler know the jobs that they want to do. 3 Ashley would like to be a lawyer. 4 He wants to be a builder. 5 He isn’t going to go to college. 6 I love doing lots of different things. e 008    page 11, exercise 4  Hi! I’m Ashley. I’m a student at San Pedro High School, and I’m in 10th grade. My favorite subjects are Math, History, and English. I would like to become a lawyer and I’m going to study law at college. I love children! I have two nieces and three nephews and I love spending time with them. I often babysit on the weekend. e 009   

page 12, exercise 1  Example  web developer 1  hairstylist 8 farmer 2  nurse 9 accountant 3  factory worker 10 engineer 4  firefighter 11 mechanic 5  lawyer  12 builder 6  police officer  13  office worker 7  journalist 14 chef

e 011   

page 14, exercise 2  Assistant  Can I see your ticket and passport? Becky  Yes, here you are. Assistant  Would you like a window or an aisle seat? Becky  I’d like a window seat, please. / I’d like an aisle seat, please. Assistant  Do you have any luggage to check in? Becky  Yes, I have. / No, I haven’t. Assistant  How many items of luggage do you have? / How many carry-on bags do you have? Becky  Just this. / I have two carry-on bags. Assistant  Did you pack the bags yourself? Becky  Yes, I did. / No, I didn’t.

e 012    page 15, exercise 3  Assistant  Hello. Where are you flying to today? Anna  We’re flying to Quito. Assistant  Can I see your tickets and passports, please? Anna  Yes, here you are. Assistant  Thank you. Would you like window or aisle seats? Anna  We’d like two aisle seats, please. Assistant  Right. Do you have any luggage to check in? Anna  Yes, we have two suitcases to check in. Assistant  OK, put them here, please. And how many carry-on bags do you have? Anna  We have three small bags. Is that OK? Assistant  Yes, that’s fine. Did you pack the bags yourselves? Anna  Yes, we did. Assistant  OK, thank you. Here are your boarding passes. You’re boarding at gate number sixteen. The gate opens at 10:40. Anna  Thank you. Goodbye. e 013    page 17, exercise 1  Rosa  I can’t wait for the weekend! It’s my brother Adam’s birthday, and my parents and I are organizing a big surprise for him. Adam wants to be an engineer, and he’s studying engineering at a university in Buenos Aires. He can’t come home for his birthday, so we’re going to fly to Buenos Aires to visit him this weekend! We aren’t going to tell him and it’s going to be a surprise! Adam’s girlfriend is going to help us. On Saturday night, she’s going to take Adam to the movies and then they’re going to go to a special restaurant. We’re going to meet them there! Then, on Sunday afternoon, we’re all going to go to a soccer game between Boca Juniors and Independiente. Adam’s a big fan of Boca Juniors and we have five tickets for the game! It’s his birthday present and he’s going to love it! e 014   

page 17, exercises 2 and 3 

1 Joe Hayley  What are you doing on Saturday morning, Joe? Joe  Well, first of all, I’m going to get up late. I never get up early on the weekend! Then I’m going to help Dad cook a big breakfast— we usually have pancakes with bacon on Saturday morning. Hayley  Are you going to go out anywhere in the afternoon? Joe  Yes, I’m going to meet my friends, and we’re going to play baseball in the park. The others are going to take the bus downtown after the game, but I’m not going to go with them. I hate going downtown on Saturday afternoons. It’s always very busy. Hayley  What about Saturday night? Are you going to stay home Saturday night? Joe  Yes, I am. My friend Kyle is coming over to my house and we’re going to hang out and watch a movie on TV. I’m going to go to bed late and stay in bed until eleven o’clock on Sunday morning! 2  Hayley Joe  What are you going to do on Sunday morning, Hayley? Hayley  I’m going to get up at about ten o’clock. Then I’m going to clean my bedroom. I hate doing housework, but I have to clean my room once a week. Mom gets really angry if I don’t do it!

Joe  Are you going to study in the afternoon? Hayley  Yes, I’m going to do my homework and then study for the Math test on Monday. It’s going to be difficult because my brother’s friends are coming over and they’re going to play video games all afternoon. They’re very noisy! Joe  Wow! You’re going to work all day! Are you going to relax on Sunday night? Hayley  Yes, I’m going to stop studying before dinner, and then at night I’m going to watch TV with my mom. We always watch hospital dramas together, like Grey’s Anatomy. It’s such a cool show! When it finishes, I’m going to prepare my bag for school and go to bed early. I have to get up at seven o’clock on Monday morning. I hate Mondays!

e 017   

page 21, exercise 3  1 This article tells you what will happen to a plastic bottle if you throw it away in different places. 2 It will probably become part of an enormous plastic island. 3 Fish will see the plastic in the water and they may think it’s food. 4 It will end up in a landfill, and it won’t decompose. 5 If we recycle, we’ll make a difference to the environment.

e 018    page 21, exercise 4  Interviewer  What do you think will happen in the next 50 years? Ethan  Well, I think we will be more intelligent, and I’m sure we will recycle more often. We will recycle our plastic, paper, and glass, and we won’t use plastic water bottles. Countries will ban them. The next generation won’t damage the environment, and everybody in the world will have food, water, and energy. e 019    1  2  3  4  5  6  7  8 

ocean island cliff coast beach woods valley hill

page 22, exercise 1 

9 lake 10 river 11 mountains 12 forest 13 waterfall 14 rocks 15 desert 16 volcano

e 020   

page 22, exercise 2  Interviewer  Where do you live? Akoni  I’m from Hawaii, a group of islands in the Pacific Ocean. Mine is the biggest island. People call it the Big Island. Interviewer  What is the Big Island like? Akoni  It’s great. It’s home to an enormous mountain called Mauna Loa. It covers half the island! It also has the famous Kīlauea volcano. Interviewer  Is the Big Island very beautiful? Akoni  Yes, it is. The Rainbow waterfall is very beautiful. It’s near the east coast. Interviewer  What are the beaches like? Akoni  The beaches are amazing, but they have a lot of black rocks on them from the island’s volcanoes. The cliffs are awesome, too, especially the End of the World cliffs. Interviewer  Are there a lot of trees on the Big Island? Akoni  Yes, there are. I often go to the Kohala forest. There you can also see the Pololū Valley. From there you have an incredible view of the ocean.

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e 022    page 24, exercise 2  Assistant  How can I help you? Luke  Could you tell me the best way to the mall? Assistant  Sure! You can take a train on the red line. Luke  How much is a ticket? Assistant  It’s $2.25. Luke  How often do the trains run? Assistant  Right now, the trains are every ten minutes. Luke  What time does the next train leave? Assistant  The next train leaves at 12:30. Luke  How long does the trip take? Assistant  It takes about 40 minutes. e 023    page 25, exercise 3  Assistant  Hello. Can I help you? Molly  Yes, please. Could you tell me the best way to get to downtown San Diego? Assistant  Sure! The bus is the quickest way to get there. Molly  OK. Is it expensive? Assistant  It’s $2.25. You can take a taxi, too. Molly  No, a taxi is too expensive. When’s the next bus? Assistant  The next bus leaves at 3:44. There’s a bus every fifteen minutes.  Molly  That’s great. And how long does the trip take? Assistant  Oh, it’s a short trip. It takes about twelve minutes. Molly  Thanks for your help. Assistant  You’re welcome. e 024    page 27, exercises 1 and 2  Interviewer  What new inventions will there be in the next 100 years? Daniel  I think we’ll invent time machines so we can travel into the future or back into the past, and I think we’ll invent robots that can do housework.  Interviewer  Amazing! I hate doing housework! What clothes will we wear in the future?  Daniel  We’ll definitely have smart clothes with microchips. Our clothes might change color and control our body temperature. We will never be too hot or too cold! Interviewer  That’s useful! Where will we live 100 years from now? Daniel  We’ll live in very hi-tech houses. The population of the world will get bigger and bigger, and people will build homes everywhere—on mountains, in deserts, at the North Pole. We’ll probably build cities under the ocean, too, because there won’t be enough space on the land. I don’t think we’ll have the money or technology to live on the moon, though. Interviewer  Will we have different languages in the future?  Daniel  No, I think everybody will speak the same language. It might be English, or Chinese, or maybe Spanish. People may also communicate without languages. We might understand what other people are thinking without them speaking.  Interviewer  Mmm … that might be dangerous! How will we travel in the future? Daniel  Maybe we’ll have cars that fly! Interviewer  Oh, yes! There are flying cars in a lot of sci-fi movies. What will we do for fun 100 years from now? Daniel  We’ll travel in space and have space vacations. We’ll watch soccer games, but the players will be robots. I think computers will make music and it will be very electronic. 

e 026    page 31, exercise 1  1 Assistant  Hello. Where are you going to fly to today? Valéria  I’m flying to Lima. Assistant  Can I see your ticket and passport, please? Valéria  Yes, here you are. Assistant  Thank you. Would you like a window or an aisle seat? Valéria  I’d like a window seat, please. Assistant  OK. Do you have any luggage to check in? Valéria  Yes, I do. Assistant  How many bags do you have? Valéria  Just one. Assistant  OK. Here’s your boarding pass. You’re boarding at gate number ten. Valéria  Thank you. Bye. 2 Max  Could you tell me the best way to the Old Town, please? Assistant  Sure! You can take the train. Max  OK, great. How much is a ticket? Assistant  It’s $3.75. Max  Thanks. How often do the trains run? Assistant  Let me just check. Right now, the trains are every five minutes. Max  Thanks! How long does the trip take? Assistant  It takes about 20 minutes. Max  Thanks for your help. e 028   

page 31, exercise 3  Example  I’ll take the train. 1  You’ll enjoy swimming in the lake. 2  They’ll never visit the volcano. 3  You need a mechanic. 4  We go on vacation in the summer. 5  I’ll recycle my plastic bottles.

e 029    page 31, exercise 4  Riley  What do you want to do in the future? Dante  Hey, I’m Dante. So, I’m going to be an engineer. I’m going to build roads. Some of my friends think it’ll be boring, but I think it’ll be great. I want to build a road through a mountain—or under a river! And if I design my roads well, they won’t damage nature! Shauna  I’m Shauna and I want to be a journalist. I love vacations, so I’d like to be a travel journalist! In the future, you’ll find me on a beach or at the top of a mountain. I can’t wait! Cooper  My name’s Cooper, and I’m going to be a farmer. My uncle’s a farmer and I spend a lot of time with him. I’m happiest when I’m helping him with his animals or standing on the hills of his farm. I hate being inside. Riley  I’m Riley, and I’m hoping to become a chef. My dad has a restaurant, so I’m going to learn about cooking with him. My dad’s restaurant is nice, but it’s surrounded by office buildings. One day, I’ll have my own restaurant with a view of the ocean!



e 031   

page 35, exercise 3  Example Have you ever met a famous person? 1 The students haven’t been on TV. 2 Three people have done this. 3 Have you ever traveled to an exciting place? 4 Daniel has visited Las Vegas. 5 Three people have won a competition. 6 I’ve never been so scared.

e 032    page 35, exercise 4  1 Levi  Have you ever met a famous person, Mari? Mari  No, I haven’t. I’d like to. What about you? Levi  I have. I met Chris Pratt. It was great! 2 Levi  Have you ever visited an exciting place, Samuel? Samuel  Yes, I have. I visited the Grand Canyon last year. Levi  The Grand Canyon? Really? What was it like? Samuel  It was enormous! 3 Levi  Have you ever been on TV, Catalina? Catalina  No, I haven’t. What about you? Levi  I haven’t been on TV either, but it’s on my wish list. I want to be on a quiz show or a reality show. 4 Levi  Have you ever won a competition, Kenji? Kenji  Yes, I have, actually. I won an art competition for a picture that I painted last year. Levi  Wow! Really? What did you win? Kenji  Oh, just some art supplies, but they displayed my picture in the library in town. e 033   

page 36, exercise 1  Example  visit the Grand Canyon 1  do a bungee jump 2  hold an exotic animal 3  meet a famous person 4  climb a mountain 5  sleep in a tent 6  ride a quad bike 7  fly in a helicopter 8  be on TV 9  win a competition 10  go scuba diving

e 035   

page 38, exercise 2  Receptionist  Can I help you? Harry  Yes, please. I’d like to check in. Receptionist  What’s your name? Harry  It’s Harry Cooper. I booked a room for one person for tonight. Receptionist  Can I see your ID card? / Can I see your passport? Harry  Yes, here you are. Receptionist  Can you sign this, please? Harry  Yes, of course. Is there Wi-Fi access at this hotel? Receptionist  Yes, there is. This is your key card. You’re in room 229. Do you need help with your bags? Harry  Yes, please. / No, I’m fine, thanks.

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e 036   

page 39, exercise 3  1 Receptionist  Hello. Can I help you? James Lopez  Yes, please. I’d like to check in if that’s OK. Receptionist  Of course. What’s your name, please? James Lopez  It’s Lopez. James Lopez. I’ve booked a room for two nights. Receptionist  OK, I’ll just check that … Yes, you’ve booked a room for one person for tonight and tomorrow night. Is that right? James Lopez  Yes, that’s right. Receptionist  OK, could I have your passport, please? James Lopez  Yes, here you are. Receptionist  Thank you. And can you sign this, please? James Lopez  Yes, of course. Receptionist  This is your key card. You’re in room 223. It’s on the second floor. Do you need any help with your bags? James Lopez  Yes, please. Receptionist  No problem, just leave your bags here. 2 Receptionist  Hello. Can I help you? Grace Allen  Yes, please. We’d like to check in. Receptionist  Certainly. What’s your name, please? Grace Allen  It’s Grace Allen. I’ve booked a family room for one adult and two children. Receptionist  OK, I’ll just check that … How many nights are you staying? Grace Allen  We’re staying for three nights. Receptionist  OK, could I have your ID cards, please? Grace Allen  Yes, of course. Here you are. Receptionist  Thank you. And can you sign this, please? Grace Allen  Yes, of course. Receptionist  This is your key card. You’re in room ten. It’s on the first floor, near the elevators. Do you need any help with your bags? Grace Allen  No, we’re fine, thanks. Receptionist  OK, have a nice stay.

e 038    page 41, exercise 3  Wyatt  Have you ever met a famous person? Norie  Yes, I have. I’ve met Justin Bieber. Wyatt  Really? When did you do that? Norie  Last year. I went to see him in concert and I got his autograph. Wyatt  Did you take a selfie with him? Norie  No, I didn’t. He was in a hurry. My turn. Have you ever slept in a tent, Wyatt? Wyatt  No, I haven’t. We usually stay in a hotel when we’re on vacation. Norie  I slept in a tent last year. Wyatt  Where did you do that? Norie  In Nevada. I went camping with the Girl Scouts.

e 037    page 41, exercises 1 and 2  1 Liam Have you ever stayed in a hotel, Mia? Mia  Yes, I have. 2 Alice  When did you stay at the Hilton Hotel, Felipe? Felipe  We stayed there last summer. It was nice. 3 Poppy  What did you do yesterday, Caleb? Caleb  I went to Michigan with my dad. 4 Alice  Have you been to London before, Liam? Liam  Yes, I have. I’ve been a couple of times. 5 Felipe  Did Bella win the karaoke competition last night? Poppy  No, she didn’t. Lucy won it. She was great! 6 Mia  Has John ever tried karaoke? Caleb  No, he hasn’t. He can’t sing. 7 Felipe  Have you eaten sushi before, Alice? Alice  Yes, I have. I love Japanese food. 8 Caleb  How did you celebrate your birthday last week, Poppy? Poppy  I went for a pizza with friends. We went to a great new Italian restaurant.

e 043   

e 041   

page 45, exercise 3  Example I’ve just played Watchtower. 1 This gadget hasn’t appeared in stores yet. 2 Have you played any games on it yet? 3 Everything’s just gone black. 4 I think you’ve just broken the sensors.

e 042   

page 45, exercise 4  1 Matthew  I’m bored, Abigail. Let’s watch some funny videos online. Abigail  That’s a good idea. Matthew  Are you ready? Abigail  Not yet. I’ve switched on my tablet, but I haven’t connected it to the Internet yet. My tablet is old and slow, and it takes a long time to connect. I want a new one for my birthday! 2 Melissa  Have you downloaded the new HearMusic app yet, Newton? Newton  Yes, I’ve downloaded it, but I haven’t used it yet. Is it easy to use? Melissa  Yes, it is. Click on the app and then choose the song that you want to hear. 3 Olivia  I’ve downloaded the new Fantasy Final game to my phone. James  Is it good? Olivia  Yes, it’s fantastic. I’ve completed ten levels. James  Wow! That’s great! page 46, exercise 1 

Example  connect to 1  send 2  click on 3  switch on / switch off  4  print 5  download 6  delete

7 charge 8 attach 9 share 10 tap 11  log in 12 upload 13 save 14  plug in

e 045    page 48, exercise 2  Assistant  Can I help you? Chris  I’d like to go to the public library. How do I get there? Assistant  The quickest way is by bus. / It’s a short walk from there. / You can walk from here. Chris  What are the opening hours? Assistant  It opens at 9:00 a.m. and closes at 5:30 p.m. Chris  How much does it cost? Assistant  Entry is free. / Tickets are $18 for adults and $13 for students. Can I help you with anything else? Chris  No, that’s it. Thank you.

e 046    page 49, exercise 3  Assistant  Hello. Can I help you? Boy  Yes, please. What’s the best way to Central Park Zoo from here? Assistant  The quickest way is by subway. Take the R train to Fifth Avenue and 59th Street station. Then walk four blocks to 64th Street. Boy  What are the opening hours? Assistant  It opens at 10:00 a.m. and closes at 4:30 p.m. Boy  How much does it cost? Assistant  Tickets are $13.95 for ages 13 and over. Boy  Thank you. That’s great. Assistant  Can I help you with anything else? Boy  No, that’s it. Thank you. Assistant  Good afternoon. Can I help you? Girl  Yes, please. I want some information about Madame Tussauds, please. Assistant  OK, let me just check the website. Girl  How much are the tickets? Assistant  They’re $34 for ages 13 and over. Girl  Oh. OK. Do you sell the tickets here? Assistant  No, we don’t. You can buy them at the museum or online. Online it’s $5 cheaper, so that’s $29. Girl  OK. What’s the best way to Madame Tussauds from here? Assistant  You can take the subway, but the quickest way is to walk there. It’s a short walk. Here’s a map. We’re here and Madame Tussauds is there. Girl  Got it. What are the hours? Assistant  Today, it’s open from 10:00 a.m. to 8:00 p.m. Girl  Thank you. That’s great. Assistant  Can I help you with anything else? Girl  No, that’s it. Oh, can I take this map? Assistant  Yes, of course. Here you go. Girl  Thank you. e 047    page 51, exercise 1  Georgia  We’ve been in London since Friday and we’re having a great time. We’ve done a lot of things. We’ve been on the London Eye. It was fantastic! The views of the city are amazing! We’ve visited Buckingham Palace, too. We took a tour on Monday. Mom loved it, but I was a little bored! We haven’t been to the Science Museum yet. I want to go there tomorrow because there’s a Future Homes exhibit. I want to see what our houses will be like and how we’ll live in the future! I hope there’s a robot that cleans bedrooms because my bedroom is always a mess! We haven’t been to the Sea Life London Aquarium, but we’ve already bought our tickets and we’re going on Saturday. My cousin went last year when she was here in London and she said it was amazing.

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page 51, exercise 2  Interviewer  Hi, Hugo. Thank you for answering questions for our survey. How long have you been in Sydney? Hugo  I’ve been here since Saturday. Interviewer  Have you seen any of Sydney’s famous tourist attractions yet? Hugo  Yes, I’ve seen the Sydney Opera House and the Harbour Bridge. Interviewer  Did you like them? Hugo  Yes, I did. Interviewer  Have you been to Bondi Beach yet? Hugo  No, I haven’t, but I’m planning to go there on the weekend. Interviewer  Have you visited any parks yet? Hugo  Yes, I have. We’ve just been to Hyde Park. It’s a beautiful place. Interviewer  The Botanical Gardens are great, too. You should go there if you can. Have you been shopping yet? Hugo  Yes, I’ve been to the Queen Victoria Building. It’s a shopping mall inside a beautiful old building. And the stores inside are amazing! Interviewer  What else have you done? Hugo  Well, not much because we haven’t been here very long. But I want to go to Taronga Zoo. I’ve heard it’s good. And you can sleep there overnight. Interviewer  Wow! That’s amazing! Have you eaten any Australian food yet? Hugo  Well, here you can eat anything and everything! Tomorrow, we’re going to try an Australian barbecue. Interviewer  Thank you very much for answering our questions. Enjoy your stay in Sydney!

e 050    page 55, exercise 1  1 Receptionist  Hello. Can I help you? Mauro  Yes, please. I’d like to check in. Receptionist  Certainly. What’s your name, please? Mauro  It’s Mauro Teixeira. I’ve booked a room for one person for tonight. Receptionist  OK, can I have your passport? Mauro  Yes, here you are. Receptionist  Thank you. And can you sign this, please? Mauro  Yes, of course. Receptionist  This is your key card. You’re in room 114. It’s on the first floor. 2 1  How do I get there? 2  What are the opening hours? 3  How much does it cost? 4  Does the museum sell family tickets? 5  Are there any special exhibitions? 6  Which exhibition do you recommend? e 053    page 55, exercise 4  Cooper  What’s the most exciting thing you’ve ever done? Shauna  Well, I’ve ridden a quad bike. My parents were really worried because they’ve seen bad accidents with quad bikes on TV, but I was OK. I really enjoyed it and I want to do it again! Dante  I’ve been on TV. In fact, I’ve been on TV twice. The first time I was really little, about 4, and I sang a song about farm animals. The next time I was about 8 and I was on a TV show about school sports. Riley  I’ve met a famous person! Last year, I was on vacation in Hollywood and I met Zac Efron. I got his autograph. I’ve kept it in my purse since then!

e 055    page 59, exercise 3  1 He was standing outside the principal’s office. 2 My mom saw him downtown when she was buying lunch. 3 I saw him downtown while I was walking to the dentist. 4 What was he doing? 5 He was walking along the street with some guys. e 056    page 59, exercise 4  1 Boy 1  Hey! Guess what! I saw Amy and Josh in town today! Girl 1  Really? What were they doing? Boy 1  They were walking down the street. Don’t tell anybody, but … I think Josh is Amy’s new boyfriend! 2 Girl 2  Guess what! I’ve just seen Ruby with the French teacher. They were standing outside the language lab and they were talking. Boy 2  Well? So what? Girl 2  Well, Ruby looked worried. I bet she did badly on the French test! 3 Boy 3  How does Mark usually come to school? Girl 3  He always comes with his best friend, Tom. Tom’s mom drives them to school. Boy 3  I thought so … That’s interesting. Girl 3 Why? Boy 3  Well, I saw Mark this morning. He was waiting outside his house and then he got on the school bus. Tom wasn’t with him. Girl 3  Hmm … that’s weird. Maybe they aren’t friends anymore! e 057    page 60, exercise 1  Example  cheat 1  copy 2  gossip 3  bully 4  cut school 5  threaten someone

6 vandalize 7 steal 8 fight 9 shoplift 10  tell a lie

e 058    page 60, exercise 2  1 Dan  After school, my friend Ethan and I were hungry. We went to a grocery store and I bought a bag of chips. Ethan took some chocolate, but he didn’t pay for it. I didn’t know what to do! We left the store and then a security guard came and stopped us. It was horrible! 2 Jessica  We had a French test at school yesterday. I sat next to my friend Amy. I didn’t know the answers to some of the questions. I asked Amy for her answers and she gave them to me, but the teacher saw us and now we’re in big trouble.  3 Victor  I was on the bus when another boy got on. He sat in front of me and started writing on the window. I told him to stop and he threatened to hit me. I didn’t know what to do, so I told the bus driver what he was doing. And then I got off the bus! 4 Gracie  We had a Math test and I wasn’t prepared for it. I told my mom I didn’t feel well and I stayed home. The next day, I went to school and I had to do the Math test! The teacher was absent on Monday, so she moved the test to Tuesday!



e 060    page 62, exercise 2  Alex  How much are these? / How much is this? Assistant  They’re $10, but they’re on sale. / It’s $15, but it’s on sale. / You can buy two for the price of one. / There’s a 20% discount on everything. Alex  I’ll take them. / I’ll take it. / Do you have this in blue? Assistant  Yes, here you are. Alex  Oh, great, thanks. Can you gift-wrap it? Assistant  We don’t wrap things here, but you can buy a gift bag. Alex  OK, thanks. / No, thanks. Assistant  Are you paying with cash or by card? Alex  With cash. / By card. e 061   

page 63, exercise 3  1 Boy  How much is this cap, please? Assistant  It’s $10, but we have a sale right now. You can buy two for the price of one. Boy  Oh, great. I’ll take these two, then. Assistant OK. Boy  They’re presents, actually. Can you wrap them? Assistant  No, sorry, I can’t wrap them, but you can buy a gift bag. Boy  How much are the bags? Assistant  They’re 90 cents each. Boy  OK, I’ll take two of them as well. Assistant  OK, that’s $11.80 in total. Boy  Here you go. $12. Assistant  Thank you. Here’s your 20 cents change. Boy  Thanks. Goodbye. 2 Girl  Excuse me. How much is this guidebook, please? Assistant  Well, it was $15, but there’s a sale right now. There’s a 10% discount on all books, so the price is now $13.50. Girl  Oh, good. I’ll take it. Assistant  OK. Do you want a gift bag? They’re $1 each. Girl  No, thanks. The book’s for me. Assistant  OK. That’s $13.50, then. Girl  Here you are. Assistant  Thank you. Here’s your receipt and 50 cents change. Girl  Thanks. Goodbye. Assistant  Goodbye. Have a nice day.

e 062    page 65, exercise 1  Police officer  Good morning. Can I help you? Sam  Yes, please. I’d like to report a crime. Police officer  OK, what happened exactly? Sam  Someone stole my camera. Police officer  Sorry to hear that. OK, first, can you give me your full name? Sam  Sure. It’s Sam Myatt. Police officer  Thanks. And when did this happen? Sam  At about 11:30 this morning. Police officer  Where were you? Sam  I was in a souvenir shop on Broadway. Police officer  What were you doing at the time? Sam  I was buying a souvenir for my mom. My backpack was open while I was paying for the souvenir, and my camera was in the backpack. Police officer  OK, and then what happened? Sam  Well, a boy was looking at some key rings near me, but then he ran out of the store. He had my camera in his hand. I shouted at him, but he didn’t stop. Police officer  Can you describe the boy? Sam  Um, well, he was about 15. He was tall and thin and he had short, black hair. Police officer  What was he wearing? Sam  Um, a gray hoodie and jeans, I think. Police officer  OK, thank you. Now I need you to sign the crime report …

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page 65, exercise 2 

Police officer  Can I help you? Ella  Yes, please. My name’s Ella Symms and I’d like to report a crime. Police officer  OK, what happened? Ella  Two girls stole my phone. Police officer  When did this happen? Ella  About 30 minutes ago. Police officer  And where were you? Ella  I was on Fourth Avenue. Police officer  What were you doing at the time? Ella  I was waiting for the bus and I was reading a message on my phone. The girls were standing behind me. Police officer  And then what happened? Ella  Well, one of the girls pushed me and took my phone. Then they ran away. Police officer  OK. Can you describe the girls? Ella  Yes, they were about 16. One of them had long, brown hair and the other had short, black hair. Police officer  What were they wearing? Ella  Um, they were wearing jeans and jackets. One of the jackets was red. Police officer  OK, thank you. Now, I need you to sign the crime report …

e 066    page 69, exercise 3  Example What should I do? 1 You shouldn’t play soccer so often. 2 You should eat lots of fruit and vegetables. 3 You should talk to your boyfriend. 4 Should I go to the pharmacy? 5 You shouldn’t go to your boyfriend’s house anymore. e 067    page 69, exercise 4  Pablo  I’m trying to eat healthily, so I’m only eating salad and fruit right now. But every time I stand up, I feel dizzy! What should I do? I’m 15. Jenna  Fruit and vegetables are healthy foods, Pablo, but a teenager should eat more than that. You’re still growing and I’m sure you are very busy, so I’m not surprised that you’re feeling dizzy. You should continue to eat fruit and vegetables, but you should also include pasta and rice. You shouldn’t avoid cheese, butter, and milk in your diet. They are all good for you! e 068    page 70, exercise 1  Example  I have the flu. 1  I have a headache. 2  I feel sick. 3  I have a cough. 4  I have a fever. 5  I have a toothache. 6  I feel dizzy. 7  I have a backache. 8  I have a sore throat. 9  I have a stomachache. 10  I have a cold. 11  I have a rash. e 069    page 70, exercise 2  1 Girl 1  What’s that on your arm? Girl 2  Oh, I have a rash. I bought a bracelet at the farmers’ market and I was allergic to it! Girl 1  It’s very red. When I have a rash, I usually put some cream on it. Girl 2  That’s a good idea. I’ll go to the pharmacy and buy some cream. 2 Boy 1  I feel sick. Girl 3  Oh, no. Go to bed—it’ll help. I usually go to bed when I feel sick.

3

Girl 4  I have a terrible headache! Boy 2  Have you taken anything for it? Girl 4  No, not yet. Boy 2  When I have a headache, I take an aspirin. 4 Pharmacist  Wow. That’s a bad cough! Do you want anything for it? Boy 3  Yes, please. I sometimes take some cough syrup when I have a cough. Could I have some? Pharmacist  Yes, of course. Here you are. 5 Girl 5  What do you usually do when you have a sore throat? Do you take antibiotics? Boy 4  No, I don’t. Not usually. When I have a sore throat, I usually take a throat lozenge. I rarely take antibiotics. 6 Girl 6  Do you ever have a fever? Boy 5  Yes, I do. I always have a fever when I have the flu. Girl 6  What do you do for it? Boy 5  Well, I go to the doctor.

e 071   

page 72, exercise 2  Pharmacist  Can I help you? Amy  I have a bad headache. Pharmacist  How long have you had it? / How long have you had that? Amy  For about two days. / Since Saturday. Pharmacist  Do you have any other symptoms? Amy  Yes, I have a fever. / No, I don’t. Pharmacist  This should help. You should take it before you go to bed. / You can take it up to four times a day. Amy  How long should I take it for? / How long should I take them for? Pharmacist  A few days. If your headache doesn’t get better soon, then you should go to the doctor.

e 072    page 73, exercise 3  Pharmacist  Hello. How can I help you? Dean  I think I have the flu. Can you give me anything for it? Pharmacist  What are your symptoms? Dean  I have a headache and a fever. I feel terrible. Pharmacist  How long have you had these symptoms? Dean  I started to feel sick yesterday. Pharmacist  OK, I can give you some aspirin for the fever. You should take it every four hours. Dean  Thank you. Pharmacist  And you should rest and try to drink a lot of liquids. Dean  OK, thank you. Pharmacist  If the symptoms get worse, then you should call the doctor. Dean  Great, thanks. e 073   

page 75, exercise 1  Example Last week, one of my friends had a bad toothache, but he didn’t want to go to the dentist. He went to the pharmacy and he got some aspirin, but the toothache just got worse. I think he’s crazy! If I had a toothache, I’d call the dentist immediately! 1 One of my classmates had a terrible cold last week, but he came to school every day. Now he’s better, but five other people in class have his cold! If I were sick, I’d stay home. I wouldn’t go to school and infect everybody else! 2 I’m lucky because I’ve never seen an accident. The problem is that if I saw an accident, I wouldn’t know what to do. I guess if someone needed help, I’d call 911 and then I’d wait until the police and an ambulance arrived.

3 My friend Avery should wear glasses. In class she always sits at the front because she can’t read the board. She doesn’t want to tell her parents because she hates glasses and doesn’t want to wear them. I can’t understand that. If I had a problem with my eyes, I’d get a pair of glasses. If she doesn’t go now, then the problem will only get worse! 4 My friend Max is a skateboarder, but he never wears a helmet or protective clothing. If I rode a skateboard, I’d always wear a helmet. I wouldn’t be like Max. He bumps his head or cuts his knee every week! It’s dangerous to skateboard or bike without a helmet. Max should wear one!

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page 75, exercise 2  1 Girl 1  If you broke your leg and you had to stay home for a long time, what would you do to pass the time? Boy 1  Well, I think I’d read and I’d watch a lot of movies. I’d start a vlog and post videos online every day! I’d do a lot of sudoku puzzles—I love them. Oh, and I’d invite my friends for sleepovers on the weekend! 2 Boy 2  What would you do if you met an alien? Girl 2  Umm … If it was friendly, I’d talk to it, but if it wasn’t friendly, I’d probably run very quickly in the opposite direction!

e 076    page 79, exercise 1  1 Jade  How much are these bags? Assistant  They’re $10, but they’re on sale. You can buy two for the price of one. Jade  I’ll take two, then. Do you have this pen with the name “Aubrey”? Assistant  Yes, here you are. There’s a 20% discount on all pens and pencils, so the pen is $4. Jade  Great! Can you gift-wrap it? Assistant  I’m sorry, we don’t wrap things here. But you can buy a gift bag. They’re $1. Jade  Yes, please. I’ll buy three. 2 Pharmacist  Hello, can I help you? Max  Yes, please. I have a rash on my arms. Pharmacist  How long have you had it? Max  About four days. Pharmacist  Do you have any other symptoms? Max  No, I don’t. Pharmacist  OK, this cream should help you. You should put it on four times a day. Use it for five days. Max  OK, thanks.

e 079   

page 79, exercise 4  Dante  What would you do if you saw a crime? Riley  Well, this isn’t a crime exactly, but if someone cheated on a test or copied my answers, I would say something to a teacher. Some students study really hard and it isn’t fair to them. Also, if you cheat, you don’t learn anything. Dante  If I saw a person bullying someone, I’d tell a teacher. Bullying is horrible and I’d try to stop it. If I was being bullied, I’d want someone to help me. Shauna  It depends on the crime! If I saw someone vandalizing a building, I’d get really angry and shout at them. I might call the police, too. Cooper  I think shoplifting is terrible, and if I saw someone do it, I would say something to the shop assistant. Or maybe I’d say something to the person shoplifting. I’d say they shouldn’t shoplift. Oh, I don’t know what I would do, to be honest!

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e 081    page 83, exercise 3  Example Sandro didn’t ask you out, did he? 1 You’re happy for me, aren’t you? 2 You’ve liked him for a long time, haven’t you? 3 You don’t think he’s playing a trick on me, do you? 4 He wouldn’t do that, would he? 5 I think she still likes him, doesn’t she? 6 They went out with each other for about three months, didn’t they? 7 I guess you should tell her, shouldn’t you? 8 You won’t tell anyone, will you? e 082    page 83, exercise 4  1 Samuel  I like Valeria a lot. Thiago  I know, Samuel, and she likes you, too. But you have a girlfriend, don’t you? Samuel  Yes. Ana and I have been going out for a few months, but … Thiago  You feel differently now, don’t you? Samuel  Yes. I think I want to break up with Ana. I should tell her, shouldn’t I? 2 Polly  Oh, no. Look at Amy and Elizabeth. Jess  What? They aren’t having another argument, are they? They’ve been friends for years, but sometimes I think they don’t like each other! Polly  I know. But in the past they didn’t have any problems, did they? They were always together, and they always looked happy. I don’t know what’s gone wrong. 3 Silvia  Hey, Anthony. You look happy! Something happened, didn’t it? Anthony  Well, I asked Sarah out, and … Silvia  She didn’t say yes, did she? Anthony  Yes, she did! e 083   

page 84, exercise 1  1  c  get back together with someone 2  f  ask someone out 3  i  break up with someone 4  g  fall in love with someone 5  a  meet someone 6  e  go on a date with someone 7  h  look up to someone 8  j  go out with someone 9  d  have a crush on someone 10  b  have an argument with someone 11  l  get along with someone 12  k  make up with someone

e 085   

page 86, exercise 2  Gabriella  Could you help me for a second? I need to choose a gift for my friend, Hannah. Dad  Sure. What do you want to buy for her? Gabriella  I’m not sure. She likes computer games. Dad  OK, I know a good website. Gabriella  It isn’t too expensive, is it? Dad  No, don’t worry. Gabriella  That game looks cool. She would like that, wouldn’t she? / Those headphones look cool. She would like them, wouldn’t she? Dad  Yeah, that’s a nice one. / Yeah, they’re nice.  Let’s see how much it costs. / Let’s see how much they cost. You have enough money, don’t you? Gabriella  Well, I have $20. Could you lend me the rest? Dad  Sure, no problem. Gabriella  Thanks, Dad. That’s awesome. Can you order it for me? / Can you order them for me? Dad  Of course. Gabriella  I’ll get the rest of the money for you today.

e 086    page 87, exercise 3  Rayna  Mom, could you help me for a second? I need to choose a gift for Grandpa. Mom  Sure. What do you want to buy for him? Rayna  I’m not sure. Maybe a book about history. He loves reading about history, doesn’t he? Mom  Yes, he does. He’s very interested in the history of the U.S. right now. Let me show you some books he might like. Rayna  They aren’t too expensive, are they? Mom  No, don’t worry. Rayna  That book looks interesting. Can you click on it, Mom? Mom  Sure. Rayna  He would like that, wouldn’t he? Mom  Yes, I think so. Let’s see how much it costs. It’s $17. You have enough money, don’t you? Rayna  Well, I have $15. Could you lend me the rest? Mom  Sure, no problem. Rayna  Thanks, Mom, that’s awesome. Can you order it for me? Mom  Of course. Rayna  Thanks! I’ll get the rest of the money for you today. e 087    page 89, exercise 1  Aidan  Your celebration of love has a special name, doesn’t it? Lucila  Yes, it’s called Sweetness Week. Aidan  It’s in July, isn’t it? Lucila  Yes, it happens every year in the first week of July. Aidan  And what happens? Lucila  Well, people give each other a chocolate or a piece of candy in return for a kiss. Aidan  This is an old tradition, isn’t it? Lucila  No! It started in 1989. A company called Arcor wanted to promote its Bon o Bon chocolates. It was so successful it became a yearly tradition, and since then, Bon o Bons have become very popular in Argentina! Aidan  And is it for people in love, or is it for friendships, too? Lucila  Oh, it’s definitely for friendships, and it’s not only for people! Aidan  How do you mean? Lucila  Well, during Sweetness Week, you should be kind to animals, and you should look after your possessions, too. e 088    page 89, exercise 2  Joana  Valentine’s Day is a special day in the U.S., isn’t it? Alex  That’s right. It’s on February 14th. You don’t celebrate it, do you? Joana  No, we don’t. In Brazil we have the Dia dos Namorados on June 12th. Alex  It’s similar, isn’t it? But some of the traditions are different, aren’t they? For example, on Valentine’s Day people send anonymous cards to people they love or have a crush on. Joana  Why do they do that? Alex  Well, I guess they want to keep their love a secret, don’t they? Joana  Of course! And the stores are always full of beautiful gifts, aren’t they? Alex  Oh yes, chocolates are always popular. And couples often go to a restaurant for dinner. Joana  It’s the same in Brazil! It sounds nice, doesn’t it?



e 091   

page 93, exercise 3  Example Maria moved to Paris to study Math and Physics. 1 She used her research to develop X-ray machines. 2 She organized courses to teach medical workers. 3 The effects of Marie’s work combined to make her seriously ill.

e 092   

page 93, exercise 4  1 Interviewer  Who’s your favorite person in history, Olívia? Olívia  Mine is Rafaela Lopes Silva, the Brazilian judo champion. Interviewer  Why is she so important to you? Olívia  Well, she does judo, my favorite sport, and she’s famous for winning a medal at the 2016 Olympics. Interviewer  It was a silver medal, wasn’t it? Olívia  No, she won a gold medal! She grew up in a very poor area, but she showed that anyone can be a champion if they work hard enough. Women’s judo is much more popular now thanks to Rafaela. Interviewer  Have you ever seen her compete? Olívia  No, I haven’t! But I’d love to see her one day! 2 Interviewer  Who’s your favorite person in history, Jessie? Jessie  Well, his name isn’t very famous, but it’s Jørn Utzon, a Danish architect. Interviewer  And what is he well known for? Jessie  He’s known for designing the Sydney Opera House. For me, it’s the most beautiful building in the world. Interviewer  It is amazing, isn’t it? Jessie  Yes, and did you know that he worked hard to make his design as perfect as possible, but he never saw the opera house. Interviewer Really? Jessie  Yes. His son flew to Australia to see it, but Utzon died in 2008 before he could go there himself. 3 Interviewer  Who’s your favorite person in history, Mario? Mario  For me, it has to be Amelia Earhart. She’s my hero! Interviewer  She was a famous pilot, wasn’t she? Mario  That’s right. And not only that, she’s famous for being the first woman to fly solo across the Atlantic. Interviewer  She disappeared, didn’t she? Mario  Yes, she did. In 1937, I think. She was trying to fly around the world, but her plane disappeared over the Pacific Ocean, and nobody knows what happened to her.

e 093    page 94, exercise 1  Example  explorer 1  inventor 2  artist 3  composer 4  politician

5 writer 6 scientist 7 architect 8 musician

e 095    page 96, exercise 2  Anna  What’s this? Ben  It’s a selfie stick. Anna  What’s it for? Ben  It’s for taking pictures of yourself. / You use it to take pictures of yourself.

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page 97, exercise 3  Conversation 1 Girl 1  What’s this? Boy 1  It’s a digital assistant in a speaker. Girl 1  OK … What’s it for? Boy 1  It’s for giving you all the information you need. You can ask it questions and it will give you the answers. Girl 1  Really? Can I use it to find out the weather in other countries? Boy 1  Of course! Girl 1  OK, what’s the temperature in Belo Horizonte right now? Digital Assistant  It’s 24 degrees Celsius. Girl 1  Wow! That’s amazing! Conversation 2 Boy 2  What’s this? Girl 2  It’s a mini-ring light. Boy 2  What’s it for? Girl 2  It’s for taking better selfies on your phone. You attach it to your phone and switch it on for brighter light. It’s great for taking pictures at night and in dark places. Boy 2  That’s smart! Conversation 3 Girl 3  What are these? Boy 4  They’re pocket warmers. Girl 3  What are they for? Boy 4  You use them to keep your hands warm. Girl 3  How do they work? Boy 4  You switch them on when you need them, and they get hot in only a few seconds. They’re great for doing outdoor activities like running and walking.

e 097    page 99, exercises 1 and 2  Conversation 1 Ryan  Hey, Sam, what’s that under your bed? Sam  What? Where? Oh, that? That’s my Bluetooth beanie hat. My grandma gave it to me for Christmas. Katya  What’s it for? Sam  It has headphones inside it, so I can listen to music. And it keeps my head warm, too. My grandma says it’s great for listening to music when I’m out in cold weather! Ryan  Is it any good? Sam  Actually, yes, it is! The sound is great! It’s clearer than on my normal headphones. Katya  Your grandma is amazing at buying you good presents, isn’t she? Sam  Yeah, I guess I shouldn’t leave it under my bed! Conversation 2 Customer  Excuse me. Assistant  Yes, how can I help you? Customer  Could you tell me what this is? Assistant  Of course! It’s a USB mug warmer. Customer  A mug warmer? How do you use it? Assistant  Well, you put your mug on the warmer, plug the warmer into your computer, and it keeps your drink nice and hot! Customer  Does it work? Assistant  Yes! I have one at home, and my drinks never go cold!

e 099   

page 103, exercise 1  1 Sergio  Mom, could you help me? I need to choose a gift for Dad. Mom  Sure. What do you want to buy for him? Sergio  I’m not sure. Maybe some clothes. Mom  Let me show you this website. It has lots of things that Dad likes. Sergio  OK. Those T-shirts look cool. Can you click on that blue one? Mom  That’s nice. Let’s see how much it costs. It’s $15. You have enough money, don’t you? Sergio  Yes, I have enough money. Can you order it for me, Mom? Mom  Of course. Let me just get my card. Sergio  Thanks! I’ll give you the $15 today. 2 Heidi  What’s this? Pablo  It’s a smartphone projector. Heidi  What’s it for? Pablo  You use it to show movies, pictures, and videos from your phone on bigger screens or walls. You connect it to your smartphone, your laptop, or your TV. The images look amazing!

David  No. That’s not it. It’s on Franklin Street. Jack  Wait a minute, I need to write it down. How do you spell it? David  That’s Franklin Street. F-R-A-N-K-L-I-N. Jack  Thanks. And what day is it? David  We usually practice on Fridays and we play against other teams at the weekend. Jack  Right. What time should I get there? David  Practice starts at six o’clock, but you’ll need to be there at 5:30 so you can talk to our manager. Jack  OK, who’s the manager? David  It’s Mr. Smith, the Science teacher. Jack  All right. Do I need to bring anything with me? David  We haven’t got uniforms yet because we’re a new team. But everyone wears a green T-shirt so we know who’s on our team. Jack  I think I’ve got one. So when’s the next game? David  It’s this weekend—Sunday at 11:30 against The Scorpions. They’re really good, so it’s going to be a difficult game.

e 102   

e 104    page 108, Listening Part 3, exercise 5  Eric  Hi, Lucy. I haven’t seen you for ages. Where have you been? Lucy  Hi, Eric. Oh, I’ve been on holiday. I’ve just got back from Greece. Eric  Wow, that’s exciting. How long were you there for? Lucy  I had a week visiting the sights in Athens and then one more week relaxing on the beach on a small island. I think I needed to spend three or four weeks there to do everything I wanted, though. Are you going to have a holiday this year? Eric  Yes, I am. I’m going to visit France with a friend. We haven’t got much money, so we’re going to take our bikes and a tent and bike around the south of France.  Lucy  I always went camping with my family when I was a child. Now I hate sleeping in a tent. I have to have a comfortable bed! Eric  So, have you done a lot of traveling? Lucy  Not really. My Greek holiday was only the second time I’ve been abroad. About five years ago, I visited some relatives that live in the U.S. and Canada. They’re the only other countries I’ve ever been to. How about you? Eric  Only about three or four countries, but I’ve never left Europe. I have big plans for next year, though. I’ve always wanted to learn how to scuba dive, but it’s expensive here, so I’m planning to go to Thailand. It’s a lot cheaper to learn there. Then, in a few years, when I’ve got some more experience, I hope to teach scuba diving. Lucy  How much does it cost to train to be a teacher, then? Eric  Well, in this country it’s really expensive, like £350, but it’ll be cheaper in Thailand­­—about £200, I think. Lucy  That sounds like a lot of fun. Good luck with it. Eric  Thanks.

page 103, exercise 4  Shauna  Who is your favorite person in history? Cooper  It’s definitely will.i.am. He was in a band called The Black Eyed Peas. In the future, he’s going to be famous for doing a lot of different things. As a composer, he’s written a lot of hit songs for famous people like Justin Timberlake and Rihanna. But he’s really interested in technology, too. He’s designed a smartwatch— it’s for listening to music and using social media. But he’s interested in designing other products, too, like cars and smartphones—even robots! But the best thing is he’s really committed to helping young people. He helps them with their education, even their homes. He’s amazing! Riley  My mom is a nurse, so my choice is Florence Nightingale. She was a famous nurse in the 19th century. Florence was passionate about helping people, and she was an excellent nurse. But she’s also famous for improving the training of nurses, and hospitals, too. In the early 19th century, nurses had very little medical knowledge. And hospitals were terrible, dirty places. Florence Nightingale wrote books to teach women how to become good nurses. She made hospitals much cleaner, too.

e 103    page 108, Listening Part 2, exercise 4  Jack  What’s the name of your football team, David? David  My team’s name is The Tigers. Jack  Are you any good? David  We’re OK, but we’re a new team. We’ve just started playing. Jack  Do you need any more players? I want to join a team. David  Oh, that’s great. We definitely need some more players. You should come to our next practice. Jack  OK. Where is it? David  Do you know the park next to the river? Jack  Is that the park on Church Street?

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Workbook answer key Unit 1 Page W4 2

1  Ashley  2  Tyler  3  Brooke 4   Brooke

3

1  journalist, interesting   2  firefighter, dangerous  3  lawyer, well-paid 4  accountant, stressful

4

1  to travel   2  ’re  3  going to 4  to cook   5  aren’t

5

Page W7

Page W13

Exam practice 1

Exam practice 1

1  c  2  a  3  b  4  b  5  a  6  c

Unit 2

1  Hey  2  How are things?   3  Guess what we’re doing   4  Can’t wait to see you!  5  Bye for now.

Page W10

2

2

1  F  2  F  3  T  4  T

3

1  forest, woods   2  coast, beach, cliffs 3  valley  4  desert  5  volcano, rocks 6  ocean, lake   7  river, waterfall   8  island

4

1  won’t snow   2  ’ll go   3  won’t like 4  won’t be   5  ’ll have   6  will make

1  is going to walk   2  ’m not going to study  3  are going to visit   4  isn’t going to finish   5  is going to cut

5

6

Page W11

1  Am, are   2  Are, ’m not   3  Are, are 4  Are, aren’t   5  Is, is

Page W5 7

1  ’s going to rain   2  ’re going to like 3  aren’t going to arrive   4  ’s going to eat   5  aren’t going to win

1  won’t rain   2  ’ll do   3  won’t enjoy 4  won’t miss   5  ’ll make

6

1  Will you move to a tropical island one day?, I won’t   2  Will the walk be easy tomorrow?, it won’t   3  Will your sister travel around the world?, she will   4  Will deserts get bigger in the future?, they will

7

8

1  who  2  that  3  that  4  who  5  who

1  I’ll see   2  aren’t going to enjoy 3  won’t have   4  ’s going to fall

9

8

1  to become   2  to do   3  eating / to eat   4  playing  5  doing

1  don’t, ’ll miss   2  ’ll fall, aren’t 3  doesn’t climb, won’t see   4  won’t, don’t

Round-up 1

9

Page W6

1  We’ll walk to the coast if we have time.   2  He won’t swim in the ocean if it’s too cold.  3  If you don’t hurry, we won’t see the show.   4  If the park is closed, I’ll go to the lake.

Let’s talk about … 1

Round-up 1

1  to create   2  which  3  to build 4  living  5  to work   6  who  7  to have

1  are  2  Would you   3  aisle seat 4  to check in   5  haven’t  6  How many 7  Just  8  Did you pack   9  did  10  didn’t

2

1  ticket and passport   2  here you are 3  a window seat   4  Do you have any luggage  5  how many carry-on 6  Did you pack the bags   7  gate number 3   8  10:30

1  ’ll love   2  won’t need   3  will organize

2

1  arrives  2  ’s going to   3  will visit   4  love  5  will be   6  ’re going to 7  join  8  ’ll see

Page W12 Let’s talk about … 1

3

1  can  2  much  3  ’s  4  run  5  leave 6  leaves  7  take  8  takes

Extra listening 1

2

Students’ own answers.

b

2

a  8  b  7  c  1  d  5  e  2  f  6  g  3  h  4

1  3  5  7 

you tell   2  can take a train   It’s $2.50   4  the trains run   every 20 minutes   6  What time does   How long does   8  Thanks for your help

3

Students’ own answers.

Extra listening

1  c  2  a  3  b  4  b



1  What’s up?   2  Guess what I’m doing! 3  Bye for now.   4  How are things? 5  Hey  6  Can’t wait to see you!

3

Students’ own answers.

Unit 3 Page W16 2

2 Levi hasn’t been scuba diving. f 4 Ella has won an art competition. f 5 Levi has been really scared. f

3 1  3  5  7  9 

a bungee jump   2  scuba diving quad biking   4  on TV a famous person   6  a competition in a helicopter   8  an exotic animal in a tent  10  a famous place

4

1  ’ve made    2  has climbed   3  ’ve bought   4  ’ve visited   5  has met   6  has stopped

5

1  haven’t left   2  hasn’t stopped 3  haven’t finished   4  haven’t forgotten

6

1  been  2  gone  3  been  4  gone   5  gone

Page W17 7

1  Has she told   2  she has 3  Have you decided   4  I haven’t 5  Have Emi and Jun heard   6  they have

8 1 2 3 4

Has the bungee ever broken No, the bungee has never broken. Have you ever met No, I’ve never met a famous person. Has it ever snowed No, it’s never snowed in July. Have you ever seen No, I’ve never seen a bear.

9

1  Has Chloe ever won, has, won   2  ’ve never held, bought   3  did Sir Edmund Hillary climb, ’ve forgotten

Round-up 1

1  ’ve helped   2  ’ve tried   3  ’ve been   4  has lived   5  ’s invited

2

1  haven’t  2  ’ve never been   3  won   4  Has it been   5  has  6  ’s been   7  have you enjoyed   8  ’ve loved   9  saved

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Page W18 Let’s talk about … 1

1  for  2  are  3  of  4  in  5  with

Round-up 1

1  for  2  my  3  theirs  4  since  5  for 6  Since  7  her  8  since  9  hers

2

2

1  name  2  room  3  check  4  ID 5  sign  6  access  7  password   8  key card   9  floor   10  need   11  bags   12  stay

3

Students’ own answers.

Extra listening 1

Students’ own answers.

2

1  a  2  e  3  h  4  c  5  g

Page W19 Exam practice 1

1  a  2  a  3  c  4  b  5  b

Unit 4 Page W22 2

1  Whose  2  mine  3  yet 4  yours  5  for  6  just

Page W24 Let’s talk about … 1

1  way  2  train  3  can  4  opening 5  opens  6  at  7  does  8  is 9  students  10  anything  11   that’s

2

1  How  2  Take  3  What  4  closes 5  cost  6  Are  7  Tickets  8  Can  9  that’s

3

Students’ own answers.

Extra listening 1  c  2  b  3  a

8

1  was riding   2  walked  3  hit  4  was trying  5  were helping   6  called  7  was wearing  8  happened  9  was sitting   10  arrived

Round-up 1

1  were writing   2  was using 3  wasn’t sitting   4  was chatting 5  weren’t talking   6  were shouting

2

1  when  2  While  3  When

3 1  4  6  8 

was  2  saw  3  were talking Was she carrying   5  she was were you talking   7  was saying wasn’t looking   9  hit

Page W30 Let’s talk about … 1

Page W25

1  price  2  take  3  discount  4  wrap 5  gift  6  paying  7  With

Exam practice 1

2

1  a  2  c  3  a  4  b  5  b  6  c

1  on  2  price  3  for  4  have  5  it 6  discount  7  was  8  wrap  9  don’t 10  buy  11  thanks  12  card  13  change

1  store f  3  headset f  5  computer f 6  sensor f  8  games f  9  controller f

2

3

Unit 5

Students’ own answers.

Page W28

1  mall  2  9:45  3  orange   4  one  5  three

Across 4  print  5  save  6  charge  7  send Down 2  attach  3  delete  5  share

4 1 2 3 4 5

5 1 2 3 4

I’ve just plugged in the game console. They’ve just finished the game. Rhys has just started a video blog. We’ve just met the new IT teacher. Amelia has just bought a new laptop bag.

1 2 3 4

2

Has the class started yet? Have you cleaned your room yet? Has he downloaded the songs yet? Has your sister charged her phone yet?

the class hasn’t started yet. I haven’t cleaned my room yet. he hasn’t downloaded the songs yet. she hasn’t charged her phone yet.

Page W31 Exam practice 1

1  cheat  2  shoplift  3  cut school 4  vandalize  5  bully  6  steal   7  gossip  8  fight  9  copy 10  threaten someone 1  were stealing   2  were hiding 3  was looking   4  was sending 5  was happening

5

1  were waiting   2  wasn’t copying 3  was watching   4  wasn’t listening 5  was telling

6

1  B  2  A  3  B  4  A  5   A   6 B

8

Page W29

1  ours  2  theirs  3  his  4  Mine  5  yours

9 1 2 3 4 5

Whose sandwich is this? It’s yours. Whose tickets are these? They’re theirs. Whose books are these? They’re ours. Whose car is this? It’s mine. Whose laptop is this? It’s hers.

Extra listening

3

1 2 3 4 5

7

3

1  F  2  T  3  T  4  F

4

Page W23 6

Students’ own answers.

Was I sitting in your chair, were Were they bullying you, weren’t Were you shouting at him, were Was he cheating on the quiz, wasn’t Were you shoplifting, wasn’t

7

1  weren’t looking, while they were crossing the road   2  was watching, while she was cooking   3  were gossiping, while he was standing behind us

1  in a clothing store   2  looking at a T-shirt   3  two girls   4  looking at hats

2

Picture 2 Boys saw girls shoplifting. Girl put hat in bag.   Picture 3 Boy told security guard. Girls ran away. Security guard angry.

3

Students’ own answers.

Unit 6 Page W34 2

1  wouldn’t  2  fruit  3  arms  4  love   5  cream

3

1  fever  2  lozenge  3  dizzy 4  stomachache  5  cream  6  cough 7  aspirin

4 1 2 3 4

You should drink lots of water. He shouldn’t eat too much candy. They shouldn’t go to the doctor. She should go to bed.

5

1  go, should   2  How often, should 3  should we do, call

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6

1  stayed, get   2  would help, had   3  would be, stopped   4  didn’t have, ’d help

4

1  he  2  they  3  you  4  we

5

Page W35

1  isn’t  2  aren’t  3  was  4  are 5  weren’t  6  is  7  wasn’t

7

6

1  What, didn’t, ’d   2  How, if, was, visit 3  ate, feel, Yes

8

1 If I were you, I’d send her a message. 2 If I were you, I’d say sorry. 3 If I were you, I’d buy her a present.

Round-up 1

1  should  2  should I do 3  shouldn’t leave   4  shouldn’t

2

1  ’d never get   2  were  3  ’d take 4  shouldn’t drink   5  should I do 6  were  7  ’d tell   8  should take

Page W36

1  f  2  a  3  d  4  b  5  e

Page W41 7

1  You got along well with Ed, didn’t you?   2  We didn’t know your sister, did we?  3  Your grandma didn’t have any brothers, did she?   4  I looked like my brother, didn’t I?   5  They didn’t have many arguments, did they?

8

1  should  2  were  3  haven’t  4  isn’t 5  won’t

9

1  have they   2  didn’t they 3  are you   4  couldn’t I

3

1  4  7  a  d  g 

inventor  2  writer  3  politician composer  5  musician  6  explorer architect  8  scientist inventor  b  politician  c  explorer musician  e  architect  f  composer writer  h   artist   i scientist

4

1  to learn about his journeys   2  to play in the concert   3  to create new medicines  4  to paint his pictures

5

1  Dad went to college in order to become a chef   2  We were working in a café in order to earn some money   3  I’ve just bought a bike in order to get fit and healthy  4  He traveled to the island in order to live there

Page W47 6

1  hear  2  protect  3  live  4  that she

7

Let’s talk about … 1

Round-up 1

1  symptoms  2  don’t  3  should 4  up  5  take  6  better

1  have  2  wasn’t  3  did  4  won’t   5  isn’t  6  aren’t  7  won’t

1 2 3 4

2

2

8

Page W42

Round-up 1

1  I have a   2  have you had   3  Do you have  4  No, I don’t   5  you go to   6  times a day   7  should I take   8  cough doesn’t get   9  go to the

1  aren’t they   2  isn’t she 3  won’t you   4  can’t you 5  aren’t you   6  shouldn’t you

3

Let’s talk about … 1

Students’ own answers.

Extra listening 1

Negative verbs shouldn’t, Don’t Frequency expressions Always, Sometimes, every day   Quantifiers a little

2

1  F  2  F  3  T  4  T  5  F

Page W37 Exam practice 1

1  are  2  had  3  throat  4  get 5  lozenges  6  drink

2


1  I’m very sorry   2  I hope you feel better soon.   3  When I had it last year, 4  Mom says you shouldn’t   5  She also says you should

1  I’m not    2  like  3  that’s  4  Could   5  no  6  order  7  Of

2

1  want  2  soccer  3  bought  4  worry   5  Can  6  one  7  enough  8  Could   9  money

3

Students’ own answers.

Extra listening 1

1  gift shows, haven’t thought, person  2  Giving gifts, started recently 3  People showed, importance, society, expensive gifts   4  People like giving gifts  5  Thinking, people’s needs, interests, unhappy

2

3

1  F  2  F  3  T  4  T  5  F

Unit 7

Exam practice 1

Students’ own answers.

Page W40 2

Page W43 1  a  2  b  3  a  4  c  5  b  6  c

1  T  2  F  3  T  4  F  5  T

Unit 8

3

Page W46

1  up  2  get  3  date  4  met  5  get 6  out  7  up  8  break  9  in

2

remembered for designing responsible for building nervous about singing passionate about discovering

1  more carefully   2  the hardest 3  more easily   4  the furthest

1  that  2  so  3  to  4  in

2

1  famous for teaching   2  nervous about leaving   3  worried about starting   4  excited about beginning

Page W48 Let’s talk about … 1

1  this  2  It’s  3  for  4  for  5  use

2

1  cell phone   2  back  3  selfies   4  videos  5  for  6  to  7  on  8  up  9  down   10  special   11  eating   12  easily

3

Students’ own answers.

Extra listening

1  F  2  T  3  F  4  T  5  T  6  T  7  F

Page W49 Exam practice 1

1  B  2  D  3  C  4  A  5  E

2

1  and  2  but  3  because  4  so 5  however  6  or

3

Students’ own answers

1  Math  2  scientist  3  discovered 4  show  5  second



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Audio track list Student Book 001 Title 002 Welcome unit, page 4, exercise 1 003 Welcome unit, page 4, exercise 4 004 Welcome unit, page 6, exercise 15 005 Welcome unit, page 9, exercise 27 006 Unit 1, page 10, exercise 1 007 Unit 1, page 11, exercise 3 008 Unit 1, page 11, exercise 4 009 Unit 1, page 12, exercise 1 010 Unit 1, page 14, exercise 1 011 Unit 1, page 14, exercise 2 012 Unit 1, page 15, exercise 3 013 Unit 1, page 17, exercise 1 014 Unit 1, page 17, exercises 2 and 3 015 Unit 1, page 18, exercise 1 016 Unit 2, page 20, exercise 1 017 Unit 2, page 21, exercise 3 018 Unit 2, page 21, exercise 4 019 Unit 2, page 22, exercise 1 020 Unit 2, page 22, exercise 2 021 Unit 2, page 24, exercise 1 022 Unit 2, page 24, exercise 2 023 Unit 2, page 25, exercise 3 024 Unit 2, page 27, exercises 1 and 2 025 Unit 2, page 28, exercise 1 026 Review A, page 31, exercise 1 027 Review A, page 31, exercise 2 028 Review A, page 31, exercise 3 029 Review A, page 31, exercise 4 030 Unit 3, page 35, exercise 1 031 Unit 3, page 35, exercise 3 032 Unit 3, page 35, exercise 4 033 Unit 3, page 36, exercise 1 034 Unit 3, page 38, exercise 1 035 Unit 3, page 38, exercise 2 036 Unit 3, page 39, exercise 3 037 Unit 3, page 41, exercises 1 and 2 038 Unit 3, page 41, exercise 3 039 Unit 3, page 42, exercise 1 040 Unit 4, page 44, exercise 1 041 Unit 4, page 45, exercise 3 042 Unit 4, page 45, exercise 4 043 Unit 4, page 46, exercise 1 044 Unit 4, page 48, exercise 1 045 Unit 4, page 48, exercise 2 046 Unit 4, page 49, exercise 3 047 Unit 4, page 51, exercise 1 048 Unit 4, page 51, exercise 2 049 Unit 4, page 52, exercise 1 050 Review B, page 55, exercise 1 051 Review B, page 55, exercise 2

052 Review B, page 55, exercise 3 053 Review B, page 55, exercise 4 054 Unit 5, page 58, exercise 1 055 Unit 5, page 59, exercise 3 056 Unit 5, page 59, exercise 4 057 Unit 5, page 60, exercise 1 058 Unit 5, page 60, exercise 2 059 Unit 5, page 62, exercise 1 060 Unit 5, page 62, exercise 2 061 Unit 5, page 63, exercise 3 062 Unit 5, page 65, exercise 1 063 Unit 5, page 65, exercise 2 064 Unit 5, page 66, exercise 1 065 Unit 6, page 68, exercise 1 066 Unit 6, page 69, exercise 3 067 Unit 6, page 69, exercise 4 068 Unit 6, page 70, exercise 1 069 Unit 6, page 70, exercise 2 070 Unit 6, page 72, exercise 1 071 Unit 6, page 72, exercise 2 072 Unit 6, page 73, exercise 3 073 Unit 6, page 75, exercise 1 074 Unit 6, page 75, exercise 2 075 Unit 6, page 76, exercise 1 076 Review C, page 79, exercise 1 077 Review C, page 79, exercise 2 078 Review C, page 79, exercise 3 079 Review C, page 79, exercise 4 080 Unit 7, page 82, exercise 1 081 Unit 7, page 83, exercise 3 082 Unit 7, page 83, exercise 4 083 Unit 7, page 84, exercise 1 084 Unit 7, page 86, exercise 1 085 Unit 7, page 86, exercise 2 086 Unit 7, page 87, exercise 3 087 Unit 7, page 89, exercise 1 088 Unit 7, page 89, exercise 2 089 Unit 7, page 90, exercise 1 090 Unit 8, page 92, exercise 1 091 Unit 8, page 93, exercise 3 092 Unit 8, page 93, exercise 4 093 Unit 8, page 94, exercise 1 094 Unit 8, page 96, exercise 1 095 Unit 8, page 96, exercise 2 096 Unit 8, page 97, exercise 3 097 Unit 8, page 99, exercises 1 and 2 098 Unit 8, page 100, exercise 1 099 Review D, page 103, exercise 1 100 Review D, page 103, exercise 2 101 Review D, page 103, exercise 3 102 Review D, page 103, exercise 4 103 Key English Test for Schools Practice, page 108, Listening Part 2, exercise 4

104 Key English Test for Schools Practice, page 108, Listening Part 3, exercise 5 105 Culture 1, page 110, exercise 1 106 Culture 2, page 111, exercise 1 107 Culture 3, page 112, exercise 1 108 Culture 4, page 113, exercise 1 109 Culture 5, page 114, exercise 1 110 Culture 6, page 115, exercise 1 111 Culture 7, page 116, exercise 1 112 Culture 8, page 117, exercise 1 113 CLIL A, page 118, exercise 1 114 CLIL B, page 119, exercise 1 115 CLIL C, page 120, exercise 1 116 CLIL D, page 121, exercise 1

Workbook 117 Title 118 Unit 1, page W4, exercise 1 119 Unit 1, page W4, exercise 2 120 Unit 1, page W6, exercise 2 121 Unit 1, page W6, Extra listening, exercises 1 and 2 122 Unit 2, page W10, exercise 1 123 Unit 2, page W10, exercise 2 124 Unit 2, page W12, exercise 2 125 Unit 2, page W12, Extra listening 126 Unit 3, page W16, exercise 1 127 Unit 3, page W16, exercise 2 128 Unit 3, page W18, exercise 2 129 Unit 3, page W18, Extra listening, exercises 1 and 2 130 Unit 4, page W22, exercise 1 131 Unit 4, page W22, exercise 2 132 Unit 4, page W24, exercise 2 133 Unit 4, page W24, Extra listening 134 Unit 5, page W28, exercise 1 135 Unit 5, page W28, exercise 2 136 Unit 5, page W30, exercise 2 137 Unit 5, page W30, Extra listening 138 Unit 6, page W34, exercise 1 139 Unit 6, page W34, exercise 2 140 Unit 6, page W36, exercise 2 141 Unit 6, page W36, Extra listening, exercise 2 142 Unit 7, page W40, exercise 1 143 Unit 7, page W40, exercise 2 144 Unit 7, page W42, exercise 2 145 Unit 7, page W42, Extra listening, exercise 2 146 Unit 8, page W46, exercise 1 147 Unit 8, page W46, exercise 2 148 Unit 8, page W48, exercise 2 149 Unit 8, page W48, Extra listening

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