1

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Personal

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best

M
KEY LEARNING OUTCOMES
Students will be able to:

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■ talk about routines and what’s happening now using ■ ask for and give personal information
the present simple and present continuous ■ write a short, informal email about themselves and
■ describe people’s appearance and personality their friends
■ understand written and spoken texts about identity

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UNIT OVERVIEW DIGITAL OVERVIEW
Appearance
Presentation Kit
Personality
Vocabulary ▶ Life skills video 1: Building your confidence
Special people! ▶ Interactive versions of Student’s Book activities
FR
CRITICAL THINKING Agreeing and ▶ Integrated audio and answer key for all activities
Reading disagreeing with a statement about ▶ Workbook pages with answer key
geniuses
Present simple and present
continuous Teacher’s Resource Centre
Grammar in Adverbs of frequency ▶ Life skills video 1: Building your confidence
context
▶ Grammar communication activity Unit 1:
Synonyms and partial synonyms The first sentence
Word stress ▶ Worksheets for this unit, including:
Developing
vocabulary – Grammar Practice worksheet Unit 1
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Personality test – Culture worksheet Unit 1

– Life skills video worksheet 1
Listening
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– Everyday English worksheet Unit 1

State and action verbs

Grammar in
context
Asking for and giving personal
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information
Developing
speaking
An informal email describing
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people
Developing
writing
Personality
Value system
Integrating
skills
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TESTING AND ASSESSMENT

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Resources for measuring student progress

▶▶ Test Generator Unit 1 ▶▶ Printable test Unit 1

6 Unit 1 Unit 1

 1 Personal best

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3 Ask students to work in pairs and take it in turns to
Vocabulary p6 describe people in the photos, encouraging them to

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use the vocabulary from exercise 1. Nominate individual
Talking about people’s appearance and personality students to say their descriptions to the rest of the class.
Suggested answers
FAST TRACK Photo a (Laura Kenny): She’s thin. She’s got long
You could ask students to do exercise 1 at home so that blonde hair. She’s very pretty.

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less confident students can take the necessary time to look Photo b (Eddie Redmayne): He’s tall and quite
up the vocabulary in the Macmillan Online Dictionary. good-looking. He’s got short, dark hair.
Photo c (Usain Bolt): He’s well-built and strong.

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WARMER He’s got dark hair and brown eyes.

In pairs, students discuss the meaning of the unit title TEACHER DEVELOPMENT: LANGUAGE
Personal best. Have students discuss their thoughts in
pairs then elicit ideas from around the class. Negative prefixes
Suggested answer The prefixes un-, in- and im- can form antonyms
The theme of this unit is focused on the individual, (opposites) of adjectives in English. The most common
looking at appearance and personality. The phrase prefix is un- = ‘the opposite of’, but there are no hard

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personal best is often used in sport, for an athlete’s and fast rules for which prefix students should use
individual record, but in this unit it refers to making (except words that start with the letters b, m and p
the best of yourself in other ways. always take the prefix im- rather than in-). Advise students
to consult a dictionary if they have doubts.
Adjectives
Appearance
FR Many adjectives describe qualities that can exist in
1 In pairs, students put the words in the correct columns. different degrees, such as size, beauty, age, etc. These
Draw their attention to the examples in the table. You adjectives are often called gradable adjectives, because
may like to provide students with dictionaries to help they can be used in comparative or superlative forms, or
them with this task. with grading adverbs such as very, a little, a bit, to show
Answers that a person or thing has more or less of a particular
quality. We can use words like very to make gradable
Build Height Hair General
adjectives stronger or words like a little or a bit to make
overweight medium-height bald cute gradable adjectives weaker.
strong tall blonde good-looking When using more than one adjective to describe a noun,
well-built curly pretty place the adjectives in the following order before the
dark noun: 1 opinion (interesting); 2 dimension (big); 3 age
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fair (old ); 4 origin (Spanish); 5 material (cotton). We don’t

long usually use more than three adjectives before a noun.
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medium-length
spiky Personality
straight 4 Students match the personality adjectives with their
wavy opposites.
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2 1.01 Play the track for students to listen, check and
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1 d 2 e 3 a 4 c 5 f 6 b 7 g
repeat. See p137 for the audioscript for this exercise.
5 Draw students’ attention to the personality adjectives in
TEACHER DEVELOPMENT: STUDENT TRAINING the box and drill pronunciation. Ask students to match
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the adjectives with the definitions 1–8. Check answers as

Recording vocabulary
a class. To extend the activity, ask students whether they
Mind maps are a useful way to record vocabulary. They think each adjective is negative or positive and ask them
appeal to visual learners and help to show how words if they can think of any examples of each adjective.
connect and relate to each other. They can also provide
a very effective revision tool when students come to Answers
exam time. 1 reliable
Ask students to write the key word for this unit (identity) 2 selfish
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in the centre of a blank page in their notebooks. They 3 nice

could then record words related to this theme, organised 4 clever
in categories with subheadings. They can add new words 5 shy
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as they learn them through the unit. 6 arrogant

7 bossy
8 confident

Unit 1 7

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6 1.02 Play the track for students to listen to four 2 Students read the article and check their ideas in
teenagers talking about themselves. Ask them to note exercise 1.

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the adjective of personality that best describes each
person. Elicit answers from students around the class 3 Students read the text again and decide if the
and ask them to remember key phrases in the listening statements are true or false. Tell them to write down the
that helped them decide on their answers. See p137 for number(s) of the line(s) where they found the answer.
the audioscript for this exercise. Answers

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Answers 1 F (lines 3–5)
1 Rose – lazy 2 William – arrogant 2 F (lines 11–14)
3 Jessica – tidy 4 Brandon – impatient 3 F (lines 14–16)
4 T (lines (19–23)

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7a Ask students to choose five adjectives from 5 T (lines 30–38)
exercises 4 and 5 to describe themselves. Students then
6 F (lines 40–42)
tell their partner their adjectives and say why they chose
7 F (lines 42–43)
them. Draw students’ attention to the example sentence
and the use of quite and a bit to make the adjectives 8 F (lines 53–58)
weaker. With a less confident class, ask students to make 4 CRITICAL THINKING Have students read the quote
notes before they do this as a speaking activity. and work individually to think of their answers to the

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questions. Encourage students to give reasons to
7b Nominate students to tell the class about their partner.
support their opinion. Open the discussion up to the
Remind students that they should be positive about their
class and have a vote to see how many people agree or
partner and focus on strengths rather than weaknesses.
disagree with the quote. Nominate individual students
HOMEWORK to give their reasons.
Students write a short text about themselves using
FR
5 Ask students to look at the underlined words in the text
the adjectives of appearance and personality they and to guess their meaning. Remind them that it can
have studied in this lesson. help to use context to guess meaning by looking at
Assign students page 4 in their Workbook or the words before and after the underlined one. Allow
the relevant section of the Online Workbook. students to check their ideas in a dictionary.
Answers
hold his breath = deliberately stop breathing
Reading p7 lungs = organs in your chest you breath with
Reading for specific information highly = hugely
prove = show
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gradually = slowly
FAST TRACK
You could ask students to read the text at home in FAST FINISHERS
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preparation for completing exercise 3 together in class.

Ask students to write sentences using the new
vocabulary in the text. They can then compare
WARMER their sentences with other students.
Play Hot Seat to start the class. Divide the class into
two teams. A volunteer from Team A sits with their TEACHER DEVELOPMENT: STUDENT TRAINING
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back to the board. Choose words from the previous

lesson and write them on the board one by one. Team Inference in reading
A defines the word for the volunteer to guess in one Inference is a key strategy for students when learning
minute. After one minute, it is the other team’s turn English. This can cover inferring the meaning of
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to define the word, etc. The team that defines the individual words from their context, and also inference in
most words in one minute wins the round. relationships, bias and tone, for example.
Remind students how to look at context to help them
1 In pairs, students look at the photos in the article and infer meaning by writing the first sentence with the
describe what they can see and discuss why they think underlined phrase hold his breath on the board. Ask
the two people are special. Elicit answers from the class. students first to look at the types of word there (hold =
verb, breath = noun), then to think of other ways they’ve
Suggested answers
used the words before (e.g. hold a pen) as this may help
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In the first photo, there is a man or boy under water. He them guess. Finally, ask them to look at other words
isn’t moving. Perhaps he’s been there for a long time. in the sentence and make an ‘educated guess’ at what
Maybe he’s special because he can stay under water or someone would be able to do underwater.
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hold his breath for a really long time.

In the second photo, there is a woman playing chess.
Chess is a very difficult game and people who play it well
are very intelligent.

8 Unit 1
 1 Personal best

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6 What about you? In pairs or in small groups,
Adverbs of frequency
students discuss the questions. If necessary, provide

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some suggestions, e.g. I’m really good at chess. I’d like 3 Ask students to look at the adverbs of frequency and
to be good at ice-skating. choose the correct alternative to complete rules 1–4.
HOMEWORK Answers
Assign students page 5 in their Workbook or 1 after

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the relevant sections of the Online Workbook. 2 before
3 present simple
4 always, present continuous
Grammar in context pp8–9

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EXTRA ACTIVITY
Talking about life using the present simple, present Ask students to write the names of three famous people
continuous and adverbs of frequency who annoy them and to say why using vocabulary from
the first lesson and adverbs of frequency.
FAST TRACK
4 Ask students to complete the text with the present
You could ask students to do exercise 5a at home.
simple or present continuous form of the verbs and the

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Then they could do the pairwork in exercise 5b at
adverbs given.
the beginning of the next lesson.
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a ’s always using
Present simple and present continuous
b doesn’t usually play
1a Students match sentences a–g with rules 1–7. c ’s becoming
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d ’s making
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e doesn’t usually wear
1 c 2 f 3 b 4 e 5 g 6 d 7 a
f has got
1b Students look through the article on page 7 for examples g often say
of a negative sentence and a question form in the h play
present continuous. Elicit the answers and use this i is changing
opportunity to remind students of rising intonation j don’t often play
patterns in Yes/No questions.
k always do
Answers l is finishing
… she isn’t teaching them in the same way as her father. m usually plays
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Are we expecting another record attempt?

5a Tell students to write two true sentences about
TEACHER DEVELOPMENT: LANGUAGE themselves or a friend using the phrases given. Remind
them to write one in the present simple and one in
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Effective study of grammar the present continuous, writing negative sentences

Students should learn structures in context to show how if necessary. Direct students’ attention to the example
they are used in real-life communication. They should sentences.
note down any new grammatical item in an example
5b Ask students to read their sentences to each other and
sentence and make sure they know how to say it, write it,
see how many of their sentences are the same.
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where it goes in a sentence and its grammatical function

(i.e. What does it tell us?). Students should reflect on 6 In pairs, students take it in turns to ask and answer
how grammar structures relate to other familiar structures the questions. Draw their attention to the example
they know, such as verb tenses. Where feasible, students speech bubbles and have two students read them
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could do a translation exercise (provided this will not out. Do this activity in open pairs first before students
promote interference from L1). continue in closed pairs.
2 Students look at the sentences and choose the correct EXTRA ACTIVITY
alternative. Elicit answers from students and have them
To revise sentence stress, students identify and
explain which usage from exercise 1a each sentence shows.
underline the stressed words in the example
Answers sentences in Exercise 6.
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1 is playing
2 play
3 is becoming
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4 need
5 is studying
6 changes
7 wear

Unit 1 9

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TEACHER DEVELOPMENT: PRONUNCIATION Synonyms and partial synonyms

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Sentence stress 1 Students look at the words and decide if they have
similar meanings or if there is any difference between
Sentence stress is the ‘music’ of English. Sentence stress
them. If there is a difference, ask students to say what it
will affect the degree to which a student sounds ‘natural’
is. You may like to provide less confident students with
and will make what they say easier to understand.
dictionaries for this task.
In any given English utterance there will be particular

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words that carry more ‘volume’ (stress) than others. This Answers
is not random. The stressed words carry the meaning All these words describe someone’s appearance in
or the ‘content’ of the sentence, and for this reason a positive way:
they are called ‘content words’. Unstressed words tend attractive – used for describing men and women who are

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to be smaller words that have more of a grammatical pleasant to look at
significance. They help the sentence function beautiful – extremely attractive (usually used of women)
syntactically and for this reason they are called ‘function cute – attractive, usually small and easy to like
words’.
good-looking – used for describing adults of both sexes
If we take the function words out of the sentence, it and older children who are nice to look at
will still have a certain amount of meaning and can be
handsome – usually used for a man or boy
understood. However, if we take out the content words
(= good-looking)

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we will remove the meaning.
pretty – usually used for young women and girls who
Content words include: main verbs, nouns, adjectives,
have nice faces
adverbs, negative auxiliary verbs, demonstratives,
question words
TEACHER DEVELOPMENT: LANGUAGE
Function words include: pronouns, prepositions, articles,
conjunctions, auxiliary verbs, verb to be Synonyms and partial synonyms
FR
A synonym is a word which means the same as another
7 Ask students to write at least three more questions like word. Teaching synonyms is a good way to increase
the ones in exercise 6 and the examples for this exercise, students’ vocabulary and encourage them to use more
and continue interviewing their partner. At the end of interesting and expressive language. A thesaurus is
the activity, ask students to read out their questions and a useful resource that provides lists of similar or related
interview other students in open class. words.
Partial synonyms are words that are very similar, but with
TEACHER DEVELOPMENT: PRONUNCIATION
some difference between them. Slim is a partial synonym
Intonation of thin because we use it to say that someone is thin
Remind students that the intonation goes down at the but in an attractive way. Elderly is a more polite way of
end of a Wh- question (a question that begins with any of saying someone is old. Glad is also a partial synonym
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the words who, where, when, what, why or how). of cheerful/happy because it means ‘to be happy about
Yes/No questions Wh- questions something’. We tend to use glad for events but happy
Is his name Juan? What is his name? for attitude.
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Is she from China? Where is she from? Teach students the language they need to describe
synonyms: … is another word for …, … means the same
Is he the teacher? Who is the teacher?
thing as …, … is a synonym for …
Is class at nine? When does class start?
2 Students match the words in the box with the synonyms
Refer students to the Grammar reference on page 136 or partial synonyms.
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if necessary.
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HOMEWORK cheerful – glad – happy, friendly – outgoing – sociable,
Assign students page 6 in their Workbook or difficult – hard, slim – thin, elderly – old
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the relevant sections of the Online Workbook.

3a In pairs, have students say the words in exercises 1
and 2 aloud. With a less confident class, you might want
to say the words first for them to repeat. Ask students to
Developing vocabulary p9 find seven words with three syllables.

Using synonyms and partial synonyms Answers

attractive, beautiful, good-looking, difficult, elderly,
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outgoing, sociable
FAST TRACK
Students could do exercise 2 as homework, using 3b 1.03 Play the track for students to listen and check
their answers. Then ask students to listen again paying
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a dictionary if necessary. Ask them to compare their

words in class before doing exercise 3a. attention to the stress of the word and to write each one
in the correct column. See p137 for the audioscript for
this exercise.

10 Unit 1
 1 Personal best

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Answers WARMER

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Ooo (e.g. talkative) oOo (e.g. impatient) Draw a simple line drawing on the board, e.g. an eye,
beautiful attractive and ask students to guess what you could have been
difficult good-looking thinking about or feeling when you drew it. Elicit
elderly outgoing suggestions from the class.
sociable
1 Ask students to copy the picture from exercise 1 onto

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3c Students practise saying the words with the correct a piece of paper. Tell them they have three minutes to
stress. Play the track again if necessary and have draw something on it. Tell them not to think too much
students repeat after each word. about it, but just to draw what comes into their head.

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4 Students choose the best alternative in each sentence. 2 1.04 Play the track for students to listen to five
If there is no difference, tell them to choose both. people talking about what they drew as part of
a psychology experiment and what their drawings mean.
Answers
See p137 for the audioscript for this exercise.
1 old, elderly 2 (both) 3 cheerful 4 thin
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5 (both) 6 (both)
1 the sun 2 a face 3 a football 4 an eye
5 Students prepare a description of a famous person using 5 a flower

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words from exercises 1 and 2 and words from page 6.
3 1.04 Play the track again for students to identify
6 In pairs, students take it in turns to describe the person the speaker. Give students two or three minutes to look
they chose in exercise 5 for their partner to guess who it is. through the table and predict any words or phrases each
Draw students’ attention to the example description. speaker might use. Play the track again and ask students
to tick the correct number from 1–5.
FR
HOMEWORK
Answers
Assign students page 7 in their Workbook or
a Speaker 2 b Speaker 1 c Speaker 3 d Speaker 4
the relevant sections of the Online Workbook.
e Speaker 3 f Speaker 5 g Speaker 4 h Speaker 5

4 What about you? Ask students to look back at

Listening p10
their drawing in exercise 1 and then answer the two
questions. Nominate students to share their ideas.
Listening effectively to identify specific information
HOMEWORK
Assign students page 7 in their Workbook or
TEACHER DEVELOPMENT: STUDENT TRAINING
the relevant sections of the Online Workbook.
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Carrying out listening tasks (part 1)

Students need to be taught listening as well as practising
listening. An ideal listening class should include some Grammar in context
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pp10–11
instruction about how to listen effectively.
Students need to carefully read the instructions and Using state and action verbs
questions to know what they are listening for, predict
content (from key words in the questions or visual clues, FAST TRACK
etc.), learn to use their intuition, take good notes during
You could ask students to complete exercise 3 at home.
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the listening and decide on the right answer based on

the information they have. At the end of a listening task,
try to develop a class discussion based on students’ WARMER
opinions (the What about you? section provides Write the following four categories on the board and
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questions for discussion based on the listening text). ask students to think of as many verbs as they can for
Ask students to evaluate how well they did, whether each category in a three-minute time limit.
they thought it was a difficult task and why. For the verbs of feeling (emotion)/verbs of thinking/verbs of
European Language Portfolio dossier, students could the senses/verbs of possession
record the listening activities they have done in class
Tell them to open their books at page 136 and check
on a self-evaluation sheet. They can write the subject,
to see they have thought of the state and action
date and evaluate their progress. (See p103 for more
verbs in the Grammar reference.
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information on listening.)
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Unit 1 11

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1a Students look at the sentences and decide if they Answers
describe states and situations or if they describe actions. 1 sounds 2 smells 3 seem 4 looks 5 tastes

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Answer 6 feels
They all describe states and situations. 4a Students write sentences about the items in the photos.
Remind them to use one of the verbs and at least one of
1b Ask the students to look at the sentences again and
the adjectives in the boxes.
decide if they are in the present simple or present

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continuous and say why. (They are all in the present 4b Students read out their sentences to their partners
simple because action verbs can be used in continuous without saying the name of the items. Their partners
tenses, but verbs that describe states and situations can’t.) must guess which things are being described. Focus
students’ attention on the model dialogue.

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1c Tell students to put the verbs in blue in exercise 1a in
the correct list. 5 Ask students to complete the dialogue with the verbs
Refer students to the Grammar reference on page 136. in the present simple or continuous. Have two students
read out the dialogue to check answers.
Answers
1 love, like Answers
2 believe, know, think a sound
b ’m having

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3 looks, smell
4 have c ’m staying
d remember
2 Students decide if each verb describes a state or action e has
and choose the correct alternative.
f belongs
Answers g lets
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1 am looking, Do you know h wants
2 looks i are, doing
3 has got j ’m getting
4 is having k cooks
5 Do you know l ’s making
6 don’t understand m smells
7 believe n ’re making
8 don’t like, want o need
p ’s calling
TEACHER DEVELOPMENT: LANGUAGE
6 Students complete the sentences about themselves
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State and action verbs and then predict their partner’s answers. Students
State verbs generally fall into four groups: verbs of compare their predictions in pairs.
feeling (emotion), verbs of thinking, verbs of the senses,
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verbs of possession. When a verb describes a state and EXTRA ACTIVITY

not an action, we do not use the continuous tense. For Students write their answers from the speaking
example, play is an action so we can say playing whereas activity in exercise 6, but this time with three false
be is a fixed state which does not change. sentences. At the beginning of the next class,
Students can be confused by advertising slogans. There students could read out their sentences for their
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is a popular example at the moment which is used by an partner to guess which sentences are false.
American restaurant company in their advertising. They
simply say for the experience of eating in their restaurant,
TEACHER DEVELOPMENT: STUDENT TRAINING
I’m loving it. Grammatically it is not correct to say I’m
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loving it. Love is a state verb and so we should say Portfolio assessment – learning diaries
I love it. Students can be encouraged to keep a diary where they
Some words can be state verbs and action verbs. The reflect on how well they feel they are doing. A learning
meaning of these verbs is then different. Take a look at diary can constitute part of a student’s European
these: Language Portfolio. Encouraging learners to become
I have a car. – state verb showing possession active, reflective learners is one of the many strengths of
I am having a bath. – action verb which, in this case, portfolio assessment. It gives learners the opportunity
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means taking to reflect on their own progress and help them to take
I think you are cool. – state verb meaning ‘in my opinion’ responsibility for their own learning. Such autonomous
I am thinking about buying a motorbike. – action verb learners become successful learners, and this success
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meaning ‘considering’ can lead to more motivation. Portfolio assessment can

support this cycle by contributing positively to each of the
3 Students complete the sentences with the correct form three factors: enhanced motivation, active learning and
of the verbs. autonomous learning.

12 Unit 1
 1 Personal best

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An example of a learning diary page: Answers
a first b basketball c swimming d rock

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e guitar f good
Your name:
Activity: Page 13 Speaking activity Date: 3 In pairs, students practise the completed dialogue in
exercise 2.
What was the task?
FAST FINISHERS

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What do you think you did well?
Ask students to swap roles and do the activity again,
What do you think you could improve? trying to repeat as much as they can from memory.
What do you think your partner could improve?

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4 Students look at the sentences in the Speaking bank and
read the information about question tags. Students then
Other comments choose the correct alternative in the statements.
1 Needs working on! Answers
2 This could be improved 1 subject pronouns
3 So-so (not good, not bad) 2 auxiliary verbs and ‘to be’
4 OK 3 negative, affirmative

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5 Great!
5 Students complete the sentences with question tags.
Answers
Refer students to the Grammar reference on page 136 1 haven’t you
if necessary. 2 can you
3 doesn’t she
HOMEWORK
FR
4 isn’t she
Assign students page 8 in their Workbook or 5 is he
the relevant sections of the Online Workbook.
6 does he
7 can’t they

Developing speaking p12 TEACHER DEVELOPMENT: PRONUNCIATION

Asking for and giving personal information

Question tags
We can change the meaning of a tag question with our
intonation, the musical pitch of our voice. With rising
FAST TRACK intonation, it sounds like a real question. But if our
You could ask students to complete the sentences
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intonation falls, it sounds more like a statement that

in exercise 5 at home. They can then compare their doesn’t require a real answer.
sentences in pairs in the next lesson. You don’t know where the police station is, do you?
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 rising = real question


  
WARMER You’ve got a sister, haven’t you?
Students think of the name of a hobby for each letter  falling = not a real question
  
of the alphabet except X. Give students five minutes.
TEACHER DEVELOPMENT: STUDENT TRAINING
Suggested answers
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acting, basketball, computers, drumming, embroidery, Question tags

football, guitar, horse-riding, ice-skating, juggling, A question tag is a mini-question at the end of a statement.
kite-flying, listening to music, making models, Question tags are very common in English. We use
needlework, origami, photography, quilting, role-
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them at the end of statements when we want to keep

playing games, stamps, trainspotting, UFOs, video a conversation going, or confirm information. They mean
and computer games, woodwork, yoga, zorbing something like: ‘Am I right?’ or ‘Do you agree?’
■ We form question tags with the auxiliary verb + subject.
1 1.05 Play the track for students to listen and say ■ If the main verb in the sentence is positive, the tag is
what each person’s hobbies are. See p137 for
negative. (You’re Spanish, aren’t you?)
the audioscript for this exercise.
■ If the main verb in the sentence is negative, the tag is
Answers
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positive. (You aren’t Spanish, are you?)

Megan’s hobby: basketball ■ If there is no auxiliary verb in the sentence, we use
Ellie’s hobbies: swimming, rock music, playing the guitar do. (You live in Spain, don’t you?)
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Using question tags well promotes a deep understanding

2 1.05 Ask students to complete the dialogue. Play
the track again if necessary. of the use of various auxiliary verbs.

Unit 1 13

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7c Ask students to work with a new partner and produce
Special cases are:
another dialogue. Use the model dialogue above, by

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1 In the present tense, if the subject is I, the auxiliary
handing out a copy to each pair and having one pair
changes to are or aren’t. I’m sitting next to you, aren’t I?
read aloud to the rest of the class. Encourage more
2 With let’s, the question tag is shall we. Let’s go to the confident classes to produce their dialogues without
beach, shall we? making notes first.
3 With an imperative, the tag question is will you. Close

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the window, will you? EXTRA ACTIVITY
4 We use a positive tag question after a sentence Students could write sentences with question tags
containing a negative word such as never, hardly, on the end like the ones in exercise 5. At the start of
nobody. Nobody lives in this house, do they? You’ve the next lesson, they could take it in turns to test their

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never liked me, have you? partner to see if they can give the correct question tag.
5 If the main verb in the sentence is have, it is more
common to use do in the question tag. You have
HOMEWORK
a sports car, don’t you?
Assign students page 9 in their Workbook or
6 In pairs, Student A turns to page 147 and Student B the relevant sections of the Online Workbook.
turns to page 148. Students take it in turns to read out

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the first part of a sentence to see if their partner gives
the correct question tag. Developing writing p13
EXTRA ACTIVITY Writing an informal email describing people
Play bingo with question tag endings. Write different
tag endings on the board. Ask students to draw
FAST TRACK
a 3 × 3 grid and write different tag endings in
FR
the squares. Read out a sentence (e.g. She went to You could ask students to do exercises 2 and 3 at home
the supermarket). If students have a possible ending, and check their answers at the start of the lesson.
they cross it out. The winner is the first student to Alternatively, you could set the writing task in exercise 5a
complete the card. as homework.

WARMER
Practice makes perfect
7a Individually, students write down five things they Write these three statements on the board and ask
think they know about their partner’s free-time habits. students to discuss if they are true or false.
1 We start an informal email with the word Dear.
7b In pairs, students have a conversation about their 2 We end an informal email with words like Take care, or
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hobbies. Encourage them to use their ideas from

 
Love, or Thinking of you.
exercise 7a and question tags to keep the conversation
3 When we finish an email we write our first and last
going. Draw students’ attention to the model dialogue.
 
name.
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Model dialogue Answers

A: Tell me something about your hobbies. 1 F (We write Hi and the name of the person we are
 
You like playing tennis, don’t you? writing to.)
B: Yes, I do. I’m in the school tennis club and I play twice 2 T
3 F (We write our first name or nickname.)
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a week.
A: Do you play any other sports?
B: I quite like playing football, but I’m not very good. 1 Students read Mia’s email to her e-pal and name
the different people in the photo. Elicit answers in open
A: Well, I’m not very good at any sport! I like music
SA

class.
though. You don’t play an instrument, do you?
B: Yes, I do, I play the guitar and the clarinet. Answers
A: Oh yes, you play in the school orchestra, don’t you? a Rose b Mia c Olivia d Brad
B: Yes, that’s right. You play the flute, don’t you? 2 Tell students to read the email again and write notes
A: Yes. And I really like listening to music. about each person’s personality.
B: Me too. What kind of music do you like?
Answers
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A: Oh, I like all sorts, but my favourite band at the

Brad: totally mad, makes people laugh
moment is 5 Seconds of Summer.
Rose: extremely clever and helpful
B: Great! Come to my house some time and we can
Olivia: always cheerful
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listen to music.
A: OK, thanks!

14 Unit 1 Photocopiable Checkpoint B1+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2019
 1 Personal best

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CULTURAL INFORMATION TEACHER DEVELOPMENT: STUDENT TRAINING

PL
Students may want to find an English-speaking friend Assessing writing
to write to from one of the many pen friend websites.
Students often prefer to use email (this kind of pen friend is Ask students to assess their performance in each writing
also called an e-pal ). There are lots of online organisations activity in the Developing writing section and give
that students can join to find a suitable e-pal. As always, themselves a mark according to the following
students should be reminded about the dangers of self-assessment criteria. Their written work and

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online friendships and should use reputable sites. assessments could form part of the CEF dossier.
■ Are your sentences complete?
3 Ask students to complete the sentences in the Writing ■ Is there subject-verb agreement?
bank by looking again at Mia’s email. Point out that Is there consistency in verb tense?

SA
■
we generally use rather instead of quite with negative ■ Are pronouns used correctly?
feelings or words. ■ Are all your words used correctly?
Answers ■ Are punctuation, capitalisation, spelling and
1 tired 2 an actress 3 he needs a holiday paragraphs used correctly?
4 normal 5 extreme 6 softer Provide students with a key to the marking symbols you
4 Ask students to complete the sentences to describe use to correct texts to help them grade their or their
partner’s work:

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some of the people in the photo.
WF wrong form
Suggested answers
The movie was the most good WF she had seen.
1 clever, long hair
WW wrong word
2 happy, mad
She smiled happily and sweet WW.
3 nice person, friendly
T wrong tense
4 shy, he’s quite serious
FR
He woke and had jumped T out of bed.
∧ Something is missing.
Practice makes perfect
She arrived ∧ school on Monday.
5a Students find a photo of themselves with friends or
Sp wrong spelling
family. Tell them to write an email describing the
appearance and personality of the people in the photo. The chair was not confortable Sp.
Remind them to use the email in exercise 1 as a model WO wrong word order
and include words and expressions from the Writing When I got to the restaurant, she already WO had

bank. Refer students to the Writing bank on page 150. ordered a meal.
P wrong punctuation
5b Students show their photo and description to their
partner to see if they can identify the people in the Be careful, P The train is coming.
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photo correctly. For students who are less confident, V wrong verb form
photocopy the model email below for extra support She drunk V the wine elegantly.
during the writing task. They can use the model and // new paragraph needed
PL

update the underlined parts. They had dinner and went to bed.// Next day when

they woke, the sun was shining.
Model email ∪ Join the ideas in one sentence.
Hi Sam! She sat down. ∪ She drank the coffee.
You asked me to send you a photo of me and my ? What does this mean?
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family. So here it is! Can you guess who everyone is?

? They waking up teeth brushed daily. ?
I’m the one in the black T-shirt. You can probably tell
that my sister, Alison, is sitting next to me. Everybody ~ change order
~
says we look a bit like each other. In the photo she’s got She had brown dark hair.
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medium-length brown hair but now it is really short. She

is an absolutely fantastic sister, but she is rather bossy HOMEWORK
sometimes. I’m sitting next to her daughter, Abby. She’s
very talkative. That’s my nephew, Greg, at the top of Assign students page 10 in their Workbook or
the table. He’s really funny. My mum is at the end of the the relevant sections of the Online Workbook.
table. She’s really patient and helps us a lot. Then there’s
my dad next to her; he’s always cheerful. The photo
was taken when we were on holiday in Puerto Pollença,
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Mallorca. It’s a totally amazing place! I want to go back

there one day.
Right, I need to go. I’m going out in about ten minutes!
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When you send your next email, don’t forget to send me

a picture of you and your family.
Take care,
Susie

Photocopiable Checkpoint B1+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2019 Unit 1 15

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KEY SKILLS
Integrating skills p14

PL
In exercise 4, students are required to summarise
Personality a text (a skill from the new core curriculum). They
Value system need to convey information from a text using their
own language. Summarising is usually a major
WARMER difficulty for students and it is worth showing
students how to write a summary in a step-by-step

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On separate pieces of paper write the names of manner. To prepare students for this exercise
various workplaces, such as a school/kindergarten, you might ask them to read through the script of
a public office, a call centre, a hospital, etc. Put the recording and do the following:
students into small groups of three to four and ask

SA
1 Find the sentences where the speaker talks about
each group to choose a paper with a place. Students’


broad-minded people being happy.
task is to describe the typical appearance of a worker
2 Rewrite the sentences in their notebooks, omitting
in this place to the rest of the class.


all the unnecessary words which only elaborate
on the main idea (some adjectives, adverbs, extra
1 Direct students’ attention to the words in the box. Make sure
comments, etc.).
they understand all of the items on the list, translate them
3 Paraphrase what is left; write three sentences.
into Polish if necessary. Individually, have students decide

EE
which features are acceptable for them in different people.
4 Draw students’ attention to exercise 4 and explain
2 Ask students to work in pairs. First, have them what a summary is. Make sure they realise that
compare their answers in exercise 1 and then answer a summary should convey the main idea of a text (or
the questions in exercise 2. When they finish, elicit its part) with the students’ own words. To help students
answers from several students. If possible, encourage with this summary, you might discuss the content of
the text in Polish. Put students into pairs and give them
a class discussion.
FR
time to prepare the summaries. Circulate and monitor to
EXTRA ACTIVITY ensure that all students are coping with the task. When
Write the words NARROW-MINDED and they finish, nominate a few pairs to give their summaries.
BROAD-MINDED on the board. Elicit the meaning of 5 In pairs or small groups, have students discuss
the words (an English definition or a Polish translation). the questions. Circulate and monitor to ensure that all
Ask students to write two features typical of people students have a chance to talk. Then ask some students
who are narrow-minded and two features typical of to model the answers in front of the class.
people who are broad-minded.
Suggested answers EXTRA ACTIVITY
Narrow-minded people: Write the word ASSERTIVE on the board and ask
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- don’t accept opinions that are different from their students if they know its meaning. Encourage a class

own discussion about the following:
- often disagree with what others say - how assertive they think they are;
PL

- don’t tolerate eccentric/unconventional behaviour - when was the last time they managed to say ‘no’


Broad-minded people: to someone although someone was pushy;
- accept unusual behaviours - if they ever agreed to do something they didn’t


- are willing to change their minds want to.

- are not prejudiced against anyone After that, ask students to read the leaflet and think
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if they might benefit from attending such a course.
3 1.06 Tell students that they are going to listen to
a radio programme about narrow- and broad-minded 6 Direct students’ attention to the leaflet. Make sure they
people. If you have done the Extra activity, ask students know what assertiveness means. Individually, have students
SA

to check whether the speakers mention any of the read the text and answer the questions. Ask one of more
features they have enumerated. Play the track. Then confident students to read the answers to the class.
direct students’ attention to the notes. Ask them to Answers
listen one more time and write the missing information.
B D E F
Play the track again and then elicit the answers. See
pp137–138 for the audioscript for this exercise. 7 In groups of three, have students discuss the
Answers questions. Circulate and monitor to ensure that all
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1 from one point of view/perspective students have a chance to talk. Set a time limit. After
that, elicit ideas from several pairs.
2 have built themselves
3 learn/accept new things 8 Tell students to read the instructions. In pairs, have
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4 points of view / perspectives / opinions them take notes to be used in the presentation about
5 judge one of the workshops for teenagers. Remind students
6 to discover / to hear about that they can find Useful expressions in presentations on
page 60 in Student’s Book (Speaking bank).

16 Unit 1
 1 Personal best

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HOMEWORK 3 Direct students’ attention to exercise 3. Tell them to fill
the gaps in the dialogues and then check their answers

PL
Assign students the project in exercise 8 on page 14. in pairs. You could ask one confident pair to read
They can then present it to the class at the next lesson. the dialogues aloud for the whole class to check the
answers.
Answers
Skills checkpoint Unit 1 pp16–17
1 looks like

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2 are getting/becoming
FAST TRACK 3 don’t you
You could ask students to write the assignment in 4 trains

SA
exercise 5 as homework. 5 good-looking

WARMER EXTRA ACTIVITY

Write the following statement on the board: You To help students with exercise 4, elicit some words
never get a second chance to make a first impression. they might need later on. Ask students to work in
Ask students how they interpret the statement and pairs and come up with collocations with thefollowing
encourage them to share their experiences. words: ride, taste, look, hair, really.

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4 Ask students to translate the sentences. Then ask
Rozumienie ze słuchu them to compare their answers in pairs. Nominate one
1 1.07 Tell students they are going to listen to student to read the sentences aloud to the class.
a lecture on first impressions. Ask them to read the note
Answers
carefully, trying to predict what kind of information is
1 This week I’m going to school by bike / I’m cycling to
FR
missing (part of speech, name, number, etc.). Play the
school / I’m riding a bike to school because it’s really
track twice. Ask students to check their answers in pairs.
warm.
Then nominate a confident student to read the note
aloud to the class. See p138 for the audioscript for this 2 This dish smells strange/weird, but it tastes very good.
exercise. 3 She is rarely/seldom serious, isn’t she?
4 Your younger brother looks really cute with this spiky
Answers
hair.
1 usually make
5 My brother is always using my tablet when I need it –
2 not change I hate it.
3 is/looks attractive
4 friendly/calm/friendly and calm Wypowiedź pisemna
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5 Before students start writing the email, ask them to

Rozumienie tekstów pisanych go over the instructions in pairs and elicit some useful
2 Have students read the texts and complete the email. vocabulary and structures. Then give students enough
PL

Allow them to check their answers in pairs. Find out if time to write the email.
any gaps were particularly difficult to fill in. If so, go over
that part of the text with the whole class and translate it Model text
into Polish.
Hi Kate,
Answers I’m sorry I haven’t written to you for so long. That’s
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1 C 2 B 3 C because I was busy planning a visit to my family in

  
  
Stanford. And I’m here finally! I arrived three days ago
EXTRA ACTIVITY and I’m staying for another week.
As a follow-up to exercise 2, in order to practice The relatives I’m visiting are pretty distant. In fact, it’s
SA

the skill of summarising a bit more, ask students to the first time we’ve met! It turns out I have a cousin who is
summarise each text with one sentence in Polish. my age and looks just like me – short blonde hair, green
eyes and some freckles. We are even of equal height. And
Lucy (that’s her name) shares the same interests as me –
Znajomość środków językowych we both love cooking. Can you imagine?!
I really love it here. To be honest, I didn’t want to come
EXTRA ACTIVITY
at first, because it felt strange to visit people I don’t
To prepare students for exercise 3, make sure
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know. But now it feels like we’ve known each other

they first read the gapped dialogues for general forever. I’m glad that I’ve come.
understanding. In order to do so, students may read That’s all for now. I’ll write more when I get back home.
the mini-conversations and say where each of them
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Cheers,
takes place, who the speakers are, and what the topic
XYZ
of each conversation is.

Photocopiable Checkpoint B1+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2019 Unit 1 17

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Wypowiedź ustna

PL
EXTRA ACTIVITY
Ask students to look at the picture for one minute
and remember as many details as possible. Then have
students close their books and take turns describing
the picture to their partner.

M
6 Put students in pairs and ask them to read
the instructions, do the main task, and then ask and
answer the questions. Circulate and monitor to ensure

SA
that all students have a chance to talk. Then ask some
students to model the answers in front of the class.

HOMEWORK
Assign students page 11 in their Workbook or
the email in exercise 5.

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SELF-ASSESSMENT UNIT 1
Ask students to assess their own skills by giving themselves
a mark from 1–4. Remind them it is important to be honest.
You might ask students to add one or two other things they
FR
can do to the list.
In pairs, students discuss how they can improve the areas
where they’ve given themselves lower marks. When
they finish, elicit some ideas from different students and
encourage a class discussion.
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PL
M
SA
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18 Unit 1
 2

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PL
Travelogue

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KEY LEARNING OUTCOMES
Students will be able to:

SA
■ talk about past events, situations and habits using the ■ understand written and spoken texts about journeys
past simple, past continuous, past perfect, used to ■ ask to buy a train ticket at a station
and would
■ write a blog post about a dream holiday
■ talk about trips and travel

UNIT OVERVIEW DIGITAL OVERVIEW

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Transport and travel
Presentation Kit
Accommodation
Vocabulary ▶ Life skills video 2: Responsible tourism
Notes from a Small Island in New Zealand
▶ Interactive versions of Student’s Book activities
CRITICAL THINKING Thinking about
FR
Reading an author’s intentions ▶ Integrated audio and answer key for all activities
Past simple, past continuous and ▶ Workbook pages with answer key
past perfect
Grammar in
context Teacher’s Resource Centre
Phrasal verbs connected with travel ▶ Life skills video Unit 2: Responsible tourism
Stress on phrasal verbs in New Zealand
Developing ▶ Grammar communication activity Unit 2:
vocabulary
What a story!
Travelling around the world ▶ Worksheets for this unit, including:
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– Grammar Practice worksheet Unit 2

Listening
– Culture worksheet Unit 2
used to and would
PL

– Life skills video worksheet 2


Grammar in – Everyday English worksheet Unit 2
context
Asking for information

Developing
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speaking
A blog post
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Developing
writing
Sightseeing
Travel accidents
Integrating
skills
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TESTING AND ASSESSMENT

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Resources for measuring student progress

▶ Test Generator Units 1–2 ▶ Printable test Unit 2

Unit 2 19

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4 1.08 Play the track for students to listen and check
Vocabulary p18 their answers. See p138 for the audioscript for this exercise.

PL
Talking about transport and travel and types of Answers
accommodation a catch b ticket office c single d return
e fare f luggage g platform h miss i delay
j cancel k arrivals l departures
FAST TRACK

M
You could ask students to do exercise 1 at home so TEACHER DEVELOPMENT: LANGUAGE
that less confident students can take the necessary
time to look up the vocabulary in the Macmillan Dictionary skills
Online Dictionary. A wide vocabulary is essential for communicative

SA
competence and is important for both production and
comprehension. Use this opportunity to review dictionary
WARMER
skills as a key way to develop learner autonomy. You
Put students in pairs and draw their attention to could ask your students these questions in an open-class
the four photos in exercise 1. Tell them to think discussion:
of one positive and one negative thing about each What information does your dictionary provide about
mode of transport. Elicit ideas from students. Tell new words?

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students that the topic of the unit is Travelogue How do you keep a record of the information you look
and ask them to brainstorm any themes or ideas up in a dictionary? (e.g. write two or three example
they think they will study in this unit. sentences in your notebook, etc.)
Are you familiar with all the symbols, abbreviations and
Transport and travel note markers?
Do you use the phonological information?
FR
1 In pairs, students write the types of transport they can
see in the photos in the correct columns, as in the Remind students that dictionaries provide important
example. information about pronunciation. First, the entire word
is phonetically spelt and a stress mark ( ˈ ) shows which
Answers
syllable is spoken louder than the rest of the word. Long
Land transport: motorbike words have a primary stress and a secondary stress
Air transport: rocket, hot-air balloon because two of the syllables receive more stress than
Water transport: ferry the other syllables.
2 In pairs, students add the new words to the columns and
check they understand the words. Provide dictionaries if Accommodation
necessary. Students then think of other words to write in 5 Ask students what type of accommodation they can see in
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each column. They then compare their lists with another the photos. Tell them to match the words to the photos.
pair and add any new words to the list. At the end of the
Answers
activity, elicit all the words students can think of for each
a hostel
PL

list and write them on the board (additional suggestions

are in italics in the key). b campsite, caravan, tent
c bed and breakfast
Answers
d hotel
Land transport: bike, coach, lorry, tram,
e motel
underground/subway, van, truck, bus, car, taxi, train
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Air transport: helicopter, plane 6 In pairs, students take it in turns to explain

Water transport: yacht, ship, boat, canoe the difference between the words.
Answers
EXTRA ACTIVITY
1 A motel is a type of hotel. It’s next to a big road.
SA

Students work in pairs and find out what types of People usually stay there when they drive a long
transport their partner usually uses, and one kind distance and just want to rest and sleep.
of transport he or she never uses. If necessary, give 2 A hostel is a cheap place where travellers can stay for
them the form of one or two simple questions, e.g. a short period of time. A hotel is more expensive and
What types of transport do you usually/often use? has more facilities.
Do you ever travel by train/ride a bike?, etc. 3 A bed and breakfast is a small hotel or private house
that provides a room for the night and a meal the next
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3 Students complete the text with the words. They could morning.
use dictionaries for this task, if necessary. Remind 4 A tent is a structure made of cloth that you sleep
students that luggage is an uncountable noun. The most in when camping. A caravan is used for living in on
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common quantity expression is a piece of luggage or holiday and it is pulled behind a car.
a bag or a suitcase.
5 A campsite is a place where people on holiday can
stay in tents or other temporary structures.

20 Unit
2
 2 Travelogue

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7 1.09 Play the track for students to listen and choose 2 Ask students to read the extract by Bill Bryson and
from the alternatives to say where the people are. answer the two questions.

PL
Ask for answers in open class and elicit the key words
Answers
that helped students make their choices. See p138 for
1 trains, buses
the audioscript for this exercise.
2 Exeter to Barnstaple, then back to Exeter
Answers
1 This is on the platform at the train station. CULTURAL INFORMATION

M
2 He is in a bed and breakfast. Bill Bryson is an American author (born 1951) who has
3 She is at a ticket office. written numerous books on travel, the English language
4 They are in a caravan. and science. His style is both humorous and informative

SA
and his observant take on English culture, Notes from
EXTRA ACTIVITY a Small Island (1995) made him famous in the UK.
Ask some follow-up questions: Why was the train Choosing texts from writers such as Bill Bryson, who
late? How many nights is the man going to stay in write in an appealing and interesting way, will encourage
the bed and breakfast? Can you describe the bed students to read in the English language and increase
and breakfast? Why does the ticket officer want to their exposure to the language.
know if the lady is coming back on the same day?
3 Ask students to read the extract again and choose the

EE
What’s the weather like on the campsite?
best answers.
8 Put students in small groups of four or five and ask Answers
them to plan a perfect weekend away. Remind them to 1 a 2 c 3 a 4 b 5 b
include the three things listed as well as as much other
detail as they can. You could bring in travel brochures to 4 CRITICAL THINKING This critical thinking task will
FR encourage students to think about the purpose and
help them with the task. Have groups present their plans
to the rest of the class. Encourage each member of the intentions of the writer in producing the piece. Ask
group to speak. Have a class vote on the best weekend students to read through the question and think of
plan. their own opinion. Remind them there is not necessarily
one right answer. Have a class discussion, encouraging
HOMEWORK students to share their views.
Assign students page 12 in their Workbook or
EXTRA ACTIVITY
the relevant sections of the Online Workbook.
Hold a team competition. Divide the class into two
teams and read out definitions of words from the text.
As soon as someone knows which word you are
Reading p19 explaining, they call out the word and that team gets
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a point. Alternatively, ask students to write five tips

Reading for specific information and inferring
for tourists using public transport in their town or
meaning
city.
PL

FAST TRACK 5 Students find the words in the text. Ask them to try to
You could ask students to do exercise 2 at home in infer their meaning from the context and then check
preparation for completing exercise 3 together in class. their ideas in the dictionary.
Answers
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WARMER collected = took, gathered

Play Snowman with transport-related words. Divide announcements = information you hear loudly about
the class into two teams. Team A chooses a word trains or other important events
SA

from the previous lesson and a student from that for the benefit of = to help
team writes the correct number of spaces for ritual = something a person always does in the same way
the word on the board. Team B guesses the letters conductor = the person in charge at the train station or
that are in the word, and Team A writes in every on a bus
letter they guess correctly. For every incorrect guess timetable = the official times and destinations of trains or
they draw part of the snowman. If the drawing buses
of the snowman is completed before the word is
guessed, the guessing team loses.
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EXTRA ACTIVITY
Ask students to write five sentences using the new
1 Draw students’ attention to the map of the south-west
words from exercise 5. Have students read their
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of England, and have them make suggestions for the

sentences to each other in pairs.
best types of public transport for the trip from Exeter to
Plymouth, giving their reasons if possible.

Unit 2 21

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6 What about you? In pairs or small groups, students 2a Ask students to put the verbs in the correct form
discuss their preferred means of transport and any of the past simple or past continuous to complete

PL
unusual customs using public transport in their own the sentences.
country. Answers
HOMEWORK 1 was shining 2 caught
3 was riding 4 were waiting
Assign students page 13 in their Workbook or
5 bought 6 was looking

M
the relevant sections of the Online Workbook.
7 was snowing 8 heard

2b Students look at the words while and as in sentences 3,

Grammar in context p20 6 and 8 and decide if they go with the past simple or

SA
the past continuous.
Using the past simple, past continuous and past
Answer
perfect
past continuous

FAST TRACK 3 Students choose the best alternative.

Students could do exercise 2a at home before the lesson. Answers
1 was watching

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Check the answers at the beginning of the lesson.
2 was leaving
Test before you teach 3 came
Write these three gapped sentences on the board: 4 were driving
1 Last January, I to France for two weeks. 5 were shopping
6 met
FR
2 I chose to go to Paris because this is where my mother
7 were talking
grown up.
8 were doing
3 I expecting it to be really busy and elegant.
Elicit the missing words. Write the first letter if students TEACHER DEVELOPMENT: PRONUNCIATION
are stuck. Then ask students to say whether each
Pronunciation of past perfect
sentence uses past simple, past continuous or past
perfect. If students seem to be very familiar with the If had is not completely contracted, it is usually reduced
form of these tenses, move quickly through the grammar to its weak form in affirmative sentences and questions,
practice activities, eliciting answers from students as an sometimes with elision and intrusion.
open-class activity. We had already been:
Answers /wiː həd/ or /wiːjəd/ (the /h/ sound is elided and
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1 went/travelled/flew the /j/ sound intrudes)

2 had You had visited many times:
3 was /juː həd/ or /uːwəd/ (the /h/ sound is elided and
PL

the /w/ sound intrudes)

Had they called? /həd/
1a Students look at the sentences and decide which tenses
the verbs are in. 4 Students write sentences in the past perfect to explain
Answers the situations. Draw students’ attention to the example
sentence. Students compare in pairs before you elicit
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a past perfect, past simple

answers from different students around the class.
b past simple, past simple
c past continuous, past simple Answers
2 Because somebody had stolen it.
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1b Students complete the rules. They then match each

3 Because they had had the old one for 15 years.
sentence a–c from exercise 1a with one of the rules.
4 Because I’d never flown before.
Answers 5 Because it had snowed the night before.
1 past perfect, a 2 past simple, b 6 Because she hadn’t studied much.
3 past continuous, c 7 Because he had lost his passport.
1c Students rewrite the sentences first in the negative form 8 Because he had spent it.
and then in the question form. 9 Because she hadn’t left on time.
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Answers Refer students to the Grammar reference on page 138

1 He didn’t sit down. Did he sit down? if necessary
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2 He hadn’t eaten his sandwich. Had he eaten his HOMEWORK

sandwich?
3 He wasn’t eating his sandwich. Was he eating his Assign students page 14 in their Workbook or
sandwich? the relevant sections of the Online Workbook.

22 Unit 2
 2 Travelogue

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TEACHER DEVELOPMENT: PRONUNCIATION
Developing vocabulary p21

PL
Word stress in phrasal verbs and their noun
Talking about journeys and travel plans counterparts
All words of more than one syllable have what is called
word stress. This means that at least one of the syllables
FAST TRACK
is longer and louder than the other syllables. Often, word
Students could do exercise 2a as homework, using

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stress must be learnt when students learn new words.
a dictionary if necessary. Ask them to compare their However, there are some rules for word stress, such as
answers in class. stress in phrasal verbs and their noun counterparts.
Phrasal verbs are generally made up of a verb and

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Phrasal verbs connected with travel a preposition. Correct word stress on the preposition is
especially important if the phrasal verb has a compound
1 Students look at the sentences and match the phrasal
noun counterpart, where the stress will be on the first
verbs in bold in the sentences with the definitions a–h
part.
below. You may like to provide students with dictionaries
for this task. Note also the word stress on other pairs of two-syllable
nouns and verbs, which follows the same pattern. The
Answers general rule is that the verb is usually stressed on the
1 b 2 h 3 g 4 f 5 d 6 e 7 a 8 c second syllable while the noun is usually stressed on the

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first, e.g. verb: increase; noun: increase.
FAST FINISHERS
3 Ask students to complete the text with the words in
Ask students to write new sentences using each of
the box. Check answers in open class.
the phrasal verbs.
Answers
FR
a away
EXTRA ACTIVITY
b off
Students make a mind map of all the vocabulary they
c into
have seen so far in the unit related to the theme of
d down
travel. Provide them with posters and allow them to
work in pairs or small groups. e out of
f on
2a Students look at the sentences and decide which of g in
the words in bold are verbs and which are nouns. h off
Answers 4a Ask students to prepare notes about a journey that was
1 verb special to them. Refer students to the question prompts
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2 noun and ask them to include as many of the phrasal verbs

3 verb from exercise 1 as possible.
4 noun
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4b Put students in small groups and have them tell

5 verb each other about their journey in exercise 4a. Circulate
6 noun as students do the task and note any corrections for
a feedback session at the end of the lesson.
2b 1.10 Play the track for students to listen to the
sentences and decide which part of the phrasal verb and HOMEWORK
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noun we usually stress. Check the answers in open class.

Students then listen to the sentences again and repeat Assign students page 15 in their Workbook or
them. See p138 for the audioscript for this exercise. the relevant sections of the Online Workbook.

Answers
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The stress in phrasal verbs is usually on the preposition.

If they have a noun counterpart, however, the stress is
usually on the first part.

EXTRA ACTIVITY
Students look in their dictionaries and find more
examples of phrasal verbs and their noun counterparts
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(check out/checkout, print out/printout, take over/

takeover, etc.).
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Unit 2 23

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Listening p22 Grammar in context pp22–23

PL
Listening for specific information and detail Using used to and would

WARMER FAST TRACK

Draw students’ attention to the two images at You could ask students to complete exercise 2 at home.

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the top of the page and ask them to suggest
how they think the two may be connected. WARMER
Suggested answer Write these sentences on the board:

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Around the World in 80 Days is a book by Jules Verne. It used to take weeks, months or even years to travel
It is based on a real journey. The photo shows men around the world.
working on the railway. The railway made
It didn’t used to be easy to travel around the world.
long-distance travel easier.
The first person to travel around the world was the
Portuguese sailor Ferdinand Magellan.
CULTURAL INFORMATION Really the first person to travel around the world used
The Magellan-Elcano expedition from 1519–1522 is to be the Spanish captain Juan Sebastián Elcano.

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considered to be the first circumnavigation of the world. Did it used to take much longer?
The expedition set sail from Seville, initially under the Put students in small groups and hold a grammar
command of Ferdinand Magellan. When he died, Juan auction. Tell students that some of the sentences are
Elcano took over, sailing via Borneo, the Spice Islands, grammatically correct and some are incorrect and
the Indian Ocean, round the Cape of Good Hope and that as a team they need to ‘bid’ to buy the correct
north along the west coast of Africa, back to Spain three ones. Give each team a budget of 1,000 euros and
FR
years after they left, in 1522. Though the expedition have a maximum bid of 250 euros on each. Start the
began with five ships and 270 crew, only one ship, the auction at 50 euros and keep increasing until each
Victoria, completed it with 18 crew. sentence is ‘sold’ to the highest bidding team. At the
end of the auction, correct the incorrect sentences as
1 In pairs, students guess the answers to the questions. a class. The team that bought the correct sentences
can add the amount they paid for each onto their
2 1.11 Play the track for students to listen to an expert 1,000 euro total, and deduct the amount they paid if
talking about travelling around the world. Nominate they bought an incorrect one.
students to give their answers. See pp138–139 for This warmer is a useful way to see what students may
the audioscript for this exercise. already know about the target grammar.
Answers Answers
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1 b 2 a 3 c 4 a 1 (correct)
2 It didn’t use to be easy to travel around the world.
3 1.11 Ask students to read through the text then
PL

play the track again for students to write the corrected 3 (correct)
sentences in their notebooks. In more confident classes, 4 Really the first person to travel around the world
students could try to correct the mistakes from memory, was the Spanish captain Juan Sebastián Elcano.
then listen to the track to check their answers. 5 Did it use to take much longer?
Answers
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20 – 17 used to
1522 – 1519
1870 – 1872 1a Students look at the sentences then match the correct
engineer – businessman halves of the rules.
SA

fast – took a long time Answers

just over two days – less than 32 hours 1 b 2 c 3 a

HOMEWORK 1b Students write the negative and question form of

the sentence.
Assign students page 15 in their Workbook or
the relevant sections of the Online Workbook. Answers
They didn’t use to travel by horse across the US.
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Did they use to travel by horse across the US?

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24 Unit 2
 2 Travelogue

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TEACHER DEVELOPMENT: LANGUAGE would

PL
used to
5 Ask students to choose the correct alternative.
Point out to students that used to only exists in the past
to talk about something that happened regularly or went Answers
on for a time in the past but no longer happens. Both the a can b can’t c can d can’t
past simple and used to can describe past habits, events
6 Students replace used to with would when possible.

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and states. However, we prefer used to when we want to
emphasise repetition of actions/situations that are now Answers
finished. 1 would
You could give students some more examples: 2 would

SA
I used to live in the country. (= ‘Once/A long time ago 3 –
I lived in the country. Now I don’t.’) 4 –
Sam used to spend his summer holidays in Italy. (= ‘now 5 would
he doesn’t’) 6 –
Students may confuse used to with the verb use in the
past (e.g. I used my dictionary to look up the words.) so 7a In groups of three, students make notes about how
point out this difference in meaning and pronunciation. life was different in their country fifty years ago using

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Note the pronunciation /juːst/ and /juːs/ of used to the topics. Remind them to use would and used to. Walk
whereas the past of the verb to use is pronounced: round, monitoring students and helping them with any
/juːzd/. language difficulties they may have.

2 Students complete the sentences with the correct form. 7b Students report back to the class with their ideas.
Students could come up and write their sentences for
Answers
FR each topic on the board. Draw students’ attention to the
1 used to example sentences.
2 Did, use to
3 didn’t use to EXTRA ACTIVITY
4 used to Students expand their ideas and notes from exercises 7a
5 didn’t use to and b to write a short text using used to/didn’t use
6 Did, use to to/would.
7 used to
Refer students to the Grammar reference on page 138
8 Did, use to
if necessary.
9 didn’t use to
10 used to HOMEWORK
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3 Students decide if the sentences describe a past habit, Assign students page 16 in their Workbook or
a single action in the past or a present habit. Students the relevant sections of the Online Workbook.
PL

complete the sentences with the correct form of used to,

the past simple or the present simple.
Answers Developing speaking p24
1 went 2 used to go
Asking for information
3 cycles 4 didn’t use to like
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5 used to play 6 didn’t use to go

FAST TRACK
4 Students look at the picture of a Wild West scene in You could ask students to complete the conversation in
1870. Ask them to find eight historical mistakes in exercise 2 without listening to the track again.
SA

the picture and write as many sentences as possible,

affirmative and/or negative. Direct students’ attention to
the example sentences. WARMER

Suggested answers Divide the class into small teams. Give them
They didn’t use to play football. a five-minute time limit to think of words connected
to the unit theme of transport for each letter of the
They didn’t use to ride motorbikes, they used to ride horses.
alphabet. They can look back in the unit for ideas.
They didn’t use to listen to MP3 players.
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They didn’t use to use tablets. They used to use pen and Suggested answers
paper and books. arrival, bed and breakfast, coach, destination, engine,
They didn’t use to wear sunglasses, they used to wear hats. fare, get off, horse, island, journey, kayak, lorry, miss,
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navigate, one-way ticket, passport, queue, return,

They didn’t use to eat take away pizza.
single, train, underground, van, weather, X’trapolis,
They didn’t use to fly helicopters. They used to have
yacht, zeppelin
hot-air balloons.
They didn’t use to have mobile phones.

Unit 2 25

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1 Students look at the British train ticket and complete the TEACHER DEVELOPMENT: STUDENT TRAINING
information.

PL
How to learn everyday expressions
Answers
Encourage students to listen to the radio, especially talk
1 London
shows or news programmes. Elicit what activities they
2 Oxford can carry out in English on the Internet, e.g. listen to
3 22nd September podcasts, videos and audio presentations online, listen

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4 One adult to songs and find lyrics, chat and participate in forums,
5 Single etc. Remind students that they can learn a lot of new
6 Standard expressions by playing games and doing puzzles such as
7 £24.00 crosswords and word searches. If possible, students can

SA
try to watch films in English or with English subtitles.
2 1.12 Play the track for students to listen to
a conversation between a girl and a ticket agent and 5 In pairs, students prepare the dialogue using the guide
complete the information. See p139 for the audioscript given.
for this exercise.
Answers Practice makes perfect
1 Canterbury 6 Students look at the task. Divide the class into two

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2 Today teams: A and B. All students from Team A find someone
3 3.55 pm from Team B to be their partner. Students A and
Students B look at page 147 for the information they
4 Change trains at London St Pancras
need.
5 Return, coming back next Wednesday
6 £41 They then role-play a conversation in the train ticket
office. Remind them to show that they understand
7 Debit card
FR
or don’t understand by using expressions from the
8 Platform 9
Speaking bank. For students who are less confident,
3 1.12 Play the track again for students to tick the photocopy the model dialogue above and demonstrate
expressions they hear in the Speaking bank. with a strong student. Then instruct students to read
aloud in pairs, alternating between roles A and B. Then
Answers
ask them to read it again, changing the underlined
Could you tell me the time of the next train to
information so that it is true for the task.
Canterbury?
… can you tell me which platform it is for the train to Model dialogue
London? Ticket officer: Good morning. Can I help you?
Pardon? Customer: Yes, please. I’d like to go to Newcastle. Could
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Sorry, I didn’t catch that. you tell me the times of trains?

Ticket officer: OK. Well, there’s one at 2.15, and the
TEACHER DEVELOPMENT: STUDENT TRAINING next one is at 5.25.
PL

Polite requests Customer: Are they both direct trains?

Give students practice of polite requests in English, Ticket officer: Yes, all the trains to Newcastle are direct
by encouraging their use in the classroom (e.g. Can trains.
I use the bathroom? Could you pass me the dictionary, Customer: OK, I’ll take the 4.25 please. How much is that?
please?). Ticket officer: Would you like a single or a return?
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Tell students you will help them if necessary, but only if Customer: Return please, coming back on Saturday.
they use a polite request (e.g. Could you tell me how to Ticket officer: OK. Let’s see. The cheapest fare for
say that in English?). a return ticket on that train is £100.
Customer: OK. How can I pay?
SA

4 Ask students to make the requests more polite using

Ticket officer: You can pay by cash or card.
the expressions from the Speaking bank. Draw their
attention to the example given. Elicit answers from Customer: Here’s my card.
the class and drill the sentence paying attention to Ticket officer: Thank you.
intonation. Customer: Oh, could you tell me which platform it is?
Ticket officer: Yes, it’s platform 4.
Answers
Customer: OK. Thanks a lot.
1 Can you tell me if it’s possible to pay by debit card?
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Ticket officer: Thank you, and have a good journey.

2 Could you tell me what the cheapest fare is?
3 Can you tell me if it’s a direct train?
4 Could you tell me what time it is?
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5 Can you tell me what time the train arrives?

26 Unit 2 Photocopiable Checkpoint B1+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2019
 2 Travelogue

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TEACHER DEVELOPMENT: STUDENT TRAINING Answers
1 It was long. It took seven hours. They (he and his

PL
Asking for and giving information brother Ben) watched films and played video games.
In speaking exam exercises, remind students to avoid 2 It was his favourite attraction. They spent hours there
giving short, uncommunicative replies. Elicit the difference on the rides.
between a closed question (you can answer yes/no without 3 It’s one of the biggest in the world. There was
any further explanation) and an open question (one that an aquarium. There was a spectacular show in

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begins with a question word). Remind students to say when the evening.
they understand or if they don’t understand. Remind them 4 Dubai’s indoor snow park is enormous.
that the examiner is on their side and is there to help them.
4 Students look at the Writing bank and complete the

SA
EXTRA ACTIVITY examples with words from Ryan’s blog. Explain that so
and such make the meaning of the adjective stronger,
Students make a mind map of all the words they can
and that do, does, did are used here for emotive or
think of connected to a train station. It could include
contrastive emphasis. We do not usually use them in
information like the following:
an affirmative sentence.
Useful phrases:
Answers
What time does the train leave?
a brilliant place
When is the next/last train?

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b long
Which platform does the train leave from?
c a great time
Do I have to change trains?
d did like
Verbs: get on/get off, get in, travel, arrive, depart
My ticket: Place of departure, destination, single/ 5 Ask students to make the sentences more emphatic by
return, first class/standard, price, date, fare using the word given.
FR
General: office, lost property office, information Answers
office, toilets, passenger, luggage, luggage trolley,
1 What a busy city!
ticket officer
2 It was such a great flight.
3 We were so tired when we arrived.
HOMEWORK
4 I do love New York.
Assign students page 17 in their Workbook or 5 We did have a good time.
the relevant sections of the Online Workbook. 6 We were so happy to get back.
7 What a great holiday!
8 It’s such a fantastic place for shopping.
Developing writing p25
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TEACHER DEVELOPMENT: PRONUNCIATION

Understanding and writing a blog post
Emphasis on do/does
PL

When we are using the auxiliaries do and does for

FAST TRACK
contrastive or emotive emphasis like this, we give them
You could ask students to do exercises 2 and 3 at home extra stress to make them sound louder, longer or higher
and check their answers at the start of the lesson. in tone. When you see the words used in this way in
Alternatively, you could set the writing task in exercise 6 print, they will normally be in italics or bold type or in
as homework. capital letters. Drill sentences 4 and 5 above with extra
M

word stress on do and did, and have students practise in

WARMER pairs.
Ask students to think of words they associate with 6 Students choose an amazing holiday destination
SA

Dubai, prompting them to think of the weather, the and make notes for a blog post. Tell them to use the
architecture, the natural world. Elicit ideas and then questions to give them ideas.
ask them if it’s somewhere they would like to visit.
Practice makes perfect
1 Students work with a partner and answer
7 Students use their notes from exercise 6 to write their
the questions.
blog post. Remind them to use the expressions from the
2 Ask students to read Ryan’s blog post and answer Writing bank to add emphasis and interest. For students
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the question. Elicit answers from different students. who are less confident, photocopy the model blog post
in the next column for extra support during the writing
3 Ask students to read the blog again and write what Ryan task. Refer students to the Writing bank on page 150.
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said about the four topics.

Unit 2 27

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2 1.13 Tell students they are going to listen to
Model blog post
a woman talking about travelling. Say that some pieces

PL
So, today I’m writing this blog to you from Peru … finally!
of information in exercise 2 are given as facts and
The journey was so stressful, we had a big delay at Cusco
some as opinions. Revise briefly how these two can
airport and it took ages to get our luggage, but we did
be introduced (e.g. statistics/data say ..., according to
eventually arrive and it’s such a beautiful place. Yesterday
research, I reckon/believe, people are of the opinion
we visited the Qurikancha (temple of the sun) and the
that ..., etc.). Then ask students to read the sentences.
Cathedral. I’d recommend them both. Tomorrow, we’re

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Play the track twice and then elicit the answers. See
going on a three-hour train journey to Aguas Calientes,
p139 for the audioscript for this exercise.
about 25 minutes from the incredible Machu Picchu.
I can’t wait to get on the Inca Trail! What a busy and Answers
1 opinion 2 opinion 3 fact 4 fact 5 opinion

SA
exciting few days ahead.

  
  
  
  
3 Focus students’ attention on the situations in
HOMEWORK exercise 3. Ask them to read the situations first and then
Assign students page 18 in their Workbook or ask if they have ever had similar mishaps. Then have
the relevant sections of the Online Workbook. students work in pairs and discuss their reactions. Ask
several students to share their ideas with the class.

EXTRA ACTIVITY

EE
Integrating skills p26 As a follow-up to exercise 3, have students write
what exactly they would say in the situations they
Sightseeing
have chosen.
Travel accidents

WARMER EXTRA ACTIVITY

FR
Start the lesson by asking students if they have ever Tell students to imagine they are planning a trip to
travelled abroad. If so, ask them what they liked India. Ask them to quickly read the information about
most about it. Then ask students to work in pairs and different travel apps and decide which one they
describe their best/worst/last/dream trip abroad. would like to download before the trip. Ask them why
Tell students to include the following information they think this app would be particularly useful.
in their discussion:
- Destination 4 Tell students they are going to read information about
- Transport four imaginary travel apps. Individually, have students
- Accommodation read the texts and answer the questions. When they
finish, ask them to compare their answers in pairs and
- Reasons why it was the best/worst trip or reasons
then nominate different students to give their answers.
E

for choosing this particular trip to describe
Set a time limit of four minutes. After that, tell Answers
students to change pairs and repeat the activity but 1 A, C 2 C 3 A 4 B 5 D 6 C 7 B
PL

  
  
  
  
  
  
with a shorter time limit – three minutes.
5 Draw students’ attention to the email in exercise 5.
Ask them to read the gapped text and try to predict
1 Direct students’ attention to the list of reasons for
what kind of information is missing. Individually, have
not travelling abroad. Nominate a confident student
students complete the email. When they finish, ask them
to read the sentences aloud. Ask students to discuss
to compare their answers with a partner. Finally, elicit the
M

the reasons in groups of three and add some more to

answers.
the list if they come up with any. After that, elicit ideas
from several groups. If possible, organise a class vote for Answers
the most popular reason on the list. 1 mieszkańców
SA

2 kupić
KEY SKILLS
3 podróżników
In Exercise 2, students are expected to differentiate 4 dawnych
between facts and opinions, which is one of the key
5 nagłymi wypadkami/sytuacjami
skills in the new core curriculum. In order to help
students deal with the task successfully, it is worth
EXTRA ACTIVITY
revising the phrases used for introducing these types
of information. In order to do so, write the sentence Ask students to imagine they are going to host
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below on the board. foreign exchange students in their hometown and

Tourism industry is important for our economy. they are supposed to show them around. In pairs,
have students discuss what activities to do and what
RE

In pairs, have students rewrite this sentence as

places to visit in the area with their guests.
an opinion and as a fact.

28 Unit 2 Photocopiable Checkpoint B1+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2019
 2 Travelogue

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6 Ask students to read the instructions and brainstorm EXTRA ACTIVITY
ideas they might use in the presentation. Elicit some

PL
suggestions from individual students. If possible, As a follow-up to exercise 2, have students
encourage a class discussion. Remind students that prepare a short presentation about a house swap.
they can find Useful expressions in presentations on The presentation should include:
page 60 in Student’s Book (Speaking bank). - the place where they would like to stay
- the house/flat they would like to live in
HOMEWORK

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- the features they expect the house/flat to have
Assign students the project in exercise 6 on page 26. - the length of their stay
They can then present it to the class at the next lesson.

Znajomość środków językowych

SA
3 Have students work in pairs and write an appropriate
Skills checkpoint Unit 2 pp28–29
utterance for each situation. To make the activity more
challenging, ask students to write two options for each
FAST TRACK situation. Elicit the answers.
You could ask students to write the assignment Answers
in exercise 5 as homework. 1 I used to ride a bike to school, but now I go by bus /

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take a bus, because I live too far away.
WARMER 2 Excuse me, what time is the next train to Warsaw /
Write the following words and phrases on the board what time does the next train to Warsaw leave?
and make sure students understand their meaning. 3 I was watching a film in the cinema when you called.
Then ask students to work in pairs and write three 4 Could I have a discount / student return ticket to
sentences which would include all of them. Krakow for tomorrow, please?
FR
overcrowded, busiest, cosy, cooking facilities, swap, 5 I was sad because I had failed my driving test.
feature, pleasure, return ticket, too far, bike rack
EXTRA ACTIVITY

Rozumienie ze słuchu To help students with exercise 4, ask them to read

the text without looking at the answers and try
1 1.14 Tell students they are going to listen to six
to fill the gaps with their own ideas. It might help
texts. Give them 45 seconds to read the comprehension
to translate parts of the text into Polish, which is
questions and the answers and find the key words in
a useful strategy for finding out the meaning of
the choices. Play the track twice. Ask students to check
the missing parts.
their answers in pairs. See pp139–140 for the audioscript
for this exercise.
4
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Focus students’ attention on exercise 4. Remind

Answers them it is important to read the whole text for general
1 C 2 C 3 B 4 A 5 C 6 B understanding before looking at the answers. Ask
  
  
  
  
  
PL

students to read the text and say what it is about Then

Rozumienie tekstów pisanych have them work individually and do the task. When they
2 Draw students’ attention to the title of the text. Without finish, ask one student to read the completed text aloud
reading, ask them to predict what the text might be to the class.
about. You might encourage a discussion about what Answers
a tourist/traveller can do to experience life in a new 1 A 2 B 3 C 4 D
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place. Have students skim the text to see if their
predictions/ideas were correct. They then read the text Wypowiedź pisemna
and answer the questions. Ask students to check their
5 Before students start writing the blog, ask them to go
answers in pairs. Then elicit the answers.
SA

over the instructions in pairs and elicit some useful

Answers vocabulary and structures. Then give students enough
1 their own cooking facilities time to write the blog post.
2 anywhere in the world
3 pets aren’t always welcome in hotels or holiday
apartments
4 it costs nothing / it’s free
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5 you see what the place is really like to live in / you live
like the locals (do)
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Unit 2 29

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Model text

PL
Hello,
I’d like to tell you about a trip which I took with my
parents to an amazing place in Poland.
We went to Kudowa Zdrój – a popular resort in the Stołowe
Mountains. We chose it because we love trekking, but

M
we wanted to have a break from Zakopane, where we go
every year.
We went to Kudowa by car because we had a lot of
luggage. The journey was long and tiring, but definitely

SA
worth the trouble – the hotel we’d booked, just outside
the city, was amazing – cosy, comfortable and served
a delicious breakfast. We stayed there for five days
and we managed to see some of the most important
attractions in the area – we went to see Skalniak and
Szczeliniec Wielki and we took walks around Kudowa.
I guess Błedne Skały was what I liked the most – I felt as
if I got away from reality there.

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So if you ever want to go off the beaten track, make sure
you visit Kudowa Zdrój. Trust me – you won’t’ regret it
a bit!

Wypowiedź ustna
FR
6 In pairs, have students read the instructions, do
the main task, and then ask and answer the questions.
Circulate and monitor to ensure that all students have
a chance to talk. Then ask some students to model
the answers in front of the class.

EXTRA ACTIVITY
As a follow-up to exercise 6, have students role-play
a conversation between a travel agent and a customer.
Customer – follow the instruction from exercise 6.
Travel agent – you have three offers (presented in
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photos in exercise 6), help the customer choose

the best holiday.
PL

HOMEWORK
Assign students page 19 in their Workbook or
the email in exercise 5.
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SELF-ASSESSMENT UNIT 2
Ask students to assess their own skills by giving themselves
SA

a mark from 1–4. Remind them it is important to be honest.

You might ask students to add one or two other things they
can do to the list.
In pairs, students discuss how they can improve the areas
where they’ve given themselves lower marks. When
they finish, elicit some ideas from different students and
encourage a class discussion.
E
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30 Unit 2 Photocopiable Checkpoint B1+ Teaching notes © Springer Nature Limited 2016 & Macmillan Polska 2019