Teacher's Book 1
Teacher's Book 1
Mike Sayer
CREDITS
DVD Videos: Unit 2 National Geographic; Unit 3 ITN/Getty Images; Unit 7 National Geographic; Unit 8 National Geographic; Unit 9 Redux; Unit 10 National Geographic; Unit 12
Kauri Multimedia
DVD Photos: Unit 1 © Dieter Hawlan/Shutterstock.com; © Alex Treadway/National Geographic Creative; © Cory Richards/National Geographic Creative; © James L. Stanfield/
National Geographic Creative; © Michael Melford/National Geographic Creative; © James P. Blair/National Geographic Creative; © Briam J. Skerry/National Geographic Creative;
© Jimmy Chin/National Geographic Creative; © James L. Stanfield/National Geographic Creative; © Chris Johns/National Geographic Creative; © Chris Johns/National Geographic
Creative; Unit 4 © XPacifica/National Geographic Creative; © XPacifica/National Geographic Creative; © Tino Soriano/National Geographic Creative; © Krista Rossow/National
Geographic Creative; © James A. Sugar/National Geographic Creative; © Mike Theiss/National Geographic Creative; © Gordon Esler/Getty Images; © Will Van Overbeek/National
Geographic Creative; Unit 11 © Compassionate Eye Foundation/Robert Daly/OJO Images/Getty Images; Peter Lopeman/Alamy Stock Photo; John Fryer/Alamy Stock Photo;
© Andrew Bret Wallis/Getty Images.
iii
Contents
Unit Grammar Vocabulary Real life Pronunciation
1
be: I + am, you + are the alphabet classroom language word stress
be: he/she/it + is countries and nationalities questions
my, your numbers 1–10
greetings
in the classroom
Hello
pages 9–20
2
be: we/they + are days of the week personal information we’re, they’re
be: negative forms numbers 11–100 I’m, isn’t, aren’t
be: questions and short colors be: questions and
answers car rental short answers
a/an plural nouns
Vacations plural nouns syllables
pages 21–32
3
his, her, its, our, their family special occasions possessive ’s
possessive ’s people giving and accepting gifts linking with in
irregular plural nouns months intonation
special occasions
Family and
friends
pages 33–44
4
prepositions of place places in a town buying snacks th /ð/
this, that, these, those the time linking with can
question words word focus: at
snacks
Cities
pages 45–56
5
can/can’t abilities shopping can/can’t
can questions and short possessions have/has
answers technology numbers
have/has money and prices
be + adjective
My things adjective + noun
pages 57–68
6
like sports suggestions do you …?
like questions and short interests likes, doesn’t like
answers food intonation
he/she + like opinion adjectives
object pronouns
We love it!
pages 69–80
iv
Listening Reading Critical thinking Speaking Writing
introductions a description of two greetings introductions text type: an
phone numbers people a quiz identification card
an article about greeting people writing skill: capital
international phone letters
calls from New York
a description of a place a description of photos is it always true? vacation photos text type: a form
a conversation about a vacation of a trip on vacation writing skill: capital
a conversation about a general knowledge letters
vacation
a quiz about vacation
spots
a description of a family from a description of a family completing a chart my family text type: a greeting
Mexico from Scotland people and things card
a conversation about a family an article about celebrations around the writing skill:
from Iraq important days world contractions
a description of good friends
a description of Astana a description of places in thinking about your locations text type: a text
tourist information a town country famous places message
a description of two days and times writing skill: and
famous towers
an article about time
zones
a profile of Yves Rossy an article about robots who said it? my abilities text type: an email
an interview with a robot expert and people my things writing skill: but
people talk about their a blog post about my favorite piece of
interesting possessions gadgets technology
a description of a sport in South an article about a sport what does the writer sports text type: short
Africa a profile of a TV think? interests messages
an interview with a man about presenter food writing skill:
sports an article about street punctuation and
food sentence structure
v
Unit Grammar Vocabulary Real life Pronunciation
7
simple present I/you/we/ routines problems intonation in
you/they hobbies questions
prepositions of time weather sentence stress
simple present questions problems
I/you/we/you/they
Daily life simple present Wh-
questions
pages 81–92
8
simple present he/she/it job activities on the phone -s and -es verb
simple present questions education endings
he/she/it /s/ and /z/
frequency adverbs
Work and
study
pages 93–104
9
there is/are clothes requests there are
there is/are negative and hotel rooms I’d like, We’d like
question forms travel
imperative forms hotels
Travel
pages 105–116
VIDEO: The people of the reindeer page 114 REVIEW page 116
10
be: was/were dates apologizing was/were weak
be: was/were negative and describing people forms
question forms activities sentence stress
regular simple past verbs
Famous
people
pages 117–128
11
irregular simple past verbs life events talking about the past -ed regular simple
simple past negative and word focus: get past verbs
question forms time expressions did you …?
simple past Wh- questions didn’t
True stories
pages 129–140
12
present continuous rooms in a house offers and invitations going and doing
present continuous times and places would you …?
questions and short
answers
present continuous for the
The weekend future
prepositions of place
pages 141–152
tense review
VIDEO: A day in the life of a lighthouse keeper page 150 REVIEW page 152
COMMUNICATION ACTIVITIES page 153 GRAMMAR SUMMARY page 158 AUDIOSCRIPTS page 182
vi
Listening Reading Critical thinking Speaking Writing
a description of the Holi festival an article about a day in finding information my partner and I text type: a profile
interviews about hobbies with China a survey about hobbies writing skill:
friends an article about the my favorite season paragraphs
seasons in British
Columbia
an interview about a man’s job an article about jobs asking questions jobs text type: an email
an interview about an unusual on the London things we usually do writing skill:
school Underground spelling: double
an article about a job in a letters
wildlife park
four people talk about travel an article about things in who is it for? things in my suitcase text type: travel
a conversation about a trip to people’s suitcases hotels and tourist places advice
Cape Town an article about a trans- travel tips writing skill:
Siberian trip because
a profile of Ayrton Senna a quiz about “firsts” in making a timeline dates and events text type: an email
a radio program about people exploration people in my past writing skill:
we remember an article about the first who was he/she? expressions in
people in the American emails
continents
old books and documents in an article about an the writer’s purpose did it happen? text type: a life story
Timbuktu unusual discovery last week and last year writing skill: when
an interview with a woman a story about an one day last week
from New Orleans adventure in
Madagascar
three people talk about a short message about finding main ideas my photos text type: a thank
weekend activities next weekend next weekend you note
a description of a family in an article about helping a special weekend writing skill:
Indonesia people on weekends spelling: verb
endings
vii
Introduction
National Geographic treatment of historical events brings them to life, and there
is often a human dimension and universal themes that keep
The National Geographic Society is a leading nonprofit
the events relevant to students and to our time.
organization that pushes the boundaries of exploration to
further our understanding of our planet and empowers History—or the re-telling of historical events—can also be
us all to generate solutions for a healthier and more influenced by a culture or nation’s perception of the events.
sustainable future. Since its beginning in 1888, the Society National Geographic’s non-judgmental and culture-neutral
has funded more than 12,500 exploration and research accounts allow students to look behind the superficial
projects. Life Second Edition uses National Geographic’s events and gain a deeper understanding of our ancestors.
content and principles to inspire people to learn English. For example, Unit 11 of Life 1 examines an old center of
A portion of the proceeds of this book helps to fund the learning in Mali and the discovery of an ancient body found
Society’s work. frozen in ice in Austria.
Animals
National Geographic topics The animal kingdom is exceptionally generative in terms of
The topics are paramount and are the starting point for the interesting topics. Life Second Edition provides astonishing
lessons. These topics have been selected for their intrinsic photos that give a unique insight into the hidden lives of
interest and ability to fascinate. The richness of the texts known and lesser-known animals, offering rare glimpses of
means that students are so engaged in learning about the mammals, birds, bugs, and reptiles in their daily struggle
content, and expressing their own opinions, that language for survival. It also informs and surprises with accounts of
learning has to take place in order for students to satisfy animals now extinct, species still evolving, and endangered
their curiosity and then react personally to what they have species that are literally fighting for their existence.
learned. This element of transfer from the topics to students’ For example, Unit 7 of Life 1 looks at elephants in an African
own realities and experiences converts the input into a wildlife park and Unit 8 discusses tiger conservation in
vehicle for language practice and production that fits the Asia. In addition, Unit 9 features reindeer and their herders
recognized frameworks for language learning and can be in Scandinavia.
mapped to the CEFR scales. (Full mapping documents are Environment
available separately.)
It isn’t always possible to find clarity in texts on the
People and places environment and climate change, or trust that they
Life Second Edition takes students around the globe, are true and not driven by a political agenda. National
investigating the origins of ancient civilizations, showing Geographic’s objective journalism, supported by easy-to-
the drama of natural forces at work, and exploring some understand visuals, presents the issues in an accessible
of the world’s most beautiful places. These uplifting tales way. The articles are written by experts in their fields. It’s
of adventure and discovery are told through eyewitness often true that those who have the deepest understanding
accounts and first-class reportage. For example, Unit 3 of of issues are also able to express the ideas in the simplest
Life 1 focuses on people, places, and important days around way. Unit 7 of Life 1 introduces learners to vocabulary for
the world, and Unit 4 looks at cities and their famous weather and climate, and looks at how these things affect
buildings and landmarks. our lifestyle.
viii Introduction
Introduction
There are photographs that: The videos are designed to form part of your lessons.
• tell a story by themselves. However, if there is insufficient time in class to watch
them all, you can ask students to watch the videos and
• draw the viewer in and engage them emotionally.
complete many of the exercises on the page in the Student
• support understanding of a text and make it memorable. Book at home. This can form a useful part of their self-
• provoke debate. study. Students can also watch the videos again in class.
• stimulate critical thinking by asking learners to examine This is useful for review and enables students to focus on
detail or think about what is NOT shown or question the parts of the video that particularly interest them.
photographer’s motives. For further variation with the videos, here are more ideas
• are accompanied by a memorable quotation or caption. you can use and develop:
• help learners to remember a lexical set. • Play the video with the sound down. Students predict
what the narrator or people are saying. Then play with
• help to teach functional language.
the sound up and compare.
• lend themselves to the practice of a specific grammar point.
• Play the sound only with no video. Students predict
As a first exercise when handing out the new book to your where the video takes place and what is happening on the
students, you could ask them to flip through the book, select screen. Then play the video normally and compare.
their favorite photograph, and then explain to the class what
• Show the first part of the video, pause it, and then ask
it is they like about it. You will find specific suggestions in the
students what they think happens next.
teacher’s notes for using the photographs featured within each
unit, but two important things to note are: • Give students a copy of the video script and ask them
to imagine they are the director. What will they need to
• Pictures of people or animals can capture a moment, so
film and show on the screen? Afterward, they present
ask students to speculate on the events that led up to this
their screenplay ideas to the class, then finally watch the
moment and those that followed it.
original.
• Pictures of places aim to capture their essence, so feed
• Write a short text on the same topic as the one in the
students the vocabulary they need to describe the details
video. However, don’t include the same amount of
that together convey this (the light, the colors, the
information and leave some facts out. Students read the
landscape, the buildings).
text and then watch the video. They make notes on any
new information and rewrite the text to include the new
National Geographic video details.
• With groups that share a first language, choose a part of
Students’ visual literacy and fascination with moving
the video in which someone is talking. Ask students to
images mean that, in addition to the use of photographs
listen and write down what they say. Then, in groups,
and pictures, video is also an extremely effective tool in the
ask them to create subtitles in their own language for that
classroom. Each unit of Life Second Edition ends with a video.
part of the video. Each group presents their subtitles, and
These videos, which can be found on the Classroom DVD,
the class compares how similar they are.
the Student App, and the Life website, are connected to the
topic of the unit and are designed to be used in conjunction
with the video lesson pages. Typically, a video lesson is
divided into three parts: National Geographic and critical
Before you watch thinking
This section introduces students to the topic of the video Critical thinking is the ability to develop and use an
and engages them in a pre-watching task. It also pre-teaches analytical and evaluative approach to learning.
key vocabulary so that students can immediately engage It’s regarded as a key 21st Century skill. Life Second
with the video without being distracted by unfamiliar Edition integrates and develops a learner’s critical
words and the need to reference a lengthy glossary. thinking alongside language learning for the following
While you watch reasons:
These tasks assist with comprehension of the video itself, • Critical thinking tasks such as problem-solving and
both in terms of what students see and what they hear. group discussion make lessons much more motivating
The exercises also exploit the language used in the video. and engaging.
• Developing critical thinking skills encourages an
After you watch enquiring approach to learning that enables learners to
This section allows students to respond to the video as a discover language and become more independent in their
whole and take part in a discussion or task that leads on study skills.
from the context and theme of the video.
Introduction ix
Introduction
• Language practice activities that involve critical thinking Central to the approach to critical thinking in Life Second
require deeper processing of the new language on the Edition is the premise that students should be actively
part of the learner. engaged in their language learning. Students are frequently
In Life Second Edition you will see that there is a graded invited to ask questions and to develop their own well-
critical thinking syllabus that starts at Level 1 and runs informed and reasoned opinions. The overall combination of
through all later levels. The sections entitled “Critical text analysis (in the C lessons), a guided discovery approach
Thinking” always appear in the C lessons in each unit to language, and the way in which the book makes use of
and are associated with reading the longer texts. These images in the classroom effectively supports this aim.
lessons begin with reading comprehension activities that
test students’ understanding and ask them to apply their
understanding in a controlled practice activity. Once Life Second Edition methodology
learners have understood the text at a basic level, the
critical thinking section requires them to read the text Memorization
again more deeply to find out what the author is trying to An important role for teachers is to help learners commit
achieve and to analyze the writing approach. For example, new language to longer-term memory, not just their short-
students may have to read between the lines, differentiate term or working memory. According to Gairns and Redman
between fact or opinion, evaluate the reliability of the (Working with Words, Cambridge University Press, 1986),
information, assess the relevance of information, or 80% of what we forget is forgotten within the first twenty-
identify the techniques used by the author to persuade four hours of initial learning.
the reader or consider evidence. Activities such as these So, what makes learning memorable? The impact of
work particularly well with the C lesson texts in Life the first encounter with new language is known to be a
Second Edition because the texts used in these lessons are key factor. Life Second Edition scores strongly in this area
authentic. These authentic texts, which have been adapted because it fulfills what are called the “SUCCESS factors” in
to the level where necessary, tend to retain the author’s memorization (Simplicity, Unexpectedness, Concreteness,
voice or perspective, so students can work to understand Credibility, Emotion, and Stories) by engaging learners
the real argument behind a text. Naturally, these kinds of with interesting, real-life stories, and powerful images.
reading skills are invaluable for students who are learning Life Second Edition also aims, through engaging speaking
English for academic purposes or who would like to take activities that resonate with students’ own experiences, to
examinations such as IELTS. In addition, life in the twenty- make new language relatable. What is known is that these
first century requires people to develop the ability to assess encounters with language need to be built on thorough
the validity of a text and the information they receive, consolidation, recycling, repetition, and testing. It is said
so this critical thinking strand in Life Second Edition is that a new language item needs to be encountered or
important for all students. manipulated between five and fifteen times before it’s
As well as applying critical thinking to the reading texts, successfully committed to longer-term memory. With this in
Life Second Edition encourages students to apply critical mind, we have incorporated the following elements in Life
thinking skills in other ways. When new vocabulary or Second Edition:
grammar is presented, students are often expected to use a) more recycling of new vocabulary and grammar through
the target language in controlled practice activities. Then each unit and level of the series
they use the language in productive speaking and writing
b) activities in the Classroom Presentation Tool (CPT) that
tasks where they are given opportunities to analyze and
start some new lessons with review and recycling of
evaluate a situation and make use of the new language both
previous lessons
critically and creatively. In this way, students move from
using lower-order thinking to higher-order thinking; many c) progress tests and online end-of-year tests
of the lessons in Life Second Edition naturally follow this flow d) activities in the Review lessons at the end of each unit,
from exercises that involve basic checking and controlled marked “Memory Booster”
practice to those that are productive, creative, and more These Memory Booster activities are based on the following
intellectually engaging. This learning philosophy can also methodologically proven principles:
be seen at work in the way in which photos and videos are
• Relatability: learning is most effective when learners
used in the book. Students are encouraged to speculate and
apply new language to their own experience.
express their opinions on many of the photographs or in
the After You Watch sections of the video pages. Finally, on • A multi-sensory approach: learning is enhanced when
the writing pages of the units, students are asked to think more than one sense (hearing, seeing, etc.) is involved in
critically about how they organize their writing and the perception and retention. (Language is not an isolated
language they choose to use. They are also guided to think system in memory; it’s linked to the other senses.)
critically to establish criteria by which their writing can then • Repetition and variation: learners need to frequently
be judged. retrieve items from memory and apply them to different
situations or contexts.
x Introduction
Introduction
• Guessing/Cognitive depth: making guesses at things you language. Each grammar box gives a cross-reference to two
are trying to retrieve aids deeper learning. pages of detailed explanations and additional exercises per
• Utility: language with a strong utility value, e.g., unit at the back of the Student Book. These are suitable for
a function such as stating preferences, is easier to use both in class and for self-study, according to the needs
remember. of the learner. They are also presented as video tutorials for
extra support in the Online Workbooks.
• No stress: it’s important that the learner does not feel
anxious or pressured by the act of remembering. The grammar summary box is followed by grammar practice
tasks. Depending on the level, the grammar practice exercises
• Peer teaching: this is an effective tool in memory
have a differing emphasis on form and use. In all levels,
consolidation (as in the adage, “I hear and I forget.
however, the practice exercises in the unit favor exercises that
I see and I remember. I do and I understand. I teach and
require students to think more deeply over those involving
I master.”)
mechanical production. Where appropriate, contrastive and
• Individuality: we all differ in what we find easy to comparative formats are used. The first practice exercise
remember, so cooperation with others helps the process. is usually linked to the topic of the lesson and is content
You probably already use revision and recycling in your rich. Subsequent exercises move into real-life contexts and
teaching. Our hope is that these exercises will stimulate particularly to those that the learner can personalize. This
ideas for other fun and varied ways you can do this, which gives learners an invaluable opportunity to incorporate
in turn may lead students to reflect on what learning and the structures in the context of their own experiences. The
memorization strategies work best for them as individuals. practice exercises are carefully designed to move from
supported tasks through to more challenging activities. This
Treatment of grammar anchors the new language in existing frameworks and leads
to a clearer understanding of the usage of this new or revised
Target grammar is presented in the first two lessons of each
language. Frequently, the tasks provide a real and engaging
unit in the context of reading or listening texts. These texts
reason to use the target structure, whether by devices such
are adapted for level as necessary from authentic sources
as quizzes, games, and so on, or by genuine exchanges of
that use the target language in natural and appropriate
information between students.
linguistic contexts. Such texts not only aid comprehension,
but present good models for the learner’s own language Each lesson ends with a “My Life” speaking task. This
production through a variety of voices and genres. In personalized and carefully scaffolded activity enables
general, reading texts have been used in the first lesson students to create their own output using the target
and listening texts in the second. Where a presentation grammar as well as other target language in a meaningful
is via a listening text, written examples of the grammar context. Typical formats for this final task include exchanges
structures are given on the page, for example in content of information or ideas, pairwork, personal narratives,
comprehension tasks, so that the student gets the visual discussion, and task-based activities (ranking, etc.). The
support of following the target structures on the page. In emphasis from the learner’s perspective is on fluency within
both types of presentations, the primary focus is on the the grammatical framework of the task.
topic content before the learner’s attention is drawn to the
Treatment of vocabulary
target grammar structures. Learners are then directed to
Life Second Edition pays particular attention to both receptive
notice target structures by various means, such as using
and productive vocabulary. All of the authentic input texts
highlighting within the text, extracting sample sentences,
have been revised to reduce above-level lexis while retaining
or asking learners to locate examples themselves. Tasks that
the original flavor and richness of the text and providing an
revise any related known structures are given in the Student
achievable level of challenge.
Book, Teacher’s Guide, and the CPT package.
Lexis is effectively learned via carefully devised recycling
At the start of each grammar section is a grammar summary
and memorization activities. Target vocabulary is recycled
box with examples of form and use from the presentation
continually throughout each level—for example, the
text, or paradigms where this is clearer (for example, in
writing and video lessons provide the ideal opportunity
lower levels). This supports the learners and is a checkpoint
to incorporate and review lexis in meaningful contexts.
for both teacher and learner alike. The grammar box
Memorization (see page x) is a key feature of exercises
summarizes the information learners arrive at through
within the unit and in the Review lessons.
completing discovery tasks and it also acts as a focus for
tasks that then analyze the form, meaning, and use of the Life Second Edition teaches vocabulary in a range of different
grammar structures, as appropriate. A variety of task formats ways. This eclectic approach takes account of recent research
have been used to do this, usually beginning with accessible and builds on tried and tested methods. There is additional
check questions. This approach is highly motivational practice of the vocabulary input in the Workbook. There is
because it actively engages learners in the lesson and allows also frequent practice of useful expressions, collocations,
them to share and discuss their interpretation of the new idioms, and phrasal verbs as well as everyday lexis.
Introduction xi
Introduction
The specific sections dealing with new lexical input are: Assessment
1 Lexical sets Students and teachers can assess progress in the following
ways:
Some of the benefits associated with teaching words in
lexical sets are: • Each unit in the Student Book finishes with a Review
lesson where students do the exercises and complete a
• learning words in a set requires less effort
number of “can-do” statements linked to the objectives of
• retrieving related words from memory is easier the unit.
• seeing how knowledge can be organized can be helpful • There are end-of-year tests that follow the format of
to learners international exams on the Life website.
• it mirrors how such information is thought to be stored in • There is a Check! section at the end of each unit in the
the brain Workbook for students to check what they have learned
• the meaning of words can be made clearer by comparing (general knowledge as well as language).
and contrasting them to similar words in the set
Each unit usually has two or more lexical sets. The lexical Lessons in a Student Book unit
sets also cover commonly confused words. There is Opener: a one-page introduction to the unit that gets
evidence to suggest that once students have learned one students interested in the topic
or more of the words that belong to a group of commonly
A and B: double-page lessons that teach grammar and
confused words (e.g., job and work), it’s useful to compare
vocabulary through reading and listening texts
and contrast these words directly to clarify the differences
(or similarities) in meaning. Life Second Edition focuses on C: a double-page lesson that focuses on reading
these groups of words as and when they come up. comprehension and critical thinking
D: a one-page lesson that teaches functional/situational
2 Word focus
language
The word focus sections take high-frequency words and
E: a one-page lesson that teaches a writing skill and the
give examples of the different meanings they can have
features of a text type
according to the contexts in which they appear, and the
different words with which they collocate. At higher levels, F: a double-page video lesson
there is increased exposure to idioms and colloquial usage. Review: a one-page lesson of practice activities, memory
The Workbook and CPT expand the range of phrases and booster activities, and “can-do” check statements
expressions generated by these key words and provide more
practice. Components
3 Word lists • Student Book
Each level has a comprehensive word list that covers all • Workbook + downloadable audio
of the vocabulary either at the level or above the level of • Teacher’s Guide
the student. The rich headword entries include phonetics,
• Classroom DVD
definition, part of speech, examples, collocations, word
family, and word family collocates. These are available on • Classroom Audio MP3 CD
the Student App and on the Life website as PDFs. • Student Web App
Learning skills • Student eBook
There is a comprehensive learning skills syllabus in the • Online Workbook
Workbook. This covers traditional learning skills, such as • Website: NGL.cengage.com/life
recording new vocabulary, using a dictionary, remembering • Classroom Presentation Tool
new vocabulary, planning study time, and assessing your
own progress.
xii Introduction
Lesson type
Unit opener
This single page introduces the unit topic and lists the unit contents.
90 The elephants of
Each unit opener lesson contains a
Samburu Listening exercise that develops the
A video about elephants spring summer fall winter topic.
in Kenya
4 Work in pairs. Which months are the seasons in
your country?
81
Introduction xiii
Lessons A and B
Grammar and vocabulary
These double-page lessons focus on grammar and vocabulary, presented through listening and reading texts.
7a Section
?? Day andHead
night
a 5 b 3 2 Match the pictures (a–g) with the
sentences (1–7) in Exercise 1.
3 Work in pairs. Write seven true
or false sentences about your
routines. Read the sentences to
c 4 d 7 e 6 your partner. Find your partner’s
false sentences.
I get up at five o’clock. False.
Reading
f 1 g 2 4 Work in pairs. Look at the photo
The primary focus is on the and the caption. Where is it? What
topic content before the kind of class is it? Shanghai
an exercise class
learner’s attention is drawn to 5 Work in pairs. Read about Chen
the target grammar structures. Hong’s routine. Is it similar to
yours?
106
Vocabulary routines
DAY
&
My name’s Chen Hong. I live
with my husband and parents
1 Listen and complete the
105
in Shanghai. Every day, I get
sentences with times and places.
AND up at 5:30. I go to an exercise
class. My husband and parents
1 I get up at six o’clock .
2 I have breakfast at six thirty . NIGHT don’t go to the class. After the
class, I have breakfast with my
3 I start work at seven o’clock . friends. I start work at 8:30. At
Chen Hong’s day
4 I have lunch in a cafe . noon, I have lunch. I don’t work
5 I finish work at five forty-five . in the afternoon. In the evening, I make dinner. We eat
home at eight o’clock. Then we watch TV. I go to bed at 10:30.
6 I have dinner at .
7 I go to bed at eleven thirty .
own language production have have start work 9 Look at the expressions in the
through a variety of voices grammar box. Underline similar
expressions of time in the texts
and genres. The main input A night in Chile
I’m Roberto. I’m married and I 1 have two children. I
Day and night and A night in Chile.
Speaking my
The grammar practice tasks within the unit are 11 Work in pairs. Find things you
both do at the same time. You can
linked to the presentation text and topic, and 8 Work in pairs. Write one affirmative and one use some of these verbs.
negative sentence with the bold verbs.
are thus content-rich in the same way. They 1 I work at home / in a store.
eat have get up go
start study finish
move from more supported exercises through I work at home. I don’t work in a store.
2 I go to bed at ten o’clock / at midnight.
to more challenging tasks. 3 You study English / Spanish.
I eat at noon.
I eat at 12:30.
4 My friends have a class at 7:30 / at 8:30.
5 I like burgers / fish. We don’t eat at the same time.
xiv Introduction
7b Join the club
Vocabulary hobbies Listening
1 108Match the words (1–8) with the 4 109 Listen to four people talk about their
pictures (a–h). Listen and check. hobbies. Complete the chart.
1 climbing 5 reading What? When? Why?
2 cooking 6 shopping Andy climbing 1 Sundays it’s exciting
3 dancing 7 singing
4 painting 8 walking Tina 2 singing in her free 3
it’s fun Clear examples of form and use are given
time
a 5 b 2
Naga 4 cooking in the 5
it’s nice
on the page in a simple summary box. This
evening supports the learners and is a checkpoint for
Paul painting 6
Saturdays 7
it’s interesting both teacher and learner alike as it summarizes
the information the learner will have arrived
5 110 Match the questions (1–4) with the at through completing the discovery tasks. A
c 3 d 7
answers (a–d). Listen and check. cross-reference is provided to more detailed
1 Do you climb every day? b information and additional exercises at the back
2 Do your friends sing? a of the book. These are suitable both for use in
3 Do you cook for your friends, too? c
class and self-study, according to the needs of
4 Do you paint pictures of people? d
the learners.
a No, they don’t. They play the guitar and
e 4 f 8 the piano.
b No, we don’t. We climb on Sundays.
c Yes, I do. They love my food!
d Yes, we do.
84
formats, including discussions, personal narratives, and 6 TV (you and your friends / watch)
Introduction xv
Lesson C
Reading
This is a double-page reading lesson. The reading text is always on the right-hand page, and the activities are on the left.
and show real understanding— 4 Read the article. Match the paragraphs
9 Work in pairs. What’s your favorite
not just reading comprehension. season? Ask and answer questions. Use
(1–4) with the photos (a–d).
these ideas.
This training—in evaluating 5 Work in pairs. Underline the things • Why / like …? • Where / go?
texts, assessing the validity people do in each season. Do people do • What / do? • Who / go with?
and strength of arguments, the things in the article in your country? • When / do …?
and developing an awareness Why do you like I like to ski.
of authorial techniques—is Critical thinking finding winter?
clearly a valuable skill for those information
students learning English for 6 Which words tell you about the weather
academic purposes (EAP), in British Columbia? Find them in the
passage, and write them below. 114
where reflective learning is a 3
Summer: hot, sunny A Y E A R I N
essential. However, it is also cloudy, rainy
Fall: B R I T I S H
very much part of the National Winter: cold, rainy, snowy
Geographic spirit, which Spring: cloudy, rainy CO LU M B I A ,
encourages people to question C A N A DA
assumptions and develop
86
their own well-informed and b 2
S U M M E R
reasoned opinions. Where do people go in summer? 1
Summer is a great time for vacations
905626_U07_081-092_HiRes_doubleink031418.indd 86 16/03/18 here.
3:07 PM The weather is hot and sunny.
People go to the beach. They cook
and eat outside. I go to Vancouver
Island with my family. We go
swimming in lakes and rivers.
F A L L
What do people do in fall? 2
W I N T E R
Where do people go in winter? 3
In winter, it’s cold, rainy, and
snowy, too. A lot of people stay
at home. They watch TV, read
books, and cook winter food.
Winter is my favorite season. I like
winter sports. I go to Whistler. It’s
in the mountains. I go skiing and
d 1
climbing.
S P R I N G
Why do people like spring? 4
In spring, it’s cloudy and rainy, but
it isn’t cold. Flowers open, birds
sing, and trees are green. People
go cycling and running. They meet
friends and they go for walks.
xvi Introduction
Lesson D
Real life
This is a one-page functional lesson focusing on real-life skills.
7d
?? Section
What’s Head
the matter?
88
Introduction xvii
Lesson E
Writing
This is a one-page writing lesson. All the text types that appear in international exams are covered here.
A different writing skill is presented b Read the paragraphs of Jenna's profile 2 I’m married and I have three children. We
live in a small town near my company.
and practiced in every E lesson. (a–c). Put them in order (1–3).
3 I like photography. I’m in the PLT
a I live with three friends in the city. We photography club. In winter, we meet on
live in a small house on a busy street. 2 Sundays. We go out and take photos. In
summer, I go on vacation with my family. I
b I like sports and photography. I go to take a lot of photos of my children and the
sports events and take photos. 3 places we go to.
c I’m a student at City College. In the
summer, I work at PLT Engineering. 1
c Work in pairs. Read Luther’s notes. Write
three paragraphs. JENNA
Students always finish with a a teacher engineering
productive task. my wife and children City College
animals photos
xviii Introduction
Lesson F
Video lesson
This is a double-page video lesson. A large, engaging introductory photograph is always on the left-hand page,
and the activities are on the right.
comprehension of the video 3 Elephants eat plants / animals. • What / favorite animals?
• Why / like them?
itself, both in terms of what While you watch • Where / live?
students see and what they 4 7 Watch the video. Check your • What / do?
answers from Exercise 3.
hear. The tasks also exploit the
language used in the video.
Introduction xix
Review lesson
This is the one-page review lesson found at the end of every unit.
92
xx Introduction
UNIT 1 UNIT 2 UNIT 3
HELLO VACATIONS FAMILY AND
FRIENDS
xxi
Unit 1 Hello
Opener Extra activity
1 1 Give each student in your new class a card. Tell them to
• Ask students to look at the photo. Play the recording. fold the card in half, write their name on it, and place the
Students listen and read. card on the desk in front of them. Write your name on the
board. You can then greet students by saying Hi, Ana or
Hello, Rolf, and invite the students to respond. This activity
Background information
will help students learn each other’s names, and how they
Life 1 Second Edition introduces students to real people are written.
who work for National Geographic. David Doubilet is a You can then use these cards in a getting-to-know-you
well-known underwater photographer. In the photo, he is game. Collect the name cards and hand them out randomly.
with a large fish called a potato cod at the Great Barrier A student has to say Hi, Ana (reading the name on the
Reef off the coast of Australia. card), and Ana must reply Hello, I’m Ana in order to
reclaim her name card.
2 1
• Play the recording again. Students listen and repeat. Please refer to page 182 for Teacher Development notes
on teaching beginners.
3
• Say Hello, I’m … and your name. Say this three or four
times to model the pronunciation and intonation.
• Nominate individual students to introduce themselves
by saying Hello, I’m …
4
• Ask pairs to practice saying Hello, I’m … to each other.
• Ask students to introduce themselves in larger groups
or ask them to walk around the class and introduce
themselves to each other.
9a
Unit 1 Hello
9
1a People
Listening
1 2 Listen and read.
1 2 3
D: Hello. I’m David. D: Hi! I’m David Doubilet. D: Hello. I’m David Doubilet.
M: Hi. I’m Mireya. M: Hello. M: I’m Mireya.
D: Mireya Mayor? D: Oh! You’re Mireya! D: Mireya?
M: Yes. M: Yes. I’m Mireya Mayor. M: Yes. M–I–R–E–Y–A.
D: Hi. Nice to meet you.
N A T I O N A L G E O G R A P H I C P E O P L E
10
1a People
Lesson at a glance
• listening: introductions
• vocabulary: the alphabet
• grammar: be: I + am, you + are
• speaking: introductions
Listening
1 2
• Ask students to look at the two photos on the page.
Point to each photo and say the names of the people
(David Doubilet and Mireya Mayor).
• Play the recording. Students listen and read the
conversations.
Extra activity
Ask students to work in pairs to read out the conversations,
taking turns to play the parts of David and Mireya.
Background information
Mireya Mayor (born 1973) is an American scientist and
explorer, and a wildlife correspondent for the National
Geographic Channel.
David Doubilet (born 1946) is a well known National
Geographic underwater photographer.
1a People 10a
Vocabulary the alphabet 5
2 3 • Model the activity by spelling out one or two words for
the class to identify.
• Give students some information about the English
alphabet. Then play the recording. Ask students to • Ask pairs to take turns to spell and guess the words.
listen and repeat the alphabet. Monitor closely, and prompt or correct students if they
say letters or words incorrectly.
Background information 6 6
The English alphabet consists of 26 letters. Each has an • Pre-teach the word double. Write mm and ss on the
uppercase (or “capital”) and a lowercase form. Five of board. Say double m and double s.
these letters are vowels (a, e, i, o, u). They are shown in
yellow in Exercise 2. The remaining 21 are consonants.
• Tell students they are going to listen to four short
conversations. Play the recording. Ask students to listen
3 4 and write the names. Let students compare answers
before checking with the class.
• Start by reading out the letters that are already in the
chart and asking students to repeat them back to you.
Alternatively, draw the chart on the board, point to the
Background information
letters that are already in it, and ask students to read the These are all common spellings of names in the English-
letters out together. speaking world. Bryan can also be spelled Brian.
• Tell students that they are going to hear all the letters
7
in the chart, and that they should write the missing
letters. Play the recording. Students listen and complete • Organize the class into pairs. Students take turns to
the chart. Let students compare answers in pairs before spell their names and write their partner’s names.
checking with the class. • Ask students to walk around the class and spell their
names to their other classmates.
Pronunciation notes
Point out some of the more unusual pronunciations: H (“aitch”), Grammar be: I + am, you + are
Y (“why”) and W (“double U”). Q is pronounced /kjuː/. 8
Note that Z is pronounced /ziː/ in American English and • Read the grammar box to the class. Ask students to write
/zed/ in British English. I or you in the blanks in Exercise 8. Let students compare
answers in pairs before checking with the class.
4 5
• Tell students to look at the pictures and words. Refer students to page 158 for further information and
practice.
• Play the recording. Ask students to listen and repeat.
• Optional step Point to objects in your classroom, like Please refer to page 158 for Grammar and Pronunciation
the board or a book. Say the words for the objects and notes on spoken English.
ask students to repeat. Then point and ask students to
remember and say the words. Have students work in Speaking my
pairs and test each other.
9 7
• Tell students they are going to listen to two people
Audioscript 5
introduce themselves. Play the recording. Students
a board b book c chair listen and read.
d desk e door f window • Ask students to walk around the class and mingle to
practice similar conversations using their own names.
Pronunciation notes • Join in with the mingle. It’s a good opportunity to
In English, sounds and spellings often do not match. In
model Nice to meet you, and to prompt students to
board, o–a combine to make the long vowel sound /ɔ:/. In improve and refine their conversations.
chair, a–i–r combine to make the diphthong /eər/. The o–o in
book is pronounced /ʊ/, but the o–o in door is pronounced Audioscript 7
/ɔ:/. The w at the end of window is silent. Students should
attempt the correct pronunciations heard in the recording, C: Hi, I’m Carlos.
not sound out individual letters.
S: Hello. I’m Sonia. Nice to meet you, Carlos.
C: Nice to meet you, Sonia.
Please refer to page 182 for Teacher Development notes on
using a variety of interaction styles.
8 Write I or You.
board book S: Hello. I ’m Sandra.
K: Hi!
c d S: Oh! You ’re Kim!
K: Yes, I ’m Kim Smith.
Speaking my
chair desk
9 Listen and read. Speak to other
7
students.
e f Hi, I’m Carlos.
Hello. I’m Sonia. Nice
to meet you, Carlos.
door window
Unit 1 Hello 11
1b People and places
Reading
PEOPLE AND PLACES 1 8 Read and listen.
2 Write the words in the chart.
Photo 1 Photo 2
Name Jane Lukas
Country Argentina South Africa
Nationality Argentinian South African
Brazil Mexico
12
Background information
1b People and places
The United States of America is generally called “the US”
or “the United States,” or just “the States” by Americans
Lesson at a glance themselves. They tend not to call it “the USA” or “America”
(two terms which are commonly used in Great Britain).
• reading: people and places
• vocabulary: countries and nationalities The United Kingdom (the UK) comprises Great Britain
and Northern Ireland. Great Britain (or Britain) is made
• pronunciation: word stress
up of three countries: England, Scotland, and Wales
• grammar: be: he/she/it + is
(nationalities: English, Scottish, and Welsh).
• vocabulary: numbers 1–10
• speaking: a quiz
Pronunciation word stress
Reading 4 10
1 8 • Tell students that they are going to listen to two words
and note where the word stress, or strong beat, falls.
• Ask students to look at the photos. Tell them they
Play the recording. Students listen and repeat. Make
are going to listen to the two short texts about Jane
sure they attempt to stress the words in the correct place.
and Lukas.
• Optional step If your students need clarification, clap
• Play the recording. Students read and listen.
out the syllables of each word. For example, in the case
Please refer to page 182 for Teacher Development notes of Mexico, clap loudly once and then quietly twice to
on reading and listening. represent the one strong and two weak syllables.
2 Extra activity
• Ask students to read at their own pace and copy the
If you have students from a variety of countries in your
required information into the chart. Let students
class, write the English name for each student’s country,
compare answers in pairs.
mark the stress, and ask students to listen and repeat.
• In feedback, write the chart on the board and ask Alternatively, read out these countries and ask students to
students to come to the board to write in the answers. mark the stress: China, Germany, Japan, the United States.
Background information
Pronunciation notes
Buenos Aires is the capital of Argentina.
The strong stress in country names is often on the first
Cape Town is South Africa’s legislative capital. syllable, but not always. The stress in nationalities is
dictated by the suffix used. Nationalities ending -(i)an
or -ish are usually stressed on the syllable before the
Vocabulary countries and nationalities
suffix: Argentinian, British, Italian, Spanish. Nationalities
3 9 ending -ese have a strong stress on the suffix: Portuguese,
• Ask students to complete the chart using the words Japanese, Chinese, Vietnamese.
in the box. Then play the recording. Students listen
and check.
• Optional step Write the chart on the board. Add the
countries and nationalities of your students to the chart.
Extra activity
Bring a large world map to class or project a world map
for the class to see. Check that students know where the
countries are. Point and elicit the country names and
nationalities.
Please refer to page 158 for Grammar and Pronunciation five, two, seven, one, four, eight, six, three
notes on he's, she's, and it's.
10 13
6 • Play the recording. Pause the recording after each
• Ask students to write their information in the chart. country and ask students to say the corresponding
• Model this activity by drawing the chart on the board number. Listen carefully to ensure that students are
and completing the information about yourself. pronouncing the numbers correctly.
• Ask students to show their charts to their partners
and make sentences in the first person using I. Model
ANSWERS
this activity by giving information about yourself. For See answers for Exercise 9.
example, say: I’m Chris. I’m from California. It's in the US.
I’m American.
Audioscript 13
7
Spain, Vietnam, Egypt, Brazil, the United States, Mexico,
• Students tell the class about their partner, making
the United Kingdom, Italy
sentences in the third person with he or she. Again,
model the activity first with information about one of
the students in your class. For example, say: Ana is from Speaking my
Madrid. It’s in Spain. She’s Spanish.
11 14
Please refer to page 182 for Teacher Development notes • Ask pairs to read and take the quiz. Tell students to
on drilling from verbal prompts. guess if the sentences are true (T) or false (F). Ask
students to correct the sentences they think are false.
Vocabulary numbers 1–10 • Play the recording. Students listen and check their
8 11 answers.
• Ask students to write the numbers in digits. Play the 12
recording. Students listen and repeat the numbers.
• Ask pairs to create their own around the world quiz by
writing two true and two false sentences. Monitor closely
Vocabulary and pronunciation notes
to help with language and ideas.
Point out the unusual spelling and pronunciation of one • When students are ready, ask pairs to read out their
/wʌn/, two /tuː/, and eight /eɪt/.
sentences. The rest of the class must say True or False
and correct the false sentences.
9 12
• Ask students to look back at the list of countries in
Exercise 3. Ask: What’s two? What’s five? Students say
EXAMPLE ANSWERS
the countries (Egypt, Spain). Toshiba is Vietnamese. (False. It’s Japanese.)
• Play the recording. Pause the recording after each Curry is from Spain. (False. It’s from India.)
number and ask students to say the country. Encourage Rugby is American. (False. It’s British.)
students to use the correct word stress and pronunciation Rio de Janeiro is in Argentina. (False. It’s in Brazil.)
by modeling again any countries that they struggle with.
3 4
Speaking my
QUIZ
Vietnam. She’s Vietnamese.
2 Juan is from Santiago. It’s in TRUE OR
Chile. He’s Chilean. FALSE?
3 Krishnan is from Chicago. It’s
a r o u n d t h e w o r l d
in the United States. He’s
American. F F
4 Marina is from Milan. It’s in
Italy. She’s Italian.
6 Write your information. Show your
01 02
partner.
Baseball is Pasta is from
You Russian. South Africa.
Name T
City
Country
Nationality
04
and repeat.
Flamenco is
0 zero 4 four 8 eight from Italy.
1 one 5 five 9 nine
2 two 6 six 10 ten 12 Work in pairs. Write an around the world quiz.
3 three 7 seven Write four sentences. Test the class.
Unit 1 Hello 13
1c Phone calls from New York
Reading Vocabulary greetings
1 Read Phone calls from New York on page 15. 7 Write the expressions in the correct
17
Underline four countries. places. Listen and repeat.
2 Read again. Write the names. Bye Hello
1 Nelson is a teacher.
2 Ramon is Mexican.
3 Anne-Marie is from Canada.
4 Nina is Indian. Good morning.
Listening 02:00
3 Listen to Anne-Marie. Circle the
15 Good afternoon.
phone number (a or b). Hi.
6 Work in pairs. Ask and answer questions. Which greeting means “hello”? Which
Write your partner’s: greeting means “goodbye”?
home number
cell phone number Speaking my
14
Pronunciation notes
1c Phone calls from New York
In spoken English, two identical numbers together are
often preceded by the word double (e.g., 66 = double six).
Lesson at a glance Three identical numbers are preceded by the word triple
(e.g., 333 = triple three).
• reading: phone calls from New York
• listening: phone numbers Note that English-speakers tend to read out telephone
numbers in groups of three or four digits, separated by a
• grammar: my, your
brief pause.
• vocabulary: greetings
• critical thinking: greetings
4 16
• speaking: greeting people
• Pre-teach the meaning of work and home. Encourage
students to guess the meaning from the context, by
Reading thinking about what different types of phone numbers
1 18 people have.
• Optional step Ask students to look at the map on • Tell students they are going to listen to a conversation
page 15. Ask them to say the names of the ten countries with Nelson. Play the recording. Students listen and
(new to students: Canada, Dominican Republic, India, write Nelson’s phone numbers. Play the recording more
Jamaica, Germany). than once if necessary.
• Point out that the text is about the top ten places that • Let students compare their answers in pairs before
people make phone calls to New York from. checking with the class.
• Ask students to read the article and underline the four
countries the people talk about. Students can listen and Grammar my, your
read along to the recording if required. Let students 5
compare answers in pairs before checking with the
• Read the grammar box to the class. Use a hand gesture
class.
toward a student to signify your, and a hand gesture
2 toward yourself to signify my.
• Ask students to read the article again and complete the • Ask students to write my or your in the correct places in
sentences with the correct names. Let students compare the conversation. Elicit the first answer to get students
their answers in pairs before checking with the class. started. Let students compare their answers in pairs
before checking with the class.
Vocabulary notes
Refer students to page 158 for further information and
student = someone who goes to a school or college practice.
family = a group of people who live together and are
Please refer to page 158 for Grammar notes on possessive
related, e.g., parents and children
adjectives.
doctor = someone whose job is to treat people who are ill
teacher = someone whose job is to teach
Listening
3 15
• Lead in by asking students to read out the two phone
numbers. Ask which digits are different.
• Tell students they are going to listen to a conversation
with Anne-Marie. Play the recording. Students listen
and circle the phone number they hear.
• Draw students’ attention to the way that telephone
numbers are read out in English (see Pronunciation
notes).
Background information
In Australia, speakers tend to say Good day (abbreviated
to G’day) as an alternative to Hi. In different parts of the
US, you may hear people use Hey or Howdy rather than Hi.
People usually say Hi or Hello when they answer the phone.
2
the
United
Kingdom
My name’s Nina. I’m a student.
I’m in New York. My family is in
India. I’m Indian.
Unit 1 Hello 15
1d What’s this in English?
Vocabulary in the classroom 3 Work in pairs. Point to a photo in
Exercise 1. Ask and answer questions.
1 19 Listen. Write the words.
What’s this
It’s a .
1 2 in English?
6 Pronunciation questions
7 8
a 22 Listen and repeat the questions from
the classroom language box.
b Look at track 21 of the audioscript on page
182. Practice conversations 4, 6, and 7.
7 Work in pairs. Write the words. Practice
phone table
the conversations.
1 T: Good morning. Sorry I’m late.
2 20 Listen to the words from Exercise 1 S: That’s OK. Sit down, please .
and repeat. 2 S: Can you repeat that, please?
T: Yes. Look at page ten.
16
5 21
1d What’s this in English? • Play the recording again. Students write T (teacher) or
S (students) next to the expressions in the box according
to who says the expression in the recording. Let students
Lesson at a glance
compare answers in pairs before checking with the class.
• vocabulary: in the classroom
• real life: classroom language Please refer to page 158 for Grammar notes on the
• pronunciation: questions imperative form.
Pronunciation questions
Vocabulary in the classroom
6a 22
1 19
• Tell students that they are going to listen to just the
• Draw students’ attention to the photos. Ask students
questions from the Classroom Language box. Play the
to say the names of any of the objects that they already
recording. Students listen and repeat the questions (see
know.
Pronunciation notes).
• Play the recording. Students listen and write the word
• Play and pause after each question and get the class to
for each photo. Let students compare answers in pairs
repeat together. Then prompt some students to repeat
before checking with the class.
individually.
2 20
Pronunciation notes
• Play the recording. Students listen and repeat the words.
Note that when Can you …? is said at conversational
Pronunciation notes speed the word Can is reduced to /kən/.
The strong stress in the questions is on the key words:
Note the strong stress in the words of more than one
repeat and spell.
syllable: classroom, computer, notebook, pencil.
To make these questions sound polite, the voice should go
Note the weak stress sound /ə/ in the unstressed syllables
up when saying please.
of these words: computer /kəmˈpjuːtər/, pencil /ˈpensəl/,
table /ˈteɪbəl/.
6b
3 • Tell students to look track 21 of the audioscript on
• Write the questions on the board: What’s this in English? page 182. Ask students to work in pairs to practice
Can you spell it? Practice the questions with the class. mini-conversations 4, 6, and 7. Monitor closely and
correct errors of form and pronunciation.
• Revise the pronunciation of letters by eliciting the
complete alphabet and writing it on the board. Point to 7
different letters to elicit the pronunciation of each letter. • Ask students to work in pairs to write the missing
• Have pairs ask and answer the two questions about words. Check answers as a class.
objects in the photos. Monitor the students closely and • Tell students to practice the conversations in pairs.
model the correct pronunciation if you hear errors. Monitor closely and correct errors of form and
pronunciation.
Extra activity
Ask students to repeat the activity with objects they have
in their bags. Students take them out and ask and answer
the two questions. You will need to introduce more words
(e.g., wallet, eraser, headphones).
City: Dublin
Visitor
Date Name VISITOR 7 /10 /2018
02 / 08 / 2018 Carolyn Anderson
2
american
2 Writing skill capital letters cathy
1 santiago is in chile.
2 maya davis is a teacher. 4 Write your own ID card.
3 I’m chinese. 5 Work in pairs. Check your partner’s card.
4 I speak french. Check the capital letters.
Unit 1 Hello 17
1f My top ten photos
18
Videoscript 1
1f My top ten photos
Hi. My name’s Tom. I’m a photographer. This is my top
ten—my favorite National Geographic photos of people and
Before you watch places.
1 Number one is a photo by Alex Treadway. The woman is
• Pre-teach top ten. Explain that my top ten photos and my from Nepal in the Himalayas. She’s Nepalese.
favorite ten photos mean the same thing. Photo number two is in Nepal, too. This man is also from
• Ask pairs to look at the photo and complete the the Himalayas. This photo is by Cory Richards.
information about Tom using the words in the box. This is photo number three. It’s by James Stanfield. It’s in
Mongolia. It’s evening. The woman is happy.
Please refer to page 182 for Teacher Development notes on
pre-teaching key vocabulary. Number four is a photo by Michael Melford. This is Ina
Bouker. Ina is American. She’s from Alaska in the United
States. She’s a fisherwoman.
While you watch
Now, number five. This photo is by Jim Blair. He’s an
2 1 American photographer. This photo is in Dhaka in
• Tell students that they are going to watch a video in Bangladesh. It’s a photo of water buffalo in a river, and a
which Tom describes his ten favorite National Geographic man.
photos (favorite = the person or thing that you like the Photo number six is fantastic. It’s by Brian Skerry. The
most out of a group of people or things). Ask students photo is in the ocean of New Zealand. It’s a photo of a
to watch and check (✔) the correct column in the chart man and a whale.
to show what is in each photo that Tom describes. Photo 7 is by Jimmy Chin. This is Kate Rutherford. She’s
• Play the video. Students watch and complete the chart. an American climber. This is Yosemite, in the United
States.
Do not go over the answers as a class. Students will first
have to compare their answers in pairs in Exercise 3. And now, three photos from Africa. Photo number eight
is by James Stanfield. He’s also the photographer of
3 photo number three. This is a photo of a woman from
• Ask students to compare their answers to Exercise 2 in Mozambique.
pairs before checking with the class. Encourage them This photo is of people from Namibia in Africa. It’s by
use full sentences. Chris Johns. He’s a National Geographic photographer. This
is photo number nine.
And this is photo number ten. It’s my favorite. It’s by
Chris Johns, too. It’s a lion. It’s in South Africa. It’s the
evening. The lion is beautiful. This photo is fantastic.
Unit 1 Hello 19
UNIT 1 REVIEW AND MEMORY BOOSTER
Grammar 5 Complete the countries. Write the
nationalities.
1 Complete the sentences with these words.
1 Vi e tn a m Vietnamese
I’m you’re it’s he’s she’s 2 Eg y pt Egyptian
3 So u t h A f r i c a South African
1 My name’s Rosa. I’m from Brazil. 4 R uss i a Russian
2 This is David. He’s a teacher. 5 Br a z i l Brazilian
3 I’m from Ottawa. It’s in Canada.
4 A: I’m Alain. 6 ❯❯ MB Work in pairs. Take turns.
B: Oh! You’re my teacher! Student A: Write five numbers. Say the
5 Marina is from Italy. She’s Italian. numbers to your partner.
Student B: Write the numbers. Check.
2 Complete the sentences with my or your.
7 ❯❯ MB Work in pairs. Take turns.
1 I’m Susana. What’s your name?
Student A: Write five words. Say the
2 Hello. I’m your teacher.
letters of the words to your partner.
3 Hi. My name’s Samir.
Student B: Write the words. Check.
4 What’s your phone number?
5 Open your books to page four. I CAN
talk about things in the classroom
3 ❯❯ MB Make true sentences.
talk about countries and nationalities
My name’s . I’m from . count to ten
I’m . say the alphabet and spell words
I CAN
talk about people and places (be) Real life
use my and your correctly
8 Match 1–4 with a–d to make exchanges.
greet people
1 Sorry I’m late. d
2 What’s this in English? c
Vocabulary 3 This is a table. b
4 Write the names of the objects. 4 Can you repeat that, please? a
a Yes. Work in pairs.
b Can you spell it, please?
c It’s a computer.
d That’s OK. Sit down, please.
1 computer 2 bag
9 Work in pairs. Practice the exchanges in
Exercise 8.
I CAN
understand classroom instructions
3 phone 4 notebook
talk to my teacher and my classmates
about the lesson
20
Unit 1 Review and memory 6 ❯❯ MB
booster • Ask pairs to dictate five numbers between 1 and 10
to each other. Tell students that they must write their
partner's numbers in words, not digits. For example,
Memory Booster activities Student A says 1, and Student B writes one.
Exercises 3, 6, and 7 are Memory Booster activities. For • Optional step Tell students to write an invented
more information about these activities and how they telephone number with ten digits and dictate the
benefit students, see page x. number to their partner, who writes the digits. Then
have them check what they have written against the
I can … check boxes original number.
Audioscript 24
the sea
an island
a beach
a mountain
a city
a lake
21a
Unit 2 Vacations
21
2a My vacation
Today is Thursday. I’m in Tunisia. It’s beautiful! It’s evening. I’m with my
friends Brad, Andy, and Jessica. We’re on a beach. We’re happy. Andy and
Jessica are Canadian. They’re doctors. They’re on vacation, too.
22
4 26
2a My vacation • Ask students to read My vacation blog and find the three
details in pairs. Check answers as a class.
Lesson at a glance • The reading is recorded. Play the recording, and ask
• vocabulary: days of the week students to read while they listen. If your students are
• reading: a vacation blog complete beginners, play the recording more than once.
• grammar: be: we/they + are
Vocabulary note
• pronunciation: we’re, they’re
• grammar: be: negative forms friend = someone you know well and like, who is not in
• pronunciation: I’m, isn’t, aren’t your family
• speaking: vacation photos too = a word used after mentioning an additional person,
thing, or fact, to include them in what you are saying
EXAMPLE ANSWERS
We’re happy. / We’re in a city. / We’re students.
2a My vacation 22a
Grammar be: negative forms Pronunciation I’m, isn’t, aren’t
8 11a 29
• Read the grammar box to the class. Discuss the question • Tell students that they are going to listen to some of the
and elicit the negative forms of am, is, and are. sentences from Exercise 10. Play the recording. Students
listen and repeat each sentence.
Refer students to page 160 for further information
and practice. Pronunciation notes
Please refer to page 160 for Grammar notes on the Note the pronunciation: I’m /aɪm/, isn’t /ˈɪzənt/, and aren’t
negative forms of be. /a:rnt/. Negative forms of be (unlike affirmative forms) are
usually stressed in sentences.
9
• Ask students to look again at the photo on page 22.
11b
Ask: Who are the people and where are they from? See if • Ask students to write true sentences using the prompts in
students can remember the information. the box and forms of be. Monitor students as they work,
helping with ideas and correcting any grammatical errors.
• Ask students to correct the false sentences using negative
and affirmative forms of be. Let students compare • Ask pairs to take turns reading out their sentences to
answers in pairs before checking with the class. their partner.
Unit 2 Vacations 23
2b Where are you?
Vocabulary numbers 3 32 Look at the pictures (a–c). Listen and match.
11–100 1 b 2 c 3 a
24
3 32
2b Where are you? • Tell students they are going to listen to more
numbers. Point at the pictures and check that students
Lesson at a glance understand the words temperature /ˈtemprɪtʃə(r)/ and
• vocabulary: numbers 11–100 degrees /dɪˈɡriːz/. Ask What’s the temperature? and elicit
• reading and listening: on vacation one or two of the numbers in the pictures from the
• grammar: be: questions and short answers students.
• pronunciation: be: questions and short answers • Play the recording. Students listen and match the
• speaking: on vacation numbers they hear to the pictures. Let students compare
answers in pairs before checking with the class.
Vocabulary numbers 11–100 4 33
1 30 • Tell students that they are now going to listen to full
• Optional step Revise the numbers 1–10 by writing the sentences about the pictures (a–c) in Exercise 3.
digits on the board. Point to the digits randomly and • Play the recording. Students listen and say whether the
ask individual students to say the numbers out loud. numbers they hear in the sentences are the same as the
• Ask students to look at the numbers in word form and numbers in the pictures.
write the digits next to the words.
• Play the recording. Students listen and repeat the ANSWERS
numbers (see Pronunciation notes). a different b different c same
Audioscript 30 5 34
• Write hot, cold, and warm on the board. Mime hot (wipe
eleven sixteen sweat from your brow), and then say and point to the
twelve seventeen word. Then mime cold (shake with teeth chattering),
and say and point to the word. Finally, mime warm
thirteen eighteen
(smile and maybe pretend to take off your sweater), and
fourteen nineteen say and point to the word. Say each word again and ask
fifteen students to repeat.
• Ask students to write the numbers from the box in the
Pronunciation notes sentences. Play the recording. Students listen and check.
Point out the unusual spelling and pronunciation of
twelve /twelv/ and eighteen /eɪˈtiːn/.
6
• Ask pairs to take turns to make sentences about the
Note that the strong stress is on the last syllable of
numbers with “teen”: thirteen, fourteen, etc. cities in picture c, Exercise 3. Explain that the word
degrees has its strong stress on the second syllable. Drill
2 31 the word with the class.
• Ask students to write the numbers in the box in the • Drill the question that they should ask each other in this
correct order. Note that the numbers are ordered from activity: What’s the temperature in …?
the bottom of the thermometer upwards. Let students • In feedback, elicit students’ sentences. Gently correct
compare answers in pairs. any errors in the pronunciation of the numbers.
• Play the recording. Students listen and check. Play
the recording again for students to repeat each number EXAMPLE ANSWERS
(see Vocabulary and Pronunciation notes). It’s twenty-three degrees in Cape Town. It’s warm.
It’s twenty-nine degrees in Casablanca. It’s hot.
Vocabulary and pronunciation notes It’s sixteen degrees in Chicago. It isn’t warm, but it isn’t
Note that the strong stress is on the first syllable of these very cold.
numbers: sixty, seventy, etc. It’s eleven degrees in Copenhagen. It’s cold.
In English, you can say one hundred or a hundred.
Vocabulary notes
Speaking my
Where = question word to ask “what place”
beautiful = good to look at
13
• Organize the class into Student A and Student B pairs. Ask
8 35 students to read the Exercise 1 instructions on the relevant
• Tell students that they are now going to listen to the Student Book pages (Student A: 153, Student B: 155).
conversation between Lorna and Greg. Ask them to • Student A must first prepare to describe a vacation.
listen and circle the correct options in the conversation. Student B must prepare questions to ask. Circulate and
• Let them compare answers in pairs before checking help students. If you have complete beginners, put
with the class. students in AA and BB pairs to support each other.
• At the end of the activity, discuss any new items of • Optional step Remind students to say Hi or Hello
vocabulary with the class (see Vocabulary notes). when they answer the phone. This could be a good
opportunity to revise greetings. For example:
A: (answering phone) Hello?
Grammar be: questions and short B: Hello. I’m Sandra.
answers A: Hi, Sandra.
9 • When students have prepared, check that they are clear
• Read the grammar box to the class. Point out that there about their roles. Then tell the student pairs to have
are questions on the left-hand side and short answers for their telephone conversations.
those questions on the right-hand side. Ask students to • Ask students to change roles and read the Exercise 2
read the questions in the conversation in Exercise 8. instructions. Student A prepares questions and Student
Refer students to page 160 for further information and B prepares to describe a vacation. They then practice
practice. this conversation.
• In feedback, ask what is different about the two vacation
Please refer to page 160 for Grammar notes on questions
destinations (The Oman vacation is warm and there is a
with the verb be.
beach. The New York vacation is cold and in a city).
10
• Ask students to put the words in order to make EXAMPLE ANSWER
questions. Go over the first example with the class to A: Hello?
get students started. Let students compare answers in B: Good morning, Eva. It’s Sujith.
pairs before checking with the class. A: Hi, Sujith.
B: Hello. Where are you now, Eva? Are you in the US?
11
A: No, I’m not. I’m in Oman.
• Ask students to match the questions in Exercise 10
B: Oh, nice. Is it hot?
with the short answers (a–e). Let students compare
answers in pairs before checking with the class. A: Yes, it is. It’s 36 degrees!
B: Wow! Are you OK?
A: Yes, I am. I’m happy.
Pronunciation be: questions and short
B: Is the beach beautiful?
answers
A: Yes, it is. It’s nice.
12 36 B: And is the hotel nice?
• Tell students that they are going to listen to the A: Yes, it is.
questions and answers from Exercises 10 and 11. Play B: That’s good. OK. Goodbye!
the recording. Students listen and repeat the questions
A: Bye! See you.
and answers (see Pronunciation notes).
Greg: That’s good. It’s 5 thirty-six / 13 Work in pairs. You are on vacation. Have a
sixteen degrees in Sydney telephone conversation with your friend.
today. Student A: Turn to page 153.
Lorna: Oh! That’s 6 hot / cold! Student B: Turn to page 155.
Unit 2 Vacations 25
2c A vacation quiz
Vocabulary colors Grammar plural nouns
1 37 Look at the colors. Listen and repeat. NOUNS
Singular Plural
black blue brown an airport airports
a lake lakes
green orange pink a country countries
a beach beaches
red white yellow Now look at page 160.
2 Work in pairs. Find six colors in the 7 Look at the grammar box. Underline
photos on page 27. seven plural nouns on page 27.
26
Reading
2c A vacation quiz 3
• Ask students to read the quiz and match the photos
Lesson at a glance (a–d) with four of the sentences (1–9). Let students
• vocabulary: colors compare their answers in pairs before checking with
• reading: a quiz about vacation places the class.
• critical thinking: is it always true? 4 38
• grammar: a/an
• Play the recording. Then ask students to complete
• grammar: plural nouns
the quiz (sentences 1–9) with the words in the box.
• pronunciation: plural nouns
Let students compare their answers in pairs before
• speaking: general knowledge
checking with the class.
Pronunciation notes
After unvoiced sounds, -s is pronounced /s/.
After voiced sounds (vowel sounds and some consonant
sounds), -s is pronounced /z/.
The plural ending -es is always pronounced /ɪz/.
c 5
Quiz
2 In Hawaii, beaches are .
3 Cuba is an island .
4 In Cuba, cars are old .
Australia black China 5 In Iceland, lakes are hot.
France island lakes
6 Lake Geneva is in two countries—Switzerland and France .
Chicago red old
7 The Blue Mountains are in Australia .
8 Beijing, Shanghai, and Guangzhou are cities in China .
9 O’Hare is an airport in Chicago .
d 4
Unit 2 Vacations 27
2d Here are your keys
Real life personal information
4 42 Listen to the conversation. Are the
sentences true (T) or false (F)?
1 Marta is from Mexico. T
2 She is on vacation. F
28
• Play the recording again. Students listen and circle
2d Here are your keys the correct option. Let students compare answers in
pairs before checking with the class.
5 42
• Optional step Ask students to practice saying the
addresses and numbers in 1–4.
3b
Lesson at a glance • Ask students to rewrite the information using the
• writing: a form correct capitals. Let students compare their answers in
• writing skill: capital letters pairs before checking with the class.
4
Writing a form • Ask students to complete the registration form with the
1 information from Exercise 3b. Let them compare their
• Ask students to match the two images (1 and 2) with answers in pairs before checking with the class.
the correct options (a and b). Let them compare their
answers in pairs before checking with the class.
5
• Ask students to complete the online booking form with
• In feedback, ask follow-up questions to focus students
their own information. Monitor and offer support as
on the information in the images. For example: What is
needed.
Enya’s home phone number? What is Enya’s zip code?
6
Background information • Ask pairs to exchange Student Books and check each
When writing US addresses, house numbers come before other’s forms for errors with capital letters.
the street name, and street names and cities always start
with capital letters. For example: Extra activity 1
16 Hampton Road Organize the class into pairs. Students copy the empty form
New York into their notebooks and then use the form to interview
Zip codes are composed of five numbers, e.g., 90209. They their partner. Encourage students to use complete
narrow down an address to its city or district. sentences and ask their partner to spell anything they
are unsure of. Encourage students to invent the personal
2 details so that they are working with new information. This
will make the activity more challenging.
• Optional step Write your family name on the board
with either Mr., Mrs., or Ms. in front of it and read it out Finally, let the partners check each other’s information and
make corrections.
to the students.
• Ask students if they are Mr., Mrs., or Ms. and clarify the
meaning of the titles (see Background information). Extra activity 2
For homework, ask students to go online and find a form
ANSWERS in English for something that they are interested in. Tell
Students’ own answers them to download the form and complete it. They could
then email it to you or print it and give it to you for
checking.
Background information
On forms in English, men usually use the title Mr. It’s
an abbreviation of Mister, and it is pronounced in the
same way. Nowadays, women generally use the title Ms.,
especially on official documents. It’s pronounced /mɪz/, and
like Mr., it does not reveal whether the woman is married
or not. Some married women, however, still prefer to use
the more traditional title of Mrs. /ˈmɪsɪz/, which indicates
that the woman is married. Other titles that people
sometimes use include Dr. (doctor), Rev. (a priest), and Sir
(a knight).
2
5 Complete the online booking form with
Title Ms. your own information.
First name Enya
Title
Last name Farrell
First name
Address 16 Hampton Road
Last name
City New York
Address
Zip code 10314
City
Country USA
Zip code
Email address [email protected]
Country
Email address
2 What’s your title? Circle the correct option.
a Mr. b Mrs. c Ms. 6 Check your form. Check your capital
letters.
3 Writing skill capital letters
a Look at the information in form 2.
Underline the capital letters.
b Rewrite this information with the correct
capital letters.
1 11 hill view 11 Hill View
2 seattle Seattle
3 ryan judd Ryan Judd
4 mr. Mr.
Unit 2 Vacations 29
2f A vacation in Australia
30
Key vocabulary
2f A vacation in Australia 3a
• Ask students to read the sentences and match the
Before you watch bold words (1–4) with the pictures (a–d). Let students
1 compare answers in pairs before checking with the class.
• Write Australia on the board and ask students to say 3b 44
words that are connected to the country. For example:
• Tell students that they are going to hear the bold words
kangaroo, hot, beaches, ocean, cricket, Sydney Opera House.
from Exercise 3a. Play the recording. Students listen and
• Ask students to look at the photo and answer the repeat the words.
questions.
The koala is a small marsupial that lives in trees and eats kangaroos the sun
eucalyptus leaves. They live only in eastern Australia.
the sky plane
2
Pronunciation note
• Have students work in pairs. Ask them to look at the
map and count the number of states. Then tell them to kangaroo /ˌkæŋɡəˈruː/
answer questions 1–3. Check answers as a class.
Please refer to page 183 for Teacher Development notes on
using phonetic script.
ANSWERS
Students will count seven states on the map. However,
note that in reality there are only six states because
Northern Territory is administered as a territory, not
a state (see Background information below).
1 No, it isn’t. 2 It’s a city 3 Yes, it is.
Background information
Australia has six states: New South Wales, Queensland,
South Australia, Tasmania, Victoria, and Western Australia.
There are also two mainland territories: the Australian
Capital Territory (ACT) and the Northern Territory, which
have more freedom to self-govern. There are also eight
additional territories. These include the Australian
Antarctic Territory and various dependent islands.
The cities labeled on the map are the capitals of each main
state or territory. Canberra is the capital of Australia.
Extra activity
Ask students to work in pairs to research five facts about
another Australian state online and write five sentences.
Then ask them to share their sentences with another pair.
c d Is South Australia
Yes, it is.
beautiful?
No, it isn’t.
Unit 2 Vacations 31
UNIT 2 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
4 ❯❯ MB Work in pairs. Say the days in
order. Take turns. Start with Monday.
5 ❯❯ MB Work in pairs. Take turns.
Student A: Say a number from 11 to 100.
Student B: Write the number.
6 Circle the correct color.
1 My car is red / orange.
1 Complete the sentences with the words. 2 The buses are yellow / green.
3 The lake is brown / blue.
‘m isn’t not we’re
I CAN
GREG: I’m in the mountains. I 1 ’m say the days of the week
with my friends. We’re in Canada. count from eleven to one hundred
2
We’re on vacation. I’m 3 not say the colors of objects
happy—the hotel 4 isn’t nice.
aren’t isn’t they’re we Real life
KARA: I’m in Brazil with my friends 7 Complete 1–4 with these words. Then
Jorge and Ana. 5 They’re Brazilian. I’m match 1–4 with a–d.
on vacation. Jorge and Ana 6 aren’t on
here’s vacation name’s this
vacation. 7 We’re in Rio de Janeiro.
The water 8
isn’t cold—it’s warm! 1 Good afternoon. My name’s
2 Work in pairs. Write questions with these Tanaka.
words. Ask and answer the questions. 2 Here’s my passport.
3 Are you here on vacation ?
1 you / a student? 4 Is this your email address?
2 your teacher / American?
3 your friends / here? a Good afternoon, Mr. Tanaka. What’s
4 this classroom / cold? your first name please? 1
5 we / late for class? b No, I’m not. I’m here on business. 3
c Thank you. 2
3 ❯❯ MB Work in pairs. Look at the words d Yes, it is. 4
and write the plurals. Take turns.
Student A: Say a word. 8 Work in pairs. Practice the exchanges in
Student B: Say the plural. Exercise 7.
32
Unit 2 Review and memory Vocabulary
booster 4 ❯❯ MB
• Ask pairs to say the days of week in order. Tell them to
start with Monday and then take turns. They can then
Memory Booster activities
repeat the activity with the other student starting this
Exercises 3, 4, and 5 are Memory Booster activities. For time.
more information about these activities and how they
benefit students, see page x. 5 ❯❯ MB
• Organize the class into new pairs for variety. Tell
students to take turns to dictate and write numbers
I can … check boxes from 11 to 100.
As an alternative to asking students to simply check the • As students work, monitor and offer support with
I can boxes, you could ask them to give themselves a score
spelling and pronunciation.
from 1 to 4 for each language area (1 = not very confident;
4 = very confident). If students score 1 or 2 for a language 6
area, refer them to the Workbook and Grammar Summary
exercises for additional practice.
• Ask students to circle the correct color in each sentence.
Check answers as a class.
2 Real life
• Ask students to work in pairs. Write questions using 7
the prompts, then ask and answer the questions. Check • Ask students to complete sentences 1–4 with the words
answers as a class. from the box.
• Then tell students to match the completed sentences
ANSWERS (1–4) with the responses (a–d) to make four separate
1 Are you a student? exchanges. Let them compare their answers in pairs
before checking with the class.
2 Is your teacher American?
3 Are your friends here? 8
4 Is this classroom cold? • Ask pairs to practice the four exchanges in Exercise 7.
5 Are we late for class? Monitor and prompt students to self-correct any errors
in form or pronunciation.
3 ❯❯ MB
• Ask students to write the plurals in pairs. Check
answers as a class.
• Then ask students to practice saying the plural nouns
in pairs. If necessary, remind them of the pronunciation
rules for the plural endings.
33a
Unit 3 Family and friends
A family in Mexico looks at butterflies.
33
3a
?? Section
FamiliesHead
47
34
3
3a Families • Ask students to complete the sentences using the
correct family words. Tell them to look back at the
family tree for support. Let students compare answers
Lesson at a glance in pairs.
• vocabulary: family
• Read out the sentences. Ask students to shout out
• reading: a family from Scotland
the missing family word.
• grammar: his, her, its, our, their
• listening: a family from Iraq
• speaking: my family Reading
4 47
Vocabulary family • Ask students to read the text and write the names of
1 the people that the sentences are about. Let students
compare answers in pairs before checking with the
• Ask students to look at the family tree and the photos.
class.
Elicit answers to the question. If students know
anything about the Murrays, let them tell the class. • The reading text is recorded. You could play the
recording and ask students to read and listen.
Background information
Extra activity
Andy Murray (born 1987) is a former number one men’s
singles tennis player. He has won the US Open and Ask students to draw their own family tree similar to that
Wimbledon tennis competitions, two Olympic gold medals, of the Murrays. They could then write sentences about it
and the Davis Cup. Andy and his wife Kim now have a or describe it to their partner.
second child, a daughter who was born in November 2017.
Jamie Murray (born 1986) is a five-time Grand Slam Grammar his, her, its, our, their
doubles winner and a Davis Cup champion. He is Andy
Murray’s older brother.
5
• Read the grammar box to the class. Ask students to
Judy Murray (born 1959) is a famous tennis coach. She is
the mother of Andy and Jamie Murray. write singular or plural next to the pronouns.
The Murrays are from the town of Dunblane in Scotland. • Explain that her and his have a gender, but the plural
forms our and their have no gender.
2 46
Refer students to page 162 for further information and
• Play the recording. Ask students to listen and repeat
practice.
the family words (see Pronunciation notes below).
Please refer to page 162 for Grammar and Pronunciation
Audioscript 46 notes on third person possessive adjectives.
brother mother 6
daughter sister • Ask students to write her or his to complete the
sentences. Let them compare answers in pairs before
father son checking with the class.
husband wife
Pronunciation notes
Note that the strong stress is on the first syllable of all the
two-syllable nouns. Point out the unusual spelling and
pronunciation of daughter /ˈdɔːtər/ and husband /ˈhʌzbənd/.
3a Families 34a
7
Speaking my
• Ask students to write our or their to complete the
sentences. Let them compare answers in pairs before 10
checking with the class. • Ask students to discuss photos of their families in pairs
or small groups. Students are likely to have some photos
on their phone. If not, ask them to imagine a photo and
Listening
make up questions and answers about it. Alternatively,
8 48 prepare students by telling them before the class to
• Tell students to look at the photo. Ask: What’s the bring a family photo.
celebration? Where are they? Who are they? Elicit ideas.
Pre-teach wedding (when people get married). Extra activity
• Revise numbers and colors by asking: How many people
Show another photo of a family scene to the class, and
are there? (9) What colors are there? (green, yellow, red,
have students ask and answer questions about it across the
blue, pink, black, brown, white, and purple)
room. Use photos of your own family, or photos from the
• Ask students to read the conversation and write the internet which you could pretend are of your family. Or
pronouns in the gaps. Let students compare answers use celebrity photos of weddings or family get-togethers.
in pairs.
• Play the recording. Students listen and check.
• Ask students to read out the conversation in pairs.
9
• Ask students to look at the answers and complete the
questions using words from the box. Note that this
exercise focuses on the differentiation between subject
and possessive pronouns. Let students work with a
partner if necessary.
• Check answers as a class.
Extra activity
Ask students to work in pairs to take turns to ask and
answer the questions in Exercise 9 while pointing at
people in the photo. Tell them to think of other questions
to ask about the photo.
Vocabulary people
1 Look at the photo of Ana. Complete the
information with four of the words.
eyes hair old short tall young
Listening
Elisa Nuno
3 49Listen to Ana. Match the names (1–3)
with the information.
1 Elisa her brother
2 Nuno her classmate
3 Prem her best friend
4 49 Listen again. Complete the sentences.
1 Elisa’s eyes are brown .
2 Elisa’s hair is black .
3 Nuno’s eyes are green .
4 Nuno’s hair is brown . Prem
5 Prem’s eyes are brown .
6 Prem’s hair is brown .
5 Work in pairs. Ask and answer questions
about three friends. Use the questions in
Exercise 2 with his or her.
36
Listening
3b Friends 3 49
• Ask students to look at the photos and read out the
Lesson at a glance names. Tell them they are going to hear Ana talk about
• vocabulary: people her friends. Play the recording. Students listen and
• listening: good friends match the names with the information.
• grammar: possessive ‘s
• pronunciation: possessive ‘s Vocabulary notes
• speaking: people and their things best friend = a very close friend
both = a word used to show that you are saying the same
Vocabulary people thing about two people or things
1
• Ask students to look at Ana’s photo and make Audioscript 49
sentences about her. Elicit ideas and predictions, e.g.,
She’s Spanish, She’s a woman, She’s nice. Three important people in my life are Elisa, Nuno,
and Prem.
• Ask pairs to complete the paragraph with four words
from the box. Check answers as a class and teach the Elisa’s my best friend. She’s twenty-three. Elisa’s eyes are
meanings of the new words. brown, and her hair is black. She’s tall. She’s nice.
Nuno is my brother. He’s my friend, too. He’s twenty-five
Please refer to page 162 for Grammar notes on the verb years old. My eyes are brown, but Nuno’s eyes are green.
form are. His hair is brown. He isn’t tall. We’re both short.
Please refer to page 183 for Teacher Development notes Prem is a friend in my English class. Prem’s eyes
on teaching new words. are brown. His hair is brown, too. He’s young—he’s
seventeen!
2
• Ask students to put the words in the correct order to
4 49
make questions. Elicit the first question to get students • Before playing the track again, tell students to look at
started. Let students compare answers in pairs before the sentences and complete what they can.
checking with the class. • Play the recording. Students listen and complete the
• Write the full questions on the board and practice them sentences. Let students compare answers in pairs.
chorally (see Pronunciation notes). • Play the recording again, and pause where necessary
• Then ask students to use the questions to interview to help students hear and complete all the information.
a partner. Model the activity first by asking and Check answers as a class.
answering the questions with a student. • Ask students to turn to Student Book page 183 to read
the audioscript (track 49). Clarify the meaning of any
ANSWERS new words (see Vocabulary notes above).
1 What color is your hair? 5
2 What color are your eyes? • Ask students think of three friends and make notes
3 How old are you? about them. You could put the following prompts on
the board: Name? Hair color? Eye color? Tall or short?
Pronunciation notes Friend / best friend / classmate, etc.? How old?
• Ask students to write questions in the third person
Point out that in English, Wh- questions (questions which
ask for a more complex answer than a simple “yes” or
using his/her and the prompts on the board (e.g., What's
“no”) use an intonation pattern that goes down at the his/her name?). Monitor, and check that the written
end. questions are correctly formed.
• Organize the class into pairs. Ask students to take turns
What color is your hair? to ask and answer these questions to find out about
How old are you? their partner’s friends.
• Ask students not to look at their notes, and use only the
In contrast, yes/no questions tend to rise at the end. prompts on the board to work with a new partner.
• In feedback, invite several students to tell the class
Are you French? about their partner’s friends.
Is he a student?
3b Friends 36a
Grammar possessive ‘s 10
6 • Ask students to read the sentences. Get them to
• Read the grammar box to the class (see also Grammar underline ’s in each sentence, and write P (for
notes on page 162). Ask students to replace the bold possessive) or C (for contraction of is) next to each.
words with his or her. Let students compare answers in pairs before checking
with the class.
Refer students to page 162 for further information and
practice.
Speaking my
Please refer to page 162 for Grammar notes on using the 11
possessives ’s and s’. • Start by asking students to look at the photos. Revise
the vocabulary by eliciting the names of the different
Pronunciation note items. Ensure students are using the correct word stress
The possessive ’s is pronounced /s/ after unvoiced sounds and pronunciation.
and /z/ after voiced sounds. • Optional step You could review the vocabulary while
also reviewing colors. Ask: What color is the dictionary?
7 (red), What color is the car? (yellow), etc.
• Ask students to write sentences. Write the example • Have students ask and answer questions about the
sentence on the board. Circle the word is and the 's to objects and people in pairs. As students speak, monitor
show that students need to add is or are as well as the closely and prompt students to correct errors.
possessive ’s to the prompts. Let students compare
answers in pairs before checking with the class.
ANSWERS
It’s Anita’s bag.; It’s Jack’s computer.; It’s Lin’s car.; It’s Eric’s
ANSWERS
dictionary.; It’s Claude’s cell phone.; It’s Krishnan’s pencil.
2 Prem is Ana’s classmate.
3 Ana’s eyes are brown. 12
4 Prem’s school is The English Academy. • Organize the class into groups of three or four to ask
5 Ana’s friends are Elisa and Prem. and answer questions about their own personal items.
Tell students to take a few things out of their bags and
Please refer to page 162 for Grammar notes on the place them on the table in front of them. You may need
difference between the short form of is and the to pre-teach vocabulary if students produce unusual
possessive ’s. things.
• Introduce the plural forms: What are these? and They’re …
Pronunciation possessive ’s for plural items (e.g., keys).
8a 50 • Model the activity by joining one of the groups. Point
• Tell students that they are going to listen to the full to different items and ask What’s this? or What are these?
sentences from Exercise 7. Play the recording. Students and elicit answers (e.g., It's my bag./They're Atena's keys).
listen and repeat the sentences. • As students speak, monitor closely and prompt
students to correct their errors.
8b
• Have a few students think of and share example Extra activity
sentences with the class. Then put students in pairs or
small groups to make more sentences. In feedback, elicit Walk around the class and collect an item from each
student (nothing valuable!). Organize the class into two
several sentences from pairs or groups.
teams, or more if you have a large class. Hold up an item
and ask: What’s this? Teams shout out the answer (e.g., It’s
ANSWERS Ana’s pen!). If they are correct, they “win” the item. At
Students’ own answers the end, the team with the most items wins.
To complete the activity, hold up each item and ask:
9 Whose is this? In order to reclaim it, the owner must say
• Ask students to read the sentences (1 and 2) and match It’s my pen, etc.
each ’s with its use (a and b).
38
Background information
3c Important days
April, June, September, and November have 30 days.
February has 28 days, except in a leap year when it has an
Lesson at a glance extra day. The other months have 31 days.
• vocabulary: months The following rhyme is a well-known memory aid
• reading: important days (hath = “have” in old English):
• pronunciation: linking with in Thirty days hath September
• critical thinking: completing a chart
April, June, and November
• grammar: irregular plural nouns
February has twenty eight alone
• writing and speaking: celebrations around the world
All the rest have thirty-one
Except in Leap Year, that’s the time
Vocabulary months
When February’s days are twenty-nine.
1 51
• Ask pairs to look at the months in the box and try to
write them in the correct order. If your students are Extra activity
complete beginners, you may need to do this activity Here are other ways of helping students to remember the
as a class. Then play the recording. Students listen and months:
check. 1 Write on the board lists of three months in sequence.
• Play the recording again, asking students to repeat each Students must say (or write) the next month in the
month after the recording. Highlight the months with sequence (answers in parentheses):
more unusual pronunciations (see Pronunciation notes a February, March, April … (May)
below). b March, May, July, … (September)
c December, March, June, … (September)
Pronunciation notes 2 Say or write on the board different temperatures.
Note the more unusual pronunciation of these months: Students must say a month with that typical
January /ˈdʒænjueri/, February /ˈfeb(j)ueri/, July /dʒəˈlaɪ/, temperature:
August /ˈɔːgəst/. a 32°C b 0°C c 12°C d 19°C
3 Ask students which month their birthday is in.
Extra activity
3
Ask students to categorize the months depending on how
many syllables they have. • Ask pairs to complete the sentences with the words in
the box.
One syllable: March, May, June
• Add to the three important days in this exercise to
Two syllables: April, July, August
reflect your students’ own culture or nationality.
Three syllables: September, October, November, December
Four syllables: January, February
Reading
2 4
• Ask pairs to take turns practicing saying months and • Optional step Ask students to look at the pictures on
the number of days in the months. Student Book page 39 and predict what two of the
• Optional step Give students two minutes to write down important days are.
next to each month the number of days it has. • Ask students to read the article and match the pictures
• Organize the class into pairs to practice saying the (a and b) with two of the important days described in
months and the number of days in each month. the text. Let students compare answers in pairs.
• As students are working in pairs, monitor and model • The reading text is recorded. You could play the
the correct pronunciation if you hear students struggling recording and ask students to read and listen.
with any months or numbers.
• Optional step To draw the activity to a close, go around
the class inviting each student to say the next month in
a continuous chain.
9 54
Pronunciation linking with in
• Tell students that they are going to hear someone
5 52 talk about his brothers and sisters. Play the recording
• Tell students they are going to listen to three sentences and ask students to complete the sentences with the
that include the word in. Tell them to notice how the irregular plural nouns from the box. Check answers as
word in links to the previous word (see Pronunciation a class.
note below). Play the recording.
• Play the recording again for students to repeat each Writing and speaking my
sentence, focusing on mimicking how the words are
linked. 10
• Model the activity first by going over the example in
the Student Book. Ask students which celebration it
Audioscript 52
describes.
1 It’s in March. • Ask students to choose one of the paragraphs, and
2 They’re in February. write down three key words from that paragraph.
Important
DAYS b 3
55
2 Thanksgiving is an American
celebration. Thanksgiving is for
families. It’s in November.
40
Audioscript 58
3d Congratulations!
Congratulations!
Happy Birthday!
Lesson at a glance
Happy New Year!
• vocabulary: special occasions
• real life: special occasions I’m very happy for you.
• pronunciation: intonation How old are you?
• real life: giving and accepting gifts
Vocabulary and pronunciation notes
Vocabulary special occasions Congratulations! /kənˌɡrætjəˈleɪʃənz/ is used when somebody
has achieved something, like passing a test, having a baby,
1 56
getting married, or buying a new house.
• Ask students to look at the photo. Ask: What can you
Note the stress: Happy Birthday! Happy New Year!
see? (a baby) What’s the special occasion? (students’
own ideas). The intonation on these three phrases needs to be
exaggerated to sound positive. Encourage students to
• Tell students to look at the words in the box. Play the match the intonation in the recording.
recording. Students listen to the conversation and circle
the special occasion. Check answers as a class. Please refer to page 183 for Teacher Development notes
on backchaining when drilling.
2 56
• Ask students to read the parts of the conversation (a–e). 4b
Then tell them to try and put the conversation in • Tell students to look at track 57 of the audioscript (page
order (1–5). 184). Ask pairs to practice the conversations. Monitor,
• Have students compare answers in pairs. Then play the and encourage students to use expressive intonation.
recording for students to check their answers.
Real life giving and accepting gifts
Real life special occasions 5
3 57 • Ask pairs to match the special occasions with the gifts.
• Tell students they are going to listen to three In feedback, elicit answers and reasons for the answers.
conversations. Play the recording. Students match the
conversations with the occasions. Play the recording 6 59
again and have students match the occasions with the • Tell students that they are going to listen to a conversation
expressions in the Special Occasions box. Let students between two people: Celia and Elena. Play the recording.
compare answers in pairs before checking with the Ask students which expressions in the box they hear.
class. • Optional step Model the expressions in the box for
students to listen and repeat.
Vocabulary notes
party = when people come together to celebrate ANSWERS
something, or to eat, drink, and have fun This is for the baby.
card = a piece of thick paper folded in half, with a picture That’s very kind.
and a message on it (see the cards on page 41) Thank you very much.
gift = something that you give to someone, e.g., when it’s
their birthday
7
dress = an outer piece of clothing for women that is
• Ask pairs to choose a special occasion and practice their
usually in one piece that covers the body and part of the
legs
own conversation, using the expressions for giving and
accepting gifts in Exercise 6. Encourage students to change
roles and repeat the exercise.
Pronunciation intonation
4a 58 Extra activity
• Tell students they are going to listen to the expressions in Divide the class into small groups. Ask students to take
the Special Occasions box. Play the recording. Students turns announcing different special occasions (e.g., It’s my
listen and repeat the expressions (see Vocabulary and birthday or It’s my wedding). The other students must
Pronunciation notes). offer their congratulations and continue the conversation.
• Some of the sounds in these phrases can be challenging
for students. You may wish to break the listen and
repeat process into smaller chunks.
3d Congratulations! 40a
2
3e Best wishes • Ask students to read the messages on the greeting cards
and answer the questions (1–3). Let students compare
their answers in pairs before checking with the class.
Lesson at a glance
• writing: a greeting card
ANSWERS
• writing skill: contractions
a 1 a birthday b 1 a wedding
2 Katya and Bruno 2 Ingrid and Karl
Writing a greeting card 3 Harry 3 Diana
Writing skill contractions
1a Vocabulary notes
• Write I’m Australian on the board and ask: Where is the
contraction? (I’m) What’s the full form? (I am). Elicit these Best wishes is a typical way of signing a birthday card
answers to make sure students understand what a or a card celebrating other special occasions for friends.
contraction is and know what to do in the exercise. You can sign off using Love for a family member or close
friend. All the best and Best regards are less familiar
• Ask pairs to underline the contractions and write the ways of signing a card, e.g., for a card that you give to a
words in full. Check answers as a class class. colleague or a neighbor.
Please refer to page 162 for Grammar notes on using Many happy returns (of the day) is still a common,
though slightly old-fashioned, message to write or say on
contractions.
someone’s birthday. It literally means, “I hope you return to
1b this day (your birthday) many happy times.” (i.e., “I hope
you live happily for a long time.”)
• Ask students to underline four contractions in the
messages (1–3). Let them compare their answers in pairs 3
before checking as a class. • Read the words in the box to the class and elicit
• In feedback, point out that Mother's and Karl's are not combinations from them (e.g., Congratulations on your
contractions—they are examples of possessive 's. birthday, Best wishes on your birthday, Love from).
• Ask students to write messages for two cards: one for
1c
a new baby, and one for a birthday. Encourage them to
• Ask students to rewrite the messages using contractions use contractions where possible.
where possible. Do the first sentence of message 1 on
the board as a class to get students started. Let students 4
compare their answers in pairs before checking with the • Tell students to check their work for the correct use of
class. capital letters and contractions.
5
ANSWERS
• Let students compare their cards in pairs. Tell them
1 Karin’s birthday’s on Friday. She’s twenty-one. Her party’s to read carefully and check for the correct use of
on Saturday.
expressions, capital letters, and contractions.
2 Hi. I’m twenty-five today. Come to my party! It’s at my
house.
Extra activity
3 Hi. What’s Harry’s address? Is it number 5 or 7? Thanks.
Bring in some pieces of card to make this task more real.
Students fold the card in half, and put a drawing or design
Vocabulary note on the front together with the words HAPPY BIRTHDAY!
or CONGRATULATIONS! Then, inside, they write their
Remind students that names, cities, countries, languages,
message.
and nationalities always start with a capital letter.
Alternatively, find out if anyone in the class has a special
day coming up soon. Find out about the day. Then tell
students to write a card to the person in the class with a
special day.
A dragon in a Chinese
New Year celebration
42
Audioscript 60
3f Chinese New Year in London
excellent reunion dog
fireworks street dress up
Before you watch
1 Pronunciation note
• Optional step Write Chinese New Year on the board and
When introducing key words in the video section,
tell students to look at the photo and read the caption it’s important that students recognize how they are
on page 42. Ask your class what they know about this pronounced. This is because they will often be asked
celebration. Teach the meaning of dragon by pointing to to listen for them while watching the video.
the dragon and asking the class: What’s this?
• Ask students to work in pairs to complete the short
article with the words in the box.
• Explain the meaning of the words in the box, or of any
other words in the article students do not understand.
Use pictures to explain the word animal.
Vocabulary note
animal = a living thing that eats, moves, and thinks, and
that isn’t a person (e.g., cats and dogs)
Key vocabulary
2a
• Ask students to read the sentences and match the
bold words (1–6) with the pictures (a–f). Let students
compare answers in pairs before checking with the
class.
2b 60
• Tell students that they are going to hear the bold words
from Exercise 2a. Play the recording. Students listen and
repeat the words.
7
Videoscript 3 • Ask students to translate the sentences into their own
language. If you have students of different nationalities,
Narrator It’s Chinese New Year. This celebration is in organize the class into same nationality/language
London. Red and yellow dragons are in the streets. Gong groups to compare their sentences.
xi fa cai is the New Year greeting.
• There may be words in the videoscript which students
Boy It was really great and it was really exciting. Just are unfamiliar with. Reassure students that they do not
absolutely excellent. need to know every word in order to understand the
Man Well, it's the time when it's a new beginning. It’s main message of the video—in real-life communication
also a family reunion and everybody just gets together in English, they need to become used to this.
and wishes everyone doing really well in the New Year.
Girl Loads of people dress up and then ... lots of people Extra activity
dress up in red mostly, because red is the lucky color for Ask students to work individually to write five sentences
Chinese. about New Year in their country. Invite students to share
Narrator In London, people celebrate British New Year their sentences with the class.
in December, and then Chinese New Year. It’s traditional
to give presents. This New Year is the start of the year of
the dog.
Narrator Two hundred thousand people are in
Trafalgar Square, Leicester Square, and Chinatown. In the
evening, people watch fireworks.
4 3
• Ask students to watch the video again and match
the people (1–3) with their words (a–c). Let students
compare their answers in pairs before checking with
the class.
5 3
• Ask students to complete the sentences from memory.
Play the video again. Ask students to watch and check.
Let students compare their answers in pairs before
checking with the class. Ask individual students to
spell the answers to make sure students have written
the words correctly.
c 2 d 4
There are fireworks in
the street.
Real life
1 This is Jin’s family .
(Jin / family)
8 Work in pairs. Put the words in order.
Sandra’s car Then match 1–3 with a–c.
2 This is .
(Sandra / car) 1 you / gift / a / here’s / for / . b
3 They’re Toni’s keys . 2 is / how old / he / today / ? a
(Toni / keys) 3 very / kind / is / that / . c
4 This is Diana’s phone . a is / eighteen / he / .
(Diana / phone) b much / thank / very / you / .
3 ❯❯ MB Work in pairs. Talk about things in c are / welcome / you / .
class. 9 Work in pairs. Practice the exchanges in
This is Alan’s pen.
Exercise 8. Use contractions.
This is Emily’s book.
I CAN
I CAN talk about special occasions
talk about people and possessions give and accept gifts
(possessive adjectives and possessive ‘s)
44
Unit 3 Review and memory 7 ❯❯ MB
booster • Ask students to work in pairs to practice saying the
months in sequence.
3 ❯❯ MB
ANSWERS
• Ask pairs to talk about things in the classroom using Completed exchanges with contractions:
possessive 's. Model the activity using the examples in 1 A: Here’s a gift for you.
the exercise.
B: Thank you very much.
2 A: How old is he today?
Vocabulary B: He’s eighteen.
4 3 A: That’s very kind.
• Ask students to match the male and female words. B: You’re welcome.
Match the first pair of words (brother and sister) to get
students started. Check answers as a class.
5 ❯❯ MB
• Ask pairs to use the words in Exercise 4 to ask and
answer questions about family.
• Optional step To prevent students from trying complex
question forms they haven’t learned yet (e.g., Have you
got any children/brothers/sisters? Are your grandparents
alive?), give students some guidance. Tell them to write
down the names of five people in their families to share
with their partner. Then model a few questions with a
student (e.g., Who is Eva? Is Joseph your father? What's
your mother's name?).
6
• Ask students to circle the correct option. Check
answers as a class.
• Optional step Ask students to write three true sentences
about their family members using the italicized words.
3 61
• Ask students to read sentences 1–3.
• Tell students they are going to listen to a short recording
about Kazakhstan. Play the recording. Students listen
and circle true (T) or false (F) for each sentence.
Background information
Kazakhstan became an independent country after the
dissolution of the Soviet Union, and Astana became its new
capital in 1998. The master plan of Astana was designed
by Japanese architect Kisho Kurokawa. As the seat of
the Government of Kazakhstan, Astana is the site of the
Parliament House, the Supreme Court, the Presidential
Palace, and numerous government departments and
agencies. It is home to many modern buildings, hotels,
and skyscrapers.
45a
Unit 4 Cities
Places in a town 2 Read the photo caption. Circle the name of the city
48 Tourist and the country.
information 3 61 Listen. Are the sentences true (T) or false (F)?
Two famous buildings 1 Astana is the capital city of T F
Kazakhstan.
50 Time zones 2 The buildings in Astana are tall. T F
Days and times around 3 Astana is a dirty city. T F
the world
4 Work in pairs. Talk about your town or city.
54 Where’s that?
I’m from Brasília. It’s in Brazil. It’s modern.
A video about three
cities around the world Is it the capital?
Yes, it is.
45
4a In the city
Vocabulary places in a town 1 j 2 e
3 d 4 h 5 f 6 c
7 i 8 a 9 b 10 g
46
Reading
4a In the city 4
• Ask students to look at the map on page 47 and find
Lesson at a glance four places on Pine Street. Let students compare
• vocabulary: places in a town answers in pairs before checking with the class.
• reading: describing places
• grammar: prepositions of place ANSWERS
• speaking: locations bank, Pine Cafe, Roxy Movie Theater, Central Market
3
• Ask pairs or small groups to talk about their own town.
Can they find the ten places from Exercise 1 where they
live? In feedback, elicit examples from students.
Extra activity
Ask students to think of (or find online) famous examples
of these places from around the world. For example:
Louvre Museum (Paris), Central Park (New York), Café
eet
Bräunerhof (Vienna), Borough Market (London). Clay Str
Bush Street
Pine Street
6 Look at the grammar box. Underline the 10 63 Listen again. Work in pairs. Look at
prepositions in the four comment boxes. the map. Is the information correct?
This park is
i beautiful! It’s on
Bush Street.
eet
b Clay Str
Maria
M
Bush Street
e
d g
a $ P The market is
Pine Street nice. It’s new. It
j isn’t very big. It’s
h opposite a bank.
f Lyle
c
i
Unit 4 Cities 47
4b Tourist information
Listening 3 Look at the grammar box. Write S
(singular) or P (plural).
1 Listen to two conversations.
64 1 this, that S 2 these, those P
Number the sentences in order.
1 2 Good morning. 4 65 Read the conversations. Write this,
3 Is this a map of New York? that, these, and those. Listen and check.
1 Hi.
Is this a train schedule?
6 It’s near Fifth Avenue ... here it is.
1
4 No. That’s the wrong map. This
is a map of New York.
5 Oh, OK. Where’s the
Guggenheim Museum?
2 3 And bus schedules?
1 Good afternoon. Where are the No, it’s a bus schedule.
schedules, please?
5 OK, thanks.
2 Excuse me. Are these
4 Those are bus schedules, next to pens or pencils?
the door.
2 Well, these are train schedules, here. They’re pencils.
The pens
2 Work in pairs. Practice the conversations are next to
in Exercise 1. the maps.
Which guidebook?
Those are maps of the city.
The book
next to you. No, it isn’t.
Now look at page 164. It’s in Spanish.
48
Grammar this, that, these, those
4b Tourist information 3
• Read the grammar box to the class. It’s a good idea
Lesson at a glance to use realia to physically demonstrate the meaning
• listening: tourist information of these words (see the extra activity below).
• grammar: this, that, these, those • Ask students to write S (singular) or P (plural) to
• pronunciation: th /ð/ complete the rules. Check answers as a class.
• reading: famous towers
• grammar: question words Refer students to page 164 for further information
• speaking: famous places and practice.
Extra activity
Ask students to change the details in the conversations so
that they are true for the students’ city or town.
5b Speaking my
• Model the pronunciation of /ð/ in the words. Then ask
students to practice saying the words in pairs. Monitor
8
and correct any errors you hear. • Organize the class into Student A and Student B pairs.
Then give them time to read the information about the
Extra activity places on their respective pages of the Student Book
(Student A: 153, Student B: 155). Have them take turns
Write the following sentences on the board and ask to ask and answer the four wh- questions from the
students to practice saying them.
grammar box (page 49) about the places.
1 There is the boat. 2 This one or that one?
ANSWERS
Reading Student A:
6 67 It’s the Paranel Observatory.
• Ask students to look at the two photos. Ask: What are It’s in the Atacama desert in Chile.
they? (towers) What are their names? Where are they? It’s open on Saturdays.
(elicit ideas from students). It’s big. It’s in the James Bond movie Quantum of Solace.
• Ask students to read the text and choose the correct Student B:
options in sentences 1–3. Let students compare their It’s the Taj Mahal.
answers in pairs before checking with the class.
It’s in Agra in India.
• In feedback, explain the meaning of symbol (something It’s open every day except Fridays.
that makes people think of your city). It’s beautiful. It’s a UNESCO World Heritage Site.
• The reading text is recorded. You could play the
recording and ask students to read and listen.
Extra activity 1
Background information Ask students if there is a famous tower or building in their
home city or country. If so, get students in the class to ask
Tokyo Skytree is a broadcasting, restaurant, and observation
each other questions about it.
tower in Sumida, Tokyo. It is 634 meters high, making it the
tallest tower in the world. It is the second tallest structure in
the world after the Burj Khalifa in Dubai. Extra activity 2
The Eiffel Tower is a wrought iron lattice tower on the
Champs de Mars in Paris, France. It is named after the Ask students to research a famous tower or building on
engineer Gustave Eiffel. It was constructed by Eiffel’s the internet (e.g., the Burj Khalifa in Dubai, or the Empire
company between 1887 and 1889 for the 1889 World’s State Building in New York). Ask them to write an article
Fair. Today, the Eiffel Tower is the most popular monument about the tower or building, using the reading in this unit
in the world that people pay to visit. as a model. This could be done for homework.
Unit 4 Cities 49
4c Time zones
Vocabulary the time 6 Work in pairs. Look at the map. It’s noon
in London. What time is it in these places?
1 68Match the times with the clocks. 1 New York 7 a.m.
Listen, check, and repeat. 2 Rio de Janeiro 9 a.m.
3 Johannesburg 2 p.m.
1 eight twenty E
4 Jakarta 7 p.m.
2 eleven o’clock M 5 Sydney 10 p.m.
3 three fifty-five A 7 What time and day is it where you are now?
What time and day is it in New York now?
4 nine thirty M
8 Word focus at
2 Write M (morning), A (afternoon), or E a Underline three sentences with at in Time
(evening) for the times in Exercise 1. zones on page 51.
3 Work in pairs. Ask and answer questions. b 69 Complete the conversations with
these expressions. Listen and check.
English class?
your
What time is school open? at five o’clock at home at school at work
the
lunch?
1 A: Where are your children? Are
Critical thinking thinking they here?
B: No. It’s 10 a.m. They’re at school .
about your country
2 A: Sandy, what time is your train?
4 What time do people do each activity B: It’s at five o’clock .
in your country? Write M (morning), A
3 A: Hi, Tom. Are you at work ?
(afternoon), or E (evening).
B: No, I’m not. It’s a holiday today.
Children go to school I’m at home .
People are at work
People are in bed Speaking my
Children go home
9 Work in pairs. Ask about different days
People have dinner and times. Take turns.
50
Extra activity
4c Time zones
Create a listening task. Write pairs of similar times on the
board and read out one from each pair. Students must
Lesson at a glance listen and say which time you are saying. Try this list:
• vocabulary: the time 1 a 5:30 b 5:40
• critical thinking: thinking about your country 2 a 9:15 b 9:50
• reading: time zones 3 a 4:45 b 4:55
• word focus: at Follow up by asking students to write their own lists of
• speaking: days and times times, and have them do the activity with a partner.
3 Vocabulary notes
• Organize the class into pairs to ask and answer the shop = a place where you buy things
questions. In feedback, elicit some exchanges for the office = a place where people work at desks
class to hear. bed = what you sleep on
closed = the opposite of open
8b 69
• Ask students to complete the exchanges with the
expressions in the box. Let them compare answers in
pairs.
• Play the recording. Students listen and check their
answers.
• Note that three of the at expressions in the box refer to
a place, and that one refers to a time.
T I M E ZONES
In London, it’s twelve noon. Shops and offices There are many different time zones in the
are open. People are at work. Children are world. Lima and New York are in the same
at school. In Perth, Australia, it’s eight o’clock time zone. Singapore and Perth are in the
in the evening. Schools are closed and same time zone. Perth and Sydney are in
children are at home. People are in cafes and different time zones. The International Date
restaurants. In Los Angeles, it’s four o’clock in Line is the end of one day and the beginning
the morning. People aren’t at work. They’re at of the next day. It’s only 80 kilometers from
home. They’re in bed. Russia to Alaska, but Sunday in Russia is
Saturday in Alaska.
London
New York
Jakarta
Unit 4 Cities 51
4d Two teas, please
Vocabulary snacks Real life buying snacks
1 71 Look at the photos (a–h). Match 2 72 Listen to three conversations. Complete
the words (1–8) with the photos. the conversations with expressions for buying
Listen, check, and repeat. snacks.
1 apple 5 salad 1 A: Hi. Can I help you?
2 banana 6 sandwich C: 1 Two coffees, please.
3 coffee 7 tea A: 2
Large or small?
4 fruit juice 8 water C: Small.
A: Anything else?
a 8 b 4 C: 3 No, thanks.
2 A: Hi. Can I help you?
C: 4
Can I have a bottle of water, please?
A: Anything else?
C: Yes. A salad.
A: OK. 5 Four dollars, please.
3 A: 6 Can I help you?
C: A tea and a fruit juice, please.
A: 7 Anything else?
c 3 d 5 C: Yes. Two sandwiches, please.
A: OK. Here you are. Eleven dollars, please.
BUYING SNACKS
Can I help you? Anything else?
Two coffees, please. No, thanks.
Can I have a bottle of Four dollars, please.
e 7 f 6 water, please? Here you are.
Large or small?
52
Pronunciation linking with can
4d Two teas, please 3a 73
• Play the recording. Ask students to listen and note
Lesson at a glance the way the words Can and I are linked in continuous
• vocabulary: snacks
speech (see Pronunciation notes).
• real life: buying snacks • Play the recording again for students to repeat. In
• pronunciation: linking with can feedback, point out how and why the words link.
Chats (2)
Jen
available
Unit 4 Cities 53
4f Where’s that?
artwork
55.2a: reuse
of 55.2a
54
Videoscript 4
4f Where’s that?
Narrator Three cities around the world. What are their
names?
Before you watch
1 City 1
• Ask students to look at the photo and write down Woman OK, so this is in Asia.
words that are related to the photo. Ask students to Man Ah, it’s at night. Look at the lights.
compare their word lists in pairs. Woman Yeah, they’re shops. It’s a shopping street.
• Ask students to look at the photo and answer the Man And the cars … and the people …
question.
Woman Yes, it’s big. It’s the capital.
ANSWER Woman And this is in the day.
near a beach
Man That’s beautiful. Where’s that?
A list of possible words connected to the photo: Woman It’s in the city. It’s a park with a lake.
orange, blue, red, yellow, black, white, person, snacks, Man Who’s that? Is that you next to the lake?
drink, food, pizza, van, street Woman No, it isn’t.
City 2
Key vocabulary
Woman And now this is in Europe. This museum is
2a
really famous: it’s the Prado.
• Ask students to read the sentences and match the
bold words (1–3) with the pictures (a–c). Let students Man Oh, yes! Is it an art museum?
compare answers in pairs before checking with the Woman Yeah, that’s right. It’s popular with tourists
class. Remind them that they learned the word bridge in and local people, too.
Unit 2. Man Is that in the capital?
2b 74 Woman Yes, it is.
• Tell students that they are going to hear the bold words Man And where’s that?
from Exercise 2a. Play the recording. Students listen and Woman That’s the train station.
repeat the words. Man Where are the trains?
Woman Ah, this is the old station.
Audioscript 74 Man What’s that? A park?
shopping street Woman It’s a garden—and a nice cafe next to the
garden.
sign
Man Oh, yes. It’s beautiful … for a train station!
bridge
City 3
Pronunciation note Woman Now we’re in the United States.
Note that sign has a silent g: /saɪn/. Man That’s a great photo.
Extra activity
Ask students to practice reading the exchanges in pairs.
a Read the sentences (1–3). Match the bold 6 Work in pairs. What are the names of
words with the pictures (a–c). the three cities? Do you agree with your
1 Fifth Avenue is a big shopping street partner?
in New York City. 1 a Madrid b San Francisco c Tokyo
2 The name of the cafe is on the sign. 2 a Madrid b Hong Kong
3 The George Washington Bridge is in c Washington
New York City. It’s on the Hudson 3 a Beijing b San Francisco c Rome
River.
a 3 b 1 c 2 After you watch
7 Look at the questions and answers from
the video. Complete the questions.
b 74 Listen and repeat the bold words. A: That’s beautiful. 1 Where ’s that?
B: It’s in the city. It’s a park with a lake.
3 Work in pairs. Say where these things are A: 2 Who ’s that? Is that you next to
in your city or town. the lake?
B: No, it isn’t.
a bank ✓ a museum
✓ a bridge ✓ a park
A: 3 What ’s that? A park?
a bus station a parking lot
B: It’s a garden—and a nice cafe next to
✓ a cafe ✓ a shopping street
the garden.
✓ a garden ✓ a snack bar
a market ✓ a train station 8 Match the places with each city from the
a movie an information video (1–3). Then write sentences about
theater center one of the cities.
Atocha Station 2
While you watch Fisherman’s Wharf 3
Shinjuku district 1
4 Watch the video. Check (✓) the
4
3
the Golden Gate Bridge
things in Exercise 3 that you see in the 1
the Imperial Palace
video. 2
the Prado Museum
Unit 4 Cities 55
UNIT 4 REVIEW AND MEMORY BOOSTER
Grammar 6 ❯❯ MB Work in pairs. Where are the places
in Exercise 5 in your town?
Pine Street
Student A: Choose a clock. Say the time.
Student B: Point to the clock.
Art 08:15
Museum Gray Street
8 Complete the menu with these words.
Roxy
Art Cafe
Theater salad fruit juice coffee sandwiches
Cold drinks
1 Look at the map. Complete the paragraph
with the words below. The Art Cafe water
2 fruit juice
$1.00
$1.50
Snacks
next to near on opposite Hot drinks 3 salad $2.00
tea $1.00 4 sandwiches $2.00
The Art Cafe is a new cafe. It’s 1 on Pine 1 coffee $1.50 cake $1.50
Street. It’s next to the Art Museum. It’s
2
2 8
• Ask students to complete the questions with question
• Ask students to complete the menu with the words in
words. Let them compare answers in pairs before
the box. Point out the three categories: Cold drinks, Hot
checking with the class.
drinks, and Snacks. Check answers as a class.
3 ❯❯ MB
• Have students work in pairs to ask and answer the Real life
questions from Exercise 2 about the cafe in Exercise 1. 9
• Ask students to put the conversation in order by
ANSWERS numbering the lines 1 to 8. Let them compare answers
1 It’s next to the Art Museum. in pairs before checking with the class.
or It’s opposite Roxy Theater.
10
or It’s on Pine Street.
• Ask pairs to practice the conversation in Exercise 9.
or It’s near the market.
Encourage them to change roles and repeat the
2 It’s open from Mondays to Saturdays, from 10 a.m. conversation several times with different snacks, drinks,
to 6 p.m.
and prices.
3 The Art Museum is next to the Art Cafe.
• Optional step Ask students to say what colors they can car American
see in the photo (blue, black, white, red, purple, yellow). plane British
radio German
2 75
bicycle Italian
• Tell students they are going to listen to someone talk
train French
about the photo. Ask them to read sentences 1–3.
Ask students to match the inventions and nationalities in
• Play the recording. Students listen and circle true (T) or pairs. Check answers as a class, and find out if students can
false (F). Let students compare answers in pairs before name any of the inventors.
checking with the class. Answers:
car German (Daimler and Benz)
Background information
plane American (Wright brothers)
Yves Rossy was born in Neuchâtel in Switzerland in
radio Italian (Guglielmo Marconi)
1959. In 2006, he became the first person to fly using
a jet-powered wing strapped to his back. He has been bicycle French (Michaux and Lallement)
nicknamed Airman, Jetman, and Rocketman. train British (Richard Trevithick)
3 75
• Play the recording again. Ask students to listen and
answer the question.
EXAMPLE ANSWERS
The photo is fantastic because the man can fly. / It’s
fantastic because the man is in the air for five minutes.
4
• Organize the class into pairs. Ask students to underline
two things in the box that can fly. Check answers as a
class. In feedback, ask students if they know the names
of other things that can fly.
57a
Unit 5 My things
57
5a Robots and people
ROBOTS
AND
PEOPLE
76
The woman on the left is
69-year-old Akiko Nabeshima.
She’s in a supermarket in
Japan. She’s with a robot.
The robot is from Keihanna
Science City near Kyoto. This
robot can see and it can speak.
It can move, but it can’t run. It
can carry things—for example,
Akiko’s basket. Robots are
amazing. They can help people
in their lives.
58
4
5a Robots and people • Read the example with the class. Then ask students to
write sentences with can and can’t for 2–5. Let students
compare their answers in pairs.
Lesson at a glance
• reading: robots and people
ANSWERS
• grammar: can/can’t
• pronunciation: can/can’t 2 Robots can speak. 4 People can’t fly.
• vocabulary: abilities 3 Robots can carry things. 5 I can speak English.
• listening: Tomo the robot
• grammar: can questions and short answers
• speaking: my abilities
Pronunciation can/can’t
5 77
• Tell students they are going to listen to the sentences
Reading from Exercise 4. Play the recording and ask students to
1 check their Exercise 4 answers.
• Tell students to look at the photo. Ask: What can you see? • Play the recording again. Students listen and repeat the
Where are the people? Elicit ideas. sentences.
• Ask students to find the things in the box in the photo—
say each word in turn and ask students to point to the Pronunciation notes
relevant part of the photo. Note that can is usually reduced and weakly stressed in
positive sentences. The strong stress is on the main verb:
ANSWERS Robots can /kən/ speak.
There are two women, one at either side of the photo. Note that can’t is strongly stressed in negative sentences.
There’s a robot in the middle at the front. Its vowel sound is fully pronounced: Robots can’t /kænt/ run.
There’s a child (a young girl) next to the robot.
The robot has a shopping basket. Extra activity
Ask students to draw their own personal robot on a piece
2 76 of paper. Ask them to tell their partners what their robot
• Ask students to read the article and underline what the can or can’t do.
robot can and can’t do. Let students compare answers
before checking with the class.
• The reading text is recorded. You could play the
recording and ask students to read and listen.
Grammar can/can’t
3
• Read the grammar box with the class. Then ask students
to look at the sentence and circle the correct option.
ANSWERS
Audioscript 78 1 Yes, she can. 3 No, she can’t.
2 Yes, she can.
1 I can cook. 5 I can ride a bike.
2 I can speak English 6 I can swim. Refer students to page 166 for further information and
3 I can play ping-pong. 7 I can sing. practice.
4 I can drive a car. 8 I can play the piano. Please refer to page 166 for Grammar and Pronunciation
7 notes on using can in questions and short answers.
• Ask students to work in pairs and take turns to read the
Extra activity
sentences they checked in Exercise 6. For those they did
not check, ask them to change can to can't and then read Extend this writing activity into a speaking activity. Ask
the sentences. students to work in pairs and use the questions in Exercise
9 to practice asking and answering can questions.
• In feedback, ask students to say can and can’t sentences
about their partner. For example: Jaime can play soccer; Please refer to page 184 for Teacher Development notes on
He can't cook; He can drive a car. giving feedback on written answers.
Extra activity
Mime the activities in the Vocabulary section. Students
Speaking my
must shout out You can swim or You can’t swim 11
depending on how you mime the activity. For example, • Demonstrate the activity by asking a few students Can
swim smoothly to elicit You can swim, and act as if you’re you questions. Once students have gained confidence
drowning to elicit You can’t swim. Then ask students to answering these types of questions, ask for volunteers
work in groups and play the same mime game.
to ask other students their own Can you questions.
• Ask students to work in pairs and talk about their
Listening abilities by asking and answering Can you questions.
8 79
• Ask students to look at the photo of Tomo. Ask: What Extra activity
is it? What can it do? Pre-teach the words kind (a type of Organize a class survey. Ask students to work in pairs to
thing) and robot expert (a person who knows a lot about write five Can you questions. Monitor and check that the
robots). questions are correctly formed and that both students in
• Tell students they are going to listen to a conversation each pair have written down the questions.
about Tomo. Play the recording. Students listen and Students then stand up and walk around the class
circle true (T) or false (F). Check answers as a class. interviewing other classmates and noting their answers.
At the end, in pairs again, students compare their answers
9 86 and prepare a short presentation about people in their
class. For example: Five people can cook and two people
• Play the recording again. Students listen and write
can’t cook; Two people can’t drive.
✓ (can) or ✗ (can’t) next to each question (1–3). Check
answers as a class.
I can cook. I can speak English. I can play ping-pong. I can drive a car.
I can ride a bike. I can swim. I can sing. I can play the piano.
7 Work in pairs. Read the sentences in 9 79Listen again. What are the answers to
Exercise 6 to your partner. Use can’t for the questions? Write ✓ (can) or ✗ (can’t).
sentences that aren’t true for you. 1 Can Tomo speak Japanese? ✓
I can ride a bike. I can’t drive a car. 2 Can she play the piano? ✓
3 Can she swim? ✗
Unit 5 My things 59
5b Our things
Vocabulary possessions 2 Listen and check your answers from
80
Exercise 1. Repeat the words.
1 Look at the pictures. Match the words
(1–8) with the pictures (a–h). 3 Work in pairs. Test your partner. Take turns.
1 a camera 5 a motorcycle Student A: Point to an object.
2 a cat 6 photos Student B: Name the object.
3 glasses 7 a soccer ball
4 a guitar 8 a watch
Our
a
THINGS
b 7 c 6 d 5
g 1
e 8 f 4
h 3
60
Listening
5b Our things 4 81
• Tell students they are going to listen to four people talk
Lesson at a glance about some of the things on page 60. Ask them to look
• vocabulary: possessions at the photos. Play the recording. Students listen and
• listening: interesting things write each person’s possession. Let students compare
• grammar: have/has answers in pairs before checking with the class.
• pronunciation: have/has • Optional step Ask students to look at the audioscript
• grammar: be + adjective on page 185, and teach them any new words (see
• speaking: my things Vocabulary notes).
Vocabulary notes
Vocabulary possessions
1 interesting = if something is interesting, you want to know
about it
• Optional step Start by showing flashcards or images of
different = the opposite of same; not the same as another
the items on this page. Elicit the words from students.
person or thing
• Tell students to look at the photos. Ask them to match astronaut = someone who travels and works in space
the words (1–8) with the photos. Let students compare
same = the opposite of different; exactly like another
answers in pairs.
person or thing
2 80 expensive = costs a lot of money
• Play the recording. Students listen and check their game = an activity that you do for fun that has rules, and
answers to Exercise 1. that you can win or lose
• Play the recording again. Students listen and repeat the
words (see Pronunciation note). In feedback, drill the
words for pronunciation.
Pronunciation note
Note the stress and pronunciation of these words:
guitar /ɡɪˈtɑːr/, camera /ˈkæm(ə)rə/.
3
• Organize the class into pairs. One student points to the
object and the other names it. Take turns.
Extra activity
Play a memory game. Students look at the photos for
thirty seconds and try to memorize all the words. They
then close their books. Count to five. Then tell students
to write down all the words. Find out how many students
remembered all of them. Ask them to open their books
and check that they have written the words correctly.
Please refer to page 166 for Grammar notes on using has Speaking my
and have to express possession.
12
8 • Ask students to work in pairs to describe three
• Ask students to complete the sentences with has or possessions, pets, or family members. You could give
have. Elicit the first answer to get students started. Let them preparation time to think of things to say first.
students compare answers in pairs. • As students speak, monitor closely and note down any
errors you hear. In feedback, write some of the errors on
Please refer to page 166 for Grammar notes on the board, changing some of the elements to make them
full and auxiliary verbs. anonymous. Invite the class to correct them.
9 Pronunciation have/has
person 1 guitar person 2 cat
a 82 Listen and check your sentences
from Exercise 8. Listen again and repeat.
b Work in pairs. Tell your partner about two
of your possessions.
I have a camera. It isn’t new. It’s a Nikon.
Unit 5 My things 61
5c Technology and me
Vocabulary technology Critical thinking who said
1 Look at the objects. Number the words it?
(1–6). 4 In the Intelligent travel blog:
a battery 4 a webcam 1 1 Who asks the questions?
a camera 6 an app 5 2 Who answers the questions?
a screen 2 headphones 3
Grammar adjective + noun
a laptop 1
a tablet ADJECTIVE + NOUN
1a This camera is old.
1b It’s an old camera.
2
2a These headphones are great.
2b They’re great headphones.
Now look at page 166.
Reading Speaking my
3 Read the Intelligent travel blog. Work in 8 Work in pairs. Talk about your favorite
pairs. Underline these adjectives. What do piece of technology.
they describe?
What’s your favorite My tablet.
new expensive good piece of technology?
old nice great
62
Reading
5c Technology and me 3 83
• Optional step Ask students to look at the photo on
Lesson at a glance page 63 and say what they can see: a camera,
• vocabulary: technology a computer/laptop, a notebook, headphones, a cell phone,
• reading: travel technology a pencil, a passport, a suitcase, clothes, a wallet, etc.
• critical thinking: who said it? • Ask students to read the blogpost and underline the
• grammar: adjective + noun adjectives listed in the gray box. Have them identify
• speaking: my favorite piece of technology the gadget that each adjective describes. Let students
compare their answers in pairs before checking with
the class.
Vocabulary technology
• The reading text is recorded. You could play the
1 recording and ask students to read and listen.
• Use realia in your classroom to elicit from students the
• Explain the meaning of trip (a journey in which you go
words the already know.
somewhere and come back again, usually after a few
• Ask students to look at the images and number the days).
words (1–6). Let students compare answers in pairs
before checking with the class. Check that students are
ANSWERS
clear on the meaning of all the words.
new = camera; expensive = laptop; good = battery;
• Drill the words for pronunciation (see Teacher old = phone; nice = camera (the phone camera, not
Development on page 184). the one mentioned earlier in the reading);
great = headphones
Pronunciation note
Note that the strong stress is on the first syllable of all Critical thinking who said it?
these words.
4
Please refer to page 184 for Teacher Development notes on • Ask students to read the blogpost again and think
using repetition drills. about who asked and who answered the questions.
Discuss as a class, and ask follow-up questions. For
2 example: Where is the article from? Who is the article for?
• Ask students to discuss the questions in pairs. Point out
that there are no right or wrong answers. Students talk EXAMPLE ANSWERS
about their own habits and preferences. In feedback,
1 a blogger who writes about technology
elicit different answers from students.
2 a travel writer/journalist/reporter
ANSWERS
You can do all the things with a cell phone—and with a
laptop and tablet, too.
Extra activity
Ask students to talk about their cell phones in pairs. Have
them show each other their cell phones and discuss what
features and apps their phones have. Then have them say
what they can and can’t do on their phone.
7
• Ask students to read the pairs of sentences. Go over
the example in question 1. Point out that the answer
follows the pattern of the b sentences in the grammar
box. Tell students to write one new sentence for each
pair of sentences. Let students compare their answers in
pairs before checking with the class.
ANSWERS
2 That’s a fantastic laptop.
3 Jack has a new passport.
4 I have two black TVs.
5 We have an old map of the world.
Unit 5 My things 63
5d How much is it?
Vocabulary money and prices 5 86 Listen to the conversations again.
Circle the correct price.
1 Work in pairs. Match these countries with
1 $15 $30 $80
their money. Write $ (dollars), € (euros), or
2 $19.50 $65.60 $95.50
£ (pounds).
3 $5.99 $9.99 $99
Australia $ Belgium €
Germany € the US $ 6 Look at the expressions for shopping.
the UK £ Canada $ Who says each expression? Write C
(customer) or S (store clerk).
2 84 Listen and repeat the prices.
a $2.30 d €3.75 SHOPPING
b €13.50 e $17.80 C Excuse me.
c €15.00 f $18.00 S Can I help you?
C I’d like these sunglasses, please.
C How much is this alarm clock?
3 Pronunciation numbers C How much are these memory sticks?
a 85 Listen and circle the correct price. S It’s/They’re $30.
S That’s $19.50, please.
1 $13.00 $30.00 4 $16.00 $60.00 C Can I pay with dollars/cash/a credit
2 $14.00 $40.00 5 $17.00 $70.00 card?
3 $15.00 $50.00 6 $18.00 $80.00
7 Work in pairs. Look at track 86 of the
b 85 Listen again and repeat the prices. audioscript on page 185. Practice the
conversations.
Real life shopping
8 Work in pairs. Take turns to buy a product.
4 86 Listen to three conversations. Match Store clerk: Decide the price.
the conversations (1–3) with the products. Customer: Decide how much you can pay.
There is one extra product.
a wallet a purse
an alarm clock 1 books
a tablet pens
64
Pronunciation notes
5d How much is it?
Remind students that -teen number words (e.g., thirteen,
fourteen, fifteen) have strong stress on the last syllable.
Lesson at a glance This syllable has a long /iː/ sound.
• vocabulary: money and prices Number words like thirty, forty, fifty have strong stress on
• pronunciation: numbers the first syllable. The last syllable -ty has a shorter /i/ sound.
• real life: shopping
Real life shopping
Vocabulary money and prices 4 86
1 • Tell students they are going to listen to three
• Have students work in pairs. Ask them to match conversations about products. Ask students to look at
the countries with the symbols they use for their the four products and check that they know what they
money: $ (dollars), € (euros), or £ (pounds). are and how to say the words.
• Play the recording. Students listen and match the
Background information conversations with the products. Point out that there
is one extra product that is not in the recording. Check
Australia, Canada, and the United States all use dollars
and cents. There are 100 cents in a dollar. However, note answers as a class.
that these are separate currencies: the Australian dollar
(AUD), the Canadian dollar (CAD), and the US dollar (USD).
5 86
Belgium and Germany are part of the Eurozone. These are • Tell students they are going to listen to the
European Union countries who have adopted the euro conversations again and circle the prices that they hear.
as their common currency. Other Eurozone countries are • Play the recording again. Students listen and circle
Austria, Cyprus, Estonia, Finland, France, Greece, Ireland, the correct price. Let students compare their answers
Italy, Luxembourg, Malta, the Netherlands, Portugal,
in pairs before checking with the class. In feedback,
Slovakia, Slovenia, and Spain. There are 100 cents in a
euro.
write the answers on the board for clarity.
The United Kingdom uses pounds and pence. There are 6
100 pence (or pennies) in one pound.
• Ask students to look at the expressions for shopping
and think about who uses each one. Write C for
2 84
customer or S for store clerk next to the expressions.
• Before playing the recording, elicit how to say the prices
to check what students already know. Please refer to page 166 for Grammar notes on asking
• Play the recording for students to hear how the prices permission and requesting something.
are said. Play the recording again for students to listen
7
and repeat the prices.
• Ask pairs to practice the conversations in track 86 of the
Vocabulary notes audioscript (page 185). Monitor carefully and make sure
they are practicing good intonation when asking the
It’s possible to say prices in different ways. For example, questions. Have them swap roles and repeat.
$12.60 can be said: twelve sixty, twelve dollars sixty, twelve
dollars sixty cents, or twelve dollars and sixty cents. 8
• Organize the class into new pairs and give students
Pronunciation numbers time to prepare before attempting the conversation
(see Teacher Development on page 184). When they are
3a 85
ready, have students practice “buying” products from
• Revise the pronunciation of -teen and -ty number words their partners.
(see Pronunciation notes).
• Monitor students’ role-playing to ensure good
• Play the recording. Students listen and circle the price intonation when asking the questions.
they hear. Students are likely to find this challenging, so
play the recording again if necessary. Let them compare Please refer to page 184 for Teacher Development notes on
answers in pairs before checking with the class. preparing for role plays.
3b 85
• Play the recording again. Students listen and repeat
the prices.
ANSWERS
1 This tablet is great, but it’s expensive.
2 The screen isn’t big, but it’s nice.
3 My car is old, but it’s fast.
4 My PC isn’t old, but it’s slow.
5 The dog is small, but it’s loud.
6 The book is old, but it’s interesting.
Unit 5 My things 65
5f What’s your favorite gadget?
66
What’s your favorite 3
5f • Ask pairs to talk about the gadgets in the box. Which
gadget? ones do they have, and where are they (at home, in the
office, etc.)? Select students to report their partner’s
Before you watch answers to the class.
1
• Optional step Bring in some gadgets to class: a cell EXAMPLE ANSWERS
phone, headphones, a tablet, etc. Elicit what they are I have a cell phone in my pocket.
called individually, and what they’re called collectively I have a laptop at home.
(gadgets). Ask students what gadgets they have. I have a memory stick in my bag.
• Ask students to say what gadgets they can see in the
picture on page 66. Ask students what the people are While you watch
using their gadgets for (to take videos/photos of the
4 5
concert).
• Play the video. Ask the class what Ashley and Clare’s
favorite gadgets are.
Key vocabulary
2a
ANSWERS
• Ask students to read the sentences and match the
Ashley—cell phone; Clare—a coffee machine
bold words (1–4) with the pictures (a–d). Let students
compare answers in pairs before checking with the
5
class. Remind them that they saw the word office in
Unit 4, and again in Unit 5. • Ask students to discuss in pairs what they remember
about the two gadgets. Elicit some ideas in feedback,
2b 87 but don’t comment.
• Tell students that they are going to hear the bold words
from Exercise 2a. Play the recording. Students listen EXAMPLE ANSWERS
and repeat the words. Ashley’s phone has a diary and a great camera.
Clare’s coffee machine is basic. It can make ten different
types of coffee.
Audioscript 87
kitchen 6 5
coffee machine • Ask students to watch the video again and circle the
options they hear. Tell them that there may be more
microwave oven than one answer. Let students compare their answers
office in pairs before checking with the class.
7 5
• Ask students to look at the sentences and recall
who says each thing. They should write A (Ashley)
or C (Clare) in the correct place.
• Play the video again. Students watch the video and
check their answers.
a Read the sentences. Match the bold words Clare’s favorite gadget:
(1–4) with the pictures (a–d). a is basic. c can make coffee
b is Italian. in two minutes.
1 My kitchen is very small. I can cook in
it, but I can’t eat in it. 7 5 Can you remember who says these
2 I can make great coffee with my new things? Write A (Ashley) or C (Clare).
coffee machine. Then watch the video again and check.
3 I can cook lots of different food in my 1 A is very busy.
microwave oven. 2 C has a new gadget.
4 My office is in the center of town. 3 A can talk to the gadget.
1 4
a b
After you watch
8 Complete the sentences with the words.
camera email friends office
phone photos photos
c 2 d 3 And this phone has a great 1 camera . I
can take fantastic 2 photos and I can send
them to my 3 friends or to the computer
in my 4 office . The 5 photos from this
phone are really, really good! And I can
talk to my 6 phone ! I can say, “Send this
b 87 Listen and repeat the bold words. photo to John.” Or, “Send an 7 email to
my office.” Or, “Call home.”
3 Work in pairs. Tell your partner what
basic coffee expensive friends
gadgets you have and where they are.
kitchen microwave ten
a camera a memory stick Some coffee machines are 8 expensive ,
a coffee machine a microwave oven
but my new machine is a 9 basic
a laptop a cell phone
machine and it isn’t expensive. It’s in my
I have a laptop in my office.
10
kitchen next to my 11 microwave .
I have a lot of gadgets in my kitchen. I
can make a cup of 12 coffee in two
While you watch minutes. And it’s fantastic coffee. I have
13
ten different types of coffee! So I
4 5Watch the video. Work in pairs. can make different types of coffee for my
What are Ashley and Clare’s favorite 14 friends .
gadgets?
9 What’s your favorite gadget? Why?
5 Work in pairs. What can you remember
about the two gadgets?
Unit 5 My things 67
UNIT 5 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Work in pairs. Ask and answer questions 5 Circle the correct object (a–c).
about Lynn. Use can. Take turns. 1 You can take photos with a .
a camera b cat c motorcycle
2 You can play music with a .
a soccer ball b guitar c photo
3 You can listen to music with .
a batteries b headphones c a screen
6 ❯❯ MB Work in pairs. Take turns.
Student A: Choose a tag. Say the price.
Student B: Point to the price tag.
68
Unit 5 Review and memory 3
booster • Ask students to complete the sentences with have or
has. Let them compare answers in pairs before checking
with the class.
Memory Booster activities
4
Exercises 2, 4, and 6 are Memory Booster activities. For
more information about these activities and how they • Ask students to tell their partners true or false sentences
benefit students, see page x. with I have + noun, and the adjectives listed. Their
partner must guess whether each sentence is true or
false. Point to the example to get students started.
I can … check boxes • In feedback, elicit a few sample sentences from
As an alternative to asking students to simply check the students, and ask the class to guess.
I can boxes, you could ask them to give themselves a score
from 1 to 4 for each language area (1 = not very confident; EXAMPLE ANSWERS
4 = very confident). If students score 1 or 2 for a language
area, refer them to the Workbook and Grammar Summary I have an old guitar. / I have an expensive new car.
exercises for additional practice. I have a beautiful cat. / I have a fantastic book.
Grammar Vocabulary
1 5
• Ask students to work in pairs to ask and answer • Ask students to circle the correct object (a–c). Let them
questions about Lynn using can and the prompts below compare answers in pairs before checking with the class.
the photo. • In feedback, ask students to mime each of the words.
6
ANSWERS
Can Lynn/she drive a car? Yes, she can. • Ask students to work in pairs. Student A reads out a price
and Student B points to the correct price tag. Tell them to
Can she ride a bicycle? No, she can’t.
take turns reading out and guessing the tags.
Can she play the piano? Yes, she can.
Can she speak Spanish? No, she can’t.
ANSWERS
Can she speak Japanese? Yes, she can.
Can she write in French? No, she can’t. $14.99: fourteen (dollars) ninety-nine (cents)
$50: fifty dollars
2 ❯❯ MB $71.40: seventy-one (dollars) forty (cents)
• Ask pairs to make true sentences about themselves $13.30: thirteen (dollars) thirty (cents)
and the abilities in Exercise 1. Tell them to take turns
to say can/can’t sentences. Encourage them to join their Real life
sentences using and or but.
7
• Ask students to complete the conversation with the
EXAMPLE ANSWERS
words in the box. Point out that one word is extra. Let
I can drive a car, but I can’t ride a bicycle. them compare answers in pairs before checking with the
I can speak Japanese, but I can’t speak Spanish. class.
I can play the piano and drive a car.
8
• Ask pairs to practice the conversation in Exercise 7.
Encourage them to swap roles and repeat the
conversation with different objects and prices.
Extra activity
Brainstorm words for other sports that involve a ball, e.g.,
tennis, ping-pong, rugby, American football, golf, hockey,
volleyball, handball, basketball, squash.
3
• Give students a moment to read the numbers. Then
read the numbers out to the class, and ask students to
repeat them to practice pronunciation (see Answers,
and the Vocabulary and Pronunciation notes).
• Ask students to take turns saying the numbers to each
other in pairs.
ANSWERS
13,000,000: thirteen million 20,000: twenty thousand
300: three hundred 70,000,000: seventy million
69a
Unit 6 We love it!
Soccer fans in
Soweto, South Africa
69
6a My sport
Vocabulary sports Reading
a 4 b 2
c 1 d 5
e 3
90
MY SPORT
Hi! My name’s Laura. My sport is the
triathlon—swimming, cycling, and
running. It’s swimming for about one
kilometer, cycling for forty kilometers, and
running for ten kilometers. I like swimming
and cycling, but I don’t like running. My
1 Work in pairs. Match the words (1–5) with best time is three hours and five minutes.
the photos (a–e). It’s not bad, but it’s not very good. The
1 basketball 4 running best Olympic time for women is one hour
2 cycling 5 tennis and fifty-six minutes.
3 swimming
2 89Write the words from Exercise 1. 3 Look at the photo. What’s the sport?
Listen and check. the triathlon
1 Running is a sport in the Olympics. 4 Work in pairs. Read about Laura. Answer
2 Swimming is a sport in water.
the questions.
3 Cycling is a sport with bicycles.
4 Tennis is a sport with a ball for 1 What are the three parts of the
two or four people. triathlon?
5 Basketball is a sport with a ball for 2 How long is each part of the triathlon?
two teams.
70
Reading
6a My sport 3
• Tell students to look at the photo and say what the sport
Lesson at a glance is. Then ask students to quickly read the text until they
• vocabulary: sports find the name of the sport.
• reading: my sport
• grammar: like 4 90
• listening: Do you like sports? • Ask students to read the text and answer the
• grammar: like questions and short answers questions. Let students compare answers in pairs
• pronunciation: do you …? before checking with the class. You may wish to
• speaking: a sports survey explain best (the irregular superlative of the adjective
good—good, better, best).
Vocabulary sports • The reading text is recorded. You could play the
recording and ask students to read and listen.
1
• Tell students to look at the photos (a–e) and read the
ANSWERS
names of the sports (1–5). Drill the names of the sports
for pronunciation (see Pronunciation notes). 1 swimming, cycling, and running
2 swimming: about one kilometer; cycling: forty
• Ask students to match the words with the photos in
kilometers; running: ten kilometers
pairs. Check answers as a class.
Extra activity
Ask students to mime the sports. Their classmates must
guess the sport.
6a My sport 70a
Grammar like Grammar like questions and short
5 answers
• Read the grammar box with the class. Ask students to 11
underline the sentence with like and don’t like in the text • Ask students to look at the grammar box. Ask the question
about Laura. Check answers as a class. and talk them through the way questions are formed.
Refer students to page 168 for further information and Note that does he/she like questions are taught in Unit 6b.
practice. Refer students to page 168 for further information and
Please refer to page 168 for Grammar notes on the practice.
affirmative and negative form of the simple present. Please refer to page 168 for Grammar notes on the
question and short answer forms of the simple present.
6
• Read the example sentence to the class and elicit what 12
the negative form of I like tennis is (I don’t like tennis). • Ask students to complete the like questions and short
• Ask students to write sentences with like or don’t like for answers. Let students compare answers in pairs before
2–5. Let students compare their answers in pairs. checking with the class.
ANSWERS 13 93
2 I like swimming. • Ask students to write like questions using the prompts.
Let students compare answers in pairs. Play the
3 I don’t like soccer.
recording. Students listen and check. In feedback, elicit
4 My friends like sports.
answers to the questions.
5 I don’t like basketball.
ANSWERS
7 91 1 Do people in your family like sports?
• Play the recording. Students listen and check their 2 What sports do you like on TV?
sentences from Exercise 6. 3 Do you like basketball?
• Play the recording again and ask students to listen and 4 Do you like swimming or cycling?
repeat (see Pronunciation note below).
14b
Listening
• Students ask and answer the Do you questions from
9 92
Exercise 13. Make sure students use short answers with
• Tell students they are going to listen to a conversation do and don’t in response.
between two people about sports. Play the recording.
Students listen and check (✓) the questions they hear.
Check answers as a class. Speaking my
15
10 92 • Ask students to write three sports they like. Tell
• Play the recording again. Students listen and circle the students to walk around and ask their classmates Do
correct answers to the questions. Check answers as a you like questions about these sports. Write a “scale” of
class. Point out the response I love sports! to the question possible answers on the board: No, I don’t; It’s OK; Yes,
Do you like sports? The speaker uses the word love instead I do; I love it; I really love it!
of like to emphasize that she likes sports a lot. • Monitor students and give feedback on errors at the end
of the activity. Ask students to report their findings.
✓ What sports do you like? 15 Work as a class. Write three sports you
10 92Listen to the conversation again. like. Ask your classmates Do you like
Circle the answers to the questions. questions about these sports, and write
the names of the people who like the same
1 Q: Do you like sports? sports as you.
A: I love sports! / No, I don’t.
2 Q: What sports do you like? Bruno, do you like Yes, I do. I love
A: My favorite sports are running and tennis? tennis!
swimming / tennis and soccer.
Reading
animals books movies
4 Read the article about Dr. Hogan.
d 5 e 6 f 3 Underline three interests from Exercise 1.
5 Read the article again. Are the sentences
true (T) or false (F)?
music sports TV 1 Dr. Hogan has two jobs. T F
2 He’s a fisherman. T F
3 He’s from Australia. T F
4 His favorite place is in T F
Botswana.
72
Background information
6b My favorite things
The Voice is a popular reality TV show in the United States.
It involves trying to find a member of the public with a
Lesson at a glance great singing voice. Each week contestants perform and
are judged by a panel of celebrity judges.
• vocabulary: interests
• reading: a profile
• grammar: he/she + like Reading
• pronunciation: likes, doesn’t like
4 96
• speaking: a puzzle
• Lead in by asking students to look at the photo of
Dr. Hogan. Ask: What can you see? Where is the man?
Vocabulary interests What’s his job? What does he like? Point out that Dr. is an
1 95 abbreviation of Doctor (a title that shows someone has
• Ask students to match the words (1–6) with the pictures been given the highest level degree by a university or
(a–f). Let them compare their answers in pairs. college).
• Play the recording. Students listen and check. • Ask students to read the article and underline three
interests. Let students compare answers in pairs before
• In feedback, make sure students understand all the
checking with the class.
words (see Vocabulary and Pronunciation notes).
• The reading text is recorded. You could play the
• Play the recording a second time. Students listen and
recording and ask students to read and listen.
repeat the sentences to practice pronunciation.
5
Vocabulary and pronunciation notes
• Ask students to read the article again and circle true (T)
It’s a good idea to teach the new words by using or false (F) for each sentence. Let students compare their
examples that students are familiar with. For example: answers in pairs before checking with the class.
detective stories—Sherlock Holmes, Agatha Christie;
comedies—Mr Bean ...
Extra activity
Scuba /ˈskuːbə/ diving is swimming underwater with an
oxygen tank, mask, and flippers. Ask students to rewrite the false sentences in Exercise 5 so
that they are true, e.g.:
Note the strong stress: comedy, detective, wildlife.
2 He isn’t a fisherman. He’s a scientist.
3 He isn’t from Australia. He’s from Arizona.
Extra activity
Ask students to add other examples to each category (e.g.,
horror, jazz, birds, reality TV shows).
Background information
Arizona and Nevada are US states—both are hot and dry.
2 The Okavango Delta is a large inland delta in the southern
• Ask pairs to write their own favorites for each category. African country of Botswana. It has large areas of land
Monitor and help with ideas and vocabulary. If possible, that tend to flood, attracting huge numbers of wild
give the English language version of names they think of. animals. It is home to over 70 species of fish.
EXAMPLE ANSWERS
TV show: The Voice, Big Brother, Dancing with the Stars
Book: Harry Potter, War and Peace
Movie: Avatar, Star Wars
Sports: swimming, golf
3
• Ask pairs to ask and answer questions about the things
in Exercise 2. Model the activity first by asking and
answering some questions around the class. Monitor
to make sure students are using the question form and
short answers correctly.
EXAMPLE ANSWERS
He likes big fish; He likes the Okavango Delta in Botswana;
He doesn’t like cold places; He likes water and swimming;
He likes scuba diving; He likes coffee; He likes wildlife
shows.
Now look at page 168. 11 Work in pairs. Look at the chart. Take
turns.
6 Look at the grammar box. What is the Student A: Choose a person.
negative form of likes? doesn’t like Student B: Ask Does she like questions to
discover the person’s identity.
7 Work in pairs. Write questions about
Dr. Hogan. Does she like music?
No, she doesn’t.
1 like / fish?
Does Dr. Hogan like fish? Does she like books?
Yes, she does.
2 like / Botswana?
3 like / cold places? Is it Teresa?
4 like / coffee? Yes!
✗ ✓ ✗ ✓
✓ ✗ ✓ ✗
74
Reading
6c We love street food 4 99
• Optional step Ask students to look at the photo on
Lesson at a glance Student Book page 75. Ask: Where are they? (in a market,
• vocabulary: food on a street) What food can you see? (meat, kebabs) What
• reading: we love street food colors can you see? (red, green, blue, white, yellow,
• critical thinking: what does the writer think? orange, pink, brown, black). Elicit and teach the
• grammar: object pronouns meaning of street food (simple food that is made and
• speaking: food served on the street).
• Ask students to read the article and match each person
with their favorite food. Let students compare answers
Vocabulary food in pairs before checking with the class.
1
• The reading text is recorded. You could play the
• Ask students to match the words with the photos (a–f). recording and ask students to read and listen.
Go over the example and ask the class to name different
types of fruit to get students started. Let students Background information
compare answers in pairs. Note that students will check
answers in Exercise 2 by listening to the recording. The Republic of the Philippines is a country in Southeast
Asia. It is in the western Pacific Ocean, and it consists of
2 98 7,641 islands. Manila is its capital, and Quezon City is its
most populated city.
• Play the recording. Students listen and check their
answers to Exercise 1. Lechon manok is chicken cooked on a rotisserie with
ginger, garlic, and lemongrass.
• Play the recording again. Students listen and repeat
each word (see Vocabulary and Pronunciation notes).
5
Vocabulary and pronunciation notes • Ask students to match the meals with the correct time.
Let students compare answers in pairs before checking
Note the strong stress and pronunciation of vegetables with the class. In feedback, ask what students have for
/ˈvɛdʒtəbəlz/. Also, note that the fourth letter in
each meal.
veg(e)tables is not pronounced.
The words ending in -s or -es are plural nouns. The other Pronunciation note
words that do not end in -s or -es are uncountable nouns.
Note the pronunciation: breakfast /ˈbrekfəst/, lunch /lʌntʃ/,
dinner /ˈdɪnər/.
3
• Ask pairs to talk about what food they like. As revision,
remind students to also use the snack vocabulary from Background information
Unit 4d. Also, encourage students to use complete These are some other words for meals: brunch (a late
sentences when asking and answering questions. For breakfast—a combination of breakfast and lunch); tea
example: Do you like eggs? No, I don’t, but I like cheese. (cake or sandwiches at around 3 or 4 p.m.); and supper
(another word for dinner).
• Optional step Remind students of the “scale” of
responses introduced in Exercise 15 of Unit 6a:
No, I don’t; It’s OK; Yes, I do; I love it; I really love it! Critical thinking what does the writer
think?
Extra activity 6
Ask students to work in pairs to think of other food • Ask students to read paragraph 1 again and underline
words. Start a list of new food words on the board. Invite the adjectives, like great and fantastic. Ask students what
students up to the board to add to the list. the writer thinks about street food.
• After eliciting some answers, point out that all of the
adjectives are positive. The writer therefore probably
really likes street food.
Extra activity
To help students memorize object pronouns, get them to
test each other. Ask students to work in pairs. Student A
reads out different subject pronouns and Student B must
say from memory the corresponding object pronoun.
Then ask them to swap roles and repeat.
Alternatively, create cards with subject and object
pronouns on them. Students work in pairs or groups
to match the subject pronouns to the correct object
pronouns.
1 sports a SUGGESTIONS
2 Felicity Jones c ✓ Let’s watch soccer on TV.
3 fish b ✓ Let’s go to the movie theater this
4 pizza d weekend.
✓ How about pizza?
a boring ✓ That’s a good idea.
b horrible ✓ I love her.
c fantastic ✓ No, thanks.
d great ✓ I’m sorry.
2 Are the adjectives in Exercise 1 positive (+) ✓ I don’t like sports very much.
or negative (-)? Write them in the chart. ✓ OK.
Positive + Negative -
5 Add three ideas to the chart below.
fantastic boring
a burger
great horrible a movie
soccer
go to pasta tonight.
3 Pronunciation intonation Let’s
have tennis tomorrow.
play the park this weekend.
a 101 Listen and repeat the opinions. watch
76
Real life suggestions
6d Let’s play ping-pong 4 100
• Ask students to read the expressions in the language
Lesson at a glance box. Elicit the two different ways of making suggestions
• vocabulary: opinion adjectives (Let’s … ; How about …?).
• pronunciation: intonation • Play the recording again. Students listen and check (✓)
• real life: suggestions the expressions they hear.
• Play the recording again and ask students to note the
Vocabulary opinion adjectives intonation patterns. Get students to listen and repeat the
expressions in the box after you. Focus on broadening the
1 100
range of their intonation. Practicing this is important as it
• Check that students understand the four adjectives. Elicit helps to ensure that students’ suggestions sound natural
the words by miming them: boring—yawn and stare and polite.
blankly at a book; horrible—pretend to taste something
and look repulsed; fantastic/great—look at something and 5
react very positively. Point out that the words describe
• Ask students to look at the substitution chart and note
the object, not what the person is feeling.
how we make suggestions using Let’s and How about.
• Tell students they are going to listen to three Point out that Let’s is followed by a base-form verb, and
conversations. Play the recording. Ask students to listen How about is followed by a noun (see Grammar notes on
and match the words (1–4) with the opinion adjectives page 168).
(a–d) used to describe them. Check answers as a class.
• Optional step Focus on the verb + noun collocations
before asking students to complete the chart. You could
Vocabulary notes
call out a variety of nouns and ask students to give
Fantastic and great both mean very good. They are used examples of verbs they go with:
to describe things that give you a very positive feeling. (go to) the beach / the movie theater / the park
Boring and horrible have more specific meanings. Boring (have) lunch / breakfast / dinner / a coffee / a burger
means uninteresting. Things that are horrible make you (invite) your brother / my friends / your family / Peter
feel disgusted, like horrible food or a horrible experience. (play) tennis / soccer / a game / music
It would be unusual to describe sports as horrible. (watch) a movie / TV / a soccer match.
• Tell students to add three more ideas to the chart.
2 Monitor and help with ideas and vocabulary.
• Ask students to complete the chart with the adjectives
from Exercise 1. Check answers as a class. EXAMPLE ANSWERS
watch TV, play basketball, go to a cafe, have lunch
Pronunciation intonation
3a 101 Please refer to page 168 for Grammar notes on suggestions.
• Tell students they are going to listen to the four short
opinion sentences from Exercise 1. Play the recording. 6
Students listen and repeat the opinions. Encourage • Ask pairs to make and respond to suggestions using
students to imitate the expressive intonation used in the the prompts in the chart. Encourage them to use
recording. (see Pronunciation note). the expressions from the language box and opinion
adjectives when responding.
Pronunciation note
7
Notice the strong stress and wide intonation pattern used
• Ask students to think of activities they could do this
when expressing strong feelings:
weekend, such as play a sport or watch a movie.
She’s fantastic. It’s horrible.
Write ideas on the board and introduce any necessary
vocabulary to help students do the activity.
3b • Organize the class into groups, and ask students to take
turns suggesting activities. The other group members
• Ask students to list four well-known people or things.
respond using the expressions in the language box and
Tell students they should not list friends or family
opinion adjectives. Each group has to try to agree on one
members. Give them a minute or two to think of ideas.
weekend activity they could do together.
• Ask pairs to exchange lists and make sentences about
• As students speak, note any errors you hear with their
the people and things. Demonstrate the activity in front
use of the key expressions. At the end, write the errors
of the class. Point out that it’s polite to add I’m sorry in
on the board for students to correct.
front of a negative reply.
2 3d
• Ask students to read the messages again and match • Ask pairs to write the words in the correct order and
them to the replies. Let students compare their answers add the punctuation and capital letters. Check answers
in pairs before checking with the class. as a class.
Please refer to page 168 for Grammar notes on the uses of ANSWERS
can.
2 Do you like french fries?
3 This movie is great!
Vocabulary notes
4 Does your friend like pizza?
ticket = a piece of paper that shows you have paid to see 5 I don’t like meat very much.
an event
6 His new car is fantastic!
of course = used for saying “yes” in a definite and/or
polite way
until = happening up to a particular point in time and
4
then stopping • Ask pairs to write different replies to each message in
Exercise 1. Elicit example answers from pairs.
Writing skill punctuation and sentence EXAMPLE ANSWERS
structure 1 Yes, of course I can. / Yes! 2 p.m. is great for me.
3a 2 That’s no problem. She’s nice. / No, sorry. You can’t.
• Ask students to look at the messages and replies in 3 Wow! Thanks! / Sorry, I don’t like racing.
Exercises 1 and 2 again and find examples of the
punctuation listed in the box. Find the first as a class to
5
get students started. Let students compare their answers
in pairs before checking with the class. • Organize the class into new pairs. Tell students to write
a message and then pass it to their partner. Encourage
them to write messages like those in Exercise 1 (Can you/
Please refer to page 168 for Grammar notes on
Do you + verb).
punctuation.
• Ask students to read their partner’s message carefully
3b and check the punctuation and capital letters. Then ask
• Ask students to read the sentences and rewrite them them to write and return a reply.
using the correct punctuation and capital letters. Let
students compare their answers in pairs before checking Extra activity
with the class. Note that there could be some variation Ask students to write messages on pieces of paper to pin
depending on degree of emotion, etc. on the notice board. Other students can then pin their
replies below the messages for everyone to read.
Alternatively, have students write real short messages or
emails to each other, or to you. However, be mindful that
students may not wish to share their contact details.
2
Can I invite my sister to your party?
b Work in pairs. Read the sentences and add
the correct punctuation.
3
Do you like car racing? I have two 1 we have tickets for the game tomorrow
tickets. 2 yes I love their music
3 no my friend doesn’t like animals
2 Match the messages in Exercise 1 with the 4 that television show is boring
replies (a–c). 5 thanks for the book I love it
a 3 c Look at the messages in Exercise 1. Circle
Yes, I love it! Thanks!
the subject and underline the verbs.
1
b 2 Can you come for lunch at 2 p.m. tomorrow?
Yes, of course you can.
c 1
d Work in pairs. Write the words in order.
Sorry, I can’t. I’m at work until 3:30. Add the correct punctuation.
1 meet / we / tonight / can / ?
3 Writing skill punctuation and Can we meet tonight?
sentence structure 2 like / french fries / you / do / ?
3 movie / this / great / is
a Work in pairs. Read the messages and
4 like / your / does / pizza / friend / ?
replies in Exercises 1 and 2. Look for the
5 very much / meat / like / I / don’t
punctuation below.
6 new / his / car / fantastic / is
capital letter ABCD
period . 4 Work in pairs. Write three different replies
comma , to the messages in Exercise 1.
question mark ?
exclamation mark ! 5 Work in pairs. Write a short message.
Give it to your partner. Write a reply to
your partner’s message.
78
4
6f At the market • Organize the class into pairs, and ask each pair to think
about and write down things they can buy in a market.
Before you watch They should write as many things as they can in 30
seconds.
1
• Optional step Ask your class to say what foods they can
EXAMPLE ANSWERS
see in the photos (1–3).
meat, eggs, milk, cheese, fruit, vegetables, potatoes,
• Ask students to match the words with the photos. Let
tomatoes, fish
students compare answers in pairs before checking with
the class.
While you watch
Vocabulary note 5 6
The mini-stores in a market are called stalls. This word is • Tell students they are going to watch a video about
also used for the small temporary stores in streets, which a market. Tell students to watch the video and check
often appear together to form a market. how many of the things in their list from Exercise 4
are in the video. Play the video. Discuss answers with
2 the class.
• Ask students to discuss in pairs which stalls from
Exercise 1 they like, and which stalls they do not like.
Elicit example answers from students.
Key vocabulary
3a
• Ask students to read the sentences and match the
bold words (1–4) with the pictures (a–d). Let students
compare answers in pairs before checking with the
class.
3b 102
• Tell students that they are going to hear the bold words
from Exercise 3a. Play the recording. Students listen and
repeat the words.
Audioscript 102
bones
camembert
tomatoes
peaches
Vocabulary note
local = something that is near you, in your town or
neighborhood
6 6
• Ask students to read the sentences. Play the video
again. Ask students to circle the correct option. Let
students compare their answers in pairs before checking
with the class.
7 6
• Ask students to watch the video again and circle true
(T) or false (F). Let students compare their answers in
pairs before checking with the class.
8
• Ask pairs to write the name of the person who says each
sentence. You could play the video again if necessary
for students to check.
80
UNIT 6 Review and memory Vocabulary
booster 4
• Ask students to cross out the item that doesn’t belong in
each group. Let them compare answers in pairs before
Memory Booster activities checking with the class.
Exercises 3 and 6 are Memory Booster activities. For more
information about these activities and how they benefit 5
students, see page x. • Ask students to circle the correct opinion adjective. Let
them compare answers in pairs before checking with
the class.
I can … check boxes
As an alternative to asking students to simply check the 6 ❯❯ MB
I can boxes, you could ask them to give themselves a score • Ask pairs to make true sentences with the opinion
from 1 to 4 for each language area (1 = not very confident; adjectives in Exercise 5. Encourage them to vary their
4 = very confident). If students score 1 or 2 for a language intonation to express emotion.
area, refer them to the Workbook and Grammar Summary
exercises for additional practice.
ANSWERS
Students’ own ideas
Grammar
1
Real life
• Optional step Ask students to read the article quickly
without worrying about the gaps. Then ask them to 7
answer this question: What type of movies does Jenna like? • Ask students to read the conversation and circle the
(action movies) correct option. Let them compare answers in pairs
before checking with the class.
• Ask students to complete the article with the correct
forms of like. Let them compare answers in pairs before
checking with the class.
Background information
Eddie Redmayne is a British actor who won an Oscar for
2 portraying physicist Stephen Hawking in The Theory of
Everything.
• Ask students to replace the bold words in the sentences
with object pronouns. Let them compare answers in Emma Stone is an American actor. She is reportedly the
pairs before checking with the class. highest-paid actress in the world. She won an Oscar for
her part in La La Land.
3 ❯❯ MB
8
• Ask pairs to take turns to ask and answer like questions
• Ask pairs to practice the conversation in Exercise 7.
about the people and things in Exercise 2.
Ask them to change roles and repeat the conversation,
• Optional step You could then ask students to use the and to change the people, activities, and adjectives in
sentences in Exercise 2 to ask each other questions about the conversation.
their own likes, e.g., Do you like the ocean? Yes, I do. I love
it. / No, I don’t. It’s cold.
EXAMPLE ANSWERS
Does Jenna love the ocean? Yes, she does.
Does Jenna like big boats? Yes, she does.
Does Jenna like Tom Cruise? Yes, she does.
Background information
Tom Cruise, is a Hollywood movie star, famous for his roles
in action movies such as Top Gun and Mission Impossible.
2 103
• Give students a moment to read the sentences and
4
options. • Organize the class into pairs or groups of four or five.
Have students talk about the months that are in each
• Play the recording. Ask students to listen and circle
season. If you have a range of nationalities in your class,
the correct option. Check answers as a class.
mix students from different parts of the world.
Background information • Monitor students’ discussions, and note any
pronunciation errors that students make with the names
The Holi festival is a Hindu festival which is celebrated in of the months or seasons. At the end, drill these words
India and in other countries with large Hindu populations.
with the class.
It commemorates events in Hindu mythology as well as
the start of spring. It is a fun festival in which people light
bonfires, throw colored powder at each other, and have Extra activity
large street celebrations. It takes place on the last full Ask students to think of celebrations in their countries
moon day of the lunar month at the end of the winter that take place in different seasons. For example:
season. This is usually in March, but it is sometimes at the Independence Day is in summer; Christmas is in winter.
end of February.
3 104
• Ask students to read the instructions. Play the recording.
Students listen and repeat the words (see Vocabulary
and Pronunciation notes).
Audioscript 104
spring
summer
fall
winter
81a
Unit 7 Daily life
90 The elephants of
Samburu
A video about elephants spring summer fall winter
in Kenya
4 Work in pairs. Which months are the seasons in
your country?
81
7a Section
?? Day andHead
night
a 5 b 3 2 Match the pictures (a–g) with the
sentences (1–7) in Exercise 1.
3 Work in pairs. Write seven true
or false sentences about your
routines. Read the sentences to
c 4 d 7 e 6 your partner. Find your partner’s
false sentences.
I get up at five o’clock. False.
Reading
f 1 g 2 4 Work in pairs. Look at the photo
and the caption. Where is it? What
kind of class is it?
5 Work in pairs. Read about Chen
Hong’s routine. Is it similar to
yours?
106
Vocabulary routines
DAY
&
My name’s Chen Hong. I live
with my husband and parents
1 Listen and complete the
105
in Shanghai. Every day, I get
sentences with times and places.
AND up at 5:30. I go to an exercise
class. My husband and parents
1 I get up at six o’clock .
2 I have breakfast at six thirty . NIGHT don’t go to the class. After the
class, I have breakfast with my
3 I start work at seven o’clock . friends. I start work at 8:30. At
Chen Hong’s day
4 I have lunch in a cafe . noon, I have lunch. I don’t work
5 I finish work at five forty-five . in the afternoon. In the evening, I make dinner. We eat
home at eight o’clock. Then we watch TV. I go to bed at 10:30.
6 I have dinner at .
7 I go to bed at eleven thirty .
82
Reading
7a Day and night 4
• Ask students to look at the photo and caption and
Lesson at a glance answer the questions in pairs. Check answers as a class.
• vocabulary: routines
• reading: a day in China ANSWERS
• grammar: simple present I/you/we/you/they It’s in Shanghai. It’s an exercise class.
• grammar: prepositions of time
• speaking: my partner and I
5 106
• Ask students to read the article and answer the
Vocabulary routines question in pairs. In feedback, get students to say how
their own routines are similar or different. For example:
1 105 I start work at 8:30 a.m., but I don’t get up at 5:30 a.m.
• Play the recording. Students listen and complete the • The reading text is recorded. You could play the
sentences with times and places. Let students compare recording and ask students to read and listen.
answers in pairs before checking with the class.
2 ANSWERS
• Ask students to look at the pictures (a–g). Ask: What Students’ own answers
can you see? Where is the man? What does he do? Find out
what students can already say.
Background information
• Ask students to match the pictures (a–g) with the
Shanghai, on China’s eastern coast, is one of the most
sentences (1–7) in Exercise 1. Let students compare
populous cities in the world. It is also a global financial
answers in pairs before checking with the class.
center.
3
• Ask students to write seven true or false sentences
about their personal routines. Have them read their
sentences out to a partner. Their partner has to guess
which sentences are false.
• Model (or extend) this activity by reading out three
or four sentences about yourself. Ask students to say
which ones are false.
Extra activity
Write some unusual jobs on the board. For example:
actor, president, DJ on a breakfast radio show, soccer
player. Each student chooses a job and writes five realistic
sentences about their daily routine. Organize the class
into pairs. Have students read their sentences out to their
partner without saying the job. Their partner has to listen
and guess the job.
Extra activity
Ask students to write five similar pairs of sentences that
are true about themselves. For example: I don’t work
at home. I work in an office. Ask students to share their
sentences with a partner or with the class.
Speaking my
84
Listening
7b Join the club 4 109
• Ask students to look at the photo and the caption on
Lesson at a glance page 85. Ask: Where is he? What is he doing?
• vocabulary: hobbies • Tell students they are going to listen to four people
• listening: hobbies with friends (Andy, Tina, Naga, and Paul) talk about their hobbies.
• grammar: simple present questions I/you/we/you/they Give students a moment to look at the chart.
• pronunciation: intonation in questions • Play the recording. Students listen and complete the
• speaking: a survey chart. Play the recording a second time if necessary—it
can be challenging to listen and write notes at this level.
Vocabulary hobbies Please refer to page 185 for Teacher Development notes on
1 108 listening and writing.
• Optional step Start by showing flashcards of the
activities on this page. Elicit the words that students 5 110
already know. • Ask students to match the questions (1–4) with the
• Ask students to look at the photos. Ask them to match answers (a–d). Point out that the questions and answers
the words (1–8) with the photos (a–h). Let students are taken from the conversations in Exercise 4. Play the
compare answers in pairs. recording for students to check their answers.
• Play the recording. Students listen and check.
Grammar simple present questions
2 108
I/you/we/you/they
• Play the recording again. Students listen and repeat the
words. Drill the words for pronunciation. 6
• Read the grammar box with the class (also see
Pronunciation notes Grammar notes on page 170). Ask students pairs to
take turns practicing the questions and answers in
The strong stress is on the first syllable of these words. Exercise 5.
Note the silent “b” in climbing: /ˈklaɪmɪŋ/. Note the nasal
sound at the end of the words: /ɪŋ/. Students shouldn’t be Refer students to page 170 for further information and
saying /g/. practice.
EXAMPLE ANSWERS
swimming, drawing, jogging, running, cycling, knitting,
gardening, playing tennis/golf/basketball/soccer
Extra activity
Play a memory game. Students look at the photos for
thirty seconds and try to memorize all the words. Tell
students to close their books. Count to five. Then tell
students to write down all eight hobbies. Find out how
many students remembered all of them.
Students could also mime activities for their partner to
guess.
Reading Speaking my
86
A year in British Columbia, Reading
7c 4 114
Canada
• Ask students to read the article and match the
paragraphs (1–4) with the photos (a–d). Let students
Lesson at a glance compare their answers in pairs before checking with
• vocabulary: weather the class.
• reading: the seasons of the year • The reading text is recorded. You could play the
• critical thinking: finding information recording and ask students to read and listen.
• grammar: simple present Wh- questions
• speaking: activities in different seasons 5
• Ask students to read the article again and underline
the things people do in each season. Let students
Vocabulary weather
compare their answers in pairs. In feedback, use Do you
1 112 questions to discuss whether people in your students’
• Optional step With books closed, show students images countries do the same things described in the article.
representing different kinds of weather. Ask: What can
you see? Elicit any weather words students already Background information
know. You can also revise the pronunciation of the
British Columbia (or BC) is a province in the west of
seasons.
Canada. Its capital is Victoria, but its largest city is
• Play the recording. Students listen and repeat the words Vancouver. It’s famous for its natural beauty and the mild
(see Vocabulary and Pronunciation notes). climate along its coast.
Whistler is a mountain and resort in the Rocky Mountains
Audioscript 112 near Vancouver.
2 113
• Tell students they are going to listen to people from four
places. Play the recording. Students listen and write the
number of the speaker (1–4) next to the weather words
in Exercise 1. Let students compare their answers in
pairs before checking with the class.
• Point out that when describing the weather, we use
It’s … . For example: It’s rainy; It’s snowy.
3
• Ask student pairs to describe to each other the weather
in each season in their country. If all or most of your
students are from the same country, see the Extra
activity below.
Extra activity
As revision, elicit and write the names of different
countries onto the board. Then ask students to say or
guess what the weather is like in those countries:
I think it’s hot and sunny in Brazil in summer.
I think it’s cold and snowy in Iceland in winter.
Extra activity 2
Extra activity 2 Ask students to write a blog entry about one of the
Check that students have remembered the verb + noun seasons in their country. Tell them to include information
collocations in the text by writing verbs on the board: about what people do, and what they personally do. This
go, eat, change, watch, read, cook, stay, meet could be done for homework.
8
• Ask students to complete the questions with what,
where, who, why, or when. Do the first question as a class
to get students started. Let students compare their
answers in pairs before checking with the class.
F A L L
What do people do in fall? 2
W I N T E R
Where do people go in winter? 3
In winter, it’s cold, rainy, and
snowy, too. A lot of people stay
at home. They watch TV, read
books, and cook winter food.
Winter is my favorite season. I like
winter sports. I go to Whistler. It’s
in the mountains. I go skiing and
d 1
climbing.
S P R I N G
Why do people like spring? 4
In spring, it’s cloudy and rainy, but
it isn’t cold. Flowers open, birds
sing, and trees are green. People
go cycling and running. They meet
friends and they go for walks.
88
5 116
7d What’s the matter? • Play the recording again. Students listen and complete
the suggestions. Let students compare their answers in
pairs before checking with the class. In feedback, point
Lesson at a glance
out the meaning, use, and form of What’s the matter?
• vocabulary: problems (see Vocabulary notes).
• real life: problems
• pronunciation: sentence stress
Vocabulary notes
What’s the matter? is a way of asking What’s the problem?
Vocabulary problems In English, we use Why don’t you …? to make suggestions
1 115 or give advice to someone.
• Optional step With books closed, mime some of the Note the form: Why + don’t + you + base form. Although
words (a–e) from the exercise. Ask: How do I feel? Elicit don’t is a negative word, it is used here to make a positive
words that students already know. suggestion.
Writing a profile 4
• Once students have completed their notes, ask them
1 to write three paragraphs to produce their profile.
• Ask students to read Hans’s profile and circle true or Monitor, and offer support and guidance. Do not correct
false for the three sentences. Check answers as a class. errors at this stage. Have students check their own work
for errors in paragraph order, spelling, and punctuation.
Writing skills paragraphs
5
2a
• Ask students to read the profile again and match the • Ask students to exchange profiles with a partner.
paragraphs (1–3) with the topics. Let students compare Tell them to read their partner’s profile carefully and
their answers in pairs before checking with the class. find things that they have in common. Have students
discuss what they have in common, and make a list. In
2b feedback, elicit examples from students.
• Ask students to read Jenna’s profile and number
Extra activity 1
the paragraphs (a–c) in the same order of the topics
in Hans’s profile (1–3). Let students compare their Collect the profiles and put them on the walls of the
answers in pairs before checking with the class. classroom. Students circulate and read each other’s
profiles. Tell them to write a comment at the bottom of
the profiles they read. Alternatively, ask students to find
Extra activity
one thing that they have in common with each profile
Ask some questions to check that students understand the that they read.
content of Jenna’s profile. For example:
Where does she work? (at PLT Engineering)
Extra activity 2
Where does she study? (City College)
For homework, ask students to write a profile about a
Where does she live? (on a busy street in the city)
friend or family member.
What does she like? (sports and photography)
With stronger classes, ask students to close their books and
answer from memory.
2c
• Ask student pairs to organize Luther’s notes into three
paragraphs using Hans’s profile in 2a as a model.
Then, ask them to write the three paragraphs in full. In
feedback, ask students to read out their paragraphs.
EXAMPLE ANSWER
I’m a teacher. I teach engineering at City College.
I’m married and I have two children. We live in a big house
near the college.
On Saturdays, I go for walks and take photos. I like taking
photos of animals.
a teacher engineering
my wife and children City College
animals photos
90
Vocabulary notes
7f The elephants of Samburu
jeep = a car that can drive over most types of land
lie down = to rest in a flat position on a bed or couch
Before you watch
1 3
• Ask students to look at the photo and the caption. Elicit • Tell students that they are going to watch a video about
the answer from students. elephants in Kenya. Have students work in pairs to
circle the options they think are correct before watching
ANSWER the video.
It lives in the Samburu National Reserve in Kenya.
While you watch
Background information
4 7
• Play the video. Ask students to watch and check their
The Samburu National Reserve is about 104 square
kilometers in size. It is small compared to other Kenyan answers from Exercise 3. Discuss the answers as a class.
wildlife parks, but it is home to a big population of
animals. The Uaso Nyiro River cuts through the reserve
and attracts many animals like cheetahs, lions, elephants,
buffalo, hippos, and Nile crocodiles. There are also over
350 different types of birds at the reserve.
Key vocabulary
2a
• Ask students to read the sentences and match the
bold words (1–5) with the pictures (a–e). Let students
compare answers in pairs before checking with the
class.
2b 118
• Tell students that they are going to hear the bold words
from Exercise 2a. Play the recording. Students listen and
repeat the words.
Audioscript 118
jeep bath
lie down trunk
hand
6 7
• Ask students to watch the video again and write
their answers in pairs. Check answers as a class. Elicit
different answers from students.
EXAMPLE ANSWERS
1 They drink, have a bath, eat, greet each other, lie down,
and sleep.
2 They get up early, follow the elephants, and take
photographs of the elephants.
I CAN
David and Yann are brothers. They have
an internet company. From Monday to talk about the weather
1 Friday , they start work at seven talk about problems (adjectives)
o’clock. They finish work in the evening,
and they have 2 dinner at a restaurant. Real life
They like the same 3 food . On
weekends, they don’t do the same thing. 6 Complete the sentences with the words.
David and his friends play 4 music in Then put the sentences in order (1–4) to
a band. Yann and his girlfriend go to the make a conversation.
5 movies . I’m No What’s Why
2 Work in pairs. Write questions. Why don’t you eat this pizza? 3
1 David and Yann / brothers? I'm hungry. 2
2 they / work / in the same place? No , thanks—it’s cold. 4
3 where / they / have dinner? What's the matter? 1
4 they / like / the same food?
5 Yann and his girlfriend / play music? 7 Work in pairs. Use these ideas to practice
similar conversations. Take turns to start.
3 ❯❯ MB Work in pairs. Take turns.
1 thirsty / cup of coffee
Student A: Ask the questions in Exercise 2.
2 hot / drink some water
Student B: Answer the questions.
3 don’t understand / use a dictionary
I CAN
I CAN
say what people do every day (simple
talk about problems
present)
make suggestions
say when people do things (prepositions of
time)
92
Unit 7 Review and memory Vocabulary
booster 4
• Ask students to first complete the adjectives, and then
write W (weather) or P (people) next to each word. Let
Memory Booster activities them compare answers in pairs before checking with
Exercises 3 and 5 are Memory Booster activities. For more the class.
information about these activities and how they benefit
students, see page x. 5 ❯❯ MB
• Ask pairs to ask and answer questions using the
I can … check boxes adjectives from Exercise 4.
As an alternative to asking students to simply check the
I can boxes, you could ask them to give themselves a score EXAMPLE ANSWERS
from 1 to 4 for each language area (1 = not very confident; What do you do when it’s sunny?
4 = very confident). If students score 1 or 2 for a language I go walking. / I go to the beach.
area, refer them to the Workbook and Grammar Summary
What do you do when you’re thirsty?
exercises for additional practice.
I drink water. / I buy a drink.
What do you do when you’re tired?
Grammar I lie down. / I go to sleep.
What do you do when it’s snowy?
1
I stay at home. / I go skiing!
• Ask students to complete the text with the words in the
box. Let them compare answers in pairs before checking
with the class. Real life
6
2 • Ask students to complete the sentences with the words
• Students write questions about David and Yann, the in the box. Then have them put the sentences in order
brothers in Exercise 1, using the prompts. Point out that (1–4) to make a conversation. Let students compare
they will need to add the verb be or do. Let students answers in pairs before checking with the class.
compare answers in pairs before checking with the
class. 7
• Ask pairs to use the prompts to have conversations
ANSWERS similar to the one in Exercise 6. You could ask students
1 Are David and Yann brothers? to first act out the conversation in Exercise 6 before
2 Do they work in the same place? moving on to the variations. When they are done, have
3 Where do they have dinner? them switch roles and repeat.
4 Do they like the same food?
5 Do Yann and his girlfriend play music? Extra activity
Ask student pairs to write two more sets of conversation
3 ❯❯ MB prompts, similar to those in Exercise 7. Have them
exchange prompts with another pair to act out.
• Ask student pairs to take turns asking and answering
the questions from Exercise 2.
• For weaker students, allow them to refer to their full,
written questions. For stronger students, tell them to
refer only to the prompts in the Student Book.
ANSWERS
1 Yes, they are.
2 Yes, they do.
3 They have dinner at a restaurant.
4 Yes, they do.
5 No, they don’t.
EXAMPLE ANSWERS
Doctors work inside / in hospitals / with people / with children.
Engineers work inside / outside / in offices.
Painters work inside / outside.
Photographers work inside / outside / with people / with
children.
Teachers work inside / in schools / with people / with children.
93a
Unit 8 Work and study
A painter at work
93
8a It’s a great job!
Reading Grammar simple present he/
1 Work in pairs. Look at the photo and she/it
the caption. Read the sentences. Are the SIMPLE PRESENT HE/SHE/IT
sentences true (T) or false (F)? opens the train doors.
1 The London Underground T F He/She/It watches the people.
doesn’t sell tickets.
has 270 stations.
2 The London Underground is T F Now look at page 172.
also called the Tube.
3 Parts of the London T F 4 Look at the grammar box. Underline ten
Underground aren’t under simple present verbs in the article.
the ground.
5 Complete the sentences about Naveen and
2 Read the article about Naveen and Ryan. Ryan with the correct form of the verbs.
Find these things. 1 Naveen enjoys (enjoy) his job.
1 one job train driver 2 Naveen doesn't answer (not / answer)
2 one train line Circle line people’s questions.
3 one station Baker Street 3 Ryan doesn't drive (not / drive)
a train.
3 Read the article again. Work in pairs and 4 Ryan (check) people’s
checks
answer the questions. tickets.
1 Do Naveen and Ryan like their jobs? 5 Ryan speaks (speak) to many
2 How many stations are on the Circle line? people.
3 Where do people buy tickets?
120
94
Vocabulary notes
8a It’s a great job!
stop = to no longer do something; the opposite of start
check = to look at something to make sure that it is as it
Lesson at a glance should be
• reading: jobs on the London Underground ticket = a piece of paper that shows you have paid to
• grammar: simple present he/she/it travel on public transportation
• pronunciation: -s and -es verb endings sell = to give something to somebody for some money
• vocabulary: job activities
• speaking and writing: jobs
Grammar simple present he/she/it
4
Reading
• Read the grammar box to the class (see also Grammar
1 notes on page 172). Ask students to underline in the
• With students’ books closed, show students the photo article ten verbs in the third person singular (he/she/
on pages 94 and 95, but not the caption. Ask: What can it) simple present form. Let them compare answers in
you see? (people, a man with a guitar) Where are the pairs.
people? (underground, in a tunnel) • Check answers as a class. In feedback, highlight the
• Tell pairs to look at page 94, but to cover the text and negative form doesn’t. Also, explain that the verbs love
photo. Ask them to read sentences 1–3 and decide if and work in the first paragraph and buy in the last
they are true (T) or false (F). paragraph are simple present verbs, but that they are
• Now tell students to read the caption to check their not third person singular simple present verbs.
predictions. Elicit the correct facts in feedback.
Refer students to page 172 for further information and
Vocabulary notes practice.
under = a preposition of place meaning below, or covered Please refer to page 172 for Grammar notes on affirmative
by something and negative third person singular simple present forms.
ground = the top surface of the Earth that we walk on
5
2 120 • Go over the example with the class. Then ask students
• Ask students to read the article and find the three to complete the rest of the sentences. Let students
things. Let students compare answers in pairs before compare their answers in pairs before checking with
checking with the class. the class.
• The reading text is recorded. You could play the
recording and ask students to read and listen.
3
• Ask students to read the article again and answer the
questions. Let students compare answers in pairs before
checking with the class.
ANSWERS
1 yes 2 36 3 from machines
Background information
The London Underground, commonly called the Tube, is the
world’s oldest underground railway system. The first line
opened in 1863 with wooden carriages and steam trains.
The Circle Line forms a circle shape around the center of
London.
Baker Street is the street in London where the fictional
character Sherlock Holmes is supposed to have lived.
7 Pronunciation -s and -es verb endings store clerk taxi driver waiter
1 board
2 teacher
3 student
4 book
96
2
8b At school • Go over the example provided with students. Then
elicit one or two example sentences from students to get
them started.
Lesson at a glance
• vocabulary: education • Ask students to write true sentences using the words
• listening: an unusual school from the box in Exercise 1. Ask students to read out
• grammar: simple present questions he/she/it their sentences to a partner, but say “beep” instead
• speaking: things we usually do of the word from the box. Their partner tries to guess
the word. Model one or two sentences to get students
started: Natasha is a "beep" at this school. (student)
Vocabulary education • As students read out sentences, monitor and make sure
1 students are using and saying the words correctly.
• Ask students to look at the photo. Ask: What can you
see? Elicit any vocabulary students already know. EXAMPLE ANSWERS
• Tell students to look at the words in the box and My [classmates] are Ivan, Anna, and Tony.
match four of them to things and people in the photo. Harvard and Princeton are American [universities].
Let students compare their answers in pairs before I write new words in my [notebook].
checking with the class.
8b At school 96a
Listening • You could drill the sentences in feedback, focusing on the
weak pronunciation of Does she … ? (see Pronunciation
3
notes). This provides useful preparation for the speaking
• Ask students to look at the photo and caption on task in Exercise 9.
page 96. Tell them to find Kakenya Ntaiya in the photo.
Discuss with students the meaning of her own school. ANSWERS
2 Does she work at the school?
ANSWER
3 Does she work with girls?
Kakenya is in the top right of the photo. She’s the teacher.
4 What does she do?
5 Does she live in the United States?
4 124 6 Where does she live?
• Ask students to read the four questions. Tell students
to listen and number the questions in the correct order. 9
Play the recording. Let students compare answers in
• Have students ask and answer in pairs the questions in
pairs before checking with the class.
Exercise 8.
5 124 • As students speak, monitor closely and correct form
and pronunciation errors.
• Play the recording again. Tell students to listen and
circle the correct answers to the questions in Exercise 4. • Optional step For stronger students, write prompts
If necessary, play the recording one more time, or play on the board (study, work at, work with, do, live) and ask
and pause to help students hear and complete all the students to form, ask, and answer the questions with
information. Check answers as a class. their books closed.
6 ANSWERS
• Ask students to talk about the school in pairs, and 2 Yes, she does. 5 No, she doesn’t.
to create sentences expressing their views. Open the 3 Yes, she does. 6 She lives in Kenya.
discussion up to the class and elicit ideas. 4 She’s the president of the school.
EXAMPLE ANSWERS 10
I think it’s unusual. The girls are young, but they live at the • Ask students to complete the questions with do or does.
school. Elicit the first answer to get students started. Let students
It’s unusual in Kenya, but not in other countries. Girls compare answers in pairs before checking with the class.
usually go to elementary school in other countries.
• Tell students to ask and answer the questions in pairs.
98
3 125
8c Helping big cats • Ask students to read the article on page 99 and check
their answers from Exercise 2. Let students compare
answers in pairs before checking with the class.
Lesson at a glance
• reading: a job with tigers
• The reading text is recorded. You could play the
• critical thinking: asking questions
recording and ask students to read and listen.
• grammar: frequency adverbs
• speaking: animals 4
• Ask students to read the article again and complete the
sentences (1–4). Let students compare their answers in
Reading pairs before checking with the class.
1
• Optional step With books closed, write wild animals Critical thinking asking questions
on the board. Elicit the meaning of wild (= a wild
5
animal or plant lives or grows on its own in nature
and is not looked after by humans). Spend one minute • Ask students to read the article again and write three
brainstorming the names of wild animals. Write them questions about tigers in pairs. Tell pairs to swap their
on the board. As you write, model the pronunciation. questions with another pair and answer their questions.
Help students with vocabulary and ideas.
• Ask students to work in pairs to match the animals
in the photos (1–4) with the words (a–d). Let students
compare their answers in pairs before checking with
EXAMPLE ANSWERS
the class. What do tigers eat? They eat other animals.
Why do tigers need our help? Local people move into their
Background information areas and sometimes kill the tigers.
Do tigers live in cold places? Yes, they do. Some tigers live
There are four types of big cats:
in the Himalayas!
Jaguars live in jungles and can be found all the way from
the southern US to northern Argentina.
Lions live largely in sub-Saharan Africa. A few still live in Background information
Asia. For example, one remaining population lives in the Throughout history, tigers have lived in some of the most
Gir Forest National Park in India. populous countries in the world (India, China, and much
Leopards also live largely in sub-Saharan Africa. There are of Southeast Asia). Tigers prefer to live alone. They move
very small populations still living in India, Sri Lanka, China, around a lot, covering large areas of land in their travels.
and Malaysia. Increasing human activity has caused tigers to lose much
Tigers are the largest of the big cats. On land, the only of their habitat. This causes a lot of problems for tigers.
other carnivores (meat-eaters) bigger than tigers are
polar bears and brown bears. Most tigers live in India and
Vocabulary notes
Southeast Asia. The Siberian tiger still survives in remote
parts of Russia and China. kill = to make a person or other living thing die
need = must have because it is necessary
2 report = a written summary or description that gives
• Ask students to read the sentences. Explain the new information about a subject, situation, or event
words carefully. A wild animal or plant lives or grows team = a group of people working together
on its own in nature, and is not looked after by humans.
The opposite of wild is domestic. This word is also in the
reading. A forest is a place with many trees.
• Organize the class into pairs to discuss whether they
think the sentences are true (T) or false (F). Don’t
confirm answers at this stage.
Refer students to page 172 for further information and Extra activity
practice.
Ask students to write a paragraph describing a few things
Please refer to page 172 for Grammar and Pronunciation that they never/sometimes/usually/often/always do. This
notes on frequency adverbs. could be done for homework.
7
• Ask students to rewrite the sentences with the adverb in
the correct position. Let students compare their answers
in pairs before checking with the class.
ANSWERS
1 People sometimes kill tigers.
2 Tigers often live in forests.
3 You never see wild lions in Brazil.
4 I always watch nature shows on TV.
5 My friends often go to the zoo.
6 I sometimes give money to charity.
Speaking my
8
• Ask students to make sentences 4–6 in Exercise 7
true for them by changing some of the words and
the frequency adverb. Once students have prepared
sentences, have them work in pairs and read their
sentences to their partner. Students can correct each
other’s sentences if necessary at this stage.
EXAMPLE ANSWERS
4 I never watch nature shows on TV.
5 I often go the the zoo with my family.
6 My parents often give money to charity.
100
Pronunciation /s/ and /z/
8d One moment, please 5 128
• Start by modeling the soft, unvoiced /s/ sound and the
Lesson at a glance voiced /z/ sound. Remind students that they studied
• real life: on the phone these two sounds in Unit 8a when looking at -s and -es
• pronunciation: /s/ and /z/ verb endings.
• Play the recording. Students listen and write what they
hear (S for the /s/ sound; Z for the /z/ sound). Check
Real life on the phone answers as a class.
1 126
• Play the recording again. Students listen and repeat the
• Draw a phone on the board and ask: What is it? words, focusing on the correct /s/ or /z/ sound.
Brainstorm words connected with phone and call and
write them on the board (see Teacher Development on Pronunciation notes
page 186). For example: a phone call, make a call, a caller,
call a person back, on the phone. Find out if any students The sounds /s/ and /z/ are both produced in the same way.
The tongue is pressed gently against the upper palate,
know what you typically say in English when you
allowing air through as the sound is made. The difference
answer the phone (Hello?). is that /z/ is voiced (the voice box vibrates as the sound is
• Read out the three names on the page so that students made) while /s/ is unvoiced.
are aware how the names are pronounced. Tell students The sound /z/ usually made after other voiced sounds
they are going to listen to three different phone (vowels or voiced consonants such as /d/ or /g/).
conversations. The /s/ sound is usually made after unvoiced sounds (such
• Play the recording. Students listen and write the as /t/ or /k/).
number of the conversation (1–3) next to the names Note that there are exceptions to these rules, such as
(a–c). Let students compare answers in pairs before the word this: the s is pronounced /s/ even though it is
checking with the class. preceded by a voiced vowel sound.
• Ask students whether the people who the callers
want to speak to can take the call (only Mr. Watts in Extra activity
conversation 2 is free to speak with the caller).
Write some tongue twisters on the board for students to
Please refer to page 186 for Teacher Development notes on try:
brainstorming.
Chris works on Fridays and Saturdays.
On Christmas, Miss Wise sits and sings.
2 127
You could ask students to write and practice their own
• Ask students to look at the photos and captions. Use
tongue twisters.
questions to teach new words. For example: What’s the
opposite of out of the office? (in the office) What do people
do in a meeting? (talk, share ideas). 6
• Play the recording. Note that this recording (Track 127) • Organize the class into pairs to practice phone calls.
is a repeat of conversations 1 and 3 from Exercise 1 Tell them to refer to the conversations from Exercise 1
(Track 126). Students check (✓) the reasons why for help (track 126 of the audioscript, page 187).
the caller can’t speak to the person in the two Please refer to page 186 for Teacher Development notes
conversations. on practicing dialogs.
3
• Ask students to look at the expressions in the language
box and write C (for caller) or R (for receptionist) next
to each expression. Let students compare their answers
in pairs before checking with the class.
Please refer to page 172 for Grammar notes on answering
the phone.
4 127
• Ask students to complete conversation 3 from the
recording with the expressions from the language box.
Let students compare their answers in pairs before
playing the recording and checking as a class.
Hi!
I have a new 1 job ! It’s great!
I 2
work from Mondays to Fridays.
The 3 office opens at 8 a.m. I usually
arrive at about 7:45 a.m. and I have coffee
with my 4 colleagues . They’re great. We
have a meeting every 5 morning and the
boss gives us our 6 jobs for the day. I
usually make about forty 7
calls every
day. I finish early on Fridays—let’s meet for
lunch. How about next week?
Joshua c Complete the email from a student
with words from Exercises 1 and 3b.
102
102a
Videoscript 8
8f Small ships
This is Port Revel in France.
The ships here look like toys, but they are not.
Before you watch
They are mini ships.
1
Arthur de Graauw builds these ships. He uses them to
• Ask students to look at the photo, title, and caption on teach sailors from around the world.
page 102. Elicit answers from students. These ships are the same shape as real ships, but they are
only 1/25th the size.
Background information A 250 meter ship is only 10 meters long here.
Port Revel is located on a man-made lake that was Port Revel gets about 200 students a year. Some students
constructed to mimic real sailing conditions. The lake are ship captains, but most are ship pilots—another kind
is near Grenoble, France, and the wind in the area is of sailor. They want to learn to control big ships.
very mild. It is sheltered by a forest, which means that Port Revel has small waterways. They are the same as
uncontrolled wind effects on ships are reduced to a rivers and oceans in the real world.
minimum. At a scale of 1/25, the lake represents an area
of about 5 by 2 nautical miles. This is large enough for This is a mini Panama Canal.
several models to sail at the same time at normal speeds. The waterways here are difficult. This helps ship pilots
Ship pilots from around the world train at Port Revel. Ship train better.
pilots are experienced sailors who work at busy waterways Brad Taipalus is a ship pilot from Canada. He thinks Port
and harbors. They know these tricky waters well, and help Revel is a great place to practice. He says that he can do
navigate big ships through them. things here that he can’t do with real ships.
Students come to Port Revel from many countries. These
Key vocabulary students are from Russia, Brazil, and Canada. They talk
about their jobs and their ships.
2a Outside, ship pilots practice together.
• Ask students to read the sentences and match the
They pass each other in a narrow waterway.
bold words (1–4) with the pictures (a–d). Let students
compare answers in pairs before checking with the class. Pilots also practice controlling the ship in large waves.
Arthur de Graauw loves his job. When he builds a new
2b 129 mini ship, he often asks the captain of the real ship what
he or she thinks.
• Tell students that they are going to hear the bold words
“When he comes back, we ask him, ‘Is it OK?’, and if he
from Exercise 2a. Play the recording. Students listen and
says with some tears in the eyes ‘It’s my ship,’ then I’m
repeat the words. happy.”
Audioscript 129 4 8
• Ask students to circle the correct option before playing
port waterways the video again.
ship pilot waves • Play the video again. Students check their answers.
Vocabulary notes
port = a place where ships load or unload cargo
waterway = a river or canal that ships and boats travel
through
EXAMPLE ANSWER
This is Port Revel in France. Ship pilots from around the
world train with mini ships that Arthur de Graauw builds.
EXAMPLE ANSWERS
I build mini ships. I work at Port Revel in France. / I’m a
ship pilot. I work at the Panama Canal.
I usually work on a computer. I measure real ships, and
I design mini ships. / I usually sail big ships through narrow
waterways.
I really love my job. It’s interesting, and Port Revel is
beautiful. / I like my job, but it’s difficult because the
waterways are narrow.
104
104a
Unit 8 Review and memory 4 ❯❯ MB
booster • Ask students to work in pairs to take turns to ask and
answer the questions in Exercise 3. Encourage stronger
students to try and answer from memory.
Memory Booster activities
Exercises 4 and 6 are Memory Booster activities. For more ANSWERS
information about these activities and how they benefit
1 He drives a truck.
students, see page x.
2 He stops every four hours.
3 He meets other drivers.
I can … check boxes
As an alternative to asking students to simply check the Vocabulary
I can boxes, you could ask them to give themselves a score
from 1 to 4 for each language area (1 = not very confident;
5
4 = very confident). If students score 1 or 2 for a language • Ask students to read the sentences and write the jobs.
area, refer them to the Workbook and Grammar Summary Let students compare answers in pairs before checking
exercises for additional practice. with the class.
• Optional step Ask students to mark the stressed
Grammar syllable in the job words.
1
• Ask students to look at the photo and guess Joel’s job.
6 ❯❯ MB
• Asks students to match the jobs in Exercise 5 (1–6) with
• Ask students to read about Joel and write six sentences
the places (a–f). Let students compare answers in pairs
about him with the bold words and the third person
before checking with the class.
pronoun he. Let students compare answers in pairs
before checking with the class.
7
• Ask students to complete the words about education.
ANSWERS
Let them compare answers in pairs before checking
1 He lives in New Mexico. with the class.
2 He has a new job. • In feedback, challenge students by asking them to add
3 He drives from New Mexico to Texas every week. more words to each category.
4 He stops every four hours for a break.
5 He sleeps in his truck. Real life
6 In the evenings, he meets other drivers at diners.
8
• Ask students to put the conversation between a
2 businessman and a receptionist in the correct order. Let
• Ask students to rewrite sentences 4, 5, and 6 in Exercise 1 students compare answers in pairs before checking with
using the frequency adverbs given. Let students compare the class.
answers in pairs before checking with the class.
• Optional step As a way of checking answers, ask
for a pair of students to volunteer to read out the
ANSWERS conversation in the correct order.
4 I usually stop every four hours for a break.
5 I often sleep in my truck. 9
6 In the evenings, I sometimes meet other drivers at • Ask students to work in pairs to practice the
diners. conversation in Exercise 8. With weaker students, ask
them to simply read out the conversation as it is before
3 they change the bold words to create variations. Refer
• Ask students to write questions about Joel using the students back to page 100 of the Student Book to remind
prompts. Let students compare answers in pairs before them of the reasons why a person may not be able to
checking with the class. speak on the phone.
ANSWERS
1 What does he do?
2 How often does he stop?
3 Who does he meet?
3 130
• Play the recording again. Students listen and answer the
questions. Let students compare their answers in pairs
before checking with the class.
ANSWERS
1 from Singapore to Bangkok; every week
2 Asia; during his vacations
3 to other US cities; often
4 from Madrid to Mallorca; every summer
105a
Unit 9 Travel
A trip across Siberia 3 130 Listen again. Work in pairs. Where do the
114 The people of the people go? When do they go?
reindeer 4 Work in pairs. Ask and answer questions about
A video about the Sami travel with where, when, and how.
people
I usually travel in July. Where do you go?
105
9a Ready to go
Vocabulary clothes
1 131 Look at the photos. Listen and repeat the words.
a hat
a pair of boots
a T-shirt
a jacket
a coat
a top
a skirt a pair of jeans
a pair of shoes
a scarf
132
2 Work in pairs. Look at your classmates.
Talk about their clothes. Guess their names. by Kate Renshaw
106
• Next, say what one or two students are wearing and ask
9a Ready to go the rest of the class to guess who you are describing.
Be careful to avoid the structure He/She is wearing …
(unless you specifically decide to introduce it) because
Lesson at a glance students haven’t covered the present continuous yet.
• vocabulary: clothes Instead, just use the words for clothes and colors (e.g., A
• reading and listening: things in people’s suitcases red T-shirt/A green dress). This lesson focuses purely on
• grammar: there is/are revising colors and introducing clothes vocabulary.
• pronunciation: there are • Organize the class into pairs. Tell them to take turns
• speaking: things in my suitcase describing clothes and guessing who they belong to.
Vocabulary clothes 3
• Demonstrate the activity by telling students what you
1 131 usually wear for work and on weekends.
• Write: clothes on the board and point to the items you • Ask students to talk about their clothes in pairs. Point
are wearing to try to elicit any words students already out that they should use the simple present as they
know. You can then use flashcards or project images to are talking about what they usually wear, rather than
elicit and drill the rest of the words that are presented what they are wearing at the moment. Tell them to
on the page in Exercise 1. write sentences first if they wish before talking to their
• Ask students to look at the photos and read the words. partner.
• Play the recording. Ask students to listen and repeat the
words (see Vocabulary and Pronunciation notes below, Reading and listening
and the Teacher Development on page 186). 4 132
• Ask students to look at the photo that is next to the
Audioscript 131 reading text. Ask: What can you see? What clothes can
you see? Elicit ideas and vocabulary from the students.
a coat, a top, a jacket, a T-shirt, a pair of boots, a hat, a Pre-teach the difference between the words bag and
skirt, a pair of jeans, a dress, a pair of shoes, a shirt, a pair suitcase.
of pants, a scarf, a pair of shorts, a sweater • Ask students to read the article quickly and underline
the clothes that are mentioned. You could play the
Vocabulary notes recording and ask students to listen and read. Check
A pair of (meaning “two things that go together”) is used answers as a class.
not only with shoes, boots, etc., but also with items of
clothing with two legs (pants, shorts, jeans, etc.). 5
A top is used as a general word to describe many things • Ask pairs to read the article again and find the answers
worn on the top half of the body, including T-shirts, to the questions. Check answers as a class.
blouses or shirts, and sweaters. • Teach the meaning of any new vocabulary. Point out
A Sweater is a warm top made from wool or a similar the title of the lesson—Ready to go—and explain the
material. meaning of ready in the text.
With clothes, there are differences between British and
American English. The British, for example, tend to say ANSWERS
jumper, not sweater. They also say trousers, not pants.
Kate: passport, money, phone, a small suitcase
her sister: three jackets, lots of sweaters, seven pairs of
Pronunciation notes pants, lots of tops, books, two big suitcases
9a Ready to go 106a
6 133 Pronunciation notes
• Tell students they are going to listen to Kate talk about
In natural spoken English, both there’s a and there are
her next trip. Ask them to read the list of items. are reduced. So, there’s a becomes /ðerzə/ and there are
• Drill the words for pronunciation to remind students becomes /ðerə/. There begins with the voiced /ð/ sound.
how to say them.
• Play the recording. Students listen and check (✓) the Please refer to page 186 for Teacher Development notes on
things that are in Kate’s suitcase. Let students compare choral substitute drilling.
answers in pairs before checking with the class.
9b
Extra activity • Ask students to take turns saying true or false sentences
about the photo in pairs. Model the activity by saying
Write the following on the board:
two or three sentences of your own. Include at least
A vacation in New York one false sentence. Students must say true or false, and
Tell students that they are about to fly to New York. correct the false sentences.
Organize students into groups of three. Tell them that
• As students speak, listen carefully, and correct errors.
they can only take four of the items from Exercise 6 with
them. Which items are in their suitcase? Discuss as a class.
EXAMPLE ANSWERS
There four bags. (False! There are lots of bags.)
Grammar there is/are
There are five people. (False! There are six people.)
7 There’s a cup. (True.)
• Read the grammar box with the students. Then
ask students to circle the correct grammar rules
individually. Let students compare answers in pairs 10
before checking with the class. • Ask students to complete the sentences with there's or
there are. Point out that they need to add extra details to
Refer students to page 174 for further information and some sentences to make them true for them.
practice.
• Monitor while students work, and give support. Then
Please refer to page 174 for Grammar notes on using ask students to share their sentences with the class.
there is/are.
8 Speaking my
Speaking my
108
Listening
9b Places to stay 3
• Tell students to look at the photograph at the bottom of
Lesson at a glance pages 108 and 109. Ask them to work in pairs to discuss
• vocabulary: hotel rooms the question. Check that students understand couple
• listening: a trip to Cape Town (two people who are married or who have a romantic
• grammar: there is/are negative and question forms relationship). In feedback, elicit ideas and ask students
• speaking and writing: hotels to give reasons.
EXAMPLE ANSWERS
Vocabulary hotel rooms I think business travelers stay there because it looks
1 135 expensive.
• With books closed, use the IWB or flashcards to
introduce the topic of the lesson. You could project
Background information
pictures of hotel rooms and elicit the words for the
items in them. Or you could elicit and drill furniture The Cape Grace Hotel is the long, red-brown and white
words using a set of flashcards. building shown in the photograph which is located along
the edge of the waterfront. It is well known in the area
• Tell students to look at the photos (1–9) and the words and is a five-star luxury hotel.
in the box. Play the recording. Students listen and
repeat the words. They then match the words and the
photos. Play the recording again for students to check 4 136
their answers. • Tell students they are going to listen to two people,
Sandra and Lucia, plan their trip to Cape Town. Tell
Vocabulary and pronunciation notes students to listen and answer the question. Play the
recording. Let students compare their answers in before
TV is short for television and fridge is short for
checking with the class.
refrigerator. Note that mini-bar has become an
internationally used term to refer to the small fridge 5 136
that is often found in hotel rooms.
• Tell students to read the questions before listening
Note that the strong stress is on the first syllable of all the
again. Then play the recording again. Students listen
words. Note difficult pronunciations: bathtub /ˈbæθtʌb/,
and circle the correct words. Let students compare their
couch /kɑʊtʃ/, fridge /frɪdʒ/.
answers in pairs before checking with the class.
• Ask students to discuss the questions in pairs. In The Victoria & Alfred Waterfront is a redeveloped harbor
near the center of the city. It has stores, hotels, and
feedback, elicit answers from students.
restaurants. It’s named after Queen Victoria (monarch of
the UK and South Africa from 1837 to 1901) and Prince
EXAMPLE ANSWER Alfred, her second son, who visited Cape Town in 1860.
There’s always a bed, a chair, a desk, and a lamp. There’s
usually a TV and a shower. There's sometimes a bathtub,
a fridge, and a couch.
Vocabulary notes
flight = a journey in a plane
Please refer to page 186 for Teacher Development notes fine = OK, good enough, or acceptable
on organizing pairwork.
2 Use a / any after there aren’t and Are there. 9 Work in pairs. Tell your partner the name
of your hometown or a place you know.
7 Complete the sentences and questions
Write questions about your partner’s place.
with a or any.
Use Is there a/an, or Are there any.
1 Are there any taxis?
airport
2 Is there a TV?
nice beach
3 There aren’t any trains at night. cheap restaurants in
the city
4 Is there a shower or the town
expensive hotels near
bathtub? the city center
a good hotels
5 Are there any people at the cafe? tourist attractions
5 Match the verbs with the words. Then 9 Work in pairs. Write five tips for travelers in
check your answers in the article. your country. Think of reasons for the tips.
Don’t travel by bus.
1 buy a bus
2 take by train 10 Work in groups of four. Discuss your tips. Ask
follow-up questions.
3 travel cities
4 visit tickets Don’t travel by bus. Why?
110
Background information
9c Across a continent
The Trans-Siberian Railway was built between 1891 and
1916, and is the third longest continuous rail journey in
Lesson at a glance the world.
• reading: a trans-Siberian trip The Trans-Siberian Highway stretches over 11,000
• critical thinking: who is it for? kilometers from St. Petersburg to Vladivostok.
• vocabulary: travel Moscow is the capital of Russia and has a population of
• grammar: imperative forms over 12 million. The city is well known for its architecture,
• writing and speaking: travel tips and many people immediately recognize St. Basil’s
Cathedral with its colorful domes (pictured in the photo
on page 111).
Reading Novosibirsk is the third biggest city in Russia and is located
in the southwestern part of Siberia.
1
Lake Baikal is the largest freshwater lake by volume in the
• Optional step Ask students to look at the photo at the world. It is also the world’s deepest lake.
top of page 111. Ask: Who is he? Where is he? What clothes
UNESCO stands for “United Nations Educational, Scientific
can you see? Elicit tourist/traveler, Russia, hats, jackets, and Cultural Organization.” Part of its work is the
coats. preservation of places of natural or cultural importance.
• Ask students to look at the map, the photos, and the Word Heritage Sites are places that have a lot of historical
captions carefully. Tell students to discuss the question importance, and that are not allowed to be changed or
in pairs. In feedback, elicit ideas from students. damaged.
• Optional step Extend the task by asking: Do you like
traveling by train? Do you like traveling by car? Why? What Vocabulary notes
things can you do on a long train or car trip? Try to elicit
different adjectives: slow, fast, exciting, fun, interesting, almost = near to but slightly less than a particular amount
cheap, expensive. before = a preposition of time showing that something is
earlier than something else
EXAMPLE ANSWERS until = a preposition of time meaning happening up to a
particular point in time
visit places of natural beauty (lakes, ice caves, forests), visit
cities and old buildings, meet people, take photos non-stop = continuously, without stopping
view = the area or place you can see out of a window or
from a particular point
2 137
art gallery = a building where people go to see paintings
• Pre-teach these words: visit (to go to a place for a short
and other art
period of time); passengers (people on a train or other
form of transport); trip (when you travel to a place and
come back again). Then ask students to read the article Critical thinking who is it for?
quickly and find out if it mentions any of their ideas
from Exercise 1. Ask students if they can find the places 4
mentioned in the article on the map. • Ask pairs to discuss where they think the article is from,
• The reading text is recorded. You could play the and they think it is for.
recording and ask students to read and listen. • Elicit ideas and discuss with the class.
Extra activity
3
Ask students to read the text and find two things about
• Ask students to read the article again and decide
traveling across Russia that they want to do and two
whether the sentences are true (T) or false (F). Let
things that they don’t. Have them discuss their ideas in
students compare their answers in pairs before checking pairs before opening the discussion to the class.
with the class.
8
• Ask students to complete the sentences with base form
verbs from the article to make tips. Ask students to try
to remember which verbs were used in the article. Let
students compare their answers in pairs before checking
their answers in the article on page 111.
Extra activity
Ask students to think of alternative verbs to use in the
sentences in Exercise 8. For example, Drive non-stop,
Speak/Listen to other passengers, Use/Practice some words
in Russian, Sleep/Eat in hotels, See the big cities, Travel by
the Trans-Siberian Highway.
BY TRAIN: THE TRANS-SIBERIAN RAILWAY or train to Lake Baikal. This is a UNESCO World Heritage
site. Lake Baikal is 636 kilometers long. There are only
Trains leave Moscow almost every day. Buy your four or five towns near it. The lake is a great place for
tickets before your trip—don’t wait until you get to sports activities.
Moscow. There are two kinds of trips:
BY ROAD: THE TRANS-SIBERIAN HIGHWAY
You can travel non-stop in seven days. You sleep and
eat on the train. You can talk to other passengers. Do you like exciting trips? Then go by the Trans-Siberian
You can learn some words in Russian. You can look Highway. Some people drive cars and some people
at beautiful views. travel with Russian drivers.
You can stop and stay in hotels. You can visit the big When you finally get to Vladivostok, you can fly home or
cities. In Novosibirsk—the main city in Siberia— continue your journey—there’s a boat from Vladivostok
there are interesting museums, art galleries, and to Japan every week.
theaters. There’s also a famous opera house. From
the towns of Irkutsk or Ulan-Ude, you can take a bus
Arctic Ocean
Moscow
Volga S I B E R I A
P a c i fi c O c e a n
Novosibirsk Irkutsk
Vladivostok
Ulan-
Ude
0 2000 km
112
Pronunciation I’d like, We’d like
9d At the hotel 5a 139
• Tell students they are going to listen to requests from
Lesson at a glance the conversation in Exercise 3. Play the recording.
• vocabulary: hotels Students listen and repeat.
• real life: requests
• pronunciation: I’d like, We’d like Pronunciation notes
It’s often difficult for students to say I’d and We'd together
with like. They tend to approximate and drop the /d/
Vocabulary hotels sound, which creates a change in meaning or an error. Ask
1 students to practice saying I’d and We'd in isolation first
• Optional step Lead in by asking students the following before practicing the whole sentences.
questions: How often do you stay at hotels? What do you
5b
do when you are at a hotel? What do you like about hotels?
What do you dislike? What’s your favorite hotel? You could • Have students practice making and responding to
ask these questions in open class, or write them on requests in pairs. Model the activity first by acting out
the board and ask students to discuss them in pairs or one or two mini-dialogs with a student. Encourage
groups. students to be creative and use variations of the ideas in
the box, e.g., I’d like to have dinner in the bar, please. / We’d
• Ask students to complete the sentences with the words
like to have sandwiches in our room at 2 p.m. Also, remind
in the box. Elicit the first answer to get them started.
students of these useful expressions that they learned in
Let students compare their answers in pairs before
previous units, that they can re-use in this activity: One
checking with the class. Explain the meaning of any
moment please. / I’m sorry.
new words.
Wi-Fi = internet via a wireless local area network A: Hello. We'd like the key for our room, please.
B: Yes, of course.
Real life requests A: Excuse me. Can you call a taxi to the airport, please?
B: That’s no problem.
2 138
• Optional step Ask students to look at the photo. Ask:
Who are the people? What can you see? Elicit and teach Extra activity
and teach receptionist and guest.
Write some other prompts on the board for students to use:
• Tell students they are going to listen to a conversation some sandwiches, a bottle of water, a map of the city.
between a receptionist and two guests at a hotel. Ask
them to read the things they must listen for (1–4). 6
• Play the recording. Students listen and note answers. • Ask groups of three to practice acting out the
Let students compare their answers in pairs before conversation from track 138 of the audioscript (page 187).
checking with the class. • Ask students to close their books and try to practice
the conversation without referring to the audioscript.
3 138
If they find this challenging, allow one student to
• Tell students that they are going to listen again and follow the conversation in the book, while the others
match the requests (1–4) with the responses (a–d). improvise. Then ask them to swap roles and repeat the
• Play the recording again. Let students compare their activity.
answers in pairs before checking with the class. Explain
the meaning of certainly (an expression used for Extra activity
agreement, similar to of course).
Ask students to write and practice their own similar hotel
4 conversation, extending it to include greetings, asking for
information, asking for help, and/or making requests.
• Ask students to look at the expressions in the box. Point
out that the first four are requests, and the last four are
responses to requests. Ask which of the questions is a
request for information (Can I have your name, please?).
Please refer to page 174 for Grammar notes on requests.
114
Key vocabulary
9f The people of the reindeer 4a
• Ask students to read the sentences and match the
Before you watch bold words (1–3) with the pictures (a–c). Let students
1 compare answers in pairs before checking with the
• Ask students to look at the photo and caption on class.
Student Book page 114 and name the animals. 4b 140
• Tell students that they are going to hear the bold words
Vocabulary note
from Exercise 4a. Play the recording. Students listen and
The plural of reindeer is reindeer (you don’t add s). repeat the words.
2 Audioscript 140
• Ask students to look at the map and answer the
question. cut hard soft
ANSWER
The map shows a part of northern Europe around the
Baltic Sea. This includes Norway, Sweden, Finland, and a
part of Russia. The Arctic Circle cuts across the northern
third of these countries.
3
• Ask students to read the text about the Sami people and
answer the questions. Let students compare answers
in pairs before checking with the class. Ask if students
remember the meaning of tents (a shelter made of cloth
and poles), a word which students first saw in Unit 2a.
ANSWERS
1 Norway, Sweden, Finland, and Russia 2 life
Background information
The Sami people are an indigenous Finno-Ugric people
who live in the Arctic area of Sápmi. Today, this area
includes the far northern parts of Norway, Sweden, and
Finland, as well as the Murmansk Oblast (region) of Russia.
Vocabulary note
traditional = relating to or based on very old customs,
beliefs, or stories
ANSWERS
The snow is hard. After snowy weather, it is soft. Soft snow
is good for the reindeer.
8
• Ask students to complete the sentences in their own
words. Ask students to share ideas in pairs or groups or
elicit ideas in open class.
EXAMPLE ANSWERS
1 Norway, Sweden, Finland, and Russia.
2 with their reindeer.
3 they live in their tents and cook food.
9
• Have a class discussion. Find out what your students
think about the Sami way of life. Encourage them to
give reasons using because.
Extra activity
Ask students to research and write five sentences about
the lives of another indigenous people. This could be done
for homework.
116
Unit 9 Review and memory Vocabulary
booster 5
• Ask students to cross out the clothing that doesn’t suit
the condition or place described in each question. Go
Memory Booster activities over the example to get students started. Check answers
Exercises 3 and 6 are Memory Booster activities. For more as a class.
information about these activities and how they benefit
students, see page x. 6 ❯❯ MB
• Ask students to discuss in pairs what they wear on
weekdays and on weekends. Encourage students to
I can … check boxes
describe a range of clothing items and also include
As an alternative to asking students to simply check the colors and adverbs of frequency.
I can boxes, you could ask them to give themselves a score
from 1 to 4 for each language area (1 = not very confident;
4 = very confident). If students score 1 or 2 for a language
EXAMPLE ANSWERS
area, refer them to the Workbook and Grammar Summary I always wear a shirt and black pants to work, but on the
exercises for additional practice. weekends, I usually wear jeans and a white or blue T-shirt.
On vacation, I wear a skirt or a dress, and sometimes a sun
hat.
Grammar
1 7
• Ask students to look at the photo and complete the • Ask students to put the letters in order to make words
questions. Let them compare their answers in pairs for things in a hotel room. Let students compare
before checking with the class. answers in pairs before checking with the class.
2 • Optional step Ask fast-finishing students to write down
• Ask pairs to take turns to ask and answer the questions other words for other things in a hotel room (e.g., desk,
in Exercise 1. Explain that they need to say: Yes, there is/ closet, TV, bed, fridge, bathtub). Ask them to scramble
are or No, there isn’t/aren’t depending on what they can the letters of the words, exchange their list of scrambled
see in the photo on the page. words with a partner, and guess their partner’s words.
Background information
4
Ayrton Senna is widely regarded as one of the greatest
• Ask students to think of and write five important years
Formula 1 drivers of all time. He died in an accident while
leading the 1994 San Marino Grand Prix for the Williams in a list.
motor racing team. • Organize the class into pairs. If you have a range of
nationalities in your class, mix students from different
2 142 parts of the world. Tell students to take turns to dictate
their dates to their partner.
• Give students a moment to read the years and names.
• When all the years have been dictated, tell students to
• Play the recording. Ask students to listen and repeat the
compare their list with their partner’s to check that they
years (see Background information).
have written the years correctly. They can also discuss
• Ask students to match the years with the people. why each year is important.
Discuss the answers as a class, but do not confirm or
correct students’ guesses. They will check their answers Extra activity
in Exercise 3.
Play Bingo with your class. Draw a 2x3 Bingo chart on the
board.
Background information
Ask students to copy the chart into their notebooks and
There are a number of ways to say years. With the years up fill it in with six years from 1950 to 1970. Call out years
to 1999, the first two figures form a number and the last from this range in random order, and cross the years out
two figures form a number. For example: 1999 = nineteen below as you say them:
ninety-nine. From 2000 onwards, years are pronounced
like ordinary numbers. 1950 1951 1952 1953 1954 1955 1956
1957 1958 1959 1960 1961 1962 1963
1996 – nineteen ninety-six 1964 1965 1966 1967 1968 1969 1970
1806 – eighteen oh six Students have to cross out the years they hear in their own
2000 – two thousand charts. The first student to cross out all the years and shout
2003 – two thousand three “Bingo” wins the game. Ask this student to read out all
the years in his or her grid to check that they have crossed
2017 – two thousand seventeen
out the correct years, and to check pronunciation.
For years after 2009, people sometimes read the first two
If you have time, play the game again using different
digits as one number and the last two digits as another
periods (e.g., 1970–1990, 1990–2010).
number. For example: 2017 = twenty seventeen.
With years, we use the preposition in: in 1950, in 1926, etc.
117a
Unit 10 Famous people
Ayrton Senna
in 1994
117
10a Famous firsts
Reading 3 Look at the grammar box. Underline the past
forms of be in the paragraphs (1–4). Then match
1 Work in pairs. Look at the photos below. the paragraphs with four people in the quiz.
What do the people have in common?
1
She was born in 1939. She was in a team of
2 144 Read the Explorers quiz below. Japanese mountaineers. They were all women.
Complete the sentences with the names.
Listen and check. 2
He was born in 1480. He was Portuguese,
but he was an explorer for the Spanish king
Grammar be: was/were Carlos I.
BE: WAS/WERE
3
an explorer. She was born in the United States on
I/He/She/It was
Russian. September 29th, 1955. She was the leader
You/We/You/They were from Russia. of an expedition to the South Pole in 1993. All
the people on the expedition were women.
Now look at page 176.
4
He was from Norway and he was born on
July 16th, 1872. His parents were rich. His
father was a sea captain.
Explorers
2 4 Do you know these famous explorers?
Match their names with the expeditions.
• The first around-the-world expedition was
from 1519 to 1522. The expedition captain
was Ferdinand Magellan .
118
Vocabulary notes
10a Famous firsts
successful = getting the result that you want
leader = someone in control of a group
Lesson at a glance space = the whole of the universe outside the Earth’s
• reading: firsts in exploration atmosphere
• grammar: be: was/were
• pronunciation: was/were weak forms
• vocabulary: dates
Grammar be: was/were
• speaking: dates and events 3
• Read the grammar box with the class (also see
Grammar notes on page 176).
Reading
• Optional step Pre-teach was born, mountaineer, and king.
1
• Ask students to read the texts (1–4) and underline the
• Ask students to look at the photos at the bottom of the
past forms of be. Let students compare answers in pairs.
page and discuss the question in pairs. Elicit answers
from students. • Then tell students to work in pairs to match the texts
with four people from the quiz. Check answers as a
ANSWERS class.
The people are/were all explorers. They were firsts—the
Refer students to page 176 for further information and
first people to explore different places.
practice.
Please refer to page 176 for Grammar notes on the past
2 144
forms of be.
• Explain that the text next to the photos is a quiz. Ask
students to read the quiz and complete the sentences
with the names of the explorers. Let students compare
answers in pairs.
• Play the recording. Students listen to the recording and
check their answers.
Background information
Ferdinand Magellan (1480–1521), the famous Portuguese
explorer, was actually killed in the Philippines in 1521
while attempting to sail around the world, but his crew
completed the voyage. They were the first people to sail
around the world.
Roald Amundsen (1872–1928) was a Norwegian polar
explorer who led an expedition to the South Pole in 1911
and an expedition to the North Pole in 1926.
Yuri Gagarin (1934–1968) was a Soviet astronaut. He
became the first man in space when his Vostok spacecraft
orbited the earth in 1961. He became a hero of the Soviet
Union, but died a few years later when flying a jet.
Valentina Tereshkova was born in Russia in 1937. She was
the first woman to fly in space when she piloted Vostok 6
in 1963. Before she was an astronaut, she was an assembly
line worker in a textile factory.
Junko Tabei (1939–2016), from Japan, was the first woman
to reach the summit of Mount Everest, and the first
woman to ascend all "Seven Summits"—she climbed the
highest peak on every continent.
Ann Bancroft (born 1955) was the first woman to reach
the North Pole by foot and sled. She was also the first
woman to make it to both the North and South Poles, and
to ski across Greenland.
Pronunciation notes
The words was and were have weak pronunciations in
Speaking my
affirmative sentences. They are pronounced with the 12
schwa sound: was = /wəz/, and were = /wə/. The “r” at the • Ask students to work in pairs to write and say three
end of were is often not pronounced.
important dates in their country. In feedback, ask
students to say their dates and why they are important.
6b
• Ask students to write three similar sentences about EXAMPLE ANSWERS
Valentina Tereshkova. They can look back at Exercise 5
Students own answers.
for ideas.
• Ask students to read out their sentences to their partner
13
using the weak pronunciation of was and were.
• Optional step Write an important date from your past
on the board (e.g., the date you were born) and say: It’s
EXAMPLE ANSWERS
an important day to me. It’s my birthday.
She was born in Russia. / She was born in 1937. / She was
• Give students time to write down three important dates
the first woman in space. / Her parents were from Belarus.
/ Tereshkova and Gagarin were famous all over the world. from their past. Tell them not to worry if the dates are
not accurate. Prompt students by writing ideas on
the board: new car, new job, wedding day, first day
Vocabulary dates at college, last day at school, English exam, favorite
7 vacation, etc.
• Ask students to complete the chart in pairs using dates • Ask students to work in pairs. Student A gives the three
from the Explorers quiz. Check answers as a class. written dates to Student B. Student B says each date and
• Explain that 1st is short for first, and 16th is short for Student A says why it is important. Have students swap
sixteenth, etc. Explain that we use ordinal numbers like roles and repeat.
these to say dates and the order of things. • As students speak, note any errors with dates and
ordinals. In feedback, write errors on the board and ask
Please refer to page 176 for Grammar notes on ordinal
students to correct them.
numbers.
120
4 149
10b People I remember • Play the recording again. Students listen and circle
the correct answer to the interviewer’s questions. Let
students compare answers in pairs before checking with
Lesson at a glance
the class.
• listening: people we remember
• grammar: be: was/were negative and question forms
Background information
• vocabulary: describing people
• speaking: people in my past Sir David Attenborough (born 1926) is a well-known TV
presenter and naturalist from the UK. For many years, he
has presented wildlife documentaries. One of his most
Listening notable natural history documentary series is the Life
1 series.
• Optional step Model the activity by briefly describing Mary Wollstonecraft Shelley (1797–1851) was an English
your best friend from childhood. Explain the meaning novelist, best known for her novel Frankenstein (1818).
She was the wife of the Romantic poet and philosopher
of best friend (the one friend you like most or are closest
Percy Bysshe Shelley. Her father was the political
to). You could bring in a photo to show the class and philosopher William Godwin, and her mother was
encourage students to ask you questions about your philosopher and feminist Mary Wollstonecraft.
friend.
• Ask students to work in pairs. Have them take turns to 5
say who their best friend was.
• Optional step Write school subjects on the board and
elicit subject names: art, music, science, English, Spanish,
EXAMPLE ANSWER math, PE, IT, history, geography, etc.
My best friend at school was a girl called Emma. She was • Ask two students to read out the exchange in speech
the same age as me and we were in the same class. I don’t bubbles. Then ask students to work in pairs and take
see her often now because she lives in Australia, but when
turns to ask and answer Were you good at …? questions
she comes back to visit, we have coffee together.
about subjects. You could model the activity first with
one or two students to get them started.
2
• Ask students to read the information about the radio
show People I remember. Tell them to answer the
questions (1–3). Let students compare answers in pairs
before checking with the class.
ANSWERS
1 at 7:30 p.m. on March 13th
2 people who were important to us when we were young
3 Joe, Aneta, and Olga
3 149
• Optional step Ask students to name the person in the
photo and say what they know or can guess about him
(it’s British wildlife broadcaster David Attenborough).
• Ask students to look at the sentences (1–6) and the
words in the box. Point out that meerkats are the animals
in the photo on the page.
• Tell students they are going to listen to an interviewer
talk to Joe and Aneta. Play the recording. Students
listen and complete the sentences with the words. Let
students compare answers in pairs before checking with
the class.
122
Background information
10c The first Americans
The Inca Empire began in the highlands of Peru in the
thirteenth century. At its height, it covered much of the
Lesson at a glance Andean region, including Peru and parts of Ecuador,
Bolivia, and Chile.
• reading: the first people in the American continents
• grammar: regular simple past verbs Tupac Amaru (1545–1572) was the last indigenous
monarch of the Inca people. He was killed by the Spanish
• critical thinking: making a timeline
in the central square of the city of Cuzco, in what is now
• speaking: who was he/she?
Peru. With his death, the Inca Empire came to an end.
The Mayan Civilization lasted 1,500 years and, at its height
Reading in the ninth century, stretched across southern Mexico and
1 much of what is now Central America. The Mayans resisted
Spanish conquest and retained their independence until
• Use a map to pre-teach North, South, and Central the end of the seventeenth century.
America. Ask students what they know about the
The Aztec Empire was centered on what is now Mexico
people who were in the Americas before Europeans
City. Tenochtitlan was the largest city in the Pre-Columbian
arrived. Pre-teach the word empire (a number of Americas, and its ruins are in the historic center of Mexico
countries ruled by one person or government). City. The Aztecs were war-like people who controlled
• Ask students to read and discuss the sentences in pairs, vast parts of Mesoamerica between the fourteenth and
and decide whether they are true (T) or false (F). In sixteenth centuries.
feedback, ask students for their answers, but do not say Moctezuma II was the last Aztec ruler. He was killed
if they are correct or wrong. Students will check their by Hernan Cortez and his men during the conquest of
answers in Exercise 2. Mesoamerica by the Spanish in 1520.
The Apache /əˈpætʃi:/, Navajo /ˈnɑ:vəhəʊ/, and Sioux /su:/
Background information are Native Americans. Traditionally, they hunted buffalo
and lived nomadic lives in the southern Great Plains. This
North America is made up of Greenland, Canada, USA, included areas in what is now Arizona, New Mexico, Texas,
Mexico, and a number of Caribbean countries. Colorado, and northern Mexico.
Central America consists of seven countries: Belize, Costa Geronimo, the grandson of an Apache chief called Mako,
Rica, El Salvador, Guatemala, Honduras, Nicaragua, and carried out numerous raids against American and Mexican
Panama. towns after his mother, wife, and children were killed by
South America is made up of twelve countries: Colombia, the Mexicans in 1858. He surrendered to US forces in 1886
Bolivia, Argentina, Chile, Peru, Uruguay, Brazil, Paraguay, and died a prisoner of war.
Venezuela, Guyana, Suriname, and Ecuador.
In Canada, pre-European people are called the First 3
Nations. In the USA, they are called Native Americans. • Ask students to read the rest of the article and underline
the information. Let students compare their answers in
2 151 pairs before checking with the class.
• Ask students to read the first paragraph of the article
and check their answers to Exercise 1. Let students 4
compare their answers in pairs before checking with the • Ask students to complete the sentences from memory.
class. Let students compare their answers in pairs before
• The reading text is recorded. You could play the looking back at the article to find the answers. Check
recording and ask students to read and listen. answers as a class.
7
• Ask pairs to look at the photos and complete the
sentences with the words in the box. Let students
compare answers in pairs before checking with the class.
Background information
Refer to page 117a for background information on Isabel
Allende and Malala Yousafzai.
Albert Einstein (1879–1955) was one of the most brilliant
physicists of the twentieth century. He developed the
theories of special and general relativity. He was born in
Germany, but lived in the US from 1933.
124
Pronunciation sentence stress
10d I’m sorry 4a 153
• Play the recording. Ask students to listen and repeat
Lesson at a glance sentences 1–4. Tell them to underline the word with the
• vocabulary: activities main stress in each sentence.
• real life: apologizing
• pronunciation: sentence stress Pronunciation notes
Note that even though each sentence mainly stresses one
word, the strong stress within that word is still found in
Vocabulary activities one syllable (e.g., sorry and very).
1 Was and were are usually unstressed (and reduced to /wəz/
• Optional step Ask students to look at the photos and /wə/) in affirmative sentences. Wasn’t and weren’t are
without looking at the words. Ask: What can you see? usually stressed in negative sentences.
Where are they? Elicit words that students already know.
• Ask students to look at the photos and match the 4b
words (1–6) with the photos (a–f). Let students compare • Organize the class into pairs to practice the three
answers in pairs before checking with the class. Explain conversations from Exercise 3. Tell them to pay
the meaning of busy (having a lot of things to do) and attention to getting the stress right when they practice.
not well (sick). • Optional step Ask students to first underline the words
they should stress in the Track 152 audioscript on page 188.
Real life apologizing
5
2 152
• Ask students to practice their own conversations using
• Optional step Explain the meaning of apologize (to
the expressions for apologizing and the vocabulary
say that you are sorry). Ask students to read the three
from Exercise 1. With weaker classes, ask them to write
options (a–c). Ask: When do you say sorry in a cafe / a
out their new conversations first before practicing. With
classroom / an office? Elicit ideas.
stronger classes, ask them to improvise.
• Tell the students they are going to listen to three
• Monitor carefully and make sure students are using the
conversations in three different places. Play the
expressions and sentence stress correctly.
recording. Students listen and match the conversations
with the places. Let students compare answers in pairs
Extra activity
before checking with the class.
Ask the class to stand up. Tell them that you are going
3 152 to announce different situations, and that students must
• Tell students to look at the expressions for apologizing. mingle and say “sorry.” Then say: It’s Anna and Gemma’s
Play the recording again. Tell students to listen out party, and you’re late (use the names of two students
for the expressions in the box. After the recording, in the class). Students seek out Anna and Gemma and
apologize to them. Then say: Alain and Gerard have a
ask students which expressions they heard. Play the
meeting, and you’re late. Students look for and apologize
recording again if necessary.
to Alain and Gerard. Continue the activity with different
• In feedback, explain the meaning of worry (to feel ideas: late for movie night, can't make it to a birthday
nervous and upset because you keep thinking about a party, etc.
problem).
Please refer to page 187 for Teacher Development notes on
Vocabulary notes practicing the conversations in the audioscript.
Note that the expressions in the box fall into three categories:
1 saying sorry: I’m (very) sorry; I’m sorry I’m late.
2 giving reasons: The train was late; I was (very) busy;
We weren’t at home.
3 accepting apologies: It’s OK; That’s OK; Don’t worry.
2 EXAMPLE ANSWERS
• Explain the meaning of attach (to send something with 1 Dear Mr. Smith,
an email). Ask students to read the emails again and I’m very sorry I wasn’t at the meeting yesterday.
answer the questions. Let them compare their answers My train was late. Did I miss anything important?
in pairs before checking with the class. Best regards,
Anna
Writing skills expressions in emails
Dear Anna,
3a That’s OK. Don’t worry. It wasn't an important meeting.
• Ask students to read the emails in Exercise 1 again and But please talk to Peter about the information he
find expressions to complete the chart. Let students needs.
compare their answers in pairs before checking with Best regards,
the class. Joe
2 Dear Sue,
3b I’m sorry you were in hospital last weekend. Are you
• Ask students to discuss the question in pairs before better now? Hope to see you soon.
opening the discussion up to the class. Answers will Best wishes,
vary depending on culture and how familiar one is with Simon
the email recipient.
Hi Simon,
Background information Thanks. I’m much better now. How are you?
Love,
In the US, business emails are often less formal than in
Sue
other cultures. Titles with last names are common (e.g.,
Mr. Jones, Ms. Smith), but so are first names when writing
to clients, superiors, and colleagues. Extra activity
We use Dear and Best regards in formal emails. Best wishes For homework, ask students to write an email to you
and All the best may be used in work emails, but they are in which they apologize for something (e.g., not doing
more informal. All the best is particularly informal. homework, being late, talking in class). Point out that
We use Hi with friends, and we use Love with family and the apology can be for something that happened, or for
close friends. something imagined.
Ms. is now the standard title for women in emails. Unlike
Miss and Mrs., it does not say whether the woman is
married or single. We use the title Mr. for men.
3c
• Ask students to complete the emails with expressions
from the chart in Exercise 3a. Let students compare their
answers in pairs before checking with the class.
126
Videoscript 10
10f The space race
“We choose to go to the moon in this decade …”
Before you watch In 1962, US President John F. Kennedy said those famous
words. Less than seven years later, the United States space
1 program sent a man to the moon.
• Ask students to discuss and answer the questions in
In the 1950s and 1960s, there was a race between the
pairs. Tell students that they will check their answers
United States and the Soviet Union. This race was called
later, when the watch the video. Ask students if they
the space race.
know anything else about the space race.
In October 1957, the Soviet Union sent Sputnik to space.
Key vocabulary This was the first man-made satellite.
2a On April 12th, 1961, the Russians sent the first man into
space. His name was Yuri Gagarin.
• Ask students to read the sentences and match the
bold words (1–4) with the pictures (a–d). Let students On May 5th, 1961, astronaut Alan Shepard became the
compare answers in pairs before checking with the first American in space. And in 1962, John Glenn flew
class. around Earth—in space—three times.
Next, the Americans tried to put a man on the moon.
2b 154 This was called the Apollo program.
• Tell students that they are going to hear the bold words The Apollo program was not easy. In 1967, there was a
from Exercise 2a. Play the recording. Students listen and fire on Apollo 1. These three astronauts died in the fire.
repeat the words. But on July 20th, 1969, two astronauts from Apollo 11
walked on the moon. Neil Armstrong was the first man
Audioscript 154 on the moon, and Buzz Aldrin was the second.
“One small step for man, one giant leap for mankind.”
satellite moon
Earth astronauts After the Apollo missions, the were many more successful
space missions. There were also unsuccessful ones. Two
space shuttles were lost. Challenger in 1986 and Columbia
While you watch
in 2003.
3 10
But today, the space program is still strong. NASA
• Play the video. Ask students to watch and check their continues to build new technologies and explore space,
answers from Exercise 1. just like it did in the 1960s, in the time of the space race.
I CAN
talk about the past (was/were)
use lived and died correctly (simple past)
128
Unit 10 Review and memory 4 ❯❯ MB
booster • Ask students to work in pairs to answer the questions.
Tell students to use complete sentences.
2
Real life
• Ask students to work in pairs and put the words in
order to make questions. Check answers as a class. 8
• Ask students to put the sentences in order to make
ANSWERS a conversation. Ask for two volunteers to read the
conversation out to the class in the correct order so that
1 Who was the first British winner of the Dakar Rally? students can check their answers.
2 When was Sam Sunderland born?
3 Who were the winners of the car group in 2017? 9
• Ask students to practice the conversation in Exercise 8
3 ❯❯ MB in pairs. Have them switch roles when they are done.
• Ask students to work in pairs and take turns to ask Encourage students to improvise slightly different
and answer the questions in Exercise 2. Students must versions of the conversation by changing the time
answer the questions without looking at the article in expressions and the expressions for apologizing.
Exercise 1.
ANSWERS
1 Sam Sunderland was the first British winner of the
Dakar Rally.
2 He was born in 1989.
3 Stéphane Peterhansel and Jean-Paul Cottret from
France were the winners of the car group in 2017.
129a
Unit 11 True stories
129
11a Ötzi the Iceman
Reading 156
Grammar irregular simple The police had many questions about the
body. Was it a man or a woman? Where was
past verbs he or she from? How old was the body? But
IRREGULAR SIMPLE PAST VERBS this wasn’t a police investigation. It was a
scientific investigation.
I/You
went for a walk.
He/She/It
saw a body.
We/You/They
Now look at page 178.
Listening
5 157 Listen to more information about
3 Look at the grammar box. Then look at the investigation. Complete the sentences.
this sentence. Circle the correct option.
1 Ötzi lived about 5,000 years ago.
Irregular simple past verbs end / don’t end 2 Ötzi was about 45 years old
with -ed. when he died.
4 Complete the sentences with these 6 157 Listen again. Match the two parts
irregular simple past verbs. of the sentences.
had saw took went 1 The scientists at the University of
Innsbruck started b
1 Last summer, we went to Italy. 2 They called him Ötzi because a
2 We saw some beautiful buildings. 3 The scientists finished c
3 We took lots of photos.
a the body was in the Ötztal mountains.
4 We had a great time.
b their investigation.
c their report about Ötzi.
130
Grammar irregular simple past verbs
11a Ötzi the Iceman 3
• Optional step Before asking students to look at the
Lesson at a glance grammar box, briefly revise how regular simple past
• reading: a body in the ice verbs are formed. Give some examples that students
• grammar: irregular simple past verbs already know (lived, died, worked) and elicit that they all
• listening: the investigation of the discovery end with -ed. Tell students they are now going to look at
• pronunciation: -ed regular simple past verbs irregular forms.
• speaking: true or false? • Read the grammar box with the class (also see
Grammar notes on page 178). Ask students to circle
the correct option to complete the grammar rule. Check
Reading answers as a class.
1 156 Please refer to page 178 for Grammar notes on irregular
• Optional step Ask students to look at the title of the simple past verbs.
article, the map on page 130, and the photos on page
131, and say what they think the article is about (see 4
Teacher Development on page 187). • Ask students to complete the sentences with the
• Tell students to read questions 1–4. Explain the meaning irregular past forms in the box. Let students compare
of body (the physical structure of a person or animal, answers in pairs before checking with the class.
including the head, arms, and legs), investigation (the
process of trying to find out how or why something Extra activity
happened), and investigator (the person who does an
Find out what students know. Ask them to tell you any
investigation). other irregular past forms they have come across in their
• Ask students to read the article and answer the studies. They already know was and were. Some students
questions. Let students compare answers in pairs before will probably be able to tell you others. This is a good
checking with the class. opportunity to encourage peer teaching.
• The reading text is recorded. You could play the
recording and ask students to read and listen. Listening
5 157
ANSWERS • Ask students to read the sentences carefully and predict
1 two German tourists who were on vacation in the the missing information before listening.
Austrian Alps • Tell students they are going to listen to information
2 in the ice about the investigation of the body. Play the recording.
3 a knife and some arrows Students listen and complete the sentences. Let students
4 Was it a man or a woman? Where was he or she from? compare answers in pairs before checking with the
How old was the body? class.
9b 159
• Tell students they are going to listen to and repeat the
regular simple past sentences from Exercise 8. Play the
recording. Students repeat the sentences. Make sure
students use the correct sound for each -ed verb ending.
7 Underline five regular simple past verbs in Exercises b Listen and repeat the
159
5 and 6. What are the base forms of these verbs? regular simple past sentences
live, die, start, call, finish from Exercise 8.
9 Pronunciation -ed regular simple past verbs 11 Read the article and track 157
of the audioscript on page 188.
a 158 Listen to the base and simple past forms of
Work in pairs. Tell the story of
these verbs. Check (✓) the verbs that take on an
Ötzi with these verbs. Take turns
extra syllable.
with each sentence.
call called
1 went 5 started
finish finished
2 saw 6 called
kill killed
3 came 7 finished
✓ end ended
4 took 8 killed
✓ start started
132
EXAMPLE ANSWERS
11b Life stories
We both studied French at school.
Hans and I both went to schools in big cities.
Lesson at a glance Marta met her best friend at school. I met my best friend
• vocabulary: life events at school, too.
• listening: a woman from New Orleans
• grammar: simple past negative and question forms
• pronunciation: did you …? Listening
• speaking: last week and last year 4
• Ask students to read the text about Caroline Gerdes and
answer the questions. Let students compare answers in
Vocabulary life events
pairs before checking with the class.
1
• Optional step Start by writing three years on the board ANSWERS
that are important in your life (e.g., year you were born,
1 New Orleans
started school, started work). Tell students to guess why
the years are important in your life. 2 the life and culture in New Orleans
3
• Ask students to read their sentences from Exercise 2 to
each other in pairs. In feedback, ask students to report
what they have in common with their partner.
Now look at page 178. 12 Work in pairs. Write questions about last
week or last year.
8 Look at the grammar box. Then look at
1 visit a museum
these sentences. Circle the correct option.
Did you visit a museum last year?
1 We use the base / simple past form of the 2 take a vacation
verb after did in questions. Did you take a vacation last week/year?
2 We use the base / simple past form of the 3 pass your English exam
verb after didn’t. Did you pass your English exam last week/year?
4 go to a concert
9 Work in pairs. Put the words in order to
make a question or a negative sentence. Did you go to a concert last week/year?
1 didn’t / in school / English / study / 13 Who did the things in Exercise 12? Work
I/. as a class. Walk around. Ask and answer
I didn’t study English in school. questions, and write sentences.
2 go / college / you / did / to / ?
3 at work / meet / didn’t / we / . Did you visit a
4 history / study / didn’t / Joseph / . museum last Yes, I did. I went
year? with two friends.
5 Brazil / live / in / they / did / ?
6 start / Asha / work / did / last year / ?
Lidia visited a museum last year.
2 162
• Ask students to read the article and answer the Background information
questions in pairs. Check answers as a class.
The Republic of Madagascar is a large island country in
• The reading text is recorded. You could play the the Indian Ocean, off the southeastern coast of Africa. It
recording and ask students to read and listen. split from India about 90 million years ago and its animals
and plants have evolved in isolation. 22 million people live
3 there. It is a very poor country, dependent on ecotourism
• Ask students to read the last paragraph of the article and agriculture.
again and put the events in order (1–4). Let them Lemurs are a type of primitive primate that evolved
compare their answers in pairs before checking with the successfully on the island of Madagascar in the absence of
class. competition from monkeys. There are nearly 100 types of
lemurs.
• Optional step Ask students to underline the simple
past verbs in sentences 1 to 4. Then ask them to tell you
the base form for each verb (went = go; asked = ask; cut = Extra activity
cut; fell = fall; cleaned = clean). Teach the meaning of fell
Ask students to read the text again and make a list of
and sharp (see Vocabulary notes and the extra activity). irregular past forms (went, was, got, cut, saw, fell, were).
Ask them to say what their base forms are (go, is, get, cut,
see, fall, are).
Word focus get Set up the speaking task by asking students to interview
you (the teacher) first. Students prepare and ask questions,
8a and you answer. Model complete answers and offer
• Tell students to read the sentences (1–4) and circle the follow-up information or details. For example:
one with the same meaning of get as the sentence from A: What did you watch on TV?
the article. Check answers as a class. B: I saw a great movie called Downsizing. It was about
• Ask students to say what get means in the other very small people living in very small houses. It was very
sentences (see Vocabulary notes). interesting.
A PROBLEM IN
Madagascar By Neil Shea
162
We walked through the tsingy. The rocks cut our
Madagascar is a fantastic place. About
clothes and our shoes. It was very dangerous, but
ninety percent of the animals and plants
we saw hundreds of animals and plants. We saw
there live only in Madagascar. There are
beautiful birds and unusual white lemurs with red
some very unusual animals and plants in
eyes. They didn’t have any problems on the tsingy
Madagascar’s Tsingy de Bemaraha National
rocks!
Park, but it’s a dangerous place. The
rocks—the tsingy—in the park are very Then, one afternoon, I fell on a rock. I cut my leg.
sharp. The word tsingy means “you can’t The cut was very bad and very dirty. We were a
walk here” in the Malagasy language. long way from a town. After two days, I got to
a hospital. The nurse cleaned my leg. She asked
I went to Madagascar in March. It was the end me a question. “Why did you go to the tsingy?
of the rainy season. I was with a scientist and Madagascans don’t go to the tsingy because it’s
a photographer. We wanted to find some new dangerous.” It’s true. The tsingy is dangerous, but
animals and plants. We traveled to the park with it’s also amazing.
our guide. We got there after five days.
Real life talking about 6 Work in pairs. Say one thing you did
using each of the time expressions in
the past Exercise 5.
1 Work in pairs. Look at the photo. What I had a nice meal on Friday.
can you see?
2 163 Listen to three conversations. Write TALKING ABOUT THE PAST
the number of the conversation (1–3). Did you have a good vacation last year?
The people … Did you have a good time in Sydney last week?
Did you have a nice meal last night?
a had a meal. 3
Why not?
b were in Sydney. 1 There was a shark in the water!
c didn’t take a vacation. 2 We didn’t go swimming.
It was delicious.
3 163 Listen again and answer the
questions for each conversation (1–3).
7 Work in pairs. Look at track 163 of the
1 Did they go swimming? No, they didn’t. audioscript on page 189. Practice the
2 Did they stay home? Yes, they did. conversations.
3 Did they pay for the meal? No, they didn’t.
8 Work in pairs. Choose an event and a time
4 Pronunciation didn’t expression. Ask and answer questions
about the event. Say something you didn’t
a 164 Listen to three sentences from the
do, and give a reason.
conversations. Notice how the t in didn’t
isn’t stressed. a day at the beach last month
a vacation last night
b 164 Listen and repeat the sentences. a meal last week
a party on Saturday
Vocabulary time expressions a trip yesterday
5 163 Listen to the three conversations Hi. Did you have a good day
again. Check (✓) the expressions you hear. at the beach yesterday?
136
Vocabulary time expressions
11d Did you have a good time? 5 163
• Ask students to listen to the three conversations again
Lesson at a glance and check (✓) the expressions they hear.
• real life: talking about the past • Optional step Drill the time expressions to allow
• pronunciation: didn’t students to practice the pronunciation (see Teacher
• vocabulary: time expressions Development on page 187).
Vocabulary notes
Real life talking about the past Note that with days of the week, you can say on Friday or last
1 Friday. With months, you can say in January or last January.
• Ask students to look at the photos in pairs and say what
they can see. In feedback, elicit answers and use the Please refer to page 187 for Teacher Development notes
photo to teach the word shark. on noticing stress.
EXAMPLE ANSWER 6
I can see an island with a beach, and the sea. There are • Lead in to this task by asking students: What did you do
trees on the island. The sea is blue, and it looks warm. on Friday / last night / last week? Elicit sentences and
There's a shark in the water. write some prompts on the board, if necessary.
• Then divide the class into pairs to think of and
2 163 exchange simple past sentences using each of the time
• Tell students they are going to listen to three different expressions in Exercise 5.
conversations. Ask them to read the three options (a–c) EXAMPLE ANSWERS
before listening.
I played tennis on Friday.
• Play the recording. Students listen and write the My brother and I went to a restaurant last night.
number of the conversation (1–3) next to each option.
I walked to work last week.
Let students compare their answers in pairs before
Last weekend, I went to London.
checking with the class. Elicit that paid is the irregular
simple past form of pay. Yesterday, I had a coffee with a friend.
I went on vacation to Greece last year.
3 163
• Play the recording again. Tell students to listen and 7
answer the questions. Point out that question 1 relates to • Ask pairs to practice the conversations from track 163
conversation 1, question 2 to conversation 2, and so on. Let of the audioscript on page 189. Tell them to take turns
students compare their answers in pairs before checking to play different roles.
with the class.
8
Pronunciation didn’t • Organize the class into new pairs. Start by reading
the example conversation in speech bubbles. Then tell
4a 164
students to work in pairs to use the prompts to create
• Tell students they are going to listen to three sentences conversations of their own. Encourage them to add
from the conversations. Play the recording. Students details and ask follow-up questions.
listen and note the pronunciation of the t in didn’t.
• As students speak, note errors and examples of good
Pronunciation note phrases used by students in their exchanges to give
feedback on after the activity.
Although the word didn’t is stressed in negative sentences,
the letter t in didn’t is often not stressed. Extra activity
Write the following on the board:
4b 164
Where did you go last weekend?
• Play the recording again. Students listen and repeat the
sentences, paying attention to the pronunciation of didn’t. What did you do?
Who did you go with?
Extra activity Have students ask each other the questions in pairs, but
ask them to imagine they are a famous person. Encourage
Ask students to write down three things that they didn’t
them to invent details about where they went, who they
do yesterday (but wanted to do). For example, I didn’t
saw, etc. In feedback, ask individuals to tell the class about
have a coffee. I didn’t go to bed before 11 o’clock.
their partner’s ‘‘famous’’ weekend.
Fireworks in the
night sky
138
Videoscript 11.1
11f True stories?
Part 1
Amanda
Before you watch Well, when I was about ten or eleven years old, we had a
1 math test at school. I was really bad at math. So I hid in a
• Ask students to look at the photo and caption on closet in the classroom and I didn’t do the test.
Student Book page 138 and answer the question. …?
• In feedback, ask students if they know about Bonfire No. The teacher didn’t know I was in the closet. My
Night (or Guy Fawkes Night) in the UK. friends knew, but they didn’t say anything.
Rosa
ANSWER Oh, let me think … I went to hospital in an ice cream truck
There are fireworks in the night sky. I think this is a once. I was on my bicycle and I fell off. I cut my leg really
celebration. badly. I mean, there was a lot of blood! An ice cream truck
stopped to help me. There were no cell phones to call an
ambulance. So the ice cream truck took me to hospital.
Background information …?
Bonfire Night (or Guy Fawkes Night) is held on November About five minutes. I ate an ice cream on the way.
5th every year in the UK. The photo is of people watching
fireworks on Bonfire Night. On this day, there is usually a Jack
bonfire (a big fire that people gather around), fireworks, OK. So once, I started a fire in my friend’s house. It was
food, and a parade. in November and we had a box of fireworks. My friend’s
On November 5th, 1605, a man named Guy Fawkes parents weren’t at home. We opened the box of fireworks
was arrested for trying to kill the king. There was a and I lit one. Suddenly, the curtains were on fire.
celebration, and people continued to celebrate his arrest …?
every year. Today, the original significance of the festival is
My friend threw a bucket of water on the curtains.
downplayed. Bonfire Night is now simply a family event.
Key vocabulary
2a
• Ask students to read the sentences and match the
bold words (1–4) with the pictures (a–d). Let students
compare answers in pairs before checking with the class.
2b 165
• Tell students that they are going to hear the bold words
from Exercise 2a. Play the recording. Students listen and
repeat the words.
Audioscript 165
ambulance curtains
bucket test
Pronunciation note
Note the stress: ambulance, bucket, curtains.
3
• Ask students to work in pairs. Tell them to take turns
to say and write the base form of the simple past verbs.
Check answers as a class.
6 11.2
• Point out the title of the video, and explain that not all
the stories are true. Ask students to guess which ones
are not.
• Tell students they are going to watch Part 2 of the video.
Play the video and ask them to check their answers.
ANSWERS
Story 2 is true. Stories 1 and 3 are false.
Videoscript 11.2
Part 2
Amanda No, my story wasn’t true.
Rosa Yes, my story was true.
Jack No, my story wasn’t true.
140
Unit 11 Review and memory Vocabulary
booster 4
• Ask students to complete the sentences with seven of
the simple past verbs from the box. Let them compare
Memory Booster activities answers in pairs before checking with the class.
Exercises 3 and 5 are Memory Booster activities. For more
information about these activities and how they benefit 5 ❯❯ MB
students, see page x. • Ask students to write true sentences about themselves
using the verbs from Exercise 4 and the time
expressions. Have them read their sentences to each
I can … check boxes
other to see if they did the same things.
As an alternative to asking students to simply check the
I can boxes, you could ask them to give themselves a score
EXAMPLE ANSWERS
from 1 to 4 for each language area (1 = not very confident;
4 = very confident). If students score 1 or 2 for a language I bought pasta for dinner last night.
area, refer them to the Workbook and Grammar Summary Last weekend, I cleaned my car.
exercises for additional practice. I cut my finger last week.
Last month, I drove to the beach with my friends.
Grammar Last year, I fell down and cut my leg very badly.
1 I found ten dollars in the train last night.
• Ask students to complete the text with the simple past I met my parents for dinner last week.
form of the verbs in parentheses. Let them compare I paid a hundred dollars for a new phone last weekend.
answers in pairs before checking with the class. I sent a long email to my cousin last month.
I took a photo of a bear in Alaska last year.
2
• Ask students to read Carly’s answers and write the
questions. Let them compare answers in pairs before Real life
checking with the class. 6
• Ask students to circle the correct options to complete
ANSWERS the conversation. Let them compare answers in pairs
1 Did you go into the water? before checking with the class.
2 Did you have a great time?
7
3 Who did you go with?
• Ask students to work in pairs. Tell them to practice the
conversation in Exercise 6. Have students change roles
3 ❯❯ MB and repeat the conversation again. Encourage faster
• Tell students to imagine they were on the boat in the students to change the script slightly and practice their
photo. Ask them to work in pairs and take turns to ask new conversations.
and answer questions from the prompts.
ANSWERS
1 Where did you go?
2 When did you arrive?
3 What did you see?
4 Why did you go?
EXAMPLE ANSWERS
1 We went to different places in Alaska.
2 We arrived on a Saturday afternoon in June.
3 We saw lots of beautiful animals and plants.
4 I went because I wanted to do something different.
3 166
• Tell students they are going to listen to a conversation
between three friends. Play the recording. Students
listen and circle the activities the speakers talk about.
Let students compare answers in pairs before checking
with the class.
141a
Unit 12 The weekend
Friends having lunch in Riyadh, Saudi Arabia
141
12a At home
Vocabulary rooms in a house Listening
1 Match the things (1–5) with the rooms. 5 Work in pairs. Look at the photos
(1–5) of a family at home in
bathroom bedroom dining room
Indonesia. Which rooms from
kitchen living room
Exercise 1 can you see?
1 a stove, a fridge kitchen 6 169Match the sentences (a–e)
2 a chair, a table dining room with the photos (1–5). Listen and
3 an armchair, a couch living room check.
4 a bed, a wardrobe bedroom
5 a bathtub, a shower, a They’re washing their
a toilet bathroom motorcycles.
b She’s making lunch.
2 Listen and check your answers from
167 c He’s playing a video game with
Exercise 1. his son.
3 168 Listen and repeat the words for the rooms. d He’s bathing his daughter.
e They’re drinking coffee.
4 Work in pairs. Tell your partner one thing about
each room in your home. 7 Listen again. Say who the
169
sentences in Exercise 6 are about.
We don’t have a dining My kitchen is
very small. She’s making lunch. Ayu’s mother
room. We eat in the kitchen.
1 b
HOME LIFE
PHOTO PROJECT
This is Ayu’s home and family in Sumatra,
Indonesia. It’s a Saturday morning.
3 e 4 c
142
EXAMPLE ANSWERS
12a At home
I have a shower and a bathtub in my bathroom.
In my kitchen, there’s a stove, a fridge, and a table.
Lesson at a glance There’s a big window in my bedroom. I can see the garden.
• vocabulary: rooms in a house My living room is small. In it, there’s a couch, a small table,
• listening: a family in Indonesia a lamp, and a TV.
• grammar: present continuous I don’t use my dining room. It has lots of boxes in it!
• grammar: present continuous questions and short answers
• speaking: my photos
Extra activity
Have a class quiz to revise vocabulary and question words.
Vocabulary rooms in a house Divide the class into teams. Ask questions like: What do
1 you put food in? What do you put clothes in? Where do
• Optional step With books closed, draw a simple image you eat? Where do you shower? When do you use the
of a house on the board. Then draw a simple 2D plan dining room? The team that answers first gets a point.
showing different rooms. Say room and point to each room
to pre-teach the word. Find out if students already know Listening
the names of any rooms in the house. You could then start 5
to elicit objects which may go in each room.
• Read the introduction to the Home Life Photo Project.
• Ask students to match the rooms with the objects that are Ask: What is the photo project about? What day is it?
usually found in them. Remind students that they saw Explain the word project (a planned piece of work with a
many of the words in the hotel room vocabulary section clear aim, usually done by a group or an organization).
of Unit 9b. Let students compare their answers in pairs.
• Ask students to identify the rooms. Discuss as a class.
For each photo, ask: What are they doing? Does this room
Vocabulary note
look like the one in your house?
stove = a big piece of kitchen equipment used for cooking
ANSWERS
2 167 1 kitchen 2 bathroom 3 dining room
• Play the recording. Students listen and check their 4 living room 5 outside
answers from Exercise 1.
ANSWERS ANSWERS
2 Amir isn’t smiling at the camera. Student A
3 Ayu’s father and his friend aren’t standing. 1 Are the children watching TV? Yes, they are.
4 Amir’s brother isn’t watching TV. 2 Is the man sitting on a chair? Yes, he is.
5 Ayu’s brother isn’t washing a car. 3 Are the people in the kitchen talking? No, they aren’t.
Student B
Extra activity 1 Is the boy lying on the couch? No, he isn’t.
2 Are the girls sitting on the floor? No, they aren’t.
Ask students to correct the negative sentences using
pronouns: She’s cooking. / He’s smiling at his daughter. / 3 Are the women on the couch eating? No, they aren’t.
They’re sitting. / He’s playing a video game. / He’s washing
his motorcycle.
Speaking my
11 14
• Read the grammar box with the class. Ask students to • Demonstrate the activity by showing some of your own
circle the correct question form (see Grammar notes on photos. Describe what the people in them are doing.
page 180). Check answers as a class. • Organize students into groups and tell them to take turns
to show each other photos and ask and answer questions.
Refer students to page 180 for further information and Note that some students may feel uncomfortable sharing
practice. photos with classmates. You could provide photos of
random people for these students to use.
Please refer to page 180 for Grammar notes on present
continuous question forms. • Monitor and check that students are using the present
continuous correctly. Note errors and provide feedback
12 on the errors after the activity.
• Ask students to prepare questions using the prompts.
Elicit the first question to get students started. Check
answers as a class.
• Organize the class into pairs. Tell students to take turns
to ask and answer the questions.
c a concert City Hall Sunday 4 170 Work in pairs. Use the present
continuous tense. Complete the
conversation about the talk by Helen
Smith in Exercise 1. Then listen and check.
A: What / you / do / next weekend?
2 Read the messages between two friends,
B: I’m not sure. My brother / come over /
Alex and Lauren. Which event (a–c) in
tomorrow.
Exercise 1 are they talking about? c
A: he / stay the weekend?
Monday B: Yes, he is. We / go out / for dinner /
Saturday evening.
A What are you doing next weekend? A: Helen Smith / give a talk /
Do you want to meet on Saturday? Sunday afternoon. Do you want
L to come?
Sorry, I can’t. I’m going for a walk
B: Yes, that’s a great idea.
with my sister on Saturday.
A 5 Work in pairs. Practice the conversation in
How about Sunday? I’m going to
Exercise 4.
a concert in the evening at City Hall.
L
Sure. Send me the details.
144
4 170
12b Next weekend • Tell the class to look at the second advertisement in
Exercise 1. Ask questions about the event: What is it?
Lesson at a glance (a talk); When is it? (Sunday, February 2nd); Where is it?
• reading: next weekend
(the Natural Science Museum); Who is giving the talk?
• grammar: present continuous for the future
(Helen Smith).
• pronunciation: going and doing • Lead in to Exercise 4 by asking students to read the
• speaking: next weekend conversation quickly without worrying about the
answers.
Reading • Then ask students to complete the conversation in pairs
by writing present continuous sentences with future
1 time expressions, using the prompts provided.
• Ask students to look at the images (a–c) at the top of
• Play the recording. Students listen and check their
the page. Ask: What are these? (ads/posters); Where
answers.
do you see images like these? (on a store window, on a
noticeboard, in a newspaper, on a flyer).
ANSWERS
• Tell students to read the information in the advertisements
and complete the chart with words they can see in the 1 What are you doing next weekend?
images. Let students compare answers in pairs before 2 My brother is coming over tomorrow.
checking with the class. 3 Is he staying the weekend?
4 We’re going out for dinner on Saturday evening.
2 5 Helen Smith is giving a talk on Sunday afternoon.
• Ask students to read the messages and answer the
question. In feedback, ask students what words in the 5
messages gave them the answer.
• Ask pairs to practice the conversation in Exercise 4.
It may be easier for students to refer to the track 170
Grammar present continuous
audioscript on page 189 of the Student Book. Monitor
for the future closely as students practice, and note any errors in form
3 or pronunciation. Give feedback on the errors after the
• Read the grammar box with the class (also see Grammar activity.
notes on page 180). Discuss the question as a class.
Elicit that we know that the sentences refer to the future
because they all have future time expressions.
• Optional step Revise the form of the present continuous
(am/is/are + -ing). Elicit other future time expressions
that could be used with the present continuous (next
week, tomorrow afternoon, on Tuesday, etc.).
ANSWERS
2 Aisha is making a cake on Saturday afternoon.
3 Aisha isn’t playing tennis on Sunday afternoon.
4 Bernardo isn’t meeting friends on Saturday afternoon.
5 Bernardo is watching TV on Sunday afternoon.
6 Che and Dan are going for a walk on Saturday morning.
7 Che and Dan are playing soccer on Sunday morning.
8 Che and Dan aren’t visiting Che’s parents on Sunday
morning.
a 171 Listen to four sentences. Pay attention to 8 Make plans for next weekend. Write
the /w/ sound in going and doing. activities for these times.
b 171 Listen again and repeat the sentences.
Saturday
7 Work in pairs. Look at the information about
people’s activities for next weekend. Write true MORNING
sentences with these words. Use affirmative and
AFTERNOON
negative forms.
EVENING
1 Aisha / shopping / Sunday morning
Aisha isn’t going shopping on Sunday morning.
2 Aisha / a cake / Saturday afternoon Sunday
3 Aisha / tennis / Sunday afternoon
MORNING
4 Bernardo / friends / Saturday afternoon
5 Bernardo / TV / Sunday afternoon AFTERNOON
6 Che and Dan / walk / Saturday morning
EVENING
7 Che and Dan / soccer / Sunday morning
8 Che and Dan / Che’s parents / Sunday
morning
9 Work in pairs. Take turns to invite
Saturday Sunday your partner to do activities with you.
a.m. go shopping play tennis
Aisha Do you want
p.m. make a cake
to go shopping Sorry, I’m
a.m. meet friends
Bernardo on Saturday playing soccer.
p.m. watch TV
morning? What about the
Che and a.m. go for a walk play soccer
Dan p.m. visit Che’s parents afternoon?
Saturday afternoon
in a cafe in Paris
3 Work in pairs. Circle the main idea of the 1 Sam goes (go) to work every
article. day.
2 Last year, Ian moved (move) to a
a Tornadoes damage homes in Kansas. new house.
b We can help people in our free time. 3 Next week, we are helping (help) our
c Joel Connor is an unusual person. friend fix his car.
Underline sentences in the article that
7 Match the questions (1–3) with the answers
show the main idea.
(a–c). Then write P (past), PR (present), or
F (future) next to the answers.
Grammar prepositions of 1 What are you doing? c
place 2 What did you do last weekend? b
PREPOSITIONS OF PLACE 3 What are you doing over the
weekend? a
a I’m going to a concert on Saturday. F
b I visited my cousin in Boston. P
behind between on under
c I’m making lunch. PR
Now look at page 180.
Speaking my
4 Look at the grammar box. Read the
sentences and look at the photos. Write S 8 Work in groups. Plan a special weekend for
(small photo) or L (large photo). a person you all know. Then tell the class.
1 There are four people on the roof. L Next weekend, we are taking Esther
2 The house is behind the woman in the shopping. After that, …
green top. S
3 The green board is between two blue
boards. L
4 The blue board is under the woman’s
hand. L
146
Vocabulary notes
12c A different kind of weekend
board = a long, thin, and flat piece of wood
builder = someone whose job it is to repair and build
Lesson at a glance houses
• reading: helping people on weekends tornado = a very strong wind that spins or goes quickly
• critical thinking: finding main ideas around in circles
• grammar: prepositions of place hit = to suddenly affect something in a bad way
• grammar: tense review community = the people who live in an area
• speaking: a special weekend
dream = something that you really want, or have always
wanted
Reading resistant = not harmed or affected by something
1
• Ask students to look at the photos on Student Book Extra activity
page 147. Ask: What can you see? Elicit ideas.
Ask students to find nouns that collocate with these verbs
• Ask students to discuss the questions in pairs. In from the article: build (a house/home); help (people); start
feedback, elicit ideas, but do not confirm or correct them. (a project); make (friends).
Background information Refer students to page 180 for further information and
Greensburg is a city of about 800 people in the south of practice.
Kansas, a US state in the Midwest. In May 2007, 95 percent
of Greensburg was destroyed by a powerful tornado. It Extra activity
has since been rebuilt to strict environmental standards as
Ask students to say where different objects are in the
a green city.
classroom using the prepositions of place in the grammar
box, and those from Unit 4a.
Critical thinking: finding main ideas
3
• Ask students to find the main idea of the article in pairs.
Elicit the answer from the class. Explain that main ideas
are often found in the first and last paragraphs.
7 Extra activity
• Ask students to match the questions (1–3) with the Write the following on the board:
answers (a–c). Then tell them to write P (past), PR It’s Mike’s 40th birthday next Tuesday.
(present), or F (future) next to the answers. Let students It’s Jo and Frank’s silver wedding anniversary next
compare their answers in pairs before checking with the Saturday. (25 years)
class. It’s Helen’s bachelorette party this Friday. (a pre-wedding
party with friends)
Extra activity Jack’s coming back home from the Olympics with a gold
Write the following phrases on the board: medal tomorrow.
at the moment right now Ask students to plan these celebrations in groups.
next Tuesday tomorrow
last Friday two weeks ago
every weekend on Mondays
Ask students to work in pairs to decide which tenses are
usually used with each phrase. Then ask students to write
true sentences using the phrases. For example:
At the moment, I’m sitting in class.
Next Tuesday, I’m playing tennis with Mark.
I went to the movies last Friday.
3 on the table /
c Work in pairs. Make offers and invitations
with would you like.
4 on Tuesday morning / afternoon /
to watch a movie a cup of coffee
5 in the morning / afternoon / to play soccer a seat
6 in town / to join us for lunch a glass of water
7 at our house /
8 at eight o’clock / 6 Work in new pairs. Take turns to make
offers for each situation. How many offers
2 Work in pairs. Add one more time or can you make?
place to each expression in Exercise 1.
Your partner is …
Real life offers and • cold • thirsty
invitations • hungry • tired
Would you like my jacket?
3 173Listen to a conversation between No, thanks.
Brad, Samira, and Kris.
Would you like a hat?
1 Who’s moving house? Brad
2 When’s he/she moving? Monday
3 What’s happening in the old house on
Sunday? lunch
148
Pronunciation would you …?
12d Would you like to come? 5a 174
• Tell students they are going to listen to four questions
Lesson at a glance with Would you like. Play the recording. Ask students to
• vocabulary: times and places listen for the /dʒ/ sound in would you.
• real life: offers and invitations
• pronunciation: would you …? Pronunciation notes
Note that in Would you like, would and you run together
in natural speech: /ˈwʊdʒə/. The you is also frequently
Vocabulary times and places reduced to a schwa sound. The main stress in the phrase is
1 on the word like. The noun or the verb that completes the
• Ask students to look at the expressions and underline offer or invitation is also stressed: Would you like a drink?
the prepositions. Tell them not to worry about / Would you like to come?
completing the gaps as they will do this in Exercise 2.
Check answers as a class. 5b 174
• Play the recording again. Ask students to listen and
2 repeat the questions. Tell them to focus on saying would
• Elicit one or two examples to get students started. Ask you naturally with the /dʒ/ sound.
students to work in pairs to think of other examples to add
to each expression in Exercise 1. Check answers as a class. 5c
• Ask students to practice in pairs making and
EXAMPLE ANSWERS responding to offers and invitations with would you like
and the prompts in the box. As students speak, monitor
1 Wednesday / Christmas / summer closely and correct errors of form and pronunciation.
2 afternoon / evening
3 the desk / the floor / the couch EXAMPLE ANSWERS
4 evening A: Would you like to watch a movie?
5 evening / day(time) B: Sorry, I can’t make it.
6 the city / the park
A: Would you like a cup of coffee?
7 work / school / the hospital
B: Yes, please.
8 noon / midnight
A: Would you like a glass of water?
B: No, thanks. But I’d like a cup of tea!
Real life offers and invitations
3 173 6
• Tell students they are going to listen to a conversation • Organize the class into new pairs. Ask students to take
between three people: Brad, Samira, and Kris. Ask them turns to make and respond to offers for each situation.
to read the questions before they listen. Encourage students to make as many different offers
• Play the recording. Students listen and write the as possible for each situation, using all the different
answers. Check answers as a class. expressions taught. With weaker classes, ask them to
write out their offers and invitations first. With stronger
4 173 classes, ask them to improvise.
• Ask students to look at the expressions used for offers • Monitor carefully. Make sure students are using the
and invitations in the language box. Play the recording expressions correctly, and that they are pronouncing
again. Tell students to listen for the expressions in the would you naturally.
box. As a class, decide which of the three questions in
the box are offers, and which are invitations. Extra activity
Suggest other situations:
Vocabulary notes
Your partner is lost / sick / angry / scared.
Using would makes an offer or invitation more polite.
I can’t make it. = I can’t come to an event.
4
• Ask students to read the four situations and choose one.
Then tell students that they have to write a thank you
note for that situation. Elicit phrases students could use
in their thank you notes, and encourage students to use
different tense forms in their notes. Ask them to write
their note on a separate piece of paper, as this will help
in Exercise 6. Circulate and help students with ideas
and vocabulary.
Dear Lili,
Thank you for a fantastic weekend! We
had a great time. On the way home,
something happened. … We’re using
Dad’s car this week—he’s taking the train
to work. Speak to you soon.
Best wishes,
Bibia and Mark
150
102a
3b 175
12f A day in the life of a • Tell students that they are going to hear the bold words
lighthouse keeper from Exercise 3a. Play the recording. Students listen and
repeat the words.
Before you watch
1 Audioscript 175
• Ask students to look at the photo on Student Book stew mate tools
page 150 and discuss the question. In feedback, ask
students to share their answers with the class, and Background information
discuss what else students know about lighthouses.
Mate /mɑːteɪ/ is a traditional drink in some countries in
South America, especially in Argentina, Paraguay, Uruguay,
ANSWER and Brazil. It contains mateine (a form of caffeine).
Lighthouses are found on the coast, near parts of the sea
that are dangerous for ships. 4
• Ask students to think about the daily routine of a
2 lighthouse keeper in pairs. In feedback, ask students to
• Ask students to read and complete the text about the share their ideas with the class.
lighthouse in the photo with the words in the box. Let
students compare answers in pairs before checking While you watch
with the class. 5 12
• Tell students they are going to watch a video about
Key vocabulary the lighthouse and its keeper. Ask them to complete
3a the activities with the words in the box. Let students
• Ask students to read the sentences and match the compare answers in pairs before checking with the class.
bold words (1–3) with the pictures (a–c). Let students • Note that this particular video does not include any
compare answers in pairs before checking with the voiceover—it is purely visual.
class.
152
104a
Unit 12 Review and memory Vocabulary
booster 4 ❯❯ MB
• Ask students to work in pairs to ask and answers
questions about rooms using the words in 1–6.
Memory Booster activities
Exercises 3, 4, and 5 are Memory Booster activities. For EXAMPLE ANSWERS
more information about these activities and how they
benefit students, see page x. 1 Where do people make meals? In the kitchen.
2 Where do people sleep? In the bedroom.
3 Where do people take a shower? In the bathroom.
I can … check boxes 4 Where do people watch TV? In the living room.
As an alternative to asking students to simply check the 5 Where do people eat? In the dining room.
I can boxes, you could ask them to give themselves a score 6 Where do people read? In the living room.
from 1 to 4 for each language area (1 = not very confident;
4 = very confident). If students score 1 or 2 for a language
area, refer them to the Workbook and Grammar Summary 5 ❯❯ MB
exercises for additional practice. • Ask pairs to make sentences about what they usually
do on weekends. Encourage them to ask each other
Grammar follow-up questions and develop a conversation, and to
try and find things they both do.
1
• Tell students to work individually to match the words
EXAMPLE ANSWERS
(1–4) with the people (a–d) in the photo. Then ask them
to write sentences in pairs using the present continuous. A: On Friday night, I usually watch TV. Then on Saturday,
I go shopping and have dinner with my wife. What do
Check answers as a class.
you usually do?
B: I usually go to bed early on Fridays. Then I play soccer
ANSWERS on Saturday morning. What do you do on Sundays?
1 She’s making a phone call. A: Well, sometimes I read the news. Or I visit my parents.
2 He’s wearing a brown jacket.
3 She’s carrying some books.
Real life
4 She’s talking to her friend.
6
• Ask students to match the offers and invitations
2
(1–4) with the responses (a–d) to make four separate
• Ask students to complete the paragraph with the exchanges. Let them compare answers in pairs before
present continuous form of the verbs in parentheses. checking with the class.
Let them compare answers in pairs before checking
with the class. 7
• Ask students to work in pairs to practice the four
3 ❯❯ MB
exchanges in Exercise 6. Encourage students to
• Ask students to form present continuous questions in change or add on to the responses, and to develop the
pairs using the prompts. Then have them take turns to exchanges into longer conversations.
ask and answer the questions.
EXAMPLE ANSWERS
EXAMPLE ANSWERS
A: Would you like a drink?
1 Are you going to the concert on Tuesday?
B: Yes, please. I’d like a cup of coffee.
Yes, I am. / No, I’m not.
A: Sorry, I don’t have coffee. Would you like a cup of tea?
2 Where are you going tomorrow?
B: Yes, please—tea’s fantastic! Thank you.
I’m going to the movies in the afternoon.
3 Are you meeting friends this weekend?
Yes, I am. We’re playing basketball.
1 Look at the photo. You are on vacation in 1 Look at the information about photo A.
Oman. Look at the sentences (1–5) and Answer your partner’s questions.
choose from the options. Then have a
A
telephone conversation with Student B.
Answer his or her questions.
1 Your friend (Student A) is on vacation. 1 Look at photo A. Ask your partner the
Prepare questions with these words. questions in the grammar box on page 49.
Then have a telephone conversation with
A
Student A. Ask the questions.
1 where? Where are you?
2 hot? Is it hot?
3 OK? Are you OK?
4 beach beautiful? Is the beach beautiful?
5 hotel nice? Is the hotel nice?
2 Look at the photo. You are on vacation
in New York. Look at the sentences (1–5)
and choose from the options. Then have
a telephone conversation with Student A.
Answer his or her questions.
Is it a food / drink?
158
Exercises
1 Write I’m or You’re. 4 Write sentences with He’s, She’s, and It’s.
1 Hello. I’m 2 1 Jack / from London
Jack. He’s from London.
2 George / Canadian
He’s Canadian.
3 Katya / Russian
She’s Russian.
4 Chicago / in the United States
Hello. I’m It’s in the United States.
Hi. I’m your teacher. 5 Jessica / from Toronto
Susana. You’re in my She’s from Toronto.
class. 6 Cairo / in Egypt
2 Write I’m or You’re. It’s in Egypt.
1 george: I’m George. 5 Write am, are, and is.
teresa: Hi, George.
1 Hi! I am Elena.
2 carola: Hi, George.
2 Paul is a doctor.
george: Hello! You’re Carola!
3 He is from Hong Kong.
3 teresa: Hello.
4 It is in China.
otto: Hi! I’m Otto Hampel.
5 You are American.
3 Write He, She, or It.
6 Put the words in order to make sentences.
1 2 Use contractions if possible.
1 is / the United States / it / from
It’s from the United States.
2 Mexico / is / Elisabeth / from
Elisabeth is from Mexico.
She ’s Italian. It ’s a chair. 3 Spanish / is / the teacher
3 4
The teacher is Spanish.
4 is / Brazilian / he
He’s Brazilian.
5 in / New York / am / I
I’m in New York.
7 Complete the sentences with my and your.
He ’s from It ’s an
Egypt. English book. 1 My name’s Ludmilla. I’m from Russia.
5 6
2 Hello! I’m Tomas. You’re my teacher.
Your name’s Mr. Jones.
3 Hi. I’m Juan. What’s your name?
4 A: My cell phone number is 555 836 736.
B: Thanks.
5 A: Ben, what’s your home number?
He ’s She ’s from B: It’s 555 497 268.
American. Mexico.
Negative forms of be
Grammar notes
In spoken English, the negative forms of be are almost
always contracted. We only tend to use the full forms
(am not, is not, and are not) when we are emphasizing
or contradicting.
Note that am not is shortened to ‘m not, whereas is not
and are not are shortened to isn’t and aren’t. It’s also
possible, but less common, to say he's not/she's not/it's not,
as well as they're not/we're not. However, it is wrong to say
I amn't.
Grammar notes
In English, questions with the verb be are formed by
inverting or swapping the position of the subject and the
verb, and by adding a question mark:
Statement: Question:
You are French. Are you French?
He is OK. Is he OK?
When answering, the speaker shortens the answer because
it’s unnecessary to repeat the information in the question:
Question: Short answer:
Are you French? Yes, I am (French).
Is it cold? No, it isn’t (cold).
In English, the word you can be both singular or plural:
Are you English? Yes, I am. (one person)
Are you from Germany? No, we aren’t.
(two or more people)
160
Exercises 4 Rewrite the sentences as questions.
1 Sydney is in Australia.
1 Complete the sentences with We or They. Is Sydney in Australia?
1 2
We ’re 2 You’re from Egypt.
They ’re
in Paris. Are you from Egypt?
taxis.
3 London is cold.
Is London cold?
4 We’re in a hotel.
Are we in a hotel?
5 Katya is an artist.
Is Katya an artist?
They ’re We ’re
3 4
Spanish.
5 Write questions with the correct form
in London.
of be. Then write two answers for each
question with yes and no.
1 Simon / from Bolivia?
Is Simon from Bolivia?
Yes, he is. No, he isn’t.
2 you / on vacation?
Are you on vacation?
Yes, I am. No, I’m not.
2 Complete the sentences. 3 your hotel / nice?
1 This is Jack. This is Bill. They are Is your hotel nice?
Canadian. Yes, it is. No, it isn’t.
2 France and Spain are in Europe. 4 Susana and Gina / in Paris?
3 Bruno and Paola are from Italy. They’re Are Susana and Gina in Paris?
Italian. Yes, they are. No, they aren’t.
4 I’m with my teacher. We ’re in a 6 Write a or an.
classroom.
5 I’m from Japan. My friend is from 1 I’m a student.
Japan. We’re Japanese. 2 Sonia is a doctor.
3 Malta is an island in the
3 Rewrite the sentences with the verb in the Mediterranean Sea.
negative form. 4 This is a book.
1 Jack’s a student. 7 Write the plural of these nouns.
Jack isn’t a student.
2 We are Spanish. 1 a lake lakes
We aren’t Spanish. 2 a country countries
3 The city is in Europe. 3 a beach beaches
The city isn’t in Europe. 4 a vacation vacations
4 I’m happy. 5 an island islands
I’m not happy. 6 an address addresses
5 Susana and Gina are from Tunisia. 7 a photo photos
Susana and Gina aren’t from Tunisia. 8 a boat boats
Grammar notes
Using contractions
Eyes are plural. Therefore, we use the verb are with eyes.
In English the word hair, when used as a collective noun
Grammar notes
(someone's head of hair), is uncountable. Therefore, we
use the verb is with hair. English contractions are formed by blending two
words together, of which at least one is a grammatical
item (auxiliary verb, pronoun, negative particle, etc.).
Possessive ’s and s’ Contractions involve elision, or the dropping of one or
more sounds. An apostrophe is used to represent the
Grammar notes missing sound(s) or letter(s).
We use the possessive ’s to show possession or ownership You may need to revise the rules of contractions with the
in English. You add ’s to the end of the noun which verb be. Remind students that in spoken English, be is
“possesses” the noun that follows, e.g., This is Alan’s pen often abbreviated after the subject pronoun (I’m, you’re,
(the pen belongs to Alan). she’s, he’s, it’s, we’re, they’re).
In this level, it's best to keep things simple by only With negatives, be and not are abbreviated to I’m not,
providing examples involving singular possessors. However, she/he/it isn’t, and you/we/they aren’t (she’s/he’s/it’s not
note that the position of the apostrophe changes for and you’re/we’re/they’re not are also possible, but less
singular and plural possessors: My sister’s car = a car that common).
belongs to one sister; My sisters’ car = a car that belongs to
Question words are also abbreviated with is (Who’s,
more than one sister.
What’s, etc.), but not usually with am or are (Where am I?
Who are they?).
162
Exercises 4 Put the words in order. Write sentences
with the possessive ’s.
1 Circle the correct option. 1 hair / Carlo / is / black
1 This is a photo of my brother in her / his Carlo’s hair is black.
car. 2 bag / old / Joana / is
2 My husband is Russian. His / My name Joana’s bag is old.
is Boris. 3 car / the teacher / is / new
3 We are happy. It’s his / our daughter’s The teacher’s car is new.
wedding. 4 blue / are / eyes / Frieda
4 Hi, Zara. Is this her / your mother? Frieda’s eyes are blue.
5 My friends are in Spain. It’s his / their 5 they / children / Nam / are
vacation. They are Nam’s children.
6 Michael and David / friends / are / Kim
2 Complete the sentences with these words.
Michael and David are Kim’s friends.
he her his it its she their they
5 Write is or ’s in the correct place.
1 A: Robert’s address is 25 Smith Road. 1 Who this?
B: What’s his phone number? Who is this?
2 A: Dani and Harry are brothers. 2 My hair black.
B: What’s their last name? My hair is black.
3 Sonia is my friend. She ’s a teacher. 3 How old your best friend?
4 A: What’s your name? How old is your best friend?
B: It ’s Paulo. 4 David friends are Oscar and Paul.
5 A: My son’s called Riz. David’s friends are Oscar and Paul.
B: How old is he ? 5 Sandra tall.
6 We’re from an island. Its name is Sandra is tall.
Skye. 6 Our teacher name is Andrew.
7 Venus and Serena are tennis players. Our teacher’s name is Andrew.
Are they sisters?
8 Look at Anna in her car. 6 Complete the singular and plural nouns.
1 How old are the women in the
3 Write sentences.
photo?
1 James / Oscar / father 2 Who are the people at the wedding?
James is Oscar’s father. 3 This child is three years old.
2 John and James / Elena / sons 4 Who is the person in your car?
John and James are Elena’s sons. 5 James and Eliza are my children .
3 Lisa and Marga / John / daughters 6 Our teacher is a man .
Lisa and Marga are John’s daughters.
4 Lisa / Marga / sister
Lisa is Marga’s sister.
5 James / Harry / son
James is Harry’s son.
164
Exercises 3 Circle the correct option.
1 Look at the picture of Oxford Street. Write Are these / those These / Those
yes or no. 1
your keys? 2 buildings are old.
1 Is the Science Museum next to the
bank?
no
2 Is the park on Oxford Street?
yes
3 Is the Science Museum opposite Are these / those
the park? dictionaries? These / Those are
3 my children.
no 4
4 Are the three people near the Science
Museum?
yes
5 Is the cafe next to the parking lot?
no
6 Is the Tourist Information Center These / Those
aren’t maps of Are these /
opposite the bank? 5
Paris. 6 those lions?
yes
2 Look at the picture of Oxford Street.
Complete the sentences.
1 The bank is next to the cafe.
2 The bank is opposite the Tourist
Information Center.
3 The three people are near the 4 Put the words in order to make questions.
park. 1 is / building / what / that / ?
4 The parking lot is opposite Green’s What is that building?
Hostel. 2 is / open / the museum / when / ?
5 The Science Museum is next to the When is the museum open?
parking lot. 3 your friends / are / where / today / ?
6 The bank is on Oxford Street. Where are your friends today?
4 is / why / the cafe / popular / ?
Why is the cafe popular?
Grammar notes
But
We use have and has to express possession. Note that
have got and has got are also used to express possession, Grammar notes
especially in British English.
We use the conjunction or linking word but to join two
We use has with the third person singular (he, she, it). clauses and show that there is a contrast between them.
A comma should be placed before but when it joins two
Full and auxiliary verbs long clauses.
Grammar notes
Note that when expressing possession, has and have are
not reduced to ‘s or ‘ve because they are full verbs. They
are only reduced when they are auxiliary verbs (I’ve got ...,
He’s finished ..., etc.).
Adjective forms
Grammar notes
Remind students that in English, adjectives do not change
their form according to whether the noun is singular or
plural, e.g., his camera is big and his cameras are big, NOT
his cameras are bigs.
166
Exercises 4 Complete the sentences with have or has.
1 I have two cameras.
1 Circle the correct option. 2 My brother has a mountain bike.
1 Babies can / can’t run. 3 My friends have four
2 Children can / can’t see. children—they’re all boys.
3 Babies can / can’t move. 4 We have a piano.
4 Cars can / can’t fly. 5 My city has three parks.
5 Children can / can’t run. 6 My sister has a job. She’s a teacher.
6 Animals can / can’t speak.
5 Write at least eight sentences with these
2 Put the words in order to make sentences words and be. Answers will vary.
and questions.
The buildings expensive
1 play / piano / you / can / the / ? My camera new
Can you play the piano? Your car popular
2 car / drive / can’t / I / a / . The museum red
I can’t drive a car. The people tall
My sister young
3 friends / my / cook / can’t / .
My friends can’t cook. The buildings are tall.
4 baby / walk / your / can / ? The buildings are new / tall / red.
Can your baby walk? My camera is expensive / new / red.
5 can’t / robot / swim / this / . Your car is expensive / new / red.
This robot can’t swim. The museum is new / popular.
6 speak / my / Spanish / can / brother/. The people are popular / tall / young.
My brother can speak Spanish. My sister is popular / tall / young.
3 Write questions and answers.
1 he / sing ✓
Can he sing?
6 Put the words in order to make sentences.
Yes, he can. 1 is / camera / this / Japanese / a
2 you / drive a car ✓ This is a Japanese camera.
Can you drive a car? 2 fantastic / phone / my / a / memory /
Yes, I can. has
3 they / play ping-pong ✗ My phone has a fantastic memory.
Can they play ping-pong? 3 phone / you / great / on / your /
No, they can’t. music / have
4 she / cook ✗ You have great music on your phone.
Can she cook? 4 city / Venice / beautiful / a / is
No, she can’t. Venice is a beautiful city.
5 they / speak English ✓ 5 blue / a / my / has / sister / car
Can they speak English? My sister has a blue car.
Yes, they can. 6 is / Jack’s / man / an / grandfather /
6 it / swim ✗ old
Can it swim? Jack’s grandfather is an old man.
No, it can’t.
168
Exercises 4 Write sentences with the correct form of
like.
1 Write sentences with the correct form of 1 Toni / music
like.
Toni likes music.
1 I / basketball 2 Ahmed / detective stories
I don’t like basketball. Ahmed doesn’t like detective stories.
2 we / baseball 3 Elena / animals
We like baseball. Elena likes animals.
3 they / tennis 4 Kim / cold places
They like tennis. Kim doesn’t like cold places.
4 you / swimming 5 Tanya / beaches
You don’t like swimming. Tanya likes beaches.
5 I / London 6 Nuno / fish
I like London. Nuno doesn’t like fish.
6 they / coffee
They don’t like coffee.
5 Four of these sentences have a missing
word: does or doesn’t. Rewrite the four
2 Write questions with the words. Then sentences with the missing word.
write answers to the questions.
1 Nam likes New York. ✓
1 Formula 1 / they ✓
Do they like Formula 1? 2 Joanna like movies.
Yes, they do. Joanna doesn’t like movies.
2 soccer / you ✗ 3 your teacher like music?
Do you like soccer? Does your teacher like music?
No, I don’t. 4 Stefan like swimming.
3 animals / you ✓ Stefan doesn’t like swimming.
Do you like animals? 5 Elise like sports?
Yes, I do. Does Elise like sports?
4 the beach / they ✗ 6 Krishnan likes wildlife shows. ✓
Do they like the beach?
No, they don’t.
6 Look at the underlined nouns. Complete
3 Rewrite the sentences in the form given in the sentences with an object pronoun.
parentheses.
1 I like wildlife shows, but my friend
1 I like motorcycles. (negative) doesn’t like them .
I don’t like motorcycles. 2 We can’t see you. Can you see us ?
2 Your friends like cats. (question) 3 She’s a popular writer, but I don’t like
Do your friends like cats? her .
3 You don’t like cities. (affirmative) 4 A: Do you like pop music?
You like cities. B: Yes, I love it .
4 We don’t like running. (affirmative) 5 Matt Damon is fantastic in the Bourne
We like running. movies. I love him .
5 We like soccer. (negative) 6 I have a cat. It loves me .
We don’t like soccer.
170
Exercises 4 Write questions with the words. Then
write answers to the questions.
1 Rewrite the sentences in the form given in 1 every week (you / climb) ✓
parentheses.
Do you climb every week?
1 I have breakfast at seven o’clock. Yes, we do.
(negative) 2 soccer (they / play) ✗
I don’t have breakfast at seven o’clock. Do they play soccer?
2 You don’t watch TV in the evening. No, they don’t.
(affirmative) 3 cakes (you / make) ✓
You watch TV in the evening. Do you make cakes?
3 My friends start work at nine o’clock. Yes, I do.
(negative) 4 in a band (your friends / sing) ✓
My friends don’t start work at nine o’clock. Do your friends sing in a band?
4 I don’t have classes on Fridays. Yes, they do.
(affirmative) 5 shopping (you / enjoy) ✓
I have classes on Fridays. Do you enjoy shopping?
5 We finish class at eight o’clock. (negative) Yes, I do.
We don’t finish class at eight o’clock.
6 They go to bed at midnight. (negative) 5 Write sentences and questions with the
words in parentheses.
They don’t go to bed at midnight.
1 you / painting / ? (like)
2 Write sentences with these verbs. Do you like painting?
not eat not get up have 2 My friends / German / . (not speak)
study watch My friends don’t speak German.
3 you / to music / ? (listen)
1 I / TV Do you listen to music?
I watch TV. 4 We / the guitar / . (not play)
2 you / English We don’t play the guitar.
You study English. 5 they / dinner every evening / ? (cook)
3 they / lunch in a cafe Do they cook dinner every evening?
They have lunch in a cafe.
4 my friends / meat 6 Put the words in order to make questions.
My friends don’t eat meat. 1 to the beach / do / go / when / you / ?
5 I / at eight o’clock When do you go to the beach?
I don’t get up at eight o’clock. 2 do / they / what / at the beach / do / ?
3 Circle the correct preposition. What do they do at the beach?
3 with / do / you / who / sing / ?
1 We don’t go to class at / on Saturdays Who do you sing with?
and Sundays. 4 go / swimming / where / they / do / ?
2 They eat cereal in / on the morning. Where do they go swimming?
3 I don’t drink coffee at / in the evening. 5 you / like / why / do / running / ?
4 I finish work at / in seven o’clock. Why do you like running?
5 You sleep at / in night.
172
Exercises 4 Write questions with the words in
parentheses.
1 Complete the sentences with the correct 1 Simon / Arabic? (understand)
form of the verbs in parentheses.
Does Simon understand Arabic?
1 Jack works (work) in a hospital. 2 Anne / German? (speak)
2 Ryan serves (serve) customers Does Anne speak German?
in a cafe. 3 Lin / near you? (live)
3 The bus doesn’t stop (not / stop) near Does Lin live near you?
my house. 4 Boris / in the evening? (study)
4 This button opens (open) the Does Boris study in the evening?
doors. 5 your friend / English? (teach)
5 Kristen doesn’t walk (not / walk) to Does your friend teach English?
work every day.
5 Read the sentences. Then write questions
2 Complete the paragraph with the correct with the words in parentheses.
form of these verbs.
1 Carl doesn’t finish work at eight
buy get go have play o’clock. (nine o’clock?)
use watch work not work sell Does he finish work at nine o’clock?
2 Jon doesn’t work in an office. (where?)
Alain Bofill 1 works in the city. He Where does Jon work?
2
uses a computer all day. He 3 Julia doesn’t goes to bed late. (early?)
3
buys / sells and sells / buys
4
Does Julia go to bed early?
money—dollars, pounds, and euros. He 4 My brother doesn’t read novels. (what?)
5
goes home on the subway. He What does your brother read?
6
gets home at nine o’clock in the 5 My sister doesn’t like tea. (coffee?)
evening. He 7
has dinner and he Does your sister like coffee?
8
watches TV. He doesn’t work on
9
Saturdays—he 10 plays golf with his 6 Put the words in order to make sentences.
friends. 1 coffee / have / usually / I
3 Rewrite the sentences in the form given in I usually have coffee.
parentheses. 2 travels / colleague / my / in her job /
often
1 Your friend lives near a beach. (negative) My colleague often travels in her job.
Your friend doesn’t live near a beach. 3 homework / never / our / gives /
2 Ahmed doesn’t drive to work. teacher / us
(affirmative) Our teacher never gives us homework.
Ahmed drives to work. 4 studies / my / at home / friend /
3 My sister enjoys her job. (negative) sometimes
My sister doesn’t enjoy her job. My friend sometimes studies at home.
4 The office opens on Sundays. (negative) 5 always / I / at night / read
The office doesn’t open on Sundays. I always read at night.
5 He doesn’t watch videos at work. 6 my / brother / late / always / works
(affirmative) My brother always works late.
He watches videos at work.
Grammar notes
People is the irregular plural form of the word person.
Note that in some languages,the word for people is
uncountable. Make sure that students are aware that in
English, it should be treated as a countable plural noun:
There are some people.
There are seven people.
There aren’t any people.
Are there any people?
174
Exercises 3 Write questions with the words. Then
look at the picture in Exercise 2 again and
1 Write a or some in the correct place. write answers to the questions.
1 There are pens in my bag. 1 a map
There are some pens in my bag. Is there a map? Yes, there is.
2 There’s tablet on my desk. 2 a phone
There’s a tablet on my desk. Is there a phone? No, there isn’t.
3 There are shirts in my suitcase. 3 pens
There are some shirts in my suitcase. Are there any pens? No, there aren’t.
4 There are people on this plane. 4 a passport
There are some people on this plane. Is there a passport? Yes, there is.
5 There’s scarf in my hand. 5 keys
There’s a scarf in my hand. Are there any keys? Yes, there are.
2 Look at the picture. Write sentences with 4 Complete the conversation with the
the words. correct forms of there is/are.
A: Let’s go to Loch Ness for the New Year.
B: 1 Is there an airport near Loch Ness?
A: Yes, 2 there is .
B: 3 Are there any flights from here?
A: 4 There are flights Mondays to
Fridays, but 5 there aren’t any flights on
weekends.
B: OK. Let’s go there on Friday.
5 Write a or any in the correct place.
1 Are there chairs in the room?
Are there any chairs in the room?
2 There aren’t bottles in the fridge.
There aren’t any bottles in the fridge.
3 Is there shower in the hotel room?
Is there a shower in the hotel room?
4 There isn’t train station in this town.
There isn’t a train station in this town.
1 a map
There’s a map. 6 Read the instructions from a tour guide.
2 keys Circle the best option.
There are some keys. 1 Don’t forget / Forget your passports.
3 books 2 Don’t arrive / Arrive at the airport on
There are some books. time.
4 a camera 3 Don’t give / Give me your cell phone
There is a camera. numbers, please.
5 a passport 4 Don’t wait / Wait a moment, please.
There is a passport.
Grammar notes
Note that in American English, the month goes first and
then the day. For example, 9/22 is September 22nd.
176
Exercises 4 Complete the sentences with was, wasn’t,
were, and weren’t.
1 Put the words in order to make sentences. 1 A: Was Sesame Street your favorite
1 was / the first / Neil Armstrong / TV show?
on the moon / person B: No, it wasn’t .
Neil Armstrong was the first person on 2 A: Who were your best friends at
the moon. school?
2 was / Ayrton Senna / racing driver / a B: They were Angela and Lia.
Ayrton Senna was a racing driver. 3 My mother was the first woman in
our family with a college degree.
3 parents / born / my / in Zurich / were 4 A: Were your teachers at school nice?
My parents were born in Zurich. B: Yes, they were .
5 A: Were the first Olympic Games in
4 and Magellan / Drake / leaders / were / Athens?
expedition B: No, they weren’t . They were in
Drake and Magellan were expedition leaders. Olympia.
5 musician / a / John Lennon / was 5 Read the answers. Then write was or were
questions.
John Lennon was a musician.
1 John Lennon wasn’t born in
Manchester.
2 Complete the paragraph with was or were. Was John Lennon born in Manchester?
Sally Ride 1 was the first American 2 Victoria wasn’t the first British queen.
woman in space. She 2 was born Was Victoria the first British queen?
in 1951. Her parents 3 were from 3 Sal’s sister wasn’t born in 2001.
California. Her first space flight 4 was Was Sal’s sister born in 2001?
in 1983. She 5 was the writer of five 4 Nina’s grandparents weren’t from
books for children. They 6 were about Hong Kong.
space and science. Were Nina’s grandparents from Hong Kong?
5 Olga’s uncle was famous.
3 Rewrite the sentences in the form given in
Was Olga’s uncle famous?
parentheses.
6 Teo’s parents weren’t born in Europe.
1 Joe’s favorite teacher was Mr. Lee. Were Teo’s parents born in Europe?
(question)
Was Joe’s favorite teacher Mr. Lee? 6 Write the simple past form of the verbs.
2 I wasn’t at home yesterday. (affirmative) 1 My grandfather died (die) in 2006.
I was at home yesterday. 2 I lived (live) in Rome from 2014 to
3 Tran’s parents weren’t TV presenters. 2017.
(question) 3 My mother studied (study) science in
Were Tran’s parents TV presenters? college.
4 David Attenborough’s TV shows were 4 James worked (work) in a cafe in 2016.
about sports. (negative) 5 We visited (visit) Florida last summer.
David Attenborough’s TV shows weren’t about sports.
5 Were they good students at school?
(negative)
They weren’t good students at school.
178
Exercises 4 Rewrite the sentences in the form given in
parentheses.
1 Complete the sentences with the simple 1 I didn’t go to college. (affirmative)
past form of the verbs.
I went to college.
1 We took (take) a lot of photos on 2 We ate burgers yesterday. (negative)
our vacation. We didn’t eat burgers yesterday.
2 The tourists went (go) to all the 3 Shakespeare wrote a lot of plays.
popular places. (question)
3 I had (have) lunch with my friends Did Shakespeare write a lot of plays?
yesterday. 4 I lived with my grandparents when I
4 We saw (see) a great movie last was a child. (negative)
week. I didn’t live with my grandparents when I was a child.
5 I made (make) dinner for my family 5 Tony didn’t meet his wife at work.
last night. (affirmative)
6 My father left (leave) school when Tony met his wife at work.
he was fourteen.
5 Complete the interview with a travel writer.
2 Write sentences about things that Q: 1 Did you travel (you / travel) a lot
happened yesterday with the simple past
last year?
form of the verbs.
A: Yes, I 2 did . I went to
buy come drive make speak three continents.
Q: Wow! 3 Did you go (you / go)
1 my friends / to my house to South America?
My friends came to my house. A: Yes, I did. I went with a friend. We
2 I / lunch in my kitchen visited Ecuador, Peru, and Chile, but
I made lunch in my kitchen. we 4 didn’t have (not / have)
3 we / to the mall time to go to Argentina.
We drove to the mall. Q: 5
Did you write (you / write) a
4 my parents / their plane tickets book about your trip?
My parents bought their plane tickets. A: No, I 6 didn’t , but I wrote
5 I / to my sister on Skype a blog and I made some videos about it.
I spoke to my sister on Skype.
6 Write Wh- questions for these answers. Use
3 Complete the text with the simple past the correct form of the underlined verbs.
form of the verbs.
1 We met lots of interesting people.
Last weekend, we 1 went (go) for a Who did you meet?
walk in the mountains. We 2 started 2 They went to Cancun in Mexico.
(start) early in the morning. We 3 walked Where did they go?
(walk) for two hours. Then we 4 had 3 She saw some beautiful buildings.
(have) a snack. We 5 found (find) a bag What did she see?
on the walk. We 6 finished (finish) our 4 We arrived at the hotel at night.
walk and we 7 took (take) the bag to When did you arrive at the hotel?
the police station. The police 8 found 5 I went there because I like the food.
(find) a lot of money in the bag. Why did you go there?
180
Exercises
1 Look at the picture of the classroom.
Complete the sentences with the correct
form of the verbs in parentheses.
1 The teacher is talking (talk) to Leon.
2 Leon is listening (listen) to the teacher.
3 Amy and Roy are writing (write).
4 Paula is reading (read).
5 The students at the back are watching
(watch) a video.
6 Olga is looking (look) out the window.
4 Rewrite the sentences in the form given in
2 Write the sentences in Exercise 1 in the parentheses.
negative form.
1 They’re making lunch. (question)
1 The teacher isn’t talking to Leon. Are they making lunch?
2 Leon isn’t listening to the teacher. 2 He’s reading the newspaper. (negative)
3 Amy and Roy aren’t writing. He isn’t reading the newspaper.
4 Paula isn’t reading. 3 We aren’t washing the car. (affirmative)
5 The students at the back aren’t watching a video. We’re washing the car.
6 Olga isn’t looking out the window. 4 You aren’t eating. (question)
3 Write questions with these words. Write Are you eating?
short answers. 5 Is she sitting on the floor? (negative)
She isn’t sitting on the floor.
1 you / listen / to me ✓
Are you listening to me? 5 Read the sentences. Do they refer to now
Yes, I am. (N) or the future (F)?
2 Jenni / make coffee ✓ 1 I’m playing tennis on Sunday. F
Is Jenni making coffee? 2 We aren’t listening to the radio. N
Yes, she is. 3 My friends are coming this weekend. F
3 the movie / start ✗ 4 Is your family having dinner together
Is the movie starting? tonight? F
No, it isn’t. 5 What are you doing in June? F
4 the children / play soccer ✓ 6 My sister is staying with us. N
Are the children playing soccer?
Yes, they are. 6 Read the sentences about things in a
5 you / watch this TV show ✗ living room. Circle the correct option.
Are you watching this TV show? 1 The couch is between / under the door
No, I’m not. and the window.
6 David / wash his car ✗ 2 There’s a cabinet between / behind the
Is David washing his car? couch.
No, he isn’t. 3 The clock is between / on two windows.
4 There are some flowers behind / on
the desk.
5 There’s a rug on / under the table.
Teachers at the beginner level need to think in terms of Reading and listening
visuals and mimes. It’s a good idea to build up a set of
flashcards or pictures that you can use to teach words or set Most reading texts in Life 1 are recorded. This gives you
up situations. Alternatively, use your interactive whiteboard the opportunity to allow students to listen and read at the
to show visuals. You don’t need to speak to explain words same time. It ensures that all students are reading at the
or to set up activities. Mime words or use a picture. Act out same speed, and it allows them to hear how words are
or model an activity so that students can see what you want pronounced and see how they are written.
them to do. Grade the language and limit your talking time.
Mike, Oxford Drilling from verbal prompts
It’s important to make lessons varied at the the beginner If students find it difficult to say the three sentences
level. Plan lessons that incorporate a bit of listening, a bit needed to do Exercise 7, give them controlled repetition
of reading, some basic grammar, some writing, and some work using prompts. For example, say:
speaking. Activities should be short and you should try Kira is from Paris. (students repeat)
to vary interaction, too, so mix up the pairs and organize
Haruko. (students say: Haruko is from Tokyo.)
groupwork and mingles.
Ana. (students say: Ana is from Madrid.)
Irving, Berlin
Then say:
In monolingual classrooms, many beginner-level students It’s in France. (students repeat)
will expect a course in which the teacher translates words
Japan. (students say: It’s in Japan.)
and grammar into L1. They will, of course, use L1 to speak
to each other, and will ask you questions in their L1. Brazil. (students say: It’s in Brazil.)
The problem with this is that the classroom can quickly And so on, until you feel students are confident.
become one in which English is rarely spoken. I have two
suggestions to avoid this: Pre-teaching key vocabulary
1 Start your lesson in English and make it clear that you In Life 1, students get to watch engaging, real world
are only going to speak English in the class. You could videos from National Geographic and other sources.
leave five minutes at the end of each class for students They get to hear speech delivered at a natural speed,
to ask questions in their L1 about new words or and are inevitably exposed to new vocabulary. This is
homework. rewarding, but it can also be challenging, so students will
2 Pretend that you don’t speak the students’ language. If need support. For this reason, every video lesson in Life 1
you are a native English speaker, that’s easy. But even features its own vocabulary section.
if you aren’t, you can still do it. I’m Russian, but I once The vocabulary section prepares students to watch the
told a beginner class that my name was Alice and that video in four important ways:
I didn’t speak Russian. They believed me for months!
1 It enables students to immediately engage with the
As a result, they worked much harder to say things in
video without being distracted by unfamiliar words.
English because it was the only way to communicate
with me. As the course progressed, they also took pride 2 It gives some context and helps students know what
in explaining aspects of Russian life to me, in English! content to expect in the video.
Olga, Moscow 3 It helps students recognize how new words are
pronounced so that they can identify and understand
them in context.
Using a variety of interaction styles 4 It motivates students to learn the words, as they know
It is important to vary interaction styles in beginner-level the words will be immediately relevant.
classrooms. Encourage students to work with a variety
of partners, and give them opportunities for the sort of
simple, repetitive practice beginners need. Saying Hello,
how are you? ten times to one partner is dull, but saying it
to everyone in class is fun and real. It builds relationships,
and livens the classroom atmosphere.
182
TEACHER DEVELOPMENT UNITS 2–3
Unit 2 Unit 3
Using visuals Live listening
Life 1 includes many beautiful and engaging National In the classroom, beginner-level students hear pre-
Geographic photos. Make full use of these exciting visuals prepared recordings in English, but they rarely get to hear
with your students. Here are some ideas: people using real English in natural situations. Here are
1 Vocabulary work: Use the images to elicit words ways to introduce live (or real) listening:
students may already know, or to pre-teach new 1 Talk about yourself. Students usually enjoy finding out
vocabulary (see teacher’s notes, Exercise 2, page 21a). about your family, likes and dislikes, hobbies, etc. This
2 Grammar work: Use the images to recycle recently gives you the opportunity to make the content current
learned language from previous lessons. For example, and relevant to your students.
ask: Is it the US? (No, it isn’t.) Is it a city? (No, it isn’t.) 2 Get students to interview you. Allow them to prepare
3 Create interest: Encourage students to predict the topic questions in pairs. Tell them that you will only answer
of the lesson from the photo. Use the image to set the correctly formed questions.
context for the reading or listening task, so students are 3 Ask English-speaking friends to talk about their lives
more engaged when reading and listening. and answer questions in your classroom or online.
183
TEACHER DEVELOPMENT UNITS 4–5
Unit 4 Unit 5
Testing before you teach Giving feedback on written answers
It’s often a good idea to test before you teach. Using Students often write answers that can range from true or
a simple activity, find out how much students already false to whole sentences. Giving useful feedback on these
know about a language point you want to introduce. written answers is important. Here are some tips:
This enables you to find out how much they know, what 1 Show the correct answers using the IWB or other
mistakes they make, and what you need to concentrate classroom technology, so students can quickly compare
on when teaching. It also allows you to revise existing the correct answers with what they have written.
elements of language (in this case, numbers).
2 Ask students to come up to the board and write their
Here is an idea for this lesson: answers. This encourages students to take collective
Bring into the class a wall clock or a simple cardboard clock responsibility for correcting their answers.
with movable hands. Move the hands to show different
times (e.g., twelve o’clock, half past six, quarter to eight).
Ask students: What time is it? Find out how well or badly Using repetition drills
students can say the time, but don’t correct at this stage. Repetition drills help students practice pronunciation and
Use it as an opportunity to find out what students know word stress. Students first repeat a word as a class. They
before the lesson, and to let students hear the question then repeat the word individually after a model. Here are
What time is it? in context. some tips:
1 After the class repeats a word chorally, choose a few
Giving feedback on errors students to pronounce the word individually. Correct
errors firmly by modeling the pronunciation again.
When students are doing a speaking activity where the
emphasis is on fluency, it’s best not to interrupt students 2 Use fingers to show stress. Hold up a finger for each
while they are speaking by correcting them. Instead, listen syllable of a word. Point to each finger as you say each
carefully, and note errors so that you can give feedback syllable. Point forcefully for the stressed syllable.
at the end of the activity. This promotes fluency while 3 Write the phonetic script of challenging words on the
also addressing accuracy in a supportive way. Follow these board. Have students record it in their notebooks.
steps:
1 While students are speaking in pairs or groups, listen
Preparing for role plays
and write errors you hear in a notebook. You could carry
the notebook with you as you listen, or leave it on your Role plays help students practice new language in a natural
desk and return to it when you want to note things. way. Preparation maximizes the usefulness of role plays:
2 Listen for errors of form, meaning, and pronunciation 1 Beginners prefer starting with scripts. Ask students
as you monitor. It can be a good idea to focus mainly, to write and practice a script in pairs. When they are
or even exclusively, on the language areas that students confident, have them cover the script and improvise.
have studied in the lesson or in recent lessons. 2 Write prompts on the board (e.g., Can I, I’d like).
3 At the end of the activity, write on the board five or six Students can refer to the prompts as they speak.
short sentences by students with errors in them. Keep
them anonymous by changing them slightly, and ensure
that they are from a range of students in the class.
4 Ask students to work in pairs or groups to identify the
errors, correct them, and rewrite the sentences.
184
TEACHER DEVELOPMENTExercises
UNITS 6–7
1 Complete the exchanges with the simple present
Unit 6 Unit 7
or present continuous form of the verbs.
Personalizing 1 A: They
Listening and writing (have) really
Personalizing new language makes it more relatable, good seafood here. It’s what I usually
It can be challenging to listen and write things down at
useful, and memorable. Think of ways of getting students (eat) when I
the same time, particularly at this level. Here are some
to personalize topics and new language. Here are some tips: (come) here.
ideas: B: Oh, I’m vegetarian. I (not /
1 Prepare carefully. For Exercise 4 (page 84), give students
1 Encourage students to talk about their own experiences eat) seafood.
time to look at the chart and predict the type of
or opinions on a topic. 2 A: Oh, missing.
information no! It Tell them to copy (rain) again!
the chart into
2 Ask students to write and share their own sentences theirB: Yeah, I’m
notebooks. afraid
This gives it
them more space to(rain) write,a lot
about a topic. For example, get them to write a simple here the
which makes at this
tasktime
easieroftoyear.
do.
email or text message. 3 A:the
2 Break Youtask down into parts, (work) at the
and give university,
clear
3 Get students to use new language in meaningful right?
instructions. Ask students to listen for the missing
sentences based on their personal knowledge or information withoutyes.
B: Normally, writing.
But IAs soon as the recording
(not /
experiences. In this lesson, for example, ask them to write ends, tellwork)
them there
to write
at what they remember
the moment. I in the
and say the population of their own town and country. chart.
(take) a year off. I (write) a
3 Get feedback
book,from students.
actually. I’m For example,
about halfway ask through.
them to
check answers in pairs and tell you what they didn’t
Giving instructions 2 hear or aren’t
Complete thesure of.
sentences with the simple present or
Instructing beginner-level students effectively can be 4 Be ready to
present play the recording
continuous form ofagain so they can check
the verbs.
a challenge in the English language classroom. This is answers and complete their charts. If necessary, play
particularly true if you have a variety of nationalities and 1 pause
and I at the more (not / remember)
challenging parts, ormy first
after day
each
cannot use the students’ L1, or if you choose to avoid of school.
speaker.
L1 in the classroom. Here are three basic guidelines for 2 We (prefer) the blue hats to the
instructing effectively: red ones.
1 Whenever possible, instruct by showing rather than 3 Kate isn’t sure about going to the conference,
telling. If students have to fill in a blank or write a but she (think) about it.
sentence, show an example on the board instead of 4 They’re in the kitchen. They
telling them what to do. If students need to work in (have) lunch.
pairs to ask questions, model a conversation with a
volunteer student in front of the class so that students
5 Ben (not / realize) what he
can see what they are expected to do. (need) to do.
6 I (think) this jacket
2 Break down complex instructions into simple stages. For
example, instruct the preparation stage and let students
(belong) to Lauren.
do the preparation. Then instruct the next stage. Don’t
give all your instructions at once.
3 Choose the correct options to complete this excerpt
from a book about the world’s cultures.
3 Ask students to recap the instructions or give an
example. Immediately after you have told or shown The word “culture” 1 comes from / is coming from
students what to do, ask one or two students to the Latin “colere," which 2 means / is meaning
demonstrate the task or give an example sentence. to cultivate and grow. Culture 3 is / is being the
This will show you whether your instructions were
characteristics, knowledge, and behavior of a
understood. It also serves as a further example to those
students who may still not be clear.
particular group of people. This 4 includes /
is including language, religion, cuisine, social
habits, music, and arts. Today, cultural diversity
across the planet 5 increases / is increasing faster
than ever. This is because people 6 move / are
moving more easily and freely around the planet.
At the same time, and as a result, more and more
people, especially the younger generation, 7 feel /
are feeling that they 8 don’t belong / aren’t belonging to
a particular culture.
185
TEACHER DEVELOPMENT UNITS 8–9
Unit 8 Unit 9
Find someone who … Difficult sounds
Find someone who … is a sociable, dynamic activity that Use phonetic script to point out difficult sounds:
students usually enjoy. Learners use question forms to
1 When writing words on the board, write difficult
get information about their classmates. It can be used
phonemes above the words in a different color. For
to practice vocabulary, activate background knowledge,
or review tenses. It’s also a great “getting to know you” example, write /dʒ/ above the j in jeans.
activity. Here are some tips for using this activity: 2 When working with a set of words (e.g., Exercise 1),
1 Give students prompts: Provide or elicit prompts that write key phonemes on the board and ask students to
students can use to form questions. Give students match them to words (e.g., match /ʃ/ with shoes).
preparation time to form their questions.
2 Model the activity: Use the prompts yourself, and ask Choral substitute drilling
questions around the class. Students get to hear the
correct question forms and learn the aim of the game: Choral (or whole-class) substitute drilling is a great way to
to find someone who answers yes. focus on difficult areas of form and phonology, especially
at the beginner level. Here are some steps you can follow:
3 Set a goal and a realistic time limit: For example, give
the class five minutes to find one person who answers 1 Write some words on the board (e.g., there are two
yes to each question. sweaters, three jackets). Model a sentence. Say: There
are two sweaters. Ask students to repeat as a class.
4 Make extra rules: For example, students must find a
different person for each question. 2 Point to a new word. Get the class to say a sentence
with There are and the word. Have them repeat it until
5 Join in: By joining in, you can effectively monitor
you are happy with their pronunciation and stress.
how students are getting on, and you can model and
improve the way they are asking questions. 3 Repeat the process using other prompts.
4 Ask individuals to make sentences from the prompts.
Correct errors firmly. Accuracy is key in these drills.
Brainstorming
Brainstorming is a good way to introduce the topic and
access students’ vocabulary. Here are some tips: Organizing pairwork
1 Write a key topic word or heading on the board, or use Life 1 encourages interaction in pairs and groups. It’s
a visual or piece of realia to introduce the topic. important to vary these interactions. Here are some tips:
2 Ask for words and phrases. Encourage collocations, not 1 Encourage students to speak to different people to
just one-word answers (e.g., make a call). keeps interactions dynamic. Use instructions like: Find a
3 Ask students to come up to the board and write the partner you didn’t speak to in the last lesson, or Find a
words themselves. Alternatively, put students in groups partner who has been to the same place as you.
to write lists of words on paper together. 2 Change pairs when the task is creative or productive.
4 After brainstorming, check that students understand Students prefer familiar partners when discussing
all the words. Correct or improve any ideas that are not grammar or vocabulary, or when checking answers.
quite right, and add other words or phrases you want to 3 When doing a speaking activity, ask students to prepare
teach. with one partner, but do the activity with another.
Practicing dialogs
There are several ways to practice dialogs like the phone
conversations in this lesson:
1 Get students to practice reading the conversations in
the audioscript first. Then tell them to close their books
and try to remember or improvise the dialogs.
2 Write prompts on the board to help students (e.g.,
morning, help you, sorry, meeting, back later, bye).
3 Provide different information, and ask students
to practice new dialogs using this information
(e.g., Mr. Brown, Lever Industrial, on vacation).
186
TEACHER DEVELOPMENTExercises
UNITS 10–11
1 Complete the exchanges with the simple present
Unit 10 Unit 11 continuous form of the verbs.
or present
187
Workbook: answer key
Unit 1 1c (page 8)
1a (pages 4 and 5) 1
1 morning 2 afternoon 3 evening 4 night
1 2
Bb Dd Ff Hh Jj Ll Nn Pp Rr Tt Vv Xx Zz 1 are you, And you 2 See you
3 3
2I 3J 4H 5K 6S 7Q 8W Boris: 3 Lisa: 1 Nasser: 2
4 4
2P 3N 4Y 5W Lisa — Mexico — Merida
Nasser — Egypt — London
5a Boris — Germany — New York
2 chair 3 book 4 desk 5 window 6 board
5
5b Lisa — 55 018 375
1 listen 2 look 3 read 4 repeat 5 say 6 write Nasser — 203 903 7529
Boris — 707 839 116
6
I’m 6
1 your 2 My 3 My 4 your 5 My
7
1 I’m 2 I’m 3 you’re 7
2 Joana is from Madrid.
8 4 He’s from South Africa.
1I 2 You, I 3 I, I 4 you 6 This phone call is from Boris.
1 1
2 Canada 3 Mexico 4 United Kingdom 5 Russia 1 pencil 2 computer 3 classroom 4 bag 5 notebook
6 Italy 7 Spain 8 Brazil 6 pen 7 table 8 phone
2a 2
2 Egypt 3 Brazilian 4 Canadian 5 Italy 1 What’s 2 late 3 understand 4 Open, page, repeat
6 Mexico 7 Vietnamese 5 down 6 spell 7 home
3 1e (page 10)
a nine b three c eight d five e two f seven
1a
4
2 I’m from the United States.
2 He’s Brazilian. 3 Paula is from the United Kingdom.
3 It’s British. 4 Argentina is in South America.
4 She’s Vietnamese. 5 Alex Robson is a doctor.
5 It’s Italian. 6 Hanoi is in Vietnam.
6 He’s Egyptian.
1b
5
a city — New York
1 is 2 He’s 3 He’s 4 is 5 is a country — Brazil
a language — French
6 a name — Robert Smith
1 I’m 2 I’m 3 is 4 She’s 5 She’s a nationality — Canadian
6 I’m 7 It’s
2b & 2c
1 What’s your name? d My name’s Chris Cavendish.
2 Can you spell that? c Yes. C–A–V–E–N–D–I–S–H.
3 How are you? a I’m fine.
4 What’s your phone number? b It’s 917 555 2294.
1
Unit 2 1 black 2 orange 3 brown 4 red 5 blue 6 green
7 white 8 yellow 9 pink
2a (pages 12 and 13) 2
1a 2a 3 an 4a 5 an 6 an
1
2 lake 3 city 4 island 5 beach 6 mountain 3
1 What’s this color in English?
2 2 Are you in a hotel?
1 Saturday 2 Wednesday 3 Tuesday 4 Friday 3 Are they in Tokyo?
5 Thursday 6 Monday 7 Sunday 1b 2a 3c
3 4
a6 b2 c5 1 in 2 cold 3 city 4 white 5 blue
4 5
2 They’re 3 They’re 4 We’re 5 We’re 6 They’re 1 buses 2 tents 3 cars 4 cities 5 offices 6 photos
5b 6
2 They’re 3 They’re 4 We’re 5 They’re 6 We’re 1 friends 2 island 3 countries 4 Mountains 5 hotel
6 beaches
6
2 aren’t 3 isn’t 4 aren’t 5 aren’t 2d (page 17)
8 1
1 Wednesday 2 my 3 They’re 4 aren’t 5 vacation
1 a, d 2 b, e 3 c, f
2b (pages 14 and 15) 2
1 Where; Chicago
1 2 What; 27 Front Street
2 twenty-four 3 forty-seven 4 sixty-three 5 seventy-six 3 Is; [email protected]
6 eighty-one 4 What; LE61 DGM
2 3
Berlin — 33° C Address: 17 North Street
Paris — 30° C City: Dallas
Rio de Janeiro — 37° C State: Texas
Sydney — 18° C Email address: [email protected]
Toronto — 29° C Phone number: 214-555-8099
3 5
2 twenty-two 3 twenty-one 4 thirty-six 5 seventeen email — 2 hotel — 2 island — 2 lake — 1
6 thirty-one mountain — 2 number — 2 student — 2 teacher — 2
telephone — 3
4 3c (page 24)
2 brother, sister 3 husband, wife 4 mother, daughter
5 1
1 Her, Her 2 Our, Its 3 His 4 Their, Their, their 1 March 2 May 3 September 4 October
5 Her, her 6 His, His
5 Unit 4
1 British 2 countries 3 young 4 age 5 five 6 old
3 7
1 What’s his address? 1 The movie theater is next to the bus station.
2 It isn’t their car. / It’s not their car. 2 The museum is on Kent Street.
4 They’re students. 3 The bank is near the movie theater.
6 What’s your sister’s name? 4 The cafe is not near the bank.
4c (page 32) 3
1 Hello 2 in 3 near 4 and 5 is 6 here
7 great 8 you
1
2 It’s ten fifteen.
3 It’s twelve thirty.
Learning skills / Check! (page 35)
4 It’s five twenty.
2
2 1 here 2 this 3 name 4 near 5 open 6 time
2 It’s eleven thirty. 7 please 8 help
3 It’s nine fifteen.
4 It’s two forty-five. E Y P L E A S E E
5 It’s four o’clock.
6 It’s ten twenty. T L N N E B X Q Y
3 H Q A T P C O G T
1 Tuesdays
2 nine in the morning, eight in the evening I W M H L V P W N
3 Monday, Friday, nine o’clock, three thirty
S H E L P M E G E
4
1 in 2 at 3 at 4 in O R W J S K N P A
O Y I J D O S L R
5
1 Addis Ababa 2 London 3 6 p.m. I U O Q H E R E V
6 T I M E V L T A I
b traditional Ethiopian time c East Africa Time
1 2
1 camera 2 cat 3 soccer ball 4 glasses 5 guitar 1 $30.00 2 $14.50 3 $16.60 4 $17.85
6 motorcycle 7 photos 8 watch
4
2 1 nineteen dollars 2 ninety-five dollars 3 yes
1F 2T 3T 4F
5
3 1 Can I help you?
2 Alvaro has a guitar and photos. 2 How much are these speakers?
3 Linzi and Jay have a motorcycle and a watch. 3 And how much is this clock?
4 Boris has a guitar and a watch. 4 Can I pay with a card?
4 5e (page 42)
1 have 2 has 3 have 4 has 5 have 6 has
6 1a
Adjectives: beautiful, expensive, famous, fantastic, friendly, 1 but 2 but 3 and
good, great, interesting, new, nice, old, small, young 4 and 5 but 6 and
Nouns: baseball, family, invention, office, photo, robot,
supermarket 1b
2 My computer is new, but it is slow.
7 3 This phone is old, but it’s good.
2 expensive 3 happy 4 friendly 5 young 6 friendly 4 This store is big, but it isn’t very good.
5 I can ride a motorcycle, but I can’t drive a car.
8 6 She can speak Russian, but she can’t write in Russian.
1a 2b 3a 4b 5b 2
phone, laptop, computer
5c (page 40)
3
1 1d 2b 3a 4c
c
4
2 Example answer:
1T 2T 3F 4T 5F Hi Pablo,
Laptops are cheap, but they are big and heavy. New phones
3 are small and light, but they are expensive.
1 has 2 big 3 small 4 isn’t 5 can’t 6 poor I hope this helps!
Mike
5
Unit 6 2 He likes reality shows.
3 He likes comedies.
4 He likes detective stories.
6a (pages 44 and 45) 5 He doesn’t like animals.
6 He doesn’t like wildlife shows.
7 He doesn’t like action movies.
1 8 He doesn’t like sports.
1 tennis 2 basketball 3 swimming 4 running 5 cycling
6
2 2 Andrew’s friend doesn’t like jazz.
2 We don’t like soccer. 3 Does Emile like scuba diving?
3 We don’t like cycling. 4 Emile doesn’t like novels.
4 We like tennis. 5 Frances doesn’t like pop music.
5 We don’t like basketball. 6 Does Frances like tennis?
6 We like swimming.
8b
3 1 a lot 2 very much
2 Do they like soccer? No, they don’t.
3 Do they like cycling? No, they don’t. 8c
4 Do they like tennis? Yes, they do. 1 Andrew likes jazz a lot.
5 Do they like basketball? No, they don’t. 2 He doesn’t like pop music very much.
6 Do they like swimming? Yes, they do. 3 I don’t like tea very much.
4 We like sports a lot.
6 5 My friend doesn’t like TV very much.
2 nine million 3 seven thousand
4 twenty-five million 5 thirteen thousand
6 eighty-eight thousand
6c (page 48)
7 1
2 200 3 10,000 4 65,000,000 5 210,000,000 cheese, chocolate, eggs, fish, fruit, meat, pasta, rice, salad,
vegetables
8a
1b What time is it? It’s ten o’clock. 2
2e Is it hot in your city today? No, it’s cold. 1 international 2 four 3 the United Kingdom / Great
3a What’s your favorite place? California. I love it. Britain
4c What day is it? It’s Monday.
5d Hello. Who is this? Hi, it’s Susan. 3
c
8b
1 What time is it? 4
2 How much is it? 1c 2b 3a
3 What day is it?
4 Is it hot? 5
5 Do you like it? 1 it 2 him 3 them 4 her 5 you 6 me
E T P I W L W K I A A
1a
1 A: Is this movie good? T B A S K E T B A L L
2 B: I think it’s good.
3 B: Yes, I do. She’s fantastic. I O S A U G A F A A R
V I T R I G S L X D I
1b
2 No, I can’t come tonight. S S A M D S G L E E F
3 Do you like tennis?
4 Yes, we love Italian food! D E T N R U N N I N G
5 Let’s go to the movie theater.
6 That’s a great idea. I love pizza! V E G E T A B L E S W
1c
2 Can you send me a message? Unit 7
3 Do they like meat?
4 She doesn’t like fish very much.
5 Do your friends like pasta? 7a (pages 52 and 53)
6 They have English class at 5:30.
1
2
2 lunch 3 dinner 4 work
2 it 3 They 4 them 5 They 6 We
2
3
a fall b spring c summer d winter
Example answers:
1 Yes, let’s meet at the cafe in the afternoon. 3
2 I’m sorry. I don’t like basketball very much.
3 I’m not at home, but I have my cell phone with me. You can 1d 2b 3c 4a
call me now.
4 I love Johnny Depp! Can we watch Murder on the Orient 4
Express? finish work 5:30 ✓
go to bed 11:00 ✓
Learning skills / Check! (page 51) 5
2 They don’t have breakfast at five thirty.
1 They have breakfast at six thirty.
You can find out all this information from a dictionary. 3 They don’t start work at seven thirty.
They start work at seven o’clock.
3 4 They don’t have lunch at eleven o’clock.
1 women 2 No—it’s bicycle. 3 a special day or They have lunch at one o’clock.
celebration 4 /təˈnaɪt/ 5 horrible 6 an adjective 5 They don’t finish work at five thirty.
They finish work at three thirty.
4
1 digital 7
2 It can be a verb or a noun. 1 at 2 on 3 at 4 at 5 in 6 on
3 A mouse is a small, furry animal. Its plural is mice.
4 /endʒɪˈnɪər/; engineer 7b (pages 54 and 55)
1
1 climbing 2 cooking 3 dancing 4 painting 5 shopping
6 singing
3 1
1T 2T 3F a Pacific Technical College b married c teacher
d cycling e Saturdays f two children
4
1c 2e 3d 4b 5a 2
1 a, c 2 b, f 3 d, e
5
2 Do you live in Zanzibar? 3
3 Do you make videos? 1
4 Do you have a YouTube channel? c I’m a teacher.
5 Do you like the culture of Zanzibar? a I work at Pacific Technical College.
6 Do you enjoy the Zanzibar International Film Festival? 2
b I’m married.
6 h I have two children—a boy and a girl.
1 Do you understand Kiswahili?
2 Do your friends make videos? 3
3 Do we have an internet connection? e We meet on Saturdays.
4 Do your friends go to festivals? d We go cycling in the mountains.
5 Do they enjoy singing?
6 Do you listen to music? 4
Example answers:
7 1 I speak Japanese.
1 Yes, I do. / No, I don’t. 2 Today is Tuesday.
2 Yes, they do. / No, they don’t. 3 This month is June.
3 Yes, we do. / No, we don’t. 4 My favorite season is fall.
4 Yes, they do. / No, they don’t. 5 I study at the Escola Oficial d’Idiomes.
5 Yes, they do. / No, they don’t.
6 Yes, I do. / No, I don’t. Learning skills / Check! (page 59)
7c (page 56) 3
Across: 2 Indian 4 Holi 5 fall 6 winter 7 singing
1 Down: 1 Canada 2 islands 3 dhow
1 cloudy 2 rainy 3 snowy 4 sunny 5 windy
2 Unit 8
2 eat 3 watch 4 stay 5 read 6 cook 7 play 8 take
2 5
1 I don’t feel well 2 enjoys 3 doesn’t sell 4 doesn’t write 5 doesn’t watch
2 Why don’t you 6 walks
3 Are you OK
4 I’m thirsty 6a
5 I don’t like tea 1 works 2 gets up 3 start 4 watch
6 I don’t understand 5 finishes 6 goes
7 Here you are
8a 8c (page 64)
1 Pauline checks papers.
2 Amelia doesn’t use a computer.
3 Lisa answers questions on the phone. 1
4 Kris doesn’t work alone. scientists in a “sleep laboratory”
5 Jamal doesn’t work in an office.
2
8b 1a 2c 3e 4b 5d
1 Pauline doesn’t check papers.
2 Amelia uses a computer. 3
3 Lisa doesn’t answer questions on the phone. 1 I usually sleep for eight hours.
4 Kris works alone. 2 Scientists often study people.
5 Jamal works in an office. 3 Police officers sometimes work for twelve hours.
4 I never work at home.
8b (pages 62 and 63)
4
2 Do you exercise every week?
1 3 We meet every month.
1 teacher 2 board 3 student 4 pencil 5 book 6 pen 4 I call my mother every evening.
A classroom in a university 5 Does he work every night?
2 8d (page 65)
1 2 3
1
1 Can I help you 4 Can I help you
college 2 Can I speak to 5 can I speak to
3 one moment 6 I’m sorry
4 5 6 7 I’ll call back later
4a
university calls—Z, colors—Z, drives—Z, experiments—S, has—Z,
laboratories—S, nurse—S, wakes—S
7 8 9 8e (page 66)
classroom 1a
1 boss 2 college 3 different 4 difficult 5 dinner
6 engineer 7 finish 8 meeting 9 summer 10 tourist
3 11 usually 12 weekend
2 Does Tarik live in the capital? The words finish and tourist don’t have double letters.
3 Does Zahid like his school?
4 Does the school open every day? 1b
5 Does Majed study English? 1 engineer 2 college 3 dinner 4 usually
6 Does Tarik have classes in English?
2a
5 1 time 2 place
1 No, he doesn’t.
2 No, he doesn’t. 2b
3 Yes, he does. 3 night 4 the morning 5 school 6 Italy
4 No, it doesn’t.
5 Yes, he does. 3
6 No, he doesn’t. 1 a restaurant 2 a waiter 3 usually tourists
4 pizza or pasta 5 in the evening
6 6 get up late 7 on Mondays
1 do, do 2 works 3 Does, do
4 doesn’t 5 Do, enjoy 6 do 7 has 8 helps 4
boss, difficult, noon, usually
5
2 2 There aren’t any drinks in the Executive room.
1 breakfast 2 receptionist 3 cats 4 lunch 5 dinner 3 There isn’t a DVD player in the Superior room.
6 eight thirty 7 movie 8 bed 4 There isn’t a basket of fruit in the Executive room.
5 There aren’t any magazines in the Superior room.
Unit 9 6
1 Are there any 2 there are 3 there’s 4 Is there
5 there isn’t 6 there’s 7 Is there 8 there is
9a (pages 68 and 69) 9 there aren’t any
1 7a
1 a hat 2 a scarf 3 a jacket 4 a sweater 5 a pair of jeans A: Let’s go to Key West for the New Year.
A: Yes, there are. There are flights from Monday to Friday.
2 A: It’s popular in the winter—from December to February,
1 a T-shirt 2 a pair of boots 3 a shirt there are lots of flights.
4 a coat 5 a pair of pants 6 a pair of shoes A: And there’s a bus from the airport to the hotel.
3 7b
pyramids — Mexico 1T 2T
a castle — Edinburgh
stores — Tokyo 9c (page 72)
beaches — Indonesia
old buildings — Russia 1
4 1a 2b 3b 4b 5a
1 365 2 yes 3 Indonesia 2
5 1T 2T 3F 4F 5F
1 There are 2 There is / There’s 3 There are 4 There are 3
5 There are
1b 2a 3d 4c 5e
8
4
1 There are four shirts in my suitcase.
2 They’re red and white. 1 Can I take two suitcases on the plane?
3 There are two pairs of pants. 2 Can I take photos in the plane?
4 They’re old. 3 Can I take a bus to the airport?
5 There are three sweaters.
6 They’re new. 5
1 Start 2 Don’t drive 3 Don’t stay 4 Visit
9b (pages 70 and 71)
9d (page 73)
1
1 closet 2 lamp 3 bed 4 chair 5 desk 6 TV 1
7 fridge 8 bathtub not in the picture: 9 couch 10 shower 1 restaurant 2 Wi-Fi 3 swimming pool 4 parking lot
5 gift shop 6 cafe
2
Executive 2
1b 2c 3c
3
1 Here you are. 2 Yes, of course. 3 That’s no problem.
3 8
1 was 2 were 3 was 4 were 5 was
Example answer:
Legoland is a great place for families. There are a lot of
attractions! Don’t go in August because there are a lot of
9
people at that time. Wait for January or February. Don’t look 2 He was born in Scotland.
for hotels. Stay at the hotel in the park. The rooms are great, 3 He was an engineer and an inventor.
and it’s near all the attractions! And don’t miss the children’s 4 He was the inventor of the television.
train because it’s great for young children! 5 His parents were from Scotland.
6 His children were born in England.
Learning skills / check! (page 75) 11a
1 John Logie Baird was born in 1888.
1 2 Sally Ride was born on May 26th, 1951.
take a photo, take a suitcase 3 Alfred Nobel was born on October 21st, 1833.
travel by bus, travel to Africa 4 Mao Zedong was born in 1893.
2 11b
Example answers: 1 years 2 dates
go: to school, to work, home, to the beach, to bed, to class,
to Africa, into the forest, swimming, for walks, out 12a
have: classes, a meeting, some water, breakfast, have lunch there was, there were
3 12b
1 Peru 2 Russia 3 636 kilometers 1 was 2 were 3 were 4 were 5 were
4 the Trans-Siberian Railway 5 Lisbon 6 Mexico
7 yes 10b (pages 78 and 79)
4
1 coat 2 shoes 3 pants 4 hat 5 sweater 6 dress 1
1 famous 2 interesting 3 good 4 great 5 nice
5
clothes 2
1 boring 2 terrible 3 bad 4 unhappy
3
Unit 10 1F 2T 3F 4T 5F 6F
3
1 1N 4N
1 bathroom 2 bedroom 3 kitchen 4 dining room 2 F (on Saturday evening) 5 F (tomorrow)
5 living room 3 F (this weekend) 6 F (on Saturday)
2 4
2 I eat lunch in the dining room. 1 working 2 taking the bus to Chicago
3 I cook in the kitchen. 3 going to a concert 4 meeting friends 5 coming back from
4 I sleep in my/the bedroom. Chicago 6 going shopping 7 having
5 I shower in the bathroom.
5
3 1 tomorrow evening 2 tomorrow 3 next year
1 Kolkata, India 2 the living room 3 eight 4 on Monday
4 6
1 The man is sitting on a chair. 2 Rosa is taking the bus to Chicago on Saturday morning.
2 The children are sitting on the floor. 3 She’s going to a concert on Saturday evening.
3 The boy is looking at the camera. 4 She’s meeting friends on Sunday.
4 The girl is standing near a small table. 5 She’s coming back from Chicago on Monday evening.
5 The girl is wearing a dress. 6 Carla is going shopping on Saturday.
7 She’s having lunch with her sister on Sunday afternoon.
6
2 Are the children watching TV? 7a
No, they aren’t. 1 What are you doing this weekend?
3 Is the man reading a book? 2 Are you going shopping tomorrow?
No, he isn’t. 3 What are your friends doing tonight?
4 Are the boys sitting? 4 Where are you going on Sunday?
Yes, they are.
5 Is the girl making tea?
No, she isn’t.
12c (page 96)
6 Are the boys wearing shorts?
Yes, they are. 1
1b 2a
7
1 Are they making lunch? 2
2 He isn’t reading the newspaper. 1 She goes to the country.
3 You’re watching TV. 2 She goes with friends.
4 We aren’t washing the car. 3 He went canoeing.
5 Are you eating? 4 He’s going mountain climbing.
6 She isn’t sitting on the floor.
8 3
1 What are you doing? 1 behind 2 under 3 on 4 between
2 I’m watching TV.
3 What are you watching? 4
4 Are you watching TV? 1 ’s meeting 2 went 3 read 4 ’re going 5 goes
1
1 next 2 in 3 at 4 tomorrow 5 in 6 on 7 at 8 on
2
1 Would you 2 Do you 3 I can’t 4 Do you 5 I’d
6 Would you
1
1 Francesca, Dani
2 Dani, Francesca
2a
1 put 2 come
2b
1b 2c 3d 4a
2c
Present Simple Simple past
continuous present
(he/she/it)
come coming comes came
do doing does did
drive driving drives drove
have having has had
leave leaving leaves left
lie lying lies lied / lay
make making makes made
run running runs ran
sit sitting sits sat
study studying studies studied
swim swimming swims swam
work working works worked
3
a 1, 2 b4 c3 d2 e 1, 2 f 3, 4 g4 h2
4
Example answer:
Dear Eve,
Thank you for sending the books. It was very kind of you!
They were really interesting. I read the first one last night and
the second one this morning! Thanks again. Speak to you soon.
Love,
Rachel
3
1 newspaper 2 window 3 builder 4 motorcycle