Instructions and Answer key

1.1 Vocabulary – My family tree 1.3 Reading and Vocabulary – Mime it!

Materials: One set of cards and one family tree for each Materials: One set of cards for each group of four students
group of four students Language: Adjectives of personality
Language: Vocabulary for family members
• Tell students that they are going to mime different
• Tell students that they are going to read information about personality adjectives.
family members and use the information to complete a • Put students into groups of four and split each group into
family tree. pairs. Hand out a set of cards to each group and put them
• Put students into groups of four. Hand out to each group face-down in a pile. Each pair takes a card and works
a set of cards, face-down in a pile, and a family tree. Ask together to plan how to mime each personality adjective.
students to look at the family tree and to find ‘Me’. • When the pairs are ready, they take turns to mime their
• One student starts by picking up a card and seeing if they personality adjective while the other pair guesses. They
can match it with the correct box in the family tree. If they repeat the process with the other cards.
can, they write the name in the correct place and keep • When they have finished, invite pairs to mime adjectives
the card if the rest of the group agrees. If they can’t, they for the class to guess.
return the card to the bottom of the pile.
• Students take turns to repeat the process and gradually 1.4 Grammar – Find someone who …
complete the names in the family tree using the
information on the cards. Materials: One worksheet for each student
• When the groups have completed their family trees, Language: Have got
the student with the most cards is the winner. Elicit the
answers. • Tell students that they are going to ask their classmates
Answers: questions using have got.
Me: Helen 1 Daphne 2 Harold 3 Elise 4 Peter • As a class, practise the kinds of questions students will ask
5 Brian 6 Emma 7 Phil 8 Maggie 9 Jack 10 Nick during the activity. Write three sentences on the board:
11 Melissa 12 Dan 13 Sam 14/15 Lucy/Fiona Find someone who has got a mobile phone.
16/17 Aaron/James Find someone who has got a red bike.
Find someone who hasn’t got a brother.
1.2 Grammar – I can … Elicit that the question for all three sentences will start
with Have you got … ? Point out that the only difference
Materials: One set of ability cards and one set of picture between the three is that, for the first two, we want to
cards for each group of three students find someone who says yes, and for the third, we want to
Language: Can for ability find someone who says no.
• Hand out a worksheet to each student. Ask them to read
• Tell students that they are going to collect pictures about through all the items and to ask you if there is anything
abilities that are written on a card. they don’t understand.
• Put students into groups of three and hand out an ability • Demonstrate for the class. Ask a student the first question:
card to each student. Ask them to read their ability cards Have you got a pet dog? If their answer is yes, write their
and not to show them to anyone else. Spread out the name next to the question on the worksheet. If their
picture cards face-down on the desk. answer is no, ask the same question to a different student.
• One student starts and picks up a picture card. If the • Explain to students that they should ask their questions to
picture matches an ability on their card, without saying different classmates and that two is the maximum number
anything, they take the picture card and place it face-up of questions they can ask any one student. Invite students
in front of them. If the picture doesn’t match an ability on to mingle and to take turns to ask and answer.
their card, they turn it back over. The process is repeated, • When students have completed their worksheets, for each
with students taking turns to pick up picture cards. item on the worksheet, elicit names of people who said
• When one student has got all four picture cards to match yes (or no for the last item), and ask follow-up questions to
their ability card, they are the winner. The rest of the group those students (e.g. 1 What’s your dog’s name?).
should carry on until they too have got all four picture
cards to match their ability cards.
• Students should then take turns to look at each other’s
picture cards and guess their abilities.

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Instructions and Answer key
1.5 Listening and Vocabulary – Find my clothes 1.6 Speaking – Have you got my words?

Materials: One worksheet for each student or pair of Materials: One Section A and one Section B for each pair
students of students
Language: Vocabulary for clothes Language: Greeting and introducing people

• Tell students that they are going to do a word search • Tell students that you are going to give them a dialogue
puzzle to find words for things we can wear. with eight missing words. Explain that they should try to
• Hand out the worksheet to individual students or pairs guess the missing words, but they shouldn’t write anything
of students. on their worksheet yet.
• Explain that for each word, they should look at the first • Put students into pairs and hand out Section A or Section
and last letters and try to guess what the word could be B to each student. Students shouldn’t show each other
before they try to find it in the word search. their worksheets. Set a time limit for them to read their
• When students have completed their word search, go dialogues and try to guess the missing words.
through the answers and check pronunciation. • Students take turns to try to complete their dialogues by
asking Have you got … ? questions. Give an example: if
Answers: Student A thinks one of their missing words is hello, they
Nine types of clothes or other things we can wear ask Student B: Have you got ‘hello’? Student B looks at the
(not footwear): jacket, hat, tracksuit, trousers, sunglasses, list of words for Student A and says yes or no, depending
sweater, skirt, dress, jeans on whether or not the word is on the list. If Student B says
Three types of footwear: shoes, boots, trainers yes, Student A writes the word hello in their dialogue.
If Student B says no, Student A misses a turn. Then it is
J A C K E T M H A T Student B’s turn to ask a Have you got … ? question.
• The pairs repeat the process until one student has
O L D E B R E A M R completed their dialogue. They should then work together
to complete the other dialogue.
T A L K O A T S U A • When all the pairs have finished, invite three students to
act out dialogue A for the rest of the class. Then invite
R O P A O C A K J I three different students to act out dialogue B.
O N A L T K L I E N Answers:
A 1 How 2 good 3 sorry 4 thanks 5 meet 6 my
U D R E S S S R A E 7 Pleased 8 See
B 1 going 2 Fine 3 name 4 nice 5 this 6 too
S W E E T U H T N R 7 worries 8 later
E G I R O I O T S S
R S W E A T E R O A
S U N G L A S S E S

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Instructions and Answer key
1.7 Writing – My hero 1.9 Unit 1 Grammar – Complete the table

Materials: One worksheet for each student Materials: One set of cards for each group of four students
Language: Writing about a hero Language: Have got, can for ability

• Tell students that you are going to give them eight gapped • Tell students that they are going to work alone to complete
sentences and a word box containing eighteen words and a table by reading and listening to information.
phrases. They should complete each sentence using words • Put students into groups of four and hand out cards A, B,
and phrases from the box. Point out that each sentence C and D to each student. Tell them not to show each other
has two gaps, and that there are two extra words/phrases. their cards.
• Hand out a worksheet to each student and ask them to • Students read the information in the box below the table
complete Exercise 1. When students have finished, elicit and complete the relevant section of their table with a tick,
the answers. a cross or a number. Again, they should make sure nobody
• Now tell students that they are going to complete the else sees this.
same set of sentences about their own hero, and ask them • Students take turns to read out sentences 1–3 on
to look at Exercise 2. Explain that they can use the words their cards. Point out that they shouldn’t read out the
and phrases in Exercise 1, but they should also try to use information in the box. Students add to their tables
different vocabulary where appropriate. as they receive any relevant extra information, but often
• When students have finished, put them into pairs for they won’t be able to do so. For example, when
Exercise 3. They should take turns to read out their Student A reads out sentence 1, this will only help
sentences to their partner and try to guess each other’s Student D, who now knows that Agata can dance
hero. Point out that they should not read the first sentence and that the other three people can all sing.
as that would give away the answer. • When all the students in each group have read out their
• Invite students to read their sentences to the class, to see if three sentences, they take turns to tell each other their
other students can guess their heroes. information in the box and add this to their tables.
• They then repeat the process by taking turns once more to
Answers: read out their other three sentences. Students should now
Exercise 1 have more clues to help them.
1 my uncle/the singer Ella Davies
• When all the information has been read out for a second
2 about forty/American
time, if a student has any gaps left in their table, they can
3 Brazil/Milan in Italy
ask specific questions (e.g. Has Max got any brothers?
4 sing/speak Japanese
Can Agata sing?).
5 a son/three children
6 tall/short • If there are still any gaps that no one in the group has
7 blonde/short, big/blue completed, students work together to look at all the clues
8 brave/friendly and see if they can work out the missing information.
Answers:
1.8 Unit 1 Vocabulary – Find the letters
Max Agata Sara Simon
Materials: One section for each student, either A or B brother ✓ ✓ ✗ ✗
Language: Vocabulary from Unit 1 sister ✓ ✗ ✗ ✓
cousins 3 ✗ 4 2
• Tell students that they are going to find words which
sing ✓ ✗ ✓ ✓
are hidden within lists of letters. Give an example on the
board: a s d c t r h o i p t o m h l . Tell students this is a dance ✗ ✓ ✗ ✓
place they go to every day during the week, then circle the swim ✓ ✗ ✗ ✗
letters they need: a s d c t r h o i p t o m h l (school).
• Put students into pairs and hand out Section A to one
student and Section B to the other student. Ask them to
find the words.
• When the pairs have finished, join two pairs together to
form a group of four. Pair A and Pair B take turns to read
their clues and the first letter of each word and to try to
guess the words.
Answers:
A 2 brother 3 brave 4 German 5 boots 6 jacket
7 slim 8 young 9 Ireland 10 teenager
B 2 cousin 3 friendly 4 Japanese 5 shoes
6 trousers 7 short 8 small 9 France 10 married

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Instructions and Answer key
1.10  Culture – Project worksheet: • Students do Exercise 2. They complete the table with the
names of people they know.
a wiki webpage
• Students discuss which person they would like to choose.
They can also choose a different person (a writer, a film
Before the lesson: A wiki is a website on which users can
add and update content. It is collaborative, which means
director, a politician, etc.). Monitor the groups. Point out
that the content is created by its users. Good examples of that they may have to compromise to find an option that
wiki websites are Wikipedia and Wikiquote. Each wiki is a everyone is happy with.
collection of pages about different facts, places, people, etc. • Students decide who will find information for each of the
Students can create their wiki webpage using an online wiki points on the Student’s Book p. 23.
platform. Alternatively, they can present it as a pdf or slide. • Before students write their parts of the wiki page, go
You will need: a computer/laptop with access to the through the phrases in Exercise 3.
internet; a projector/screen to show the wiki pages. • Students decide if one person will put the parts together to
A non-digital option: Without access to a computer or create the wiki page or if they will create it together. They
the internet, or if you only have limited access, instead also decide what photos to look for.
of creating a wiki page, students can make a fact file on • Remind them to save the photos they find to use on their
paper. They follow the steps for the wiki page, but write wiki page.
their parts on separate pieces of paper, which they can then • Point out that students should always give the source
arrange on poster paper. You can display the fact files in
of the material, e.g. the website address or the name
class and get students to go around and read them, then
of the photographer if it is known. There are websites
ask questions and comment. Students can then vote for the
available which publish photos and music which are free to
most interesting fact file.
download and use.
You will need: paper, scissors and glue; photos printed out
from the internet; markers. Step 2 Individual work
• Students work individually, at home or in class, to do their
Step 1 Class work research on the internet.
Warm up: • Students write their parts of the wiki page.
• Ask students if they like to read information about/ • Students research images that could be put on the page.
biographies of sports stars, actors or singers. What Step 3 Group work
websites do they usually visit?
• Students create their wiki pages.
• Ask students in L1 if they know what Wikipedia is. What’s
the difference between Wikipedia and other sites (e.g. • Students use the checklist to review their wiki pages and
online shop sites)? (Wikipedia is collaborative and users decide if there are any parts which can be improved.
add the content to it.) Ask students if they know how Step 4 Class work
Wikipedia works (anybody can add content, but there
• Each group shares their wiki link with the teacher before
are people who check it). If possible, show students a
the class. Before students present their wiki page, they do
Wikipedia page (e.g. of Tara Davis), pointing out that all
Exercise 5. They complete the questions with their own
the blue words are hyperlinks that take them to other
ideas, using the prompts.
Wikipedia pages.
• Each group presents their wiki page to the class, reading
• Explain that students are going to make a simple wiki page
it aloud.
in groups.
• Then students ask and answer the questions they wrote in
• Ask students what a wiki page about a famous person
Exercise 5. Give them some time to discuss the wiki page
should include and elicit answers (name, date of birth,
and ask and answer additional questions.
nationality, what the person is famous for, some personal
information, photos, etc.). • Give feedback to each group, praising them for their
efforts and highlighting any areas for improvement.
Task:
• After all the groups have shown their wiki pages, students
• Give each student a worksheet. Put students in groups
discuss in pairs which people they found the most
of three.
interesting.
• Do Exercise 1. Students read the wiki page and answer the
questions. Explain that this is a model for the wiki page
they will create, and that they should also include these
elements on their page. Explain any vocabulary that they
don’t know, e.g. bronze medal.
Answers:
Exercise 1
1 Sky Brown
2 13
3 Miyazaki/Japan
4 skateboard, surf, dance
5 Possible answers: she is very young; she can do many things
(skateboard, surf and dance); she is the winner of Dancing
with the Stars: Juniors.

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Instructions and Answer key
2.1 Vocabulary – My meals 2.3 Reading and Vocabulary – Our recipe

Materials: One set of food and drink cards and one set of Materials: One set of picture cards, one set of instructions
meal cards for each group of three students cards and one recipe card for each group of three students
Language: Vocabulary for food, drink and meals Language: Vocabulary for cooking, food and kitchen
utensils
• Tell students that they are going to collect cards with the
names of food and drink items and then organise them to • Tell students that you are going to give them some cards
create three meals. with pictures or words on them and that they are going to
• Put students into groups of three. Give each group a set work in groups to make a recipe.
of food and drink cards, and ask them to spread these out • Put students into groups of three and hand out the picture
face-down on their desk. cards to each group. Give groups two minutes to label the
• Students take turns to pick up the cards until they are each pictures. When the time is up, ask students to stop. If there
holding seven cards. are any pictures they haven’t labelled, they have to hand
• Hand out a meal card to each student and ask them to these picture cards back to you. Go through the picture
work individually to create three meals out of their seven cards with the class and elicit the items in each picture.
cards with food and drink items. Groups check their answers and if they have labelled any
pictures incorrectly, they return those cards to you as well.
• When groups are ready, they should take turns to tell each
other about their three meals, and they should choose • Hand out the instructions cards and the recipe cards.
which meal they like best for breakfast, lunch and dinner. Groups work together to create a recipe, using the
instructions cards and the picture cards they have left.
• Invite groups to tell the class about their meals. Have a
class vote for the best meal for breakfast, lunch and dinner. • When they have finished, invite them to share their recipes
with the class.
2.2 Grammar – My perfect town Answers:
bowl, fork, (frying) pan, salt and pepper, plate, bacon, eggs,
Materials: One worksheet for each student potatoes, onion(s), (olive) oil, celery, pasta/spaghetti
Language: There is/There are
2.4 Grammar – My fridge
• Discuss different types of restaurants, cafés or takeaway
places with the class (e.g. burger bar, pizzeria, Italian Materials: One Section A and one Section B for each pair
restaurant, Japanese restaurant, Mexican restaurant, of students
vegetarian café). Language: there is/there are, a/an/some/any, countable and
• Tell students that you are going to give them a plan uncountable nouns
of a town that shows eight places to eat food or buy
takeaways, marked A–H. Students decide which type of • Tell students that you are going to give them a picture of
restaurant, café or takeaway place each one is, based on a fridge that contains eight food items. Explain that they
which places they think would be in a perfect town, and should look closely at the picture and identify all the items.
label it on the map. Students should choose at least six • Divide the class in half. Hand out Section A to one half of
different kinds of place, and can choose a type of place no the class and Section B to the other half of the class.
more than twice. • When students have looked at their pictures, ask: Is there
• Hand out the worksheets and ask students to work any cola in your picture? (Both A and B should answer:
individually. When they have finished, put them into pairs No, there isn’t.) Are there any crisps in your picture? (Both
and tell them not to show their plan to their partner. A and B should answer: No, there aren’t.). Re-elicit the
• Students take turns to ask questions using Are there any … ? question stems and ask when you use each one (is there
and Is there a(n) … ? The first student to guess all eight of any with uncountable nouns and are there any with
their partner’s places is the winner. countable nouns).
• Invite students to tell the class the different restaurants, • Put students into pairs, joining a Section A student with
cafés and takeaway places in their perfect town. a Section B student. Without showing each other their
pictures, they take turns to try to guess which food and
drink items are in their partner’s fridge. Explain that the
fridges have completely different items in them, so they
shouldn’t ask about any food or drink items that are in
their own picture.
• When a student has guessed correctly all eight of his/her
partner’s items, stop the activity.

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Instructions and Answer key
2.5 Listening and Vocabulary – How much are 2.7 Writing – Two recipes
the onions?
Materials: One Section A and one Section B for each pair
Materials: One Section A and one Section B for each pair of students
of students Language: A recipe, sequence words
Language: Vocabulary for prices
• Tell students that you are going to give them two recipes
• Tell students that you are going to give them a shopping for pancakes to complete. Ask them if they know what
list with half of the prices given and half of the prices not pancakes are. Do they like eating pancakes? Do they like
given. Elicit how we ask about the price of something thick or thin pancakes? What do they usually eat them
(How much is/are … ?). Elicit how we say prices that are with? Do they know how to make them?
less than a pound (It’s/They’re … pence.) and how we say • Put students into pairs and hand out Section A to one
prices that are more than a pound (It’s/They’re one pound/ student and Section B to the other student. Give them time
two pounds … pence.). to read their recipes and explain any words they may not
• Put students into pairs and hand out Section A and Section know, e.g. soft, vegan, sparkling, almond.
B to each pair. Tell them not to show each other their • Students work individually to complete their recipe with
shopping lists. sequence words. When they have finished, check answers
• Student A starts by asking Student B about the price of with the class.
onions and then writing the price on their shopping list. • In their pairs, students now try to find differences between
They take turns to ask and answer about all of the items on the two recipes, e.g. Have you got two cups of flour/two
their lists. cups of milk? Are your pancakes big/small/thick/thin?
• When the pairs have finished, elicit the questions and the • When they are ready, ask students how many differences
different prices. they found. Ask the pair who have found the most
differences to report them to the class. Then ask the other
2.6 Speaking – What would you like? pairs if they have any other differences to add.
• Ask students which recipe they would like to try. Do they
Materials: One worksheet for each pair of students know other recipes for pancakes?
Language: Ordering food Answers:
Sequence words:
• Tell students that you are going to give them some 1 First 2 Then/Next/After that 3 Then/Next/After that
questions and responses said by waiters and customers in 4 Finally
a restaurant, and that they have to decide which are said
by waiters and which are said by customers. Differences:
• Put students into pairs and hand out a worksheet to each In A you use milk; in B you use almond milk and mineral water.
pair. When the pairs have completed Exercise 1, elicit the In A you use eggs; in B you don’t, but you use a banana.
answers. In A you use butter; in B you use oil.
• Tell students that they are now going to use some of the In A you use (white) sugar; in B you use brown sugar.
questions and responses in Exercise 1 to write a dialogue In A the pancakes are big and thick; in B they are small and thin.
between a customer and a waiter. To get students started, In A you serve the pancakes with cream; in B you serve them
elicit which question the waiter should start with (What with vegan yoghurt.
would you like?).
• When the pairs have written their dialogues, give them 2.8 Unit 2 Vocabulary – Food and drink
some time to practise acting them out.
• Prepare a table at the front of the class and invite pairs to Materials: One worksheet for each pair of students
act out their dialogues. Language: Vocabulary from Unit 2

Answers: • Tell students that they are going to work with a partner
Waiter: Any desserts? Anything else? to use clues to complete a word puzzle. Explain that one
Can I get you some drinks? Here you are. letter of each word is shown in the shaded squares.
Is everything OK? Is that all? Of course.
• Put students into pairs and hand out a worksheet to each
That’s £… , please. What would you like?
pair. Set a time limit. When the pairs have finished, elicit
Customer: I’d like some … Here you are.
the answers.
Can I have a … , please?
• Tell fast-finishers to create a similar puzzle using words
Can I have some … with that, please?
from the Unit 2 wordlist on p. 32 of the Students’ Book
How much is that? It’s delicious.
which contain the letters M, E, N and U (menu).
No, thanks. Yes, please.
Excuse me, have you got any … ? Answers:
1 fork 2 omelette 3 carrot 4 delicious 5 banana
6 lunch 7 sandwich 8 fried 9 crisps 10 juice
11 expensive 12 breakfast

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Instructions and Answer key
2.9 Unit 2 Grammar – Dominoes 2.10 Set for life – A surprise party

Materials: One set of cards for each group of three students Materials: One worksheet for each student
Language: There is/There are, a/an/some/any, countable Language: Working on a project, planning
and uncountable nouns

• Tell students that they are going to place cards together Collaboration: Task management
to match beginnings and endings of sentences, using
The activities are aimed to help students plan a
different forms of there is/there are.
collaborative activity. It combines a few elements of
• Write on the board: … any meat? Elicit the beginning (Is
there). Then write on the board: There is … and elicit a task management: identifying tasks, putting them in
possible ending (e.g. some meat, an apple). order, discussing and deciding who will do them based
• Put students into groups of three. Hand out five cards to on people’s abilities and preferences, and preparing
each student and put the rest of the cards face-down in a final, detailed plan.
a pile.
• One student starts, selecting the card at the top of the pile • Ask students if they remember the surprise party from the
and placing it face-up on the desk. Students take turns to video in Unit 1. Do they like surprise parties? Do they know
join one of their own cards to this card to make a sentence. how to prepare one?
They can match their card to the beginning or ending on • Hand out one worksheet to each student and do Exercise 1.
the card on the desk. If they can’t use any of their own Explain any new vocabulary (e.g. clean the house, do the
cards, they should take the next card from the pile. shopping) and ask students to label the photos. When they
• The winner is the first student to get rid of all their cards. have finished, check the answers.
Answers: Answers:
There’s: a vegetarian café, some food, a burger bar, some Exercise 1
water, a hot dog A bake a cake
There’s an: apple, egg B cook chicken curry
There are: some sandwiches, some forks C make lemonade
There isn’t: any milk, any cheese, a vegetarian café, a burger D make a birthday card
bar, a hot dog E clean the house
There aren’t: any grapes, any onions F do the shopping
Is there: any juice?, any tea?, a bowl?, a pizzeria? G buy a present
Are there: any potatoes?, any carrots?, any fish fingers?, H search the internet for recipes
any plates?
• Do Exercise 2. Ask students to imagine they are preparing
a birthday party for a friend. They should put the activities
in Exercise 1 in the order they would expect to do them
if they were organising a party. Discuss as a class. Draw
students’ attention to the fact that there is no one set
order, but some activities must be done before some other
activities (e.g. first you search for recipes, then you do the
shopping and then you cook).
• Do Exercise 3. Ask: Which tasks do you think are difficult
and which are easy? Which are fun and which are boring?
Elicit answers.
• Do Exercise 4. Put students into groups of three. Explain
that they are going to work together to prepare a surprise
birthday party. Ask them to complete the table for
themselves, filling one, two or three stars depending on
how well they think they can do each activity. Students
then discuss what they can do according to the skills
ratings they have given themselves. Go through the useful
phrases on Student’s Book p. 35. Point out that students
can do some activities together.
• Do Exercise 5. Students now prepare a detailed plan on
a piece of paper. The plan should list the tasks in order
and include the names of the people who will do them.
• Groups now share their plans with the class. Are their
plans similar?

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Instructions and Answer key
3.1 Vocabulary – I never wake up at seven o’clock 3.3 Reading and Vocabulary – True for you?

Materials: One worksheet for each pair of students Materials: One worksheet for each pair of students
Language: Vocabulary for daily routines Language: Vocabulary from Lesson 3.3

• Tell students that you are going to give them ten pictures • Tell students that they are going to work with a partner to
and ten verbs/phrases. They have to match the verbs/ read sentences using verbs from the lesson and then add
phrases with the pictures. two more sentences that are true for them.
• Put students into pairs and hand out a copy of the • Put students into pairs and hand out a copy of the
worksheet to each pair. Students complete the activity worksheet to each pair. Ask students to read the sentences
by writing the verbs/phrases in the correct gaps. Elicit and look up any unknown words in a dictionary. Set a time
the answers. limit for the pairs to write their own sentences.
• Ask students to wok individually for Exercise 2. For • When the pairs have finished, join two pairs together into
each picture, they should write a true sentence about a group of four. The pairs read out all the sentences that
themselves, using the verb/phrase given and an adverb are true for them – whether they are the existing sentences
of frequency. or the new sentences they have written. If the listening pair
• When students have finished, ask them to compare hears a sentence that is not true for them, they respond by
their sentences with their partner. They should award transforming the sentence so that it is true for them.
themselves three points for every sentence using often, • Invite groups to share some of their most interesting
two points for every sentence using sometimes and one findings with the class.
point for every sentence using never.
• Invite students to read out their true sentences to the rest 3.4 Grammar – Match and ask
of the class, and find out which student has got the most
points. Materials: One worksheet for each group of four students
Language: Present Simple questions and short answers
Answers:
1 wake up 2 get up 3 have a shower 4 have breakfast
5 go to school 6 go home 7 study 8 have dinner • Tell students that they are going to work with a partner
9 relax 10 go to bed to match six questions with two short answers each, one
positive and one negative.
3.2 Grammar – I eat, she eats • Put students into pairs and hand out Section A to half
the pairs, and Section B to the other half. When pairs
Materials: One set of cards for each group of four students have matched the questions and short answers, elicit
Language: Present Simple the answers.
• Explain that pairs are now going to write six new
questions, which should elicit the same short answers.
• Tell students that you are going to give them four gapped
Set a time limit for them to write their questions.
sentences and that they have to complete the gaps to
make true sentences. • Join together a Pair A and a Pair B into a group of four.
They should take turns to ask and answer each of their
• Put students into groups of four. Hand out a set of cards
new questions.
to each group – either Section A or Section B. Students in
each group take one set of cards each (A, B, C or D) and • When the groups have finished, invite them to tell the class
work on their own to make true sentences. some of their most interesting findings.
• Join a Section A group with a Section B group. The two Answers:
students with the A cards become partners, the two A 1 d, I 2 a, k 3 c, e 4 f, j 5 g, l 6 b, h
students with the B cards become partners, etc. They take B 1 i, l 2 f, k 3 a, c 4 b, g 5 e, h 6 d, j
turns to tell each other their true sentences.
• When they have finished, students return to their original
groups of four. Hand out a piece of paper to each group
and ask them to write vertically down the left-hand side:
A1, A2, A3, A4, B1, B2, B3, B4, C1, C2, C3, C4, D1, D2, D3,
D4. Students should try to remember what their partner
said for each of their four true sentences and transform this
to a third person -s form (e.g. Marta often eats a banana
for lunch.).
• When the group has remembered and written down as
many sentences as possible, they should join up once more
with the second group. The two groups take turns to read
out their sentences and confirm whether or not they are
correct. The group with the most correct sentences are
the winners.
• Elicit the sentences and check students’ use and
pronunciation of the third person -s form.

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Instructions and Answer key
3.5 Listening and Vocabulary – What do others do? • One student starts by picking up a start card and reading
it aloud. All three students check their end cards to see if
Materials: One worksheet for each student they can find one that finishes the sentence logically. That
Language: Adjectives of emotion student says the complete sentence and, if the two cards
fit together, keeps these two cards together on the desk in
• Tell students that they are going to read about eight front of them.
different feelings and work with a partner to think about • When the groups have matched all their cards, invite
what they both do when they feel like this. students to read out each of the eighteen sentences.
• Put students into pairs and hand out a copy of the Answers:
worksheet to each student. Point out that for each feeling, The sentence halves are shown in order on the worksheet.
they should only write next to 1. Both students should
make a note of their ideas on their separate worksheets so 3.8 Units 1–3 Vocabulary – Add more
that they both have a copy for the next step.
• When pairs have finished, split them up and put students Materials: One Section A and one Section B for each group
into groups of four. Make sure that all students are in of four students
different groups from their original partner. For each Language: Vocabulary from Units 1–3
feeling, students take turns to share the idea they have
written down, and then to write down the best ideas they
• Tell students that they are going to work with a partner
hear next to 2 and 3.
to think of eight more vocabulary items for each of three
• When they have finished, students should return to their topics from the first three units. Give an example: for the
original pairs and compare the ideas they have written down. topic Colours, they could write: red, brown, yellow, green,
• Invite pairs to tell the class about some of the most white, black, blue, orange.
interesting ideas they heard. • Put students into pairs and hand out Section A or Section
B to each pair. When the pairs have completed their lists,
3.6 Speaking – Do you like … ? join a Section A pair with a Section B pair. Tell them not to
show each other their topics.
Materials: One worksheet for each student • Pair A start by telling Pair B the name of their first topic.
Language: Talking about likes and dislikes Pair B have one minute to guess as many of Pair A’s words
as they can, including the two example words. Pair A tick
• Tell students that you are going to give them a worksheet any words mentioned and, when the one minute is up,
with different topics on it. For each topic, they should they tell Pair B which of their words they did and didn’t
write an example of something they like. guess.
• Hand out a worksheet to each student. When they have • Pair B repeat the process with their first topic, and the
finished writing, put students into pairs. They take turns groups continue to take turns until they have covered all
to ask their partner if they like their choices for each of the six topics.
topics on their worksheet. For example, if a student chose • Invite groups to say which words in each topic were the
bananas as an example of a type of food, they ask: Do you easiest and the hardest to guess.
like bananas? and their partner answers appropriately (e.g.
Yes, I love them./No, I can’t stand them.). 3.9 Units 1–3 Grammar – Complete it
• When the pairs have asked and answered about all the
topics on their worksheets, invite them to tell the class Materials: One worksheet, four counters and a dice for
about things they both like, and to ask other students if each group of four students
they like the same things. Language: Have got, can for ability, there is/there are,
some/any with countable and uncountable nouns,
3.7 Writing – So or because? Present Simple

Materials: One set of start (grey) cards and one set of end • Tell students that they are going to work in groups to play
(white) cards for each group of three students a board game where they throw a dice, move that number
Language: So and because of squares and complete the sentences or questions, asking
the questions to other students in the group.
• Remind students about when we use so and because. • Decide with the class about the finishing rules: do they
• Tell students that you are going to give them six cards need to throw the exact number to land on the final
each, which complete sentences using so or because. square or can they finish by throwing any number larger
When they get their cards, they should read them and look than the number of squares left to go?
up any words they don’t know in a dictionary. • Put students into groups of four and hand out a
• Put students into groups of three. Hand out eighteen start worksheet, a dice and four counters to each group.
(grey) cards to each group, and place the cards face-down • When the groups have finished, invite students to tell the
in a pile. Then hand out six end (white) cards to each class one of the sentences or questions they completed
student in the group. during the game.

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Instructions and Answer key
3.10  Culture – Project worksheet: a video • Students decide who will do each part of the video.
• Before students do their individual and group work, go
Before the lesson: A video is a short film recorded on a through the useful phrases in Exercise 3 and encourage
device like a video camera, smartphone, laptop or tablet. students to use them when they write their scripts.
You will need: a device with a video recording function; • Discuss which materials students might like to add to the
video editing software; access to the internet; a projector/ video, e.g. music, photos, additional videos.
screen to show the videos. Free video editing apps such as • Remind them to save the photos/videos/music they find to
Lightworks, Vimeo and VideoPad are available to download use in their videos.
with functions that allow you to upload recordings to a • Point out that students should always give the source
timeline and add images, music, etc. of the material, e.g. the website address or the name
A non-digital/semi-digital option: Without access to
of the photographer if it is known. There are websites
a computer or the internet, or if you only have limited
available which publish photos and music which are free to
access, students can prepare an oral presentation or an
download and use.
oral presentation supported by a digital presentation.
Students work in groups and do Exercises 1, 2 and 3. They • Ask students what, in their opinion, makes a good video.
create their scripts. In the semi-digital option, they could Go through the checklist in Exercise 4 and the tips. Ask
use presentation software (e.g. Microsoft PowerPoint®) to students if they can add anything else to the checklist.
display photos to accompany their presentation, play music
and show videos. In a non-digital option, students can draw Step 2 Individual work
pictures for their presentation. • Students work individually, at home or in class, to do their
You will need: If students do not have access to the internet, research on the internet.
prepare some materials in advance for them to use. Print out • They research their chosen question from Student’s Book
texts, photos, maps, etc. about the countries in Exercise 1. If p. 47 and take notes.
you work in class, you can decide to put these materials on • Students write their parts of the script and research
different desks for each country, with names of the countries suitable images, videos and music.
on big pieces of paper, and ask students to go to the desks of
their choice. Step 3 Group work
• In their groups, students decide if there will be one
Step 1 Class work presenter for the whole video or if each student will read
his/her particular section. Students should learn their
Warm up:
scripts by heart.
• Ask students what kind of videos (e.g. music videos,
• They should record the presenter(s), then use video editing
game tutorials, podcasts) they watch most often. Do they
software to combine it with the photos, maps, etc. that
sometimes make videos?
they have found to create their videos. Tutorials are
• If possible, show students an example of an interesting available online to help them do this if necessary.
video about a country on YouTube.
• Advise students to use the checklist to review their videos
• Ask students what additional elements videos usually and decide if there are any parts which can be improved.
contain. Elicit the answers (somebody talking, photos,
titles, music, additional short videos). Step 4 Class work
Task: • Each group shares their video with the teacher before
• Put students into groups of three and hand out one class. They can put their videos on YouTube and not make
worksheet to each student. them public (send a link) or send them using a file sharing
• Explain to students that they are going to work in groups platform, as large files are difficult to send via email.
to create a video about the daily life of young people in • Before students watch the videos, do Exercise 5.
another country. Each group has to choose one country. • Each group presents their video to the class (or gives an
• Students do Exercise 1. oral presentation in the non-digital/semi-digital option).
• After each video, give the class some time to discuss the
Answers:
video and ask and answer additional questions. Point
Exercise 1
out that they can use their own questions or the ones in
1D 2A 3E 4B 5C
Exercise 5.
• Students do Exercise 2. They choose one country for their • Give feedback to each group, praising them for their
group. They can choose from the list in Exercise 1 or any efforts and highlighting any areas for improvement.
other country they want to learn more about. Monitor the • Have a class discussion about what information students
groups and encourage students to give reasons to support found interesting.
their opinions, using the examples in Exercise 2 to help
them. Point out that they may have to compromise to find
an option that everyone is happy with.

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Instructions and Answer key
4.1 Vocabulary – School 4.2 Grammar – A rainy break

Materials: One worksheet for each student or pair of Materials: One Section A and one Section B for each group
students of four students
Language: Vocabulary for school objects and school Language: Present Continuous
subjects
• Elicit how we form the Present Continuous (subject + be +
• Write on the board: mtaschoolmter. Explain to students verb + -ing) and when we use it (to talk about something
that this is a word snake and that there is a word hidden that is happening now). Tell students that you are going to
within the letters (school). Tell students that you are going give them a picture with verbs in one box and other words
to give them four word snakes, with a total of twenty in a second box. They have to use these words to describe
words hidden within them, and that all the words relate to what the people in the picture are doing.
school in some way. • Put students into pairs and hand out a Section A or Section
• Put students into pairs and hand out a worksheet to each B to each pair. Ask pairs to read the words in the two
pair (or to each student). When they have found the words boxes and to look up any unknown words in a dictionary.
in the word snakes in Exercise 1, they write the words in • In their pairs, students make sentences about the people
the correct category in Exercise 2. in the picture. When they have finished, join a Section A
• Join two pairs together into a group of four to compare pair with a Section B pair, and tell them not to show their
their words. Encourage students to try to add more words pictures to each other.
to each category. • Review how we make negative sentences in the Present
• Draw a simple desk on the board and draw a pen on it. Continuous (we add not after be). Pair A tells Pair B what
Ask students to make a sentence about the picture using one of the people in their picture is doing (e.g. Bob is
There’s a … (There’s a pen on the desk.). Then erase the watching TV.). Pair B responds with a negative sentence
pen and draw a pen under the desk. Elicit There’s a pen (e.g. In our picture, Bob isn’t watching TV.) and then says
under the desk. what that person is doing in their picture (e.g. Bob is
• Put students into pairs for Exercise 3. They work together listening to the radio.). Then Pair B has a turn to tell Pair A
to find ten pens in the picture and then take turns to say what one of the people in their picture is doing, and the
where the pens are. process is repeated until students have talked about all the
people in the pictures.
Answers:
• When the pairs have finished, invite different students to
Exercise 1
make positive and negative sentences about each of the
A notebook, English, break, History, rubber
people in the pictures.
B Drama, Art, Biology, Maths, sports bag
C Chemistry, ruler, music, lunch, calculator Answers:
D Physics, poster, dictionary, French, pen(cil) A
Exercise 2 Tom and James are playing cards.
School subjects: English History Drama Art Biology Lisa is looking out of the window.
Maths Chemistry Music Physics French Helen is eating a sandwich.
School objects: notebook rubber sports bag ruler Sylvia is reading a book.
calculator poster dictionary pen(cil) Rick is listening to music.
Times at school when you don’t work: break lunch Mark is writing on the board.
Exercise 3 Marianna is taking a photo.
There’s a pen under a desk. B
There’s a pen in a boy’s pocket. Tom and James are playing chess.
There’s a pen on the teacher’s desk. Lisa is looking in her bag.
There’s a pen in front of the window. (on a window sill) Helen is drinking water.
There’s a pen between the door and a/the teacher’s desk. Sylvia is reading a magazine.
There’s a pen behind the TV. Rick is talking on the phone.
There’s a pen in the bin. Mark is drawing a picture.
There’s a pen on the board. Marianna is putting on make-up.
There’s a pen under a boy’s shoe.
There’s a pen on a girl’s head/in a girl’s hair.

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Instructions and Answer key
4.3 Reading and Vocabulary – A quiz 4.4 Grammar – What are you wearing today?

Materials: One worksheet for each student Materials: One card for each student
Language: Vocabulary related to making friends Language: Present Simple and Present Continuous

• Tell students that they are going to do a quiz to find out • Tell students that you are going to give them a card which
what type of friend they are. they will use to make two kinds of questions: one with
• Put students into pairs and hand out one copy of the the Present Simple and one with the Present Continuous.
worksheet to each student. Elicit how we make questions: Present Simple (to talk about
• Before they do the quiz, they should work individually to routines and facts): (question word) + do/does + subject +
choose the correct words in italics in the quiz. main verb; Present Continuous (to talk about what is
• Ask students to compare their answers in their pairs, then happening now): (question word) + am/is/are + subject +
check them with the class. main verb + -ing.
• Students now do the quiz. They look at the questions and • Hand out a card to each student. There are 14 cards in
options together and for each question, they choose the total. In a class of, for example, 27 students, have two sets
option that bests describes them. of cards and remove one card. In a class of 29 students,
you could have two sets of cards and allow two students
• When they have finished, they check which icon – lion,
to work together.
budgie or dolphin – appears the most times in their
answers, and then read the profile for that icon. • When students have written their questions, put them into
large groups of up to fourteen. Students mingle within
• As feedback, you could invite a few students to share their
their group, taking turns to ask and answer the questions.
quiz results with the class and say whether they agree with
those results. • When the groups have finished, elicit the questions and
invite students to share any interesting answers they heard.
Answers:
1 group, get 2 always 3 making, be 4 meet, with Answers:
What do you wear on Saturdays?
What are you wearing today?
What do you usually do in the evenings?
What are you doing at the moment?
Who do you usually sit next to in lessons?
Who are you sitting next to today?
Does it often rain at this time of year?
Is it raining now?
Do you often use your mobile phone?
Are you using your mobile phone now?
Do you often text your friends?
Are you texting a friend at the moment?
Does your teacher sometimes wear glasses?
Is (s)he wearing glasses now?
Do your friends sometimes wear make-up?
Are they wearing make-up today?
Do your parents go to work every day?
Are they working today?
Do you sometimes feel hungry at school?
Are you feeling hungry at the moment?
Do you often feel tired at school?
Are you feeling tired now?
Do students in your class sometimes make a lot of noise?
Are they making a lot of noise now?
Does your teacher often write on the board?
Is (s)he writing now?
Do you often think about the future?
What are you thinking about now?

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Instructions and Answer key
4.5 Listening and Vocabulary – My school 4.6 S
 peaking – Can I … ? Can you … ?

Materials: One Section A and one Section B of both text Materials: One set of cards for each group of three students
cards and question cards for each pair of students Language: Making and responding to requests
Language: Vocabulary from Lesson 4.5
• Tell students that you are going to give them a card with
• Tell students that you are going to give them information three requests they are going to make, and instructions for
about a school. They have to read it and try to remember responding to other students’ requests.
as much of it as possible. • Put students into groups of three and give each student
• Put students into pairs and give each student a text card, one card, A, B or C. Students should read the instructions
A or B. Tell them not to show each other their cards. and then decide what they are going to say for their first
• Set a time limit for students to work individually to read requests. Point out that they should make a different
their card and to memorise the important details. Point out request to each of the other two students in their group.
that they don’t need to write anything. • Student A starts by making his/her first request to Student
• When students are ready, ask them to turn over their B and to Student C. When Student B and Student C have
card so that they can’t see it. Then hand out a question responded appropriately, Student B makes his/her first
card to each student. Explain that they are going to ask request, and the process is repeated until each student
their partner questions about his/her school using the in the group has made their three requests and received
words in brackets, in order to complete the information appropriate responses.
on their card. Point out that the first question is given as • Invite groups to act out their requests and responses for
an example. Give students some time to think about the the class.
questions they are going to ask their partner.
• In their pairs, students take turns to ask and answer
questions about their schools and complete the
information on their cards. Explain that they shouldn’t look
at the text unless absolutely necessary.
• Elicit the questions asked and which school students would
prefer to go to.
Answers:
Questions
2 What time do you start lessons?
3 How many lessons do you have (each day)?
4 What time do you finish school?
5 Do you have lessons on Saturday(s)?
6 What do you do after school?
7 What do you do in the evenings?
8 How often do you do homework?
9 When do you start revising for tests/exams?
10 How many students are there (at your school)?
11 How much does your school cost/does it cost to go to
your school?
12 What is the best thing about your school?
13 What is the worst thing about your school?
Answers
A  1 private boarding school 2 9.30 a.m. 3 six 4 3 p.m.
5 yes, three (from 10 a.m. to 1 p.m.)
6 sport, drama and Spanish
7 one hour study period, free time 8 every day
9 two weeks before an exam 10 420 11 £20,000
12 the food 13 sharing a room (with five other students)
B  1 public day school 2 8.30 a.m. 3 seven 4 2.30 p.m.
5 no 6 go home 7 do homework, use computer
8 (about) three days a week 9 a month before an exam
10 1,200 11 free 12 the students 13 the early start

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Instructions and Answer key
4.7 Writing – Four clubs Young Champions Club
Are you sporty? Do you enjoy swimming or football? Come
Materials: One set of cards for each group of four students and join us!
Language: An announcement, time expressions There are activities almost every day! We go swimming on/
every Monday at 7 p.m., we play football on/every Thursday
at 5 p.m. and at the weekend we go running.
• Tell students that you are going to give them sets
For more information, visit our website. Most activities are
of cards which they need to match in order to make
free (but we pay for tickets to the swimming pool).
announcements for after-school clubs.
Do you want to do your favourite sports? Or try some new
• Put students into groups of four and hand out one set of
sports? We’d love to see you!
cards to each group. Explain that they have to make four
announcements, each of which starts with one of the grey
cards (the name of the club). Students need to match four
4.8 Unit 4 Vocabulary – Sink the words
white cards to each club (each grey card) and put them in
the correct order. Tell them not to worry about the gaps Materials: One Section A and one Section B for each pair
of students
for now.
Language: Vocabulary from Unit 4
• Say Start! Students work in their groups to complete the
matching task. The first group to finish shouts Four clubs!
The other groups have to stop and cannot continue until • Tell students that you are going to give them grids with
you have checked the first group’s answers. When you words on them, and they need to try to find eight words
have, say Start! again and let the groups continue until on their partner’s grid.
they have all matched the cards correctly. • Put students into pairs and hand out Section A or section
• Students now complete the gaps in the announcements. B to each student. Explain the activity. First, students
Point out that the first letter of some of the words is given. have to make a blank copy of the grid in their notebooks.
When they have finished, check the answers with the class. Student A guesses a square on Student B’s grid (e.g. B3,
You could invite students from different groups to read out A7). If there is a letter in that square, Student B says which
the announcements. letter it is and Student A writes the letter in their empty
grid.
• If there is time, do a class poll to find out which of the four
clubs students would like to join. • Students take turns to guess squares so that they can find
their partner’s words. When they have found a few letters
Answers: of a word, encourage them to try to guess the word. If
Young Master Chefs Club they are correct, they don’t have to find any more letters
Do you like cooking and baking? We do! Come and join our for that word.
club! • The winner is the first student to find all eight words on
The club meets on/every Friday at five o’clock in room 203. their partner’s grid.
We learn how to make dinners and bake cakes. First we cook
something and then we eat it together! 4.9 Unit 4 Grammar – Winter holidays
To join the club, complete the online form. Before you come
for the first time, check what food to bring on our website.
Materials: One worksheet for each pair of students
Ready to bake your first cake? Don’t miss it! Language: Present Simple, Present Continuous

Young Scientists Club

Do you like Biology, Chemistry and Physics? Join our club! • Elicit when we use the Present Simple (for facts and
The club meets on/every Wednesday at four o’clock in room routines) and when we use the Present Continuous (for
13 (Science lab). We have different science projects for you things happening now or around now).
every week. • Tell students that you are going to give them entries from
To join the club, come to one of our meetings. The club is a teenager’s diary during a winter holiday. They have to
free and open to everyone. Don’t forget to bring a notebook complete each entry using the correct verb in the correct
and a calculator! tense.
If you love thinking, we’re waiting for you! Don’t miss it! • Put students into pairs and hand out a copy of the
worksheet to each pair. When the pairs have finished, elicit
Young Travellers Club the answers.
Do you like being outside? Come and join our travel club! • Tell students that they are going to write their own diary
We meet on/every Tuesday at three o’clock. Once a month entries for a summer holiday. Each entry should include
we go on a one-day trip, and twice a year we go somewhere verbs in the Present Simple and the Present Continuous.
at the weekend. They can do this in their pairs or individually.
To join the club, contact us at [email protected]. If you want • Invite students to share their diary entries with the class.
to go on one of our weekend trips, please book early!
Do you want to see some interesting places? What are you Answers:
waiting for? 1 go 2 am putting on 3 go 4 am skiing 5 eat
6 are looking 7 get 8 are sitting 9 enjoys
10 is lying 11 are staying 12 leaves 13 is snowing
14 get 15 are staying 16 eat 17 am trying

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Instructions and Answer key
4.10 Set for life – To-do lists • Do Exercise 4. Give students time to write their lists while
you monitor and offer help as necessary. Then ask students
Materials: One worksheet for each student to use the checklist to check their to-do list. When they
Language: Studying, everyday life have finished, ask if they think to-do lists are a helpful way
to organise their study routine and help them manage the
tasks they have to do. Ask them what they have learnt that
Self-management: Planning will help them make more effective to-do lists and manage
their tasks.
The activities are aimed to help students learn to
make simple to-do lists and organise their time better. Answers:
Exercise 1
Students look at different ways to create such lists
1 revise for History exam, read Chemistry notes, practise
(e.g. on an app, on a whiteboard, in a diary), compare
piano, do English homework, studying Chemistry, revising
different lists and decide which type of list might work for Biology exam
for them. They then make their own to-do list to see 2 tidy my room
how it works in practice. 3 call Grandma, swimming club, watching TV, chatting with
friends online
• Hand out one copy of the worksheet to each student.
Exercise 2
• Explain to students that you are going to talk about
to-do lists. Ask them if they sometimes write to-do lists. 1 Tom 2 Freya, Liam 3 Freya 4 Liam 5 Freya
Ask them to look at the lists in Exercise 1. How are they 6 Tom, Freya 7 Tom (get good mark in English test)
written? Elicit answers (on an app, on a whiteboard, on Exercise 3
paper). Ask students if their lists are similar or different 1/2 A very short list which hasn’t got much information
to the lists in Exercise 1. Ask them if they can think of isn’t very useful. Do homework is too general. Students
any more ways of making lists, e.g. on post-it notes. Do should list exactly what they have to do; it’s better to
the exercise and elicit answers. Ask students what other give a bit more information. On the other hand, a very
things they can see on the lists (e.g. call Grandma – some long or very detailed list might not be very motivating
important things to remember). The activity shows what or realistic.
kinds of tasks can be put on a to-do list. Point out to 3/4 Both are useful. It depends on personal preference.
students that on Tom’s list, the tasks are very general Some people like to have timings (3) to see how long
(homework, housework) whereas on the other two lists, it will take to do everything, while other people prefer
they are much more detailed. Also point out that it might very detailed plans (4) with specific times for each task.
be useful to add relaxing and free-time activities to their It is a good idea to think about how long the activities
lists because they are also important. will take.
• Do Exercise 2. Students read the lists again and answer 5 Underlining can help to show the most important tasks.
the questions.
6  Crossing out/Ticking off is very useful as it helps you see
• Do Exercise 3. Students decide which of the items in what you have achieved.
Exercise 2 are useful tips for to-do lists and which are not.
7  Get a good mark in English test is not a task. It’s a goal.
When they have finished, discuss their ideas as a class.
Students should make sure the things on their lists are
A to-do list shouldn’t be too long as it could be
actual tasks.
demotivating and unrealistic. Students may think that
Liam’s list is too long and that there is too much to do.
Point out that it is also helpful to give details. Instead of
writing do homework, it is more useful to write exactly
what they have to do and refer to specific subjects, e.g.
revise for History test. It is very useful to prioritise the
tasks and start with the biggest or most important one, to
make sure there is enough time to do it. Including timings
helps as it shows how long things should take and if there
is enough time to do everything. It is also useful to plan
in some free time and assign time to relaxing activities.
Adding drawings can make the list more attractive and
make you more likely to refer to it. They can also remind
you of your feelings when you are doing a certain task
and motivate you to move through the list to the most
enjoyable task.
• Put students into pairs and give them time to discuss and
decide which list they like best. Tell them that there are
no right or wrong answers here. They should apply their
critical thinking skills and think about what they would find
useful in a to-do list and which of the ideas would be best
for them.

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Instructions and Answer key
5.1 Vocabulary – Here are your clues 5.3 Reading and Vocabulary – What do you
think of … ?
Materials: One Section A and one Section B for each pair
of students Materials: One Section A and one Section B for each pair
Language: Vocabulary for musical instruments and types of students
of music Language: Opinion adjectives

• Write on the board: hip-hop. Ask students to give • Tell students that they are going to ask each other for their
examples of musicians, songs or any other words which opinions about different topics.
relate to hip-hop music in some way. Then write: bass
• Put students into pairs and hand out Section A or Section
guitar and ask students to mime someone playing the bass
B to each pair. Explain that for each topic, there are three
guitar and to mimic the sound it makes.
choices: good, bad and OK. Tell them that they will decide
• Tell students that you are going to give them a crossword on the topics, but point out that each topic must match
that contains half of the answers; they have to make clues the choices given. For example, if the choices say: He’s
for these answers. great, He’s terrible and He’s OK, then the topic must be
• Put students into pairs and hand out Section A or Section a man (e.g. an actor, a singer).
B to each pair. The pairs work together to make clues: they • Students work together to look at the choices and decide
can give examples of a type of music, mime how to play on the topics. Then they discuss their opinions about each,
a musical instrument or mimic the sound an instrument and agree on their answers to each of the questions.
makes.
• When the pairs are ready, they should join together with
• When students are ready, join a Pair A with a Pair B into another pair, to form a group of four. The pairs take turns
a group of four. to read out each question with the accompanying choices,
• Review the words across and down. Pair A starts by and to note down the other pair’s answers.
choosing 1 down and telling Pair B that the answer is a • When the groups have asked and answered all their
type of music. Pair A give a clue to help Pair B identify the questions, invite them to report to the class any questions
type of music. Pair B write their guess in their crossword. for which everyone in the group gave the same answer
Then Pair B do the same by choosing 5 across, telling Pair A (e.g. What do you think of the new Steven Spielberg film?
that the answer is a musical instrument and giving a clue. We all think it’s fantastic.).
The pairs repeat the process until they have given clues and
guessed all of the words in the crossword.
• When they have finished, invite pairs to choose one of the
words in the crossword and to give clues for the rest of the
class to guess the word.

5.2 Grammar – Compare them

Materials: One set of cards for each group of three students

Language: Comparatives

• Tell students that you are going to give them an instruction

and a comparative form. Write on the board: Compare two
animals: … are cuter than … . Elicit ideas about how to
complete the comparative form (e.g. Cats are cuter than
dogs.).
• Put students into groups of three and hand out a set of
cards to each group, face-down in a pile.
• One student starts by selecting a card and reading the
instruction. He/She makes a sentence comparing two
items and then hands the card to the student to his/her
left. The second student makes a new sentence comparing
two different items and then hands the card to the third
student, who does the same.
• The second student then selects the next card and the
process is repeated until there are no cards left.
• When the groups have finished, they should each choose
one card and discuss it in more detail, using different
adjectives. For example: Compare two snacks: … are
healthier than … . Yes, but … are tastier than … , … are
more expensive than … .
• Invite groups to share their ideas with the class.

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Instructions and Answer key
5.4 Grammar – Comparing pianos 5.5 Listening and Vocabulary – Draw the word

Materials: One table and one set of cards for each group Materials: one worksheet for each student
of four students Language: Vocabulary related to live music
Language: Comparatives
• Tell students that you are going to give them a picture, and
• Draw a simple piano on the board. Ask students what that they will be able to see a word in the picture.
they see. Ask them to imagine they want to buy a piano. • Put students into pairs and hand out Section A to each
What can they compare when they want to buy one? Elicit pair. Elicit the word in the picture and elicit what the
answers like ‘how much it is/price’, ‘how big it is/size’, picture shows (a band).
‘company’, etc. • Explain to students that you are going to give them two
• Put students into groups of four. The activity is quite words each and, for each one, they should draw a picture
challenging and would benefit from mixed ability groups. that uses the letters of the word to show the meaning of
In each group, try to ensure there are some stronger that word.
students who can support those who are less confident. • Hand out Section B to one student and Section C to the
Hand out a table to each group and ask them to put it on other student, and set a time limit. Explain that they should
the desk, face-up. Then hand out one card to each student work on their own to draw their words.
in a group. • When students are ready, they compare their pictures
• Explain to students that they have a table comparing five in their pairs and explain what they have drawn.
different pianos in an online shop, which they have to • Display all the pictures for students to look at and have
complete. In the first row, they have to write the prices; a class vote for the best ideas.
in the second row, they complete the size in centimetres.
In the other rows, they add one to five stars. Tell them that
the information they need to complete the table is on 5.6 Speaking – Give them a present
their cards.
Materials: One section for each group of five students,
• Student A starts by reading out the information on their
either A or B
card. All students decide what to write in the table. Then
Language: Making suggestions and giving reasons
Student B reads out the information on their card, and they
proceed until they have completed the table.
• When the groups are ready, elicit the completed • Tell students that they are going to make suggestions for
information from the class. presents for other students in the class, giving reasons for
their suggestions.
Answers: • Put students into groups of five. Pair two groups together
Yamaha Steinway Artesia Kawai Fazioli and explain that when the groups get their worksheet,
they should write in their table the names of the students
Price €15,000 €100,000 €2,000 €150,000 €120,000
in the other group.
Size 146 cm 274 cm 137 cm 180 cm 308 cm • Hand out Section A and Section B to each pair of groups,
Look ssss sss s sssss ss and allocate one student in each group to write the names
Fame ssss sssss ss sss s of the students in the other group.
• Each group should work separately to suggest a present
for each student in the other group, giving reasons for
their suggestion (e.g. a book because he likes reading).
Explain that they can be specific if they wish (e.g. a book
by J.K. Rowling because she is his favourite author). Point
out that the groups have to give a different present to each
student.
• When the groups have finished, they should pair up and
take turns to tell each other what present they suggested
for each student, giving reasons. The other group should
say whether or not they think the suggestions are good.
• Invite groups to tell the class about the presents they
suggested for each student, giving reasons.

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Instructions and Answer key
5.7 Writing – Text me! 5.9 Unit 5 Grammar – Good, better, best

Materials: Two sets of cards (1 and 2) for each group of Materials: One set of cards for each group of three students
three students Language: Comparatives and superlatives
Language: Text messages
• Tell students that you are going to give them some cards
• Briefly review the information about text messages on which contain an instruction, with an adjective in brackets.
p. 69 of the Student’s Book. Explain that they should decide whether the adjective
• Tell students that they are going to read the beginning of should be in the comparative or superlative form and then
a text and add some more information to it before they give the instruction to the other students in their group.
‘send’ it to another student, who will write a response. • Put students into groups of three and hand out a set of
• Put students into groups of three and hand out the first cards to each group, face-down in a pile. Each student
set of cards to each group as follows: card 1 to Student A; should take one card and complete the sentence with the
card 2 to Student B; card 3 to Student C. Students should correct form of the adjective. Then they take turns to give
look at how the text in the first box begins, and then add their instruction to the other two students, who both have
some more information. Then they hand the card to the to respond.
student named in the second box on their card. • The process is repeated for the rest of the cards in the pile.
• Students read the text on the card they have received and • Elicit the correct form of the adjectives on the cards and
write a suitable text in response. They then return the card invite students to share some of their answers with the rest
to the original ‘sender’, who reads the response and writes of the class.
a further text.
Answers:
• When they have finished, students look at their texts in
Name someone who is taller than you.
their groups and then share them with the class.
Name someone who has got longer hair than you.
• Repeat the process with the second set of cards.
Name a type of music which is better than techno.
Name a school which is bigger than yours.
5.8 Unit 5 Vocabulary – Guess it Name a language which is easier to learn than English.
Name a classroom which is nicer than the one you are
Materials: One set of cards (A, B, C or D) for each group of in now.
four students Name an animal which is cuter than a cat.
Language: Vocabulary from Unit 5 Name a way of spending free time which is more
interesting than playing computer games.
• Tell students that you are going to give them six cards Name a sport which is more exciting than football.
each, and that each card will have a sentence and a word Name the most famous singer in your country.
written on it. They are going to take turns in a group to Name the most popular band in your country.
read their sentences to each other and see if the rest of Name the worst TV programme in your country.
the group can guess the word. Explain that each sentence Name the most difficult subject you study.
describes the word on the card. Name the most relaxing day of the week for you.
• Put students into groups of four and hand out one set of Name the oldest item of clothing you have got.
cards (A, B, C or D) to each student. Name the most useful website you know.
• Student A starts by choosing a card and reading out the Name the most boring book you know.
sentence. The rest of the students take turns to guess the Name the most beautiful place in your country.
word. Explain that they can have two guesses each. If no
one in the group is able to guess correctly, Student A wins
the card. If someone in the group guesses correctly, they
win the card. Students B, C and D repeat the process.
• Students continue in the same way for each of their six
cards. When they have finished, the student with the most
cards is the winner.
• Elicit the words and ask students to give a definition or
translation for each one.

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Instructions and Answer key
5.10  Culture – Project worksheet: • Explain how the bar chart in the poster works: the columns
show the number of people, and the rows (bars) show how
a digital poster people like to listen to music. Tell students that this type of
graph is good for questions with lots of possible answers,
Before the lesson: A digital poster is a poster that is not
e.g. What is your favourite type of music?
printed but shown on a screen. As it is digital, it can also
include interactive material such as videos or animations. Step 2 Group work/Individual work
You will need: a computer/laptop with access to the • Explain to students that to prepare for their survey, they
internet; a projector/screen to show the posters, or printer/ have to write the answer options (a, b and c) for the
paper to print them and tape/adhesive tack. Free tools are questions on p. 73 of the Student’s Book.
available to download (e.g. Canva®). They offer ready-made
templates to use, where you work on a drag-and-drop
• Do Exercise 2 as a class. Elicit answers from students.
basis. Explain why some answers would be better than others.
A non-digital option: Without access to a computer or the Answers:
internet, or if you only have limited access, you may prefer Exercise 2 (Suggested answers)
a non-digital option. Instead of creating a digital poster, 1 rarely/never (The answer should show that someone
students can make the poster on a large sheet of paper. doesn’t often listen to music.)
Students work in groups and follow the steps as for the
2 sometimes/I’m not sure./I only like some composers.
digital option. They do their surveys. Then they plan the
(The answer should show a middle option.)
layout of their posters and stick/draw the elements on.
3 other (what?) (Point out to students that if they give
You will need: a large sheet of paper for each group;
another type of music as the third answer option (e.g. folk),
coloured pens/pencils, glue, tape/adhesive tack.
a person who likes something different than the three types
would not have an answer to choose from. Explain that this
Step 1 Class work kind of question works better when it’s left open.)
Warm up: • Move on to Exercise 3. In their groups, students write three
• Ask students what a survey is. Do they take part in answer options for each of the survey questions.
surveys? What about? What do people use surveys for? • Go through the phrases in Exercise 4 and encourage
Elicit some answers (e.g. a survey asking customers about students to use them while summing up the information
some products like chocolate or a survey at a school asking from the survey.
students about classes; people use surveys to learn more • Students work individually and ask 3–4 people all the
about customers). survey questions. Tell them that they can ask anyone they
• Explain to students that they are going work in groups to like, e.g. family, friends, classmates.
do a survey about music and then present the results in the • Students work individually, at home or in class, to prepare
form of a digital poster. If possible, show them an example their parts of the poster.
of a digital poster or show them the one on the worksheet. • Students write short summary sentences about the results.
• Put students into groups of four and hand out one copy of
the worksheet to each student. Step 3 Group work
Task: • Students create the poster in their groups. Encourage them to
• Do Exercise 1 as a class. Ask students to look at the poster use free online poster-making tools/software if possible.
presenting the results of a survey. Explain any words they • Advise students to use the checklist to review their posters
might not know, e.g. most of, only and decide if there are any parts which can be improved.
Answers: • Students can print their posters (at home or at school)
Exercise 1 or they can be displayed using a digital projector or
1T 2F 3F 4T whiteboard.
• Spend some time discussing the question in Exercise 1 about Step 4 Class work
different ways of showing information. Elicit answers
• Each group shares their poster with the teacher before
(showing the information in a pie chart or graph; putting
class. Display the posters for the rest of the class to see.
the information in words; mentioning the number (of
people) or a percentage; using quantifiers such as a lot of, • Students do Exercise 6. They discuss and comment on each
most, etc.). poster, and ask and answer additional questions. Point
out that they should focus on what they find interesting
• Copy the pie chart onto the board. Ask students how many
or surprising. You could also get them to compare their
people took part in this survey (10). Point at the biggest
results in different groups.
section of the pie chart with 60% on it. Ask students what
else they could say instead of 60% and elicit answers (a lot • Give feedback to each group, praising them for their
of people, six people). Do the same for 10% (one person) efforts and highlighting any areas for improvement.
and 30% (some people, three people). • After all the groups have shown their posters, students
• Explain that pie charts are a good way to present discuss as a class which posters they found the most
information when there aren’t many possible answers (as attractive. Are the results similar or different? Is there
in the survey on the worksheet). Do a quick class survey anything surprising? Is there anything they didn’t expect?
about singing. Ask: Can you sing? Then give students three
possible answers: Yes, I can sing well. No, I can’t. Yes, but
not very well. Use the results to draw another pie chart on
the board.

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Instructions and Answer key
6.1 Vocabulary – Odd one out 6.2 Grammar – The football match

Materials: One set of cards for each group of three students Materials: One worksheet for each pair of students
Language: Vocabulary related to sports Language: was/were

• Tell students that they are going to try to recognise why • Tell students that they are going to look at a picture of
one word in a group is different from the other words a football match. They are going to have two minutes to
in it. Give an example: write on the board: blue, have, remember as much about it as possible.
green. Elicit the odd one out, and an explanation (have is • Put students into pairs, and hand out a worksheet to each
the odd one out; blue and green are colours). pair. Ask them to fold the worksheet where indicated and
• Put students into groups of three and hand out a set of to look at picture A. They shouldn’t look at picture B yet.
cards to each group, face-down in a pile. Each of these • When the two minutes are up, ask students to turn over
cards contains three words. the worksheet and look at picture B. Explain that they
• One student starts by picking up a card. He/She reads out shouldn’t look at picture A now.
the three words and tries to identify the two words which • Go through the example sentence with students. Tell them
share some characteristic that the other doesn’t have. If to try to remember five more differences between picture
he/she can’t, the other two students have a turn. When a A and picture B, without looking back at picture A. They
student correctly identifies the odd one out, and gives an should write five sentences about these differences, using
explanation, they win the card. the same structure as in the example.
• The process continues with students taking turns until • When students have finished, elicit the five sentences
there are no more cards left. The winner is the student and then let students compare picture A and picture B,
with the most cards. to check.
• Check answers by inviting different students to read out
the words on one of the cards and to say which word is Answers:
different and why. (in any order)
2 In picture A it was five past three, but in picture B it is
Answers: quarter to five.
judo, medal, baseball: Judo and baseball are 3 In picture A there were lots of/a lot of people/fans, but in
sports. picture B there aren’t (many).
goals, points, players: Goals and points are things 4 In picture A the lights were off, but in picture B they are on.
you score. 5 In picture A there were eleven players on both teams, but in
match, medal, goal: A match and a medal are picture B one team only has nine players.
things you can win. 6 In picture A the score was 1–0, but in picture B it is 1–4.
swimmer, running, cyclist: A swimmer and a cyclist
are people. 6.3 Reading and Vocabulary – Draw it
runner, judo, tennis: Judo and tennis
are sports. Materials: one Section A and one Section B for each pair
basketball, cycling, baseball: Basketball and baseball of students
are team sports. Language: Vocabulary from Lesson 6.3
ice hockey, running, skiing: Running and skiing
are individual sports. • Tell students that you are going to give them two simple
match, sport, point: A match and a sport diagrams of schools. Explain that there are five numbered
are things you can play. boxes in each diagram. In the first diagram (My school),
swimming, running, goal: Swimming and running they should draw different places to play sports in the
are sports. boxes. Explain that they can draw each place in any box
score, player, runner: A player and a runner they like, and point out that they shouldn’t show their
are people. picture to anyone else.
ice hockey, swimming, football: Ice hockey and football • Put students into pairs, and hand out Section A and
are team sports. Section B to each pair. Students work on their own to draw
judo, baseball, cycling: Judo and cycling are the places on their diagram. Then they take turns to tell
individual sports. each other which place they have drawn in each numbered
box, and to draw their partner’s picture.
• When the pairs have finished, invite them to tell the class
how many of the places to play sports they have drawn in
the same position.

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Instructions and Answer key
6.4 Grammar – Pairs 6.6 Speaking – Complete the interviews

Materials: One set of infinitive cards and one set of past Materials: One worksheet for each pair of students
form cards for each group of four students Language: Talking about hobbies and interests
Language: Past Simple affirmative
• Tell students that you are going to give them a worksheet
• Tell students that they are going to play a game where which contains four short dialogues. Explain that each
they match verbs of different tenses. dialogue has two missing sentences or questions.
• Put students into groups of four and hand out a set of • Put students into pairs and hand out a worksheet to each
infinitive cards and a set of past form cards to each group. pair. They should work together to complete the gaps in
The cards should be spread out and placed face-down in the dialogues (1–8) with the sentences and questions (a–h).
two separate sets. Elicit the answers.
• One student starts by selecting an infinitive card and • Ask pairs to discuss the question in Exercise 2.
reading out the verb, then selecting a past form card and • When each student has chosen the person they are most
reading out the verb. If the infinitive and past forms match, similar to, they take turns to answer the questions in the
the student wins both cards as a matching pair. If they three dialogues in Exercise 1, changing the answers so
don’t match, he/she turns the cards back face-down on the they are true for them. The other student asks the same
desk, in the same position they were in before. first question as in the dialogues, but depending on the
• The process is repeated, with students taking turns to response, might have to change the second question.
select and match cards in the same way. By remembering • When they have finished, invite different pairs to act out
where different cards are, as the game progresses, one of their dialogues to the class.
students should be able to find matching pairs more easily.
• The winner is the student with the most pairs of cards at Answers:
the end of the activity. 1c 2g 3e 4h 5b 6d 7f 8a

6.5 Listening and Vocabulary – Add three

Materials: One worksheet for each pair of students

Language: Collocations with play, do, go, win/lose, play for

• Tell students that you are going to give them some verbs
and nouns, and that they are going to join them together
to create word friends.
• Put students into pairs and hand out a copy of the
worksheet to each pair. The pairs should write the words
from the box in the correct mind map. Elicit the answers.
• In their pairs, students now try to think of three more
nouns that can match with each verb. They should write
these on the remaining lines in each mind map.
• When pairs have finished, they should join another pair
and compare their ideas. Encourage the pairs to add each
other’s ideas next to their own.
• Invite pairs to share their ideas with the class.
Possible answers:
play: football, ice hockey (basketball, tennis, golf, cricket,
rugby, badminton)
do: aerobics, gymnastics (karate, judo, exercise, archery)
go: cycling, swimming (sailing, jogging, running, walking,
climbing, skiing, skateboarding)
win/lose: 3–0, the cup (the tournament, 2–1, 34 points to 17,
in the final)
play for: the school team, England (your local club, your
country, a new team)

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Instructions and Answer key
6.7 Writing – Truth or lie? 6.9 Units 4–6 Grammar – Follow the instructions

Materials: One set of event cards and one set of time cards Materials: One worksheet, a coin and a counter for each
for each group of three students group of three students
Language: ago, Past Simple Language: Present Simple and Present Continuous,
comparatives and superlatives, was/were, Past Simple
• Tell students that you are going to give them cards with affirmative
sentences, which they need to complete with the correct
Past Simple form of the verbs. • Remind students about the different structures they
• Put students into groups of three and hand out four studied in Units 4–6.
event cards to each student in a group. Students work • Tell them that they are going to play a board game with a
individually to complete the sentences. Elicit the correct coin and a counter (a small piece of paper would be fine).
verb forms for all the cards. The rules are that students flip the coin and if it lands
• Hand out a set of time cards to each group. The cards ‘heads’ up, they move two places on the board; if it lands
should be spread out and placed face-down on the desk. ‘tails’ up, they move one place.
• One student starts by turning over a time card and • Explain that if a player lands on a numbered square,
matching it with one of their event cards. He/She then they have to choose the correct option and then ask the
makes a sentence using this pair of cards and the rest completed question to the other two students in the
of the group take turns to say whether they think the group, who both have to answer. If a player lands on an
sentence is true or false for him/her. If a student guesses unnumbered square, they have to use their imagination to
correctly, he/she wins a point. The process is repeated complete the sentence.
until the groups have matched all of their event cards. • The student to the player’s left has to start from that same
The student with the most points is the winner. square, not from the start, and the process is repeated.
• Elicit true and false sentences from the groups. • Rather than being a competitive game to see which
student can finish first, the idea of the game is that
Answers: students take turns to move the whole group through
brush – brushed have – had eat – ate the board.
revise – revised go – went swim – swam buy – bought • Put students into groups of three and hand out a
watch – watched phone – phoned do – did worksheet, a coin and a counter to each group.
play – played speak – spoke
• When the groups have reached ‘FINISH’, invite them to ask
and answer some of the questions in front of the class.
6.8 Units 4–6 Vocabulary – Draw the clues
Answers:
Materials: One section for each group of three students, 1 are you doing 2 Do you usually wear 3 never eat
either A or B 4 are doing 5 taller, shorter 6 best 7 better
Language: Vocabulary from Units 4–6 8 most 9 found 10 were 11 was 12 were
13 ate 14 did 15 won 16 ago, ago
• Write the Olympics on the board and invite a student to
draw something which illustrates this word (e.g. the five
rings, a variety of sports).
• Tell students that you are going to give them a crossword
which contains half of the answers. Explain that they
are going to work in groups and that each student
should prepare clues for three of the words by drawing
pictures on pieces of paper. They should also write the
corresponding number from the crossword next to each
picture.
• Put students into groups of three and hand out Section
A or Section B to each group. There needs to be an even
number of groups, so that two groups can swap pictures
with each other.
• When the groups have drawn their clues, a Section A
group should swap pictures with a Section B group.
• The students in each group work together to complete
their crossword using the other group’s pictures as clues
for the missing words.
• When the groups are ready, elicit all the words in the
crossword.

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Instructions and Answer key
6.10 Set for life – Two pandemic stories 4 It is difficult to change what people think about you, but it
is important to respect yourself and others.
Materials: One worksheet for each student 5 Students can decide who they are friends with. If they
Language: Being strong in difficult situations aren’t happy with a friendship, they can choose to spend
less time with that person.
6 Students can easily change how much exercise they do.
Self-management: Self control, persistence They need to plan a little time each day to do some exercise
and keep motivated to do it.
The activities are aimed to help students see how
7 Students can change what they do to show people they
people can cope with difficult situations. The stories love them. They can send more messages or call their
show some basic strategies of coping with problems. friends/relatives more often.
The lesson focuses on positive thinking and what you 8 While you can change the colour of your eyes with
can change in a difficult situation. Students also have coloured contact lenses, point out to students that there
a chance to think of their own solutions in two more are some things about your appearance that you can’t
situations. change. However, you can change the clothes you wear,
your hairstyle, etc.
• Hand out one copy of the worksheet to each student. • Students do Exercise 3. After they have talked about
• Depending on the situation, give a short introduction the suggestions on the page, encourage them to think
about the Covid-19 pandemic and how it affected people’s of other options. When they have finished, elicit ideas
lives. Write some sentences on the board, e.g. People from the class, brainstorming the options (e.g. Adam can
got ill. Some people lost their jobs. Students had online practise the violin in his free time; he can talk to the violin
lessons and they felt lonely. teacher/other students; he can ask for online lessons; he
• Ask students to quickly read the two texts and answer the can organise his time and plan when to do his homework;
questions in Exercise 1. Explain any vocabulary they might he can practise the violin and play computer games so he
not know and check the answers with the class. still has time to do the things he loves. Mia can teach her
grandparents how to make video calls; she can make short
Answers: films of herself or record voice messages and send them
Exercise 1 to her grandparents; she can try calling them (even if she
1 Jess stayed at home and helped her brothers with doesn’t like it; they might like it); she can make a present
homework and did housework. Charlie ate junk food and and send it to her grandma.).
played computer games.
2 Jess felt angry because she had to help at home. Charlie felt 7.1 Vocabulary – History quiz
lonely because he is shy and doesn’t have many friends.
3 Jess helped her neighbours. Charlie started a forum for Materials: One worksheet for each pair of students
lonely people. Language: Talking about the past

• Ask students to do Exercise 2. If there is time, let them

• Tell students that they are going to do a history quiz.
compare their answers in pairs.
• Put students into pairs and hand out a copy of the
• Go through the items with students and discuss ideas.
worksheet to each pair. Pairs should work together to
Answers: complete the quiz with the correct Past Simple form of the
Exercise 2 verbs, and then try to guess the correct answer to each
You can’t really change 1, 2, 4 or 8. You can change the others. question – a, b or c.
1 Students can’t change how much homework they get, • When students have finished, elicit the verb forms and the
so they should try not to get angry about it as this won’t quiz answers. Check any new vocabulary, e.g. sink – sank,
change the situation. Ask them to think about what they Independence Day.
can change to make the situation better. (They can get
Answers:
more sleep so they aren’t tired and can concentrate; they
1 walked; a (1969)
can organise their time better; they can write to-do lists
2 came down; c
and plan in some time to relax.)
3 discovered; b (fifteenth century – 1492)
2 Students usually can’t change their family, but they can 4 was; b
focus on the positive things. For example, it doesn’t make 5 took; b (1930)
sense to get angry about having to share a room with 6 sank; a (1912)
their sister. Instead, can they think of positive things about 7 was; b (1990)
having a sister? (e.g. having someone to talk to when they 8 lived; c (Robin Hood may or may not be a real person,
are lonely or have had an argument with their parents) but the kings mentioned in the stories lived in
3 Students can decide how to spend their free time. They thetwelfth and early thir teenth centuries.)
can play games, do a sport or other activity, relax or talk to 9 happened; a (1621)
friends. You can ask students to think about how much of 10 opened; b (1889)
their free time they spend on different activities. Write the 11 became; a (2009)
following headings on the board: Hobbies, Sport, Talking 12 ran; b (He broke the world record with a time of
to or meeting with friends, Pets, Reading. Ask students to 9.58 seconds in the 2009 World Championships
copy the headings in their notebooks and underneath each in Athletics in Germany.)
one, write how long they spend on the activity. Would they
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Instructions and Answer key
7.2 Grammar – No, I didn’t 7.4 Grammar – Make your own questions

Materials: One set of verb cards and one set of time cards Materials: One worksheet and a dice for each pair of
for each group of three or four students students
Language: Past Simple negative Language: Past Simple questions and answers

• Tell students that you are going to give them two sets of • Tell students that they are going to use cards to form
cards, one with verbs and one with time phrases. Explain Past Simple questions, and then ask and answer these
that they are going to use the cards to make negative questions.
sentences in the Past Simple (e.g. see, yesterday: I didn’t • Put students into pairs and hand out a copy of the
see my friend yesterday.). worksheet and a dice to each pair. Ask students to look
• Put students into groups of three or four and hand out one at the four boxes. They are going to throw a dice and,
set of verb cards and one set of time cards to each group. whichever number they throw, they should write down in
They should be placed face-down in two piles. the list below the corresponding question word from box A.
• One student starts by picking up one card from each pile The pairs do the same for boxes C and D. Explain that in
and using them to make a negative sentence. The other boxes C and D, there is a choice of person and verb, so that
students should correct him/her if necessary. Then the questions don’t have to be repeated and to ensure that
other students in the group take turns to make a sentence the verb fits with the question word and subject which has
using the same pair of cards. been chosen.
• Students take turns to pick up one card from each pile and • Pairs repeat the process until they have made ten different
make a negative sentence. The process is repeated until questions.
there are no cards left. • When they are ready, they should take turns to ask and
• Invite students from different groups to tell the class about answer each question. They then work with another
interesting sentences they heard. pair and take turns to ask and answer the other pair’s
questions.
7.3 Reading and vocabulary – What do I need? • When the groups have finished, invite them to read out to
the class one or two of their most interesting questions.
Materials: One set of vocabulary cards and one set of
situation cards for each group of three students 7.5 Listening and Vocabulary – Test your memory
Language: Vocabulary from Lesson 7.3
Materials: One set of survey cards and one set of sentence
• Tell students that you are going to give them six vocabulary cards for each group of three students
cards with the names of everyday technology items, and Language: Vocabulary from Lesson 7.5
eighteen situation cards. Students are going to work in
groups to try to match the situations with the technology. • Tell students that they are going to test their memory using
• Put students into groups of three. Hand out to each group information from a survey.
a set of vocabulary cards, to be spread out face-up, and • Put students into groups of three and hand out one survey
a set of situation cards, to be placed face-down in a pile. card to each student. Explain that three people took part in
• One student starts, picking up a situation card and short a survey about mobile phones. Students have to read
reading it aloud. The other two students race to touch the information on their card and try to memorise what
the matching vocabulary card. The student who touches the person said. They have three minutes to do this.
the vocabulary card first wins the situation card. The • Before they start reading, hand out one set of sentence
vocabulary card remains on the desk. cards to each group, face-down in a pile.
• Students take turns to pick up and read the situation cards • Give students time to read the information.
and to race to touch the matching vocabulary cards, until • Students take turns to pick up and read out one of the
there are no situation cards left. The student who has won sentence cards. The student who recognises that the
the most situation cards is the winner. information matches their survey card claims the sentence
• When the groups have finished, elicit the situations and card. If two people claim the card, there is a battle:
the matching vocabulary. students look at their survey cards again and have to prove
they should claim the card.
• At the end of the activity, each student should have four
sentence cards.
• Check the answers as a class.
Answers:
Adnan: 1, 4, 5, 8
Yasmin: 3, 7, 9, 11
Jacob: 2, 6, 10, 12

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Instructions and Answer key
7.6 Speaking – I think … 7.8 Unit 7 Vocabulary – Get rid of your card

Materials: One set of of sentence cards and one set of Materials: One card for each student
response cards for each group of three students Language: Vocabulary from Unit 7
Language: Agreeing and disagreeing
• Tell students that they are going to work on their own to
• Tell students that they are going to write three statements come up with a definition or give examples for a particular
of opinion. word. If students are in a monolingual group, they could
• Put students into groups of three and hand out one give a translation instead.
sentence card to each student. Ask students to work • Hand out a card to each student and tell them not to show
individually to write statements of opinion about three it to anyone. Set a time limit for them to think of their
different topics. definition, examples or translation.
• When students have written their sentences, hand out one • When students are ready, ask them to mingle and to take
set of response cards to each student. Explain that these turns to do the following: Student A says their definition,
cards provide them with one way of agreeing with an examples or translation and Student B tries to guess the
opinion, one way of partially disagreeing with an opinion word and spell it correctly. If Student B can do this, Student
and one way of disagreeing completely with an opinion. A has to keep the card. If Student B can’t guess the word
• Students take turns to say one of their statements of or spells it incorrectly, they have to take the card. The idea
opinion and the other two students use their response is for students to get rid of their card(s).
cards to agree, partially disagree or completely disagree. • Set a time limit and when the time is up, find out which
They follow up with a reason for their opinion. student has got the most cards.
• When groups have discussed all nine statements, invite • Elicit the words and a definition, an example sentence or
students from different groups to read out one of their a translation for each one.
statements for the class to discuss together.
7.9 Unit 7 Grammar – Chinese whispers
7.7 Writing – An email with news
Materials: One set of sentence cards (which are kept by the
Materials: One worksheet for each pair of students teacher and shown to groups as necessary)
Language: Writing an email with news Language: Past Simple negatives and questions

• Tell students that they are going to work with a partner to • Tell students that they are going to whisper a sentence
write an email to a friend giving their news. around their group and find out if the sentence stays the
• Put students into pairs and hand out a worksheet to each same or changes.
pair. Set a time limit for the pairs to discuss the questions • Divide the class into four or five groups, depending on the
in Exercise 1 and to write their answers in note form. size of your class. Ideally, each group should have five or six
• Ask students to look at Exercise 2 and match their answers students. The group should stand in a row.
from Exercise 1 with the parts of the email. They should • Give the first student in each group one of the sentence
write out their notes into complete sentences. cards. Set a time limit for the student to read and
• Check the answers with the class, then give students time remember the sentence. Explain that they mustn’t show
to write their email. the sentence to anyone in their group.
• When they have finished, invite pairs to read out their • When the first student is ready, they should whisper the
emails to the class. sentence to the next student in their group. The listener
cannot ask them for clarification, but can ask for the
Answers: sentence to be repeated once. They then whisper the
a4 b3 c6 d2 e5 f1 sentence to the next student and so on, until the sentence
reaches the end of the row. For each group, elicit what the
last student thinks the sentence is and then ask the first
student to say the original sentence. The student who was
last then goes first and everyone else in the group moves
one place forward.
• Repeat until all the sentence cards have been used.

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Instructions and Answer key
7.10  Culture – Project worksheet: • Remind students that they should always give the source
of the material, e.g. a website address or the name of the
a digital presentation photographer if it is known. There are websites available
which publish photos which are free to download and use.
Before the lesson: A digital presentation can be made using
a presentation programme like Microsoft PowerPoint®.
• Before students prepare their presentation, go through the
It contains slides with titles, text and images. It can also checklist and tip box in Exercise 4.
contain other embedded elements like videos. Many Note: since this is a very popular way to do many school
students will probably be familiar with the technology as projects, it is worth spending some time teaching students
they are a popular way to complete school projects. what a digital presentation should look like as it can bring
You will need: a computer/laptop; digital presentation them real benefits in the future.
software; access to the internet; a projector/screen to show In a good digital presentation:
the presentations. If students don’t already have access • there is a separate slide for each topic/subtopic/piece of
to presentation software, there are free tools available to information.
download, e.g. WPS Office and Google Slides. Make sure at • the slides don’t contain too much information.
least one student in each group has access to presentation • each slide has a title, a photo/image and a short text or
software at home.
bullet points.
A non-digital option: Without access to a computer or
the internet, or if you only have limited access, you may • the titles are short and catchy.
prefer a non-digital option. Instead of creating a digital • the font size is big enough to read from a distance.
presentation, students can prepare a leaflet about a
museum of their choice. They work in groups and do Step 2 Individual work
Exercises 1, 2 and 3. They write texts for their parts of the • Students work individually, at home or in class, to do their
leaflet and look for images – they can use materials printed research on the internet.
from the internet or draw pictures to illustrate their leaflets. • They research their chosen question from Student’s Book
You will need: printed materials (information and photos); p. 99 and take notes.
paper; coloured pens/pencils. • They research images that could accompany the
presentation. They save the images and other materials
Step 1 Class work they have found that they would like to use.
Warm up: Step 3 Group work
• Ask students what interesting or unusual museums they • Students decide how they will create their presentation:
know and elicit answers around the class. they can a) prepare their slides separately and then have
• Ask students about digital presentations they make for one person in the group put them together or b) prepare
other school subjects. What are they about? What do they and finalise their slides as a group.
find difficult? Elicit answers. • Students rehearse giving the presentation as a group.
• If possible, show students an example of a digital presentation. • Students use the checklist in Exercise 4 to check their
Task: presentations.
• Put students into groups of three and hand out a copy of
the worksheet to each student. Step 4 Class work
• Explain to students that they are going to create a digital • Each group shares their presentation with the teacher
presentation in their groups. before giving it to the the class.
• Students do Exercise 1. • Before groups begin their presentations, ask them to do
Exercise 5. Check the answers to the matching task.
Answers:
Exercise 1 Answers:
1C 2A 3B Exercise 5
1c 2e 3a 4b 5d
• Students do Exercise 2. They choose one museum for their
group. They can choose a museum from Exercise 1 or • Students give their presentations to the class. Allow some
another museum they know about. Monitor the groups time for students to discuss their presentations and ask
and encourage students to give reasons to support their and answer additional questions. Point out that they can
opinions. Point out that they may have to compromise to use their own questions or the ones in Exercise 5.
find an option that everyone is happy with. • Give feedback to each group, praising them for their
• Students decide who will find answers to each question. efforts and highlighting any areas for improvement.
• Go through the phrases in Exercise 3 and encourage • Have a class discussion about which museum students
students to use them when they write their texts or bullet found the most interesting and would like to visit.
points for their slides.
• Point out to students that the presenters should not just
read what is on the slides, but should develop the bullet
points or text to give more information. The texts on the
slides should be short, but students should be prepared to
say more.
• Discuss what materials students might like to use in their
presentations (photos, graphs, videos, etc.).

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Instructions and Answer key
8.1 Vocabulary – Geography test 8.3 Reading and vocabulary – Match the words

Materials: One worksheet for each pair of students Materials: One set of vocabulary cards and one set of
Language: Vocabulary related to geography sentence cards for each group of three students
Language: Vocabulary related to language learning
• Tell students that they are going to work in pairs to
complete a word puzzle. • Tell students that they are going to play a game matching
• Put students into pairs and hand out a worksheet to each words and definitions.
pair. Explain that when they have completed the puzzle, • Put students into groups of three and hand out to each
the shaded squares will show a three-word phrase. Set group a set of sentence cards and a set of vocabulary
a time limit. cards, face-down and spread out.
• When students have finished, elicit the answers. • One student starts by picking up a sentence card. He/She
reads out the first sentence and then the second, gapped
Answers:
sentence. The group should work together to think of a
1 ocean 2 language 3 east 4 Europe 5 flag
word which completes the second sentence so that it has
6 Australia 7 Asia 8 capital 9 north 10 money
a similar meaning to the first one. The same student then
11 mountain 12 sea 13 island 14 population
picks up a vocabulary card. If it is the word needed to
hidden phrase: a geography test
complete the sentence, the student takes both cards as a
matching pair. If it isn’t, he/she lays down the cards face-
8.2 Grammar – Rules down in the same place they were in before.
• The process is repeated, with students in the group taking
Materials: One Section A or one Section B for each pair turns to pick up cards. By remembering where different
of students
cards have been laid down, students should be able to find
Language: have to/don’t have to, mustn’t
matching pairs more easily as the game progresses.
• The winner is the student with the most pairs of cards at
• Tell students that you are going to give them a card with the end of the activity.
four situations. For each situation, they have to complete
sentences with have to, don’t have to and mustn’t. Answers:
• Put students into pairs and hand out Section A or Section B We are looking for two bilingual teachers.
to each pair. Look at the example with the class, then ask We are looking for a native speaker to teach English.
pairs to work together to complete the sentences relating I speak English, but I don’t speak any foreign languages.
to the other four situations. I can speak a little Spanish, but my knowledge of grammar
• When students have finished, join a Pair A and a Pair B isn’t very good.
together into a group of four. The pairs take turns to read Mark speaks excellent Polish, but he’s from the UK, so I think
out the three sentences for one of their situations, without his native language is English.
saying what the situation is. The other pair has to guess When you start learning a new language, I think it is
the situation. important to learn lots of vocabulary first.
We have to learn this text, but I don’t understand these
• When they have finished, invite groups to read out a set of
words and phrases.
sentences for the rest of the class to guess the situation.
I know a lot of French, but I can’t speak fluently in that
language.

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Instructions and Answer key
8.4 Grammar – Find the missing articles 8.6 Speaking – Explain

Materials: One Section A or one Section B for each pair Materials: One set of cards for each group of four students
of students Language: Explaining and asking for clarification
Language: Articles
• Tell students that you are going to give them a card with
• Tell students that you are going to give them three short instructions about explaining something or asking for
texts which have missing articles, and that the number explanations.
of missing articles is shown at the end of each text, in • Put students into groups of four and hand out a card (A,
brackets. B, C or D) to each student. Give students time to read their
• Put students into pairs and hand out a copy of Section A or cards and think about what they are going to say.
Section B to each pair. Ask them to read the texts and put • Student A starts by following their first instruction,
the missing articles in the correct places. explaining how to do something. Student D then uses
• When they have finished, join a Pair A and a Pair B appropriate phrases to say they don’t understand and to
together. They should take turns to read out their ask for clarification.
corrected texts, while the other pair follows in their • The process is repeated by Student B, Student C and
worksheet to say if they are correct or not. If the incorrect Student D.
article has been used, if an article has been put in the • Students take turns to follow their second instruction,
wrong place or if there is an article missing, the group asking the group for help with something. The other
works together to correct it. students give help when asked.
• When they have finished, ask pairs how many texts they • When groups have finished, elicit any useful instructions
were able to rewrite correctly. that students were given.

8.5 Listening and Vocabulary – Communicate 8.7 Writing – Choose and ask
Materials: One copy of the activities and one copy of each Materials: Section A or Section B for each pair of students
set of cards for each group of four students Language: Verbs with prepositions
Language: Vocabulary related to communication

• Tell students that they are going to choose the correct

• Tell students that they are going to match words to make words to complete questions and then ask and answer
phrases and then use cards to carry out instructions to these questions with a partner.
communicate by speaking and writing.
• Put students into pairs and hand out a copy of Section A
• Put students into groups of four and hand out a copy of and Section B to each pair. Tell students not to show each
the activities to each group. They should work together other their worksheets.
to create the phrases by matching the verbs and forms of
• Students should work individually to choose the correct
communication. Elicit the answers.
words. When they have finished, elicit the answers.
• Hand out a set of number cards and a set of topic cards to
• Students take turns to ask and answer their questions.
each group, and put each set of cards face-down in a pile.
• Invite pairs to share some of their answers with the class.
• Divide the groups into two pairs of students. The pairs take
turns to pick up one number card and one topic card until Answers:
they have picked up three cards from each pile. Tell them A 1 about 2 about 3 for 4 for 5 about 6 at
that they should not show their cards to the other pair. 7 in 8 to
• Explain that the number cards tell them which form of
B 
1 at 2 about 3 at 4 about 5 for 6 in 7 about
communication from Exercise 1 they should use and the
8 about
topic cards tell them what they should talk/write about or
who they should communicate with. Point out that they
can match each of the three numbers and three topics in
any way they like (e.g. 1 + to/with your parents = have a
conversation with your parents).
• Pairs now choose two of the three matched pairs of
cards (i.e. form of communication + topic) and follow the
instructions on them. Set a time limit.
• When they are ready, they take turns to act out one
of their conversations or read out one of their pieces
of writing. The other pair has to guess which form of
communication it is and what the topic is.
• Invite pairs to read out one of their pieces of writing or act
out one of their conversations in front of the class.
Answers:
Exercise 1
1d 2e 3a 4c 5f 6b

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Instructions and Answer key
8.8 Unit 8 Vocabulary – Find the words 8.9 Unit 8 Grammar – Correct or not?

Materials: One worksheet for each student or pair of Materials: One worksheet for each pair of students
students Language: have to/don’t have to, mustn’t, articles, verbs +
Language: Vocabulary from Unit 8 prepositions

• Tell students that they are going to follow different • Tell students that you are going to give them fifteen
categories to find words from the unit in a word search sentences, and that eight of the sentences contain errors.
puzzle. • Put students into pairs and hand out a worksheet to each
• Hand out the worksheet to individual students or pairs of pair. Explain that the incorrect sentences have only one
students. mistake – either a missing word or the wrong word.
• Ask students to look at the categories and try to guess • In their pairs, students decide which sentences are
some of the words before they look for them in the word grammatically correct and which are not, and correct those
search. sentences they think are incorrect.
• When students have completed their word search, go • Students should also choose how many points (1–10) they
through the answers and check pronunciation. want to use for each sentence. Explain that the more
confident they are that a sentence is correct or that they
Answers: have rewritten a sentence correctly, the more points they
1 Four compass points: north, south, east, west should use. If they are correct, they will win this number of
2 Four geographical features: lake, island, ocean, river points, but if they are incorrect, they will lose the points,
3 Four things that countries have: money, capital city, so they should be careful. It might be a good idea to set
population, flag a minimum and maximum number of points for students to
4 Four forms of communication: email, Tweet, call, chat use for each sentence.
5 Two continents: Asia, Africa
• When pairs have finished, they should swap their
6 Five verbs that go with these prepositions: worry about,
worksheet with another pair.
believe in, smile at, ask for, talk to
• Go through the answers. If an answer is correct, pairs add
the number of points written. If an answer is incorrect,
M B E L I E V E E A L they deduct the number of points written. They should
then add up all the points to see which pair got the most.
O C E A N A S K A R A The pair with the most points are the winners.
N O R T H I P D S B K Answers:
1✓
S M I L E S O U T H E
2 There’s a lake near our house and we often go swimming
E M A I L E P T A L K there.
3✓
A F R I C A U F L A G 4✓
5 What topics do you like learning of about?
C A P I T A L C I T Y 6 Students here are have to buy a dinner ticket if they want
lunch at school.
O M O N E Y A H S W R 7 There’s the a flag outside our school, but it isn’t our
L O W E S T T A C O I national flag.
8✓
A S I A L O I T A R V 9 Reunion is a small island in the Indian Ocean, near
Madagascar.
N T W E E T O D L R E 10 ✓
11 You mustn’t to enter the classroom before the teacher
O N I S L A N D L Y R arrives.
12 I’m glad we aren’t don’t have to do homework at the
weekend.
13 ✓
14 ✓
15 I don’t know why you worry for about exams. You always
get good marks.

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Instructions and Answer key
8.10 Set for life – Four cultures 9.1 Vocabulary – Transport test

Materials: One worksheet for each group of four students Materials: One set of cards for each group of nine students
Language: Rules in different cultures Language: Vocabulary related to transport

• Tell students that you are going to give them a card which
Social responsibility: Multicultural competence contains a picture and a multiple-choice question. Explain
The activities are aimed to help students see how that they will find the name of the object in the picture
and the answer to the multiple-choice question at the top
different/similar some cultures are to each other and
of the card.
to their own culture, and to understand and respect
• Put students into groups of up to nine students and
these differences. hand out one card to each student in the group, so that
everyone in the group has a different card. Tell students
• Put students into groups of four. Hand out one country not to show each other their cards yet. They should fold
card (A, B, C or D) to each student and explain that they over the answer at the top of the card, so that they can
must not show their card to anyone. Then hand out one show other students their picture without showing them
’Find’ card to each group and ask students to place it face- the answer.
down on the desk. • Students mingle within their group. They take turns to look
• Give students time to read the information on their cards, at each other’s card’s, identify the means of transport and
then explain the activity. When you say Start, they turn the say which of the verbs at the bottom of the card cannot be
’Find’ card over and ask and answer questions about each used with that means of transport. The owner of the card
other’s countries in order to get the information they need has to say if they are right or wrong.
for each item. • When students have finished, they sit down. Ask them
• Give students an example: they could ask: Do people in how many correct answers they received about their card.
your country take a bow? The first group to complete all
the gaps are the winners. 9.2 Grammar – Make arrangements
• Monitor and explain any unknown words as necessary.
• When students have finished, check answers with class. Materials: One Section A or one Section B for each student
• If there is time at the end of the activity, you can ask Language: Present Continuous for future arrangements
groups to make a similar card about a country of their
choice. Then you can display all the cards on the wall • Tell students that they are going to make arrangements to
and invite students to read the rules. Which rules are fill up a week in a diary by asking each other what they are
similar to the rules in India, Argentina, Japan and South doing on certain days and times. If the other person is free,
Africa? Which are similar to the rules in the students’ own they are going to suggest an activity. If not, they are going
country/-ies? to ask about other days and times, to see if they can find
Answers: a time when they are both free.
1 Japan, India 2 Argentina, South Africa 3 Argentina, India • Hand out Section A to one half of the class and Section B
4 Japan, South Africa, India 5 Japan 6 South Africa, India to the other half. Ask students to read the instructions. Go
7 Argentina 8 Japan 9 South Africa 10 India through them with the class to make sure they understand
what they need to do.
• When students are ready, ask them to mingle and to
start filling their diary with arrangements with different
classmates. Explain that as their diaries fill up, students
will find it more difficult to find a time when they are both
free. Allow them to suggest three different times for their
arrangement and if they still haven’t found a time when
they are both free, they have to try to find someone else to
make arrangements with.
• When one student has filled up their diary, stop the activity
and elicit some of the arrangements students have made.

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Instructions and Answer key
9.3 Reading and vocabulary – Holidays 9.5 Listening and Vocabulary – Here’s
the weather
Materials: One set of activity cards and one set of sentence
cards for each group of three students Materials: One Section A and one Section B for each pair
Language: Holiday activities of students
Language: Vocabulary related to the weather
• Tell students that they are going to match sentences with
holiday activities. • Tell students that you are going to give them a map that
• Put students into groups of three and hand out six activity shows ten cities. Explain that the map shows weather
cards and six sentence cards to each student. Explain to symbols for five of the cities. Make sure students know
students that they might have the same activity card (e.g. what weather each symbol represents. If necessary, draw
swimming) twice. similar symbols on the board and elicit the correct word
• Ask students to put their sentence cards face-down in a for each one.
pile. Explain that the sentence cards refer to the different • Put students into pairs and hand out a copy of Section A
activities on the activity cards. Point out that a sentence and Section B to each pair. Tell students not to show each
card could refer to more than one activity, e.g. You can do other their maps.
it on a lake, sea or ocean can refer to swimming or sailing. • Ask students to look at the symbols on their maps – if
• Students take turns to pick up one sentence card. If it necessary, refer them to the symbols on the board. Student
matches any of their activity cards, they put the pair aside. A starts by telling Student B about the weather in each
If not, the other students race to take the sentence card of their five cities. Student B listens and draws the correct
(the student who raises their hand first wins the card). weather symbol for each city on their map. Then students
They then check if it matches any of their activity cards swap roles and the process is repeated, with Student B
and so on. telling Student A about the weather in the other five cities.
• The first student to get rid of all their activity cards is the • When they have finished, students show each other their
winner. maps and check that both of their maps have the same
symbols for each of the ten cities.
9.4 Grammar – Holiday planning • Elicit the weather for all ten cities.

Materials: One set of cards for each group of four students Answers:
Language: Vocabulary from Lesson 9.4 Oslo: snowy London: foggy Berlin: rainy Madrid: warm
Athens: windy Helsinki: cold Moscow: sunny
Paris: cloudy Warsaw: foggy Rome: warm
• Tell students that you are going to give them two cards
with a situation on them and an example plan for each
situation. Explain that they have to think of three more
plans for the situations, using a different verb for each
plan. Give an example: You are going to Antarctica on
holiday. What are you going to do during the holiday?
I’m going to go see penguins. I’m going to buy a penguin
T-shirt. I’m going to take lots of photos.
• Put students into groups of four and hand out two cards to
each student (A, B, C or D). Tell students not to show their
cards to the rest of the group. Set a time limit for them to
write their plans for each of their situations.
• When the groups are ready, one student starts by reading
out one situation and example plan. The other students
have got one minute to guess the other plans he/she has
written for that situation. When the one minute is up, the
student tells them how many they guessed correctly and
then reads out any other plans he/she has written.
• Then the next student has a turn, and the process is
repeated until all eight situations have been covered.
• Invite students to share their plans for each situation with
the class.

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Instructions and Answer key
9.6 Speaking – Excuse me, where’s the … ? 9.8 Units 7–9 Vocabulary – Compounds
and collocations
Materials: One Section A or one Section B for each pair
of students Materials: One worksheet for each pair of students (or for
Language: Giving directions each student)
Language: Vocabulary from Units 7–9
• Tell students that you are going to give them a worksheet
which contains three sets of directions and a map showing • Discuss with the class different types of word friends
six numbered places. (e.g. nouns which go together, adjectives and nouns which
• Put students into pairs and hand out a copy of Section A go together, verbs and prepositions, verbs and nouns).
or Section B to each pair. The pairs complete the three sets • Tell students that they are going to do a crossword puzzle
of directions by writing one word in each gap. Elicit the where the clue given is half of a word friend. Explain that
answers. Then they follow each set of directions to find they have to write the other half in the puzzle. Point out
one of the six places on the map. When they have finished, that the missing word could be a verb or a noun.
they should have matched the directions to three of the • Put students into pairs and hand out a worksheet to each
places on the map. pair of students. Students can also work individually.
• Join a Pair A with a Pair B to form a group of four. Pairs • Allow fast-finishers to join other pairs/students and to help
take turns to read out their sets of directions to the other them complete their crosswords.
pair. The pair listening follows the directions on their map
• When students have finished, elicit the answers and the
and finds the places.
meanings of some of the more difficult words.
• When the groups have finished, they compare their maps
to check that they have written the same names for each Answers:
of the six places. Across 1 park 5 lose 6 wait 8 ask 10 capital 12 have
• Elicit the names of the six places on the map. 14 give 15 message 16 turn 17 public 19 foot
Down 2 ride 3 book 4 point 7 take 9 lane
Answers: 10 console 11 lights 13 means 18 chat
A
1 get, turn, end, Take, on 9.9 Units 7–9 Grammar – Grammar-go-round
2 Excuse, turn, past, take, on, opposite
3 near, turn, turning, end, turn, on
Materials: One worksheet, one counter and one dice for
B each group of four students
1 near, turn, turning, end, turn, Take, past, take, on Language: Grammar from Units 7–9
2 get, turn, past, take, Take, on
3 Excuse, turn, past, take, end, turn, on
Map • Tell students that they are going to play a board game
A library B bank C bookshop D cinema E supermarket in which they move around a board and follow the
F bus station instructions on the squares.
• Put students into groups of four and hand out a copy of
9.7 Writing – Hi Leo, … the worksheet, a dice and a counter to each group. Ask
students to place their counters on ‘START’.
Materials: One worksheet for each student • One student starts by throwing the dice and moving the
Language: Writing an invitation email counter the appropriate number of spaces. He/She follows
the instructions on the square he/she lands on. When he/
she has done what was required, he/she marks the square
• Tell students that you are going to give them an invitation
with his/her initials.
email with seventeen missing phrases. They have to
complete it with the phrases given. • Students take turns to continue from where the previous
student landed.
• Hand out one worksheet to each student and ask students
to work individually. • There is no finishing point in the game. Students continue
around the board as many times as is necessary. If a
• When students have finished, put them into pairs and ask
student lands on a square which already has their initials
them to check/compare their answers.
on it, they can nominate another student to carry out the
• Elicit the answers. instruction on that square, and this student’s initials will
Answers: also be added to the square. If a student lands on ‘START’,
1 f 2 h 3 j 4 d 5 p 6 l 7 b 8 m 9 a 10 o they don’t have to do anything on that turn.
11 q 12 e 13 n 14 i 15 g 16 k 17 c • Set a time limit and stop the activity when the time is up.
Ask the student who is having his/her turn at the time to
complete their turn and then to stop.
• Invite students from different groups to share some of their
sentences with the class.

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Instructions and Answer key
9.10  Culture – Project worksheet: • Students decide who will create each part of the plan (each
person is responsible for a detailed plan of one day).
a travel plan
• Go through the phrases in Exercise 3 and encourage
students to use them when they prepare their parts of the
Before the lesson: A travel plan is a plan of a trip that can
include the following information: dates, places, means
plan. Explain that travel plans should be short. Students
of transport, things to do and see. It can also include should follow the model from Exercise 1, but they will have
accommodation and other information (e.g. when/where to to give more information when they present their plans to
have lunch). the class.
You will need: a computer/laptop; a travel planning app; • Encourage students to use digital tools to create their plans
digital presentation software; access to the internet; (e.g. free travel planners and digital map creators). Also ask
a projector/screen to show the presentations. Students them to decide how they are going to present their plans
can use different digital tools to create their travel plans. (as a digital presentation/pdf file/text file).
They can use online travel planners, (e.g. Wanderlog, Triplt, • Discuss what materials students might like to use in their
Pebblar), create a digital map on Google MyMaps or use presentations (photos, screen shots with information from
presentation software like Microsoft PowerPoint® to show places worth visiting, etc.).
their plan on slides. • Remind students that they should always give the source
A non-digital/semi-digital option: Without access to of the material e.g. the website address or the name
a computer or the internet, or if you only have limited
of the photographer if it is known. There are websites
access, you may prefer a non-digital/semi-digital option.
available which publish photos and music which are free to
Students can do their research on the internet and then
download and use.
prepare their plan on paper. They may also decide to make
a digital map, print it and glue on their paper plan, or you • Before students create their presentations, go through the
can prepare some printed materials for them to use. checklist in Exercise 4.
You will need: printed materials (information, maps and Step 2 Individual work
photos); paper; coloured pens/pencils.
• Students work individually, at home or in class, to do their
research on the internet.
Step 1 Class work • They research the places, means of transport, things to do
Warm up: and see and take notes.
• Ask students if they enjoy school trips and what their • They research images that could accompany the plan. They
dream school trip is. Would they prefer to visit an save the images and other materials they have found that
interesting city or go hiking or camping? Do they prefer to they would like to use.
go on trips in their country or abroad?
Step 3 Group work
• Ask students if they or their families have ever used any
digital tools to help plan trips or holidays. Elicit some • Students decide how they will create their plan: they can
answers (e.g. using an app to book a hotel or flight, using a) prepare their parts separately and then have one person
a mapping platform to get directions to a place/see the in the group put them together or b) prepare and finalise
distance between two places). their plan as a group. They should also decide who will do
the digital map or if they will do it together.
Task:
• Students rehearse presenting their plan as a group.
• Put students into groups of four and hand out one copy of
the worksheet to each student. • Students use the checklist in Exercise 4 to check their travel
• Explain to students that they are going to create a travel plans.
plan for a four-day school trip in their groups. Show Step 4 In class
students the travel plan in Exercise 1 and check they
understand the plan and all the activities. Explain any • Each group shares their travel plan with the teacher before
vocabulary they might not know, e.g. cliffs. presenting it to the class.
• Students do Exercise 1. • Before students present their plans, ask them to do
Exercise 5. Check the answers with the class.
Answers:
Exercise 1 Answers:
activities: sightseeing, swimming, sunbathing, surfing, Exercise 5
shopping, sailing 1 visit 2 have 3 do 4 get/travel 5 take
means of transport: plane, train, bus • Groups take turns to present their travel plans to the class.
• Students do Exercise 2. They discuss the options and decide Allow some time for students to discuss their presentations
what they would like to choose for their trip (they can also and ask and answer additional questions. Point out that
choose a different option of their choice), then they decide they can use their own questions or the ones in Exercise 5.
which places they would like to visit. Monitor the groups • Give feedback to each group, praising them for their
and encourage students to give reasons to support their efforts and highlighting any areas for improvement.
opinions. Point out that they may have to compromise to • Have a class discussion about which travel plan students
find an option that everyone is happy with. After they have found the most interesting and why.
decided, ask them to sketch a rough plan of the whole trip.
They should decide which places they are going to visit and
in what order, check the distance between the places and
what they want to do and see.

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