1 That’s me!

Aims: t o introduce the topic of the module and

activate Ss’ background knowledge
to present the learning objectives of the module

• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (a(a
teenager holding a skateboard).
skateboard ).
• Ask Ss:

How old is he?

What does he look like?
How does he feel?

• Elicit answers. Use Ss’ L1 when necessary.

• Ask Ss to guess what the module will be about.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.

KEY
picture A: p. 12
picture B: p. 14
picture C: p. 8
picture D: p. 16
picture E: p. 10

• Read out the objectives in the In this module you will

learn section.
• Explain any unknown words.

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1 That’s me!
Discuss:

What’s your favourite school subject?

What do you do in your free time?
What kind of clothes do you like
wearing?

Where can you find the following

in this module? Go through the
module and find the pictures.

B C

D E

In this module you will learn...

to talk about school life

to talk about your daily routines
to describe appearance
to give your opinion about clothes and
fashion
to talk about things that are happening
now
to talk about temporary situations
to distinguish between habitual actions
and things that are happening now
to talk about free-time activities
to say what you like and don’t like doing
to say what you want or would like to do
to describe personality
to write about yourself and your best
friend

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 1a
1 ocabulary 
Listen and repeat the school
subjects below. Then look
at the pictures and decide
where you do each of the
subjects.

history physics art room science lab gym

biology maths
geography art
chemistry
PE (Physical Education)
ICT (Information and
Communications Technology) classroom computer room

2 ead 
A. Look at the pictures and the title of the text. How do you
think Mellway is different from other schools? Listen, read
and check your answers.

M E L LWArmYing arts
Before you read,
try to predict
what the text
is about with
the help of the

School for perfo

title and the
pictures.
ars old.
M e ll w a y are 14-19 ye
The studen ts a t condary
m e su b je c ts as other se .
sa
They do the s, h is to ry, g eography, etc
ath
schools like m m usic and dan
ce.
a ls o le a rn Libby Kingsley a fifteen-year-old
but they
student says:
Mellway is a great school. Classes start
at 8:45am every day and they finish
at 4 o’clock on most days. On Fridays
they don’t finish at 4:00. They finish at
2:30, but I stay till 5 o’clock and practise
with my friends. I want to become a
singer so Mellway is perfect for me.

Theo Hunt a fourteen-year-old

student says:
My favourite subject is modern
dance. You see, I like hip hop. It’s
great fun! The facilities at Mellway
are excellent. My favourite place
is the theatre. It’s very big, and at
the end of school in July, we give a
dance performance there.

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 FUNCTIONS
1a
• Help Ss deduce the meaning of the phrase performing
Talking about school and school life arts by making reference to different forms of
Talking about your daily routine entertainment such as dancing, singing, playing music,
Talking about habitual actions and routines etc.
• Ask Ss the question in the rubric.
STRUCTURES • Elicit answers but do not correct Ss at this stage.
Present Simple • Play the CD and have Ss follow in their books and check
Prepositions of time their predictions. Tell them to underline unknown words
at the same time.
VOCABULARY • Check Ss’ predictions with the class.
School subjects
art biology chemistry geography history ICT KEY
maths PE physics Suggested answer
Other words and phrases Mellway is a school where students can also learn
after also become before end (n) excellent music and dance.
facilities finish gym It’s great fun! learn
like (prep) modern other perfect place • Ask Ss some comprehension questions:
practise say science lab secondary school
start the same... as till until want How old are the students at Mellway? They are 14-19
years old.
1 Vocabulary 9 What does Libby think of Mellway? She thinks that it is
Aim: to present some school subjects and facilities a great school/that it’s perfect for her.
• Ask Ss to read through the school subjects presented What time do classes finish on Fridays? At 2:30.
and provide any necessary explanations. When does Libby practise with her friends? On Fridays
• Play the CD and get Ss to repeat the school subjects after school.
they hear. Where do they practise? At Mellway.
• Ask Ss to look at the pictures next to the list of the What does Libby want to become? A singer.
school subjects and read through the respective What is Theo’s favourite subject? Modern dance.
captions. What does Theo think about the facilities at Mellway?
• Ask Ss where they can find the places shown in the He thinks that they are excellent.
pictures (at
(at a school).
school ). What is his favourite place at Mellway? The theatre.
• Help Ss deduce the meaning of any unknown words by What is the theatre like? It’s big.
relating them to the corresponding pictures.
• Ask Ss to do the activity.
• Check the answers with the class.

KEY
art room: art
science lab: biology, chemistry, physics
gym: PE
classroom: history, geography, maths
computer room: ICT

• Ask Ss:
What’s your (least) favourite school subject?
What facilities has your school got?
What other facilities would you like your school to have?

• Elicit answers.

2 Read 10
A. Aims: t o help Ss make predictions about the
reading text based on visual prompts
t o present vocabulary, structures and
functions in the context of an article
to give Ss practice in reading for gist
• Draw Ss’ attention to the TIP and explain it.
• Draw Ss’ attention to the title of the text and the
accompanying pictures.
• Make sure that Ss understand that Mellway is the name
of the school.
• Ask Ss to tell you where the children in the pictures are
(at Mellway)
Mellway) and what they are doing (they
(they are playing
music/singing, etc.).
etc.).

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1a
B. Aim: to give Ss practice in identifying specific 4 Pronunciation 11, 12
information in the text A. Aim: to have Ss differentiate between //, // and //
• Have Ss read the text again and do the activity. sounds
• Check the answers with the class. • Play the CD and have Ss repeat what they hear. Tell Ss to
listen for the difference in pronunciation between lunch nch,,
KEY lab and plplaace
ce..
1. They do the same subjects as other secondary • Elicit the answer that lunch has got an / / / sound, lab has
schools like maths, history, geography, etc., but they got an // / and pl ace has got an /
pla /// sound.
also learn music and dance.
B. Aim: t o give Ss practice in differentiating between the
2. They start at 8:45am.
3. They finish at 4 o’clock. //, // and // sounds
4. Yes, she does. • Play the CD and pause after each word.
5. Hip hop. • Ask Ss to repeat each word and tick the sound they hear.
6. They give a dance performance. • Check the answers with the class.
• If necessary, play the CD again in order to clarify any
questions Ss may have.
• Explain any unknown words and choose Ss to read the
text aloud. KEY
//:/: fun, subject, study
Post-reading //:/: maths, practise
Aim: to give Ss the opportunity to elaborate on the topic //:/: same, information
of the text
• Ask Ss:
What do you think of Mellway? 5 Speak & Write
Would you like to go to a school like Mellway? A. Aim: to give Ss practice in revising the structures,
Would you study music or dance? functions and vocabulary presented in this
Is there a similar school in your country? lesson by talking about their school through
pair work
• Elicit answers and initiate a short discussion.
• Ask Ss to read through the list of questions and make
sure that they haven’t got any unknown words.
3 Grammar • Choose a student and act out the dialogue.
Aims: t o present and give Ss practice in using the • Get Ss to do the activity in pairs and go round the class
Present Simple helping them when necessary.
t o present some prepositions of time (at, in, on, • Choose some pairs to act out the dialogue in class.
till/until, before, after)
B. Aim: to give Ss practice in writing a paragraph about
Present Simple
• Ask Ss to read through the tables. their school
• Explain to Ss that this is the Present Simple of the verb • Allow Ss some time to write their paragraphs.
start.. Discuss the formation of the tense and draw Ss’
start • Choose some Ss to read out their paragraphs.
attention to the third person singular.
• Ask Ss to read through the short dialogue and tell you
when the Present Simple is used (to (to refer to a habitual
action).). If necessary, demonstrate this with further
action
examples, e.g. I go to the cinema on Saturdays.
Saturdays.
Prepositions of time
• Ask Ss to read through the table containing the
prepositions of time at, in, on till/until, before and after
and explain how they are used.
• Refer Ss to the Grammar Reference (p. 118).
• Have Ss do the activity.
• Check the answers with the class.

KEY
1. does, gets
2. Do … finish, finish
3. doesn’t work, goes
4. does … practise, plays
5. don’t stay, ride

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 3 rammar
Present Simple
AFFIRMATIVE NEGATIVE QUESTIONS
I I I
He He he
We We we
start She starts don’t start She doesn’t start Do start? Does she start?
You You you
It It it
They They they

A: What do you do every day after school? Prepositions of time

B: I watch TV and then my sister and I play
computer games. at 7am / midnight / the weekend, etc.

in the morning / spring / March, etc.

Complete with the Present Simple of the verbs in
brackets. on Thursday / Sunday evening /
weekdays, etc.
1. William (do) his homework
till/until 9pm / noon / Sunday, etc.
when he (get) home.
2. A: you (finish) before/after lunch / school / 11pm, etc.
school at 3pm on Fridays?
B: No, we (finish) at 1:30.
3. My mother (not work) on
Saturdays so she (go)
shopping.
4. A: When your brother
(practise) the guitar?
4 ronunciation
A. Listen and repeat. What’s the

B: Every day after school and he also difference between a, b and c?
(play) the guitar at the a. lunch b. lab c. pl
plaace
weekends. B. Listen and tick (3) the sound you hear.
5. Fay and Julie (not stay) at
lunch / / lab // place //
home on Sundays. They (ride)
maths
their bikes in the park.
same
fun
information
subject
practise
study

5 peak & rite

A. Talk in pairs about your school.
Use the ideas below.

What’s the name of your school?

Where is it?
B. Read again and answer the questions. How many teachers work there?
1. What subjects do students do at Mellway? How many students are there?
What facilities are there at your school?
2. What time do classes start?
What time do classes start and finish?
3. What time do classes finish on Thursdays? What subjects do you do?
4. Does Libby stay at school after 2:30 on Fridays? What are your favourite subjects?
5. What does Theo say is great fun?
6. What do they do at the theatre at the end of
B. Use the ideas from activity 5A to write a paragraph
school in July? about your school.

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 1b
1 ocabulary  2 ead 
A. Read the sentences and write A. Read the conversation on an online game chat
the correct name next to each channel between two players. Does Marcus get the map
picture. Then listen and check from the NPC (Non-Player Character)?
your answers.

Marcus Hi, guys! I’ve got a problem. I’m looking for

an NPC. He’s got the map I need. Can you
help me?
Oliver Sure. Where are you? Are you still at the
lake?
Marcus No, I’m in the park. He’s here too.
Oliver Great, I’m in the park too. What does he
look like? There are a lot of NPCs here!
2 Marcus I know, and I’m almost out of time!
Oliver So, what does he look like?
Marcus He’s tall and slim.
Oliver OK. What else?
Marcus He’s wearing glasses and he has got short
brown hair.
Oliver There he is! He’s standing near a tree.
Marcus No, that NPC has got black hair. Wait!
There he is. Oh, no! My time’s up!
Oliver Oh, that’s too bad. Sorry.
3 Marcus No problem. Thanks anyway.

B. Read again and choose the correct NPC.

Fiona is short and chubby.

She’s got medium-length
straight fair hair.
Emma is really good-looking. 3 4
1 2
She’s got short curly hair.
Amanda is tall and slim. She’s
got long wavy dark hair.

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 FUNCTIONS
1b
and what an NPC is (short
( short for ‘Non-Player Character’,
Asking about and describing people’s physical a character in a game which is not controlled by the
appearance players)..
players)
• Draw Ss’ attention to the question in the rubric.
STRUCTURES • Play the CD and have Ss follow in their books. Tell them
Present Progressive to underline any unknown words at the same time.
• Tell Ss that they shouldn’t worry about unknown words
VOCABULARY at this stage.
Appearance • Have Ss answer the question.
chubby curly dark fair good-looking • Check Ss’ answers with the class.
medium-length slim straight wavy
Other words and phrases KEY
a lot of almost anyway glasses guys help (v) No, he doesn’t.
look for map (I’m) out of time. still (adv)
That’s too bad. There he/she is. Time’s up.
What does he/she look like? What else...? wait • Ask Ss some comprehension questions:

Who has got a problem? Marcus.

1 Vocabulary 13 What’s his problem? He’s looking for an NPC.
Aim: to present vocabulary related to physical Who helps Marcus? Oliver.
appearance Where’s the NPC? In the park.
• Ask Ss to look at the three pictures and read through the Are there other NPCs in the park? Yes, there are.
three sentences.
• Explain to Ss that they should write the correct name • Explain any unknown words.
next to each picture after reading the descriptions. • Choose Ss to act out the dialogue.
• Have Ss do the activity.
• Play the CD and have Ss check their answers. B. Aim: to give Ss practice in transferring from verbal to
• Check the answers with the class. visual prompts
• Ask Ss to look at the four pictures.
KEY • Ask Ss to describe the NPC in each picture.
1. Amanda • Allow Ss some time to decide on the correct picture.
2. Fiona • Check the answers with the class.
3. Emma
KEY
The correct picture is 1.
• Help Ss deduce the meaning of any unknown words
by relating them to the content of the corresponding
pictures. C. Aim: to give Ss practice in reading for specific
information
Language Plus • Have Ss do the activity.
• The noun hair is normally uncountable and it refers to • Check the answers with the class.
the mass of hair on your head, e.g. Her hair is long.
NOT: Her hair are long. KEY
The countable noun hair refers to one strand of hair, 1. T 2. F 3. F 4. F 5. T
e.g. There is a hair in my soup!
• We usually use the adjective chubby to refer to
someone’s weight instead of fatfat,, which is considered Post-reading
rude. Aim: to give Ss the opportunity to elaborate on the topic
• When we use two or more adjectives to describe a of the dialogue
person’s physical appearance, they follow the order: • Ask Ss some questions:
size / age + shape + colour + NOUN,
NOUN, e.g. long wavy dark
Do you play online games?
hair.
Do you think that playing online games is fun?

2 Read 14
A. Aims: t o give Ss practice in making predictions
about the content of the dialogue based on
visual prompts
t o present vocabulary, structures and
functions in the context of a dialogue
t o give Ss practice in identifying the main
idea of the dialogue
D raw Ss’ attention to the layout of the text and ask them
• Draw
if they know what it is.
• Ask Ss to read the rubric and explain to them what an
online game chat channel is (a (a feature of an online game
in which players exchange messages about the game) game)

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1b
3 Grammar LISTENING TRANSCRIPT
Aims: t o present the Present Progressive Maria Hello? Oh, hi, Simon!
t o give Ss practice in using the Present Simon Hey, Maria, what are you doing?
Progressive in context Maria I’m at John’s house. We’re doing a project for
• Refer Ss to the table and explain to them that this is school.
the Present Progressive of the verb draw draw.. Discuss the Simon John who?
formation of the tense (affirmative,
(affirmative, negative and question Maria John Wilson.
forms).).
forms Simon Oh, is he the one with long dark hair?
• Point out the time expressions used with the Present Maria Not any more. He’s got dark hair, but it’s really
Progressive and explain any unknown words if necessary. short now.
• Refer Ss to the dialogue in the reading activity and Simon Really? So, who else is there?
ask them to underline all the examples of the Present Maria Kelly and Laura.
Progressive (e.g. I’m looking for an NPC, He’s wearing Simon Laura? I know her. She’s got curly fair hair, right?
glasses, etc.) and tell you when the tense is used (to (to Maria That’s right.
describe an action that is happening now).now). Simon But who’s Kelly?
• Refer Ss to the Grammar Reference (p. 119). Maria She’s Laura’s friend. She’s got straight brown hair
• Have Ss do the activity. and brown eyes.
• Check the answers with the class. Simon Is she a bit chubby?
Maria Not any more. She’s quite slim now.
Simon Are there any boys there?
KEY Maria Yes, Lee Gordon is here.
1. is Dad doing, ’s/is reading a book Simon Who’s he?
2. ’m/am studying Maria You know him. He’s in your French class.
3. ’re/are playing Simon Really? What does he look like?
4. ’s/is eating Maria He’s tall and he’s got fair hair and blue eyes.
5. ’re/are watching Simon Oh, you’re right. He’s the new student in our class.
6. Is Pete listening, ’s/is sleeping Anyway, do you want…

4 Listen 15 5 Speak
Aim: to give Ss practice in transferring from verbal Aim: to give Ss practice in using the structures, functions
to visual information and listening for specific and vocabulary presented in the lesson through
information pair work
• Tell Ss that they will listen to a phone conversation • Divide Ss into pairs.
between a girl called Maria and her friend Simon. • Draw Ss’ attention to the speech bubble.
• Ask Ss to look at the pictures of the teenagers carefully • Get Ss to do the activity in pairs and go round the class
as they must label each picture with the names given. helping them when necessary.
For this reason, they must pay attention to what they • Choose some pairs to act out their dialogues in class.
hear on the CD.
• Play the CD twice.
• Check the answers with the class.

KEY
1. Laura
2. John
3. Kelly
4. Lee

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 3 rammar 4 isten 
Listen to Maria talking on the phone
Present Progressive to a friend. Label the pictures with the
names.
AFFIRMATIVE NEGATIVE QUESTIONS
I ’m drawing I ’m not drawing Am I drawing? John Laura Kelly Lee

He He he
She ’s drawing She isn’t drawing Is she drawing?
It It it

We We we
You ’re drawing You aren’t drawing Are you drawing?
They They they

TIME EXPRESSIONS
now, at the moment, these days, today, Maria
this week/year, etc.

Complete the sentences with the Present

Progressive of the verbs in brackets. 1 3

1. A: What (Dad / do)?

B: He (read) a book.
2. A: Tina, are you here?
B: Yes, Mum. I (study).
3. Look at the girls! They
(play) football.
4. Mum (eat) dinner. 2 4
5. A: Boys, where are you?
B: We (watch) TV, Mum.
6. A:
B: No, he
(Pete / listen) to music?
(sleep).
5 peak
Guessing Game: Who is it?
Talk in pairs.

Student A: Choose one of your classmates and

describe him/her to Student B without saying
his/her name.

Student B: Listen to Student A’s description and

try to guess which of your classmates he/she has
chosen.

C. Read again and write T for True and F for False.

He is… and he has got...
Is it… ?
1. Marcus needs a map.

2. Marcus and Oliver are at the lake.

3. Marcus doesn’t know what the NPC
looks like.
4. The NPC Marcus is looking for is standing
near a tree.

5. Marcus didn’t find the map.

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 1c tracksuit

1 ocabulary 
Listen and repeat. Which of these clothes
boots

and accessories are for boys, which are for

girls and which are unisex?
shirt

earrings leggings
shorts

belt jumper
top
skirt
hat

sandals

2 ead 
A. Look at the picture. What is Liv doing? Listen to the dialogue and check your answers.
Then read it out in pairs.

Amy Hey, Liv. What’s up? Why are you cutting

your favourite jeans?
Liv I’m making a skirt.
Amy Really? How often do you make your own
clothes?
Liv Well, I don’t usually make my own clothes.
But I’m really bored of my old clothes, so I’m
changing them. Anyway, jean skirts are in
fashion this summer.
Amy I see. What are you doing now?
Liv I’m drawing a butterfly on one of the
pockets. What do you think?
Amy Well, it doesn’t look like a butterfly.
Liv You’re right. What a mess!
Amy Don’t worry. I’ve got an idea.
Liv What are you looking for?
Amy Just wait....
Liv Oh, patches. Beautiful! I want two. Let’s put
this green patch here on my awful butterfly
and the blue patch on the other pocket.
Amy Do you still want a butterfly?
Liv Yes, please draw a butterfly for me on the
green patch. You always draw beautiful
butterflies.
Amy Sure. There you go.
Liv Thanks, Amy.
C. Read again and tick the correct picture a, b or c.
B. Read again and answer the questions.
1. What is Liv using to make a skirt?
2. Why is Liv making changes to her clothes?
3. What’s in fashion this summer?
4. What does Amy want to put on the skirt?
5. Who’s good at drawing?
a b c

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 17
1c
FUNCTIONS 2 Read
Talking about clothes and fashion A. Aims: t o give Ss practice in making predictions
Talking about current activities and about temporary about the content of the dialogue based on
situations visual prompts
Distinguishing between habitual actions and current
t o present vocabulary, structures and
activities
functions in the context of a dialogue
STRUCTURES t o give Ss practice in identifying the main
Present Simple vs Present Progressive idea of the dialogue
Stative verbs • Ask Ss to look at the picture and ask them the question
Adverbs of frequency in the rubric.
• Elicit answers but do not correct Ss at this stage.
VOCABULARY • Play the CD and have Ss follow in their books and check
Clothes and accessories their predictions. Tell them to underline any unknown
belt boots earrings hat jumper leggings words at the same time.
sandals shirt shorts skirt top tracksuit
KEY
Other words and phrases
Suggested answer
awful bored cut change Don’t worry. draw
She is cutting a pair of jeans.
How often...? in fashion Let’s... once / twice / three
times a... own (adj) patch pocket put wait
• Ask Ss some comprehension questions:
What a mess! What’s up? Why...?
Does Liv usually make her own clothes? No, she doesn’t.
What is Liv drawing on one of the pockets of the skirt?
16 A butterfly.
1 Vocabulary What does Amy think of Liv’s drawing? That it doesn’t
Aim: to present clothes and accessories look like a butterfly.
• Ask Ss to name any items of clothing that they already Does Liv like her drawing? No, she doesn’t.
know. Which patch does Liv decide to put on her butterfly?
• Ask Ss to look at the pictures and read the words that The green one.
accompany each picture. What does Liv ask Amy to do? To draw a butterfly for
• Help Ss deduce the meaning of any unknown words by her on the green patch.
relating them to the content of the respective pictures.
• Play the CD and have Ss repeat the words they hear. • Explain any unknown words.
• Ask Ss which of these clothes and accessories they have • Choose Ss to act out the dialogue.
got.
B. Aim: to give Ss practice in reading for specific
Language Plus information
• Have Ss do the activity.
• The words leggings, shorts, trousers, jeans, etc. are • Check the answers with the class.
always used in the plural because they are made up of
two parts that go together. KEY
• The word top usually refers to a woman’s piece of light 1. Her favourite jeans.
clothing worn on the part of the body above the waist. 2. Because she’s bored of them.
3. Jean skirts.
• Ask Ss the question in the rubric. 4. She wants to put patches on the pockets of the skirt.
• Help Ss deduce the meaning of the word accessories 5. Amy.
by asking them to tell you which of the items presented
here are accessories (belt,
( belt, hat, earrings)
earrings) and the meaning C. Aim: to give Ss practice in transferring from verbal to
of the word unisex ((== worn by both boys and girls).
girls). visual prompts
• Ask Ss to look at the three pictures.
Optional activity • Ask Ss to describe the skirt in each picture.
• Allow Ss some time to decide on the correct picture.
•A  sk a student to come to the board. • Check the answers with the class.
• A sk him/her to choose one of his/her classmates but
not to reveal who it is. KEY
• E xplain to Ss that they should try to guess the student The correct picture is b.
their classmate has thought of by asking him/her
questions about this person’s clothes.
e.g. Is his/her T-shirt red? Post-reading
Are his/her trousers blue?
Aim: to give Ss the opportunity to elaborate on the topic
Has he/she got a black belt?
of the dialogue
• Ask Ss:
Do you ever get bored of your old clothes?
Have you ever tried to change them?
What changes would you like to make to your old clothes?
• Elicit answers and initiate a short discussion.

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1c
3 Grammar 4 Listen 18
Aims: t o have Ss differentiate between the Present Aim: to give Ss practice in transferring from verbal
Simple and the Present Progressive to visual information and listening for specific
t o give Ss practice in using the Present Simple information
and the Present Progressive in context • Draw Ss’ attention to the TIP and explain it.
t o present and give Ss practice in using adverbs • Ask Ss to look at the pictures of the three models and
of frequency and How often…? ask them to describe what the models are wearing.
Present Simple vs Present Progressive • Play the CD twice.
• Choose a student and ask him/her the following question • Check the answers with the class. If necessary, play the
about something you know he/she does, e.g. John, do CD again in order to clarify any questions Ss may have.
you watch TV in your free time? ((Yes,
Yes, I do.).
do.). Then, ask
him/her, e.g. Are you watching TV now? ((No, No, I’m not.).
not.). KEY
• Ask Ss a few more similar questions and report their Jessica is wearing an orange dress and is holding
answers to the class, e.g. Anna plays tennis at the a small bag.
weekends, but she isn’t playing tennis now. Rita has got different coloured patches on her
• Ask Ss when we use the Present Simple and the Present skirt and is wearing a big belt.
Progressive. Paola is wearing trousers with about ten pockets.
pockets.
• Elicit answers and refer Ss to the second table.
• Draw Ss’ attention to the NOTE and explain it. If
necessary, demonstrate it with further examples (e.g. I LISTENING TRANSCRIPT
think you are beautiful. I like this milkshake. I’m hungry, I Tanya Hello...I’m Tanya Ivory and welcome to In Style. Style.
want something to eat, etc.).
etc.). Today, we have Olivia Roberts and her models
• Refer Ss to the Grammar Reference (p. 119). with us. Hello, Olivia... girls... So, Olivia, what have
• Have Ss do the activity. you got for us?
• Check the answers with the class. Olivia Hi, Tanya. Well, I’ve got some beautiful clothes
and accessories.
KEY Tanya OK. Let’s begin.
1. isn’t/is not watching, ’s/is listening, hates, thinks Olivia Here comes Jessica. She’s wearing a cute dress,
2. goes, ’s/is visiting leggings and a big black belt.
3. live, are/’re staying, want Tanya Oh, I love that orange dress.
Olivia Yes, orange is in fashion this year.
Tanya And her bag is great, too.
Adverbs of frequency
Olivia Yes, small bags are in style this year. Thanks
• Draw Ss’ attention to the graph and explain to them that
Jessica...
the words always, usually, often, sometimes and never
Now, here comes Rita. She’s wearing a white top
are called adverbs of frequency because they show the
and a long orange skirt with different coloured
frequency at which an action happens.
patches on it. She’s also wearing a big belt.
• Help Ss deduce the meaning of each adverb of
Tanya And ...what’s that big butterfly on her head?
frequency by relating them to the respective columns.
Olivia It’s a hat. Big hats are also in fashion...
• Read out the rules and demonstrate the position of the
Tanya Are they? Well, then we’re going to see lots of
adverbs of frequency in the sentences.
hats this summer.
• Refer Ss to the comic strip and ask them to underline all
Olivia Now, here comes Paola. She’s looking wonderful
the sentences containing adverbs of frequency (I ( I don’t
in a red top and trousers.
usually make my own clothes, You always draw beautiful
Tanya Look at all those pockets! Her trousers have got
butterflies).). Ask Ss to provide examples of their own.
butterflies
about ten pockets on them. Oh, she’s wearing a
• Point out to Ss that we use How often…? to ask about the
big belt, too!
frequency at which an action happens.
Olivia Well, accessories are in fashion this year.
• Point out to Ss that we say once / twice a month/day/
Especially, big belts.
year but we say three times a month/day/year,
month/day/year, etc. to
Tanya Let’s go out and buy some new belts and bags.
answer a question beginning with How often…?
• Refer Ss to the comic strip and ask them to underline any
5 Speak & Write
questions beginning with How often…? ((How How often do
A. Aim: to give Ss practice in using the structures,
you make your own clothes?)
clothes? )
functions and vocabulary presented in the
• Refer Ss to the Grammar Reference (p. 118).
lesson by talking about their clothes
• Have Ss do the activity.
• Ask Ss to read through the questions and make sure that
• Check the answers with the class.
they haven’t got any unknown words.
• Choose a student and act out the dialogue.
KEY • Get Ss to do the activity in pairs or small groups and go
1. Arnold never watches horror films. round the class helping them when necessary.
2. I don’t often play football on weekdays. • Choose some students to act out the dialogue in class.
3. Susan sometimes watches TV after school.
4. How often do you see your cousins? B. Aim: to give Ss practice in writing a paragraph about
their clothes
• Tell Ss to use the ideas from activity 5A and write a
paragraph.
• Allow Ss some time to write their paragraph.
• Choose some Ss to read out their paragraph.

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 3 rammar
Present Simple vs Present Progressive Adverbs of frequency

TENSE USE EXAMPLE

Present Everyday activities Beth usually wears trainers.
Simple or routines
Actions Beth is looking for her
Present happening now sandals at the moment.
Progressive
Temporary Beth is wearing sandals always usually often sometimes never
states this summer because they
are in fashion. We place adverbs of frequency:
• before the main verb.
NOTE STATIVE VERBS (see, like, love, hate, want, think, Jamie never wears shorts.
need, understand, know, etc.) are usually not Hilda doesn’t often go shopping.
used in the Present Progressive. • after the verb be
be..
I want to buy these earrings. I love them! Wayne is usually tired after work.
How often?
A: How often do you go to the beach?
Complete with the Present Simple or the Present B: Once / Twice / Three times a month
month..
Progressive of the words in brackets.

1. Mark (not watch) the tennis

match at the moment. He (listen)
Put the words in the correct order to make sentences.
to music. He (hate) tennis.
2. Keith usually (go) to the skatepark 1. Arnold / never / horror films / watches / .
after school, but today he (visit)
2. play / on weekdays / I / football / often / don’t / .
his grandmother.
3. My uncle and aunt (live) in
3. sometimes / after / TV / Susan / school / watches /.
London, but they (stay) with a
friend in Paris these days. They 4. see / cousins / how / you / do / often / your / ?
(want) to see the city.

4 isten 
Listen to a TV programme and find the
5 peak & rite
A. Discuss in pairs or small groups.
mistakes in the fashion models’ clothes.

What kind of clothes do you usually

Jessica wear to school?
Paola
What do you wear when you go out
Rita with your friends?
Are your clothes in fashion?
What’s your favourite item of clothing?

B. Use the ideas from activity 5A to write

a paragraph about your clothes.

Before you listen, look at

the pictures carefully.

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 1d
Learn whole
1 ocabulary 
Match. Then listen and check your answers.
phrases (e.g.
verb+noun),
Do you do any of the following in your free time? not just
isolated
surf table tennis words.
read on the Net
go arts and crafts
hang songs / music videos from the Net
chat rollerblading / skateboarding / to concerts
play the Net
do magazines / newspapers
download out with friends

2 ead 
A. Listen and read. Which youth club
Do you love playing computer
games?

Come to the
are the boys talking about?

Do you want to have

fun? Net Youth Club!
Then join
u n - t a st i c Online games, karaoke nights Every Tuesday,
the
U
F
T H C L
U B and free Internet access
Winner gets
6pm-10pm
Cost: £25/month
YO Monthly computer All ages
What? game competitions! £150! welcome
mputer games,
Karaoke, film nights , core!
arts and crafts and mo
When? Every Friday
m to 10pm
What time? From 6p Have you g
his your handsoat free time on
How much? £8/week Join t th t the weeken
d?
mon t a ACTIVITIES:
Age? 13-17 e
a nd g ! Online gam
rt computer gaesm, arts and crafts,
T-shi es, table tenn
! is
Weekly competitions Ever y Sat-Sun
» 3pm-7pm
» £30/month
» Ages 14+

Dave Hey, Kevin. Would you like to join a youth club?

Kevin I’d love to.
Dave Well, check out this flyer.
Kevin It looks good. B. Read again and write T for True or F for False.
Dave It’s perfect for us. We love playing computer 1. 13-year-olds can’t go to the Net Youth Club.
games.
Kevin I can’t stand karaoke, though. 2. You can play table tennis at the Weekend
Dave Just don’t do it. There are lots of other activities. Youth Club.
Kevin My sister would like to join, too. She loves doing 3. The Weekend Youth Club is 30 pounds a week.
arts and crafts.
Dave She’s a bit old. 4. The Fun-tastic Youth Club is open every day.
Kevin She’s only seventeen. 5. Dave and Kevin enjoy playing games on a
Dave Oh, that’s OK, then. Is the club open at the computer.
weekend?
Kevin No, but it’s open till ten tonight. 6. Kevin wants to join because he loves karaoke.
Dave So, it’s open now. Let’s go and join! 7. Today is Friday.
Kevin Sure, why not?

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 FUNCTIONS
1d
• Ask Ss to read through the three flyers.
Talking about free-time activities • Play the CD and have Ss follow in their books. Tell them
Expressing likes and dislikes to underline any unknown words at the same time.
Expressing a desire • Ask Ss the question in the rubric.
• Check the answer with the class.
STRUCTURES
like / love / enjoy / hate / can’t stand + -ing or noun KEY
would like / want + to The boys are talking about the Fun-tastic Youth Club.
VOCABULARY
Free-time activities Language Plus
chat on the Net do arts and crafts
download songs/music videos go rollerblading We say eight pounds a/per week (£8/week). Per is more
go skateboarding go to concerts formal than a.
hang out with friends play table tennis
• Ask Ss some comprehension questions:
read magazines/newspapers surf the Net
Other words and phrases What does the Fun-tastic Youth Club offer? Karaoke,
a bit can’t stand check out competition early film nights, computer games, arts and crafts and weekly
free It looks good. join karaoke lots of online competitions.
only though website winner youth club What will you get if you join the Fun-tastic Youth Club
this month? A T-shirt.
How much will you pay to join the Fun-tastic Youth Club?
Warm-up £8/week.
Aim: to introduce the topic of the lesson Can twelve-year-olds join the Fun-tastic Youth Club? No,
• Ask Ss what they like doing in their free time. they can’t.
• Elicit answers. What does the Net Youth Club offer? Online games,
karaoke nights, free Internet access and monthly
1 Vocabulary 19 computer game competitions.
Aim: to give Ss the opportunity to revise collocations How much does the winner of a computer game
related to free-time activities and introduce some competition get? £150.
new ones Is the Net Youth Club open in the morning? No, it isn’t.
• Ask Ss to read through the two columns and match them How much will you pay to join the Net Youth Club? £25/
to make collocations. month.
• Allow Ss some time to do the activity. Is the Weekend Youth Club open on weekdays? No, it isn’t.
• Play the CD and have Ss listen and check their answers. Can thirteen-year-olds join the Weekend Youth Club? No,
they can’t.
Is the Weekend Youth Club open in the morning during
KEY
the weekends? No, it isn’t.
surf the Net
What does the Weekend Youth Club offer? Online games,
read magazines / newspapers
arts and crafts, computer games and table tennis.
go rollerblading / skateboarding / to concerts
What does Kevin’s sister like? Arts and crafts.
hang out with friends
How old is she? 17.
chat on the Net
Can Dave, Kevin and his sister join the same youth club?
play table tennis
Yes, they can.
do arts and crafts
download songs / music videos from the Net
B. Aim: to give Ss practice in reading for specific
information
• Draw Ss’ attention to the TIP and explain it.
• Have Ss do the activity.
• Explain any unknown words.
• Check the answers with the class.
• Ask Ss the question in the rubric.
• Elicit answers.
• Play the CD again and pause so that Ss can repeat what KEY
they hear. 1. F 2. T 3. F 4. F 5. T 6. F 7. T

2 Read 20 • Explain any unknown words and choose Ss to read the

A. Aims: t o present vocabulary, functions and dialogue aloud.
structures in the context of three flyers
advertising youth clubs and a dialogue
Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
t o give Ss practice in reading for gist
• Ask Ss to look at the flyers ((== leaflets containing of the dialogue
information about an event, a product, a service, etc.)etc.) and • Ask Ss which of the three youth clubs they would choose
tell you what they are advertising (three
(three youth clubs).
clubs). to join and why, what activities they would like a youth club
• Make sure that Ss understand what a youth club is (= (= a to offer, why young people should join youth clubs, etc.
place where young people can go to meet, play sports and • Elicit answers and initiate a short discussion.
do other social activities)
activities) and ask them if youth clubs are
popular in their country/area, if they have ever joined a
youth club, whether they liked the experience, etc.
• Elicit answers.

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1d
3 Grammar LISTENING TRANSCRIPT
Aim: to present and give Ss practice in using the Fran Hey, Ian.
structures like / love / enjoy / hate / can’t stand + -ing Ian Hi, Fran.
or noun and the structures would like / want + to Fran What are you looking for?
• Ask Ss to look at the first table and read through the Ian Nothing much. I’m just looking for a music video,
examples. but I can’t find it.
• Refer Ss to the flyers and the dialogue and ask them to Fran I’ve got lots of songs on my computer, you know.
underline the sentences which contain any of the verbs Ian Yeah, I’ve got the song. I’d like to have the video.
in the first table (Do
( Do you love playing computer games…?, Fran The Internet’s great, isn’t it? You can find anything
We love playing computer games, I can’t stand karaoke..., you want and it’s really cheap.
She loves doing arts and crafts).
crafts). Ian I know, I love it. I download songs every day.
• Ask Ss to tell you what they notice about these verbs Fran I don’t buy CDs any more.
(they are followed by an -ing form or a noun).
noun). Ian I do. I like having CDs, too.
• Ask Ss to make their own sentences practising the Fran Why? You can just download any song you want.
structure (-ing
(-ing or noun).
noun). Ian I don’t know. I just like it.
• Ask Ss to look at the second table and read through the Fran CDs are so expensive.
examples. Ian Not really. Oh, I give up. I can’t find it! What are you
• Refer Ss to the flyers and the dialogue and ask them to doing?
underline the sentences which contain any of the two Fran I’m just chatting.
verbs in the table (Do ( Do you want to have fun?, Would you Ian Who’s online?
like to join a youth club?, My sister would like to join, too.).
too.). Fran My friend Emma.
• Ask Ss to tell you what they notice about these verbs Ian I know Emma.
(they are followed by to + the base form of the verb).verb). Fran Really? Do you hang out together?
• Ask Ss to make their own sentences practising the Ian Not really. She’s one of my sister’s friends.
structure (to
(to + the base form of the verb).
verb). Fran I see.
• Write the following sentences on the board: I like going Ian So, do you want to play a game after you finish?
to the cinema. I’ d like to join a youth club. Ask them to Fran No, thanks. I can’t stand computer games. Sorry.
tell you if there is a difference between them. Draw Ss’ Ian That’s OK. I’m not staying long anyway. Hey, do
attention to the examples I love going to concerts on you read Computer Expert?
Expert?
Saturday nights and I’ d like to chat on the Net. Fran The magazine? Yeah, it’s really good.
• Help Ss deduce that in both cases the former expresses Ian I know. It’s the best. I’ve got the latest one at
a general preference while the latter expresses a desire. home. Do you want to read it? I can bring it to you
• Further demonstrate this distinction with the rest of the tomorrow.
verbs (e.g. I love pizza. vs I want to have pizza tonight.).
tonight.). Fran Yeah, thanks.
• Refer Ss to the Grammar Reference (p. 119). Ian No problem.
• Have Ss do the activity.
• Check the answers with the class.
5 Speak
KEY A. Aim: to give Ss practice in asking and answering
1. to go questions about their likes and dislikes
2. hanging • Draw Ss’ attention to the activities in the table and check
3. to get their understanding.
4. reading, reading • Ask some Ss which of the activities they like/don’t like.
5. to watch, watching • Ask Ss to read through the speech bubble.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in groups of three and go round
the class helping them when necessary.
4 Listen 21 • Choose some groups to ask and answer questions in
A. Aim: to give Ss practice in listening for gist class.
• Have Ss read the rubric and phrases a and b b..
• Play the CD and have Ss listen and answer the question. B. Aim: to give Ss practice in reporting their group’s
• Check the answer with the class. answers
• Draw Ss’ attention to the speech bubble.
KEY • Have Ss report their group’s answers to the class.
The correct answer is a. at an Internet café
6 Write
B. Aim: to give Ss practice in listening for specific Aim: to give Ss practice in writing sentences about
information themselves
• Ask Ss to read through the sentences 1-6 and make sure • Ask Ss to read through the prompts and elicit examples
they haven’t got any unknown words. of what they have to write about.
• Play the CD twice. • Allow Ss some time to write their sentences.
• Check the answers with the class. If necessary, play the • Choose some Ss to read out their sentences.
CD again in order to clarify any questions Ss may have.

KEY
1. I 2. B 3. F 4. F 5. F 6. B

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 3 rammar

like / love / enjoy / hate / can’t stand + ing or noun would like / want + to
I love going to concerts on Saturday nights. I’d like to chat on the Net.
Jack hates concerts. Julie wants to watch music videos.

Complete with the correct form of the verbs in brackets.

1. Karen would like (go) out for dinner tonight.

2. Do you enjoy (hang) out with your friends?
3. I don’t want (get) up early tomorrow morning.
4. Stan hates (read) newspapers but he likes
(read) magazines.
5. A: Would you like (watch) a comedy tonight?
B: Sorry, I can’t stand (watch) comedies.

4 isten 
A. Listen to two friends, Fran and Ian, talking. Where are they?

a. at an Internet café b. at Ian’s house

B. Listen again and answer the questions. Write F for Fran, I for Ian or B for both.

1. Who wants to download a music video? 3. Who doesn’t buy CDs?

2. Who loves downloading songs from the Net? 4. Who is chatting with Emma?
5. Who doesn’t enjoy playing computer games?

5 peak 6. Who likes reading computer magazines?

GROUP SURVEY
A. Talk in groups of three. Ask and answer questions
and complete the table. Use the verbs in the box. like love enjoy hate can’t stand

Do you Do you like going to concerts?

like... YOU Student 1 Student 2

Yes, I love going to concerts.
What about you?
go / concerts? I hate going to concerts.
listen / hip hop music?
play / table tennis?
karaoke? B. Report your group’s answers to the class.
chat / Net? ... and ... like going to concerts,
read / newspapers? but I don’t.

6 rite
Imagine that you have
a website. Write a few Hi! Welcome to my website.
sentences about yourself.
I’m... and I’m... years old.
In my free time I love..., but I can’t stand...
My friends and I...

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 1e
1 ocabulary  3 peak & rite
Read the blog post. In which paragraph
Look at the pictures and match the opposite can you find information about the
adjectives. Then listen and check your following?
answers.
Rob’s personality
Rob’s appearance

friendly Marco’s appearance and personality

who Marco is
shy
what Rob and Marco do together

Rob’s Blog!
active rude
About me
Hi! My name is Rob,
polite and I am 13 years
old. I’m tall and slim
and I have got curly
unfriendly dark hair and brown
eyes. I’m very active
and I love sports.
My favourite sport
is ice-hockey. I am
also very outgoing
and I’ve got lots
of friends. I love
spending time with
them.

lazy
outgoing

When you learn new words,

it’s a good idea to learn any
synonyms and/or opposites.

2 peak
CLASS GAME Lee has got blue eyes and...
Say three sentences describing one of your classmates (appearance He’s active and...
and personality) to the class, including one sentence which is not true.
Your classmates must find what is not true about this person.

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 FUNCTIONS
1e
• Ask Ss to read through the five bullet points and check
Describing people’s personality their understanding.
Talking about yourself and your best friend • Have Ss do the activity.
• Check the answers with the class.
VOCABULARY
Personality KEY
active clever friendly helpful lazy outgoing
Rob’s personality 1
polite rude shy unfriendly
Rob’s appearance 1
Other words and phrases Marco’s appearance and personality 2
age both ice hockey local really spend
who Marco is 2
What is he/she like?
what Rob and Marco do together 2

Warm-up • Ask Ss some comprehension questions:

Aim: to introduce the topic of the lesson
• Ask Ss to tell you some things about their friends. Has Rob got lots of friends? Yes, he has.
• Elicit answers. Why does Rob like studying with Marco? Because
Marco is very clever and helpful.
1 Vocabulary 22 What sport do both Rob and Marco play? Ice-hockey.
Aim: to present vocabulary describing people’s What team do Rob and Marco play for? The local ice-
personality hockey team.
• Ask Ss to look at the pictures and read through the
• Explain any unknown words.
adjectives.
• Help Ss deduce the meaning of any unknown adjectives
by relating them to the content of the corresponding
pictures.
• Draw Ss’ attention to the TIP and explain it.
• Explain to Ss that they should match the adjectives in
the left column with their opposites in the right column.
• Have Ss do the activity.
• Play the CD and have Ss listen and check their answers.
• Check the answers with the class.

KEY
friendly ≠ unfriendly
active ≠ lazy
polite ≠ rude
outgoing ≠ shy

• Play the CD again and pause so that Ss can repeat what

they hear.

2 Speak
Aim: to give Ss practice in describing somebody
(character and personality)
• Draw Ss’ attention to the speech bubble.
• Say three sentences describing yourself (appearance and
personality) to the class, including one sentence which
is not true, and ask Ss to tell you which one is not true
about you.
• Allow Ss some time to choose a classmate of theirs and
think of three sentences about him/her (appearance and
personality), including one sentence which is not true.
• Ss take turns to say their sentences and have their
classmates guess which one is not true.

3 Speak & Write

A. Aims: t o help Ss prepare for the writing activity
t o provide Ss with a sample for writing a blog
post about themselves and their best friends
t o give Ss practice in understanding the
structure of a blog post
• Ask Ss to read through the blog post.
• Alternatively, you can have Ss read out the blog post in
pairs.

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1e
• Point out to Ss that they should use the information from
B. Aim: to give Ss practice in reading for specific activity C.
information and completing a table • Draw Ss’ attention to the TIP and explain it.
• Ask Ss to look at the table and check their • Allow Ss some time to write their blog posts.
understanding. • Choose some Ss to read out their blog posts.
• Refer Ss to the description in 3A and have them
complete the table.
• Check the answers with the class.

KEY
Name Rob
Age 13
Appearance
Height: tall, Build: slim
Hair: curly, dark
Eyes: brown
Personality
active, outgoing
Interests/Hobbies
sports, spending time with friends
Best friend Marco
Best friend’s appearance
short and chubby, with short brown hair and
blue eyes
Best friend’s personality
friendly, clever, helpful
Things we do together
study, play ice-hockey

C. Aim: to give Ss practice in talking about themselves

and their best friends through pair work
• Have Ss copy and complete the table from activity B with
information about themselves and their best friends.
• Draw Ss’ attention to the questions in the speech bubble
and check their understanding. Make sure that they can
distinguish between What do you look like? ((used
used to ask
about one’s appearance)
appearance) and What are you like? ((used
used to
ask about one’s personality).
personality).
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogue in class.

D. Aim: to present patterns of word order in sentences

and give Ss practice in forming sentences
• Draw Ss’ attention to the box and explain the patterns of
word order in English.
• Ask Ss to come up with their own sentences
demonstrating the three instances presented.
• Have Ss do the activity.
• Check the answers with the class.

KEY
1. Betty has got straight hair.
2. My brother is outgoing.
3. Neil does the washing-up every day. /
Every day Neil does the washing-up.
4. Kate is a lovely girl.
5. Andrew surfs the Net in the evenings. /
In the evenings Andrew surfs the Net.

E. Aim: to give Ss practice in writing a blog post about

themselves and their best friend
• Ask Ss to read through the plan for a blog post and elicit
examples of what they have to write about.

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B. Read again and complete the table below about Rob’s best friend.

Name Age
Appearance:
Height: tall short Build: chubby slim
Hair Eyes

Personality Interests/Hobbies

Best friend

Best friend’s appearance

Best friend’s personality

Things we do together

D. Read and make sentences by putting the words in the

correct order.

Word order
subject + verb + object
We read magazines.
adjective + noun
My best friend She’s a beautiful girl.
My best friend’s name is Marco. Marco is She’s got beautiful eyes.
short and chubby. He’s got short brown verb be + adjective
hair and blue eyes. He is friendly, and he Tina is beautiful.
is also very clever and helpful, so I like
studying with him. He plays ice-hockey too.
We both play for the local ice-hockey team. 1. has got / Betty / hair / straight

2. is / outgoing / brother / my

3. every day / Neil / the washing-up / does

4. a / girl / Kate / lovely / is

5. the Net / Andrew / in the evenings / surfs

C. Copy and complete the table above with information

about your best friend. Then talk in pairs. E. Imagine that you are starting a blog. Write a
post about yourself and your best friend. Use the
information from activity C and follow the plan below.
What do you look like?
... About me
What are you like? Are you outgoing/shy, etc.? Say what your name is and how old you are.
...
Write about your appearance.
What are your interests and hobbies?
... Write about your personality and interests.
Who’s your best friend? My best friend
... Say who your best friend is.
What does he/she look like? Write about his/her appearance.
...
Write about his/her personality.
What is he/she like?
... Write what you do together.
What do you do together?
... Group related pieces of information
in the same paragraph.

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 1 Round-up F. Circle the correct words.
1. A: Where is Zoe? Does she watch / Is she watching
TV again?
B: No. She listens / is listening to music with her
sister. They love / are loving music.
ocabulary 2. Daniel doesn’t study / isn’t studying now. He
plays / is playing computer games with his brother.
A. Cross out the odd word. Then add one more.
They always play / are playing computer games in
1. maths – football – art – biology – the evenings.
Score: /6
2. chubby – polite – active – helpful –
3. skirt – top – boots – shirt – G. Put the words in order to make sentences.

4. medium–length – free – wavy – curly – 1. my father / watches / often / films / .

Score: /8
B. Match. 2. a / week / go / you / swimming / always / do /
1. have a. to concerts twice / ?
2. go b. on the Net
3. download c. arts and crafts 3. never / out / goes / Leo / Tuesdays / on / .
4. chat d. fun
5. do e. newspapers
6. read f. the Net Score: /3
7. surf g. songs H. Circle the correct words.
Score: /7
C. Circle the correct words. 1. I enjoy play / playing table tennis with my friends
in the evenings.
1. I go / play rollerblading twice a week. 2. Lily wants join / to join an ice-hockey team.
2. Olivia has PE / chemistry now, so she’s in the
3. My mother can’t stand wearing / to wear earrings.
science lab.
3. Mr Adams is very rude / outgoing.
outgoing. All the students 4. I’d like making / to make my own clothes.
like him. Score: /4
4. That jumper is perfect / lazy for Sally. She loves
wearing red clothes.
5. This year we’re learning / practising about Britain
ommunication
I. Match.
at school.
Score: /5 1. What does Tina look like? a. Twice a week.
rammar 2. What is your sister like? b. She’s playing an
3. Would you like to join online game.
D. Complete with the Present Simple of the verbs in the youth club? c. She’s friendly and
brackets.
4. How often do you play polite.
1. A: How often you basketball? d. She’s tall and slim.
(go out) with your friends? 5. What is Amy doing now? e. I’d love to.
B: About three times a week. But I
Score: /5
(see) them at school every day.
TOTAL SCORE: / 50
2. School (start) at 8:30 every day and
(finish) at 3pm.
3. A: Diana (wear) belts? Now I can…
B: No. She (not like) accessories.
talk about my school
Score: /6 talk about my free-time activities / daily
routines
E. Complete with the Present Progressive of the verbs say how often I do things
in the box.
talk about things that are happening now
not skateboard read check out hang out do listen understand the difference between the
Present Simple and the Present Progressive
1. A: Hey, what you ? talk about my clothes and accessories
B: I some new online games. say what I like / don’t like doing and what
2. Nicole at the moment. I want / would like to do
She at Tina’s house. They describe people’s appearance and
personality
magazines and to
talk and write about myself and my best friend
music.
Score: /6
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 1 Round-up G.

To be most effective, the exercises in the round-up KEY

section should be completed and checked in class. 1. My father often watches films.
Ss should calculate and write down their scores. 2. Do you always go swimming twice a week?
3. Leo never goes out on Tuesdays.
Aim: to help Ss revise the structures, functions and
vocabulary presented in Module 1 through various H.
activities.
KEY
Vocabulary 1. playing
A. 2. to join
3. wearing
KEY 4. to make
1. cross out: football add: geography, physics, etc.
2. cross out: chubby add: shy, rude, etc.
3. cross out: boots add: leggings, jumper, etc. Communication
4. cross out: free add: straight, fair, etc. I.

B. KEY
1. d 2. c 3. e 4. a 5. b
KEY
1. d 2. a 3. g 4. b 5. c 6. e 7. f
Now I can...
C. Aims: t o give Ss the opportunity to check their
progress
KEY to encourage learner autonomy
1. go • Draw Ss’ attention to the points and get Ss to read
2. chemistry through them.
3. outgoing • Explain any unknown words.
4. perfect • Get Ss to tick the points they feel confident about. For
5. learning the points they are unsure of, they should refer back to
the relevant sections in the module.

Grammar
D.

KEY
1. do ... go out, see
2. starts, finishes
3. Does ... wear, doesn’t like

E.

KEY
1. are ... doing, ’m checking out
2. isn’t skateboarding, is hanging out,
are reading, listening

F.

KEY
1. Is she watching, is listening, love
2. isn’t studying, is playing, play

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2 Travelling
Aims: t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module

• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (two
(two girls
riding a camel).
camel ).
• Ask Ss:

Where do you think the girls are?

What are they doing?
How do they feel?

• Elicit answers. Use Ss’ L1 when necessary.

• Ask Ss to guess what the module will be about.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.

KEY
picture A: p. 23
picture B: p. 24
picture C: p. 29
picture D: p. 26
picture E: p. 20

• Read out the objectives in the In this module you will

learn section.
• Explain any unknown words.

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 2 Travelling

Discuss: Where can you find the following in this module?

Go through the module and find the pictures.
Do you like visiting new places?
What’s the most exciting place you have
visited?
Which place in the world would you like
to visit?

In this module you will learn...

to talk about past events A B C

to talk about past holidays
to discuss means of transport you use
to express ability in the past
to talk about making travel arrangements
to write a paragraph about a historical figure
to write about a trip you went on
to express your opinion
to link your ideas with and
and,, but
but,, so and D E
because

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 2a
1 ocabulary 
Match the pictures with the holiday
activities. Then listen and check your
answers. 1 2

sunbathe
travel abroad
go on a cruise
3 4 5
go sightseeing
buy souvenirs
go hiking
explore a cave
6 7 8
go horse riding

2 ead 
A. Look at the pictures. Where did Liv travel to? Listen to the dialogue and check. Then read it out in groups.

Liv Hi, guys!

Stu Hey, you’re back!
Amy How was your trip?
Liv It was a great experience.
Bill Did you visit the Pyramids?
Liv Of course. And the Sphinx. We also walked around
Cairo and went on a cruise down the Nile.
Amy Did you take pictures?
Liv Yeah, but I haven’t got my camera with me,
so I can’t show you.
Stu So, what else did you do there?
Liv I rode a camel. Well, I tried to ride a camel.
Amy No! What was it like?
Liv I was quite scared, to be honest. It’s not like
riding a horse. Camels are really tall.
Bill Did you fall off?
Liv Almost. But I managed to stay on.
Stu So, did you go on a trip into the desert?
Liv No, it was really hot. Oops, I almost forgot. Here
you go guys, souvenirs all the way from Egypt.
Stu A pyramid! Thanks, Liv.
Bill Ermm... Liv, my souvenir is broken. It hasn’t got
a nose.
Amy It isn’t broken, Bill. That’s what the Sphinx looks like.
Bill I know, I’m only joking!

B. Read again and answer the questions.

1. Where did Liv go on a cruise?
2. Why can’t Liv show them pictures of her trip?
3. What does Liv think of camel riding?
4. Did Liv fall off the camel?
5. What did Liv get Stu from Egypt?
6. Why does Bill say his souvenir is broken?

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 FUNCTIONS
2a
Talking about past events Background note
Talking about one’s last holiday
• Egypt is a country in Africa
Africa.. The capital of Egypt is
Cairo.. The river Nile flows through Egypt. It’s one of the
Cairo
STRUCTURES
longest rivers in the world. There are many things to do
Past Simple
and many sights to see in Egypt, like the Pyramids, the
Sphinx, etc.
VOCABULARY
• The Pyramids of Giza are near Cairo and are considered
Holiday activities
one of the Seven Wonders of the ancient world. They
buy souvenirs explore a cave go hiking
hold the bodies of three pharaohs (=kings
(=kings of ancient
go horse riding go on a cruise go on a trip
Egypt).).
Egypt
go sightseeing sunbathe travel abroad
• The Sphinx of Giza was built before 2500 BC. It is the
Other words and phrases statue of a creature which had the body of a lion and the
almost around be back broken camel desert head of a man who looked like the Pharaoh.
experience (n) fall off forget Here you go.
I’m only joking. manage scared show (v) • Check the answer with the class.
To be honest,... try
KEY
Liv travelled to Egypt.

Warm-up • Ask Ss some comprehension questions:

Aim: to introduce the topic of the lesson
• Ask Ss to tell you what their idea of holiday fun is. What does Liv think of her trip to Egypt? That it was a
• Elicit answers. great experience.
Did Liv visit the Pyramids and the Sphinx? Yes, she did.
23 What did she also do in Cairo? She walked around it.
1 Vocabulary Did Liv take pictures on her trip? Yes, she did.
Aim: to introduce some holiday activities Is Liv showing pictures of her trip to her friends? No,
• Ask Ss to read through the list of phrases and match she isn’t.
them with the pictures 1-8. What did Liv ride in Egypt? A camel.
• Allow Ss some time to do the activity. What did Liv get Bill from Egypt? A souvenir of the
• Play the CD and have Ss check their answers. Sphinx.
Does Bill believe what he is saying about his souvenir?
KEY No, he doesn’t.
sunbathe 5
travel abroad 6 • Explain any unknown words.
go on a cruise 3 • Choose Ss to act out the dialogue.
go sightseeing 1 B. Aim: to give Ss practice in identifying specific
buy souvenirs 8 information in the dialogue
go hiking 7 • Have Ss read the text again and do the activity.
explore a cave 4 • Check the answers with the class.
go horse riding 2

KEY
• Help Ss deduce the meaning of any unknown words 1. Down the Nile.
by relating them to the content of the corresponding 2. Because she hasn’t got her camera with her.
pictures. 3. That it isn’t like riding a horse. / That it’s scary.
• Ask Ss which of these activities they have tried or do 4. No, she didn’t.
when they are on holiday. 5. A souvenir pyramid.
• Elicit answers. 6. Because it hasn’t got a nose.
• Play the CD again and pause so that Ss can repeat what
they hear.
Post-reading
2 Read 24 Aim: to give Ss the opportunity to elaborate on the topic
A. Aims: t o help Ss make predictions about the of the dialogue
dialogue based on visual prompts • Ask Ss some questions:
t o present vocabulary, structures and Have you ever been to Egypt? If not, would you like to?
functions in the context of a dialogue What would you like to see there?
t o give Ss practice in reading for gist
• Ask Ss to look at the pictures accompanying the • Elicit answers and initiate a short discussion.
dialogue, identify the characters and guess what is
happening.
• Elicit answers.
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the CD and have Ss follow in their books and
check their predictions. Tell them to underline any
unknown words at the same time.

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2a
3 Grammar 4 Pronunciation 25, 26
Aims: t o present and give Ss practice in using the Past A. Aim: to present the difference between the /t/, // and
Simple of regular and irregular verbs and the // sounds of the -ed ending of regular verbs in
verb be the Past Simple
t o familiarise Ss with common time • Play the CD and tell Ss to repeat what they hear and
expressions used with the Past Simple listen for the difference in pronunciation of the -ed
• Ask Ss to read through the table (affirmative,
(affirmative, negative endings: lik ed,, lov
liked ed and visit
loved ed..
visited
and question forms).forms). • Elicit that lik ed ends in a /
liked / / sound, lov ed ends in a /
loved / /
• Explain to Ss that this is the Past Simple of the regular sound and visit ed ends in an /
visited /// sound.
verb visit and the irregular verb go go..
B. Aim: to give Ss practice in differentiating between the
• Ask Ss what they notice about the formation of the Past
/t/, // and // sounds of the -ed ending of regular
Simple of regular and irregular verbs (the (the Past Simple of
regular verbs is formed by adding -ed to the base form, verbs in the Past Simple
while each irregular verb forms the affirmative form in a • Play the CD and pause after every verb.
different way).
way). • Ask Ss to repeat each verb and tick the sound they hear.
• Point out to Ss that the affirmative form of the Past • Check the answers with the class.
Simple of both regular and irregular verbs is the same for • If necessary, play the CD again.
all persons in the singular and in the plural.
• Refer Ss to the list of irregular verbs (p. 127). KEY
• Draw Ss’ attention to the second column and ask them /t/:/: helped, walked, finished
what they notice about the formation of the negative /d/:/: tried, explored
form of the Past Simple (we (we add didn’t/did not before //:/: wanted, started, waited
the base form of the main verb). verb). Point out that we usually
use the short form (didn’t
(didn’t)) when we talk.
• Draw Ss’ attention to the third column and ask them
5 Speak
what they notice about the formation of questions in the
Aim: to give Ss the opportunity to practise the
Past Simple (we (we add Did before the subject and the base
form of the main verb).verb). vocabulary, structures and functions presented in
• Ask Ss to find examples of the Past Simple in the this lesson through pair work
dialogue (was, (was, Did you visit, walked, went, Did you take, • Ask Ss to read through the speech bubble and check
did you do, rode, tried, Did you fall, managed, did you go, their understanding.
forgot).).
forgot • Draw Ss’ attention to the TIP and explain it.
• Refer Ss to the Grammar Reference (pp. 119-120). • Choose a student and act out the dialogue.
• Refer Ss to the dialogue and draw their attention to the • Get Ss to do the activity in pairs and go round the class
question So, what else did you do there? as opposed to helping them when necessary.
the questions beginning with Did…? • Choose some pairs to act out the dialogue.
• Ask Ss what they notice about the answer to the
question So, what else did you do there?
• Point out to Ss that questions beginning with a question
word ask for specific information (I ( I rode a camel.),
camel.), while
questions beginning with Did…? require only short
answers (Yes, (Yes, No, Of course, Almost).
Almost).
• Draw Ss’ attention to the time expressions. Point out that
we use these time expressions with the Past Simple.
• Read out and explain the NOTE.
• Refer Ss to the Grammar Reference (p. 120).
• Have Ss do the activity.
• Check the answers with the class.

KEY
1. Did … like, was
2. didn’t/did not go, went
3. didn’t/did not buy, bought
4. started, stayed
5. Did … take, took, loved

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 3 rammar
Past Simple
AFFIRMATIVE NEGATIVE QUESTIONS TIME EXPRESSIONS
yesterday
I I I
last night/week/year, etc.
You You you
in 1981, etc.
He He he
two days/months ago
She visited/went She didn’t (did not) visit/go Did she visit/go?
It It it
We We we NOTE The Past Simple of the
You You you
verb be is was / were.
They They they
My friends were at the
cinema yesterday, but
For a list of irregular verbs, go to p. 127.
I was at home.

Complete the sentences with the Past Simple of the

verbs in brackets.

1. A:
B: Yes, it
you (like) the film?
(be) great. 4 ronunciation
A. Listen and repeat. What’s the

2. Last summer we (not go) camping. difference between a, b and c?
We (go) on a cruise around the a. lik ed
liked b. lov ed
loved c. visit ed
visited
Mediterranean. B. Listen and tick (3) the sound you hear.
3. Matt and Fay (not buy) a bike. liked /t/ loved // visited //
They (buy) a skateboard. helped
4. Yesterday, at 5 o’clock, it (start) raining, walked
so I (stay) at home. tried
wanted
5. A: Alice (take) pictures in Japan?
started
B: Yes, she (take) lots of pictures.
explored
She (love) the place.
finished
waited

5 peak
Talk in pairs. Think of your last holiday.
Then ask each other questions.

When did you last go on holiday?

...
Where did you go?
...
Did you go sightseeing? What did you see?
...
Did you take pictures?
...
Did you buy souvenirs? What did you buy?
...
Did you have a good time?
...

While speaking, use vocabulary

and language you’ve learnt.

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 2b
1 ocabulary  2 ead  a

A. Look at the means of transport A. Listen, read and

below. Are they land, sea or air put the pictures in the
transport? Listen and check your correct order. Write 1-5.
answers. What other means of b
transport do you know?

underground
c d e
motorbike helicopter

Exploring

Bangkok
by Adam Storm

ferry Last month I was in Bangkok and I wanted to try Thai food.
The hotel receptionist told me about a good restaurant
near the Chao Phraya River. I decided to go on foot and
explore the city. But I soon got tired and took the bus.
There was a lot of traffic, so I got off and decided to go by
underground. I found an underground station easily.
I got off two stops later, but I couldn’t see the river or the
restaurant. I didn’t know what to do. ‘Do you need help?’
a man asked me. I was so happy! He could speak English
tram van
very well! I asked him for directions to the restaurant and
he said, ‘Oh, you’re on the wrong side of the river. It’s on
B. Complete the sentences with the adjectives
below. Then listen and check your answers.
the other side.’ So, I took the ferry. Then I took a tuk tuk.
It’s a kind of taxi and it’s very popular in Bangkok. It took
dangerous expensive fast me to the restaurant, and guess what! It was closed.
crowded popular

1. When something isn’t cheap,

B. Read again and write T for True or F for False.
it’s .
2. When something isn’t slow, 1. Adam was in Thailand a month ago.
it’s . 2. Adam wanted to go to a place near the
3. When lots of people like something, Chao Phraya River.
it’s . 3. The man spoke to Adam in Thai.
4. When there are lots of people in a place,
4. The man gave Adam the wrong directions.
it’s .
5. When something isn’t safe, 5. Adam didn’t have lunch at the restaurant.
it’s .

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 FUNCTIONS
2b
KEY
Talking about means of transport 1. expensive
Expressing preference 2. fast
Expressing ability in the past 3. popular
4. crowded
STRUCTURES 5. dangerous
The verb could
Adjectives - Adverbs of manner
• Explain any unknown words.
VOCABULARY • Ask Ss to match the adjectives in the box to different
means of transport, e.g. bus: cheap, slow, usually
Means of transport
ferry helicopter motorbike tram underground crowded.
van
2 Read 29
Other words and phrases
ask (for) careful cheap closed crowded A. Aims: t o present vocabulary, structures and
dangerous decide expensive fast get off functions in context
Guess what! hard late later on foot popular t o give Ss practice in reading for gist
safe side slow something station tell terrible • Ask Ss to look at the five pictures and tell you what
traffic wrong they show (different
(different means of transport)
transport) and if they can
identify them.
• Elicit answers.
• Ask Ss to look at the title of the text and the pictures
Warm-up
accompanying it.
Aim: to introduce the topic of the lesson • Ask Ss to look at the layout of the text and tell you what
• Ask Ss to tell you what tourists can see if they go on a they think it is (a (a story/personal account),
account), where it can be
tour of their city, what is the best way to tour their city, found (in
( in a magazine/travel blog) blog) and who it was written
etc. by (Adam
( Adam Storm).
Storm).
• Elicit answers. • Ask Ss to tell you what the pictures on p. 23 show (some ( some
means of transport in Bangkok),
Bangkok), who they think the boy
1 Vocabulary 27, 28 in the picture on p. 22 is (Adam ( Adam Storm)
Storm) and what they
A. Aim: to present some means of transport think the text is about (something
( something that happened in
• Ask Ss to look at the pictures and read through the Bangkok).).
Bangkok
means of transport. • Elicit answers but do not correct Ss at this stage.
• Help Ss deduce the meaning of any unknown words by • Play the CD and have Ss follow in their books. Tell them
relating them to the corresponding pictures. to underline any unknown words at the same time.
• Ask Ss the first question in the rubric.
• Elicit answers. Background note
• Play the CD and have Ss check their answers.
• The city of Bangkok is the capital of Thailand in
Southeast Asia.
KEY
land: underground, motorbike, tram, van • An auto rickshaw or three-wheeler or tuk-tuk
tuk-tuk,, is
sea: ferry a motor vehicle that is one of the main means of
air: helicopter transport in many parts of South and East Asia. It
is a motorised version of the traditional rickshaw, a
• Ask Ss the second question in the rubric. small three-wheeled cart. It is particularly popular
• Elicit answers. with tourists and areas where traffic congestion is a
problem.

KEY • Have Ss do the activity.

Suggested answers • Check the answers with the class.
land: car, bus, train
sea: ship, boat KEY
air: plane 1. b 2. c 3. e 4. a 5. d

• Play the CD again and pause so that Ss can repeat what • Point out to Ss that we use by ((by
by bus/underground/
they hear. ferry/tuk tuk)
tuk) in front of all means of transport while we
say on foot and take the bus.bus.
B. Aim: to present and give Ss practice in using some
attributive adjectives and their opposites
• Ask Ss to read through the sentences 1-5.
• Ask Ss to read through the adjectives in the box.
• Have Ss do the activity.
• Play the CD and have Ss check their answers.

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2b
• Ask Ss some comprehension questions: Adverbs
• Ask Ss to look at the two columns in the first table.
What did Adam want to try when he was in Bangkok? Explain to them that the words in the left column are
Thai food. adjectives.. Remind Ss that adjectives usually come before
adjectives
Who told Adam about a good restaurant? The hotel nouns and they give extra information about them, e.g. a
receptionist. nice house, a good book. book.
Why did Adam decide to go to the restaurant on foot? • Explain to Ss that the words in the second column are
Because he wanted to explore the city. adverbs of manner ((=they =they describe how something
Why did Adam take the bus? Because he got tired. happens)) and derive from the respective adjectives in the
happens
Why did Adam get off the bus? Because there was a lot first column.
of traffic. • Draw Ss’ attention to the first four adverbs (nicely, ( nicely,
Which means of transport did he decide to use next? carefully, happily, terribly)
terribly) and ask them what they notice
The underground. about their formation (we form most adverbs of manner
Did he find an underground station easily? Yes, he did. by adding -ly to the adjective e.g. nice – nicely, careful
After how many stops did he get off? Two. – carefully.
carefully. However, adjectives ending in a consonant
Did he see the restaurant when he got off the + -y
-y,, drop the -y and take -ily e.g. happy – happily and
underground train? No, he didn’t. adjectives ending in -le -le,, drop the -e and take only -y e.g.
What did the man tell Adam? That he was on the wrong terrible – terribly).
terribly).
side of the river and the restaurant was on the other • Draw Ss’ attention to the second table.
side. • Explain to Ss that the adjective good forms its adverb
What did Adam do? He took the ferry. irregularly (well
(well),), while the adjectives fast, early, late and
How did Adam get to the restaurant? By tuk tuk. hard form their respective adverbs by keeping the same
What is a tuk tuk? A kind of local taxi. form.
• Refer Ss to the Grammar Reference (p. 120).
B. Aim: to give Ss practice in identifying specific • Ask Ss to read through the examples and draw their
information in the text attention to the words in bold.
• Have Ss do the activity. • Ask Ss what the adjective careful in the first example
• Check the answers with the class. describes (the(the driver)
driver) and what the adverb carefully
describes (how( how he drives).
drives).
KEY • Provide Ss with examples of the adjectives and adverbs
1. T 2. T 3. F 4. F 5. T included in the table (e.g. He’s a good singer. – He sings
well. He’s a fast runner. – He runs fast. The bus was five
• Explain any unknown words and choose Ss to read the minutes early. – They arrived early. He’s late for work
text aloud. again. – He arrived late again. I sleep on a hard mattress. –
I work hard.).
hard.).
• Point out to Ss we can use adjectives without nouns after
Post-reading
the verbs be be,, look
look,, feel
feel,, etc. (e.g. She’s nice, He’s late/early,
late/early,
Aim: to give Ss the opportunity to elaborate on the topic
etc.).
of the reading text • Have Ss do the activity.
• Ask Ss some questions: • Check the answers with the class.
Has anything similar happened to you or to a friend
while visiting a foreign country? KEY
What happened? 1. terribly 3. well
What did you/your friend do? 2. politely 4. lazily
What other local means of transport are there in your
city?
• Elicit answers and initiate a short discussion. 4 Speak & Write
A. Aim: to give Ss practice in using the structures,
3 Grammar functions and vocabulary presented in this
Aim: to present and give Ss practice in differentiating lesson through pair work
between the verbs can and could and using • Ask Ss to read through the two questions and check
adverbs of manner their understanding.
The verb could • Ask Ss to read through the dialogue in the speech
• Ask Ss to read through the two sentences and draw their bubble and check their understanding.
attention to the words in bold. • Choose a student and act out the dialogue.
• Ask Ss to tell you the difference between can/can’t and • Get Ss to do the activity in pairs and go round the class
can/can’t refer to ability/lack of ability in
could/couldn’t ((can/can’t helping them when necessary.
the present while could/couldn’t refer to ability/lack of • Choose some pairs to act out the dialogue.
ability in the past).
past). B. Aim: to give Ss practice in writing about the means of
• Refer Ss to the Grammar Reference (p. 120).
transport they use/like/don’t like
• Have Ss do the activity.
• Ask Ss to read the prompt and elicit examples of what
• Check the answers with the class.
they have to write about.
• Allow Ss some time to write their sentences.
KEY • Choose some Ss to read out their sentences.
1. couldn’t 3. can’t
2. Can, can, couldn’t 4. could, can’t

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 Adverbs
3 rammar ADVERBS OF MANNER
The verb could
ADJECTIVES ADVERBS
• I couldn’t speak Spanish when I was young, but now I can
can..
• Tony could run fast when he was young, but now he can’t
can’t.. nice nicely
careful carefully
easy easily
Circle the correct words. terrible terribly

1. I didn’t take my umbrella with me because I can’t / couldn’t find it. IRREGULAR ADVERBS
2. A: Can / Could you speak German? ADJECTIVES ADVERBS
B: Yes, I can / could.
could. good well
A: But you can’t / couldn’t speak German five years ago. fast fast
early early
B: No, but I studied in Germany for a year. late late
3. I can / can’t buy this dress. It’s very expensive. hard hard
4. My father can / could play football very well when he was young,
• Mark is a careful driver.
but now he can’t / couldn’t.
couldn’t. He drives carefully
carefully..
• They are very good
dancers. They dance
well..
well

Complete the sentences with adverbs.

Use the adjectives in bold to form adverbs.

1. The taxi driver was terrible

terrible.. He
drove .
2. James is very polite
polite.. He always
speaks to his teachers .
3. Laura is good at languages. She
speaks Italian very .
4. The children are very lazy
lazy.. They just
sit watching TV all day.

4 peak & rite

A. Talk in pairs. Discuss the
questions below.

Which means of transport do you

usually use? Why?
Which means of transport do you like/
don’t like? Why/Why not?

I usually take the underground

because it goes fast. What about you?
I take the bus. It isn’t very fast,
but it’s cheap.

B. Write a few sentences about the means of

transport you use/like/don’t like. Say why.

I usually take the bus because…

23
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 2c
1 ocabulary 
Look at the pictures and complete the sentences with the words in the box. Then listen and check
your answers.

currency pack called booked take off boarding pass

1. A: Can you help me 4. Pete didn’t drive me to the airport.

my suitcase? I for a taxi.
B: OK. Where are your clothes?

2. Judy went to the travel agent’s 5. I downloaded my

yesterday and onto my
plane tickets for July. smartphone.

3. I went to the bank yesterday and 6. A: What time did your plane
I exchanged ?
for my trip. B: At 6 a.m.

2 ead 
A. Look at the picture. What do you think the two girls are talking about? Listen, read and find out.

Fay Did you book our flight to Paris?

Sue Yes, my mum and I went to the travel agent’s
yesterday.
Fay Great! Let’s make a list of what we need.
Sue Good idea! First, passports. Last year, my
cousin Fran left her passport at home and
missed her flight.
Fay OK, passports. How many bags do we need?
Sue Let’s take the big red suitcase and your small
blue bag.
Fay Did you check the weather on the Internet?
Do we need warm clothes?
Sue I did. It’s cold in Paris. Pack some jackets and
jumpers.
Fay OK. Did you exchange money too?
Sue Yes, my dad went to the bank this morning
and exchanged some money.
Fay Great. When can we check in?
Sue Tomorrow. We can do it online. And we can
print our boarding passes too.
Fay We can also download them onto our
smartphones.
Sue Good idea. Oh, by the way, can your parents
drive us to the airport?
Fay Sure. I can’t wait for our holiday!

24
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 FUNCTIONS
2c
KEY
Talking about making travel arrangements 1. She left her passport at home and missed
her flight.
STRUCTURES 2. Yesterday.
Personal Pronouns 3. The weather.
4. He went to the bank and exchanged
VOCABULARY some money.
airport bag bank boarding pass book check (v) 5. Tomorrow.
check in exchange money flight happen
make a list miss a flight pack passport print
suitcase ticket travel agent’s • Explain any unknown words and choose Ss to read the
text aloud.
1 Vocabulary 30
Aim: to introduce vocabulary related to travelling
• Ask Ss to read through the words in the box.
• Ask Ss to read through the sentences 1-6.
• Help Ss deduce the meaning of any unknown words
from the content of the corresponding pictures.
• Have Ss do the activity.
• Play the CD and have Ss follow in their books and check
their answers.
• Check the answers with the class.

KEY
1. pack
2. booked
3. currency
4. called
5. boarding pass
6. arrive

2 Read 31
A. Aims: t o help Ss make predictions about the content
of the dialogue based on visual prompts
t o present vocabulary, structures and
functions in the context of a dialogue
t o give Ss practice in reading for gist
• Ask Ss to look at the pictures accompanying the
dialogue.
• Ask Ss to tell you what they can see in the pictures and
guess what the text is about.
• Elicit answers.
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the CD and have Ss follow in their books and check
their predictions. Tell them to underline any unknown
words at the same time.
• Check the answer with the class.

KEY
The two girls are talking about what they need to
do before their trip.

• Ask Ss some comprehension questions:

Where are the girls going? To Paris.

Who went to the travel agent’s? Sue and her mum.
What is the first thing the girls put on the list?
Passports.
Who can drive the girls to the airport? Fay’s parents.

B. Aim: to give Ss practice in identifying specific

information in the dialogue
• Have Ss read the dialogue again and do the activity.
• Check the answers with the class.

TB 24
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2c
Post-reading LISTENING TRANSCRIPT
Aim: to give Ss the opportunity to elaborate on the topic Patrick Hi, Tina. What are you doing?
Patrick 
of the dialogue Tina 
Tina Hi, Patrick. I’m packing for my trip to Spain. Can
Ask Ss some questions: you help me?
Patrick OK.
How often do you go on holiday? Tina 
Tina So, which bag do I take? I have this blue bag and
What kind of things do you pack when you go this red suitcase.
on holiday? Patrick 
Patrick Well, the bag is a bit small. Take the suitcase. By
the way, when is your flight?
Tina On Friday.
3 Grammar Patrick 
Patrick Let me check the weather on the Internet... Here
Aim: t o present and give Ss practice in using personal we are, it’s cold in Spain this week, so take a
pronouns warm jacket.
• Ask Ss to read through the short dialogue in the Tina 
Tina Yes, good idea. What about shoes? I don’t need
grammar box. boots, right?
• Draw Ss’ attention to the words in bold. Patrick 
Patrick No, I think just trainers are OK. But maybe pack
• Ask Ss what He and him refer to and what they notice an umbrella.
(they both refer to Jack. He goes before the
about them (they Tina Good idea. What else do I need?
verb want and is used as the subject while him goes after Patrick 
Patrick What about money? Did you go to the bank?
the verb drove and is used as the object).
object). Tina 
Tina Yes, I went yesterday, and I exchanged some
• Refer Ss to the table and explain to them that the column money.
on the left contains personal pronouns which are used as Patrick Great. Don’t forget to take it with you.
subjects (e.g. I ’m busy.)
busy.) while the right column contains Tina Of course. Thanks Patrick, you’re really helping.
personal pronouns which are used as objects (e.g. Can Patrick No problem. Now, what about the hotel...
you do me a favour?)
favour? ) or after prepositions (e.g. Look at
me!! ). Demonstrate the relationship between them,
me
e.g. I – me, You – you, He – him, etc. with more examples. 5 Speak
• Ask Ss to find examples of object pronouns in the text Aim: t o give Ss practice in talking about preparing for a
(We can do it online, We can also download them them...,
...,
trip
…can your parents drive us us...
...).).
• Ask Ss to read through the ideas in the box. Make sure
• Refer Ss to the Grammar Reference (p. 120).
they haven’t got any unknown words.
• Have Ss do the activity.
• Ask Ss to read through the speech bubble.
• Check the answers with the class.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
KEY helping them when necessary.
1. me, it, it, him 3. them, they • Choose some pairs to act out the dialogue.
2. us, it 4. He, you

4 Listen 32
Aim: t o give Ss practice in listening for specific
information
• Ask Ss to look at the pictures and name the items.
• Play the CD twice.
• Check the answers with the class. If necessary, play the
CD again in order to clarify any questions Ss may have.

KEY
The following pictures should be ticked:
a, b, c, e, f

25 TB
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 3 rammar
Personal Pronouns
4 isten 
Look at the pictures below and tick (3) what
Tina is taking on her trip.
SUBJECT OBJECT
PRONOUNS PRONOUNS
I me
you you
he him a
she her
it it
we us
you you
they them b

A: Jack doesn’t have a car.

B: Yes, I know. I drove him to the
airport yesterday. He didn’t want
to take a taxi.

Complete using personal pronouns.

1. A: Give my mobile phone,

Adam. I know you’ve got .
B: No, I haven’t. I gave to your
brother. Ask .
2. Tell about your trip. We want c d
to know all about .
3. A: Those shoes are nice! I want to
buy . e
B: Aren’t a bit expensive?
4. A: Where’s Mr Smith? f
B: is over there. Do
want to talk to him?

5 peak
Talk in pairs. Imagine that you are preparing
for a trip. Ask and answer questions about the
things you did or didn’t do before your trip.
B. Read again and answer the questions. You can use the ideas in the box.

1. What happened to Sue’s cousin last year? book / flight check / weather
2. When did Sue and her mum book the tickets pack / clothes download / boarding passes
for Paris? exchange currency check in
3. What did Sue check on the Internet?
4. What did Sue’s dad do this morning? Did you book our flight?
Yes, I booked it yesterday. Did you
5. When can Sue and Fay check in?
pack your clothes?

25

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 2d
1 ead 
A. Do the quiz and test your knowledge. Then listen and check your answers.

Quiz:
Tr������n� T��� �n� N��…
1 Nowadays, lots of people drive electric cars. They are
good for long journeys because it is cheap to charge
them, and they are environmentally friendly. But electric
cars weren’t always popular. When did the first electric cars
appear on the roads?

a. in the 1890s b. in the 1920s c. in the 1950s

2 Today, travelling by ship is fast, cheap and safe. But

travelling by ship used to be difficult. In the past,
famous explorers went on long voyages around the world.
These voyages were dangerous, and it sometimes took
months for the ships to see land. How long did it take
explorer Ferdinand Magellan to cross the Pacific Ocean in
1521?

a. a month b. about c. about

two months three months

3 Nowadays, travelling by plane is easy and fast. A flight

from London to New York takes about 7 hours. But
travelling by plane didn’t use to be that easy. In 1919, John
Alcock and Arthur Brown made the first non-stop flight
across the Atlantic. How long did this flight take?

a. 27 hours b. 20 hours c. 16 hours

4 People started using trains for travelling in the 19th

century. In 1830, trains could run at about 30 km/h.
Today, there are new kinds of trains that are very fast, like
the maglev train. How fast can the Shanghai maglev train
complete its 30 km journey?

a. in about b. in about c. in about

4 minutes 7 minutes 10 minutes

B. Read again and answer the questions.

1. Why do people use electric cars for long journeys?

2. Did travelling by ship use to be fast?
3. How did explorers travel around the world?
4. What happened in 1919?
5. What is the maglev train?

26
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 FUNCTIONS Post-reading
2d
Talking about travelling in the past and present Aim: to give Ss the opportunity to elaborate on the topic
Talking about past states and habits of the reading text

STRUCTURES
• Ask Ss:
Used to
Did you think that the information in the quiz was
VOCABULARY interesting?
across appear century charge (v) complete What else would you like to learn about travelling in
cross (v) electric environmentally friendly explorer the past?
famous feel in the past it takes... journey
land (n) nowadays reach sailor voyage world • Elicit answers and initiate a short discussion.

1 Read 33
A. Aims: t o activate background knowledge
t o present vocabulary, functions and
structures in the context of a quiz
t o give Ss practice in doing a quiz about the
present and the past
• Ask Ss to do the quiz and underline any unknown words
at the same time.
• Play the CD and have Ss follow in their books and check
their answers.

KEY
1. a 3. c
2. c 4. b

• Ask Ss some comprehension questions:

Did lots of people buy electric cars in the past?

No, they didn’t.
Were the voyages explorers used to go on safe?
No, they weren’t. They were dangerous.
What is it like to travel by plane nowadays?
It’s easy and fast.
How are trains different now compared to trains in
the 19th century? Trains are faster now.

B. Aim: to give Ss practice in reading for specific

information

• Have Ss do the activity.

• Check the answers with the class.

KEY
1. Because they are cheap to charge
and they are environmentally friendly.
2. No, it didn’t.
3. By ship.
4. John Alcock and Arthur Brown made
the first non-stop flight across the
Atlantic.
5. It is a very fast train.

TB 26
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2d
KEY
2 Vocabulary 1. a 2. a 3. a 4. b
Aim: t o give Ss practice in using some of the vocabulary
presented in this lesson
• Ask Ss to read through the words in the box. LISTENING TRANSCRIPT
• Have Ss do the activity. Host And now it’s time for ‘History Corner’! Who are we
• Check the answers with the class. looking at this week, Tina?
Tina He’s an Italian explorer and he was born in 1451.
KEY Host I’m not sure.
1. voyage Tina He’s quite famous.
2. takes Host Is it Marco Polo?
3. explorers Tina No. This explorer went on four voyages to...?
4. world Host To where?
5. land Tina The Americas.
Host I know. It’s Christopher Columbus.
Tina That’s right.
3 Grammar
B. Aim: to give Ss practice in listening for specific
Aim: t o present and give Ss the opportunity to practise
information
using used to to refer to past events and habits
• Ask Ss to read through the sentences 1-6. Make sure they
• Ask Ss to read through the first example sentence and
haven’t got any unknown words.
draw their attention to the phrase in bold.
• Play the CD twice.
• Explain to Ss that this is the affirmative form of used to. to.
• Check the answers with the class. If necessary, play the
• Ask Ss to tell you when used to is used (we (we use it to talk
CD again in order to clarify any questions Ss may have.
about past states and habits).
habits).
• Ask Ss to read the explanation in brackets.
KEY
• Draw Ss’ attention to the remaining example sentences
1. T 2. F 3. F 4. T 5. F 6. F
and explain to them that the phrases in bold are the
negative and the question form of used to respectively.
If necessary, provide Ss with any further explanations
concerning its formation. LISTENING TRANSCRIPT
• Ask Ss to underline any other examples of used to in the Tina OK, let’s learn a bit more about this famous
text (...travelling
( ...travelling by ship used to be difficult, ...travelling by explorer. He left on his first voyage on 3rd August
plane didn’t use to be that easy).
easy). in 1492.
• Ask Ss to tell you what they used to do when they were Host Did he have only one ship?
younger but don’t do any more or the opposite. Tina No, there were three. The Pinta, the Niña and the
• Elicit answers. Santa Maria.
• Refer Ss to the Grammar Reference (p. 120). Host How many months was the voyage?
• Have Ss do the activity. Tina Well, they saw land on 12th October, so it took
• Check the answers with the class. them about two months.
Host What was it like on the ships? I mean, I saw a film
KEY once and the weather was terrible. Near the end
1. didn’t use to go of the voyage, the sailors died because they didn’t
2. Did you use to live, used to live have food or drink.
3. used to drive Tina Well, actually, that’s not true. Life was difficult on
4. used to hang out the ships because they were usually small, but they
5. Did Julie use to have had lots of food and drink. And, on the first voyage,
the weather was fine.
Host I see. So, where did Columbus go first?
4 Listen 34, 35 Tina To San Salvador, an island in the Bahamas. But he
A. Aims: t o give Ss practice in making predictions didn’t know that. He thought he was on an island
about the content of the listening text based near India.
on their background knowledge Host So, he didn’t know he was in the Americas?
Tina No, he didn’t.
t o give Ss practice in listening for gist
Host And, when did he find out? On his second voyage?
• Ask Ss to read through the questions 1-4 and the
Tina Nope.
corresponding options and check their understanding.
Host His third? Fourth?
Background note Tina He never knew. He lived his whole life thinking he
went around the world to Asia.
The Americas are the lands of the Western hemisphere Host Really? I didn’t know that... (fade out)
or the New World, consisting of the continents of North
America and South America with their associated islands
and regions. 5 Write
Aim: to give Ss practice in writing a short paragraph
• Allow Ss some time to answer the questions based on
about a famous person based on given information
what they know about Christopher Columbus.
• Refer Ss to the questions in activity 4A.
• Elicit answers but do not correct Ss at this stage.
• Ask Ss to read the prompt and elicit examples of what
• Play the CD and have Ss listen and check their
they have to write about.
predictions.
• Allow Ss some time to write their paragraphs.
• Check the answers with the class. If necessary, play the
• Choose some Ss to read out their paragraphs.
CD again in order to clarify any questions Ss may have.

27 TB
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2 ocabulary
Complete the sentences with the words
4 isten 
A. How much do you know about the explorer
in the box. Christopher Columbus? Answer the questions below.
Then listen to the first half of a radio programme and
voyage explorers check your answers.
takes land world
1. Where was he from?
1. On its first , the ship a. Italy b. Spain
travelled to Australia. 2. When was he born?
2. It about 30 minutes to a. in 1451 b. in 1541
3. Where did he travel to?
walk to the beach.
a. the Americas b. Australia
3. I’m reading a book about famous
4. How many voyages did he go on?
, like Columbus and Magellan. a. 3 b. 4 Christopher
Columbus
4. When he was twenty years old, he spent a
year travelling around the .
B. Now listen to the rest of the radio programme and
5. After two months at sea, we saw write T for True or F for False.
. 1. Columbus took three ships on his first
voyage.
2. After three months they found land.

3 rammar 3. Near the end of the voyage, the sailors

Used to didn’t have food or drink.
4. The first place Colombus went to was
I used to have a pet dog when I was a child.
(= I don’t have a dog any more.)
San Salvador.
5. Columbus also travelled to India.
My parents didn’t use to go to the theatre.
(= Now they go to the theatre.) 6. Columbus found out he was in America
on his third voyage.
Did Henry use to play football?

Complete the sentences below. Use the

correct form of used to and the words in
brackets.

1. Paul (not go) to

the youth club, but now he goes
every day.
2. A: (you / live) in
London when you were young?
B: No, I (live) in
Bristol.
3. Alison (drive) to
work, but now she takes the bus.
4. Jane and I (hang
out) after school, but now we only
hang out on Saturdays.
5. A: (Julie / have)
long hair?
B: Yes, she did.
5 rite
Use the answers to the questions in activity 4A to
write a short paragraph about Christopher Columbus.

Christopher Columbus was

an explorer from...

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 2e
1 ocabulary 
Look at the adjectives in the box. Which of 3 peak & rite
them have a positive and which a negative A. Read the e-mail and answer the
meaning? Listen and check your answers. questions below.

interesting awful amazing cool 1. Who is writing the e-mail and to whom?
fantastic weird exciting frightening 2. When did Carol go on a school trip?
brilliant horrible wonderful
3. Where did they go?
4. How did they get there?
5. How long did it take them to get there?

2 isten  6. What time did they arrive?

7. What did they do there?
A. Listen to Tim talking to his friend Elisa
on the phone about a school trip to a cave 8. Did Carol have a good time?
and answer the questions.

1. Did Tim enjoy the journey there and back?

2. Did he enjoy the visit to the cave?

Dear Olivia,
B. Listen again and choose the correct pictures a or b. How are things? I hope you are well. I
went on a school trip last Friday and I
1. What time did Tim’s class leave for the school trip? had a fantastic time. We went by coach
to the city and visited the Science
Museum. We arrived there at about

06:00 06:30 10:30. It took us two hours to get there

because of the traffic, but we didn’t
mind. We had fun on the coach, too. We
spent all day at the museum and we saw
a b old and new inventions and fossils of
dinosaurs. We even watched a brilliant
3D film. My favourite place, though, was
2. How did the students explore the cave? the experiment room. It was so cool! We
could do our own experiments! What a
day! It was the best school trip ever!

Speak to you soon,

Carol

a b

3. What happened in the cave?

4. What time did the students get home?

20:00 21:00
a b a b

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 FUNCTIONS
2e
KEY
Talking about a school trip 1. b 2. b 3. a 4. a
Expressing opinion

STRUCTURES LISTENING TRANSCRIPT

Linking words Elisa Hello?
Tim Hi, Elisa.
VOCABULARY Elisa Hi, Tim. How are you?
Adjectives expressing opinion Tim I’m a bit tired.
amazing brilliant cool exciting fantastic Elisa Why’s that?
frightening horrible interesting weird wonderful Tim I went on a school trip to Lumsden Cave with my
Other words and phrases class today.
3D film arrive because of coach dinosaur even Elisa Really?
experiment hope How are things? How long? Tim Yeah, I got up at six o’clock this morning. We left at
invention leave mind (v) visit (n) What a...! half past six from school.
Elisa Why so early?
Tim Well, it was a long trip by bus. It was quite exciting
Warm-up in the beginning but soon we all got bored on the
Aim: to introduce the topic of the lesson bus.
• Ask Ss if they like going on school trips, how often they Elisa What was the cave like?
go on school trips, etc. Tim It was quite interesting and the guide showed us
• Elicit answers. some amazing things.
Elisa I went to a cave with my parents once, but I didn’t
1 Vocabulary 36 really enjoy it. We walked around and it was quite
slippery.
Aim: to present adjectives with positive and negative
Tim Oh, we didn’t walk. We went around in boats.
meaning Elisa So, there was water in the cave!? That’s exciting!
• Ask Ss to read through the adjectives in the box. Did you swim? It was a very hot day.
• Ask Ss the question in the rubric. Tim It was hot outside the cave. But it was cold in the
• Have Ss do the activity. cave. And the water was freezing! Anyway, they
• Play the CD and have Ss check their answers. told us that it was dangerous to swim there.
Elisa Too bad. Not very exciting.
KEY Tim Actually, something exciting did happen. Mr Taylor
Positive meaning: interesting, amazing, cool, fantastic, fell in the water. It was so funny!
exciting, brilliant, wonderful Elisa No!
Negative meaning: awful, weird, frightening, horrible Tim Yeah, he tried to stand up in the boat and... splash!
Elisa Sounds like fun. What else did you do?
Tim Nothing much. We had our lunch and went home.
• Play the CD again and pause so that Ss can repeat what Three hours on the bus again! Awful!
they hear. Elisa What time did you get home?
• Explain any unknown words and ask Ss if they can think Tim About an hour ago.
(e.g. positive:
of more adjectives to add to each category (e.g. Elisa What? So late? It’s nine o’clock. Now, I see why
fine, great, super, etc., negative: bad, strange, etc.).
etc.). you’re so tired.

2 Listen 37
3 Speak & Write
A. Aim: to give Ss practice in listening for gist A. Aims: t o provide Ss with a sample for writing an
• Ask Ss to read through the two questions and check e-mail about a school trip
their understanding.
t o give Ss practice in identifying specific
• Play the CD and have Ss answer the questions.
information in an e-mail about a school trip
• Check the answers with the class.
• Ask Ss to look at the layout of the text and tell you what
it is (an
(an e-mail).
e-mail ).
KEY • Ask Ss to look at the pictures and read through the
1. No, he didn’t. 2. Yes, he did. e-mail.

B. Aims: t o give Ss practice in listening for specific Background note

information
In film, the term 3D (three dimensional) is used to
t o give Ss practice in transferring from verbal
describe any visual presentation system that attempts
to visual information to maintain or recreate moving images of the third
• Ask Ss to read through the questions 1-4 and look at the dimension, the illusion of depth as seen by the viewer.
corresponding sets of pictures.
• Play the CD and have Ss choose the correct picture for • Ask Ss to read through the questions 1-8 and check their
each question. understanding.
• Check the answers with the class. If necessary, play the • Have Ss do the activity.
CD again in order to clarify any questions Ss may have. • Check the answers with the class.

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2e
D. Aim: to give Ss practice in writing an e-mail about a
KEY
1. Carol is writing to Olivia. school trip
2. Last Friday. • Draw Ss’ attention to the TIP and explain it.
3. They went to the Science Museum. • Point out to Ss that they can use the e-mail in activity 3A
4. By coach. as guide. They can also use the answers to the questions
5. Two hours. in activity 3B.
6. At about 10:30. • Allow Ss some time to write their e-mails.
7. They saw old and new inventions, fossils of • Choose some Ss to read out their e-mails.
dinosaurs, they watched a 3D film and did their
own experiments.
8. Yes, she did.

• Ask Ss some comprehension questions:

Why is Carol writing to Olivia? To tell her about a school
trip that she went on.
Where is the Science Museum? It’s in the city.
Why did it take them two hours to get to the museum?
Because of the traffic.
Did they enjoy the journey there? Yes, they did.
Did they go anywhere else? No, they didn’t.
What was Carol’s favourite place in the museum? The
experiment room.
What does she think of the school trip? That it was the
best school trip ever.

• Explain any unknown words.

Language Plus
Explain to Ss that because expresses reason or cause
and point out the following patterns.
because + subject + verb
I was late because I missed the bus.
because of + noun
We didn’t go to the park because of the rain.

B. Aims: t o give Ss practice in talking about a school

trip
t o prepare Ss for the writing task
• Draw Ss’ attention to the speech bubble.
• Allow Ss some time to make their notes in the space
provided.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogue.

C. Aim: to introduce and give Ss practice in using the

linking words and, but, so, because
• Ask Ss to read through the box. Point out that we use
and to link similar ideas; but to link opposite ideas;
so to express result or consequence; and because to
express reason or cause. Make sure they understand the
difference in the use of the linking words presented.
• Refer Ss to Carol’s e-mail and ask them to underline all
the examples of the linking words.
• Ask Ss to come up with similar sentences about the
school trip they talked about in activity 3B.
• Have Ss do the activity.
• Check the answers with the class.

KEY
1. because 4. because/and
2. so 5. and
3. but 6. so

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B. Think about a school trip. Look at the questions in the
speech bubble and make some notes. Then talk in pairs.
When did you go on the trip?
I went yesterday / last week / two days ago, etc.
Where did you go?
I went to...
How did you get there?
...
What time did you arrive?
...
How long did you stay there?
...
What did you do there?
...
What time did you leave / get home?
...
Did you have a good time?
...

C. Read and complete with and, but, so or because.

Linking words
and D. Write an e-mail to a friend telling him/her about
We went to the city and visited the museum. a school trip. Use your notes from activity B.
but
All my friends had a good time but I didn’t.
• When writing a letter
so or an e-mail to a friend,
We were tired, so we went home. don’t forget:
because - to start with Dear/Hello/Hi + your
I ate a sandwich because I was really hungry. friend’s first name
- to use a set phrase
How are you? I hope you’re well. /
1. We didn’t visit the museum it was closed. How are things?/I’m writing to tell
2. My friends wanted to buy some souvenirs, you about...
we went to the souvenir shop. - to end with a set word/phrase
3. Tina went to Egypt, she didn’t buy souvenirs. and your first name under it.
Yours, /Bye for now, / Love, /
4. The journey took two hours the weather
Speak to you soon, /Best wishes,
was terrible.
5. We spent the day on the beach then had • Do not write very short sentences.
lunch at a local restaurant. Join your sentences with and, but,
so or because.
6. The place was horrible, we left.

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 2
E. Complete the sentences with adverbs.

Round-up Use the adjectives in brackets to form adverbs.

1. Look (careful). Can you see the spider?
2. I always go to bed (late) on Saturdays.
3. My grandfather walks (slow) but he
doesn’t get tired (easy).
ocabulary 4. Ted can drive a car very (good) and
A. Match.
he’s only fifteen!
Score: /5
1. explore a. hiking
2. go on b. a trip F. Complete with personal pronouns.
3. do c. souvenirs
4. buy d. a cave 1. We’ve got a new PE teacher at school, Mr Jones.
5. go e. an experiment is brilliant. We all like .
2. I saw Laura today and I asked about
Score: /5 the cruise.
B. Circle the correct words. 3. took lots of pictures on our holiday.
1. We went to the restaurant by / on foot. Would you like to see ?
2. A: Yesterday at school we did a brilliant
experiment / invention!
invention! Score: /5
B: Wow, that’s cool / horrible.
horrible.
3. Jake is going to the bank. He wants to ommunication
check / exchange money. G. Complete the dialogue with the sentences a-e.
4. The trip / voyage to the museum was interesting.
5. Peter didn’t go to France. He misssed his flight / list.
list . a. How long did you go for?
6. I didn’t print my boarding pass / passport.
passport . I b. To be honest, I don’t like the sea.
downloaded it onto my smartphone. c. I’m only joking!
7. The water in the swimming pool was a bit cold, but
d. Well, I almost fell into the sea because of a kid!
I didn’t hope / mind.
mind.
8. Did you book / pack your suitcase? e. No, I didn’t.

Score: /9 Jake Hey, Peter! Where were you last week?

rammar Peter I went on a cruise.
Jake (1)
C. Complete with the Past Simple of the verbs in brackets.
Peter Three days.
1. Harry (visit) his cousins in Rome last Jake Did you have a good time?
month. He (go) sightseeing and he Peter (2) It was terrible.
(learn) a lot about the history of Italy. Jake But why? Cruises are exciting. I love the sea!
2. A: What you (do) last Peter (3) I can’t swim.
night? Jake Oh, I didn’t know that. And what happened?
B: We (have) dinner at a Chinese Peter (4) He wanted to skateboard on deck!
restaurant. It was a very frightening experience.
A: Really? you (like) it? Jake That’s horrible! Listen, Peter, let’s go
B: Yeah. The food (be) fantastic. swimming later.
But it (be) a bit expensive, so Peter Jake!
we (not can) get dessert. Jake (5)
3. We (not manage) to find a taxi so we
(take) the bus to the city centre. Score: / 10
TOTAL SCORE: / 50
Score: / 11
D. Complete the sentences below. Use used to and the Now I can…
verbs in the box.
not travel go be walk eat talk about past events
1. My brother to school but now he talk about past habits
goes by bike. express ability in the past
2. My parents abroad in the past, but talk and write about famous people
now they do. use the Past Simple
3. When I was a child, I with my hands.
use linking words (and, but, so,
4. Kevin horse riding every weekend.
because)
Now he doesn’t have time.
5. When I was young, I afraid of cats. I
was so silly!
CLIL Page: History
Score: /5

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 2 Round-up
To be most effective, the exercises in the round-up Communication
section should be completed and checked in class. G.
Ss should calculate and write down their scores.
KEY
Aim: to help Ss revise the structures, functions and 1. a 2. e 3. b 4. d 5. c
vocabulary presented in Module 2 through various
activities.
Now I can...
Aims: t o give Ss the opportunity to check their
Vocabulary
progress
A.
to encourage learner autonomy
KEY • Draw Ss’ attention to the points and get Ss to read
1. d 2. b 3. e 4. c 5. a through them.
• Explain any unknown words.
• Get Ss to tick the points they feel confident about. For
B.
the points they are unsure of, they should refer back to
the relevant sections in the module.
KEY
1. on
2. experiment, cool CLIL Page: History
3. exchange The Teacher’s Notes can be found at the back of the book.
4. trip
5. flight
6. boarding pass
7. mind
8. pack

Grammar
C.

KEY
1. visited, went, learnt/learned
2. did ... do, had, Did ... like, was, was, couldn’t
3. didn’t manage, took

D.

KEY
1. used to walk
2. didn’t use to travel
3. used to eat
4. used to go
5. used to be

E.

KEY
1. carefully
2. late
3. slowly, easily
4. well

F.

KEY
1. He, him
2. her
3. We, them

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 Culture page 1

Means of transport around the world 38 Project

Aim: to introduce Ss to certain aspects of the culture in Make a poster!

various countries • Ask Ss to do some brainstorming and tell you
which unusual means of transport they are going
• Draw Ss’ attention to the title of the text and ask them to make their poster about and initiate a short
to tell you some means of transport in their country or discussion.
other places that they are familiar with. • Refer Ss to the Project Skills section and explain
• Elicit answers. the steps they have to follow to make their poster.
• Ask Ss which means of transport are popular in their • Allow Ss time to search the Internet and find
country and why. information about unusual means of transport.
• Elicit answers. • Have Ss do this activity in class or assign it for
homework.
A. • Have Ss present their posters to the rest of the
• Ask Ss to look at the pictures 1-4. class.
• Point out to Ss that these pictures are related to different
means of transport around the world.
• Ask Ss to tell you what these pictures show and elicit
answers.
• Play the CD and have Ss follow in their books. Tell them
to underline any unknown words at the same time.
• Explain that they should match the paragraphs with the
pictures. Have Ss do the activity.
• Check the answers with the class.

KEY
Double-decker – London 2
Gondola – Venice 4
Coco taxi – Cuba 3
Cable cars – San Francisco 1

• Ask Ss some comprehension questions:

What is the open top of a double-decker useful for? It’s

useful for seeing the sights better.
When did the first double-decker start taking people
around London? More than 60 years ago.
What are gondolas? Long black boats.
Are they a new means of transport? No, they aren’t.
When were they very common? In the 18th century.
What is a fun way to get around Havana? You can use
coco taxis.
What fruit do they look like? Like a coconut.
Why are they a good way to get around? Because they
are cheap and fast.
Who invented the cable car? Andrew Hallidie.
What happened in 1873? The first cable car made its
journey down Clay Street.

B.
• Have Ss do the activity.
• Check the answers with the class.

KEY
1. T 2. T 3. F 4. F 5. F 6. T

• Explain any unknown words and choose Ss to read the

text aloud.
• Ask Ss which of these means of transport they would like
to use and why and generate a short discussion.

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 
A. Listen, read and match the
pictures with the paragraphs.
Culture page 1

Means of
transport
around
the world 1

Double-decker - London
The red double-decker buses of London are
world famous and one of the most common
sights in London. They have got two levels and
some have got an open top so that tourists can
see the sights better. Over sixty years ago, the
first double-decker took passengers around
2
London, and today they are still popular. They
are a great way to get around London and
they are not very expensive.
3
Gondola - Venice
When people think of Venice, they think of
the canals and the long black boats, called
gondolas. Gondolas take people around the
city. They were the most common means of
transport in the 18th century. However, today
mainly tourists ride in them. Riding in a gondola 4
is an excellent way to see this beautiful city.

Coco taxi - Cuba B. Read again and write T for True or F for False.
A fun way to get around cities in Cuba, like
Havana, is to take a coco taxi. They are 1. Double-decker buses are over fifty years old.
funny-looking vehicles; they are black or yellow,
2. Double-deckers are a cheap way to see London.
and round like a coconut with three wheels.
They look funny but coco taxis are cheap and 3. People didn’t use gondolas in the past.
can take you around the city very fast. 4. You can see coco taxis only in Havana.

Cable cars - San Francisco 5. Coco taxis are only one colour.

An exciting way to get around San Francisco is 6. Cable cars are more than a hundred years old.
to take a cable car; they go up and down the
steep streets in the city. Andrew Hallidie invented
the cable car and the first one made its journey Project
down Clay Street in 1873. So, when you visit San
Francisco, don’t forget to ride one. Make a poster!
Do some research and choose four unusual means of
transport that are used in different countries of the world.
Then make a poster including the information you have
collected and a picture for each of the means of transport.

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 Complete the song with the words in the box.
Then listen and check your answers.

trainers like early evening

Me and
skatepark explore games take home

my board!
I wake up so (1) , outside it’s still dark
I take my board n’ head for the (2)

My friends are there, they’re all looking good

Super cool (3) , and tops with hoods

Me and my board
Jump on! Let’s go!
I never get bored
Jump on! Let’s go!

After school ends, I skateboard some more

I just go around, it’s a great way to (4)

I never (5) the bus, walk or ride a bike

I’ve got my board, and that’s what I (6)

Me and my board
Jump on! Let’s go!
I never get bored
Jump on! Let’s go!

The (7) comes and it’s time to go

I jump on my board and skateboard (8)

No skateboarding at home and that’s a shame

So on my computer, I play skateboard (9) !

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Song 1
Me and my board! 39

Aim: to help Ss revise and consolidate the structures,

functions and vocabulary they have already
studied through a song

• Draw Ss’ attention to the title of the song.

• Ask Ss to guess what the song will be about.
• Accept all answers.
• Explain to Ss that ‘board’ is short for ‘skateboard’.
• Ask Ss to read through the words in the box and the
song without worrying about the correct answers.
• Ask Ss to guess the correct words before listening to it.
• Play the CD and have Ss listen to the song carefully and
check their answers.
• Check the answers with the class and explain any
unknown words.

KEY
1. early
2. skatepark
3. trainers
4. explore
5. take
6. like
7. evening
8. home
9. games

• Play the CD again and have Ss sing along.

• Ask Ss if they know how to skateboard and if they think
it is a difficult sport; if they would like to learn how to
skateboard or not and which other sports they are
interested in, etc. and initiate a short discussion.

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3 Adventure
Aims: t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module

• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (a(a young
girl doing an extreme sport).
sport).
• Ask Ss:

Where is she?
How old is she?
What is she wearing?
What does she look like?
What can you tell from the expression on her face?
Have you ever tried anything similar? If not, would you
like to?

• Elicit answers.
• Ask Ss to guess what the module will be about.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.

KEY
picture A: p. 36
picture B: p. 35
picture C: p. 41
picture D: p. 42
picture E: p. 38

• Read out the objectives in the In this module you will

learn... section.
• Explain any unknown words.

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3 Adventure
Discuss:

Are you an adventurous person?

What’s the most exciting thing you
have ever done?
Do you know any mystery stories?

Where can you find the following

in this module? Go through the
module and find the pictures.

B C

In this module you will learn...

to use the Past Progressive

to narrate past events
to distinguish between the Past
Simple and the Past Progressive
to describe your feelings
to discuss what you can do at a funfair
to write a story

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 3a
1 ocabulary 
Look at the pictures and complete the sentences with the
1
Brian jumped off a ,
words in the box. Then listen and check your answers.
fell down and hurt his
tree banana bike arm broke wall and his back, and broke his finger.

3 4
2
Nigel crashed into a , Jessica slipped on a
Tina fell off her hit his head and skin, fell
and hurt her knee. his wrist. down and sprained her ankle.

2 ead 
A. The people and the cat
Before you read the text, look at
the pictures. They will help you
shown below were involved understand the text.
in a car accident. Can you
guess what happened?

B. A police officer is interviewing three eyewitnesses

to the accident. Listen, read and check your answers. Officer Excuse me, did you see the accident?
Then read the dialogues out in groups. Girl Yes. The boy was skateboarding on the
pavement. Suddenly, I saw the car.
Officer Excuse me, what exactly happened here? Officer Where were you?
Man I’m not sure. I live in that house over there. Girl I was walking on the other side of the street.
I just saw the boy. He was lying on the Officer Was the driver going fast?
pavement and his knee was bleeding, so I Girl Yes! But suddenly, the car swerved, changed
called for an ambulance. direction and almost hit the boy!
Officer Did the car hit the boy? Officer So, the car didn’t hit the boy.
Man I really don’t know. Is he OK now? Girl No, he just fell down and the car crashed into
Officer The boy? Yes, he just hurt his back and his a tree.
knee. Officer That’s strange.

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 FUNCTIONS 2 Read 41
3a
Narrating past events/accidents A. Aim: to help Ss make predictions about the content of
the dialogue based on visual prompts
STRUCTURES • Draw Ss’ attention to the TIP and explain it.
Past Progressive • Ask Ss to look at the pictures of the cat and the people
that were involved in a car accident and guess what
VOCABULARY happened.
Parts of the body • Elicit answers but do not correct Ss at this stage.
ankle arm back finger knee wrist
Verbs related to accidents B. Aims: t o present vocabulary, structures and
bleed break crash into fall down hit hurt slip functions in the context of a dialogue
sprain t o give Ss practice in reading for gist
Other words and phrases • Help Ss deduce the meaning of the word eyewitness ((=sb
=sb
accident ambulance banana skin call for exactly who saw an accident or crime happen).
happen).
explain in the middle of jump (off) just lie (lay-lain) • Play the CD and have Ss follow in their books and check
Never mind. pavement strange suddenly their predictions about what happened. Tell them to
underline any unknown words at the same time.
Warm-up
KEY
Aim: to introduce the topic of the lesson Suggested answer
• Ask Ss: The young woman was driving fast. She tried to
Do you often have accidents? avoid hitting a cat and crashed into a tree. The boy
What kind of accidents do you usually have? fell off his skateboard and hurt his back and knee.
Are they serious or funny?
• Ask Ss some comprehension questions:
• Elicit answers.
Is the man sure about what happened? No, he isn’t.
Does he live nearby? Yes, he does.
1 Vocabulary 40
Why did he call for an ambulance? Because he saw the
Aim: to present vocabulary related to parts of the body boy lying on the pavement and his knee was bleeding.
and accidents How is the boy? He is OK.
• Point to parts of your body (arm,
(arm, ear, face, foot, hand, What was the boy doing when the accident happened?
head, leg, etc.) and ask Ss to name them. He was skateboarding on the pavement.
• Ask Ss to look at the pictures and read through the Where was the girl when she saw the accident? She was
sentences underneath them. walking on the other side of the street.
• Help Ss deduce the meaning of any unknown words Did the car hit the boy? No, it didn’t.
from the content of the corresponding pictures. What did the car crash into? A tree.
• Ask Ss to read through the words in the box. Where was the cat? In the middle of the street.
• Have Ss do the activity. Did the woman see everything that happened? No, she
• Play the CD and have Ss follow in their books and check didn’t.
their answers. What didn’t the woman see? The boy.
• Check the answers with the class.
• Explain any unknown words and choose Ss to act out
KEY the dialogues.
1. wall, arm
2. bike
3. tree, broke
4. banana

• Make sure Ss understand the difference between the

following pairs of words: fall-slip, sprain-break, hit-hurt
and the meaning of jump and crash crash..
• Explain any unknown words.

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3a
C. Aim: to give Ss practice in reading for specific
information Optional activity
• Ask Ss to read through the paragraph to get an idea of •A  sk Ss a few questions to practise the Past Progressive.
what it is about without paying attention to the gaps. e.g. A:
A: Where were you at eight o’clock yesterday evening?
• Have Ss do the activity. B: I was at home.
• Check the answers with the class. A: What were you doing?
B: I was watching TV.
KEY • Alternatively, you can divide Ss into pairs and have them
1. pavement act out a similar dialogue. Ask one of the students in
2. driving each pair to report the answers to the class.
3. cat e.g. At
At eight o’clock yesterday evening, Paul was
4. street watching TV and I was listening to music.
5. crashed
6. hit
7. skateboard
8. knee 4 Speak & Write
A. Aim: to give Ss practice in using the structures,
functions and vocabulary presented in this
Post-reading
lesson through role play
Aim: to give Ss the opportunity to elaborate on the topic • Explain the activity to Ss.
of the dialogues • Ask Ss to read through the questions in the box and
• Ask Ss: check their understanding.
In your opinion, who is to blame for the accident? • Choose a student and act out the dialogue.
Have you ever been in an accident or seen one happen? • Get Ss to do the activity in groups of four and go round
How did it happen? the class helping them when necessary.
• Tell Ss that when it is their turn to be the police officer
• Elicit answers and initiate a short discussion. they should keep notes because later they will be asked
to write about the accident.
3 Grammar • Choose some groups to act out the dialogue.
Aim: to present the Past Progressive and give Ss practice
in using it in context B. Aim: to give Ss practice in writing a narrative text
• Ask Ss to read through the table (affirmative,
(affirmative, negative (a car accident)
and question forms).forms). • Explain to Ss that they should write about the car
• Explain to Ss that this is the Past Progressive of the verb accident they discussed in activity 4A.
sleep..
sleep • Allow Ss some time to write their paragraphs.
• Ask Ss what they notice about the formation of the Past • Choose some Ss to read out their paragraphs.
Progressive (we (we form it with the past tense of the verb be
and the main verb with the ending -ing). -ing).
• Draw Ss’ attention to the first example and ask them why
the Past Progressive is used (to (to describe a past action:
I was studying, I wasn’t watching that was in progress at a
specific point in time: at ten o’clock last night). night).
• Draw Ss’ attention to the second example and ask
them why the Past Progressive is used (to (to describe the
background scene of an event/narrative/story).
event/narrative/story).
• Refer Ss to the reading activity and ask them to underline
all the examples of the Past Progressive
( ...was lying..., ...was bleeding..., ...was skateboarding..., ...was
walking..., Was the driver going...).
going...).
• Refer Ss to the Grammar Reference (p. 123).
• Have Ss do the activity.
• Check the answers with the class.

KEY
1. were cooking, was bleeding
2. was watching
3. were … doing, Were … playing, wasn’t playing,
was surfing
4. was running

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 3 rammar
Past Progressive
AFFIRMATIVE NEGATIVE QUESTIONS
I I I
He He he • I was studying at ten o’clock
She was sleeping She wasn’t (was not) sleeping Was she sleeping? last night. I wasn’t watching TV.
It It it
• It was raining yesterday and
We We we
the children were playing in
You were sleeping You weren’t (were not) sleeping Were you sleeping? the rain.
They They they

Complete with the Past Progressive of the verbs in brackets.

1. Yesterday afternoon Jill and Greg (cook).

Suddenly, Jill cut her finger. It (bleed) a lot
and she couldn’t stop it so Greg took her to hospital.
2. Susan (watch) DVDs all day yesterday. At
seven, a friend came to see her.
3. A: What you (do) all
afternoon? you (play)
the guitar?
B: No, I (not play) the guitar. I
(surf) the Net.
4. A: How did Sophia break her leg?
B: Well, she (run) near the swimming pool
and she slipped and fell.

Officer Excuse me, can you explain what happened? 4 peak & rite
Woman Well, there was a cat, you see. A. ROLE PLAY
Officer Ah! A cat. Imagine that there was a car accident
Woman Yes. It was in the middle of the street. I think the in your neighbourhood yesterday.
Talk in groups of four.
driver didn’t want to hit it, so she...
Officer Now, I understand. The driver swerved because
of the cat and almost hit the boy. Student A: You are a police officer. Ask the
Woman What boy? eyewitnesses (Students B, C, D) questions.
Officer Never mind.
What time did the accident happen
yesterday?
Where were you?
C. Read again and complete the paragraph below.
What were you doing?
What exactly did you see?
A boy was skateboarding on the (1) . Did you call for an ambulance?
A young woman was (2) her car but she
was going fast. Suddenly, she saw a (3) Students B, C, D: You are eyewitnesses to
in the middle of the (4) . She tried not the accident. Think about the questions
above and discuss what happened. Then
to hit the cat so she swerved and (5)
answer Student A’s questions.
into a tree. She didn’t (6) the boy but
he fell off his (7) and hurt his back B. Write a short paragraph about the
and his (8) . accident.

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 3b
1 ocabulary 
Match the pictures with the words.
2 ead 
A. Look at the pictures, read the titles of the
Then listen and check your answers. texts and guess what the mysteries are about.
Then listen, read and check your answers.

1 2

3 4

5 6

Green Children
in Woolpit
Last year, I was on holiday in Suffolk with a
7 8 friend. One evening, we were walking in a forest
near the village of Woolpit when we heard some
ghost alien strange voices. They were coming from behind
some bushes. When we went closer, we saw two
scream appear / disappear children. The strange thing was that these children
shadow dark were green! Their skin, their clothes, everything!
They were like aliens. When my friend saw them,
footprints monster she started screaming. She was frightened! I was
calm and tried to follow them, but the children
disappeared into the forest. Were they playing a
When you learn new words, you must
joke on us or not? I really don’t know.
remember if they are verbs, nouns,
adjectives, etc. Matilda Harrison

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 FUNCTIONS
3b
Background note
Narrating mysterious experiences
Understanding time sequence • Suffolk is a non-metropolitan county of historic origin
in East Anglia, England. It has borders with Norfolk to
STRUCTURES the north, Cambridgeshire to the west and Essex to the
Past Simple – Past Progressive south.
Time clauses (when, while) • The Himalaya Range or Himalayas is a mountain range
in Asia, separating the Indian subcontinent from the
VOCABULARY Tibetan Plateau. The Himalayan mountain system is
alien area Believe it or not... bush calm campsite the planet’s highest and home to some of the world’s
close (adv) dark die disappear follow footprint highest peaks, including Mount Everest.
frightened ghost group hear huge human
I (don’t) think so. monster mystery noise organise • Check the answers with the class.
play a joke on sb probably scream shadow skin
village voice wild KEY
Suggested answers
The first mystery is about two children who looked like
1 Vocabulary 42 aliens.
Aim: to present vocabulary related to mysteries The second mystery is about some huge footprints in
• Ask Ss to look at the pictures 1-8 and read through the the snow which were twice the size of human footprints.
list of words.
• Have Ss do the activity. • Ask Ss some comprehension questions:
• Play the CD and have Ss follow in their books and check
Where was Matilda on holiday last year? In Suffolk.
their answers.
Who was she with? A friend.
• Check the answers with the class.
What were Matilda and her friend doing when they
heard some strange voices? They were walking in a
KEY
forest near the village of Woolpit.
ghost 6 alien 1
Where were the voices coming from? From behind
scream 2 appear/disappear 5
some bushes.
shadow 8 dark 7
What colour were the children’s skin and clothes?
footprints 4 monster 3
Green.
• Help Ss deduce the meaning of any unknown words What did Matilda’s friend do when she saw them? She
from the content of the corresponding pictures. started screaming.
• Draw Ss’ attention to the TIP and explain it. What did Matilda try to do? She tried to follow them.
• Play the CD again and pause so that Ss can repeat what What happened in the end? The children disappeared
they hear. into the forest.
What did Jim’s mountain climbing group organise last
year? A trip to the Himalayas.
2 Read 43
When did Jim and his friend see the huge footprints in
A. Aims: t o help Ss make predictions about the the snow? On the last morning of their trip.
content of the texts based on visual prompts What were they doing when they saw the huge
and their background knowledge footprints in the snow? They were exploring the area.
t o present vocabulary, structures and What did they do? They ran back to the campsite and
functions in the context of two texts about told the others.
real-life mysteries What did the others say? That it was probably a wild
t o give Ss practice in reading for gist animal or a monster.
• Draw Ss’ attention to the main title (Real-life
( Real-life mysteries).
mysteries).
• Ask Ss to read through the titles of the two texts and B. Aim: to give Ss practice in identifying specific
look at the accompanying pictures. information in the text
• Draw Ss’ attention to the phrase Green Children in • Have Ss do the activity.
Woolpit and Huge Himalayan Footprints and ask them to • Check the answers with the class.
guess what the mysteries are about.
• Elicit answers but do not correct Ss at this stage. KEY
• Play the CD and have Ss follow in their books and check 1. B 2. M 3. B 4. J 5. M
their predictions. Tell them to underline unknown words
at the same time. • Explain any unknown words and choose Ss to read the
texts aloud.

Post-reading
Aim: to give Ss the opportunity to elaborate on the topic
of the texts
• Ask Ss:
Have you or someone you know ever had a similar
experience?
Do you believe in ghosts/aliens/monsters?
• Elicit answers and initiate a short discussion.

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3b
3 Grammar B. Aim: to give Ss practice in listening for specific
Aims: t o have Ss differentiate between the Past Simple information
and the Past Progressive • Ask Ss to read through the sentences 1-4 and check their
t o give Ss practice in using the Past Simple and understanding.
• Play the CD and have Ss do the activity.
the Past Progressive in context
• Check the answers with the class. If necessary, play the
to introduce time clauses
CD again in order to clarify any questions Ss may have.
• Write on the board: e.g. I watched TV last night. I was
watching TV from 8:00 to 9:30. While I was watching TV,
KEY
John called me. I was watching TV when John called me.
1. F 2. T 3. F 4. F
• Explain the use of the Past Simple and the Past
Progressive in the same sentence using while ((=to =to
introduce an action of longer duration which was LISTENING TRANSCRIPT
interrupted by another action of shorter duration, e.g. Host Good evening, it’s midnight and time for Mystery
While I was watching TV, John called me.) me.) or when ((=to
=to Hour.. Kevin Gordon, our expert is with us. What
Hour
introduce an action of shorter duration that interrupted mystery have you got for us tonight, Kevin?
the action of longer duration, e.g. I was watching TV Kevin Well, this time last year Matilda Harrison saw two
when John called me.). me.). green children while she was walking near the
• Go round the class asking Ss questions: e.g. What were village of Woolpit in Suffolk. Now, this is interesting
you doing at eight o’clock yesterday? Did anything because there is a story about two green children
happen while you were…? and eliciting answers. in Woolpit. They arrived in the village about 900
• Write on the board: e.g. I was watching TV at eight o’clock years ago. Their eyes were green, their skin was
last night. My brother was reading a book at eight o’clock green and they spoke a strange language.
last night. While I was watching TV, my brother was Host How strange!
reading a book. Kevin Also, they only ate green vegetables, especially
• Help Ss deduce the meaning of while ((=to =to link two green beans.
clauses describing actions which were happening at the Host Really? So what happened to them?
same time in the past)past) in the sentence. Kevin Well, the people of the village helped and looked
• Ask Ss to read through the examples in the grammar after them, but unfortunately the boy died a year
box and draw their attention to the verbs in bold. later. But the girl became healthy and strong and
• For further practice, refer Ss to the texts and ask them to stayed in Woolpit. After many years, she wasn’t
underline any examples of the Past Progressive and Past green any more. Her skin colour turned back to
Simple in the same sentence. normal.
• Elicit answers (text a: One evening, we were walking in a Host So, were they aliens or what?
forest near the village of Woolpit when we heard some Kevin I don’t know. Sometimes people’s skin turns green
strange voices. text b: On the last morning, a friend and when they don’t eat a lot for a long time.
I were exploring the area when suddenly we saw some Host And what about the language they spoke?
huge footprints in the snow!).
snow! ). Kevin Well, in the 12th century people never left
• Refer Ss to the Grammar Reference (p. 123). their villages, so two villages in the same area
• Have Ss do the activity. sometimes spoke different languages.
• Check the answers with the class. Host That’s very interesting. But what did Matilda
Harrison see?
KEY Kevin Well, I believe someone was playing a joke on her.
1. was lying, saw 4. was reading, came Host I see, OK, thanks Kevin. What’s next week’s…?
2. was doing, was writing 5. fell, broke, was running
3. were playing, called
5 Speak
Aim: to give Ss practice in using the structures, functions
4 Listen 44 and vocabulary presented in this lesson through a
A. Aims: t o prepare Ss for the listening activity by pair work activity
making predictions about the content of a • Ask Ss to turn to the appropriate page, look at the
radio programme pictures and read through the speech bubble.
t o give Ss practice in listening for gist • Choose a student and act out the dialogue.
• Ask Ss to read through the two questions and check • Get Ss to do the activity in pairs and go round the class
their understanding. helping them when necessary.
• Elicit answers but do not correct Ss at this stage. • Choose some pairs to act out the dialogues.
• Play the CD and have Ss check their predictions.
• Check the answers with the class.

KEY
1. Yes, there were.
2. Maybe because they didn’t eat a lot.

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 3 rammar
Past Simple - Past Progressive
Time clauses (when, while)

• While we were sitting in the

garden, we heard a strange noise.
• I was walking on the beach when
it started raining.
• While George was driving,
driving, he was
listening to music.

Complete the sentences with the Past Simple or

the Past Progressive of the verbs in brackets.

1. I (lie) on the sofa when

I (see) a shadow on the wall.
I was frightened!
2. While Samantha (do) her
homework, Pam (write)
e-mails.
3. While you (play) tennis, Rob
(call) you.
4. The teacher (read)
something to her students when Mr
Barnes (come) into the
room.
5. Gary (fall) and
(break) his leg while he (run).

4 isten 
A. You will hear a radio programme
called Mystery Hour. Before you listen,
guess the answers to the questions below.
Then listen and check your answers.
Huge Himalayan Footprints 1. Were there ever any green
My mountain climbing group organised a trip to the children in Woolpit?
Himalayas last year. On the last morning, a friend and I 2. Why were they green?
were exploring the area when suddenly we saw some
huge footprints in the snow! They looked like human B. Listen again and write T for True or F for False.
footprints but they were twice the size of my footprints.
We were frightened! We ran back to the campsite and 1. The green children first appeared
told the others. Who made those footprints? The others in Woolpit nine years ago.
said it was probably a wild animal or a monster, but I
2. The green children ate only green
don’t think so.
vegetables.
Jim Moor
3. The girl died after a year.
B. Read again and write M for Matilda, J for Jim 4. The green children spoke the same
or B for both.
language as the people in Woolpit.
1. I was with a friend when it happened.
2. It was getting dark when it happened.
3. I can’t explain what I saw. 5 peak
4. I was scared. Talk in pairs. Go to the Pair work
activities section.
5. I heard and saw something strange.

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 3c
1 ocabulary
Listen and repeat.
 2 ead 
A. Look at the pictures. What happened to Bill? Listen
to the dialogue and find out. Then read it out in groups.

water Amy Hey, Liv, let’s get some lemonade and go to Dreamland.
slides Liv OK. Wait, there’s Bill and Stu.
Amy So, what’s it like in Adventureland?
Bill There are no roller coasters but there are some great rides.
Liv Hang on a minute. You’re all wet.
Stu Yeah, we went on the log flume.
Amy What’s that?
Ferris wheel
Stu It’s like a big water slide.
bumper Bill And you’re in a boat.
cars
Liv Bill, you’ve got some blood on your T-shirt. Are you OK?
Bill Don’t worry, that’s just ketchup. I ate a sandwich.
Stu Well, you didn’t actually eat it all. Ha, ha...
Amy What do you mean?
Bill We each got a sandwich before we got on, but I didn’t
manage to finish it. So, I took it with me.
Amy You took food on the ride?
Stu Yeah, bad idea.
Bill I was eating my sandwich when suddenly, we went down
games
with prizes a hill. I got ketchup all over my T-shirt.
roller coaster
Stu Luckily, we splashed into some water and it washed it off
a bit.
Bill Anyway, it was great fun! Right, what’s next?
Amy Was there a long queue at the log flume?
Stu Why?
Liv We want to go on it too!

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 FUNCTIONS • Elicit answers but do not correct Ss at this stage.
3c
Discussing rides at a funfair • Play the CD and have Ss follow in their books and check
Making offers their predictions. Tell them to underline unknown words
Accepting and refusing offers at the same time.
Writing a summary • Check the answer with the class.

STRUCTURES KEY
some – any – no Suggested answer
He got ketchup all over his T-shirt.
VOCABULARY
Words/Phrases related to funfairs • Ask Ss some comprehension questions:
bumper car Ferris wheel prize ride roller coaster
sandwich water slide What do the girls want to get? Some lemonade.
Other words and phrases What are there in Adventureland? Some great rides.
actually be left blood each get on Why are the boys wet? Because they went on the log
Hang on a minute! hill ketchup luckily queue flume.
wash wet What do you mean? What is the log flume like? It’s like a big water slide.
Where are you when you are on the log flume? In a
Warm-up boat.
What did the boys buy to eat? Sandwiches.
Aim: to introduce the topic of the lesson
Did they both eat their sandwiches before they got on
• Ask Ss if they have ever been to a funfair, if they had a
the log flume? No, they didn’t.
good time, if funfairs are popular in their country, if there
Who took the sandwich with him? Bill.
is a funfair in their neighbourhood/area, etc.
How did Bill get ketchup all over his T-shirt? The boat
• Elicit answers.
went down a hill.
What happened then? They splashed into some water.
1 Vocabulary 45 Did they have fun? Yes, they did.
Aim: to introduce vocabulary related to funfairs
• Ask Ss to look at the picture and tell you what it shows • Explain any unknown words.
( rides, games and slides that are common at funfairs).
funfairs). • Choose Ss to act out the dialogue in groups.
• Ask Ss if they can name any of them in their L1.
• Elicit answers. B. Aim: to give Ss practice in reading for specific
• Play the CD and pause so that Ss can repeat what they information
hear. • Have Ss do the activity.
• Help Ss deduce the meaning of any unknown words by • Check the answers with the class.
relating them to the objects they refer to.
• Ask Ss what their favourite rides are at funfairs. KEY
• Elicit answers. 1. Dreamland
2. roller coasters
2 Read 46 3. ketchup
A. Aims: t o help Ss make predictions about the content 4. was eating (a sandwich)
of the dialogue based on visual prompts and 5. Amy and Liv / The girls
their background knowledge
t o present vocabulary, structures and
C. Aims: t o have Ss identify linking words in the
functions in the context of a dialogue
context of a summary of a story
t o give Ss practice in reading for gist
t o give Ss practice in summarising
• Ask Ss to look at the pictures, identify the characters and
• Have Ss do the activity.
tell you where they are (Amy,( Amy, Liv, Stu and Bill are at a
• Check the answers with the class.
funfair; Stu and Bill are on a log flume ride).
ride).
• Ask Ss the question in the rubric.
• Elicit answers (first, when, while, then, after that, later).
later).
Background note
• Explain to Ss that the linking words are used to link
A log flume is a special way of transporting lumber and actions in the past.
logs with the use of water that was popular in the USA.
People built huge flumes to be able to move wood from
dangerous mountain slopes to sawmills, where the wood KEY
was cut into boards. 5 While Bill was eating his sandwich, the log flume
Today, a log flume ride is one of the most popular went down a hill and he got ketchup all over his
attractions at a funfair. It consists of a water flume and T-shirt.
a hollow log in which passengers sit and slide along the 3 When they got there, they each got a sandwich.
flume. 4 Then, they decided to get on the log flume.
1 Yesterday, Bill, Stu, Amy and Liv went to the funfair.
• Ask Ss the question in the rubric. 2 First, Bill and Stu went to Adventureland.
7 Later, they found Amy and Liv and told them about
Bill’s accident.
6 After that, they splashed into some water and the
ketchup washed off.

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3c
Post-reading 5 Listen & Write 49
Aim: to give Ss the opportunity to elaborate on the topic A. Aim: to give Ss practice in listening for specific
of the dialogue information and transferring from verbal to
• Ask Ss some questions: visual information
• Ask Ss to read through the questions and make sure they
Do you like funfairs?
understand everything.
What are your favourite rides?
• Draw Ss’ attention to the pictures and ask them to find
What else do you like doing there?
the differences in each pair.
• Elicit answers and initiate a short discussion. • Play the CD.
• Have Ss do the activity.
3 Grammar • Check the answers with the class. If necessary, play the
Aim: to present some/any/no and give Ss practice in CD again in order to clarify any questions Ss may have.
using them in context
• Ask Ss to read through the sets of examples with some some,,
any and no no.. KEY
• Check Ss’ previous knowledge of some ((used used with 1. a 2. b 3. a
uncountable and plural countable nouns in affirmative
sentences and in questions when we offer something)
something) LISTENING TRANSCRIPT
and any ((usedused with uncountable and plural countable Frank Hi, Sue! How are you?
nouns in negative sentences and in questions).
questions). Sue Well, something terrible happened to me
• Ask Ss to tell you when no is used (we (we use it with yesterday.
uncountable and plural countable nouns in affirmative Frank What happened?
sentences to give a negative meaning).
meaning). Sue I went to the park because it was a beautiful day.
• Ask Ss to tell you what they notice about no and any It was nice and sunny, so I was wearing my green
(they can be both used in sentences with a negative hat. Anyway, I was walking in the park when I saw
meaning).). Elicit that no (=not any) is used in the place of
meaning some beautiful flowers.
not any (e.g. There isn’t any milk in the fridge. = There is Frank Really?
no milk in the fridge.)
fridge.). Sue Yes – they were blue! I stopped to look at them
• Refer Ss to the dialogue and ask them to find examples but it was very windy, and I almost lost my hat!
with some/any/no ((...let’s
...let’s get some lemonade..., There are Frank Oh, no! And what did you do?
no roller coasters but there are some great rides, ...you’ve Sue I ran after it. It’s my favourite hat, you see! But I
got some blood on your T-shirt, ...we splashed into some wasn’t very careful. I slipped on some water and I
water...).).
water... fell!
• Refer Ss to the Grammar Reference (p. 123). Frank Oh, no!
• Have Ss do the activity. Sue Yes, and I sprained my...
• Check the answers with the class. Frank (interrupting) Don’t tell me you sprained your
ankle again! Last time that happened you couldn’t
KEY
walk for two weeks.
1. any 2. no, some 3. no 4. some 5. any, some
Sue Well, it’s not my ankle this time. It’s my wrist. And
now I can’t play tennis, and I’m in the team. We
had a match yesterday afternoon, and I couldn’t
4 Pronunciation 47, 48
play.
A. Aim: to have Ss differentiate between the //, // and Frank Oh, Sue, that’s too bad. I hope you feel better
// sounds soon.
• Play the CD and tell Ss to repeat and listen for the Sue Thanks, Frank.
difference in pronunciation between sandwsandwiich
ch,, wh eell
whee
and ridede.. B. Aims t o give Ss the opportunity to write a
sandwiich, has a short //
• Elicit the answer that sandw / / sound, paragraph about an accident based on
whee
wh eell has a long //
/ / sound and ride has an //
/ / sound. information acquired through audio input
B. Aim: to give Ss practice in differentiating between the to give Ss practice in writing a story using
//, // and // sounds linking words
• Play the CD and pause after each word. • Explain to Ss that they are going to write about the
• Ask Ss to tick the sound they hear. accident in Activity A.
• Ask Ss to read the words in the box and remind them
about the use of linking words (used to link actions in the
• Play the CD again so that Ss can repeat what they hear. past).
• Check the answers with the class. • Ask them to use the questions and the correct answers
to write the paragraph.
KEY • Allow Ss some time to write their paragraphs.
//:/: hill, Ferris • Choose some Ss to read out their paragraphs.
//:/: cream, each
//:/: slide, prize, why

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 3 rammar Complete with some, any or no.
some - any - no
1. Are there good restaurants in the area?
• There are some nice souvenirs
over there. Let’s check them out. 2. I’m sorry. There is lemonade. Would you like
• Would you like some orange juice? orange juice?
• We haven’t got any DVDs. 3. We wanted to go on the roller coaster and luckily there were
• Is there any coffee left? people in the queue.
• There were no bumper cars 4. When we went to Costa Rica, we bought beautiful
at the funfair. paintings by local artists.
• There was no food left so we went
out for dinner. 5. They didn’t have ice cream, so I got us cake.

ronunciation  5 isten & rite 

4 A. Listen and repeat. What’s the
A. Listen to Sue talking to her
friend Frank on the phone about an
difference between a, b and c? experience she had yesterday, and
a. sandw
sandwiich b. wh eell
whee c. ride answer the questions. Choose picture
a or b.
B. Listen and tick (3) the sound you hear.
1. What was Sue doing when she lost her hat?
sandwich // wheel // ride //
slide
cream
prize
each
hill
Ferris a b
why

2. How did Sue get hurt?

B. Read again and complete the sentences.
1. The girls were going to when they
saw the boys.
2. There aren’t any in Adventureland.
3. There’s on Bill’s T-shirt.
4. Bill while he was on the log flume.
5. want to go to Adventureland. a b

C. Read again and put the summary of the story in

3. What happened to Sue?
the correct order. Write 1-7. Which words are used
to link the sentences?

While Bill was eating his sandwich, the log

While
flume went down a hill and he got ketchup
all over his T-shirt.
When they got there, they each got
When
a sandwich.
Then, they decided to get on the log flume. a b
Yesterday, Bill, Stu, Amy and Liv went to the
B. Write a short paragraph about what happened.
funfair.
Use some of the words in the box to link your
First, Bill and Stu went to Adventureland. sentences.

Later, they found Amy and Liv and told

when while then after that later
them about Bill’s accident.
After that, they splashed into some water
and the ketchup washed off.

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 3d B. Listen and repeat.

North
1 ocabulary 
A. How do they feel? Listen and repeat.
West East

South

Write down new

angry
lonely words in your notebook.
Together with the
English word write
worried shocked the translation in your
surprised
language and an example
embarrassed sentence.

2 ead  A. Look at the book cover and the picture from Chapter 1 and guess the
answers to the questions below. Then listen, read and check your answers.

1. Where does the story take place? 3. Are the animals friendly or unfriendly?
2. Who are the main characters? 4. What will happen?

en were
gs. The two m
CHAPTER 1 its neck and le
shocked! clever!
r he se wolves are
d icy in the fa ‘It’ s a tr ap ! T
id Bill
It was cold an was snow them, now!’ sa
ica and there We need to stop
north of Amer ere on asing the wol ve s.
enry and Bill w and started ch outed Henry. ‘Y
ou’ve
everywhere. H In the az y! ’ sh
icult journey. ‘You ’r e cr
a long and diff t every bullets!’
had six dogs, bu only got three ard
beginning, they w olves. later, Henry he
another to the A few minutes he
night, they lost ey w ere e gun shots. T he n
three dogs, th cries and thre . He
Now, with only Bill didn’t re tu rn
ly. heard nothing. save
travelling slow ks follow ’t do anythi ng to
‘Every on e kn ows that shar knew he couldn o do gs now.
land st hi m and tw
ose wolves are him. It w as ju
ships. Well, th angry and afraid.
ill. He was very He was alone
sharks!’ said B e wolves
uldn’t scare th
because they co
away. peared.
ave she-wolf ap
Suddenly, a br t ab out
ething differen
There was som ol f an d
lf dog, half w
her. She was ha H en ry
of the humans.
wasn’t scared n their
surprised. Eve
and Bill were d one of
ndly to her an
dogs were frie out
ds her. Then ab
them ran towar bushes,
w ol ve s ju m ped out of eth
twelve biting
g and started
attacked the do
don
4 White Fang | Jack Lon

When you don’t know the meaning

of a word, try to guess its meaning.

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 FUNCTIONS 2 Read 52
3d
Expressing emotions A. Aims: t o help Ss make predictions about the
Narrating events content of a literary text based on visual
Talking about books prompts
t o present vocabulary, structures and
STRUCTURES
functions in the context of a literary text
Compounds of some, any, no, every
t o give Ss practice in reading for gist
VOCABULARY • Draw Ss’ attention to the cover of the book and the
Adjectives describing emotions accompanying picture.
angry embarrassed lonely shocked surprised • Ask Ss if they have read the book or seen the film.
worried • Elicit answers.
Points of the compass • Ask Ss to guess what the book is about.
east north south west • Explain the word fang to Ss (= (= a long sharp tooth).
tooth).
• Ask Ss to read through the questions and check their
Other words and phrases understanding.
a few alone attack bite brave chase crazy • Have Ss do the activity.
different far feel half in the beginning lose • Elicit answers but do not correct Ss at this stage.
neck return save scare (away) shark shout • Draw Ss’ attention to the TIP and explain it.
take place wolf • Play the CD and have Ss follow in their books and check
their predictions. Tell them to underline unknown words
1 Vocabulary 50, 51 at the same time.
A. Aim: to present adjectives describing feelings
• Ask Ss to look at the pictures and read through the Background note
words underneath them.
• Explain to Ss that these are adjectives which describe Jack London (1876 – 1916) was an American author who
how the people in the pictures feel. wrote The Call of the Wild, White Fang and The
• Help Ss deduce the meaning of any unknown adjectives Sea-Wolf along with many other popular books. A
by relating them to the content of the corresponding pioneer in commercial magazine fiction, he was one of
pictures. the first Americans to make a lucrative career exclusively
• Play the CD and pause so that Ss can repeat what they from writing.
hear. • Check the answers with the class.
• If necessary, provide any further explanations and play
the CD again.
KEY
• Draw Ss’ attention to the TIP and explain it.
1. In the far north of America.
2. Henry, Bill and some wolves.
Optional activity 3. The dogs are friendly and the wolves are unfriendly.
Present Ss with several situations and ask them to use 4. The wolves will kill Bill.
the words in activity 1A and say how they feel in each of
them. • Ask Ss some comprehension questions:
e.g. A: Your
Your sister/brother borrowed your MP4 player and What was Henry and Bill’s journey like? It was long and
lost it. difficult.
B: I am angry. What happened every night? They lost a dog to the
A: It is summer and all your friends are away on wolves.
holiday. You haven’t got anybody to talk to. Why were they travelling slowly? Because they had only
B: I am lonely. three dogs.
What does Bill call the wolves? Land sharks.
B. Aim: to present the four main points of a compass Why does he say that? Because the wolves were
• Ask Ss to look at the picture and tell you what it shows following them just like sharks follow ships.
(the four main points of a compass).
compass). Why was he angry? Because he couldn’t scare the
• Play the CD and pause so that Ss can repeat what they wolves away.
hear. What happened then? A she-wolf appeared.
• Ask Ss to close their books. Then draw a compass and Were the dogs friendly to the she-wolf? Yes, they were.
write the following on the board W, N, S, E.
E. Ask Ss to label Why were Bill and Henry shocked? Because the wolves
the four points of the compass using the letters on the attacked the dog and started biting it.
board. Elicit answers. Why did Bill start chasing the wolves? Because he
wanted to stop them.
What did Henry hear after Bill started chasing the wolves?
He heard cries, three gun shots and then nothing.

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3d
B. Aim: to give Ss practice in identifying specific
information in the text Background note
• Have Ss do the activity. Indians is the term that was used in the past to refer
• Check the answers with the class. to the people who lived in North and South America
before the Europeans arrived. Today, the term Native
KEY Americans has come to replace the term Indians
Indians..
1. It was cold and icy.
2. Six. • Make sure Ss realise that the she-wolf in picture c is the
3. Because she was half dog, half wolf and wasn’t same one mentioned in the text.
scared of the humans. • Play the CD and have Ss do the activity.
4. About twelve wolves jumped out of the bushes, • Check the answers with the class.
attacked the dog and started biting its neck and legs.
5. Because he had only three bullets. KEY
6. He didn’t return, so the wolves probably killed him. a. 2 b. 4 c. 1 d. 3
7. He was afraid.
B. Aim: to give Ss practice in listening for specific
• Explain unknown words.
information
• Choose Ss to read out the text.
• Ask Ss to read through the sentences 1-5 and check their
understanding.
Post-reading • Play the CD.
Aim: to give Ss the opportunity to elaborate on the topic • Have Ss do the activity.
of the texts • Check the answers with the class. If necessary, play the
• Ask Ss some questions: CD again in order to clarify any questions Ss may have.
Do you know any other stories with animals?
What are they about? KEY
1. T 2. T 3. T 4. F 5. F
• Elicit answers and initiate a short discussion.

3 Grammar LISTENING TRANSCRIPT

Aim: to present the compounds of some, any, no, every Teacher OK class, let’s remember what happened
in the last chapter of White Fang. What
and give Ss practice in using them in context
happened to Henry? Did the wolves eat him
• Draw Ss’ attention to the table. Explain to them that these
too? Toby?
are the compounds of some, any, no and every used to
Toby No, some men came along and saved him.
refer to people, things and places
places..
Teacher That’s right. Now the story follows the wolves.
• Ask Ss to read through the examples and draw their
Did you all read chapter 3?... Good. Who can
attention to the compounds of some, any, no and every
tell me what happens to the she-wolf? Linda?
in bold.
Linda She has baby wolves.
• Point out to Ss that the endings -one and -body are
Teacher That’s right. But all the baby wolves die,
both used to form compounds which refer to people
people,,
except for one. And what’s his name? Jamie?
the ending -thing is used to form compounds which
Jamie White Fang.
refer to things, while the ending -where is used to form
Teacher Yes, now how does White Fang get his name?
compounds which refer to places.
Anyone? Jamie?
• Point out to Ss that every and its compounds are used
Jamie One day, while White Fang is exploring the
with singular countable nouns (Everyone
( Everyone always has…).
has…). If
forest, he sees five men, five Indians. One of
necessary, provide them with further examples.
the men called Grey Beaver goes closer to
• Refer Ss to the Grammar Reference (p. 124).
White Fang and the young wolf bites his hand.
• Have Ss do the activity.
The man sees the wolf’s big teeth, so, he calls
• Check the answers with the class.
him White Fang.
Teacher Very good. And what happens next? Toby?
KEY Toby White Fang’s mother appears.
1. something, anything Teacher That’s right. Does she attack the men? Linda?
2. no one, everything Linda No, Grey Beaver remembers her, and she
3. anybody, something remembers him too.
4. anywhere, somewhere Teacher Remembers what?
Linda She used to live with the men about a year
ago, so she’s friendly towards them.
4 Listen 53 Teacher Good. And then White Fang and the she-wolf
A. Aim: to give Ss practice in listening for gist go and live with the Indians in their camp. So,
• Ask Ss to look at the pictures a-d and tell you what they let’s continue reading now from page...
show.
• Explain to Ss that the people in the pictures are Native
Americans;; in the past, when the book White Fang was
Americans 5 Speak
written, people called them Indians
Indians.. Aim: to give Ss the opportunity to expand on the topic of
the reading and listening activity
• Ask Ss the questions.
• Elicit answers and initiate a short discussion.

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 3 rammar
Compounds of some, any, no, every
SOME ANY NO EVERY
• I’m bored. Let’s do something
something!!
someone anyone no one everyone • I’m hungry. Is there anything to eat?
People
somebody anybody nobody everybody • I asked the class, but nobody knows where
Things something anything nothing everything Bill is.
• Everyone always has a good time at Jill’s
Places somewhere anywhere nowhere everywhere parties.

Circle the correct words.

1. A: Would you like something / nothing to drink? 3. A: Does everybody / anybody know Kevin?
B: No thanks. I don’t want anything / nothing.
nothing. B: I do.
A: I’ve got something / anything for him.
2. A: Who’s that? Can you give it to him?
B: She’s new at school but everyone / no one B: Sure.
likes her.
A: Why not? 4. A: I can’t find my MP4 player somewhere / anywhere!
anywhere!
B: Because she thinks she knows something / B: It’s probably somewhere / everywhere in
everything..
everything your room. Look again.

4 isten 
A. Listen to a teacher talking to his students about White Fang and put the pictures in order. Write 1-4.

a b c d

B. Listen again and write T for True or F for False.

1. Some men saved Henry from the wolves.

2. The she-wolf is White Fang’s mother.
3. A man called Grey Beaver gave
White Fang his name.
4. The she-wolf tried to attack the Indians.
Indians.
5. White Fang used to live with men
in the past.

B. Read again and answer the questions.

1. What was the weather like? 5 peak
2. How many dogs did Henry and Bill have when they Discuss the following:
started on their journey?
3. Why was the she-wolf different? • Did you like the extract from White Fang?
4. What happened when one of the dogs ran towards • How do you think the story continues?
the she-wolf? • Would you like to read the book White Fang?
5. Why did Henry think Bill was crazy to chase the • Do you like dogs or are you afraid of them?
wolves?
• Have you got or did you use to have a dog?
6. What happened to Bill?
7. How did Henry feel? What is/was it like?

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 3e
1 ocabulary 
Match the pictures with the 3
phrases. Then listen and
1 2
check your answers.

a. I lost my keys.
b. I got stuck in a lift. 4
c. I missed the bus.
d. I got lost.
e. I got a flat tyre.
f. I got locked out.
5 6

2 peak & rite

A. Read the story and answer the questions.
When it is possible, underline words/phrases
in the story to justify your answers.

Lucky or
unlucky?
It all happened two months ago. It was Monday
afternoon and I was walking back home from
school. Suddenly, I saw a black cat. ‘That’s bad
luck,’ I thought.
When I got home, I saw the cat again in our
garden. I quickly ran outside but it was very windy
and the door closed behind me. I got locked out!
I had no keys, phone or money. My parents were
away for a few days, so nobody could help me.
Luckily, my bedroom window was open, so I took
a ladder and started climbing up. Unfortunately,
while I was climbing, a police officer saw me.
‘Come down immediately!’ he shouted. I was
shocked!
I tried to explain the situation but he didn’t want
to listen. Fortunately, after a while, our next-door
neighbour heard us, came out and said to the
police officer, ‘I don’t think Chris is a burglar! That’s
his house!’ Well, maybe I was lucky in the end.

1. Does the writer say when and where the story

happened?
2. Does the writer mention the events of the
story in the order in which they happened?
3. Does the writer use present tenses to describe
what happened?
4. Does the writer use adjectives and adverbs?
5. Does the writer use linking words?
6. Does the writer say what finally happened?

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 FUNCTIONS 2 Speak & Write
3e
Narrating a story A. Aims: t o provide Ss with a sample for writing a story
Talking about misfortunes about a misfortune
t o give Ss practice in reading for specific
VOCABULARY
information
Phrases related to misfortunes
• Ask Ss to look at the layout of the text and tell you what
be/get lost be/get stuck in a lift get a flat tyre
it is (a
(a story).
story).
get locked out lose one’s key
• Ask Ss to read through the story.
Other words and phrases • Ask Ss some comprehension questions:
adventure after a while be away behind finally
fix for hours fortunately immediately in the end What happened while Chris was walking home? He saw
ladder luck lucky maybe neighbour a black cat.
next-door put up a tent quickly quite situation What did he think about that? He thought it was bad
tired unfortunately unlucky luck.
What happened when he got home? He got locked out.
Why couldn’t anybody help him? He had no keys,
1 Vocabulary 54 phone or money and his parents were away for a few
days.
Aim: to present some misfortunes
What did he decide to do? He decided to take a ladder
• Ask Ss to read through the phrases a-f and look at the
and climb up to his bedroom window.
pictures 1-6.
What did the police officer tell Chris to do? To come
• Allow Ss some time to do the matching.
down immediately.
• Play the CD and have Ss follow in their books and check
Did the police officer believe his explanation? No, he
their answers.
didn’t want to listen.
• Check the answers with the class.
What happened in the end? His next-door neighbour
came out and told the police that Chris was not a
KEY
burglar.
1. a 2. f 3. b 4. e 5. c 6. d

• Help Ss deduce the meaning of any unknown words • Ask Ss to read through the questions 1-6 and check their
from the content of the corresponding pictures. understanding.
• Play the CD again and pause so that Ss can repeat what • Have Ss do the activity.
they hear. • Check the answers with the class.
• Ask Ss if any of these things have ever happened to
them. KEY
• Elicit answers and initiate a short discussion. 1. Yes: …Monday afternoon…, When I got home...
2. Yes: …I was walking back home…, …I saw a black cat,
…I got home…, I saw the cat again…, …ran outside,
the door closed behind me, I got locked out, etc.
3. No, he uses Past Simple and Past Progressive: I had
no keys…, My parents were away…, …nobody could
help me, …while I was climbing, a police officer saw
me, I tried to explain... but he didn’t want to listen,
etc.
4. Yes: suddenly, black, bad, quickly, windy, luckily,
open, unfortunately, immediately, shocked,
fortunately, next-door, lucky.
lucky.
5. Yes: suddenly, when, but, so, while, after a while, in
the end.
6. Yes: A neighbour told the police that Chris wasn’t a
burglar.

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3e

B. Aim: to present adjectives, adverbs and some linking

words and give Ss practice in using them when
writing a story
• Read out and explain the use of linking words, adjectives
and adverbs presented here.
• Ask Ss to read through the words in the box.
• Have Ss do the activity.
• Check the answers with the class.

KEY
1. Suddenly
2. When
3. Luckily
4. Unfortunately
5. While

C. Aim: to give Ss practice in narrating a story

• Ask Ss to read through the first and the last paragraph of
the story.
• Then ask them to look at the pictures and read through
the prompts.
• Have Ss work in pairs and take turns to narrate the main
part of the story, each student narrating the part of the
story corresponding to two of the pictures.
• Go round the class helping Ss when necessary.
• Choose some pairs to narrate the story to the class.

D. Aim: to give Ss practice in writing a story based on

visual and written prompts
• Draw Ss’ attention to the TIP and explain it.
• Allow Ss some time to write the main part of the story.
• Choose some Ss to read out their stories.

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B. Read and complete the sentences with the words in the box.
when while suddenly luckily unfortunately

When you write a story:

1. Raymond was in the lift all alone. ,
use the words when and while to link two past actions. it stopped. He was frightened!
When I saw the bus, I started running.
2. Susan left the room, they started
When Pete arrived home, his parents were having
lunch. talking about her.
While I was walking home, I met my teacher. 3. We were walking on the beach when it started
Kate was listening to music while she was drawing. raining. , it stopped after a while.
use adjectives like surprised
surprised,, shocked
shocked,, scared
scared,, etc. to 4. Tracy had a very nice book about Spain.
describe how you felt and adverbs like suddenly
suddenly,, (un) , she lost it.
luckily and (un)fortunately
(un)fortunately.. 5. we were studying, Brian was
playing the guitar.

C. Talk in pairs. Below are the first and last paragraph of a

story. Look at the pictures and use the prompts to tell the
main part of the story.

Last weekend, Kelly and her cousin Carla decided

to go camping in the forest. It was the beginning
of summer and it was quite warm and sunny.

get tired / and / stop

• After a while / they / t can
/ tent / but / they / no
• They / want / go back
• They / be lost!

/ put up /
/ th e y / a rrive / they
• When
/ river lore / area
tent / near c ide / to exp
th e y / d e
• Then /

• Kelly and Carla

/ walk / for hours
find / road / and / finally /
• Luckily / there /
be / car / with / fla
• The driver / try t tyre
/ fix / it

Fortunately, when the driver fixed the flat tyre,

he took the girls home safely. They were so
• They / walk / in / forest / when / happy to be back. After their adventure, they
suddenly / they / didn’t want to go camping alone again!
hear / strange noise
• They / think / it / be / bear!
• They / be / frightened / so / they
/ start / running D. Write the main part of the story shown above.

Use the prompts given. Don’t forget

to make any necessary changes.

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 3
E. Complete with some, any or no.

Round-up 1. There isn’t milk left. Would you like

2. A: Aunt Fay gave me
tea?
cake. It’s in the fridge.
B: Hey. There’s cake in the fridge. Who ate it?

ocabulary Score: /4

A. Cross out the odd word. Then add one more. F. Circle the correct words.

1. shocked – angry – worried – locked – 1. Jack broke a bottle of water and there was water
2. bush – ankle – finger – wrist – everywhere / nowhere on the kitchen floor!
2. A: What’s that noise?
3. Ferris wheel – bumper cars – ride – tent –
B: I can’t hear anything / something.
something.
Score: / 6 3. The film was great. Anyone / Everyone loved it.
4. I think nobody / somebody is playing a joke on
B. Circle the correct words.
you.
1. I crashed into a tree yesterday. Fortunately / 5. I’m thirsty, but I’ve got nothing / something to
Unfortunately,, someone saw me and screamed /
Unfortunately drink.
called for an ambulance immediately. 6. Is there a restaurant anything / anywhere around
2. My dad was on a pavement / ladder cleaning here?
the windows when he slipped and fell. Luckily / 7. I just called Jake’s house, but there’s nobody /
Suddenly, he didn’t break anything. anybody at home.
3. A: It’s very dark / shadow in this cave. Let’s go Score: /7
outside.
B: Why? Are you surprised / frightened?
frightened?
4. Last month Mary missed / lost her keys twice and
ommunication
G. Complete the dialogue with the sentences a-e.
she got a stuck / flat tyre three times.
5. There was a huge prize / queue at the bank today. a. You played a joke on me.
6. When Kelly heard about the accident, she was b. I don’t think so.
shocked / embarrassed. c. Hang on a minute.
Score: / 10 d. What do you mean?

rammar e. I don’t believe you.

C. Complete with the Past Progressive of the verbs in the A: Hey, Julia. That wasn’t very funny yesterday.
box.
B: ((11)
not sleep buy show talk wait A: Oh, come on. I know everything. (2( 2)
B: No, I didn’t.
1. Tina for me outside the shop while I A: ((3
3) It wasn’t you?
souvenirs.
B: No, it wasn’t me. What happened?
2. The boys about the school trip all
day yesterday! A: Well, I think I saw a ghost then.
3. A: What Andrea you B: Oh come on. (4 (4)
when I saw you in the park yesterday? A: But I saw a strange shadow in the garden and…
B: Pictures from her holiday. B: Maybe it was your sister or someone else.
4. My uncle called us very late last night, but we A: ( 5)
.
Score: / 10
Score: /5
TOTAL SCORE: / 50

D. Complete with the Past Simple or the Past Progressive Now I can…
of the verbs in brackets.

1. Alan (slip) on a banana skin and narrate past events and accidents
(fall down) while he (walk) describe my feelings
to school today. use the Past Progressive
2. The kids (swim) when suddenly they understand the difference between the
(see) a shark. Past Simple and the Past Progressive
3. I (listen) to music when my parents
use compounds of some, any, no, every
(get) back from their trip. That’s why
I (not hear) them. write a story

Score: /8

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 3 Round-up Communication
G.
To be most effective, the exercises in the round-up
section should be completed and checked in class. KEY
Ss should calculate and write down their scores. 1. d 2. a 3. c 4. e 5. b

Aim: to help Ss revise the structures, functions and

vocabulary presented in Module 3 through various Now I can...
activities. Aims: t o give Ss the opportunity to check their
progress
to encourage learner autonomy
Vocabulary
• Draw Ss’ attention to the points and get Ss to read
A.
through them.
KEY • Explain any unknown words.
1. cross out: locked add: surprised, frightened, etc. • Get Ss to tick the points they feel confident about. For
2. cross out: bush add: back, knee, etc. the points they are unsure of, they should refer back to
3. cross out: tent add: roller coaster, water slide, etc. the relevant sections in the module.

B.

KEY
1. Fortunately, called
2. ladder, Luckily
3. dark, frightened
4. lost, flat
5. queue
6. shocked

Grammar
C.

KEY
1. was waiting, was buying
2. were talking
3. was ... showing
4. weren’t sleeping

D.

KEY
1. slipped, fell down, was walking
2. were swimming, saw
3. was listening, got, didn’t hear

E.

KEY
1. any, some
2. some, no

F.

KEY
1. everywhere
2. anything
3. Everyone
4. somebody
5. nothing
6. anywhere
7. nobody

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4 Places
Aims: t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module

• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (a(a signpost
in a park with arrows with names of countries on them
pointing in different directions).
directions).
• Ask Ss:

Where do you think this is?

What is written on the arrows?
Do you think they are pointing in the right directions?

• Elicit answers. Use Ss’ L1 when necessary.

• Ask Ss to guess what the module will be about.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.

KEY
picture A: p. 52
picture B: p. 50
picture C: p. 48
picture D: p. 54
picture E: p. 46

• Read out the objectives in the In this module you will

learn... section.
• Explain any unknown words.

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4 Places
Discuss:

Do you live in a small town or a big

city?
What’s it like where you live?
Would you like to change anything
about where you live?

Where can you find the following

in this module? Go through the
module and find the pictures.

B C

D E

In this module you will learn...

to make an offer, ask for permission

and make polite requests
to express possibility
to ask for and give directions
to refer to the location of places in a
town/city
to read a map
to make comparisons
to discuss life in the city and in the
country
to talk about space and our solar
system
to write about your town/city

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 4a
1 ocabulary 
Complete the sentences with the places in hairdresser’s newsagent’s florist’s library
the box. Then listen and check your answers. travel agent’s chemist’s post office market
1. You can buy magazines and newspapers
at the .
2. You can post a letter or buy stamps
at the .
3. You can borrow books from the
.
4. You can get a haircut at the
.
5. You can book a holiday at
the .
6. You can get medicine from
the .
7. You can buy fruit and vegetables
at the .
8. You can buy flowers at the
.

2 ead 
A. Listen and read. Where would you hear these
dialogues? Choose from the names of the places Find key words in the text. They
in activity 1 and write them in the boxes. help you understand the main ideas.

1
3
Girl Hello.
Man Good afternoon, can I help you? Boy Hello, could I ask you something?
Girl Yes, please. Have you got today’s Woman Yes, of course.
Daily News?
News? Boy I left my card at home. Can I still borrow this book?
Man Yes, of course. Here you are. Woman No, I’m afraid you can’t.
Girl Thanks. Boy But I really need this book. I can bring my card tomorrow.
Man Would you like anything else? Woman I’m sorry. You know, there is something you can do.
Girl Yes. Have you got the magazine Boy What’s that?
Popular Teens?
Teens? Woman Ask one of your friends to borrow it for you.
Man Hmm, there may be one on that Boy That’s a good idea. Thank you!
shelf over there. Let me check. Woman You’re welcome.

2 B. Read again and write T for True or F for False.

Woman Good morning, how can I help you? Dialogue 1

Man I’d like to go to San Juan in July. 1. The girl wants to buy two newspapers.
Woman San Juan, Puerto Rico?
Man That’s right. Are there any cheap 2. The man is sure he’s got Popular Teens.
Teens.
flights? Dialogue 2
Woman Umm, I’m afraid not. Tickets are 3. There are cheap flights to San Juan in July.
around 1100 euros. But I might find
some cheap tickets for June. 4. The man wants to go to Puerto Rico in July.
Man June? Oh, no. I want to go to a Dialogue 3
dance festival in July.
5. The boy hasn’t got his card with him.
Woman I haven’t got anything, sorry.
Man Thank you anyway. 6. The woman decides to give the boy the book anyway.

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 FUNCTIONS 2 Read 56
4a
Talking about places in a city/town/neighbourhood A. Aims: t o present vocabulary, structures and
Making, accepting and refusing offers functions in the context of three dialogues
Asking for, giving and refusing permission taking place at different places
Making polite requests
t o give Ss practice in reading for gist
Asking for a favour
• Explain to Ss that they are going to listen to three
Expressing possibility in the present or future
dialogues and they must decide where each dialogue is
taking place choosing from the places in activity 1.
STRUCTURES
• Draw Ss’ attention to the TIP and explain it.
Can / Could / May / Might
• Play the CD and have Ss read and listen to the first
dialogue. Tell them to underline any unknown words at
VOCABULARY
the same time.
Places in a town/city
• Ask Ss where they think this dialogue is taking place.
chemist’s florist’s hairdresser’s market
• Elicit the answer that it is taking place in a newsagent’s.
newsagent’s post office
• Ask Ss to tell you which words helped them decide (Daily
( Daily
Other words and phrases News, magazine Popular Teens).
Teens).
borrow bring Can I help you? card euro festival • Follow the same procedure with the other two dialogues.
get a haircut Here you are. I’m afraid not. • Check the answers with the class.
Let me check. medicine post (v) stamp
tidy my room Would you like anything else? KEY
You’re welcome. 1. newsagent’s (Daily
( Daily News, magazine, Popular Teens)
Teens)
2. travel agent’s (San
( San Juan, Puerto Rico, flights, tickets)
tickets)
Warm-up 3. library (card,
(card, borrow, book)
book)
Aim: to introduce the topic of the lesson • Ask Ss some comprehension questions:
• Ask Ss to tell you what visitors can see if they walk
around their city/town. Has the man got the ‘Daily News’? Yes, he has.
• Elicit answers. Does the girl also want to buy a magazine? Yes, she
does.
1 Vocabulary 55 Where does the man say the magazine might be? On
Aim: to introduce some places in a city/town the shelf.
• Ask Ss to read through the sentences 1-8 and check their Where does the man want to go? To San Juan.
understanding. Where is San Juan? In Puerto Rico.
• Ask Ss to read through the places in the box. How much are the tickets to San Juan? Around 1100
• Have Ss do the activity. euros.
• Play the CD and have Ss listen and check their answers. Why does the man want to go to San Juan? He wants
• Check the answers with the class. to go to a dance festival there.
Where did the boy leave his card? At home.
KEY Can the boy borrow the book without his card? No, he
1. newsagent’s 5. travel agent’s can’t.
2. post office 6. chemist’s What does the woman tell the boy to do? To ask one of
3. library 7. market his friends to borrow the book for him.
4. hairdresser’s 8. florist’s Does the boy like her idea? Yes, he does.

B. Aim: to give Ss practice in identifying specific

Language Plus information in the dialogues
Draw Ss’ attention to the following words: hairdresser’s, • Have Ss do the activity.
newsagent’s, florist’s, travel agent’s and chemist’s • Check the answers with the class.
and explain to them that they take ’s because they
refer to the place and not to the occupation (e.g. KEY
She’s a hairdresser. BUT: You can get a haircut at the 1. F 2. F 3. F 4. T 5. T 6. F
hairdresser’s.).).
hairdresser’s.
• Explain any unknown words.
• Help Ss deduce the meaning of any unknown words • Choose Ss to act out the dialogues.
from the context of the corresponding sentences.
• Ask Ss which of these places there are in their city/town. Post-reading
• Elicit answers. Aim: to give Ss the opportunity to elaborate on the topic
of the dialogues
• Ask Ss:
What do you usually buy at the newsagent’s? What
about your parents and other members of your family?
Is there a lending library in your neighbourhood? If yes,
do you borrow books from it? What kind of books?
What kind of services can a travel agent provide?
• Elicit answers and initiate a short discussion.

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4a
5 Speak
3 Grammar Aim: to give Ss the opportunity to practise the
Aim: to present Can / Could / May / Might and give Ss vocabulary, structures and functions presented in
practice in using them in context this lesson through pair work
• Draw Ss’ attention to the first two rules and the • Ask Ss to look at the first picture and guess what the
accompanying examples. situation is.
• Ask Ss to come up with their own examples of situations • Draw Ss’ attention to the speech bubble.
in which one might offer to do something and ask for • Make sure that Ss understand that we use Yes, of course.
permission. to respond to someone’s request in a positive way while
• Ask Ss to read the third rule and the examples. Make we use Sorry, you can’t. to respond to someone’s request
sure that they can differentiate between making a polite in a negative way.
request and asking for a favour. Point out to Ss that we • Ask Ss to give you a few more responses (I’m( I’m afraid not.
use could when we want to sound more polite. Explain I’m afraid you can’t., etc.)
etc.)
that we do not say May you...? when making requests or • Choose a student to act out the dialogue.
asking for a favour. • Ask Ss to look at the pictures and read through the
• Have Ss come up with their own examples of situations speech bubbles.
in which sb would make a request and ask for a favour. • Get Ss to do the activity in pairs and go round the class
• Draw Ss’ attention to the fourth rule and the example. helping them when necessary.
Point out to Ss might is used to express slighter • Choose some pairs to act out the dialogues.
possibility than may or could
could..
• Explain to Ss that could is not used in the negative form
to express sth that is not a possibility e.g. We may/might
not go to the party.
party.
• Ask Ss to come up with their own examples of situations
expressing possibility in the present/future.
• Tell Ss to underline any examples of Can/Could/May/
Might in the dialogues and discuss which functions they
(Good afternoon, can I help you? – to offer help.
express (Good help.
Hmm, there may be one on that shelf over there. –
present . Good morning, how can I help
possibility in the present.
you? – to offer help. But I might find some cheap tickets
for June. – possibility in the present. Hello, could I ask
you something? – to make a polite request. Can I still
borrow this book? – to make a polite request / ask for
permission).
• Refer Ss to the Grammar Reference (p. 124).
• Have Ss do the activity.
• Check the answers with the class.

KEY
1. c 2. e 3. b 4. f 5. d 6. a

4 Pronunciation 57, 58
A. Aim: t o have Ss differentiate between the // and //
sounds of the letter ‘c’
• Play the CD and tell Ss to repeat and listen for the
difference in pronunciation between c afé and cinema ((in in
the word café the letter ‘c’ has got a /
/  / sound while in
the word cinema the letter ‘c’ has got an / / / sound).
sound ).
• If necessary, play the CD again.

B. Aim: to give Ss practice in differentiating between the

/k/ and /s/ sounds of the letter ‘c’
• Play the CD and pause after each word.
• Ask Ss to repeat each word and tick the sound they hear.
• If necessary, play the CD again.
• Check the answers with the class.

KEY
/ k/:/: welcome, card, haircut, perfect
/ /: medicine, centre, facilities, voice

47 TB
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 5 peak
Talk in pairs. Imagine you are the people shown
in the pictures below. Ask and answer questions.

go / concert / Mum?
......

borrow / car / tonight?

......
3 rammar
Can / Could / May / Might
We use
• Can I…?, Could I…?, May I…? to make an offer.
Could I get you something to drink?
2
• Can I…?, Could I…?, May I…? to ask for permission.
May I use the phone?
• Can I/you…?, Could I/you…? to make polite requests What would have / espresso / please?
and ask for a favour. Could is more polite. you like?
Could you drive me to the city centre?
Can I have some coffee, please?
......
• may, might and could to express possibility in the
present or future. Might expresses slight possibility.
We might go to the party, but I’m not sure. 3

Match.
help me / tidy / room?
1. It’s hot in here. a. Can I borrow €50?
2. You look tired. b. May I use your phone?
3. I need to call my c. Could you open the
sister. window, please?
4. I’m a bit hungry. d. It might rain.
5. It’s very cloudy. e. Can I help you with the 4
6. I really want to housework? ......
buy this skirt. f. I may get a sandwich.
......

4 ronunciation
A. Listen and repeat. What’s the
 see / ticket / please?
difference between a and b?
a. café b. cinema 5
B. Listen and tick (3) the sound you hear.
café / / cinema // I’m late for work. post / letter / for me?
medicine
welcome
card
centre
facilities 6
......
haircut
perfect Can I go to the concert, Mum?
voice Yes, of course. / Sorry, you can’t.

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 4b Go straight
on

Turn Turn
left right
1 ocabulary
Listen and repeat.


traffic lights pedestrian crossing footbridge bus stop tunnel stop sign

2 ead 
A. Listen to the dialogue. Then read it out in pairs. Does Stu manage to get to level eight?

Bill Hi, Stu, my brother’s got that game. What level Bill No, sorry. Turn left at the end of the park.
are you on? Stu OK. Now what?
Stu Seven. Bill Turn right at the petrol station. Hmm. What
Bill That’s quite difficult. Need some help? street is this?
Stu Yes, please. How do I get to the bank? Stu I think we’re on Station Road.
Bill Right, get into the police car. Go straight on Bill OK, go down Station Road and turn left into
and turn right at the traffic lights. Bell Street.
Stu Oh, there’s the bank, on the left. Stu Do I go through the tunnel?
Bill And the bank robbers are outside the bank! Bill No, stop the car in front of the supermarket.
They’re getting into their car. Catch them! The bank robbers are in a house behind it.
Stu Here we go! They’re going very fast. Oh no! Stu How do you know?
Where did they go? I lost them. Bill I play this game all the time. Get out of the
Bill Quick, go past the bus stop and turn left. car, go catch them and you win.
Stu What? Do I drive into the park? Stu Thanks. Level eight, here I come!

B. Read again and put the pictures in the correct order. Write 1-5.

a b

c d e

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 FUNCTIONS 2 Read 60
4b
Asking for and giving directions A. Aims: t o present vocabulary, structures and
Referring to the location of places in a city/town functions in the context of a dialogue
Reading a map t o give Ss practice in reading for gist
• Ask Ss to look at the picture and tell you what is going on
STRUCTURES
( Bill and Stu are playing a computer game.).
game.).
Prepositions of place • Play the CD and have Ss follow in their books. Tell them
Prepositions of movement to underline any unknown words at the same time.
VOCABULARY Language Plus
Directions
Go straight on. How do I get to...? The question Need some help? is used in colloquial,
It’s on your right/left. Turn right/left at the... everyday language instead of the standard question Do
Turn right/left into... Street/Road. you need some help?
Other words and phrases • Ask Ss the question in the rubric.
all the time bus stop catch footbridge • Check the answer with the class.
Need some help? Now what? pedestrian crossing
petrol station police station robber stop sign KEY
traffic lights tunnel He probably does reach level eight
( Level eight, here I come!).
come! ).
Warm-up • Ask Ss some comprehension questions:
Aim: to introduce the topic of the lesson
• Ask Ss how they get to school/work, etc. Who’s got the same game as the one Stu is playing?
• Elicit answers (on
(on foot / by bus / by car, etc.).
etc.). Bill’s brother.
What level is Stu on? Seven.
1 Vocabulary 59 What car is Stu driving? A police car.
Aim: to introduce topic related vocabulary What does he have to do in order to win? To catch the
• Ask Ss to look at the pictures and read through the bank robbers.
captions. Are the bank robbers going fast? Yes, they are.
• Help Ss deduce the meaning of any unknown words Does Stu drive into a park? No, he doesn’t.
from the content of the corresponding pictures. Where are the bank robbers at the end of the game? In
• Ask Ss to tell you what they know about the colours of a house behind the supermarket.
the traffic lights ((when
when the red light is on drivers must How does Bill know where the bank robbers are? He
stop until the green light is back on while when they see plays the game all the time.
the amber light they must slow down so as to stop).stop). • Explain any unknown words.
• Ask Ss if there is a pedestrian crossing in their • Choose Ss to act out the dialogue in pairs.
neighbourhood and make sure that they understand
what it is (=a
(=a marked place in a road where traffic must B. Aim: to give Ss practice in identifying specific
stop to allow people to walk across).
across). information in the dialogue
• Ask Ss if they have ever used a footbridge and elicit • Ask Ss to look at the pictures a-e.
answers. • Have Ss do the activity.
• Ask Ss what drivers must do when they drive through a • Check the answers with the class.
tunnel ((They
They must turn on their car lights.).
lights.).
• Ask Ss what drivers must do when they see a stop sign KEY
(They must stop and check that the road is free of other a. 3 b. 1 c. 4 d. 2 e. 5
vehicles before they continue.).
continue.).
• Draw Ss’ attention to the sign in the upper right-hand
corner of the page. Make sure that Ss understand Post-reading
the meaning of the directions by relating them to the Aim: to give Ss the opportunity to elaborate on the topic
direction of the arrows. of the dialogue
• Play the CD and pause so that Ss can repeat what they
• Ask Ss:
hear.
Do you play computer games?
What kind of computer games do you like playing?
Are you good at giving and understanding directions?

• Elicit answers and initiate a short discussion.

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4b
3 Grammar KEY
Aim: to present prepositions of place and movement
and give Ss practice in using them in context
• Draw Ss’ attention to the position of the balls in relation
to the boxes and ask them to read the prepositions of
place. King R
oad
• Give an example using an object in the classroom and a
preposition of place, e.g. The chair is behind the desk,
desk, or
The book is next to the pencil.
pencil. Elicit a few more examples
from Ss.
• Draw Ss’ attention to the motion of the ball in the
pictures and ask them to read the prepositions of
movement.
• Explain to Ss that prepositions of movement are used in LISTENING TRANSCRIPT
combination with verbs denoting motion, such as walk, GPS Turn left and go through the tunnel.
go, run, get,
get, etc. Give Ss an example, e.g. He walked into Woman What tunnel?
the classroom.
classroom. Elicit a few more examples from Ss. Man This GPS is useless. Get the map out.
• Refer Ss to the Grammar Reference (p. 124). Woman OK, where are we?
• Have Ss do the activity. Man We are on Green Street.
• Check the answers with the class. Woman OK, turn right here, into George Street.
Man I can’t. I went past it now, but I can try and turn
around...
KEY
Woman Wait, it’s OK. Go straight on, past the bus stop
1. next to, at, past, up
and at the traffic lights turn right.
2. from, down, into, between
Man OK, but I can’t see a street name.
Woman Over there. We’re going down King Road.
Man There’s a pedestrian crossing up ahead.
4 Listen & Speak 61 Woman OK, after the crossing, turn left into Sunset
A. Aims: t o give Ss practice in listening for specific Road.
information Man OK.
t o give Ss practice in understanding Woman Is there a footbridge on this road?
directions and transferring from verbal to Man Yes, there is.
visual information by drawing a route on a Woman Good, go straight on and after the footbridge,
turn right into Elm Street.
map
Man Great.
• Draw Ss’ attention to the map and point out where the
Woman The bookshop is on the left.
people are.
Man Yes, I can see it. Well done. Much better than a
• Play the CD twice and have Ss draw the route.
GPS, eh?
Woman And a much nicer voice.
Background note
• A GPS (Global Positioning System) is a system by which B. Aim: to give Ss practice in asking for and giving
signals are sent from satellites to a special device, used
directions
to show the position of a person or thing on the surface
• Ask Ss to read through the phrases in the box.
of the earth very accurately.
• Draw Ss’ attention to the speech bubble and check their
• A GPS installed in a car provides useful information
understanding.
about the car’s position and the best travel routes to
• Choose a student to act out the dialogue.
a given destination by linking itself to a built-in digital
• Get Ss to do the activity in pairs and go round the class
map. A monitor in the car shows the relevant portion
helping them when necessary.
of the map. The driver can enter the target location
• Choose some pairs to act out the dialogue.
and the computer will calculate the optimal route and
display it instantly. It can respond to user preferences
and map a route that avoids either highways or local
roads. If the map is detailed enough, it will also provide
the locations of the nearest petrol station, supermarket,
hotel, restaurant, and ATM machine. Nowadays, most
GPS units can issue auditory directions (i.e. ‘Turn left’) to
guide drivers as they travel.

• Check the answer with the class.

49 TB
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 3 rammar
Prepositions of place Look at the map in activity 4 and circle the
correct words.
1.
A: Excuse me, is there a florist’s near
here?
in front of behind opposite between next to B: Yes, there’s one on Sunset Road. It’s
opposite / next to a market.
Prepositions of movement A: How do I get there?
B: Well, we’re on Green Street now. Go
straight on and on / at the traffic
lights turn right. Go past / through
Mint Road and turn left at the
up down into out of through chemist’s. That’s Sunset Road. Go up
/ around this road and the florist’s is
on your left.
A: Thank you very much.
2.
towards past from to around A: How do I get from / at the train
station to the police station?
B: Well, go down / into Green Street
and turn right to / into George
Street. The police station is on your
right, behind / between the library
4 isten & peak 
A. Listen to two people talking and draw
and the post office.

the route on the map.

King R
o ad

B. Talk in pairs.
STUDENT A: Look at the map above and imagine
you live in one of the blue houses. Student B wants Go down... Turn right/left at the...
to come to your house but doesn’t know the way. Walk towards... Turn right/left into... Street/Road.
Give him/her directions from the station to your Go past... It’s on your right/left.
house. Use the phrases in the box. Go straight on.

STUDENT B: You want to go to Student A’s house but So, how do I get from the station to your house?
don’t know the way. Follow Student A’s directions to Go straight on and then...
find his/her house.

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 4c
 2 ead
1 ocabulary
Match. Then listen and check. Do you like life in the city or
in the country? Do the quiz and find out!

QUIZ:
1 Are you
a city
or a
2
country
person?
1. What do you usually do on a sunny day?
3
a. hang out at the shopping centre
b. go for a long walk and enjoy nature
c. do gardening or have a barbecue

2. What is your ideal pet, a goldfish, a horse or a cat?

a. A goldfish, because it isn’t as big as the others.
4 b. A horse, because you can ride it around.
c. A cat, because it’s more useful than the others.
It can kill mice.

3. Where is your favourite place to have a meal?

a. At an expensive restaurant, of course!
b. At home. Home-cooked food is better and healthier
5 than food in restaurants.
c. At a friend’s house. It’s free and I don’t need to cook.

4. Which is your ideal house?

a. a big flat in the city centre
b. a cottage near a lake
c. a bungalow in a quiet area
6 5. Everyone in your neighbourhood knows each other.
How do you feel about it?
a. It’s a big problem. I don’t want everyone to know
everything about my life.
b. It’s perfect. You make lots of friends this way.
c. It’s useful when you need some help but sometimes
it’s a bit annoying.
7
6. What is your general opinion about life in the country
and life in the city?
houseboat farm
a. Life in the country isn’t as exciting as life in the city.
cottage caravan b. Life in the country is more peaceful than life in the city.
bungalow block c. Life in the country isn’t very different from life in the city.
of flats
tree house

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 FUNCTIONS 2 Read
4c
Making comparisons Aim: to present vocabulary, structures and functions in
Comparing life in a city with life in the country the context of a quiz
Expressing preference • Ask Ss to look at the layout of the text, decide what it
is (a
(a quiz)
quiz) and where it may be found (in ( in a magazine /
STRUCTURES online).).
online
Comparative forms • Ask Ss if they do quizzes and if so, what they are usually
(not) as + adjective + as about, if they believe in the results they get, etc.
• Elicit answers.
VOCABULARY • Draw Ss’ attention to the title of the quiz.
Types of houses • Ask Ss what the quiz is about and elicit answers (if ( if you
block of flats bungalow caravan cottage farm like living in the city or in the country).
country).
houseboat tree house • Tell Ss to read through each question carefully and then
Other words and phrases choose the answer which best describes their attitudes
annoying barbecue boring busy comfortable and feelings. Encourage Ss to guess the meaning of any
cook (v) country do gardening each other unknown words they may have.
excitement general go for a walk healthy • Point out to Ss that there are no correct or incorrect
home-cooked ideal important kill life lifestyle answers. The point of the quiz is for Ss to form a clearer
mouse – mice nature neighbourhood noisy picture of which lifestyle they find more appealing.
offer (v) peace and quiet peaceful pollution • Have Ss do the quiz. Go round the class helping them
prefer relaxed this way useful Which...? without when necessary.
• Alternatively, Ss can do the quiz in pairs and take turns to
62 ask and answer the questions.
1 Vocabulary
• Have Ss add up their scores.
Aim: to introduce some types of residence
• Ask Ss to read through what their scores say about them.
• Ask Ss to look at the pictures 1-7 and tell you what they
• Ask Ss if they agree or disagree and initiate a short
show (different
(different types of residence).
residence).
discussion.
• Ask Ss to read through the list of words.
• Explain any unknown words.
• Have Ss do the activity.
• Play the CD and have Ss follow in their books and check
their answers. Post-reading
• Check the answers with the class. Aim: to give Ss the opportunity to elaborate on the topic
of the quiz
KEY • Ask Ss:
houseboat 3
cottage 1 Where do you live? What are the advantages
bungalow 6 and disadvantages of living there?
tree house 2 Would you prefer to live somewhere else?
farm 4 Why / Why not?
caravan 5 • Elicit answers and initiate a short discussion.
block of flats 7

• Help Ss deduce the meaning of any unknown words

by relating them to the content of the corresponding
pictures.
• Point out that a bungalow is a house with just one level
and no stairs.
• Ask Ss if they have ever lived in a caravan or a bungalow,
if they would live in a tree house or a houseboat, etc.
• Elicit answers.
• Play the CD again and pause so that Ss can repeat what
they hear.

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4c
3 Grammar Post-listening
Aim: to present the comparative form of adjectives as Aim: to give Ss the opportunity to elaborate on the topic
well as the structure as + adjective + as and give Ss of the listening activity
practice in using them in context • Ask Ss:
• Draw Ss’ attention to the table. Explain that these are the
Have you ever changed homes?
positive and comparative forms of adjectives.
Why did you change homes?
• Ask Ss to read through the example and draw their
Do you like your new home more than your old one?
attention to the words in bold.
• Ask Ss to tell you what they notice about how the • Elicit answers and initiate a short discussion.
comparative form of an adjective is formed by looking at
the first five adjectives in the table as well as the example. LISTENING TRANSCRIPT
• Elicit the answer that we form the comparative by adding Lionel
-er to the end of one-syllable adjectives. We use more I didn’t want to come and live in the country. You see, I
with adjectives with two or more syllables. like to have lots of shops near my house. OK, it gets a
• Point out to Ss that we also use than after the bit noisy in the city, but I didn’t mind. I like action. I really
comparative form of the adjectives. liked our old flat and from my room I had a great view of
• Give an example using Ss in the classroom and write the city. Our new house is not that bad and there’s also
it on the board, e.g. Peter is taller than Ben.
Ben. Elicit a few a swimming pool, which is great. But it’s so quiet around
more examples from Ss. here. I’m going to miss the city.
• Explain that some adjectives have got irregular forms Polly
and point them out in the table. Well, there are lots of reasons why I prefer it more here.
• Draw Ss’ attention to the NOTE. Explain to them that we It’s not as noisy as my old neighbourhood, for one thing.
use the structure (not) as + adjective + as as another And I think the people are friendlier too. Everybody
form of comparison between two people or things. knows each other and they like to help out. We don’t live
• Give an example using Ss in the classroom and write it in a big house any more, but I don’t mind. I like it here
on the board, e.g. Kathy is as tall as Mary.
Mary. because of the nature and there’s no pollution. I don’t get
• Refer Ss to the Grammar Reference (pp. 124-125). as many headaches as I did in the city. Cities these days
• Have Ss do the activity. are horrible.
• Check the answers with the class. Eric
My new home is cool and the area is beautiful. There
KEY are great parks around here to ride my bike in so I’m
1. more tired 3. annoying 5. better 7. comfortable really happy. There is one problem, though. We live on
2. cheaper 4. cold 6. more difficult the second floor of a block of flats so we are close to the
street. I can close the window for some peace and quiet
but I like to have it open. In the country, we always had
4 Listen 63 the windows open and there was no noise at all.
A. Aim: to give Ss practice in listening for gist and Stacey
My family and I spent many years in the country and I
transferring from verbal to visual information
enjoyed it very much. I used to go for long walks and
• Ask Ss to look at the four pictures and read through the
even go sailing on the lake near our house. We had to
names of the people and explain to them that these are
leave though because of my dad’s job. We didn’t want
their new homes.
to live in a flat and luckily we found a lovely little house.
• Play the CD and have Ss do the activity.
I don’t miss the country because I’m used to my new
• Alternatively, play the CD and pause after each
home now and I love it. There are so many different
monologue for Ss to choose their answers.
things to see and do. I do a lot more shopping and it’s
• Check the answers with the class.
never boring here.
KEY
Lionel 1 Polly 2 Eric 4 Stacey 3
5 Speak & Write
A. Aim: to give Ss practice in comparing two pictures
and discussing life in the city and in the country
B. Aim: to give Ss practice in listening for specific through a group-work activity
information • Ask Ss to look at the two pictures and read through the
• Ask Ss to read through the statements and check their adjectives in the box. Make sure that they haven’t got
understanding. any unknown words.
• Play the CD and have Ss do the activity. • Ask Ss to read through the speech bubble.
• Alternatively, play the CD and pause after each • Choose a student and demonstrate a way to begin the
monologue for Ss to choose their answers. discussion by acting out the exchange in the speech
• Check the answers with the class. If necessary, play the bubble.
CD again in order to clarify any questions Ss may have. • Get Ss to discuss life in a city and in the country in small
groups and go round the class helping them when
KEY necessary.
Lionel I liked my old neighbourhood more than my • Choose some groups to act out their discussion.
new one.
Polly I think life in the country is healthier than life in B. Aim: t o give Ss practice in writing about whether they
the city. prefer to live in the city or in the country
Eric My new home is nice but noisier than my old • Draw Ss’ attention to the questions in the rubric and elicit
home. examples of what they have to write about.
Stacey I like living in the country and in the city. • Allow Ss some time to write their sentences.
• Choose some Ss to read out their sentences.
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 Check your score:
More as: You are a city person and you prefer a busy lifestyle. You enjoy
the excitement and you don’t mind noisy places. You love shopping and
all the things a city has to offer. Living in the country is boring for you.
More bs: You are a country person and you prefer a relaxed lifestyle. You love
nature and animals, and you like living without noise and pollution. You love
walking, exploring places and meeting people.
More cs: You are not exactly a city or a country person. You like the fun of the
city but you also enjoy some peace and quiet. For you, an easy and comfortable
lifestyle is more important than the place you live.

3 rammar
Comparative forms
Life in the country is more peaceful than life in the city.
POSITIVE COMPARATIVE
NOTE (not) as + adjective + as
fast faster
Life in the city isn’t as peaceful as
nice nicer life in the country.
big bigger
busy busier
peaceful more peaceful Complete the sentences with the correct form of the adjectives in brackets.

good better 1. We are (tired) today than we were yesterday.

bad worse 2. The houseboat is (cheap) than the caravan.
far farther/further 3. Sam isn’t as (annoying) as his sister Beth.
4. Today, it isn’t as (cold) as it was yesterday.
many/much more
5. Phil is (good) than Neil at tennis.
6. Life on a farm is (difficult) than life in the city.
7. Our new sofa is as (comfortable) as my bed.

4 isten 
A. Listen to four people talking and
match them with their new homes.
5 peak & rite
A. Talk in small groups. Look at the
pictures below. Compare the two
places using the adjectives in the box.

1 2

boring interesting busy crowded

healthy ugly safe dangerous modern
3 4 noisy peaceful exciting quiet

Life in the city is more dangerous than

Lionel Polly Eric Stacey
life in the country.
Yes, but life in the city is more
B. Listen again and match the people with the statements. exciting.

Lionel My new home is nice but noisier than my old home.

Polly I think life in the country is healthier than life in the city.
B. Write a few sentences answering the
Eric I liked my old neighbourhood more than my new one. following questions: Which place do you
Stacey I like living in the country and in the city. prefer, the city or the country? Why?

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 4d
1 ocabulary 
Listen and number the pictures. Write 1-6.
solar system
moon

planet star
galaxy
Earth

2 ead 
A. What do you know about our solar system? Listen, read and check your answers.

Our solar system

There are billions of galaxies in the
universe. Each galaxy has got billions of solar
systems! Everybody knows that, right? Well,
! It takes one second for a
human to freeze on Uranus!

there’s more!
Our galaxy, the Milky Way, has got up to
400 billion stars, and one of them is the sun.
The sun is in the centre of our solar system
and all the planets move around it. It is
important for life on Earth because it gives us
! You can fit
around 1320
Earths inside
Jupiter!
light and heat. That’s big!
Our solar system has got eight planets, Also, Jupiter
not nine like we used to think: Mercury, is as heavy
Venus, Earth, Mars, Jupiter, Saturn, Uranus as 317 Earths!
and Neptune. Scientists don’t consider
Pluto a planet any more, but a dwarf planet,
because it’s very small. So, the smallest
planet in our solar system is Mercury and the
biggest is Jupiter. Also, the closest planet to
the sun is Mercury, but it isn’t the hottest. The
hottest planet of all is Venus, but don’t think
you can sunbathe there: it has temperatures
of about 460 ºC! Neptune is the farthest
! Sunlight travels at about 300,000 km/sec.
It takes about 8 minutes to reach the
Earth and about four hours
to reach Neptune.
planet from the sun, and it is one of the
coldest planets of the solar system along
with Saturn and Uranus. Temperatures on
Neptune can reach -220 ºC!

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 FUNCTIONS • Ask Ss some comprehension questions:
4d
Making comparisons
Talking about our solar system How many galaxies are there in the universe? Billions.
How many solar systems has each galaxy got? Billions.
STRUCTURES How many stars has the Milky Way got? Up to 400
Superlative forms billion.
Is the sun a planet or a star? It’s a star.
VOCABULARY Why is the sun important for life on Earth? Because it
Words related to space gives us light and heat.
Earth galaxy moon outer space planet How many planets has our solar system got? Eight.
solar system star sun universe Can you name them? Mercury, Venus, Earth, Mars,
Jupiter, Saturn, Uranus and Neptune.
Other words Why do scientists consider Pluto a ‘ dwarf’ planet?
along with billion centre fit (v) freeze heat Because it’s very small.
heavy inside light million minus move Which is the smallest planet in our solar system?
next over reach scientist second (n) sunlight Mercury.
temperature thousand Which is the biggest planet in our solar system? Jupiter.
Which is the closest planet to the sun? Mercury.
What is the temperature on Venus? About 460 °C.
1 Vocabulary 64
Which is the farthest planet from the sun? Neptune.
Aim: to introduce vocabulary related to space What are the coldest planets of our solar system?
• Ask Ss to look at the pictures and read through the Neptune, Saturn and Uranus.
words underneath them. What are the temperatures like on Neptune? They can
• Help Ss deduce the meaning of any unknown words reach -220 °C.
by relating them to the content of the corresponding How long does it take for a human to freeze on Uranus?
pictures. One second.
• Play the CD and have Ss listen and do the activity. How heavy is Jupiter? It’s as heavy as 317 Earths.
• Check the answers with the class. How fast does sunlight travel? About 300,000 km/sec.
How long does sunlight take to reach the Earth? About
KEY 8 minutes.
moon 4 How long does sunlight take to reach Neptune? About
solar system 2 four hours.
planet 3
galaxy 6
star 1
Earth 5

• If necessary, play the CD again and pause so that Ss can

repeat what they hear.

2 Read 65
A. Aims: t o introduce the topic of the reading activity
by activating Ss’ background knowledge
t o present vocabulary, structures and
functions in the context of a text about our
solar system
• Ask Ss to read the title, look at the pictures
accompanying the text and guess what it is about.
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the CD and have Ss follow in their books and check
their answers. Tell them to underline unknown words at
the same time.

Background note
km/sec is a written abbreviation for kilometres per
second..
second
(-)…°C is a written abbreviation for (minus)…degrees
Celsius..
Celsius

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4d
KEY
B. Aim: t o give Ss practice in identifying specific
1. taller, tallest
information in the text
2. cheapest
• Have Ss do the activity.
3. popular
• Check the answers with the class.
4. warm, coldest
5. newer, more modern
KEY 6. most famous
1. F 2. F 3. T 4. T 5. T 6. F 7. hottest

• Explain any unknown words and choose Ss to read the

text aloud. 5 Speak
Aim: to give Ss practice in using the comparative and
3 Vocabulary 66
the superlative forms of adjectives to talk about
Aim: to present numbers over a thousand the planets of our solar system through a guessing
• Draw Ss’ attention to the numbers in the box. game
• Help Ss differentiate between hundred, thousand, million • Draw Ss’ attention to the TIP and explain it.
and billion and explain to them how numbers over a • Ask Ss to look at the information in the table and check
thousand are said in English. their understanding.
• Point out to Ss that in English we say two hundred stars • Ask Ss to read through the speech bubble and make
(not two hundreds), three thousand people (not three sure that they haven’t got any unknown words.
thousands), four million cars (not four millions), five • Choose a student and act out the dialogue.
billion computers (not five billions).
billions). • Get Ss to do the activity in pairs and go round the class
• Point out to Ss that when we write the numbers, the helping them when necessary.
thousands, millions and billions are marked by commas. • Choose some pairs to act out the dialogue.
For the numbers 1-9 thousand, the comma is optional.
• Write some numbers on the board and ask Ss to say
them in English.
• Ask Ss to look at the numbers a-e.
• Have them read the numbers aloud and write them on
the board.
• Play the CD and have Ss listen and check their answers.
• Play the CD again and pause so that Ss can repeat the
numbers they hear.

KEY
a. three hundred and seventy-two
b. three billion, four hundred million
c. fifty-nine thousand, two hundred and thirteen
d. four million, two hundred thousand
e. seven thousand six hundred and ninety

4 Grammar
Aim: to present the superlative form of adjectives
and give Ss practice in differentiating between
the comparative and the superlative forms of
adjectives in context
• Draw Ss’ attention to the table. Explain to them that it
shows the positive, the comparative and the superlative
forms of adjectives.
• Ask Ss to read through the examples and draw their
attention to the words in bold.
• Ask Ss what they notice about the formation of the
superlative form by looking at the table and the
examples (we (we form the superlative by adding -est to one-
syllable adjectives. We use most + the positive form of
the adjective when the adjective has got two or more
syllables).).
syllables
• Point out that we use the superlative form to compare
three or more people or things and that the adjective is
preceded by the and it is usually followed by in or of of..
• Give an example using Ss in the class and write it on the
board, e.g. Beth is the tallest girl in the class.
class.
• Explain to Ss that some adjectives have got irregular
forms and point out good, bad, far, many/much.
many/much.
• Refer Ss to the Grammar Reference (pp. 124-125).
• Have Ss do the activity.
• Check the answers with the class.

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3 ocabulary  Look at the box and read the numbers a-e aloud.
Then listen and check.

4056 four thousand and fifty-six a. 372

25,377 twenty-five thousand, three hundred and seventy-seven b. 3,400,000,000
33,000,000 thirty-three million c. 59,213
2,850,146,500 two billion, eight hundred and fifty million, one d. 4,200,000
hundred and forty-six thousand, five hundred e. 7690

Complete the sentences with the correct form of the

4 rammar adjectives in brackets.

Superlative forms 1. Adam is (tall) than Mike, but Fran
POSITIVE COMPARATIVE SUPERLATIVE is the (tall) of the three.
tall taller the tallest 2. I didn’t have a lot of money on me so I bought the
large larger the largest (cheap) T-shirt in the shop.
hot hotter the hottest 3. The National Museum is as
easy easier the easiest (popular) as the History Museum.
popular more popular the most popular 4. Today, it isn’t as (warm)
good better the best
as it was yesterday. I think today is the
bad worse the worst
(cold) day of the week.
far farther/further the farthest/furthest
many/much more the most 5. My uncle’s car is (new) and
(modern) than my dad’s.
Venus is the hottest planet of all.
all. 6. Who’s the (famous) scientist of
The smallest planet in our solar system is Mercury.
our century?
7. In Malta, July is the (hot) month of
the year. The temperature can reach over 38 ºC!

5 peak GUESSING GAME. Talk in pairs.

average
temperature size (diameter) distance from sun
Mercury 167 ºC 4900 km 58,000,000 km
Venus 464 ºC 12,100 km 108,000,000 km
Earth 15 ºC 12,800 km 150,000,000 km
Mars -63 ºC 6800 km 228,000,000 km
Jupiter -145 ºC 143,000 km 778,000,000 km
Saturn -184 ºC 120,000 km 1,400,000,000 km
Uranus -214 ºC 50,000 km 2,900,000,000 km
B. Read again and write T for
True or F for False. Neptune -210 ºC 49,500 km 4,500,000,000 km

1. Every galaxy has got Student A: Choose four planets from the table above, but don’t tell
lots of universes. Student B. Then describe the planets to Student B, as in the example.
2. The sun is in a solar You have two minutes. How many planets did he/she guess correctly?
system but not in the
Milky Way. Student B: Listen to Student A’s descriptions and try to guess the
3. The Earth is bigger planets. How many planets did you guess correctly in two minutes?
than Mercury.
4. The Earth is 1320 times It’s bigger than Mars but it isn’t the
smaller than Jupiter. biggest planet in our solar system.
5. Venus is hotter than Is it ...? Before you speak,
Mercury. No. It’s the hottest planet. make sure you
6. Uranus isn’t colder I know. It’s ... understand the task
than Venus. Correct! Next one. It’s... and how you should
use the prompts.

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 4e
1 ocabulary  3 peak & rite
Match the pictures with the words and the A. Read the description and
signs. Then listen and check your answers. answer the questions below.
1. What place is the writer describing?
2. Where is that place?
3. How many sights does the writer
talk about in the second paragraph?
4. What does the writer think of Paris?
1 5. What does the writer enjoy doing with
a. train station
his friends?
6. What adjectives does the writer
use to describe the place?

2 b. airport
2 isten 
A. Before you listen, look at the
pictures below. Do you know
anything about these places?

3 c. stadium

San Francisco Bay

4 d. car park Golden Gate
Park

5 e. bridge

Golden
Gate
Bridge

6 f. castle
Chinatown Cable cars

B. Listen to a radio advertisement and tick the places above that are
mentioned.

7 g. port C. Listen again and complete the sentences.

1. San Francisco is the largest city in California.

2. tourists visit San Francisco every year.
3. The Golden Gate Bridge is metres long.
4. At AT&T Park you can watch a game.
5. is a good place for shopping at street markets.
6. You can go on a bike ride over the .

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 FUNCTIONS • Check the answers with the class. If necessary, play the
4e
Understanding signs CD again in order to clarify any questions Ss may have.
Talking about one’s town/city
KEY
VOCABULARY 1. fourth
Places in a city 2. About 16 million
art gallery bridge car park castle port stadium 3. 1280
train station 4. baseball
Other words and phrases 5. Chinatown
capital For example,... Give me the chance. 6. Golden Gate Bridge
go cycling sight top tourist view
LISTENING TRANSCRIPT
Warm-up San Francisco “The city by the bay”
Aim: to introduce the topic of the lesson San Francisco is the fourth largest city in California, and a
• Ask Ss to tell you where they live, what are some places beautiful port city on the west coast of the United States.
people can visit in their town/city, etc. It is popular with tourists from all over the world, and
• Elicit answers. about 16 million people visit it every year.
What to see...
1 Vocabulary 67 Probably the most famous sight is the Golden Gate
Aim: to present vocabulary related to places in a city/ Bridge. It is 1280 metres long and goes from one end of
town the bay to the other. There are also many beautiful old
• Ask Ss to look at the pictures 1-7. buildings all over the city and lovely places that are very
• Tell Ss to cover all the signs on the right except the first popular in the summer.
one. Tell Ss to look at the sign and try to guess what it What to do...
refers to without looking at the word underneath it. San Francisco is full of excellent art galleries and
• Elicit answers. museums. Just for fun, why not visit Ripley’s Believe it or
• Ask Ss to read through the word underneath the sign Not! museum, and see some amazing things. Do you like
and help them deduce the meaning of the word by sports? Well, get down to AT&T Park and watch a baseball
relating it to the sign. game with the San Francisco Giants.
• Have Ss uncover the next sign and follow the same Where to shop...
procedure. Do the same with the rest of the signs. There are many shopping centres in San Francisco. But
• Allow Ss some time to do the matching activity. for something different, visit Chinatown with its famous
• Play the CD and have Ss listen and check their answers. street markets. It’s the oldest Chinatown in the United
• Check the answers with the class. States and it’s a great place to visit, especially when it’s
• Play the CD again and pause so that Ss can repeat what Chinese New Year!
they hear. How to get around...
The most popular way to get around the city is by bike
KEY and there are lots of organised bike tours. These take you
1. c 2. a 3. f 4. b 5. e 6. d 7. g over the Golden Gate Bridge and through some of San
Francisco’s parks. You can also hire a boat from the port
and sail around the bay.
2 Listen 68
A. Aim: t o prepare Ss for the listening activity by 3 Speak & Write
activating their background knowledge A. Aims: t o provide Ss with a sample for writing a
• Ask Ss to look at the pictures and read through the
description of a city
descriptions underneath them.
t o give Ss practice in identifying specific
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage. information in the description of a city
• Ask Ss to look at the pictures accompanying the text and
B. Aim: to give Ss practice in listening for gist tell you what they show (the
(the Louvre, the Eiffel Tower and
• Play the CD and have Ss listen to the radio advertisement a stamp with the Mona Lisa on it). it).
carefully and do the activity. • Ask Ss to read through the description. Alternatively,
• Check the answers with the class. choose Ss to read out the text in parts.
• Ask Ss to read through the questions 1-6 and check their
KEY understanding.
San Francisco Bay, Golden Gate Bridge, Chinatown • Have Ss do the activity.
• Check the answers with the class.

C. Aim: t o give Ss practice in listening for specific

KEY
information
1. Paris, the capital of France.
• Ask Ss to read through the sentences 1-6 and check their
2. On the River Seine in northern France.
understanding.
3. Two (the Eiffel Tower and the Louvre).
• Play the CD.
4. That it is a beautiful city.
• Have Ss do the activity.
5. They enjoy going cycling and watching their football
team Paris Saint-Germain at the Parc des Princes
Stadium.
6. northern, famous, interesting, amazing, popular,
beautiful
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4e
• Ask Ss some comprehension questions:
What do people call Paris? ’The city of light’.
Do tourists get bored visiting Paris? No, they don’t.
How tall is the Eiffel Tower? It is 324 m tall.
What is the view from the top of the Eiffel Tower like?
It’s amazing.
Which is the biggest and the most popular museum in
Paris? The Louvre.
What can you see there? Famous sculptures and
paintings.
Who was ‘Mona Lisa’ painted by? Leonardo da Vinci.
Are there many parks in Paris? Yes, there are.

• Explain any unknown words.

B. Aims: t o help Ss identify what aspects to focus on

when describing a place
to give Ss practice in talking about their town/
city
• Ask Ss to read through the questions in the speech
bubble and check their understanding.
• Allow Ss some time to make their notes in the space
provided.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogue.

C. Aim: to present and give Ss practice in avoiding

repetition when writing
• Draw Ss’ attention to the box and explain it.
• Make sure that Ss understand the examples in the box. If
necessary, provide them with further examples.
• Refer Ss to the text, draw their attention to the first
highlighted word in it and ask them to tell you what it
refers to.
• Elicit answers and tell Ss to do the same with the rest of
the words.
• Allow Ss some time to do the activity.
• Check the answers with the class.

KEY
1. it
it:: Paris
2. them
them:: the sights
3. it
it:: the Eiffel Tower
4. Here
Here:: the Louvre
5. them
them:: the parks
6. We
We:: my friends and I

D. Aim: to give Ss practice in writing a description about

their town/city
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to read through the plan for a description of a
town/city.
• Tell Ss that the questions indicate what the content of
each paragraph should be.
• Allow Ss some time to write their descriptions.
• Choose some Ss to read out their descriptions.

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 I live in Paris, the capital of France. Paris
is on the River Seine in northern France.
People call Paris ‘The city of light’ and it is
one of the most famous cities in the world.
There are many interesting sights in
Paris and tourists never get bored with
visiting them. There’s the Eiffel Tower, for
example. It is 324 m tall and millions of
people visit it every year. The view from
the top is amazing! There are also lots of
museums and art galleries in Paris. The
biggest and the most popular is the Louvre.
Here you can see famous sculptures and
C. Read and find what the highlighted words (1-6)
paintings like Leonardo da Vinci’s Mona from the text refer to.
Lisa.
Paris is a beautiful city and I like it Avoiding repetition
very much. There are lots of parks and When writing, try not to repeat the same
words all the time. Use words like:
my friends and I often go cycling in them.
We also love sports and watch our football he / she / it / we / they
team Paris Saint-Germain at the Parc des him / her / it / us / them
Princes Stadium. Many tourists visit my here / there
this / that
city, and this gives me the chance to meet
people from all over the world. • There’s a beautiful forest near here. I go
there
hiking in the forest every weekend.
B. Think about your town/city. Look at the questions in the • Lots of tourists visit my town and I always
speech bubble and make some notes. Then talk in pairs. them
try to show the tourists around.

1. it: 4. Here:
2. them: 5. them:
3. it: 6. We:

D. Write a description of your town/city. Use your

notes from activity 3B and follow the plan below.

Introduction:
What’s the name of your town/city?
What’s the name of your town/city?
Where is it?
...
Is it big?
Where is it?
Are there any mountains, hills, rivers, etc.?
...
What are some important features of this place Main Part:
(size, population, mountains, etc.)? What are some of the most interesting sights?
... What can people do there?
What are some of the most interesting sights? Do lots of people visit them every year?
... Conclusion:
What can people do there? What do you think of the town/city?
Is there anything you like/dislike about it?
...
What do you enjoy doing there with your
What do you think of the town/city?
friends?
...
What do you enjoy doing there with your friends?
... Use a variety of adjectives when you write
to make your description more interesting.

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 4
E. Complete the dialogues with the correct form of

Round-up the adjectives in brackets.

1.
A: So, what do you think? The blue or the yellow bag?
B: Well, the yellow bag is (1) (nice) than the blue
bag, but it’s (2) (small). But look at that price!
ocabulary Maybe the blue bag is (3) (good). It isn’t as
A. Match. (4) (expensive) as the yellow bag.
1. outer a. office A: Look, maybe we need to find something
2. car b. sign (5) (cheap) than this. It’s probably the
3. pedestrian c. space (6) (expensive) thing in this shop!
4. post d. system
2.
5. bus e. park
6. travel f. crossing A: So, are you coming to the beach with us?
7. stop g. stop B: I don’t know. It’s a bit cold today.
8. solar h. agent Score: /8 A: What? It’s (7) (hot) than it was yesterday
and (8) (sunny).
B. Complete the sentences with the words in the box.
B: Really? And where are you going?
borrow block chance caravan A: To Blue Bay Beach.
comfortable post ideal planet B: But that’s the (9) (popular) beach around
here! It’s always (10) (crowded) than the
1. My aunt and uncle bought a(n) and
other beaches.
travelled around the country last summer.
2. This island is the place for your holiday. A: The other beaches may not be as (11)
3. Could I that book for a minute? (crowded) or as (12) (noisy) as Blue Bay
4. Linda lives in a(n) of flats in the city Beach, but Blue Bay is the (13) (nice) of all!
centre, and it’s very noisy there. Score: / 13
5. I like travelling abroad. It gives me the ommunication
to go sightseeing and meet local people.
F. Match.
6. I think Saturn is the most beautiful .
7. We need to this letter but we haven’t 1. May I see your ticket, a. The castle and the
got any stamps. please? art gallery.
8. That sofa doesn’t look very . 2. Thanks for your help. b. Yes, please.
3. How do I get to the c. Go straight on,
Score: /8
market? towards the station.
rammar 4. Which sights can we d. I want some peace
C. Circle the correct words. visit? and quiet.
A: Excuse me, where’s the chemist’s? 5. What’s the museum e. It’s as interesting as
B: It’s on Baker Road, (1) through / between a like? the art gallery.
newsagent’s and a bookshop. 6. Need some help? f. You’re welcome.
A: Is it far? 7. Why do you want to be g. Here you are.
B: No, it’s about five minutes (2) out of / from here. alone?
Score: /7
Go (3) down / through Palm Street and turn right
TOTAL SCORE: / 50
(4) to / into Malcolm Road. Walk (5) up / towards
this road, go (6) around / past the supermarket Now I can…
and turn left (7) behind / at the traffic lights. That’s
Baker Road. The chemist’s is (8) in / on your left,
make requests and offers
(9) next / opposite to a newsagent’s.
ask for, give and refuse permission
Score: /9 express possibility
D. Circle the correct words. talk about space
1. I need to go shopping. May / Could you come with me? say where buildings are located
2. A: Is Sheila joining us? ask for and give directions
B: I don’t know. She’s got a lot of homework so she make comparisons
might / can stay at home. talk about life in the city and in the
3. It’s a very cold day today. It can / may snow. country
4. May I / Can you borrow your red dress, please? describe my town/city
5. Ted’s house can / might be that one, but I’m not sure.
Score: /5 CLIL Page: Geography

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 4 Round-up
To be most effective, the exercises in the round-up E.
section should be completed and checked in class.
Ss should calculate and write down their scores. KEY
1. nicer
Aim: to help Ss revise the structures, functions and 2. smaller
3. better
vocabulary presented in Module 4 through various
4. expensive
activities. 5. cheaper
6. most expensive
Vocabulary 7. hotter
A. 8. sunnier
9. most popular
KEY 10. more crowded
1. c 2. e 3. f 4. a 5. g 6. h 7. b 8. d 11. crowded
12. noisy
13. nicest
B.

KEY
1. caravan
Communication
2. ideal F.
3. borrow
4. block KEY
5. chance 1. g 2. f 3. c 4. a 5. e 6. b 7. d
6. planet
7. post
8. comfortable Now I can...
Aims: t o give Ss the opportunity to check their
progress
to encourage learner autonomy
Grammar • Draw Ss’ attention to the points and get Ss to read
C. through them.
• Explain any unknown words.
KEY • Get Ss to tick the points they feel confident about. For
1. between the points they are unsure of, they should refer back to
2. from the relevant sections in the module.
3. down
4. into CLIL Page: Geography
5. up
The Teacher’s Notes can be found at the back of the book.
6. past
7. at
8. on
9. next

D.

KEY
1. Could
2. might
3. may
4. May I
5. might

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 Culture page 2
Scotland 69

Aim: to introduce Ss to certain aspects of the Scottish

culture

• Ask Ss to look at the pictures and the title of the text and
tell you what the text is about (Scotland
( Scotland).).
• Ask Ss if they have ever been to Scotland, if they would
like to, etc.
• Elicit answers.
• Play the CD and have Ss follow in their books. Tell them
to underline any unknown words at the same time.
• Ask some comprehension questions:

When did Edinburgh become the Scottish capital? At

the beginning of the 15th century.
Where are the Highlands? In the north of Scotland.
What makes them the perfect place for visitors? The
green hills, blue rivers and lakes.
What are the bagpipes? They are the traditional musical
instrument of Scotland.
What is a loch? It’s a lake.
Which is probably the most famous loch in Scotland?
Loch Ness.
Is Loch Ness deep? Yes, it is.
What is the Gaelic word for Scotland? Alba.

• Have Ss do the activity.

• Check the answers with the class.

KEY
1. capital
2. Highlands
3. Nessie / the Loch Ness Monster
4. take a picture of the monster / Nessie
5. kilt
6. Gaelic

• Explain any unknown words and choose Ss to read the

text aloud.
• Ask Ss if they would like to visit Scotland and why and
generate a short discussion. You can also talk about
some interesting features of their own country.

Project
Make a flyer!
• Ask Ss to do some brainstorming and tell you which
information they would include in a similar flyer
about their country and initiate a short discussion.
• Refer Ss to the Project Skills section and explain the
steps they have to follow to make their flyer.
• Allow Ss some time to search the Internet and find
the information they need.
• Allow Ss some time to do this activity in class or
assign it for homework.
• Have Ss present their flyers to the rest of the class.

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 
Listen, read and complete the sentences.
Culture page 2

SCOTLAND
With its incredible beauty, castles and stories
full of mystery, Scotland is one of the most
amazing places in the world.

Edinburgh became the Scottish

capital at the beginning of the 15th
century. Today it is a popular tourist
centre.

The bagpipes are the

traditional musical
The Highlands are in the north of Scotland instrument of Scotland.
and they are one of the most popular places Scottish men play the
to visit. They’re home to Britain’s highest bagpipes wearing a
mountain, Ben Nevis. The green hills, blue traditional kind of
rivers and lakes of the Highlands make them skirt, a kilt.
the perfect place for visitors.

There are lots of lochs (lakes) in Scotland. Loch

Ness is probably the most famous. Many people
believe that Nessie, the Loch Ness Monster, lives
there and lots of tourists visit the lake every year
hoping to take a picture of her! Some parts of
the lake are more than 200m deep, so it’s the
perfect place for a monster!

1. The of Scotland is Edinburgh.

Gaell c
2. Ben Nevis is in the .
3. Loch Ness is famous for .
e
fàl lte (fall-che) = welcom 4. Tourists visit Loch Ness and try to .
tland
Alba (ah-luh-buh) = Sco
5. A is a traditional Scottish skirt for men.
6. Scottish people speak English and .

Many years ago, Scottish people spoke Project

Gaelic. Today, they speak English too.
However, the pronunciation of Scottish Make a flyer!
English is different. So, ‘What’s your What is special about your country? Think of some of
name?’ sounds like ‘Whit’s yer name?’. its beauties, historical places, buildings and traditions. Is
there a legend related to a specific place? Choose the
information you are going to use and make a flyer similar
to the one above.

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 Read the song and choose the correct words.
Then listen and check your answers.


Unlucky day
I woke up this morning
One hour late for (1) breakfast / school
I missed the (2) taxi / bus so I walked
Oh, I’m such a fool!

While I was walking

I saw a big black (3) dog / cat
I slipped and fell down
Ouch! I (4) broke / hurt my back.

It’s an unlucky day

Oh, when will it end?
Please tell me soon
Or I’ll go crazy my friend!

I asked my dad for the (5) car / bike

And he gave it to me
But when I was (6) driving / riding home
I crashed into a tree!

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Song 2
Unlucky day 70

Aim: to help Ss revise and consolidate the structures,

functions and vocabulary they have already
studied through a song

• Draw Ss’ attention to the title of the song.

• Ask Ss to guess what the song will be about.
• Accept all answers.
• Ask Ss to read through the song without worrying about
the correct answers.
• Ask Ss to guess the correct words before listening to it.
• Play the CD and have Ss listen to the song carefully and
check their answers.
• Check the answers with the class and explain any
unknown words.

KEY
1. school
2. bus
3. cat
4. hurt
5. car
6. driving

• Play the CD again and have Ss sing along.

• Ask Ss if they have ever had a day like this and what
happened, if they are superstitious, what things
they consider to be ‘unlucky’, etc. and initiate a short
discussion.

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5 Today and tomorrow
Aims: t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module
c ritical thinking, communication &
autonomous learning

• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (a(a
computer in a green field, a blue sky in the background
and a rainbow coming out of the computer and
spreading across the sky).
sky).
• Ask Ss:

Do you like this photograph? Why / Why not?

What is unusual about it?

• Elicit answers. Use Ss’ L1 when necessary.

• Ask Ss to guess what the module will be about.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.

KEY
picture A: p. 67
picture B: p. 64
picture C: p. 62
picture D: p. 60
picture E: p. 68

• Read out the objectives in the In this module you will

learn... section.
• Explain any unknown words.

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 FUNCTIONS 2 Read 3
5a
Talking about computers A. Aims: t o present vocabulary, structures and
Making future plans functions in the context of two short
dialogues
STRUCTURES
t o give Ss practice in reading a poster
Future be going to
advertising an event
Present Simple with future meaning
Present Progressive with future meaning t o give Ss practice in reading for gist
c ritical thinking & communication
VOCABULARY • Draw Ss’ attention to the two pictures accompanying the
Computer words dialogues and ask them to tell you what they show (an(an
cursor keyboard laptop monitor mouse advertisement for a computer fair, people at a computer
mouse pad printer screen speakers fair).).
fair
USB flash drive • Make sure that Ss understand what a computer fair is
and ask them if they have ever been to one.
Other words and phrases
• Play the recording and have Ss follow in their books. Tell
bargain (n) definitely Do you fancy...? entrance
them to underline any unknown words at the same time.
exit expert fair (n) fee Hold on. in a while
• Ask Ss the question in the rubric.
It’s out of this world. latest Nice one. real
• Check the answers with the class.
Sounds good. technology wireless

KEY
Yes, they do.
Warm-up
Aims: to introduce the topic of the lesson • Ask Ss some comprehension questions:
 ommunication
c
• Ask Ss: What can you see at the computer fair? The latest
technology.
Have you got a computer? What can you find at the computer fair? Some real
Do you use a computer? bargains.
What do you use it for? What time does it start? At 9 in the morning.
How much do you have to pay to get in? €5.
• Elicit answers and initiate a short discussion. When does it take place? On Saturday 8 April.
What does Greg need? A wireless mouse.
1 Vocabulary 2 When do the boys decide to go to the computer fair?
In the afternoon.
Language Plus Was Alan’s laptop expensive? No, it wasn’t.
Where is Greg going? To check out the printers.
The USB flash drive is used for storing information. It Where is Alan going? To get something to drink.
has replaced the floppy disk.
Aim: to introduce vocabulary related to computers
• Ask Ss to look at the pictures and read through the list of
words.
• Allow Ss some time to do the matching.
• Play the recording and have Ss listen and check their
answers.
• Check the answers with the class.
• Help Ss deduce the meaning of any unknown words by
relating them to the corresponding pictures.

KEY
printer 9
screen 1
keyboard 3
monitor 2
mouse pad 5
laptop 8
speakers 10
cursor 6
USB flash drive 7
mouse 4

• Play the recording again and pause so that Ss can repeat

what they hear.

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5a Future be going to and the Present Progressive with
B. Aims: t o give Ss practice in identifying specific future meaning: the former is used to describe actions
information in the dialogues we intend to do in the future, while the latter is used to
critical thinking describe actions we have arranged to do in the near
• Have Ss do the activity. future. Point out to them, however, that in a number
• Check the answers with the class. of cases they can be used interchangeably depending
on the speaker’s intentions: e.g. I’m going to have a
KEY party next week and I’m having a party next week
1. You can listen to top computer experts communicate, more or less, the same message.
speaking. • Refer Ss to the Grammar Reference (p. 125).
2. At p.m. / At 9 in the evening. • Have Ss do the activity.
3. At McHill School, Main Hall. • Check the answers with the class.
4. He is playing football.
5. By bus. KEY
6. A wireless mouse, a laptop and (probably) a 1. is/’s going to get, Is … going to have
printer. 2. are going to watch, am/’m going to stay
7. At the exit. 3. is not / isn’t going to come, is/’s going to help

• Explain any unknown words and choose Ss to act out the 4 Pronunciation 4, 5
dialogues. A. Aim: t o have Ss differentiate between /e/ and //
sounds
Post-reading • Play the recording and tell Ss to repeat and listen for the
difference in pronunciation between ch chee ck and ch eap
chea p.
Aims: to give Ss the opportunity to elaborate on the
• Elicit the answer: ch e ck has got an /e
che /e / sound while ch eap
chea p
topic of the dialogues
has got an /i
/i// sound.
critical thinking & communication • If necessary, play the recording again.
• Ask Ss some questions:
B. Aim: t o give Ss practice in differentiating between
Are computer fairs held in the town where you live?
Have you ever attended one? /e/ and / / sounds
What would attract you at a computer fair? Why? • Play the recording and pause after each word.
• Ask Ss to repeat each word and tick the sound they hear.
• Elicit answers and initiate a short discussion. • If necessary, play the recording again.
• Check the answers with the class.
3 Grammar
KEY
Aims: to present and give Ss practice in using the
/e/:/: exit, technology, entrance
Future be going to /i/:/: screen, keyboard, fee, speaker
c
 ritical thinking, communication, autonomous
learning & creativity
• Ask Ss to read through the tables with the formation of 5 Speak & Write
the Future be going to. to. A. Aims: t o give Ss practice in talking about their plans
• Check Ss’ previous knowledge of the Future be going for the weekend
to by saying: I’m going to watch my favourite film on TV communication & cooperation
tonight. Then ask Ss: What are you going to do? • Ask Ss to read through the speech bubble.
• Elicit answers and ask Ss to find examples of the Future • Choose a student and act out the dialogue.
be going to in the dialogues (I’m ( I’m going to get a new • Get Ss to do the activity in pairs and go round the class
laptop, How are you going to get there?, Are you going to helping them when necessary.
buy anything else?, I’m going to check out those printers • Choose some pairs to act out the dialogue.
over there, OK, I’m going to get something to drink). drink).
• Point out to Ss that questions beginning with question B. Aims: t o give Ss practice in writing about their plans
words (e.g. How are you going to get there?) there? ) ask for for the weekend
specific information, while questions beginning with Am/ creativity
Are/Is…? (e.g. Are you going to buy anything else?) else? ) are • Explain to Ss that they should write about the plans they
usually followed by short answers (Yes/No (Yes/No).). discussed in the previous activity.
• Ask Ss to read through the box containing the time • Allow Ss some time to write their sentences.
expressions used with the Future be going to. to. Make sure • Choose some Ss to read out their sentences.
that they haven’t got any unknown words.
• Ask Ss to come up with their own examples using the
Future be going to and the time expressions in the box.
• Draw Ss’ attention to the NOTE about the Present Simple
and the Present Progressive with future meaning and
explain it.
• Ask Ss to find examples of the Present Simple and the
Present Progressive with future meaning in the dialogues
( ... it’s open till late, are you going to the computer fair...,
I’m playing football on Saturday morning, So, are you
coming?).).
coming?
• Draw Ss’ attention to the subtle difference between the

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 FUNCTIONS B. Aim: to give Ss practice in identifying specific
5b
Making predictions, on-the-spot decisions, promises, information in the forum
offers and requests • Have Ss do the activity.
• Check the answers with the class.
STRUCTURES
Future will KEY
1. He needs advice about what kind of headphones to
VOCABULARY buy for his new smartphone.
advice certainly connect e-reader future 2. Mr Cat says that the TH250 headphones are
game console headphones last (v) promise wireless, not very expensive and that you can get
smartphone smartwatch sound (n) turn on them in lots of different colours.
work (v) 3. Chocolate_cake says that the TH250 headphones
work OK when she connects them to her phone,
but sometimes they don’t work when she connects
1 Vocabulary 6 them to her computer.
Aim: to introduce vocabulary related to gadgets 4. Chocolate_cake wants to buy the new wireless
• Ask Ss to look at the pictures and read through the SD500 headphones.
words/phrases underneath them. 5. Silvia likes the SD500 headphones.
• Help Ss deduce the meaning of the words from the 6. Charlie_07 decides to go to the electronics shop
content of the corresponding pictures. tomorrow and check out the SD500 headphones.
• Play the recording and have Ss repeat the words they
hear.
• Explain any unknown words and choose Ss to read
• If necessary, play the recording again until Ss feel more
confident with the pronunciation of the words. forum posts aloud.

2 Read 7 Post-reading
Aims: t o give Ss the opportunity to elaborate on the
A. Aims: t o present vocabulary, structures and
topic of the reading text
functions in the context of an online forum
c
 ritical thinking & communication
t o give Ss practice in reading for gist
• Ask Ss some questions:
c ritical thinking & communication
• Ask Ss to tell you what kind of a forum this is (a(a Do you read online forums?
technology forum).
forum). What kind of online forums do you find interesting?
• Ask Ss to tell you what a technology forum is about Why?
(talking about gadgets, computer problems, etc.).etc.). Do you believe online forums can be helpful?
• Ask Ss what other forums they know of, if they have ever
joined a forum, etc. • Elicit answers and initiate a short discussion.
• Ask Ss to read through the posts.
• Play the recording and have Ss follow in their books. Tell
them to underline any unknown words at the same time.
• Ask Ss the questions in the rubric.
• Check the answers with the class.

KEY
The boy wants to buy some new headphones. Mr Cat
recommends the TH250 headphones, but
Chocolate_cake and Silvia recommend the SD500
headphones.

• Ask Ss some comprehension questions:

What headphones does Charlie_07 like? He likes wireless

headphones.
What is the problem with the headphones that
Charlie_07 likes? They are usually expensive.
Why does Mr Cat suggest the TH250 headphones?
Because they are wireless, they’re not very expensive
and you can get them in lots of different colours.
Does Chocolate_cake like the TH250 heaphones? No,
she doesn’t.
Why? Because sometimes they don’t work when she
connects them to her computer.
Why does Chocolate_cake want to buy the new wireless
SD500 headphones? Because her best friend has got
them and he likes them a lot.
What does Silvia think about the SD500 headphones?
That they are a bit expensive, but the sound is so good.
What will Charlie_07 do tomorrow? He’ ll go to the
electronics shop and he’ ll check them out.

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5b
3 Grammar LISTENING TRANSCRIPT
Aims: to present and give Ss practice in using the A: Billy, are you coming to the event at the shopping
A: 
Future will centre today?
c
 ritical thinking, communication, autonomous B: 
B: Tina, I’m tired. I think I’ll go tomorrow.
learning & creativity A: 
A: Tomorrow! But it’s a one-day event!
• Ask Ss to read through the tables with the formation of B: Really?
B: Really?
the Future will will.. A: 
A: Come on! You’ll enjoy it! You might see some of your
• Ask Ss about its formation (will (will - will not / won’t + classmates there. Everyone’s going! You see, there are
the base form of the verb). verb). Point out to them that will going to be lots of new inventions there. Gadgets of
remains the same in all persons. the future!
• Remind Ss that we usually use the full forms when we B: 
B: Cool! Will there be any cool new game consoles?
write and the short forms when we speak or when we A: 
A: Erm... nothing like that! But, do you remember my
want to be informal. friend Alice?
• Refer Ss to the online forum posts and ask them to B: Sure.
B: Sure.
find examples of the Future will (e.g. I think that you will A: 
A: Her dad will be at the event. His invention is a new
really like them, ... I think I’ ll buy the new wireless SD500 smartwatch. And guess what it does?
headphones, I promise you will love them, I’ ll go to the B: What?
B: What?
electronics shop...). A: 
A: It helps you organise your housework!
• Ask Ss to look at the examples and tell you when the B: 
B: Boring! Anyway, what time does it start?
Future will is used (for ( for predictions, promises, on-the-spot A: 
A: It’s one o’clock now. It starts in an hour from now, at
decisions).).
decisions two.
• Read out and explain the rule. B: 
B: OK, I’ll come. How are we going to get there?
• For further practice, write the following sentences on the A: 
A: We can take the bus.
board and ask Ss to tell you how will is used in each one. B: 
B: Why don’t we just ride our bikes? I hate waiting for
e.g. I’I ’ ll be there at six, rain or shine. – promise the bus.
Don’t worry, Mum, I’ ll wash the car – offer A: 
A: OK. Come on, let’s go.
Will you let me borrow the car, tonight Dad? – B: 
B: Hold on! Did you close the kitchen window?
request A: 
A: Of course I did!
Someone’s at the door. I’ ll go check. – on-the- B: 
B: Wait! You didn’t turn the TV off.
spot decision I don’t think they’ ll win the match. - A: 
A: Oops! I’ll turn it off now.
prediction B: OK.
B: OK. Hurry!
• Ask some Ss to come up with their own sentences.
• Have Ss read through the NOTE and explain it.
5 Speak & Write
• Refer Ss to the Grammar Reference (p. 125).
A. Aim: t o present words/phrases expressing
• Have Ss do the activity.
• Check the answers with the class. different levels of certainty
• Draw Ss’ attention to the box containing words/phrases
KEY that express certainty.
1. will/’ll drive • Have Ss do the activity.
2. will not / won’t get • Check the answers with the class.
3. Will…help
4. will win KEY
5. will/’ll bring When we are 100% certain: It will definitely be...
6. will not / won’t watch / It will certainly be... / I’m sure that...
When we are almost certain about something:
It will probably... / Maybe...
4 Listen 8 When we are not so certain about something:
Aim: to give Ss practice in listening for specific I don’t think that... / It will probably... / Maybe...
information
• Ask Ss to read through the sentences 1-5 and check their B. Aims: t o prepare Ss for the writing activity
understanding. t o give Ss practice in making predictions
• Play the recording and have Ss do the activity. about what gadgets will be like in 20 years’
• Check the answers with the class. If necessary, play the time
recording once more in order to clarify any questions Ss • Ask Ss to read through the speech bubble.
may have. • Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
KEY helping them when necessary.
1. T 2. F 3. T 4. T 5. F • Choose some pairs to act out the dialogue in class.
C. Aims: t o give Ss practice in writing their predictions
about gadgets in 20 years’ time
creativity
• Allow Ss some time to write about what gadgets will be
like in twenty years’ time.
• Point out to Ss that they can use the ideas they
discussed in the previous activity.
• Choose some Ss to read out their predictions.

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 FUNCTIONS 2 Read 11
5c
Expressing obligation and absence of obligation A. Aims: t o help Ss make predictions about the
Expressing prohibition content of the dialogue based on visual
prompts
STRUCTURES
t o present vocabulary, functions and
must – have to
structures in the context of a dialogue
VOCABULARY t o give Ss practice in reading for gist
Recyclable materials c ritical thinking, communication & personal
battery glass metal paper plastic and social responsibility
Other words and phrases • Ask Ss to look at the picture accompanying the dialogue.
bottle can (n) clean (adj) cut down cycle (v) dirty • Ask Ss to identify the characters and tell you where they
do the washing-up during energy environment are and what they are doing (Stu ( Stu and Amy are talking
It doesn’t matter. leaflet miss out on the phone next to a recycling bin.).
bin.).
plant (v) protect public transport recycle recycling • Ask Ss the question in the rubric.
bin reuse soap special take out the rubbish • Elicit answers but do not correct Ss at this stage.
throw tap turn off • Play the recording and have Ss follow in their books and
check their predictions.
• Check the answer with the class.
1 Vocabulary 9, 10
KEY
A. Aims: to introduce vocabulary related to the
Suggested answer
protection of the environment
They are talking about recycling / how to recycle
critical thinking & communication different things.
• Draw Ss’ attention to the leaflet/poster and ask them
what it shows/presents (it( it shows/presents seven good • Ask Ss some comprehension questions:
ideas to help protect the environment).
environment).
• If necessary, help Ss deduce the meaning of the phrase Why is Stu recycling? Because he is trying to save the
protect the environment by relating it to the pictures of planet.
the poster. What does Stu want to recycle? An orange juice bottle
• Ask Ss to read through the list of words in the box. Make and a pizza box.
sure that they haven’t got any unknown words. Can Stu recycle the pizza box? No, he can’t.
• Have Ss do the activity. Why? Because it isn’t clean.
• Play the recording and have Ss listen and check their Can we recycle things with food in them? No, we can’t.
answers. What has the leaflet got? It has got information about
• Check the answers with the class. recycling.
What happened at school? Someone came and talked
KEY to them about recycling.
1. street When did this happen? During the science lesson.
3. trees, Don’t Why didn’t Stu hear the talk? Because he left school
4. lights early.
5. Save
7. bags • Explain unknown words and choose Ss to read the
dialogue aloud.
• Help Ss deduce the meaning of any unknown words by
relating them to the corresponding pictures.
• Ask Ss which of these things they do and if they know of
any other ways of protecting the environment.
• Elicit answers and initiate a short discussion.

B. Aims: to introduce vocabulary related to recycling

communication
• Ask Ss to look at the two rows of pictures.
• Explain to Ss that the pictures in the first row show
recyclable items and the pictures in the second row
show recycling bins for different materials. Make sure that
they haven’t got any unknown words.
• Ask Ss if there are similar recycling bins in their area/
neighbourhood, what materials they recycle, etc.
• Elicit answers and initiate a short discussion.
• Have Ss do the activity.
• Play the recording and have Ss listen and check their
answers.
• Check the answers with the class.

KEY
1. glass
2. paper
3. plastic
4. batteries
5. metal cans
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5c 4 Speak
B. Aim: to give Ss practice in identifying specific Aims: to give Ss practice in talking about what they
information in the dialogue must / have to, mustn’t and don’t have to do at
• Have Ss do the activity. home through pair work
• Check the answers with the class. critical thinking, communication, cooperation
& personal and social responsibility
KEY • Ask Ss to read through the list of ideas in the box. Make
1. F 2. F 3. T 4. T 5. F 6. T sure that they haven’t got any unknown words.
• Ask Ss to read through the speech bubble and check
their understanding.
Post-reading • Choose a student and act out the dialogue.
Aims: to give Ss the opportunity to elaborate on the • Get Ss to do the activity in pairs and go round the class
topic of the dialogue helping them when necessary.
 ommunication
c • Choose some pairs to act out the dialogue.
• Ask Ss some questions:
Do you rinse the bottles with water before you recycle 5 Write
them? Aims: to give Ss practice in writing about what they
Do your teachers talk to you about recycling? must/have to, mustn’t and don’t have to do at
When did you learn about recycling? school
Who talked to you about recycling? c
 ritical thinking, creativity & personal and
• Elicit answers and initiate a short discussion. social responsibility
• Ask Ss to read through the list of ideas in the box and
make sure that they haven’t got any unknown words.
3 Grammar • Draw Ss’ attention to the prompt and elicit examples of
Aims: t o present the modal verbs must and have to what they have to write about.
and give Ss practice in using them in context • Allow Ss some time to write their sentences.
to give Ss practice in differentiating between • Choose some Ss to read out their sentences.
mustn’t/can’t and don’t have to
• Ask Ss to read through the examples and draw their
attention to the words in bold.
• Explain to Ss that both must and have to express
obligation in the present/future.
present/future. However, mustn’t
expresses prohibition in the present/future ((can’t can’t
is slightly milder than mustn’t
mustn’t),), while don’t have to
expresses absence of obligation in the present/future.
• If necessary, provide Ss with further examples,
You must / have to learn how to use a computer.
e.g. You
You mustn’t eat in the museum.
I don’t have to wake up early on Sundays.
• Refer Ss to the dialogue and ask them to underline any
examples of must/mustn’t/can’t and have to / don’t have
to ((You
You must put it in the special bin for plastic, You have
to wash it first, … you don’t have to wash it with soap…,
... you can’t recycle everything, You mustn’t recycle
anything with food in it). it).
• Read out and explain the NOTE.
• Refer Ss to the Grammar Reference (p. 126).
• Have Ss do the activity.
• Check the answers with the class.

KEY
1. must
2. mustn’t
3. have
4. don’t have to
5. have to
6. had to
7. don’t have to

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 FUNCTIONS • Draw Ss’ attention to the layout and the title of the text
5d
Talking about endangered animals and pollution as well as the accompanying pictures.
Talking about conditions and their results • Ask Ss what the text is (a
(a website),
website), where it can be found
(on the Internet)
Internet) and what it is about (Hector’s
( Hector’s dolphins).
dolphins).
STRUCTURES • Ask Ss if they have ever heard of Hector’s dolphins.
Conditional Sentences Type 1 • Elicit answers.

VOCABULARY Background note

Habitats
Hector’s dolphins were named after Sir James Hector
jungle ocean polar region
(1834-1907), a Scottish geologist, naturalist and surgeon.
Animals When he was the curator of the Colonial Museum in
bat deer dolphin killer whale polar bear tiger Wellington, known today as the New Zealand Dominion
Other words and phrases Museum, he examined the first specimen found of the
adult air breathe continue creature dolphin.
endangered species extinct feed grow harm (v)
in danger net organisation pick up pollute rare • Ask Ss what we must do about Hector’s dolphins and
round (adj) touch weigh elicit the answer (We
(We must help save them.).
them.).
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to read through the website. Tell them to
Warm-up underline any unknown words at the same time.
Aims: to introduce the topic of the lesson • Ask Ss to read through the questions a-d in the box and
c ritical thinking, communication & personal check their understanding.
• Allow Ss some time to do the activity.
and social responsibility
• Play the recording and have Ss follow in their books and
• Ask Ss:
check their answers.
What animals need protection?
Why must we protect them? KEY
How can we protect them? 1. c 2. a 3. d 4. b

• Elicit answers and initiate a short discussion. • Ask Ss some comprehension questions:

12 Where do Hector’s dolphins live? Around the coast of

1 Vocabulary New Zealand.
A. Aim: to introduce vocabulary related to animals and Why should we help them? Because they are one of the
their habitats world’s rarest and most endangered species.
• Ask Ss to look at the pictures of the animals 1-6 and read What colour are they? They are grey with areas of black
through the words underneath them. and white.
• Help Ss deduce the meaning of any unknown words by How long are they? Between 1.2 and 1.4 long.
relating them to the corresponding pictures. How much do they weigh? Up to 50 kg.
• Point out to Ss that the plural number of deer is deer
deer.. How many Hector’s dolphins used to live in the waters
• Draw Ss’ attention to the six habitats. of New Zealand fifty years ago? 26,000-30,000.
• Have Ss do the activity. What can make Hector’s dolphins ill? Water pollution.
• Play the recording and have Ss follow in their books and How can we help keep the environment clean? We
check their answers. must pick up any rubbish we see.
What will happen if we continue to pollute? Problems
Background note will get worse.
Polar bears are found in Arctic regions mainly What must we do if we see a dolphin in danger? We
throughout the Arctic Ocean and surrounding seas. must call for help.

• Check the answers with the class. B. Aim: to give Ss practice in identifying specific
information in the website
KEY
• Draw Ss’ attention to the TIP and explain it.
ocean 6
• Have Ss do the activity.
cave 2
• Check the answers with the class.
desert 4
polar region 5
jungle 3 KEY
forest 1 1. They are rounder than other dolphins and have
got a round, black fin. They are also the smallest
dolphins in the world.
2 Read 13 2. About 7000.
A. Aims: t o present vocabulary, functions and 3. Because they can’t breathe.
structures in the context of a website 4. Because they may eat them and die.
t o give Ss practice in reading for gist by 5. We mustn’t try to touch or feed it.
identifying the main ideas of each paragraph
• Explain any unknown words and choose Ss to read the
of the website through a matching activity
text aloud.
c ritical thinking, communication & personal
and social responsibility

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5d • Play the CD again.
Post-reading • Check the answers with the class. If necessary, play the
Aims: to give Ss the opportunity to elaborate on the CD a third time in order to clarify any questions Ss may
have.
topic of the website
c
 ritical thinking & communication KEY
• Ask Ss some questions: 1. T 2. BC 3. BC 4. T 5. T 6. BC
Do you know of any other endangered species?
Have you ever visited any similar websites? LISTENING TRANSCRIPT
Would you like to join an organisation that helps Amanda Would you look at that!
endangered species? Frank Yes, tigers are beautiful.
Amanda You know, I watched a documentary about
• Elicit answers and initiate a short discussion.
them. Did you know that there are only about
4000 of these animals in the wild at the
3 Grammar moment?
Aims: to present and give Ss practice in using Frank Yes, I know. Actually, many tiger species have
Conditional Sentences Type 1 through a become extinct in the last one hundred years.
matching activity Amanda That’s horrible. Come on, let’s go this way.
c
 ritical thinking & communication Frank Oh, there’s a camel. The sign says it’s a Bactrian
• Draw Ss’ attention to the rule about the formation of camel. There are only 900 left in the wild.
Conditional Sentences Type 1 in the box. Amanda Really? You know, it’s quite short, isn’t it?
• Ask Ss to read through the examples and draw their Frank That’s because it’s got shorter legs than other
attention to the words in bold. camels. And it’s got two humps to store food,
• Explain to Ss that these are Conditional Sentences Type 1 not one like other camels.
and they consist of the if-clause and the main clause.clause. Amanda Well, I read something funny about camels. A
• Ask Ss to tell you how each conditional sentence is thirsty camel can drink up to 135 litres of water
formed (we (we use the Present Simple in the if-clauses while in only 13 minutes!
we use the Future will / the modal verbs can, may, might Frank That’s a lot of water!
or must / the Imperative in the main clauses respectively).
respectively). Amanda Yes. It can even drink salt water.
• Ask Ss to tell you when Conditional Sentences Type 1 (a tiger’s roar)
are used (for( for something that is probable in the present/ Frank What was that?
future).).
future Amanda It’s probably one of the tigers.
• Point out to Ss that we use a comma to separate the Frank That was very loud!
if-clause from the main clause (when(when the main clause Amanda Well, you can hear them from over three
follows the if-clause, but not when the main clause comes kilometres away!
first).).
first Frank That’s amazing!
• Refer Ss to the website and ask them to underline all the Amanda Yes. Do you know how long they live?
examples of Conditional Sentences Type 1 in it (If ( If things Frank Erm... for about 50 years?
don’t change, this kind of dolphin will soon become Amanda No, they only live for 20 years at best. I wonder
extinct, If the dolphin can’t get out, it will die..., If boat how long camels live.
users aren’t careful around these waters, they can harm Frank Oh, they live to be 50. The sign says that
or kill a dolphin, If you see any rubbish, pick it up, If we one main reason they are endangered is that
continue to pollute, problems will get worse, If you see a humans kill them for their meat.
dolphin in danger, call for help).
help). Amanda Poor animals!
• Refer Ss to the Grammar Reference (p. 126).
• Have Ss do the activity.
• Check the answers with the class.
5 Speak
Aims: to give Ss practice in talking about
KEY environmental problems
1. c 2. e 3. b 4. f 5. a 6. d  ritical thinking, communication, cooperation
c
& personal and social responsibility
• Ask Ss to look at the two pictures and read through the
4 Listen 14 speech bubble. Make sure that they haven’t got any
A. Aims: t o give Ss practice in listening for gist unknown words.
critical thinking • Choose a student and act out the dialogue.
• Ask Ss to read through the question and the options and • Ask Ss to read through the ideas in the box and
make sure they haven’t got any unknown words. check their understanding. Point out to them that
• Play the recording and have Ss listen to the dialogue and the first column includes problems related to the
answer the question. environment while the second column includes possible
• Check the answer with the class. consequences of these problems.
• Get Ss to do the activity in small groups and go round
KEY the class helping them when necessary.
b • Choose some groups to act out the dialogue.

B. Aim: to give Ss practice in listening for specific

information
• Ask Ss to read through the sentences 1-6 and make sure
that they haven’t got any unknown words.

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 FUNCTIONS LISTENING TRANSCRIPT
5e
Making suggestions Brandon Jones is an artist from Brentford. He became
Inviting very popular this year with his project Rubbish on the
Accepting and refusing an invitation Beach. If you think Rubbish on the Beach is just a painting
of… well, rubbish on the beach, then you’re wrong.
VOCABULARY
Brandon was at a beach one day, taking some pictures of
beach clean-up clean up collect rubbish hopefully the view, when he saw lots of plastic bottles on the sand.
How about...? How could I say no? I can’t make it. So, he decided to pick up the rubbish and clean up the
I’m looking forward to... ill invite beach. But he didn’t just recycle the things he found
It was nice of you to... Maybe some other time. – he had a better idea. Why not use the bottles to make
reply (n) stay (v) Thanks for... Why don’t we...? art? And that’s how his project started.

1 Speak B.
Aims: to give Ss practice in making suggestions about Aim: to give Ss practice in listening for specific
taking part in an environmental event information
 ritical thinking, communication, cooperation
c • Ask Ss to read through the sentences 1-5 and make sure
& creativity they understand everything.
• Draw Ss’ attention to the speech bubble and check their • Play the recording twice.
understanding. • Check the answers with the class.
• Write the following sentences on the board and explain
that we use the phrases Shall we...?, Let’s, How about...?, KEY
Why don’t we...? to make suggestions: 1. T 2. T 3. F 4. F 5. F
Shall we go to the Italian restaurant tonight?
Let’s go to the cinema tomorrow.
How about eating out tonight? LISTENING TRANSCRIPT
Why don’t we go to the zoo tomorrow? Girl: Wow! That was a really interesting podcast.
• Point out to Ss that we use Shall we + the base form of Boy:  Yes, it was. I didn’t know that artists use rubbish to
Yes,
the verb, Let’s + the base form of the verb, How about + make art.
-ing form and Why don’t we + the base form of the verb Girl: 
Girl: It’s amazing, isn’t it? We had an art lesson a few
to make suggestions. weeks ago about how we can use old things to
• Refer Ss to the Grammar Reference (p. 126). make something new. The art teacher showed us
• Ask Ss to make suggestions of their own using these how to make a lamp and a pencil case from metal
phrases. cans.
• Ask Ss to look at the pictures and captions and check Boy: Really? If I collect some cans, can you show me?
their understanding. Girl: 
Girl: Of course. Hey, did you hear about the beach
• Choose a student and act out the dialogue. clean-up my school is organising?
• Get Ss to do the activity in pairs and go round the class Boy: When? Where?
helping them when necessary. Girl: This weekend at Sunset Beach.
• Choose some pairs to act out the dialogue. Boy: Nice! Are you going?
Girl: 
Girl: Of course, everybody from my school is going. Do
2 Listen 15, 16 you want to come?
A. Aims: to give Ss practice in listening for gist Boy:  I ’ll join you if I don’t go camping with my cousins.
I’ll
and transferring from verbal to visual So, are you going to recycle the things that you
information pick up from the beach or… make something out of
c
 ritical thinking, communication, personal & them, like in the podcast?
Girl: 
Girl: Brilliant idea! If we find lots of bottles on the beach,
social responsibility
I’ll keep them to make something!
• Draw Ss’ attention to the activity.
Boy:  Now that I think of it, there might be other things,
Now
• Tell them that they are going to listen to a podcast. Ask Ss
like metal cans, that you can also use.
if they know what a podcast is (a (a recording that you can
Girl: 
Girl: That’s a good idea, and my painting will be
listen to on your computer or your smartphone from a
different from Brandon Jones’s. Hey, if you decide
website)) and if they listen to podcasts.
website
to come, do you want to make a painting together?
• Elicit answers and initiate a short discussion.
Boy:  Well, actually, I’d like to make my own painting. But
Well,
• You can also suggest some safe websites where Ss can
we can work on our projects in my back garden
listen to podcasts related to the topic of the lesson.
and help each other. What do you think?
• Play the recording and have Ss do the activity.
Girl: Sure!
• Check the answers with the class.

KEY
3 Speak & Write
b
A. Aims: t o provide Ss with a sample for writing an
e-mail of invitation
t o familiarise Ss with common expressions
for making invitations and accepting and
refusing an invitation
t o give Ss practice in discussing plans
c ritical thinking & communication
• Ask Ss to look at the layout of the text and tell you what
it is (an
(an e-mail).
e-mail ).
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5e
• Ask Ss what information they would include in an C. Aim: to present set phrases for making invitations
invitation (e-mail
(e-mail or letter)
letter) and elicit answers. and accepting or refusing an invitation, and to
• Ask Ss to read through the e-mail and underline any
give Ss practice in using them in context
unknown words at the same time. Alternatively, you can
• Draw Ss’ attention to the box containing the set phrases
ask Ss to read out the e-mail in parts.
used for inviting and accepting or refusing an invitation
• Ask Ss to look at the invitation and make sure they
and check their understanding.
understand what kind of information is needed to
• Ask Ss to read through the messages 1-4 and the replies
complete it.
a-d and check their understanding.
• Have Ss do the activity.
• Have Ss do the activity.
• Check the answers with the class. • Check the answers with the class.

KEY
1. b 2. a 3. c 4. d

TREE-PL ANTING
Optional activity
communication,
creativity & cooperation
Have Ss work in pairs. SA thinks of an event and invites
his/her partner to it. SB either accepts or refuses the
invitation.
Day: Sunday 12th June
Time: 8 a.m .
We will meet at D. Aims: t o give Ss practice in writing an e-mail of
Springston Youth Club invitation
and walk c ritical thinking, communication & creativity
to Forest Park. • Draw Ss’ attention to the TIP and explain it.
• Refer Ss to the information in activity 3B and elicit
Stay for the examples of what they have to write about.
barb eque at • Allow Ss some time to write their e-mails.
the youth club afte r • Choose Ss to read out their e-mails.
the event!

• Ask Ss some comprehension questions:

Why is Ziggy writing to Freddie? To invite him to a tree-

planting event.
Why is Ziggy inviting Freddie to the event? Because it
is a brilliant way to have fun and help the environment
too.
What are they going to do in the morning? They’re
going to plant trees.
What are they going to do at midday? They’re going to
go back to the youth club and have a barbecue.
What are they going to eat and drink? Burgers and soft
drinks.
Who else is going to be there? Harry and Rick.

• Explain unknown words.

B. Aims: t o give Ss practice in talking about an event

they are planning to go to
communication & cooperation
• Ask Ss to read through the questions in the speech
bubble and check their understanding.
• Allow Ss some time to read through the poster.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping Ss when necessary.
• Choose some pairs to act out the dialogue.

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 5 Round-up
To be most effective, the exercises in the round-up Now I can...
section should be completed and checked in class. Aims: t o give Ss the opportunity to check their
Ss should calculate and write down their scores. progress
t o encourage learner autonomy
Aim: to help Ss revise the structures, functions and autonomous learning
vocabulary presented in Module 5 through various • Draw Ss’ attention to the points and get Ss to read
activities. through them.
• Explain any unknown words.
• Get Ss to tick the points they feel confident about. For
Vocabulary the points they are unsure of, they should refer back to
A. the relevant sections in the module.
KEY
1. c 2. b 3. d 4. e 5. a

B.

KEY
1. rare
2. forward
3. future
4. reuse
5. weigh
6. last
7. exit

Grammar
C.

KEY
1. must / have to
2. mustn’t
3. must / have to
4. don’t have to
5. mustn’t

D.

KEY
1. Will
2. ’re
3. ’ll break
4. organising
5. will
6. had to

E.

KEY
1. aren’t
2. don’t eat
3. calls
4. run
5. ’ll get

Communication
F.

KEY
1. b 2. e 3. a 4. d 5. f 6. c

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6 Healthy life
Aims: t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module
 
• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (a (a pair
of trainers, a bottle of water, some apples, a sliced
orange, weights, headphones, a notebook, a towel and a
measuring tape).
tape).
• Ask Ss:

Who would use all these things?

• Elicit answers. Use Ss’ L1 when necessary.

• Ask Ss to tell you what Healthy life signifies for them and
initiate a discussion.
• Ask Ss to guess what the module will be about.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.

KEY
picture A: p. 74
picture B: p. 80
picture C: p. 72
picture D: p. 79
picture E: p. 77

• Read out the objectives in the In this module you will

learn... section.
• Explain any unknown words.

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 • Ask Ss some comprehension questions:
6a
FUNCTIONS
Talking about eating habits
Why does everybody love fast food? Because it’s fast,
Asking and answering about quantity
cheap and tasty.
STRUCTURES What does Peter Swain think of fast food? That it isn’t
that bad for you.
How much…? / How many…? / Much / Many / A lot of /
What does our body need? A little fat.
Lots of / A few / A little
What does he think of fried food? That we shouldn’t
VOCABULARY overdo it with it.
What does a fresh salad with olive oil give us? Vitamins.
Food
According to Rosalind Mack, what is fast food? It’s junk
beans carrot cheese chicken sausage cucumber
food.
lettuce mayonnaise meatballs mushroom
Does it contain many vitamins? No, it doesn’t.
olive oil pasta peas salt sauce strawberry
What are milk and dairy products rich in? They are rich
sugar yoghurt
in protein and calcium.
What are they necessary for? They are necessary for
Other words and phrases
healthy teeth and bones.
at some point avoid be rich in bone choose
completely contain dairy product diet
every now and then exercise (v) fat (n) feel like B. Aim: t o give Ss practice in identifying specific
fresh fried health instead of junk food information in the article
necessary overdo overweight strong tasty • Have Ss do the activity.
teen totally unhealthy vitamin • Check the answers with the class.

KEY
Warm-up 1. Because it helps us be strong and healthy.
Aims: to introduce the topic of the lesson 2. Because potatoes are rich in carbohydrates and
 they give us energy.
• Ask Ss: 3. Nowadays most fast-food places have salad bars.
4. Fat, salt and sugar.
Do you take good care of your body and your health? 5. Because fast-food is a big part of their diet and
What do you do to keep healthy? they are overweight. Also, they don’t exercise a
lot.
• Elicit answers and initiate a short discussion. 6. They need to avoid fast food, eat home-cooked
meals with lots of fresh vegetables, and drink lots
1 Read 17 of milk instead of soft drinks.
A. Aims: t o present vocabulary, structures and
functions in the context of an article about • Explain any unknown words and choose Ss to read the
fast food article aloud.
t o give Ss practice in reading for gist
 Post-reading
• Draw Ss’ attention to the layout of the text and ask them Aims: t o give Ss the opportunity to elaborate on the
what type of text it is (a(a magazine article).
article). topic of the text
• Draw Ss’ attention to the title of the text and the 
accompanying pictures. Ask them what the pictures • Ask Ss:
show (a (a burger, a girl eating a burger)
burger) and what the
Who do you agree with, Peter Swain or Rosalind Mack?
article is about (about
(about fast food and how healthy it is).
is).
How many meals a day do you have?
• Ask Ss if they think fast food is healthy.
Do you eat lots of vegetables and fruit?
• Elicit answers.
• Ask Ss to read through the opinions 1-4 and the two texts • Elicit answers and initiate a short discussion.
that follow, and check their understanding.
• Play the recording and have Ss follow in their books. Tell
them to underline any unknown words at the same time.
• Have Ss do the activity.
• Check the answers with the class.

KEY
1. P 4. R

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6a
2 Grammar Girl I play tennis, but I don’t really drink more.
Aim: to present How much…? / How many…? / Much / Man Well, try to drink half a litre before you start
Many / A lot of / Lots of / A few / A little and give Ss exercising and if it’s hot, drink a bit every fifteen
practice in using them in context minutes.
• Check Ss’ previous knowledge of countable and Girl That sounds like good advice.
uncountable nouns. Ask them to give you some Man Now, 40% of your daily food must be, what?
examples. Girl Ermm... Fruit and vegetables probably. They’re very
• Ask Ss to read through the Grammar box and check that good for you.
they understand the terms used. Man That’s true, but the answer is actually
• Point out to Ss that we use How much…? to ask about the carbohydrates.
amount of something while we use How many…? to ask Girl Like bread and pasta?
about the number of something. Man That’s right. And if you do a lot of exercise, you
• Point out to Ss that much is used in questions and must eat more of these types of food.
in negative sentences only, many is usually used in
Girl OK.
questions and in negative sentences, while a lot of and
Man Do you drink milk?
lots of are usually used in affirmative sentences. A little
Girl Erm... Not really. I usually have some on my cereal.
and a few are used in affirmative sentences.
I don’t really like it. Do I have to? I mean I’m not a
• Explain to Ss that a little and a few have a positive
child any more.
meaning. They mean some but not much/many. much/many.
• Point out to Ss that we can also use How much…? to ask Man Well, for a person your age about three cups of
about the price of something. dairy products a day are necessary.
• Ask Ss to underline all the relevant examples in the Girl Does that include yoghurt? Because I eat a lot of
article (…our
( …our body needs a little fat too, Also, eating a yoghurt, and I love cheese.
few chips…, Eating a lot of it is..., …it doesn’t contain many Man Well, I guess that’s enough, then.
vitamins, Many teenagers are overweight…, …and lots of Girl What about sweets? I want to stop eating them but
fresh vegetables, ...lots of water...).
water...). I just can’t.
• Refer Ss to the Grammar Reference (p. 126). Man Listen, sweets are OK if you don’t eat too many.
• Have Ss do the activity. That’s the thing to remember. Don’t overdo it. OK,
• Check the answers with the class. just a few more questions...

KEY
1. How much
4 Speak & Write
A. Aims: t o give Ss practice in talking about healthy
2. much
and unhealthy food
3. lots of
4. lots of 
5. Many • Ask Ss to look at the pictures and read through the
6. a little descriptions of the meals. Help them deduce the
meaning of any unknown words by relating them to the
corresponding pictures.
3 Listen 18 • Ask Ss which of the meals in the pictures they have tried
Aim: to give Ss practice in listening for specific / they enjoy eating, etc., and elicit answers.
information • Ask Ss the question in the rubric.
• Ask Ss to read through the statements 1-6 and check • Elicit answers and initiate a short discussion.
their understanding.
• Play the recording twice. B. Aims: t o give Ss practice in talking about their
• Check the answers with the class. If necessary, play the eating habits through pair work
recording again in order to clarify any questions Ss may 
have. • Ask Ss to read through the questions and make sure they
understand them.
KEY • Get Ss to discuss the questions in pairs and go round the
1. F 2. F 3. F 4. T 5. F 6. F class helping Ss when necessary.
• Choose some pairs to act out the dialogue.

LISTENING TRANSCRIPT C. Aims: to give Ss practice in writing a paragraph

about their eating habits
Man Hello there, could I ask you a few questions for a

survey about teens and healthy eating? It won’t
• Explain to Ss that their answers to the questions in
take long.
activity 4B will provide the content for their paragraphs.
Girl Sure, why not? • Allow Ss some time to write their paragraphs using the
Man First of all, how many litres of water do you think ideas from the previous activity.
you must drink every day? • Choose some Ss to read out their paragraphs.
Girl I think about 2 litres a day. At least that’s how much
I drink. Is that OK?
Man Yes, that’s good. What about when you’re
exercising?

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 2 Read 20
6b
FUNCTIONS
Talking about ailments A. Aims: t o present vocabulary, structures and
Stating a problem / describing symptoms functions in the context of a dialogue
Asking for and giving advice t o give Ss practice in reading for gist
Expressing opinion and making suggestions 
• Draw Ss’ attention to the pictures accompanying the
STRUCTURES
dialogue and ask them where the characters are and
The verb should what is happening.
• Elicit answers (Amy
( Amy and Liv are outside a cinema and
VOCABULARY
Amy is talking on her mobile. / Bill is at home and he is
Ailments and illnesses talking on the phone. There is a football match on TV
cough earache fever headache sore throat in the background. Stu is sitting on the sofa and he is
stomach ache the flu toothache watching the match).
match).
Other words and phrases • Play the recording and have Ss follow in their books. Tell
answer (v) be on time cancel hang up honey them to underline any unknown words at the same time.
lemon lie (lied-lied) look after Oh dear! painkiller • Ask Ss the question in the rubric.
You poor thing! warm What’s wrong with you? • Check the answer with the class.

19 KEY
1 Vocabulary
Suggested answer
Aim: to present some ailments Because he was watching a football match with Stu.
• Draw Ss’ attention to the pictures 1-7 and ask them:
What’s wrong with this girl? • Ask Ss some comprehension questions:
• Don’t expect any answers, but tell Ss to read through
the sentences and help them underline the ailments in Where did Amy call Bill first? She called him on his
each one of them (earache,
(earache, stomach ache, toothache, mobile.
headache, sore throat, cough, fever).
fever). Did he answer his mobile? No, he didn’t.
• Have Ss do the activity. Where did she call him next? She called him at home.
• Play the recording and have Ss listen and check their Did she find him? Yes, she did.
answers. According to Bill, why was he at home? Because he had
• Check the answers with the class. the flu.
What did he say was wrong with him? He said he had a
KEY fever, a headache and a bad cough.
I’ve got earache. 3 What did Amy tell him to drink? Some warm tea with
I’ve got stomach ache. 7 honey and lemon.
I’ve got toothache. 1 Does Bill want the girls to visit him? No, he doesn’t.
I’ve got a headache. 5 Why didn’t Amy believe that Bill was telling the truth?
I’ve got a sore throat. 2 Because she could hear Stu talking about the football
I’ve got a cough. 4 match.
I’ve got a fever. 6
• Explain any unknown words and choose Ss to act out the
• Play the recording again and pause so that Ss can repeat dialogue.
what they hear.

Language Plus
The structure have got + ache is used with the following
parts of the body: head, stomach, ear, tooth, back.back.
In British English, the indefinite article a/an is not
used with these aches, except for headache ((I’ve I’ve got
toothache. but I’ve got a headache.).
headache.).
In American English, got is omitted and the indefinite
article a/an is used with all of the aches (I( I have a
toothache. I have an earache).
earache).

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6b
B. Aims: t o give Ss practice in identifying specific 4 Listen 21
information in the dialogue Aim: to give Ss practice in listening for specific
information

• Ask Ss to read through the list of ailments.
• Have Ss do the activity. • Play the recording twice.
• Check the answers with the class. • Check the answers with the class. If necessary, play the
recording again in order to clarify any questions Ss may
KEY have.
1. It’s almost nine o’clock. The film starts in fifteen
minutes. KEY
2. He’s never on time. The following should be ticked:
3. You should take a painkiller and stay in bed then. / fever, the flu, sore throat, cough
He shouldn’t go out.
4. Maybe we should cancel the cinema and come and
see you. LISTENING TRANSCRIPT
5. That’s just Stu. He’s… um… looking after me. Garth Hello! I’m home. Is anybody here?
6. Sorry Amy. I promise I won’t lie to you again. Laura I’m in the living room.
Garth Hi. Oh dear! You look awful. What’s wrong?
Laura (Starts coughing.)
Post-reading Garth You should have a hot drink for that cough.
Aims: t o give Ss the opportunity to elaborate on the Laura I’m having a cup of tea. It helps my throat quite a
topic of the dialogue bit.
Garth Is it sore?

Laura Yes, very. It hurts when I talk.
• Ask Ss: Garth Do you want something to eat?
Have you ever done anything similar to what Bill did? Laura No, thanks.
What did you tell your friends? Garth Why? Have you got stomach ache too?
Why did you lie to them? Laura No, my stomach’s fine. I’m just not hungry.
Did they believe you? Garth Try to eat lots of fruit.
How did they react? Laura You’re right. I should eat more, actually.
How can lying affect friendships/relationships? Garth You’ve probably just got the flu. Lots of people at
school have got it.
• Elicit answers and initiate a short discussion. Laura Yeah, Mum was here a while ago. She rang up the
doctor and he said it was the flu.
3 Grammar Garth My friend Lee had the same thing last week. He
Aims: t o present the modal verb should and give Ss had a terrible headache too.
practice in using it in context Laura Well, my head feels fine. I think I’ve got a fever,
 though.
• Ask Ss to read through the table. Garth Really? Let me feel your head... Yes... you’re quite
• Explain to Ss that this is the modal verb should
should.. hot. You should really get to bed.
( should
• Ask Ss to tell you what they notice about it (should Laura No, I’m fine here. At least I can watch some TV.
remains the same in all persons singular and plural, it Garth Would you like a glass of orange juice?
forms the negative and the question form without an Laura Oh, yes please. Thanks.
auxiliary verb and it is followed by the base form of the
verb).).
verb
• Ask Ss to read through the examples. 5 Speak
• Ask Ss to underline all examples of should and shouldn’t Aims: t o give Ss practice in asking for and giving
in the dialogue (I ( I think we should call him, You should advice
take a painkiller and stay in bed then, He shouldn’t go
out, And you should drink some warm tea with honey 
and lemon, Maybe we should cancel the cinema and • Ask Ss to read through the ideas in the box and make
come and see you). you). sure they haven’t got any unknown words.
• Ask Ss to tell you when the modal verb should is used. • Ask Ss to read through the speech bubble.
• Elicit that it is used to give advice, express opinion, make • Choose a student and act out the dialogue.
suggestions..
suggestions • Get Ss to do the activity in pairs and go round the class
• Refer Ss to the Grammar Reference (pp. 126 - 127). helping Ss when necessary.
• Have Ss do the activity. • Choose some pairs to act out the dialogues.
• Check the answers with the class.

KEY
1. She should take a painkiller.
2. You shouldn’t eat any more sweets.
3. You should open the window.
4. You should ask the teacher.
5. He shouldn’t drink cold water.

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 2 Read 23
6c
FUNCTIONS
Expressing opinion A. Aims: t o present vocabulary, structures and
Agreeing and disagreeing functions in the context of a dialogue
to give Ss practice in reading for gist
STRUCTURES

Question tags • Ask Ss what they can see in the picture and to tell you
what is happening (a(a boy and two girls are at a gym and
VOCABULARY
they are talking to each other).
other).
agree be fit be too long disagree exercise (n) • Elicit answers.
instructor long so many use machines • Play the recording and have Ss follow in their books. Tell
Phrases related to sport them to underline any unknown words at the same time.
do aerobics do karate go jogging lift weights • Ask Ss the question in the rubric and elicit answers.
work out • Check the answers with the class.

Warm-up KEY
Aims: t o introduce the topic of the lesson Phil wants to join a karate class because he thinks it’s
brilliant fun and good exercise.

• Ask Ss to tell you what they do to keep fit. Ask them
if they go to a gym and what they do there or if they • Ask Ss some comprehension questions:
exercise on their own.
• Elicit answers and make a list of things Ss do to keep fit Where are Phil, Julie and Nat? They are at a gym.
on the board. What does Phil think about the gym? He thinks it’s
boring.
1 Vocabulary 22 Does Julie agree with him? No, she doesn’t.
Aim: to present phrases related to sport Where does Julie say you can make new friends?
• Ask Ss to read the phrases in the box and look at the She says you can make new friends at the gym.
Why doesn’t Phil want to do aerobics? Because he
pictures underneath them.
thinks it’s boring.
• Have Ss do the activity individually or in pairs.
• Play the recording and have Ss check their answers. • Explain any uknown words.
• Play the recording again and have Ss repeat the phrases • Choose Ss to act out the dialogue.
they hear.

KEY
1. d
doo aerobics
2. go jogging
3. do karate
4. lift weights

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B. Aim: to give Ss practice in reading for specific the sentence is affirmative and that they are in the
information affirmative when the sentence is negative.
• Have Ss do the activity. • Write a sentence about one of your students, e.g. Paul
• Check the answers with the class. isn’t German, ? on the board. Choose another
student and ask him/her to complete the question tag.
• Ask Ss some more examples practising the question tags
KEY (e.g. Maria and Jane are cousins, aren’t they?, John and
1. Nat Sam don’t like horror films, do they?, etc.).
2. jogging • Ask Ss to underline all the examples of question tags in
3. Phil, Julie
the text (But
( But aerobics is just boring, isn’t it?, ... you like
4. karate
5. aerobics karate, don’t you?, I wasn’t long, was I?).
I? ).
• Refer Ss to the Grammar Reference (p. 127).
• Have Ss do the activity.
3 Vocabulary • Check the answers with the class.
Aims: t o give Ss practice in using the vocabulary and
KEY
structures presented in the lesson
1. don’t they
 2. has he
• Ask Ss to read through the dialogues 1-3. Ensure that Ss 3. aren’t we
haven’t got any unknown words. 4. isn’t she
• Ask Ss to read through the words in the box. 5. didn’t she
• Have Ss do the activity. 6. do
• Check the answers with the class.
5 Speak
KEY Aims: t o give Ss practice in agreeing and disagreeing
1. work through an oral activity
2. instructor
3. fit, exercising, machines 
• Ask Ss to read through the statements and make sure
they understand them.
4 Grammar • Ask Ss to read through the speech bubble.
Aim: to present question tags and give Ss practice in • Choose a student and act out the dialogue.
using them in context • Get Ss to do the activity in pairs and go around the class
• Ask Ss to read through the examples and draw their helping them when necessary.
attention to the short questions at the end of the • Choose some pairs to act out the dialogues.
sentences. Tell Ss that these questions are called
question tags.
tags.
• Explain that it is the rising or falling intonation that
indicates the difference in the function of the question
tag.
• Read out the first example with falling intonation at the
question tag.
• Ask Ss if they think you are asking them this question
for them to confirm, or whether you are making a
statement that you expect them to agree with (you (you
are making a statement that you expect them to agree
with).). If necessary, choose a student and say with falling
with
intonation, e.g. Tom is polite, isn’t he? ((Yes,
Yes, he is.)is.)
• Read out the second example with rising intonation at
the question tag.
• Ask Ss to tell you if they think you are asking them a
question that you want them to confirm or whether you
are making a statement that you expect them to agree
with (you
(you are asking a question that you want them to
confirm).). If necessary, choose a student and say with
confirm
rising intonation, e.g. You will finish your project by Friday,
won’t you? ((Yes,
Yes, I will. / No, I don’t think I will.).
will.).
• Draw Ss’ attention to the verbs and the question tags in
bold and ask them to tell you what they notice about the
way question tags are formed (Question (Question tags are formed
with the auxiliary or modal verb of the sentence and a
personal pronoun in the same person as the subject. If
there is no auxiliary or modal verb in the sentence, we
use do/don’t, does/doesn’t or did/didn’t, depending on
the tense of the verb.).
verb.).
• Point out that question tags are in the negative when

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 6d
FUNCTIONS Background note
Talking about sports and one’s favourite team
• Barcelona is the capital city of Catalonia which is an
Asking about and understanding length of time
autonomous community in northeast Spain.
VOCABULARY • The Camp Nou (Catalan for ‘new ground’) is a football
Words related to sport stadium in Barcelona, Spain. The stadium has been the
against champion championship cup (n) handball home of FC Barcelona since its construction in 1957. It is
league national point season spectator the largest stadium in Europe and the twelfth largest in
sports event trophy the world.
Other words and phrases • El Clásico (English: The Classic)
Classic) is a football match
achieve activity advertisement be born especially between FC Barcelona and Real Madrid.
ex- full hero hold main manager reply (v) • In 1900, Alfons Macaya Sanmartí, the president of
reporter successful turn into Hispània AC, offered a trophy, the Copa Macaya,
Macaya, to be
contested by several teams from the championship of
Catalonia.
1 Vocabulary 24 • Johan Cruyff (1947-2016) was a former Dutch footballer
A. Aim: to introduce vocabulary related to sports and manager. He was named European Footballer
• Ask Ss to read through the words on the left and then of the Year three times (1971, 1973, 1974). After his
read through the definitions on the right and check their retirement in 1984, he became highly successful as
understanding. manager of AFC Ajax and later FC Barcelona.
• Allow Ss some time to do the matching. • Ronald Koeman (1963-) is a former Dutch football
• Play the recording and have Ss listen and check their defender, known for his rocket free kicks and long
answers. passing.
• Check the answers with the class and explain any
• Josep ‘Pep’ Guardiola i Sala (1971-) is a former Spanish
unknown words.
football midfielder and current Manchester City manager.
KEY • The Primera División (= First Division) of the Liga de
A match is an organised game or sports event. Fútbol Profesional (= Professional Football League),
A spectator watches a sports event. commonly known as La Liga (= The League) is the top
A league is a group of teams that play matches against professional football league in Spain.
each other to win points. • The Copa del Rey (= the King’s Cup) is an annual
A trophy is a prize, like a cup, for the winner. competition for Spanish football teams. First played in
A champion is the best player or team in a sport or 1902, FC Barcelona have won the most titles, with 31
competition. wins.
The national team is the team of a particular country. • The UEFA Champions League is an annual football cup
competition organised by UEFA since 1955 for the top
2 Read 25 football clubs in Europe. It is the most prestigious club
trophy in European football.
A. Aims: t o prepare Ss for the reading text by
activating their background knowledge
t o present vocabulary, structures and • Ask Ss some comprehension questions:
functions in the context of a text about a
What is FC Barcelona? It is a sports club for men and
football team women.
 What are they? A top European team.
• Draw Ss’ attention to the title of the text and the What is the nickname for the football team? Barça.
accompanying pictures and ask them if they can identify How did Joan Gamper try to start a football club? He
the team the text is about. placed an advertisement in the local newspaper.
• Elicit answers. Did lots of people reply? Yes, they did.
What is the name of the first trophy that Barça won?
• Ask Ss what they know about FC Barcelona. Explain to
Copa Macaya.
them that the initials FC stand for Fútbol Club ((=Football
=Football What was Johan Cruyff before he became the manager
Club).).
Club of Barça? He was a player in the team and a hero for
• Elicit answers but do not correct Ss at this stage. Barça fans.
• Play the recording and have Ss follow in their books and What did Barça Dream Team achieve? They won four
check their answers. Tell them to underline any unknown championships in a row.
words at the same time. Who played in Barça Dream Team? Ronald Koeman and
Pep Guardiola.
Who was Barça’s manager in 2009? Pep Guardiola.
What is Barça’s main rival? Real Madrid.

Language Plus
Team is singular when it refers to the football club/
association (But
( But it is most famous for its football team.)
team.)
and plural when it refers to the footballers who make
up the team (They
(They are a top European team and their
nickname is Barça.).
Barça.).

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B. Aim: to give Ss practice in identifying specific LISTENING TRANSCRIPT
information in the text Bob And we’re back. So, Greg, we’re at the end of your top ten
• Have Ss do the activity. best sports teams ever. What’s at number one?
• Check the answers with the class. Greg Well we have to go back to the Barcelona Olympics of
1992.
KEY the treble of La Liga,
Liga, Bob I thought so.
1. For its football team. Copa del Rey and Greg I’m talking about the USA basketball team, which
2. In 1899. the UEFA Champions became known as the ‘Dream Team’.
3. In 1902. League twice. Bob I remember it well.
Greg I became a sports reporter a long time ago; 25 years
4. Johan Cruyff. 6. At the Camp Nou
ago, to be exact, and I don’t remember seeing another
5. They became the first Stadium.
team like that. And there is a reason for this. It was
European team to win 7. 99,354. the first year that stars from the NBA, America’s
• Explain any unknown words and choose Ss to read out national league, played together as a team during the
the text aloud. Olympics.
Bob So, there were lots of famous players.
Greg Oh yes. Michael Jordan, Magic Johnson, Larry Bird,
Post-reading Charles Barkley, the list goes on. There were 12 players
Aims: to give Ss the opportunity to elaborate on the and they were all superstars.
topic of the reading text Bob Did they lose any games?
 Greg Nope. They won all eight games they played. And they
beat each team by an average of 44 points.
• Ask Ss:
Bob Wow! That was hard for the other teams.
Do you like football? Why / Why not? Greg Well, some teams actually enjoyed the experience.
What is your favourite team? Bob Really?
Do you go to matches or watch them on TV? Greg Yes, in their first game against Angola, they won by 68
points.
• Elicit answers and initiate a short discussion. Bob Wow!
Greg And after the game, the Angolan players asked the
26 Dream Team for autographs and photographs with the
3 Listen players.
Aim: to give Ss practice in listening for specific Bob That’s amazing.
information Greg The good thing is, because of the Dream Team,
• Ask Ss to read through the sentences 1-6 and check their basketball is now very popular all over the world. A lot
understanding. more countries are involved and national teams are
• Play the recording twice. constantly improving.
• Check the answers with the class. Bob That’s true. The USA are good, but they don’t win
every game any more.
Greg Exactly.
Bob Well, thanks for that...
KEY
1. Barcelona/1992 5. 8/eight
2. the USA 6. autographs and
4 Speak & Write
3. 25/twenty-five photographs
A. Aims: to give Ss practice in talking about their
4. 12/twelve
favourite team

Post-listening • Ask Ss to read through the list of questions and make
Aims: t o give Ss the opportunity to elaborate on the sure they understand them.
• Choose a student and act out the dialogue.
topic of the listening text
• Get Ss to do the activity in pairs and go round the class
 helping them when necessary.
• Ask Ss: • Choose some pairs to ask and answer the questions.
B. Aims: to give Ss practice in writing about their
Do you know of the US Dream Team?
favourite team
Do you watch NBA games?
Is your national basketball team successful this year? 
• Ask Ss to read through the prompts and elicit examples
• Elicit answers and initiate a short discussion. of what they have to write about.
• Allow Ss some time to write their paragraphs.
• Choose some Ss to read out their paragraphs.

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FUNCTIONS
Talking about sports and free-time activities 2 Listen 29
A. Aims: to give Ss practice in listening for gist
VOCABULARY
Sports equipment 
football boots goal goggles knee pads net • Ask Ss to read through the names and the sports.
racket shin pads stick swimwear • Draw Ss’ attention to the TIP and explain it.
Other words and phrases • Play the recording and have Ss do the matching.
be in good shape be interested in coach court • Alternatively, play the first monologue and pause so that
follow advice go on a diet keep fit lately Ss can choose their answer.
Let me know. lose weight/kilos member nearby • Follow the same procedure with the rest of the monologues.
pitch practice (n) put on weight race recently • Check the answers with the class.
similar Take care. take up That’s all for now. tip
tournament water polo KEY
Linda: hockey, Carlos: football, Owen: volleyball
1 Vocabulary 27, 28
A. Aims: to introduce vocabulary related to sports B. Aims: to give Ss practice in listening for specific
 information
• Draw Ss’ attention to the sports in the box and check 
their understanding. • Ask Ss to read through the sentences 1-6 and check their
• Ask Ss to look at the table. Explain to them that the understanding.
second column shows where each sport takes place, • Play the recording.
while the third column includes the necessary equipment • Check the answers with the class. If necessary, play the
for each sport. recording again in order to clarify any questions Ss may
• Have Ss do the activity. have.
• Play the recording and have Ss follow in their books and
check their answers. KEY
• Check the answers with the class. 1. C 2. L 3. O 4. O 5. L 6. C

KEY LISTENING TRANSCRIPT

tennis
Linda:
water polo
I never thought I’d like it so much. I used to think it was a
football
silly sport. But now, I think it’s the best sport in the world. I
hockey
have to say though, it’s a bit difficult - more than I expected.
volleyball
When I started playing, I didn’t use to be very fit, and trust
• Point out to Ss the difference between a pitch ((for
for me, you need to be in good shape to play. It’s becoming
football/hockey/cricket/rugby,, etc.) and a court ((for
football/hockey/cricket/rugby for easier for me - you know, all the running around the pitch.
tennis/basketball/volleyball/squash, etc.). But I really like it. It’s different from football and more
• Draw Ss’ attention to the pictures on the right and ask interesting because you have to use your stick to hit the ball.
them if they can identify them (goggles,
(goggles, ball, knee pads, Carlos:
football boots)
boots) by looking at the EQUIPMENT column of I liked it in the past too, but I was always too busy with
the table. studying to take it up. Well, a few months ago, I decided to
• Help Ss deduce the meaning of any unknown words join a local team, and what can I say? It’s fantastic! It’s all
in the EQUIPMENT column by relating them to their I can think about! My friends are in the same team so we
schematic knowledge about each sport. meet and go to practice together every afternoon. I’m not
saying it’s not hard work, and you can get injured easily,
B. Aims: to introduce vocabulary related to fitness but it’s great fun! Yesterday, we won the match after I
scored the final goal and we were all very excited! I think it

was because I was wearing new boots! Ha ha!
• Play the recording and have Ss follow in their books.
Owen:
• Draw Ss’ attention to the phrases in bold in each
When we lived by the sea, my friends and I used to play
sentence and encourage them to guess their meaning
for hours and I enjoyed it a lot. But it’s one thing to play on
from the context.
the beach with friends, and another to be a member of a
• Check the answers with the class.
team and play on a court. Yes, you still hit the ball over the
net, but I miss the sand and the sun, and I don’t enjoy it
KEY as much. Anyway, I’m going to continue playing because I
Suggested answers want to keep fit and maybe it’ll help me make new friends.
1. keep fit = to stay healthy and strong through Moving to a new place is not easy.
physical exercise
2. go on a diet = to eat less food because you want
to become slimmer
lose kilos = to become slimmer
3. take up = start an activity
be interested in = like sth very much
4. in good shape = to be in a good physical condition
take part in = participate in
5. put on weight = become fatter

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3 Speak & Write C. Aims: t o give Ss an overview of which tenses to use
A. Aims: t o provide Ss with a sample for writing an when writing
e-mail to a friend giving news about a new t o have Ss revise the tenses that have been
free-time activity presented
t o give Ss practice in reading for specific 
information • Draw Ss’ attention to the box explaining which tenses
 they should use when writing in relation to the time
• Ask Ss to look at the layout of the text and tell you what reference of the events or actions they want to describe.
it is (an
(an e-mail).
e-mail ). • Make sure that Ss haven’t got any questions concerning
• Ask Ss to look at the picture and tell you what it shows how the tenses are used.
(three girls in a tennis court holding rackets and tennis • If necessary, ask Ss to give you examples of the tenses in
balls).).
balls the box.
• Ask Ss to read through the e-mail and underline any • Have Ss do the activity.
unknown words at the same time. Alternatively, you can • Check the answers with the class.
ask Ss to read out the e-mail in parts.
• Ask Ss to read through the questions 1-8 and check their KEY
understanding. 1. Adam is going to buy a tennis racket tomorrow.
• Have Ss do the activity. 2. I took up swimming last year.
• Check the answers with the class. 3. The coach usually gives us good advice.
4. We became members of the sports club last month.
KEY
1. To give news and tell her friend about a new activity
she took up. D. Aims: t o give Ss practice in writing an e-mail to
2. Tennis. Christine telling her about an activity they
3. Three times a week.
have recently taken up
4. With her friend Miranda.
5. She thinks it’s fantastic. / She thinks it’s fun and 
good exercise. • Draw Ss’ attention to the TIP and explain it.
6. That she is really good but she needs to work hard. • Remind Ss that they should begin their e-mail with an
7. She won her first official match. appropriate greeting (Dear
( Dear / Hello / Hi),
Hi ), they should
8. She’s going to take part in a tournament in a nearby start the first paragraph of the e-mail with a suitable set
town. phrase (How
( How are you? / I’m writing to tell you about...,
etc.) and they should end their e-mail with a set word
or phrase (Yours,
(Yours, Bye for now, Speak to you soon,
soon, etc.).
• Ask Ss some comprehension questions:
Refer Ss to the TIP in Module 2e for more information.
Did Christine join the tennis club after her friend’s • Refer Ss to their notes from activity 3B and elicit
advice? Yes, she did. examples of what they have to write about.
Where does Christine practise? At the local court. • Allow Ss some time to write their e-mails.
Is Miranda good at tennis? Yes, she is. • Choose Ss to read out their e-mails.
How long ago did Miranda become a member of the
tennis club? Two years ago.
What does Miranda do to help Christine get better? She
gives her lots of tips.
What did Christine think about tennis before she joined
the club? That it was very difficult.
What happened to Christine after only a few months of
practice? She lost weight.
How does she feel? She feels very healthy.
What does Christine hope to be one day? As good as
Miranda.
• Explain any unknown words.

B. Aims: t o give Ss practice in talking about an activity

they have recently taken up

• Ask Ss to read through the questions in the speech
bubble and check their understanding.
• Allow Ss some time to make their notes in the space
provided.
• Choose a student and ask him/her the questions.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to ask and answer the questions.

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 6 Round-up Communication
F.
To be most effective, the exercises in the round-up
section should be completed and checked in class. KEY
Ss should calculate and write down their scores. 1. e
2. c
Aim: to help Ss revise the structures, functions and 3. f
vocabulary presented in Module 6 through various 4. b
activities. 5. d
6. a
Vocabulary
A.
Now I can...
KEY Aims: t o give Ss the opportunity to check their pro-
1. b 2. e 3. f 4. c 5. a 6. d gress
to encourage learner autonomy
B. 
• Draw Ss’ attention to the points and get Ss to read
KEY through them.
1. overweight • Explain any unknown words.
2. cancel • Get Ss to tick the points they feel confident about. For
3. completely the points they are unsure of, they should refer back to
4. overdo the relevant sections in the module.
5. instead of
6. fit
CLIL Page: PE
The Teacher’s Notes can be found at the back of the book.
Grammar
C.

KEY
1. should buy her a present
2. should take a painkiller
3. shouldn’t go swimming
4. should cook
5. shouldn’t lose
6. shouldn’t drive without
(his) glasses

D.

KEY
1. A few
2. lots of
3. many
4. much
5. a little
6. much

E.

KEY
1. didn’t you
2. don’t they
3. didn’t they
4. will he
5. isn’t she
6. do I
7. isn’t she
8. couldn’t he
9. is he
10. were you

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 Culture page 3

Central Park, New York City –

Hyde Park, London 30 Project

Aims: t o introduce Ss to certain aspects of the culture Make a travel guide!

in the USA and the UK • Draw Ss’ attention to the project and tell them that
they are going to make a travel guide.

• Refer Ss to the Project Skills section and explain
A.
the steps they have to follow to make their travel
• Ask Ss to look at the pictures and tell you what the texts
guide.
are about (two
(two parks, one in New York City and one in
• Allow Ss some time to search the Internet and find
London).).
London
information about the two cities.
• Ask Ss if they have ever been to either of these parks or
• Ask Ss to choose four tourist attractions they think
cities.
people should go to when visiting New York City
• Elicit answers.
or London.
• Ask Ss the question in the rubric.
• Allow Ss some time to do this activity in class or
• Elicit answers but do not correct Ss at this stage.
assign it for homework.
• Play the recording and have Ss follow in their books and
• Have Ss present their travel guides to the rest of
check their answers. Tell them to underline any unknown
the class.
words at the same time.

Background note
• Manhattan is one of the five boroughs of New York City.
It is located on Manhattan Island and it’s the smallest
borough, but the third largest in population. Manhattan
is popular for many reasons, and it’s known as the
business centre of the USA and the world. It’s home to
some of the most famous landmarks in the country,
such as the Empire State building, the Chrysler building
and Central Park.
• King Henry VIII (1491-1547) was king of England from
1509 till his death and was one of the monarchs of the
House of Tudor. He was an important figure politically
and historically, however, the importance of his reign
is at times overshadowed by his six marriages. One of
his six wives, Ann Boleyn, who was executed, was the
mother of Elizabeth I, the last Tudor monarch.

• Ask Ss some comprehension questions:

Where is Central Park? In the middle of Manhattan

Island.
When did it open? In 1859.
Why is it called the ‘Lungs of the City’? Because it’s got
over 26,000 trees.
What can you do at Central Park? You can enjoy the
environment and do many activities.
How was Hyde Park used in the 16th century? King
Henry VIII used it to hunt deer.
Can you still hunt deer today? No, you can’t.
Can you do sports there? Yes, you can.

B.
• Have Ss do the activity.
• Check the answers with the class.

KEY
1. H 2. B 3. H 4. B 5. C 6. B

• Explain any unknown words and choose Ss to read the

text aloud.
• Ask Ss if they would like to visit these parks and why, and
generate a short discussion. You could also talk about
the parks in their own city/town.

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Song 3
Where did it all go wrong? 31

Aims: t o help Ss revise and consolidate the

structures, functions and vocabulary they
have already studied through a song


• Draw Ss’ attention to the title of the song.

• Ask Ss to guess what the song will be about.
• Accept all answers.
• Explain to Ss that something ‘goes wrong’ when it does
not progress in the way that it was supposed to and it
becomes much worse.
• Ask Ss to read through the words in the box and the
song without worrying about the correct answers.
• Ask Ss to guess the correct words before listening to it.
• Play the recording and have Ss listen to the song
carefully and check their answers.
• Check the answers with the class and explain any
unknown words.

KEY
1. mind
2. extinct
3. something
4. fire
5. question
6. planet
7. Wake

• Play the recording again and have Ss sing along.

• Ask Ss if they agree with the message the song is
trying to send, what environmental problems they think
are most serious, if they do anything to protect the
environment, etc. and initiate a short discussion.

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7 Teen life
Aims: t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module
 
• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (some
( some
teenagers).).
teenagers
• Ask Ss:
Where are the teenagers in the picture?
What are they doing?
What can you tell from the expression on their faces?

• Elicit answers.
• Ask Ss to guess what the module will be about.
• Elicit answers.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.

KEY
picture A: p. 92
picture B: p. 89
picture C: p. 95
picture D: p. 86
picture E: p. 90

• Read out the objectives in the In this module you will

learn... section.
• Explain any unknown words.

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 7a
FUNCTIONS How often do you watch TV?
Talking about TV programmes What kind of TV programmes do you watch?
Talking about past experiences What is your favourite TV programme?
What time is your favourite programme on?
STRUCTURES What channel is it on?
Present Perfect Simple
• Elicit answers.
VOCABULARY
TV programmes 2 Read 33
cartoon game show sitcom soap opera A. Aims: t o help Ss predict the content of the dialogue
talent show the news weather forecast based on visual prompts
wildlife documentary t o present vocabulary, structures and
Other words and phrases functions in the context of a dialogue
be in trouble change one’s mind channel t o give Ss practice in reading for gist
contestant correctly host let Of course not.  
What’s on?
• Draw Ss’ attention to the pictures accompanying the
dialogue and ask them to tell you what is happening.
1 Vocabulary 32 • Elicit answers but do not correct Ss at this stage.
Aims: t o introduce some TV programmes • Play the recording and have Ss follow in their books
 and check their predictions. Tell them to underline any
• Ask Ss to look at the pictures 1-8 and tell you what they unknown words at the same time.
show (different
(different TV programmes).
programmes).
• Ask Ss to read through the list of TV programmes.
Background note
• Ask Ss to tell you which of the TV programmes included • The Lord of the Rings film trilogy consists of three
in the list they are already familiar with. epic fantasy action films: The Fellowship of the Ring
• Have Ss do the activity. (2001), The Two Towers (2002) and The Return of the
• Play the recording and have Ss listen and check their King (2003). The trilogy is based on the three-volume
answers. book The Lord of the Rings by J. R. R. Tolkien. Set in the
• Help Ss deduce the meaning of any unknown words by fictional world of the Middle-earth, the three films follow
relating them to the corresponding pictures or give them the young hobbit, Frodo Baggins, as he and a Fellowship
examples of famous TV programmes (e.g. sitcom: The embark on a quest to destroy the One Ring, and thus
Big Bang Theory, talent show: Britain’s Got Talent, game ensure the destruction of its maker, the Dark Lord
show: The Chase).
Chase). Sauron.
• Notting Hill (1999) is a romantic comedy directed by
Background note
Roger Michell. Anna Scott, a leading American actress,
• A soap opera is a television series about the lives and played by Julia Roberts, accidentally meets the attractive,
problems of a particular group of characters. The series but unassuming British travel bookshop owner William
continues over a long period and is broadcast (several Thacker, played by Hugh Grant, who works and lives in
times) every week. Notting Hill, London, and love immediately blossoms.
comedy, sitcom for short, is a regular
• A situation comedy, However, Anna’s fame and her American boyfriend get
television programme which shows the same characters in the way.
appearing in different funny situations. • Check the answer with the class.
• A game show is a television programme where people
score points by answering questions or doing things. KEY
Suggested answer
• A talent show is a television programme where Bill and Stu are taking part in a game show.
contestants perform acting, singing, dancing, acrobatics
and other activities to showcase a unique form of talent,
• Ask Ss some comprehension questions:
often for some sort of reward.

• If necessary, play the recording again and pause so that What is the name of the game show? ‘How well do you
Ss can repeat what they hear. know your friends?’
What are the questions that Bill and Stu have to answer
about? They are about Liv and Amy.
How much time have they got to answer the questions?
KEY 40 seconds.
soap opera 8 Does Stu think that they are going to win? Yes, he does.
game show 3 Why does he think that they are going to win? Because
talent show 4 he thinks they know everything about the girls.
weather forecast 1 What’s on 21st July? Amy’s birthday.
the news 2 Which film does Stu think that the girls have watched 15
wildlife documentary 5 times? The Lord of the Rings.
cartoon 7 Is chicken salad Liv’s favourite food? No, it isn’t.
sitcom 6 Do the boys know what Liv’s favourite school subject is?
Yes, they do.
• Ask Ss some questions: How many questions did the boys get right? Three.

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7a • Ask Ss when the Present Perfect Simple is used and refer
Did Bill know the answers to all the questions? Yes, he did. them to the Grammar Reference (p. 127). If necessary,
Why did they lose? Because Stu answered first and gave provide Ss with further explanations and/or examples.
incorrect answers. • Ask Ss to come up with their own examples practising
the Present Perfect Simple.
• Have Ss do the activity.
• Explain any unknown words and choose Ss to read out
• Check the answers with the class.
the dialogue in groups.

B. Aim: to give Ss practice in identifying specific KEY

information in the dialogue 1. Have … met, ’ve/have heard
• Have Ss do the activity. 2. has travelled, has … visited
• Check the answers with the class. 3. Has … had, has … wanted
4. haven’t done
KEY
1. T 2. F 3. T 4. T 5. T 6. F 4 Speak
Aims: t o give Ss practice in talking about TV
programmes
Post-reading

Aims: t o give Ss the opportunity to elaborate on the
topic of the dialogue • Ask Ss to read through the speech bubble and check
their understanding.
 • Choose two students and act out the dialogue.
• Ask Ss: • Get Ss to do the activity in groups of three and go round
the class helping them when necessary.
How popular are game shows in your country?
• Choose some groups to act out the dialogue.
Do you like watching game shows? Why / Why not?
Would you like to participate in a game show? Why /
Why not? 5 Write & Speak
A. Aims: t o give Ss practice in writing about what their
• Elicit answers and initiate a short discussion. classmates have/haven’t done

Optional activity
• Have Ss work in pairs.
• Ask Ss to read through the prompts in the box and check
• First divide Ss into pairs. their understanding.
• Have each student write down 5 questions about a • Ask Ss to read the sentences about Rob that are given
classmate of theirs (SA and SB should choose a different as an example and check their understanding. Explain to
classmate). They should either know the answers to the Ss that they should write similar sentences about their
questions or get that classmate to tell them. partner using the prompts.
• Have Ss play the game in pairs taking turns to ask and • Allow Ss some time to write their sentences.
answer questions. • Choose some Ss to read out their sentences.
• This could also be organised as a whole class activity
B. Aims: t o give Ss practice in asking and answering
with each pair coming to the front of the class and the
questions about what their classmates have/
rest of the students being the audience.
haven’t done

3 Grammar
• Draw Ss’ attention to the speech bubble.
Aim: to present and give Ss practice in using the Present
• Have Ss ask and answer questions.
Perfect Simple
• Choose some pairs to act out the dialogue.
• Ask Ss to read through the tables.
• Explain to Ss that this is the Present Perfect Simple of the
verbs watch and see
see..
• Ask Ss what they notice about the formation of the
Present Perfect Simple ((ItIt is formed with have/has and
the past participle of the main verb.).
verb.).
• Point out to Ss that the past participle of regular verbs is
formed in the same way as the Past Simple (by ( by adding
the ending -ed to the verb, e.g. watch – watched).
watched ). On the
other hand, each irregular verb forms the past participle
in a different way, e.g. see – seen
seen.. Refer Ss to the list of
irregular verbs on page 130.
• Draw Ss’ attention to the time expressions. Explain any
unknown words and point out to Ss that we use these
time expressions with the Present Perfect Simple.Simple.
• Ask Ss to read through the example and draw their
attention to the words in bold.
• Ask Ss to underline all the examples of the Present
Perfect Simple in the dialogue (Has ( Has Liv ever had very
short hair?, Which film have the girls watched 15 times?,
Has Amy ever had a pet?).
pet? ).

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 7b
FUNCTIONS Background note
Talking about bands
Linking past and present time • U2 are a rock band formed in Dublin, Ireland. The band
consists of Paul David Hewson, known as Bono (lead
STRUCTURES vocals and guitar), David Howell Evans known as The
Present Perfect Simple vs Past Simple Edge (guitar, keyboards and backing vocals), Adam
Present Perfect Simple with yet / already Clayton (bass guitar) and Larry Mullen Jr. (drums and
have been / have gone percussion). They have sold more than 175 million albums
worldwide and have won 22 Grammy Awards, more
VOCABULARY than any other band. Throughout their career, they have
Words related to the music industry campaigned for human rights and social justice causes.
album audience autograph fan gig go on tour • Muse are an English rock band. It consists of Matt Bellamy
live lyrics music award performance stage (lead vocals, guitar, keyboards), Chris Wolstenholme (bass
guitar, backing vocals) and Dominic Howard (drums).
Other words and phrases Muse have sold more than 30 million albums all over the
crowd cute enjoyable Europe excited giant go wild world. They have received many awards and nominations,
go wrong I guess. laugh moment smile (v) including two Grammy Awards, two Brit Awards, seven
talented thrilled MTV Europe Music Awards and numerous NME Awards.
• Coldplay are a British alternative rock band formed in
Warm-up London in 1998. The members are Chris Martin (lead
Aims: t o introduce the topic of the lesson vocals, keyboards, guitar), Jonny Buckland (lead guitar),
Guy Berryman (bass guitar) and Will Champion (drums,
 backing vocals, other instruments). Coldplay have
• Ask Ss if they are/have ever been in a band, what kind of sold over 80 million albums and have been an active
band they are / have been / would like to be in, etc. supporter of various social and political causes and have
• Elicit answers. performed at various charity projects.

1 Vocabulary 34
• Play the recording and have Ss follow in their books. Tell
Aims: t o introduce vocabulary related to bands and
them to underline any unknown words at the same time.
concerts
 Background note
• Ask Ss to look at the pictures 1-8.
• Ask Ss to read through the list of words and phrases that • Oslo is the capital of Norway and is also the largest city
follows. in the country.
• Have Ss do the activity. • Lisbon is the capital and the largest city of Portugal. It is
• Play the recording and have Ss listen and check their one of the oldest cities in the world.
answers. • Sydney is the largest city in Australia and it is built on
• Check the answers with the class. hills around Port Jackson.

KEY • Ask Ss to read through the three titles and check their
band 7 autograph 2 fans 4 understanding.
audience 6 go on tour 3 lyrics 8 • Allow Ss some time to choose the title which best
stage 1 music award 5 describes the people’s accounts.
• Check the answer with the class. Ask Ss to provide
• Help Ss deduce the meaning of unknown words/phrases justification for their answers.
from the content of the corresponding pictures.
• Play the recording again and pause so that Ss can repeat KEY
what they hear. b. A performance I’ll never forget
• Ask Ss:
• Ask Ss some comprehension questions:
What is your favourite band?
Can you understand the lyrics of their songs?
Have you got their autograph? When did U2 go on the PopMart tour? In 1997.
Have you been to any of their concerts? Where did Martin see them? In Oslo.
When did U2 go off stage? Towards the end of their
• Elicit answers and initiate a short discussion. gig/concert.
What did the concert crew bring on stage? A giant
2 Read 35 lemon.
A. Aims: t o present vocabulary, structures and Who was inside it? U2.
functions in the context of a magazine article What does Sabrina think of Muse? That its members
are talented.
t o give Ss practice in reading for gist
Where did Sabrina and her aunt see Muse? In Lisbon.
 When did they play in Lisbon? In 2016.
• Draw Ss’ attention to the pictures of the three bands and What could they see when the concert started?
ask them if they have heard of them, if they like them, Nothing because it was dark.
what they know about them and elicit answers. Where did Penny see Coldplay? In Sydney.
How did she feel before the concert? She was thrilled.
When did Chris Martin jump off the stage? During the
song ‘Fix you’.
What does Penny say about that day? That she has
never had a more exciting day in her life.

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7b • Ask Ss to look at the picture on the right and ask them:
B. Aim: to give Ss practice in identifying specific Who are these girls?
information in the article What can you see written on the blue guitar? What do
• Have Ss do the activity. you think it is?
• Check the answers with the class. • Elicit answers and explain to Ss that a girl band is a band
made up of girls, in this case, the two girls in the picture
KEY (Lana and Fay) and that Tidal Rap is the name of their band.
1. C 2. M 3. U 4. M 5. U 6. C 7. C • Have Ss read through the sentences 1-7 and check their
understanding.
• Explain any unknown words and choose Ss to read the • Play the recording twice.
texts aloud. • Check the answers with the class. If necessary, play the
recording again in order to clarify any questions Ss may
Post-reading
have.
Aims: t o give Ss the opportunity to elaborate on the
topic of the reading text KEY
 1. F 2. F 3. F 4. T 5. F 6. F 7. T
• Ask Ss:
Have you heard of any similar incidents happening LISTENING TRANSCRIPT
during a concert? Host Welcome, Tidal Rap, it’s so good to have you here!
What makes seeing a band perform live so special? Lana Thank you, Max!
Fay Thanks!
• Elicit answers and initiate a short discussion. Host So, where does the name come from?
Lana Actually, my brother thought of it, and we liked it.
3 Grammar Fay says it matches our music and our style.
Aims: t o have Ss differentiate between the Present Host Girls, everyone’s talking about your album. Tell us
about it!
Perfect Simple and the Past Simple
Lana Well, Fay wrote the lyrics and I wrote the music. We
t o give Ss practice in using the Present Perfect worked really hard but loved every minute of it!
Simple and the Past Simple in context Fay Yes, that’s true. It wasn’t easy, but at the same time
 it was fun. We called it ‘New Beginnings’ because
it’s our first album.
• Ask Ss to read through the two example sentences. Host I see. I’ve listened to it and it’s fantastic. When can
• Ask Ss what the difference between the two tenses is. people buy it?
• Help Ss deduce that the first sentence (I’ve ( I’ve seen this Fay Thanks. Well, it’s going to be in the shops next
film before),
before), in which the Present Perfect Simple is used, week, so go out and get it!
describes an action which happened in the past but we Host And I’m sure your next albums will be just as great!
do not know when exactly (before( before),), whereas the second So, how did Tidal Rap get started?
sentence (I( I saw this film last night),
night), in which the Past Lana We are best friends and, two years ago, we decided
Simple is used, describes an action which happened in to make this band. From the start we could tell that
the past and we know when exactly (last ( last night).
night). we were a good team.
• Make sure that Ss understand the difference between Fay Yes, we’re a great team!
the two tenses. If necessary, provide them with further Host Now, you’ve already given some concerts. Do you
examples (e.g. I’ve visited Spain twice so far vs I visited get scared or nervous before a performance on
Spain two years ago)
ago) and/or clarifications. stage?
• Draw Ss’ attention to the time expressions. Revise the Fay No way! It’s just good fun.
different time expressions used with each tense. Explain Lana I do a bit. I mean, we’ve only done five gigs, so it’s
any unknown words. still early. But the audiences are usually amazing
• Point out the expressions yet and alreadyalready.. Write the and that helps.
following sentences on the board: I haven’t had lunch yet. Host Girls, your fans have called here at the studio and
I have already had lunch. Explain to Ss that yet is used want to know how they can contact you.
at the end of negative sentences and questions, while Lana We have our own website, and our fans can join
already is usually used between have + past participle our mailing list and post messages.
in affirmative sentences. Ask Ss to find any examples of Fay Or they can send us e-mails. Just visit our website
them in the article (I( I haven’t booked tickets yet...).yet...). at www.tidalrap.com.
• Draw Ss’ attention to the NOTE and explain it. Make sure Host OK girls, let’s listen to one of the songs from your
that they understand that have/has been (to) means album. It’s called…
that someone has visited a place but has returned,
while have/has gone (to) means that someone has gone
somewhere and is still there. If necessary, provide them 5 Speak
with further examples and/or clarifications.
Aims: t o give Ss practice in using the functions,
• Refer Ss to the Grammar Reference (p. 127).
• Have Ss do the activity. structures and vocabulary presented in this
• Check the answers with the class. lesson through pair work

KEY
• Ask Ss to read through the prompts and check their
1. Did you go, left
understanding.
2. have gone, haven’t been • Ask Ss to read through the speech bubble and check
3. Has Lucy booked, booked their understanding.
4. Has Sam ever eaten, went, liked • Remind Ss of the use of the Present Perfect Simple (Have
( Have
you ever been to a concert?),
concert? ), and the Past Simple (Who
(Who
did you see?).
see? ).
4 Listen 36 • Choose a student and act out the dialogue.
Aims: t o give Ss practice in listening for specific • Get Ss to do the activity in pairs and go round the class
information helping them when necessary.
• Choose some pairs to act out the dialogue.
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 symbols used in the dialogue by referring to the text, if
7c
FUNCTIONS
Understanding mobile and instant text messaging necessary.
• Point out to Ss that chatspeak isn’t proper English
VOCABULARY and shouldn’t be used in formal written texts but only
add be right back chat room laugh out loud in conversational ones, like text and online instant
make sure normal note phrase receive rule messaging.
shorten smiley SMS symbol text (v) text • Refer Ss to the chatspeak and smiley dictionary on p. 118.
message type (v) whole
C. Aim: to give Ss practice in identifying specific
information in the article
Warm-up • Have Ss do the activity.
Aims: t o introduce the topic of the lesson • Check the answers with the class.

KEY
• Ask Ss: 1. Internet slang, netspeak, SMS language.
Do you send text messages? 2. In chat rooms, in e-mails or in text messages.
Do you chat on the Internet / send e-mails? 3. Because they have wanted a short and easier way to
Do you write the full forms of words when you send write messages.
text messages / e-mails / chat on the Internet? 4. Because it can be slower to read than normal
writing.
• Elicit answers and initiate a short discussion. 5. To make sure the receiver of the message
understands it.
1 Read 37 6. They show how you are feeling, without using words.
A. Aims: t o introduce ‘chatspeak’ by activating Ss’
• Explain any unknown words.
background knowledge • Choose Ss to read the text aloud.

• Draw Ss’ attention to the dialogue on the computer Post-reading
screen. Aims: t o give Ss the opportunity to elaborate on the
• Ask Ss to tell you what is happening and elicit answers topic of the text
(e.g. two friends, under the sign-in names K-girl and

YOYO, are chatting on the Internet).
Internet).
• Ask Ss to read through the dialogue. • Ask Ss:
• Ask Ss the question in the rubric.
Are there any common chatspeak abbreviations in your
• Elicit answers but do not correct Ss at this stage.
language?
B. Aims: t o present vocabulary and functions in the If yes, can you give an example?
context of an article about chatspeak Which of the abbreviations or symbols in the text do you
use the most?
t o expand on Ss’ knowledge of chatspeak
In your opinion, how useful are chatspeak abbreviations
 and symbols?
• Ask Ss to look at the layout and the title of the text and
tell you what kind of text it is and what it is about (an
(an • Elicit answers and initiate a short discussion.
article about chatspeak).
chatspeak).
• Ask Ss to tell you what chatspeak is and elicit answers.
• Draw Ss’ attention to the phrase A beginner’s guide in the
title and ask them to tell you what this shows about the
article (the
(the article provides some basic information about
chatspeak and it familiarises readers with chatspeak).
chatspeak).
• Draw Ss’ attention to the faces on the page.
• Ask Ss to tell you what these are and elicit answers.
• Play the recording and have Ss follow in their books. Tell
them to underline any unknown words at the same time.
• Ask Ss some comprehension questions:
What are some of the problems with text messages?
The keyboard on mobiles is small and this makes
writing difficult, and also, they used to be expensive.
Is it fast to write in chatspeak? Yes, it is.
How can you use chatspeak? You can type one letter
and it can mean a whole word, you can shorten words,
and use symbols and numbers, you can shorten
phrases to letters, etc.
Are there set rules to chatspeak? No, there aren’t.
What effect do smileys have on your chatspeak? They
make it more interesting.
• Refer Ss to the dialogue in activity A and ask them the
question in the rubric.
• Make sure that Ss understand all the abbreviations and

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5 Listen 40
2 Vocabulary
A. Aims: t o prepare Ss for the listening activity by
Aim: to introduce vocabulary related to notes and text
activating their background knowledge
messages
• Have Ss do the activity. 
• Check the answers with the class. • Draw Ss’ attention to the two texts and ask them the
question in the rubric.
KEY • Elicit answers (a
(a note and a text message).
message).
1. text 3. note 5. chat room
2. receive 4. type 6. text messages B. Aims: t o give Ss practice in listening for specific
information

3 Grammar • Ask Ss to read through the note and the text message
Aim: to present and give Ss practice in using the Present and check their understanding.
Perfect Simple with How long?, for and since • Ask Ss to guess what kind of information is missing.
• Ask Ss to look at the table and draw their attention to the • Play the recording twice.
question How long has Robbie been in the team? • Check the answers with the class. If necessary, play the
• Ask Ss to tell you when we use How long…? (to ask about recording again in order to clarify any questions Ss may
an action which started in the past and continues up to have.
the present).
present).
• Ask Ss to read through the two sentences. KEY
• Draw Ss’ attention to the rule about for and since and the theatre, seven / 7 (o’clock)
explain to Ss the difference between a period of time supermarket, crisps, orange juice
and a point in time by writing some further examples on
the board, e.g. for two hours/weeks, since 2003 / twelve
o’clock / yesterday, etc.
• Ask Ss to come up with their own examples using for LISTENING TRANSCRIPT
and since
since.. 1.
• Ask Ss to underline all the examples of for + a period of Ray Hello?
time and since + a point in time in the text (...
( ... Internet Fran Ray! Where are you?
users have used it in chat rooms or in e-mails for years., Ray I’m at home.
People have wanted a short and easier eay to write Fran Did you see my note?
messages since 1993...).
1993...). Ray No, sorry.
• Refer Ss to the Grammar Reference (p. 127). Fran Oh well, I’m at the theatre. Want to come?
• Have Ss do the activity. Ray Yeah, OK.
• Check the answers with the class. Fran Well, get here quick. The show starts at seven
o’clock.
Ray OK, I’m leaving now.
KEY
1. have … been, ’ve/have been, since
2.
2. haven’t / have not spoken, for
Son Hello, Mum. Are you still at the supermarket?
3. haven’t / have not played, since
Mum No, I’m going now and I just got your message.
4. Have … seen, since
Son Great. Don’t forget to get me some crisps, OK?
5. hasn’t / has not won, for
Mum Sure. And the orange juice.
Son See you soon!

4 Pronunciation 38, 39
A. Aim: to have Ss differentiate between // and //
6 Write
Aims: t o give Ss practice in writing a note and a text
sounds
• Play the recording and tell Ss to repeat and listen for the message
difference in pronunciation between goo ood
d and gr oup
grou p. 
• Elicit the answer that goo
oodd has got an //
/ / sound while • Ask Ss to read through the situations in the box and
oup
grou
gr p has got an //
/ / sound. make sure they understand them.
• If necessary, play the recording again. • Draw Ss’ attention to the TIP and explain it.
• Point out to Ss that they can use the note and the text
B. Aim: to give Ss practice in differentiating between //
message as well as the smiley dictionary on p. 118 as
and // sounds
guides.
• Play the recording and pause after each word.
• Allow Ss some time to write their notes and text
• Ask Ss to repeat each word and tick the sound they hear.
messages.
• If necessary, play the recording again.
• Choose Ss to read out their notes and text messages.
• Check the answers with the class.

KEY
//:/: put, wolf, bush, football
//:/: rule, soon, lose, pollution

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 • Explain to Ss how prices are read in English.
7d
FUNCTIONS
Identifying and describing clothes • Ask Ss to tell you where pounds/pence, euros/cents and
Expressing preference dollars/cents are used.
Talking about sizes
Talking about prices Background note
Buying and selling Pounds/pence are used in the UK. Pence is the plural of
penny..
penny
STRUCTURES Euros/cents are used in the countries of the European
too / enough Union.
one / ones Dollars/cents are used in the USA.
Canadian dollars/cents are used in Canada.
VOCABULARY Australian dollars/cents are used in Australia.
Words/Phrases related to prices/money
amount cent change (n) discount dollar • For further practice, write some prices on the board and
pay by credit card pay in cash penny - pence ask Ss to read them aloud.
pocket money pound total
2 Read 43
Shops
bookshop clothes shop electronics shop pet shop A. Aims: t o help Ss make predictions about the content
shoe shop supermarket of the dialogues based on visual prompts
Phrases related to shopping t o present vocabulary, structures and
Can I try it on? How much does it cost? functions in the context of two dialogues
How much is it? I’ll take it. What size are you? t o give Ss practice in reading for gist
Other words and phrases 
cash desk customer extra small/large fitting room • Ask Ss to look at the pictures of the two teenagers and
product receipt shop assistant tight tell you where they are (she
( she is in a clothes shop, he is in a
shoe shop).
shop).
• Ask Ss the question in the rubric.
Warm-up • Elicit answers but do not correct Ss at this stage.
Aims: t o introduce the topic of the lesson • Play the recording and have Ss follow in their books. Tell
 them to underline any unknown words at the same time.
• Ask Ss: • Check the answers with the class.

Do you like going shopping? KEY

How often do you go shopping? Suggested answer
What do you like buying most (clothes, shoes, The girl is going to buy a dress. The boy is going to
accessories, books, etc.) when you go shopping? buy a pair of shoes.

• Elicit answers and initiate a short discussion. • Ask Ss some comprehension questions:

What colour is the dress that Mrs Huber likes? It’s pink.
1 Vocabulary 41, 42
Does Katie like it? No, she doesn’t.
A. Aims: t o introduce vocabulary related to shops What does Katie think of pink? That it is for babies.
 Where is the fitting room? Next to the cash desk.
• Draw Ss’ attention to the pictures and the sentences 1-6 Does Mrs Huber use her credit card to pay for the
and explain any unknown words. dress? Yes, she does.
• Have Ss do the activity. What size are the brown shoes Nathan is trying on?
• Play the recording and have Ss check their answers. They are an 8½.
• Check the answers with the class. Does Nathan buy them? No, he doesn’t.
Why? Because they aren’t big enough. / Because they
KEY are too tight.
1. bookshop What colour are the shoes he buys? White.
2. supermarket How much do they cost? £55.50.
3. pet shop How does Nathan pay for the shoes? He pays in cash.
4. clothes shop
5. shoe shop • Point out to Ss that we pay in cash but we pay by credit
6. electronics shop card..
card
• Explain any unknown words.
• Choose Ss to act out the dialogues in groups.
B. Aims: t o introduce vocabulary related to sizes and
prices

• Play the recording and pause so that Ss can repeat the
sizes they hear.
• Choose Ss and ask them: What size are you?
• Elicit answers (I’m
( I’m a…).
a…).
• Play the recording and pause so that Ss can repeat the
prices they hear.

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7d • Ask Ss to tell you when the pronouns one/ones are used
B. Aims: t o give Ss practice in identifying specific (they are used when we don’t want to repeat a noun that
information in the dialogues has already been mentioned).
mentioned ).
• Ask Ss to underline all the examples of one/ones in the

• Draw Ss’ attention to the receipts and explain any dialogues (That
(That blue one isn’t bad, But we’ve got these
unknown words. white ones in a 9)
9) and tell you which words they refer to
• Have Ss do the activity. (dress, shoes).
shoes).
• Check the answers with the class. • Refer Ss to the Grammar Reference (p. 128).
• Have Ss do the activity.
KEY • Check the answers with the class.
1. dress
2. small KEY
3. 35.50 1. one
4. credit card 2. ones
5. white 3. one
6. 9 4. one
7. 55.50 5. ones

Post-reading 4 Vocabulary
Aims: t o give Ss the opportunity to elaborate on the Aim: to give Ss practice in using vocabulary related to
topic of the dialogues shopping in context
 • Have Ss do the activity.
• Ask Ss: • Check the answers with the class.

Who do you usually go shopping with? KEY

Do you usually pay in cash or by credit card? 1. in cash
Do you buy clothes that are the latest fashion? 2. products
• Elicit answers and initiate a short discussion. 3. discount
4. receipt
5. cost
3 Grammar 6. cash desk
Aims: t o present too/enough and one/ones and give Ss
practice in using them in context
 5 Speak
Too/Enough Aims: t o give Ss practice in using the structures,
• Ask Ss to read through the examples in the first functions and vocabulary presented in this
Grammar box. lesson by simulating a conversation between a
• Draw Ss’ attention to the phrases too big and big enough customer and a shop assistant
and ask them what they understand (in ( in the first example 
the jeans are bigger than they should be, while in the
• Divide Ss into pairs.
second example the jeans are smaller than they should
• Refer SA to p. 117 and SB to p. 118.
be).).
be
• Ask Ss to look at the pictures and read through the
• Ask Ss what they notice about the position of the
phrases in the boxes and check their understanding.
adjective big in the two sentences (in ( in the first sentence
• Choose a student and act out the dialogue.
the adjective big goes after too while in the second
• Get Ss to do the activity in pairs and go round the class
sentence it goes before enough
enough).).
helping Ss when necessary.
• Ask Ss to underline all the examples of too and enough
• Choose some pairs to act out the dialogues.
in the dialogues (It’s
( It’s too big for me, No, they aren’t big
enough, They’re too tight).
tight).
• Refer Ss to the Grammar Reference (p. 128).
• Have Ss do the activity.
• Check the answers with the class.

KEY
1. too tired
2. too old
3. cheap enough
4. too noisy
5. comfortable enough

One/Ones
• Ask Ss to read through the examples in the second
Grammar box.
• Draw Ss’ attention to the pronouns one and ones
ones..
• Ask Ss which word the pronoun one refers to (jacket
( jacket).).
• Ask Ss which word the pronoun ones refers to (trainers
(trainers).).

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 FUNCTIONS 2 Grammar
7e
Talking about teen problems Aims: t o present Possessive Pronouns and the
Expressing emotions Possessive Case and give Ss practice in using
Asking for and giving advice them in context
STRUCTURES 
Possessive Pronouns Possessive Pronouns
Possessive Case • Ask Ss to read through the first table (possessive
( possessive
adjectives – possessive pronouns).
pronouns).
VOCABULARY • Check Ss’ previous knowledge of possessive adjectives
any more argue at least calm down cheer up by asking them when they are used (they (they are used
exam feel down fight (v) first of all before nouns, without articles, to show possession).
possession).
Hopefully, everything will be OK. I don’t get it. It’s not fair. • Ask Ss to read through the examples and draw their
learn a lesson lend make a mistake mark (n) attention to the words in bold.
notice (v) perhaps share tell the truth upset • Ask Ss to tell you which of the words in bold are
possessive adjectives (your,
(your, My).
My).
Warm-up • Draw Ss’ attention to the words mine and his his..
Aims: t o introduce the topic of the lesson • Point out to Ss that they are possessive pronouns.
pronouns.
• Ask Ss to tell you what they notice about possessive

pronouns (they
(they are used instead of a possessive adjective
• Ask Ss: + noun and they are never followed by nouns). nouns).
Who do you usually ask for advice when you have • Point out to Ss the relation between possessive
a problem? adjectives and possessive pronouns, e.g. my – mine, your
When was the last time you asked for advice? – yours,
yours, etc.
What was it about? • Ask Ss to underline all examples of possessive adjectives
Did the advice help you? and possessive pronouns in the speech bubbles of the
Do your friends ask for your advice? previous activity (1. My
My,, 2. my, Mine, 3. My, my,
my, a. your,
When was the last time you advised a friend about Your,, b. Your, hers, c. mine
Your mine).).
a problem? • Refer Ss to the Grammar Reference (p. 128).
What was it about? Possessive Case - Whose...?
Did your advice help him/her? • Write on the board, e.g. my dad’s car, Peter’s car and
underline the apostrophe s. s.
• Elicit answers and initiate a short discussion.
• Check Ss’ previous knowledge of when the genitive
apostrophe is used (it( it is used after nouns and names to
1 Vocabulary 44 show possession).
possession).
A. Aims: t o present some teen problems and words of • Draw Ss’ attention to the first two examples (singular
advice nouns / regular plural nouns) in the grammar box.
 • Ask Ss to tell you why in the first example the apostrophe
is before the -s while in the second example it is after the
• Ask Ss to read through the teenagers’ problems on the -s ((because
because in the second example the noun ‘ boy’ is in
left and then read through the words of advice on the the plural).
plural ).
right. • Draw Ss’ attention to the third example (irregular
( irregular plural
• Allow Ss some time to do the matching. nouns).).
nouns
• Play the recording and have Ss listen and check their • Point out to Ss that in irregular plural nouns we add ’s to
answers. the irregular plural.
• Check the answers with the class. • Ask Ss to underline all the examples of the possessive
case in speech bubble a. (parents’,
( parents’, friends’).
friends’ ).
KEY • Draw Ss’ attention to the question word Whose in the
1. b 2. c 3. a exchange.
• Ask Ss when we use it (to (to ask about possession).
possession).
• Ask Ss if they agree with the advice given and if they • If necessary, give further examples, e.g. pick up a book
would advise these people differently. and say: Whose book is this? It’s…’s (book), etc. Point out
• Elicit answers. that it is not always necessary to have a noun after the
Possessive Case.
B. Aim: to give Ss practice in guessing the meaning of
• Make sure that Ss understand the difference between
phrases presented in the lesson
the use of the question words Who ((nominative
nominative case,
• Draw Ss’ attention to the phrases 1-5 and refer them to
to ask about a person’s identity)
identity) and Whose
Whose.. Have them
the corresponding speech bubbles.
practise the difference by asking them questions.
• Ask Ss to read through the meanings a-e and check their
• Refer Ss to the Grammar Reference (p. 128).
understanding.
• Have Ss do the activity.
• Have Ss do the activity.
• Check the answers with the class.
• Check the answers with the class.
KEY
KEY
1. grandparents’
1. c 2. a 3. e 4. d 5. b
2. My, men’s
• Explain any unknown words. 3. friend’s, her
4. Whose, ours, theirs

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7e • Explain that it’s another way to give advice.
3 Speak & Write • Ask Ss to produce their own sentences using the
A. Aims: t o provide Ss with a sample of a letter to an imperative to give advice.
• Ask Ss the questions.
advice column asking for advice
t o give Ss practice in identifying some
• Elicit answers.
stylistic features of a letter asking for advic
 KEY
• Ask Ss what an advice column is (it’s
( it’s a magazine column 1. Suggested
1. Suggested answer
where people can write about a problem they have and Yes, it was.
get advice from an expert).
expert). 2. First of all, I honestly don’t think you
• Ask Ss who the man in the picture is (the
(the man who writes should… / Perhaps you shouldn’t…
the advice column).
column).
• Ask Ss: • Ask Ss some comprehension questions:
Do you read advice columns in magazines? Why does the writer believe that the boy shouldn’t lie
Have you ever written to an advice column to ask to his father? Because it’s always important to tell your
for advice? If not, would you like to? parents the truth.
Do you think advice columns give good advice? What might happen if the boy tries to fix the bike? He
might make it worse.
• Elicit answers and initiate a short discussion. What should the boy explain to his dad? That his friend
• Ask Ss to read through the letter and underline any needed his help and he was trying to do a good thing.
unknown words at the same time. Alternatively, choose Should the boy tell his dad that he made a mistake?
Ss to read out the letter in parts. Yes, he should.
Language Plus • Explain any unknown words.

Probs is an abbreviation for problems

problems.. C. Aims: t o give Ss practice in asking for and giving
advice through pair work
• Ask Ss the questions 1-3.
• Elicit answers. 
• Refer Ss to p. 118.
KEY • Ask Ss to read through the respective lists of situations
1. The boy gave his dad’s new bike to his friend, but and expressions and make sure they understand them.
his friend had an accident and crashed it. • Choose a student and act out the dialogue.
2. I’ve got a problem and I’m not sure what to do. / • Get Ss to do the activity in pairs and go round the class
What should I do? / Do I lie and say I crashed it? / helping them when necessary.
Can you please help me? • Choose some pairs to act out the dialogues.
3. Suggested answer
I’d advise him to tell his father the truth. D. Aim: to present set phrases to ask for and give advice,
and to give Ss practice in using them in context
• Ask Ss some comprehension questions: • Draw Ss’ attention to the box containing the set phrases
used to ask for and give advice and make sure they
Why did his friend need a bike? Because he wanted to understand them.
go to the shops. • Ask Ss to read through the texts and make sure they
When was that? Last week. haven’t got any unknown words. Point out that the first
Why couldn’t the boy give his friend his own bike? text is a letter asking for advice and the second one is a
Because it had a flat tyre. letter giving advice.
How does the boy feel now? He’s upset. • Ask Ss to read through the phrases a-f.
Why is he so upset? Because his dad really likes his bike. • Have Ss do the activity.
What will happen if he lies and tells his dad that he did it? • Check the answers with the class.
His dad will be really angry.
What will make his dad even angrier? If he tells him that KEY
he lent it to his friend, Kevin. 1. b 2. f 3. a 4. c 5. d 6. e
What does the boy need if he decides to fix his dad’s
bike? A lot of money.
Is it easy for him to find the money he needs? No, it isn’t. E. Aims: t o give Ss practice in writing a letter to a
Why? Because he’s only 14. problem page asking for advice

• Explain any unknown words.
• Draw Ss’ attention to the TIP and explain it.
B. Aims: t o provide Ss with a sample of a letter giving • Allow Ss some time to write a letter asking for advice.
advice • Ask Ss to swap letters with their partners, read their
t o give Ss practice in identifying some partner’s letter and write another letter giving him/her
stylistic features of a letter giving advice advice.
• Choose Ss to read out their letters.

• Ask Ss to read through the advice and underline any
unknown words at the same time. Alternatively, choose a
student to read out the advice.
• Point out to Ss the use of the imperative in the text:
Explain that..., Tell him that...

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 7 Round-up
To be most effective, the exercises in the round-up Communication
section should be completed and checked in class. F.
Ss should calculate and write down their scores.
KEY
Aim: to help Ss revise the structures, functions and 1. h 2. d 3. a 4. c 5. b 6. f 7. e 8. g
vocabulary presented in Module 7 through various
activities.
Now I can...
Aims: t o give Ss the opportunity to check their pro-
Vocabulary
gress
A.
to encourage learner autonomy
KEY  
1. g 2. f 3. h 4. b 5. c 6. e 7. d 8. a • Draw Ss’ attention to the points and get Ss to read
through them.
B. • Explain any unknown words.
• Get Ss to tick the points they feel confident about. For
KEY the points they are unsure of, they should refer back to
1. fan, gig the relevant sections in the module.
2. receive
3. thrilled, enjoyable
4. Cheer up
5. shoe shop
6. notice
7. supermarket
8. contestants

Grammar
C.

KEY
1. has taken, hasn’t lost
2. have ever seen
3. have ... won
4. have never had
5. have known

D.

KEY
1. twice
2. for
3. since
4. yet
5. before

E.

KEY
1. Have you ever travelled, visited
2. have known, met
3. bought, have never bought
4. have you had, made

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8 Fame
Aims: t o introduce the topic of the module and
activate Ss’ background knowledge
to present the learning objectives of the module

• Draw Ss’ attention to the title of the module and the main
picture on the page.
• Ask Ss what they can see and elicit an answer (a (a man
signing a baseball and some fans around him).
him).
• Ask Ss:

Where are the people in the picture?

What are they doing?
Who do you think the man is?

• Elicit answers.
• Ask Ss to guess what the module will be about.
• Elicit answers.
• Ask Ss the questions in the Discuss section and elicit
answers.
• Ask Ss to look at the pictures A-E.
• Ask Ss to tell you what each one of the pictures shows.
Then ask Ss to go through the module and find where
the pictures are.

KEY
picture A: p. 105
picture B: p. 102
picture C: p. 98
picture D: p. 107
picture E: p. 101

• Read out the objectives in the In this module you will

learn... section.
• Explain any unknown words.

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 FUNCTIONS Did many artists enter the competition? Yes, thousands
8a
Defining people and things of artists entered the competition.
Who won? Tim Blake, a 13-year-old student.
STRUCTURES Why did he win? Because his design was colourful and
Relative Pronouns: who/which/that fun, and it was just the sort of image that the town
council wanted to brighten up the town.
VOCABULARY What else did Tim win? £5000.
all of a sudden chewing gum colourful create
design (v/n) dream enter a competition expect B. Aims: to give Ss practice in identifying specific
feel sorry for headline image mysterious information in the article
organiser rest (n) seem town hall
• Have Ss do the activity.
• Check the answers with the class.
1 Read 45
KEY
A. Aims: t o help Ss make predictions about the content
1. J 2. T 3. B 4. B 5. T 6. J
of the article based on visual prompts
t o give Ss practice in reading for gist
C. Aim: to give Ss practice in identifying elements of
t o present vocabulary, structures and
cohesion in the article
functions in the context of an article about
• Have Ss do the activity.
two teenagers • Check the answers with the class.

• Draw Ss’ attention to the layout of the texts and ask them KEY
where they can be found (in ( in a newspaper).
newspaper). 1. the trip to New Zealand 5. the artist / Tim Blake
• Ask Ss to tell you what the name of the newspaper is 2. Jane Robson 6. the design
( Daily News)
News) and when it was published (Monday
( Monday 2 April).
April ). 3. Megabuys supermarket 7. the money
• Draw Ss’ attention to the banner headline of the article 4. Gilford Council
(Teens in the headlines).
headlines).
• Explain unknown words and choose Ss to read the article
• Ask Ss to tell you which teenagers the headline refers to
aloud.
( it refers to the teenagers in the pictures).
pictures).
• Draw Ss’ attention to what the teenagers are holding Post-reading
in the pictures and to the headlines next to the small
Aims: to give Ss the opportunity to elaborate on the
pictures, and ask them the question in the rubric.
topic of the reading text
• Elicit answers but do not correct Ss at this stage.
• Point out to Ss that the headlines are short and to the point,
the verbs are always in the Present Simple and no articles • Ask Ss:
are used (therefore ‘Lucky teen wins dream trip’ is used
Have you ever taken part in a competition?
instead of the full sentence: A lucky teen won a dream trip).
What was it about?
• Play the recording and have Ss follow in their books
Have you ever won anything in a competition?
and check their predictions. Tell them to underline any
What was the prize?
unknown words at the same time.
• Check the answers with the class. • Elicit answers and initiate a short discussion.
KEY
Suggested answer 2 Vocabulary
The first text is about a teenage girl who won a dream Aims: t o present adjective suffixes (-y, -ous and -ful)
holiday. The second text is about a teenage boy who t o give Ss practice in forming adjectives using
won a wall design competition. adjective suffixes (-y, -ous and -ful) in context
• Draw Ss’ attention to the NOTE and explain it.
• Ask Ss some comprehension questions: • Ask Ss to read through the sentences 1-8.
• Draw Ss’ attention to the words in bold capitals at the
What does Jane Robson do? She’s a student at
end of each sentence and make sure they haven’t got
Kingsford School.
any unknown words.
What did she win? A trip for two to New Zealand.
• Have Ss do the activity.
Why did she win? Because she was the 1,000,000th
• Check the answers with the class.
customer at Megabuys supermarket.
When did this happen? Last Tuesday.
Has she won anything else in the past? No, she hasn’t. KEY
Why is it the perfect prize for her? Because she has 1. peaceful 5. windy
always wanted to visit New Zealand. 2. mysterious 6. noisy
Why does she say that it isn’t fair for the other 3. dangerous 7. healthy
customers? Because she only bought some chewing 4. useful 8. hopeful
gum and she won.
What did Gilford Council announce? The winner of their 3 Grammar
wall design competition. Aims: to present relative clauses introduced by the
When did they announce the winner? Last night. relative pronouns who, which, that, and to give
Why did they organise the competition? Because they
Ss practice in using them in context
wanted local artists to design something to go on the
to help Ss differentiate between defining and
huge north wall of the new town hall.
non-defining relative clauses
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8a
• Check the answers with the class and ask Ss to add

commas where necessary.
• Ask Ss to read through the rules.
• Point out to Ss that the relative pronouns who, which and
that are used to introduce relative clauses. KEY
• Write on the board: That’s the boy. He was in the 1. William Frank is the man who won the race.
newspaper and then the sentence That’s the boy who/ 2. Camels, which live in the desert, can carry a lot of weight.
that was in the newspaper. Distinguish between the main 3. This is the shopping centre that opened last month.
clause ((That’s
That’s the boy)boy) and the relative clause ((who/that
who/that 4. I saw Miss Jane, who used to look after us when we were
was in the newspaper).
newspaper). young, on my way back home.
• Ask Ss: 5. Those are the mugs which I wanted, not those ones!
Which word do the relative pronouns ‘who/that’ refer to? 6. I want to buy the new laptop that I showed you yesterday
They refer to the noun ‘ boy’.
Is ‘who/that’ the subject or the object of the relative 4 Listen 46
clause? It’s the subject. Aims: to give Ss practice in listening for specific
• Point out to Ss that who/that replaces ‘ he’ in the sentence information
He was in the newspaper.
newspaper.
• Follow the same procedure with the example These are 
the shoes which/that cost €120. €120. • Ask Ss to read through the sentences 1-4 and check their
• Write on the board: That’s the girl. I met her at the park., understanding.
and then the sentence That’s the girl who/that I met at the • Explain to Ss that the sentences refer to a news bulletin.
park., and follow the same procedure. • Play the recording.
• Elicit the answers that the relative pronouns who/that refer • Play the recording a second time. Have Ss check their
to the noun ‘girl’ and who/that is the object of the relative answers.
clause. • Check the answers with the class.
• Point out that who/that replace ‘ her’ her ’ in the sentence KEY
I met her at the park. park. 1. Schools, the snow 3. tennis, Australia
• Write on the board: That’s the girl I met at the park. park. 2. firefighters 4. 152 million
• Ask Ss why we haven’t used the relative pronouns who/
that in this sentence (the (the relative pronouns who/that can
LISTENING TRANSCRIPT
be omitted when they are the object of the verb in the
And now for the news in brief. The whole country woke up this
relative clause).
clause).
morning to find everything covered in white. The snow created
• Write the following examples on the board: problems on many roads and students didn’t go to school today
The book which is on the desk is Tina’s. because they were closed. It seems like the weather will continue
Peter, who is my cousin, went to Spain this summer. until Tuesday. So, be careful on those icy roads.
Ask Ss to tell you if they notice any difference between the
There was a huge fire today at a cinema in Manford. All the
sentences. Elicit answers (the (the relative clause in the second audience managed to get out of the building and firefighters spent
example is between commas). commas). all afternoon trying to put it out. Tragically, two firefighters who
• Explain to Ss that these are two types of relative clauses, got stuck in the building, were very badly injured. Paramedics took
Defining Relative Clauses and Non-Defining Relative them to hospital straightaway but they died soon after.
Clauses..
Clauses Sports now and over to the other side of the world in sunny
• Ask them to omit the relative clause in the first example on Australia. The person who won the Princeton Open tennis
the board and read out the sentence (The (The book is Tina’s).
Tina’s). championship is 19-year-old Roger Woods. It was a successful
• Ask Ss the following questions: championship for him. He won the final match 6-4 6-2 6-3 and he’s
Do we know which book we are referring to? no looking forward to his next championship in South Africa.
Is the relative clause necessary for the meaning of the Finally, there was a lot of excitement today at the Jameson Gallery
whole sentence? yes in Portsmouth. The gallery bought a Van Gogh painting from
• Ask Ss to do the same for the second example on the a businessman in the USA. He has got many more paintings at
board, and ask them the following questions: home and says that the Van Gogh was the one which he really
Do we need to know that Peter is the speaker’s cousin? no loved and he wanted the world to have the chance to see it.
Is the relative clause necessary for the meaning of the Before the Van Gogh, the most expensive painting that the gallery
whole sentence? no owned was worth 100 million. Now, at 152 million, the Van Gogh is
• Explain to Ss that in Defining Relative Clauses we do not use one of the most expensive in the country.
commas, because the relative clause provides information That’s all for now, more news in an hour...
which is essential to the meaning of the main clause.
• Explain to Ss that in Non-Defining Relative Clauses we give
additional information which is put in commas in order to 5 Speak
separate it from the main clause.
Aims: to give Ss practice in using the functions and
• Point out to Ss that in Non-Defining Relative Clauses we
cannot replace who and which with that. that. structures presented in this lesson through an
• Ask Ss to underline all the examples of relative pronouns oral activity
in the article (...
( ... teenager Jane Robson, who is a student
at Kingsford School, won a dream holiday..., I won a trip to • Ask Ss to read through the newspaper headlines.
New Zealand, which is the country I’ve always wanted to • Ask Ss to form full sentences (A
( A 14-year-old won a trip. /
visit, ... I was the person who won the trip, ... but the artist A girl found an old coin. / A dog saved a man. / A student
who won isn’t famous, The design which Tim created is got lost in a cave.).
cave.).
colourful..., ... it’s just the sort of image that he wanted to • Ask Ss to read through the speech bubble and check
brighten up the town...).town...). their understanding.
• Refer Ss to the Grammar Reference (p. 128). • Choose a student and act out the dialogue.
• Have Ss do the activity. • Get Ss to do the activity in pairs and go round the class
helping them when necessary.
99 TB • Choose Ss to tell the stories to the class.
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 FUNCTIONS • Ask Ss to tell you where the characters are and what is
8b
Agreeing and disagreeing happening (Bill,
( Bill, Amy, Stu and Liv are on the stage of a
Finding things in common theatre).).
theatre
Expressing feelings • Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
STRUCTURES • Play the recording and have Ss follow in their books and
So/Neither check their answers. Tell them to underline any unknown
words at the same time.
VOCABULARY • Check the answers with the class.
Feelings
confident confused disappointed jealous nervous KEY
pleased proud unhappy Suggested answer
Other words and phrases Amy and Stu are nervous before the audition.
audition clearly embarrassing
Give something your best shot. How come...? • Ask Ss some comprehension questions:
I’ll tell you what. perform play (n) What does Liv say about this chance they have to
There’s no need. What if...? become famous? That they must give it their best shot.
Is this their first performance? No, it isn’t.
Do Amy and Stu feel ready to become famous? No,
they don’t.
Warm-up What does Stu think might happen? They might make
Aims:  to introduce the topic of the lesson a mistake.
Why is Bill confident that they aren’t going to make a
• Ask Ss: mistake? Because they have worked hard for this.
Why did Amy and Stu join the band? Because they love
Who’s your favourite star? performing with the other guys.
What does it take to become a star? Do Stu and Amy become confident in the end? Yes,
How difficult/easy is the life of a star? they do.
Would you like to be a star?
• Explain any unknown words and choose Ss to read out
• Elicit answers and initiate a short discussion. the dialogue.

1 Vocabulary 47 B. Aims: to give Ss practice in identifying specific

Aims: to present adjectives describing feelings information in the dialogue

• Draw Ss’ attention to the TIP and explain it. Explain to • Have Ss do the activity.
them that when they encounter an unknown word in a • Check the answers with the class.
text, they should try to guess its meaning. Tell them that
they can try to identify what part of speech it is (noun,
( noun, KEY
verb, adjective, etc.)
etc.) and that the other words in the 1. Full Blast,
Blast, you’re on next, OK?
sentence can help them understand its meaning. 2. Come on you two. I’ve never seen you like this before.,
• Ask Ss to read through the sentences 1-6. Neither have I.
• Play the recording and have Ss listen. Tell them to 3. If this audition goes well, we’ll perform on TV, …
underline any unknown words at the same time. 4. We aren’t going to make a mistake. We’re all going to
• Draw Ss’ attention to the words in bold and explain to be brilliant!
them that these are adjectives describing feelings. 5. So do I.
• Help Ss deduce the meaning of any unknown words 6. We aren’t going to make a mistake. We’re all going
from the context of the respective sentences. to be brilliant!, Let’s just go... We just want to perform
• Ask Ss to read through the definitions a-f and check their and have some fun, right?
understanding.
• Have Ss do the activity.
• Check the answers with the class. Post-reading
Aims: to give Ss the opportunity to elaborate on the
KEY topic of the dialogue
1. e 2. d 3. a 4. b 5. c 6. f
• Ask Ss:

48 Have you ever felt nervous before an important event?

2 Read
What happened in the end?
A. Aims: t o help Ss make predictions about the
content of the dialogue based on visual • Elicit answers and initiate a short discussion.
prompts
t o give Ss practice in reading for gist 3 Grammar
t o present vocabulary, structures and Aims: to present So and Neither and give Ss practice
functions in the context of a dialogue in using them in context

• Ask Ss to look at the picture accompanying the dialogue. • Ask Ss to read through the short dialogues in the

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8b Grammar box drawing their attention to the words in 2.
bold. Gail Hi, Ricky! How was the competition?
• Ask Ss to look at the first dialogue. Tell them: A is jealous Ricky Do I have to talk about it?
of Rod’s new bike., and then ask them: Gail Oh dear. That bad, eh?
Is B jealous of Rod’s new bike? Yes, he/she is. Ricky Do you know who won?
Is C jealous of Rod’s new bike? No, he/she isn’t. Gail Who?
• Point out to Ss that B agrees with A’s statement while C Ricky My brother!
disagrees with it.
it. Gail Oh no! And does that make you feel bad?
• Ask Ss what they notice about the use of So So.. Ricky No, I’m really happy for him, honestly. He was the
• Elicit that we use So + auxiliary verb + subject when we best today, really. But me... I was just terrible.
want to agree with an affirmative statement. Gail Why?
Ricky No idea. And I know I can do so much better.
• Follow the same procedure with the second dialogue.
Gail Oh well, maybe next time.
• Ask Ss to look at the third dialogue. Tell them: A hasn’t
Ricky Yeah, we’ll see.
been abroad yet., and then ask them:
3.
Has B been abroad yet? No, he/she hasn’t. Susan Luke! There you are.
Has C been abroad yet? Yes, he/she has. Luke What’s up?
• Point out to Ss that B agrees with A’s statement while C Susan I need your help. You used to be in a band, right?
disagrees with it.
it. Luke Yeah.
• Ask Ss what they notice about the use of Neither
Neither.. Susan Well, my band is giving a concert tonight and our
• Elicit that we use Neither + auxiliary verb + subject guitar player is ill. And of course, I can’t play the
when we want to agree with a negative statement. guitar.
• Follow the same procedure with the fourth dialogue. Luke Neither can I.
• Ask Ss to underline all the examples of So and Neither in Susan What?
the dialogue (So
( So am I, Neither have I, Neither do I, So do I).
I ). Luke I’m a drummer, remember.
• Refer Ss to the Grammar Reference (p. 129). Susan That’s right. Sorry, I forgot. Do you know any
• Have Ss do the activity. guitar players?
• Check the answers with the class. Luke There’s a girl in my Spanish class. I could call her.
Susan Thanks, mate.
KEY
1. Neither does 5 Speak
2. So do
Aims: to give Ss practice in agreeing and disagreeing
3. So did
through an oral activity
4. Neither is
5. So was
6. Neither will • Ask Ss to read through the list of ideas in the boxes and
make sure they understand them.
• Ask Ss to read through the speech bubble.
• Choose a student and act out the dialogue.
4 Listen 49 • Get Ss to do the activity in groups of three and go round
Aim: to give Ss practice in listening for specific the class helping them when necessary.
information • Choose some groups to act out the dialogues.
• Ask Ss to read through the questions 1-3 and the
corresponding options. Make sure that they haven’t got
any unknown words.
• Play the recording.
• Alternatively, play the recording and pause after each
dialogue for Ss to write their answers.
• Play the recording a second time. Ss check their answers.
• Check the answers with the class.

KEY
1. c 2. b 3. b

LISTENING TRANSCRIPT
1.
Ken Hi, Zoe. Thanks for waiting for me.
Zoe That’s OK. I was here for my audition anyway. So,
how did yours go?
Ken Well, I don’t really know. That Mr Gibson doesn’t
say much, does he? I didn’t like him.
Zoe Neither did I.
Ken But I think it went well. They seemed to like me.
Zoe That’s good.
Ken At least I didn’t make any mistakes.
Zoe Neither did I. I’m feeling quite confident.
Ken So am I.
Zoe Excellent.

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 FUNCTIONS B. Aim: to give Ss practice in identifying specific
8c
Talking about facts and procedures information in the text
• Have Ss do the activity.
STRUCTURES • Check the answers with the class.
Present Simple Passive
KEY
VOCABULARY 1. Ideas for articles.
Jobs 2. Graphic designers.
editor graphic designer photographer printer writer 3. They save it on a hard drive.
Other words and phrases 4. The magazines are put into boxes.
article at this stage building change (n) copy (n) 5. They deliver them to shops all over the country.
deliver discuss gift interview (v) lastly meeting
mention nation page photograph sell topic • Explain any unknown words and choose Ss to read the
text aloud.

50
Post-reading
1 Read
Aims: to give Ss the opportunity to elaborate on the
A. Aims: t o give Ss practice in understanding text
topic of the reading text
structure by activating their background
knowledge
t o present vocabulary, structures and
functions in the context of a text about a • Ask Ss:
magazine Do you read magazines?
What is your favourite magazine?
• Draw Ss’ attention to the title of the text and ask them What do you like reading in a magazine?
to tell you what it is about (it
( it is about the magazine Do you find the job of a reporter exciting/interesting, etc.?
‘Superstar’).).
‘Superstar’ Would you like to work for a magazine?
• Ask Ss to look at the pictures and tell you what they • Elicit answers and initiate a short discussion.
show (how
( how ‘Superstar’ is created).
created ).
• Have Ss do the activity.
• Play the recording and have Ss follow in their books and 2 Vocabulary
check their answers. Tell them to underline any unknown Aim: to give Ss practice in using some of the vocabulary
words at the same time. presented in the lesson in context
• Check the answers with the class. • Have Ss do the activity.
• Check the answers with the class.
KEY
a. 3 b. 2 c. 1 d. 4 e. 5 KEY
1. deliver 5. discussed
• Ask Ss some comprehension questions: 2. sold 6. mention
3. interviewed 7. printed
What is ‘Superstar’? The nation’s favourite magazine. 4. save
What is the first thing that writers and editors do?
They get together for a big meeting.
What is mentioned there? Topics and ideas for articles.
What do reporters do? They interview famous actors
and pop stars and write articles.
What do graphic designers try to make? They try to
make every page look cool.
Why do they make lots of changes at this stage?
Because they want to make sure that everything is
perfect.
Why do they print a few copies first? Because they
want to check them.

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8c
LISTENING TRANSCRIPT
3 Grammar Interviewer Hi! I’m here at the Superstar offices,
Aims: to present the Present Simple Passive and give the home of every teenager’s favourite
Ss practice in using it in context magazine. And with me I have Oliver Watson,
editor of the magazine. Hello, Oliver.
Oliver Hello and welcome.
• Ask Ss to read through the grammar box. Interviewer Tell us a little bit about Superstar magazine.
• Explain to Ss that this is the Present Simple Passive.
Passive. Oliver Well, Superstar is one of the most popular
• Draw Ss’ attention to the formation of the Present Simple magazines in the country. Over 900,000
Passive. Explain to them that we form the Present Simple copies are sold every month. That’s almost a
Passive with the auxiliary verb be ((am,am, are, is)
is) and the million!
past participle of the main verb. Interviewer Wow, that’s a lot. Now, how did you start in
• Write a sentence in the Active Voice on the board, e.g. the magazine business?
Mrs Stuart cleans the house every day., and then write its Oliver Well, I used to be a graphic designer.
passive equivalent underneath: The house is cleaned by Interviewer For Superstar?
Mrs Stuart every day.
day. Oliver No, actually I worked for a small sports
• Explain to Ss how the Active Voice changes into the magazine, and after a few years I became
Passive Voice. the editor. Then I came here.
• Point out to Ss that the Active Voice focuses on the person Interviewer And you turned Superstar into a very
doing the action (Mrs
(Mrs Stuart cleans)
cleans) while the Passive Voice successful magazine. Is it only popular with
teenagers?
focuses on the action itself (the
(the house is cleaned).
cleaned ).
Oliver Actually, we’ve found out that younger
• Point out to Ss that the person who does an action or
children and even adults read Superstar.
something that causes an action is called the agent and
Interviewer The thing I like about Superstar is that it
is preceded by the preposition by by.. Explain that we use doesn’t do what other mags do to sell. Other
by + agent when we want to emphasise who does or mags give gifts and bags and all sorts of
what causes the action. Otherwise, it is usually omitted, things to try and get people to buy it. But
especially when we don’t know who does an action Superstar just has a free poster and that’s it.
or when it is easily understood who does it (English
( English is And still it’s very popular.
spoken in many countries.)
countries.) Oliver Yes, well, we try to write the best stories and
• Tell Ss to underline all the examples of the Present Simple make all our interviews interesting. That’s
Passive in the text (…
( … magazine is created, Topics are what people like, it seems.
mentioned and ideas for articles are discussed, … and pop Interviewer Great. So, is this where the magazine is
stars are interviewed. Photographs are taken and articles designed?
are written, Lots of changes are made at this stage…, The Oliver That’s right. Would you like to see where
magazine is saved on a hard drive…, … a few copies are Superstar is printed? It’s not far.
printed and they are checked, …thousands of copies are Interviewer OK, why not?
printed and put into boxes, … the magazines are delivered Oliver We print in the building opposite this one.
to shops and sold…, … they are bought and enjoyed…).
enjoyed…). Let me show you.
• Refer Ss to the Grammar Reference (p. 129). Interviewer OK, I’ll follow you.
• Have Ss do the activity.
• Check the answers with the class. 5 Speak & Write
A. Aims: to give Ss practice in making factual
KEY statements using the Passive Voice
1. is watched 3. is taken 5. are sold
2. isn’t called 4. Are… used 6. are played • Ask Ss to read through the prompts and make sure they
understand them.
4 Listen 51 • Ask Ss to read through the speech bubble and check
A. Aim: to give Ss practice in listening for gist their understanding.
• Explain to Ss that they should listen to find out what the • Choose a student and make a factual statement for him/
main topic of the interview is. her to respond to.
• Ask Ss to read through the sentences a-c and make sure • Get Ss to do the activity in pairs and go round the class
they haven’t got any unknown words. helping them when necessary.
• Play the recording. • Choose different pairs to act out the exchanges and
• Check the answer with the class. If necessary, play the check their answers.
recording again.
KEY
Spanish is spoken in Argentina.
KEY
40 billion text messages are sent in the UK every year.
b
Keys are made of metal.
B. Aim: to give Ss practice in listening for specific Sushi is eaten in Japan.
information Cricket is played in England.
• Ask Ss to read through the sentences 1-5 and make sure David Beckham’s first son is called Brooklyn.
they haven’t got any unknown words. 12 million new cars are bought in the USA every year.
• Play the recording.
• Check the answers with the class. If necessary, play the B. Aims: to give Ss practice in using the Present
recording again in order to clarify any questions Ss may Simple Passive to write about facts
have.
• Read out the prompt and elicit examples of what they
KEY
have to write about. Tell Ss to write similar sentences
1. F 2. F 3. F 4. T 5. T
using the information in activity 5A.
103 TB • Allow Ss some time to write their sentences.
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• Choose some Ss to read out their sentences.
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 FUNCTIONS • Ask Ss some comprehension questions:
8d
Talking about the film industry
Talking about past facts Who are the Oscars given to? To the best in the film
industry.
STRUCTURES Are the Oscars given every year? Yes, they are.
Past Simple Passive Can you name some of the categories in the Oscars?
Best Picture, Best Director, Best Actor, Best Actress, etc.
VOCABULARY Who is the ceremony watched on TV by? By millions of
award (v) category ceremony cm (centimetre) people worldwide.
director in fact king librarian Oscar present (v) What is the Academy Award? A gold-plated statuette.
queen refuse role several story worldwide How much does it weigh? About 4 kilos.
Who did it probably get its name from? From Margaret
Herrick.
What was she? A librarian at the Academy.
1 Read 52 What did she say about the statuette? ‘It looks just like
A. Aims: t o introduce the topic of the feature article by Uncle Oscar!’
activating Ss’ background knowledge When did she say that? Around 1931.
t o present vocabulary, structures and When did the film ‘Ben-Hur’ win 11 awards? In 1959.
Which film won 11 awards in 2003? ‘The Lord of the
functions in the context of a feature article
Rings: The Return of the King’.
 Which film did Patty Duke play in that won an Oscar?
• Draw Ss’ attention to the title of the text and to the ‘The Miracle Worker’.
picture next to it. When was that? In 1962.
• Ask Ss the question in the rubric. What did Dame Judi Dench win in 1998? An Oscar for
• Elicit answers but do not correct Ss at this stage. Best Actress in a Supporting Role.
• Ask Ss to look at the posters of the three films, tell you How long did she play in ‘Shakespeare in Love’? Eight
what they know about them and how they are related to minutes.
the Oscars. When did Marlon Brando win an Oscar for Best Actor?
• Elicit answers but do not correct Ss at this stage. In 1972.
• Play the recording and have Ss follow in their books and Which film did he play in? ‘The Godfather’.
check their answers. Did he go to the Oscars ceremony? No, he didn’t.
Background note
B. Aim: to give Ss practice in identifying specific
The film The Miracle Worker (1962) was directed by information in the feature article
Arthur Penn. It tells the story of how Anne Sullivan

taught the blind and deaf Helen Keller to communicate.
• Have Ss do the activity.
Patty Duke played Helen Keller and throughout the film
• Check the answers with the class.
the only word she spoke was ‘wah-wah’, which is baby
talk for ‘water’.
KEY
1. In Hollywood.
2. The first Academy Awards ceremony was held.
3. It is 34.5 centimetres tall.
4. 11.
5. She only said one word throughout the film
and she was awarded / she won an Oscar for
Best Actress in a Supporting Role.
6. She played the role of Queen Elizabeth I.
7. He refused it.

• Explain any unknown words and choose Ss to read the

text aloud.

Post-reading
Aims: to give Ss the opportunity to elaborate on the
topic of the reading text

• Ask Ss:
Have you ever watched the Academy Awards Ceremony
on TV?
Do you watch it every year?
What do you like about the ceremony?
What is your opinion of the Oscars?
Would you like to go to Hollywood one day and attend
this event?
• Elicit answers and initiate a short discussion.

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8d
2 Grammar KEY
Aims: to present the Past Simple Passive and give Ss  Who were the Harry Potter books written by?

practice in using it in context By J. K. Rowling.

 Who were The Lord of the Rings books written by?

By J.R.R. Tolkien.
• Ask Ss to read through the grammar box.
 When was the first laptop made?
• Explain to Ss that this is the Past Simple Passive.
Passive.
Around 1980.
• Draw Ss’ attention to the formation of the Past Simple
 Who was Lara Croft played by?
Passive..
Passive
By Angelina Jolie.
• Explain to Ss that we form the Past Simple Passive with
 How much was youtube.com sold for?
the past tense of the auxiliary verb be ((was,
was, were)
were) and
$1.65 billion.
the past participle of the main verb.
 When was Mickey Mouse created by Walt Disney?
• Write a sentence on the board, e.g. Mary wrote this email
In 1928.
and then ask a student to form its passive equivalent
 Which actress was given the Oscar for the film
(This email was written by Mary).
Mary).
The Reader?
Reader?
• Tell Ss to underline all the examples of the Past Simple
Kate Winslet.
Passive in the text (The
(The first Academy Awards ceremony
 How much was spent on Spider-Man 3? 3?
was held in 1929, … why it was named Oscar…, … Patty
$258 million.
Duke was awarded the Oscar…).
Oscar…).
• Refer Ss to the Grammar Reference (p. 129).
• Have Ss do the activity. B. Aims: to give Ss practice in using the Past Simple
• Check the answers with the class. Passive to write about facts

KEY • Draw Ss’ attention to the prompt and elicit examples of
1. was given what they have to write about. Tell Ss to write similar
2. weren’t invited sentences using the information in The Famous Facts
3. was awarded Quiz.
4. were told • Allow Ss some time to write their sentences.
5. were bought • Choose some Ss to read out their sentences.
6. was … written

3 Pronunciation 53, 54
A. Aims: t o present and raise Ss’ awareness of silent
letters in words

• Play the recording and ask Ss to identify the silent letters
(=not pronounced)
pronounced ) in the verb weigh
weigh..
• Elicit the answer that the silent letters are gh
gh..

B. Aim: to give Ss practice in identifying silent letters in

words
• Ask Ss to read through the words and underline the
silent letters in them.
• Play the recording and pause so that Ss can repeat the
words they hear.
• Check the answers with the class.

KEY
t wo receip
recei pt island
is
answ
ans wer knee autumn
autum n
wallk
wa sign
sig through
through

4 Speak & Write

A. Aims: to give Ss practice in using the Past Simple
Passive through a famous facts quiz

• Ask Ss to read through the prompts.
• Ask Ss to read through the speech bubble and make
sure they understand it.
• Choose a student and act out the first exchange.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose different pairs to act out the exchanges and
check their answers.

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 FUNCTIONS
8e
KEY
Talking about films Title of film: Night at the Museum: Battle of the
Expressing opinion Smithsonian
Year: 2009
VOCABULARY Type of film: Adventure
Words/Phrases related to films Leading actor(s): Ben Stiller, Amy Adams
acting action-packed direct (v) leading actor plot Director: Shawn Levy
scene soundtrack special effects star (v) Acting: 
Other words and phrases Plot: 
Egyptian incredible come out come to life ancient Soundtrack: 
title unusual Special effects: 

• Ask Ss some comprehension questions:

1 Vocabulary 55 Which film is ‘Night at the Museum: Battle of the
Aims: to introduce vocabulary related to films Smithsonian’ a sequel to? It’s a sequel to ‘Night at the
 Museum’.
• Ask Ss to read through the words 1-6. When was ‘Night at the Museum’ filmed? In 2006.
• Ask Ss the question in the rubric. Who stars in both films? Ben Stiller.
• Elicit answers. What is Ben Stiller’s name in the films? Larry Daley.
• Ask Ss to read through the definitions a-f and make sure What happens to the museum exhibits at night? They
they understand them. come to life.
• Allow Ss some time to do the matching. What does Larry Daley have to do? He has to sneak into
• Play the recording and have Ss listen and check their the Smithsonian to help his friends - the exhibits.
answers. Does he do this on his own? No, he doesn’t.
• Check the answers with the class. Who helps him? Amelia Earhart.
Who plays Amelia Earhart in the film? Amy Adams.
KEY Who is Amelia Earhart? A famous pilot from the past.
1. b 2. d 3. f 4. e 5. a 6. c What do Larry and Amelia manage to do in the end? To
put everything back in order.
What can you see in the film? Dinosaurs, ancient
Egyptians and famous people from the past coming to
2 Speak & Write
life.
A. Aims: t o provide Ss with a sample for writing a
description of a film
t o give Ss practice in reading for specific
information and completing a table

• Draw Ss’ attention to the pictures accompanying the text
and ask them to guess what the text is about.
• Elicit answers (it
( it is about a film).
film).
• Ask Ss what they know about this film, if they have
watched it, and if they liked it or not.
• Elicit answers.
• Ask Ss to read through the text and underline any
unknown words at the same time. Alternatively, ask Ss to
read out the text in parts.

Background note
The Smithsonian Institution is an educational and
research institute and associated museum complex.
Most of its facilities are located in Washington, D.C., but
its 19 museums, zoo, and nine research centres include
sites in New York City, Virginia, Panama, and elsewhere. It
has over 155 million items in its collections and publishes
two magazines.

• Ask Ss to look at the table and check their

understanding. Explain to them that the emoticons or
‘smileys’ are used to show the writer’s opinion and that
they should tick the appropriate column according to
what is mentioned in the text.
• Have Ss do the activity.
• Check the answers with the class.

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8e
B. Aim: to give Ss practice in talking about their
favourite film or about a film they have
recently seen through pair work

• Allow Ss some time to complete the table about their

favourite film or about a film they have recently seen.
• Ask Ss to read through the speech bubble and make
sure they haven’t got any unknown words.
• Choose a student and act out the dialogue.
• Get Ss to do the activity in pairs and go round the class
helping them when necessary.
• Choose some pairs to act out the dialogue.

C. Aim: to raise Ss’ awareness of certain structures that

can be useful when writing a description of a film
• Draw Ss’ attention to the box presenting the structures
and point out that they are commonly used in
descriptions of films.
• Have Ss do the activity.
• Check the answers with the class.

KEY
1. who
2. stars
3. that
4. were filmed
5. directed
6. which
7. is played

D. Aim: to give Ss practice in writing about their

favourite film or about a film they have
recently seen

• Draw Ss’ attention to the TIP and explain it.

• Ask Ss to read through the plan of a film review with
questions to help them when planning one and make
sure they understand it.
• Refer Ss to activity 2B and explain to them that they can
refer to the activity if they are writing about the same
film or to get ideas.
• Allow Ss some time to write about their favourite film or
about a film they have recently seen.
• Choose some Ss to read out their paragraphs.

107 TB
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 8 Round-up
To be most effective, the exercises in the round-up F.
section should be completed and checked in class.
Ss should calculate and write down their scores. KEY
1. was hit
2. is taken
Aim: to help Ss revise the structures, functions and
3. took
vocabulary presented in Module 8 through various
4. is spent
activities.

Vocabulary
Communication
A.
G.
KEY
KEY
1. confused
1. b 2. a 3. a 4. b 5. b
2. embarrassing
3. organiser
4. disappointed
5. a meeting
Now I can...
Aims: t o give Ss the opportunity to check their pro-
B.
gress
KEY t o encourage learner autonomy
1. mention
2. effects
3. colourful • Draw Ss’ attention to the points and get Ss to read
4. enter through them.
5. interview • Explain any unknown words.
6. deliver • Get Ss to tick the points they feel confident about. For
the points they are unsure of, they should refer back to
the relevant sections in the module.
Grammar
CLIL Page: Music
C.
The Teacher’s Notes can be found at the back of the book.
KEY
1. which
2. who
3. which
4. which
5. who
6. which
7. who

D.

KEY
1. are sent
2. is sung
3. is printed
4. are ... paid

E.

KEY
1. was given
2. was built
3. were taken
4. was cancelled

TB 108
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 Culture page 4

Popular Musicals 56
Project
Aims: to introduce Ss to certain aspects of the culture
in the USA and the UK Write a review!
• Draw Ss’ attention to the project and tell them that
they are going to write a review.
• Refer Ss to the Project Skills section and explain
• Ask Ss to look at the pictures and guess what the text is
the steps they have to follow to write their review.
about (two
(two musicals).
musicals).
• Allow Ss some time to search the Internet and find
• Ask Ss if they are familiar with these musicals and what
the information they need.
they are about.
• Explain to Ss that they should always proofread
• Elicit answers.
their work when they finish.
• Play the recording and have Ss follow in their books. Tell
• Allow Ss some time to do this activity in class or
them to underline any unknown words at the same time.
assign it for homework.
Background note • Have Ss read out their reviews in class.

Andrew Lloyd Webber (1948- ) is a very successful

English composer of musicals. In 1996 he was awarded
an Oscar for Best, Original song (You
(You must love me)
me) in
the film Evita
Evita..

• Ask Ss some comprehension questions:

Who are the two musicals written by? Andrew Lloyd

Webber.
When and where was the first performance of The
Phantom of the Opera? In 1986 in London.
Who is The Phantom? A young composer who lives in
the Paris Opera House.
Who is Christine? A beautiful opera singer.
What happens in the end? The Phantom helps Christine
and Raoul be together.
What is special about the animals in ‘Cats’? They talk
and act like humans.
Where do the cats live? In a junkyard.
What makes ‘Cats’ one of the most popular musicals of
all time? The music, the colourful costumes and
make-up.

• Have Ss do the activity.

• Check the answers with the class.

KEY
1. Both
2. Cats
3. Phantom
4. Both
5. Phantom
6. Phantom
7. Cats
8. Both

• Explain any unknown words and choose Ss to read the

text aloud.
• Ask Ss if they would like to watch these musicals and
why and generate a short discussion.

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Song 4
Superstar 57

Aims: to help Ss revise and consolidate the structures,

functions and vocabulary they have already
studied through a song

• Draw Ss’ attention to the title of the song.

• Ask Ss to guess what the song will be about.
• Accept all answers.
• Explain to Ss that ‘super’ is used before nouns to indicate
that something is bigger, better or more advanced than
something else.
• Ask Ss to read through the song without worrying about
the correct answers.
• Ask Ss to guess the correct words before listening to it.
• Play the recording and have Ss listen to the song
carefully and check their answers.
• Check the answers with the class and explain any
unknown words.

KEY
1. believe
2. albums
3. far
4. pop
5. award
6. Fans

• Play the recording again and have Ss sing along.

• Ask Ss if they would like to be a music superstar and
why or why not; what they think the advantages and
disadvantages of being a superstar are, etc. and initiate a
short discussion.

TB 110
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