A A LL A B O U T ME Nationalities and be

Personal information 4 Complete the names of the countries (add the

consonants).

1
a i 2 the U i e
a e

1 Put the dialogue in order. Number the

boxes. Listen and check.
3 a a 4 о о ia
7 a ALEX Hi. I'm Alex.

b ALEX I'm 14. How about you?

с ALEX The U.K.

d ALEX Hello, Daniela. W here are you from?

e DANIELA M e? I'm 14, too.

f DANIELA I'm from Mexico. And you?

5 E ua о 6 e i о
g DANIELA Hi, Alex. M y name's Daniela.

|*| | 4
h DANIELA Cool! How old are you, Alex?

2 Complete the dialogue with the

phrases in the list. Listen and check.
are | meet | this | too

ALEX Daniela, 1 is my friend Kei. 7 a a a 8 e u

KEI Hi, Daniela. Nice t o 2 .you.
DANIELA Nice to meet you, 3__ _ _, Kei.
And this is my friend. Her name's Maria.
g ig
MARIA Hi, guys. How 4_
Maria Hernandez.
_ you? I'm Maria.
С* k j IS
3 SPEAKING Imagine you are a famous person. 9 u e 10 the U i e
Work in pairs, then groups. _ i_ о
1 Tell your partner who you are.
2 Introduce your partner to others in the group.
*
Hi, I'm Ryan Gosling.

Hello, my name's Rihanna. And

11 i a 12 A e i a
this is my friend, Barack Obama.

4
WE
This unit is designed to serve as a review, giving exaggerating the stressed words and the liasons
students the opportunity to review and practice between words so that students notice them. Students
language they already know. It is also a tool for repeat after you. Finally, put students into groups of
teachers to find out how much students already know four to role-play the conversation.
and what areas students may need to do more work in
before continuing with the course. A n s w e rs

A A LL A BO U T ME I 1 this 2 meet 3 too 4 are

3 1ИШШЕИ Give students 30 seconds to decide

Personal information which famous person to be. Then put them in pairs
1 To get things started in this lesson, first to practice introductions in their new identities.
introduce yourself - even if you’re not actually Encourage them to use Exercise 1 as a model. In
meeting your students for the first time. Say: Hi, I’m stronger classes, encourage them to say their name
[John], I’m from [the U.S.], I’m [thirty-two], and write and nationality as well as their age. In weaker classes,
your name, country, and age on the board. Then just get students to practice saying their names.
point to each piece of information again and repeat Then put two pairs together to form groups of four.
the sentences. Ask students to say each sentence Ask students to introduce themselves and their
after you, replacing the data with their own personal partner to the others, using Exercise 2 as a model.
information. Show the students the photo of the Ask the listeners to respond with Nice to meet you and
two young people. If you’re using an interactive to try to remember as many details as they can about
whiteboard (IWB), zoom in on this photo onscreen. their classmates’ new identities. Monitor but don’t
Point to Alex and Daniela and say who they are. correct mistakes as long as what students say is clear
Elicit a translation for the speakers’ two countries enough to understand. Offer lots of praise for their
in the students’ LI to check comprehension. Explain efforts. Then elicit what students remember about the
that the lines of their conversation are out of order. identities of the people they spoke to by pointing at
Students try to order the dialogue before you play two or three students around the room and asking:
the audio then listen to the audio to check their Who’s this? Students respond with the information
answers. Pause the audio after each exchange to give they have just learned, e.g., This is Ariana Grande.
students time to check their responses. Ask students
to compare their ideas in pairs before you check Nationalities and be
answers as a class. You could then play the audio
again, pausing after each line and asking students to 4 To demonstrate the activity, do the first item in the
repeat the pronunciation and intonation as closely as exercise as a class. Point to the flag and the letters
they can. underneath and ask: Do you know what country this is?
Can you guess the English name if you use the letters to
A n s w e rs help you? Elicit that it’s Brazil and then give students
a few minutes to work in pairs and try to complete
la 2 g 3d 4 f 5c 6h 7b 8e
the names of the other countries, working out the
2 Ask one of the students to come to the ones they don’t recognize using the letters as a guide.
front of the class. Point to yourself, then to the When you check answers with the class, choose
student, and then introduce yourselves. Say: Hi, I’m different students to write the country names on the
[John], This is (my friend), [Anna]. Ask students to board or on the IWB screen (if you’re using one) for
read through the fill-in-the-blank dialogue quickly everyone to copy. Then ask the class to listen and
without filling in the words. Ask: Who’s Alex’s friend? repeat each name after you. Pay particular attention
(K ei) Who’s Daniela’s friend? (Maria.) Students fill to the correct pronunciation, especially the stress
in the blanks then compare their ideas in pairs. pattern.
Play the audio for students to check their answers
I A n s w e rs
and confirm as a class. To practice and reinforce 1 Brazil 7 Canada
the pronunciation of natural-sounding English, you 2 the United States 8 Peru
could play the conversation again, pausing after each 3 Japan 9 Turkey
line for students to repeat. Draw their attention to 4 Colombia 10 the United Kingdom
the stress pattern and intonation of the phrases by 5 Ecuador 11 China
repeating them yourself after the recording, slightly 6 Mexico 12 Argentina

T-4
 Names and addresses
5 To introduce nationality adjectives, first say where
you are from and what your nationality is, and write 7 First, review the alphabet and numbers
the norm and nationality adjective on the board. Say: * up to 100. Go around the class so that the first
I’m from [Mexico], I’m [Mexican], Then focus on the student says A, the second says B, and so on. Repeat
people in the dialogues on page 4: Alex is from the with numbers - you can count in tens from 20 on
United Kingdom. He’s British. Daniela is from Mexico. if you are short on time. If students have problems
She’s Mexican. Write these sentences on the board with this, say the words yourself first and get them
and underline the norms and adjectives. Point to to repeat them after you. Focus attention on the
Alex and to the pronoun he, then to Daniela and to exercise and check comprehension by asking: Who’s
the pronoun she. Point to both, and say and write Kei? (He’s Alex’s friend.) Ask students to read the
They’re fourteen. To check answers, choose students to information form first. For each blank, elicit what
write the adjectives on the board, and ask the rest of type of information is missing (1 Kei’s full name:
the class to check their spelling. Make sure students first name and surname, 2 a place, 3 a time, 4 name
notice that the nationality adjectives only have o f the street, 5 a number). Check comprehension of
one form and are not used in the plural with plural passengers by eliciting a translation. Play the audio
pronouns (they’re Mexican, not they’re Mexicans). through for students to listen and get a general idea
Make sure students notice that there is only one and find where the missing information is given in
plural pronoun whether we’re talking about two the conversation. Play it again, pausing after hearing
boys, two girls, or about one of each sex. Check that each missing piece of information so students have
the personal pronouns are used correctly for each time to write their answers. As you check answers,
gender. play the audio again, pausing after each answer. This
exercise is useful preparation for the Listening paper
A n s w e rs in the Cambridge English: Key exam.
1 She’s Argentinian. 2 They’re American.
3 They’re Ecuadorean. 4 He’s Colombian. A n s w e rs
5 She’s Turkish. 6 She’s Canadian. 7 He’s British. 1 Kei Sato 2 airport 3 10 a.m. 4 12 Lime 5 one
8 She’s Peruvian. 9 They’re Mexican.

Background information
Background information
In addresses in English, the house number comes before the
The official name of the United States is the United States o f name ofthestreet, and there is no punctuation: 12 Lime Street,
America. It is also referred to as the U.S. or the U.S.A. - or in not Lime Street 12. or Lime Street, 12.
some contexts, where the reference is dear, simply the States.
Coiioquiaiiy, America is also often used to talk about the country,
8 Quickly elicit and review the names for the
although the word is actually the name of the two conjoined
continents of North America and South America.
days of the week. Ask students to read the sentences,
and stress there is one mistake in each one. The
The official name of Great Britain is the United Kingdom o f Great
Britain and Northern Ireland. The entire state is usually referred
sentences are in the same order as they are in the
to as (Great) Britain, or the United Kingdom, or the UK. recording. Play the audio through once for students
to get a general idea. They can read the sentences
6 Draw a two-column table on the board. as they listen to identify any errors, but ask them
Write the personal pronouns in one column, and to wait until the second listening to start correcting
elicit the forms of the verb be and write the verbs them. Play the audio again for students to underline
in the other column. You could ask volunteers to the mistakes and try to write the correct information.
complete both the full and the contracted forms. Then play it for a third time, pausing after each bit of
The rest of the class checks and confirms answers. information as necessary. Allow one or two minutes
Students use the table to complete the conversation. at the end for students to finalize their answers. Then
Play the audio for students to check answers. have them compare their ideas in pairs before you
check answers with the whole class.
A n s w e rs
A n s w e rs
1 ’m/am 2 is 3 ’m/am 4 is 5 isn’t 6 are 7 is
8 are 9 ’s/is 10 is/’s 11 are 12 ’s 13 ’re/are 1 They met last Friday.
14 ’m/am 15 is 16 ’re/are 2 There’s a party at Maria’s place next Saturday.
3 The party starts at nine o’clock.
4 Maria lives at 134 Markham Avenue.
5 Her phone number is 917 -555 -3605.

Background information
In American English, we usually read phone numbers digit by
digit or grouped together in tens: three-two-two or three twenty-
two. Numbers are never read as hundreds: *three-hundred-
twenty-two. Zero (0) is read as zero or oh.

T-5
 W ELCO M E

Carlos

0 H e's B r a z ilia n .
1 Sh e's

Names and addresses

7 Kei calls for a taxi. Listen and complete
the information.

V i ' i COOPER’S TAXIS . V . V i

5 What nationality are the people? Write the Booking form
sentences.
Taxi for
6 Complete the dialogue using the
correct forms of the verb to be. Then listen and Going to
check.
Pick up at a.m./p.m.
DANIELA So, Kei - where °_ a re _ you from?
KEI Me? I 1 from the United States. From Street
Alex here2 _ . British, but I
3_ .American. Number of
MARIA But4__ _ your name American?
KEI Oh, good question. Well, no i t 5
My parents 6 . from Japan and so
my name 1__ .fromJapan, too. But
my sister Sarah and I were both born here,
so we 8 .American. 8 4» 1 06 Now listen to a phone call. Correct each
DANIELA That 9_ . cool. I think your name of these sentences.
10
. really nice.
0 Alex calls Maria.
KEI Thank you! And you two, 11_ you N o — M a r i a c a lls A le x .
both Mexican?
1 They met last Wednesday.
MARIA That12 . right. But we 13
2 There's a party at Maria's place next Friday.
not from the same city. I 14 from
3 The party starts at 7:30.
Mexico City, and Daniela 15 . from
Monterrey. W e 16 . students at the 4 Maria lives at 134 Markam Avenue.
language school here. 5 Her phone number is 946-814-6305.

5
 В W H A T 'S T H A T ?
Things in the classroom
1 Match the words in the list with the things in the pictures.
board

pen
2 book

pencil
CD

ruler
chair

window
desk

door
floor

notebook
□

Prepositions of place Use one of the sentences in Exercise 3 to

complete each mini-dialogue. Listen and check.
Look at the pictures. Complete each sentence
with a preposition from the list (you will use 1 TEACHER Good morning, everyone.
some words more than once). STUDENTS Good morning.
on [ between in | under | in front of behind TEACHER OK. Let’s start.

The notebook is ________ tm _________the chair. 2 TEACHER So, Michael, what’s the answer?

The pencil is _ the floor. MICHAEL

The pencil is the chair. TEACHER That's OK. W hat about you, Susie?

The pen is _ the book. 3 STUDENT

The ruler is _ _the notebook.
Mrs. McFarlane. I have a question.
The board is _ t h e door and
TEACHER Yes, what is it?
the window.
STUDENT "fascinating"
The book is. .the pen.

TEACHER It means "very, very interesting."

Classroom language
Put the lines in order to make a
3 Complete each sentence with a word
dialogue. Listen and check.
from the list. Listen and check.
ask | again mean | hand | don't A E-N-O-U-G-H.

page | me say | spell | understand A No, that's completely wrong!

7 A How do you think you spell the word "enough"?
1 Excuse.
2 Can I _ _a question, please? A No, that's really how you spell it.

3 Can you say that , please? В OK, how do you spell it, then?

4 How do you cansado in English? В Oh. Let me think. Is it E-N-U-F-F?

5 Open your books to _ 21 . В You're kidding!
6 Raise your . if you know the answer.
Work in pairs. Think of a word in
7 Sorry, I . . know.
English. Can your partner spell it?
8 Sorry, I don't .
9 W hat does the word "ordinary". How do you spell “awjul"? A-W-F-U-L.
10 Excuse me. How do you _ .that word?
Is it T-l-R-E-D or T-Y-R-E-D? That's right.

6
В WHAT’S THAT? 4 Students complete the mini-dialogues
Things in the classroom individually using sentences from Exercise 3. Then
they compare answers in pairs before you play the
1 Ask students, in pairs, to cover the words and then
audio for them to check.
try to label things in the classroom. Alternatively,
you could do this as a whole-class activity using A n s w e rs
the IWB. Choose students to try to label items
1 Open your books to page 21.
onscreen. The rest of the class confirms or corrects 2 Sorry, I don’t know.
answers. Students then refer to the list, checking 3 Excuse me. What does the word ... mean?
and correcting the labels as necessary, before you
check answers together and record the numbers in
the boxes. O ptional activities
Students practice role-playing the mini-dialogues in pairs.
A n s w e rs Alternatively, use an activity called disappearing sentences.
(board 2) book 10 CD 11 chair 4 desk 5 floor 6 Display the complete dialogues on the IWB screen, or write
pen 9 pencil 12 ruler 8 window 3 door 1 them on the board before class, and cover them up before
notebook 7 starting this activity. As you piay the audio, reveal the text
onscreen or on the board for students to read along. Then
erase or cover up a couple of words in each dialogue, and
Prepositions of place ask students to read the dialogues again as if the deleted
text were stiii in place. You couid get a different pairto read
2 Books closed. Place your chair so all students can see
each exchange. Continue deleting words and asking pairs to
it then pick up a notebook. Point to the notebook
reread the dialogue until aii of it has been erased or covered
and the chair and elicit their names. Position the up and students are reciting the dialogues from memory.
notebook to demonstrate the meaning of the six
prepositions (you’ll need to position it between the 5 Ask studens: Who are A and B? (Students
chair and, say, your desk, to model between). First, o f English.) Check/clarify any vocabulary that may
point and say the sentence (for example, The notebook be unfamiliar to your students as necessary. Give
is on the chair), and then ask students to repeat it. students, in pairs, two minutes or so to order the
Once you’ve covered all six prepositions, review them dialogue. Play the audio for them to check their
by positioning the notebook again, pointing, but this answers.
time eliciting the sentences from the students. Do this
until they can do this without hesitation. Students A n s w e rs
open their books and look at the picture on page 6 1 A How do you thinkyou speii the word “enough”?
again and complete the sentences individually. Ask 2 В Oh. Let me think. Is it E-N-U-F-F?
them to compare answers in pairs before you check 3 A No, that’s completely wrong!
with the whole class. 4 В OK, how do you spell it, then?
5 A E-N-O-U-G-H.
A n s w e rs 6 В You’re kidding!
7 A No, that’s really how you spell it.
1 on 2 under 3 behind 4 in 5 between
6 in front of
6 lauamairflH Demonstrate the task with a stronger
student. They ask you the question, and you respond.
O ptional activity Draw a check mark on the board and write That’s
Students work in pairs, taking turns testing each other. They right. Draw an X and write Sorry, that’s wrong.
pick up an object and position it on or around their desks to Students continue working in pairs, taking turns
model a preposition of place then elicit a correct sentence
testing each other on how to spell the names of
from their partner. Who can use the prepositions better?
objects in their classroom. They might want to look
up the words presented on pages 4 -6 first. Continue
Classroom language until at least five words are tested each way. Monitor
3 Г В 1Д Д Students complete the sentences working and check that they use English throughout.
either individually or in pairs. Play the audio for
students to check answers. You might like to play
it again and ask students to repeat the sentences,
copying the pronunciation and intonation of each
sentence as closely as they can. You might like
to elicit translations in the students’ LI to check
meaning.

A n s w e rs
1 me 2 ask 3 again 4 say 5 page 6 hand
7 don’t 8 understand 9 mean 10 spell

O ptional activity
For each sentence, students decide who typically says it in
the classroom and write T (teacher), S (student), or В (both).

T-6
Object pronouns
7 Review personal (subject) pronouns quickly. Point to
yourself and say I; point to one student and (speaking
to her) say you. Point to the photo of Alex on page
4 and elicit he, to Daniela and elicit she, then to an
object in the classroom and elicit it. Pantomime
drawing a circle around yourself and the students to
indicate we. Indicate all your students as you elicit
you (for plural). Point to Alex and Daniela together
and elicit they. Write each of the pronouns on the
board as you elicit them. Students try to complete the
sentences in pairs. You might want to do the first one
together as a class as a model. In each sentence, ask
them to underline the words the pronoun refers back
to. Check answers as a class.

A n s w e rs

I 1 them 2 it 3 you 4 me 5 him 6 us

this I that I these / those

8 You may need to pre-teach or elicit heavy. Students
do the matching task individually then compare
answers in pairs before you check with the class.
Alternatively, if you’re using an IWB, you could do
this together as a whole-class activity.

A n s w e rs

I 1C 2 В ЗА 4 D

9 This exercise starts preparing students for the Writing

paper in the Cambridge English: Key exam. Ask
students to read the text quickly without filling in
the blanks. Then ask: Where is Tyler? (In B razil) What
language do people speak there? (Portuguese.) Students
complete the email individually then compare their
ideas in pairs before you check answers with the
whole class.

A n s w e rs
1 understand 2 lot 3 There 4 it 5 how 6 What
7 Do 8 me

T-7
 W E LC O M E

Object pronouns 9 Complete the email by writing one word in each space.
*
7 Complete each sentence with the
correct pronoun. < § > ® (e )
© « ©
0 She's a good teacher-w e like h er ---------------------—
To. , Amandat996@emari.com
a lot. Subject: н/ from Brazil!
1 M y pens are under your desk. Can you
get. please?
Hi Amanda.
2 I have a new b o o k - I’m going to read
. _ this afternoon. I'm writing to you from Brazil! My family and I 0 art-
on vacation
3 Sorry, can you speak more loudly? I can’t here for tw o weeks. It’s really nice here. Brazilian people are very
hear ____ friendly, but of course I d o n ’t speak Portuguese, so I d o n ’t 1
4 I don’t understand our homework - can when people talk to me. But a > --------------- 0f people here speak good
you h e l p . ? English, so it's all OK. y

5 He doesn't understand, so please help

Our hotel is g r e a t. js a swimming pool downstairs, and
swim there evep/ day before breakfast. But of course I have breakfast
6 W e like our teacher. She gives _
: USUally nine ° ’clockJ And it’s always really good - the orange
good grades!
juice is delicious, and I usually eat fruit and bread, too. Breakfast is my
favorite meal - 1love 4_ .
this I that I these / those
S° ' '' areV°u?1hope you are enjoying your vacation, too
8 Match the pictures and sentences. I Want t0 buy a present for Уои here in Brazil, в wou|d yQU |ike?
- you like Brazilian music? Write and tell 8 , 0 K?
1 W hat does this word mean?
2 W hat does that word mean? Have a good tim e and write soon.

3 These books are heavy. Love,

4 Those books are heavy. Tyler

7
 С A B O U T T IM E 3 Draw lines to match the numbers and the words.
first 22nd
Days and dates
second 3rd
1 Listen and circle the correct third 12th
information. fourth 4th
fifth 15th
twelfth 2nd
fifteenth 5th
twentieth 31st
twenty-second 1st
thirty-first 20th

4 How do you say these numbers? Listen

and check.
7th | 11th | 14th . 19th | 23rd | 28th | 30th

5 Listen and write the people's birthdays.

OLIVER Hi, Lauren. W hy are you so happy today?

LAUREN Because it’s February 12 1 st/2 2 n d / 23rd. 1 A u g u st 4-th 2
OLIVER And what’s special about that date?
LAUREN It’s my birthday!
OLIVER Really! Happy birthday, Lauren.
LAUREN Thanks. I’m 2/2 / 13/ /4 today.
OLIVER Lucky you!
LAUREN When is your birthday, Oliver?
OLIVER It’s in 3August/ Septem ber/ October.
LAUREN What date?
OLIVER The 41 lth / 12th/ 13th. I think it’s on a
sTuesday/Thursday / Friday this year.
3 _ _ 4
2 Complete the names of the days and
months. Listen and check.
DAYS
1 M о и d. л у 5 F _
2 T sd 6 S r у
3 W n __ .d 7 S_
4 hu у

MONTHS
1 J u у 7 J У
2 F bru 8 A u 5 . 6
3 M h 9 S mber
6 и а и я к 'Н Walk around the classroom. Ask and
4 p 10 О er
answer questions. Whose birthday is close to
5 M 11 vem your birthday?
6 J 12 D _
When's you r birthday? It's on March 18th.

8
С A BO U T TIM E A n s w e rs
Days and dates first - 1st /f3rst/ twelfth - 12th /twelfG/
second - 2nd /'sekand/ fifteenth - 15th /fif tinG/
1 Ё Ш Н Ask students to look at the picture. third - 3rd /03rd/ twentieth - 20th /'twentiaG/
Explain that the girl is Lauren, and the boy is fourth - 4th /forG/ twenty-second - 22nd
Oliver. Ask: What day is it today? and elicit that it’s fifth - 5th /fifG/ /^twenti 'sekand/
Lauren’s birthday. Ask students to read the dialogue thirty-first - 31st /,031'ti 'f3rst/
quickly, and make sure they notice there are three
alternatives to select from in 1-5. Play the audio and Language note
ask students to circle the information they hear. Play
Pay special attention to the spelling and pronunciation of
it again if necessary. Students compare answers in five / fifth, eight / eighth (one t), nine / ninth /nainG/, and
pairs before a whole-class check. twelve / twelfth (ve > f).

A n s w e rs

I
4 Give students 30 seconds to think about
1 23rd 2 13 3 September 4 13th 5 luesday how to say the numbers. Then have them, in pairs,
take turns reading the numbers to each other. Play
2 Students try to complete the days and the audio first for them to check their ideas then
months individually then compare answers in again for them to repeat the words.
pairs. Write the headings Days and Months on
the board with the numbers 1 -7 and 1 -12 below O ptional extension
them, respectively. Choose a different student to Students write down three ordinal numbers of their choice,
write each answer on the board. Play the audio for in secret, so that their partner can’t see them. In pairs, they
them to check their answers. Then play it again, then take turns saying their numbers while their partner
and ask students to repeat each word to practice writes them down. At the end they compare - do they have
the same six ordinal numbers?
pronunciation. Pay special attention to Wednesday
being pronounced as two syllables and the clear
differentiation between Tuesday and Thursday. Ask 5 First, ask students to look at the photos
the class to check and correct the spelling of the and say who the famous people are. They might not
words on the board as necessary. recognize all of them. Write on the board: Barack
Obama’s birthday i s , and elicit the missing
A n s w e rs words (August, 4th). Play the first item from the audio
Days
and ask students to read the example. Play the rest
1 Monday/'mAndei/ 5 Friday/'fraidei/ of the audio, twice if necessary, pausing after each
2 luesday/'tuzdei/ 6 Saturday /'saetordei/ person to give students time to record their answers.
3 Wednesday/'wenzdei/ 7 Sunday/'sAndei/ Ask them to compare answers in pairs before you
4 Ihursday/'03rzdei/ check with the whole class.
Months
1 January/'d 3 aenjueri/ 7 Ju ly/ d 3 u'lai/ A n s w e rs
2 February/'febjueri/ 8 August /o'gAst/
1 (Barack Obama’s birthday is) August 4th
/'februeri/ 9 September/sep'tembor/
2 (Justin Bieber’s birthday is) March 1st
3 March/martf/ 10 October /ak'toubor/
3 (Mark Zuckerberg’s birthday is) May 14th
4 April/'eiprel/ 11 Novem ber /nou'vembor/
4 (Maria Sharapova’s birthday) is April 19th
5 Мау/mei/ 12 Decern ber/di'sembor/
5 (Ryan Gosling’s birthday is) November 12th
6 Ju n e/d 3 un/ 6 (Selena Gomez’s birthday is) July 22nd

3 To introduce the distinction between cardinal and 6 133ШЗП2И Do this as a mingle activity. Students
ordinal numbers, say: I’m [thirty-two]. How old are walk around and speak to as many other students as
you? and elicit a student’s age. Write the numbers they can to find out about their birthdays. You could
on the board. Ask: What’s today? and elicit the date. turn it into a contest by setting a time limit, with
Write the ordinal number on the board (April 2nd, the student who finds the most students’ birthdays
for example). Explain that when we talk about dates, becoming the winner. Students should make a note of
we use special numbers called ordinal numbers. Make the person whose birthday is closest to theirs.
sure students understand that in English we use -st,
-nd, -rd, and -th to write these numbers, not any other
symbol. Students match the words and numbers
individually then compare answers in pairs before
you check with the whole class. Have students repeat
each word after you to practice pronunciation. Check
that their pronunciation of -th is clear enough.

T-8
 M y day three students to report back something interesting
7 Give students two minutes to think about their day they learned about their partners.
and order the activities. Ask students to compare
their ideas in pairs.
8 Clarify the meaning of the parts of the day. Write, for
example: 6 a.m. - 12 p.m.: morning, 12 p.m. - 6 p.m.:
afternoon, 6 p.m. - 10 p.m.: evening on the board.
Students copy the table in their notebooks and write
the actions in the correct column.

S u g g e s te d a n s w e r s
Morning: I get up, I have breakfast, I go to school
Afternooon: I have lunch, I get home
Evening: I do my homework, I have dinner, I goto bed

9 First ask students to read the eight times in the 12-

hour format: three fifteen, twelve fifty, eleven (o ’clock),
and so on. You might put weaker students in pairs
to match the times and clocks. Stronger students
can work individually then compare ideas in pairs.
Check answers as a class. Help students notice that
in American English we express times up to 30
minutes past the hour with reference to the hour
before (with after), and from 31 minutes past the
hour with reference to the time remaining until the
hour ahead (with to). We normally use the 12-hour
format to speak about exactly 30 minutes after the
hour. There are special words for a quarter after (:15)
and a quarter to (:45). Draw students’ attention to
the extra information in the LOOK! box. Elicit how
their LI usually differentiates between morning and
afternoon times.

A n s w e rs

10
I В 7 С 3 D 6 E l F 4 G 8 H5

Explain that Leah is a teenage girl and that

students are going to hear her talking about her day.
She talks about many of the activities in Exercise
7 and the times in Exercise 9. Play the audio and
ask students to number the times in the order they
hear them in the recording. Play it again, twice if
necessary, for them to make a note of the activities.
In weaker classes pause playback after each action
mentioned. Give students a couple of minutes to
write out their answers. Then ask them to compare
their ideas in pairs before you check answers with
the whole class.

A n s w e rs
12:50: I have lunch.
11:00: I goto bed.
7:45:1get up.
8:30:1go to school.
6:00:1have dinner.
10:20:1have a break. / I eat an apple.
8:00:1have breakfast.

11 1И13ЫИ1Д— Give students two minutes or so to make

notes about their own daily routines. They could
refer back to the table they completed in Exercise 8
to help them. Put them in pairs to take turns talking
about their days. Ask them to compare the things
they do in common. Monitor the correct use of the
time expressions and the daily activities. Ask two or

T-9
 W E LC O M E

My day 9 Match the clocks and the times.

1 It's eight thirty. 5 It's eight o'clock.
7 Put the pictures in the order you do them.
2 It's a quarter after three. 6 It's a quarter to eight.
3 It's eleven o'clock. 7 It's ten to one.
4 It's six o'clock. 8 It's twenty after ten.

I go to school. I get home.

,S 4.

HD

I go to bed. I have dinner.

■ A
I have breakfast. I get up.

LO OK!
midnight to noon = a.m. 1 a.m. = 1 o'clock in the
noon to midnight = p.m. early morning
12 a.m. = midnight 1 p.m. = 1 o’clock in the
12 p.m. = noon afternoon
I do my homework. I have lunch.

8 Look at the sentences in Exercise 7. Write them in 10 Listen to Leah. Write about her day
the correct column for you. under the pictures in Exercise 9.

Morning Afternoon Evening 11 ВДЕШ1Ш1 Work in pairs. Talk about your day.

1get up. I je t up at seven thirty.

I have lunch at twelve o'clock.

 I - п * Г

D M Y T H IN G S A
HOME ABOUT NEWS CONTACT
1
My possessions
1 Read Chloe's blog and check (/ ) the photos of the things
WELCOME!
she has. H i, m y n am e’s Chloe.

I have a bike - it’s really my favorite

2 Work in pairs. Put the things Chloe talks about in the thing!
correct category.
I d o n ’t have a pet, but I’d love a cat or
PERSONAL POSSESSIONS: TV _________ . laptop . m aybe som ething unusual like a lizard.

I d o n ’t have a sm artp h o ne. I w a n t one

P F T S - /- /if
fo r my next birthday.

I have an M P 3 player and a tablet.

I d o n ’t have a laptop. M y dad has one,
and I som etim es use that.

I have a T V in m y b ed room . A n d I have

a cam era - a sm all one, but it ’s nice.

I’m a very lucky girl.

have
3 Complete the table with have, has, don't, or doesn't. 4 Complete the sentences with have,
has, don't have, or doesn't have so
Affirmative Negative they are true for you.
1have a dog. 1d o n 't have a cat. 1 I .a tablet.
You 1 a dog. You 5 a cat.
2 M y dad _ _ .a computer.
He has a d o g He doesn't have a cat.
3 I_ a dog.
She 2 a dog. She 6 a cat
We 3 a dog. We 7 a cat 4 M y best friend. _a
T hey4 a dog They8 a cat. brother.
5 L . a T V in my
Questions Short answers bedroom.
6 M y mom. _ . a car.
Do I have a p e t' Yes, yo u do. / No, you don't.
9
.y o u _ . a pet? Yes, I 13 5 ЕЗНЗЕИ Walk around the
No, 114 . _ classroom. Find someone who has...
Does he have a pet? Yes, he does. / No, he doesn't.
10 she a pet? 1 a red bike two brothers
Yes, she 15
No, she 16 2 a cat and a or sisters
11 we a pet? Yes, we 17_ dog a smart phone
No, we 18 3 an English an unusual pet
12 th e y a pet? Yes they 19_ dictionary s a house with a
No, th e y 20 4 a website garden

b o you have a bike? Yes, I do.

W hat color is it?

10
D MY TH IN GS for a minute or two in pairs or small groups and
My possessions write them down. Then do the speaking part as a
mingle activity. Monitor and make a note of any
1 Ask students to name the things in the pictures in mistakes in the use of have to go over at the end of
English. Supply any unfamiliar vocabulary. Students the activity. Get some feedback about the discussions
scan Chloe’s blog to find the possessions she has. at the end of the activity by asking students: Who has
Students check answers in pairs. Then check answers two brothers or sisters? (Name of student) and then
as a class. ask that student follow-up questions: What are their
names? How old are they?
A n s w e rs

I She has a bike, an MP3 player, a tablet, a TV, and a camera.

2 Ask students to say what kind of possessions Chloe

has: personal possessions or pets? (Only the former.)
Ask them to look through the blog again and write all
the examples in the correct groups. Set a time limit
of two minutes, and ask students to write the two
categories in their notebooks then list as many things
in English under each heading as they can think of.
Ask them to compare, check, and count their answers
in small groups. The group with the most correct
items wins. Elicit all the words collected and record
them on the board for all students to copy.

O ptional activity
You might like to ask students to check every item in the
complete list that they have - this will be useful preparation
forthe communication activities afterward.

have
3 Ask students to underline every example of have in
Chloe’s blog entry. They then complete the table with
the missing forms using the examples from the blog
to help them. Have them check answers in pairs, then
check answers with the class. Make sure students
notice that we use the same verb forms for all
persons (I, you, we, they) except he, she, and it. Ask:
How many different form s o f have do we use?

A n s w e rs
1 have 2 has 3 have 4 have 5 don’t have
6 doesn’t have 7 don’t have 8 don’t have
9 Do... have 10 Does... have 11 Do... have
12 Do...have 13 do 14 don’t 15 does
16 doesn’t 17 do 18 don’t 19 do 20 don’t

4 Ask students to read the fill-in-the-blank sentences

and underline any unfamiliar words to ask their
partners or you about. Students complete the
sentences for themselves. If you’re short on time,
assign this exercise for homework.

P o s s ib le a n s w e r s
1 have/don’t have 2 has/doesn’t have
3 have/don’t have 4 has/doesn’t have
5 have/don’t have 6 has/doesn’t have

O ptional extension
Ask students to compare their sentences in Exercise 4 in pairs
orsmall groups. How many things do they have in common?

5 Иаакш ДЯ Ask students to read through the eight

prompts, and elicit from the class what questions
they could ask. Draw their attention to the example.
Alternatively, ask students to brainstorm questions

T-10
 I like and I ’d like
O ptional activity
6 Ask students to match the sentences with the photos Students practice role-playing the mini-dialogues in pairs.
then compare answers in pairs before you check with Alternatively, use an activity called disappearing sentences.
the whole class. Elicit that we use I like for things we Display the complete dialogues on the IWB screen, or write
enjoy and activities we enjoy doing and I’d like for them on the board before class and cover them up before
things we want or for things we want to do. starting this activity. As you play the audio, reveal the text
onscreen or on the board for students to read along. Then
A n s w e rs erase or cover up a couple of words in each dialogue, and

7
I IB 2 С ЗА 4 D

Students work individually to complete the

ask students to read the dialogues again, as if the deleted
text were still in place. You could get a different pairto read
each exchange. Continue deleting words and asking pairs to
reread the dialogue until all of it has been erased or covered
sentences then compare answers in pairs before you up and students are reciting the dialogues from memory.
play the audio for them to check.
11 Н П Ш Ш а Demonstrate the task with a stronger
A n s w e rs student. Tell them to use the questions from Exercise

I 1 I’d like 2 I’d like 3 I like 4 I like

8 Elicit or pre-teach the meaning of the eight food

5 I’d like 10. Answer using only the vocabulary presented in
the lesson. Put students in pairs. One of them will be
serving the food, the other will be choosing what to
eat. Stress the importance of saying please with every
items and the four headings. Ask students to put
request in English, even if this isn’t so common in the
the words under the right headings then compare
students’ L I . Once the “customer” has successfully
answers in pairs before you check with the whole
chosen an item from all four groups, have them
class. Check that students place the stress on the
swap roles and repeat the activity. Monitor students’
second syllable in banana.
use of I’d like and, where appropriate, have / don’t
A n s w e rs have. Students can choose items from the previous
exercises or use their own ideas, if they prefer.
1 chicken 2 cookie(s) 3 banana 4 orangejuice
Stronger students could include responses where
O ptional activity the server doesn’t have the customer’s first choice
Students write two or three more items undereach heading. and asks them to make a different selection. Ask the
student playing the role of the server to make a note
9 Explain that Max would like to have lunch. of the customer’s final selection. Elicit some unusual
Make sure students understand that he’s going to or interesting lunch orders at the end of the activity.
choose one of the two options on the menu from
Exercise 8. Play the audio through for students to Background information
circle the answers. Pause after the first item, and In schools in the U.S., lunch is usually provided in the school
elicit the correct answer: Chicken or cheese? (Cheese.) cafeteria (in British English, they usually call this a canteen).
Not all students eat lunch there. Some bring lunches with them
before you move on. As you check the other answers
from home, and older students are sometimes allowed to
with the class, play the audio again, pausing as Max leave school premises to have lunch in a nearby cafe or store.
makes his final choice in each category. Traditionally, women who serve food in the school cafeteria
are sometimes referred to as lunch ladies (in British English,
A n s w e rs probably less accurately, dinner ladies).

10 Cl
I cheese sandwich, cake, banana, orangejuice

Students complete the dialogue with the

missing questions. Ask them to compare answers in
pairs before you play the audio again for students
to check.

A n s w e rs
1 What would you like for lunch today?
2 Would you like a chicken sandwich or a cheese sandwich?
3 What fruit would you like?
4 Do you have bananas?

T - ll
 W E LC O M E

I like and I'd like

6 Match the pictures and the sentences. 8 Complete the menu with the words in the list.
banana | orangejuice ! chicken cookie

LwncJo Menu
Sandwiches:
К - 1
cheese or \
Desserts:
елке or L _
Fritlb:
apple or 3_
Drinks:
water or 4

9 Listen to thg dialogue. What does Max

want for lunch? (Circle' the food above.

10 Write the questions in the spaces to

1 I like apples! 3 I’d like six apples.
complete part of the dialogue. Listen again
2 I’d like a hot shower! 4 I like hot showers.
and check.
7 Complete with I like or I'd like. Listen OK. W hat fruit would you like?
and check. Do you have bananas?
W hat would you like for lunch today?
0 A W h a t’s your favorite food?
Would you like a chicken sandwich or a cheese
В 1 like tacos most. sandwich?
1 A Can I help you? LUNCH LADY Hi, Max.1
В Yes, a kilo of oranges. MAX I’d like a sandwich, please.
2 A ice cream, please. LUNCH LADY
В Chocolate or strawberry? MAX A cheese sandwich, please.
LUNCH LADY з
3 A W hat do you want to watch?
MAX
В Well, movies, so can we wa
a movie, please? LUNCH LADY Yes, we do.
MAX A banana, please.
4 A riding bikes. Do you?
В Not much. I think running's better. SPEAKING Work in pairs. Make lunch for your
5 A Do you want pizza or a burger? partner. Ask and answer questions.
В Well, pizza's my favorite food - but today,
Would you. like a ... o r ... ?
a burger, please!
W h a t... would you like?

11
 HAVING OBJECTIVES

functio ns: talking about routines

and everyday activities; expressing

FUN
likes and dislikes; giving warnings
and stating prohibition
GRAMMAR: simple present review,
like + -ing , adverbs of frequency
VOCABULARY: hobbies; collocations
with have

R E A D IN G
1 Match the activities in the list with the
photos. Write 1-8 in the boxes.
SPFA K IN C Work in groups of three and compare
1 sleeping 5 reading your ideas from Exercise 2.
2 doing homework 6 dancing
3 playing soccer 7 cleaning I think dancing is always fan.
4 studying 8 singing
I think it's sometimes fan.
2 Are these activities fun? Write always,
sometimes, or never. SPEA K IN G Think of more activities and say what
1 Sleeping is _ you think.
2 Doing homework is.
Riding a bike is always fan.
3 Playing soccer is.
4 Studying is _ boing hoasew ork is never fan.
5 Reading is.
6 Dancing is Read and listen to the quiz. Match the
7 Cleaning is _ pictures with the questions in the quiz. Write 1-7
8 Singing is _ in the boxes.
*1 HAVING

READING agreed on and activities that caused disagreement for

1 If you have an interactive whiteboard (IWB), do the them. How many activities do all the students in the
picture description as a whole-class activity. Say class agree on?
sleeping, and choose a strong student to point to the 5 Ask students to cover up the text on page
correct picture on the board. The rest of the class 13 and look at the title only, or display the page on
checks and confirms or rejects answers. There may be the IWB and zoom in on the title. Ask students what
some pictures that students disagree about, so remind they think the text is about, and write their ideas
them that each word should only be used once, and on the board. Prediction helps motivate students to
they should try to work out the best answer through read and find out if they’re right. Check that students
elimination. Alternatively, students do the matching understand the meaning of take (good) care o f (to
activity in pairs before checking answers with the look after), and ask them to read the introductory
whole class. Again, ask the rest of the class to check paragraph quickly to check their ideas. Elicit which
and confirm or reject answers. predictions were correct and which were incorrect.
Then ask the class to look at the pictures, and elicit
A n s w e rs

I
what the person is doing in each case. This is a good
1C 2 G 3 H 4 В 5 A 6E 7F 8D opportunity to teach the words smile, relax, crossword
puzzle, and hobby if students don’t already know
O ptional activity them. Play the audio for students to listen, read, and
match the pictures with the questions. Have students
Students work in pairs to test each other about the activities.
They look at the photos and cover the exercises. They take compare answers in pairs before you check with the
turns pointing to a photo at random and asking: What’s this? whole class.
Monitor the activity, and conclude things when most pairs
have gone through all the images. A n s w e rs

2 Check comprehension of fun by asking students

to name activities they consider fun. Also check if
I
m
ID 2 A 3 С 4 F 5 В 6E 7G

students understand the difference between always,

sometimes, and never. Draw a line with 0% at one end
and 100% at the other end on the board, and ask
students to situate each adverb at the appropriate
place on the line. Then have students go through the
list and complete the statements. Have a show of
hands to find out which activities students find the
most fun (they could raise both hands for always and
one hand for sometimes).
3 1 П Ж З Е Н Give groups two minutes or so to
compare their ideas.
4 1Ш ЗБВ Do the activity as a contest between
groups: Which group will be the first to come up
with at least ten activities? Ask the winning group
to tell the class their ten activities, and write any
new phrases on the board. The other students should
cross off all the words they also have on their lists
and tell you any other words they have thought of
to be added to the list on the board. Give the groups
a couple of minutes to discuss which activities they
think are and aren’t fun. They have them try to
find activities that they agree about. Monitor and
check the use of the new vocabulary. Ask a student
from each group to report back on activities they all

T-12
■ THi IK VALUES
Taking care of yourself
1 Ask the class: Why is it important to take care o f
yourself? Elicit some simple responses, such as
because it’s important to be healthy; you can’t enjoy life
if you aren’t healthy; etc. Then give students a minute
to go through the list and match the questions with
the items in the list.

A n s w e rs

I a 7 b 5

Optional activity
с 4 d 3 еб f l g2

Ask students to think of things that they do for each of the

categories in the list. For example: being with people - I go
to my friend’s house after school and we do our homework
together and talk; enjoying exercise - 1play tennis at the gym
on Thursday evenings, etc. If they can’t think of something
they do already, then ask them to decide on something they
will do in the future.

2 | I ЕЕ Ж _Й Allow two or three minutes for the

pair-work activity. Monitor the conversations. As
the focus is on fluency and educating the whole
learner, avoid correcting errors unless they hinder
comprehension. Check answers with the class.

Optional activity
Ask students to rank the ways of being healthy in order
of importance and then compare their ideas with their
partners’. Encourage them to try to give reasons for their
ideas, but stress that there are no right or wrong answers.
The pairs should try to agree on the top three most
important ways to take care of themselves. Monitorand help
with vocabulary as needed. Elicit feedback from the class
and find out what the group thinks are the most important
things they should do to take care of themselves.

T-13
 1 H A V I N G FUN

Do y o u take good
core of yourself?
Does your teacher give you a lo t o f hom ework? Do
your parents always w ant your bedroom clean?
Schoolwork, housework - life isn't always easy. How many hours
Do you like to exercise?
There are a lot o f things to do, and there isn't do you sleep a night?
a) Yes, exercise is fun.
always tim e to do them . But in your busy life a) nine to ten hours
i t ’s im p o rta n t to th in k about yourself, too. I t ’s b) I t ’s OK.
b) about eight
im p o rta n t to do things you like, things th a t make c) No. I t ’s really boring.
c) less than eight
you happy. Everyone needs fun.

So do you take good care o f yourself? Take our quiz

and find out. Do you like puzzles
and crosswords?
a) I love them.
Do you smile a lot?
b) They’re OK.
a) Yes, I smile all the time.
c) I don’t really like
b) I only smile when I ’m happy.
them. They’re boring.
c) My best friend says I don’ t
smile very often.

How many hobbies do

you have?
a) I have lots of hobbies.
b) One or two.
c) I don’t have any hobbies.

When do you relax? Which of these things do you

a) In the morning, afternoon, do most?
and evening. a) Talk with friends and family.
b) 1 relax when I have time. b) Meet friends online.
c) I never relax. I ’ m always busy. c) Watch TV and play computer games.

VOUR SCOR€:
■THiNKVALUE S Mostly As: You take good care of yourself. You know how
Taking care of yourself to have fun and enjoy life.
Mostly Bs: You take care of yourself OK, but can you do
I Which questions in the quiz tell us that these
more? Try to find more time for yourself.
things are important for us?
Mostly Cs: You don’t take good care of yourself. Try to
7 a Being with people have more fun.

b Enjoying exercise
с Sleep

d Getting rest
2 SPEAKING Compare your ideas with a partner.
e Giving your brain exercise

f Being positive Question 7 shows us th at being

with people is important.
g Having interests

13
GRAM M AR Complete the sentences. Use the simple present
of the verbs.
Simple present review
0 I d o n 't like (not like) roller roasters I g e t
Complete the sentences with the words in the (get) really scared on them.
list. Check your answers in the quiz on page 13.
1 M y dad (not sleep) a lot. He only
feta* do does don't says . (need) five or six hours.
0 I never re la x . 2 A you (study) English?

1 M y best friend _ I don't smile В Yes, I

very often. 3 M y dad (cook) really well, but he says
2 I. _ really like them. he. .(not enjoy) it.
3 .your teacher give you a lot 4 A your sister. (play) on
of homework? the school soccer team?

4 . you like exercise? В No, she. _ .

5 M y grandparents. .(not like) traveling.
2 Look at the sentences in Exercise 1 and the table. "They. . .(prefer) to stay at home.
Complete the rule with do, does, don't, or doesn't 6 M y brother .. (watch) T V all day. He
A ffirm ative Negative (not do) anything else.

I like milk. I do n ’t like mil k. г в г я ф

You like milk.

He/She/It likes milk.

W e like milk
You don’t like milk.

He/She/It doesn’t like milk.

W e don’t like milk.

Pronunciation
Is/, /z/, /iz/ sounds
■
They like milk. They don’t like milk. Co to page 120.
J

Questions Short answers

Do I like milk? Yes, you do. No, you d o n ’t. VO C A BU LA RY
Do you like milk? Yes, I do. No, I d o n ’t. Hobbies
Does he/she/it Yes, he/she/it No, he/she/it
1 Complete the phrases with the words in the list.
like milk? does. doesn't
play write have take | be collect
Do we like milk? Yes, w e do. No, we don’t

Do th e y like milk? Yes, th e y do. No, th e y don’t. 0 plav . an instrument 3 .photos

.in a club 4 _ a pet
.a blog 5 . _ .things

RULE: Use the simple present for things that 2 SPEAKING Work in pairs. Ask questions about
happen regularly or that are always true. the hobbies in the pictures.
In affirmative sentences:
b o you play an instrument? W hat do you play?
• with I,you, we, and they, use the base form o f the verb
• with he, she, and it, add -s (or -es with verbs that end
b o you collect something? W h a t...?
-s, -sh, -ch, -x, o r -z).
In negative sentences: — ш ц ф
• with I,you, we, and they, use
• with he, she, and it, use 2
In questions:
• with I,you, we, and they, use the auxiliary
• with he, she, and it, use the auxiliary 4
GRAMMAR VO CABULARY
Simple present review Hobbies
1 Students complete the sentences individually then 1 To lead into the activity, ask students to look through
check back in the quiz. They compare answers pages 12-14 and find any hobbies mentioned so far.
in pairs before you check them as a class. Ask: In Stronger students could try to answer from memory.
sentence 3, how does the answer change when you Elicit and write them on the board, or ask students
write it in the sentence? How do you write the answer to come to the board to write them. Try to elicit
to sentence 4? Elicit that the answers begin with a phrases rather than single words - e.g., play football,
capital letter because they are at the beginning of do crossword puzzles. You could also ask for examples
a sentence. of the students’ own hobbies. Students match the
verbs with the nouns in the exercise individually
A n s w e rs then check in pairs before a final check with the

I 1 says 2 don’t 3 Does 4 Do

2 While the students are completing item 1, you could

whole class. When checking the answers, students
may come up with other acceptable alternatives,
for example: keep a blog, collect photos, write things.
copy the table with the different forms of do and does If they do, say that this answer is possible, but ask:
on the board with blanks for the verb forms. Then What other things do we have/collect/write, etc.? and
elicit the missing examples from the class. Students elicit the preferred alternative from another student.
work individually to complete the rules and compare
A n s w e rs

I
answers in pairs before you check with the whole
class. Elicit the rules through concept-checking 1 be 2 write 3 take 4 have 5 collect
■
questions, for example: What’s different about the
verb after he, she, or it? (We add an -s in positive
Fast finishers
sentences, we use doesn’t instead of don’t in negative
sentences, and we use Does, not Do, in questions.) Students try to think of other hobbies where they write,
take, have, or collect things, and make a list.

R u le

I 1 don’t 2 doesn’t 3 do 4 does

3 Look at the example with the class and check that

O ptional activity
Test how well students rememberthe collocations. Call out
either the verb or the noun, and choose a student to say
students understand why these verb forms are used the whole phrase. For example, you say: play or instrument,
(point to the relevant column in the table). Elicit or and they say: play an instrument. Alternatively, you could
have pairs of students take turns testing each other in the
explain the meaning of roller coaster (say that you
same way.
find it at amusement parks and fairs, and it’s like a
kind of fast train that goes up and down a lot - you
2 Е и ш З Е В Look at the example with the class so
can do a rough drawing on the board to illustrate)
the task is clear to students: They must first ask a
and scared (frightened/afraid). You may also want
yes/n o question then follow it up with a ivft-question,
to do item 1 together with the class as a model.
asking for more details. Students take turns asking
Students complete the sentences individually then
and answering questions about their hobbies in pairs
check in pairs before checking as a whole class.
using the phrases from Exercise 1. Ask them to find
A n s w e rs at least two interesting things about their partners
they could share with the rest of the class. Monitor
1 doesn’t sleep, needs 2 Do ... study, do
3 cooks, doesn’t enjoy 4 Does ... play, doesn’t
the correct use of the various forms of the simple
5 don’t like, prefer 6 watches, doesn’t do present. Make a note of any grammar errors to go
over at the end of the activity but avoid interrupting
Fast finishers conversations. Input any unfamiliar vocabulary
(e.g., the names of instruments) that students need.
Students rewrite the sentences in Exercise 3 so they are
true for them and their families. Ask two or three students to report back to the
class on something interesting they found out about
their partners.

P ro n u n ciatio n Ф ) 1.19

T o p ra c tic e th e p ro n u n c ia tio n o f / s / , / z / , / i z /
sou n d s, g o to p ag e 1 2 0 .

T-14
LISTEN IN G 3 КШ Ш Ш Э Write It helps me / you to ... on the
1 As a warm-up, ask students to look at the board, then ask students to read the example.
three pictures. Point out the lettering of the pictures Check comprehension by eliciting a translation in
(A-С). Then give students 30 seconds to memorize L I . Pairs then compare and discuss their diagrams.
each picture. Ask them to close their books. If there is Encourage them to give each other reasons, e.g.,
an IWB available, do this onscreen with books closed. Playing the piano helps you to relax because music
Ask students: Which picture shows a piano player? (B) helps you to forget your problems. Monitor and help
a baseball player? (A) a sofa? (C) Which picture shows with vocabulary as necessary. Encourage students
two adults? (A) a TV? (C) no girls? (C) somebody to try to express their real ideas and opinions but
sitting? (B) Students then open their books to check use English to do so. Avoid error correction unless
their answers - how many did they get right? Direct it really impedes comprehension. The focus of this
students’ attention to the sentences in Exercise 2 and task is fluency and development of the whole learner
check that they understand headache. Then play the via an open discussion of students’ own ideas and
audio, pausing after each conversation so students experiences, not on practice of structures or lexis.
can decide, in pairs, which picture they think it goes Make a note of any nice expressions in English that
with. Check the answers as a class. students use during the activity; at the end write
them on the board for the whole class to copy, and
A n s w e rs praise the student who used them. Giving positive

2
I IB 2 A 3 С

Before you play the audio again,

feedback like this will encourage students to be more
adventurous in similar communication tasks.
4 Students add their own hobbies to the diagram. Tell
give students the opportunity to complete the them to think about why their hobbies are good for
sentences with the details they remember from the them and to make notes about this to help them with
first listening and check ideas in pairs. Drill the the discussions in Exercise 5. Allow about a minute
pronunciation of the names in the box (students or so for this stage before returning to the pair-work
repeat in chorus after you) so students will recognize activity.
them when they hear them. Play the recording, 5 Students discuss their hobbies with their partner.
pausing after each conversation to allow time for Extend the activity by having students walk around
students to record their answers. As you check the class asking as many people as possible what
answers, play the audio again, pausing at the their hobbies are and their reasons for liking them,
relevant parts. and taking notes. Ask them to make comparisons:
How many people have the same hobbies? Did they give
A n s w e rs the same reasons fo r liking them or not? Monitor as in
1 Kayla 2 Jack’s mom 3 Jack 4 Grace Exercise 3. At the end, ask for volunteers to report
5 Kayla’s dad their findings to the class.

Optional activity
In stronger classes or if students are motivated by this topic,
■ THiNK SELF-ESTEEM they could survey students in other classes or members
Why it’s good to have a hobby of their extended families about their hobbies and why
they like them. Ask them to make a poster of their findings
1 Refer students back to the people pictured at the top and illustrate it with suitable photos (downloaded from
of the page and elicit their names. Then ask them the Internet, for example) then present it to the class. For
to match the statements with the correct person. example: In class 7C, 15 students play sports. It helps them to
Students check answers in pairs before checking with be fit. Four students play an instrument: Three play the piano,
the whole class. Give students 30 seconds to decide and one plays the guitar. It helps them to relax - and so on.
Students can do the project individually, in pairs, or in small
which of the three statements they agree with the
groups.
most or which is closest to their own experience.
Discuss as a class. Ask students to tell the class which
statement they agree with the most and why.

A n s w e rs

I IB 2 С ЗА

2 Students copy the diagram into their notebooks; tell

them to make it large enough to write all the items
in it. Put the diagram up on the board or on the IWB
screen and discuss as a class why playing the piano
is in the position it is and where you would put
joining a tennis club. Students complete the activity
individually while you monitor and help with ideas
as necessary. Move on to Exercise 3 when most
students have completed their diagrams.

T-15
 1 H A V I N G FUN

L IS T E N IN G
Listen to the conversations. Match each one with a picture.

Listen again. Complete the sentences with 2 Copy the diagram into your notebooks and
the names in the list. complete it with the hobbies in the list.
T&m Grace | Kayla | Kayla's dad Jack | Jack's mom playing the piano | joining a tennis club
collecting stamps | writing a blog
Tom _ has a headache.
dancing cooking watching T V
.wants to join a baseball team,
playing online games taking photos
doesn't have time to relax,
thinks music is good for relaxing, M a k e friends

wants to be a famous piano player,

thinks baseball is for boys.

■THiNK SELF-ESTEEM
W hy it's good to have a hobby
1 Circle the person from Listening Exercise 1.
I think it’s good to have a hobby because ...
1 you can make new friends.
play the
A Grace В Kayla С Jack
piano
2 it helps you relax.
A Grace В Kayla С Jack
3 you can discover you have new talents.
A Grace В Kayla С Jack Relax Discover your talents
3 № Ю З Ш З Work in pairs. Compare diagrams
with your partner.

Playing the piano is good. It helps you to relax.

4 What hobbies do you have? Think about why

they are good for you. Take notes.

5 Tell your partner about your hobbies.

I dance. I'm not very good, bu t it helps me to relax.

 R E A D IN G
1 Read the blog and answer the questions.
1 How many people like collecting things?
2 W h o has the strangest hobby?

What do you do in your free time?

■
OK, we know you all like w atching TV and playing
com pu ter gam es, but we w ant to know som e o f
th e o th e r th in g s you do w hen you have som e free

L
tim e. W rite us a line or tw o and le t us know.

Posted on January 22

NATHAN ADAM DYLAN

I love taking photos of me with my I can't stand walking to school, so I like watching the news on TV.
friends and family. Now I want to get I sometimes invent little games to watch it every day. My friends think
some of me with famous people. help pass the time. For example, I try I'm weird.
to think of an animal or soccer team
CHLOE or city for every letter of the alphabet. DANIEL
I enjoy lying on my back and looking I hate being alone. So when I am
at clouds. I try to find different LIZ by myself I usually start talking to
shapes in them. It's really relaxing I like doing my homework as soon my imaginary friends. But don’t tell
and I occasionally fall asleep doing it. as I get home from school. Is there anyone!
something wrong with me?
ISABELLA JASMINE
Once a week my grandpa takes me GABRIELA I rarely get bored, but if I do I just
out for a milkshake. I love listening I really like going for a walk on my go to the library and get a book
to his stories. It’s the best. own in the forest near our house. to learn about something new. It
There’s always something interesting works every time.
to see, and I never get bored.
MADDIE
LUIZA I like writing poems. I often write a
I collect bottle caps. They’re hard to poem when I don’t have anything
find these days, so when I go to a to do.
restaurant, I always ask if they have
drinks in bottles.

2 Read the sentences. Which of the people above

do you think is saying each one?

0 A country th at starts with R? M.

r „ ' • Adam
Easy: Russia.

1 b o you have a hook abou t birds?

2 Tell m e more, please!

3 Can I ta k e a photo
w ith you?

4 Sorry, I can't com e over now. I

w a n t to finish my m ath hom ew ork.

5 Hey, th a t one looks ju s t like a cow.

16
READING
1 Ask students to look at the three photos. If you use an
IWB, show the page onscreen, and use two panels to
cover up the text and exercise (you may need to set
this up before the start of the lesson). Ask students to
describe what’s in each photo. If they don’t know the
words, point to the corresponding pictures and say:
clouds, milkshake, and bottle caps. Ask: What shape
can you see in the clouds? What kind o f milkshake is
it? What kind o f bottle caps are they? and elicit ideas.
Read the first paragraph of the text with the class
and ask students for their ideas on what clouds,
milkshakes, and bottle caps have to do with how
people spend their free time. (Write their ideas on the
board.) Then ask students to read the two questions
so they know what information they are looking
for in the text. Students read the blog and check
their predictions. They can circle or underline any
comments that refer to collecting things. Students
check their answer to the first question and discuss
the second question in pairs. There is no correct
answer to the second question. As you check answers
with the class, ask students to also match the three
photos with the people (Luiza: bottle tops; Chloe:
clouds; Isabella: milkshake).

A n s w e rs
1 Two: Nathan (photos of him with other people), Luiza
(bottle tops)

O ptional activity
To check comprehension of some key vocabulary, ask pairs
of students to scan the text for the following words and
try to work out their meaning from the context: invent,
pass the time, imaginary, library, poem. Elicit definitions,
explanations, or examples - and only teach the words
overtly if students are unable to work out their meanings.
Encourage students to take risks, even if they sometimes get
it wrong, and don’t forget to praise their efforts.

2 Read the example and ask students to find the part of

Adam’s comment that is connected to it (I try to think
o f ... fo r every letter o f the alphabet). You might also
do the next item with the whole class as a model.
Students study each statement first then scan the
paragraphs to find and underline any information
that links them to these statements. Remind them not
to look for specific words but for similar ideas. When
you check the answers, ask students to read the parts
of the paragraph aloud that support their idea.

I P o s s ib le a n s w e r s
| 1 Jasmine 2 Isabella 3 Nathan 4 Liz 5 Chloe

O ptional activity
Students invent and write similar quotes for the remaining
people - Gabriela, Luiza, Dylan, Daniel, and Maddie - then
ask another student to try to match these to the paragraphs.

T-16
GRAMMAR 6 Give students two minutes or so to complete the
sentences. (The answers will be used later in Exercise
like + -ing
9.) Ask them to compare answers in pairs by trying to
1 The exercise introduces verbs used for expressing predict which adverb of frequency their partner has
likes and dislikes. Demonstrate the task by saying used for each situation.
two things about yourself, one positive and one
7 First, ask students if they can remember who made
negative, for example: I like pizza. I don’t like coffee.
these comments from the blog. Then ask them to look
Use exaggerated facial expressions to convey
back at the text to check and complete the sentences.
meaning and write the corresponding smiley for each
Working individually, students choose the correct
statement on the board. Then give students a minute
alternatives to complete the rules while referring to
to go through the sentences and mark them in a
the sentences in both Exercise 6 and 7 for help. They
similar way. They compare answers in pairs before
compare answers in pairs before you check with the
checking as a class. Clarify that love is stronger than
whole class.
like and that can’t stand is slightly stronger than hate.
Answers
Answers

I 1 and 4 are positive. 2 and 3 are negative.

2 Elicit what form we use after each verb expressing a

1 Once a week (Isabella)

Rule
1 after 2 before
2 every day (Dylan)

like or dislike, and complete the rule together. Ask

students to write down the base forms for the verbs 8 Write every day, three times a week, and once a year
in Exercise 1: take, walk, be, write. Ask them which of on the board and give some examples of your own,
the three spellling rules each of them follow. e.g., I drink coffee every day, I go to the supermarket
three times a week, I go on vacation once a year to get
Rule students started. Then give the class a minute or two

I 1,2 -ing

3 Students complete the sentences and compare

to complete the sentences with their ideas.
9 1ЧаСТ1Я|ДЯ Read the example with the class to
introduce the question How often do you ...? Refer to
answers in pairs before checking with the whole the examples you wrote on the board for Exercise 8
class. In weaker classes, and/or to check that students and turn them into questions - How often do you drink
have retained and understood the spelling rules, ask coffee/go to the supermarket/go on vacation? etc. - and
them to say the -ing forms for run, visit, swim, eat, elicit answers from individual students. Use their
ride, and talk first. Check these with the class, and answers to build up the formula once/tw ice/three/four
then move on to the fill-in-the-blank task. times a ... day/week/m onth, etc., and write this on the
board. Ask students to compare their ideas in small
Answers
groups for two or three minutes and find the person
1 eating 2 talking 3 swimming 4 riding
who gave the most similar answers to theirs. Elicit
5 visiting
some feedback from each group.
4 W R IT IN G Students write some sentences about
things they like and dislike doing themelves. Ask
them to compare their sentences with a partner.
Monitor as they are doing this and make a note of Be aw are o f com m on errors re lated to a d verb s o f
common errors. Write these on the board, without
© freq u en cy. G o to G et it right! on page 122.
saying who made the mistakes, and ask students to
correct them during whole-class feedback. Ask two or
three students to tell the class something interesting
they learned about their partners. If you’re short on W RITING
time, you can assign this exercise as homework. Your routine
Students complete the sentences for homework. At
Be aw are o f com m on errors re la ted to like + -ing.
© G o to G et it right! on page 122.
the start of the next class, put them in groups again to
compare their answers, and then elicit feedback from
each group, as in Exercise 9. Ask students to find out
Adverbs of frequency who gave the most similar responses to theirs.
5 Ask students to find and underline the four adverbs
of frequency in the blog on page 16 then, with the
help of the contexts, work out the answers for the
task and label the diagram with never, occasionally,
often, and always in the correct position. Check
answers with the whole class. If you’re using an IWB,
choose students to label the diagram onscreen.

Answers
1 never 2 occasionally 3 often 4 always

T-17
 1 H A V I N G FUN

GRAM M AR Complete the sentences so they are true for you.

like + -ing 1 I. _ do my homework when I get home.

2 l_ .write thank-you notes for my
Look at the sentences from the blog on page 16.
presents.
Draw У or next to each one.
3 lam . _ late for school.
1 I love taking photos. 4 I watchT V in the mornings.
2 I can't stand walking to school. 5 M y mom. gets angry if I don't dean
3 I hate being alone. my room.
4 I like writing poems. 6 l_ turn off the lights when I leave the
room.
Use the sentences in Exercise 1 to complete
the rule. Complete these sentences from the blog on page
16. Checkyour answers and complete the rule.
R U L E : Use the 1_ _ . form of the 1 _ _ .my grandpa
verb after verbs that express likes and dislikes, takes me out for a milkshake.
e.g., like, love, hate, enjoy, can't stand. 2 I watch it (the T V news) .
• To make this form, add 2__ .to the base verb.
• If the verb ends in -e, d ro p the final -e (e.g., live - living).
R U L E : W ords like sometimes, never, and always
If a short verb ends in a consonant + vowel +
come 1before / after the verb be but 2before / after
consonant, we usually double the final consonant
other verbs.
before adding the -ing (e.g., swim - swimming)
Phrases like every d a y or twice a w eek can come at the
beginning or at the end o f a sentence.
Complete the sentences. Use the -ing form of the
verbs in the list.
8 Write down things you d o ...
run visit swim eat ride | talk
everyday:. . __ a iv c m v m o m a kiss
0 I h a te _ running to catch the bus to
three times a week:
school.
once a year:
1 M y mom and dad enjoy
nice restaurants.
9 SPEAKING Work in small groups. Compare your
2 M y brother can't stand i the answers to Exercises 6 and 8.
telephone.
3 They like . in the ocean when How often do you I usually go once
it's warm. a month.
3° to the movies?
4 Donna really likes _ . her horse.
5 W e love, . new places on m.JJJ...
vacation.
W R IT IN G
WRITING W hat about you? Write two or three
sentences about yourself.
Your routine
Complete the sentences so they are true for you.
Adverbs of frequency 1 I rarely .weekends.

Complete the diagram with the words in the list. 2 I can't stand.
3 I never _ when I'm tired,
always occasionally | never | often
4 I once a week.
5 I occasionally
6 I enjoy .after school.
P H O T O S T O R Y : e p iso d e 1
Look at the photos and answer the questions.

O lW » a
s W hat do you think Olivia’s hobby is?
W hy does Ryan look worried?
hobby Now read and listen to the photostory.
Check your answers.

OLIVIA Hi, Ryan. Hi, Luke.

RYAN Hi, Olivia. So, what are you two doing?
LUKE Look. It’s Olivia and Megan. OLIVIA It’s my new hobby. I take photos of Megan
RYAN W hat are they up to? reading a book in strange places.
LUKE I’m not sure what they’re doing, but LUKE Cool! Can I get a video of you on my phone?
th ey’re definitely having a good time. OLIVIA Of course you can. Come on.
RYAN Let’s go and find out.

LUKE This is great. I think I have a new hobby, OLTVIA That’s great, Megan.
too - m aking videos. MEGAN Hurry up. My arm s are tired.
RYAN Be careful, Luke. Don’t push too hard. I need a rest.
OLIVIA That’s right. Be careful. OLTVIA Just a few more.
MEGAN Don’t stop, Luke. I’m having fun. RYAN Look out, Olivia! You’re very close
to the water.
PH O TO STO RY: ep iso d e 1
O livia’s new hobby
1 Students look at the photos but cover up the
dialogues. If you use an IWB, zoom in on the pictures
and cover up the text, and do the activity onscreen
with books closed. Ask students to describe the
photos in as much detail as they can. Ask: Where
are the people? How many girls and how many boys
are there? What is the relationship between them (e.g.,
friends, brothers and sisters, etc.)? How old are they?
Where are they? What are they doing? Are they having
fun? At this point, they have not covered the present
continuous, so don’t worry too much about its use.
Then read the questions with the class and tell them
that the people they can see are four friends: Luke,
Ryan, Olivia, and Megan, who are in the playground
at the moment. The girl with the lighter hair is
Olivia, and the boy with the lighter hair is Luke.
Elicit student’s ideas about answers to the questions
and write them on the board. Don’t give away correct
answers at this point as students are going to check
their answers in the next exercise.
2 Before you play the audio, teach or elicit
the meaning of worried (unhappy because you are
thinking about problems or bad things that might
happen). Students read and listen to the story and
check the predictions on the board.

A n s w e rs
1 Taking photos of Megan (reading in strange places)
2 Olivia is very close to the water.

T-18
 DEVELOPING SPEAKING W ordW ise
3 Ask students what they think happens next, and ask Collocations w ith have
them to brainstorm possible endings for the story. 1 Write have + on the board and tell students that
They could also do this in groups, with one student there are lots of expressions in English with the
in each group taking notes. Elicit feedback from the verb have. Give the class half a minute to read the
whole class and write the ideas on the board. Focus sentence parts and match the first item as a class:
on the ideas, not on accuracy - correct errors only (1) I’m not sure what they’re doing + (d) but they’re
if they impede comprehension. Don’t give away definitely having a good time. Students complete the
answers. matching individually and then compare answers in
4 I L I 3 111 Play the video for students to watch and pairs. You might like to replay the video as a way of
check their answers. The notes on the board will checking the answers. Stop after each answer is given
help them remember their suggestions. Who guessed and get the students to repeat it in chorus as a way of
correctiy? reinforcing correct stress and intonation.

5 Students answer the questions on their own then A n s w e rs

compare answers in pairs before checking with the
whole class.

A n s w e rs
I Id 2a 3b 4c

2 To practice the meaning of the phrases, students

1 help 2 doesn’t cry 3 doesn’t laugh 4 is
take turns asking and answering the questions in
5 doesn’t tell 6 gives pairs. Monitor their use of the collocations, paying
special attention to the use of articles. Allow up to
five minutes for the conversations. Ask two or three
O ptional activity students to share with the class something interesting
You could ask students to role-play the story in groups of they have learned about their partner. Alternatively,
four. You could either ask students to memorize the lines
you could do this as a mingle activity. Students
from the story and imitate the intonation, oryou could ask
make a blank table and interview at least four other
them to retell the story using their own words as much as
they can. They can use their camera-equipped cell phones as students, noting their responses in their tables. Ask
props. Elicit groups of volunteers to perform in front of the some students to report back on their findings.
class. Then vote on the best performance.

P H R A SES FO R FLU EN CY FU N CTIO N S

1 Students work in pairs to first match each of the Giving w arnings and stating prohibition
expressions to the person who said them then to use
1 Students order the sentences individually. Check
the context to help them match the expressions with
answers as a class. Point out that we don’t use a
their meanings. Stronger pairs could try completing
subject in the imperative form (Don’t do that!, not
the task from memory first, without looking at the
You don’t do that!).
text, then check their answers. Check answers as
a class. A n s w e rs
1 Be careful, Dan! 2 Lookout, Lucy!
A n s w e rs

I
3 Don’t do that! 4 Don’t push too hard!
1 Lukef 2 Olivia d 3 Olivia b 4 Megan a 5 Ryan с
2 Students match the pictures and sentences
2 Ask students to read the fill-in-the-blank individually then compare ideas in pairs before you
conversation. Then ask: What do Sarah and Nicole check answers with the class.
want to do? (W alk.) Does Sarah like Mike Smith? (No.)
Students fill in the blanks individually, then compare A n s w e rs
answers in pairs. You could ask pairs to practice the
dialogue together, and ask one or two volunteer pairs
to perform in front of the class.
I
ш
IB 2 A 3D

Optional activity
4 С

A n s w e rs Students use search engines on the Internet to find a

suitable photo to illustrate each of the four expressions. If
1 That’s right. 2 Cool! 3 Lookout! 4 Come on
they have theirsmartphones ortablets with them in class,
5 Hurry up
or if you have access to Internet-linked computers, you
could do this as a whole-class activity. Students then test
each other in pairs by showing the photo and eliciting which
expression it might match. Monitorthatthey use English
throughout the activity.

T-19
 1 H A V I N G FUN

D E V E L O P IN G S P E A K IN G

Work in pairs. Discuss what happens next in the y - : . . ........................ u.

story. Write down your ideas.
We th in k Olivia falls in th e w ater.
W ordW ise j
Collocations with have
4 Г П Г Д . Watch to find out how the story continues.
1 Match the sentence parts from the story.
Circle the correct word in each sentence. 1 I’m not sure what they’re doing,
0 RyanGfries; / doesn't try to warn Olivia. 2 Don’t stop, Luke.
1 Ryan and Luke help / don't help her out of the water. 3 Olivia, I think you have a problem .
2 Olivia cries / doesn't cry when she falls into the water.
4 W e ’re just having dinner
3 Olivia la u g h s! doesn't laugh when she sees
her camera. a I’m having fun.

4 Her camera is / isn't broken. b I think your camera’s broken,

5 Luke tells / doesn't tell them what the surprise is. с It’s pizza. W ould you like some?

6 Luke gives / doesn't give Olivia the money. d but they're definitely having a g o o d time.

2 Ask and answer the questions in pairs.

PH RA SES FO R FLUEN CY 1 W h o do you have the most fun with?
1 Find the expressions 1-5 in the photostory. Who 2 Do you have a good time at school?
says them? Match them to the definitions a-f. 3 W hat do you do when you have a problem?
4 W hat time do you have dinner?
0 (W hat are they) up to? Ryan e
1 Cool!
Е П Ш Ш ЗЕ +

2 Come on.

3 That's right..

4 Hurry up. _
F U N C T IO N S
5 Lookout!. Giving warnings and stating prohibition
a Be quick. d Let’s start, 1 Put the words in order to make sentences.
b I agree. e doing 1 Dan / Be / careful
с Be careful. f Great.
2 o u t/ L u c y/ Look
2 Complete the conversation with the
expressions in Exercise 1.
3 do/that/Don't
SARAH Hi, Nicole. What are you 0 a p to ?
NICOLE Just walking. Are you taking a walk, too? 4 push / Don’t / hard / too
SARAH 1. . I'm bored at home.
NICOLE Me, too. W e can walk together, if you want.
SARAH 2_ _ ! Oh no - 3__ 2 Match the sentences in Exercise 1 with the
Mike Smith is coming. I don't like him! pictures A-D .
NICOLE 4_ . Let’s walk over here.
SARAH I don't want him to see me.5__________________!
 OBJECTIVES

MONEY AND H O W TO f u n c t io n s : buying things in

a store; talking about what
people are doing at the moment

SPEND IT
GRAMMAR: present continuous;
verbs of perception; simple
present vs. present continuous
VOCABULARY: stores; clothes

R E A D IN G з SPEAKINC Work in pairs. Discuss the following

questions. Then compare your ideas with other
1 Say these prices. Listen and check. students.
Which of the things in Exercise 2 do you ...
1 think are cheap?
2 think are expensive?
3 think are important for your life?
4 dream about having?

Look at the picture on page 21. Answer these

questions.

t €249.00 1 1 W h o do you think the boy and girl are?

2 Do you think the girl likes the shirt?

J 5 Read and listen to the script from a soap

Q opera and check your ideas.

6 Mark the sentences T (true) or F (false).

Correct the false ones in your notebook.
0 It’s six o'clock on Friday afternoon. F
It's fo n r o'clock on Friday afternoon .
1 Tyler is deciding what to wear.
2 Madison thinks yellow is a good idea. _

2 What are these objects? Match them 3 Tyler thinks he's good-looking.
with the prices in Exercise 1. Write 1-6 in the 4 Tyler wants to buy expensive clothes..
boxes. Listen and check. 5 Tyler wants to be famous.

EC П З

20
 M O N EY AND H O W TO

SPEND IT
READING Suggested answers
1 Give students 30 seconds to discuss in pairs 1 They are brother and sister.
how to say the prices. Ask for volunteers to say each 2 She doesn’t like the yellow shirt. She thinks it’s terrible.
price aloud, and ask the rest of the class if they agree
or disagree. Play the audio for students to check their 6 Students read the sentences. Ask them to answer
answers. what they can from memory and try to predict the
answers they aren’t sure of. They can then read the
Answers dialogue again and check. Ask them to find and
1 a dollarforty-nine underline the relevant information relating to the
2 five euros ninety-nine questions in the dialogue as this will help them find
3 two hundred and forty-nine euros the right answers and correct the false statements.
4 twenty-two pounds seventy-five They compare their ideas in pairs before you check
5 eight dollars and twenty-five cents answers with the whole class. As you check answers,
6 eight hundred and thirty-five pounds
ask students to quote the passage that supports
their answers.
2 Ask students to look at the photos. If you
are using an interactive whiteboard (IWB), display Answers
them onscreen. Elicit the names of the objects (watch,
1 T
notebook, laptop, camera, pen, sandwich). Students 2 F (Madison thinks yellow is not a good idea.)
work in pairs to match objects and prices. Take one 3 F (Tyler doesn’t think he’s good-looking.)
or two suggestions from students and encourage 4 F (Tyler doesn’t want to buy expensive clothes.)
others to react, but don’t confirm answers. Play the 5 T "
audio for students to check their answers.
O ptional activity / Fast finishers
Answers

3
I A 4

ЦЗИЗПИ
В 5 С 6 D 3 E l F 2

Students read the four questions. Elicit

Students write four or five more statements about the
dialogue, making some of them false. Then, in pairs, they
take turns testing each other.

or teach cheap (when something doesn’t cost much

money), expensive (when something costs a lot of
money), and dream about having (give examples of
things you dream about having, and elicit examples
from students). Give pairs two or three minutes to
discuss their opinions and find out which items they
agree, disagree, or have different ideas about. Then
ask pairs to share their results with the class, and
discuss.
4 Focus on the drawing on page 21, and ask students
to cover the dialogue. If you are using an IWB, zoom
in to show the picture only, with books closed. Elicit
ideas for the answers to the questions from the
students, and put them on the board. Get the students
to speculate further about what is happening in the
picture. Ask: What is the boy doing? Why do you think
they’re looking at clothes? What does the boy think about
the shirt? Don’t give away the correct answers yet.
5 Have students read the dialogue (on
Student’s Book page 21) as you play the audio. Then
ask them to check the predictions they made in
Exercise 4. What did they get right?

T-20
■ THi IK VALUES
Fashion and clothes
1 Read the seven statements with the class, and check
the meaning of designer clothes by asking students
to give examples. Ask: What are some examples o f
designer jeans? Designer sneakers? Also check that
students understand bright colors. Ask: Is yellow a
bright color? What are some other bright colors? To
check fe e l comfortable you could talk about some
item of clothing that is uncomfortable, such as
high heels. Ask: What do you w ear when you want
to fe e l comfortable? Then give students a minute
to go through the list on their own and prioritize
the values.
2 1амюаиДЯ Look at the examples in speech bubbles
with the class and write the phrase How important
is ... ? on the board as a reference. Demonstrate the
task with a stronger student, saying, for example,
Feeling comfortable is very important to me. I put five fo r
“I want to fe e l comfortable. ” How important is this fo r
you? Students do the task in pairs. Tell them to try
to ask for and/or give at least two follow-up pieces
of information for each item they discuss, e.g., What
sort o f clothes do you fin d comfortable/uncomfortable?
What is your favorite/m ost comfortable piece o f
clothing? Where do you buy comfortable clothes? etc.
Ask students to note their partner’s rating for each of
the statements. Tell them not to look at each other’s
books (if necessary ask them to sit back-to-back).
Monitor and help with vocabulary as necessary,
and make a note of any nice contributions to quote
and praise at the end of the activity. As the focus is
on fluency and educating the whole learner, avoid
correcting errors unless they hinder comprehension.
To follow up, put two pairs together to form groups
of four and ask them to compare their ideas for a few
minutes. Finally, bring things to a close by eliciting
ideas from each group and discussing them with the
whole class.

T-21
 2 M O N E Y A N D H O W T O SPEND IT

TYLER Hi, Madison.

MADISON Where are Mom and Dad?
TYLER They’re out. At the supermarket, I think.
They’re doing some shopping or something.
MADISON What are you doing?
TYLER Me? I’m looking for something.
MADISON OK. What are you looking for?
TYLER A shirt. And some pants. I'm going out.
It’s Friday, and I have plans for tonight. So
I’m choosing my clothes.
MADISON But it's only four o’clock.
TYLER I know. I need time to choose.
MADISON Do you need any help? I can help you.
TYLER No. Well, maybe. OK, yes.
MADISON Think about colors.
TYLER I’m thinking. I'm thinking about ... yellow.
MADISON Not a good idea.
TYLER W hy not?
MADISON Because yellow just isn’t interesting.
TYLER But I like yellow. Like this shirt.
MADISON I’m trying to help you, Tyler. And I’m telling
you - don’t wear a yellow shirt.
TYLER You’re laughing. W hy are you laughing at me?
MADISON I’m not laughing at you. I’m laughing at the ■THiNK VALUES
shirt. It looks terrible.
Fashion and clothes
TYLER You’re right. I need some new ideas.
MADISON Look at this. Here, in this magazine. See this 1 How important are these for you? Give each one
guy? He’s wearing great clothes. a number from 0 to 5 (0 = not important; 5 =very,
TYLER Yes, but he's good-looking. And rich, too, very important).
probably. I'm not good-looking. Clothes - my values:
MADISON Yes, you are! But of course, I’m only saying
I want to look cool.
that because you're my brother. OK, do you
I want to feel comfortable.
have any money?
I always buy cheap clothes.
TYLER Yes. Why?
MADISON I want to take you to town - to a clothing store I like buying designer clothes.
and maybe a shoe store, too. I love wearing clean clothes.
TYLER That sounds great. Nothing expensive though. I like wearing bright colors.
MADISON Don’t worry. Nice clothes aren't always I always buy clothes at the same stores.
expensive. Come on.
TYLER You know, I dream about being famous one 2 Е 2 Н Я Е 0 Work in pairs. Ask and answer
day and about having fantastic clothes. Do questions.
you dream about that, too?
How im portant is it for you to look cool?
MADISON No, I dream about ice cream.
TYLER That’s right, you’re only nine years old. OK,
Not very important. I jiv e that
we can get ice cream after we buy me some
3 points. W hat about you?
new clothes.

For me, it’s very important — 5 points.

21
 GRAM M AR VO C A BU LA RY
Present continuous Stores
Look at the examples of the present continuous. Write the names of the stores under the photos.
Then complete the rule and the table. newsstand | drugstore | bookstore
1 They're doing some shopping at the supermarket. clothing store | shoe store I department store
supermarket | sporting goods store
2 He's wearing great clothes.
3 W h y are you laughing at me?
4 I'm not laughing at you.

RULE: Use the p resent1 _ _ to talk

about things that are happening at or around the time
o f speaking
Form the present continuous with the simple present of
_ + the -ing form (e.g., running /
doing / wearing, e tc) o f the main verb

Affirmative Negative
I’m (= 1am) working. I'm not working.

Y o u /W e /T h e y Y o u /W e /T h e y aren't working.
(1 ) working.

He/She/It (is) working. He/She/It working.

3 4
Questions Short answers
. I working? Yes, I am.
No, I'm not.

yo u /w e /th e y Yes, y o u /w e /th e y 0 .

working? No, y o u /w e /th e y ' .

he/she/it Yes, h e /s h e /it*

working? No, h e /s h e /it' .

5 6
Complete the sentences. Use the present
continuous of the verbs.
0 Jenny’s not here. She’s at the mall. She ,s shopping
(shop) for some new sneakers.
1 They're in the living room. They.
(play) computer games.
2 M y brother’s in the garage. He _
(clean) his bike.
3 Steven! You. .(not listen) to me! 7 8
I can’t talk now. I . (do) my
2 SPEAKING Complete the sentences with the
homework.
names of stores from Exercise 1. Then compare
5 It’s 3-0! W e _ _ (not play) very well, your ideas with other students.
and w e . .(lose)!
1 In my town there’s a very good ...
6 A you _ . (watch)
It's called ... It’s good because ...
this show?
2 I often go there because ...
В No, I . You can watch a different
one if you want. 3 I never go into ... because they don’t interest me.
I don’t often go to ... because ...
7 A W h at. .you (do)?
В I_ (try) to find some old In my town there's a very good clothing store.
photos on my computer.
It's good because the clothes aren't expensive.

EZ
22
GRAMMAR Fast finishers
Present continuous Students write down one or two kinds of things they would
buy at each of these stores.
1 Read the examples with the class. You could perhaps
ask different students to read each sentence aloud.
Say: These sentences are examples o f ... and elicit the 2 1 Ш Ш Demonstrate the task by telling students
present continuous from the class. If they can’t supply about your own shopping preferences briefly, using
this term, point to the title at the top of the page the cues. Check understanding by asking students
and read it aloud. Give students a minute or two to tell you which stores you said you like and which
to complete the rule and the table in pairs. Check you don’t like. Before students write about their own
answers as a class. Make sure students understand preferences, elicit from the class and teach examples
that the present continuous is made up of two key of two or three things you can buy in each type of
elements. Ask: What are the two parts? (The correct store to help with vocabulary. Write the words on the
form o f the verb be and the -ing form o f the main verb.) board. Students spend two or three minutes thinking
Can we leave them out? (Neither o f these can be omitted about and writing down their answers. Put them
in positive or negative sentences or in questions.) How do together in small groups of three or four to compare
we reply to yes/no questions? (We only use the correct ideas with other students. You could turn this into a
form o f the verb be in short answers to yes/no questions, guessing game by asking students to omit the name
and we don’t repeat the main verb.) of the store for the others to guess, e.g., In my town
there’s a very good ... It’s called ... It’s good because
Rule they sell (all my favorite magazines). Allow about three
1 continuous 2 the verb be
minutes for the conversations. Monitor the activity,
and provide help as necessary with any unfamiliar
Answers vocabulary. Make sure students use the simple
1 are 2 isn’t 3 Am 4 Are 5 Is 6 are 7 aren’t present, not the present continuous - and prompt
8 is 9 isn’t them to correct this. Otherwise, avoid correcting
errors that don’t impede comprehension. At the end,
2 Students work individually then check answers in present the vocabulary you helped some groups with
pairs before checking as a whole class. to the whole class, and ask them to record the words.
Answers O ptional activity
1 ’replaying 2 ’s cleaning 3 aren’t listening If you’re using an IWB, test students’ memory by showing
4 ’m doing 5 aren’t playing,’re losing them the photos again without the list of words onscreen
6 Are ... watching,’m not 7 are ... doing,’m trying then pointing to photos at random and eliciting names.
Alternatively, students can test each other by taking turns
saying the number of an image and asking their partner to
say what it is.

Fast finishers
Students look around the classroom and write fourto six
more sentences about the different things people are doing
around them at the moment or about what they think
members of theirfamily are doing.

VO CABULARY
Stores
1 To lead in to the activity, first ask students what
stores Tyler and Madison went to in the story
(a clothing store and maybe a shoe store). Ask the
class to to identify the pictures of these among the
eight different stores shown (2 and 8). Students then
complete the rest of the exercise individually and
compare ideas in pairs before you check answers
with the whole class.

Answers
1 bookstore 2 shoe store 3 drugstore
4 supermarket 5 department store
6 sporting goods store 7 newsstand 8 clothing store

T-22
GRAMMAR FU N CTIO N S
Verbs of perception Buying things in a store
1 Students look at the two sentences from the dialogue 1 Check comprehension of customer and assistant.
on page 21 and say what the pronoun in each refers Students mark the statements then compare ideas in
to. Have them work in pairs and then check answers pairs before you check answers with the class. You
with the class. might play the audio again as you do this.

Answers Answers

I 1 the yellow shirt 2 going shopping

2 Students quickly match the pictures and verbs. Check 2

1C 2 A 3 С 4 С 5 А б С

Explain that students are going to hear

answers and then have students complete the rule another conversation in a store, but first they must
and compare their ideas in pairs before you check the put the sentences from it in the correct order. Read
answers with the class. the example then do the next item together as a
model. Give them two or three minutes for the task.
Answers Play the audio for students to listen and check their
ID 2 A 3 С 4 В answers. Students practice the dialogue in pairs.
Rule Answers
1 continuous 2 adjectives

3 Students match the sentences and responses then

compare answers with a partner. Encourage them to
I 5,1,9, 3,7, 6, 8, 2, 4

read the exchanges aloud. Check answers by asking B u yin g c lo th e s in a sto re

different students to read the statements; you then Put students in pairs. Each of them studies
give the correct response, modeling the appropriate the relevant page. Check comprehension of a pair
intonation. Have students repeat after you. o f sneakers, sweatshirt. Give students at least two to
three minutes to prepare their conversations using the
Answers

I
previous exercises as a model. Monitor the preparation,
lb 2c 3d 4a and provide help with vocabulary as neccessary.
Pairs practice their conversations. You can encourage
them to add different feelings and attitudes to their
performances, e.g., the customer is impatient or shy, the
---------------------------------------------- assistant is bored or nervous. Ask a few of the best pairs
CO Be aw are o f com m on errors re la ted to verb s o f
to repeat their conversations for the class.
p erc ep tio n . Go to G et it right! on page 122.

Listen in g ■ TRAIN TO THi X

1 To lead into the task, elicit some kinds of Exploring numbers
things people buy in the four stores mentioned, and
1 Read the instructions with the class and study the
write responses on the board. Tell students to listen
example. Check/clarify: T-shirt, sweater, belt, and
for these key words to help them identify the store.
jacket. Teach the language of calculations by asking:
Play the audio, pausing after each dialogue briefly.
I’m going to buy a T-shirt and a belt How much is that?
Check answers as a class.
Say: $8.50 plus $12 equals $20.50, and write this on
Answers the board. Underline plus and equals. Students work
on the questions individually. Allow up to three
1 sporting goods store 2 bookstore 3 clothing store
4 newsstand
minutes. Remind them there may be a number of
different possible answers.
2 Before you play the audio again, ask 2 МаГЛЯМЯ Students compare their ideas in pairs
students to try to fill in the blanks with details before you check the answers as a class.
they remember then check ideas in pairs. Play the
audio twice, pausing after each conversation. Check Possible answers
answers as a class. Play the audio again, stopping at 1 Depends on which items students have selected
the relevant parts. 2 You can’t buy the jacket in combination with any other
two items, and you can’t buy the shoes and the sweater
Answers together with any otherthird item (overthe limit). You
can buytheT-shirt and belt together with eitherthe
1 running shoes 2 travel books about New York
shoes (total $45.45) or the sweater (total $40.49).
3 a blue shirt 4 a magazine and a candy bar
3 No, you can’t. The total price is $100.44.

P ro n u n ciatio n
For p ractice o f the pronunciation o f con traction s,
go to page 1 2 0 .

T-23
 2 M O N E Y A N D H O W T O SPEND IT

GRAM M AR
Verbs of perception
I Look at the sentences from the script
on page 21. Answer the questions.
1 It looks terrible. W hat is "it”?
2 That sounds great. W hat is "that"?

Match the verbs with the pictures.

Then complete the rule.
1 look 2 sound 3 smell 4 taste

RULE: Verbs o f perception are used n the О tense when they are used to give an opinion
The food tastes great. The flowers smell nice.
That idea sounds good. His new shirt looks awfulI
The words after the verbs o f perception are 2 _

3 Match the responses (а-d) to the first parts of 2 « )L J4 Put the sentences in the correct
the dialogues (1-4). order 1-9. Listen and check. Practice in pairs
1 I'm going to the movies. A It's $75.
2 M y mother's making dinner. 1 A Hello. Can I help you?
3 I'm wearing my new shoes. A Great. So that's $75, please.
4 Don't you like the juice? A Sorry, no. Only brown.
A Yes, of course.
a No. It tastes horrible! с It smells fantastic,
В Can I try it on?
b That sounds great. d They look nice.
В Very nice. I'll take it.
^ S2E 5E 3E ^
В Yes, please. I like this jacket. Do you
have it in black?
L IS T E N IN G
В Oh, well, brown's OK. How much is it?
1 Listen. What store is each person in?
Write numbers. ROLE PLAY Buying clothes in a store
bookstore newsstand
Work in pairs. Student A: Co to page 127.
clothing store sporting goods store Student B: Co to page 128. Take two or three minutes
to prepare. Then have two conversations.
2 Listen again. What does each
person want to buy?
■ TRAIN TO THi
Exploring numbers
1 You want to buy some new clothes. Here are some
F U N C T IO N S things you like. Answer the questions in pairs.
Buying things in a store T-shirt - $8.50 shoes-$24.95 sweater - $19.99
b e lt-$12 jacket-$35
1 Read the sentences from the listening.
Mark them С (customer) or A (assistant). 1 Choose three things. How much do they cost?

0 Can I help you? A 2 You have $50.00. Name three things you can buy.
3 You have $100.00. Can you buy all five things?
1 Do you have ... ?
2 W hat size are you? 2 SPEAKING Compare your ideas with a partner.
3 Can I try it/them on please?
4 How much is it/are they? Pronunciation
5 That's (twenty dollars), please.
C on tractio n s
6 Do you have it/them in (blue)?
G o to page 120. □3

23
VO C A BU LA RY
Clothes
Complete the names
of the clothes. Listen and check.

Answer the questions.

1 W hat are you wearing now?
2 W hat do you usually wear on weekends?
3 W hat do you never wear?
4 W hat clothes do you really like / dislike buying?
How not to spend money
ГРЕТШ Ж . Work in pairs. Ask and answer the JollyMarie
questions in Exercise 2. Then work with another
^ - 2 / Saturday, 7:20 p.m.
partner.
Wow! Problem. Not a lot of money right now and I don’t want
if •
/ m wearing a green to spend it. I'm tired of spending money! So here I am at
shirt an d jeans. I never w ear shorts. home and I'm thinking - what can I do that’s free? (and fun lol)
itf дм LIKE • COM MENT ♦ SHARE

EllieParsons
R E A D IN G just now

1 Read the web chat. Answer the questions. Oh JollyMarie, it's not such a big deal. My friends
and I often have a picnic on Sundays, and I make the
W h o ... sandwiches the night before. So right now, it's Saturday
1 is interested in the sky? night, and I'm making sandwiches, hehehe
2 is in the kitchen?
PeteJ

^
3 has a problem?
47 minutes ago
4 is in front of a T V ?
5 is surprising her parents? I really like going to the movies, but it can be expensive -
especially because my friends and I often go out for
2 Think of three things you enjoy that don't need pizza after the movie. So tonight I’m watching a movie
money. Write them down. on TV. I’m really enjoying it. And it's free! It's incredible
how many movies there are on TV these days.
goin g fo r a w alk w atch in g TV
RonnieRaver
K j H 42 minutes ago

It’s funny, PeteJ - I’m just like you (going to the

movies, I mean). Right now, I'm not watching
3 Work in pairs. Tell your partner your a movie - I’m watching the stars! It’s fantastic.
I'm having a really good time here!
ideas. Are they things that really don't need
money?
goodgirl
, B u t you n eed money 1 hour ago
I (ike bakin Ja cakes. , \ ■ /• , /
to bay ingredients! I always go into town on the weekend - and I usually
spend money! It's very easy to buy things if you go to
a shopping mall. So this weekend I'm staying home.
Right now I’m just reading a book - my parents can’t
believe it! lol
VO CABULARY READING
Clothes 1 Ask students to cover up the exercises, or use the
IWB to zoom in on the text, and ask them to say
1 Focus attention on the pictures. Students what kind of text it is. Accept all suggestions (web
complete the words for clothes then compare their chat, instant messaging, social networking site posts/
ideas in pairs before you play the audio for them to comments, etc.) - the point is for students to recognize
check their answers. If you’re using an IWB, choose a it is an informal type of text in a new media context.
different student to write each word on the screen - Ask students to read the text quickly, not worrying
or ask them to write the answers on the board for about all the details, and to find the answer to
all to check. Tell students to find those clothes that the question: What is each person doing right now?
have a name in plural form in English (boots, shoes, (JollyMarie is thinking about what to do. EllieParsons
sneakers, shorts, pants), and ask them why they think is making sandwiches P eteJ is watching a movie on TV.
this is (these items either come in pairs, or they RonrdeRaver is watching the stars, goodgirl is reading
have two legs). Then ask whether they are also used a book.) Check/clarify: probably (means something
in the plural in their LI. You might like to elicit is very likely, almost certain); sky (demonstrate by
other similar examples (like jeans, sandals, flip-flops, pointing), then ask them to find the answers to the
swimsuit). questions. Students compare answers in pairs before
checking with the whole class.
A n s w e rs
1 dress 2 sweater 3 shoes 4 sneakers 5 boots A n s w e rs
6 jacket 7 shirt 8 shorts 9 pants
1 RonnieRaver 2 EllieParsons 3 JollyMarie
4 PeteJ 5 goodgirl
2 Students think about the questions and prepare
their answers. Monitor and help with unfamiliar 2 Give students one minute to write down as many
vocabulary as necessary. You might want to allow enjoyable free activities as they can think of. After a
weaker students to write down their responses, but minute has passed, ask: Who has three/four/five/six
ask stronger students to take notes but use their own activities? and ask for a show of hands each time, but
words when they talk about them. don’t elicit what the activities are yet.
Mixed-ability idea 3 КЗШШШ9 Students work in pairs and discuss their
Ask stronger students to prepare to give their answers in full answers from Exercise 2. Encourage them to also say
sentences using appropriate verb forms, e.g., I ’m wearing a what they like about the activity. Monitor and help
shirt and a jacket now. I usually wear jeans and sneakers on with pronunication and vocabulary. Make a note of
weekends. any unusual activity ideas.
4 In each pair the listening student thinks critically
about their partner’s statements and comments on
Fast finishers
whether the activity is really free. In feedback elicit
Students close their books and try to write down as many
from the class all the different free activities they
items of clothing from Exercise 1 as they can remember.
Then they open their books to check. Could anyone have thought of, and write these on the board. The
remember all ten? class votes on which is the best/most fun or most
enjoyable.
3 MJarJiargW Students discuss the questions from O ptional extension
Exercise 2 in pairs. Ask them to sit back-to-back
Ask students to write a comment similar to those in the
for the first question (W hat are you wearing now?) reading text, giving advice to JollyMarie. Tell them to use
One student answers the question, and the other ideas from their discussions.
decides if it is true and makes corrections: No ...
Your T-shirt isn’t blue. It’s white. Monitor their use
of the vocabulary for clothes as well as their use of
the present tense. Make a note of any more serious
errors to go over at the end of the activity, but don’t
interrupt the conversations for error correction unless
mistakes impede comprehension. Allow about three
minutes and then ask students to switch partners
and tell their new partners about the student they
previously spoke to. Continue monitoring as before.

T-24
GRAMMAR SPEA KIN G
Simple present vs. present continuous 1 Ask students to look at the two pictures and cover
the exercises. If you use an IWB, display the enlarged
1 Read the examples with the class and elicit who photos onscreen, with books closed. Can they
said each sentence in the web chat on the previous recognize the two famous people? What are they
page. Have students then study them carefully and famous for?
complete the rules, comparing answers in pairs
before you check answers as a class. Elicit students’ Answers
ideas for the following concept-checking questions:
I usually watch a movie at the theater. Am I at the
theater? (No.) It’s Saturday night, and I’m making
sandwiches. Do we know when the person is speaking?
I Beyonce, Barack Obama

Background information
(Yes. On Saturday night She’s speaking now.) Oh, no! Beyonce Knowles-Carter is an American singerfrom Houston,
It’s raining! Is it raining now? (Yes. The person is Texas. She was born in 1981. She first became famous in the
speaking about now.) It rains a lot in this country. Is it late 1990s as a member of the all-girl group Destiny’s Child, with
raining now? (We don’t know. The person isn’t speaking whom she had several number one hits, including Say My Name,
about now.) Survivor, and Bills, Bills, Bills. She became a solo artist after the
breakup of the band in 2003 and immediately achieved major
worldwide success with herfirst album, Dangerously in Love, and
Rule

I 1 simple present 2 present continuous

2 Students use the information from Exercise 1 to

its hit singles Crazy In Love and Baby Boy. She is also successful
as an actor in movies like the Oscar-nominated Dreamgirls
(2006) and Obsessed (2009). She married popular rapper Jay-Z
(born Shawn Carter), and the couple had a baby girl named Blue
Ivy in 2012.
help them do the matching. As you check answers
together, display the pictures on the IWB, and ask a Barack Hussein Obama, born in Honolulu, Hawaii, in 1961,
was elected the 44th president of the United States in 2008.
student to come up and point to the relevant picture
He became the country’s first African-American president.
onscreen. If you don’t use the IWB, ask all students to
Previously he had studied at Columbia University and Harvard
point to the right picture in their books. Law School before practicing and teaching law in Chicago,
Illinois. He served three terms in the Illinois State Senate
Answers

I
between 1997 and 2004 and was a U.S. senator for the state of
IB 2 A 3D 4 С Illinois from 2005 through 2008. Having completed his first term
in office as president, he was re-elected for a second term in
2012. He is married (to Michelle Robinson) with two children,
3 Do the first item together as a model. Ask students to Malia and Sasha.
underline any time expressions - these will help them
choose the correct tenses more easily. You might 2 Students work in pairs and use the prompts to talk
also ask them to make a table in their notebooks about the two people. Monitor the conversations,
for expressions used with the simple present and paying special attention to the correct use of the
with the present continuous. Students complete tenses. Provide help with any unfamiliar vocabulary
the exercise individually then compare ideas in if needed.
pairs before you check answers with the class. If
you’re short on time, you might assign this task for Optional activity
homework instead. As a follow-up, you could ask students to bring in a photo
of their favorite famous person (preferably a photo of them
Answers doing something other than what they are famous for) to
0 always wear 1 is wearing 2 ’s raining 3 rains the next class. Organize a mini show-and-tell session where
4 ’s cooking 5 cooks 6 never listens 7 ’m listening students show the class their photos and explain who the
famous person is, why they like them, what they do, and
4 Ask students to read the LOOK! box carefully then what they’re doing in the photo. To demonstrate the task,
you might want to bring in a photo of your own favorite
quickly scan the exercise to see if any of the verbs
celebrity and tell students about him/her before you assign
mentioned appear. Then ask them to decide which the task for homework.
sentences need to be completed with simple present
forms and which with the present continuous. They
complete the sentences individually then compare
ideas in pairs before you check answers with
the class.
Answers
1 have,’re learning 2 ’s going, wants 3 know, don’t
remember 4 isn’t watching, doesn’t like 5 does...
mean, don’t understand

© Be aw are o f com m on errors re la ted to the present

continuous. Go to G et it right! on page 122.

T-25
 2 M O N E Y A N D H O W T O SPEND IT

GRAM M AR Circle'the correct options.

Simple present vs. present continuous 1 W e (q[ways w ear) / 're always w earing a uniform
to school.
Look at the examples. Complete the rule,
2 Paula wears / is wearing black jeans today.
simple present 3 Come inside! It rains / 's raining.
I usually watch movies at the theater. 4 It rains / ‘s raining a lot in February.
I make the sandwiches the night before. 5 Dad cooks / 's cooking at the moment.
I always go into town. 6 M y mother cooks / 's cooking lunch every Sunday.
present continuous 7 Steve's terrible! He never listens / 's never listening
Right now, I'm watching a movie on TV. to the teacher!

It’s Saturday night, and I'm making sandwiches. 8 Can you be quiet, please? I listen / 'm listening to
the music.
This weekend, I'm staying at home.

Complete the sentences. Use the simple present

or present continuous form of the verbs.
RULE: Use t h e 1 _ to talk about habits,
routines, and things that are generally or always true. 0 Mandv usually cynr.s ( p o ) to school on her
Use the 2 _ _ to talk about tem porary things bike, but today she is w a lk in g (walk).
that are happening around the moment o f speaking 1 W e_ _ (have) science class on Mondays.
Today we _ _ (learn) about trees.
2 Tom __ _ (go) shopping today. He
Match the sentences with the pictures. Write 1-4 (want) to buy a new camera.
in the boxes. 3 I_ . (know) her face, but I _
1 She sings well. 3 He plays soccer. (not remember) her name.
2 She’s singing well. 4 He’s playing soccer. 4 Alex _ _ .(not watch) the game because
he. . (not like) soccer very much.
5 What this word. .(mean)?
I_ . (not understand) it.

ш ш ш т )
S P E A K IN G
1 Look at these photos. W ho are the people in
each one?

LOOK! These verbs are almost never used in the

present continuous:
2 Work in pairs. Discuss the questions.

believe | know | understand | mean For each person, say ...

remember | need like hate | want • who they are.
• what they do.
I know the answer. (Not: I'm knowing the answer.)
I understand the problem. (Not: I am understanding • what they are doing.
the problem .)
It's Beyonce. She's a ...
She's...

25
Culture
1 Look at the photos. Name one or two things you can
buy in each market.
• W here can you see stalls?
• W here can you see a canal?

2 Read and listen to the article. Match the photos

with the places. Write the numbers 1-5 in the boxes.

World markets
W herever you go in the w orld, you find malls and stores -
but you can find wonderful m arkets in most cities, too.
Here's a selection from five different countries.

1 The Spice Bazaar in Istanbul world, and it never closes! It’:

is popular with both tourists and very busy between the hours
people from Istanbul. There are of 4:00 and 5:00 a.m., when
lots of stalls, and they all sell people from the restaurants i,
many different kinds of spices, Tokyo buy the fresh fish that
sweets, and nuts. You can buy they need for the day. It is also
spices from a lot of countries very popular with tourists, but
(like Iran, China, Russia, and of they can only visit the market
course Turkey), and the smells later in the day, after the early
and colors are amazing. morning buying and selling.

2 Khlong Lat Phli is a very 4 In Madrid there is a famous

unusual market about 80 open-air market called El Rastro,
kilometers south of Bangkok, which is open on Sunday
Thailand. Early every morning,
5 Otavalo
mornings. There are more than
market in Ecuador is popular
hundreds of local people sell fruit 1,000 stalls that sell many
with tourists and with local
and vegetables from their boats different things: books, CDs,
people, too. It is famous for
on the canals. It's not the only paintings, antiques - beautiful old
shirts, sweaters, and art that the
boat market in the country, but things. One of the streets sells
local people make. You can also
it's a very popular tourist one. only animals and birds. And of
buy sweets, fruit and vegetables,
course, visitors can get something
3 Do you like fish? Then the and even animals. You can find
to eat and drink. There are many
Tsukiji Market in Tokyo is the all kinds of bargains here. It's
street musicians with their guitars
right place for you. It is the open every day and is very busy
making music, too.
biggest seafood market in the on Saturdays.
C u ltu re
World m arkets
1 Ask students to look at the five photos, and elicit
what they have in common. If you’re using an IWB,
you could do this as a whole-class activity onscreen.
(They’re all markets.) Elicit some things people
can buy in each of the markets shown and check
understanding of stall. (Ask: What are the different
places or stores where you buy things in a market?)
Ask students to speculate which different countries
the markets might be in, and accept any feasible
suggestions as long as students can justify them. Then
elicit the answers to the two questions. If you use an
IWB, you might want to ask students to come to the
front and point out the things onscreen.
2 Explain that the article is about five famous
markets around the world. Ask students to read the
text quickly and match the paragraphs to the photos.
Students compare answers in pairs before checking
with the whole class.

A n s w e rs

I IB 2D ЗА 4 E 5 С

T-26
3 I 1B U J I Students work out the meaning of shared opinions. Ask some of the better-performing
the highlighted words from the context to match students to share the most interesting things they
them with the definitions, individually or in pairs. heard in their groups with the whole class as well.
Elicit suggestions and ask the rest of the class to
check and confirm or correct the answers. Mixed-ability idea
In stronger classes, ask students to do Exercise 2 with their
A n s w e rs books closed so they can’t simply read what they have
written. Allowthem to use the pictures of the markets in the
1 open-air 2 seafood 3 unusual 4 canals
reading text instead.
5 busy 6 popular 7 bargain

4 First, ask students to read the sentences and underline

the key words, such as, in the example, spices and W RITING
Istanbul Spice Bazaar. This will help them find the
relevant passages. Have them work individually to An em ail to say w hat you’re doing
write the corrected sentences in their notebooks. 1 Ask students to read the questions and the email
Check answers as a class, and as you do, ask students quickly then answer these basic questions (these
to say where in the text they found their answers. could be written on the board as prompts): Who is
the writer o f the text? (Paul.) Who is he writing to? (His
A n s w e rs friend, Lucy.) Why is he writing? (He’s on vacation,
1 At Khlong Lat Phli. people sell sptees fruit and vegetables and he wants to tell her about it.) What kind o f text is
from their boats. he writing? (An informal / personal em ail) Explain
2 TheTsukiii Market never closes between four and five in to students that before they begin writing any kind
the mornings.
of text, they must decide about these last three
3 Tourists can only go to the Tsukji Market in the early
morning later in the day.
questions - these will determine how they are going
4 You ean-’t get food at El Rastro. to achieve their communicative aims. Students now
5 You can buy clothes made bv local people from around read the email more carefully and answer the three
the world at Otavalo market. questions. Check answers as a class.

Suggested answers
O ptional activity
1 tie’s on vacation in Madrid, and he’s sitting in a cafe with
Ask students to find out about a famous or popular market
his mom (and writing his email).
in their own town (or another town or country they have
2 His father and sister are at a market near him looking for
visited) and then write a short description of it. If they
some shoes for his sister.
decide to write about their hometown, they could use their
3 They’re watching a flamenco dance show.
smartphones, tablets, or digital cameras to take photos of
the market to illustrate their descriptions. Ask some students
to share their paragraphs with the rest of the class - and
2 In weaker classes, you might allow students to do this
ask the others to listen and take notes about what kinds of in pairs. You might like to explain/elicit that all these
things people can buy at the markets described. starting and finishing phrases are OK to use with
friends and people you know well, but that they are
not all suitable for semi-formal and formal writing.
SPEAKIN G Answers
1 Check that students understand the adjectives by 1 Hello 2 Dear 3 See you soon 4 Best wishes
eliciting an explanation or example to illustrate 5 Love
their meaning. You can also help by asking concept
questions, e.g., When something is “fantastic,” is it just 3 Students work in pairs to match the functions to
good or very, very good? (Very, very good.) What is the paragraphs. Point out that in a well-structured
the opposite o f boring? (Interesting.) When something is piece of writing, each paragraph should have its
“fascinating,” is it a little interesting or very interesting? own purpose, which is exactly why it is written as
(Very interesting.) What’s the word fo r something that a separate paragraph. Check answers as a class.
is interesting and makes you happy but perhaps almost
a little frightened? (Exciting.) What’s a word to describe Answers
something you don’t see or find very often? (Unusual)
What’s the word fo r something that looks nice?
(Attractive.) Students write their opinions about the
markets in the article, working individually. Allow up
I 1 с and d 2 a and b

4 Students scan the email to find and underline the

things Paul writes about. Elicit answers as a class.
to eight minutes for this. Monitor and provide help
with language as necessary. Answers
2 Put students in groups of three or four and ask them
to compare their ideas. Encourage them to not just
read their sentences aloud but to exchange their
ideas without looking at their notes at all, if possible.
I He writes about 1, 3, 4, 5.

5 Ask students to read the instructions and, referring

back to the notes in Exercise 1, check that they
Ask the groups to find at least two opinions about know who, why, and what (they are supposed to
the markets that they share and give their reasons write). You might like to ask students to make notes
why. Monitor the activity, and note any good use in preparation for the task in class then write their
of language. Elicit feedback from the class on the emails for homework. Remind them to answer the
four prompts in Exercise 3.
T-27
 2 M O N E Y A N D H O W T O SPEND IT

VOCABULARY There are eight highlighted W R IT IN G

words in the article. Match the words with
these meanings. Write the words.
An email to say what you're doing
0 tables or small stores in a market stalls 1 Read the email from Paul to his friend Lucy.
Answer the questions.
1 not inside a building
2 things to eat from the sea 1 W here is Paul and what is he doing?

3 different or surprising 2 W here are his father and sister?

4 small man-made rivers 3 W hat is Paul's family watching tonight?

5 full of people
2 How does Paul start his email? And how does he
6 liked by a lot of people finish it? Complete the table with the words in
7 things that you buy at a low price the list.
Dear | Love | Hello | See you soon | Best wishes
4 Read the article again. Correct the information
in these sentences in your notebook.
starting an email ending an email
0 All the spices at the Istanbul Spice Bazaar are
Hi (Lucy), H o p e you are OK.
from Turkey. Bye
(Mike)
N ot a ll th e spices a r e from Turkey. You can (M r Jones)
buy spices from a lot o f countries. 4
5
1 At Khlong Lat Phli, people sell spices from their
boats.
2 TheTsukiji Market closes between four and five 3 Look at paragraphs 1 and 2 of Paul's email.
in the morning. Match the functions with the paragraphs.
3 Tourists can go to the Tsukiji Market in the early Write a-d.
morning. Paragraph 1: and .
4 You can't get food at El Rastro. Paragraph 2: and
5 You can buy clothes from around the world at
a saying what you are doing
Otavalo market.
b talking about your plans
с saying where you are
S P E A K IN G
d a description of the place where you are
1 Make sentences about the markets that are true
for you. Use adjectives from the list or other 4 Check (/ ) the things Paul writes about in his email.
adjectives if you want. 1 what he likes about the city
fantastic | interesting | fascinating 2 when he is coming home
exciting | unusual | attractive
3 his plans for tonight
/ th in k th e ... m a rk et is fa n ta stic / isn’t very 4 where he is staying
in terestin g b e c a u s e ... 5 what his mother/father/sister are doing
6 how Lucy is
2 Work in groups. Compare your sentences and
ideas. 5 Write an email to a friend (100-120 words).
Imagine you are in a cafe or store in
I think the Istanbul Spice
a shopping mall. Use the example email and
B azaar is fantastic because...
language above to help you.

To: Lucy10@email.com
Subject: Hello from Madrid!

Hi Lucy! H ow are things w ith you?

(1) I’m in M adrid right n o w - w e ’re here on vacation. M adrid is a really cool place. There are stores, m arkets, and of
course the s o cce r stadium ! W e ’re staying in a sm all hotel in the m iddle of M adrid, and it’s really nice.
(2) I’m sitting in a cafe right no w w ith m y m om , and w e ’re having a so d a because it’s really hot today! M y father and
sister are at a m arket near here. T h e y’re looking fo r som e shoes for my sister. Tonight w e ’re going to a flam enco
dancing show. I d o n ’t especially like dancing, but all the family does, so ... i
(3) OK, m y father and sister are com ing back, so I’m going now. W rite soon and tell me h o w you are.
H ope y o u ’re OK. .....
Paul 27
 C A M B R I D G E E N G L I S H : Key
■I Hi IK EXAMS
R E A D IN G A N D W R IT IN G L IS T E N IN G
Part 3: Multiple-choice replies Part 1: Multiple-choice pictures

Complete the five conversations. You will hear five short conversations.
Choose the correct answer A, B, or C. There is one question for each conversation. For
each question, choose the right answer (A, B, or C).
0 W hat are you doing?
A I play computer games. 0 W hat are the girls talking about?
В I’m a doctor.
( с ) I’m trying to find my school bag.

1 How often are you late for school?

A on Mondays
В about once a month
С at ten o'clock
□□ HZ П П
2 Does your brother go to your school? 1 W hen does Oliver play tennis?
A Yes, he does go.
(M o n d a y ) MONDAY (M O N D A ?)
В Yes, he goes.
TUESDAY ( ju e s d a y ) TUESDAY
С Yes, he does. WEDNESDAY WEDNESDAY WEDNESDAY
THURSDAY THURSDAY THURSDAY
3 W hat do you think of my new haircut?
FRIDAY (FR ID A Y ) FRIDAY
A It looks really good. SATURDAY SATURDAY (JA TU RD A Y )

В It's looking really good. SUNDAY SUNDAY (jU N D A Y)

С It sounds great.
□□ H Z □ □
4 Do you like doing puzzles?
A Yes, I like. 2 W here is Brian?

В Three times a week.

WCWSSTAUp)
С No, I can't stand them.

5 Do you live in a big town?

A No, we aren't.
В Yes, we do.
С No, you don't. D J 1 C

Part 6: Word completion 3 W hat is Molly's hobby?

ЕШ Е
2 Read the descriptions of clothes. What is the word
for each one? The first letter is already there. There
is one space for each other letter in the word.
0 You can wear this over your shirt when you go out.
j a c k e t □□ H Z
1 W ear these shoes to play sports, s ___
2 Put this on if it's cold. s. 4 How much is the red sweater?
Some boys wear pants to school, other boys wear
these, s ____________
4 You wear this around the top of your pants,
b
5 A lot of teenagers wear these, j

28
 CAMBRIDGE ENGLISH: Key

■ THi IK EXAMS
READING AND W RITING
P a rt3 : Multiple-choice replies

A n s w e rs

I IB 2 С ЗА 4 С 5 В

Part 6: Word completion

A n s w e rs

I 1 sneakers 2 sweater 3 shorts 4 belt 5 jeans

LISTEN IN G
Part 1: Multiple-choice pictures

A n s w e rs
IB 2 A 3 С 4 A

T-28
TEST YOURSELF UNITS 1 &2
VO CABULARY
l

Answers
1 write 2 sweater 3 plays 4 sporting goods store
5 collects 6 shoe store 7 club 8 belt
9 supermarket 10 take

GRAMMAR

Answers
1 works 2 write 3 ’s working 4 plays
5 ’rewriting 6 ’replaying

Answers
1 to eat eating 2 ёогЛ aren’t 3 doesn’t don’t
4 is tasting tastes 5 Dees Do 6 goes always always goes

FUN CTIO N AL LANGUAGE

4

Answers
1 A careful В having
2 A often В Every
3 A out В doesn’t
4 A don’t В sorry

T-29
TEST YOURSELF u n i t s 1&2

VO C A BU LA RY
1 Complete the sentences with the words in the list. There are two extra words.
newsstand ' take | dress | club ’ write 1 plays ' collects
sporting goods store supermarket | sweater shoe store | belt

1 I want to _ a blog about pop music.

2 If you’re cold, why don't you put on a . ?
3 She_ _ the guitar and the piano. She’s really good at both.
4 I need to go to the _ . and buy some tennis balls.
5 M y dad old toy cars. He’sjust a big child!
6 You need some new boots. Let’s go to the _
7 I’m thinking about joining the French , but I don't have a lot of time.
8 Your pants are falling down. You need a __
9 Can you get some eggs and some milk when you go to the _ please?
10 I always . a lot of photos when I travel.

GRAM M AR
, Complete the sentences with the words in the list.
's working I ’rewriting works | plays | ’replaying | write

M y dad’s a cook. He. at a restaurant in town.

I like poetry. I . at least five poems every week.
Mom’s in her office. Sh e . _on something very important.
Paul's in a band. He the drums.
Ethan and Dan are on the computer. They .their blog.
Lucy and Rachel are in the yard. They _ . soccer.

3 Find and correct the mistake in each sentence.

1 I can’t stand to eat carrots.
2 W e don't playing very well today.
3 They doesn't like playing video games.
4 That sandwich is tasting very good.
5 Does you speak French?
6 He goes always swimming on weekends.

F U N C T IO N A L L A N G U A G E
4 Write the missing words.
1 A Be ! It looks very dangerous.
В Don't worry. I'm fun.
2 A How do you watch T V ?
В day when 1get home from school
3 A Look ! There’s a dog coming.
В And it look happy. Let’s run!
4 A Please shout! The baby is asleep.
В Oh, OK. I'm
MY SCORE
22-30
10-21
0-9
 OBJECTIVES

f u n c t io n s : talking about food;

ordering a meal; apologizing
GRAMMAR: COUnt and noncount

0 LIFE
nouns, a/an, some, any , How much
/ many, a lot o f / lots o f too and
(not) enough
v o c a b u la ry : food and drink;
adjectives to talk about food;
expressions with have

0 In japan people think square watermelons e

R E A D IN G 1 Bananas are popular because they

1 What food and drink in the picture can 2 In Iceland people don’t like
you name? W hat food and drink do you 3 Honey is healthy and good
know in English? 4 Avocado is a dessert in
5 Potato clocks are very popular in
2 Make sentences that are true for you.
6 Sugar is not only in sweets. It’s also in
Compare your ideas in class.
a normal ice cream. e make very special
always
breakfast. b Brazil. presents,
often
have ... fo r lunch.
sometimes с for our looks. f fruit,
dinner.
never d W est Africa. g help us feel good.

3 Look at the photos on page 31. Ask your

199Ш Ш В Work in pairs. Two of the "food facts” in
teacher for the words you don’t know.
Exercise 4 are not true. Which ones do you think they are?
Then answer the questions.
I don't think th at people give square I think it’s
W hat's... in English?
watermelons as special presents in japan. true t h a t ...

Can you think of a food th at...

Yes, I think so, too. / No, I think that's impossi hie.
comes from another country?
has a lot of vitamins? W hat do you think about statem ent n u m b er...?
is very healthy?
is unusual? I'm not sure. I think... Yes, I do. / No, I
is good for your hair and skin?
b o you agree? don't. I th in k ...
-) FOOD FOR
J LIFE
READING this, checking items off on the board as you go. Next,
1 If you’re using an interactive whiteboard (IWB), ask students to try to match the statement halves
the first part of this exercise would best be done before they read. They then check their ideas against
as a whole-class activity. Choose students to name the text. Ask them to underline the key information
food and drink items in the picture and then come in the text that supports their choices. Alternatively,
to the front and point to them onscreen. Do the students could read the half statements, underline
second part of the exercise as a contest. Set a time key words, then scan the text for similar words,
limit of two minutes. The person who writes the reading the text around those words more carefully
most food and drink items in English wins. You to see which option (a-g) is the best answer. Remind
might want to introduce a rule whereby students students that answers appear in the same order in the
deduct a point for each incorrect item (not food or text as in the questions. Students compare answers in
drink, or not English), then calculate the scores. The pairs before you check with the whole class. During
contest could also be done in pairs or small groups to feedback ask students to justify their answers by
promote collaboration between students, with each referring to the text.
group nominating one student to be the list-keeper.
A n s w e rs

I
You might also like to build up a word list on the
board for students to copy or refer to in subsequent lg 2a 3c 4b 5 d 6 f
activities. Practice the pronunciation of more
challenging items by asking students to repeat the 5 | D I ■fj Students discuss the statements in pairs
words after you, first together as a class then asking and agree on the two that aren’t true. Monitor their
one or two students to repeat individual words. discussions, and make a note of any pairs who made
2 Review adverbs of frequency from Unit 1 by a real effort to speak in English throughout their
drawing a scale on the board from 0% to 100% then exchanges. Then at the end of the activity, praise
pointing to various points along it and eliciting the them. Choose pairs to say which statements they
appropriate adverbs. Check/clarify: breakfast, lunch, think are not true while you encourage the rest of
and dinner by writing 8 a.m., 1 p.m., and 7 p.m. on the class to react. Ask for a final show of hands by
the board and asking students to match them to the asking: Who thinks statement [1 ] is not true? before
meals. Give students two or three minutes to make confirming answers.
their sentences. Ask for volunteers to read a sentence
A n s w e rs

I
aloud to the class. After each one, ask for a quick
show of hands to see how many other students share Statements 2 and 5 are not true.
■
their habits.

O ptional activity
Ask students to take a photo of their breakfast or dinner
and bring this into the next class for a quick review. In pairs,
students show their photos to each other and try to figure
out from the picture what their partner’s meal consisted of.

3 The photos show honey, a watermelon, and an

avocado. Insist on students using What’s . . . i n English?
to input these. Ask students: Are these words similar in
your language? Check/clarify: vitamins, healthy, and
skin before giving students a minute or two to discuss
the questions in pairs and take notes. Then elicit their
ideas in whole-class feedback and write them on the
board.
4 As an initial reading task, students could
read the text quickly to see which of the food items
they suggested for each question in Exercise 3, if any,
are mentioned in the article. Conduct feedback on

T-30
■ Hi К VALUES
Food and health
1 This exercise is closely modeled on Part 3 of the
Cambridge English: Key reading and writing exam.
Students choose the answers then compare their
ideas in pairs. Conduct feedback by choosing one
pair to read the question and another pair to respond
using the appropriate phrase. The rest of the class
listens and corrects answers as appropriate.

A n s w e rs

2
I 1A

193ШЗЕЕ1
2 В 3 С 4 С 5 A

Demonstrate the task by asking a strong

student to offer an opinion on the person in number
1 using the stems provided. Allow two or three
minutes for students to discuss in pairs. Tell them to
try to reach an agreement on each person. Monitor
and praise those making an effort to expand on and
justify their answers. Avoid error correction unless
mistakes really impede comprehension. The focus
here is on fluency and development of the whole
learner, not on controlled language practice.

Optional activity
Project work: Students work in groups of three to prepare an
information poster (ora web page) about a typical breakfast,
lunch, and dinner in their country. They can do research
on the Internet and write short illustrated descriptions of
the dishes. They also evaluate the food and drink from the
point of view of healthiness, providing a score and a short
explanation. (For example: fried egg 3 - lots o f energy but
high in cholesterol; fresh orange juice 5 - lots o f vitamins and
fiber.) Students could either present their posters to the
whole class, oryou could display them around the classroom
for students to view before they vote on the best one.

T-31
 3 F O O D F O R LI FE

0® Q

Food facts or
food fiction?
In Japan, square watermelons are very
popular. People often buy them as presents.
They are very special, but of course very Honey is very healthy. It has lots of vitamins.
expensive, too. Round watermelons do not Some people say that honey makes us
cost as much. beautiful.They think it's good for the hair and
the skin. Honey is also very special because it
People all over the world love bananas. is the only food we eat that never goes bad.
Food experts say tha t bananas contain a We can eat 4,000-year-old honey!
chem ical that helps the body to produce
serotonin. It's sometimes called the body's The avocado is a fruit, not a vegetable. It
own "happiness hormone." comes from Central and South America
originally, but now it grows in hot places all
People in Iceland love eating unusual over the world. Many people like avocados as
flavors of ice cream.There is pizza ice cream, an appetizer before their main meal. But how
sausage ice cream, and even fish ice cream, many people eat it as a dessert? Well, in Brazil,
and they are all very popular. People eat people eat avocados with ice cream and milk.
them with a lot of ketchup. But you don't
find any lemon or m ango ice cream there. People in West Africa use a potato clock to
Icelanders just don't like those flavors. tell time. Every morning, they put exactly
7.5 kilos of potatoes in the clock. It looks like
a big pot.They put it on the fire.They know that
it takes two hours to cook the potatoes.

■THi! IK VALUES Everybody knows that fruit has sugar in it. But
how much sugar is there in a lemon? A lot.
Food and health More than there is in a strawberry!
1 Complete the five conversations. Choose the
correct answer A, B, or C.
1 Do you want some ice cream?
A No, thanks. Can I have an apple or a banana?
В She’s not hungry.
С They're very good.

2 Have some water.

A I drink it.
В No, thanks, I'm not thirsty.
С Look at them.

з Would you like more chocolate?

A It's over there.
В Yes, I do.
С I'd love some, but I'm trying not to eat too much. S K I KIN W ork in pairs. Compare your answers.
4 Do you eat any vegetables? Do the people care about healthy food?
A I hate apples.
В It's fast food. doesn't w ant a ... H e/She asks f o r ...
The person
С No, I don't. I don't like them. lik es... H e/She sa y s...
in num ber 1
never eats / d r in k s ... H e/Ske w a n ts...
5 Have some cookies.
A Thanks, I'll have just one.
I think cares a b o u t...
В You can have a banana.
h e/she doesn't care a b o u t.
С I'm very healthy.

31
 VO C A BU LA RY
Food and drink
Write the names of the food under the pictures. Listen and check.
green beans omelette | carrots | peppers cake | coffee yogurt salad | chili [ tacos

2 Е а и М Й ; Work in pairs. Ask and answer

questions to find out three things your partner RULE: Use a/an w ith 'singular / plural c o u n t nouns.
likes and doesn't like. — Use some w ith -singular / plural co u n t and w ith
n o n co u n t nouns.
Use any in questions and in ’-‘affirmative/ negative
sentences.
GRAM M AR
Use some in questions w hen o ffe rin g o r requesting
Count and noncount nouns something.

Read the sentences. Then (circle the correct

words in the rule.
4 Complete the sentences with a/an, some, and any.
1 Can I have a carrot? 3 I don't like peppers.
1 A Would you like. vegetables?
2 I don’t like rice.
В Yes, I’d like .carrots, please,
2 A I’d like. strawberries, please.
RULE: N ou ns th a t you can cou nt (one carrot, two в Sorry, we don’t have.
carrots, etc.) are ]count/noncount nouns.
I'd like tomatoes.
Nouns you cannot cou nt are count/ noncount nouns. They
I don’t want. _ coffee.
have no plural form.
Can I have . orange, please?
Do you want sugar in your tea?
Look at the photos at the top of the page. Which
are count nouns? Which are noncount nouns? (how) much / (how) many / a lot of I
lots o f
a/an, some, any Look at the examples. Complete the rule.
Complete the sentences with a/an, some, and
How much sugar is there How many people eat
any. Then circle the correct words in the rule.
in a lemon? avocado as a dessert?
1 A Would you like water?
I don’t eat much We don’t have many
в No, thanks. I have .coffee.
chocolate. apples.
2 Can I have .apple or. .banana?
3 H ave. cookies. Bananas have a lot A lot of people like
of sugar. avocados.
4 Are there. .vegetables in the kitchen?
5 There isn’t milk in the fridge. Watermelons have Honey has lots of
lots of water. vitamins.

32
VOCABULARY A n s w e rs

Food and drink Count: carrots, peppers, green beans, tacos

Noncount: cake, yogurt, omelette, chili, coffee, salad
1 Put students in pairs or small groups to
label the pictures. If you use an IWB, you could
choose different students to label the items onscreen. Fast finishers
If there’s no IWB in your class, ask students to write Students categorize all of the other food words they have
numbered answers on the board. Ask the rest of the encountered so far in this unit as count and noncount
class to check and correct answers as appropriate. nouns.
Don’t play an active role here; just allow students
to negotiate their answers until they are happy with a/an, som e, any
them. Play the audio for students to check. Drill
pronunciation by asking students to listen and repeat 3 Students complete the sentences then compare
as a class. Then choose students to repeat individually. answers in pairs before you check with the whole
class. Ensure students have put an before apple in
A n s w e rs number 2, and check that they are clear on the rule
1 carrots 2 cake 3 peppers 4 yogurt 5 omelette
that an is used instead of a before a noun that begins
6 chili 7 coffee 8 green beans 9 tacos 10 salad with a vowel sound.

A n s w e rs

I
2 SPEAKING In pairs, students talk to find three
things their partner likes and three things he/she 1 some, some 2 an, a 3 some 4 any 5 any
doesn’t like. The concrete aim of talking in English in
order to find three things their partner likes/doesn’t Next, students complete the rule. During feedback,
like should motivate students to talk. Monitor and elicit that noncount nouns never take a/an . After
provide any unfamiliar vocabulary. Praise those who some, count norms are in their plural form while
make a real effort not to slip into LI. Elicit feedback noncount only have a singular form.
from one or two pairs by asking: Which three things
does your partner like? Which three things doesn’t your R u le
partner like? Encourage reactions from the rest of the
class: Do you like ... too? Do you not like ... too?

O ptional activity
I 1 singular 2 piurai 3 negative

4 Students complete the sentences individually.

Monitor and provide support as necessary. Also
Put students into AB pairs. A closes his/her book. В points gently remind students to refer back to the rules
to items on page 32 at random, and A names them. After a and review any incorrect answers you notice while
couple of minutes, students switch roies so A tests В on the
monitoring. Students compare answers in pairs before
vocabulary.
you check with the whole class.
A n s w e rs
1 some, some 2 some, any 3 some 4 any 5 an
6 some/any
GRAMMAR
Count and noncount nouns Language note
Some noncount nouns may be used as count nouns to referto
1 Students look at the sentences and complete the
one serving, for example, I ’ll have a coffee and two teas, please
rule in pairs before you check all answers with the or I often have a yogurt for lunch. We sometimes also use them
whole class. as count nouns when referring to different types of a particular
food ordrink, for example, French wines are often more expensive
R u le than American wines. There is no need to introduce these points

I 1 count 2 noncount

2 Do the first item (carrots) together as a class. Point at

at this ievei, but students may have queries about this.

(how) much / (how) many / a lot o f / lots of

it, either on the IWB or in your book, and ask: Is this
a count or noncount noun? (count). Stronger students 5 Students study the eight examples and work out
can work individually then check ideas with a partner. the rules. Ask them to compare their ideas in pairs
Weaker students may work in pairs. Check answers before you check answers with the whole class. Note
as a class. To vary the pace of the lesson, conduct that it is possible to use many in positive sentences,
feedback by asking students to stand up if a word is particularly in written or more formal contexts.
a noncount norm, and sit down if it is a count norm. Since a lot o f / lots o f is much more frequently used
Encourage students to race to be the first to get to in spoken English, the rule has been deliberately
the correct position. Space permitting, you could simplified to avoid over-complication at this level.
alternatively ask all students to stand up behind their
Be aw are o f com m on errors re lated to m uch and
chairs and jump left for a noncount norm and right for
m any. G o to G et it right! on page 122.
a count norm.

T-32
 Rule Answers
1 count 2 noncount 3 nouns

6 Do number one as a whole class. Ask: Are apples

count or noncount nouns? (C ount) Should I circle much
4
I 1 we’d

1Л352ШИ
2 menu 3 drink 4 some 5 get

Put students in groups of three. Each

6 check

student chooses his/her meal. Then students write

or many? (Many.) Students complete the exercise the dialogue as a group. Monitor to make sure all
individually then compare answers in pairs before students are on task and to help with any unfamiliar
you check with the whole class. Encourage students vocabulary. Allow six to eight minutes for preparation
to notice that time and homework are noncount in before groups practice performing their dialogues.
English. Ask if the same is true in LI. Students do the Encourage students to speak naturally and look at
matching task individually then compare answers their scripts only when they get stuck. You could
in pairs before you check with the class. If you’re even elicit various feelings and encourage students
short on time, you could assign this second task to take on different roles, for example, an angry
for homework. waiter or a hungry customer. Make a note of any
outstanding efforts to praise at the end of the activity.
Answers
Help students self-correct any mistakes that hinder
1 manyb 2 muche 3 manyf 4 many a comprehension, but avoid too much error correction
5 much с 6 a lot of d
in this fluency activity. Ask for volunteers to perform
in front of the class while the rest of the students
make notes on what each person orders. (Don’t forget
to check answers after each performance.)

LISTEN IN G Optional activity

Ask students to use their cell phones or digital cameras
1 Ask students to try to work out the
to take a photo of an English-language menu from a local
meaning of appetizers, side dishes, and desserts by restaurant - or if they can’t find one, download an English
looking at the things listed under each of these restaurant menu from the Internet. Check/clarify any useful
headings. Concept-check by eliciting more typical food vocabulary. Repeat the role-play from Exercise 4 using
examples of each. Students work in pairs to complete the menusyourstudentsfound.
the menu. Monitor to gauge common errors. Before
you play the audio for students to check answers, tell
them that they are going to hear a waiter explaining
what’s on the menu. Pause during the recording as ■ THi К SELF-ESTEEM
appropriate, particularly where students will perhaps
Being happy
need to correct any errors.
1 Ask students to read the statements then underline
Answers any unfamiliar vocabulary. Monitor to gauge which
1 tomato 2 spinach and mushroom 3 chicken words or phrases students don’t know and clarify
4 fries 5 onion rings 6 cheesecake 7 fruit these with the whole class. Wherever possible, ask a
8 hot chocolate student to explain or illustrate a word before you do
it yourself. Give students a minute or two to decide
2 щ д 1.35 Explain that students are going to hear a about the statements.
conversation in the Blues Cafe between a boy (Sam)
2 IbH seiIBBH Students discuss their ideas in pairs.
and a girl (Jane). Encourage prediction by asking
Remind them that there are no correct answers.
students: Who do you think eats more: the boy or the
Monitor to ensure that students are on task and
girl? Students listen and check.
using English. Avoid error correction unless mistakes
impede comprehension. As there are sensitive issues
Answers

I Sam eats more.

For the next stage, instruct students to write J

involved in discussing this topic, make sure that
discussions don’t get too personal or uncomfortable
for learners.

(for Jane) or S (for Sam) next to each menu item Optional activity
mentioned. Play the audio again. Students compare Ask pairs to agree on which idea is the most important
answers in pairs before completing the sentences. of all the points mentioned for being happy. It doesn’t
Check answers as a class. matterif students can’t reach an agreement. The attempt
to reach one simply serves to generate maximum speaking
Answers from teens.

1 cheese omelette and some orangejuice

2 tomato soup, chicken and fries, and water
3 hungry P ro n u n ciatio n 4 » 1.36 I 4>) 1-37

3 Ask students to try to complete the

F o r p ro n u n c ia tio n p ra c tic e o f th e v o w e l so u n d s
/ 1/ a n d / i : / , g o t o p a g e 1 2 0 .
sentences from memory. Either play the audio for
students to check their answers or project the audio
script onto the IWB and choose students to highlight
the target sentences onscreen.

T-33
 3 i F O O D FOR LIFE

Complete the sentences with get,

RULE: We typically use (How) much and (How) many menu, drink, we'd, some, and check. Then listen
in questions and negative sentences.
again and check.
Use many with plural _ nouns and
much with 2_ _ nouns. W aiter: Customer:
Use о lot of/lots o f with both count and noncount
W elcom e to the Hellc like
Blues Cafe som ething to eat

Here's t h e 2. _ W anks
6 Circle) the correct words in questions 1-6.
Then match them with the answers a-f.
W h a t w o u ld you _ Some o ra n g e ju ice fo r me,
1 How much I m any apples do you want? like to 2________? please.
A n d fo r me, just
2 How much / m any sugar is there in an avocado? I'll be right back. water, please.
3 Are there much / m any boys in your class?
A ll right! W h a t can
4 How much I m any peppers are there? I'd like the cheese
5 you? om elette
5 How much /m a n y time do you have?
6 Do you have m any I a lot of homework? W o u ld you like .. ? No, thanks. Just the
omelette.
a I think there are about five,
b Just one, please, Can w e have the ° __
с Only ten minutes, O f course. That's $28 please?
please
d No, I don't have any.
Here you are.
e I have no idea. I don't think it's a lot. A n d here's yo u r
f Yes, there are 12, and 5 girls. change. Thanks
ve ry much

L IS T E N IN G ■ai=aarai Work in groups. One is the waiter, the

Complete the menu with words from others are customers. Order meals. Use the menu
the list. Listen and check. in Exercise 1 and the conversations in Exercise 3.

cheesecake | fries tomato onion rings chicken

spinach and mushroom [ hot chocolate fruit ■THi К SELF-ESTEEM
Being happy
BLUES CAFF MENU 1 Read these statements. Check (/ ) the ones that
APPETIZERS DESSERTS you think are important for being happy.
green salad y o g u rt and strawberries 1 There's no "right" body size. Happy people
.sou p vanilla and come in all shapes and sizes.
m ushroom soup chocolate Icecream
2 You can only find out what kind of person
e
someone is if you get to know them better.
LUNCH SPECIALS
DRINKS 3 Never laugh about people for being too
2_______________ om elette
7
luice thin, too short, too tall, or too fat.
cheese om elette
6
4 Never laugh at other people's jokes about
steak
tea people's looks. That's unfair and it hurts.
grilled 5______________
coffee 5 Being thin is not the same as being
pasta w ith tom atoes
mineral water healthy and happy.
SIDE DISHES 6 Like yourself for who you are and for the
4
things you are good at.

2 Е Ш Ш П И Work in pairs. Say what you think is

important for being happy.
Jane and Sam are in the Blues Cafe.
Listen and find out who eats more. Listen again
and complete the sentences below. Pronunciation
1 Jane wants the ... V o w e l sounds: h ! and /i/
2 Sam orders... G o to page 120. O l
3 Sam is still ...
 R E A D IN G W R IT IN G
1 Look atjenny’s blog for not more than Your favorite meal
15 seconds and answer the questions.
1 Put the sentences or phrases in order to make an email
Then read and check your answers.
from Jenny to her friend.
1 How old isjenny? a Actually, this week it's not a surprise.
2 How is she feeling? _ b M y brother always cooks a surprise meal for us then.
3 What's the problem? _ с Bestjenny

Read the blog again. Answer the questions d Would you like to come and try this week'ssurprise?
in your notebook. Are you free on Friday night?

1 How dojenny's parents react tojerem y’s He's making omelettes with beans and strawberries.
cooking? And for dessert it’s some ice cream and strawberries.
2 W hat does Jeremy sometimes do with the 7 Dear Jimmy,
food his family doesn't eat? Doesn't that sound good?
3 W h y doesjeremy sing when he serves his
spaghetti? 2 Write out the email in your notebook.
4 W h y does Jenny say that her mom and
3 Write an email describing your favorite or least
dad's dance class is "unhealthy"?
favorite meal.

- J x

5 * HOME ABOUT NEWS CONTACT

llndin П 1 Ф ]Г ’• M f.
M Y B LO G A B O U T ГVlY DAY A N D
O T H E R IM PO RTAN T T H IN G S

FRIDAY. MARCH 17

Not a good day. My older brother Jerem y is cooking

tonight. "What's the problem?" I can hear you saying.
Well, the problem is that you don't know my brother. You
don't know how he cooks. And you don't know that every
Friday is a nightmare for me because my parents go to
their dance class. W hen they come back, we all sit down,
and Jerem y starts serving what he calls "another surprise
meal." Jerem y isn't a bad cook. He's a catastrophe!

First of all, he always cooks too many things, like fish,

steak, chili, roast chicken, and sausages. All on one
plate! That's too much food for a week! How can one
person eat all that in one meal? Mom and Dad don't
say a word, of course. They're too polite. And they
don't want to quit their dance classes.

Spaghetti tonight. W hen Jerem y says "spaghetti," he

doesn't say it. He sings it (he loves cooking spaghetti -
well, he loves cooking anything!). But that doesn't My brother's desserts aren't bad. He gets them
make a difference. It tastes terrible. There isn't at the supermarket. Dessert is usually ice cream
enough tomato sauce on it. There's too much pasta. with strawberries or chocolate mousse with pieces
And there's too much salt. Yuck! Another one of my of mango. But of course, there are never enough
brother's favorites is vegetable soup. It's always too strawberries, and there's never enough ice cream.
spicy, and there are never enough vegetables in it. I want to talk to Mom and Dad today. I want them
And he puts in little pieces offish, steak, chicken, and to quit dancing. It's not healthy. You know what I
sausages. You can guess where they're from. It's the mean. It's unhealthy for me when they go dancing
leftovers from the week before. every Friday!

34
READING focus them on content. Exemplify this by basing class
1 Ask students to look at the photo and cover the text. feedback purely on content, too, by asking: What did
If you’re using an IWB, zoom in on the photo, books your partner write about? Did he/she like it? Who wrote
closed. Ask students: What do you think the blog page about the most interesting meal (positive or negative)?
is about? Accept all suggestions. Ask: What fo o d can
O ptional activity
you see? (Chicken.) Does it look good? (No, it’s burnt)
Ask students to read the three questions first to see Alternatively, students can use Jenny’s email as a model
and write an email to a friend inviting her/him to a meal
what information they will need then skim-read the
and including a description of the meal. Put students in
text very quickly to find the answers. When the 15 pairs, ask them to email their messages to each other, and
seconds are up, hide the text if you’re using an IWB encourage the recipients to respond, accepting or rejecting
or ask students to cover it in their books, and ask the invitation.
students to try to answer the questions. Ask them to
compare their ideas in pairs. Do not confirm or reject
any answers at this stage. Play the audio for students
to read and listen to check their answers.

Answers
1 Probably thirteen. (See the web page address.)
2 Not so good.
3 Her brother Jeremy is cooking dinnertonight, and he’s a
terrible cook.

2 Ask students to read the questions first and underline

key words. Students find the answers in the text,
underlining the key information that supports their
choices. Remind students that answers appear
in the same order in the text as in the questions.
Monitor their progress, and when most of them
have completed their answers, ask them to compare
answers in pairs before checking as a whole class.
During feedback, ask students to justify their answers
by referring to the text.

Answers
1 They don’t say anything.
2 He keeps it for next week’s meal.
3 Because he loves cooking spaghetti.
4 Because she has to eat her brother’s food.

W RITING
Your favorite meal
1 Ask students: Why is Jenny writing this email? Students
read the sentences and phrases to find the answer:
She is inviting her friend, Jimmy, fo r dinner on Friday.
Students work in pairs to complete the exercise. Give
them about three minutes for this before you check
answers as a whole class.

Answers

I a 5 b 4 с 9 d 3 e 2 f 6 g 7 h i

2 Students copy this into their notebooks so that they

i 8

have a correct record of the target phrases and

sentences and, crucially, how they are used.
3 Ask students to think about their favorite or least
favorite meal and write notes about what it is, what
it’s like, when and where they usually eat it, and
what they like or don’t like about it. Provide any
new vocabulary, or encourage students to look up
words in a dictionary. Assign the writing itself for
homework. In the next class, students swap and read
each other’s paragraphs in pairs. Discourage students
from trying to correct each other’s writing. Try to

T-34
GRAMMAR Fast finishers
too m any / too much / (not) enough + noun Students write sim ilar sentences with too and enough
about holidays or food in their own country.
1 Ask students to complete the sentences and then
complete the rule. Students compare answers in pairs
before you check with the whole class.
© Be aw are o f com m on errors re lated to too + a d jective
and (n o t) + a d je ctiv e + en o u g h . G o to G et it right! on
Answers page 123.
1 many 2 much 3 enough 4 enough 5 enough

Rule
1 many 2 much 3 count (nouns) VO CABULARY
4 noncount nouns
Adjectives to ta lk about food
Students complete the sentences individually then 1 Focus students on the photos and the four adjectives
compare their answers in pairs before you check and ask: What do they have in common? (The way we
them with the whole class. Elicit the difference in prepare fo o d .) Students label the photos. Ask them to
meaning between the two possible solutions for read their answers aloud, and ask the rest of the class
number 2. to confirm or correct them.

Mixed-ability idea Answers

Instruct weaker students to read the sentences first and
decide if the speaker wants more or less. Check ideas
together. Students then choose their answers.
I 1 grilled 2 roasted 3 fried 4 boiled

2 Students order the adjectives then compare ideas

in pairs. Check answers with the class by drawing
Answers a scale on the board and choosing students to say
1 too many 2 too much / not enough 3 not enough where each of the adjectives should be on it. Read
4 not enough 5 too many 6 too much the words with exaggerated stress for the more
extreme adjectives (horrible, dehcious), and ask
students to repeat them, paying special attention
too + adjective, (not +) adjective + enough
to the stress on the second syllable in delicious. (It
3 Students study the two examples and complete the shouldn’t be pronounced long when it’s stressed.)
rules. Students compare answers in pairs before you
check with the whole class. Answers

I
Rule
1 more 2 less
I 1 delicious

Optional activity
2 nice 3 boring 4 horrible

Elicit some other adjectives that students know to give

4 Students complete the sentences individually then opinions about food (for example: fantastic, amazing, awful,
compare answers in pairs before you check with the bad, terrible). Then ask them to write these in the correct
whole class. Point out that the two structures can places on the scale. Ask students to copy the scale and words
often be used with opposite adjectives to express the into their notebooks.
same idea.
Д1ЙЯ Give students 30 seconds to consider
la iiE l
Mixed-ability idea their answers and then put them in pairs to talk
Ask weaker students to circle the adjective in each sentence about them. Encourage them to use adjectives from
and think of its opposite. They should compare their ideas in Exercise 2 to explain their preferences. To give them
pairs before they go on to complete the sentences. a reason to listen to each other, ask students to make
a note of the adjectives their partner uses together
Suggested answers with the name of the dishes they mention. Choose
1 It’s too boring. 2 It’s not cheap enough. one or two students to report back to the class on
3 It’s too cold. 4 It’s not big enough. 5 It’s too slow. their partner’s preferences.

Ask students to first read the text quickly to get the Optional activity
gist. Students work individually to complete the Give pairs two minutes to brainstorm other dishes that are
paragraph. If you’re short on time, assign this for typically served roasted, grilled, fried, or boiled. Write any
homework. Students compare answers in pairs before useful vocabulary on the board for students to copy.
you check with the whole class.
4 Elicit LI translations from the whole class for each
word. You might point out that yummy is very
informal. Students work in pairs to write two types of
Answers food for each adjective. For each adjective, ask one
1 too 2 n o t... enough 3 too 4 too 5 too or two pairs to share what they wrote. Ask the rest of
the class if they agree or disagree. Pairs could do an
additional categorization of adjectives into positive,
negative, and neutral, to increase memorability.

T-35
 3 F O O D FOR LIFE

GRAM M AR 5 Complete with not enough or too.

too m any/ too much / (not) enough 1like my country, but there’s 1
+ noun much rain here in the summer, and it’s usually
2________ _w arm _ _ _ to swim. It’s
1 Complete the sentences with much, many, or _ boring here in the summer. That's why
enough and then complete the rule.
we always go to Mexico for vacation. There are miles
1 He always cooks too things. of beaches, so there are never 4. _ many
2 There's too _ saltin thespaghetti. tourists. And I love the food - which is why I often
e a t: . much!
3 There isn’t. .tomato sauce on it.
4 There aren’t. vegetables in the soup.
рдддияф
5 There isn’t. . sugar in my coffee.
VO C A BU LA RY
RULE: Use too L .w ith count nouns
Adjectives to talk about food
and too 2 _ .w ith noncount nouns. 1 Write the adjectives under the photos.
Use (not) enough with 3 .and roasted | boiled | grilled fried

2 Complete the sentences with too much, too many,

or not enough.
1 There are mushrooms on this
pizza. I hate them.
2 There’s salt in this soup. I can’t
eat it.
3 There is. _ . sugar in my coffee.
Can I have some more, please?
4 There are chairs. Can you stand?
5 There are. . cars on the road. It’s
dangerous to ride my bike.
6 W e have. _ homework tonight. I
want to watch TV.

too +adjective, (not +) adjective +

enough
Use the example sentences to circle; the correct
options in the rule.
2 Number the words from 1 (very good) to
His vegetable soup is always too spicy 4 (very bad).
This pizza isn't hot enough.
nice horrible delicious boring

RULE: We use too + adjective to say that something is 3 1 П Ш Ш Work in pairs. Ask and answer
'more/less than we like o r want questions. Use the words from Exercise 2.
We use not + adjective + enough to say that something boiled or roasted vegetables? grilled or fried chicken?
is -more/less than we like or want. grilled or roasted steak? | boiled or fried eggs?
grilled or fried fish?

Complete the sentences. W hat do you prefer. Fried chicken,

grilled or fried chicken? It's delicious.
0 The test is too easy. I t is n 't h a r d enough.
1 The movie isn’t exciting enough.
How do you say these words in your language?
2 The T-shirt is too expensive.
Write two types of food next to each word.
3 It’s not warm enough today.
sweet spicy fresh | tasty
4 Your bike’s too small for me. _
yummy | fatty disgusting | salty
5 His car’s not fast enough..
sw e e t: chocolate, s tra w b e rrie s
P H O T O S T O R Y : e p iso d e 2
Read and listen to the photostory and answer
the questions.
W hat food and drink do Megan and Luke have?
W h y is Olivia unhappy?

OLIVIA W hat drinks do you have, Megan?

MEGAN A picnic. I love picnics. What a great idea, MEGAN Let me see. I have orange juice, lemonade,
Ryan. and apple juice. Oh, and some water as well.
OLIVIA Yes, Ryan. It was an awesome idea. OLIVIA That’s great. W hat about you, Ryan?
RYAN Don’t be so surprised. It’s not my first one. RYAN I have lots of fruit: apples and bananas.
LUKE Umm. Actually, I think it probably is. Oh, and a couple of chocolate bars.

OLIVIA Luke? W hat about the sandwiches?

LUKE Well, I have chicken salad, tuna, and a
steak sandwich, too. RYAN Oh, Luke! Olivia is really upset now.
OLIVIA That’s all? But what about me? I can't LUKE Is she upset with me? Why? Tell me. I have
eat that. no idea.
LUKE Why not? MEGAN She’s a vegetarian, Luke. She doesn't eat
OLIVIA Because I have a problem with eating meat. It’s im portant to her.
meat. I’m a vegetarian, remember? LUKE Don’t vegetarians eat fish?
LUKE So what? You can have the tuna MEGAN Maybe some do, but not Olivia.
sandwich, then. LUKE Oh, no!
PH O TO STO RY: ep iso d e 2
The picnic
1 Students look at the photos but cover up
the dialogues. If you’re using an IWB, show each
photo one by one. Ask: Who’s in the picture? What are
they doing? How are they feeling? Then ask students
to read the two gist questions so they know what
information to look for. Play the audio for students
to listen and read. Students compare answers in pairs
before you check with the whole class.

Answers
1 Megan has drinks and Luke has sandwiches.
2 Because she’s a vegetarian and ail the sandwiches have
meat or fish

T-36
 DEVELOPING SPEAKING W ordW ise
2 Have students, in groups, say what they think Expressions w ith have
happens next, and ask them to brainstorm possible 1 Students complete the sentences individually then
endings for the story. One student in each group compare answers in pairs before a whole-class check.
should take notes. Elicit feedback from the whole
class, and write the ideas on the board. Focus on the Answers

3
ideas, not on accuracy - correct errors only if they
impede comprehension. Don’t give away answers.
LLCB Students watch the video and check their
I 1 problem 2 no 3 something

2 Students complete the sentences individually then

answers. The notes on the board will help them compare answers in pairs before a whole-class check.
remember their suggestions. Who guessed correctly?
Answers

I
4 Students read the sentences and underline any
unfamiliar vocabulary. Monitor to identify any 1 a headache 2 an idea 3 time 4 somethingto do
problematic words or phrases, and clarify these with
the class. Students complete the exercise individually
then compare answers in pairs before you check with
the whole class. You might also replay the video
before checking answers. FU NCTIONS
Apologizing
Mixed-ability idea
Challenge strong students to correct the statements they 1 Students match the sentences with the speakers from
think are false. memory then compare ideas in pairs. Check answers
as a class. Clarify that 3 and 4 are typical responses
to 1 and 2.
Answers

I IT 2 F 3 F 4 T 5 F 6T

I
Answers
1L 2 L 30 40

PHRASES FOR FLUENCY 2 Ш Ask: What did the man do? Students read
the text quickly, ignoring the blanks to find the
1 Students work individually to find and underline the
answer. (He broke the woman’s picture.) Stronger
expressions in the story, write who says each one,
students complete the conversation individually
and then match the expressions to the definitions.
then compare answers in pairs. Weaker students
Students compare answers in pairs before you check
can do the task in pairs. Play the audio for students
with the whole class.
to check their answers. You might want to play it
Answers again, pausing after each line for students to listen

I 1 Megan a 2 Ryan с 3 Olivia d 4 Lukef

2 Students complete the sentences individually then

5 Lukeb
and repeat, practicing the pronunciation and natural
intonation.

Answers
compare answers in pairs before a whole-class check.

Answers
1 what about, a couple of, as well 2 upset with, Actually
I 1 sorry 2 Don’t

Optional activity
3 feel 4 It’s

Shadow reading: Students try to speak the lines from the

3 So what
dialogue in time with the audio. This is a great way for
students to practice producing features of connected speech
Optional activity
such as rhythm and intonation. It’s also lots of fun.
Disappearing sentences: You’ll need to write out the
dialogues on the board or IWB forthis one. MakeAB pairs
3 Before students begin, elicit ideas from the class
so that half of the students areA and halfareB. Students
practice the conversations in pairs. Cover a small section about what might be happening in the scene.
of the dialogue beginningfrom the right-hand side of the Students write in pairs. Monitor to ensure that they’re
screen or board. Students repeat the dialogue in theirsame using phrases from Exercise 2, and encourage them
AB pairings, tryingto rememberthe whole thing, including to speak naturally from memory, referring back to
the parts they can no longersee. Cover more and more of their script only when they get stuck.
the dialogue, with students practicing at each stage, until
eventually nothing is left on the board. Ask for volunteers
to perform forthe class, or have all As and all Bs perform in
unison. This activity involving lots of repetition is a fun way
for students to memorize useful chunks.

T-37
 3 i F O O D FOR LIFE

D E V E L O P IN G S P E A K IN G

Work in pairs. Discuss what happens next in the

story. Write down your ideas.
W e th in k O livia eats a ta n a sa n d w ich .
W ordW ise
Expressions with have
3 i н а ш Watch to find out how the story continues.
Complete the things that Luke and Olivia say.
Mark the sentences T (True) or F (False). 1 I have a _ _ with eating meat.
1 Luke feels bad for not thinking about O livia.. 2 I have. idea.
2 Ryan has lots of cookies. 3 You go on. I have. .to do first.
3 Megan and Ryan play soccer against the
other two. Complete the sentences with the expressions
in the list.
4 Luke secretly makes a phone call.
5 They don't enjoy the soccer game. a problem an idea a headache
time 1 something to do
6 Luke buys Olivia a pizza with no meat.
0 A Dad! I have a p roblem .with my English
homework.
PH RA SES FO R FLU EN C Y
В English? Sorry! I can't help you.
1 Find the expressions 1-5 in the story. W ho says 1 A Are you O K? Is something wrong?
them? Match them to the definitions. В I have. _. I want to go to bed.
0 Actually,... L a ke e 2 A W hat can we do this afternoon?
1 ... as well. В I don't know.
2 ... a couple of ... . С Oh, I have_ _!
3 W hat about (me)? 3 A Nina, can you help me, please?
4 So what? В I'm sorry, Tom. Class starts in two minutes!
5 upset w ith... I don't have_
4 A Let's go to town tomorrow.
a too
В Sorry, no, I have tomorrow.
b unhappy with
It's a secret!
с one or two (but not many)
d What is the situation (for me)?
e In fact, ...
f W h y is that a problem?
F U N C T IO N S
2 Complete the conversations. Use the expressions Apologizing
in Exercise 1.
1 W ho says these sentences? Mark them
1 A Mom,John has his lunch, but_ _ me?
0 (Olivia) or L (Luke).
В Well, I'm making _ _cheeseand
tomato sandwiches for you right now. 1 I’m really sorry. 3 D o n ’t w orry.

A Cool! Can I have an apple ? 2 I feel bad. 4 It’s O K .

2 A I broke your watch. I’m sorry. Are you

2 Complete the conversation. Listen and
me?
check. Then act it out in pairs.
В It's О К.. , it wasn't a very good
watch. MAN Oh, no. I’m re a lly 1 ..

3 A I can't go to the movies. I have homework. WOMAN _ worry. It's not my favorite picture.
MAN But it's broken. I ; . _ really bad.
В _ . ? You can do it this weekend.
WOMAN 4_ _ O K . I d o n't really like it anyway.

3 Work in pairs. Write a short dialogue for the

picture below. Act it out.
A 'FAMILY O BJECTIVES

f u n c t io n s : talking about families;

asking for permission

TIES
GRAMMAR: possessive adjectives
and pronouns; whose and
possessive Is, was / were
VOCABULARY: family members;
feelings

R E A D IN G 4 HifcQalKM Compare your ideas with another pair.

1 Find the pairs of words. 5 Read and listen to the article on page
39. Do they mention any of the T V families you
daughter brother father talked about?
..rife husband mother 6 Read the article again. Correct the information in
son sister these sentences.
1 Bart Simpson has a cat named Santa's Little Helper.
2 Паа... >1 Describe each person in the picture.
Use two words from Exercise 1.
2 Lisa Simpson has one aunt.
The girl is a daughter and a sister.
3 Ben Tennyson is on vacation in Europe.
3 Work in pairs. Write down as many examples
as you can of the following. 4 Ben can change into 12 different aliens.

1 a T V brother and sister

5 Greg Heffley has a little brother named Roderick.

2 a T V husband and wife

6 Greg's ideas are always successful.
 Л FAM ILY
TIES
READING 5 Students read and listen to the article to
1 If you’re using an interactive whiteboard (IWB), lead find out which, if any, of the TV families from their
in by focusing on the photo and asking: Who is in this lists are mentioned. Conduct very brief feedback
picture? (A fam ily.) Point at each of the people and on this.
ask: Who’s this? Elicit as many words as possible. Do 6 Check/clarify: trouble, fight, aunt, alien. Ask students
this stage as an activity with the whole class. Check/ to first read the statements and then underline key
clarify other words for family members, ensuring words. Students work individually to correct the
students understand all the family vocabulary information then compare answers in pairs before
presented in Exercise 1. Students open their books you check with the whole class. During feedback,
and work with a partner to pair the words. Check ask students to justify their answers by referring to
answers as a whole class. the text.

A n s w e rs A n s w e rs
daughter/son, brother/sister, father / mother, wife/ 1 Bart Simpson has a dog called Santa’s Little Helper.
husband 2 Lisa Simpson has two aunts.
3 Ben Tennyson is on vacation in the U.S.
2 ИаУЛаГЕМ Read the example aloud, and ask a 4 He can change into ten different aliens.
student to point to the correct person in their book, 5 Greg Heffley has a little brother named Manny / big
brother named Roderick.
or on the board if you’re using an IWB. Students
6 His ideas are never successful.
proceed in pairs, taking turns talking about each
person in the picture. Alternatively, students could
take turns describing a person for their partner to Fast finishers
guess who they’re describing. You could write the Students write four more sentences with one factual error
stem This person is ... on the board to help them. in each. Then, in pairs, they exchange papers fortheir
Monitor to ensure students are using two words for partner to correct.
each person.

A n s w e rs
The girl is a daughter and a sister.
The woman is a mother and a wife.
The man is a father and a husband.
The boy is a son and a brother.

3 Students continue working in pairs to write down

famous screen siblings and couples. Perhaps give one
or two that your students would be familiar with to
start them off. You can make it competitive by setting
a time limit of two minutes to find out who can think
of the most. Ask students: How many TV brothers
and sisters do you have on your lists? How many TV
husbands and wives do you have? Congratulate the
pair(s) with the most.
4 1СШШЕИ Put pairs together to form groups of four
to compare lists. Ask students: How many examples
do you have in total? Ask the group with the most to
read their list aloud while the rest of the class listens
and checks the ones they also have. Then elicit more
examples from the rest of the class.

T-38
I 'l H i IK VALUES
TV fam ilies
1 Give students a minute to think about who their
favorite TV family is and which of the statements
characterize them. You could ask students to work in
pairs and agree on a favorite TV family then decide
together which of the things they do. You could also
encourage students/pairs to add one or two more
statements of their own. Monitor and help with any
unfamiliar vocabulary.
2 IjIJM ili'H If students did Exercise 1 in pairs, switch
pairs for Exercise 2. Allow two or three minutes for
pair discussions. Remind students to use language
from Exercise 1. Monitor and praise those making
an effort to expand on and justify their answers.
Avoid error correction unless mistakes really impede
comprehension. The focus here is on fluency and
development of the whole learner via an open
discussion of students’ own ideas and experiences,
not on controlled language practice. Bring things
to a close by eliciting ideas from each group and
discussing them in a whole-class setting. Encourage
students to try to give reasons for why their favorite
TV family is a good family or not, and praise those
who do this.

Optional activity
You might like to do Exercise 2 as a mingle activity. The
objective here is for students to find out who the most
popular TV family is within the class. Students speak to as
many of their classmates as possible, taking notes about
the family and how their classmates characterize them.
Remind students to use the expressions from Exercise 1.
Ask students: Who is the most popular TV family? Ask for a
quick show of hands to confirm responses. Ask one or two
students to tell the class the things the family does, eliciting
reactions from the rest of the class.
Alternatively, ask students who chose the same favorite
family to work in pairs or small groups and draw a family
tree fortheirTV family. Then pairstudents who worked
on different family trees and, without showing each
other their trees, students take turns describing it to their
partner, who should use the information to try to draw
the same tree. Students then check what they’ve done by
comparing pictures.

T-39
 4 FAMI LY TIES

Who are your favorite TV families? It's not easy.

There are so many great ones to choose from. But
to help you start th in k in g , here are some o f ours.

Everyone knows The Sim psons - Bart, his mom and

dad Marge and Homer, his sisters Lisa and Maggie.
And then there's Grandpa and those horrible
aunts, Patty and Selma. And let's not forget Bart's
dog, Santa's L ittle Helper. I love watching th is
fam ily and th e ir adventures around the town of
Springfield. They get in to all kinds o f trouble,
but they never forget they are a family. And they
always make me laugh. I love th is show. Thanks,
Dad, fo r introducing me to it.

When I was eight, Ben 1 0 was my favorite TV

program. The story is crazy. Ten-year-old Ben
Tennyson is spending his summer vacation w ith
his grandpa and his cousin Gwen. They are driving
around the U.S. One day Ben finds a strange watch
and puts i t on. Suddenly, he is an alien. With
th is watch he can turn in to ten d iffe re n t space ■THi <KVALUES
creatures. But he needs these powers because an
evil alien wants Ben's new watch. So Ben spends T V families
the rest o f the vacation fig h tin g lots of monsters 1 Think about your favorite T V family. Check (/ )
from outer space. But o f course, he s till has tim e the things they do.
to fig h t w ith his cousin, too.
M y favorite T V family is _
The Heffley fam ily are the stars o f Diary o f a
• They help each other.
Wimpy Kid, a really popular series o f books and
• They fight a lot.
movies centered around Greg, the middle son of
the family. Greg lives w ith his mom and dad, his • They laugh a lot.

little brother Manny, and his big brother Roderick. • They spend a lot of time together.
He's ju s t a "norm al" kid who writes about his life • They talk about their problems.
in a journal. OK, so the Heffley fam ily is not really • They are good friends.
a TV family, but they show th e movies on TV a lot,
so we th in k we can choose them. We want the 2 Е З Ш Ш Э W ork in pairs. Tell your partner about
Heffleys on our lis t because they are so funny. And your favorite T V family. Are they a good family?
we really love Greg and all the problems he has
w ith his great ideas th a t never work out. TheS impsous a n usually a good family beca u se...

So these are three o f our favorite TV families. Now b u t sometimes th ey .

w rite in and te ll us about some o f yours.
 GRAM M AR whose and possessive's
Possessive adjectives and pronouns Circle the correct words and complete the rule.
Complete the sentences with the words in the A 1W hose/W ho son is Bart?
list. Look at the article on page 39 and check В Bart is 2Homer's/Homers' son.
your answers. A 3W hose/ Who's Lisa's mom?
our | ours | your | yours В Marge.

1 W h o are. favorite T V families?

R U L E : To ask a b o u t possession, use th e question
2 Here are some o f_
w o rd 1 _.
3 These are three of. _ favorite T V families.
To talk a b o u t possession, add 2 . t o the
4 W rite in and tell us about some of _
e nd o f a name / noun
If th e name / noun ends in an -s, a d d the a p o stro p h e ( ’ )
Complete the rule with pronouns and adjectives.
after th e -s
Then complete the table.

R U L E : Possessive 1 com e b e fo re a noun Circle the correct words.

to show w h o som ething belongs to: It's my book 1 A W hose/W ho phone is this?
Possessive 2 _ can take th e place o f the В Askjenny. I think it's her/hers.
possessive ad je ctive and the noun: The book is mine
2 Hey! That's my/mine sandwich, not your /yours.
3 I'm sure that’s Kate's / Kates' bike. It looks just like
possessive adjectives possessive pronouns her / hers.
4 A W hose/W ho do you sit next to in math?
0 It's my book. The book is m ine
В Rafael / Rafael's.
1 It's your book. The book is
5 A Is that your parent's/parents' dog?
2 It's book. The book is hers.
В Yes, I think it’s their/theirs.
3 It's book. The book is his.
4 It's our book. The book is
5 It's book. The book is theirs.

VO C A BU LA RY
Family members
1 Read the text. Complete the spaces in the
picture with the missing family words.
Here's a picture of my dad's side of the family. M y dad
has a big brother named Bob. He's my uncle, and he's
great. He's so funny. His wife Nora is my aunt, and she's
my dad’s sister-in-law. She's also really nice. They have
two sons -Jimmy and his little brother Robin. They're
my cousins.
O f course, my dad and Bob have the same mom and
dad. They are my grandparents. I call them Grandma
Diana and Grandpa Roger. They're really nice to me
because I'm their only granddaughter.

2 MiHaaafctd Work in pairs. How many sentences

can you make about the family in two minutes?

Diana is Roger's wife.

Jimmy is Noras son.

и д д д г а ф liumujfs5_____________ brother Mij

Robin { т ц 6______________ ) jim m j

40
GRAMMAR VO CABULARY
Possessive adjectives and pronouns Fam ily members
1 Students complete the sentences from memory 1 To lead into this activity, ask students to write down
then look back at the article to check. Students as many words for family members as they can
compare answers in pairs before you check with think of. They should work in pairs, and one student
the whole class. should take notes. Depending on the level of the
group, decide whether or not students should close
Answers their books or whether they can refer to them. Give

I 1 your 2 ours 3 our 4 yours

2 Focus students on the examples in Exercise 1 in order

students two minutes. The pair with the most words
is the winner. Ask them to read their list aloud. The
rest of the class listens and checks any words that
to work out the rules and complete the table. Ask also appear on their lists.
students to check answers in pairs before checking Focus students on the picture on page 40. In pairs,
with the whole class. It might be a good idea to students try to guess what the people’s relationships
write additional examples with plural forms on the are. If you’re using an IWB, do this as a whole-class
board to show that the use of the -s does not relate activity with books closed. Give students a minute
to singular vs. plural: These are their books, not These or two before they read the text to check their ideas.
arc theirs books, and These books are theirs, not These They then use the information to complete the
books are their, and This book is theirs, not This book sentences under the picture. Check answers as a class.
is their.
Answers
Rule 1 Grandma 2 big 3 unde 4 aunt 5 little
1 adjectives 2 pronouns 6 cousin 7 cousin

Answers
2 S P E A K IN G Pairs could either do this collaboratively,
1 yours 2 her 3 his 4 ours 5 their as instructed, or they could do it orally, as a
competition. If done collaboratively, ask pairs to
Be a w are o f com m on e rrors re la ted to possessive choose one person to be the writer. At the end of
OJ
a d jectives and p ron ou n s. Go to G et it right! on two minutes, ask pairs: How many sentences did you
page 123. make? Praise those who wrote the most. If done as
a competition, students first decide who will begin
and then take turns saying one true sentence. They
whose and p o sse ssiv e ’s must make a new sentence each time, but they
3 Students choose the correct alternatives and can look at relationships from both directions (so
compare their answers with a partner before you it’s OK to respond to Jimmy is Robin’s brother with
check with the whole class. Stress that whose is not Robin is Jimmy’s brother). The person who repeats a
a contracted form of either who has or who is: Whose sentence already used; hesitates for more than, say,
son is Bart? not Who’s son is Bart? Students then use 15 seconds; or says an untrue sentence loses. The
these answers to work out the rules in pairs. person who gives the last correct response wins. For
feedback, ask students: Who won?
Answers
1 Whose 2 Homer’s 3 Who’s

Rule
1 whose 2 ’s

4 Students complete the exercise individually then

compare answers in pairs before you check with the
whole class. If you’re short on time, you could assign
this for homework.

Answers
1 Whose, hers 2 my, yours 3 Kate’s, hers
4 Who, Rafael 5 parents’, theirs

Be a w are o f com m on e rrors re la ted to p o s s e s s iv e 's.

G o to G et it right! on page 123.

T-40
LISTEN IN G P ro n u n ciatio n I » 1.42 tl W ) 1.43

1 If you’re using an IWB, lead in by focusing students For pronunciation p ractice o f saying -er, go to
on the three pictures onscreen, books closed, and page 1 2 0 .
asking them: What’s the relationship between these
people? Whafs happening in each picture? Accept all
suggestions and don’t give away the correct answers. FU N CTIO N S
Check/clarify the meaning of borrow; it drives me Asking for perm ission
crazy. Ask students to read the sentences in Exercise
1 and underline any difficult vocabulary for you to 1 Students complete the sentences from memory then
clarify. Check comprehension of the task by asking: compare their ideas in pairs. You might like to check
How many sentences are there in Exercise 1 ? (Six.) How answers by playing the audio again.
many pictures are there? (Three.) How many sentences
Answers
don’t we need? (Three.) Students match sentences and
pictures. Students compare answers in pairs before
you check with the whole class. I 1 Can 2 Can 3 can’t

2 To get students started, ask: Who are the people in the

Answers picture? Are they friends? Are they brother and sister?

2
I A 1 В 4 С 6

Explain that students are going to hear

What are they talking about? What does the girl want?
Accept all suggestions. Students write and practice a
short conversation in pairs. Encourage them to refer
to the language in Exercise 1 to help them. Monitor
two conversations between family members. Play the
their use of can for permission and make a note
audio for students to identify the relationships. Pause
of any common errors to review during feedback.
after each conversation and allow students to discuss
Before focusing on these, ask one or two pairs to
their answer in pairs before checking answers with
perform in front of the class. Ask the rest of the class
the whole class.
to listen and make a note as to whether the request
Mixed-ability idea was successful or not.
Challenge strong students to match each conversation to a 3 Elicit from the class one or two ideas of typical
situation in Exercise 1. (Answers: conversation 1 goes with requests and how these might be made, and write
situation 1; conversation 2 goes with situation 5.) Note that these on the board; for example: Can 1 have a new
while conversation 1 matches picture A, there is no picture phone? Students work individually to write down four
for conversation 2.
to six requests, one for each family member, using
the prompts. Monitor and input any vocabulary as
Answers necessary.
1 They are sisters. 4 In pairs, students take turns reading their requests
2 They are a teenage boy and his parents.
and guessing. Ask two or three students to report
back to the class on their requests. Ask the rest of the
3 Students read the questions carefully
class: Do you say this, too? Who do you say it to? Also
and underline key words. Assure students that the
ask for feedback on who guessed correctiy.
questions appear in the same order in the audio as
on the page. Play the audio again, twice if necessary,
pausing after each conversation to give students
time to answer the questions. They can answer
in note form - they needn’t write full sentences.
Students compare answers in pairs before you check
with the whole class. Encourage stronger students
to include as many details as they can remember
in their answers, and offer lots of praise for extra
details mentioned by students during feedback.

Answers
1 Lucy’s (yellow and black) shirt.
2 She wants to wear it (to the movies) tonight.
3 She says no.
4 To (his friend) Nate’s house (to watch a movie).
5 She wants him to stay at home.
6 He says it’s OK (because he thinks Tom’s mom said yes).

Optional activity
For a challenging activity in stronger classes, ask students
to work in pairs to write and practice similar dialogues for
one of the other four situations in Exercise 1. Ask them to
perform it in front of the class. Then get the rest of the class
to try to guess which situation they are acting out.

T-41
 4 F AMI LY TIES

L IS T E N IN G F U N C T IO N S
Read and match three of the sentences with the Asking for permission
pictures. Write the numbers in the boxes.
1 Complete the sentences from the listening.
W H Y M Y FAMILY DRIVES M E C R A Z Y
Asking for permission Saying yes Saying no
1 M y sister always wants to borrow my clothes.
It drives me crazy. (Lucy, 17) _ I b o rro w yo u r O f c ou rse No, you
2 M y uncle tells really bad jokes. No one ever y e llo w a n d black shirt? y o u can.
laughs -just him. (Howard, 15) V . I go out
3 M y dad never buys me new things. He's so mean. to n ig h t?
(Suzie, 16)
4 M y grandpa just talks about the "good old days."
2 Write a short conversation for the picture
in your notebook.
I'm not really interested. (Viv, 12)
5 I often fight with my parents about going out.
They always want me to stay at home. (Tom, 14)
6 M y brother plays games all day. He never lets me
play. (Paul, 14)

Listen to the conversations. What is the

relationship between the speakers?
Conversation 1:
Conversation 2:

3 с ш п Listen again and answer the questions.

1 W hat does Lucy's sister Kathy want to borrow?
2 W h y does she want to borrow it?
3 Does Lucy say yes or no?
4 W here does Tom want to go?
5 W hat does his mom say? 3 Think of requests that you make to different
6 W hat does his dad say? members of your family. Write them down.
1 Can I borrow.
Pronunciation 2 Can I go _

Saying -er 3 Can I have

G o t o page 120. 4 Can I play

4 Read them to your partner. Can he/she guess

who you say this to?
 R E A D IN G
1 Look at the photos. How do you think
these girls were heroes? Read the article
and find out.

THE SWIMMING POOL

m<r VSY

2 Read the article again. Put the sentences in the

correct order. There is one thing not mentioned
in the article. Where do you think it goes?
a M iy a goes u n d e r th e w a te r to h elp her dad.

b T iffa n y calls for an am bulance,

с Th eir m o th er arrives home,

d David has a p ro b le m w ith his legs,

e David d isap p e ars u n d e r th e water,

f M iy a and T iffa n y are swim m ing w ith

their d a d , David.

Miya Peyregne, age nine, and her six-year-old

sister, Tiffany, were in the swimming pool in the ■ TRAIN TO T rii К
backyard of their house in the state of Michigan in
the U.S. Their father, David, was with them. It was Making inferences
a beautiful day. There wasn’t a cloud in the sky.
1 Work in pairs. W ho says these sentences? Mark
Suddenly, David shouted. He was in trouble. It was them M (Miya), T (Tiffany), or D (Dad).
his legs. His legs weren’t right. He was in pain.
1 "Help. I’m in trouble."
Then he was under the water. The girls weren’t 2 "What's wrong, Dad?"
scared, but they were worried. Was it just a joke or 3 "Help him. Go under the water."
was he really in trouble? Twenty seconds later he 4 "Call an ambulance."
was still under the water. Now Miya was scared.
5 "My dad needs help."
There was no time to wait. In seconds Miya was 6 "My heroes."
under the water with her father. He was heavy, but
with the help of the water she was able to pull him 2 Work in pairs. Write one more thing that each
to one side of the pool. Now his head was out of person might say.
the water. He was alive, but he wasn’t conscious. 1 Miya:_
There was a cell phone in the house. Tiffany called 2 Tiffany:.
911 - the number for emergency sendees. Ten 3 David:
minutes later an ambulance was there. Soon their 4 The ambulance driver:.
father was conscious again. The girls were relieved. 5 The girls’ mother:.
David still doesn’t know what was wrong with his
3 Н З Я З Ш Э Tell your ideas to another pair for
legs on that clay. But he knows that Iris daughters
them to guess.
were heroes and thanks them eveiy day for saving
his life. He is a veiy proud father. / think Miya says that.

42
READING O ptional activity
1 Focus students on the photo of the two girls. If you’re Ask students to work in pairs or small groups to write
using an IWB, do this as a whole-class activity with mini-diaiogues between characters in the story using one of
books closed. Ask: What’s the relationship between the their ideas from Exercise 3 as a starting point. Allow time for
students to practice their dialogues, and ask for volunteers
two girls, Miya and Tiffany? (They’re sisters.) Where
to perform in front of the class. To give them a reason
are they from ? (The U.S.) How old are they? (Nine and to listen, ask the rest of the class to note any differences
six.) Focus students on the tide and check/clarify: compared with the original story.
heroes. You could do this by giving a few examples
of superheroes, such as Spider-Man and Batman.
Next, give students a minute to brainstorm ideas in
pairs about what they think happened in the stoiy.
Elicit suggestions from the whole class, accepting all
even if they are later contradicted by the text. Write
two or three of them on the board. Play the audio
for students to listen to and read the story and check
their predictions. Refer back to the ideas written on
the board during feedback on this stage.
2 Check that students understand that one of the
sentences is not mentioned in the article. Check/
clarify: ambulance, disappear. Students should try
to order the events based on what they remember
from their first reading then read again to check.
Give them five or six minutes to do this. Students
compare answers in pairs before you check with the
whole class.

Answers
If 2d 3 e 4a 5b
с is not mentioned. It goes at the end.

■TRAIN TO Hi К
Making inferences
1 Ask students to work in pairs. Explain that they will
not find the answers in the text word for word, but
that there is enough information for them to figure
out who could have said each thing. Do the first
one together as a class. Prompt students to justify
their answers, and ask others to say whether or not
they agree in order to encourage similar discussion
among pairs as they continue with the exercise.
Allow up to five or six minutes for this; monitor and
check that English is being used as much as possible.
Avoid error correction unless mistakes really impede
comprehension. The focus here is on fluency and
development of the whole learner via an open
discussion of students’ own ideas and experiences,
not on controlled language practice. Check answers
as a class.

Answers

I ID 2 Mor T ЗТ 4M 5 Tor M

2 Allow plenty of time. Monitor and provide any

6D

unfamiliar vocabulary as necessary. Give lots of

praise to students for any particularly interesting or
creative ideas they’ve come up with.
3 И Ш Ж Н Put pairs together to make groups of
four. Alternatively, to increase speaking time, you
could form groups of four from four different pairs -
to give students twice as many sentences to discuss.

T-42
GRAMMAR could choose students to come to the front and point
to the people onscreen.
was I were
1 Students try to choose the correct word from Answers
memory then check back in the stoiy. Students A7 В8 Cl D5
compare answers in pairs before you check with E4 F2 G3 H6
the whole class.

Answers Fast finishers

I 1 was, wasn’t 2 weren’t, were 3 Was

2 Students refer to the examples in Exercise 1 to help

Put students in pairs and ask them to come up with one
more situation for each adjective. Put pairs together. Pairs
take turns reading their situations aloud and guessing what
adjective goes with each of them.
them complete the table. Check answers as a class.

Answers Optional activity

1 wasn’t 2 weren’t 3 Was 4 was 5 wasn’t To review the adjectives, read sentences 1-8 aloud in
6 Were 7 were 8 weren’t random order, replacing the adjective with a beep. Ask
students to make an appropriate facial expression to
3 Where possible, pair strong and weak students to illustrate the relevant adjective.
complete the sentences together and then check
answers as a class. You could point out that that we
normally use the weak, unstressed form of was /
were in full sentences. We only use its strong forms
in short answers, or when we want to emphasize the
verb.

Answers
1 Were, wasn’t, was 2 Was, was, was
3 Was, wasn’t, was 4 Were, weren’t, was
5 Were, weren’t, were

4 1зашаиая Pairs take turns asking and answering

questions from Exercise 3. Monitor their use of was /
were, and make a note of any errors. Write them on
the board, without saying who made the mistakes,
and ask students to correct them during whole-class
feedback.
W orkbool ,-ogie 3
Ф
VO CABULARY
Feelings
1 Ask students to read the adjectives for feelings in
bold first and to decide which ones are positive
and which are negative. Students then match 1-8
with a-h. Ask them to compare their ideas in pairs
before you check answers with the class. Check/
clarify: upset, relieved, worried by giving examples of
situations where we might feel these emotions, and
elicit the correct one. For example: Before going to
the dentist to have a tooth removed, how do you feel?
(Worried.) After going to the dentist, which was not so
bad in the end, how do you feel? (Relieved.) How do
you fe e l when you have a fight with your best friend?
(Upset.)

Answers

I le 2 g 3a 4 f 5c 6b 7h 8 d

2 Students do the exercise individually then compare

ideas in pairs. Check answers as a class and, as you
do, ask students to point to the person mentioned
in the relevant picture. If you’re using the IWB, you

T-43
 4 i FAMI LY TIES

GRAM M AR VO C A BU LA RY
was / were Feelings
Look at the examples from the article on page 42. 1 Match the sentences.
Circle; the correct words.
1 O u r d a u g h ter w as first in th e race.
1 It was / were a beautiful day. There wasn't I weren't 2 It w as 9 p.m. and M o m w asn't hom e.
a cloud in the sky. 3 That w asn't a nice thing to say to M im i.
2 The girls were / weren't scared, but they were / 4 M a th class to d a y w as really difficult.
weren't worried.
5 I wasn't e x p ectin g a big party.
3 Was I Were he really in trouble?
6 T h e students w e re really noisy.

Complete the table. 7 It w as a really g o o d h o rro r m ovie.

8 W h a t ? T h e answ er isn't 58?

Positive Negative
a She's really upset now.
l/h e /s h e /itu w as l/h e /s h e /it
b A n d th e tea ch e r w as angry.
(was not)
с I was v e ry surprised to see so m any p e o p le there.
Y o u /w e /th e v :j w e re Y o u /w e /th e y l d I'm really confused. Please explain it again.
(w e re n o t)
e W e are so proud o f her.

f I was relieved w h en it w as over.

Questions Short answers g I was really worried. W h e r e was she?

J l/he /she/it? Yes, l/h e /s h e /it 4 . h I was so scared at th e e n d o f it.

N o , l/h e /s h e /it5 .
2 Match the sentences in Exercise 1 with the
y o u /w e /th e y ? Yes, y o u /w e /th e y pictures. Write the numbers 1-8.

N o , y o u /w e /th e y Ш ЕД Д ВД ф

Complete the questions and answers with was,

were, wasn't, or weren't.
1 A _ _ yo u in b e d at 9 p.m. last night?
В No, I .1 inth e kitchen w ith my
mom and d ad.

2 A yo u r teacher h ap p y with y o u r hom ew ork?

В Yes, she _ , .S h e . _ v e ry h a p p y w ith it.

3 A _ it hot y e s te rd a y ?
В No, it ..It. _really cold.

4 A _ we at school yesterday?
В No, w e It Sunday!

5 A your parents born in the U .S .?

В N o, th e y .They b o rn in Ecuador.

И 2И ЗП И Work in pairs. Ask and answer the

questions in Exercise 3.
4 в ш и ф
Culture ▼vvn
1 Look at the photos. What can you see?
What's the same in the two photos?

2 Read and listen to the article.

Which countries do the photos show?

3 Do people celebrate Children's Day in your

country? If so, how do they celebrate it?

Around the world

on Children’s Day
In 1 9 5 4 the United Nations started the first Universal Children’s Day
on November 20 . It is to celebrate children all over the world. This
is an international celebration of children, but now many countries
around the world also have their own day each year when they
celebrate their children.

Children spend the

1S a national morning at school where they
T U R K E Y : This day i celebrate and have fun. At noon
holiday in Turkey. 0)n this day,
Turkey. On
the children are free to go home
Turkey invites groups
tes gr
■ites grour - of children^
and spend the rest of the day
from other rnun.-
countries to stay ^
and celebrate with their parents. Some parents
Turkish families buy their children a present, but
with them. the most important thing is for
children and parents to have
some time to spend together.

MEXICO: Children’s Day is called October 12

El Dfa D el Nino. Som e schools
close for the day, and other schools BRAZIL: This day is an important
have a special day for the children holiday in Brazil. Parents give their
when they play games. The children children many special presents. In
also bring in their favorite food to some families, Children’s Day is
share with their friends. even bigger than Christmas.

May 5 November 1 4
JAPAN: To celebrate their special
Oay
day, children fly carp streamers -
big wind socks that look like fish. birthday o
offtnh e* ,CaUSe 11 is the
Primp M, L . E n t r y ' s first
The official Children's Day, called nrr,e Minister, .
kodom o no hi, is on May 5. But N ehru. Mps7u“ " V! ahar,al
some people celebrate it on two ,0^ o f c h ild re n 0 nf7 ° U S f0rhis
days: March 3 for girls and May ch i'dren Pian the се |еЬ т ? У’ №e
their school. at
5 for boys.
L ™ ^ f « me s S , sSSing
C u ltu re
Around the world on Children’s Day
1 If you’re using an IWB, do this as a whole-class
activity with books closed. Focus students on the
pictures, encouraging them not to look at the text
for now, and ask: What can you see in these pictures?
Accept all sensible contributions. What do these
pictures have in common? (Children are having fun.)
2 Explain that the article is about how
Children’s Day is celebrated in countries around
the world. Students read and listen to the text and
decide which two countries are illustrated by the
photos. Then they compare ideas in pairs before you
check answers with the class. Ask students to give
reasons for their answers by referring to the relevant
information in the text.

A n s w e rs

I Japan and Mexico

Background information
Children’s Day is a special day dedicated to celebrating
childhood. It was first introduced by the World Conference
for the Wellbeing of Children in 1925, and was established as
an international celebration by the Women’s International
Democratic Federation in 1950 and then endorsed by the United
Nations General Assembly as the Universal Children’s Day in
1954. It is celebrated in various countries on June 1 (orthe last
Sunday of May) or on November 20 - but lots of countries have
since introduced celebrations on different dates. The traditions
also differfrom country to country.

3 Elicit from students if and how Children’s Day

is celebrated in their country. If their country is
mentioned in the article, ask them to check, correct,
or add to the information as necessary. Elicit or pre­
teach any key vocabulary students will need, and
record it on the board for the class to copy.

O ptional activity
As a group project, students could produce an illustrated
leaflet for Children’s Day. The focus should be on Children’s
Day in the students’ own country and/ora neighboring
country. It should include a description like those in the
article, color photos, and whatever else the group decides
is appropriate. Ask each group to present their leaflets, or
display them around the class for everyone to look at. Hand
out small pieces of sticky notepaper for students to “ post”
comments on each leaflet once they’ve had a look at them.
Ask groups to share some of the funnier, more interesting, or
more constructive comments they received with the class.
Have a vote on the best group project.

T-44
4 Point out that each question may refer to more than Ask students: Which expression wouldn’t Tim or Liam
one country. Ask students to read the questions first use in their emails? (e) Why? (It’s too fo rm a l)
and underline key words. Students find the correct
Answers

I
country, underlining the key information in the text
that supports their choices. Do number 1 together as lc 2 e 3d 4b 5a
a whole class. Then have students work individually,
writing the answers in their notebooks. During 3 Students work in pairs to match the functions and
feedback, insist on students quoting key text from the pairs of sentences. Check answers as a class.
article that supports their answer. Students compare
answers in pairs before you check with the whole Answers
class.

Answers
1 Turkey, Vanuatu 2 Japan 3 India
I 15a 2 2e 3 4b 4 1c 5 3d

4 Students read the invitation again to answer the

4 Brazil, China, Vanuatu 5 Turkey 6 Vanuatu, India
questions. Have them compare answers in pairs
before you check with the whole class.
5 1ЭЗЮИВИ Elicit students’ reactions to the
Answers
suggestions in the speech bubbles. Ask: Do you like
these ideas? Why? Why not? Students then come 1 Dana’s birthday party at Tina’s house
2 Don’t tell Dana. Make a playlist.
up with their own ideas in small groups. Ask them
to make a poster, a web page, or a PowerPoint
5 For each of the six points, have students first check
presentation of their top five suggestions for the
Tina’s invitation to find and underline the ones she
perfect Children’s Day. Allow them about five
has included. Then they decide which points they
minutes for their discussions. Ask each group to
always need to include in an invitation and whether
present their ideas to the class, and ask the class
these are the same as those included in Tina’s email.
to vote on the best proposal.
6 | r '" .| Students work out the meanings Suggested answer
of the bold words from the text. Check answers as 1, 3,4, and 6. (Yes, they are the same as the points included
a class. in Tina’s email.)

Mixed-ability idea 6 Students choose a situation, make notes about

Tell stronger students not to look at the definitions in the important information to include from Exercise 5,
exercise but rather just use the context provided by the and write an email invitation. You might prefer
article to try to work out meaning. They then look at the to assign this writing stage for homework. Ask all
definitions in the exercise to check their ideas. Weaker
students to email an invitation to you. In your reply,
students could work in pairs to first read the definitions
praise them for what they did well in their messages,
then to match them to the bold words in the article.
and accept their invitation, so that they feel that
the focus is on communicating their desire to invite
Answers someone, not on their performance in English. To this
1 together 2 national 3 share 4 international end, instead of correcting their written pieces, make
5 present notes for yourself about any language areas you will
need to address in a subsequent class.

W RITING
An invitation
1 Students quickly read the emails to find the answers
to the questions. Allow a minute or two at most for
this. Students compare answers in pairs before you
check with the whole class. Ask: What’s the party for?
(Dana’s birthday.) Does she know about the plans fo r the
party? (No, it’s a surprise.)

Answers
1 Tina’s cousin
2 Yes, he can. (a little late, after soccer practice)

2 Do the first sentence as a whole class. Students match

remaining sentences individually. Students compare
answers in pairs before you check with the whole
class. Explain that choosing the right expressions and
using a variety of different ways to say things will
make their writing style better and more interesting.

T-45
 4 F AMI LY TIES

Read the article again. Answer 5 SPEAKING Work in small groups. Talk about the perfect
the questions in your notebook. Children’s Day.
Sometimes there is more than one
correct answer. All children j e t a b i j present. School is closed for the whole day.

In which country ...

Mom an d b a d do you r homework.
1 do the children spend more time
with their mom and dad? ч There are six words in bold in the article.
2 do they have more than one Match the words with these meanings. Write the words.
Children's Day?
0 to have fun or do something special for example on
3 is Children's Day also a famous a friend's birthday celebrate:
person's birthday?
1 with other people
4 do children get presents?
2 for a whole country
5 do children celebrate with
3 to have something at the same time with other people
children from other countries?
4 for two or more countries
6 do children celebrate Children's
Day at school? 5 something you give to a person on a special day

TTY и
W R IT IN G To: TinaB@email.com
An invitation SubjetHTRe: Party!

1 Read the emails. Answer the questions.

Eli Tina,
1 W h o is D an a? I’d love to come to your party on Friday, but I have a small problem. I have
2 C an Liam g o to th e p a rty ? soccer practice from 6 to 7:30 p.m. Can I come a little late? Is that OK?
No problem with the playlist. I have some great new songs.
(§!(§) (g) See you Friday.
To: [ Janr,_Walker@email.com Liam
Subject: Party!

3 Which pairs of sentences in Exercise 2 can you use to

Hi Liam, do these things?
Would you like to come to my house next Friday for
a party at 7 p.m.? It’s my cousin Dana’s birthday. 1 give an order. 4 make an invitation _

My address is 32 Lime Street. Make a playlist, 2 accept an invitation 5 refuse an invitation

please. I love your music. 3 make a special request
Hope you can come. Let me know soon.
Read the invitation again. Answer the questions.
Tina
PS Don’t tell Dana. It’s a surprise. 1 W h a t is th e invitation fo r?

2 W h a t special requests d o es T in a m ake?

5 You want to invite a friend to your house. What information

Match the sentences with the same should you include? Check ( / ) the correct answers.
meaning. Write a-e in the boxes.
1 your address
1 W o u ld y o u like to com e to m y p a rty ? -- 2 how many brothers and sisters you have
2 I'd love to co m e to y o u r party.
3 the time you want them to come
3 I'm sorry, I can't co m e to y o u r party.
4 the reason
4 M a k e a playlist, please.
— 5 who your favorite singer is
5 D on't tell Dana.
6 the day or date you want them to come
a I d o n ’t w a n t Dana to know,
Write an invitation (50 words). Choose one of these
b C an y o u m ake a playlist?
reasons. Include a special request or instruction.
с C an y o u com e to my p a rty ?
• It’s y o u r birthday.
d I'd love to com e, bu t I can't,
• Yo u w a n t to show a m o vie o n y o u r big n ew T V .
e I'd b e v e r y h a p p y to a cc e p t y o u r
• Yo u have a n e w co m p u ter gam e and w a n t to p la y it.
invitation.

45
 C A M B R I D G E E N G L I S H : Key
■ Hi !K EXAMS
R E A D IN G A N D W R IT IN G
Part 2: Multiple-choice sentence completion ^ВЗЭЯВф ’
1 Read the sentences about a trip to a cafe. Choose the best word (A, B, or C) for each space.
I got 99% on my math test! Mom is really _ _______. : A) proud В scared С upset
She takes me and my little _ _ to the cafe for ice cream. A uncle В aunt С sister
I eat _ of ice cream. A many В any С a lot
M y mom doesn’t want her ice cream, so I eat _ ., too. A her В mine с hers
And then I drink. „s o d a . A not enough В too many с too much
I feel very well, so we go home. A not В don't с am not

Part 3: Dialogue matching

2 Complete the conversation. What does Anita say to the waiter?
For questions 1-5, choose the correct letter A-H.
WAITER Can I help you? How much is it?
ANITA (0) Q Orangejuice, please.
WAITER O f course, here you are. I'd like a cheese omelette, please.
(5 minutes later) And the orangejuice.
WAITER OK, so what can I get you? Can I have the check?

ANITA (1)____ No, thanks. Just the omelette.

WAITER OK. W ould you like an appetizer? I'd like to sec the menu, please.

ANITA (2 )____ Yes, please. Can I have some strawberry

ice cream?
WAITER And what would you like to drink?
ANITA (3)__________
WAITER And would you like a dessert?
ANITA (4).
WAITER OK, so that’s a cheese omelette and
strawberry ice cream.
(20 minutes later)
ANITA (5) _
WAITER O f course. I'll be back soon.

L IS T E N IN G
Part 3: Three-option multiple-choice
3 491.45 Listen to Jessica talking to Brandon about her family. For each question, choose the right answer
(A, B, or C).
0 The party was last (A) Friday evening. В Saturday evening. С Friday afternoon.
1 The party was for Brandon's A brother. В dad. С uncle.
2 Brandon's uncle is A 20. В 34. С 44.
3 Brandon's aunt is named A Anna. В Carla. С Ruth.
4 Mike is Brandon's A brother. В dad. С cousin.
5 Brandon has A two sisters. В one sister. С one sister and one brother.

46
 CAMBRIDGE ENGLISH: Key

■ THi IK EXAMS
READING AND W RITING

Part 2: Multiple-choice sentence completion

A n s w e rs

I 1C 2 С 3 С 4 С 5 В

Part 3: Dialogue matching

A n s w e rs

I 1C 2 F 3B 4 H 5 E

LISTEN IN G

P a rt3 : Three-option m ultiple choice

тая aiasm

1.45

A n s w e rs
1C 2 В ЗА 4 С 5 A

T-46
TEST YOURSELF UNITS 3 & 4
VO CABULARY
l

Answers
1 carrots 2 relieved 3 spicy 4 angry 5 boiled
6 scared 7 chicken 8 confused 9 big
10 grandparents

GRAMMAR
2
■
Answers

3
I 1 much 2 was 3 ours 4 many 5 Our 6 were

Answers
1 much many 2 my mine 3 was were 4 befsher
5 many much 6 Kevins’ Kevin’s

FUN CTIO N AL LANGUAGE

4

Answers
1 A sorry В worry
2 A think В so
3 A Can В course
4 A out В can’t

T-47
TEST YOURSELF u n i t s 3&4

VO C A BU LA RY
1 Complete the sentences with the words in the list. There are two extra words.
angry | big | boiled | grilled | relieved | scared
grandparents | carrots | confused | spicy chicken proud

1 I don't like many vegetables-just peppers and .

2 I was worried about the exam, so I was _ when I did well on it.
3 The chili is too _ I can’t eat it.
4 It was a really stupid thing to do. M y parents were really .with me.
5 To make. _ potatoes you need to cook them in water for about 20 minutes.
6 There was a strange noise outside the house. W e were v e ry. _.
7 Nathan's a vegetarian. He doesn't eat _ _.
8 I don't really understand this homework. I'm a little _ _.
9 Freddie's my. . brother. I'm 14, and he's 20. ___________
10 M y mom's mother and father are my _.

GRAM M AR
Complete the sentences with the words in the list.
much | m any | ours our was | w e re

1 How sugar d o y o u w a n t in y o u r coffee?

2 It. _ .re a lly cold yesterday.

3 That's not y o u r dog. It's .

4 T h ere are t o o _ . p e o p le in here. I can't find him.

5 ______ dog's nam ed Spike.

6 W h ere. yo u last night?

Find and correct the mistake in each sentence.

1 This salad has t o o much beans.

2 That's not y o u r sandwich. It's my.

3 M y p arents was v e ry p ro u d o f m y grad es in school.
4 I like C lara, and I really like hers sister, too.
5 H o w m any w a te r d o y o u w a n t?

6 I think this is K e v in s 'b o o k .

F U N C T IO N A L L A N G U A G E
4 Write the missing words.
1 A I'm late. I'm really. _ _
В D o n 't. _ . W e still have lots o f tim e,

2 A I this q u estio n is really difficult.

В I think ., too.
3 A . I b o rro w y o u r bike, D a d ?

в of y o u can.

4 A C an I g o . .to n ig h t?
В N o, y o u .
MY SCORE
22-30
1 0 -2 1
0-9 47
 OBJECTIVES

functions: talking about events in

the past; making suggestions
GRAMMAR: simple past (regular
verbs); modifiers: very , really
pretty , simple past negative
VOCABULARY: parts of a house;
furniture; adjectives with -e d /
-mg ; phrasal verbs with look

R E A D IN G
1 Match the words in the list with the 4 п а т л а т *! Look at the photos on page 49. What can
photos. Write 1-6 in the boxes. Then listen you say about the house?
and check.
5 I! Read and listen to the magazine article,
1 kitchen | 2 bedroom | 3 bathroom
i * Choose the correct options A, B, or C.
4 living room | 5 dining room 6 yard
1 The line of people wanted to helpjames May buy
2 Match the verbs with the places in Exercise 1 a house.
eat cook _ watch TV A Right В Wrong С Doesn't say
sleep. bathe. play soccer 2 They finishedbuilding the house in one month.
A Right В Wrong С Doesn't say
3 И Я Н Я П 0 Work in pairs. Do you have the 3 The LEGO fridge worked.
same ideas? What other activities do you do A Right В Wrong С Doesn't say
in these places? 4 James May liked the bed.
A Right В Wrong С Doesn't say
/ talk to my d a d in the kitchen.
5 There were photos of the house on a Facebook page.
A Right В Wrong С Doesn't say
I sin j in the bathroom.
6 A charity for children has the LEGOs now.
A Right В Wrong С Doesn't say

48
READING 4 Ш18Ц;щДЯ Check/clarify key vocabulary by asking
students to give examples of or mime: line, TV host,
1 If you have an interactive whiteboard TV show, LEGOs, charity. Check: toilet, shower, fridge,
(IWB), do this as an activity with the whole class. stove, tables, bed by asking students in which room
Say: Where’s the kitchen? Individual students come they normally find them. Alternatively, display the
up to the board to point to the correct photo. Elicit photos from page 48 on the IWB, and ask individual
reactions from the rest of the class, but don’t confirm students to label or point to the relevant items. Ask
answers yet. Repeat for the remaining places. Play students to look at the picture and title on page 49.
the audio to check answers. If you’re using an IWB, display the photo, with books
closed. Elicit students’ initial ideas about the house.
A n sw ers

I 1C 2 E 3D 4 A 5 F 6B

2 Students quickly match the verbs to the places. In

O ptional activity
Write students’ initial ideas on the board so they can check
them as they read. After they’ve read the article quickly -
some cases, more than one place will be possible. set a time limit of, say, two minutes - conduct brief whole-
class feedback, checking off the items on the board that are
S u g g e s te d a n s w e r s mentioned in the text. This helps to practice students’
skim-reading skills.
eat: kitchen, living room, dining room, yard
cook: kitchen
5 This exercise is closely modeled on Part 4
watch TV: kitchen, bedroom, living room
sleep: bedroom of the Cambridge English: Key Reading exam. Ask
bathe: bathroom students to read the statements first and underline
play soccer: yard key words. If you did the optional skim-reading
task, students could try to answer the questions
3 ■ЗЖШН Ask the class: What do you do in the from memory before they read again to check.
kitchen? Point to the verbs in Exercise 2 and elicit Alternatively, students read and then answer the
a response using the simple present, e.g, I eat in questions, underlining the key information in the
the kitchen. Ask: What other things do you do in the article that supports their answers. Ask students to
kitchen? Try to elicit a response involving a verb not compare answers in pairs before you check with
included in Exercise 2. Instruct students to talk about the whole class. If pairs have different answers,
the other places in pairs. Allow about two or three encourage them to use as much English as possible
minutes; monitor students’ use of the simple present to convince their partner that theirs is the correct
and their pronunciation. Make a note of any major answer. During feedback, ask students to justify their
mistakes to review at the end of the activity with the answers by referring to the text.
whole class, but avoid interrupting conversations for
error correction. Mixed-ability idea
In a weaker class, play the audio, stopping after the
information for each question to allow students time to
answer each one before you move on. In stronger classes,
students could read the text without the audio.

O ptional activity
If you want to explore some of the vocabulary from the text
further, orfor an extra challenge for strong learners, ask
students to try to figure out from the text the meaning of:
ordinary, take something apart, donate.

A n sw e rs
IB 2 В 3C 4 A 5 С 6 A

T-48
■ IH i iK VALUES
Com munity spirit
1 Focus on the title Community spirit, and try to elicit
the meaning of, for example: people working together,
people doing something fo r others. Ask: Is there a
similar expression in LI ? Give students, in pairs, a
few minutes to match the values and comments.
You could do the first one with the whole class. This
would also enable you to check/clarify: laughed.
Check answers with the class.

Answers

I 1C 2 В ЗА 4 D

2 Students prioritize values individually before they

compare rankings in pairs. Stress that there are
no right or wrong answers. Encourage students to
give reasons for their rankings. Allow two or three
minutes for the activity. Monitor to check that
students are using English and, if necessary, bring
their attention to the examples on the page. To follow
up, put pairs together to form groups of four and
have them compare their ideas for another minute.
Finally, conduct whole-class feedback by asking each
group if there were any interesting differences of
opinion.

Optional activity
To extend the discussion, tell students that they are
members of a local youth group and that their group leader
has asked them to come up with a list of activities that they
could do in the future. Activities need to promote the four
values (a-d in Exercise 1).
Students work in pairs to come up with three possible
activities for each value. Put pairs together to make groups
of four. Each group needs to choose the best activity for
each value. Pairs may well consider their own suggestions
to be the best, which will serve to stimulate genuine debate
between pairs. Elicit feedback from each group, develop a
list of activity suggestions on the board, and conduct a class
vote on the best one.

T-49
 5! IT FEELS LIKE H O M E

'Ш Ш Ю П"НИК VALUES'

Community spirit
A
few years ago in August, there was a very long
line o f people in the countryside near London,
England. Some people started waiting in line at 4:30 1 Read what people said about the LEGO house.
in the m orning. W hy were they there? They wanted Match the social values a-d with the comments
to help James May, a TV host, build a house. But this 1-4.
was not an ordinary house. This was a LEGO house. a working together с having fun
Together, 1,200 people used 3.3 million (yes, Ь being creative d caring for others
3,300,000) LEGOs to make a real house.
It was part of a TV show called Toy Stories. On 1 We really enjoyed this - we laughed a lot.
the show, James May used traditional toys to make
"real" things. Why LEGOs? Well, because when he 2 The idea o f building a LEQO
was young, James May loved LEGOs and played with cat was really interesting.
them all the time.
The people finished building the house on
3 / loved being with so many
Septem ber 17, almost seven weeks after they
people doing the sam e thing!
started. Everything was LEGO. All the walls, doors,
and windows were LEGO. There was a LEGO
bedroom and a LEGO bed. There was a LEGO 4 I think it's g reat th at they donated the
bathroom with a LEGO to ile t and shower - and they LEQOs to a charity for children.
worked! In the kitchen there was a LEGO fridge (but
no stove), and there were LEGO tables and chairs. S P E A K IN G
Put the values a-d in Exercise 1 in
There was even a LEGO cat. James May stayed in
order of importance for you. Compare your
the house one night and was surprised because the
ideas with a partner.
bed was p re tty com fortable.
A t first, a them e park called LEGOLAND planned
I think working together is really
to buy the house, b ut later they decided not to.
important. It's my num ber 1.
James May tried to find another buyer. He started
a Facebook page and asked other people to buy it,
but nobody wanted it. So on Septem ber 22, they Me, too. It's my num ber 1.
started to take the house apart. A few days later,
there wasn't a LEGO house anymore. What's you r num ber 1?
James May was not happy about it because more
than 1,000 people worked hard to build the house Caring for others.
and everything inside it. O ther people were not
so sad. The television company donated the three
million LEGOs to a charity for children.
 GRAM M AR VO C A BU LA RY
Simple past (regular verbs) Furniture
Find the simple past forms of these verbs in the Match the words with the photos.
article and write them below. Then complete Write 1-12 in the boxes. Then listen and check.
the rules. 1 chair | 2 carpet | 3 stove | 4 curtains
start s ta rte d stay 5 desk | 6 lamp | 7 mirror | 8 shelves
want plan 9 shower | 10 sofa 11 toilet | 12 dresser

use decide
finish try
work ask

RULE: Use the simple past to talk about finished

actions in the past.
With regular verbs: IE
• W e usually add 1___________ to the verb
(e.g., start - started / stay - stayed).
• If the verb ends in -e (e.g., use), we a d d 2______.
• If a short verb ends in consonant + vowel +
consonant (e.g., plan), we 3___ .the
final consonant and add -ed (e.g., planned).
W e add -ed to verbs ending in vowel + -y
IE IE
(e.g., played).
If the verb ends in consonant + -y (e.g., try), we
change th e y to 4 .and add 5__

Complete the sentences. Use the simple past a i l

form of the verbs.
0 W hen my grandfather was young, he
p la yed (play) with LECOs all the time.

1 W e. .(start) to paint our house

last month, and we. _ _____ __ (finish)
yesterday. ED BE
2 I . (decide) to change my bedroom,
so I _ (paint) the walls pink.
7
3 W e. . (try) to find another
house last year because w e .
(want) to move.
4 I
because they,
.(visit) my aunt and uncle
(want) to show
IE n
me their new apartment.
5 M y parents. . (study)
Tl
lots of ideas for a new kitchen before they
_ (order) it.
6 On my last vacation, I _
with my grandparents and .
(help) them clean up the yard.
. (stay)
i IE IE
m 1а1зглзгем Work in pairs. W here are these things
in your home? Tell your partner.

Pronunciation There are mirrors in our bathroom, in my

Regular past tense endings /d/, Д/, /id/ parents’ bedroom, an d in our living room.

Turn to page 120.

ш ш ш ш ф

50
GRAMMAR VO CABULARY
Simple past (regular verbs) Furniture
1 Focus on the article on page 49. Ask: When did the 1 С Я1— Link the vocabulary to the reading article
people m ake the LEGO House? (A few years ago.) Ask: on page 49 by asking students to scan the list and
Does this refer to now, the past, or the future? (The identify the words that appeared in the text (stove,
p a s t) Focus students on Exercise 1 and ask them to shower, toilet) - then ask them to find the pictures
find start in the text (started appears in the third line for these. Students complete the rest of the exercise
of the article). Students then find, underline, and individually. In stronger classes, you could ask
write the simple past forms individually, and then students to cover the list and try to label the pictures
complete the rule. Students compare answers in pairs first, and then uncover the words to check their
before you check with the whole class. ideas.
Ask students to compare ideas in pairs. Then play the
Answers
audio once for them to check answers and again to
1 wanted 2 used 3 finished 4 worked 5 stayed practice pronunciation.
6 planned 7 decided 8 tried 9 asked

Rule Answers
1 -ed 2 -d 3 double 4 -i 5 -ed ID 2 G 3 B 4 E 51 6K 7H 8C
9 L 10 A 11 J 12 F
2 Do number 1 as a class, and write answers on the
board. Students work individually. Ask them to
O ptional activity
compare answers in pairs before you check with the
Memory challenge to promote assimilation of vocabulary:
whole class. Ask individual students to write each
Students test each other in pairs by covering up the word
past verb on the board for the rest of the class to list, and taking turns pointing to the various items. (A: What’s
check. Next, focus on numbers 0 -2 , and ask students К? В: It’s a lamp.)
who’s the subject of the verbs. Encourage students to
notice that the simple past form is the same after he 2 1аы1мЯИДЯ Students take turns describing their
and after we or 1. homes. Students should make a list of each room
mentioned by their partner and all furniture in it.
This gives them a reason to listen. Instruct students
to include all 12 objects from the exercise. Monitor
Mixed-ability idea students’ use of target vocabulary and make a note of
As an extra challenge for stronger learners, for each verb ask any errors in usage or pronunciation to review at the
students to say which rule in the box governs its spelling. end of the activity with the whole class.

Answers
1 started, finished
2 decided, painted Fast finishers
3 tried, wanted Students write an inventory of their homes: They make
4 visited, wanted a list of each room in their home and the furniture each
5 studied, ordered contains.
6 stayed, helped

Fast finishers
Students choose six of the words from Exercise lt o write
true sentences about what they did, for example, last
weekend, last week, during their last vacation, using the
simple past.

P ro n u n ciatio n
To p ractice th e p ronunciation o f regu lar past
tense endings: / d / , / t / , and / i d / , go to page 1 2 0 .

T-50
LISTEN IN G GRAMMAR
1 ИЛВ1Я1ДЯ As a warm-up, ask students to look at Modifiers: very, really, p retty
and memorize the pictures for 30 seconds before
1 Refer back to the listening section, and ask
they close their books. If you have an IWB, do
students to answer and complete the rule in pairs.
this onscreen with books closed. Prepare a list of
Check answers as a class.
five or six questions, for example: Is there a yard
in the pictures? (Yes.) Are there any chairs in the
Answers
kitchen? (Yes.) Is there a bathroom in the pictures?
1 Emma 2 Marta 3 Jacob
(No.) Are there two chairs in the living room? (No,
there is only one.) Is there a carpet in the bedroom? Rule
(Yes.) Alternatively, in stronger classes, you could 1 really 2 pretty
ask students to write questions once you’ve given
them one or two examples. Students then take 2 Remind students to use one of the three modifiers
turns describing each picture. The student listening in each sentence they write. If pressed for time,
looks at the picture and corrects and completes this exercise can be skipped in class and assigned
the description as necessary. Monitor use of target for homework instead. However, it feeds into the
vocabulary and there is / there are. exercises about self-esteem, so even if there is not
2 Explain that the four speakers will each be enough time to do the complete exercise, you could
talking about one of the pictures in Exercise 1. The get students to write just one true sentence for each
task is to listen and decide which one they’re talking prompt.
about. Encourage students to listen for key words, for
example, words for rooms in the house, or words for
furniture. Ask: Which room is Emma talking about? Play
the first dialogue and elicit the answer: Her bedroom. Fast finishers
In weaker classes, pause after each speaker to give Students write two sentences about each of the pictures
students time to consider their answers. You might in Exercise 1. They must use the modifiers very, really, or
also want to allow them to compare ideas in pairs pretty in each sentence.
before you move on to the next speaker. In stronger
classes, play the whole audio through without pauses. Be aw are o f com m on errors re lated to modifiers.
Check answers as a class. Go to G et it right! on page 124.

Answers

3
I 1 Carlos 2 Emma 3 Marta 4 Jacob

Before you play the audio again, students

■ Hi К SELF-ESTEEM
try to complete the table with details they remember Feeling safe
from the first listening and check ideas in pairs. Play 1 Allow students four or five minutes to consider the
the recording twice, pausing after each speaker to questions individually and to make notes. Then ask
allow time for students to check and record their them to compare their ideas in pairs or small groups.
answers. Students don’t need to write full sentences 2 1 П Ш Ш Э Students spend another two or three
as the main focus is on listening for specific ideas minutes expanding their notes into short paragraphs
rather than on sentence formation. As you check of two or three sentences. You could tell them about
answers, play the audio again, stopping at the your own feelings first as a model before they start
relevant parts. writing their sentences. Put students in groups of
four or five to take turns reading and commenting on
Answers
each other’s paragraphs. Monitor discussions, helping
1 happy with any problematic vocabulary or grammar.
2 listening to my favorite music
Also provide any new vocabulary. At the end of
3 quiet
4 sitting in the chair, watching TV
the activity, praise strong contributions in terms of
5 kitchen interesting ideas and nice language used.
6 helping my mother cook, talkingto her, eating cake
7 yard
8 playing soccer (with my friends)

T-51
 \ 5 I IT FEELS LIKE H O M E

L IS T E N IN G
II Ж П Н Work in pairs. Describe the pictures.

} i i m Listen to four people talking about "home."

W rite the names under the correct pictures.
C arlos | M a rta | Ja c o b | Emma

431.51 Listen again. Complete the table with the missing information.

Where's home for you? What I like doing there

Emma H om e is w h ere I feel \

So m ew h ere ■

Marta . kitchen

Carlos

GRAM M AR ■TriiNK SELF-ESTEEM

Modifiers: very, really, pretty Feeling safe
Write the name of the person from Exercise 3 1 Think about the questions and take notes.
who says these things. Then underline the words
a W h e r e d o y o u feel "at h o m e ” ? D e scrib e th e place,
before the adjectives and complete the rule.
b W h a t's most im p o rta n t fo r y o u th e re ?
1 I feel really happy there. (fu rn itu re? things? colo rs? p e o p le ? )
2 Our kitchen is pretty small. с W h a t d o e s that p lace feel like for y o u ?
3 The chair is very comfortable. (relaxing? safe? co m fo rta b le ?)

2 Ш М З П Н Write two or three sentences about

R U L E : W e use the words very, really, and pretty where you feel at home. Read them aloud in
to say more about an adjective. groups.
• The words very and 1 ____ . are used tc
make an adjective stronger. / feel a t home in my bedroom. My bed is pretty
• The w o r d 2. usually means "a little" small, but it's very comfortable. I like lying on
it an d thinking about my life.

2 Write true sentences about you. Use the words. I feel at home when I'm with my family. M y
0 kitchen - big/smal mom an d d ad are great, an d my brother is
Our kitchen isn't very big / is pretty small. my best friend. I love doing things with them.
1 bedroom - clean / messy
2 sofa - comfortable / uncomfortable I feel a t home in the living room. Our
3 hom e-busy/quiet sofa is really comfortable. I love sitting
there on my own reading a good book.

51
 R E A D IN G
1 Read Hillary's vacation blog. Complete the sentences with a word or a number.

D C iD G l
Dad gets it right! (finally)
>
Day five of the Italian adventure and
we’re in Naples. We arrived here early
yesterday morning, but as usual we were
only at the hotel for about five minutes
before Dad wanted to take us somewhere.
This time it was to the ancient city of
Pompeii. I didn't really want to go. I
wanted to go shoe shopping.
We traveled there by train. The trip didn’t
take long - but long enough for Dad to tell Mount Vesuvius - a real . (I hope it doesn’t erupt!)
us a bit about the history. Many years ago,
Pompeii was a large Roman city near a
volcano called Mount Vesuvius. Then, on
August 24, 79 CE, the volcano erupted and
completely covered the city in ash. It killed
about 20,000 people. But the ash didn’t
destroy the buildings, and now, almost
2,000 years later, you can walk around
the city and see how people lived all those About -_________
people died here, all of The paintings and 3
years ago.
them covered in ash. are really beautiful.
2,000-year-old houses? At first I thought,
“Thanks, Dad. Really boring.” But I was
wrong! The houses were very interesting.
Most of them were really big with lots of
rooms (so lots of space to get away from
annoying brothers and sisters!). There
were paintings and mosaics all over the
walls. I'd love a Roman mosaic of One
Direction on my bedroom wall. Also, I was
amazed at the bathrooms. I’d love a big
bathroom in our house - ours is so small!
I got really interested in Pompeii. I wasn’t
bored at all. In fact, I have lots of ideas for
our house when we get home! The houses are about years old.

2 Answer the questions.

1 W h e r e d id H illary's fam ily g o ? W R IT IN G
2 H o w d id th e y g et to Po m p eii?
Use your answers in Exercise 2 to write a summary
3 W h a t d id H illa ry ’s d a d tell them a b o u t on the
of the text in no more than 100 words.
w a y th e re ?
Hillary went to Pompeii a n d ...
4 W h e n d id V esuviu s e ru p t?
5 W h a t d id H illa ry think a b o u t Po m p eii at first?
6 W h a t d id H illa ry like a b o u t P o m p e ii?

52
READING W RITING
1 Check/clarify: volcano, erupt, ash, destroy. Ask Students expand their notes from Exercise 2 to write a
students to look at the photos on the page or on the summary. Explain that 100 words is only about eight to
IWB. Ask: Where do you think Hillary went on her ten sentences, so students should use their own words
vacation? (Pompeii, Naples, and Italy are all possible and only the key information to write about Hillary’s
answers here - but accept all suggestions without vacation. Looking at what they underlined in the text
giving away the correct answers. This will motivate for Exercise 2 should also help them decide what to
students to read the text to check their predictions.) include. Remind them to avoid copying sentences
Did Hillary enjoy her vacation? Accept all suggestions directiy from the original text. This writing exercise
could be assigned for homework and followed up on in
O ptional activity the next class. Students read their summaries to each
Write students’ initial ideas on the board so they can check other in pairs or small groups. Encourage listeners to
them as they read. After they’ve read the blog quickly - set make constructive comments: What is good about each
a time limit of, say, two minutes - conduct brief whole-class summary? What, if anything, is missing? How could the
feedback, checking off the items from the board that are writer m ake the summary better?
mentioned in the text. This will reinforce students’ skim-
reading skills.
Students read and listen to the text and complete the four
sentences below the photos. This exercise practices skills
tested in Part 8 of the Reading test in the Cambridge English:
Key examination. If students have already done the initial
skim-reading task, ask them to complete the sentences from
memory and listen and read again to check. Ask students to
compare answers in pairs before you check them with the
whole class. Students may need help saying the numbers.

Answers
1 volcano 2 20,000 3 mosaics 4 2,000

Background information
Pompeii was a lively city in ancient Rome, with a population
of around 11,000, nearthesite of modern Naplesin Italy. In79
CE, the volcano Vesuvius erupted and destroyed the entire city.
The city lay forgotten for over 1,500 years; it was discovered
and briefly explored at the end of the 16th century then was
discovered and explored again in the mid-18th century. The
layers of dry ash around the ruins and human bodies preserved
a lot of the city almost exactly the way it was during Roman
times. Today it is a UNESCO World Heritage site and receives
nearly 2.5 million visitors a year.

2 Ask students to read the questions first and underline

key words. Remind them they only need to include
the relevant pieces of information from the text to
answer the questions rather than go into a lot of
extra detail. Students should underline information
in the text that supports their answers. Students
compare answers in pairs before you check with the
whole class.

Answers
1 To Naples/Italy.
2 By train.
3 The history of Pompeii.
4 August 24, 79 CE.
5 She thought it was really interesting/ not boring at all.
6 She liked that the buildings were big with lots of rooms,
she liked the (paintings and) mosaics, and she was
amazed at the bathrooms.

T-52
GRAMMAR 2 Students complete the sentences from memory
then look at the text to check their answers. Focus
Simple past negative
attention on the LOOK! box and read the rule
1 Ask students to complete the sentences from memory together. Check understanding by asking: I watched
then check back in the text, before they complete the a movie last night It wasn’t very good. Was the movie
rule. Check answers as a whole class. Elicit that the ... boring or bored? (Boring.) How did I fe e l when I was
form of didn’t is the same for all persons. Elicit the watching the movie ... was I boring or bored? (Bored.)
form of the verb that follows didn’t: the base form.
3 Students complete the exercise individually. Check
answers as a class. You could check through a show
Answers
of hands. Encourage peer-correction but also elicit
1 didn’t 2 didn’t 3 didn’t
explanations from students who’ve chosen the correct
Rule answers in order to help those who don’t yet fully
did not/didn’t grasp the difference.

2 Students write the negative form of the sentences Answers

then compare answers in pairs before you check with 1 annoyed 4 relaxing
the class. 2 amazed 5 interesting
3 boring
Answers
1 I didn’t want to go home.
4 Students work individually. Allow about two or
2 The poor people didn’t live in big houses. three minutes. Monitor and help with any unfamiliar
3 Dad didn’t order a pizza for lunch. vocabulary.
4 It didn’t rain in the afternoon.
Fast finishers
Students can write five more sentences, but they should
: Fast finishers
use the othervariation of the adjectives in each one, that is:
I Students write four or five sentences about Hillary’s story boring, annoyed, amazed, interesting, relaxing.
' using the simple past negative.

5 ИПШЗПИ Pairs take turns reading their answers to

3 132Ш ЗВИ Give students a minute to prepare. each other. Encourage students to comment on each
Students take turns talking in pairs about their other’s sentences by saying whether they feel the
weekends. Alternatively, you could ask students to same way. Monitor their use of the adjectives. During
make at least one of the four statements untrue and feedback, choose one or two students to share any
ask their partner to guess which one is false. Monitor interesting facts they learned about their partners.
the correct use of the simple past positive and negative
forms, and make a note of any grammatical errors to
review at the end of the activity as a whole class.
W RITING
A blog post

VO CABULARY 1 Ask students to read the task carefully, and check

that they understand what to do. Students answer
adjectives with -ed and -ing all five questions in note form. They could refer back
1 Explain that the girl in the pictures is Hillaiy. To to Hillary’s blog on page 52 for ideas. Monitor and
model the task, point to the first picture and ask: help with any unfamiliar vocabulary. Allow up to
How does Hillary feel? Elicit: Amazed. Students match ten minutes for planning, and move on to the actual
the pictures with the adjectives. Check answers. If writing when most students appear ready.
necessary, drill the pronunciation through choral 2 Students expand their notes to write blog posts.
repetition of the words. The pronunciation of the -ed Explain that 120-150 words is around two to four
ending follows the same rules as the ending of the sentences for each question. Remind them to use the
simple past (see Student’s Book page 120). simple past. If pressed for time, the writing stage
could be done as homework. When they’ve finished,
Answers ask students to swap papers with another student
1 amazed 4 bored and check each other’s work for: task completion
2 interested 5 annoyed (Does the text answer all five questions?), accuracy
3 relaxed (Are there any mistakes with the simple past?), and
text coherence (Does it give you a good idea what
the vacation was like?) Ask for one or two volunteers
O ptional activity
to read their posts aloud. Alternatively, you could
For additional practice, ask students to mime the feelings
as you caii out the words in random order. Aiternativeiy, you
display students’ writing on the board for others to
couid mention some situations and ask aii the students to read. If all students have access to the Internet, you
show (not say) how they feei about them; then ask students to could set up a blog page (through Google Blogs,
say how the person next to them is feeling. Possible situations: for example), ask each student to post their writing
a math test, a new boy band, world politics, a sports car, etc. there, and then invite the rest of the class to post
comments.

T-53
 5: IT FEELS LIKE H O M E

GRAM M AR 2 W hat did Hillary say about Pompeii? Complete

the sentences with interested or interesting.
Simple past negative
1 I got really. .in Pompeii.
Compete the sentences from Hillary's blog and
complete the rule. 2 The houses were very. ..

1 I. really want to go. 3 Circle.: the correct words.

2 The trip _ take long.
1 I get a n n o y e d /a n n o yin g when people ignore me.
3 The ash. destroy the buildings.
2 His painting was excellent. I was am azed/am azing.
3 Luis talks about soccer all the time! He’s really
RULE To make any verb negative in the simple b o red / boring.
past, use. . + the base form of 4 A hot shower is always very relaxed/rela xing.
the verb. 5 I think math class is really interested/interesting.

4 Complete the sentences so that they are true

2 Here are some more things Hillary wrote about for you.
Pompeii. Make them negative.
1 I think is really annoying.
0 W e visited all of the houses.
2 .is the most amazing singer.
We didn't visit all o f the houses.
3 I’m really interested in . _.
1 I wanted to go home.
4 I’m never bored w hen.
2 The poor people lived in big houses.
3 Dad ordered a pizza for lunch.
4 It rained in the afternoon. 5 SPEAKIN G Work in pairs. Compare your answers.

3 I w ’,r 1 Work in pairs. Tell your partner

two things that you did and two things that
you didn't do last weekend. Choose from the
verbs in the list.
W R IT IN G
work | climb | play | travel | clean
help | study | use | dance walk
A blog post
1 Think about a real vacation or an invented
I didn't watch TV. I visited my friends. vacation. Take notes about these questions.

Ш Ш Ш Ш ф a W here did you go?

b W h o did you go with?
с W hat did you do that was very special / different?
VO C A BU LA RY
d W hat did you like / not like about the vacation?
adjectives with -ed and -ing e W hat was boring / exciting / amazing / interesting /
1 How does Hillary feel? Write the adjectives annoying about the vacation?
under the photos.
2 Use your notes from Exercise 1 to write a blog
annoyed | relaxed | bored interested | amazed
post about your vacation. Write 120-150 words.
Write three paragraphs.
Paragraph 1 - your answers to a and b
Paragraph 2 - your answer to с
Paragraph 3 - your answers to d and e

L O O K ! W e use -ed adjectives to

say how we feel about something.
W e use -ing adjectives to say what
we think about something or to
describe something.
 Look at the photos and answer the questions.

Hey, l°ok W hat do you think the four friends are saying about the man?
W hat do they know about him?

that guy Now read and listen to the photostory to check

your answers.

LUKE So? A h om eless guy. W hat's the big deal?

to get to school. RYAN Yeah, right.
OLIVIA Very funny. Iley, look at that guy! OLIVIA He h as problem s. D on’t you care?
RYAN W h at about him ? RYAN Well, to be honest - no, not very m uch.
MEGAN I think he w as here yesterday, too.

OLIVIA Let’s go and talk to him.

MEGAN But it’s really sad! RYAN Hold on! Do you think th at’s a good idea?
OLIVIA I know what you m ean. I watched a show on TV MEGAN W hat do you mean? He’s poor, but that
a while ago about hom eless people. Awful! doesn’t m ean he’s dangerous.
MEGAN Can you imagine? No place to live. It must be horrible. LUKE OK, maybe not dangerous. He’s probably
RYAN Well, I’m sure th at’s true. But it’s not really our problem. not very nice, though.
OLIVIA Maybe he needs help.

54
PH O TO STO RY: ep iso d e 3
Hey, look at th at guy!
1 Ask students: Who are the main characters? What are
their names? Ask them to point to each character in
the picture, or on the IWB, and say the character’s
name. Ask students to say what they think is
happening in each picture without reading the
dialogues. Accept all suggestions. Ask students to
work in pairs or small groups to answer the two
questions.
2 Play the audio as students read and check
their predictions. Ask: Did you get it right?

O ptional activity
You could ask students to role-play the story in groups
of four. (The homeless person has no speaking lines, so
there is no need forsomeone to play him.) You could either
ask students to memorize the lines from the story and
imitate the intonation, oryou could ask them to retell the
story using their own words as much as they can. Ask for
volunteers to perform in front of the class. Then vote on the
best performance.

T-54
 DEVELOPING SPEAKING W ordW ise
3 Pairs brainstorm ideas and make notes about the Phrasal verbs w ith look
possible endings. Elicit some suggestions. Focus 1 Students complete the sentences individually then
on the ideas, not on accuracy - correct errors only compare answers in pairs before you check with the
if they impede comprehension. Don’t give away whole class.
answers.
Answers

I
4 ГЁЖЗШ Play the video for students to watch and
check their answers. Who guessed correctly? 1 at 2 up 3 into 4 for

5 Ask students to read the sentences first and

underline any unfamiliar words. Elicit explanations 2 Students choose the correct alternatives individually
for any difficult vocabulary from the rest of the then compare answers in pairs before you check with
class. Students order the events individually then the whole class.
compare answers in pairs before you check with the
whole class.
Answers

I
Answers
Id 2 g 3b 4 h 5 e 6 f 7a 8c
I 1 at 2 for 3 into 4 up

FU N CTIO N S
P H R A SES FO R FLU EN CY
1 Students work individually to match the expressions Making suggestions
with the speakers. Check answers as a class or have 1 Read the example aloud, and check that students
students self-correct by referring them back to the understand that in each mini-dialogue, they first find
stories to check themselves. You could elicit LI a word in list A to complete what A says, then a word
translations for each expression. in list В to complete what В says. Students complete
the sentences. Ask them to compare their answers in
Answers

I
pairs; then quickly check them with the whole class.
a Luke b Ryan с Olivia d Ryan e Ryan f Luke Next, ask students to look at the sentences again and
decide which of B’s responses are about accepting
2 Students complete the sentences individually. Remind or about rejecting a suggestion and which express
them that some of the expressions may need to be uncertainty.
modified slightly. Ask students to compare answers
in pairs before you check them with the whole class. Answers
If you’re short on time, you may prefer to assign this 1 Why, do (/j
exercise for written homework instead. 2 Let’s, sure (?)
3 could, great (/j
Answers
1 though, I know what you mean
2 Hold on! it’s not my problem At a m ark e t
3 not a big deal, to be honest
2 Put students in AB pairs. Put As together
in small groups and Bs together to study their
Optional activity respective role cards on pages 127 or 128 carefully.
In pairs, students practice the mini-dialogues. Ask them Monitor to help with any language or procedural
to change one small detail in each one. Ask one or two issues. Encourage students to brainstorm ideas and
volunteer pairs to perform in front of the class. Ask the rest write down phrases relevant to their roles. When
of the class to listen with books closed and try to identify the
they’re ready, ask students to return to their AB pairs
element that’s been changed.
and practice role-playing the conversation. Monitor,
helping with pronunciation and intonation and
correcting any erronerous use of phrases for making,
accepting, or rejecting suggestions. Outside of these
phrases, limit error correction to mistakes that hinder
comprehension - the focus of the activity is on
fluency and on the use the communicative devices.
Ask two or three volunteer pairs to perform for the
class, and offer praise for their performances.

T-55
 51 IT FEELS LIKE H O M E

D E V E L O P IN G S P E A K IN G

Work in pairs. Discuss what happens next in

the story. Write down your ideas.
W e th in k the boys go to school b u t M egan a n d
W ordW ise
O livia ta lk to the m an. Phrasal verbs with look
1 Look at these sentences from the story.
■ ш к Watch to find out how the story
Complete them with the words from the list.
continues.
up | for | at | into
Put the sentences in the correct order.
1 Hey, lo o L ___ thatguy.
Write 1-8 in the boxes.
2 I'm just looking it. on my phone.
a The students decide to ask somebody
3 W e need to look _ _ why he’s
from a charity for help,
homeless.
b The girls are worried about the man.
4 L e t’s loo k _ . him.
с W hen they go back to the park, the man
gives Olivia her necklace, Circle the correct word in each dialogue.
d The friends are on their way to school, 1 A W h y are you looking fo r / a t me like that?
e Other students start laughing at her. В Because I’m angry with you.
f Ryan tells the other students about the 2 A I can’t find my pen.
homeless person, В I’ll help you look a t / fo r it.
g In the park, they see a homeless person, 3 A Do the police know what happened?
h The teacher notices that Olivia is not В No, they are still looking fo r/in to it.
paying attention. 4 A W hat does this word mean?
В I don't know. Let's look it a t / u p in
the dictionary. iK ..,, J . H i n fr
PH RA SES FO R FLUEN CY
1 Find these expressions in the story. W ho says
them?

a What's the big deal? F U N C T IO N S

Ь ..., to be honest, ... Making suggestions
с I know what you mean, 1 Complete the sentences from the story with words
d ..., it’s not our problem, from the lists. Then write / (agree), X (disagree),
e Hold on! or ? (uncertain).

f ..., though. A H ew co u ld L e t’s W hy

В idea | d o | great sure
2 Use the expressions in Exercise 1 to complete
0 A H ow a b o u t asking o u r p arents for
the dialogues. Write a-f.
m o n ey?
1 A She’s usually a nice girl. Sometimes she gets
CTQ

В I d o n ’t think th a t’s a
Cl

ft
о
О

really angry, _ ..
1 A d o n ’t w e t ry a n d h elp
В _____ . Yesterday she yelled at him?
me for no reason! В L e t’s that.
2 A I need help. You guys have to help me with 2 A give him o u r school lunch.
my homework!
В I’m not so a b o u t that.
В _ _ __! It’sy o u r homework -
3 A We take him som ething
so really, _ _ . after school.
3 A It 's o n ly a small test tom o rro w . Ten questions.
В I think that's a idea.
_ ? Right?

В Well,. . I’m a little At a market

worried about it.
2 lw lE Pb, ‘ Work in pairs. Student A: Go to page
127. Student B: Co to page 128. Take two or three
minutes to prepare. Then have a conversation.

55
 OBJECTIVES

f u n c t i o n s : talking about past

events; talking about what you
like doing
GRAM M AR: simple past (irregular
verbs), double genitive, simple
past questions
v o c a b u l a r y : past time expressions;
character adjectives

R E A D IN G
1 И 0 Я З Ш Э Look at the photos.
Say what the people are doing.

They're surfing the Internet.

2 И И Я Я Е 0 Match these words with

the photos and compare with a
partner. (Some words go with
more than one photo.)
alone | together happy
sad | bored excited

In photo 1, they're together

and they're excited.
5 Read and listen to the web article.
Check your ideas.
3 ИШ ЗЕИ Work in pairs. Talk about things
you like doing alone and other things you 6 Read the article again. Choose the correct answers.
like doing with other people. Here are some
1 Sarah and Paige talk online every d a y I week.
ideas to help you.
2 Paige lives in Europe / N ew Z ea lan d and Sarah lives
watch a movie | walk | do homework | study in the U.S. / U.K.
read ' have breakfast | go shopping
3 Their mothers found each other when Sarah
and Paige were babies / teenagers.
I like going shopping with
4 Sarah gave Paige a lot of photos / confidence.
friends. I don't like going alone!
5 The girls finally met in the U.S. / New Zealand.
I like doing homework alone.
6 Sarah thinks she and Paige w ill/ won't always be
best friends.
4 Look at the pictures on page 57. How do you
think the best friends met? How do they
communicate now?

56
READING information in the article. Students compare answers
1 Ю Ш З Е И If you’re using an interactive whiteboard in pairs before you check with the whole class.
(IWB), the picture description would best be done
as a whole-class activity. Focus students on photo Answers
number one and ask: What are the people doing? 1 day 2 New Zealand, U.S. 3 babies 4 confidence
5 New Zealand 6 will
Accept all suggestions. Ask pairs of students to talk
about the other photos. After a few minutes, conduct
brief whole-class feedback by eliciting ideas from one
or two students for each photo.
2 Ь а я л а г Д Check comprehension by asking students
to describe a situation in which they feel happy,
sad, bored, etc. or by saying an adjective, e.g., alone,
and eliciting its opposite, together. For each photo,
ask students to write down at least two adjectives
before they compare with a partner. In whole-class
feedback, encourage students to give full sentences.
You could point out that adjectives that express
similar attitudes are linked by and, and those that
express contrasting attitudes are linked by but.

Possible answers
In photo 1 they’re together, and they’re excited.
In photo 2 she’s alone, but she’s happy.
In photo 3 they’re together, but they’re bored.
In photo 4 he’s alone, and he’s sad.

3 К С Ш Е Н Pairs take turns talking about the

activities in the list. You could task them with trying
to find three things they have in common. While
monitoring, encourage stronger students to give
reasons. Ask one or two students to report back on
things they have in common with their partners.
4 Show students the two pictures on page 57. If you’re
using an IWB, display the photos, books closed.
Ask students to identify where the best friends live
(in New Zealand and the U.S.). Elicit answers to the
questions from the whole class, and make a note of
them on the board.
5 Check/clarify the meaning of: apart,
compare, similar, confidence, trust. Play the audio for
students to listen and read to check their predictions.
During feedback, focus students on the board and
elicit which predictions were correct and which were
incorrect.
6 Students read the statements and try to complete
the task from memory. Then, as they read the
article again more carefully, ask them to underline
information about each statement in the article
to help them decide about the answers. Remind
students the statements are in the same order as the

T-56
Ш Г Й i IK VALUES
Friendship and loyalty
1 Students complete the sentence to find the best
summary of the story. Tell them there may be more
than one correct answer. They must be able to give
reasons for their choice of ending.
2 Students compare ideas in pairs, and if they disagree
they should try to convince their partner of their
opinion. During feedback, insist on students quoting
key text from the article that supports their answer.
3 1ааюа1|ДЯ Encourage pairs to give reasons as they
prioritize the values. Answers will vary. Allow two
or three minutes for the activity. Monitor and praise
those making an effort to expand on and justify their
answers. Avoid error correction unless mistakes
really impede comprehension. The focus here is
on fluency and development of the whole learner
via an open discussion of students’ own ideas and
experiences, not on controlled language practice.
To follow up, put two pairs together to form groups
of four. Groups compare their ideas for another
minute. Each group could add one or two of their
own ideas to the list of values then come to an
agreement about which three are the most crucial.
Finally, bring things to a close by eliciting ideas from
each group and encouraging reactions in a whole-
class setting.

T-57
 6! BEST FRIENDS

0® Q

Best friends ... 8,000 miles apart

Sarah and Paige are best friends. Like m any teenage girls, they
talk about school, fashion, sports, and family, and they are
together online and on the phone every day. “We talk about
boys and life and com pare things," says Sarah.

The girls have a very typical friendship, but there is one

difference. Paige lives in New Zealand, and Sarah lives
in the U.S., 8,000 miles away.They talk on the phone
and send emails, but they can only see e a ch other
on video chat.

The girls first “met" when they were babies. Sarah was
born with only one arm, and her mother wanted to
meet parents of similar children. She found Paige's
mother on the Internet and learned that Paige also
had only one arm.The girls' parents shared letters
and photos.

Later, Paige and Sarah b ecam e friends over email. “I needed

someone that could understand everything about me," says
Sarah.They talk about typical teenage things, and they also
share their feelings about living with one arm.They show ea ch
other how to do things that are difficult with one arm, such as
painting their fingernails. “Sarah taught me a lot," says Paige,
“and gave me a lot of confidence. I can tell Sarah things that
I wouldn't tell my other friends. I trust her with my life."

Finally, after they were best friends for eight years, Sarah flew
to New Zealand to meet Paige for the first time. When she
finally saw Paige, she ran to her best friend, and the two girls
hugged and cried.The first thing Sarah said to Paige was,
“You're so beautiful." “So are you," said Paige.

“Some best friends com e and go," says Sarah. “Paige will
always be my best friend."

■THi К VALUES Ш ^ Ш ^ Ш
Friendship and loyalty 2 Compare your ideas with a partner.
1 Choose the best way to finish this sentence.
3 SPEA K IN G Choose three of the values in Exercise 1.
I think this story tells us that it is most important to .
Put them in order of importance for you (1,2, 3).
.. help your friends. Then compare with others.
.. look good.
.. know people similar to you. For me, to help you r friends is num ber I
.. share your feelings with people.
.. have lots and lots of friends. That's my num ber 3. I think it's more
im portant to have a best friend.
.. have one good friend.

57
 GRAM M AR VO C A BU LA RY
Simple past (irregular verbs) Past time expressions
1 Look at these sentences about the article on Complete the series with words from the list.
page 57. All the verbs are in the simple past. How a year ' morning | month
are the verbs in 1 different from the verbs in 2?
W hen we talk about the past, we often use expressions
1 The parents wanted to meet. like these:
They shared letters.
yesterday, yesterday 1
2 They met as babies. yesterday afternoon
She taught her a lot. last night, last week, last 2_ , last
December
2 Look back at the article on page 57. Write the
an hour ago, two weeks ago, a month ago,
simple past forms of these verbs.
3____________ _ago
0 meet met 4 give
1 find 5 fly 2 Complete the sentences with your own
2 become 6 see
information. Use irregular verbs.

3 teach 7 say 1 A year ago, I _ _

2 Ten years ago, I .
Find at least two more irregular simple past
3 Last year, I _
forms in the article. Write the verbs.
4 Yesterday morning, I .
5 Last night, I ________
4 Correct these two sentences about the article.
Make them negative. i Complete the sentences with a time expression
with ago.
1 They became friends in school.
0 Andy is twenty. He left school when he was eighteen.
2 Their parents cried. A n d y le ft school tw o y e a r s ago._________________
1 It's eight o'clock. I had breakfast at seven o'clock.
I had breakfast _
5 Look at the pictures and the cues and write
2 It's 10:20. The movie began at 10:00.
the sentences in the simple past.
The movie _
3 It's December. Your vacation was in July.
M y vacation.

1 W e / g o / to Brazil, but w e/g o /to Rio. 2 I / see / Marco, but I / see / Natalia.
We went to Krazll. but we didn't go to Rio.

3 Sue / come / to my party, but Dan / come. 4 I make / sandwiches, but I / make / cake.

58
GRAMMAR Answers
Simple past (irregular verbs) 2 I saw Marco, but I didn’t see Natalia.
3 Sue came to my party, but Dan didn’t come.
1 Focus attention on the example sentences. Elicit 4 I made sandwiches, but I didn’t make cake.
the base forms of the verbs: want, share, meet, teach.
Give students two minutes to consider the difference W orkbc.
between the past forms in 1 and those in 2, in pairs.
Elicit that 1 consists of examples of simple past forms
of regular verbs and 2 of irregular forms.
Students close their books and write down as many simple
Suggested answer past irregular forms as they can remember. Students then
open their books to check verbs and spelling.
The second group are irregular verbs. Theirform in the
simple past is completely different from the base form.
Be aw are o f com m on e rrors re lated to th e simple
2 Students find the simple past forms of the verbs in past. Go to G et it right! on page 124.
the article and write them. Students compare answers
in pairs before you check with the whole class.
Explain that although most English verbs follow the
rules for regular verbs, some very common verbs are VO CABULARY
irregular - and these verbs should be written down
Past tim e expressions
and learned with their past forms. If you’re short on
time, put students in AB pairs, and ask As to look for 1 Books closed. To check/clarify time expressions, ask
the past forms of 1 -4 in paragraphs 3 and 4, and Bs students: What time was it an hour ago? What day was
to look for 5 -7 in the last two paragraphs. it yesterday? What year was it last year? Books open,
students quickly brainstorm ideas in pairs before they
Answers suggest words to fill in the blanks. When you check
1 found 2 became 3 taught 4 gave 5 flew answers, you may need to point out that we never
6 saw 7 said say yesterday night, but last night, and we never say
last afternoon or last evening, but yesterday afternoon
3 Students scan the text for more examples of irregular or yesterday evening. These expressions may be
verbs in the article. Give them a minute to do this problematic where they work differently in LI.
before you check answers together. You could do this
as a contest. Ask: Who will be the first to fin d the verbs? Answers

I Answers
I ran, were
I 1 morning 2 month 3 a year

2 Students write statements about themselves. They

should write three true statements and two false
ones. Allow up to five minutes for this. Ask students
to read their statements aloud in pairs or small
Students scan previous units for other examples of simple groups and try to decide which of their partners’
past verbs and identify those that are irregular.
statements are false. Ask one or two students to
report back on something interesting they learned
4 Write on the board: The parents shared videos. The about their partners.
girls first met as teenagers. Elicit and write the correct
3 Monitor to ensure that all students are on task. If
sentences on the board: The parents didn’t share
possible, pair weak with strong students. Students
videos - they shared letters and photos. The girls didn’t
compare answers in pairs before you check with the
first meet as teenagers - they first met as babies. Ask
whole class. During feedback, make sure students
students what they notice about the negative form.
have put ago after the time expression, never before.
Elicit that the simple past negative form of every verb
If you’re short on time, you could assign this task
(regular or irregular) is the same: didn’t + base form.
for individual homework, then follow up with peer
Students correct the two sentences.
checking in pairs - as described above.
Answers Suggested Answers
1 They didn’t become friends in school. 1 I had breakfast an hour ago.
2 Their parents didn’t cry.
2 The movie began 20 minutes ago.
3 My vacation was five months ago.
O ptional activity
Students summarize the story in six to eight sentences using
the simple past. Ask students to compare their sentences in
pairs to decide who has the best summary.

If Exercise 3 is done in class, fast finishers can complete the

5 Students work individually. Have students compare sentences for their best friend as well: A year ago, my best
answers in pairs before you check with the whole frien d ..., etc.
class. If you’re short on time, this exercise could be
assigned for homework.

T-58
LISTEN IN G GRAMMAR
1 Read the sentences aloud, or ask volunteers to read Double genitive
them. Have students write A next to the statements
they agree with and D next to those they disagree 1 Students study the example. Elicit the difference
with. Ask for a show of hands for each one, and between possessive pronouns (they stand on their
ask one or two students to give reasons for their own) and possessive adjectives (they usually stand in
opinions. front of a noun). Students complete the rules in pairs.
Check answers as a class.
2 Explain that students will hear a boy
telling a girl a story about Cristiano Ronaldo. Elicit Rule
if students know anything about him by asking:
Who is Cristiano Ronaldo? What does he do? (He’s
a professional soccer player.) What country does he
play for? (Portugal) Play the audio through once,
I 1 pronoun 2 one of many things

2 Ask students to do the exercise individually then

compare their answers in pairs before you check
and ask students to answer the question. Students
them with the whole class. During feedback, you
compare answers in pairs before you check with the
could ask students which answers are possessive
whole class. Prompt students to give reasons for their
pronouns and which are possessive adjectives.
opinion during feedback.
Mixed-ability idea
Answer

I possibly true

Background information
Weakerstudents first decide which part of the rule each
example refers to, e.g., 1 refers to the second part of the rule
(possessive adjective), and then circle the correct word.

Cristiano Ronaldo dos Santos Aveiro is a Portuguese soccer Answers

player. He was born in the city of Funchal on the island of 1 my sister’s (possessive adjective)
Madeira on February 5,1985. He began his professional career 2 John’s (possessive adjective)
at Sporting Lisbon in 2002. He was signed by Manchester United 3 ours (possessive pronoun)
in 2003 and by Real Madrid in 2009. In 2008 and 2013, he won
the FIFA Ballon d’Or (Golden Ball) Award forthe best playerin 3 Students work individually to rewrite the sentences.
the world, and he was the highest goal scorer in Europe in 2008, Students compare answers in pairs before you check
2011, and 2014. He played in over 100 competitive matches for
with the whole class.
his country, and he is the top goal scorer of all time for Portugal.
With his teams, he has been league champion in both England
and Spain, and with Real Madrid, he won the UEFA Champions’ Answers
League in 2014. Ronaldo is also an international fashion icon and 1 friends of ours
one of the most recognized people in the world. 2 a shirt of mine
3 a cousin of mine
3 This exercise is closely modeled on Part
3 of the Cambridge English: Key listening exam.
Before you play the audio again, students should try
to answer the questions with details they remember Be aw are o f com m on errors re lated to th e d o u b le
gen itive. Go to G et it right! on page 124.
from the first listening and check ideas in pairs. Play
the audio twice, allowing students to check answers
in pairs after each listening. During feedback, you
could play the audio again, stopping at the relevant
parts. Ask students to say if they think the story is ■TRAIN TO j Hi К
true or not. (There are many sources on the Internet
Making decisions
claiming this actually happened between Ronaldo
and a man called Albert Fantrau. His official website 1 This exercise introduces mind maps as a thinking
makes no mention of it, though.) tool. Ask students to copy the map onto a larger sheet
of paper with enough room to write their notes. After
Answers they identify who the people are, they should note

I 1A 2 A 3 С 4 С 5 В б С

Give students half a minute or so to

two or three things that each person likes. They could
think about activities as well as personal preferences
in entertainment, food and drink, and so on.
think about what they are going to say. In pairs, 2 1ШИШ5И Put students in groups of four or five,
students tell each other about a present they and ask them to help each other decide on a suitable
received. Monitor use of past time expressions and present for one or two people in each of the student’s
the simple past. Make a note of common errors. mind maps. Encourage students to explain the
Write them on the board, without saying who made reasons for any suggestions they make. They should
the mistakes, and ask students to correct them during take into consideration the “likes” recorded in the
whole-class feedback. map as well as practical constraints (time available,
cost, difficulty in obtaining the item, etc.). Allow up
to eight minutes for the discussion, then ask each
group to report back on the most interesting or
unusual present ideas, justifying their choices.

T-59
 6: BEST FRIENDS

L IS T E N IN G матаищН Work in pairs. Tell your partner about a great

present someone gave you.
1 Which sentences do you agree with?
Last y ea r m y ... j a r e me a .... I was
1 So ccer players are n ever friends with
really happy / excited beca u se ....
players from o th e r teams.

2 So cc e r players n ever h e lp o th e r players.

3 So cc e r players o n ly w a n t to win
GRAM M AR
cham pionships.
Double genitive
Listen to a story about Cristiano
Read the sentence from the listening. Then choose the
Ronaldo. Check (/ ) the correct box.
correct options to complete the rule.
T h e kids think th e sto ry is ...
Ronaldo was there, and there was a friend o f his na m ed Albert.
certa in ly true.

p o ssib ly true.
R U L E : W e can form th e "d o u b le gen itive " in tw o ways:
certa in ly not true.
• noun + o f + possessive 'pronoun / adjective (mine, yours, his,
hers, ours, yours, theirs)
Listen again and choose the right
answer (A, B, or C). • noun + o f + possessive adjective (my,your, his, her, our,your,
their) + noun + possessive s.
1 W h a t was th e last nam e o f R onaldo's
W e use it to talk a b o u t 2one o f m any things / m any things
frie n d ?
that w e have.
A A lb e rt V_____________________________________________
В T h e b o y d o esn 't rem em ber.
С T h e b o y d id n 't find th e name. 2 Circle the correct words.
2 H o w m any places w e re th e re 0 She's a frien d o f m e/(m irie).
at th e soccer sch ool?
1 M r. Sm ith is a tea ch e r o f m y sister/m y sister's.
A one В two С three
2 She's a cousin o f John /John's.
3 W h y d id A lb e r t pass th e ball to C ristian o ? 3 M rs. Jo n e s is a n eig h b o r o f ou rs/u s.
A B ecau se A lb e r t w a n te d a friend.
В B ecau se A lb e r t w as tired. 3 Rewrite the underlined parts of the sentences.
С B ecau se C ristian o was a b ette r player.
0 S e e that m an? H e's m y father's frie n d .
4 W h a t was th e final score o f th e gam e?
He's a f r i e n d o f m y f a t h e r 's ..
A 1-1 В 2-0 с 3-0
1 Ste ve and A n g e la are our frie n d s.
5 W h a t is A lb e rt's jo b n o w ?
Ste ve and A n g e la are _
A He's a soccer player.
2 Mike borrowed my shirt.
В W e d o n 't know.
Mike borrowed
С H e d rives cars.
3 I went on vacation with mv cousin.
6 W h a t d id R o n a ld o give his frie n d ?
I went on vacation with
A A car.
В A house. W o rk h r ад к
С A car and a house.

■t r a in т о г и ;
Making decisions
1 Draw a mind map.
• Complete the three circles with names of people who
are close to you (friends, family).
• W hat do these people like? Write your ideas on the lines.

2 Work in small groups. Imagine it's your

friends’ birthdays. What presents do you think they
would like? Show your mind maps and make suggestions.

59
R E A D IN G
1 Read the magazine article quickly.
Complete the sentences.
] ovj we rv\ef.. .,
1 Richard and Sharon met for the first time on T h is w e ek , lifeguard Sharon E v an s and student
Richard Lam bert tell our reporter about their .
2 The second time they met, they went friendship and ho w th ey alm ost never m et. /
*>

Q: So first of all, when and where did

you meet?
Richard We first met in 2012, one morning about
10:30 on Bondi Beach, in Sydney.
Sharon Actually, we met in the water.

Q: OK, so how did you meet?

Richard I was out in the deep water on my surfboard
when another board knocked me on the head. The
next thing I knew, I was on the beach looking up at
this face.
Sharon I was on the beach that day. I saw what
2 Read the article again. Put the events in the happened, so I swam out and brought Richard back
order they happened. Write the numbers in. He was unconscious, but luckily I got him to
1- 8 . start breathing again. But for a minute I thought he
a Richard and Sharon go to a show together, was dead.
b Richard has an accident, Richard And then they took me to the hospital. I didn't
с Richard gives Sharon a present, have a chance to even say thanks to Sharon.
d Sharon saves Richard's life, Q: So what did you do?
e Richard goes to the hospital, Richard There was a really big show the next week
f Sharon calls Richard, with a popular Belgian-Australian singer named
g Richard goes surfing, Gotye. I bought tw o tickets for Sharon and left
h Richard sees Sharon for the first time. them at work for her a few days later. I thought she
could take someone with her. I also left her a note
SPEAKING Work in pairs. Tell the story. Use to say thanks w ith my phone number on it.
the ideas in Exercise 2 and the past tense. Sharon He was really generous. They were expensive
tickets.
Richard went surfing. He h ad an acciden t...
Q: Did you take a friend to the show?
Sharon I didn't know who to take, and then I had a
F U N C T IO N S great idea.
Talking about past events Q: What was it?
1 Think about when you made a new friend. Richard Well, when I got home from work that day
Take notes. there was a voicemail on my phone. It was Sharon.
She invited me to go with her. We had a great time.
• Who?
She was so cheerful and easy-going. We became
• When?
really good friends right away.
• Where?
• What happened?

2 SPEAKING In pairs, tell your story.

/ met my firiend Al fire years ago. I was on

vacation in Florida with my family. We — * - :i. V « ;
were at a small hotel. Al's family was in the
sam e hotel. We made friends on the first
day an d spent the whole vacation together.
READING FU N CTIO N S
1 Focus students on the photos either in the book or Talking about past events
on the IWB. Ask students: Who are the two people?
What is their relationship? Accept all suggestions. The 1 Give students a minute to think about how they met
aim is to time students in to the content of the text one of their friends. The questions will help them
through their predictions. Ask students to read the make notes about the details. Monitor to provide any
tide of the article and the introductory paragraph to unfamiliar vocabulary students might need to tell
check their predictions. Then ask them to read the their stories.
article quickly, not worrying about every detail, and 2 1 3 Е Н Ш 5 Я Pairs take turns telling each other
to complete the two statements. Students compare their stories. Encourage students to use their notes
answers in pairs before you check with the whole to remind them of details but not to mechanically
class. Check/clarify: lifeguard. read them aloud. Monitor, providing support and
encouragement as necessary, and making a note of
Answers any simple past errors to review at the end of the

I 1 Bondi Beach, in Sydney 2 to a show together

2 Ask students to read the sentences first to make sure

activity. Switch pairs and ask students to tell their
new partners their previous partners’ stories. Write
the common mistakes you heard on the board and
they understand what they need to look for. Check/ elicit corrections during class feedback. You could
clarify: accident, save someone’s life, hospital, surfboard, also highlight nice language you heard at this stage
knock someone on the head. Students try to order the and offer some positive feedback. Ask all students to
events, based on what they remember from their first copy the correct forms into their notebooks.
reading and using logic, before reading again, more
carefully this time, to check. Warn students that the
two speakers may change or correct what the other
person says, so they must find all the information
that refers to each event. Check answers as a class.
In case of disagreement over d and h, explain that
Sharon saves Richard’s life first, and he only opens
his eyes to see her when he regains consciousness.

Answers

I lg

3 Д Н И
2b 3d 4 h 5 e 6c 7 f

Students use the information from

8a

Exercise 2 to tell each other the story in pairs.

Remind them to use the simple past. Encourage
stronger students to add further detail to each event.
Monitor students’ use of the simple past, and make a
note of any errors to review at the end of the activity,
but do not interrupt the story-telling as this risks
hindering students’ fluency development.
O ptional activity
Books dosed. Students retell the story in their own words.
Say: Richard and Sharon first met one morning in 2012 at
around h alf past ten. Throw a ball to the first student, who
must continue the story with one sentence before throwing
the ball to another student, who continues. Each person
continues the story or corrects anything incorrectly told by
the previous person. Keep the activity going until the story is
completed. You cou Id either do this as a whole-class activity
or, in larger classes, in groups of six to eight.

T-60
GRAMMAR Answers
Simple past questions 1 Chloe 2 Maria 3 Ben 4 Nick 5 Liz 6 Connor
7 Brandon 8 Ruby
1 Ask students to order the questions in pairs then
check back in the text before you check answers as
a class. Choose students to write each question on Fast finishers
the board. Students look back at the people mentioned earlier in the
unit (Sarah, Paige, Cristiano Ronaldo, Sharon, and Richard)
Answers and use character adjectives to describe them.
1 What did you do? 2 How did you meet?
3 Did you take a friend to the show?

2 Students work in pairs to complete the table. During

P ro n u n ciatio n
feedback, use the examples from Exercise 1 written To p ractice stressed syllables in w ords, go to
on the board to highlight form: page 1 2 0 .
[QUESTION WORD] + did + SUBJECT + VERB IN
BASE FORM?
Elicit/clarify that the form of did is the same for all
persons and that to answer yes/no questions, we
repeat the positive or negative form of did in the
short answer but not the main verb.

I Answers
| 1 Did 2 did 3 did 4 didn’t 5 got

3 Do number one with the whole class to model the

task. Students work individually to complete the
exercise then compare answers in pairs before you
check with the whole class.

Answers

I
■
Id 2a 3b 4 e 5c

4 И а Д я | И Students take turns giving personalized

answers to questions 1 -5 in Exercise 3. Monitor their
use of question forms, short answers, and simple past
irregular forms. Make a note of any errors to review
during feedback. Ask two or three students to report
back on something interesting they learned about
their partners.

VO CABULARY
C haracter adjectives
Ask students to describe what is happening in each
picture. Explain that the eight adjectives in the
sentences below the pictures describe peoples’ character
or personality. Ask students to read the sentences
quickly and find the one negative adjective (jealous).
Ask students: Who’s jealous? (Brandon.) Which number is
Brandon? (7) Instruct students to write Brandon next to
number 7. Students complete the exercise individually.
They compare answers in pairs before you check with
the whole class. As an extension, ask students to use
three of the adjectives to describe their best friend to a
partner and give examples to illustrate each one.

T-61
 6 BEST FRIENDS

GRAM M AR
Simple past questions
Put the words in order to make questions. Check your answers in the article on page 60.

1 do / did/w hat/you / ? 2 did/you / meet / h o w / ? 3 friend / show/take/you / a /to / did / the / ?

Complete the table.

Question Answer
l/yo u /he /sh e /w e /the y en jo y th e show? Yes, l/you/he/she/w e/they 3_
No, l/yo u /he /sh e /w e /the y 4_ _ (d id not).
W h a t tim e 2 _ l/yo u /he /sh e /w e /the y g e t home? l/you/he/she/we/they 5_ _ . h o m e at m id n ig h t

Match the questions and answers.

1 D id yo u have a g o o d w e e k e n d ? a Yes, I did . I c o m p le te d fo ur levels.

2 D id yo u p lay c o m p u te r gam es y e s te rd a y ? b W e m et at school fo u r years ago.

3 W h e r e d id yo u m e et y o u r b est frie n d ? с W e had chicken and fries.
4 W h o d id yo u text y e s te rd a y ? d N o, I didn't. It rained all th e tim e.

5 W h a t d id yo u have fo r d in n e r last night? e I tex te d m y b est friend.

SP EA K IN G Work in pairs. Ask the questions 1-5 and give your own answers.

VO C A BU LA RY
Character adjectives
Look at the pictures. Read the sentences
and write the names under the people.

Nick is intelligent. H e knows a lot a b o u t e v e ry th in g

M a ria is cheerfu l. S h e always has a smile on her face.
B ra n d o n is jealo u s. H e's not h a p p y w h en yo u talk to o th e r friends. Pronunciation
Ben is helpful. H e's always re a d y to h elp you.
Stressed syllables in words
R u b y is con fid ent. She's not scared to talk in public.
Turn to page 120.
Liz is generous. She's alw ays h a p p y to share her things w ith you.
C h lo e is easy-going. Sh e n eve r gets a n g ry a b o u t anything.
C o n n o r is funny. H e alw ays makes m e laugh.

61
I
 Culture
1 Look at the photos of friends. Who's having a good time? Who's having a bad time?

2 Read and listen to the article. Five people commented on the different
myths about friendship. Match the people to the myths.
M y th 1 M y th 2 . . M y th 3 .

M y th 4 . M y th 5 .

3 S P E AKI NG Which of the five people do you agree with?

W ho do you disagree with? Compare with others in the class.

4 ' ff
1|И \.

F r ie n d s h ip m y th s We spoke to teens
from different
E v e ry o n e w a n ts to h a v e frie n d s , a n d fr ie n d s h ip s a re im p o r ta n t to countries. Read
te e n a g e rs all o v e r th e w o rld . H o w e v e r, w h e n p e o p le s ta r t a frie n d s h ip , th e y what they think.
s o m e tim e s e x p e c t to o m u c h fr o m it. H e re a re fiv e th in g s a b o u t frie n d s h ip
th a t s o m e p e o p le b e lie v e a re tru e . B u t in fa c t th e y a re n ’t - th e y a re m y th s .

Myth no. 1 Friends are there to make you happy. Myth no. 4: Friends share everything.
Myth no. 2 A real friend w ill never disappoint you. Myth no. 5: If you have no friends, som ething’s wrong
Myth no. 3 The m ore friends you have, the better. with you.

Mei, Shanghai, China Flavia, Sao Paulo, Brazil Daniel, Veracruz, Mexico
Nobody's perfect, so w hy do There can be tim es in your life when you It takes tim e to build a good
w e think friends can be perfect? have a lot of friends, and other times friendship. You don't w ant to tell your
We all make mistakes, so it's when you only have one or two. Maybe friend everything about yourself on
only normal that there are you don't have any friends right now, for the first day of your friendship. You
tim es when good friends make example, because you're in a new city or and your friends w ant to share some
mistakes, too. Maybe you think school. When you don’t have any friends, things. But it’s im portant to remember
that a really good friend always it’s im portant to w ait and be patient. Make that there are other things that you
knows w hat you need. That's sure you're a friendly person - so other don’t w ant to share, and th a t’s fine!
w rong - be careful! Sometimes people w ant to make friends w ith you D on’t feel bad about it.
you need to say to your friends,
“ Please do th is” or “ Don't do
th at.” Don’t forget that there Fernanda, Quito, Ecuador
are tim es when your friends are
Alexsei, St Petersburg, Russia
You w ant to be a good friend, right? To
It's not a good idea to w ait for others to
stressed or unhappy, too. Then build a good friendship, it's im portant to
they can't help you the way you make you happy. There are times when
have fun together, to listen to your friends
would like them to. you’re happy and other times when
when they have a problem, to help them
you're sad. And when you're not happy,
□ when they need you, or just to go and
try to think, “ What can I do to stop this?
watch a movie together, or play sports,
How can I help myself?” Friendship is
And that takes time! That's why I think it's
a place to share happiness, but there
better to have one or tw o friends, not a lot
may be times when you and your
of friends.
□ friends aren’t happy. And that's OK.
Щ
62
C u ltu re
Friendship myths
1 Focus students on the three photos either in the
books or, where possible, on the IWB, with books
closed. Ask them to talk in pairs about what the
people are doing in each one as well as whether
they’re having a good or bad time. Give them a
minute or two before you elicit suggestions from
the whole class.

Possible answers
The people in the first two photos are having a good time,
but the two girls in the picture on the right are having a
bad time.

2 Clarify the meaning of myth in this context

by giving an example familiar to your students,
for example, Cold weather causes the common cold.
(A myth. A cold is caused by a virus.) Check/clarify:
disappoint. Also check/clarify myth no. 3 by asking:
Is it good to have lots o f friends? (Yes.) Is there a limit
on how many friends? (No.) To generate interest in
the topic, ask students to read the myths and put an
A next to the ones they agree with and then compare
with a partner. Conduct brief feedback on this before
asking students to read the comments and match
them to the myths. Students compare answers in
pairs before you check with the whole class.

Answers

I IE 2 A 3D 4 С 5 В

3 haretairaH Give students a minute to think about

which comments they agree with and which they
disagree with. Ask them to compare their opinions
with a partner. After two minutes, put pairs together
to form groups of four to continue the discussion
for another two minutes. Monitor both stages of
the discussion. Encourage students to use as much
English as possible, but tolerate use of LI where
students are not equipped with the language they
need to communicate their ideas. Ask each group to
report back on which, if any, of the five comments
they all agreed with.

T-62
4 Ask students to read the questions carefully and Students compare answers in pairs before you check
underline the key words. Ask the class: Who says you with the whole class.
need to have a good time with your friends? Ask them if
they can remember and, if not, to make a prediction. Suggested answer
Students continue to make predictions in pairs. Ask 1 Fie feels really bad because he forgot to call Alice on
students to scan the text to find the ideas expressed her birthday. 2 Fie wants to meet her on Thursday to
in Exercise 4 and to underline the corresponding apologize and to give her something.
text in the article. Do number one with the whole
class, eliciting the key text from the article (it’s 2 Ask students to read the two messages and elicit
important to have fun together) and reminding students which one is the answer to John. Ask students
to underline it. Students complete the exercise to find and underline the passages that make the
individually then compare answers in pairs before connection clear. You could set this up as a race
you check with the whole class. Choose students to to add an element of competition and to challenge
tell the class who expresses each idea and to read the stronger students. Ask students to close their books
key text aloud that supports their answer. to indicate that they’ve found the answer. Conduct
class feedback.
Answers
I Answer
1 Fernanda 2 Flavia 3 Mei / Alexei 4 Daniel
5 Flavia 6 Fernanda 7 Mei 8 Mei/Alexei
9 Mei/Alexei 10 Fernanda / Daniel
3 To practice expressions for writing an apology,
5 1джяи1мД1Я1Я1 Students work individually to students order the sentences. To help them complete
match the definitions to the words, using the context the exercise correctly, suggest that they cross out
provided by the article to help them. Explain that it is each word as they have used it. Students compare
a useful skill for both for the real world and for tests answers in pairs before you check with the whole
to use context to help you figure out the meaning of class.
unfamiliar vocabulary. Allow students to compare
their ideas in pairs before you check answers with Answers
the whole class. If you’re short on time, this exercise 1 I’m really sorry forforgettingyour birthday.
could be assigned for homework. 2 It was a terrible thing to do. 3 I feel really bad.

Answers 4 Students quickly match the photos and phrases. Ask:

What do the three pictures have in common? (They all
1 happiness 2 friendships 3 be patient 4 stressed
5 make friends 6 remember 7 right now show situations that people apologize fo r.) As you check
students’ answers to the matching task, ask them:
What happened? Encourage students to make as many
suggestions as possible. This brainstorming will help
SPEAKIN G
students when they come to the writing task later.
1 Give students two or three minutes to think about
the best ways to complete the sentences and to write Answers
their answers.
2 In pairs, students take turns reading their
sentences aloud and comparing ideas. Monitor
I 1 breaktablet 2 not water flowers 3 eat cake

5 Students write a simple apology like the one in the

the conversations. To create more opportunities example. Brainstorm some possible expressions
for communication, you could try this as a mingle for saying you’re sorry and for giving excuses, for
activity, with students trying to find as many example: I’m sorry; I’m terribly / very / really sorry;
classmates as possible who completed their sentences I apologize; and It was an accident; It was a terrible
in the same way. This addition of a competitive thing to do; and I feel really bad about it.
element serves to motivate students to speak as much
6 Ask students to choose one of the incidents in
as possible. The repetition inherent within the task
Exercise 4 and expand their short apologies from
will help students assimilate and retain valuable
Exercise 5 into a message like John’s. Give them 15
chunks of language. To conclude, ask for feedback on
minutes to write their messages. Then ask them to
how many classmates students found with answers
swap their messages with someone else, read each
similar to theirs.
other’s apologies, then, using message 1 in Exercise 2
as a model, write a quick reply.
W RITING Alternatively, you may want to collect all the
messages for correction then return them in the next
An apology
lesson. If you decide to do this, focus your feedback
1 Focus on the title. Elicit the meaning of apology. If on how well students communicate their message and
this is an unfamiliar word to students, ask them to on how clear the messages are. Try not to worry too
read the message in Exercise 1, and explain that it is much about minor language errors as long as they
an example of an apology. If you share the students’ don’t impede communication. A heavily corrected
LI, elicit a quick translation to check comprehension. piece of writing is more likely to demotivate a learner
Students read the message and answer the questions. than to inspire them to try harder next time.

T-63
 6 BEST FRI ENDS

4 Read the article again. W ho has these ideas? W R IT IN G

1 You need to have a g o o d tim e w ith your friends. An apology
1 Read the message and think about the questions.
2 You w o n ’t m ake friends if you are an unfriendly
person. 1 H o w d o e s jo h n feel, and why?
3 W e need to re m e m b e r that our friends have 2 W h a t does he w ant to d o about it?
bad days, too.
4 You d o n ’t have to tell your friends everyth ing
ab o u t you. Dear Alice,
5 W e w on't always have the same num ber o f I'm really sorry fo r fo rg e ttin g your birthday. It was
friends in our life. a terrible th in g to do. I w anted to call you, b u t
6
I fo rg o t because I had a lo t o f hom ew ork to do.
It’s not always a g o o d thing to have a lot o f
I feel really bad. I'd like to see you soon to say
friends.
sorry. I also have som ething I w a n t to give you.
7 W e shouldn't e x p ect our friends to always get
everyth in g right. Can we m eet up on Thursday?

8 W e shouldn't always expect friends to make us John

happy.
9 You can’t always expect your friends to be
happy. 2 Read the messages. Which is the answer tojohn?
10 You can’t make a really g o o d friend quickly.
I - i
T h a n k s fo r your m e ssa g e .
D on't w o rry ab o u t it. I’m n o t upset. And yes,
5 К К Ш There are eight highlighted
I'd love to see you on Thursday. I can't w a it to
words in the article. Match the words with
I see w h a t you have fo r me.
these meanings. Write the words.
0 ideas that many people believe but that are
not true. m y th s Thanks for the message. ’ "
1 when you feel happy. I'm sorry I can't com e to your b irth d a y party
2 the relationships you have with friends on Thursday, b u t I'm really busy. Have fun
I w ith o u t me.
3 show that you are not in a hurry and have time

3 Put the words in the right order. Write the

4 worried, for example when you have too much
homework.
sentences in your notebook.
5 get to know and like a person 1 b ir th d a y /y o u r / really / sorry / for / I’m / forgetting
2 w a s /te r r ib le /a /It/to /d o /th in g
6 keep in your mind . 3 re a lly / I / b a d /fe e l
7 at this moment
4 Match the phrases with the photos.
eat cake | break ta b le t not w ater flowers
S P E A K IN G
1 Choose the words that make the sentences
true for you.
1 W hen I’m sad, I want my friends to listen to me /
tell me a jo k e / leave me alone.
2 W hen I’m happy, I want my friends to watch a
movie / p la y sports / listen to music / go shopping
with me.

2 Work with a partner. Read your sentences

5 Write an apology for each photo. Include an
aloud and compare your answers.
explanation with each apology.
I'm really sorry. It was an accident.

6 Choose one of the situations from above and

write a message to apologize. (60 words)

63
 C A M B R I D G E E N G L I S H : Key
IT H i >IK EXAMS

R E A D IN G A N D W R IT IN G
Part 5: Multiple-choice cloze Part 3: Dialogue matching
1 Read the article about a strange house. Choose 3 Complete the conversation between two friends.
the best word (A, B, or C) for each space. What does Nick say to Sue? For questions 1-5,
write the correct letter A-H in each space.
1(0). . oil vacation with my family in California SUE It's Adam's b irth d a y next w eek.
a few years (1) _when Dad saw an ad for “the NICK (0 ) F __
Craziest House in the World.” We decided to visit it, SUE I think that's a great idea. But what?
but on the way there we got lost. Dad (2). want NICK (1). .
to ask anyone for directions, but after half an hour SUE I d o n 't think that's a good idea. H e doesn't
Mom told him to stop. We found a really (3). like reading.
man on a street in the town. He (4) _ us a map,
NICK (2)
and ten minutes later we were at the house.
SUE H e dow nloads all his music. H e doesn't even
From the outside it just looked (5) a normal
have a C D player.
big house. When we went inside we saw how (6)
NICK (3)
. it was. The house has 40 bedrooms, three
SUE I'm not so sure. It’s difficult to buy clothes
elevators, 47 fireplaces, and 467 doors!
for him.
It was the project of a rich American woman
NICK (4)
named Sarah Winchester. They (7) building
it in 1884 and they only stopped in 1922 when Sarah SUE Let's invite him to th e movies. H e loves movies.
died. She never drew any plans, but every time she NICK (5)
got (8) with the house, she just called the SUE Great. I’ll ge t th re e tickets.
workers to come and build some more rooms for her. A OK. D o you have any ideas?
В W e could get him a CD. H e loves music.
0 A am : В was С were С W h y d o n 't w e ask his dad?
1 A last В before С ago D Let's d o that.
2 A doesn't В did С didn't E W h y not?
3 A helpfu В jealous с confident F W h y don't we get him a present?
4 A give В gave с giving С H ow ab o u t buying him a book?
5 A like В at с for H That's true. H o w ab o u t a T-shirt?
6 A amazed В relaxing с amazing
7 A start В started с starting
8 A bored В boring с interesting
L IS T E N IN G
Part 2: Matching
Ш Е Ш Х Е Ш }
Listen to Lauren telling Martina about
Part 6: Word completion her room. W ho gave Lauren each of the pieces of
2 Read some descriptions of furniture and words furniture? For questions 1-5, write a letter A-H
to describe people. Complete the words. next to each present.

0 You usually keep your clothes in this. Present People

d r e s s e r
0 chair A Dad
1 You can keep your books on this, s
2 You use this to look at yourself, m___ 1 sofa □ В U ncle Tim
A unt A b b y
□
С
3 Someone who knows a lot of things is this, 2 curtains D b rother

4
i ___________________
Someone who always shares their things is this,
3 carpet □ E G ran d fath er

g -- 4 desk □ F U ncle Simon

С M a rtin a
5 Someone who is relaxed and doesn't worry much
is this, e -_________
5 lamp □ H M om

64
 CAMBRIDGE ENGLISH: Key

■ THi К EXAMS
READING AND W RITING
Part 5: Multiple-choice cloze
1

Answers

I 1C 2 С ЗА 4 В 5 А б С 7 В 8А

Part 6: Word completion

2

Answers
1 shelf 2 mirror 3 intelligent 4 generous
5 easy-going

P a rt3 : Dialogue matching

3

Answers

I 1G 2 В 3 H 4 A 5 D

LISTEN IN G
Part 2: Matching
4 4 9 2.02

Answers

I 1A 2 H 3C 4 F 5 G

T-64
TEST YOURSELF UNITS 5 & 6
VO CABULARY
l

Answers
1 jealous 2 shower 3 up 4 annoyed 5 make
6 for 7 annoying 8 last 9 really 10 stove

GRAMMAR
2

Answers
1 thought 2 liked 3 went 4 bought 5 found
6 saw

Answers
1 teught thought 2 Did you enjoyed enjoy
3 wasn’t didn’t go 4 dtd-gowent 5 met meet
6 didn’t ate eat

FUN CTIO N AL LANGUAGE

4

Answers
1 A about В idea
2 A could В do
3 A why В sure
4 A Let’s В good / great

T-65
TEST YOURSELF UNITS 5 &6

VO C A BU LA RY
1 Use the words in the list to complete the sentences. There are two extra words.
up | make | fo r really | cheerful | d o | annoying | shower | last | jealous | annoyed | stove

1 She isn’t hap p y w hen I see you. I think she’s a b it. .o f you.
2 I n eed to wash my hair, but Ian is still in th e _ _.
3 Can you lo o k . the address o f th e restaurant on your phone?
4 M y sister b o rro w e d m y shoes and she d id n 't ask me. I was re a lly .
5 I m oved to a new school and fo u n d it really difficult to new friends.
6 Have you seen Anne? I'm lo o k in g . . her.
7 H e ’s a really _ boy. I really d o n ’t like him.
8 I had a g reat tim e . night. Thanks for everything.
9 It’s a. .comfortable chair. I just want to sit in it for hours.
10 Be careful - t h e . . is still hot.

GRAM M AR
Complete the sentences with the past form of the verbs in the list.
buy | find ' go , think like , see

1 I _ he was my friend, but now I’m not so sure.

2 The present was very expensive. I hope she. _ it.
3 I .to a party last night and got home at 11 p.m.
4 The T-shirts were on sale, so I .two of them.
5 We _ adogallaloneinthestreet, so we took it home.
6 No, not that movie. I it last w eek.

Find and correct the mistake in each sentence.

1 I tought y ou w e re at school.
2 D id you en jo yed your meal, sir?
3 Paul wasn’t go to school today. H e stayed at hom e.
4 W e w e re tire d , so w e d id go to b e d early.
5 W h e re d id you and Lucy met?
6 I wasn't hungry, so I d id n ’t ate anything.

F U N C T IO N A L L A N G U A G E
4 Write the missing words.
1 A How a _ _ in viting jake to the concert?
В I d o n 't think th a t’s a g ood i_ .. R em em ber, he doesn’t like crow ded places.
2 A W e c_ . have pizza for lunch.
В Let’s d that. I love pizza!
3 A If you need some m oney, w _____ _d on't you g e t a p a rt-tim e job?
В I’m not so s. .. I d o n ’t think my d a d w ould like it.
4 A L_ . go to the park after school.
В T h a t’s a g_ . idea. W e can play soccer.
MY SCORE
22-30
10-21
0-9
 OBJECTIVES

functio ns: giving advice; talking

about rules, asking for repetition
and clarification, a phone call
cram m ar: have to / don't have to;
should / shouldn't; must not / don't
have to
VOCABULARY: gadgets; housework;
expressions with like

Chuptei

1 П М ?. What are the objects here?

Match the words in the list with the photos.
Write 1-6 in the boxes. Listen, check, and repeat.
1 e-book reader ' 2 camera | 3 T V
4 tablet | 5 laptop ] 6 desktop computer

2 В Ш ЗЕВ Work in pairs. Talk about

the objects with a partner.

/ ha I don’t have a ...

I think the (laptop) in the photo looks

(cool / really new / pretty old).

3 Ц Ц Ш И Imagine you could only have one of

these things. Which would you choose?

I’d choose t h e ... It’s important for me b eca u se...

5 Work in pairs. Look at the title of the
W hat about you.? article and the photos on the next page. What
do you think the article is about? Compare your
4 С Т Я Г Read the sentences and guess the ideas with other students.
correct answer. Listen and check your answers.
6 , Read and listen to the article about
1 A person w h o invents som ething has an idea and a young inventor. Are the sentences true (T)
creates something new I has enough m oney to buy or false (F)? Correct the false ones in your
something new. notebook.
2 If you hear som ething that is shocking, it makes
0 Ludwick M arishane is from South Africa. T
you feel h appy an d excited / surprised an d upset.
1 Ludw ick used his la p to p to find out m ore about
3 I researched th e to p ic on the cam era / on the
th e world's w a te r situation.
Internet.
2 Millions o f p e o p le get trachom a ev e ry year.
4 W h a t is a huge p ro b le m for Africa? There is not
enough clean water / There is not enough space for 3 Trachom a is an illness that makes p e o p le blind.
people. 4 Ludw ick w an ted to cure p e o p le w ith trachom a.
5 You can get trachoma from dirty water / b a d food. 5 DryBath doesn't help save water.
6 G etting an eye infection can m ake p e o p le d e a f I 6 DryBath is a success.
blind. 7 Ludw ick wants to invent m ore things.
7 You b u y gel in a plastic bottle / p a p e r bag.

66
READING a quick show of hands to see which device the class
1 Books closed. To lead into the topic, consider the most difficult to live without.
show some common digital devices (for example, 4 Focus on the bold words and tell students
cell phone, laptop, projector) and elicit their names that one of the two options in italics is the correct
in English. Write the words on the board. Then ask ending of the sentence. Do the first item with the
students to brainstorm other examples of digital class and elicit that the first answer is the right
technology in groups. The groups should appoint one. Then let students work in pairs to complete
one student to write down their suggestions. Set a the activity. Play the audio for them to check
time limit of two minutes. Elicit feedback from the their answers.
groups and write the new words on the board. Then
ask students to look at the photos on page 66 and Answers
match the names with the objects. Play the audio 1 A person who invents something has an idea and creates
for the class to listen and check and, if you’re using something new.
an interactive whiteboard (IWB), choose a student 2 If you hear somethingthat is shocking, it makes you feel
to label each photo onscreen. Play the audio a surprised and upset.
3 I researched the topic on the Internet.
second time for students to listen and repeat, paying
4 What is a huge problem for Africa? There is not enough
particular attention to the correct stress pattern. Ask clean water.
students to add any new words to their lists. 5 You can get trachoma from dirty water.
6 Getting an eye infection can make people blind.
I Answers 7 You buy gel in a plastic bottle.
| lC 2 A 3 F 4 E 5 D 6B
5 13ВНШ ЗЯ Ask students to look at the photos and
tide on page 67 and cover up the article. If you use
O ptional activity
an IWB, display the photos and title onscreen, with
Before asking students to listen again and repeat the words,
books closed. Students discuss their ideas for the
ask them to predict where the main stress falls in each word
by underlining the relevant syllable. As they say the words,
topic of the article in pairs. Elicit feedback from
they check and correct their predictions (e-book reader; the class and write their ideas on the board. Then
camera; TV; tablet; laptop; desktop computer). ask students to read the text quickly to get the
general idea of what it is about and to check their
2 Ю ЕШ ЕИ Focus on the examples in the speech predictions. Set a time limit of two minutes for this to
bubbles (I have / don’t have; I think it looks) and encourage students to skim-read in search of specific
then elicit possible words for describing the items. information rather than trying to understand all the
Put students into pairs and tell them to describe details.
the objects to each other. Set a time limit of two or 6 Ask students to read the statements
three minutes and tell them they have to agree on a carefully and underline the key words. Remind them
two-sentence description for each of the six objects that the statements follow the order of information in
without using the same adjectives more than once. the text. Play the audio for students to listen and read
Monitor, paying particular attention to the use of look the text. First they should locate the passages that
with adjectives and the use of have. Elicit feedback correspond to the statements and then underline key
from the class and elicit descriptions of each of the information to help them identify the false statements
obiects from different pairs. and correct them. Check answers with the class.
3 Ю Я Ш Н Ask students to think about which of the
devices they would choose if they could only have Answers
one of these and why. Focus on the example in the 1 F. He used his cell phone. 2 T 3 T 4 F. He wanted
speech bubble and model the language by explaining to makesomethingto help people in parts of the world
where it’s difficult to find clean water. 5 T 6 T 7 T
to the class which device you would choose and
giving reasons. Students work in pairs and tell their
partners which device they would choose and why.
Explain that they should try to convince their partner
to agree with them. At the end of the activity ask for

T-66
■ 'IN i IK VALUES
Caring for people and the environm ent
1 Elicit or pre-teach care about (to feel interested in
something or worried about it), environment (the
land, air, and water where people, animals, and
plants live), quality (how good or bad something
is), and appearance (the way a person or thing
looks). Check that students understand that each
statement is an example of something you do if you
“care about” the environment / your work / your
appearance, etc. To demonstrate the activity, read
the first sentence with the class and ask students to
pick out the key words (water, rivers, lakes). Ask:
Do these words relate to the environment, personal
appearance, or other people? (The environment) Give
students a minute to match the values and statements
individually then compare answers in pairs before
checking with the class.

Answers

I la 2c 3d 4b

2 M JiM 8l!H Tell the class they are going to talk about
Ludwick Marishane’s values - i.e., what he cares
about. Put students into pairs and tell them to take
turns asking and answering questions. Emphasize
that they should give reasons to support their
answers, and put the following prompts on the board
to support them: It says in the article (that) . . . I think
the answer is yes / no because ... Monitor and provide
help with any unfamiliar vocabulary. As the focus is
on fluency and educating the whole learner, avoid
correcting errors unless they hinder comprehension.

Optional activity
Give students a few minutes to think about what they
do in their own lives to demonstrate they care about the
environment, the quality of theirwork, other people, their
appearance, etc. Ask them to take some notes about each
and compare their results with a partner. Do they consider
some values more important than others? Pairs agree on at
least two things their partner could do in the future to show
that they care about the areas that they had the fewest
examples for. For example, if a student has a lot of things
on their list that they do because they care about their
appearance but not many things about caring about other
people, what things could they do in future to help people
more in their daily lives?

T-67
 i 7 TH E EASY LIFE

take pills. They don’t have to have injections. They

just have to wash their faces with clean water.
That’s it.
Ludwick started thinking. He wanted to make
something to help people in parts of the world where
it’s difficult to find clean water. He did more research
on his phone, and he did more thinking. Ludwick
had a plan. He wanted to make a gel for people to put
on their skin so they don’t have to take a bath. He
wrote the formula for the gel on his phone. When he
was in college, he never stopped thinking about his
invention. He started to talk to other people about it,
and three years later the dream came true. He made
the gel and called it “DryBath.”
Ludwick is the winner of lots of prizes. People
call him “one of the brightest young men in the
world.” He is very happy about his success. DryBath
is helping people to be healthy. And DryBath also
UDWICK MARISHANE, a 17-year-old South helps to save water. Now Ludwick Marishane wants

L African, was with his friends in Limpopo when

they started talking about inventing something to
put on your skin so you don’t have to take a bath.
Ludwick thought that this was a great idea. He used
to invent other things, and he wants to help other
young people to become inventors, Loo.

his cell phone to do some research on the Internet,

and he found some shocking facts.
Two point five billion people around the world
don’t have clean water. This is a huge problem
because dirty water can create terrible illnesses.
One of them is trachoma: Eight million people all
over the world get trachoma every year. They wash
their faces with dirty water, get an infection, and
become blind. To stop trachoma, people don’t have
to take expensive medication. They don’t have to

■ T H iM K V A L U E S ^ ^ ^ ^ M
Caring for people and the environment
1 Match the values in the list with the sentences in
the speech bubbles. Write a-d in the boxes.
a caring about the environment
b caring about the quality of your work
с caring about your appearance
d caring about other people

1 The w ater in a lot o f rivers 2 13ШОШШ Work in pairs. Ask and answer
an d lakes is not clean. questions about Ludwick Marishane. Try and
find as many answers as possible.
2 I need to wash my hair. It's dirty.
hoes he care ah on tth e environment?
3 Are yon. feeling cold? his appearance?
I can give yon my sweater. the gnality o f his work?
other people?
4 Can yon tnrn o ff the radio, please?
I'm doing my homework. Yes, becanse b ry b a th helps to save water.
 GRAM M AR VO C A BU LA RY
have to/don't have to Gadgets
Complete the sentences from the article on page 1 Match the words with the photos. Write
67 with have to and don't have to. 1-10 in the boxes. Then listen, check, and repeat.
1 To stop trachoma, peop le, 1 GPS 2 MP3 player 3 flashlight | 4 game console
take expensive medication. 5 remote control | 6 coffee maker | 7 calculator
2 They wash their faces with 8 docking station | 9 hairdryer | 10 headphones
clean water.

2 Complete the rule and the table.

R U L E : U s e 1. _ to say "this is necessary."

Use 2___ . to say "this isn't necessary." DO IE
Affirmative Negative

I/You/We/They I/You/We/They
have to help don't have to help.

He/She/It He/She/It
help. help
I E

Questions Short answers

l/you/we/they Yes, l/you/we/they do.

have to help? No, l/you/we/they don't.

he/she/it have Yes, he/she/it5

to help? No, he/she/itc

Match the sentences with the pictures.

1 The bus leaves in 20 minutes. He has to hurry.
2 The bus leaves in 20 minutes. He doesn't have to
hurry.

4 ^ 4

П I E
4 Complete the sentences with have to /h a s to or
don’t have to / doesn't have to. 2 How important are these gadgets for you? Give
1 Our teacher doesn't like cell phones. W e
each gadget a number from 1 to 10 (1 = most
. .turn them off during class. important, 10 = not important at all).
2 Iknow thatl work hard for this test! 3 SPEAKING Work in pairs. Compare your ideas
You tell me!
and tell your partner how often you use these
3 M y sister is sick. S h e . stay in bed. gadgets.
4 Your room is awful! You clean it up.
5 Mario's English is perfect. He study I often u s e ... / use m y ... alm ost every day.
for the tests.
6 I can hear you very well. You. _ shout! W hat about you? I rarely u s e ...

ш ш ш а ф

68
GRAMMAR VO CABULARY
have to / don’t have to Gadgets
1 Students complete the example sentences with have 1 С Я Н Students may have already mentioned
to and don’t have to from memory then check their some of the gadgets here during Exercise 1 on page
answers against the text. Ask them to compare ideas in 66, so refer them back to that discussion and ask
pairs before you check answers with the whole class. them to name as many digital devices as they can
think of with their books closed. You can set this
Answers

I
up as a mini-competition between groups: Who
1 don’t have to 2 have to can write the most gadgets in one minute? Ask the
group with the most words to read their lists aloud
2 Students study the examples to work out the rules and for the rest of the class to check against theirs and
complete the table. Ask them to compare answers in supplement any missing ideas. Students then match
pairs before checking with the whole class. To check the words for gadgets with the pictures and compare
that they have grasped when have to and don’t have to their ideas in pairs. Play the audio for them to check
have -s endings, write the second example sentence answers; then play it again for them to listen and
on the board: They have to wash their faces with clean repeat words. Pay special attention to word stress.
water. Then cross out they and write he in its place. You might want to ask students to predict where the
Ask: Does the verb change? (Yes.) How does it change? main stress falls before you play the audio again.
Ask for a volunteer to write the new form of the verb
on the board. Elicit the negative form of the original Answers
sentence and how this also changes in the third ID 2 H 31 4 G 5 С 6B 7F 8E 9 J
person. (They don’t have to wash their faces with clean 10 A
water; He doesn’t have to wash his fa c e with clean water.)
O ptional activity
Rule Students test each other in pairs by covering theirword lists
1 have to 2 don’t have to and then taking turns pointing to a photo of a gadget in the
book and eliciting the word for it.
Answers
1 hasto 2 doesn’t have to 3 Do 4 Does 5 does
2 Give students a minute or two to rank the gadgets
6 doesn’t
in order of importance. Check that they understand
3 Complete the activity with the class. Ask students to that 10 = not important and 1 = most important by
look at the two pictures and cover the exercise, or saying: I don’t like coffee. I hardly ever drink it Do you
display the enlarged picture on the IWB screen. Ask: think a coffee machine would be important fo r me or not
Where is he in A? (At home.) Where is he in B? (At/near important? (Not important) So do I rank it ten or one in
the bus stop.) Display the sentences above the pictures my list? (Ten.)
on the IWB screen or let students look at them in their 3 Ц Е Н З О В Quickly elicit adverbs of frequency
books and ask: What time does the bus leave? (In 20 (covered in Unit 1) in ascending order of frequency
minutes.) In picture A, does he have lots o f time? (No.) (never to always). Then check other time expressions
Does he have to hurry? (Yes.) Repeat the questions for by showing one, two, three, four on your fingers and
picture B. saying the prompt: day, week, month, year to elicit:
once a day, twice a week, three times a month, fou r
Answers times a year. Students compare their ideas about the

I 1 A 2 В

4 Students work individually to complete the sentences

gadgets in pairs - ask them to consider all ten from
Exercise 1 or all the words for devices from the whole
unit if you want to extend the task slightiy. Allow
four to six minutes. Ask students to agree on the most
then compare answers in pairs before you check with
the whole class. If you’re short on time, you could important three gadgets by the end of the time frame.
assign this task for homework. Monitor, paying particular attention to the correct
use of the time expressions. To wrap things up, ask
for a show of hands for each person’s number one
Answers gadget by reading aloud the words from Exercise 1.
What’s the most popular device in the class?
1 have to 2 have to, don’t have to 3 hasto
4 have to 5 doesn’t have to 6 don’t have to

Fast finishers O ptional activity

For an extra challenge (or for extra credit) ask students to
Students write five or six rules for their school (like
conduct a mini-survey among their family members and
sentence 1 in Exercise 4) with have to or don’t have to, for
friends to find out what the most popular gadgets are,
example: Students have to arrive on time. We don’t have to
how often they use them, and which one they couldn’t
wear a uniform.
live without. Ask them to write up the results in a short
paragraph. If a number of students complete this task, ask
them to discuss their findings in small groups - did they all
Be a w are o f com m on e rrors re la ted to h a ve to /
© d o n 't h a ve to. G o to G et it right! on page 125.
get similar responses?

T-68
LISTEN IN G GRAMMAR
1 13ЭИЯПИ With books closed, write a list of some should I shouldn’t
of the greatest inventions of the last 150 years on the
1 Students study the examples in Exercise 3 then match
board - for example, the wheel, the refrigerator, aspirin,
the sentence parts in the rule. Check answers as a
the telephone, the automobile engine, the airplane, the
class.
light bulb, etc. Elicit from students what these are
and how they have changed people’s lives. What do
Rule
they think is the greatest invention of recent times?
Then focus on the four pictures. Explain to students
that these are imaginary inventions and give them a
minute or so to discuss in pairs what they think the
I lb 2 a

2 Students cover the exercise. Write should / shouldn’t

inventions are for. Elicit some suggestions from the on the board. Say: 1 have a headache, and elicit
class and put the best ideas up on the board. Then various suggestions from the students for what you
ask students to match the pictures and phrases and should and shouldn’t do. Then look at the example
make sentences to explain what the inventions do. with the class and give students a couple of minutes
Check answers as a class. to make should / shouldn’t advice sentences using the
prompts for each situation. Remind them that they
Answers may need to add extra words. Students compare their

I
m
ID 2 A 3B

Optional activity
4 С ideas in pairs before you check answers with the
whole class.
Mixed-ability idea
Ask students to decide which invention they would like best. You can ask weaker students to match the verbs in the first
Elicit ideas, asking them to give reasons, then ask the rest of list with a suitable item from the second list. Then they try to
the class to say if they agree or disagree. match each collocation to a situation before they write the
advice. Stronger students write advice for the four situations
autonomously, using the prompts.
2 Write the word inventor on the board and
ask: What is an inventor? Can you think o f any fam ous
inventors? What did they invent? Elicit examples from Answers
the class (Alexander Bell - the telephone, Thomas 1 You should drink some water.
Edison - the light bulb, the Wright brothers - the 2 You shouldn’t read your book anymore.
airplane, etc.) Then explain to students that they are 3 You should goto bed.
going to hear about two people, Martin and Anna, 4 You shouldn’t eat any more cake.
who want to become inventors. Give them a minute
or so to match the sentences in pairs to find out
what each person’s situation is. Then ask students : Fast finishers
to underline the key words in the sentences that I Students write sentences usm gshould / shouldn’t to give
■ additional advice for each situation in Exercise 2.
they will need to listen for when you play the audio.
Play the recording, pausing at the relevant parts for
students check their answers.

Answers

3
I lb 2d 3c 4a

Elicit or pre-teach the meaning of quit (to

SPEA KIN G
Give students a minute or to decide which statements
they agree and disagree with and why before discussing
stop doing something, e.g., your job). Tell students them with a partner. Tell students that they should try
they are going to try to remember the expert’s advice to convince their partner of their own opinon. Monitor
to the inventors. Give them a couple of minutes to try the discussion, helping with vocabulary as necessary
to complete the sentences from memory and compare and noting any errors in the use of should / shouldn’t
their ideas in pairs. Play the audio again for them to to review at the end of the activity. Also make a note
check their answers. of any persuasive arguments that students used. Elicit
feedback and ask individual students to tell the class
Answers what they think about each statement. Ask the rest of
1 shouldn’t 2 should 3 should 4 shouldn’t the class to say if they agree or disagree. At the end,
5 should 6 shouldn’t ask the whole class to say if they agree or disagree with
each statement through a quick show of hands. Has
anyone changed their original opinion?

Optional activity
Put two pairs together to form groups of four. Have them
create four rules for what adults should or shouldn’t do in an
ideal world. Elicit suggestions from aii the groups, and vote
on the best rules.

T-69
 7 T H E EASY LIFE

L IS T E N IN G
В Ю Я П И Look at the pictures of different inventions.
Match them with the phrases. Write 1-4 in the boxes.
Then make sentences to explain what the inventions are.
Compare your ideas in class.

GRAM M AR
should / shouldn't
Look at the sentences in Exercise 3 of the
1 not clean room / have robot listening. Match the sentence parts in the rule.
2 machine help / ride bike up a hil
3 invention help homework/ more time for friends
RULE:
4 machine can get places around the world /
1 Use should to say a "It isn't a good idea.”
10 seconds
2 Use shouldn't to say b "It's a good idea.”
The girl in picture A has a cool machine.
It helps h er ride h er bike up a hill. 2 Use should/ shouldn't and a word from each list
to give advice to these people.
Martin and Anna want to become take goto eat drink read
inventors. Try and match the sentence parts
aspirin ’ book anymore | bed
to find out what their situation is. Then listen
any more cake | water
and check.
1 Martin has an idea for an invention, 0 I have a headache. You sh o u ld take an a sp irin .

2 He has a job, 1 I'm really thirsty..

3 Anna has a lot of ideas, 2 M y eyes are tired.

4 She's thirteen, 3 I'm tired..

4 I feel sick..
a and wants to be an inventor,
b but doesn't want to say what it is. — д ш |
с but doesn't know where to start,
d and doesn't have enough time to work on it. S P E A K IN G
Complete the expert's answers with Read the sentences. Decide whether you agree or
disagree. Then work in pairs. Tell your partner.
should or shouldn't. Listen again and check.
1 Students shouldn't have phones in class.
1 You . start thinking "W hat idea can I
have to make a million dollars?" 2 Students should use computers in all classes.

2 You. .start with a little idea. 3 There should only be six students in a classroom.

3 You .think, "W hat can I invent that 4 Students shouldn't wear school uniforms.
makes one little thing in my life easier?"
/ disagree with num ber 1. Students should
4 You. .quit your job.
use computers in most subjects but not in
5 You _ work on your best idea first.
all o f them. That would be boring.
6 You .forget about your other ideas.

69
 R E A D IN G 3 Read the reviews again and answer the questions.

1 В Ю Т З Е И Work in pairs. Look at the pictures 1 W hat's th e first thing that Sunny Star does for you in
and think about what the machines do. Then th e morning?
choose one of the two machines and talk 2 W h e n does Sunny Star create problem s?
about it. 3 W h a t does Sunny Star d o w hen it’s angry?
4 W h a t d o n ’t you have to d o w hen you use Travel Plus?
I think it’s called ... It helps with ...
5 W h y d o n 't you have to get up in the morning?
It's a cool machine b eca u se...
6 W h a t must you never forget to do?
It je t s a n jiy when ...

2 Read these product reviews on a website from GRAM M AR

the year 2066. What do the robots do? must not/don't have to
1 Complete the sentences from the reviews. Then
complete the rule with must not or don't have to.
1 Y ou. d o anything. Sunny Star
does all th e w o rk for you.
I bought the Sunny Star robot two 2 You_ fo rg e t to turn Travel Plus
weeks ago. It does everything for o ff at night.
me in the morning. I don’t have to
do anything. It wakes me up with
a nice song. I don’t have to get out
of bed myself. It helps me to get
out of bed and carries me to the
shower. Then it washes my face and
brushes my teeth. It makes my bed
and packs my bags for school. But
you should be careful! You must not Match sentences 1-2 with a-b.
use it on rainy days. Sunny Star gets
very angry when it rains. Then it 1 You d o n ’t have to go sw im m ing..
on ly turns the cold water on when 2 You must not go sw im m ing..
it puts you in the shower!
a T h ere are sharks.
b You can d o som ething else if you prefer.

3 Complete the sentences with must not or don't

have to.
1 A D ad, I d o n ’t w ant to go to th e park w ith you.
В N o p roblem . Y o u . _ b e there.
2 A I’m almost ready, Mom.
В H u rry ! Y o u .be late for class again!
3 A I’m sorry I can’t jo in you.
В T h a t’s fine. Y o u . ..com e.
4 A Sorry, I can’t stay. I'm in a hurry.
В O h , no p roblem . You _ ^ w a itfo rm e .
D o you like visiting o th e r countries? Yes? Then Travel Plus is 5 A I don't like swimming.
p e rfe c t fo r you. You d o n 't h a ve to h a ve a lot o f m oney. A n d В W e. .g o swimming. W e can g o to
you d o n 't ha ve to g e t up in the m orning. It looks like a b e d . th e park.
It has a c o m p u te r You o n ly h a ve to ty p e th e n a m e o f a city,
6 A You _ . leave the gate open. The d o g can
a n d it flies yo u there. You c a n stay in be d, a n d you c a n
get out.
ha ve bre akfast there, too. But d o n 't tell y o u r teachers! They
w o u ld ta ke it a w a y from you! O h , a n d there's o n e m ore В O h , right. I forgot. Sorry.
thing y o u should k now . You must no t fo rg e t to turn Travel
Plus o ff a t night. D o y o u k n o w w h y ? B ecau se it w a n ts to
travel d a y a n d night. It w a its until yo u 're s lee pin g a n d then
it starts tra velin g. You m igh t w a k e u p a t the N o rth Pole o r in
the m id d le o f the o c e a n !
Pronunciation
S * Vowel sounds: /и/ and /и/
Go to page 121. O l
70
READING Answers
l Ask students to think about how life 1 don’t have to 2 must not
might be different in 2066 and what sort of machines
Rule
they think would exist. You might like to write some
1 don’t have to 2 must not
prompts on the board for them to consider, like:
machines fo r sleeping / f o o d / traveling / studying /
2 Students look at the rules then choose the correct
shopping / entertainment, etc. Elicit some ideas, the
answers. Ask students to compare answers in pairs
wilder the better. If students seem engaged, you
before you check answers as a class.
might like to ask them to continue brainstorming
ideas for another minute or two in pairs or small
Answers
groups then report back to class. Then focus on the
two pictures in the book or on the IWB screen, and
ask students in pairs to first speculate about the uses
of each machine. Monitor and make a note of the
I lb 2 a

3 Students complete the sentences individually then

most interesting ideas, and ask the students who compare answers in pairs before checking with the
came up with them to share these with the class. whole class. If you’re short on time, you could assign
this task for homework. Alternatively, you may prefer
2 Ask students to read the text quickly to get a
to do 1-3 in class, and assign 4 -6 for homework.
general idea and to check if any of them had similar
suggestions for the two machines. Check the answers Answers
to the question. 1 don’t have to 2 must not 3 don’t have to
4 don’t have to 5 don’t have to 6 must not
Suggested answers
The Sunny Star does everything to get you ready in the
morning.
The Travel Plus allows you to travel abroad while staying in Students write some instructions for their favorite gadget
your bed. using have to, don’t have to, should, shouldn’t, and must not.

3 Ask students to read the questions and underline key

words. They can then use those key words to help Workboo! pai
them locate the essential information in the texts that
will lead them to the answers. You can point out that
students don’t need to write full-sentence answers
P ro n u n cia tio n
(unless you especially want them to practice this) but To p ractice pronunciation o f the vow el sounds
can take notes on the most important information. / о / and / и / , go to page 1 21 .
Allow them to compare answers in pairs before
checking with the whole class.

Answers
1 It wakes you up in the morning with a nice song.
2 When it rains
3 It only turns on the cold water when it puts you in the
shower.
4 You don’t have to get out of bed.
5 Travel Plus takes you where you want.
6 You must not forget to turn it off at night.

O ptional activity
Discuss what students think about the usefulness of each
machine. What do they think is good and not so good about
each one?

GRAMMAR
m ust not I don’t have to
1 Students complete the sentences from memory
then check back in the text before completing the
rules. Ask them to compare answers in pairs before
checking with the whole class. Point out that, as they
saw before on page 68, don’t have to changes form.
Elicit that after he, she, and it (the third person), don’t
have to changes to doesn’t have to.

T-70
VO CABULARY Mixed-ability idea
Weaker students may write out their answers in full sentences,
Housework
but encourage stronger students to think about what they’re
1 Ask students to cover the text and look at going to say and only use their notes to speak later.
the photos. If you use an IWB, display the photos
only onscreen, with books closed. Ask what students 3 Students compare their ideas and feelings about
think the people are doing in each picture. If housework in pairs or small groups. Monitor,
students don’t know the English word or phrase for providing help with vocabulary as necessary. Make
the activity, say that you will come back to it later. a note of any outstanding contributions to praise
Then let students look at the list of activities and at the end of the activity. Only intervene for error
match them with the photos by the process of logical correction if mistakes hinder comprehension. Ask
deduction: finding the words and phrases they didn’t students to take notes about their partners’ answers,
know from the available options. Give them up to and try to find three things they have in common.
two minutes for this. Play the audio for students to
listen and check their answers then to listen and
repeat. Pay special attention to the silent о in ironing W RITING
/'cnamnj/, and the pronunciation of the uu in vacuum
A paragraph about housework
/'vaekjum/.
Tell students they are going to write about their
Answers partner’s experience of housework. Focus attention

I IF
10 I
2 J 3 E 4 A 5 FI 6 С 7B 8G 9D
on the questions and give pairs about two minutes
or so to interview each other and make notes (check
understanding of a chore - a jo b you have to do - and
model the pronunciation). Give students five to ten
Fast finishers minutes to expand their notes into a paragraph and
Students check the housework chores they like doing and write it. When they have finished, ask them to swap
put an X next to the ones they hate doing. They then decide paragraphs with another student (but not the person
on the three best and the three worst chores and say why. they wrote about) and check each other’s work for 1)
task com pletion: Have they included the answer to all
fou r questions? 2) clarity and cohesion: Is the paragraph
O ptional activity
clear and easy to follow? and 3) accuracy: Is the grammar
Students cover the phrases and test each other in pairs by
(have to, don’t have to) used correctly?
taking turns pointing at photos at random and asking their
partner to say the correct activity.

■ THi IK SELF-ESTEEM
Classroom rules
1 Students work in pairs to agree on and write at least
SPEAKIN G eight rules for their English classes. They need to
1 Ask students to read the questions and take notes come up with rules that both partners personally
about the household chores they have to and don’t agree with. Give them three or four minutes for this.
have to do at home and their ideas and feelings Fast finishers can write more rules.
about whether young people should or shouldn’t
2 lltaCTiartH Put the pairs of students into groups of
have to help in the home. Remind them there are no
four or six to discuss their sets of rules. Ask them to
correct answers, but they should try to give reasons
try to agree on a final list of the top eight or ten rules
to support their opinions. Give them about three
for the class. Then have a whole-class discussion,
minutes for this task.
eliciting suggestions from the different groups, asking
Mixed-ability idea them to write these on the board, and then inviting
opinions from the class. If appropriate, encourage
Stronger students may want to add othertypical household
chores that are not on the list (e.g., walking the dog, taking them to include rules for teachers as well: Teachers
out the trash, cutting the grass.) should m ake classes fun. Teachers don’t have to give us
homework every day.
2 Demonstrate the task by talking about your own 3 Students vote on a set of rules they agree on as a
experiences and opinions about housework. Model class. They then make a poster of the rules and sign
examples for all the key phrases and elicit students’ it (you might like to sign it as well) and display it
reactions. For example, say: I have to iron all my on the wall. Class contracts like this are a good way
own clothes, and I don’t think that’s fair. What do you to make students feel involved and empowered in
think? Who does the ironing in your house? Then give their own learning, and because the rules are worked
students a couple more minutes to prepare what they out through open negotiation, they are also more
are going to say about housework, including their motivated to police their own adherence to them.
feelings about it (fairness and unfairness, etc.), using Some time before the end of the school year, it may
the phrases given. be worth revisiting the rules and asking students if
there are any rules they would like to change.

T-71
 7 TH E EASY LIFE

VO C A BU LA RY
Housework
ЕЙУ Match the words with the photos. Write 1-10 in
the boxes. Listen and check. Then listen again and repeat.

W R IT IN G
A paragraph about housework
Ask your partner these questions and take notes.
1 vacuum | 2 clean 3 do the ironing Then write a paragraph in your notebook.
4 buy groceries | 5 set / clear the table
6 do/wash the dishes | 7 make the beds 1 W h a t d o you have to d o at home?
8 cook | 9 do laundry 2 W h a t d o n 't you have to d o at home?
10 load/em pty the dishwasher 3 W h e n d o you have to d o housework?
4 H o w d o you feel about this housework?
Kate hates clearing the table, but she has to do it
S P E A K IN G every evening. She also has to vacuum h er bedroom
once a week. She doesn’t have to do ...
1 Read the questions. Make notes.
1 W hat types of housework do you have to do at
home?
2 W hat don’t you have to do?
■THihK SELF-ESTEEM
3 W hat jobs around the house should parents / Classroom rules
children do?
1 Write sentences about things students have to,
should(n't), or must not do.
2 Plan what you are going to say. Use these
Students have to study for their tests.
phrases.
Students should speak English as much as possible.
! have t o ... I think / don't think that's fair. Students m ust not eat during class.

I don't have t o ... I'm pretty happy about that.

2 ЕШ Я ЕЭ Compare your sentences in class.
Say what you think.
But it would be OK for me to do that.
I think it's a good idea / fair / not fair t h a t ...
I th in k ... should do the sam e am ount o f work.
It's not fair t h a t ... I think students / teachers / we a!! should(n't)...
Parents should do more work because...
3 Vote on a set of rules for your class. Make a poster,
3 Work in pairs or small groups. Compare your sign it, and put it on the wall.
ideas about housework.

71
P H O T O S T O R Y : e p iso d e 4
1 Q Q D Read and listen to the photostory and
answer the questions.
The treasure W h y can't Ryan come to Luke's house after school?

hunt What's a GPS treasure hunt?

RYAN Hey, come here, Luke. I’ve found something.

It looks like a box. It IS a box!
LIJKE What's in it? Cold coins? Diamonds? “ Ladies
and gentlemen. We are now talking live to
RYAN Sorry, no way. I have things to do.
the two lucky boys who found the treasure in
LI! К I! Oh, yeah? Like what, Ryan?
the park.”
RYAN Oh, homework and stuff. And i promised to
RYAN Very funny.
help my dad. Sorry.
LUKE Yeah, yeah. Come on, open the box!
LUKE OK. Nevermind.

LUKE Hi, you two.

RYAN So, what are you up to? Using the GPS on your
phone to find your way home?
MEGAN No. We’re on a treasure hunt.
RYAN W hat do we do now?
RYAN What?
LUKE Eat it?
MEGAN We’re trying to find some treasure. Here
RYAN That sounds like a good idea. But
in the park. Using the GPS on my phone. It's so
hurry up.
m uch fun!
LUKE W hat do you mean?
LUKE Treasure? You mean, like a box with a little
RYAN Look. Olivia and M egan are coming.
surprise in it?
I don’t want to share it with them.
OLIVIA Exactly! Now, can we keep looking?
PH O TO STO RY: ep iso d e 4
The treasure hunt
1 Write the title on the board. Elicit ideas for
what a treasure hunt may be. Students may know the
word treasure (a collection o f gold, silver, jewlry, and
valuable objects), but you can elicit or explain that
a treasure hunt is a game in which the players are
given a series of clues (pieces o f information) to direct
them to a hidden prize. Ask students: Have you been
on a treasure hunt? What was the prize? Did you find
it? Ask students to look at the photos but cover up
the dialogues and say what’s happening each one.
If you use an IWB, show each photo one by one and
get students to say who’s in them and what they’re
doing. Then direct attention to the two questions.
Check understanding of GPS (short for Global
Positioning System: a system that uses satellites - devices
that move around the Earth - to show the position o f a
person or thing anywhere in the world) and play the
audio as students read and find the answers.

Answers
He has to do his homework and help his dad.
It is a treasure hunt usingthe GPS on yourcell phone.

T-72
 DEVELOPING SPEAKING W ordW ise
2 Give students one minute to compare their ideas Expressions w ith like
about what they think happens next in the stoiy. 1 Students complete the sentences in pairs from
Elicit ideas and suggestions, and write them on the memory then refer to the stoiy on page 72 to check
board to refer back to later. Focus on the ideas, not before you check with the class.
on accuracy - correct errors only if they impede
comprehension. Don’t give away answers. Answers
3 I L I J B l Play the video for students to watch and
check their answers. Refer them back to the ideas on
the board. Who guessed correctiy?
I 1 Like what 2 looks like 3 sounds like 4 like

2 Do the first question with the class so that you are sure
4 Encourage students to underline the key words in students understand what they have to do. Students
the quesions to help focus them on the relevant match the sentences individually then compare
information. They answer the questions individually answers in pairs before you check with the class.
then compare answers in pairs before checking with
Answers

I
the whole class. Replay the video if necessary.
Id 2 e 3a 4b 5c
Answers
1 He’s worried that the girls will find out that they ate the 3 Students complete the sentences individually then
treasure. compare answers in pairs before you check with the
2 He thinks Luke is running away.
class. If you’re short on time, you might like to assign
3 It’s not working.
4 She turns it off and then on again. this exercise for homework.
5 The ice cream kiosk doesn’t sell chocolate.
6 They find icecream.
Answers
1 like 2 looks like 3 Like what 4 sounds like
P H R A SES FO R FLU EN CY
1 Students find the five expressions in the stoiy and
identify who says each one. Have them work in pairs FU N CTIO N S
to discuss how they say the expressions in their own
Asking for repetition and clarification
language. Check answers with the whole class.
1 Students complete the extracts. Stronger students
Answers could cover the list at the top and fill in the blanks

I 1 Ryan 2 Luke 3 Luke 4 Ryan 5 Megan with their own ideas. Check answers with the class.

Answers
2 Students complete the sentences individually then
compare answers in pairs. You could get pairs to
practice the dialogue together, and ask one or two
volunteer pairs to perform in front of the class. If
I 1 Like what 2 you mean 3 What?

2 Students match the expressions and meanings

you’re short on time, you may prefer to assign this individually then compare answers in pairs before
exercise for written homework instead. you check with the whole class.

Answers

I
Answers
1 and stuff 2 so much fun 3 Noway 4 Nevermind 1 с 2 b 3 a
5 Yeah, yeah 6 So

O ptional activity A phone c a ll

In pairs, students practice the mini-dialogue. Ask them to
change one small detail in each one, for example: We can l y U j Q L . Put students in AB pairs. Say: As: You are
watch TV and stuff. Ask one or two pairs to perform in front all sorts and daughters, please turn to page 127. Bs: You’re
of the class. Ask the class to listen with books closed and all parents, please turn to page 128. Then get all the A
identify the element that’s been changed. students in one group and all the В students in another
to study their respective role cards together carefully.
Be on hand to help with any language issues or to give
advice to either group. Encourage students to make
notes about what they can say using the phrases studied
in the unit. Then ask students to practice role-playing
the conversation with their assigned partners. Monitor,
helping with natural pronunciation and intonation and
the correct use of the phrases for asking for repetition
or clarification. Limit error correction to where mistakes
hinder comprehension. Ask two or three volunteer pairs
to perform in front of the class.

T-73
 7 TH E EASY LIFE

D E V E L O P IN G S P E A K IN G

Work in pairs. Discuss what happens next in the

story. Write down your ideas. Match the sentences.
We think. O livia a n d M e gan fin d the box. 1 This chicken isn't very good.
They f i n d ... there. 2 Someone's talking. W h o is it?

I H ■
<< i W a tch to find out how the story 3 Let's buy her a present.
continues. 4 He's a really nice guy.
5 What's that animal?
4 Answer the questions.
a Like what? A poster?
1 W h a t is Luke w o rrie d about?
b Yes, he's just like his sister. She's nice, too.
2 W h e re does Ryan think Luke is going?
с I'm not sure. It looks like a dog, but it isn't,
3 W hat's the p roblem w ith the phone?
d That's right. It tastes like fish!
4 W h a t does O livia d o to solve the problem ?
e It sounds likejim.
5 What's the problem for Luke and Ryan?
6 W h a t d o the girls find in th e box? Complete the dialogues using a phrase with like.
1 A I really hate tomatoes.
PH R A SES FO R FLU EN C Y В I'm .you. I hate them, too.
2 A Here's a photo of my sister.
1 Find the expressions 1-5 in the story. W ho says
В Wow. She really. .you!
them? How do you say them in your language?
3 A I'm bored. W e should do something.
0 Sorry, no way. Ryan
В _? Co for a walk?
1 ... and stuff.
4 A Let's go to the movies.
2 N ever mind.
В That a great idea.
3 Yeah, yeah.
4 So, ... ?
5 ... so much fun. _

2 Complete the dialogue with the expressions in F U N C T IO N S

Exercise 1. Asking for repetition and clarification
A D o you w ant to com e over tonight? W e can play 1 Complete the extracts from the conversations
games on th e com puter _ . with the words from the list.
В Sure! C o m p u te r games are _. you mean | W hat? | Like what
A Hey, can you bring your new laptop?
LUKE Hey, come to my house later?
В 3_ . . It's m y brother's, too. I can't take it. RYAN Sorry, no way. I have things to do.
A 4_ . W e can use m ine, since you're afraid LUKE 1 _ , Ryan?

o f your little brother. RYAN That sounds like a good idea. But hurry up!
В \ _, I'm so afraid o f him. -_________ , seven LUKE What d o 2 ?
o'clock then? M EGAN We're on a treasure hunt.
^ RYAN I _ _
MEGAN We're trying to find some treasure.
W ordW ise
Expressions with like 2 Match the expressions in Exercise 1 with their
definitions.
Complete the sentences from the story with
a Say that again,
the phrases in the list.
b W hat are you trying to say?
like | looks like | sounds like | Like w hat
с Give me an example.
1 O h , yeah?. _,Ryan?
2 lt_ a box. It IS a box. ROLE PLAY A phone call
3 That _ a good idea.
Work in pairs. Student A: G oto page 127. Student
4 Treasure? You m ean, _
B: Co to page 128. Take two or three minutes to
a b o x w ith a little surprise in it?
prepare. Then have a conversation.

73
 OBJECTIVES

FREE fu n c t io n s : asking questions; talking

about similarities; describing
things

TIME GRAMMAR: review of questions

forms; W hat + be + like?
vo c a b u la ry : collocations with time,
descriptive adjectives

R E A D IN G 4 Я Ш Я Ш Я Compare your answers

with a partner.
1 Look at the photos. Use words in the list to say
why the people need help or how they are helping. 5 Read and listen to the
c le a n u p disabled | aflo o d | hom e article again. Correct the information
a mural | raise m oney | sick trash in these sentences.

man has n o ... / is ... 1 Right now, M a ry is prep arin g beds for
^ woman is...ine .. the guests.
Ihe ... in picture .
children have n o .. . / are.
p e o p le are ...in g ... 2 M a ry works for T een Feed three
m ornings a w eek.
2 What charities do you know about in your country?
How do they help?
3 M a ry works in only o n e o f Teen Feed's
The World Wildlife Fund helps protect locations.
animals an d the environment.
4 M a ry says that the teens all have the
same story.
3 A volunteer is a person who works but doesn't get paid
for their work. Look at the article on the next page for one
minute and answer the questions. 5 M a ry doesn't like the other volunteers
very much.
1 H o w old is the girl in the photo?
2 W h a t does she like most ab o u t her work?
6 M a ry doesn't ever like to waste time.
3 What's the name of the charity?
4 W h a t does the charity do?

74
 ! FREE
TIME
READING 3 Read the definition of a volunteer, and check
1 If you’re using an interactive whiteboard (IWB), comprehension. Ask: Does a volunteer work to m ake
display the six photos onscreen. Otherwise, ask money? (No.) Why do you think they choose to work fo r
students to look at the photos in their books and free? (Accept any valid suggestions.) Ask students to
cover the rest of the page. Students work in pairs to read the four questions. Give them a minute to scan
choose one or two photos (depending on how much the text on page 75 and underline the information for
time you want to spend on the lead-in) to describe each question before they answer.
in their own words. Allow two or three minutes for 4 . 1 Ш П Е Э Students compare their ideas in pairs
brainstorming. Call on volunteers to describe each before you check answers together as a class.
photo. Elicit what the six pictures have in common.
Accept any ideas students might have. Then ask Answers
students to look at Exercise 1 and check their 1 Sixteen
ideas. Give students a few moments to think about 2 That she can help teenagers in need
sentences they could create from the prompts. Then 3 Teen Feed
call on volunteers to say their sentences until all six 4 They help teenagers who have no home and who are
pictures have been described. Ask the rest of the class hungry.
to listen, check, and confirm their answers.
5 First, ask students to read the six
Possible Answers statements. Check that they understand them, and
A Themanin picture A is disabled. pre-teach any unfamiliar vocabulary. Ask students to
В The people in picture В have no home after a flood. read the text carefully and underline the information
С The children in picture С are raising money fortheir matching each statement. Remind them that these
school. are in the same order as the information appears
D The children in picture D are sick. in the text. Once students have corrected the
E The young people in picture E are picking up trash. statements, ask them to compare their answers in
F The people in picture F are helping students paint a
pairs before you check them with the whole class.
mural.

Mixed-ability idea
O ptional activity Stronger students couid try to make the corrections from
In stronger classes, you couid ask students, in pairs, to think memory before reading the text again to check their ideas.
about possible ways of helping the people in need and make
suggestions. For example: The man in picture A needs a guide
dog. Answers
1 Right now, Mary is preparing beds food for the guests.
2 Elicit/pre-teach: charity (a system o f giving money, 2 Mary works for Teen Feed three mornings nights a week.
food, or free help to those who are in need because they 3 Mary works in only one two of Teen Feed’s locations.
4 Mary says the teens all have the same story interesting
are sick, poor, or have no home; also any organization
stories.
that has the purpose o f providing money or helping in 5 Marv doesn’t like likes the other volunteers very much.
this way). Elicit and write the names of charitable 6 Marv likes being lazy sometimes.
organizations on the board, and elicit their main
activities. You might like to expand the discussion
beyond the students’ own country and discuss some
international charities as well.

O ptional activity
You could expand the exercise by asking students to discuss
in groups which ofthe charities mentioned they would want
to support and how they could help. Get a few ideas from
each group, and elicit comments from the rest ofthe class.

T-74
I'lH i IK VALUES
Giving your tim e to others
1 Check/clarify: fault, can learn a lot from , give time
and energy to (people). Draw a scale on the board
from 1 to 5 and label it strongly disagree, disagree, not
sure, agree, strongly agree. Ask students to read the
statements and use the scale to decide to what extent
they agree with each one.

O ptional activity
Students discuss their opinions about the statements in
pairs or small groups. Encourage them to give reasons.
Walk around and monitor, making a note of any interesting
or controversial ideas. Mention a few of these, and invite
comments from the class.

2 l ilMSbtailgM Read the situation together, and make

sure students understand they will need to respond
to the four statements from Mary’s point of view.
As students work with their partners, monitor and
help with any challenging language as necessary.
As the focus is on fluency and educating the whole
learner, avoid correcting errors unless they hinder
comprehension. Make a note of any interesting ideas
you hear, and praise the students for originality
or for sound logical reasoning. Allow six to eight
minutes for students to agree on and write up their
responses. At the end, give them a minute or so to
decide which of their responses express agreement
or disagreement. Ask volunteer pairs to read their
most interesting comments - try to elicit an argument
for and an argument against each statement, where
possible. Invite comments from the rest of the class.

O ptional activity
Alternatively, you could follow up the pairwork stage with
a different activity. You will need four pieces of sticky
notepaper for each pair and some sticker stars or other
symbols - four or more for each pair. Ask students to write
each comment on a separate piece of sticky paper. Write the
four original statements as headings on the board or on large
pieces of paper displayed around the classroom wails, and
ask ail the pairs to come to the board or to the posters and
stick their corresponding comments below the headings.
Ask the pairs to read the others’ comments, and for each
statement, mark the one they agree with the most with their
sticker star or symbol. Get their authors to read aloud the
most popular comments, and ask the rest of the class to say
why they agree with them.

T-75
 8 FREE T I ME

MARY GIVES EVERYTHING FOR TEEN FEED!

Mary Kapitonenko gives up some of her free time each week to
work at Teen Feed and help teenagers in need. Mary’s only 16 years
old - she is friends with many of the kids in the program - but she
works as hard as the adult volunteers. Mary is thoughtful, funny,
and a great artist. We at Teen Feed are so happy she is one of
our volunteers.
We are pleased to name Mary Kapitonenko Septem ber’s Volunteer
o f the Month!

So, Mary, what are you doing right now? fa u lt th a t th e y have no fo o d . They th in k th e s e te e n s a re
I ’m helping in th e kitch e n . W e ’ re p re p a rin g fo o d fo r our bad, bu t th a t’s no t tru e . I like ta lkin g to o ur g u e sts. I ’m
gu e sts in th e Teen Feed p ro g ra m . They a re te e n a g e rs w h o re a lly in te re s te d in th e m . They all have in te re s tin g
have no hom e and w h o a re hungry. s to rie s to s h a re . And o f course, I like th e o th e r
v o lu n te e rs a t Teen Feed.
Why are you a volunteer for Teen Feed?
My frie n d to ld me a b o u t Teen Feed la s t year. I re a lly liked What do you do outside of Teen Feed?
th e idea of helping people in need, so I s ta rte d vo lu n te e rin g I hang o u t w ith m y frie n d s , I d ra w , and I like being lazy
on S atu rdays in th e U n ive rsity D is tric t. N ow I a lso go to th e so m e tim e s.
pro g ra m in a n o th e r p a rt o f th e city. So I help on Thursday,
What did you eat today?
Friday, and S atu rd a y n ights.
C offee, a c h o co la te p ro te in shake, a p e a n u t b u tte r and
That’s a lot of work. How were you last night, banana sa n d w ich , and a glass o f m ilk.
after coming home?
Thank you so much for ALL you do, Mary!
V ery happy! B ut also v e ry tire d .
To le a rn m ore a b o u t Teen Feed, click h e re . To s u p p o rt
What do you like most about Teen Feed? Teen Feed’s w o rk , d ick here.
The th in g I like m o s t a b o u t v o lu n te e rin g is th a t I can help
te e n a g e rs . Som e people th in k it ’s th e young p e o p le ’s

■ Hi К VALUES
Giving your time to others
1 Read what people say about the Teen Feed program.

It's all those teenagers p u lt.

They should get a job.

The volunteers give so much time and energy to

people they don’t know. I could never do that.

I open give money to people who need it.

That 's more important than volunteering.
2 feu ОБО! Work with a partner. Imagine
you are Mary. Write your ideas about
A young volunteer can learn a the statements in Exercise 1. Read them to
lot p om helping other people. the class and talk about them.

75
 GRAM M AR
Pronunciation
Review of question forms
Stress in num bers
Use the article on page 75 to complete the Go to page 121. zm
questions. J
1 W h a t. .you .rig h t now? ш яд ш д ф
С present continuous _)
2 W hy you a volunteer fo r Teen Feed?
VO C A BU LA RY
С J
3 How you last night, after coming home?
Collocations with time
с _ ) 1 _ Read the sentences. Circle the correct
4 W h a t. you . most about Teen word. Then listen and check.
Feed? С J 1 M a ry K apitonenko spends / brings a lot o f tim e
5 W hat you. today? helping o th e r p eople.
( _ J 2 D on't waste / lose your tim e. You have a lot of
2 Write simple past (be), simple past, simple present hom ew ork to do.
(be), simple present, or present continuous for the 3 I never keep / find tim e to relax and read a book.
questions in Exercise 1. 4 W e h a d / took a great tim e at Sandra's birthd ay
party.
Complete the rules with the words in the list. 5 I'm sorry to hear you're having 1 spending such a
do ! does | question word | verb + ing bad tim e.
did | was / were 6 She loves painting in her extra / spare tim e.
f \ 7 H e ’s so busy. H e can never take tim e a w a y /o ff.
RU LE: To form a question
in the simple present (be), use u qixe.ntioyi word 2 Write the questions.
+ form o f be.

in the simple present, use question w o rd +

_ + the verb,

in the present continuous, use q uestion w o rd +

fo rm o fb e e 2 ..

in the simple past, use q uestion w o rd +

3_ . + verb.

in the simple past (be), use question w o rd +

4

Put the words in the correct order to make the

questions.
1 you / what / d o in g /a re /? 0 o fte n /w a s te tim e /?
bo vau often waste time?
2 you/w here/Sunday/last/w ere/? 1 when / last / have / great tim e / ?

3 best/your/friends/w ho/ are / tw o / ? 2 how / spend your tim e / last Sunday / I

4 you / this / eat / what / did / for breakfast / 3 have a good ti me / now / ?
morning / ?

4 w h y /s o d iffic u lt/ta k e tim e o f f /?

5 get up /do /on weekends /you /when/ ?

5 find tim e / t o see /y o u r friends / '

6 were/on vacation/how long/you/?

ISESSaluJ With a partner, ask and answer the

With a partner, ask and answer the questions in questions from Exercise 2.
Exercise 4.

76
GRAMMAR the class, and make sure every student writes down
the corrected forms.
Review of question forms
1 Students try to complete the questions from memory, Be aware of common errors related to the review
of question forms. Go to Get it right! on page 125.
then look back at the article to check. Ask students
to compare ideas with a partner before you check
answers as a class.
P ro n u n cia tio n 4 » 2.13 I 2.14
Answers
To p ractice the pronunciation o f stress in
1 a re ... doing 2 are 3 were 4 do... like
5 did ... eat num bers, go to page 1 21 .

2 Students read the completed sentences and identify

the tenses. Ask them to compare ideas with a partner
before you check answers as a class. VO CABULARY
Answers Collocations with time
2 simple present (be) 3 simple past (be) 1 Students read through the statements and
4 simple present 5 simple past
choose the correct words individually then check
ideas in pairs. Play the audio for students to check
3 In stronger classes, ask students to cover the rule
their answers, and remind them to record the seven
box. Then elicit the formula for each tense from the
collocations. Elicit a translation or another example
examples: verb be (am, is, are) + subject + -mg for
context for each collocation to check their meanings.
present continuous; am I, are you, is he/she/it, are we,
are they for the simple present of the verb be; was Answers
I, were you, was he/she/it, were we, were they for the
1 spends 2 waste 3 find 4 had 5 having
simple past of the verb be; do + I/you /w e/they +
6 spare 7 off
base form or does + he/sh e/it + base form for the
simple present; and did + subject (all persons) + 2 Students work individually to expand the prompts
base form for the simple past. Assign the completion into questions. Tell them that the prompts are in the
of the rule box for homework. In weaker classes, ask correct order, but they will need to be changed to the
students to work in pairs to complete the rule box, correct tense. Ask them to compare answers in pairs
then check answers together. before you check them with the whole class.
Rule

I
Answers
1 do/does 2 verb +ing 3 did 4 was/were
1 When did you last have a great time?
2 How did you spend yourtime last Sunday?
4 Students order the questions individually. Remind 3 Are you having a good time now?
them that they will need to identify and capitalize 4 Why is it so difficult to take time off?
the first word for each question. Ask them to 5 Doyoufindtimetoseeyourfriends?
compare answers in pairs before you check them
with the whole class. Elicit the names of the tenses.
If you’re short on time, assign the exercise for
Fast finishers make up a question for the remaining two
homework, then do Exercise 5 in the next class as
collocations from Exercise 1, have a bad time and spare
follow-up. time, then include these in the follow-up in Exercise 3.

Answers
1 What are you doing? 3 SPEAKING Students in pairs take turns asking and
2 Where were you last Sunday? answering the questions from Exercise 2. Monitor
3 Whoareyourtwobestfriends? the correct use of the new collocations, but avoid
4 What did you eat for breakfast this morning? interrupting the activity for error correction unless
5 When do you get up on weekends? mistakes hinder comprehension. Make a note of any
6 How long were you on vacation?
more interesting answers you hear, and elicit them
at the end to wrap up the activity. Ask the rest of the
Fast finishers class to listen and, through a quick show of hands,
say if they have given a similar or different answer.
Students write the name of the tense next to each question.
W orkbo- pai
5 Students in pairs take turns asking and answering
each question. Walk around and monitor the correct
use of question forms, and prompt students to self-
correct any errors. Although this is a personalization
activity, the focus is also on accuracy, so error
correction is justified. If students still make any
persistent errors at this stage, make a note of these
and write them on the board. Elicit corrections from

T-76
LISTEN IN G 3 15П М Ш Э Focus attention on the example. Ask
1 To lead into the listening task, ask students for a show of hands to see who feels most similar to
to look only at the four photos at the top of the page Daisy for the same reason. Write the expression I’m
and cover up the rest of the page. If you’re using an (most) like ... and its opposite, I’m not like ... / I’m
IWB, ask students to keep their books closed and least like ... on the board, and check that students
display the photos onscreen. For each image, ask a understand the meaning: I’m (not) similar to ... .
student to say one sentence to describe it, then ask Put students in pairs, and ask each of them to think
another to add another sentence, and so on, until about which speaker they think their partner is like.
they run out of things to say. This lead-in will help Then give students in pairs about four minutes to
students identify the lexical clues to listen for later. If talk about which teenager they most identify with
there are any unfamiliar words, present them briefly and check each other’s predictions. Ask them to give
through an example, an explanation in English, or reasons. Monitor but avoid error correction unless
through mime - then elicit a translation to check mistakes hinder comprehension, and help with any
their comprehension. Explain that students are challenging lexis or structures.
going to hear four interviews, and their first task is
O ptional activity
simply to match the names of the four speakers to
each photo. First, play the entire recording, and ask A different way of organizing the discussion as a pairwork
activity is to assign four spots in the classroom for each of
students to pick out the four names: Dylan, Daisy,
the speakers from the recording, for example, in the four
Josh, and Chloe. Then play the audio again, pausing corners. Ask students to think about which speaker they’re
after each interview for students to make their like, then stand in the corresponding spot. Physically “taking
selections. Ask them to compare their answers in sides” helps students identify with their roles better. This
pairs before you check with the whole class. approach also avoids ending up with pairs who both choose
the same person and therefore have little to compare and
Answers contrast between them. Form groups that consist of students

2
I 1 Chloe 2 Daisy 3 Josh 4 Dylan

Before you play the audio again, ask

who all chose a different person, and then start discussions.
Monitor and assist as before.

students to read the eight questions. Check that they

understand there are two questions relating to each
interview - in the same order as the audio. Play the
■TRAIN TO Hi К
audio again, pausing after each interview for students C re a tiv e th in k in g
to take notes. At the end, allow another minute or
two for them to expand their answers. In stronger 1 I l H I I l l Give students 30 seconds to think about
classes, you could have them use their notes to give the situation. Then ask them to read the questions
answers in their own words orally. Check answers and prompts. Set up the writing task as a contest.
together. You might like to play the audio again as Set a time limit of, say, three or four minutes. The
you do so, stopping at the relevant passage. student who writes the most sentences is the winner.
Identify the students with the most sentences - as
Mixed-ability idea many as there are groups of four to five to form in
Stronger students could try to answer the questions from the class. (That is, if there are fourteen students, you
memory before listening again to confirm their answers. will need the top three students, and so on.)
Weaker students could listen once, check their ideas with 2 The top writer in each group reads his or her
a partner, then listen again to confirm and finalize their
sentences to the rest of their group. The others listen
answers.
and check any sentences that are similar to their
own, then take turns reading aloud any sentences
Answers that are different. How many different statements did
1 He watches TV, plays computer games, or goes out with each group produce?
his friends.
2 He probably watches too much TV. Optional activity
3 On Sundays she has a game with the LA Galaxy girls’ To follow up on these brainstorming activities, ask each
team. group to identify the statements they strongly agree, agree,
4 On Saturday nights she usually watches a movie. disagree, or strongly disagree with - and think about their
5 He usually visits his grandma with his parents. reasons. Elicit ideas from each group, invite comments
6 He doesn’t because he thinks you’re not wasting your from the rest of the class, and make notes about them on
time if you’re having a good time. the board. Bring things to a close by asking students to
7 She helps with housework (she does the dishes, helps summarize whether on the whole they think not having to
her mom in the yard, walks the dogs, cleans up around sleep would be a good thing or a bad thing.
the house, and goes grocery shopping).
8 She spends all day doing her homework.

O ptional activity
Write the quote from Josh on the board: If you ’re having a
good time, yo u ’re never wasting your time. Ask students to
say if they agree or disagree with this statement and give
reasons. Invite comments from the rest of the class.

T-77
 8 i FREE T I M E

L IS T E N IN G
1 Listen to the interviews and write the names under the pictures.

3 4

Listen again and answer the questions. ■ TRAIN TO THi

1 W hat does Dylan do on weekends?
Creative thinking
2 How does he feel he wastes time? 1 1Ш И ЕЕ1 Imagine people don't have to sleep
anymore. Think about the questions and write as
many sentences as you can in your notebook.
3 W hat does Daisy do on Sundays?

4 W hat does she do Saturday nights?

ftS
J

5 W hat does Josh do on Sundays?

to»
^i

V,
л
*

6 Does he think he wastes time? W h y or why not?

X-. |

7 W hat does Chloe do on Saturdays? 1 How does the world change as a result?
People have more . . . I can . . . I can't ...
8 W hat does Chloe do on Sundays? Everybody is ... / can ... 1 wants to ...
Nobody is ... t can . . . I wants to ...
Stores ...
1ан=гдапР1 Work with a partner. W ho are you
2 How does your life change?
most like, and why?
With the extra time, I can . . . I
I'm most like baisy because I play M y parents ...
a lot of sports on the weekend. M y best friends ...

2 Read your ideas to each other in a small group.

Are they the same or different?
 R E A D IN G
1 Read the messages. Which of Matt's suggestions does Jake take?

Hey Matt - I need help! I’m stuck at the My headphones are broken. I’m not
Paris airport with my family. The plane’s hungry. Are you kidding? I don’t have
delayed for four hours. That’s right. Four a book. I can see 56 windows. No,
hours!!! [1] Any ideas what I can do to none of these ideas is any good.
kill time? Help me, please!
OK, one last suggestion. I have a life too,
Sorry to hear that, Jake. What’s the you know. Go and talk to a local. Practice
airport like? Are there any stores? I’m some of that French we learned last year.
sure there are. Go and buy me a present.
That’s a good way to waste half an hour. Well, there is a girl sitting across from
me. And she’s smiling at me. [5] Maybe
That was the first thing I did - check the that’s not such a bad idea. TTYL.
airport out, not buy you a present! It’s big.
There are some little stores, nothing too Yeah? What’s she like?
exciting. I’m tired of looking at handbags
and perfume. [2] Any other ideas?
Hey Jake. W hat’s she like?

OK, so you don’t want to go shopping. Why

Are you still there? Answer me.
don’t you watch a movie on your phone?

I hate watching movies on my phone.

The screen’s too small. Besides,
I watched one on the flight here.
The new X-Men movie.

I really want to see that. What was it like?

Any good? [3]

It’s was good. Really exciting. But you

know me - love superhero movies! It’s
too bad they all die. [4] I’m still bored!!!
I need some more ideas. NOW!

Listen to some music. Eat something.

Talk to your sister. Read a book. Count
how many windows there are in the
airport. Are these any good?

2 Read the messages again. Where do these

missing pieces of information come from?
W rite 1-5.

a I think she’s French,

b M y mom isn’t, though, 3 И1=ШИМ Discuss in pairs. Imagine your friend

с It’s our very first vacation abroad,
is home sick and really bored. He or she texts you
for suggestions about what to do. Make a list of
d But don’t tell me the end!
four things. Then compare your list with another
e Just joking. pair's list.

78
READING 3 1ДИИШЯЯ Students work in pairs to make a list
1 To lead into the reading task, ask students to look of four suggestions for things to do when you’re at
at the photo at the bottom and cover the rest of the home sick. Allow up to three or four minutes for this.
page. If you’re using an IWB, display the photo only Then form groups of four by putting together two
with books closed. Ask questions to elicit the context: pairs to compare ideas. Once they have compared
Who’s in the picture? Where is he? What is he doing? their lists, they should rank the suggestions from best
Who do you think he is communicating with? What do to worst - and come up with at least one reason for
you think he’s writing about? Accept any suggestions. each ranking. Elicit some ideas from each group, and
You might also like to ask some further questions invite comments from the rest of the class. Agree on
about students’ texting or messaging habits: who the very best and very worst suggestion made.
they usually text/message, how often, what kind of
things they text about. Ask students to look at the O ptional activity
messages and quickly skim them - how accurate Alternatively, forthe follow-up, once they have agreed on the
best suggestion, ask each group to write and send you a text
were their predictions? Read the question together.
with the suggestions. Read each one aloud, and have the
Elicit that Matt makes several suggestions (you may class vote on the very best and very worst suggestion made.
or may not decide to reveal exactiy how many: eight),
and the task is to choose the one that Jake decides to
take. Ask: What are the suggestions about? Elicit/pre­
teach the phrase: to kill time. Tell students to read the
messages quickly first and underline the suggestions
in Matt’s messages, then check their ideas in pairs.
On their second reading, students should focus on
Jake’s responses and choose the positive one. Again,
check answers after students compare ideas in pairs.

Mixed-ability idea
In weaker classes, conduct whole-class feedback after each
reading stage to make sure everyone’s ready to move on to
the next one.

I Answer
I Jake goes and talks to a local (a girl nearby).

2 Students read the messages again to find where the

missing sentences belong. Explain that in this type
of task they should look for logical and grammatical
clues both before and after each sentence. You
might like to do the first one together. Ask guiding
questions: What’s this sentence about? (A w om an/
fem ale person.) How do you know? (The personal
pronoun “she. ”) How many women are mentioned in the
messages? (Two: Matt’s sister and the smiling girl; Matt’s
mom is probably also there with him.) Which person
does “she” refer to? (The girl) Where is she mentioned?
(In 5.) Students work in pairs to complete the rest of
the task. Check answers together.

Mixed-ability idea
For an extra challenge, stronger students might opt to do the
task individually, then compare answers in pairs before the
whole-class check.

Answers
a 5 b 2 c l d 3 e4

O ptional activity
Ask students to figure out the meaning of the following
expressions from the context: besides, any good, I have a
life, TTYL (talktoyou later). Students should discuss their
ideas with a partner. Elicit suggestions and invite comments
from the rest of the class before agreeing on the meaning of
each phrase.

T-78
GRAMMAR Optional activity
As an alternative to listing three adjectives for each question,
What + be + like?
you could turn the exercise into a contest. Set a time limit of,
1 Students match the questions and answers, then say, two minutes. The pairthat writes the most adjectives
compare answers in pairs before you check with that are relevant are the winners. Get them to read their
the whole class. Elicit the tenses (1 simple present, lists aloud, and ask the rest of the class to judge whether all
2 simple past, 3 simple present). Elicit that this type of the items are acceptable. Record the words on the board,
as before, and elicit additional suggestions from the rest of
question is used to ask for a description of someone
the class.
or something. Students complete the rule in pairs.
Check as a class. Make sure they also understand that
2 First, ask students to check how many of the eight
the correct tense of the verb be is used in each case.
adjectives in the box they have included in their
Answers own lists. Students work individually to match the
adjectives to the questions then compare ideas in
1 с 2 a 3 b
pairs. If there are any unfamiliar words, students can
Rule look them up in a dictionary. Then check answers as
1 like 2 like a class.

2 Students complete the questions individually then Answers

compare ideas in pairs before you check them with 1 action-packed, dull 2 arrogant, dull, thoughtful
the whole class. For each question, elicit the tense 3 light, chocolaty 4 crowded, dull, dirty, action-packed
used (the simple present in 2-5 , the simple past in
1 and 6).
Fast finishers
Answers Students look through their lists of adjectives from Exercise
1 and the adjectives in Exercise 2 and decide which ones
2 What is he like? 3 What’s it like? 4 What are they
are positive, negative, or neutral.
like? 5 What’s the weather like? 6 What was it like?

3 Give students a minute or so to write the information -

O ptional activity each answer on a separate piece of paper, with no
Elicit that a pronoun may replace a thing or person previously extra information whatsoever.
mentioned. Ask students to underline the pronoun in the
questions (except 5) then say who or what these refer to. 4 Ц Ц Е Е З И Э Read the example together and make
sure students understand the task. For each piece
3 Students match the answers to the questions then of information, they should ask their partner two
compare ideas in pairs before you check with the questions: the first to elicit an explanation then
class. You might also like to ask students to explain another to elicit a description. Encourage students
what clues helped them decide. If you’re short on to use the adjectives collected in Exercises 1 and 2.
time, assign this task for homework. Monitor the language used, and make a note of any
good, naturally flowing examples of English to praise
Answers at the end. There will likely be no serious need for

I a 4 b 3 с 6 d l e 2 f 5 error correction during this activity. Allow up to four

or five minutes for the pairwork. To wrap things up,
ask some volunteers to share the most interesting fact
they have learned about their partner. Have a vote
on which the class thinks is the most interesting piece
V o ca b u la ry of information.
« ■ l.l.l» .l,U M f
Descriptive adjectives
1 Ask students to look at the four photos and cover the
exercise on the right. If you’re using an IWB, display
the photos only, with books closed. Elicit descriptions
for each picture: Who’s in the picture? What are
they doing? Keep this lead-in short. With books
open, students work in pairs to write three possible
adjectives for each question. Elicit ideas and create
a list for each question on the board for students
to copy.

T-79
 8 FREE T I M E

GRAM M AR VO C A BU LA RY
What +be + like? Descriptive adjectives
I Match the questions to the answers. Then Work with a partner. Think of three adjectives
complete the rule. Use the same word in you could use to answer the questions.
both places. 1 What's this movie like?
1 W h a t's the airport a It was good. Really ______ excitin g ______
ike? exciting.

2 W h a t was the movie b She's v e ry pretty and

ike? a lot o f fun

3 W h a t's she like? с It's big, and there are

some little stores
2 W h at’s she like?

R U L E ' To ask a b o u t the qualities o f something, w e

can use W h a t + b e + 1_ .?

T h e answ er is usually an ad jective or a short

descriptive phrase. W e d on't use 2_ _ in
the answer.
3 W h a t’s the cake like?

Write questions to find out more about these

statements.
1 A 1went to Canada on vacation.
В Reallv? W h a t w a s it like?
2 A W e have a new English teacher named Mr.
4 W hat was London like?

Г
French!
В That’s a funny name for an English teacher.
7
3 A Try this new game. 1think you'll like it.
В W hy? 7
4 A Try one of these little pies. Which of these adjectives can answer the questions
В 1don't know. They look strange. in Exercise 1? Use a dictionary to help you.
7
crowded [ light | chocolaty action-packed
5 A If you’re going out, put on a coat. arrogant dirty | dull thoughtful
В W hy? 7
On four separate pieces of paper, write the
6 A 1went tojulia's party on Saturday. information. Give the pieces to a partner.
В 7
1 the last movie I saw
3 Now match these answers to the questions you 2 the last place I went on vacation
wrote in Exercise 2. Write 1-6. 3 the name of a friend

a They're delicious. They’re really sweet, 4 a meal my family often has on special days

b □ Its similar to Warrior Planet, but with better " E KIN : Ask about the things that your
graphics,
partner wrote.
с It was fun. I danced a lot.
d It was great. It’s a really beautiful country, Sukiyaki — what's that?
e He’s sort of serious, but he’s a really good
teacher, It's a Japan ese dish my d ad makes
f It's windy and cold. when my grandparents visit.

What's it like? Really delicious!

Culture
1 Look at the photos. W here can you see these things? More than one answer is possible.
1 a volunteer in a hospital 4 someone working with wild animals
2 someone working on a farm 5 someone planting trees
3 someone teaching little kids 6 someone building a school

2 Which type of volunteer work interests you the most? W hy?

Read and listen to the article. Match the photos to the different organizations.

VOLUNTEERING ABROAD
So, you’re interested in volunteering abroad, but you’re not sure w hat you w ant to do, where you w ant to go,
or how long you want to be a volunteer. There are a large num ber of organizations that offer people different
kinds of volunteer projects around the world. These sites can help you choose the one th a t’s right for you.

1 O n e W o r l d 3 6 5 ______________ 3 G l o b a l V o l u n t e e r s ___

If you are considering traveling somewhere in the world, you Like most of the other organizations
can find out about opportunities to do volunteer work at listed here, Global Volunteers is a non­
the same time as you travel. This website has information profit. It helps people of all ages to go to
about hundreds of meaningful volunteer programs all over another country and work with people
the world. You could volunteer with elephants in Sri Lanka, who need help. You could, for example,
help environmental projects in South Africa, help community go to Africa and work in a school - either
development projects in Tanzania, work with orphans and teaching or helping to build or repair school
other children in need in Romania, or protect conservation buildings. But unlike some other volunteer
areas and animals in the Amazon. Go to their website to organizations, Global Volunteers welcomes
check out all the possibilities. people of all ages. Some of their volunteers
are as old as 55. But these days there are
2 W W O O F _______________ more and more young people, even some
under 21, who are getting involved.
Want to get your hands dirty? WWOOF stands for World
Wide Opportunities on Organic Farms. Its goal is to help Why volunteer abroad? Flere’s what one
people who would like to get involved with organic farming in volunteer said:
different countries around the world. In your chosen country,
“I get so much more than I give.
you live with a family. You get a bed and food in exchange for Volunteering like this gives you insight into
four to six hours of work a day on their farm. What you do the culture in a way you could never get as
depends on the farm, of course, but it can include milking a tourist. You live with the people, you go
animals, planting trees or vegetables, cutting wood, or one of to their homes, and mix with teachers. You
a thousand other things. Usually people stay on the farm for a realize you have something in common with
few weeks, but it’s possible to stay for as long as six months. the people you’re working with."
C u ltu re
Volunteering abroad
1 Before you begin, elicit what students remember
about volunteering, discussed at the start of this
unit. With books closed, elicit some activities that
people can do as volunteers, and write a list on the
board. Then ask students to read the six activities
listed in Exercise 1 and check how many they
have mentioned. Students match the photos and
descriptions quickly then check their ideas in pairs
before you check with the class.

Answers

I 1C 2 A 3B 4 D 5 F 6E

2 Ask students to discuss the question in groups of four

or five. Allow about four or five minutes to talk about
all six activities. Ask them also to consider why they
would NOT like to do certain activities and say why.
Monitor their discussions. Ask for a quick show of
hands for each of the six activities to see how many
students would be interested in doing them. For
each one, ask some students to give their reasons. If
you’re short on time, ask each group to agree in two
minutes on one activity they would be interested in
doing, and get brief feedback from each group.
3 Ask students to read the introductory
paragraph of the article to find out what it is about.
Ask: How many organizations are you going to read
about? (Three.) Explain that they may have to match
more than one photo to a paragraph, and they may
need to use a photo more than once. Students read
and match the images then compare their ideas in
pairs. Check answers as a class, asking students to
quote the information from the text that supports
their ideas.

Answers
1 B, D, E, F
2 A, F
3 В, E

T-80
4 Ask students to read the questions first. Check Answers
comprehension. Ask students to read the article
again and underline information about each of the
five questions before they study these passages
again to decide on their answer. Students compare
I A 2 В 3 C l

2 Check/pre-teach: delicious, com , harvest, exhausted,

rewarding. Students read the text again and underline
their answers in pairs before you check them with
the things that Victoria refers to with each adjective.
the class.
Ask students to compare ideas in pairs before you
Mixed-ability idea check answers with the class.
Weakerstudents could do the task in pairs then check ideas
Answers
with another pairin a group of four.
1 breakfast 2 milkingthe cows 3 all six workers/
volunteers in the field 4 playing a game to learn the
Answers names of colors 5 teaching
1 No, there are a large number of organizations on the
Web, and the sites can help you choose the one that’s 3 Give students 30 seconds or so to read the five
right foryou. situations and decide which one they want to write
2 They get a bed and food. about. You might like to put students who chose
3 Usually for a few weeks, but it’s possible to stay for as the same topic together to brainstorm some ideas
long as six months to include. If you decide to do so, allow up to three
4 You could teach, oryou could help to build or repair
or four minutes for discussions, and monitor and
school buildings.
help with any unfamiliar vocabulary. Alternatively,
5 It gives you an insight into the culture in a way you couid
never get as a tourist. provide dictionaries for students to refer to or allow
the use of Internet-enabled devices to look up any
5 fa В ЯД Н1ШД... j Students figure out the meaning language they need. Remind students that the list
of the highlighted words from the context and of questions provides a framework for their writing
match them with the definitions. They can do this - and that they need to make sure they write about
individually or in pairs. Elicit feedback from the class each point. In tests, one of the main criteria for
and ask the rest of the class to check and confirm or assessment is task completion: whether all points in
correct the answers. the task have been addressed. Students should take
notes to help them decide what details are really
Answers important or interesting to include. Again, this may
1 getting involved 2 insight 3 considering be easier to do in small groups.
4 in exchange for 5 meaningful 6 milking animals 4 Students expand their notes into a blog entry.
7 orphans Assign this for homework. Remind students to use
the language they learned on page 80. Ask students
Optional activity to bring their completed texts into class and swap
For extra credit, students can do some research on with another student to check each other’s work for:
the Internet into various international or local charity task com pletion (Have they included the information
organizations in order to find examples of the six types of about all the questions in Exercise 3?), language (Is it
activities shown in Exercise 1. (You might like to remind them interesting and engaging to read?), and coherence (Is
about your discussion in Exercise 2 on page 74.) Ask them to it well linked? Is it easy to follow the story? Is it easy
write a few sentences to describe the main activities of each to identify and understand the key points o fth e text?).
charity then present their findings to the class. Alternatively,
Alternatively, you may prefer to collect their writing
students could work together as a group to produce an
information posteror web page forthose international or for evaluation. When you evaluate their blog entries,
local charities that they most like using their descriptions check for these points. The main focus should be on
and photosto illustrate theirtexts. how successful you feel each piece is as an interesting
blog entry to read, not on particular grammar or
lexical errors. Write short feedback for each student,
saying first what you liked about their texts and then
W RITING
two or three things they might want to improve on
A volunteer’s blog in the future. Make a note of any persistent errors
that occur in the class, and go over these points (and
1 Ask students to look at the three photos and cover
the blog text. If you’re using an IWB, you could bring in extra practice for them) in a subsequent
display the photos onscreen instead, with books lesson.
closed. Ask students to describe what each photo
shows, where they think the photos were taken,
what the people are doing, and how they are feeling.
Explain that they are going to read Victoria’s blog
post where she mentions each of the three situations,
and their task is to number them in the order they
appear. Students read and order the photos then
compare ideas in pairs before you check them with
the class.

T-81
 8 FREE T I M E

4 Read the article again and 5 V O C A B U L A R Y There are eight highlighted words or phrases in the
answer the questions. article. Match them with these meanings. Write the words.
1 Are these the only volunteer to share interests or experience have som ething in common
organizations on the W eb? becoming part of an important experience _
2 W hat do volunteers on farms a clear, deep understanding of a situation _
get if they agree to work for
thinking about.
four to six hours a day?
given because you have given something
3 How long do volunteers
important or useful
normally stay on a farm?
getting milk from cows, goats, etc. _
4 W hat could you do in a school
in Tanzania? children who don't have parents _

5 W hat does one volunteer think

you learn from mixing with
people in a different culture?

M onday, April 21
W R IT IN G Today we woke up very early - 5:30. It was a little cold and it
A volunteer's blog was still dark, but everyone was happy after sleeping for eight
hours! We went into the kitchen and had a delicious breakfast -
1 Read Victoria's blog entry about her volunteer fruit and some coffee, and a piece of fresh bread.
experience. Number the photographs in the
order she talks about them. Then I went to milk the
cows. The first time I did
2 Read the blog entry again. W ho or what is/was: this was a week ago. I
didn’t know how to do it,
delicious,
but now it’s easy. Then I
easy. _
went with the others to
exhausted
the fields. The corn is
fun. ready to harvest now, so
rewarding. from seven o'clock until
noon, we worked in the
Imagine that you are one of these volunteers
fields cutting the corn. It smells so
and then answer the questions. Use your
good! There are six of us and the fields are very big, so we
imagination and the ideas in Victoria's blog.
were all exhausted when we stopped for lunch. Hungry, too!
• someone working with sick and injured elephants
After lunch, some of the volunteers worked in the fields more.
in Asia
Others, including me, went to the local school. Some of us
• someone working with sick children in a hospital
teach English there. Today we sang some songs with the kids
in a poor country
and then we played a game to help them learn the names of
• someone helping to teach children in a school colors. That was so much fun, and the kids did really well.
in a poor area of the city Teaching is very rewarding!
• someone helping to clean up after a natural
disaster, like a flood or an earthquake
Now it's nine o'clock and
I'm in bed already. I'm
1 W hat time do you get up in the morning? always really tired at the
2 W hat time do you have breakfast / lunch / end of the day. And guess
dinner? what we had for dinner
3 W hat do you do in the mornings? tonight-corn! Yum.
4 W hat do you do in the afternoons?
5 W hat time do you go to bed? How do you
feel then?

4 Write a blog entry as the volunteer. Use

your answers to the questions in Exercise 3
to help you. Use some of the vocabulary
from the Culture section on page 80. Write
120-150 words.

81
 C A M B R I D G E E N G L I S H : Key
IT H iM K EXAMS
R E A D IN G A N D W R IT IN G
Part 1: Matching Workbook pa Part 3: Multiple-choice replies
1 Which notice (A-H) says this (1-5)? Write the
letters A-H. 2 Complete five conversations. Choose the correct
0 A dults only. С answer A, B, orC.
1
2
You d o n ’t have to pay if y o u ’re eight.
You shouldn’t leave y o u r car here.
□ 0 It's not cold today.
A You must not wear shorts.

3 The store is closed in the afternoon. В You must wear a jacket.

(c ) You don’t have to wear a sweater.
4 You should call fo r m ore inform ation.
5 You must not swim here. 1 It's very dark. I can’t see anything.
A You need some headphones.
В Here's a flashlight for you.
С I have a docking station, if you want.

2 I have a headache.
A You should go to bed for half an hour.
В You should watch TV.
С You shouldn’t get some rest.

3 W h a t’s Isabel like?

A Yes, I like her a lot.
В She likes pizza and baseball.
С She’s smart and very funny.

4 W hat is your dad doing?

A He’s a doctor at City Hospital.
В He walks in the park every morning.
С He's practicing the piano.

5 Do you want to go to the movies?

A No, I have to.
В Sorry. I have to clean my room.
С Yes, I must.

L IS T E N IN G
Part 4: Note taking W orkbook pa

3 You will hear an interview with a famous

person. Listen and complete 1-5.
Interview
Name: 0 Joe Ruby
Age: 1
Product: 2
Company name: 3
Price: 4
Vacation destination: 5

82
 CAMBRIDGE ENGLISH: Key

■ THi IK EXAMS
READING AND W RITING
Pa rt 1: Matching
1

Answers

I IB 2D 3 E 4 A 5 F

Part 3: Multiple-choice replies

2

Answers

I IB 2 A 3 С 4 С 5 В

LISTEN IN G
Pa rt 4: Note taking
432.18
3

Answers
1 17 2 computer games 3 Go-Go Games
4 12 million dollars 5 Brazil or Mexico
TEST YOURSELF UNITS 7 & 8
VO CABULARY
l

Answers
1 GPS 2 make 3 dishes 4 arrogant 5 calculator
6 waste 7 remote control 8 spend 9 does
10 headphones

GRAMMAR
2

Answers

3
I 1 are 2 was 3 do 4 did 5 are 6 is

Answers
1 went go 2 tret don’t 3 must not don’t have to
4 must to must 5 -afedo 6 he’sHkevery quiet

FUN CTIO N AL LANGUAGE

4

Answers
1 A don’t В actually
2 В what A do
3 A much; help
4 A last В like

T-83
TEST YOURSELF u n i t s 7&8

VO C A BU LA RY
1 Complete the sentences with the words in the list. There are two extra words.
calculator \ arrogant | remote control coffee maker | does | headphones
waste ' dishes | thoughtful | CPS | make | spend

1 W e ’re lost. Do you have_ . on your phone?

2 I have to _ .my bed every morning before I go to school.
3 W hat a mess - next time, we should wash th e . . _ right after dinner.
4 She’s so_ _ _. She thinks she’s better than everyone!
5 W hat is 7% of 27(P I need a _.
6 Don’t time on video games. The test is tomorrow!
7 Pass me the _ please. I want to watch the news.
8 Her grades aren’t good. She needs t o _________ . more time on her homework.
9 Dad. _ .the laundry in my house.
10 I’m trying to work, and your music is too loud. Can you wear _ .?

GRAM M AR
Complete the questions with the correct form of be or do.
1 W h a t s h o w ___________you watching? It looks v e ry interesting.
2 Sarah wasn't in class yesterday. W h e re _ _she?
3 W h a t tim e .y o u usually go to b e d on the w eekend?
4 W h e re . .yo u buy those headphones? They look cool!
5 W h e re . .you? It's 7:30, and I'm w aiting in fro n t o f th e theater.
6 W hy. your d a d using GPS? H e drives around here all th e time.

Find and correct the mistake in each sentence.

1 W h e re d id you w e n t yesterday?
2 You not have to go if you d on't w ant to.
3 W e must not run. The train doesn’t go for an hour.
4 You must to b e careful. It's v e ry dangerous.
5 H o w are th ey get to school every morning?
6 W hat's he like? W e ll, he’s like v ery q u ie t and serious.

F U N C T IO N A L L A N G U A G E
4 Write the missing words.
1 A You. have to eat it if you don’t want to.
В Thanks, I don't. . _ like it.
2 A I can't come to your house. I have lots of things to do.
В Like ?
A Well, I have to help my dad . the laundry, for a start
3 A Thankyouso. for all ofyour. ..
4 A I went to Rob’s party. weekend.
В Really? W hat was it. .?
A Pretty boring, actually.
M Y SC O RE
22-30
10 -21
0-9 83
 OBJECTIVES

f u n c t io n s : paying compliments;
talking about the weather
GRAMMAR: comparative adjectives;
can / can't for ability;
superlative adjectives
VOCABULARY: geographical
features; the weather; phrases
with with

T hey eat wild anim als, plants, berries, nuts, and

An amazing insects. They hunt with bows and arrows. There

are lots of dangerous snakes, spiders, and scorpions.
There are lions, leopards, cheetahs, and hyenas. It’s

place
one of southern A frica’s hottest places, and there is
often no water. Then they have to get their water from
plants, for example, from desert melons. When they
are sick, there are no hospitals. The people have to get
their medicine from plants, too.

They are the San, the last people living in the

K alahari. The San people have another name —“bush
people.” Their lifestyle is very simple, but they know
more about anim als and plants than most people do.
The San people live in small groups of twenty-five to
fifty. They live in huts - little houses that they make
from wood and grass. There are no schools for the
children. Children learn from the older people in
the group. There are lots of things they have to learn
so that they can live in a dangerous place like the
K alahari. In the evenings, the groups of people often
sit around a fire and tell stories. Many of the stories
are about anim als and Imw to hunt them.

The Kalahari is a big area of bushlarid in southern

Africa. It has two parts. There is less rain in the
R E A D IN G southern part than there is in the northern part, so
the south is drier. There are fewer plants and animals
1 Look at the photos. Which ofthe animals can there, and it’s a lot more difficult for people to live.
you name in English? But when it rains at the end of the summer, the land
becomes greener and more beautiful. For a fewr weeks,
2 Name other animals in English. Write them down.
there are millions of little flowers and even butterflies!
3 ВШ Эш«1! Work in pairs. Look at the animals
on your list. What countries do you think of? i Read and listen to the article. Mark the
statements T (True) or F (False). Correct the false
Pandas come from China.
information in your notebook.

Yon find spiders all over the world. 1 The bush p e o p le always get their w a te r from
p lants._______
2 W h e n the San p e o p le are sick, th ey get m edicine
ш и н н ы й Work in pairs. Look at the photos
from a hospital. _
again and answer the questions.
3 The bush p e o p le teach children im portant things
1 W h a t d o the photos show? ab o u t living in the K alahari._ _
2 W h e re d o these p e o p le live? 4 The north o fth e Kalahari is w e tte r than the south.
3 W h a t d o you think th e y eat?
4 W h a t dangers are th e re in this place? 5 M a n y San p e o p le to d a y w o rk w ith tourists..
5 W h a t d o these p e o p le know a lot about? 6 A vacation in th e Kalahari is never dangerous.
6 W hat's interesting for tourists ab o u t this place?

84
READING During feedback, insist on students quoting key text
1 If you’re using an interactive whiteboard (IWB), do from the article that supports their answer.
this as a whole-class activity, with books closed.
Elicit/introduce the names of the animals: hyena (top Answers
left), snake (top right), cheetah (bottom left). Ask: 1 F The bush people -always sometimes get their water
Where do they live? Accept all suggestions. Establish from plants.
2 F When the San people are sick, they get medicine from
that they all live in the Kalahari in southern Africa.
a hospital plants.
2 Pair students and ask them to choose one person to 3 T
be the writer. Set a time limit of, say, two minutes 4 T
for students to list as many animals as they can. The 5 T
6 FA vacation in the Kalahari is never sometimes
pair that lists the most animals in English wins. Ask
dangerous.
one student from the winning pair to read their list
aloud while the rest of the class listens and checks off
animals that also appear on their lists. Elicit names
of any other animals that weren’t mentioned. Record
any unfamiliar words on the board and instruct
students to record them into their notebooks. Also
drill pronunciation as necessary. Pay special attention
to the pronunciation of leopard /'lepard/ and hyena
/hcn'ina/.
3 Ь з и г п Д Pairs choose a country for each animal
on their list and then compare their ideas with
another pair. In whole-class feedback, ask pairs if
they wrote different countries for the same animals.
Elicit reactions from the rest of the class.
4 Ц З Ш З П И Focus students’ attention on the photos
using the IWB where possible. Ask students to read
the questions and underline any difficult vocabulary
to ask you or a partner about. Check/clarify: dangers
by eliciting a few examples of dangers for humans
in the deserts of Africa, for example. Give pairs
three or four minutes to discuss. Monitor to check
that students are using English as much as possible
and praise those really making an effort. Supply any
unfamiliar words they need. Conduct brief whole-
class feedback by eliciting one or two ideas for each
question and recording them on the board. Ask
students to skim-read the article quickly to find out
which, if any, of their ideas were correct. Refer back
to the board at this stage.
5 Students read the statements first and
underline key words. Play the audio for them to
listen and read the text more carefully and locate the
key parts of the text that will help them complete
the exercise. After listening, students mark the
statements true or false, correcting the false ones in
their notebooks and underlining key information in
the text that supports their choices. Students compare
answers in pairs before you check with the class.

T-84
6 1НЭШШ5И Draw students’ attention to the stems
in the speech bubbles. Provide a model by asking
a strong student and prompting him/her to expand
on his/her answers. Students discuss the questions
in pairs. Monitor and praise those expanding on
their answers. Also make a note of pairs/groups
with interesting ideas to share with the class during
feedback. After a couple of minutes, elicit some ideas
from the students you noticed during monitoring, and
elicit reactions from the rest of the class.

Optional activity
As an alternative procedure for Exercise 6, put students
in AB pairs. A should try to convince В that the Kalahari
would be the perfect vacation destination, while В should
try to convince A that it would be the worst place to goon
vacation. The idea is that by directing students’ discussions
toward a tangible outcome, namely, convincing their partner
of their opinion - regardless of whether that outcome is
achieved - students will be more motivated to speak. Allow
a few minutes for students to speak and then ask: Who
convinced their partner?

■ IH i X VALUES
Valuing our world
1 Check/clarify: safari, zoo, desert, wild, nature shows,
support. Give students a minute or two to think about
the statements and check the ones that they think
show that the natural world is important.
2 | " З Г И Draw students’ attention to the stems
in the speech bubbles. If you’re using an IWB, keep
them onscreen to act as visual cues to students during
their discussions. Put students in pairs to discuss each
statement, encouraging them to listen to and respond
to each other’s opinions. Task students with trying
to reach agreement on each statement. Monitor
and praise those making an effort to expand on and
justify their answers. Avoid error correction unless
mistakes really impede comprehension. The focus
here is on fluency and development of the whole
learner via an open discussion of students’ own ideas
and experiences, not on controlled language practice.
Conduct feedback by putting pairs together in groups
of four and asking them to compare their ideas.

Optional activity
To extend the discussion, ask students to choose one
statement that’s closest to their personal feelings about the
issue and compare with a partner. Ask for a quick show of
hands to see which statement most students chose during
whole-class feedback.

T-85
 9 T H E W O N D E R S O F T H E W O R L D

■THi'iК VALUES
Valuing our world
But soon, the grass and the bushes get dry and turn
1 Read and check ( / ) the statements that show
brown. Then life becomes more difficult again for
that the natural world is important.
people and animals.
1 W h y should I w ant to go on a safari? There's
Every year, thousands of tourists from all over the
a nice zoo in my city w h e re I can see lots of
world visit the Kalahari. They love driving around the
animals.
bushland iri open jeeps. They love watching the wild
2 I w ant to build a hotel for 8 0 0 p e o p le in
animals. Their guides are often San Bushmen, and
the Kalahari D esert. W e can m ake a lot of
the tourists love listening to their stories about the
m oney like that.
wonders of the Kalahari. The tourists stay in small
3 It's great to learn ab o u t w ild animals. It helps
huts called “lodges.” They have comfortable beds and
m e to understand m ore ab o u t th e w orld.
showers, but there is no electricity in the huts. When
4 W h o needs lions, leopards, and hyenas?
they go out of their hut, they have to be very careful.
They're dangerous animals!
Sometimes there are lions or leopards around!
5 I watch a lot o f nature shows on TV. I support
a p roject to save tigers in India.
6 Ш М Ж П И Work in pairs or small groups and
answer these questions. SPEA K IN G Compare your ideas in pairs.

1 W o u ld you like to go to th e Kalahari? W h y or w hy Statem ent 1 shows th at the natural

not?
world is not important for this person.
2 W h a t w ildlife are you interested in?
Why do you think that?
I'd love to / I wouldn't like t o ... b eca u se...

Because the person doesn't want

I'm (not) interested in ...
to see wild animals in nature.

I think it's too dangerous t o ... / wonderful t o ...

B ui maybe that's not true. Maybe
I love / hate taking photos. he or she thinks flying to other
watching ... / staying in ... places is not good for nature.

85
 GRAM M AR
adjectives comparative form
Comparative adjectives
short adjectives small s m a lle r (than)
1 Look at the article on page 84 again. Find (one syllable) big b ig g e r (than)
examples of comparisons. Then complete the hot (than)
table on the right.
adjectives en d in g h appy h a p pier (than)
Complete the sentences. Use the comparative in consonant + -y d ry (than)
form ofthe adjectives. early 1 (than)

Africa is. . (big) than South America, longer adjectives attractive 1 (than)
but .(small) than Asia. (two o r m ore beautiful m ore beautiful (than)
2 Be careful ofthe spiders in the Kalahari. They’re syllables)
. (dangerous) than the ones at home.
rregular bad w orse (than)
3 Cars these days are. _ (good) quality adjectives good (than)
than they were 30 years ago. far fa rth e r / fu rth e r (than)
4 For me, vacations in the Kalahari are
(interesting) than going to the beach.
5 M y sister has two children. Her son is nine. His sister is two years. . (young).
6 John is a musician. It’s ___ .(easy) for him to learn a new instrument than it is for me.

VO C A BU LA RY
Geographical features
Label the picture with the words. Write 1-12 in the boxes. Then listen, check, and repeat.
1 ocean | 2 hill | 3 mountain | 4 jungle ' 5 river 6 desert | 7 lake | 8 beach 9 island | 10 forest

2 ИйзыаиД Work in pairs. Ask your partner to SPEA K IN G Work in pairs. Compare some ofthe
close their book and then ask them about the places. Use the adjectives in the list to help you
picture. or use other adjectives.
hot | big dangerous | high , nice
What's A?
difficult beautiful | exciting

I think it's ... / I'm not sure if I A mountain is higher than a hill.
can remember. Is it... 7 / Can you
jive me the first letter, please? Yes, and it's more difficult to climb a mountain.

86
GRAMMAR VO CABULARY
Com parative adjectives Geographical features
1 Write on the board: The south o f the Kalahari is __ 1 Refer back to the reading section and ask:
than the north. Then ask students to complete the What type o f place is the Kalahari? (A desert) Ask
sentence (Answer: drier). They could try to do this students to look at the picture on page 86 or on the
from memory and then refer to paragraph 3 of the IWB and find a similar place (C). Ask: Which number
text to check or go straight to the text. Elicit the should I write next to C? (6) You could do number
non-comparative form by saying: Drier means more ... one as a whole class to further demonstrate the
what? (Dry.) Alternatively, elicit a translation in L I . task, if necessary. Students complete the exercise
Students look through the text to find and underline individually then compare answers in pairs. If
more examples of comparative adjectives. Students you’re using an IWB, ask different students to label
compare with a partner then complete the table in each feature onscreen, and ask the rest of the class
pairs. Check answers as a class. You might want to to correct answers as necessary. Avoid confirming
highlight the use of the preposition than by removing answers at this stage. Next, play the audio for
it from the sentence on the board following feedback students to listen and check then again for them to
and asking students: What’s missing? repeat. Pay special attention to the silent s in island
/ cnland/. This is a common pronunciation error.
Answers
Examples: they know more about animals and plants than Answers
most people do, older people in the group, there is less 1 G 2 D 3B 41 5 E 6 С 7 F 8 J 9H 10 A
rain in the southern part than there is in the northern part,
the south is drier, there are fewer plants and animals, it’s
a lot more difficult for people to live, the land becomes O ptional activity
greener and more beautiful To provide an extra focus on pronuncation, ask students to
1 hotter 2 drier 3 earlier 4 more attractive underline the words with two syllables (ocean, mountain,
5 better river, desert, island, forest) and to listen for and mark the
stressed syllable in each case. You could ask them to predict
where the stress falls and then listen and check. Students
Language Note should notice that the stress is consistently placed on the
It’s worth drawing students’ attention to the fact that short first syllable.
adjectives ending in one consonant after a single vowei usually
dou bie their consonants before the -er ending (big > bigger, 2 SPEAKIN G Demonstrate the task with a stronger
hot > hotter).
student. Prompt the student to ask you the question
while pointing to a feature in the photo. Pretend
2 Students complete the sentences individually then to hesitate so you can model the phrases from the
compare answers in pairs before you check with the speech bubble. Then give students three to five
whole class. Monitor to identify any common errors, minutes to test each other. Each student should ask
and focus on these during feedback. about five items then switch roles with their partner.
Monitor their pronunciation of the target vocabulary
Answers
and drill any tricky items at the end.
1 bigger, smaller 2 more dangerous 3 better
3 SPEAKING Students work in pairs to compare
4 more interesting 5 younger 6 easier
places. Establish whether their starting point
should be the places in Exercise 1 or the adjectives
in Exercise 3. Students should take turns making
Students write four to five sentences comparing their town sentences. The student listening could check the
to the capital city ora nearby town using comparative adjective used by their partner. Monitor their use of
adjectives from the table. the comparative adjectives, and correct any related
errors. The focus of this activity is on accuracy
as well as fluency practice, so on-the-spot error
correction is justified. During feedback ask pairs how
к
many of the adjectives they used between them.
Be aware of common errors related to comparative
© adjectives. Go to Get it right! on page 125.
Challenge students to think of a specific example for
each geographical feature, for example: desert - Kalahari,
Sahara; ocean-A tlantic, Pacific, Indian, and so on.

T-86
LISTEN IN G 4 Look at the example with the class. You could write
1 Focus students’ attention on the four photos and the full sentence on the board without the word but to
elicit as many details from them as you can. Do this encourage noticing. Ask students: What’s missing? You
onscreen with books closed if you’re using an IWB. might also like to point out that can is followed by the
Possible lead-in questions: What animals can you see base form of the verb without to. If you’re short on
in A? What’s the connection between them? What are the time, do numbers 1 and 2 in class and assign 3 -5 for
birds doing in B? What do the animals in A and В eat? homework. Students compare answers in pairs before
What’s the man in D planning to do? Students complete you check with the whole class.
the exercise in pairs before you check answers with
the whole class. Answers
1 Matt can drive a car, but he can’t fly a plane.
Answers 2 Dogs can understand humans, but they can’t speak.

2 Ct
I IB 2 A 3D 4 С

Focus on photo D again, and ask: Who is

3
4
I can write emails, but I can’t do math on my laptop.
They can write good songs, but they can’t sing well.

in the picture? (a San man, a Bushman) Explain that Fast finishers

students are going to hear an interview with a San Students write three things they can and three things they
person from the Kalahari. You could include an can’t do.
initial stage here in which students try to predict the
connection between the four photos. Students listen
to check their predictions and choose the best tide.
Make sure they read the titles before they listen.
Ask them to compare their ideas in pairs before you
check with the whole class.

Answer

3
I
■
3

Students try to answer the questions from

■ Hi К SELF-ESTEEM
Being brave
memory, guessing if they can’t remember. Play the
audio again for students to listen and check. They fcI I im K IN ci Check/clarify: show courage. (Perhaps
compare answers in pairs then check with the class. also mention that be brave [in the tide] is a synonym.)
Prompt strong students to justify their answers. Suggested concept-check questions: On your first day at
Encourage reactions to the text. Ask: Are you a new school, do you have to show courage? (Yes.) When
impressed by the task? Could you do it? you go to your best friend’s house to watch a movie, do you
have to show courage? (No.) Give students a minute or
Answers two to consider the questions individually. Put them

I
Я
1A 2 A 3 С 4 В 5 С in pairs to compare and discuss ideas for three or four
minutes. Monitor, inputting any useful language they
need to express their ideas. Avoid error correction
unless mistakes impede comprehension. Ask one or
GRAMMAR
two pairs to share their ideas with the class and invite
can I can’t for a bi lity comments.
1 Ask students to work in pairs to translate the two
O ptional activity
sentences. Choose one or two pairs to share their
Write the following five situations on the board or on pre­
translations with the class and elicit confirmations
prepared handouts distributed to each pair: 1 Youstartyour
or corrections from the rest of the class. Check first day at a new school. 2 You go to a new gym for the first
comprehension by asking the following concept- time. 3 Your mom or dad is ill. 4 Your teacher asks you to sing a
check questions: Can dogs fly? (No.) Can birds fly? song in front o f the whole school. 5 You take a plane by yourself.
(Yes.) In pairs, students decide which of these situations require
them to show courage then rank them 1 (no courage) to 5 (a
2 Students complete the sentences from memory and
lot of courage). Put pairs together to compare ideas in groups
quickly check in pairs. Check answers as a class. of four. Elicit feedback from each group, and ask the rest of the
class to say if they agree or disagree.
Answers

I 1 can 2 can’t 3 can

3 Students refer to the examples in Exercises 1 and 2

Ask students to think of one or two situations from their
own lives where they had to show courage and write these
on separate pieces of paper. Collect the notes, put students
in small groups, and give each group at least as many
pieces of paper at random as there are students in the
to help them complete the table. Students compare group. In weaker classes, you might like to quickly recap
answers in pairs before you check with the whole class. phrases for giving advice from Unit 7. Groups brainstorm
Elicit that can(’t) has the same form for all persons. advice they could give to someone in each situation.
Monitorto ensure students are on task and to help with any
Answers unfamiliar vocabulary or structures. Ask each group to share

T-87
I 1 can’t 2 Can 3 can’t one situation and their suggested advice with the class.
Encourage positive reactions from the rest of the class.
 9 TH E W O N D E R S O F T H E W O R L D

L IS T E N IN G
1 Match the things in the list with the photos. Write 1-4 in the boxes.
1 vultures | 2 a lion and its kill 3 a spear 4 an antelope

Listen again. For questions 1-5, check (/ )

A, В, or С.
1 W here was РК born? 4 W hat can show the
A in the Kalahari Bushman where the
lion is eating?
В in the Sahara
С in Kenya A antelopes
В vultures
2 Before a young man can
С his future family
get married, he has to
A do a task. 5 To take the kill away
from the lion, you
В find a lion.
have to
С kill an antelope.
2 Listen to an interview with a Bushman A run faster than
3 It's important for the the lion can.
from the Kalahari. Check ( / ) the title that best future family that the
sums up what he talks about. В attack the lion
young man
with your spear.
1 Life in the Kalahari A kills many lions. □ С be very quiet and
2 Lions, vultures, and antelopes В likes the girl's surprise the lion.
3 A difficult task for a young man father.
4 Big cats of Africa С has courage.

GRAM M AR 4 Make sentences with can and can’t.

can / can't for ability 0 Simon + run fa s t/ - swim fast

Sim on can run fast, b u t h e can ’t sw im fast.
Look at the examples. How do you say these
1 M a tt + drive a car / - f l y a plane
sentences in your language?
M a tt,
1 A man can run even when it's very hot.
2 Dogs + understand hum ans/ - speak
2 Lions can’t do that.
Dogs. _ _
Look at these sentences from the interview. 3 I + w rite emails / - d o math on m y lap top
Complete them with can or can’t. I_________________________________________________
1 How. .you find a lion and its kill? 4 They + w rite g o o d songs/ - sing well

2 You get the kill from the lion They

at night.
ш д д в ф
3 How .you take the meat away from
the lion?
■THiNK SELF-ESTEEM
Complete the table.
Being brave
Affirmative l/You/We/They/He/She/lt can run
■ЕОЭШЁ] Think about and answer these questions.
fast.
Compare your ideas with a partner.
Negative l/You/We/They/He/She/lt
(cannot) run fast. 1 In w hat situations d o p e o p le have to show courage?
2 W h e n is it difficult to show courage?
Questions l/you/we/they/he/she/it
run fast? 3 W h o could b e a role m odel fo r you in situations w h e re you
n eed to show courage?
Short Yes, l/you/we/they/he/she/it can
answers No, l/you/we/they/he/she/it
(cannot) People have to show courage when they are in new situations.

It's difficult to show courage when you’re scared.

 R E A D IN G
1 Read the article. Where's the world's
driest place?

1 The hottest place on Earth but not b ecau se of rain or snow. It’s
Death Valley is one of the world’s the w ettest place b ecau se 98% of
h ottest areas, but the place with the A ntarctica is covered in ice. But it’s
record for the highest tem perature also the d riest place b ecau se it never
is El Aziziya in Libya. There, the rains th ere - it only snows! A ntarctica
tem perature reached a record of holds another record, too. One area
57.8°C in 1922. Death Valley’s highest has the world’s thickest ice: it’s 2,555
tem perature on record is 56.7°C. m eters deep!
That’s not a lot cooler!
3 The world’s best and worst
2 Antarctica - extreme weather weather
records So, w here are the b e st and w orst
A ntarctica is the m ost fascinating places in the world for w eather?
place for extrem e w eather. It’s the That’s a difficult question. W hat’s
world’s cold est place. And it’s the good for one person m aybe bad for
w ettest but also the d riest place. Are another. In 2012 an organization called
you surprised? Well, here are the International Living cam e up with
facts. People cannot live in A ntarctica a list. Their num ber 1 for the b est
all year round becau se it’s too cold. w eather was Italy, their num ber 2
In 1983 scien tists record ed the was France, and M exico was num ber
low est tem perature ever: -89.4°C! 3! W here do you think your country
It’s also the w ettest place on earth, would rank?
Antarctica

2 Read the article again. Answer the questions. W R IT IN G

1 Which is hotter, El Aziziya or Death Valley? An email about a place
2 What place is the wettest place on earth? Imagine you want to tell a friend about the place in the
3 W h y is it difficult to say where the world's article that you find most interesting. Write an email
best and worst weather is? (100-125 words) in your notebook.
• Choose the place.
• In your email, say
S P E A K IN G
-w herethe place is.
Work in pairs. Discuss these questions. - what's special about the weather there.
1 Which of the facts did you know before? -w hy you think it's interesting.
2 Which of the facts were new to you?
3 Which of the places mentioned would you like
to visit most? W hy? GRAM M AR
4 What's your answer to the question at the end
Superlative adjectives
of the article? Give your reasons.
Put the words in order to make sentences. Check
your answers in the article.

Pronunciation 1 world’s / hottest / is / of / Death Valley / the / places / one

2 for / the / is / most fascinating / Antarctica / extreme /
Vowel sounds: / 1/ and /a i/
place/weather
Goto page 121. 3 coldest / the / place/world's / It's
4 the / W here / weather? / are / and / best / for / worst / places

88
READING GRAMMAR
1 Draw students’ attention to the photos. Choose Superlative adjectives
different students to describe each place. You could
review comparatives from last lesson by asking 1 Ask students to cover up the article at the top of
students to compare two of the places. For example: the page before they try to order the sentences. Do
Death Valley is hotter than Antarctica. If you’re using number one as a whole class to model the activity.
an IWB, do this as a whole-class activity with books Demonstrate crossing out each word as it is used
closed. Then ask for a show of hands as to which to encourage students to do likewise. Ask them to
place students think is the driest. Play the audio for first check their answers in pairs then against the
students to listen and read the text to check. article. If you’re using an IWB, choose students to
come to the front and underline the sentences in the
Answer text during feedback. Concept-check the difference

I Antarctica

2 Ask students to read the questions first and underline

between the use of comparative and superlative
adjectives by writing Russia, Canada, and El Salvador
on the board and asking: Is Russia bigger or smaller
than El Salvador? (Bigger.) Is Canada the biggest? (No.)
key words. Students then read the article again more Which country is the biggest? (Russia.) What about El
carefully and underline the key information. Allow Salvador? (It’s the smallest. NOT It’s (the) smaller).
them to compare answers in pairs before you check Also draw students’ attention to the use of the
with the whole class. definite article the with superlatives.
Answers Mixed-ability idea
1 El Aziziya 2 Antarctica 3 Because people don’t agree Support weaker students by telling them what the first word
on what good and bad weather is in each sentence is. Pairstrongstudents and have students
take turns reading and unscrambling the words aloud to
make sentences.
SPEAKIN G
Give students a minute to read the questions and Answers
take notes on their answers. Make similar-ability 1 Death Valley is one ofthe world’s hottest places.
pairings where possible for the discussion. Monitor 2 Antarctica is the most fascinating place for extreme
and encourage students to expand on their answers. weather.
Praise those who do this. You could also task pairs with 3 It’s the world’s coldest place.
agreeing on the most interesting fact from the article. 4 Where are the best and the worst places for weather?
To wrap up, ask one or two pairs to share their ideas
with the rest of the class.

P ro n u n ciatio n
To p ractice p ronunciation o f the vow el sounds
/ 1/ and / a i / , go to page 1 2 1 .

W RITING
An em ail about a place
Ask two or three students: What did you say fo r question
3 in the speaking exercise? Tell students that they’re
going to write an email to a friend about this place. Ask
students to read the instructions carefully and check
that they understand what to do. Elicit rules for writing
informal emails: include a salutation, for example: Hi
/ Hello / Dear (name); include a closing expression,
for example: Bye, / Write soon. / Take care, / Love,
and a signature. You will probably prefer to assign
this exercise for homework. You could put students
in pairs and ask them to email their messages to each
other and write a short response. Also consider asking
students to exchange emails with a partner and provide
feedback on each other’s writing. Students will need
clear guidance on how to do this. Ask them to check
each other’s writing for 1) content: Does the place
described sound interesting? 2) task com pletion: Are the
answers to all three questions included? and 3) language:
Did they use friendly, informal language? Did they use any
(comparative) adjectives correctly?

T-88
2 Students complete the “adjectives” column, referring O ptional IWB activity
to the comparative and superlative forms already Display the weather pictures on the IWB without labeling.
given in the table to help them. With weaker classes, MakeAB pairs. A doses his/her book. В asks, for example:
consider doing feedback on this before students What’s C l A refers to the IWB for the visual and answers: It’s
complete the other columns. Ask students to compare cloudy. After a couple of minutes, pairs switch roles so A
answers in pairs and check that they’ve used the tests B.
before superlatives before you check answers with
the whole class. Choose students to write the forms 3 И labial IBM Put students in pairs to make mini­
on the board/IWB and elicit corrections, as necessary, dialogues. Students can use their ideas from Exercise
or write them yourself to ensure students have the 2 to help themselves. Monitor, making a note of any
correct written form. common errors. Write them on the board, without
saying who made the mistakes, and ask students to
Answers correct them during whole-class feedback. You could
1 hot 2 happy 3 fascinating 4 bad 5 higher also ask for volunteers to perform their dialogues for
6 thicker 7 wetter 8 drier 9 more difficult the class.
10 more extreme 11 worse 12 better 13 farther
14 the highest 15 the thickest 16 the hottest
17 the wettest 18 the driest 19 the happiest
20 the most difficult 21 the most extreme O ptional activity
22 the best 23 the farthest/the furthest As an alternative way of doing Exercise 3, ask students to use
each word from Exercise 1 as many times as they can. Each
time an adjective is used, their partnershould check it in
Fast finishers the list. At the end of the activity, find out which pair has the
Students add one more example of each type of adjective most checks.
to the table.

3 Students complete the sentences individually then

compare answers in pairs before you check with the
whole class.

Answers
1 the biggest 2 the worst 3 the best
4 the farthest/the furthest 5 the most difficult

VOCABULARY
The w eather
1 Students work in pairs to match the
pictures and adjectives. Conduct feedback by eliciting
the word for A, without confirming or rejecting
answers yourself, and then playing the audio for
students to check. Pause the audio and repeat the
same procedure forB . To practice pronunciation, you
could play the audio a second time for students to
repeat. Highlight the long vowel sounds in freezing
/'friznj/ and warm /worm/, and the /j/ sound in
humid /'hjumid/.

Answers
A sunny В rainy С cloudy D cold E freezing
F warm G hot H windy I foggy J dry
К wet L humid

2 Look at the examples together, and draw students’

attention to the use of can for ability. Give students
two minutes or so to note down what they can do in
different weather conditions. Monitor and provide
help with any difficult or unfamiliar vocabulary.

T-89
 9 T H E W O N D E R S OF T H E W O R L D

Look at the table. Complete the "adjectives” column with the words in the list.
Then write the comparative and superlative forms.
lew | fascinating happy | bad hot

adjectives comparative form superlative form

short adjectives 1 low low er t h e lo w e s t

14
(one syllable) high
15
thick
1 16
short adjectives end in g in h o tter
17
one vow el + one consonant w et

adjectives end in g in d ry 3 18
19
consonant + -y h a p pier

longer adjectives 3 m ore fascinating t h e m o s t fa s c in a tin g

9 20
(tw o o r m ore syllables) d ifficu lt
10 2"
extrem e
4 11
irregular adjectives th e w o r s t
12 22
good
13 о'i
far

Complete the sentences. Use the superlative form of the adjectives.

0 It’s Cindy’s birthday tomorrow. She’s _ thf. ha p piest (happy) girl in class.
1 Brazil is. . (big) country in South America.
2 I didn’t study for the test. That’s why I got (bad) grade in the class.
3 I think email is _ _(good) way of contacting people.
4 W e all live a long way from school, but Sam lives the .(far).
5 She’s great at math. She can solve. .(difficult) puzzles. * W

VO C A BU LA RY
The weather
1 I Write the words under the pictures. Listen and check.
freezing sunny | rainy ' humid | windy wet | cloudy | dry | warm | foggy | cold | hot
 P H O T O S T O R Y : e p iso d e 5
Look at the photos and answer the
questions. Then read and listen and check your
answers.
W hat competition is Mr. Lane entering?
W h y is Megan upset?

OLIVIA Hi, guys. W here’s Megan?

RYAN She’s not with us.
OLIVIA That’s strange. I’m sure she said three RYAN Ili, Mr. Lane. How are you?
o’clock. MR. LANE I’m OK - a little busy with this Prettiest
RYAN Well, it’s a nice day. Maybe she went Park Competition.
swimming? OLIVIA Prettiest Park Competition? W hat’s that?
LUKE It’s only a quarter after three now. She’ll be MR. LANE It’s a com petition to choose the best park
here in a minute. in the city.

MR. LANE We did really well last year. We

cam e in second.
RYAN Oh! Good job!
т
LUKE But this year you want to do better. MEGAN Sorry I m late.
MR. LANE Of course. I want to show the OLIVIA No problem. Are you all right?
judges that my park is the most beautiful MEGAN Not really. 1 was at my grandpa’s new place,
one in the city. lie ’s pretty upset about having to move. lie really
LUKE Well, good luck. I hope you win. m isses his garden.
MR. LANE Thanks. It’s a lot of work though, LUKE Does he like gardening, then?
and I don’t have m uch time. And no one to MEGAN Like it?! lie loves it!
help me, either.
90
PH O TO STO RY: ep iso d e 5
The Competition
1 Elicit/give an example of a recent
competition your students may have entered or may
be familiar with to check comprehension of enter a
competition. To check upset, ask: I f I fe e l upset, do I feel
happy or unhappy? (Unhappy.) Students look at the
photos, not the dialogues, to answer the prediction
questions. Put students in pairs to discuss answers
before inviting comments in a whole-class setting. Do
not confirm or reject any answers at this stage. Play
the audio for students to listen, read, and check their
answers. Students compare answers again in pairs
before you check with the whole class.

Answers
Prettiest Park Competition
Her grandpa misses his garden in his new home.

T-90
 DEVELOPING SPEAKING W ordW ise
2 Ask students what they think happens next. Have Phrases with with
them, in groups, brainstorm possible endings for the 1 Students complete the sentences then compare
stoiy, with one student in each group taking notes. answers in pairs before you check with the whole
Elicit ideas from the class and write them on the class. Ask whether students would express the same
board. ideas with a similar preposition/structure in LI.
3 I 113 Я Play the video for students to watch and Check/clarify the meaning of What does this have to
check their answers. Review the suggestions on the do with me? (roughly: How is this connected to me?
board. Who guessed correctiy? Why is it my responsibility / business?)
4 Ask students to try to order the events then compare
Answers
answers in pairs before you play the video again for
them to check. Students compare answers in pairs
before you check with the whole class. I 1 with us 2 busy with 3 have to do with

2 Students match the sentences individually then

Answers compare answers in pairs before you check with the

I
m
lb 2 e 3a

Optional activity
4 f 5c 6 d whole class. Check/clarify: good with animals. Ask
students: I f I’m good with animals, am I scared o f them?
(No.) Do I like them? (Yes.) Do they like me? (Yes.)

Students could role-play the story in groups of four. You Answers

could ask them to retell the story using their own words as
much as they can. They can use their camera-equipped cell
phones as props. Have groups of volunteers perform for the
class and then vote on the best performance.
I lb 2d 3a 4c

3 Students complete the sentences individually.

If you’re short on time, assign this exercise for
homework. Students compare answers in pairs
P H R A SES FO R FLU EN CY before you check with the whole class.

1 Students match the expressions with the speakers. Answers

Students compare answers in pairs and discuss
possible LI translations for each expression before
you check with the whole class.
I 1 busy with 2 with us 3 have, to do with 4 good with

Answers
1 Ryan (to Mr. Lane about him coming second in last year’s FU N CTIO N S
competition) 2 Mr. Lane (to Luke and the others about
his lack of time and help) 3 Olivia (to Megan in response Paying com plim ents
to her apology for being iate) 4 Megan (to Olivia in 1 Demonstrate the meaning of paying compliments
response to her question: Are you all right?) 5 Luke (to by giving a compliment to one or two students
Megan about the fact that her grandpa misses his garden)
(remembering to be sensitive to teenagers’ feelings
about their appearance), for example: What a
2 Students work individually then compare answers in
great notebook! I love your backpack. Students work
pairs before you check with the class.
individually then compare answers in pairs before
Answers you check with the class.
1 Good job; then 2 in a minute; No problem
Answers
3 not reaiiy; either
1 What a beautiful garden! 2 It’s a wonderful garden.
3 I love those blue flowers.
Optional activity
Disappearing sentences: You’ii need to write out the 2 Students work in pairs to think of suitable
dialogues on the board or IWB forthis one. Divide the class compliments for each situation. Give them a couple
intoAB pairs. Students practice the conversations in their of minutes, and stress that there is no one correct
pairs. Cover a small section of the dialogue, beginning from
answer for each situation. For each picture, ask
the right-hand side ofthe screen or board. Students repeat
the dialogues in pairs, trying to remember the whole thing,
several students to share their compliments. If you’re
including the parts they can no longer see. Cover more using an IWB, display the photos onscreen and point
and more ofthe dialogue, with students practicing at each to each one as you check.
stage, until nothing is left on the board. Ask for volunteers
to perform forthe class, or have all As and all Bs perform in Suggested answers
unison. This activity involving lots of repetition is a fun way 1 What a beautiful painting/ picture! / I love those colors!
for students to memorize useful chunks of language. 2 It’s a lovely /very pretty / really wonderful room.
3 What a cool pair of sneakers! / Those sneakers are really
cool.

T-91
 9 T H E W O N D E R S OF T H E W O R L D

D E V E L O P IN G S P E A K IN G

Work in pairs. Discuss what happens next in the

story. Write down your ideas. W ordW ise
We think they g o to see M e g a n s g ra n d p a .
Phrases with with
/ i i n ; » Watch to find out how the story continues.
Complete the sentences from the story
with the phrases in the list.
Put the events in the right order.
busy w ith | have to d o w ith | w ith us
a Megan's gran dfather m eets M r. Lane.
b M eg an and Luke go and see her grandfather. 1 1 M egan? She's not _ _.
с They a dm ire the garden. 2 I'm v e ry .th e
d Megan's grandfather shows th e tro p h y com petition .
to M egan , Luke, Ryan, and O livia. _ 3 W h a t does this _ _m e?
e Luke tells Megan's grandfather ab o u t the
com petition. □ Match the parts of the sentences.
1 You kill th e lion □
f M r. Lane and M egan's grandfather w ork
in the park. □ 2 It's a paradise □
3 Let's choose th e hotel □
PH RASES FO R FLUEN CY 4 A re you good □
1 Find the expressions 1-5 in the story. W ho says a w ith th e biggest rooms.
them? How do you say them in your language? b w ith your spear.
0 ... in a m inute. Luke з N o problem . с w ith animals?
1 G o o d jo b ! 4 N o t really. . d w ith 2 0 0 d iffe re n t kinds o f birds.
2 . . . , either. 5 . . . , then?
Complete the sentences with the phrases in
2 Complete the conversations with the expressions Exercises 1 and 2.
in Exercise 1. 0 H e lives in a house w ith four bedroom s.
1 A I got 87% on th e test, Dad. 1 Sorry, I can't talk now, I'm .
В _ I Did you study hard for it, my hom ew ork.
? 2 W e w e n t to th e lake and some friends came
2 A H i Jam es. I can't talk right now, but
I'll call you _ , OK? 3 I'm sorry you're angry, b u t it doesn't
В .. Call me back w hen you can. anything. .m e .

3 A D id you enjoy the movie? 4 D o you have a p ro b le m w ith your cat?

T a lk to jo h n - he's_ _cats.
в N o, . I d id n 't like th e b o o k
ve ry m uch,. _. И .У .Ш Т .ж Ь

F U N C T IO N S
Paying compliments
1 Put the words in order to make
compliments.
1 a / garden / b e a u tifu l/W h a t
2 w o n d e rfu l/ а / g a rd e n /It's
3 I / flowers / blue / th o s e /lo v e

2 Work in pairs. Use the photos to

make compliments.

W hat a. lovely picture!

91
 O B JEC T IV ES

f u n c t io n s : inviting and making

plans; talking about plans
GRAM M AR: be going to for intentions;
present continuous for plans;
adverbs
VOCABULARY: places in a town;
things in town: compound nouns

R E A D IN G 5 Read and listen to the blogs. Answer

1 Look at the photos. In which one the questions.
can you see these things? 1 W here are the writers living now?
1 a harbor full of boats 2 W here are they going to live?
2 a castle made of ice 3 W hen are they moving?
3 a really tall skyscraper
Are the sentences "Right" (A) or "Wrong" (В)? If
2 M.D klHO Work in pairs. Name more places in there is not enough information to answer “ Right11
a town. (A) or "Wrong" (B), choose "Doesn't say” (C).

station , p a rk , m u seu m , h otel 1 Alice's mom's job is for a year and a half.
A Right В Wrong С Doesn't say
3 lasiaaarctfl How important are these buildings 2 Alice is worried about getting bored in Dubai.
for a town? Think about who each building is
A Right В Wrong С Doesn't say
important for and why. Compare your ideas
with another pair. 3 She is excited to learn about Arab culture.
A Right В Wrong С Doesn't say
A hotel is im portant for tourists. 4 It gets very cold in Yellowknife.
They need a place to stay. A Right В Wrong С Doesn't say
5 The Snowking Winter Festival takes place on ice.
n iit in iir i Work in pairs. Discuss the questions. A Right В Wrong С Doesn't say
1 W hat is the population of your town? 6 Brian really likes sports.
2 Does your town have a festival each year? A Right В Wrong С Doesn't say

92
 AROUND

Ю TOWN
READING
1 Before the lesson, find some photos of buildings and
5 Ask students to look at page 93 and say
where they think the places in the photos are. If
places students will recognize from their hometowns you’re using an IWB, do this as a whole-class activity
or corrntries. You can usually find some good images with books closed. As an initial task, you could ask
of landmarks on the national or local tourist board’s students: What do Alice and Brian have in common?
website. Show these in class, either as color printouts To encourage them to read quickly for gist and
or on the IWB. Ask students to say what and where not get bogged down in detail, give students 30
the places are. It doesn’t matter if some of the words seconds before you remove the texts from the screen.
are in LI - take the opportunity to supply useful Establish that Alice and Brian are both teenagers who
vocabulary for the lesson and provide an English write blogs and are moving to a new home soon.
translation. Focus attention on the photos in the Focus students on questions 1-3, encouraging them
book. Ask students to say where they think the places to underline key words. Play the audio for students
are and what they can see. Students do the matching to listen and read the two texts and answer the
task in pairs. Give them a minute to discuss their questions. Students compare answers in pairs before
ideas. Check answers as a class. you check with the whole class.

Answers Answers

I 1C 2 В ЗА

2 1ЕЭЮИЕИ You might want to do this as a contest.

1 Alice is living in Seattle and Brian is living in Toronto.
2 Alice is going to live in Dubai and Brian is going to live in
Yellowknife.
3 Alice is moving tomorrow, and Brian is movingtwo
Put students in pairs. Each pair should choose one months from now.
person to be the list-keeper. You could use the photos
from the lead-in to the previous exercise to remind 6 This exercise is closely modeled on Part 4 of the
students of the kinds of places they could list. Set a Cambridge English: Key reading and writing exam.
time limit of two minutes. The pair with the most Stress that in this type of exam task, a statement is
words wins. Ask the winning pair to read their list only wrong if there is information in the reading text
aloud while the rest of the class listens and checks explicitly contradicting it. If there is no information,
the ones they also have - then elicit more words the answer should be marked Doesn’t say. Students
from the rest of the class. Write any key vocabulary must only use information given in the text and can’t
for places and buildings in a town on the board, for rely on their general knowledge - the task is not a
example, post office, train station, movie theater, hotel, test of how much they know about the world but of
supermarket, park. Also drill pronunciation. how well they can interpret information in a text. Ask
3 ЦЭГЙ2ПН Give pairs a few minutes to make notes. students to read the statements first and underline
Ask them to focus on six to eight places from their key words. Before they reread the blog extracts,
lists. Then put pairs together to form groups of four give students the opportunity to answer questions
for the discussion. Ask each group to try to agree about what they remember from their first reading.
on the five most important places for teenagers in a Students read again more carefully to check their
town. Allow up to ten minutes for this. Ask students answers in the text, underlining the key information
to share their ideas with the class. that supports their choices. During feedback, insist
on students quoting key text from the blogs that
4 1иа— aiffll Check/clarify: population and festival by
supports their answer. Students compare answers in
asking: What’s the population o f [students’ country]? pairs before you check with the whole class.
What fam ous festivals are there in [students’ country]?
Students return to their original pairs to discuss the Answers
two questions for a minute or so. Monitor, helping
with any unfamiliar language. Conduct brief whole-
class feedback, reviewing any new vocabulary that
came out of students’ discussions during monitoring.
I 1A 2 В ЗА 4 A 5 С б С

Т-92
■ IH i К VALUES
Appreciating other cultures
1 Students go through the list of things to do in a new
country in Exercise 1 and check the things they
would do.
2 1амюаиДЯ Allow two or three minutes for the pair-
work activity. Encourage students to give reasons
for their opinions. When considering other activities,
the ideas from the blogs should be helpful. Students
also add their own ideas. Monitor and praise those
making an effort to expand on and justify their
answers. As the focus is on fluency and educating the
whole learner, avoid correcting errors unless they
hinder comprehension.

O ptional activity
Ask students to agree on the four most useful things to do in
a foreign country. Directing students’ discussions toward a
tangible outcome should motivate them to speak more. As
a follow-up, put two pairs togetherto form groups of four.
Students compare ideas and agree on a ranking ofthe things
on their lists, from the easiest to the most difficult to do.
Finally, bring things to a close by choosing groups to share
their ideas in a whole-class setting.

T-93
 1Ч Ш х » 'W o r ld

Today - rain in S e a ttle . T o m o rro w - sun in Dubai! I t ’s

tim e to go. W e ’re going to fly o u t to m o rro w ! I am soooo
excited! OK, I ’ m a little sad to say g o o d b ye to my
frie n d s , b u t w e a re n ’t going to be in Dubai to o long.
M o m ’s c o n tra c t is only fo r 18 m o n th s. A ctu a lly, th a t’s
a p re tty long tim e , b u t I ’ m d e fin ite ly n o t g o in g to g e t
b o re d . T h e re a re lo ts o f th in g s to do in D ubai. H e re ’s
w h a t I ’ m goin g to do:
The
■ Go to th e to p o f th e B urj al A ra b (you kn o w - th a t
b u ild in g th a t looks like a s h ip ’s sa il). Life of Brian
■ V is it P o rt J e b e l A li - th e la rg e s t m an -m a d e h a rb o r
Big new s th is w eek. W e ’re m oving! T h a t's right, tw o m onths
in th e w o rld .
fro m now it’s "G oodbye Toronto" and “ Hello Y ello w kn ife !”
■ Shop - th e re a re zillio n s o f s h o p p in g m a lls th e re .
For those o f you w h o d o n 't know, Yellowknife (population about
You can go skiin g in one o f th e m .
1 9,000) is right at the top of Canada, so obviously it's pretty cold
■ Eat M id d le E astern fo o d - I ju s t love it.
(minus 27°C in January!), bu t it gets up to 17°C in the summer.
■ G et into k h a liji m usic - i t ’s am azing.
W e're going because my dad has a new job. H e's going to w o rk
Play som e g o lf in th e d e s e rt (yes, it ’s p o ssib le )
fo r a diam ond com pany there.
and see som e te n n is a t th e D ubai te n n is s ta d iu m .
Anyway, the best thing abo u t Yellowknife is every w in te r the re’s
■ And go to sch o o l, o f c o u rs e . I ’ m g o ing to go to th e
this really cool festival, It’s called the Snow king W in te r Festival,
D ubai In te rn a tio n a l S chool.
Basically, every year they build a really big ice castle on the frozen
I th in k th a t's enough to keep m e busy! lake. Then they have lots of concerts and activities for kids. They
even show m ovies on the w alls o f the castle. I'm definitely going
to that. It's also a really good place to see the N orthern Lights.
I prom ise to take lots of pictures and post them here.
■T H i 4K VALUES M y sister and I are going to go to Sir John Franklin High School.
It has a really good th e a te r program , so I’m going to do som e
Appreciating other cultures acting there fo r sure. T h e re ’s a good s p o rts center, too. It’s
1 Imagine you are an exchange student in a new going to be diffe re n t, b u t I'm sure I'm going to have a good
country for two weeks. Which of these things tim e. And d o n 't w o rry - I’m no t going to stop w ritin g my blog.
would you do? Check (/ ) them.

M ak e friends w ith th e local kids.

T ry to find other exchange students from your
own country w ho are also there.
T ry to learn some o fth e language.

Speak your own language (and hope people

understand you).
Look for T V shows from your own country.
Read th e books you broug ht from home.
Visit museums.
Listen to music by local musicians.

2 ЕЗИЗЕИ Work in pairs. Decide which of the things in Exercise 1 can help you find out more about
a different culture. What other things could you do?

93
 GRAM M AR
be going to for intentions
Complete the sentences from the blogs on page 93 with the correct form of the verb be.
Use contractions when you can. Then circle the correct words to complete the rule.
0 I _fm______going to d o some acting th e re for sure.
1 He .g o in g to w o rk for a diam on d company. RULE: U se be going to to talk ab o ut
intentions for the 1future/present
2 W e. _ .g o in g to be in D ubai too long.
U se the present tense o f be + goinq to
3 M y sister and I _ going to go to high school.
2base form / -mg form o f the v e rb
4 I _________ not going to stop w riting my blog.

Complete the table.

Affirmative Negative Questions Short answers

I’m (am) g o in g to play. I'm n o t (am n o t) g o in g to p la y A m 1g o in g to play? Yes, 1 5 . N o , I’m not.

Y o u /W e /T h e y 're (are) Y o u /W e /T h e y 1 (are y o u /w e /th e y Yes, y o u /w e /th e y ” .

g o in g to play. n o t) g o in g to p la y g o in g to play? N o , y o u /w e /th e y aren't.

H e/S he /It's (is) g o in g H e /S h e /It - (is no t) h e /s h e /it Yes, h e /s h e /it is.

to play. g o in g to play. g o in g to play? N o , h e /s h e /it '

Complete the future intentions with the Look at the table. Check (/ ) the things you are going to do.
correct form of the verbs in the list.
tonight this week this year
not watch | take ' not fight get I eat
d o h o m e w o rk p la y s p o rts w rite a b lo g
Some fam ily plans - to make us happier!
w a tc h T V v is it re la tive s g o o n v a c a tio n
0 I 'm n ot going to w atch so much TV.
d e a n y o u r ro o m p la y a c o m p u te r le a rn s o m e th in g n e w
1 M y p a re n ts . _ ga m e
o u t m ore often.
2 We all ИИЗЕЗПВ Work in pairs. Ask and answer questions
m ore exercise. about the activities in Exercise 4.
3 M y b rother
with m e anym ore. Are you jo in j to watch TV tonight? Yes, I ant.
4 I th e dog for
a walk every day. W hat are you jo in j to watch?

VO CABULARY
Places in a town
1 Match the places in the town with
the people. Write 1-8 in the boxes.
1 concert hall | 2 parking lot
3 shopping mall 4 bus station
5 police station | 6 post office
7 soccer stadium | 8 sports center

2 Н З Ж 1 П Е Work in pairs. Describe

a place from Exercise 1 for your
partner to guess.

You j o here to buy clothes.

ш ш ш ш }

94
GRAMMAR a note of any errors in the use of be going to. Write
them on the board, without revealing who made the
be going to for intentions
mistakes, and ask students to correct them during
1 Ask students if they can guess, without looking, whole-class feedback.
which blog each sentence comes from (number 2 is
from Alice’s blog, all of the others are from Brian’s).
Students try to complete the sentences from memory, л
then refer back to the blogs to check their answers. Be aware of common errors related to b e going to
<S> for intentions. Go to Get it right! on page 126.
With weaker classes, conduct whole-class feedback
on the sentence completion task before students go
on to complete the rule. Students compare answers
in pairs before you check with the whole class. VO CABULARY
Check comprehension of going to by focusing on
sentence 1 and asking: Is Brian’s dad working fo r Places in a town
a diamond company at the moment? (No.) Will he 1 Focus students on the pictures. If you’re using an
work fo r a diamond company in the future? (Yes.) IWB, do the initial lead-in as a whole-class activity,
Drill pronunciation of the sentences through choral with books closed. For each picture, ask students
repetition, paying special attention to the weak form questions such as: Who’s this? Where’s/W here’re
of to in going to /to, tu/. he/she/they? What are they doing? Accept all
suggestions. Students complete the matching task
Answers individually then compare answers in pairs before
1 ’s 2 aren’t 3 are 4 ’m you check with the class. As an optional focus on
Rule pronunciation, ask students to mark stressed syllables.
Then you read each compound norm aloud for
1 future 2 base form
students to check and repeat. The stress is on the first
syllable in all except police station /pa'lis steijan/.
2 Students use the examples to help them complete the
table individually then compare their ideas in pairs
Answers
before you check the with the whole class.

Answers I ID 2 E 3 С 4 В 5 A 6H 7G 8F

I 1 aren’t 2 isn’t 3 Are 4 Is 5 am 6 are

3 Students complete the sentences individually then

7 isn’t 2 saailSM Students take turns describing activities
and guessing the places.

compare answers in pairs before you check with the

whole class. O ptional activity
Ask students to find photos of places in town where they are
Mixed-ability idea planningto go in the near future. To increase the challenge,
Weakerstudents first read the sentences and match an they could show just a small section of a photo of a familiar
appropriate verb from the list to each context. Give feedback place. Put them in small groups to take turns showing each
on this before they move on to complete the sentences with other the pictures and guessing the places and what the
the correct forms of going to. Stronger students could try person showing them intends to do there. For example: This
covering up the list of verbs and completing the sentences is the movie theater on Main Street. You’re going to go there
with a suitable verb of their choice, then check their ideas with your friends to see the new Spider-Man film.
against the list.

Answers
1 aregoingto eat 2 are (all) going to get
3 isn’t goingto fight 4 ’m goingtotake

Fast finishers
Students use the verbs from Exercise 3 to write similar
plans for themselves using be going to.

4 Check/clarify: relatives by eliciting examples, such

as cousins, uncles, aunts, grandparents, etc. Give
students a minute or so to check the activities.
5 Ш Ж Ш И Demonstrate the activity first by asking
a strong student then prompting that student to
ask someone else in the class another question. Put
students in pairs to take turns asking and answering
questions about the activities. Ask each pair to find at
least two intentions they have in common - and get
some feedback on this at the end. Monitor, making

T-94
LISTEN IN G Answers
1 Explain that students will hear a 1 isn’t coming 2 are doing 3 aren’t visiting
conversation between a boy, Tom, and a girl, Annie. 4 Is... going
Tom also speaks to another girl, Emily, but we don’t
hear Emily speak. Students read the question before 3 Ask students to read the text, ignoring the blanks, to
you play the audio then check answers in pairs before answer this gist question: How many people are playing
you check with the class. soccer this afternoon? (Eight: Kenny, Paul, Olivia, Tim,
Ja ck, Adam, Lucy, and Julia.) Students will be much
Answer better equipped to fill in the blanks if they’re clear

2
I Emily

Students try to complete the sentences

on the context first. Students complete the sentences
then compare answers in pairs before you check with
the class.
from memory before they listen then compare their
Answers
ideas in pairs. You could tell students that all answers
are places in a town, so even if they can’t remember, 1 are playing 2 isn’t doing 3 Is... doing 4 ’s going
5 ’rebuying 6 ’re meeting
they could try to guess the answers. Play the audio
again for students to listen and check answers.
Students compare answers in pairs before you check
with the whole class.

Answers Be aware of common errors related to the present

1 movies 2 Italian restaurant 3 library

CO continuous for plans. Go to Get it right! on page 126.

4 sports center 5 castle

Before playing the audio again, ask: Is

FU N CTIO N S
Annie going to the movies with Tom? (No.) Why not?
(She’s busy.) What is she doing this weekend? (Having Inviting and making plans
dinner with her dad; Playing tennis with Emily; Going to 1 Students complete the phrases individually then
a party with her sister; Visiting a castle with relatives / compare their answers in pairs before you check with
her uncle and au n t) Give students 30 seconds or so to the whole class.
try to match the activities with the correct days. Play
the audio for students to listen and check. Students Answers
compare answers in pairs before you check with the
whole class.

Answers
I 1 Would you 2 Do you 3 love 4 can’t make it

Demonstrate the task with a stronger student. Ask

him/her to invite you to do two things. You refuse
1 tennis with Emily 2 party with sister
3 visitingthe castle with aunt and uncle
the first invitation, giving an excuse, then accept the
second. Students take turns inviting each other to
do things and responding. Remind them to include
a time expression with each invitation. To avoid
GRAMMAR unintended offense, rather than having them give
Present continuous for plans true responses to the invitations, ask them to flip
a coin each time before they answer. If it lands on
1 Students choose the correct alternatives then
“heads” (the picture side), they should accept the
compare ideas in pairs and complete the rule
invitation, if it lands on “tails” (the number side),
together. Check answers as a class. Ask: Is Annie
they should refuse it. Explain this by demonstrating
having dinner with her dad now or in the future? (The
it during the initial modeling stage. Monitor and
future.) Are we using a present or a future tense? (A
correct the use of target phrases on the spot.
present tense.) If necessary, review formation of
the present continuous by eliciting its key parts: To make sure students under stand that they only
be + verb + -ing. Explain that in many situations need to fill in three of the four times, ask: How many
be going to or the present continuous can be used different times o f the day are there in the diary? (Four:
interchangeably to talk about the future. two fo r each day.) How many activities are you going to
write? (Three.) Students then fill in their diaries.
Answers Check comprehension of the task by asking: How
1 are you doing 2 ’m having, ’re going many invitations are you going to make? (Three - one
fo r each activity in the diary.) How many invitations are
Rule
you going to accept? (One - to complete the free time in
1 present 2 plans 3 future
your diary.) Do this as a ten-minute mingle activity.
Monitor students’ use of the target language, but
Students use the examples and rule to help them
avoid error correction. Ask one or two students to
complete the sentences individually. If you’re short
report back on their plans.
on time, assign this exercise for homework and do
only Exercise 3 in class. Ask students to compare
answers in pairs before you check as a class.

T-95
 10! A R O U N D T O W N

L IS T E N IN G
1 Listen to Tom and Annie. W ho is Tom Listen again and complete Annie's
going to the movies with: Emily or Annie? calendar.

2 С Listen again and complete the sentences

with places in a town. with
1 Tom wants to take Annie to th e . _ __ _______ . .
2 There's a new on Bridge Street.
3 The restaurant is next to the
4 Annie is meeting Emily at th e .
5 Annie's relatives want to see the.

GRAM M AR
Present continuous for plans
Look at the examples. Circle the correct options.
F U N C T IO N S
Then complete the rule with the words in the list.
Inviting and making plans
1 W hat are you doing/do you do tonight?
2 I'm having / have dinner with my dad. We're going / go to 1 Complete the sentences.
a restaurant.
Inviting 1 like to go
present future | plans to the movies with me?
want to
go to the movies with me?
W e can use the continuous to talk
about ‘ for the в A c ce p tin g I'd 3 to.
That w ould b e great.

R efusin g I'm sorry. I 4 I'm busy

Complete the sentences. Use the present continuous
form of the verb.
2 Work in pairs. Take turns inviting your
. (go) to Dan's party on Saturday.
partner to do these things.
1 Oliver. (not come) to my house
watch DVD | go theater play tennis
this afternoon.
go out burger , come your house
2 Sara and I . (do) our homework
together after school. 3 Think of three plans and write them in your
3 W e. . (not visit) my grandparents calendar.
on Sunday.
4 .your class. . (go) on a trip
next week? Saturday Sunday

3 Complete the conversation. Use the present morning: morning:

continuous form of the verbs in the list.
not do | go buy | meet | do | play
afternoon:
KENNY Paul and 11 soccer this afternoon.
Do you want to come?
OLIVIA OK. Can I invite Tim? He 2. anything
today.
KENNY Sure. And what about your brother? 3_ Walk around the classroom. Invite people
he. anything? to do things and complete your calendar.
OLIVIA Yes, he4 shopping with my mom.
T h ey 5 . his birthday present. Would you like to have lunch with
KENNY OK. Well, we 6 Jack, Adam, Lucy, me on Saturday afternoon?
andjulia at the park at two.
OLIVIA OK. See you at two, then. I'd love to.
 R E A D IN G
1 Look at the photos. What problem
does each one show?

2 Read the letters and match the

problems with the photos. Write
1-4 in the boxes.

What’
© ш ^ и й си з aboul it?
ur town is a mess, and that’s not good for tourism.

O I hate the litter in our streets. Why can’t people put

it in the trash cans? It isn’t difficult. We need to educate
people quickly. We need more trash cans and billboards
saying “Don’t litter!” and things like that.
We also need to punish people who litter. I think they
should spend a day picking it up.
Charlie, 14

eople always complain about the kids in our town. They

P don’t like us hanging out at the shopping center. They

say they don’t feel safe. But we never cause trouble. We only
meet up there because there’s nowhere else for us to go.
We need more things to do and more places to go. A youth
club would be great. There are lots of empty buildings
downtown. They could use one of them.
Mark, 15

he biggest problem in our town is the cars. There are

T too many cars on our roads, and drivers don’t care

about pedestrians. They drive really fast. Some of them
don’t even stop at crosswalks! I ride my bike everywhere
and I just don’t feel very safe, even when I’m in a bike
lane. We can stop this problem easily. Let’s get more traffic
cameras to catch these fast drivers. 3 Read the letters again. Answer the
Pauline, 15 questions.
eople like to complain about the graffiti on the walls of 1 W hat does Charlie think people who
P buildings downtown. They think it’s ugly. I agree that
a lot of it is. But if you look closely, some of this art is really
litter should do?
2 W hat does Mark think young people
good. Some of these people paint really well. Why don’t we use need in the town?
them to make the town more attractive? I think we should
3 W hat does Pauline want to do to
create graffiti walls where these artists can show off their art.
make the road safer?
Maybe this will stop the problem of them doing it illegally.
Paris, 13 4 W hat does Paris think will help stop
the graffiti problem?
READING
1 If you’re using an IWB, do this as a whole-class
activity with books closed. Focus on photo A with
the class and elicit ideas for what the problem could
be. Students brainstorm ideas for the other photos
in pairs. Give them two or three minutes for this.
During feedback, make a note of students’ ideas on
the board. Also take this opportunity to supply key
vocabulary that students will need in order to make
sense of the text, for example: litter, trash can, graffiti,
pedestrians, crosswalk, and bike lane. Use the visual
cues in the photos to help you clarify meaning.
2 Students read the texts quickly to check their
predictions and do the matching. Ask them to
compare answers in pairs before you check with the
whole class. Encourage students to react to the text
by asking them: Which o f these are problems in your
town/city? Which is the worst problem?

Answers
1 litter in the streets: A
2 young people hanging out together in shopping malls
because they have nothingto do: С
3 too many cars / people driving too fast: D
4 graffiti: В

3 Check/clarify: billboards, punish, and hanging out. Ask

students to read the questions first and underline key
words. Students then find the answers in the text,
underlining the key information that supports their
choices. During feedback, ask students to justify their
answers by referring to the text. Students compare
answers in pairs before you check as a whole class.
Encourage brief reactions to the text. Ask students:
Which o f these solutions do you like? Which don’t you
like? Why?

Answers
1 They should spend the day picking up litter.
2 They need more things to do and more places to go, like
a youth club.
3 She wants to stop people from driving so fast.
4 She thinks they should create graffiti walls where artists
can paint freely.

T-96
 to the word it refers to, as they did for Exercise 1.
■TRAIN TO Hi JK Students compare answers in pairs before you check
Problem solving with the whole class, also asking students to give
1 Ll UN Students study the problem and the these reference links. You could also draw students’
example solution in pairs and try to come up with attention to the double I in the spelling of carefully
at least another four or five solutions. Allow up to in number 2. If you’re short on time, assign numbers
three or four minutes. Ask some volunteers to share 3 -5 for homework, but do 0 -2 in class.
their solutions with the class, and write these on
Answers
the board.
1 good (French); fluently (speaks)
2 Pairs look more closely at their own ideas. Students 2 easy (driving); carefully (do)
can also consider the suggestions on the board if 3 quickly (walk); late (be)
they like. Ask them to assign one person to be the 4 badly (did); tired (I)
writer. Pairs should list at least two advantages and 5 dangerously (drives); scared (I)
two disadvantages for each suggestion. Allow up to
ten minutes for this stage. Monitor and supply any
Fast finishers
vocabulary students may need.
Fast finishers write true sentences about themselves and
3 lasifejldlgni Each pair agrees on their best idea. things they do using the adverbs easily, fluently, carefully,
Alternatively, you could ask them to pick their top badly, or dangerously.
three ideas. Then put pairs together to form groups
of four to compare ideas and choose the best one.
If you’re short on time, move to the whole-class
discussion immediately. During whole-class feedback,
record suggestions on the board, and vote on the
most popular idea. VO CABULARY
Things in town: compound nouns
O ptional activity
Repeat the task for one of the other issues described in the
1 Students match the words to make compound nouns
article on page 96. Assign three corners of the room to each then check their ideas in the letters on page 96.
of the three issues, and ask students to stand in the one Check answers as a class. Highlight the fact that
that represents the problem they feel is the most important while billboard and crosswalk are written as one word,
or for which they have the best solutions. Students who the other compound nouns are written as two. You
selected the same problem form groups of four or five. could also practice pronunciation by reading the
Asking students to physically “stand up for” an issue helps
words aloud and asking students to repeat them.
maximize engagement. Follow the same procedure as above.
Encourage students to notice that stress consistently
falls on the first word of each compound, and on
the first syllable within that word, except for graffiti
GRAMMAR (wall), where stress is placed on the second syllable.
Adverbs Answers
1 Encourage students to consider the function of crosswalk, youth club, traffic camera, graffiti wall, bike
each word, not its form, by asking them to draw an lane, trash can, billboard
arrow from each adjective or adverb to the word it
refers to. Do this for the example sentence in class 2 Students complete the sentences individually then
to demonstrate. Ask: What does “fa s t” refer to, “they” compare answers in pairs before a whole-class check.
or “drive”? (Drive.) Elicit that adverbs tell us how
someone does an activity and usually go with a verb Answers
(as in the example) or with an adjective or another 1 billboard 2 trash can 3 crosswalk 4 graffiti wall
adverb, while adjectives tell us what someone or 5 bike lane 6 youth club
something is like and go with a noun. Students
complete the exercise and compare answers in pairs O ptional activity
before you check with the whole class.
Students work inAB pairs to test each other on the
compound nouns. В closes his/her book. A calls out the
Answers left-hand side of a compound noun at random, for example,
adjectives: easy (2), fast (3), good (5) cross, for В to recall the right-hand side, walk. A tests В for a
adverbs: fast (0), easily (1), quickly (4), well (6) couple of minutes before students switch roles and repeat.

2 Students study the examples and complete the rule.

Students compare answers in pairs before you check
with the whole class.
P ro n u n ciatio n
Rule

I 1 -ly 2 -ily 3 well

3 Students complete the sentences individually. Ask

them to draw an arrow from each adjective or adverb
For p ractice o f voiced / 9 / and unvoiced / о /
conson ants, go to page 121.

T-97
 10 A R O U N D T O W N

■ TRAIN TOTHi! IK 2 Think about your suggestions. What are the advantages and
disadvantages of each one?
Problem solving
•• ••
Suggestions
Work in pairs. Discuss
PP A K IN C
the problem. Make suggestions. isic festival young people love noisy / messy / expensive
The young p e o p le in your tow n aren’t music / fun
happy. They say th e re is nothing to do.
3 II im k im iem Decide which suggestion you think is the best.
have a m u sic fe stiv a l ___ Compare your ideas with the rest ofthe class.

We think a music festival is the best idea because

allyoung people love music. It's also a lot of fun.

GRAM M AR VO C A BU LA RY
Adverbs Things in town:
Look at the sentences from the letters on page 96. compound nouns
Underline the adjectives and circle' the adverbs. 1 Choose a word from A and a word
0 They drive really1fast., from В to make things you can find
in a town. Look at the letters on page
1 W e can stop this problem easily.
96 to help you.
2 It isn’t easy being young.
A cross | youth | traffic | graffiti
3 Let’s get more traffic cameras to catch these fast drivers.
bike | trash bill
4 W e need to educate people quickly.
5 Some of this art is really good.
В wall cam era can lane
w alk | board | club
6 Some of these people paint really well.
2 Complete the sentences with the
Complete the rule.
words in Exercise 1.
0 Slow dow n. T h e re ’s a
RULE: To form adverbs, add 1_ _ to regular adjectives tra ffic c a m e ra just ahead.
(e.g., quick —►quickly).
1 I really like that _ _ for
Delete -y and add 2_ _ to adjectives ending in -y
th e new shoe store dow n tow n.
Some adjectives have irregular adverb forms
2 D on’t litter! T h e re ’s a
(e.g., fast —» fast g o o d —* 3_________________ ).
behind you.
Adverbs usually come immediately after the object o fthe verb or the
3 D on’t cross the street here - th e re ’s a
verb (if there is no object). H e plays tennis well. N O T He plays well tennis.
just do w n there.
4 The n ew . _ is really
' Complete the sentences. Choose the correct words and popular. Lots o f p e o p le are painting
write them in the correct form. on it.

0 His car was really fa st . H e w on the race easily 5 I ride my bike to school. T h e re ’s a
(easy / fast) from my house all
th e w ay there.
1 H er French is very __ .S h e speaks _ ..
(g o o d / fluent) 6 W e go to the _ _ _ _ every
Friday night. I usually play ta b le tennis
2 Driving a car isn’t. . You need to d o it very
and hang out w ith my friends there.
. (careful / easy)
3 W e n eed to w alk _ _ _ I d o n ’t w ant to be
.. (late / quick)
4 I did my hom ew ork .. I was really _ . Pronunciation
(tired / bad) Voiced /3/ and unvoiced /9/
5 H e drives really _ _ _. I get .in the car consonants
w ith him. (scared / dangerous)
Co to page 121.
ш в ш ф
 Look at the photos. What do you think a
ghost town is?

Read the article quickly. Where are

these towns?

Read the article again and listen.

Mark the sentences T (true) or F (false).
1 Kolmanskop was once a very rich town. _
2 The UFO buildings are a popular tourist
attraction in Taipei..
3 Fordlandia became a problem because
there was nowhere for the factory
workers to live.
4 The Ford family made $20 million from the
sale of Fordlandia..
5 They closed Centralia because of
an accident. _ .
6 It still isn't safe to visit Centralia today.

Ghost towns around the world

We build towns fo r people to live in. But what happens when they don’t want to live in them any longer?
A ll over the world there are ghost towns, towns where people don’t live anymore. Here are a few.
In 1908, many Germans arrived in w e re n 't any m ore diam onds, th e y
Luderitz in th e southern African le ft the to w n . These days th e only
country o f Namibia. They w anted to things th a t visitors to Kolm anskop
look fo r Е Ж В Я И Я and th e y fo u n d see are e m p ty buildings and a lot
a lot. W ith the m oney fro m the o f ИЯРЯ. _____________
diam onds, th e y b u ilt th e to w n o f In 1978, а Ц Е Ш Ш ^ В З Е Я
Kolm anskop. It had lots o f beautiful sta rte d b u ild in g a vacation Q
buildings, a hospital, a school, and in th e Sanzhi D istrict o f N ew «г u i i
even a theater. But when there Taipei City. For th e next tw o years
th e y b u ilt a lo t o f round buildings.
They d id n 't lo o k like norm al
houses, b u t m ore like spaceships. needed to m ake tires. In 1945
People called th e m th e "U F O his grandson, H enry Ford II, sold
houses." In 1980 th e y s to p p e d Fordlandia. The com pany lost $20
bu ild in g th e houses because th e re m illion. The e m p ty b u ild in g s o f th e
w asn't enough money. For 28 to w n are still th e re today.
years th e resort was a g h o st to w n . A b o u t 70 years ago, Centralia
In 2008 th e y B M C T F T fc all the was a busy to w n in Pennsylvania,
buildings. N ow, all w e have are in th e U.S. It had five hotels, seven
p h o to s o f these strange lo oking churches, and 19 big stores. In
houses. 1962 a fire starte d und e r the
In N o rth e rn Brazil, th e re is a to w n in an old They spent
g h o st to w n called Fordlandia. In m illions o f dollars try in g to s to p
1928, H enry Ford - fam ous fo r his it, b u t th a t d id n 't w o rk. It became
cars - b u ilt a big fa c to ry th e re to to o dangerous to live there, and
make car tires. He also b u ilt houses everyone had to leave th e to w n .
fo r th e w orkers. U nfortunately, These days a sign across th e road
th e w e a th e r in th e area w asn't to th e to w n te lls p e o p le to "stay
g o o d fo r g ro w in g th e trees th e y o u t." The fire is still burning tod ay.
C u ltu re
Ghost towns around the world
1 Ask students to look at the photos and cover the text.
If you’re using an IWB, show the photo onscreen,
with books closed. Elicit a number of ideas for what
students think ghost towns are before you tell them
(towns where people no longer live). Ask them to
try to think of reasons why a town might become
uninhabited.
2 Students skim-read the article to check their ideas
from Exercise 1 then answer the question. When you
check answers, first ask students how many towns
are mentioned in the text (four) then confirming
where they are.

Answers
Luderitz/Kolmanskop in Namibia; the Sanzhi District of
New Taipei City; Fordlandia in Northern Brazil; Centralia,
Pennsylvania, in the U.S.

3 Ask students to read the statements and

underline key words. Play the audio for them to
listen as they read again more carefully. Students
should try to find the answers as they listen,
underlining key information in the article as they
go. Give students a minute or two after listening
to finalize their answers. Students compare ideas
in pairs before you check with the whole class.
During feedback, insist on students quoting the key
information from the article that supports their
answers.

Answers

I IT 2 F 3 F 4 F 5 T 6T

T-98
4 [j ! _Г~ H I In pairs, students figure out the 3 Students match the paragraphs to the topics. Help
meanings of the highlighted words from the text. students notice that a well-structured piece of writing
Check answers as a class. organizes different topics into different paragraphs.

Mixed-ability idea Answers

Strongerstudentsjust use the context provided by the
article to try to figure out the meanings ofthe highlighted
words. They then look at the definitions in the exercise to
check their ideas. Weakerstudents workin pairs to match
I 1 b and с 2 a and d

4 Students discuss in pairs briefly. Elicit answers, and

the definitions to words from the article. invite the rest of the class to confirm or correct.

Answer
Answers
1 demolished 2 a building company
4 sand 5 mine
3 a resort I To make plans to meet in person.

5 Ask students to find and underline answers in the

email as well as identifying the paragraphs. Students
5 И 2-0Н П И Check/clarify: (a movie) set (in); star
compare answers in pairs before you check with the
(v.) by asking students: Where is the first Pirates of
whole class.
the Carribean movie set? (On a boat in the Carribean
sea.) Who does it star? (Johnny Depp, Orlando Bloom, Answers
and Keira Knightley.) Students, in pairs, answer the
questions and make notes about the movie they
will make. Set a time limit of ten minutes for the
brainstorming stage. Monitor to check progress and
I a 2 b l с 2 d 2 e 2 f l

6 Put students in pairs or small groups to brainstorm

ensure all students are participating. Praise students’ ideas for interesting famous cities for their next
ideas and creativity, and help with any challenging vacation. Ask them to include: famous buildings,
language. When they’re ready, pairs present their activities, weather. Students make a plan using
ideas to the class. To give them a reason to listen, Exercises 2 and 5 to help them. Provide help as
students can make notes on each pair’s movie necessary. Students could check each other’s plans in
proposal and vote on the best one. pairs before they proceed to the writing stage. You
will probably want to assign the actual writing task
for homework.
W RITING Optional activity
Ask students to write and send their emails to their partners
An inform al em ail for evaluation. Ask the readers to check the emails for 1)
1 Ask students to read the email quickly and answer task completion: Is it possible to answer the questions from
these questions (written on the board beforehand, if Exercise 5 about the city being talked about72) accuracy:
Is the writing easy to read? and 3) use of colloquial
possible): Who is Emily writing to? (Her friend Luke.)
expressions: Are any ofth e expressions from Exercise 2 used in
What is she writing about? (Summer vacation plans.)
the email? Then the readers write a short reply. Alternatively,
Why is she writing? (To tell Luke about her plans and you could ask them all to email you their messages for
to arrange meeting up with him in Bangor.) What kind evaluation. When you evaluate them, focus on the above
o f text is it? (An informal/personal email.) Explain to points. Avoid focusing too much on accuracy, as a heavily
students that before they begin writing any kind of marked piece of writing is more likely to demotivate learners
text, they must think about these questions. These than to make them try harder next time.
will determine how they are going to achieve their
communicative aims. Focus students on the two
questions in Exercise 1. Ask students to quickly
discuss answers in pairs and refer back to the email
to check before you check as a whole class.

Answers
1 Sydney, Australia 2 She’s going to visit the famous
harbor and bridge and the Opera House, hang out on
Bondi Beach, and take surfing lessons.

2 Explain that one of the characteristics of informal

emails is the use of colloquial expressions. Ask
students to underline the expressions in the email
and answer the questions. Students compare answers
in pairs before you check with the class.

Answers
1 By the w ay,... Anyway,... 2 Guess what? You won’t
believe it. 3 I can’t wait.

T-99
 10 A R O U N D T O W N

VOCABULARY There are six highlighted words 2 Find these expressions in the email.
in the article. Match the words with these Use them to answer the questions below.
meanings. Write the words. Guess what! You won’t believe it. | I can’t wait.
0 very expensive stones d ia m on d s By the w ay,.. . Anyway, ...
1 destroyed 1 Which two expressions do we use to change topics?
2 a company that makes houses 2 Which two expressions do we use to introduce
3 a small vacation village or town some surprising news?
4 you find a lot of it on beaches 3 Which expression means "I’m really excited?"
and in the desert
Look at paragraphs 1 and 2 of Emily's email.
5 holes in the ground from where
we get substances such as coal,
Match the functions with the paragraphs.
metal, and salt
Write a-d.
Paragraph 1: and.
5 SPEAKING Work in pairs. Discuss.
Paragraph 2: .and.
Imagine you are going to make a movie set in one
a Describe the city с Ask how your friend is
of these towns. Think about these questions:
b Give news d Talk about your plans
• W hat kind of movie is it? (horror, romance,
science fiction) 4 What is the function of paragraph 3?
• What's the story about, briefly? (It’s about a ...)
• W h o is going to star in your movie? (It's going 5 Which paragraph answers these questions?
to star my favorite actors...) a W hat famous buildings are in Sydney?.
2 Present your ideas to the group and vote on the b What's your news?
best idea. с How long are you going to stay in Sydney?
d What's the weather like in Sydney?.
e W hat are you going to do in Sydney?
W R IT IN G f W here are you going next weekend?
An informal email
6 Imagine you are going to spend your next
1 Read the email. Answer the questions. vacation in a famous city. Write an email (100­
1 W here is Emily going to spend her summer
120 words) to your friend telling her the news.
vacation? • Use the questions in Exercise 5 to help you.
2 W hat is she going to do there? • Use some of the language in Exercise 2.

To: luckviuke@email.com
Subject: Exciting newsf

Hi Luke,

[1] How are you? I hope you’re not studying too hard. Don’t worry,
there are only two more weeks of school. Anyway, I'm writing because
I have some really cool news. You w on’t believe it. Mom and Dad are
taking me to Sydney for the summer. Sydney, Australia! I can’t wait.
[2] So I did some research on the Internet. It looks like a really amazing
place. Of course, there's the famous harbor with the bridge and the
Opera House, but there are so many other great things to do there.
I'm definitely going to hang out on Bondi Beach. And guess what! '
Mom's going to buy me some surfing lessons. I’m going to be a
surfer! We’re going to be there for the whole month of August. It's
winter there, but I think Australian winter is hotter than our summer.
So that’s it - my big news. What do you think?

[3] By the way, Dad says w e’re going to be in Bangor next weekend.
Is there any chance we can meet up? Let me know.
Love,
Emily
 C A M B R I D G E E N G L I S H : Key
I VHiNK EXAMS
R E A D IN G A N D W R IT IN G L IS T E N IN G
Part 2: Multiple-choice sentence Part 5: Note completion «танга*
completion You will hear some information about
1 Read the sentences about vacation plans. Choose a shopping center. Listen and complete each
the best word (A, B, or C) for each space. question.

0 On Monday we're. .to Rio de Janeiro.

A to fly ( D flying С fly
1 It’s one of the. beautiful cities in
the world.
A most В more С less
2 The weather there is nice. It’s usually hot and very

A freezing В foggy С sunny

3 W e ’re to visit my uncle and his family
in Brazil.
• There are more than (0) zoo stores.
A going В go С to go
4 I’m also a little scared because I _ speak • There are restaurants and a (1)_________
Portuguese. on the fifth floor.
A can В not С can't
• Parking costs (2) $_____ every hour.
5 Mom says I shouldn't worry because my cousins
all speak English very _ . • Buses take people downtown every
A well В good С badly
(3) __________ .

Part 7: Open cloze • Stores close at 9:30 p.m. every day except
(4) __________ .
2 Complete the text about Llandudno. Write ONE
word for each space.

M y name (0 ). . Hugo and I would like to tell

you about the town where I live. It’s (1)
the north of Wales, and it’s called Llandudno. That’s
probably (2) _ . unusual name for you
because it’s a Welsh name. Here in Wales we have
our own language. I (3) . born here, so
I speak Welsh really (4). ..

Llandudno is (5) most beautiful town

in Wales. Well, that's what I think. It’s by the ocean,
and we have lots of beaches. They (6) _
sandy but have lots (7 ). small stones on
them. You (8). . swim in the ocean if you
want to, but it’s very cold most of the year.

There are lots of things to do in Llandudno. There

(9 ). . parks, and there's a small mountain
with a chair lift that goes to а саЬё at the top. There’s
a really good concert hall, and lots of great bands
play here. There (10) _ a youth club that I
go to every Friday night with my friends.

100
 CAMBRIDGE ENGLISH: Key

■ THi К EXAMS
READING AND W RITING
Part 2: Multiple-choice sentence completion
1

Answers

I 1A 2 С ЗА 4 С 5 A

Part 7: Open cloze

2

Answers
1 in 2 an 3 was 4 well 5 the 6 aren’t 7 of
8 can 9 are 10 also/even

LISTEN IN G
Part 5: Note completion
3 <>) 2.31

Answers

I 1 movietheater 2 2 3 15 minutes 4 Sundays

T-100
TEST YOURSELF UNITS 9 & 10
VO CABULARY
l

Answers
1 cloudy 2 island 3 hall 4 mountains 5 windy
6 crosswalk 7 lanes 8 station 9 can 10 lake

GRAMMAR
2

Answers
1 She’s goingto call me at nine.
2 We’re leaving on Monday morning.
3 She did her homework very carefully.
4 I can’t remember where I left my keys.
5 It’s the hottest day of the year.
6 That’s a more expensive carthan mine.

Answers
1 badly French French badly 2 mere most
3 most I liked I liked most 4 good well
5 can’tte rid e 6 arete meeting

FUN CTIO N AL LANGUAGE

4

Answers
1 A What В let’s
2 A doing A Do
3 A Would В love
4 A Guess A can’t

T-101
TEST YOURSELF unitsp&io

VO C A BU LA RY
1 Complete the sentences with the words in the list. There are two extra words.
w in d y crosswalk lake | hall | mountains can | island | lanes | clo udy sunny | station house

1 lt’s v e ry _ ___ .to d a y . You can’t see the sun at all.

2 W e live on a sm all. . The ocean is all around us.
3 M o m and Dad are going to th e concert .ton ight. They're very excited.
4 It’s one o f the highest. . _ in the w orld. It takes th re e days to get to the top.
5 It’s so _ .th a t my hat just b le w o ff my head.
6 D on’t cross the street here. T h e re ’s a . _ just up there.
7 It’s easy to get around tow n on a bike because th e re are b ik e . _ e veryw h ere.
8 I lost my dog! I w e n t to th e p o lic e . but th ey can’t help me.
9 Put yo u r garbage in the trash _ over there.
10 W e went fishing on the , but we didn't catch anything.

GRAM M AR
Put the words in order to make sentences.
1 going/She’s/nine/to/m e/at/call
2 Monday / W e're / morning / on / leaving
3 homework/ carefully/her/did/very/She
4 keys / 1/ 1/ remember / my / where / can't / left
5 the / It's / day / hottest / of / year / the
6 than/That’s/m ine/car/expensive/ а / more

Find and correct the mistake in each sentence.

1 I speak badly French.
2 Soccer is the more popular sport in the world!
3 The present most I liked was a dress from my mother. .
4 She plays tennis very good.
5 He's ten, and he still can’t to ride a bike.
6 W e are to meeting him at nine o'clock.

F U N C T IO N A L L A N G U A G E
4 Write the missing words.
1 A a horrible day!
В Yes,. . stay inside and watch TV.
2 A W hat are yo u . _ later?
В Nothing. W hy?
A you want to go skateboarding with me?
3 A _ you like to come to my house for dinner on Friday?
В I’d _to. Thanks.
4 A _what!
В W hat?
A Mom’s taking us to Disneyland this summer. I wait!
M Y SC O R E
22-30
10-21
0-9 101
Л Л FUTURE O B JEC T IV ES

FUNCTIONS: talking about health

problems; making predictions;

BODIES
sympathizing
G RAM M AR: will/ Won't for
predictions; first conditional;
time clauses with when
VOCABULARY: parts of the body;
when and i f expressions with do

R E A D IN G
1 Label the picture with the words in the list. 2 Write the words from Exercise 1 in the
Write 1—12 in the boxes. correct column.
1 arm ' 2 leg 3 mouth ' 4 muscle ' 5 finger | 6 foot
Body Face Both
7 ear | 8 eye 9 toe | 10 hair | 11 bone 12 thumb
arm m outh muscle

EC

f — H ~ 1

3 SP EA K IN G Work in pairs. Discuss the

questions.
Which parts of the body do you use when you:
• read a book? • make a phone call?
• play soccer? • eat a meal?
• watch television? • walk to school?

When you read a book you use

you r bauds an d you r eyes.

4 Look at the picture on page 103 and the

title. What do you think the article will be
about? Choose one of the following.
1 W hat we want to look like in the future.
2 W hat the human b o d y w ill be like in the
future.
3 H ow we can change our bodies if we want.

5 Read and listen to the article and

check your ideas.

6 Read the article again and answer the

questions.
1 W hat is the most im p ortan t reason why
our bodies w ill change in the future?
2 W hy w ill pe op le be taller?
3 W h y w ill p e op le get weaker?
4 W hat w ill happen to our teeth?
5 W hy w ill we have one less toe?
6 W hy w on’t people have so much hair
on their bodies?

102
ЛЛ FUTURE
BODIES
READING Suggested answers
1 If you’re using an interactive whiteboard (IWB), play soccer: leg, toe, foot, muscle, eye, finger, thumb, ear
do this as a whole-class activity with books closed. watch television: eye, ear
Otherwise, before the class, prepare word cards for: make a phone call: arm, finger, mouth, ear, eye, thumb,
arm, leg, mouth, muscle, finger, foot, ear, eye, toe, hair, muscle, bone
eat a meal: mouth, eye, finger, thumb
bone, and thumb, and print out an enlarged copy of
walk to school: leg, foot, toe, eye, ear, muscle, bone
the picture to display on the board. Put students in
small groups so that, if possible, you have the same
4 Ask students to look at the picture and the title. If
number of groups as there are words for body parts. you’re using an IWB, do this as a whole-class activity
Give each group a card/word at random. Each group
with books closed. They may find the drawing on
or pair discusses where the word should go. Then one page 103 especially amusing. Welcome any and
of them comes to the front to stick it to the right part
all comments on this to foster an environment
of the picture or label the picture correctiy on the in which genuine communication is encouraged.
IWB. When the class has finished, encourage students
Allow students to discuss in pairs briefly before
to correct any labels they feel are wrongly placed choosing students to share their answers with the
before checking answers. Students open books and
class. Perhaps have a class vote. Don’t give away the
label the picture. correct answer at this point.
Answers 5 Play the audio for students to listen and
A 10 В 7 С 8 D 3 E l F12 G5 H4 I 11
read the text to check their ideas. Students compare
J 2 К 6 L 9 answers in pairs before you check with the whole
class.
2 Check/clarify: body and fa c e by asking students to
Answers

I
point to their own bodies and faces. Focus students
on the example and tell them that some words will go 2 What the human body will be like in the future.
in the column labeled both. Students work in pairs to
complete the table. Check answers as a whole class. 6 Ask students to read the questions first and underline
key words. Students find the answers in the text,
Mixed-ability idea underlining the key information that supports their
To increase the challenge, insist on strong students covering choices. Students compare answers in pairs before
up the picture before they categorize the words. you check with the whole class. During feedback, ask
students to justify their answers by referring to key
information in the text.
Answers
body: arm, leg, muscle, finger, foot, toe, hair, bone, thumb Answers
face: mouth, ear, eye, hair, bone, muscle
both: muscle, bone 1 Our bodies will adapt to a new way of life.
2 We’ll have better food.
3 We won’t do a lot of physical work.
3 И 2Ю ЛЕИ Look at the example together. Ask
4 Ourteeth will get smaller.
students: Which parts o f the body do we use when we 5 Our little toes will disappear because they are not
read a book? Elicit as many answers as possible, needed.
including other words that students might know, for 6 Because we won’t need to keep ourselves warm any
example: eyes, fingers, arms, muscles, hands. Students more
discuss the questions in pairs for two or three
minutes before conducting whole-class feedback.
Encourage students to react to and add to each
other’s answers.

T-102
 O ptional activity
Students work in pairs to discuss the various predictions in
the article and rank them according to how believable they
are. Allow five minutes for this. Monitor and praise those
making an effort to expand on and justify their opinions. Put
pairs together to form groups of four. Groups agree on which
prediction is the most and which is the least likely. Groups
also discuss whetherfuture humans will be healthier or less
healthy and more or less attractive than we are today. You
could also task students with coming up with two or three
predictions of their own about what humans will look like in
1,000 years’ time. For feedback, ask one student from each
group to report back to the class on what they concluded.
Invite comments from the rest of the class.

■ IHiNK VALUES
Exercise and health
1 To demonstrate this activity, do number 1 together
as a whole class. Ask students: How much is statement
1 connected with good health? Very much or not at
all? (Very much.) What number shall we put? (4 or 5.)
Remind students that there are no right or wrong
answers here. Give students a minute or two to
read and evaluate statements 2-6 . Monitor and help
students with any challenging vocabulary.
2 13П И ЗЕИ Students work in groups to rate the
statements in Exercise 1 and write one more
statement. Make sure all group members write
down what they have agreed on. Allow about four
or five minutes for this stage. Monitor to encourage
all students to participate in the discussions and
to help students write their statements. Avoid
error correction unless mistakes really impede
comprehension. The focus here is on fluency and
development of the whole learner via an open
discussion of students’ own ideas and experiences,
not on controlled language practice. When all the
groups have finished, form new groups of four
with members from different groups to compare
ideas. This is a more student-centered way of
doing feedback.

O ptional activity
Make a note of students’ own statements on the board. In
their groups of four, students discuss them as per the above
procedure for Exercises 1 and 2 - without addingyet another
statement. Monitor as before, and wrap up by choosing
grou ps to share their scores with the rest of the class.

T-103
Can we expect the human body to change
in the future? For sure. And the main
reason is technology. It is changing how
we live.
What kind of changes can we expect?
Here are some possibilities.

Let’s start with the example above.

Humans are now ten centimeters taller
than 150 years ago. So in the future
people will probably be even taller.
Most of us now have much better food
than people in the past - and so we
grow more.
W e’ll get weaker. Our muscles w on’t be
as strong as now because we w on’t do
a lot of physical work.
We are already using our feet less and ■ Hiт К VALUES
our hands more (think about computers
and smartphones and so on). So we can Exercise and health
expect that our legs will get shorter and 1 Read the sentences. Give each one a number
our feet smaller, and at the same time, from 1 to 5 (1 = isn't true at all for good health;
our fingers will get longer. And our fingers 5 =very true for good health).
and our eyes will both get better because
1 You should exercise often to make sure your
they’ll have to do more work together.
muscles are strong.
4 Now what about the mouth? It’ll 2 It's O K to spend time sitting in front ofthe
get smaller because technological television.
improvements will mean that we 3 Walking is good for you, even in places where
d on ’t need to talk so much - and also the air isn’t so clean.
because our teeth will get smaller (so 4 Using a computer and writing text messages
mouths don’t need to be so big to keep gives your hands and arms exercise.
them in). 5 You don't have to play sports to be healthy
5 It’s very possible that people will have and keep fit.
four toes, not five. The little toe really 6 It's a good idea to exercise anytime you can
isn’t needed anymore (people who lose (for example, use the stairs and don't take
them don’t miss them), so it will probably the elevator).
disappear sometime in the future.
2 и ч ь ш ш э Work in small groups. Talk about
6 People w on ’t have as much hair on their health and exercise.
bodies as now because we d on ’t need
Together, decide the number that the group is
it to keep ourselves warm anymore. going to give to each ofthe sentences in Exercise 1.
Will all these things happen? And if so, 2 Together, decide on and write another sentence
when? These are questions that no one that shows how the group feels about health and
can answer for sure. exercise.
3 Compare your ideas with other groups.

103
 GRAM M AR 3 Complete the conversation. Use 'II, w ill, or won't
and a verb from the list.
will/won't for predictions
get | stay go | see give | do help
I Look at the sentences from the article on
ALICE The French test is tomorrow! I hate French. I'm
page 103. Complete with w ill/ 'II/ won't. Then
sure I w o n 't g e t any answers right!
complete the rule.
MARK Don't worry, you fine! You got
1 O ur fingers. get longer. a good grade on the last test.
2 They .have to d o more w ork together. ALICE Yes, but this is more difficult. I really don't
3 O ur muscles. be as strong as now feel well. Maybe I toschool
because we. do a lot of physical work. tomorrow.
I _ in bed all day.
4
MARK That .you. The teacher
RULE: U se 1_ . (will) or f _ . (will not)
i:_ _you the test the next day.
+ base form o f the v e rb to make p redictions ab o u t the
future. ALICE You're right. But what can I do?
MARK Look, why don't I come over to your place after
school? We can do some French together. You
Complete the table. ° _ ___________ __that it isn't so difficult.
ALICE Oh, thanks, Mark.
Affirmative Negative
4 ■ Ё Ш Б Э Work in pairs. Act out the
I/ Y o u / W e / T h e y / H e / l/Y o u /W e / T h e y / H e / Sh e / lt
conversation in Exercise 3.
She/It 1 (will) (will n o t) co m e.
co m e .

Questions Short answers

Yes, l/you/we/they/he/she/it
Pronunciation
l/you/we/
4
they/he/she/it c o m e ? The/h/consonant sound
N o , l/you/we/they/he/she/it
(will not).
Co to page 121. ca
Y
VO C A BU LA RY
Parts of the body
1 Match the words with the photos. Write numbers 1-10 in the boxes.
1 ankle | 2 back | 3 elbow ’ 4 knees | 5 lips ' 6 neck | 7 shoulder | 8 stomach | 9 throat ' 10 tongue

Г?■

2 Ф32.35 Listen and match the speakers with the pictures. Write numbers 1-3 in the boxes.

И Д 1 я Jf.L.i
104
GRAMMAR O ptional activity
Disappearing sentences: Project the completed dialogue on
will I won’t for predictions
the IWB. Make AB pairs so that half of the class are A and half
1 Ask students to complete the sentences from memory, are B. Students practice the conversations in their pairs. Cover
then check back in the text, before they complete the a small section of the dialogue, beginning from the right-hand
rule. Students compare answers in pairs before you side of the screen. Students repeat the dialogues in their
check with the whole class. Highlight the fact that same AB pairings, trying to remember the whole thing and
including the parts they can no longer see. Cover more and
the form of will / won’t is the same for all persons by
more of the dialogue, with students practicing at each stage,
asking: How does will or won’t change when we use it until eventually nothing is left on the board. Ask for volunteers
with he, she, or it? (It doesn’t ) And how does it change to perform for the class, or have all As and all Bs perform in
when we use it with they? (It doesn’t ) Also point out unison. This activity involving lots of repetition is a fun way for
that we commonly use contractions with pronouns students to memorize useful chunks of language.
but less so with norms, so: They’ll (number 2) but Our
fingers will (number 1). Check/clarify the meaning of m
prediction, too. Ask: Does the writer o f the article know
that our fingers will get longer? Is this a fact? (No.) Is
P ro n u n cia tio n 4 3 2.33 I 4 9 2.34
this a prediction? (Yes.)
To p ractice pronunciation o f the / h / conson ant
Answers sound, go to page 1 2 1 .
1 will 2 11 3 won’t; won’t
Be aware of common errors related to will / won't for
Rule <D future predictions. Go to Get it right! on page 126.
1 11 2 won’t

2 Students complete the table individually then

compare answers in pairs before you check with VO CABULARY
the whole class.
Parts of the body
Answers 1 Quickly check the words students have already
1 11 2 won’t 3 Will 4 will 5 won’t learned for parts of the body by saying each word
and asking students to point to it on their own
bodies. Ask students to stand up to do this. You
Fast finishers could have them race to be the first to point to the
Ask students to underline more examples of future correct body part. Students complete Exercise 1 in
predictions with will /w o n ’t in the article. (Note that the pairs. For feedback, if you’re using the IWB, choose
example with will in paragraph #1 is not a future prediction
students to label each body part onscreen. To keep
but an example of the first conditional, which is covered
later in the unit. If students mention it, just say it’s an
the rest of the class focused, ask them to confirm
example of a different grammatical structure, which you’re or correct answers. Focus on pronunciation by
going to look at later. Don’t get drawn into an explanation prompting students to repeat each of the words after
of it.) you. Pay special attention to the vowel sound
/ с ю / in elbow /'elbou/, shoulder /'jooldar/, and throat
3 Ask students to read the dialogue, ignoring the /Grout/. Despite the different spelling, it is the same
blanks, then answer this gist question: How does sound. Also check pronunciation of tongue Алд/ and
M ark offer to help Alice? (He offers to go to her house to stomach /'stAinak/.
study French with her.) Students will be much better
equipped to fill in the blanks if they’re clear on the Answers
context first. Students complete the conversation IE 21 3 С 4 G 5 D 6A 7 J 8F 9B 10 H
then compare answers in pairs before you check with
the class. O ptional activity
Students work in AB pairs to test each other on the new
Answers words. A closes his/her book. They take turns pointing to
1 11 be 2 won’t go 3 11 stay 4 won’t help a picture at random and asking: What’s this? В tests A fora
5 will give 6 11find couple of minutes before students switch roles and repeat.

4 Ш Ш ЗП Н Students practice the conversation in 2 Give students thirty seconds or so to study

pairs. Ask for one or two pairs to perform for the the pictures and write down any words relating to
whole class. body parts they hear in the audio. Have them to
compare ideas in pairs. Play the audio for students to
listen and to number the pictures. Students compare
answers in pairs before you check as a whole class.

Answers
1 С 2 A 3 В

Т -1 0 4
LISTEN IN G SPEA KIN G
1 If you’re using an IWB, do this as a whole-class Ask students to read the instructions carefully. Check
activity with books closed. Focus students on picture understanding. Make similar-ability pairings. Give
A and elicit responses to the two questions. Students students about five minutes to practice. Monitor their
answer the questions for pictures В and С in pairs. progress, and praise students who appear to be really
Conduct whole-class feedback and establish the “getting into” their roles. Ask for one or two pairs to
following - though of course students’ phrasing may perform for the class. Ask the rest of the class to listen
be different. and make a note of what the problem is and the cause.
Praise performances.
Suggested answers
A two friends in the street Mixed-ability idea
В a doctor and a girl in the doctor’s office Suggest that weaker students write out their dialogue prior
С a motherand son at home to role playing, while stronger students can be encouraged
to just write notes that they should only referto when they
2 Focus students on pictures D-F and quickly get stuck.
elicit the names of the body parts from the class
(D - shoulder; E - ankle; F - back). You could ask
students to guess which body part matches which
conversation represented in pictures A-С. Prediction ■ IH i К SELF-ESTEEM
of this sort isn’t about students being able to guess
Getting help
the right answer but about motivating them to listen
and focusing them on the task. Explain that students 1 Ask students to read the sentences quickly and
need to match one picture from A-С and one from underline any difficult vocabulary. Clarify words in
D-F to each conversation. Play the audio, pausing class by eliciting explanations or translations from
after each conversation to allow students time to the students themselves. Give students a minute to
complete the table. Students compare answers in check the sentences that are true for them.
pairs before you check with the whole class. 2 1ИШШЕИ Put students in small groups of four or
five to compare ideas. Encourage them to try to find
Answers the person in their group who’s the most similar

3
I 1 B, D 2 С, E 3 A, F

Ask students to read the statements and

to them. By giving students a concrete goal for
speaking, they should be more motivated to speak.
During whole-class feedback, ask students to say who
underline any difficult vocabulary, which they can they were most similar to and why.
ask their partner or you about. In pairs, students 3 Put students in pairs and ask them to come up with
mark the sentences T or F from memory and then three possible people they could talk about each
listen and check. Suggest that strong students correct problem. Put pairs together to form groups of four
false statements as they listen. Students compare and ask them to agree on the best person for each
answers in pairs before you check with the whole problem. Monitor, making a note of any particularly
class. Encourage students to justify their answers interesting ideas you hear and any nice language
by referring to the corrections they made during used, and praise these contributions at the end.
feedback. Conduct brief feedback by asking groups to say who
they suggested for each problem.
Answers

I IF 2 T 3 F 4 T 5 T 6F

4 Students individually do the matching task based on

Optional activity
To extend the topic and give students more speaking
practice, ask them to choose one ofthe problems from
Exercise 3 and, in pairs, write a conversation between
memory and common sense then compare answers in someone with that problem and someone they’ve identified
pairs. As you check with the whole class, you could as the best person to talk to. Monitor to help with ideas and
play the audio again or display the audioscript on with any difficult language. Invite the most confident pairs to
the IWB so students can hear/see the sentences being perform in front ofthe class. To give them a reason to listen,
said in context. ask the rest ofthe class to take notes on ofthe problem
and the solution mentioned. Encourage reactions by asking
Answers students if they agreed with the solution proposed or not.

I lb 2a 3d 4 e 5 f 6c
Draw students’ attention to the vocabulary that is
highlighted in the LOOK! box. Point out that the
pronunciation of ache is /eik/, NOT /eitf/.

T-105
 11 ! FUTURE BODIES

L IS T E N IN G

Look at the pictures A -С. Answer these questions S P E A K IN G

for each one.
Work in pairs. Choose one of the pictures in
1 W h o are the two people? Exercise 2 (A, B, or C ) . Role play the conversation.
2 W here are the two people?
1 Decide who will be each person in the picture.

Listen to three conversations. Match 2 Choose a different part of the body from the
the pictures with the conversations. conversation you heard for your picture (example:
for Picture A, choose "head" not "back").
Speakers Problem 3 Have a conversation.
(A, B, or C) (D, E, orF)
4 Now choose another picture. Change roles.
Conversation 1

Conversation 2 ■THil К SELF-ESTEEM Ш Ш Ш

Conversation 3
Getting help
3 Listen again. Mark the statements T (true) 1 Read and check (/ ) the sentences that are true
or F (false). for you.

1 Katie hurt her shoulder while she was watching 1 I don’t like going to the doctor, so I don’t go.
skateboarding.. . 2 If I have a problem, I don't like telling other
W hen Katie fell, it wasn't a bad fall.. people about it.
David's ankle hurts all the time. 3 If I don't feel well, I tell someone.
David’s mother wants to take him to the doctor. _ 4 I don't want other people to worry about me.
Sam didn't tell his parents about his back..
5 It’s O K to get help from people around you.
Molly wants to take Sam to see the doctor
at school. 6 It’s important to go to the doctor if you
often have the same health problem.
4 W ho said these things? Match the sentences with
the speakers. 2 SP EA K IN G Compare your ideas in class.

Are you all right? the doctor 3 W ho can you talk to about these problems?
Does it hurt? David's mother
1 a headache 3 difficult homework
What's the matter? Sam
2 a problem at school 4 a problem with
It hurts a little. Molly a friend
M y shoulder hurts. David
I have a backache. Katie

LO O K!

stomachache earache headache toothache

105
 R E A D IN G
1 Read the posts. Write a name under each
picture: Alyssa, Pete, Shanna,Julia, or Mike.

2 Read the posts again. W ho talks about these

things? Write the names.
1 dangerous things 4 eyes A

2 making faces 5 a vegetable.

3 making a noise

3 мздякЯ Do you know any more "crazy" things

that adults say to children? Tell the class.

Crazy things that parents

say to their kids D

a Alyssa
Now that I'm eighteen, I can look back at all those
happy days when I was a kid at home! And
rem em ber the things that my mom and dad said to me again
and again. For example: when my sister and I were making
noise, my father always said, "If I have to come over there, you
w on't be happy to see m e!” LOL. Did your parents ever say
things like that to you?
F
1 $ LIKE • COMMENT • SHARE

Pete Julia
Oh, of course! My little brother and I loved TV, and I always liked doing dangerous things - you know,
we sat and watched it for hours every day. And my climbing trees and things. And my dad said, "If you
m om always looked at us and said, "If you watch TV all the fall, you'll break your leg." And he always added, "And when
tim e, you’ll get square eyes." Well, we watched a lot of TV you breakyour leg, d on't come running to me for help!" I
and our eyes are still normal, haha! did n 't understand the joke for years!

a Shanna Mike
You reminded me, Pete. My dad always said, "If you Nice one, Julia! OK, here's another one, and I think
sit too close to the TV, you'll go blind." But he had
f f i every child in the w orld hears this. If I was angry or
another favorite, to o (I think he was always worried about our upset, I always made a face, and my mom said, "If you keep
eyes, for some reason) - he said, "If you eat all your carrots, making that face, your face will stay like that forever!" That's
you'll see in the dark." I really like carrots - 1ate them when I the only one I rem em ber - but when I think of others, I'll
was a kid and I eat them now - but I still can't see in the dark! send them to you!

GRAM M AR
First conditional
RULE: Use the first conditional to talk about
Match the parts of the sentences. Check your possible /certain events and their -present / future
answers in the posts. Then complete the rule results
and the table. Choose the correct words.
/fclause Result clause
1 If you eat all your carrots,

2 If I have to come over there, I f + simple present, j [ ^ ,. + base form

(won f)
3 If you fall,
It is possible to put the result clause first:
a you w on’t be happy to see me. If yo u fall, you'll hurt yourself
b you'll bre a kyo u r leg. OR
с you'll see in the dark. You'll hurt yourself If y o u fall.

106
READING
1 Focus students on pictures A-E. If you’re using an
IWB, do the lead-in as a whole-class activity with
books closed. Ask: Who’s the woman in A? Who’s the
boy? Do they look happy? What are they talking about?
Accept all suggestions. Students work in pairs to talk
about what’s happening in the other four pictures.
Conduct brief whole-class feedback, eliciting at
least one idea for each picture. Students read the
posts and write a name under each picture. Students
compare answers in pairs before you check with the
whole class.

Answers

I A Mike В Shanna С Julia D Alyssa E Pete

2 Students scan the posts to find references to each of

the things and write the correct names next to them.
Tell them that they can put more than one name for
each thing. Students compare answers in pairs before
you check with the whole class.

Answers
1 Julia 2 Mike 3 Alyssa 4 Pete and Shanna
5 Shanna

3 m m Refer to the posts and ask students:

Which of these things have you heard before? Put
students in groups of three or four to make a list of
at least three more crazy things that adults say to
children. Give them four to five minutes for this. For
feedback, ask each group to share their ideas with
the class. At the end, vote on the craziest thing.

GRAMMAR
First conditional
1 Students do the matching task, then refer to the
posts to check their answers, and complete the rule.
Students compare answers in pairs before you check
with the whole class. Check understanding. Ask
students: Does the if-clause refer to things happening in
the present or the f uture? (Future.) What tense do we use
in the if-clause: will or the simple present? (The simple
present) Draw students’ attention to the sentences
at the bottom of the rule box, which show that the
if-clause can come first and the wiH-clause second or
vice versa - with no change in meaning. Elicit that in
the former case, a comma is needed.

Answers
1 с 2 a 3 b

Rule
1 certain 2 future 3 will 4 will not

T-106
2 Explain that the first word of each sentence is Answers
shown by a capital letter. Remind students to 1 get 2 get 3 arrives 4 ends 5 finish
include a comma when the //-clause comes first.
Students reorder the sentences individually then
Workbook page 10
compare answers in pairs before you check with the
whole class.
VO CABULARY
Answers
1 If I’m late, my parents will be angry. when and if
2 If I remember, I’ll bring it to school tomorrow.
1 This exercise aims to clarify the difference in
3 If you come to the party, you’ll meet Jake.
meaning between two sentences that are very similar
3 Students complete the sentences individually then in form. Give students a couple of minutes to match
compare answers in pairs before you check with the in pairs and then conduct whole-class feedback.
whole class. If you’re short on time, assign numbers Check meaning by asking these concept-check
3 -5 for homework. questions: In sentence 1, will I see Al? (Yes.) In sentence
2, will I see Al? (Maybe.)
Answers
Answers
1 won’t meet, don’t go out 2 ’II come, says 3 doesn’t
want, 11 eat 4 will be, hears 5 buy, won’t have
I lb 2 a

2 Students complete the sentences individually then

Put students in AB pairs. As turn to page compare answers in pairs before you check with the
127, and Bs turn to page 128. Give students a minute whole class.
to read their questions and underline any unfamiliar Answers
words. Monitor and clarify meaning, as necessary.
1 If 2 if 3 when 4 when 5 if
Students take turns asking and answering questions.
Tell them not to look at each other’s books (if necessary,
ask them to sit back-to-back). Ask them to take notes on
their partner’s answers. Monitor students’ use of the first
conditional. Since this exercise focuses on personalized
practice of the newly learned grammar structure, on-
LISTEN IN G AND W RITING
the-spot error correction is appropriate. Make a note A phone message
of common errors. Write them on the board, without
1 Books closed. Ask: Do you sometimes take phone
revealing who made the mistakes, and ask students to
messages for other people? What kind o f information
correct them during whole-class feedback. Before this,
does a phone message include? Elicit a few ideas from
ask students to report back on what their partner said.
the class. Then ask students to open their books and
complete the exercise, making it clear it’s about what
Fast finishers they DON’T need to write down. Students compare
Ask pairs to switch roles and repeat. answers in pairs before you check as a class.

I Answer
! 2
Time clauses with when
2 Students listen to a telephone conversation
4 Focus students on the example sentence and elicit that and complete a message about it. Play the audio
the first sentence comes from the listening on page twice. Have students compare answers in pairs and
105. Ask: Do you remember who said this sentence? Who then check with the class.
were they talking to? (It was Molly, talking to Sam about
his bad b a c k ) Now that the context is clear, students Answers
can answer the question and complete the rule in 1 Jackie 2 Andy 3 help with her science homework
pairs. Conduct whole-class feedback. 4 call tonight, as soon as you get back 5 917-555-9384

Answers
1 future Language note
In American English, we usually read phone numbers digit by
Rule
digit or grouped together in tens: three-two-two or three twenty-
1 present 2 will /w o n ’t two. Numbers are never read as hundreds: three-hundred-
twenty-two. Zero (0) is read as zero or oh.
5 Students complete the sentences individually then
compare answers in pairs before a whole-class check.

T-107
 11! F U T U R E BO D I E S

Put the words in order to make sentences. VO C A BU LA RY

0 seejane, / If/ tell / 1/ I'll / her when and if
i f II se
se.R
e lane,.
la I'll if.II her. _________________
Match the sentences with the explanations.
1 my parents / I'm / w ill / If / late, / be angry
1 W h e n I see A l, I’ll give him your message.

2 I / bring it / I'll / to school to m o rro w / If / remember, 2 If I see A l, I'll give him your message.

a It is possible that I will see Al.

3 you'll /Jake / come / If/ you / m e e t/to the party, b I know that I will see Al.

2 Complete the sentences with i f or when.

Complete the first conditional sentences with the
correct form ofthe verbs. 0 I can't talk to you now. I'll call you w hen
I get home.
0 If Kate g iv e s (give) me some help. I
1 A W hat are you do in g tom orrow?
'11 fin is h (finish) my hom ew ork in an hour.
В _ _ there's a good movie playing, I'll
1 You _ .(n o t meet) anyone if you
pro ba bly go see it.
(not go out).
2 I'm not sure if I want to go to the pa rty tonight.
2 I. _ (come) to your p a rty if my mom
But. . I decide to go, 111 call you.
(say) I can.
3 It’s to o hot to go for a walk now. Let’s go this
3 If Ken . (not want) his ice cream, I
evening _ it's cooler.
(eat) it.
4 You can watch some T V _ your
4 Susan (be) angry if she
hom ework is finished and not before!
(hear) about this.
5 There's a big soccer game tonight. I'll be very
5 Ifw e . (buy) hamburgers, we
happy my team wins.
. (not have) enough money for
the movie.

ROLE PLAY Work in pairs. Student A: Go to page

127. Student B: Go to page 128. Ask and answer the L IS T E N IN G A N D W R IT IN G
questions. A phone message
1 Mark (Л) the things that you do NOT need to
Time clauses with when write down when you take a phone message.
1 the name o f the caller
Read the sentence and answer the question. Then
complete the rule with w ill and simple present. 2 the telephone num ber o f the person
who takes the message
When we get to school, 111take you to see the nurse.
3 the name o fth e person w ho the message
Does the verb get refer to the present o r future? is for
4 the telephone num ber o fth e caller
RULE: In sentences about the future, w e use the
5 what the caller wants
1 _ form after if o r when and
2
+ base form o f the verb in the mam clause.
2 Listen to a telephone conversation.
Complete the message.
Complete the sentences. Use the verbs in the list.
finish | g e t(x2 ) | arrive | end
Message from :
1 W hen I my test results, I'll call you.
For:2
2 W hen I. . home, I'll check my messages.
3 The pa rty w ill start when my frie n d . Message: she needs -
w ith the music! Ple a se 4
4 W hen the game _ _, we'll go and have
pizza. Number to call:
5 I'll lend you the bo ok when I . .reading it.

■мята

107
 Read and listen to the photostory and
answer the questions.
W hy is Megan's father stressed?
W ho calls Megan while she's in the park?

OLIVIA Aw, look! MEGAN Oh, don't, please! The last couple of d a y s ...
LUKE Looks like they’re h avin g a good lim e. RYAN W hat?
WOMAN Jason! You slop that. Do you h ear me? MEGAN Oh, my dad. lie ’s really stressed, lie h as a
Stop it! big business m eeting he h as to go to out of town,
RYAN W h at did you say, Luke? tom orrow and Friday.
01.1 VIA W ell, we all know w hat th a t’s like - your LUKE S om eth ing im p ortant?
p aren ts, yelling at you. MEGAN 1 guess so. 1 don't know.

RYAN Well, I th in k you should know. I mean,

h e ’s your father, right? Fam ily and stuff.
MEGAN Yeah, yeah. Whatever. But I know
one thing: lie yells at me all the time. OLIVIA Just think, Megan. You’ll be a mother, too, one
Everything I do is wrong. day. Then you’ll rem em ber this.
OLIVIA Poor you. RYAN That’s right. And when we’re parents, we’ll be
WOMAN Jason! I told you - don’t do that! If I just the sam e as our parents. Wait and see.
have to com e over there ... MEGAN Hello? Oh, liello, Dad. W hat is it? I’m in the
MEGAN Just like that. Another few years and I park.
can leave home! I can’t wait! LUKE Tell you what, though. If our parents weren’t ...
MEGAN Shli!! Dad, say that again. Wliat? The hospital?
Mom?
108
PH O TO STO RY: ep iso d e 6
The phone call
1 Check/clarify: stressed by eliciting how
students might feel when they have tests; and yell
by demonstrating the word. Students look at the
photos but cover up the dialogues. If you’re using
an IWB, show each photo one by one. Ask: What
are they looking at in photo 1 ? How’s Megan feeling in
photos 2 and 3? Then ask students to read the two
gist questions so they know what information to look
for. Play the audio for students to listen and read.
Students compare answers in pairs before you check
with the whole class.

Answers
He has a big business meeting he has to goto out of town
tomorrow and Friday.
Her dad

T-108
 ■
DEVELOPING SPEAKING Answers
2 Ask students what they think happens next and ask 1 cleaning 2 cooking 4 OK
them to brainstorm possible endings for the story.
They do this in groups, with one student in each 2 Students complete the sentences individually. If
group taking notes. Elicit feedback from the whole you’re short on time, you could assign this exercise
class and write the ideas on the board. Focus on the for homework. Students compare their ideas in pairs
ideas, not on accuracy - correct errors only if they before you check answers with the whole class.
impede comprehension. Don’t give away answers.
Answers
3 I ИЗИ1 Play the video for students to watch and
check their answers. The notes on the board will
help them remember their suggestions. Who guessed
correctiy?
I 1 homework 2 well 3 burgers

3 ЦЦИЭПЕИ Students complete the questions,

4 cooking

focusing here on the forms of do. Conduct whole-class

4 Students read the questions and answer them feedback just to check that students used the correct
individually then compare answers in pairs before form and then put them in pairs to ask and answer
you check with the whole class. You might also like the questions. Monitor their exchanges, and make
replay the video before checking answers. a note of any errors in the use of the expressions
with do to go over at the end of the activity. To give
Answers students a reason to listen, you could tell them to lie
1 She fell down the stairs. 2 She’ll be home tomorrow. when answering one of the questions. Their partner
3 He has a business trip. 4 It’s spring break. has to guess which is the lie.
5 She says she and her dad talked. 6 He means that
there are good times when things go well and bad times Answers
when things don’t go so well.

Optional activity
I 1 do... do 2 Are... doing 3 does

You could ask students to role-play the story in groups of

four. You could either ask students to memorize the lines
from the story and imitate the intonation, oryou could ask
them to retell the story using their own words as much as FU N CTIO N S
possible. They can use their camera-equipped cell phones as
props. Elicit groups of volunteers to perform in front of the
Sym pathizing
class. Then vote on the best performance. 1 Ask students: How was Megan feeling in the story?
(Sad; worried; stressed.) Why? (Her dad was yelling
at her; her mom was in the hospital) Students could
P H R A SES FO R FLU EN CY quickly read the dialogue, ignoring the spaces, to
remind themselves or to check their answers. Ask:
1 Have students find and underline the expressions in Do Megan’s friends listen and try to understand? (Yes.)
the story then write the speaker’s name next to each Establish that they are sympathizing with her.
expression. They then match the expressions to the Elicit a few expressions for sympathizing in LI to
definitions. Students compare answers in pairs before check meaning. Students complete the extracts then
you check with the whole class. compare answers in pairs before you check with the
whole class.
Answers
1 Megan d 2 Ryan a 3 Megan b 4 Megan f Answers
5 Ryan e 6 Luke с
1 Pooryou 2 poorthing 3 I’m sorry to hear that
4 That’s a shame
2 Students complete the sentences individually then
compare answers in pairs, before you check with the
Optional activity
whole class.
Shadow reading: Students try to speak the lines from the
dialogue in time with the audio. This is a great way for
Answers
students to practice producing features of connected speech
1 I can’t wait; Tell you what; I mean 2 Wait and see such as rhythm and intonation. It’s also a lot of fun.
3 Whatever 4 I suppose so

2 Students work in pairs to think of suitable

expressions to say in each situation. Remind them
W ordW ise that there are no single correct answers. In fact,
students could use any of the expressions from
Expressions w ith do
Exercise 1 in response to any of the situations.
1 Students complete the sentences individually then However, poor you can only be used when you’re
compare answers in pairs before you check with the talking directly to the person you’re sympathizing
whole class. As an alternative way of giving feedback, with (and so is correct in situations 1 and 3 only),
you could play the video again for students to check and poor thing can only be used to talk about a third
their answers. party (and so is correct in situation 2 only).

T-109
 11; FUTURE BODIES

D E V E L O P IN G S P E A K IN G

2 Work in pairs. Discuss what happens next in the

story. Write your ideas in your notebook. 2 Complete the sentences with a word from
P erh a p s M egan h a s to g o to th e hospital. the list.
burgers homework | cooking well
Watch to find out how the story
continues. 1 Joe's upstairs - he’s doing his
2 Did you do _ on the test?
4 Answer the questions. 3 They do great at this cafe.
1 W hat happened to Megan’s mother? 4 Mom relaxes on Sundays, and we do the
2 W hen will her mother go home?
3 W hat is the problem for Megan's father?
3 SPEAKING Complete the questions. Then
4 W h y can Megan help without going to school? ask and answer with a partner.
5 W hat does Megan say to the others is "the good 1 W here_ _you. _your homework?
thing"?
2 . __ .you O K with your
6 W hat does Luke mean when he says: "It’s all ups schoolwork these days?
and downs"?
3 W ho_ _the cleaning in your
house?
PH RA SES FO R FLU EN C Y
1 Find the expressions 1-6 in the story. W ho says
them? Match them to the definitions a-f.
I guess so. a W hat I want to say is ... F U N C T IO N S
I mean, ... b I really don’t care, Sympathizing
Whatever. с Here’s what I think ...
1 Complete the extracts from the story with the
I can’t wait. d Yes, but ...
phrases in the list.
Wait and see. e You’ll know later,
Poor you. | That’s a shame.
Tell you what ... f I hope it happens soon.
I’m sorry to hear that. | poor thing.

2 Complete the conversations. Use the expressions 1 MEGAN But I know one thing: He yells at me all the
1-6 in Exercise 1. time. Everything I do is wrong.
OLIVIA
1 A I'm going to see the new Ryan Gosling movie on
2 MEGAN O h,. .. Well,
Saturday!. _ _!
she’ll be home tomorrow.
В _ - we could go together,
DAD That’s right. Then a few days at home.
_, if that's O K with you.
3 RYAN , Megan.
2 A W hat are you going to give me for my birthday?
OLIVIA Me, too.
В _ _. It’s a surprise!
MEGAN Thanks. She’s doing OK, though.
3 A You look so funny in that yellow shirt.
4 MEGAN But it means I can’t go out with you guys
В _,Alex.
on Friday.
4 A Can I go out tonight, Dad?
RYAN
в . But don’t be late back, O K?
2 Read the situations. What can you say in each one?
1 You meet a friend. You know that your friend lost

W ordW ise something important yesterday.

Expressions with do Poor you!

Complete the sentences from the video. 2 You hear that Alex broke his arm last weekend.
1 She was doing some _ upstairs. You meet Alex's brother.
2 I can do the. .and everything. 3 Your neighbor says, ”1feel terrible today - I think
3 Thanks. She's doing. , though. I'm sick.”

109
12TALES
TRAVELERS'
O B JEC T IV ES

f u n c t io n s : talking about travel and

transportation; talking about life
experiences
GRAM M AR: present perfect; present
perfect with eve r/n e ve r, present
perfect vs. simple past
vo c abu lar y: transportation and
travel; travel verbs

R E A D IN G
1 Match the words with the photos. Write 1-6 in
the boxes.
1 bicycle | 2 bus | 3 boat | 4 car ’ 5 plane 6 train

2 Name other kinds of transportation in English.

SPEA K IN G Work in pairs. Ask and answer the

questions.
How do you travel ...
• to school? • to the movie theater?
• to stores? • when you go on vacation?

I usually Sometimes I take the

j o by bike. bus. Sometimes I walk.
7 Read the blog again. Correct the information in
н а т а й т е Work in pairs or small groups. Read these sentences.
about these people. For each one, say how you 1 Nora Dunn wanted to travel the world when she
think they could travel. got old.
1 An American family - a couple with two children -
want to go to the U K on vacation. 2 Nora gets her money from some rich friends.
2 A student living in London wants to go to Paris.
3 A businesswoman who works in a city is going to 3 Sometimes she writes home to ask for some money.
a meeting on the other side of the city.
4 Three teenagers in a city want to go to a party at 4 She does the same job everywhere she goes.
a house that is five kilometers away.
5 She traveled by boat to the Caribbean.
5 Look at the photos and the title of the blog on
page 111. What do you think the blog is about? 6 She has appeared on television in every country
Choose one of the following. she’s visited.
1 Someone who travels to many different places.
2 Different ways to travel. 7 Life is always easy for her when she travels.

3 Different places to travel in the world.

8 She has a website to tell people how to spend a lot
6 Read and listen to the blog and check of money traveling.
your ideas.
ЛЛ ! TRAVELERS'
I Z TALES
READING and ask one or two students to give reasons for their
1 Focus students on the photos and cover the rest of choices. Don’t give away correct answers.
the page. If you’re using an interactive whiteboard 6 Play the audio for students to read, listen,
(IWB), do this as a whole-class activity with books and check their predictions.
closed. Point to A and ask: What’s this? (A plane.)
Students continue naming means of transportation I Answers
in pairs before opening their books (or uncovering
the rest of the page) and completing the matching
exercise. Check answers with the whole class. 7 Ask students to read the statements first and
underline key words. Do number one together as
Answers a class to check comprehension of the task and to
A 5 В 2 С 6 D 4 E l F3 demonstrate underlining or highlighting the text in
the blog that gives students the answer. Students find
2 You could do this as a contest. Put students in pairs. the answers to 2-8, underlining the key information
Each pair should choose one person to be the list- in the blog that supports their choices. During
keeper. Set a time limit of two minutes. The pair with feedback, ask students to justify their answers by
the most words wins. Ask the winning pair to read referring to the text. Students could even underline it
their list aloud while the rest of the class listens and on the IWB.
checks the ones they also have - then elicit more
words from the rest of the class. Write any useful Answers
transportation vocabulary that comes up on the 1 Nora Dunn wanted to travel the world before she got old.
board for students to copy into their notebooks and 2 Nora gets her money from working.
for students to refer to in Exercise 3. 3 Sometimes she writes to earn some money.
4 She does a lot of different jobs everywhere she goes.
3 1иацдагсд1 Put students in pairs. Give them four 5 She lived on a boat in the Caribbean.
to five minutes to ask and answer the questions. So 6 She has appeared on television in three countries she’s
that their discussions have a communicative purpose, visited.
ask students to find two or three things they have in 7 Life isn’t always easy for her when she travels.
common regarding travel. Monitor students’ use of 8 She has a website to tell people how to travel without
spending a lot of money.
the simple present and adverbs of frequency, making
a note of any mistakes impeding communication to
go over at the end of the activity. You might like to Fast finishers
put pairs together to form groups of four and ask
Students write two more sentences with one factual error in
them to find something they all have in common or each. They later read their sentences aloud to another fast
something where all four of them use different means finisher or to the rest of the class for them to correct.
of transportation. Ask one or two students to report
back on what they learned about their partner(s).
4 Model the activity by doing number
one as a whole class. Ask: How could they travel?
Encourage some discussion on this by eliciting two or
three different possibilities as well as the advantages
and disadvantages of each. Ask: Which would be the
best way? Promote a debate. In pairs, students do
the same for situations 2-4. Conduct feedback by
taking suggestions from one or two pairs and inviting
reactions from the rest of the class.
5 If you’re using an IWB, display the photos and title
onscreen, and do this prediction task as a whole-class
activity with books closed. Students discuss their
choice in pairs prior to whole-class feedback. Ask for
a quick show of hands for each of the three options

T-110
■'I Hi IK VALUES
Travel broadens the mind
1 Ask students to quickly read the four comments and
underline any difficult words or phrases. Cyclone is
likely to be new to students, but it may be a cognate
in their L I. Clarify tricky vocabulary with the class
by eliciting examples, explanations, or translations
from the students themselves. Give students a minute
or two to match the comments with the values (a-d).
Students compare answers in pairs before you check
with the whole class.

Answers

I Id 2b 3a 4c

2 13И1ШЗПИ Ask students to rank the four values

individually. Next, ask them to think about
how they’re going to explain their ranking to
their partner. Give them a minute or so for this,
encouraging them to make notes. You could even ask
them to rehearse in their heads. Monitor, inputting
any vocabulary students need. Once they’re ready,
students take turns explaining their rankings and
commenting on what their partner said. Again,
monitor, and make a note of any interesting ideas.
As the main focus of the activity is on fluency rather
than accuracy, keep error correction to a minimum,
unless mistakes hinder comprehension. During
feedback ask students whose ideas you’d noted to
share these ideas with the class.
Optional activity
Ask pairs or small groups to think of another positive value
connected to traveling. Possible ideas students could come
up with: learning a new language, learning to be more
independent, making new friends. I nvite pai rs/grou ps to
share their values with the rest ofthe class during whole-
class feedback, and write these on the board. You could then
repeat the ranking activity, as above, based on the new list
that includes the values students came up with. Next, ask
students to think about what they do in their own lives, or
what they could do, that relates to each of their top three
values. Give students time to think by themselves before
putting them in pairs or groups to share theirthoughts
and ideas.

T - lll
 12 T R A V E L E R S ' T A L E S

Ted’s Travel Blog

HO M E AB O U T NEWS CONTACT

The non-stop
traveler
Hello to all my readers. This
week, I’ve decided to write
about travel. Perhaps, like
me, you’ve always thought
that traveling is something
for rich people. Well, now
I think I’ve been wrong all ..
this time. Why? Because
I’ve discovered Nora Dunn.

Nora is one of a new kind of traveler - a professional

world traveler. She travels all the time. Nora is from Toronto,
Canada, and until she was 30, she had a business there.
But then she made a big decision. Her dream was to travel
the world - and to do it before she got old! So she sold her
business and got rid of her belongings. And off she went.
journey. She’s lived on a boat in the Caribbean, and she’s
Nora doesn’t have rich parents or anyone who gives her
worked for her accommodations in Hawaii, Australia, New
money. And she doesn't have a high-paying job. But she’s
Zealand, Spain, England, Grenada, and Switzerland and a
learned how to travel without spending lots of money.
number of other places, too. And she’s been on television
Nora goes to a place and stays there for some time. She shows in three countries. She’s had a lot of fantastic
works to earn enough money to have a good time and to adventures, and she hasn’t stopped finding new things!
save a bit, then she moves on to another place. She prefers
Some of her experiences have not been easy ones. In 2008
simple forms of transportation like trains or buses, but of
she helped people in Thailand and Burma after a cyclone
course, there are times when planes are a necessity. And
hit their countries. And in 2009 she helped fight forest fires
she writes from wherever she is, which earns her some
in Australia.
money, too. She’s done a lot of different jobs, including
working in hotels and in restaurants. And she's learned So she’s seen a lot so far. She’s learned that full-time
things like cooking and meditation. travel doesn’t have to be expensive, and she knows
now that there are plenty of ways to do it - so many
So, where has Nora been? Everywhere! She’s been to five
ways, in fact, that she’s started a website to tell other
continents, and she’s traveled to over thirty countries. All
people about them. It's
in six years! She's taken a train across Canada, and she’s
theprofessionalhobo.com.
traveled by train from Portugal to Vietnam - an incredible
I’ve seen lots of travel И й
sites, and this is one of
the best. Take a look.
■THi 4K VALUES Perhaps you II be the next

Travel broadens the mind

world traveler !
P
See you next week.
1 Read what people said about Nora Dunn. A
Match the comments 1-4 with the values a-d.
1 She’s seen so many different countries, a helping other people__
so she probably understands all kinds b self-improvement _
of people.
с not worrying about money _
2 She’s probably a better person now because
d learning about other cultures.
she’s learned so many things.
3 I think it’s wonderful what she did in Burma 2 Е З Я З Ш З How important are the values in
with the cyclone and in Australia with the fire. Exercise 1 for you? Put them in order from 1-4.
4 It’s great that she’s living her life without Compare your ideas in class. Say why you think
thinking about money all the time. the values are important or not.

111
 GRAM M AR
Present perfect
Complete the sentences from the blog on page 111. Then complete the rule.
1 Perhaps, like me, yo u . always that traveling is something for rich people.
2 Now, I think I. .wrong all this time.
3 She. .a lot of different jobs. RULE: Use the present perfect to talk about actions
4 So where. Nora that happened some time in your life up to now
5 Some of her experiences. .easy ones. Form the present perfect with the simple present form
o f. + past participle.
Underline other examples of the present perfect
in the blog on page 111.

Complete the table.

Affirmative Negative Questions Short answers
I/You/W e/They Ve I/You/W e/They haven't l/you/we/ Yes, l/you/we/they 0
( ) worked. (have not) w orked. they w o rk ed ? No, l/you/we/they haven't.

He/She/It s He/She/It hasn't he/she/it Yes, he/she/it has

(- ) w orked. (J ) w orked. w o rke d ? No, he/she/it;

Complete the chart. Use the irregular verbs list 5 Jack and Diane are 25 years old. When they
on page 128 o f the Workbook to help you. were teenagers, they wanted to do many things -
and they have done some of them but not all
base past base past
form participle form participle o f them. Look at the table. Complete the
sentences about them.
0 be been 6 speak
work in make
1 do 7 eat learn visit write a
N ew a lot of
French Paris book
York m oney
2 go 8 take
Diane / X / / X
3 see 9 fly
Jack / / X X X
4 write 10 swim
5 meet 11 win 0 Jack and Diane have le a rn e d French.
1 Diane. _Paris.
2 Diane. a book.
3 Jack. _ . Paris.
4 Jack. _ in New York.
5 They. .a lot of money.

Look at the information about Sue and Harry.

W rite sentences in your notebook.

visit take a
fly in swim in touch a
another driving
a plane the sea snake
country test

Sue / X X X /

Harry / / X / X

И 1 Я В Work in pairs. Say things about

LO O K! yourself and people you know.
1 She has gon e to New York. = She is not here Remember: Don't say when in the past.
now - she is in New York.
My mother has lived in Africa.
2 She has been to New York. = She went to New
I've won two tennis competitions.
York and came back (at some time in the past).

112
GRAMMAR Answers
Present perfect I done 2 gone 3 seen 4 written 5 met
6 spoken 7 eaten 8 taken 9 flown 10 swum
1 Students try to complete the sentences from memory I I won
then refer back to the blog to check their answers.
With weaker classes, conduct whole-class feedback
on the sentence completion task and elicit the base Fast finishers
forms of the past participles (think, be, do, go / be, be) Students extend the list of base forms and past participles
before students complete the rule. Students compare in Exercise 4 with verbs from the Reading text on page 111.
answers in pairs before you check with the whole
class. To check that students have under stood the use 5 Ask students to read the instructions. Check
of the present perfect, ask: Did these things happen in comprehension and demonstrate the task. Ask:
the past or the present? (The p a s t) Do we know exactly Are Ja c k and Diane teenagers? (No.) How old are
when in the past? (No.) they? (25.) What did they want to do when they were
younger? (Learn French, visit Paris, write a book, work
I Answers in New York, m ake a lot o f money.) Have they learned
1 ’ve; thought 2 ’ve been 3 has done 4 has; been French? (Yes.) If necessary, do number one with the
5 have not been whole class.
Rule Ask: Have they visited Paris? (Diane - no; Ja c k - yes.)
have
Students complete the exercise then compare answers
in pairs before you check with the whole class.
2 Give students two minutes to underline other
Answers
examples. Then ask them to compare their answers
in pairs before you check with the class. If you’re 1 hasn’t visited 2 has written 3 has visited
4 hasn’t worked 5 haven’t made
using an IWB, display the blog text onscreen, and
choose students to come up to the front and highlight
6 Check/clarify: snake (by asking a volunteer to draw
examples onscreen.
one on the board); driving test (by asking why people
Examples take this and, typically, at what age in the students’
country). Using the sentences in Exercise 5 as models,
I’ve decided to write; I’ve discovered Nora Dunn; she’s
students work individually to write at least six
learned things like cooking and meditation; she’s been to
all five continents; she’s traveled to over thirty countries; similar sentences about Sue and Harry. If you’re short
she’s taken a train across Canada; she’s traveled by on time, assign this exercise for homework. Students
train from Portugal to Vietnam; she’s worked for her check each other’s answers in pairs, correcting
accommodations; she’s been on television shows; she’s factual as well as grammatical mistakes.
had a lot of fantastic adventures; she hasn’t stopped
finding things; she’s seen a lot so far; she’s learned th a t... Suggested answers
travel doesn’t have to be expensive; she’s started a website
Sue and Harry have visited another country.
to tell other people about them; I’ve seen lots of travel sites
Sue hasn’t flown in a plane.
Harry has flown in a plane.
3 Students refer to the examples and rule to complete Sue and Harry haven’t swum in the sea.
the table. During feedback, highlight the use of Sue hasn’t touched a snake.
contractions with pronouns, making it clear that Harry has touched a snake.
these contractions aren’t used in questions or short Sue has taken a driving test.
answers. Harry hasn’t taken a driving test.

Answers 7 1Д И И Д И To give students a reason to listen, ask

I 1 have

6 have
2

7
has

hasn’t
3 has not 4 Have 5 Has them to take turns saying two truths and two lies
and trying to guess which are the lies. Give them a
minute or so to prepare before they begin speaking.
Monitor, making a note of any errors in the use of the
4 Students try to complete the table in pairs thengoto present perfect to go over at the end of the activity.
page 128 in the Workbook to check. Duringwhole- Write incorrect sentences on the board, give students
class feedback, choose students to write each verb two minutes to try to correct them in pairs, then
pair (base form and past participle) on the board, and elicit corrections from the class. Make sure students
ask the rest of the class to check and correct spelling only copy the corrected version into their notebooks.
as necessary. If you’re using an IWB, you could ask
Mixed-ability idea
students to complete the table onscreen instead.
Encourage students to get into the habit of recording Give weakerstudents/groups longer to prepare their
sentences. You could even encourage them to write them
all three forms for new irregular verbs (base, simple
down and read them to their partners. If you do this, tell
past, and past participle), even where the simple them not to look at each other’s books as they speak (if
past and the past participle are identical. Also necessary, ask them to sit back-to-back).
draw students’ attention to the LOOK! box for the
difference in use between gone and been. Ask them M u u i-k u m f
to match sentences 1 and 2 to the correct picture (1
goes with the top picture, and 2, the bottom).

T-112
LISTEN IN G Answers
m 2.40 Ask students to read the introduction. Check 1 A ever В have
understanding. Ask: Where’s Steve? (At a sch ool) Is 2 A been В No
he a student there? (No.) Why is he there? (To talk 3 A played В Yes
about his travels.) Ask students to read the statements 4 A eaten В never
and underline key words. Play the audio, twice if
necessary, for students to mark the statements true or —
false. Students compare answers in pairs then check
answers as a class.
FU N CTIO N S
Answers

I
Talking about life experiences
IF 2 T 3 F
To demonstrate the task, choose a strong student to
4 ) 2.41 Make sure students understand they are
ask you number one. Answer with lots of details to
2
encourage students to do likewise. Students take turns
going to hear a different part of the talk for this
asking and answering questions in pairs based on the
exercise and the next one. Before you play the audio,
prompts provided. Monitor students’ use of the present
encourage students to make predictions in pairs.
perfect, but avoid on-the-spot error correction unless
Prediction motivates students to listen to see if they’re
mistakes hinder comprehension. The main focus of the
right. Students compare their answers in pairs before
activity is on personalization and fluency. You could,
you check as a whole class.
however, make a note of any persistent grammar errors
I Answers to review after the activity. Ask one or two students to
share something interesting they learned about their
| 1 с 2 a 3 b
partners.
3 Before you play the audio again, give
students the opportunity to answer the questions with SPEA KIN G
the details they remember from the first listening and
Put students in pairs and ask them to think of a famous
discuss ideas in pairs. Students listen again to check
person. Focus their attention on the verbs and ask them
their answers and compare with a partner. During
to write, say, five questions for the person they’ve
feedback, make sure students understand that when
chosen and imagine, but not write, their answers.
Steve says he nearly had an accident, in number 3, he
Encourage students to be creative in their answers, the
means he was in a dangerous situation, but he didn’t
sillier the better. After a few minutes, put pairs together
have an accident. Encourage some reaction to the text
to form groups of four. Pairs swap questions so one pair
by writing these questions on the board for students
asks about the famous person of the other pair. Students
to discuss in pairs or small groups: What’s the most
should write down the answers. Monitor students’
interesting place you’ve ever been to? Have you ever eaten
use of the present perfect, but avoid on-the-spot error
anything really horrible? What was it? Erase these from
correction unless mistakes hinder comprehension. After
the board before moving on to Grammar.
the activity, put some of the incorrect forms you heard
Answers on the board together with a correct example, and ask
students to identify which forms are wrong.
1 No, he hasn’t.
2 Yes, he did. Fie thought it was really good.
Mixed-ability idea
3 No, only nearly.
4 Tourists take suitcases; travelers take backpacks. To challenge stronger students/groups, ask them to make
wh- questions instead of yes/no questions, for example:
Where have you traveled in the world? What’s the best place
y o u ’ve ever stayed in?
GRAMMAR
Present perfect with ever I never
1 Give students a few moments to complete the
sentences. Then elicit the missing words from the class
■ TRAIN TO THi Ж
before students complete the rule. During feedback, Exploring differences
check comprehension of the grammar by asking: 1 ■ Е Ш Ж И Put students in pairs or small groups
Which word do we use to talk about things we have NOT to discuss and make notes. You could specify that
done? (Never.) When do we use ever? (In questions.) students should find at least three similarities and
three differences for each pair. Write some useful
Answers structures on the board: Both a car and a ta x i...;
1 never 2 ever A car ... but a ta x i...; Neither a car, nor a ta x i...
Rule 2 SPEAKING Put pairs together to make groups of
1 never 2 ever four, and ask students to compare their ideas.

2 Students refer to the examples and rule to help them

complete the dialogues individually. Students compare P ro n u n ciatio n 4 ) 2.42 I 4 !) 2.43

answers in pairs before you check with the class. To p ractice sentence stress, go to page 1 21 .

T-113
 12: TRAVELERS' TALES

L IS T E N IN G F U N C T IO N S
Steve Anderson is at his old school giving Talking about life experiences
a talk about his travels. Listen to the end of Steve's
Work in pairs. Ask and answer the questions
talk. Mark the statements T (true) or F (false).
1 ever / see / a snake?
1 He wants to get married and start a family.
2 ever/eat/something horrible?
2 W hen he was younger, he didn’t like 3 ever / be / on television?
staying at home.
4 ever / speak / to someone from Australia?
3 He’s going to stop traveling soon. 5 ever/win / a prize?
6 ever/visit/another country?
2 ЧЭ2.41 Now the children ask Steve questions.
Listen and match the events with the places.
Have you ever Yes I have. It was a
1 The most interesting place he’s been to. seen a snake? python a t the zoo.
2 The place where he ate a cooked spider.
3 The place where he was sick. No, I haven’t.
a Africa b India с Mexico
S P E A K IN G
Listen again and answer the questions.
Work in pairs. Think of a famous person. Ask about
1 Has he ever eaten a snake?
things that the famous person has done in their life,
2 Did he like the spider that he ate?
and imagine the answers. Use some of the verbs in
3 Has he had any accidents in a minibus or taxi? the list.
4 W hat do tourists and travelers take with them?
travel | stay play | win | eat | see I drive write

GRAM M AR Mr. President — have you

ever eaten fried spiders?
Present perfect with ever/never
1 Complete the sentences with ever or never Yes, I have. I eat them all the time.
and complete the rule.
1 I've _ eaten a snake.
2 Have you _ _ eaten anything really horrible? ■ TRAIN TO THiUK
Exploring differences
R U L E : W hen we use the present perfect to talk
1 В Ш Д Work in small groups. Look at the
about experiences and we want to say
pairs of things. Answer the questions.
"at no time in (my) life," we use the w ord 1
• "at any time n (your) life,” we use the word 2________ a W hat is the same?
b W hat is different?
The words ever and never usually come between
have and the past participle. 1 A car and a taxi
2 A train and a plane
3 A vacation and a journey
Complete the mini dialogues with the words
in the list. 4 A tourist and a traveler
The sa m e: a c a r a n d a ta x i h ave w heels /
been | yes | eaten have
never no | ever played d oors / a driver.
D ifferen t: you. drive y o u r c a r h u t a ta x i driver
A H ave you _ . seen a silent movie?
drives th e taxi. In a taxi, y o u h av e to pay.
В Yes, I _
2 A H ave you ever _ . to the Olympic games? 2 S P E A K IN G Compare your ideas with others in
в _, I’ve never been to them. the class.
3 A H ave you ever. .tennis?
в _, I have. Pronunciation
4 A H ave you ever _ really hot chili? Sentence stress
В No, I’ve .tried chili. Co to page 121. ОЯ

113
R E A D IN G
1 Read the interview. Put the four questions in the correct places.
a Have you ever had any famous passengers? с W hat's the w orst part o f your jo b?
b Have passengers ever left anything in your taxi? W hen d id you start?

I've been a taxi driver fo r a b o u t five years. Before

th a t I w as a to u r bus driver, and I enjoyed it, bu t I
w anted to be m ore independent. So I ch anged and
started driving a taxi.

2_
Oh, yes. I've had m ovie stars, p o liticians, you know, 3
lots of fam ous people. A bout a year ago, a really
Oh, yes! People have left all kinds o f th in g s in here -
fam ou s actor got into my taxi. I took him to the
a suitcase, a hat, cell phones of course, even a dog
airport.T here w as a lot of traffic, and it took a long
once! Years ago, a w o m a n left a pair of shoes on
tim e to get there, so he m issed his plane. It w a sn 't
th e back seat. And one tim e a passenger left his
m y fau lt, but w hen he got o u t of the taxi, he said
teeth here! Not real teeth, of course - false teeth.
som e things th a t w e re n 't very polite. I said to him ,
"N ext tim e, take a bus!" People have also asked m e to do som e strange
jobs. Once a d octor stopped me outside a hospital
and asked me to take a skeleton to an o th e r hospital.
And I did. But I asked the d octor to pay first - the
skeleton c o u ld n 't pay, after all!

4
Good question. I've alw ays enjoyed being a taxi
driver and I d o n 't w a n t to change. But of course,
so m e tim e s it's not great. I d o n 't like driving around
w ith o u t a passenger, but it's better than ju s t w aiting
at th e a irp o rt or train station. I th in k that's the w orst
p a r t- w a itin g .

2 ;‘чатаа1№ < Look at the photos. Say how each SPEAKING Work in two groups. Group A: you are
picture is connected to the article. bus drivers. Group B: you are flight attendants. In
your group, think of answers to these questions.
There's a picture o f a tour bus. She was a
1 W hen d id you start your job?
bus driver before she became a taxi driver.
2 Tell us about an accident you've had.
3 Tell us about a funny moment you've had.
3 Read the interview again and answer the
4 Do you like your jo b or do you want to change?
questions.
1 W h y d id she stop being a tou r bus driver? SPEAKING Work in pairs - one student from
2 W h y was the famous actor angry when he g ot out Group A with one student from Group B. Ask
o f the taxi? and answer the questions.
3 W h y d id she ask the d o c to r to pay first when she
6 В З Я З Ш Э Decide whose answers were best:
to o k the skeleton?
the bus driver's or the flight attendant's.
4 W hat tw o things does she not like about her job?
READING their partner’s responses. Monitor, encouraging
1 With books closed, ask students: What are the best and students to expand on and develop their answers.
worst things about being a taxi driver? Elicit one or two Allow about five minutes for A to interview B,
ideas, and ask students to make a list in pairs. Give then switch.
students a minute or two for this before choosing 6 МИЯШДЯ Elicit from the class the most humorous
pairs to share their ideas with the class. Put three or responses students heard. Have a class vote on whose
four of their ideas on the board for students to refer answers were best: the bus driver’s or the flight
to later on. Draw students’ attention to the photos on attendant’s.
page 114, or display them on the IWB. Elicit possible
answers to questions a-d. Accept all suggestions.
Students read the text quickly to match each question
to a paragraph. Students compare answers in pairs
before you check with the whole class.

Answers

I Id 2a 3b 4c

2 1 Б Ш В Н Review/introduce: false teeth and a

skeleton by pointing to the relevant photos and
eliciting or inputting the words. Give students a
minute or two to consider their answers. Students
compare their ideas in pairs or small groups. Choose
pairs/groups to share their ideas with the class, and
invite comments from the rest of the class.

Suggested answers
a line of taxis: She doesn’t like waiting for a passenger.
false teeth: One time a passenger left his false teeth on the
backseat.
a skeleton: Once a doctor asked Meredith to take a
skeleton to another hospital.

3 Students read the questions and underline key words.

They should try to answer from memory before
reading the interview again and finding the answers,
underlining key text that supports their answers.
Students compare answers in pairs before you check
with the whole class.

Answers
1 She wanted to be more independent.
2 Because he missed his plane.
3 Because the skeleton couldn’t pay.
4 Driving without a passenger and waiting.

O ptional activity
Encourage students to react to the text by asking them if
there’s anything they could add to their lists from the start
ofthe class - the best and worst things about being a taxi
driver. Referthem to what’s written on the board and ask:
Did Meredith mention any o f these things? Which other things
did she mention? Also ask students if their opinions have
changed now that they’ve read about the experiences of a
real taxi driver.

4 М З Я З Б И Tell half the class that they’re A and

half that they’re B. Make small groups of As and
small groups of Bs. Groups brainstorm answers
to the questions. All students should take notes.
Monitor, helping with any unfamiliar vocabulary and
encouraging students to be imaginative and creative
in their responses. Praise those who come up with
humorous ideas. Allow up to eight minutes for this.
5 И 1 Ж И Put students in AB pairs. So that they
have a reason to listen, ask students to write down

T-114
GRAMMAR
Present perfect vs. sim ple past Be aware of common errors related to the present
OJ
1 Students complete the sentences from memory then perfect. Go to Get it right! on page 126.
refer back to the text to check. Check answers with
the whole class. Then ask students to complete
the rule in pairs, and check answers again. Check VO CABULARY
understanding by asking students to identify and
underline any past time expressions in the sentences. Transportation and travel
Elicit these in whole-class feedback: a year ago (2); 12)2.44 If you’re using an IWB, do this as a whole-
one time (4); and once (6). Ask: Which tense do we use class activity with books closed. Give students a
with 2, 4, and 6, the present perfect or the simple past? couple of minutes to discuss answers in pairs, and
(Simple p a s t) Which tense is used in 3 and 5? (The choose students to label the photos onscreen. Don’t
present p erfect) confirm any answers at this stage. Play the audio for
students to listen and check.
Answers
1 has had 2 had 3 have left 4 left 5 have asked Answers
6 asked 1 a subway 2 a motorcycle 3 a tram
Rule 4 a helicopter 5 a scooter

1 simple past 2 present perfect

Travel verbs
2 Students look through the text to find additional 2 Explain that collocations are combinations of words
examples. Give them two or three minutes for this that we frequently use together. Students complete
and then check answers as a class. If you’re short on the sentences individually then compare answers
time, you could assign this for homework. in pairs before you check with the class. Make sure
students understand that catch and miss are verbs
Examples
with opposite meanings. Encourage students to
Simple past: was, enjoyed, wanted, changed, started, got, notice that we ride a motorcycle but we drive a car.
took, missed, got out, said, left, stopped, asked
Also clarify that while a professional taxi driver, like
Present perfect: ’ve been, ’ve had, have left, have asked,
Meredith, drives a taxi, a passenger takes it - both
’ve enjoyed
verbs collocate with taxi but have very different
3 Ask students to read the text quickly and answer meanings.
these questions: Why does Michael travel so much?
Mixed-ability idea
Does his wife like traveling? What cool thing did he do
With weaker groups/students, breakthis exercise down
last month?
into two stages. First students choose the verb and write it
next to each sentence. Then students put the verb into the
Answers
appropriate form.
He travels a lot for work.
Yes.
He went by bus through the Andes. Answers
1 catch 2 flown 3 ride/drive 4 drove 5 took
Do number 1 as a whole class to model the task.
Ask students: In number 1, is Michael talking about a
specific time in his life or about his life in general? (His O ptional activity
life in general) Present perfect or simple past? (Present To expand the vocabulary set, ask students to work in pairs
p erfect) I’ve been or I was? (I’ve been.) Students and come up with more nouns that collocate with the verbs
complete the exercise individually. Encourage them in Exercise 2. Give them a few minutes to do this. Write the
verbs on the board, and elicit suggestions from the class.
to underline any time expressions in the text that
help them decide. They compare answers in pairs
then check with the class. For each answer ask: Do Possible answers
we know when the event happened? catch / miss: a plane, a train, a tram, the subway, a bus
fly (in): a plane
Answers ride: a bicycle, a scooter
1 ’ve been 2 ’ve lived 3 I lived (from 2012 to 2014) drive: a car (professionally also: a taxi, a bus, etc.)
4 I got (two years ago) 5 we’ve seen 6 we saw (last take: a train, a tram, the subway, a bus
year) 7 I’ve done 8 I went (last month) 9 It was (last
month) 3 И П Н Ц ЕЭ Before they begin speaking, ask students
to write down their Have you ever ... ? questions. This
will make it easier for them to incorporate the new
vocabulary. Remind them to use the present perfect
to talk about life experiences in general time and
the simple past when they’re referring to a specific
time. Monitor their use of the two tenses - they
will inevitably make mistakes here - and the verb
collocations. Go over errors after the activity.

T-115
 12 T R A V E L E R S ' TALES

GRAM M AR
Present perfect vs. simple past
Complete the sentences about the article on page Find more examples of verbs in the simple
114. Complete the rule with the names of the tenses. past and present perfect in the article on
page 114.
1 Meredith _ . a lot of famous people
in her taxi.
Circle the correct forms.
2 A year ago, she_ .a really famous
M y name’s Michael Edwards and I’m 26.
actor in her taxi.
1/Ve been / 1was very lucky in my life because
People. . all kinds of things. I have a good job and I travel a lot for work.
One time, a passenger _ _ a pair of 2/Ve lived/1 lived in three countries: Colombia,
false teeth. Ecuador, and Peru. 3l've lived/1 lived in Ecuador
People. . her to do strange jobs, from 2012 to 2014.1live in Colombia now.
Once, a doctor her to take a 4/Ve g o t/1 g o t married two years ago. My
skeleton to a hospital. wife and I travel a lot together, and
swe've seen / we saw some wonderful places.
Last year 6we've seen / we saw Machu Picchu
RULE: Use the V _____ ________ to talk about
in Peru.
situations or actions at a particular time in the past.
Use the 2__________ _ to talk about situations 7/Ve done/1 did some cool things in my life, but
or actions in the past when we d on't say when they the coolest was last month - 8/Ve go ne/1 went
happened by bus through the Andes. 9lt's been / It was
really beautiful!

VO C A BU LA RY
Transportation and travel Travel verbs
Write the words under the photos. 2 Complete the sentences with the correct
Listen and check. form of the verbs in the list.

a minibus | a helicopter | a tram | a motorcycle miss fly | catch | take ride | drive
a scooter | a subway 0 I had to walk home because I m isse d
the bus.
1 I ran very fast, but I didn’t,
the train.
2 I have never. . in a helicopter.
3 M y brother has a motorcycle, and now he's
learningto. _ .it.
4 W e got in the car and we _
to Canada.
5 The rain was terrible, so w e .
a taxi.

lib us з SP EA K IN C Work in pairs. Ask each other

questions. Use the verbs in Exercise 2 and
the forms of transportation from this unit.

Have you ever flown in a helicopter?

No, I haven't. Have you ever taken a tram?

Yes, I took a tram in Toronto

when I was on vacation.

СЗДД
3 5

115
 1 Look at the photos and answer the questions. Then say what you think the article is going to be about.
In which photo can you see
• a student riding to school on a donkey? 1
• children walking to school along some train tracks? 2
• schoolchildren crossing an old bridge? 3

2 и м и Read and listen to the article and say which country each photo is from.

H a r d j o u r n e y s f o r s c h o o lc h ild r e n
“How do you get to school?” This question often gets an answer like “By bus” or “I w alk”
or “My parents take me by car.” But not always - there are children in m any different
parts of the world who, every day, have to go on a difficultjourney in order to get to their
classes. They travel for kilom eters on foot, or by boat, bicycle, donkey, or train. They cross
deserts, mountains, rivers, snow, and ice.
These children in Indonesia have to cross a
bridge ten m eters above a dangerous river to
get to their class on time . (The bridge fell
down in 2001 a fter a very heavy rain.) Then
they walk m any more kilometers through the
forest to their school in Banten village.
A pupil at Gulu Village Prim ary School, China,
rides a donkey as his grandfather walks
beside him. Gulu is a mountain village in a
national park. The school is fa r away from
the village. It is halfway up a mountain, so it
takes five hours to climb from the bottom of
the mountain to the school. The children have
a dangerous journey: the path is only
45 centim eters wide in some places.
In Sri Lanka, some children have to walk
across a piece of wood that connects two walls
of an old castle. Their teacher watches them
carefully. But in Sri Lanka, m any girls don’t
go to school - they have to go to work or get
m arried young. So girls are happy to take a
risk in order to get to school.

In winter, the children of the tin y Inupiat

community in A laska have to travel to school
in extrem ely cold tem peratures. They go to
school and come back again in the dark.
These poor children live on Chetla Road in Delhi,
__________ India. Their homes are near dangerous train
lines. Every morning they walk along the
tracks to get to their school, 40 minutes away.

So, why do the children do this? It’s because

for them going to school means a better future.
They hope to get a job and money so they can
help their families and their neighbors . And
C u ltu re
Hard journeys for schoolchildren
1 Books closed. As an optional lead-in, ask students:
How do you get to school? Elicit a few different
answers from the class. Put students into groups of
five to six and ask them to talk together to find out
who has the shortest / longest / most interesting /
easiest / hardest journey to school. Give them up to
five minutes to do this before you conduct whole-
class feedback, choosing groups to share their
findings with the class. Ask students to open their
books and look at the photos. If you’re using an IWB,
do this as a whole-class activity, with books closed.
Students answer the questions in pairs and predict
the theme of the article. Elicit students’ ideas in class.

Answers
a student ridingto school on a donkey: В
children walking to school along some train tracks: С
schoolchildren crossing an old bridge: A

2 Before students read the article carefully,

ask them to read the text quickly to find the five
countries mentioned (Indonesia, China, Sri Lanka, the
U.S. [Alaska], and India). Play the audio for students
to listen, read, and identify the country shown in
each photo. Ask students to compare answers in
pairs before you check answers with the whole class.
During feedback, ask students to quote the text that
supports their answers.

Answers

I A Indonesia В China С India

T-116
3 Ask students to read the questions and to try to Answers
answer them from memory. Students read again to 1 in 1980, in 2014 2 in July (next year) 3 in Halifax
check their answers, underlining the key information 4 in Canada, in Cambodia
that supports their choices. During feedback, ask
students to justify their answers by referring to 3 Students match and then check answers in pairs
the text. before you check with the class. Help students notice
that a well-structured piece of writing organizes
Answers different topics into separate paragraphs. Each
1 They have to cross a bridge ten meters above a paragraph is about one or two key things at most.
dangerous river. When a new key point is introduced, we start a new
2 They have to climb up a mountain for five hours to get paragraph for it.
to school.
3 They have to walk along a piece of wood between two
Answers
walls.
4 In winter, they go and return from school in the dark in
extremely cold temperatures.
5 Theywalkalongtraintracks.
I lc 2a 3d 4b

4 Ask students to read the instructions, and make sure

they all understand the task. Give them five or six
4 |• m u i In pairs, students work out the minutes to make notes for each point (reminding
meanings of the highlighted words from the text. them that the second bullet point asks about four
Check answers as a class. different pieces of information) about the person.
If they are writing about a famous person, they can
Mixed-ability idea
use the Internet to find more information. If they are
Strongerstudentsjust use the context provided by the article
writing about a real person, perhaps suggest they
to try to figure out meaning. They then look at the definitions
in the exercise to check their ideas. Weaker students work in
include a photo, as in the model. Monitor to check
pairs to match the definitions to words from the article. that everyone has a person in mind or to help them
think of one.
Before they begin writing their essays, put students
Answers in pairs or small groups to read and comment on
1 take a risk 2 neighbors 3 journey 4 village each other’s notes. They could consider, for example,
5 tracks 6 tiny 7 on time if all points are relevant and if anything is missing.
Monitor, making sure the comments are positive
5 133ТИЯПИ Put students in small groups to compare and helpful.
ideas while you monitor, encouraging them to
expand on their opinions. Then ask for feedback from 5 Assign the essay writing for homework. When
each group at the end. Encourage students to give students have completed their essays, ask them to
reasons. Ask the rest of the class to say if they agree exchange their writing with a partner and check
or disagree. Finally, have a quick show of hands for each other’s work for: 1) task com pletion: Have
which journey the class thinks is the least appealing. they included all o f the information in Exercise 4?
2) language: Have they used the simple past and
present perfect correctly? Have they used prepositions
W RITING and time expressions correctly? and 3) structure:
Is each paragraph about a new key point? When
Someone I admire correcting their essays, give feedback on the strengths
1 Students read the questions and underline the of the writing as well as on things that could be
answers in the essay. Ask students to compare improved. Feedback should be positive overall and
answers in pairs before you check with the constructive. Avoid focusing too much on accuracy,
whole class. as a heavily marked piece of writing is more likely
to demotivate learners than to make them try harder
Answers next time.
1 He was in born in 1980, in Halifax, in Canada.
2 He lives in Cambodia, and he moved there in 2014.
3 He usually rides a small motorcycle, but sometimes he
goes in a very small plane.
4 He wants to teach Cambodian people to be doctors.
5 Because he is helping other people and is happy doing
that, and because he has learned a lot about another
culture

2 To promote noticing, lead in by writing these

sentences on the board and eliciting the missing
preposition: I was bom _ 1976; I was bom _ New
York. Highlight the fact that in can be used with both
times and places. Students underline examples in
the essay then compare answers in pairs before you
check with the whole class.

T-117
 12 : T R A V E L E R S ' T AL ES

3 Read the article again. What difficulties do

children in these places face to get to school?
1 the children w ho go to the school in Banten,
Indonesia
2 the children w ho go to the Gulu Village Primary
School, China
3 the children w ho go to school in Sri Lanka
4 the children o f the Ihupiat com m unity in Alaska
5 the children w ho live on Chetla Road in Delhi,
India

bawaiLiJffJiaj There are eight highlighted

words in the article. Match the words with
these meanings. W rite the words.
0 from one side to the other w id e
som eone f adm ire
1 d o something that can be dangerous _
Ж м у unde Tim is a really great guy. Me was born in
2 pe op le living in houses near you
Canada in IGSO, in a city called Halifax, but now he
3 a tr ip Ь Ы worts in Cambodia. He went to Cambodia
4 a gro up o f houses usually in the
countryside
5 the things that trains move on (?)I M y uncle is a doctor and he worfced at a hospital
6 very, very small m Toronto for a few years. But in 2014 he decided
to go and w o rt in small villages in Cambodia
7 not late
because he heard that they needed doctors He
5 В Я Н З Е З Whichjourney is the one you would travels from village to village to help people. He has
least like to have to do? Compare with others in a small moforcyde that he uses. Sometimes, though
the class. he goes in a very small plane because the roads
Г aren’M pocf enough.

(3) Uncle Tim says that he wants to s p h e r e

because there is a lot of wort to do. H e has also
W R IT IN G Ы & a woman there - he told me in an email that
Someone I admire They^regeffin^married next July. Uncle Tim hopes
thathe can teach more peopje there to become
1 Read Mariana's essay about someone she
doctors. H e has learned a lot of the language - that
admires. Answer the questions. cant be easy! ~
1 W h e n and w h e re was her uncle T im born?
2 W h e re does he live now, and w hen d id he (4) I thint my uncle is a great guy because he is
m ove there? lelDing other people and is happy doing that and
3 H o w does he travel in his work? because he has learned a lot about another culture.
4 W h a t does he w ant to d o in the future?
5 W h y does M ariana adm ire her unde?

2 Find examples in the essay o f the word in with

Think o f someone who you admire: a famous
these things.
person, someone you know in your own life,
1 a year 3 a city or someone you invent.
2 a m onth 4 a country For the person, think about:

3 Look at the four paragraphs of Mariana's essay • facts about their life (when they w e re born, etc.)
about her uncle. Match the paragraphs with the • w hat th ey do, w h e re and how, w hen th ey started
contents. • w hat they w ant to d o in th e future
Paragraph 1 a w hat he does, and how • w hy you ad m ire them
Paragraph 2 Ь w hy she adm ires him
5 W rite an essay called "Someone I admire” in
P arag rap h 3 с w hen and w h e re he was born about 150 words. Use the example essay and
Paragraph 4 d w hy he does these things language above to help you.

117
 C A M B R I D G E E N G L I S H : Key
1 1Hi NK EXAMS
R E A D IN G A N D W R IT IN G
Part 5: Multiple-choice cloze IMISffllilJfflBfr
1 Read the travel blog. Choose the best word
(A, B, or C) for each space.

I lo v e (0 )_ I spend all my vacation visiting other 0 (A /traveling В travel С to traveling

countries. I never stay at hom e. So far I’ve (1)_ _to 1 A gone В been С w ent
5 6 d iffere n t countries, and this year, if I (2 )_ _ the 2 A had В will have С have
m oney, I'll visit th re e m ore: C am bo dia, V ie tn a m , and Laos. It’s 3 A ever В always С never
a part o f Asia I’ve (3)_ _ b een to, so I’m really excited 4 A taking В riding С going
ab o u t this trip. I w ant to make th e w hole jo u rn e y w itho ut 5 A travel В miss С take
(4 )_ . a plane. I plan to g e t to Thailand by boat and 6 A on В by С in
then (5)_ _ buses to visit these countries. O n th e way
7 A isn't В w o n ’t С will
hom e, I’ll travel (6)_ _ _ train through China and India,
8 A will В is С can
and then through Europe. It (7)_ be a short trip - it
(8)_ _ p ro b a b ly take ab o u t four m onths. I h o p e my
boss doesn’t m ind m e taking som e tim e o ff w ork!

и
Part 8: Information transfer W o r k b o o k pa

Dear Gina,
2 Read the information about the school trip.
Complete Gina's notes. Problems with the trains to Boston on
Saturday. W e will now be traveling by bus.
It leaves half an hour earlier. Please now meet

SCHOOL TRIP at the bus station 15 minutes before the bus

leaves.

Everything else is the same.

Museum of Fine Arts, Boston Best,
Saturday August 4tn Mr. O ’Brien

Train leaves at 10:15 a.m. • M e e t in station parking lot

$14 per person L IS T E N IN G

Part 2: Matching
з сн а Listen to Jack talking to a friend
about his transportation project. How does
S c h o o l t r ip t o t h e M i r s m m - o f F in e A ^ ts
each person get to school? For questions 1-5,
write a letter (A -H ) next to each person.
B os to n
0 Jack F A bike
D ate 1
Tm veling_hM - 2
1
2
O livia
M a te o
□ В

С
boat

taxi
L e a v ln g _ 0 ± 3 — D bus
a b o u t 9 :3 0 n j T L 3 Brandon
the'1 E car
4 Lauren
^C ostl^ F on foot
5 A dam
G scooter
H train

118
 CAMBRIDGE ENGLISH: Key

■ l Hi К EXAMS
READING AND W RITING
Pa rt 5: Multiple-choice cloze
1

A n s w e rs

I IB 2 С 3 С 4 A 5 С 6 В 7B 8А

Pa rt 8: Information transfer
2

A n s w e rs
1 August 4th 2 bus 3 9:45 a.m. 4 bus station
5 14 (per person)

LISTEN IN G
Pa rt 2: Matching
3 Ч Э 2 .4 6
■
A n s w e rs

I ID 2 E 3C 4 В 5 H

T-118
TEST YOURSELF UNITS 11 & 12
VO CABULARY
l

A n s w e rs
1 helicopter 2 stomachache 3 missed 4 tongue
5 ride 6 lip 7 scooter 8 flew 9 back 10 trams

GRAMMAR
2

A n s w e rs
1 I’ll call you when I get home.
2 If I miss the train, I’ll take a taxi.
3 Have you ever been to Europe?
4 She’s never seen the ocean.
5 They’ve lived in five different countries.
6 Life won’t be easy for our grandchildren.

A n s w e rs
1 Splayed 2 will be are (late) 3 ever never 4 gene
been 5 trastookORteektaken 6 will living live OR will
be living

FUN CTIO N AL LANGUAGE

4

A n s w e rs
1 A matter В hurts
2 A have В hear
3 A ever В haven’t
4 A will В sure

T-119
TEST YOURSELF UNITS 11 8c 12

VO CABULARY
1 Complete the sentences with the words in the list. There are two extra words.
neck trams | ride | scooter ] helicopter | tongue caught ] back | stomachache | missed | lip flew

1 He's really rich. He goes to w ork by . ______ _ , and he lands on the ro o f o f his office building.
2 I have a _ .. I think it was something I ate.
3 W e. _ the last train home, so we had to sleep in the station.
4 O pen your mouth. I want to take a look at y o u r. _.
5 I can’t _ . a motorcycle, and I d o n 't want to learn. I think they're dangerous.
6 I fell on my face, and now my to p . .is bleeding.
7 M y dad rides his to work. It's quicker than going by car and a lot cheaper.
8 W e. over the mountains in a small plane. The views were fantastic!
9 I always sleep on my _. _____
10 Many cities are now using. . t o get pe op le to and from work.

GRAM M AR
Put the words in order to make sentences.
1 call / I'll / h o m e /y o u / g e t/w h e n / 1
2 taxi / I / train, / miss / If / the / take / a / 111
3 e v e r /H a v e /E u r o p e /y o u /b e e n /to /?
4 seen / She's / ocean / never / the
5 d iffere n t / five / lived / countries / in / They've
6 grandchildren / b e / e a s y /fo r / w o n ’t / our / Life

Find and correct the mistake in each sentence.

1 She's played soccer yesterday.
2 If w e will b e late, th e teacher will be angry.
3 I have ever broken an arm or a leg.
4 I've never gone to th e US.
5 She has to o k a lot o f photos on vacation.
6 O n e day in the fu tu re p e o p le will living on th e m oon.

F U N C T IO N A L L A N G U A G E
4 W rite the missing words.
1 A W hat's the 7
В M y leg a lot.
2 A 1 a headache.
В I'm sorry to that. Can 1get you an
3 A H ave you b een to Canada?
В N o, 1
4 A D o you think it rain tom orrow ?
В 1d o n 't know. I'm not

0 -9 119
U N IT 1 U N IT 4
Ы , Izl, /iz/ sounds Saying -er
1 Listen to the sentences. 1 Listen to the tongue twister.
Cus makes cakes and treats. He works hard and sleeps Jennifer’s father's a firefighter,
a lot. O liv e r’s mother's a travel w riter,
James enjoys all kinds o f games. He plays a lo t o f Peter’s sister's a truck driver,
soccer w ith his friends. A nd Am ber's brother's a deep-sea diver.
Liz’s jo b is fun. She washes and brushes horses and
relaxes by riding them. 2 Say the words with th e -er sound.

2 Say the words with the /s/, /z/, and /iz / endings. 3 Listen and repeat. Then practice with
a partner.
3 Listen and repeat. Then practice with
a partner.
U N IT 5
Regular past tense endings: /d/, Д/,
U N IT 2
ana /id/
Contractions
1 С о Ш 1 Listen to the dialogue.
1 Listen to the dialogue.
MOM W hat happened in the kitchen,Jack? It's a
TOM H ere's y o u r p iz z a ja n e . mess!
JANE That's not m y pizza. I don 't like cheese. JA C K I started to make a cake, then I decided
TOM B u tja n e ! T h e y 're all cheese pizzas! to make a pizza. I cooked all m orning and
JANE No, they a re n ’t. T h e re ’s one w ith o u t it. cleaned all afternoon.
TOM Y o u ’re right ... it's this one. Here you are. MOM You cleaned? W hat d id you clean?
JA C K M y bedroom !
2 Say the words in blue.
2 Say the past tense words with the /d/, Д/, and /id /
3 СМГ Listen and repeat. Then practice with endings.
a partner.
3 Listen and repeat. Then practice with
a partner.
U N IT 3
Vowel sounds: Д/ and /i/
U N IT 6
1 Listen to the tongue twisters.
Stressed syllables in words
Jill wishes she had fish and chips fo r dinner.
Pete's eating meat w ith cheese and peas. 1 г з д е я Listen to the sentences.
Pete and Jill d rin k tea w ith milk. Sarah's funny, c h e e rful, and h e lp ful.
Jonathan's generous, confident, and talented.
2 Say the words with the short / 1/ sound. Say the Elizabeth's int< T gent, adventurous, and easy-going.
words with the long /i/ sound.
2 Say the two-, three-, and four-syllable words.
3 Listen and repeat. Then practice with Stress the words correctly.
a partner.
3 Listen and repeat. Then practice with
a partner.
UNIT 1 UNIT 4
/ s / , / г / , / i z / sounds S a y in g -er
Aim: Students learn to identify and produce plurals and Aim: Students learn to identify and produce the -er
present simple verbs ending in -s (e.g., walks) and -es (e.g., sound at the end of words (e.g., mother, writer, diver).
buses) using the appropriate /s/, /z/, or /iz/ ending. 1 Students listen to the recording while
1 Students listen to the recording while reading the tongue twisters.
reading the sentences. 2 Students say words ending in -er (Jennifer, father,
2 Students say the words with the /s/ (Gus, makes, firefighter, Oliver, mother, writer, Peter, sister, driver,
cakes, treats, works, sleeps), /z/ (Jam es, enjoys, kinds, Amber, brother, diver).
games, plays, friends), and /iz/ (Liz’s, washes, brushes, 3 Students listen and repeat. Then they
horses, relaxes) endings. practice with a partner.
3 С Students listen and repeat, then practice
with a partner. UNIT 5
Regular past tense endings: /d/, /t/, and /id /
Extra information
Aim: Students learn to identify and produce regular
• You could ask students to put theirfingers on the irth roa t
past tense verbs ending in -ed with the /d/, /t/, and
when saying the two sounds to feel the vibration when
producing the / г / phoneme.
/id/ pronunciations. They recognize that if the word
ends in a /t/ or /d/ sound, an extra syllable is added
• An extra syllable must be added in order to say plural or verb
forms where the final sound is a / s /, / z / , / ( / , / t j / , o r / d 3/
(e.g., wanted, decided).
(e.g., buses, watches). The extra syllable is pronounced / iz / . 1 Students listen to the recording while
The same rule applies to possessives, e.g., Liz’s. reading the dialogue.
2 Students say the past tense words with /d/
UNIT 2 (happened, cleaned), f t / (cooked), and /id/ (started,
decided) endings.
Contractions
Aim: Students learn to identify and produce 3 Students listen and repeat. Then they
contractions found in the unit. practice with a partner.

1 Students listen to the recording while

reading the dialogue.
UNIT 6
2 Students say the contractions in the dialogue (here’s, Stressed syllables in words
that’s, don’t, they’re, aren’t, there’s, you’re, it’s). Aim: Students learn to identify and produce stressed
syllables in adjectives of personality and other known
3 Students listen and repeat. Then they words with two, three, and four syllables.
practice with a partner.
1 Students listen to the recording while
UNIT 3 reading the sentences.

Vowel sounds: /1/ and /i/ 2 Students say the two- (Sarah’s funny, cheerful,
Aim: Students learn to identify and produce short /1/ helpful), three- (Jonathan’s generous, confident,
and long /i/ vowel sounds in words. talented) and four-syllable (Elizabeth’s intelligent,
adventurous, easy-going) words in the text. Note that
1 Students listen to the recording while the stress in the two- and three-syllable words is on
reading the tongue twisters. the first syllable, but it moves in the four-syllable
2 Students say the words with short /1/ sounds (Jill, words.
wishes, fish, chips, dinner, eating, with, drink, milk) 3 Students listen and repeat. Then they
and the words with long /i/ sounds (She, Pete, eating, practice with a partner.
meat, cheese, peas, tea).
3 Students listen and repeat. Then they
practice with a partner.

Extra information
• Some learners find it difficult to hearthe difference between
these two sounds. Ask students to exaggerate the manner of
articulation to help them to hear and say the phonemes.

T-120
UNIT 7 UNIT 11
Vowel sounds: /о/ and /и/ The / h / consonant sound
Aim: Students learn to identify and produce words Aim: Students learn to identify and produce the /h/
containing the short /и/ and long /и/ vowel sounds consonant sound (e.g., hello, head, who).
(e.g., book /buk/; soon /sun/, and put /put/; true /tru/). 1 ' Students listen to the recording while
1 Students listen to the recording while reading the dialogue.
reading the dialogue. 2 Students say the words starting with the /h/
2 Students say the words containing the /и/ (look, book, consonant sound (who, hello, Henry, how, help,
should) and /и/ sounds (room, Sue, moon, cool, boots, Harris, head, hot, hurt, here, horrible, hat).
school, Luke) in the dialogue. 3 Students listen and repeat. Then they
3 Students listen and repeat. Then they practice with a partner.
practice with a partner.
Extra information
Extra information • Tell students to expel airfrom the throat with some force but
• The / и / phoneme is common in English and occurs with w ithout creating any sound, as if they’re breathing on a pair
many different spellings (e.g., the stressed forms of to and do, of glasses to clean them.
you, move, through).
• The / и / phoneme also occurs in could, would, and should. UNIT 12
Sentence stress
UNIT 8 Aim: Students learn to identify the important words
Stress in numbers in a phrase and recognize how stressed and unstressed
Aim: Students learn to identify and produce stressed words help give English its rhythm.
syllables in numbers. 1 Students listen to the recording while
1 Students listen to the recording while reading the sentences.
reading the announcements.
2 Students identify the stressed words in each sentence
2 Students identify that the stress falls on the first (car, plane, bike, train).
syllable of the red numbers (twenty, sixtieth, thirty,
2 Students listen and repeat. Then they
forty) and on the second syllable of the blue numbers
practice with a partner.
(fifteen, thirteen, nineteen, eighteen, fourteen).
3 Students listen and repeat. Then they
practice with a partner.

UNIT 9
Vowel sounds: /1/ and / a i/
Aim: Students learn to discriminate between short /1/
and long /си/ sounds.
1 Students listen to the recording while
reading the dialogue.
2 Students say the words with the /1/ (live, in, city,
insects, living, exciting, Jill, it’s) and /сп/ sounds
(I, like, wild, Mike, lifestyle, lions, tigers, exciting,
frightening).
3 Students listen and repeat. Then they
practice with a partner.

UNIT 10
Voiced /9/ and unvoiced /0 / consonants
Aim: Students learn to identify and produce words
containing voiced /6/ and unvoiced /0/ sounds (e.g.,
that and theater).
1 Students listen to the recording while
reading the dialogue.
2 Students say the words with the th spelling,
identifying which are voiced (there’s, that’s, the) and
which are unvoiced sounds (theater, Beth, fifth, third).
3 Students listen and repeat. Then they
practice with a partner.

T-121
 P R O N U N C I A T I O N

U N IT 7 U N IT 10
Vowel sounds: /и/ and /и/ Voiced /6/ and unvoiced /0/
1 Listen to the dialogue.
consonants
LUKE Let’s look in this room, Sue.
1 Listen to the dialogue.
SUE W ow ! It has things from the moon in it. BETH L o o k -th e re 's th e theater.
LUKE l o o k at these cool boots! 1saw them in our H ARRY That's not t h e right one, Beth .
science book. BETH Well, it says, "The Fifth Avenue Theater."
SUE W e should take a ph oto for our school H ARRY But we want th e one on T hird Street!
project, Luke.
2 Say the words with the voiced /9/. Then say the
2 Say the words with the short/и/ vowel sound. words with the unvoiced /е/.
Then say the words with the long /и / vowel
sound. 3 Listen and repeat. Then practice with
a partner.
3 Listen and repeat. Then practice with
a partner.
U N IT 11
U N IT 8 The /h/ consonant sound
Stress in numbers 1 Listen to the dialogue.
DR. HARRIS W ho's next? Oh, hello, Henry. H ow can
1 Listen to the sentences.
I help you?
1 The next train to Austin leaves from platform three H ENRY W ell, Dr. Harris - my head's very hot!
in fifteen minutes.
DR. HARRIS Let me see ... does it h u rt here?
2 Your total is tw e n ty dollars and th irte e n cents.
H ENRY Yes, d o cto r! That feels horrible!
3 T om orro w is my grandm other's sixtieth birthday.
DR. HARRIS It's your hat, Henry. It's to o small!
4 You can't go to that club. You have to be at least
n in eteen to go there. 2 Say the words starting with the /h / consonant
5 There are e ig h te en pe op le in my class, but there sound.
are th irty in my tw in brother's class.
3 Listen and repeat. Then practice with
6 W hat? The concert ticket costs fo rty dollars? I
a partner.
thought you said it was fo u rte e n !

2 Where is the stress on the red numbers? Where U N IT 12

is the stress on the blue numbers?
Sentence stress
3 Listen and repeat. Then practice with
a partner.
1 Listen to the stress in these lines.
car - plane - bike - train
a car - a plane - a bike - a train
U N IT 9 a car and a plane and a bike and a train
Vowel sounds: Д/ and /ai/ a car and then a plane and then a b ike and then a train

1 Listen to the dialogue. 2 Which words are stressed in every line? What
happens to the other words?
JIL L Id like to live in the w ild. W hat about you,
Mike? 3 Listen and repeat. Then practice with
M IK E I prefer a city lifestyle. I d o n 't like lions or a partner.
tigers - o r insects!
JIL L But living in the wild's much more exciting!
M IK E Yes, Jill - and it's m ore frightening, too.

2 Say the words with the short Д/ vowel sound.

Then say the words with the long lai/ vowel
sound.

3 Listen and repeat. Then practice with

a partner.

121
U N IT 1 Underlinethe correct sentence.

Adverbs of frequency 1 a I think this jacket looks expensive.

b I think this jacket is looking expensive.
Words like sometimes, never, and always come 2 a Your w ee k e n d sounds great!
between the subject and the verb or adjective. b Your w ee k e n d sounds like great!
/ 1sometimes do my hom ework on Saturday. 3 a Look at that dog. H e looks like happy,
X I do sometimes m y hom ework on Saturday. b Look at that dog. H e looks happy.
4 a The music is sounding beautiful,

Correct the six adverbs that are in the b The music sounds beautiful.
wrong place.
I have always fun on Saturday! In the m orning, I usually Present continuous
m eet m y friends in the park, or th ey com e sometimes
to m y house. In th e afternoon, w e go often swimming. We form the present continuous with the
I never d o hom ew ork on Saturday. In the evening, w e simple present of be before the -ing form
have always pizza. M y m om usually cooks th e pizza at (e.g., running, doing, wearing, etc.) o fth e main
hom e, but w e go occasionally to a restaurant. I always verb, i.e, subject + be + -ing form o f the verb.
am v ery tire d on Sunday! / 1am looking at the sky.
X I looking at the sky.
like + -ing
But in questions, we use the simple present of
We use the -ing form of the verb after verbs be before the person doing the action, i.e., be +
expressing likes and dislikes. subject + -ing form o f verb.
/ H e likes watching TV. X H e likes watch TV. / W hy are you looking at the sky?
X W hy you arc looking a t the sky?

Find five mistakes in the conversation. Correct them.

Put the correct form of be in the correct place
LUCY W hat do you like doing, Jim? in the sentences.
JIM I love play with my dog, Spud.
1 W h a t you looking at?
LUCY Does he enjoy swim?
2 They going shopping today.
JIM No, he hates swim. But he likes go to the beach.
3 I looking for a new jacket.
LUCY I like play on the beach, too!
4 She w earing a beautiful dress.
5 W h y he laughing? It’s not funny!
U N IT 2
Verbs of perception U N IT 3
We use the simple present with verbs of much and m any
perception (look, taste, sound, smell) to talk
about something that is true now. We don’t use We use many with plural countable nouns and
the present continuous. much with uncountable nouns.
/ His new ja c k e t looks terrible! / H ow many sandwiches do you have?
X His new ja c k e t is looking terrible! X H ow m uch sandwiches do yo u have?
S We don't have much cheesecake.
We use look / taste / sound / smell + adjective, X We don't have m any cheesecake.
NOT look / taste I sound/ smell +like + adjective.
/ This pizza tastes awful!
X This pizza tastes like aw ful!
 GE
UNIT 1 of perception and not the present continuous in these
Adverbs of frequency instances.
To address confusion between look, taste, sound, and
Focus: Students at this level often make word order mistakes
smell + adjective, and look, taste, sound, smell + like +
when using frequency adverbs. They frequently put the adverb
afterthe main verb or before auxiliary verbs.
noun, write examples of these two patterns on the board
and explain the difference before students attempt the
Tell students to look at the adverbs in the short texts exercise.
on page 16 of the Student’s Book. Draw their attention
to the position of the adverbs rarely, sometimes, often, A n s w e rs
always, occasionally, usually. Also, before students
proceed to the exercise, point out the position of every
day, which behaves differentiy and usually comes at the
I la 2a

Present continuous
3b 4b

beginning or end of the sentence.

Focus: Students at this level often make mistakes with the
position of the auxiliary be. They often forget the auxiliary and
A n s w e rs
fail to reverse the order of subject and verb in question forms.
I a lw a y s h a v e fun on Saturday! In the morning, I usually
meet my friends in the park or they s o m e tim e s c o m e to Review the table on page 17 of the Student’s Book
my house. In the afternoon, we o fte n go swimming. I never with your students, drawing particular attention to the
do homework on Saturday. In the evening, we a lw a y s position of the auxiliary in question forms, then work
h a v e pizza. My mom usually cooks the pizza at home, but
through the exercise as a class.
we o c c a s io n a lly go to a restaurant. I a m a lw a y s very tired
on Sunday!
A n s w e rs

like + -ing 1 What are you looking at?

2 They are going shoppingtoday.
Focus: Students at this level often use the base form of the verb 3 I am looking for a new jacket.
after verbs such as like, enjoy, and hate instead of using the 4 She is wearing a beautiful dress.
-ing form. 5 Why is he laughing? It’s not funny!

Ask students to look again at the uses of like, love, enjoy,

UNIT 3
and hate in the text on page 16 of the Student’s Book.
Make sure they have understood that we use the -ing much and many
form of the verb rather than the base form after these Focus: Students at this level often fail to use much with
verbs, and then work through the exercise as a class. noncount nouns and many with count nouns.

A n s w e rs Remind students of the differences between count and

LUCY What do you like doing, Jim ? noncount norms by reviewing together the first rule on
JIM I love playing with my dog, Spud. page 32 of the Student’s Book. Then work through the
LUCY Does he enjoy s w im m in g ? exercise as a class.
JIM No, he hates s w im m in g . But he likes g o in g to the
beach.
LUCY I like p la y in g on the beach, too!

UNIT 2
Verbs of perception

Focus: There are two mistakes that students at this level

frequently make when using verbs of perception. They
frequently use the continuous rather than the simple tense, and
they often use a verb of perception +like +adjective when we
only use like + noun with these verbs.

Explain that when we describe an object using look,

taste, sound, or smell, we are describing facts that are
true about it now, not an activity that is happening
now. We use the simple present for things that are true
now; similarly, we use the simple present with verbs

T-122
 Possessive ’s
A n s w e rs
1 much 2 many 3 many 4 m any 5 much Focus: Students at this level often use noun + of+ noun to talk
6 many about possession. This is often because their own language uses
a sim ilar construction.
too + adjective and (not) + adjective + enough
Draw students’ attention to the example in the box.
Focus: Students at this level often confuse too much / enough + To elicit the possessive’s construction, hold up items
noun and too + adjective and adjective + enough. belonging to different students and ask the class: Whose
(pen/book) is this? Write answers on the board to make
Review the text on page 35 of the Student’s Book with sure they have understood how the apostrophe is used
your students. Draw students’ attention to the difference and then work through the exercise as a class.
between too much / enough + noun and too + adjective /
adjective + enough. Make sure they understand that too A n s w e rs
much / enough is used to talk about quantity, and too + 1 She’s my best friend’s sister.
adjective and adjective + enough are used to talk about 2 They are my cousin’s grandparents.
the degree of a quality. Also draw students’ attention to 3 Is th a t Thom as’s brother?
the position of enough in the example sentence in the box, 4 She’s my m o m ’s sister.
then work through the exercise as a class. 5 T h a t’s my brother’s phone.

A n s w e rs you, your, or yours?

1 W e d id n ’tg o because th e w e a th e rw a s n ’t nice enough. Focus: Students at this level often confuse you, your, andyours.
2 (correct)
3 I didn’t do my hom ework. I was too tired. Write you, your, and yours on the board and ask
4 The food he eats is not healthy enough.
students to find an example of each in the reading
5 The room w asn’t big enough, and th e price was too
expensive. TV families on page 39 (they are in the first and last
paragraphs) of the Student’s Book. Explore the way they
are used in the sentences together before proceeding to
UNIT 4 the exercise:
Possessive adjectives and pronouns You is used as the subject of a sentence.
Focus: Students at this level often mistakenly use the indefinite Your is used to show possession and is followed by a
and definite articles before possessive adjectives and possessive noun object.
pronouns.
Yours is used to replace your + norm. It is never
Make sure that students understand that we don’t use followed by a noun.
a /a n or the before possessive adjectives or possessive
pronouns. Highlight examples from the text on page 39
of the Student’s Book to illustrate this before proceeding
to the exercise.

A n s w e rs
CLARE Eli, Ben, is th a ty o u r phone?
BEN No, it’s -a my brother’s. Elis is black and th e m ine’s
blue. The one on the table is th e mine.
CLARE Oh, it’s great! 1 need a new phone. The Mine is
really old!
BEN When is your birthday? Maybe your m om w ill give
you a new phone.
CLARE Elmm. But th e my birthday is in December! 1 need
a new phone now!

T-123
 G E T IT R IG H T !

Read the conversation. Circle much or many. U N IT 4

SARAH Hi, Julian, d o w e have everything w e need for Possessive adjectives and pronouns
the p arty?

JU LIA N W e have some p otato chips, but w e d o n't have We don't use alan or the before possessive
^many / much fruit. adjectives or possessive pronouns.
SARAH H o w 2many / much apples d id you buy?
/ This is my sister.
JU LIA N W e have six apples, but w e d on't have X This is the m y sister.
2many / much vegetables. / This is mine. W here is yours?
SARAH I have four tomatoes. H o w 4many / much X This is the m ine. W here is the y o u rs?
p eo p le are coming?
JU LIA N E v e ry b o d y from our class is coming!
Find five mistakes in the conversation.
SARAH O h, d o w e have smany / much juice?
Correct them.
JU LIA N Yes, but w e d o n't have 6many / much glasses.
CLARE Hi Ben, is that yo ur phone?
SARAH O h d ear! W e have a problem.
BEN No, it's a my brother's. His is black, and the
mine's blue. The one on the table is the mine.
too +adjective and (not) +
adjective +enough CLARE Oh, it's great! 1need a new phone. The mine is
really old!
A N
BEN W h e n is your b irth d ay? M a y b e your mom will
We use too + adjective to say there is more
give you a new phone.
than is necessary o f something. We never use
CLARE Hmm. But the my birthday is in Decem ber!
too much + adjective.
1need a new p hone now!
/ 77ie soup was too cold.
X 77ie soup was too much cold.
Possessive's
We use not before the adjective and enough
after the adjective to say there is less than is We don’t usually use noun + of+ noun to talk
necessary o f something. about possession. We use name or noun + 's.
/ The soup wasn’t hot enough. / That is m y cousin's house.
X The soup wasn't enough hot. X That is the house o f my cousin.

Mark (X) the incorrect sentences. Then write the Rewrite these sentences using 's.
correct sentences. 1 She's the sister o f m y best friend.
1 W e d id n 't go because th e w eather
wasn't enough nice. 2 They are th e grandparents o f my cousin.

2 The sausages w e re to o spicy. A n d the pizza 3 Is that the b ro th e r o f Thomas?

wasn't w arm enough.

4 She's the sister o f my mom.

3 I didn't d o my hom ew ork. I was to o much tired.

5 That's th e phon e o f my brother.

4 The fo o d he eats is healthy not enough.

5 The room wasn't enough big, and th e price y O U , yO U T, O f y O U T S?

was to o much expensive.

We use you to refer to the subject or object.

We use your to talk about possession.
/ Thank yo u very much fo r your letter.
X Thank yo u very much fo r you letter.

We use your before a noun for possession.

We use yours to replace your + noun.
/ Is this your phone? / Is this phone yours?
X Is this yours p h o n e?

123
 Circle; the correct word in each set to complete U N IT 6
the letter.
Simple past (regular and irregular
■ <*,« verbs)
To: nadine04®em ail.com
S ub je ct: thank you!
To make any verb negative in the simple past,
we use didn't + the base form of the verb. We
don’t use didn't + simple past. Remember to use
Hi Nadine,
the base form of regular and irregular verbs.
Thank you fo r my birthday present. I got lots of great
/ We didn’t visit the LEGO house.
presents, but ] you / your / youis w as the best! I had a X We didn't visited the LEGO house.
great birthday. All my friends cam e to the party and sang ■/1didn’t ea t lunch yesterday.
and danced and ate lots o f pizza. I'm sorry 2you/your/ X I didn't ate lunch yesterday.
yours could n ’t com e! I know 3you / your / yours birthday is
next w eek. A re you having a party fo r Ayou/your/yours,
Circle the correct answer.
too? I hope 5you/ your/ yours have fun. Say hello to
6you / your /yours parents fo r me. 1 I'm sorry I d id n ’t come / came to your party.
2 W e d id n 't went I go on vacation last year.
S e e 7you / your/ yours soon.
3 I looked e veryw h ere, but I d id n ’t found / fnd
Love my phone.
Grace 4 W e visited the art gallery, but w e d id n ’t see / saw
anything interesting.
5 W e d id n 't spend /spent a lot o f tim e in Paris.
U N IT 5 It was to o hot!
6 I d id n 't knew / know you liked O n e D irection.
Modifiers: very, really, pretty
Double genitive
Remember: we use modifier + adjective
(+ noun). We don’t use noun + modifier +
We form the double genitive with noun + o f +
adjective.
possessive pronoun (mine, yours, his, hers, ours,
/ Pompeii has a lot o f very old buildings.
y ours, theirs ). We don’t use object pronouns
X Pompeii has a lot of buildings very old.
(m e,y o u , him, her, our, your, their ) to form the
/ The buildings are very old.
double genitive.
Be careful when you write these words. / She's a friend o f mine.
• W e w rite reo//y w ith tw o //s. X She's a friend of me.
/ Pompeii is really interesting.
We also form the double genitive with noun +
X Pompeii is reefy interesting.
o f + possessive adjective (my, your, his, her, our,
• W e w rite very w ith o n e r .
your, their) + noun + possessive's.
/ 77ie/r house is very big.
X Their house is verrybig.
/ She's a friend o f my sister's.
X She's a friend of my sister.

Find six mistakes. Correct them.

Circle) the correct answer.
W e w ent to see our new house on Sunday. M y d ad
wants to live near his office. It’s realy annoying fo r me 1 Lisa is a g o o d friend o f me / my / mine.
because a lot o f my friends live near my house now. 2 M a tt D am on is a favorite actor o f my sister I sister's.
I was ve ry sad w hen w e w e n t into th e house. But w hen 3 M y b ro th e r w e n t to th e movies w ith a frien d of
I saw inside it, I was am azed really! It lo oked p re tty him / he's / his.
small, but inside it was really big. It had a kitchen really
4 I m et a cousin o f Rory's / Rory at th e party.
big and the b edroo m s w e re v erry big, too. But the
best thing was the yard. It was beautiful really, w ith a 5 She brought a new classmate of hers / her / she's
swimm ing pool v e ry big and lots o f trees. I think my to the party.
friends will like visiting my new house! 6 Isn’t that w om an a teacher of your I you /yours?

124
 Answers
1 yours 2 you 3 your 4 yours 5 you 6 your
7 you

UNIT 5
Modifiers: very, really, pretty

Focus: Students at this level often make word order mistakes

with these modifiers. They also have difficulties w ith spelling.

Make sure students understand the position of these

modifiers when they are used both before a noun,
e.g., very old buildings, and after be when the norm is
the subject, e.g., The buildings are very old. Draw their
attention to the first set of examples in the box.
Very, really, and pretty are all frequently spelled
incorrectly by students at this level. Read the
information in the box with the students, write the
three words on the board, and work through the
exercise as a class.

Answers
We w ent to see our new house on Sunday. My dad wants
to live near his office. It’s r e a lly annoying for m e because
a lot of my friends live near my house now. I was very sad
when w e w ent into th e house. But when I saw inside it, I
was r e a lly a m a z e d ! It looked pretty sm all, but inside it was
really big. It had a re a lly b ig k itc h e n and the bedrooms
were v e r y big, too. But th e best thing was th e yard. It was
r e a lly b e a u tifu l, with a v e r y b ig s w im m in g p o o l and lots
of trees. I th in k my friends w ill like visiting my new house!

UNIT 6
Simple past (regular and irregular verbs)

Focus: Students at this level often fail to understand that the

simple past is not used after didn’t in negative sentences.

Focus students on paragraphs three and four of the text

on page 57 of the Student’s Book. First, ask students to
find the simple past forms of met, found, became, taught,
and gave in these paragraphs. Then draw students’
attention to the fact that the simple past is not used in
the negative sentences with the same verbs. Explain that
did is the simple past of do, so the simple past is already
marked in negative forms. This means that the base
forms of the verbs are needed and not the simple past.
Work through the exercise as a class.

Answers

I 1 com e

Double genitive
2 go 3 find 4 see 5 spend 6 know

Focus: Students at this level frequently and mistakenly use

object pronouns in double genitives.

Make sure students understand that they should use

possessive pronouns rather than object pronouns to
form the double genitive. Work through the questions
together in class, reviewing the rule on page 59 of the
Student’s Book if necessary.

Answers

I 1 m ine 2 sister’s 3 his 4 Rory’s 5 hers 6 yours

T-124
UNIT 7 can I can’t for ability

have to / don’t have to Focus: Students at this level frequently choose the wrong form
of the verb after modal auxiliaries such as can and can’t.
Focus: Students at this level often mistakenly use the past tense
or -ing form of the verb after have to and don’t have to. Students frequently use simple past and -ing forms after
can/can’t. It is also common to include to rather than
Write have to and don’t have to on the board. Ask just the bare infinitive. The verbs most frequently used
students to look again at the first two paragraphs of in the wrong form after can/can’t are come and go. Make
the text on page 67 of the Student’s Book. Tell them to sure students understand the rule in the box before they
find four uses of have to and don’t have to and identify proceed to the exercise.
the verb form used after each example. Write these on
the board and make sure that students have understood Answers
the rules in the Get it right! box before they proceed to
the exercise.

Answers
I 1 go 2 walk 3 learn 4 drive 5 come

I have to do a lot of housework at home, but I’m OK with

that. I have to c le a n my room, but I d o n ’t h a v e to vacuum
the floor. My brother has to do that. We have to wash the
dishes, but we don’t have to do the laundry. My dad does
that once a week. I d o n ’t h a v e to cook - my mom likes
cooking. Of course, I have to do my homework every day
after school. I’m not OK with that!

UNIT 8
Review of question forms

Focus: Students at this level often fail to invert the auxiliary

and object in questions, and sometimes they omit the primary
auxiliary altogether when it doesn’t appear in the positive
sentence.

After revisiting the rules in the box, work through

the activity together in class. Elicit the name of each
tense used. Once you have confirmed all the correct
questions, ask students to give short answers. To
introduce an element of unpredictability, you could toss
a coin to decide after each question whether the answer
given should be positive or negative.

Answers
1 A re you OK?
2 DidyourteacherliveintheUK?
3 Do y o u have any pets?
4 D id y o u k n o w the answer?
5 Do T om and his brother go to college?
6 A re w e meeting at 5 p.m.?
7 Didn’t you lik e the movie?
8 Is y o u r b r o th e r c o m in g with you?

UNIT 9
Comparative adjectives

Focus: Students at this level frequently make mistakes in the

formation of comparative adjectives.

Students at this level have difficulty understanding

or remembering the inflection rules for one-syllable
adjectives and adjectives with two syllables or more
when forming comparatives. Look at the rule and
examples in the box as a class and check understanding
before students do the exercise.

Answers

I lb 2a 3b 4a

T-125
 We always use the base form of the verb after We use m ore + adjective with two syllables or
have to / don't have to. more to form the comparative. We don't use
•/ H e has to clean his room today. m ore with adjectives with one syllable or with
X H e has to cleaned his room today. adjectives that are already in the comparative
X H e has to cleaning his room today. form (e.g., smaller, colder, friendlier).
•/ His room is smaller than mine.
We use the correct form of do + not/n't +
X His room is m ore small than mine.
have to to say that something isn't necessary.
X His room is m ore sm aller than mine.
We don't use haven't to.
•/ You don't have to help me. I can do it.
X You haven't to help me. I can do it. Underline the correct sentence.
1 a Lions can run m ore faster during th e night,
Find six mistakes. Correct them. b Lions can run faster during the night.
I have to do a lot of housew ork at hom e, but I'm O K 2 a The w e a th e r in the Kalahari is d rie r than in
w ith that. I have to cleaning my room , but I haven't to Europe.
vacuum th e floor. M y b ro th e r has to does that. W e b The w e a th e r in the Kalahari is m ore d ry than
have to wash the dishes, but w e don't have do the in Europe.
laundry. M y d a d does that once a w eek. I haven't to 3 a It's m ore h o tte r in the sum m er than in the
cook - m y mom likes cooking. O f course, I have to winter.
doing m y hom ew ork every day a fte r school. I'm not b It's hotter in th e sum m er than in the winter.
O K w ith that!
4 a People in the countryside are frie n d lie r than
p e o p le in the city,
U N IT 8 b People in the countryside are m ore friendlier
than p e o p le in th e city.
Review of question forms
S ----------------------------------------------- ■
For yes/no questions, we always use the form do
con / can't for ability
+ subject + base form of the verb, except when
the verb is be, when we use be + subject + verb. We always use the base form of the verb after
•/ Does she live in a big house? can / can't.
X Does she lives in a big house? •/ H e can swim, bu t he can't surf.
•/ Are you going home? X H e can swam, but he can't to surf.
X Do you going home?

Circle; the correct verb form.

Correct the errors in the sentences.
1 I love living by the ocean. O n sunny days, I can
0 You have a big family? went / going / g o to th e beach.
Ъ о уоа have a big fam ily? 2 O n w arm days, you can w a lk /w a lk in g / to walk
1 D o you b e OK? d ow n tow n and go shopping.
2 D id yo u r teacher lived in the UK? 3 W e can learning / learn / to learn a lot about
3 You do have any pets? w ildlife from nature shows.

4 You knew th e answer? 4 You can't drive / driving / drove a car if you're
fifteen.
5 Tom and his b ro th e r d o go to college?
5 They can't to come / coming / come to th e p a rty
6 W e m eeting at 5 p.m.?
because th ey're on vacation.
7 D idn't you liked the movie?
8 Y our b ro th e r is com ing w ith you?

125
 U N IT 10 U N IT 11
be going to for intentions will / won't for predictions

We use the present tense of be + going to + We use the present continuous to talk about
base form o f the verb to talk about our things happening now and plans for the future.
intentions in the future. Remember to use the We use will or won’t + the base form o f the verb
present tense o f be. to make predictions about the future.
/ H e is going to study all weekend. / I'm going to a p a rty on Saturday.
X He going to study all weekend. X I will go to a p a rty on Saturday.
/ I'm sure y o u 'll do well on y o u r test next week.
X I'm sure you are doing well on y o u r test next week.
Complete the sentences with be going to and
the verb.
Choose present continuous or 'III won't to
1 He. (paint) his b e d ro o m complete the email.
on Saturday.
2 I bought a new chair. I .
(put) it near the T V .
To: gareth@email.com
3 We _ _ _ (visit) my cousin
because he's sick. Subject: Vacation!

4 They _ (go) to the

stadium by car. Hi Gareth,

5 W e ___________ ________________ (watch) a 1don’t th in k 1/7/ s e e /I'm seeing you before my vacation.
m ovie tonight. 2 We’ll leave / We're leaving on Saturday morning, so
3/'m being / I'll be very b u sy.4I’ll go / I’m going shopping
Present continuous for plans on Friday, s o 5I’m not being/1 won’t be at a rt class,
/ ------- 6/'// n e e d /I’m needing to buy som e shorts - my dad says
We use the present continuous to talk about 7it’ll b e / it ’s being really hot in Tunisia! 8/7/ c a ll/I'm calling
plans for the future. We don’t use the simple you on Friday night if I have time. I have to go now.
present. 9 I’ll h e lp /I'm helping my sister w ith her homework,
/ I'm going to visit m y grandp aren ts tomorrow.
Marcus
X l g e to visit m y grandp aren ts tomorrow.

To ask questions about arrangements, we use

question word + be + subject + the -ing form U N IT 12
o f the verb. Remember to put the words in the
correct order.
Present perfect
•/ W hat are you doing tom orrow?
X W hat yo u are doing tom orrow?
We use the present perfect to talk about
situations or actions that happened sometime
in the past.
Find six mistakes in the dialogue. Correct them. / 1have met a lot o f fam ous actors.
LARA Hi Sam, w hat you are doing on Saturday?
X I m et a lot o f fam ous actors.

SAM W ell, in the morning, I play soccer in the park.

We use the simple past to talk about situations
LARA W h a t are you doing in the afternoon? or actions at a specific time in the past.
SAM I d on't d o anything. W h a t are you d oing? / A y e a r ago, I met a famous actor.
LARA I paint my bedroom . X A y e a r ago, I have m et a fam ous actor.
SAM C o o l! W h a t color d o you paint it?
'
LARA I'm going to choose the color when I go to the
Find seven mistakes in the text. Correct them.
paint store.
M y parents w ork fo r international companies, so I
SAM W h ic h paint store are you going to?
traveled a lot. I’ve lived in Europe, Asia, and the UK.
LARA I go to the store dow n to w n at tw o o'clock.
Two years ago, I have lived in Spain fo r six months. M y
SAM O K . I'll m eet you there! M a y b e I'll paint my brother's only three, so he only w ent to Europe and
room, too! he fo rg o t that trip ! M y dad traveled to more places.
He has been to Australia last year, but he never visited
New Zealand.

126
UNIT 10 UNIT 12
be going to for intentions Present perfect

Focus: Students at this level frequently neglect to use the Focus: Students at this level frequently forget to make sure that
auxiliary b e with going to. have agrees with the subject in the present perfect, possibly
because they are too focused on getting the past participle
Refer to the text on page 93 of the Student’s Book and right.
ask students to find and underline examples of going to.
Draw their attention to the fact that a form of be always Go through the rules in the box and make sure students
precedes this. Work through the exercise as a class. have understood that they must use have and in the
correct form. Remind students that we use the present
Answers perfect when we don’t say specifically when something
1 He’s goingto paint his bedroom on Saturday. happened. When we specify when something happened
2 I bought a new chair. I’m goingto put it nearthe TV. (yesterday, at 2 p.m .) we use the simple past. Work
3 We’re going to visit mv cousin because he’s sick. through the exercise as a class.
4 They’re goingto go to the stadium by car.
5 We’re going to watch a movie tonight. Answers
My parents work for international companies, so I ’v e
Present continuous for plans tr a v e le d a lot. I’ve lived in Europe, Asia, and the UK. Two
years ago, I liv e d in Spain for six months. My brother’s only
Focus: Word order with questions in the present continuous is a
three, so he has o n ly b e e n to Europe and he has fo r g o tte n
frequent source of mistakes for students at this level. They often
that trip! My dad has tr a v e le d to more places. He w e n t to
put be afterthe subject instead of before. Students also have
Australia last year, but he h a s n e v e r v is ite d New Zealand.
difficulties with the use ofthe present continuous to talk about
the future. They may mistakenly use the simple present instead.

Remind students that the simple present is used to talk

about things that happen regularly or are always true.
The present continuous is used to talk about plans for
the future. Practice by writing these sentences on the
board and having students repeat them: I go to school
every day. I’m going to Chicago tomorrow. Check/clarify
word order in present continuous questions. Read
through the rule in the box as a class before proceeding
to the exercise.

Answers
LARA Hi, Sam, what a re y o u doing on Saturday?
SAM Well, in the morning, I ’m p la y in g soccer in the
park.
LARA What are you doing in the afternoon?
SAM I ’m n o t d o in g anything. What are you doing?
LARA I ’m p a in tin g my bedroom.
SAM Cool! What color a r e y o u p a in tin g it?
LARA I’m goingto choose the color when I go to the paint
store.
SAM Which paint store are you goingto?
LARA I ’m g o in g to the store downtown at two o’clock.
SAM OK. I’ll meetyouthere! Maybe I’ll paint my room,
too!

UNIT 11
will I won’t for predictions
Focus: Students at this level frequently confuse will / won’t and
other future forms when talking about the future.

Before they proceed to the exercise, make sure students

understand the difference between something that has
been planned or arranged (present continuous) and
something that will simply happen or be the case in
the future.

Answers
1 I’ll see 2 We’re leaving 3 I’ll be 4 I’m going
5 I won’t be 6 I’ll need 7 it’ll be 8 I’ll call
9 I’m helping

T-126
 "А
U N IT 2, PAGE 23 U N IT 7, PAGE 73

Student A Student A
1 You are a custom er in a sporting goods store. You You are a son or daughter. You are at hom e.
like a pair o f sneakers. You w ant to see a friend.
You w ant a black pair. You are calling y our m om or d a d a b o u t it.
You w ant to know the price. W h e n your m om /dad tells you that you should do
You w an t to try them on. some housew ork, ask w hat you have to do.
2 You are an assistant in a clothing store. S tudent В Also, tell your m o m /d ad that th e re are some things
likes a sweatshirt. It’s $36.95. You have green, she/he shouldn't forget. W h e n she/he asks you w hat
blue, or red. things, say:
S h e /H e ...
• should buy groceries
U N IT 5, PAGE 55 • shouldn't b e late tonight (you w ant to watch a D V D
to g e th e r w ith her/him )
Student A • must not fo rg e t to bring some cookies!
You and your frien d have $200. You are at a street The line is not g o o d so you have to askyour m om or
market buying things fo r a new room at your youth d a d several times to re p e a t w hat she/he has said.
club. Here are the prices o f some items:

• 2 chairs $30
• stove $20 U N IT 11, PAGE 107
• shelf $5
• table w ith 8 chairs $70 Student A
• desk and lamp $25 Ask your questions and answer S tudent B’s.
• sleeper sofa $75 1 W h a t will you d o if it rains this w eekend?
• large carpet $70 2 W h a t will you d o if the w e a th e r’s nice?
• m irror $10 3 H o w will you feel if your teacher gives you a lot of
• dresser $30 hom ew ork today?
• small carpet $30 4 W h a t will you w ear if you go out to a p a rty this
• sofa $40 evening?
• 8 posters o f movie stars $5 5 W h a t will you see if you go to the movies this
week?
You want to buy the 2 chairs, the large carpet, the
stove, and the posters. 6 W h a t show will you watch if you watch T V this
evening?
You d o not want to buy the shelf or the dresser.
You are uncertain about the table w ith the 8 chairs
and the sofas.
Have a conversation and agree on what to buy.

127
U N IT 2, PAGE 23 U N IT 7, PAGE 73

Student В Student В
1 You are an assistant in a sporting goods store. You are a m om or dad. Your son/daughter is
S tudent A likes a pair o f sneakers. T h e y ’re $34.99. calling you.
You only have brow n or red (not black). M a k e sure he/she knows that he/she has to d o some
2 You are a custom er in a clothing store. You like housew ork b e fo re he/she can go out. W h e n he/she
a sweatshirt. asks you w hat, say:
You w ant a green one. H e/S he ...
You w an t to know the price. • has to clean his/her room
You w ant to try it on. • should load the dishwasher
• must not fo rg e t to vacuum
W h e n your son o r dau g h ter tells you that th e re are
U N IT 5, PAGE 55 things you shouldn’t forget, ask w hat things.
The line is not g o o d so you have to ask your son or
Student В daugh ter several times to re p e a t w hat he/she has said.
You and your frien d have $200. You are at a street
market buying things fo r a new room at your youth
club. Here are the prices o f some items: U N IT 11, PAGE 107
• 2 chairs $30
• stove $20 Student В

• shelf $5 A sk your questions and answer S tudent A's.

• table w ith 8 chairs $70 1 W h a t will you d o if you stay at hom e this w eekend?
• desk and lamp $25 2 W h a t will you study if you go to college?
• sleeper sofa $75 3 W h a t will you buy if you go shopping this
• large carpet $70 w eekend?
• m irror $10 4 H o w will you feel if your parents ask you to
• dresser $30 d o a lot o f housew ork this evening?

• small carpet $30

5 W h a t v id e o gam e will you play if you d ecid e
to play v id e o games this evening?
• sofa $40
6 W h e re will you go if you m eet your friends tonight?
• 8 posters o f movie stars $5
You want to buy the table w ith the 8 chairs, the
stove, the large carpet, and one o f the sofas.
You d o not want to buy the 2 chairs or the posters.
You are uncertain about the desk and the lamp.
Have a conversation and agree on what to buy.

128
W ELCOM E UNIT Exercise 8
Page 5, C D l, Track 1.06
Exercise 1
Alex Hello?
P ag e 4 , C D l, T r a c k 1.02
Maria Hi. Can I speak to Aiex, please?
Alex Hi. I’m Alex. Alex This is Alex. Who’s this?
Daniela Hi, Aiex. My name’s Danieia. Maria Hi, Aiex. It’s Maria. I’m Danieia’s friend. We met last
Alex Heiio, Danieia. Where are you from? Friday, remember?
Daniela I’m from Mexico. And you? Alex Oh yes, sure. How are things with you?
Alex The U.K. Maria Great, thanks. And you?
Daniela Cool! How old are you, Alex? Alex Yeah, not bad.
Alex I’m fourteen. Howaboutyou? Maria Alex, I’m calling because we’re having a party next
Daniela Me? I’m fourteen, too. Saturday. And maybe you’d like to come?
Alex Sure, great. Next Saturday - July 14th, right?
Exercise 2
Maria Yes. It starts at 9 o’clock.
P ag e 4 , C D l, T r a c k 1.03
Alex Cool. Can you give me the address?
Alex Daniela, this is my friend Kei. Maria Sure. It’s 134 Markham Avenue.
Kei Hi, Daniela. Nice to meet you. Alex Markham. That’s M-A-R-K-A-M, right?
Daniela Nice to meet you, too, Kei. And this is my friend. Her Maria Weii, no, actually it’s M-A-R-K-H-A-M.
name’s Maria. Alex Oh, sure, of course. OK Maria, so ... see you Friday.
Maria Hi, guys. How are you? I’m Maria. Maria Hernandez. Maria Saturday.
Alex Oh, yeah, duh! Let me just check your phone number...
Exercise 6
last call on my cell phone, here it is ... 946-814-3605?
P ag e 5 , C D l, T r a c k 1 .0 4
Maria That’s it. See you, Kei.
Daniela So, Kei, where are you from? Alex U rn-I’m Alex.
Kei Me? I’m from the United States. Aiex here is British, but Maria Oops. Sorry, Aiex! I’m calling Kei next! Bye.
I’m American.
Maria But is your name American? Exercise 3
Kei Oh, good question. Weii, no it isn’t. My parents are from P ag e 6 , C D l, T r a c k 1.07
Japan, and so my name’s from Japan, too. But my sister 1 Man Excuse me.
Sarah and I were both born here, so we’re American. 2 Woman Can 1ask a question, please?
Daniela That’s cool. I think your name’s reaiiy nice. 3 Man Can you say that again, please?
Kei Thank you! And you two, are you both Mexican? 4 Woman How do you say cansado in English?
Maria That’s right. But we’re not from the same city. I’m 5 Man Open your books to page 21.
from Mexico City, and Danieia’s from Monterrey. We’re 6 Woman Raise your hand if you know the answer.
students at the language school here. 7 Man Sorry, 1don’t know.
8 Woman Sorry, 1don’t understand.
Exercise 7
9 Man What does the word “ordinary” mean?
P ag e 5 , C D l, T r a c k 1 .05
10 Woman Excuse me. How do you speii that word? Is it T-l-R-E-D
Woman Cooper’s taxis. Good morning. Can I help you? orT-Y-R-E-D?
Kei Yes, I’d like a taxi please, to go to the airport.
Woman OK, no problem. Is the taxi for now? Exercise 4
Kei No - can I have the taxi at ten o’clock, please? P ag e 6 , C D l, T r a c k 1 .08
Woman Ten o’clock. Sure. Just to check - what time is your 1
plane? Teacher Good morning, everyone.
Kei Oh, it’s at twelve o’clock. Students Good morning.
Woman Fine, so there’s lots of time. OK. And what’s your address, Teacher OK. Let’s start. Open your books to page 21.
please?
2
Kei It’s 12 Lime Street.
Woman Sorry? Lime Street? Lime - L-l-M-E? Teacher So, Michael, what’s the answer?
Kei Yes, that’s right. Boy Sorry, I don’t know.
Woman OK. Twelve Lime Street. Good - and your name please? Teacher That’s OK. What about you, Susie?
Kei It’s Sato, Kei Sato. 3
Woman Can you speii the last name please? Girl Excuse me, Mrs. McFarlane. I have a question.
Kei S-A-T-O. Sato. Teacher Yes, what is it?
Woman S-A-T-O. OK, that’s great. So - a taxi to the airport, 10 Girl What does the word “fascinating” mean?
a.m., from 12 Lime Street. Teacher It means “very, very interesting.”
Kei Thank you.
Woman Oh, sorry - how many people, please? I mean, how many Exercise 5
passengers going to the airport? P ag e 6 , C D l, T r a c k 1 .09
Kei Oh, just me - only one passenger and one suitcase. Girl How do you think you speii the word “enough”?
Woman OK, that’s fine then. Thanks. Bye. Boy Oh. Let me think. Is it E-N-U-F-F?
Kei Bye. Girl No, that’s completely wrong!

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Boy OK, how do you spell it, then? Exercise 7
Girl E-N-O-U-G-H. Page 11, C D l, Track 1.15
Boy You’re kidding!
0
Girl No, that’s really how you spell it.
Woman What’s your favorite food?
Exercise 1 Man I like tacos most.
P ag e 8 , C D l, T r a c k 1 .10
1
Oliver Hi, Lauren. Why are you so happy today? Man Can I help you?
Lauren Because it’s February 23rd. Woman Yes, I’d like a kilo of oranges.
Oliver And what’s special about that date?
2
Laruen It’s my birthday!
Oliver Really! Happy birthday, Lauren. Man I’d like some ice cream, please.
Lauren Thanks. I’m 13 today. Woman Chocolate or strawberry?
Oliver Lucky you! 3
Lauren When’s your birthday, Oliver? Man What do you want to watch?
Oliver It’s in September. Woman Well, I like movies, so can we watch a movie, please?
Lauren What date?
Oliver The 13th. I think it’s on a Tuesday this year. 4
Woman I like riding bikes. Do you?
Exercise 2 Man Not much. I think running’s better.
P ag e 8 , C D l, T r a c k 1.11
5
Days Man Do you want pizza ora burger?
1 Man Monday Woman Well, pizza’s my favorite food - but today, I’d like a
2 Man Tuesday burger, please!
3 Man Wednesday
4 Man Thursday Exercise 9
5 Man Friday Pag e 11, C D l, T ra c k 1.16
6 Man Saturday Lunch Lady Hi, Max, what would you like for lunch today?
7 Man Sunday Max I’d like a sandwich, please.
Months Lunch Lady Would you like a chicken sandwich or a cheese
1 Woman January sandwich?
2 Woman February Max A cheese sandwich, please.
3 Woman March Lunch Lady What dessert would you like?
4 Woman April Max Umm, a cookie please.
5 Woman May Lunch Lady Oh, I’m sorry Max. 1don’t have any cookies left.
6 Woman June Max That’s OK. A piece of cake, then, please.
7 Woman July Lunch Lady OK. What fruit would you like?
8 Woman August Max Do you have bananas?
9 Woman September Lunch Lady Yes, we do.
10 Woman October Max A banana, please.
11 Woman November Lunch Lady And to drink?
12 Woman December Max Applejuice.
Lunch Lady Sorry, Max. We have orangejuice orwater.
Exercise 4 Max OK. Then orangejuice, please.
P ag e 8 , C D l, T ra c k 1 .12 Lunch Lady OK, there you go Max. Enjoy.
Man seventh Max Thanks, Mrs. Wilson.
Man eleventh
Man fourteenth UNIT 1
Man nineteenth
Man twenty-third Pronunciation, Exercises 1 and 3
Man twenty-eight P ag e 1 20, C D l, T r a c k 1 .1 8 , T r a c k 1.1 9
Man thirtieth Gus makes cakes and treats. He works hard and sleeps a lot.
James enjoys all kinds of games. He plays a lot of soccer with his
Exercise 5
friends.
P ag e 8 , C D l, T ra c k 1 .13
Liz’s job is fun. She washes and brushes horses and relaxes by
Woman Barack Obama’s birthday is August 4th. riding them.
Woman Justin Bieber’s birthday is March 1st.
Woman Mark Zuckerberg’s birthday is May 14th. Listening, Exercise 1
Woman Maria Sharapova’s birthday is April 19th. P ag e 15, C D l, T r a c k 1 .20
Woman Ryan Gosling’s birthday is November 12th. Conversation 1
Woman Selena Gomez’s birthday is July 22nd. Tom Grace! Please stop. I have a headache. Grace!
Grace What is it?
Exercise 10
Tom Can you stop playing, please. I have a headache.
P ag e 9 , C D l, T ra c k 1 .14
Grace Oh, Tom. You always have a headache when I play the
Leah piano.
I am very busy from Monday to Friday. I always get up at a quarter Tom Maybeyourpianoplayinggivesmea headache!
to eight, that’s when my alarm clock rings. Then I go downstairs Grace I need to practice. I need to find a new talent. I know it’s
and have breakfast at eight o’clock. Then it’s school time. I leave the there. One day when I’m a famous piano player...
house to go to school at eight thirty. There is a break at twenty after Tom You? A famous piano player? Don’t make me laugh.
ten - I eat an apple. At ten to one I have lunch in the school cafeteria. Grace That’s why I need to practice more.
Then it’s back to classes. I leave school at three o’clock and I get
home at a quarter after three. At home I do my homework and watch Conversation 2
TV. At six o’clock I have dinner. I goto bed at eleven o’clock. Kayla Mom, can I join the baseball team?
Mom I’m not sure, Kayla. What do you think, Bob?

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 Dad Baseball. It’s not really for girls, is it? Girl Thanks.
Kayla Don’t be silly, Dad. Lots of girls play baseball these days. Man And three fifty is your change. Thank you! Bye.
Mom She’s right, Bob. Don’t be so old-fashioned.
Dad Hmmm. Can’t you just play in the yard with your
Functions, Exercise 2
brother? P ag e 2 3 , C D 1, T ra c k 1 .26
Kayla It’s not the same. I want to be on a team and meet new Woman Hello. Can I help you?
people. Man Yes, please. I like this jacket. Do you have it in black?
Mom It is a good way to meet new people and for Kayla to Woman Sorry, no. Only brown.
make new friends. Man Oh, well, brown’s OK. How much is it?
Dad Oh, OK. Woman It’s $75.00.
Kayla You’re the best, Dad! Man Can I try it on?
Woman Yes, of course.
Conversation 3
Man Very nice. I’ll take it.
Mom Jack. It’s time for dinner.
Woman Great. So, that’s seventy-five dollars, please!
Mom Come on, Jack. Dinner is ready.
Ja ck Sorry, Mom. What do you want? Pronunciation, Exercises 1 and 3
Mom I want you at the table. It’s dinnertime. Pag e 1 20, C D 1, T ra c k 1 .27
Ja ck OK.
Tom Here’s your pizza, Jane.
Ja ck I love music. It’s great just having some time to do
Ja n e That’s not my pizza. I don’t like cheese.
nothing-just listen to music.
Tom But Jane! They’re all cheese pizzas!
Mom Is it? I never have anytime to listen to music. I’m too
Ja n e No, they aren’t. There’s one without it.
busy with work ... And taking care of you guys.
Tom You’re right... it’s this one. Here you are.
Ja ck And that’s why we love you, Mom.
Vocabulary, Exercise 1
P ag e 2 4 , C D 1, T ra c k 1 .29
UNIT 2
Example
Reading, Exercise 1 Woman belt
Pag e 2 0 , C D 1, T r a c k 1 .22 1 Woman dress
1 Woman a dollar forty-nine 2 Woman sweater
2 Woman five Euros ninety-nine 3 Woman shoes
3 Woman two hundred and forty-nine euros 4 Woman sneakers
4 Woman twenty-two pounds seventy-five 5 Woman boots
5 Woman eight dollars and twenty-five cents 6 Woman jacket
6 Woman eight hundred and thirty-five pounds 7 Woman shirt
8 Woman shorts
Reading, Exercise 2 9 Woman pants
Pag e 2 0 , C D 1, T r a c k 1 .2 3
The watch is twenty-two pounds seventy-five,
a
b
Man
Woman The notebook costs eight dollars and twenty-five ■ Hi К EXAMS
cents. Listening, P a rt 1, Exercise 3
с Man The laptop costs eight hundred and thirty-five
Pag e 2 8 , CD 1, T ra c k 1.31
pounds.
d Woman The camera is two hundred and forty-nine euros, Listening, Part 1. You w ill hearfive short conversations. There is
e Man The pen costs a dollar forty-nine, one question for each conversation. For each question, choose
f Woman The sandwich is five euros ninety-nine. the right answ er (A, B, or C).
Example. What are the girls talking about?
Listening, Exercise 1 Girl Hey, Hannah, I really like your new shoes.
Pag e 2 3 , C D 1, T ra c k 1 .25 Hannah They’re not shoes. Look.
1 Girl Oh, they’re boots. They look great.
Woman Hi. Are you all right there? Hannah Thanks.
Boy Yes. Well, these running shoes, how much are they?
1 When does Oliver play tennis?
Woman Let me look. Here we go ... they’re forty-nine dollars.
Ann Hi, Oliver. Where are you going?
Boy OK. Can I try them on, please? Size ten.
Oliver To play tennis with Paula.
Woman Sure. I’ll be right back.
Ann Tennis?
2 Oliver Yes, we always play twice a week.
Woman Hi. Do you need any help?
2 Where is Brian?
Girl Hello. Do you have anything about New York? My dad
Brian Do you have Fast Car magazine?
and I are going there on vacation.
Assistant Yes, here you are.
Woman Urn, yes. In the travel section. You’ll find three or four
Brian And can I have that newspaperfor my dad?
books about New York there, I think.
Assistant OK. That’s five dollars exactly.
Girl Oh. Of course. Thanks a lot.
3 What is Molly’s hobby?
3
Luke That’s a nice camera, Molly.
Man Can I help you?
Molly Thanks.
Boy Yes, do you have this shirt in blue?
Luke Do you use it a lot?
Man Let me look... What size are you?
Molly Yes, I take a lot of photos to put on my blog.
Boy Medium. I think.
Luke That’s interesting.
Man Urn . . . Yes, here you are.
Boy Great. Can I try it on, please? 4 How much is the red sweater?
Man Sure. The changing rooms are over there, in the back. Girl How much is that sweater?
Assistant This one? It’s fourteen ninety-nine.
4
Girl No, sorry. I meant the red one.
Man Hello. Can I help you?
Assistant Oh. Let me see. It’s seventeen ninety-nine. Oh, no, it
Girl Yes. This magazine please, and this candy bar.
isn’t. It’s on sale. It’s only seven ninety-nine.
Man OK. That’s six dollars and fifty cents, please.
Girl Great. I’ll take it.

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UNIT 3 UNIT 4
Listening, Exercise 2
Vocabulary, Exercise 1
Page 32, C D l, Track 1.33 Page 4 1 , C D l, Track 1.41
1 Woman Carrots. Conversation 1
2 Woman Cake. Lucy Kathy, what are you doing?
3 Woman Peppers. Kathy I’m looking foryour pink shirt.
4 Woman Yogurt. Lucy What?
5 Woman Omelette. Kathy I’m looking foryour pink shirt.
6 Woman Chili. Lucy Why?
7 Woman Coffee. Kathy I want to wear it tonight.
8 Woman Green beans. Lucy What!
9 Woman Tacos. Kathy I said I want to wear it tonight. To go to the movies.
10 Woman Salad. Lucy What about asking me first?
Kathy OK. Can I borrow your pink shirt?
Listening, Exercise 1 Lucy That’s not howto ask, Kathy.
Page 3 3 , C D l, Track 1 .3 4 Kathy Dear, lovely, beautiful, wonderful Lucy. Best sister in
Welcome to the Blues Cafe. For our appetizers today we have a the whole wide world. Please, please can I borrow your
nice green salad and also two delicious soups - tomato soup and shirt?
mushroom soup. Lucy No, you can’t.
Our lunch specials are a spinach and mushroom omelette or a Kathy I hate you! Mom, Lucy’s being mean to me. Mom!!
cheese omelette, steak, grilled chicken, and pasta with tomatoes. Conversation 2
And with the lunch specialyou can have one side dish, eitherfries Tom Can I go out tonight, Mom?
or onion rings. Mom Where do you want to go?
And last but not least our wonderful desserts, yogurt and Tom To Nate’s house to watch a movie.
strawberries, vanilla and chocolate ice cream, and there’s also Mom Do you have any homework?
cheesecake. Tom Only a little.
And if you want something to drink, we have mineral water, fruit Mom Flmm, I don’t know.
juice, tea, coffee, and hot chocolate. Tom Please, Mom.
Listening, Exercise 3 Mom Urn. I’m sorry, Tom. I’m goingto say no. I want you stay
Page 3 3 , C D l, Track 1 .3 5 in tonight.
Tom But Mom!
Waiter Welcome to the Blues Cafe. Mom No buts, Tom. That’s the final word.
Jane Hello. We’d like something to eat. Tom It’s not fair. I only wanttogo outfortwo hours.
Waiter Here’s the menu.
Jane Thanks. Conversation 3
Waiter What would you like to drink? Dad Hello.
Jane Some orange juice for me, please. Tom Hi, Dad. Good day at work?
Sam And for me, just some water, please. Dad Yes, thanks, Tom.
Waiter I’ll be right back. Tom Dad, can I go out tonight? Just for a couple of hours to
Waiter All right! What can 1get you? Nate’s house?
Sam Can 1have the tomato soup, then the chicken and fries. Dad Have you asked your mom?
please? Tom Yes.
Jane I’d like the cheese omelette. Dad Well, I guess that’s OK then.
Sam That’s all? Tom Dad, you’re the best.
Waiter Would you like an appetizer?
Pronunciation, Exercises 1 and 3
Jane No, thanks. Just the omelette.
Sam Can we have the check, please?
Page 1 20, C D l, Track 1 .4 2 , Track 1.4 3
Waiter Of course. That’s $28, please. Jennifer’s father’s a firefighter,
Sam Here you are. Oliver’s mother’s a travel writer,
Waiter And here’syourchange. Thanks very much. Peter’s sister’s a truck driver,
Sam Thank you. Bye. And Amber’s brother’s a deep-sea diver.
Jane Sam?
Sam
Jane
Yes? What is it? You don’t look happy.
I’m ... really hungry. mi m ik exams
Sam You are? Listening, P a rt 3, Exercise 3
Jane Yes. Page 4 6 , C D l, Track 1.45
Sam Well, what would you like?
Listening, Part 3. Listen to Jessica talking to Brandon about her
Jane Another omelette!
family. For each question, choose the right answ er (A, B, orC).
Pronunciation, Exercises 1 and 3 Girl Was the party good?
Page 1 20, C D l, Track 1 .3 6 , Track 1.3 7 Boy Party?
Jill wishes she had fish and chips for dinner. Girl Yes, your uncle’s birthday party. Remember? Last Friday
Pete’s eating meat with cheese and peas. evening?
Pete and Jill drink tea with milk. Boy Last Friday, of course. Yes, it was great.
Girl Do you have any photos?
Functions, Exercise 2 Boy Yes, 1took some on my phone. Do you want to see them?
Page 37, C D l, Track 1.3 9 Girl Of course 1do.
Man Oh, no. I’m reaiiy sorry. Boy OK, so this is my uncle. It was his birthday.
Woman Don’t worry. It’s not my favorite picture. Girl 1know. How old is he?
Man But it’s broken. I feel really bad. Boy Let me think. He’s twenty years older than me. I’m
Woman It’s OK. I don’t really like it anyway. fourteen s o ...
Girl So he’s thirty-four.

T-132
 Boy That’s right. Anyway, so that’s my uncle Dan, and this is My mom’s always cooking something, and I love
his wife Anna. helping her. She asks me all about school and my
Girl She’s very pretty. friends. I love telling her about my life, and then at
Boy And that’s theirson, Mike. He’s only four. He’s really the end there’s a delicious cake to eat!
funny.
Number 4. Carlos
Girl Ahhh. He’s so cute! So who’s that girl next to you in this
Interviewer Where’s home foryou?
photo?
Boy 2 My yard.
Boy That’s my sister!
Interviewer Your yard?
Girl What? Carla?
Boy 2 Yes, we have a really big backyard.
Boy No, my other sister, Ruth.
Interviewer And what do you most like to do there?
Girl Your baby sister, Ruth? No way.
Boy 2 I like playing soccerthere with my friends. It’s
Boy Yes, she’s ten now.
great. I can forget about everything and just have
fun. I think, when I’m with my friends, I always feel
UNIT 5 like I’m at home.
Reading, Exercise 1
P ag e 4 8 , C D l, T r a c k 1 .46 UNIT 6
1 Man kitchen, С Listening, Exercises 2 and 3
2 Man bedroom, E P ag e 5 9, C D l, T ra c k 1 .5 4
3 Man bathroom, D
Boy I read a really cool story about Cristiano Ronaldo on the web
4 Man living room, A
a few days ago.
5 Man diningroom, F
Girl The soccer player?
6 Man yard, В
Boy Yes, the soccer player.
Pronunciation, Exercises 1 and 3 Girl Oh, what was the story about?
P ag e 1 20, C D l, T r a c k 1 .4 8 , T ra c k 1.49 Boy It was about when he wasyoungerand he played fora
kids’ team. Apparently one day a man from one of the big
Mom What happened in the kitchen, Jack? It’s a mess!
Portuguese soccer teams came to watch his team play.
Ja ck I started to make a cake, then I decided to make a pizza. I
Ronaldo was there, and there was a friend of his, called
cooked all morning and cleaned all afternoon.
Albert... urn, I don’t remember his last name, but Albert
Mom You cleaned? What did you clean?
something... anyway Ronaldo and this Albert were both
Ja ck My bedroom!
really good players and this man was interested in them
Vocabulary, Exercise 1 both. He wanted to offerthem a place in the club’s soccer
P ag e 5 0, C D l, T r a c k 1 .5 0 school, but there was only one place.
Girl Who did he choose?
1 Woman chair, D
Boy Well, they were about to play a game so he told them that
2 Woman carpet, G
the player who scored the most goals would get the place
3 Woman stove, В
at the school. After some time the score was 2-0 — Ronaldo
4 Woman curtains, E
scored the first goal, and Albert got the second one. Then
5 Woman desk, 1
right at the end of the game Albert got the ball, and ran past
6 Woman lamp, К
the goalkeeper. All he needed to do was kick the ball into
7 Woman mirror, H
the empty goal. But he didn’t kick the ball. He saw Ronaldo
8 Woman shelves, С
beside him and he passed him the ball. Ronaldo scored the
9 Woman shower, L
goal and got the place at the school.
10 Woman sofa, A
Girl But why did Albert do that?
11 Woman toilet, J
Boy That’s exactly what Ronaldo asked him. And do you know
12 Woman dresser, F
what Albert said?
Listening, Exercises Girl What?
P ag e 5 0, C D l, T r a c k 1.51 Boy He said, “ Because, Cristiano, you are the better player.”
Girl Wow. That’s amazing. But is it true?
Number 1. Emma
Boy Well, I searched around on the Internet and found the story
Interviewer Where’s home foryou, Emma?
on lots of different sites, but it’s very difficult to know if it
Girl 1 For me, home is the place where I can be happy.
really is true.
I’m thinking of my bedroom. I feel really happy
Girl I don’t really care. It’s a great story. So what happened to
there.
Albert?
Interviewer What do you like best there?
Boy Well, he didn’t become a professional soccer player, but he
Girl 1 My desk. It has the docking station for my MP3
lives in a really nice house and drives a really nice car- and
player, of course, with two very good speakers, so I
they’re both presents from Ronaldo.
can listen to my favorite music. That’s cool.
Girl What a friend!
Number 2. Jacob Boy If it’s true.
Interviewer Where’s home foryou?
Boy 1 That’s a difficult question. I feel at home where it’s
Pronunciation, Exercises 1 and 3
quiet. Hmm. I think for me home is the living room P ag e 1 20, C D l, T r a c k 1 .5 5 , T r a c k 1.5 6
at my grandparents’ house. Woman Sarah’s funny, cheerful, and helpful.
Interviewer What things do you like most there? Man Jo n athan’s generous, confident, and talented.
Boy 1 I love it sitting in it and watching TV. Woman Elizabeth’s intelligent, adventurous, and easy-going.

Number 3. Marta
Interviewer Where’s home foryou?
Girl 2 The apartment where I live with my mom and my
sister.
Interviewer What do you like most there, Marta?
Girl 1 Our kitchen. It’s pretty small, but it’s always
busy and full of people talking and having fun.

T-133
 H 2, MP3 player
I Hi К EXAMS J
I 3, flashlight
9, hairdryer
Listening, P a rt 2, Exercise 4
P ag e 6 4 , C D 2, T r a c k 2.0 2 Listening, Exercise 2
P ag e 6 9, C D 2, T ra c k 2 .0 7
Listening, Part 2. Listen to Lauren telling Martina about her
room. Who gave Lauren each of the pieces of furniture? For Radio Host It’s ten past eight on Radio 24 Hours. I’m Jackson
questions 1-5, write a letter A-H next to each present. Bradley. Welcome to “ Expert Opinion.” Today’s
expert is an inventor. Her name is Karen Ealey, and
Martina Wow, Lauren - I love your bedroom. It’s so cool. Where she is here with us to answeryour questions. Good
did you get that chair? evening, Karen.
Lauren My grandfather gave it to me. He didn’t want it anymore. Karen Good evening, Jackson.
Martina Did he give you the sofa, too? Radio Host Karen, I’m sure we have lots of young people out
Lauren No, that was a birthday present from my Dad. there who want to become inventors. What would
Martina A chair and a sofa in your bedroom. You’re so lucky. My you say to them? What’s your advice?
room’s just big enough fora bed! Karen Two things. You shouldn’t start thinking “ What idea
Lauren I know, but you’re lucky because you have brothers and can I have to make a million dollars?” You should
a sister. start with a little idea. You should think, “What can I
Martina Lucky?! I’m not so sure. These curtains are great. They invent that makes one little thing in my life easier?”
make the room really warm and comfortable. Were they For example, you often forget where you put your
a present? keys. What can you invent to help with that?
Lauren Yes, my mom bought them for me, but I chose them. Radio Host That’s an interesting thought, and we have our first
I got them from the same store where my Aunt Abby caller, Martin from New Jersey. Hello, Martin.
bought me the carpet. Martin Hello, Jackson. Hello, Karen. I have a question. I have
Martina And you have your own desk, too! an idea for an invention, but I don’t want to say what
Lauren Yes, I got that from my Uncle Tim. Oh, no, wait, that’s not it is, of course.
right. Yeah, I got it from my other uncle, Uncle Simon. It’s Karen Absolutely not. If you have a good idea, you have to
really old, but I like it. Did you seethe lamp overthere? keep it to yourself first.
Martina Yes, of course. It’s the best thing in your room. Martin Right. But my question is, uh ... I have a job, and I
Lauren That’s because you gave it to me! don’t have enough time to work on my invention.
Should I quit myjob?
UNIT 7 Karen Good question. You shouldn’t quityourjob. If
you don’t have a job, the situation is much more
Reading, Exercise 1 stressful.
P ag e 6 6 , C D 2, T ra c k 2 .0 3 Martin OK, thankyou.
1 Man e-book reader, С Radio Host You’re welcome, Martin, and we have another caller.
2 Man camera, A Her name’s Anna, and she’s still very young. Anna,
3 Man TV, F how old are you?
4 Man tablet, E Anna I’m 13, and I want to be an inventor.
5 Man laptop, D Karen Fantastic.
6 Man desktop computer, В Anna Yes, but my problem is that I have too many ideas. I
have so many ideas that I don’t know where to start.
Reading, Exercise 4 Karen Good point. You’re creative and you have lots of
P ag e 6 6 , C D 2, T ra c k 2 .0 4 ideas. That’s wonderful, Anna. That’s what an
1 inventor needs. But I’ll tell you what you should
Woman A person who invents something has an idea and creates do. You should work on your best idea first. You
something new. shouldn’t forget about your other ideas, but you
can’t work on all of them at the same time. So get
2 yourself a notebook, and write down all your ideas,
Woman If you hear something that is shocking, it makes you feel but work on one idea first.
surprised and upset. Anna OK.
3 Karen And then, when you’ve figured out howto make that
Woman I researched the topic on the Internet. one idea work...

4 Pronunciation, Exercises 1 and 3

Woman What is a huge problem for Africa? There is not enough P ag e 1 21, C D 2, T r a c k 2 .0 8 , T r a c k 2 .0 9
clean water. Luke Let’s look in this room, Sue.
Sue Wow! It’s got things from the moon in it.
5
Luke look at these cool boots! I saw them in ourscience
Woman You can get trachoma from dirty water.
book.
6 Sue We should take a photo for our school project, Luke.
Woman Getting an eye infection can make people blind.
Vocabulary, Exercise 1
7 P ag e 7 1, C D 2, T ra c k 2 .1 0
Woman You buy gel in a plastic bottle.
A 4, buy groceries
Vocabulary, Exercise 1 В 7, make the beds
P ag e 6 8 , C D 2, T ra c k 2 .0 6 С 6, do the dishes/wash the dishes
D 9, do laundry
A 10, headphones
E 3, do the ironing
В 6, coffee maker
F 1, vacuum
С 5, remote control
G 8, cook
D 1, GPS
H 5, set the table/clearthe table
E 8, docking station
I 10, load the dishwasher/ empty the dishwasher
F 7, calculator
J 2, clean
G 4, game console

T-134
 Interviewer Do you everfind time to have any fun?
UNIT 8
Chloe No, not really.
Pronunciation, Exercises 1 and 3
Page 121, CD2, T rack 2.1 3 , Track 2.14
1 The next train to Austin leaves from platform three in fifteen
ITrii К EXAMS
minutes. Listening, P a rt 4, Exercise 3
2 Your total is twenty dollars and thirteen cents. P a g e 8 2 , C D 2 , T r a c k 2 .1 8
3 Tomorrow is my grandmother’s sixtieth birthday. Listening, Part 4. You will hear an interview with a famous
4 You can’t go to that club. You have to be at least nineteen to go person. Listen and complete 1-5.
there.
5 There are eighteen people in my class, but there are th vin Interviewer I’m herewith Joe Ruby, the 17-year-old computer
genius. Hello, Joe.
my twin brother’s class.
Joe Hello.
6 What? The concert ticket costs forty dollars? I thought you said
Interviewer Joe, you’re not only a computergenius, are you?
it was fourteen!
You’re also a businessman.
Vocabulary, Exercise 1 Joe That’s right. I guess you can call me that. I think I
P ag e 7 6 , C D 2 , T ra c k 2 .1 5 just got lucky.
1 Interviewer Well, tell us aboutyourcompany.
Joe Well, I made some computer games, and then I
Woman Mary Kapitonenko spends a lot of time helping other
made a company to sell the games to other people.
people.
The company is called Go-Go Games. People really
2 liked my games, so the company made a lot of
Woman Don’t waste yourtime. You have a lot of homework to money.
do. Interviewer And you made a lot of money, too, right?
Joe Yes, I did!
3
Interviewer Joe, you just sold Go-Go Games for 12 million
Woman I neverfind time to relax and read a book.
dollars. Is that right?
4 Joe Yes, that’s right.
Woman We had a great time at Sandra’s birthday party. Interviewer So, what’s next foryou?
Joe First, I want to spend some time with my family.
5 Because I have this money now, my parents - and
Woman I’m sorry to hearyou’re having such a bad time. my grandparents - don’t have to work anymore. I
6 want my whole family to take a trip together, maybe
Woman She loves painting in herspare time. to Brazil or Mexico. After that, I don’t know, maybe
college.
7 Interviewer Thank you so much for talking to us today, Joe.
Woman He’s so busy. He can never take time off. Joe You’re welcome. Anytime.
Listening, Exercise 1
P a g e 7 7 , C D 2 , T r a c k 2 .1 6 UNIT 9
D yla n Vocabulary, Exercise 1
Interviewer How do you spend your time on the weekend,
P a g e 8 6 , C D 2 , T r a c k 2 .2 0
Dylan?
Dylan Umm, I don’t know. I watch TV, play computer A 10, forest
games, go out with my friends. All the usual things. В 3, mountain
Interviewer Do you thinkyou spend yourtime well? С 6, desert
Dylan Yes, most of it. I probably watch too much TV D 2, hill
though. E 5, river
F 7, lake
D aisy G 1, ocean
Interviewer How do you spend yourtime on the weekend, H 9, island
Daisy? 1 4, jungle
Daisy I spend all of Saturday playing soccer. I’m on the LA J 8, beach
Galaxy girl’s team. Then on Sundays we usually have
a game. Listening, Exercise 2
Interviewer So, doyou evertake time off from soccer? P a g e 8 7 , C D 2 , T r a c k 2 .2 1
Daisy Yes, I usually watch movies on Saturday nights. It Interviewer You know so much about the wildlife here, PK. How
helps me relax. come?
Bushman My family are San, bush people, and I learned about
Josh
nature from the time when I was a child. I was born
Interviewer How do you spend your time on the weekend, Josh?
in the Kalahari.
Josh I usually hang out with my buddies downtown on
Interviewer And you grew up and found your wife here?
Saturdays. We look around the different stores,
Bushman Yes, finding a wife here was very interesting.
but we never buy anything. And then on Sundays I
Interviewer Tell us more.
usually visit my grandma with my mom and dad.
Bushman Yes, let’s say a young man wants to marry a girl. So
Interviewer Doyou thinkyou waste any ofthe weekend?
he has to ask her father and he says before you can
Josh No. I always have a good time. If you’re having a
marry my daughter, you have to do a task.
good time, you’re neverwastingyourtime.
Interviewer OK. So what type of task does the you ng man have
C hloe to do, PK?
Interviewer How do you spend your time on weekends, Chloe? Bushman Well, for example, he has to show that he can take a
Chloe I do the dishes, I help my mom in the yard, I walk kill away from a lion.
the dogs, I clean up around the house, I go grocery Interviewer What doyou mean “take a kill away from a lion”?
shopping. And then on Sundays ... I spend the Bushman Well, imagine a lion kills an antelope or another
whole day doing my homework. large animal. The young man has to find that lion

T-135
 and get the meat, so he can show that he has Tom What about tomorrow? There’s a show at 3 p.m.
courage. That’s important for his future family. Annie Umm ... No, I’m playing tennis.
Interviewer Wow, but how can you do that? How can you find a Tom With Emily?
lion and its kill? Annie Yes, that’s right. With Emily. She’s meeting me at the
Bushman You have to look. You have to look for the big birds, sports center at two. So ... no, I can’t make it.
the vultures. They are watching the lion because Tom There’s also a show in the evening. It starts at six thirty.
they want some of the meat. Would you maybe...
Interviewer OK, so let’s say you find the lion and its kill. How Annie I’msorry. I can’t. I’mgoingtoa party with my sister.
can you then get the meat? Isn’t that dangerous? Tom Sunday?
Bushman Yes, of course the lion is dangerous. You must not Annie My uncle and aunt are visiting. They really want to see
take the meat away from the lion at night. You have the castle, so we’re taking them there. Boring! AH day.
to do that during the day. Sorry.
Interviewer Why’s that? Tom No problem. Never mind.
Bushman During the day it’s very hot. And the big cats can’t Tom Excuse me a minute .... Hello. Hello Emily. ...Yes, it’s
run fast when it’s hot. A man can run even when it’s Tom.... I’m fine.... Nothing... Absolutely. I’d love to !...
very hot, but lions can’t. That’s great... Seven ... OK, I’ll see you there about a
Interviewer No? quarter to ... Great. Bye.
Bushman No, they can’t. When they eat some meat, they feel Annie Was that Emily?
very, very hot and get very tired. So they often just Tom Yes, she wants to go to the movies with me. She’s so
lie around and they sleep all the time during the cool!
day. At night they are more dangerous because Annie Yes, yes. I guess she is.
they don’t sleep. And at night their eyes are better
than your eyes. So you can’t get the kill from the
Pronunciation, Exercises 1 and 3
lion at night. P a g e 1 21, C D 2, T r a c k 2 .2 8 , T r a c k 2 .2 9
Interviewer OK, so you have to do that during the day. But Beth Look-there’s the theater.
what do you do to get the kill from the lion? Harry That’s not the right one, Beth.
Bushman OK. So let’s say the lion is sleeping. You hold your Beth Well, it says, “The Fifth Avenue Theater.”
spear in your hand. You have to be very quiet. And Harry But we want the one on Third Street!
you go up to that lion.
Interviewer Do you attack him with yourspear? Kill him?
Bushman No, no, no, no. You just go up to him and shout I HiNK EXAMS
Arrrrggggghhhhh! You must not hurt him or kill Listening, P a rt 5, Exercise 3
him, just surprise him, shock him, so he runs away.
P a g e 1 00, C D 2, T r a c k 2.3 1
Interviewer Wow!
Listening, Part 5. You will hearsom e information about a
Pronunciation, Exercises 1 and 3 shopping center. Listen and complete each question.
P a g e 1 2 1 , C D 2, T r a c k 2 .2 2 , T r a c k 2 .2 3 Hello and welcome to the White River Shopping Center. We are
Jill I’d like to live in the wild. What about you, Mike? the largest shopping center in the Northeast, with more than
Mike I prefer a city lifestyle. I don’t like lions or tigers - or 300 stores on fourfloors, as well as 14 restaurants and a movie
insects! theater - all found on the 5th floor.
Jill But living in the wild’s much more exciting! The shopping center is easy to reach by car, just follow the signs
Mike Yes, Jill - and it’s more frightening, too. from the highway or downtown. There is parking for 5,000 cars.
Parking costs $2 an hour. There is also regularfree bus service
Vocabulary, Exercise 1 between the shopping center and downtown. Buses leave White
P a g e 8 9 , C D 2, T r a c k 2 .2 4 River every 15 minutes.
A Woman sunny White River Shopping Center opens at 9 a.m. Stores close at
В Woman rainy 9:30 p.m. during the week and on Saturday, and at 5:30 p.m. on
С Woman cloudy Sundays. The restaurants and movie theater are open until 11 p.m.
D Woman cold every day.
E Woman freezing Thank you for listening. If you wish to hear this message again,
F Woman warm press one. If you want to talk to someone, please stay on the line.
G Woman hot
H Woman windy
1 Woman
UNIT 11
foggy
J Woman dry Pronunciation, Exercises 1 and 3
К Woman wet P a g e 1 21, C D 2, T r a c k 2 .3 3 , T r a c k 2 .3 4
L Woman humid
Dr. Harris Who’s next? Oh, hello Henry. How can I help you?
Henry Well, Dr. Harris - my head’s very hot!
UNIT 10 Dr. Harris Let me see... does it hurt here?
Henry Yes, doctor! That feels horrible!
Listening, Exercise 1 Dr. Harris It’syourhat, Henry. It’s too small!
P a g e 9 5 , C D 2, T r a c k 2 .2 7
Tom Hey, Annie, what are you doing tonight?
Vocabulary, Exercise 2
Annie Nothing. Why? P a g e 1 0 4 , C D 2, T r a c k 2 .3 5
Tom Would you like to go to the movies with me? There’s a 1
really good movie playing. It starts at seven. Boy Are you OK?
Annie Umm ... Umm ... Now I remember. Boy No, ouch. My knee! Aaargh!
Tom What?
2
Annie I’m having dinner with my dad. We’re going to a
Girl I ate a lot of food last night. My stomach really isn’t too
restaurant.
good this morning.
Tom Oh, that’s nice. Where?
Annie That new one on Bridge Street. It’s Italian. 3
Tom Yes, I know the one. It’s next to the library. Woman Don’t eat so quickly-you’ll bite your tongue. See? I told
Annie That’s it. I’m sorry. you!

T-136
Listening, Exercise 2 Man 555-9384. OK, got it, Jackie. Leave it to me. I’ll make sure
P ag e 1 05, C D 2, T ra c k 2 .3 6 he gets the message.
Girl Thanks, Mr. Gardner. Thanks very much. Bye.
1
Man Bye.
Woman Hello, Katie. What can I do foryou?
Girl Well, it’s my shoulder.
Woman OK. And what’s the problem with it? Does it hurt? UNIT 12
Girl Yes. I fell over when I was skateboarding the other day ...
Listening, Exercise 1
Woman Was that yesterday?
Girl No, it was ... urn ... two days ago, I think. Yes, Tuesday. Pag e 1 13, C D 2, T ra c k 2 .4 0
Woman OK. And you fellonyourshoulder? Steve ... and so when I was here, in school, I decided that I
Girl Well, no, I fell on my arm, really. And it wasn’t bad, you really wanted to travel. You know, some people want
know. I just got up and went back to skateboarding. But to write, other people want to get married and start
now my shoulder hurts. Urn, I can’t move it very well. a family, some people want to go and live in another
Woman OK, well let’s have a look at it. Can you take yourshirt off country. And that’s fine. But not me. Me, I just wanted to
for me please? travel. I’ve never been a person who stays at home. Even
Girl Yes, OK. when I was twelve orthirteen, I biked to other places
near here, just to see what they were like. I’ve always
2
loved traveling, all my life, and I still do. And I never want
Woman Are you all right, David?
to stop. So, that’s it. Thankyou.
Boy Urn, yeah, yes, thanks, Mom.
Teacher Well, thankyou, Steve, that was such an interesting talk.
Woman Are you sure?
You really have been to a lot of different places, haven’t
Boy Well, actually, no, not really. I think I have a problem
you?
with my ankle.
Steve Yes, I have!
Woman Yourankle?
Boy Yes. It’s really strange. Urn, yesterday I was walking home Listening, Exercise 2
and it was OK, but then it just started hurting, I don’t Pag e 1 13, C D 2, T ra c k 2 .41
know why. Then it stopped.
Teacher So, everyone, I’m sure you have lots of questions
Woman But nowit’s hurting again?
for Mr. Anderson. Anyone? Yes, Mandy.
Boy Yes, but it’s kind of on and off, you know? Sometimes it’s
Mandy What’s the best place you’ve ever been to?
OK, but sometimes it hurts.
Mr. Anderson Wow - that’s a hard question. I mean, I’ve been to
Woman Maybe you should see the doctor. What do you think?
so many great places.
Boy Yeah, maybe.
Mandy OK, then, what about the most interesting place?
Woman OK, I’ll call and see if we can go this afternoon.
Mr. Anderson Ah, then I think maybe it was Mexico. The people
Boy Thanks, Mom.
there are wonderful and it’s so beautiful too, some
3 really wonderful places and things to see. And
Sam Hello, Molly. very interesting because of its history.
Molly Hey, Sam. Hey - are you OK? Teacher Another question?
Sam No, I think I have a problem. Boy Have you ever eaten anything really horrible? Like,
Molly Yeah, I can see that. You’re walking kind of funny. a snake or something.
Sam I know. It’s my back. Mr. Anderson No, I’ve never eaten a snake. But I’ve eaten some
Molly Your back? What’s the matter with your back? strange things. Once in Africa I ate a cooked spider
Sam I don’t know. I mean, I woke up this morning with a ... Well, you know, it was really very good! But I
backache. don’t eat them at home, OK?
Molly Didyou tellyourmom and dad? Teacher Yes, Tom.
Sam Well, it wasn’t that bad and I didn’t think about it much, Tom Has anything really bad ever happened to you in
so no, I didn’t. But now ... another country? You know, like an accident or
Molly Look, I’ll carry your backpack foryou, OK? something?
Sam OK, thanks. Mr. Anderson Well, no, I’ve been very lucky. I was sick once in
Molly And when we get to school, I’ll take you to see the nurse. India, but nothingtoo bad. And lots of times I
Sam OK. Thanks, Molly. nearly had an accident in a minibus orin a taxi.
But only nearly. But no - I guess I’m just very
Listening and Writing, Exercise 2 lucky. OK, last question. Yes, the girl overthere.
P ag e 107, C D 2, T r a c k 2 .3 7 Girl Yes, you say that you’re a traveler. So, what’s the
Man Hello? difference between a tourist and a traveler, then?
Girl Oh hi, Mr. Gardner. It’s Jackie, Jackie Martin, Andy’s Is there a difference?
friend from school. Mr. Anderson Good question! You know, nobody has ever
Man Yes, Jackie. Hi. Listen, I’m afraid Andy’s not here. He’ll be asked me that before, but I know my answer.
back in about an hour, I think. Tourists take suitcases with them, travelers take
Girl Oh. I really need to talk to him. backpacks, that’s how I look at it. You know? I’m
Man Do you want to leave a message? not on vacation when I travel. Know what I mean?
Girl Yes, please. Urn, well, the thing is, I have a problem with Girl Yes, I think so.
my homework. The science homework. Mr. Anderson Here’s another idea: if you’re in a city, and there’s
Man OK. a tourist there, you know that he or she is a
Girl And I need to finish it tonight because we’re going away tourist. You know, map, camera, horrible shirt,
tomorrow, for the weekend. sandals, and socks... But it isn’t so easy to see the
Man Right. So, you want Andy to call you tonight? travelers.
Girl Yes, please. When he gets back, please. Teacher OK, well we have to stop now. Steve, thanks again.
Man “When you get back” ... OK. Does he have your number? Thanks, everyone.
Girl I’m not sure. I have a new cell phone, so can I tell you?
Man Sure.
Girl It’s 917...
Man 917...
Girl 555-9384.

T-137
Pronunciation, Exercises 1 and 3
Page 121, CD2, T rack 2.42, Track 2.43
car- plane - bike- train
a £pr, a plane, a bik£, a train
a ear and a plane and a bike and a train
a car and then a plane and then a bike and then a train

Vocabulary, Exercise 1
P ag e 1 1 5 , C D 2, T ra c k 2 .4 4
0 Woman a minibus
1 Woman a subway
2 Woman a motorcycle
3 Woman a tram
4 Woman a helicopter
5 Woman a scooter

■ TWiHK EXAMS
Listening, P a rt 2, Exercise 3
P a g e 1 1 8 , C D 2 , T r a c k 2 .4 6
Listening, Part 2. Listen to Ja c k talking to a friend about his
transportation project. How does each person get to school? For
questions 1-5, write a letter (A-H) next to each person.
Leah So, have you done your project?
Ja ck What, my transportation project?
Leah Yes, that one.
Ja ck Yes, I have all the information.
Leah So, any surprises?
Ja ck Not really. Like me most people walk to school.
Leah Me too.
Ja ck But after walking, the most populartype of
transportation was the bus. I think 14 people use the
bus.
Leah Like who?
Ja ck Let me think. Kevin, Steve, Jessica, umm ... Olivia, umm
... and Nathan. I can’t rememberthe rest.
Leah What about Mateo? Doesn’t he come by bus?
Ja ck No, he comes with his mom in her car.
Leah So, how many come by car?
Ja ck Eight, including Brandon.
Leah What do you mean, including Brandon?
Ja ck Well, he actually comes by taxi because his mom’s a taxi
driver.
Leah I see. So, what’s the most unusual type of
transportation?
Ja ck Boat.
Leah Boat?
Ja ck Yes, boat. Lauren lives on the otherside ofthe river, so
she gets the ferry every morning.
Leah Wow, that’s quite a trip.
Ja ck Yes, it takes her about 40 minutes. It’s not the longest
trip though.
Leah Why? Who has the longest one?
Ja ck Adam. He has to take two trains to get to school.
Leah That’s right. He lives with his mom, doesn’t he?
Ja ck Yes, she moved to a new town, but he wanted to keep
coming here. So it’s two trains and about an hourto get
here.

T-138
 RKB К A SWER KEX
W ELCOM E U N IT Audio Script Track 02
A A LL A BO U T ME Manager The Golden Duck. How can I help you?
Mr. Crane Hello, I’d like to make a reservation forthree
Personal Information people, fortonight at 8 p.m.
Exercise 1 Manager A table forthree at 8 p.m. Can I have your name?
Mr. Crane It’s Crane. Rick Crane.
le 2a 3 f 4b 5c 6 d Manager Could you spell that?
Mr. Crane Sure. It’s C-R-A-N-E.
Nationalities and be Manager OK, Mr. Crane. And can I have a contact number?
Exercise 1 Mr. Crane Yes, it’s 235-661-0805.
Manager Thank you. See you tonight, Mr. Crane.
Just one more thing. Can I have your address?
u с M E X 1 С O) A M Y XT Mr. Crane
Manager Sure, it’s 22 Park Avenue.
N J с M У F 1 u A L R N
1 A R G E N T 1 N A P 1
SUMMING UP
T P T X R Y и о U N В T
E A E 1 U L и Y W A A E Exercise 1

I
I are 2 ’re/are 3 Brazilian 4 is 5 ’s/is 6 Colombian
D N С О L О м В 1 A) D D
7 is / ’s 8 Canadian 9 ’s/is 10 are 11 American
К A u OfB R A 1 1 L) A S 12 is 13 is 14 are 15 British 16 ’re/are
1T A и P L P w N N N T
N 1 D (Y E К R и T) A A A В WHAT’S THAT?
G R О A U T A N 1 H С T Things in the classroom and prepositions of place
D Z R J W L В D M U О E Exercise 1
О A L R M U 1 G L S E S

I
door - board - ruler - floor - cd - notebook-window - pen -
M T N a В M P О X E J W book - chair - pencil - desk

Exercise 2
Exercise 2
| l pen 2 chair 3 notebook 4 teacher 5 board 6 ruler

I
I ’re / are 2 ’m not / am not 3 Is 4 Are
5 aren’t / ’re not/are not 6 ’s/is 7 isn’t / ’s not / is not
Classroom language

Exercise 3 Exercise 1
a 5 b l с 6 d 7 e 4 fO g 2 h 3 1 Can I askyou a question? 2 Can you say that again?
3 Open your books to page 10. 4 I don’t know.
Exercise 4 5 I don’t understand. 6 What does this word mean?
7 How do you spell that word? 8 How do you say amanha in

I
I American 2 Colombian 3 Mexican 4 Chinese
English? 9 Raise your hand if you knowthe answer.
5 Turkish 6 Brazilian 7 Argentinian 8 Japanese
9 Peruvian 10 Ecuadorian 11 British 12 Canadian
Object pronouns
Exercise 1
Names and addresses
l me
И Ш й ] Exercise 1 you you
The restaurant he him

Exercise 2 she her

1 three 2 8 p.m. 3 Rick Crane 4 235-661-0805 5 22 it it

we us
П Exercise 3
7, 11,5,1,3,9,10,4,6,2,8 they them

Exercise 2
| l They, them 2 I, me 3 We 4 I, him 5 We, us

T-139
Exercise 3 Dan Not really. On Saturdays and Sundays 1get up at
^ 1 him 2 her 3 you 4 us 5 them six o’clock.
Ana What! Six o’clock??!!
this, that, these, those Dan Yes, six o’clock. 1have early morning swimming
lessons.
Exercise 1
1 This 2 Those 3 That 4 These
D MY TH IN GS
Exercise 2 My possessions
1 those 2 that 3 This 4 These Exercise 1
1 smartphone 2 lizard 3 camera 4 bike 5 tablet
SUMMING UP 6 MP3 player Jim ’s pet = Mickey
Exercise 1
have

I
I say 2 know 3 Put 4 spell 5notebook 6this/that
7 pen 8 that Exercise 1
J 1 has 2 has 3 has 4 has 5 doesn’t have 6 has

С A BO U T TIME Exercise 2
Days and dates lb 2 f 3a 4c 5 e 6 d

Exercise 1
Exercise 3

I
I Sunday, Monday, Saturday, Friday

I
I have 2 don’t have 3 has 4 don’t have 5 doesn’t
2 October, July, March,September
have 6 don’t have, Do
3 fourteenth, third, second, tenth

Exercise 4
Exercise 2
1 Do, have 2 don’t 3 Does 4 does 5 has 6 doesn’t

I
I August 2 Tuesday 3 tenth 428th 5April 6 16th
7 Do 8 have 9 do
7 Sunday 8 September
I like and I ’d like
Exercise 3
Exercise 1

I
I first 2 fourth 3 eighth 4 eleventh 5 twelfth
6 fifteenth 7 twentieth 8 twenty-second 9 twenty-fifth 1 like 2 ’d like 3 ’d like 4 ’d like 5 like 6 like
10 twenty-ninth 11 thirtieth 12 thirty-first 7 ’d like 8 like

My day SUMMING UP
Exercise 1 Exercise 1
1 three fifteen / quarter after three / 3:15 1 Do you want a pet?/Would you like a pet? 2 Do you like
2 nine twenty-five/9:25 sport? 3 Are you hungry? 4 Do you like fruit? 5 Do
3 eleven thirty/11:30 you have any brothers or sisters? 6 Does Elena have a
4 eight forty-five/quarter to nine/8:45 cat? 7 Would you like a drink?/Do you want a drink?/Do you
5 one fifty/ten to tw o /1:50 want a glass of water? 8 Do you have a car? 9 Do you like
dogs? 10 Do you have a camera?
Exercise 2
| 4, 8, 3, 7, 2, 5,1, 6
UNIT 1 HAVING FUN
GRAMMAR
SUMMING UP
Exercise 1
О Я Exercise 1
1 thinks 2 looks 3 washes 4 don’t 5 doesn’t 6 don’t

I
I 6:30 2 seven o’clock/7:00 3 ten to o n e/12:50
4 nine o’clock/9:00 5 six o’clock/6:00 Exercise 2

I
I I don’t like dancing. 2 Tim doesn’t play the guitar in a
o n Exercise 2 band. 3 Kelly misses her family a lot. 4 My parents don’t
11,3,5,9,7,1,12,8,4,10,2,6 work on the weekend.

Audio Script Track 03

Exercise 3
Ana What time do you get up, Dan?

I
I Do you speak French? 2 What does your mom do?
Dan From Monday to Friday 1get up at six thirty.
3 Does your teacher give you lots of homework?
Ana Six thirty in the morning! That’s early. Why?
Dan Well, my school starts at seven o’clock.
Ana Oh. And what time does it finish? 4 What TV shows do you like? 5 Do you play an instrument?
Dan Twenty after twelve, so 1get home at ten to one
for lunch. Exercise 4
Ana Whatdoyou do after lunch?
a 2 b 5 cO d 3 e l f 4
Dan 1do homework and watch TV. Then we have dinner,
and 1go to bed at nine o’clock.
Exercise 6
Ana So you love the weekend. You can sleep late.
1 doesn’t play 2 sees 3 stands 4 tries 5 calls 6 tells
7 turn 8 doesn’t do 9 writes 10 says 11 don’t think

T-140
Exercise 7 п а я Exercise 2

I
I helping 2 going 3 reading 4 chatting 5 doing 1 be careful 2 don’t do that 3 Watch out
6 cleaning 7 getting

Exercise 9
Audio Script Track 06
Conversation 1
usually often sometimes occasionally rarely never
Liz Hi, Jacob. You need some help 1think. Here, let me
carry the guitarforyou.
Exercise 10
Jacob Thanks, but be careful. It’s Matt’s guitar. It’s not mine.
1 You are always happy. 2 My best friend often stays with us Liz Does Matt play the guitar?
in the summer. 3 My mom and dad occasionally go out for Jacob Yes, he’s in my band.
dinner. 4 My sister is rarely nice to me. 5 My friends and I Liz You’re in a band?
sometimes go to the movies on a Saturday morning. 6 You Jacob Yes, I’m the drummer, Matt plays guitar and Sarah
are never sad. plays the piano.
Liz I’d love to hear you play. When is your next show?
G ET IT RIGHT! Jacob We don’t play shows. We just play for fun.
Conversation 2

I
I writing 2 coming 3 studying 4 waiting 5 chatting Fred Is this your pet lizard, Dana?
6 using 7 listening 8 planning 9 raining 10 getting Dana Yes.
Fred Wow. It’s great. Where is it from?
VO CABULARY Dana It’s from Madagascar.
Fred It’s really beautiful.
Exercise 1 Dana Yes. It is.
Fred Can 1pick it up?

I
I play an instrument 2 be in a club 3 collect things
4 have a pet 5 take photos Dana No, don’t do that. It bites.
Fred It bites!?
Dana Yes, it bites me and it bites my dog, Scout.
Exercise 2 Fred Your dog!
Dana Yes, he hates it.
Suggested answers Conversation 3
collect: stamps, teddy bears, autographs, bottle tops Emily Watch out, Mike. Don’t put your glass down there.
write: a blog, stories, poems, in my diary Mike What? Where?
play: the piano, the guitar, games, soccer Emily Yourglass. Don’t put it on that envelope. 1want the
stamp on it.
W ORDW ISE Mike The stamp?
Emily Yes, the stamp. 1collect them.
Exercise 4
Mike You collect stamps? How many doyou have?
1 problem 2 dinner 3 time 4 fun Emily About 800.
Mike Really?
READING Emily No, that was last month. 1have about a hundred more
since then.
Exercise 1 Mike So that’s about 900.
Emily Yes, that’s probably right.

I
I Liz 2 Gabriela 3 Dylan 4 Daniel 5 Jasmine
4 Daniel 5 Jasmine 6 Nathan 7 Chloe
P H R A SES FO R FLU EN CY
Exercise 2
Exercise 1
1 Dan Baker 2 Gina Jones 3 Anna Roberts
| 1 b 2d 3 e 4a 5 f 6c

Exercise 3
Exercise 2
1A 2 A 3 С 4 С 5 В
1 That’s right 2 Cool 3 Hurry up 4 Come on
DEVELOPING W RITING 5 Lookout

Exercise 1
CAMBRIDGE ENGLISH: KEY
Third picture - ballroom dancing
Exercise 1
Exercise 2

I
I С It’s OK. I’m fine. 2 A Nice to meet you. 3 CHe’svery
1 I goto a club twice a week to learn new dances. good. 4 A Chicken and rice, please. 5 В It’s OK.
2 Maybe you think it’s an unusual hobby for a teenager but
you’re wrong.
Exercise 2
3 I meet lots of friends there and I always have a good time.
1 В About 7 a.m. 2 В I usually do it after dinner. 3 С About
twice a month. 4 В Yes, I do. 5 С OK, I’m coming.
LISTEN IN G
Exercise 1
IB 2 С 3 С
UNIT 2 MONEY AND H O W TO SPEN D IT
GRAMMAR
DIALOGUE
Exercise 1
Exercise 1
1 Dylan 2 Mason 3 Josh
1 be careful 2 watch out 3 don’t do that

T-141
Exercise 2 DEVELOPING WRITING
1 We’re takingthe bus to school, we aren’t walking.
2 Yen and Anna aren’t having fun. They’re working on a project. Exercise 1
3 I’m trying to finish my homework, I’m not taking a break. | Ethan is writing on a smartphone.
4 We’re playing computer games, we aren’t listeningto music.
5 Addie isn’t having lunch, she’s helping her dad. Exercise 2
IF 2 1 3 F 4 F 5 F 6T
Exercise 3
la 2 f 3b4 c 5e
LISTEN IN G
Exercise 4 Ш 1 Exercise 1

I
I ’s trying 2 ’s sitting 3 Is, crying 4 is getting

I
I 24.50 2 too much 3 books on vegetarian food
5 ’s trying 6 ’s running 7 isn’t sitting / ’s not sitting 4 cookbook 5 behind 6 jeans 7 gray 8 trythemon
8 ’re laughing 9 ’re laughing
С Ml Exercise 2
Exercise 5
1) 6,4,2,1,5, 3 2) 4, 6, 2, 1, 5, 7, 3 3) 2, 6, 4, 5, 3, 7,1
1 looks 2 doesn’t look 3 smells 4 tastes 5 looks

Exercise 7 ■ TRAIN TO THiMK

lb 2 c 3 a Exercise 2
( 4356
Exercise 8

I
I like 2 ’s / is walking 3 ’s / is running 4’s/is
trying 5 ’s / is running 6 ’s / is shouting 7 isn’t / ’snot
CAMBRIDGE ENGLISH: KEY
п а и Exercise 1
coming 8 areyou doing 9 play 10 areyou doing
1C 2 С 3 С

G ET IT RIGHT!
Audio Script Track 10

I
I am selling 2 looks 3 like 4 want 5 come
6 am studying 1 What num ber is Keith’s house?
Miranda Keith, do you live on Alexander Road?
Keith That’s right. We’re at number50.
VO CABULARY Miranda Number50. That’s near my friend Sara.
Keith I know Sara. She lives at number5.
Exercise 1
Miranda No, she doesn’t. Heraddressisnumberl5.

I
I supermarket 2 clothing store 3 post office
2 What tim e does Tim ’s school start?
4 bookstore 5 newsstand
Ruth What time do you get up in the mornings, Tim?
Tim I get up at half past seven.
Exercise 2 Ruth Seven-thirty. That’s early.
Tim Well, my school starts at eight...

I
I post office 2 clothing store 3 bookstore 4 drugstore
Exercise 4 Ruth Really?
5 supermarket
Tim Oh, sorry. It starts at nine o’clock, and it takes me an

I
I boots 2 dress 3 jacket 4 sweater 5 pants 6 shoes hour to get there.
7 shorts 8 shirt 9 sneakers
3 W hat’s in Danielle’s bag?
Security Officer Can I take a look inside your bag, Ma’am?
Exercise 5
Danielle Sure. There’s not much in it. Just a laptop
1 shoes 2 beltm 3 sweater 4 jacket and a book. Well, actually, it’s a laptop and
two books.
Exercise 7 Security Officer Let me see what we have here. A laptop, two
la 2b 3 f 4c 5 d books, and a bottle of water?
Danielle Yes that’s right. I forgot about the water.

READING
Exercise 1 Exercise 2

1C 2 A 3 С 4 С 5 A 1C 2 В 3 С 4 С 5 В

Exercise 2 Audio Script Track 11

1A 2 С 1 W hat’s the w eather like?
Claire Do you want to go for a walk, Rob?
Exercise 3 Rob A walk? No way! It’s raining.
1 Layla has a lot of fun swapping clothes with her friends. Claire It’s not raining anymore. It’s just a little cloudy.
2 William doesn’t talkto friends about clothes. Rob But it isn’t sunny. I only like going for a walk when it’s
3 Anna likes talkingto friends about clothes. hot outside.
4 Anna’s going to a swapping party tomorrow. 2 Which is Anne’s dog?
5 Anna wants to swap a nice pair of sneakers. Man Excuse me, the small white dog over there... is that
your dog, ma’am?
Anne No, my dog is the small black dog. Look. He’s running
after the big black dog.

T-142
 3 Where is Marco from? Exercise 5
Where’s Marco from?

I
Woman I ’m sitting 2 ’m writing 3 ’re eating 4 tastes
Man I’m not sure. Is he from Chile? 5 ’re watching 6 wear 7 look 8 ride 9 make
Woman No, he isn’t. He speaks Portuguese. 10 sound 11 ’s walking
Man But he’s not from Portugal. I know he’s from South
America. Exercise 6
Woman So he’s from Brazil then.

I
I cool 2 right 3 making 4 much 5 looks 6 up
4 How far is Ja sm in e ’s house from her school?
7 do 8 careful 9 problem
Woman How do you get to school, Jasmine?
Jasm in e My mom takes me in the car.
Woman Why don’t you walk? It’s only 3 miles, or maybe 5. Exercise 7
Jasm in e No, it isn’t. It’s really far- it’s 7 miles from my house. | 1 F 2 T 3 F 4 T 5 F
5 What is Frank’s favorite sport?
Woman What sports do you play at school, Frank?
Frank All kinds - soccer, swimming, tennis, volleyball. UNIT 3 FOOD FO R LIF E
Woman And which do you like best?
Frank Hm. That’s a difficult question. I love soccer but I think GRAMMAR
I prefer swimming. Exercise 1
1 is 2 are 3 is 4 are 5 is 6 is 7 is
CON SOLIDATION: UN ITS 1 AND 2
П Exercise 1 Exercises 2a and 2b

I
She has dresses, shoes, and hats. She doesn’t have a jacket. I class 2 apple 3 computer 4 potato 5 shirt
6 pencil 7 cheese 8 homework 9 milk 10 time
С Й Г Я Exercise 2 11 butter 12 juice

1 Annie’s mom buys the clothes that she wears every day.
2 She buys them in stores that she usually visits a few times Exercise 3
a month. r 1 a 2 some 3 an 4 some 5 a 6 some 7 some
3 Her collection is small because the clothes are often really
expensive. Exercise 4
4 She keeps her collection in a closet in her bedroom.

I
5 She doesn’t wearthem because they’re too special. I some 2 some 3 some 4 some 5 any 6 any
7 some 8 some 9 any

Audio Script Track 12 Exercise 5

Ana

I
I many 2 much 3 many 4 much 5 many
My hobby is shopping for clothes! Wow, you say. What a 6 much 7 much
surprise - a teenager who likes shopping for clothes. Well, my
hobby’s a little different. I’m not really interested in the clothes
you wear every day. My mom buys me those clothes. I collect old Exercise 6
clothes from the 1940s. I just think the clothes from those years

I
I many 2 much 3 much 4 much 5 many
are so beautiful. It’s very difficult to find these clothes because 6 many 7 much
there aren’t many left, but I know a few stores where I can still
find them and I usually visit them every month.
Exercise 7
They are often really expensive, so my collection isn’t very big. I

I
have 8 dresses, 12 skirts, and 6 pairs of shoes. Some of them I too many clothes 2 too many people 3 a lot of traffic
are from my great-grandmother; that’s my mom’s grandma. I 4 a lot of clothes 5 a lot of people
also have two really beautiful belts from her.
I keep them all in a big closet in my bedroom. I take them out Exercise 8
about once a week to look at them, but I never wearthem!

I
They’re much too special to wear! Maybe when I’m older and I I There isn’t enough 2 There isn’t enough
have somewhere special to go ... 3 there aren’t enough 4 there are too many

Exercise 9
Exercise 3

I
I not old enough 2 too tired 3 not warm enough

I
I sweater 2 post office 3 sneakers
4 too warm
4 department store 5 shorts 6 sporting goods 7 hospital G ET IT RIGHT!

1
2 We don’t have much water. 3 There aren’t a lot of places to
Exercise 4 parkthecar. 4 Chen buys lots of cakes and a lot of ice cream.
1 Dad’s singing in the bath again.
2 That sounds like a great idea.
3 My dog always runs after birds in the park.
VO CABULARY
4 Trisha doesn’t like hotfood but she’s eatingyourchili. Exercise 1
5 Mom usually cooks on the weekend.

I
I chicken 2 mushroom 3 onion 4 carrot 5 tomato
6 Why are you drinkingthe coffee? It tastes awful.
6 salad 7 sausage 8 pasta 9 omelette
7 I like music, but I’m not enjoying listening to this!
The mystery word is: chocolate
8 I sometimes go swimming on Sunday mornings.
9 My mom likes most fruit but she doesn’t like apples.
10 James loves this band, but he isn’t enjoying the concert.
Exercise 2
la 2c 3a 4b

T143
Exercise 3 Maggie OK. Is it a spicy dish? Like, curry or something?
Well, not curry, but yes, it’s spicy. There are some chili

I
I disgusting 2 fatty 3 fresh 4 horrible 5 salty Sofia
6 spicy 7 sweet 8 tasty peppers. Well, there are a lot of chili peppers, in fact!
Maggie Great. I love spicy food - mmmm! OK - what are you
Exercise 4 doing now?
Sofia OK, well, this is some meat, right. It’s some steak, fried
1 disgusting, horrible 2 fatty 3 sweet 4 spicy 5 fresh and diced.
Maggie OK - and you’re putting it into the tomato and onion
Exercise 6 sauce.
a 3 b1 с 2 dO Sofia Yes - there we go. Now, we cook it for a little while ...
Maggie OK...
Exercise 7 Sofia ...and now, the very, very special extra thing. See
these beans? They’re red beans - red kidney beans. I
| 1 b 2d 3 c think they’re delicious.
Maggie Yes, they are. Very tasty.
READING Sofia And so I’m goingto put the beans in, too! See? Meat,
and beans, all together in a nice spicy tomato sauce.
Exercise 1 It’s my new idea for dinner!
| 1 e 2d 3a 4b Maggie Er, Sofia?
Sofia And we can eat it with some rice and with a nice green
Exercise 2 salad.
Maggie Sofia?
| 1 f 2 e 3a 4c 5b 6 d
Sofia Yes? What?
Maggie Look, I’m sorry- butyourdish isn’t new.
Exercise 3
Sofia What doyou mean?
IT 2 T 3 F - Some people think rattlesnake tastes like Maggie This is “chili con carne.” It’s Mexican food, I think. It’s
chicken, but other people think it’s like fish. famous all overthe world.
4 F - In Brazil, some people like to eat grilled chicken hearts. Sofia Really?
5 F - Guinea pig is an important food in some parts of Peru. Maggie Yes. Sorry.
6 F - Fries (or chips) aren’t the same in every country. Sofia OK. No problem. Look - I have another idea. I have
7 T some mushrooms here - let’s put them in, too. Now
it’s different, right?
Maggie Great! So now we’ve got... “ Sofia’s famous chili con
DEVELOPING W RITING carne - with mushrooms!!”
Sofia That’s right! Yay!
Exercise 2

I
I 5 minutes. 2 When it’s brown. 3 8-10 minutes.
4 Basil leaves and toasted breadcrumbs. DIALOGUE
Exercise 1
Exercise 3a 1 I’m really sorry. 2 I feel really bad. 3 Don’t worry about it.
1 с 2 a 3 b
Exercise 2
Exercise 3b 1 don’t worry about it/ it’s OK 2 I feel really bad
the imperative 3 It’s OK/Don’t worry about it

LISTEN IN G P H R A SES FO R FLU EN CY

г м Exercise 1 Exercise 1
| 1,5,2,3,4,8,11,10,6,7,9

I
beans chilli peppers garlic meat mushrooms onions
red peppers tomatoes
Exercise 2
Г Ш Exercise 2 1 as well 2 a couple of 3 What about me
1 T 2 F 3 F 4 T 5 F 6T 7 F 4 So what 5 I didn’t mean to

Audio Script Track 13 CAMBRIDGE ENGLISH: KEY

Maggie Ooh - smells good, Sofia.
Exercise 1
Sofia Thanks, Maggie.
Maggie What are you cooking? IF 2 FI 3B 4 A 5 E
Sofia Something special. Something different. It’s for dinner
tonight. Exercise 2
Maggie So - what is it? Come on - tell me! | 1 D 2 FI 3 F 4 E 5 G
Sofia It doesn’t have a name. 1have an idea for a great new
dish and I’m making it.
Maggie Well, OK then, just tell me what’s in it. UNIT 4 FAMILY T IE S
Sofia Oh, OK. So, there are onions ...
Maggie Mmm .... GRAMMAR
Sofia ... and garlic, too, of course.
Maggie Garlic, yes, 1love it!
Exercise 1
Sofia And there are some tomatoes and some red peppers, 1 my 2 our 3 my 4 Our 5 Their 6 their 7 Her
too. All cut into small pieces and fried together. 8 Our 9 His 10 Your

T144
Exercise 2 Exercise 4

I
I Isthatcarhis? 2 Arethesejeansyours?
3 Is this sandwich mine? 4 Are these books ours?
Suggested answers
1 He likes watching shows about food and cooking.
2 She wants a quiet house without TV.
5 Is that house hers? 3 Paul’s grandpa can’t hear very well.
4 Hejust wantsto watch the movies.
Exercise 3

I
I I thinkthey’re my friends’. 2 I think it’s Mrs. Miller’s.
3 I thinkthey’re my sisters’. 4 I think it’s Tom’s.
DEVELOPING WRITING
Exercise 1
5 I thinkthey’re Sandra’s.

I
I Thesleepover 4 The movie 3 The school show
2 The party
Exercise 4

I
I Whose; Millers’ 2 Sam’s; Keira’s 3 teacher’s;
Exercise 2
Smith’s 4 Who’s; Monkeys’ 5 Whose; Jam es’s
| 1 A 2 С 3 В
Exercise 5
LISTEN IN G
1 you 2 It 3 mine 4 me 5 him 6 They
7 their 8 hers 9 he 10 his 11 his 12 you Exercise 1
13 my 14 yours 15 you 16 me 17 I 18 Whose
I A 1 В 4 С 2 D 3
19 his 20 hers
Г5Ш Exercise 2
Exercise 6
| 1 T 2 T 3 F 4 F 5 T

I
I was; were 2 weren’t; were 3 was; weren’t
4 was; weren’t 5 were; weren’t
Audio Script Track 17
Exercise 7 1
Girl Can I borrow your laptop?
1 Were 2 Were 3 Were 4 Was 5 Were; were
Mom Why?
Girl I want to do my homework.
Exercise 8
Mom OK, of course you can.
1 were 2 were 3 was 4 wasn’t 5 was 6 wasn’t 2
7 was 8 was 9 was 10 was 11 was 12 Were Girl Can I borrow your laptop?
13 weren’t 14 were 15 were 16 was 17 wasn’t Mom No, you can’t. I’m using it.
18 was 19 was 20 were 3
Boy Can we watch some TV?
G ET IT RIGHT! Dad Do you have any homework?
Boy Yes, but it’s only for Friday.
I love my new smartphone. I love the color. It’s red. It’s my Dad Well, I want you to do your homework first.
favorite color. The screen is big, and the camera takes good 4
pictures. My sister loves her phone because of its modern Boy Can we watch some TV?
design and its apps, and because it’s small. Her friends gave Dad Of course you can. Here’s the remote control.
it to her for her birthday. It’s really nice, but I think mine is
the best.
Exercise 3
VO CABULARY l
Exercise 1 1 Why do you want to borrow it?
2 I want to do my homework.

I
I big brother 2 brother-in-law 3 granddaughter 3 OK, of course you can.
4 grandma 5 grandpa 6 cousin 7 aunt 8 little sister 2
Famous father = Brad Pitt 4 Can we watch some TV?
5 Do you have any homework?
Exercise 3 6 Yes, but it’s only for Friday.
7 Well, no you can’t. Do your homework first.

I
I confused 2 proud 3 worried 4 relieved 5 scared
6 upset 7 angry ■TRAIN т о ти п
1 Anna 2 Lucy 3 Mike 4 Anna 5 Paul 6 Mike
READING 7 John 8 Joe 9 Georgia

Exercise 1
1 1 dad 2 vacation 3 cousins 4 son 5 little CAMBRIDGE ENGLISH: KEY
Exercise 2 Exercise 1

1 Brother 2 Grandfather/grandpa 1 grandpa 2 aunt 3 uncle 4 cousins

Exercise 3 Exercise 2

IB 2 A 3B 4 A 5 С 6 С 7A 1 confused 2 surprised 3 worried 4 relieved

С S>lfl Exercise 1
IB 2 В 3 С 4 С
Т-145
 Rachel It was my birthday.
Audio Script Track 18 Lee Oh, let me guess. You went withyourfamily, and it
Listen to Olivia talking to Ja m al about her family. For each was in the afternoon.
question, choose the right answ er (A, B, o rC ). Rachel Almost - 1was there with some friends, and it was
Olivia Hey, Jamal. Do you want to see some photos of my the evening.
sister’s wedding? Olivia My dad, and not my mom! (laughs) Thanks!
Jam al Sure. Let’s take a look. Jam al Well, you have the same nose. It’s a nice nose.
Olivia So this is my sister Beth and her husband Pascal. Olivia OK, that’s alright.
Jam al He looks really nice. Is he French? Jam al 1mean, he’s a good-looking man
Olivia No, he isn’t. He’s Irish.
Jam al Pascal’s not an Irish name?
Olivia That’s right. Well, his dad’s family is French, and his CON SO LIDATIO N: UN ITS 3 AND 4
mom’s family is Scottish, but his family lives in Ireland.
He has three sisters. Two of them have French names,
LISTEN IN G
too. Only one sister has an Irish name. Exercise 1
Jam al Oh, I see.
| 1 С 2 В ЗА
Olivia Hey look. Here’s a photo of me with my other two
sisters. That’s Lucy and Freda. You know Freda, of
course.
Exercise 2
Jam al I do. She’s my sister’s best friend. 1 A cup of coffee.
Olivia Let’s see who’s next. Ah, that’s baby Luke. 2 The young woman’s.
Jam al Who’s he? 3 Mushroom soup.
Olivia He’s my cousin. He’s only 8 months old. He’s the son of 4 He doesn’t think it’s very good.
my Aunt Silvia and Uncle Thomas. Look, in this photo 5 At a burger restaurant.
he was 8 weeks old!
Jam al He’s so cute. Was he the star of the wedding?
Olivia Well, Beth was the star, but Luke was a close second. Audio Script Track 20
And everybody liked his brother, too. He’s eight now. W aitress Hello, I’m Maria, and I’m yourwaitress. Can I getyou a
Jam al Cute. drink right away?
Olivia Here’s my mom, Cynthia, my dad, David, and my Man Good idea. Can I have an orange juice, please?
grandpa, Robert. W aitress I’m sorry, we don’t have any fruit juice left.
Jam al Wow, you really look like Tony. Man Oh, I’ll just have some waterthen.
Olivia Tony? My cousin. W aitress Water. With ice and lemon?
Jam al Oh, no, David. Sorry. Man No, thanks. Just the water.
Olivia My dad, and not my mom! (laughs) Thanks! W aitress OK. I’ll be back in a minute, and here’s the menu.
Jam al Well, you have the same nose. It’s a nice nose. W aitress Alright. Here’s your coffee. And what wouldyou like
Olivia OK, that’s alright. to eat?
Jam al I mean, he’s a good-looking man. Man Umm... this isn’t mine, I’m sorry. I’d like water, no ice,
no lemon. Not coffee.
Woman Excuse me, waitress...
Exercise 2
W aitress Oh, I’m sorry. Of course, it was water. But why...
| 1 C 2 A 3B 4 С Woman Excuse me, waitress. The coffee’s for me.
W aitress Ah, yes, of course. I’m sorry.
Man That’s OK.
Audio Script Track 19 Man Can I get something to eat?
Listen to Lee talking to Rachel about a new restaurant. For W aitress Oh, yes, of course. What can I getyou?
each question, choose the right answ er (A, B, or C). Man The mushroom soup, please.
Lee There’s a new Italian restaurant in town. It’s great. W aitress Umm... I’m afraid we don’t have any mushroom soup.
Rachel Really? Where is it? Chicken or tomato soup maybe?
Lee Well, it’s notfarfrom the river, between a French and a Man Umm... no, thanks. Sorry, just a second.
Mexican place, I think. W aitress That’s OK, I’ll be back in a minute.
Rachel Oh, do you mean the one on River Street? Man Hello, yes, it’s Daniel. Oh, hi, Lisa. Look, don’t come
Lee No, that’s not an Italian place. here. The place is really not good. Let’s meet at the
Rachel Ah, OK. Is it on High Street then? burger place in 3 minutes. OK. Great. See you.
Lee No, it’s near the river, but not on River Street.
Rachel Ah, I know. It’s on Bridge Street, isn’t it?
Lee Yes, that’s right. GRAMMAR
Rachel I was there last week. I think it was Wednesday, no no
Exercise 3
no, it was closer to the weekend ... Friday evening,
that’s right. It was really crowded. There were lots of 1 hers 2 his 3 Its 4 it’s 5 Whose
people there.
Lee What’s the food like? Exercise 4
Rachel It’s good. They make really good pizzas. The 1 was 2 was 3 Were 4 were 5 some 6 a lot 7 any
four- cheese pizza is fantastic. 8 enough 9 any 10 lots of
Lee What about dessert?
Rachel The ice-cream’s good. They have lots of different
flavors. The pineapple one is delicious.
VO CABULARY
Lee And is it expensive? Exercise 5
Rachel It was less than $10, and more than 9 . 1paid $9.50.
1 spicy 2 disgusting 3 salty; tasty 4 delicious
Lee Including a drink?
Rachel Yes, an orange juice. 5 roasted; yummy 6 fresh 7 sweet; boring
Lee Yes, that’s a good price. So anyway, why were
you there?

T-146
Exercise 6 VO CABULARY

I
I grandpa; proud 2 aunt; relieved
Exercise 1
3 cousin; scared 4 husband; upset
ACROSS
DIALOGUE 3 sofa 4 mirror 5 stove 8 shelves 9 chair 10 lamp
DOWN
Exercise 7 1 carpet 2 dresser 3 shower 6 toilet
7 desk 9 curtain

I
I Of course 2 what about 3 Can I, please
4 a couple of 5 That’s OK 6 feel really bad
7 I’m so sorry 8 didn’t mean to 9 don’t worry Exercise 3

I
I annoyed 2 relaxing 3 amazed 4 interested
Exercise 8 5 amazing 6 annoying 7 relaxed 8 interesting
9 boring
| 1 T 2 T 3T 4 F 5 F

UNIT 5 IT F E E L S LIK E HOME Exercise 4

I
I boring 2 relaxing 3 annoyed 4 amazed
GRAMMAR 5 interesting
Exercise 1
Exercise 5

I
I like 2 arrive 3 plan 4 dry 5 study 6 want
7 visit 8 stop 9 use 1 a 2 b 3 c

Exercise 2 Exercise 6
1 up 2 at 3 for

I
I wanted 2 studied 3 liked 4 visited 5 stayed
6 stopped 7 planned 8 dried
READING
Exercise 3 Exercise 1

I
I started 2 tried 3 seemed 4 watched 5 enjoyed 1 people 2 LEGOs 3 time 4 date 5 date
6 loved 7 asked 8 finished 9 looked 10 showed
Exercise 2
11 decided ^ 1 South Korea 2 U.S. 3 Poland

Exercise 4 Exercise 3
I played 2 asked 3 arrived 4 opened 5 looked 1 2,000 years old. 2 $24,000. 3 Danish artists and
6 dreamed 7 decided 8 worked 9 used 10 finished scientists. 4 The spaceship house in Chattanooga, which
I I needed 12 picked 13 carried 14 opened has four legs, and the walking house in Denmark, which has
15 jumped 16 knocked 17 smashed 18 tried six. 5 Fourof the houses are in the U.S.
19 looked 20 realized
DEVELOPING WRITING
Exercise 5
1 Yourgrandmotheris reallyyoung. Exercise 1
2 Hurry up. We’re very late. bed shelves
3 Can I have a snack? I’m really hungry.
4 I’m pretty tired. I walked for an hourtoday. Exercise 2
1 bright; friendly 2 comfortable; blue 3 small; wooden
Exercise 6
1 pretty 2 very 3 very 4 really Exercise 3
a Paragraph 2 b Paragraph 3 с Paragraph 1
Exercise 7
le 2a 3d 4b
LISTEN IN G
Exercise 8 гяяа Exercise 1
1 We didn’t enjoy the movie. |i 1 Carwashing 3 Oldtoys 5 Rockconcert
2 They didn’t go to Puerto Rico fortheir vacation.
3 She didn’t want to go to the party. г й я а Exercise 2
4 He didn’t win 1st prize in the photography competition.
1 a lot 2 are broken 3 the car wash 4 $5 5 soccerfield
5 You didn’t meet Dan at my party.
6 from theirteacher

Exercise 9
Audio Script Track 23

I
I didn’t want 2 didn’t look 3 didn’t like 4 stopped
5 wanted 6 didn’tthink 7 didn’t work Liz Did you hear about that earthquake in China?
Dan Yes, it’s terrible. Hundreds of people dead and
thousands homeless.
G ET IT RIGHT! Liz On the news they are asking for money to help all
those people who don’t have anywhere to live.

I
I played 2 stayed 3 studied 4 tried 5 enjoyed Dan 1saw that. You know what? We should do something.
6 paid Liz What - send some money?

T-147
 Dan Yes - but not just a few dollars. How about we do Exercise 3
something to raise a lot of money? I called 2 didn’t believe 3 got 4 wanted 5 heard
Liz Do you think we could? 6 didn’t have 7 gave 8 bought 9 didn’t talk 10 arrived
Dan Of course we could. I I came 12 got 13 took 14 had 15 played
Liz But how? 16 performed 17 sang 18 knew 19 didn’t sing
Dan Well, let’s think. 1know. Why don’t we get all our old 20 went 21 ate 22 talked 23 said 24 thought
toys and sell them?
Liz Hmm. I’m not so sure. Exercise 4
Dan Why not?
IB 2 A 3B 4 С 5 A
Liz Well, most of my old toys are broken or there are parts
missing. 1don’t think we’d make much money.
Exercise 5
Dan That’s true. In fact 1don’t think 1have any of my old
toys. O K . .. umm ... 1 Did he buy; No, he didn’t. 2 Did you take; No, I didn’t.
Liz How about going around to people’s houses and 3 Didyourfriendsgo;Yes, they did. 4 did you see; I saw
washing their cars for them? Jenny. 5 did they go; They went to Bangkok. 6 did you eat;
Dan 1don’t think that’s a good idea. I ate pizza.
Liz Why not?
Dan Most people wash their cars at the car wash. 1don’t Exercise 6
think they’d want to pay us.

I
I did you buy 2 did they go 3 did you hear
Liz So what can we do?
4 did I say 5 did she tell you 6 did you meet
Dan 1know! We cou Id host a rock concert at the school.
7 did you find it 8 did you call
Liz What!? Areyou crazy?
Dan No, I’m not. There are at least three bands at our
school, maybe more. We just invite them to play and G ET IT RIGHT!
charge people $5 to come and watch them. They get
1 Why didn’t you come to my party? 2 What did you do on
an audience, and we get the money to help the people
the weekend? 3 correct 4 Who did you go to the movies
in China.
with? 5 What did he see at the movies? 6 Did you see the
Liz Where can we have the concert?
band at the festival? 7 correct 8 Did you sing along?
Dan On the school soccer field. Let’s ask ourteacher. I’m
sure he’ll say yes. 1think it’s a great idea.
Liz You know what? Let’s do it. It will be much more fun VO CABULARY
than washing cars for sure. Exercise 1
1 yesterday 2 last 3 ago 4 ago 5 yesterday 6 last
DIALOGUE
Exercise 2
Exercise 1
1 fifteen 2 yesterday 3 weeks 4 morning 5 night
1 Do you think we could? 2 Why don’t we get all our old 6 ago 7 two 8 evening “ Mystery word” = afternoon
toys and sell them? 3 I’m not so sure. 4 How about
going around to people’s houses and washingtheir cars for Exercise 4
them? 5 I don’tthinkthat’s a good idea.

I
I helpful-h 2 intelligent - i 3 cheerful-b
4 easy-going-a 5 generous-d 6 confident-g
PH R A SES FO R FLU EN CY 7 jealous-с 8 boring-e
Exercise 1
1 7, 1,9,5, 3,4,2,10,6,8 Exercise 5

Exercise 2 Suggested answers

Positive: cheerful, confident, easy-going, funny, generous,
1 deal; though 2 honest; mean 3 Hold; problem helpful, intelligent
Negative: horrible, jealous, boring

CAMBRIDGE ENGLISH: KEY

READING
Exercise 1 Exercise 1
1A 2 В 3B 4 С 5С 6A 7C 8C
1A 2 С ЗА 4 В 5 В

Exercise 2 Exercise 2
1A 2 С 3B 4 A 5С 6С 7C 8B
Possible answers
Sherlock Holmes, Dr Watson; Tom Sawyer, Huckleberry Finn;
UNIT 6 B E S T FR IEN D S Athos, Aramis, Porthos (the Three Musketeers)

GRAMMAR Exercise 3
Exercise 1 1 Hermione and Ron. 2 In the southern part of the
U.S. 3 The Three Musketeers and D’Artagnan.

I
I bought 2 brought 3 took 4 ate 5 left 6 drank
4 He helped him fight against the dangerous tiger, Shere
7 had 8 said 9 told 10got 11 cost
Khan. 5 All the friends are women, and they are also sisters.

Exercise 2
DEVELOPING WRITING
ACROSS
1 saw 4 thought 8 became 9 gave 10 did
Exercise 1
IB 3 C 4 A
DOWN
1 sang 2 went 3 chose 5 made 6 heard
7 stood 8 began T-148
LISTEN IN G
Audio Script Track 27
Г И Exercise 1 Boy What did you do in San Francisco on the weekend?
, James Bowen and Bob. Boy Indian food? I’m sure you ate Indian. 1know it’s your
favorite.
L B Exercise 2 Boy And what was that?
Boy Yes, it’s delicious, isn’t it? And I’m sure you bought lots of
1C 2 В ЗА 4 С
things as well.
Girl Oh, we did lots of things. And we ate some great food.
С К : Exercise 3
Girl Of course! But we tried some Chinese food, too. That

I
I a street corner 2 one leg 3 followed 4 a little bit of was good.
5 friendship with 6 one million Girl Well, yes, 1saw some nice clothes in the stores, but 1only
bought one thing.
Girl 1bought this belt. It’s for you. I’m sorry 1forgot your
Audio Script Track 26 birthday last week!
Andrew Hi Ashley, good book?
Ashley Oh, this. It’s a really great book. It’s about a man and
his friend Bob. CAMBRIDGE ENGLISH: KEY
Andrew OK.
Ashley Bob’s a cat. O B 9 Exercise 1
Andrew A man and his friend ... a cat? I don’t think I’d find that
IF 2 В 3 G 4 H 5 E
very interesting.
Ashley Well, I’m notsure. It’sa really interesting story. About
this guy -his name’s James Bowen. He is, or was, Audio Script Track 28
a street musician in London, you know, the kind of
Listening, part 2. Listen to Kevin telling Abigail about his
person who sits on a street corner, playing his guitar,
birthday. What present did each person give him? For
hoping to get a bit of money so he can buy food, and
questions 1-5, write a letter A-H next to each person.
survive.
Andrew OK, and where does the cat come in? Abigail Hi Kevin. What are you watching?
Ashley Well, one day James Bowen was out on the streets Kevin It’s a DVD my brothergave me for my birthday. It’s cool.
playing his guitar, you know, and then he saw this Abigail Oh yes, it was your birthday last week. I’m sorry, I
cat. The cat was a little injured, it had a problem with forgot about it.
one leg, and seemed hungry and not in very good Kevin That’s OK. Don’t worry.
condition. Anyway, when James got on the subway Abigail What did you get from your sister?
to go home that day, the cat followed him. So James Kevin Well, she usually gives me a book, but this time she
took it home and gave it food, and called it Bob. Well, bought me this videogame. It’s a sports game. It’s a lot
and Bob never left him again. of fun.
Andrew Really? Abigail Oh! And what did your mom give you? Some money?
Ashley That’s right. So the street musician and his cat Kevin No, she bought me these sneakers. Doyou like them?
became best friends, you know. And he says that the Abigail They’re cool. Did yourdad buyyou anything?
cat changed his life, really. Kevin Well, he always gives me tickets for a soccer game, and
Andrew Changed his life? How can a cat change a man’s life? then I go see the game with him. He likes that. But this
Ashley Well, the guy wasn’t very happy. He had no money, year he bought me a laptop. I love it.
and no real hope for the future. Then when people Abigail Wow! And what about your aunt? She makes really
saw him, they became interested in the street good cakes, doesn’t she?
musician and his cat. So more people stopped, Kevin Yes, she usually bakes me a cake. But this time she
listened to his music, and gave him some money. And gave me thirty dollars. She told me to buy something
finally James Bowen decided to write a book about nice for myself.
his friendship with the cat, and how his life changed Abigail That’s great. And didyourgrandfathergiveyou
because of it. And that’s the book I’m reading, A Street anything?
Cat Named Bob. Kevin Well, I often get candy from him, but this year he gave
Andrew That is an interesting story. Is it a successful book? me a camera. I really like it - it’s small, and very light.
Ashley You bet. I don’t rememberthe exact number now, but It’s great.
I think about one million people bought the book. And
they are maybe making a movie about the man and Exercise 2
his friend, the cat. They are both very famous now. I 1 D 2 С 3B 4 E 5 F
Andrew Wow. That’s amazing. You know, I’m not usually
interested in animal stories, but I think I’d like to read
this book, too. Audio Script Track 29
Ashley No problem. You can have it as soon as I’m finished. Listening, part 2. Listen to Alexis talking to herfriend Nicholas
Andrew Oh, Ashley, I have to go. about a photo of her old school friends. What clothes were her
Ashley Where are you going? friends wearing? For questions 1-5, write a letter A-H next to
Andrew I’m goingto look for a new friend. A cat! each person.
Alexis So did you meet with your friends from you r old
DIALOGUE school?
Nicholas 1did.
N 3 27 Exercise 1
Alexis And what was that like?
A d id - l B a te - 3 С w as-7 D bought-5 Nicholas Oh, it was really good. We had lots of fun. And we
E saw; bought - 6 F did; a te -2 G tried; w as-4 found out that we’ve all changed a lot.
H bought; forgot - 8 Alexis Well, ten years is a long time.
Nicholas That’s right. Anyway, 1took a picture of us all - look.
Alexis Was Ella there?
Nicholas Yes, that’s her in the long dress.

T-149
 Alexis Oh, right. And does Jacob still wear his leather jacket Exercise 5
all the time?

I
I How 2 mine3 went 4 paid 5 bored 6 amazing
Nicholas Oh, no way. He’s a teacher now. He was wearing a 7 interesting 8 sofa 9 curtains 10 took 11 annoyed
blue sweater. Look. That’s him.
Alexis Uh huh. And is that Lily? Exercise 6
Nicholas Lily?

I
Alexis Yes, look there. The girl with the green belt. I about 2 went 3 Let’s 4 Why 5 didn’t 6 thought
Nicholas Oh, she looks like Lily, you’re right. But no, Lily 7 enjoy 8 could 9 ago 10 sure 11 boring
wasn’t there actually. I think she’s in China at the
moment. The girl with the green belt is Octavia. Exercise 7
Alexis Ah, OK. And is that Cynthia? Oh, the last time I saw
| 1 В 2 В ЗА
hershe was only a little girl.
Nicholas Yeah, I know. Guess what? She has three children.
Look, that’s her in the white pants. UNIT 7 TH E EASY LIF E
Alexis And this must be Sylvia. The one in the black shorts.
Nicholas Oh, that’s right. GRAMMAR
Alexis And who’s this here? The man with the red sneakers?
Exercise 1
IsthatTae?
Nicholas Oh, no, that’s not Tae. That’s Adam. He was the le 2c 3a 4 f 5b
youngest in our class.
Alexis Ah, OK. Well, he’s very good-looking. Exercise 2
Nicholas Yes, and he’s so successful, too. He’s a businessman. 1 We have to be creative to find the answer. 2 On Sundays he
has to make breakfast. 3 Do you have to get up early?
4 Dad doesn’t have to go to work tomorrow.
READING AND W RITING PART 2 5 Do I have to call you? 6 You don’t have to help me.

Exercise 1
Exercise 3
1 A 2 С
lc 2a 3b 4 f 5 e

Exercise 2
Exercise 5
| 1 В 2 A 3 С 4 С 5 С

I
I shouldn’t 2 shouldn’t 3 should 4 shouldn’t
5 should
CONSOLIDATION: UN ITS 5 AND 6
С И Г; Exercise 1 Exercise 6

I
I should leave home earlier 2 should talkto her
lB
3 shouldn’t worry so much 4 shouldn’t stay much longer
С MSS Exercise 2
1 Because it’s a nice, cheerful color. 2 Because she can see Exercise 8
the garden. 3 Two weeks ago. 4 Her grandparents.

I
I must not 2 must not 3 must not 4 don’t have to
5 Because she said it every time they came to the house. 5 don’t have to
6 She’s cool about it.

Exercise 9
Audio Script Track 30

I
I a - don’t have to 2 f-must not 3 с -must not
My bedroom, yes, I really like my bedroom. It’s big and that’s 4 d - doesn’t have to 5 b-must not
great, of course. The walls are blue, I like that because it’s a
nice cheerful color. And I like the wood floor- some people like
carpet, but I love wood floors. And there’s my desk, near the G ET IT RIGHT!
window, it’s easy to work there! I like it because I can see the 1 make 2 use 3 be 4 worry 5 forget 6 do
yard when I’m at my desk.
And there’s a nice big dresser, too. Before, I had a dresser with
three shelves, beside my bed, but two weeks ago my dad put a
VO CABULARY
new dresser on the other wall. It’s bigger, six shelves, and there’s Exercise 1
more room inside. I was lucky because for my birthday, my
grandparents were very generous, they gave me some money, ACROSS
they said, “ Use it to get a bigger dresser!” They knew I didn’t like 5 docking station 8 game console 9 MP3 player
the old one very much! That’s because I said it every time they
came to our house! DOWN
You know, I thought my sister was going to be really jealous of 1 flashlight 2 hairdryer 3 remote control
my new dresser, but she isn’t! She’s really cool about it! Exercise 2
4 coffee maker 6 calculator 7 GPS
| 1 a 2 h 3c 4b 5 i 6 е 7 8 d

Exercise 3
Exercise 4

I
I liked 2 danced 3 had 4 took 5 saw 6 didn’t go
| 1 d 2 b 3 a
7 didn’t invite 8 had 9 invited 10 didn’t know 11 said

Exercise 4 READING
Exercise 1

I
I confident 2 bored 3 jealous 4 relaxing 5 annoyed
6 cheerful 7 amazing 8 helpful | 1 В 2 В ЗА 4 С

Exercise 2
1 toothpaste dispenser 2 water carrier
T-150
Exercise 3 DIALOGUE
1C 2 С ЗВ 4 А 5 В
Exercise 1
1 Sorry 2 do you mean 3 Like what
DEVELOPING W RITING
Exercise 1
P H R A SES FO R FLU EN CY
1, 3,4
Exercise 1
|i 1 No chance 2 and stuff 3 nevermind 4 so much fun
Exercise 2
1 When Alexander Graham Bell was 29, he made one of the
most important inventions in the history of the world: the
CAMBRIDGE ENGLISH: KEY
telephone. Exercise 1
2 A year later, he started the Bell telephone company.
3 It became very successful. | 1 В 2 С3D 4 A 5 F
4 He became a businessman and earned a lot of money from
his telephone company. Exercise 2
| 1 F 2 GЗА 4 H 5 С
LISTEN IN G
L pjcii Exercise 1 UNIT 8 F R E E TIME
| 1 В 2 A 3 В
GRAMMAR
С Й И Д Exercise 2 Exercise 1

I
I see 2 have 3 to 4 your 5 camera 6 got la 2 c 3d 4b 5 f
7 have 8 clean 9 too 10 must not 11 my
12 things 13 asking Exercise 2
1 are; doing 2 are; laughing 3 did; go 4 did; spend 5 is
Audio Script Track 31
Exercise 3
1
Liam Not again. 1 Who 2 How 3 Where 4 When
Soo What’s the problem?
Liam I don’t know. I just can’t upload the photos from Exercise 4
my camera.
Soo But that’s easy, isn’t it? Possible answers
Liam Yeah, I know, but it’s just not working. 1 Where areyou going? 2 Where does your family go on
Soo Let me see. You have to turn your camera on. And the vacation? 3 What did you do last night? 4 How did you
laptop, too. feel yesterday? 5 Who do your parents see? 6 Why are
Liam Haha. You don’t have to tell me that! you smiling?
Soo And you should plug in your USB cable. It isn’t
plugged in. Exercise 6
Liam Oops!
1 What was the party like? 2 What is yourteacher like?
2
3 What was your first English teacher like? 4 What are the
Alfonso Mom, do I really have to clean my room?
cakeslike? 5 Whatwasyourvacation like? 6 Whatisthe
Mom Not if you don’t want to go out with yourfriends.
weather like?
Alfonso All right. I get it. Do I have to clean my desk, too?
Mom Well, Alfonso. It’s in your room, isn’t it?
Exercise 7
Alfonso So?
Mom Well, you have to clean your room, so you have to [ 1 was 2 is 3 was 4 is 5 are
clean your desk, too.
Alfonso Alright. And do I have to walk the dog? Exercise 8
Mom No, you don’t. lc 2 f 3d 4b 5 e
Alfonso And do I have to do the dishes?
Mom No, Alfonso.
3
G ET IT RIGHT!
Lily Have you seen my MP3 player, James? 1 Why do you need it? 2 What’s your favorite movie?
James No, only your camera and your laptop. And they’re in 3 What are they laughing at? 4 What areyou doing right
your room. now? 5 Where were Kate and Jo last week? 6 What did
Lily I’m not looking for them. I can’t find my MP3 player. Michael get for his birthday? 7 When did yourfamily move
Are you sure you don’t have it? here?
James Umm... I’ll bring it back right away.
Lily Again? I told you. VO CABULARY
James Sorry.
Lily Well, you must not use my things without asking. Exercise 1
James OK, but... 0 spend 1 waste 2 off 3 have 4 spare
Lily No but, James. You have to ask me.
James Well, you weren’t here. So I thought I didn’t have to Exercise 2
ask you because I couldn’t ask you.
Lily Brothers! 0d la 2b 3 f 4c 5e

T-151
Exercise 3 DIALOGUE
lb 2 c 3 a
Exercise 1
1 What are you doing right now?
READING
2 I read more than a hundred books last year.
Exercise 1
1 Mary works at Teen Feed three nights a week. She works
Exercise 2
on Thursday, Friday, and Saturday nights. 2 Mary feelsvery < 2 6 4 8 3 7 5 1
happy, but also very tired. 3 Mary hangs out with herfriends
and she likes to draw. 4 Mary is thoughtful, funny, and a great
artist. 5 Mary had a coffee, a chocolate protein shake, and a CAMBRIDGE ENGLISH: KEY
glass of milk.
С Ш 1 Exercise 1
Exercise 2

I
I 7:30 pm 2 three hours a week 3 Portillo
4 781-555-2181
' Fie doesn’t talk about Indian kids swimming in a lake or river.

Exercise 3 Audio Script Track 37

1 His job isto teach English. Listen to the conversation about a rock band. Fill in the
2 In the afternoons, it gets very hot. information.
3 Steve talks about a special Indian tea called “chai.” Sally Hi, Katie. Are you busy?
4 Steve says the kids are great. They are all happy. Katie No, Sally. Flow can I help you?
5 Steve makes dinner and spends time writing emails to his Sally It’s about that rock band you sing in.
family back home. Katie The Noisy Sneakers? Are you interested in joining? We
need new people.
Sally Actually, I am, but I just wanted to ask you a few
DEVELOPING W RITING questions.
Katie No problem. What doyou want to know?
Exercise 1 Sally Well, how often do you practice?
b A website Katie Just once a week. On Thursday. We meet at 7 p.m. No,
sorry. I mean 7:30 p.m.
Exercise 2 Sally And that’s it?
Katie Yes, of course we play most weekends, but we just
| 1 C 2 E 3B 4 D
practice on Thursday evenings.
Sally And how long do you practice?
LISTEN IN G Katie It was two hours but we want to get better, so now we
practice three hours a week.
Exercise 1
Sally OK. Sounds great. So what do I need to do if I want to
Jig 2 в зв 4G 5 в join?
Katie You need to talk to the band leader, Jorge Portillo.
С 1йсй! Exercise 2 Sally Portillo? Flow doyou spell that?
IF 2 T 3T 4 F 5 T 6F Katie It’s P -0 -R -T -1-L -L -0 and his phone number is ...just
let me check on my phone. Ah, here it is - 781-555-2181.
Sally Let me just read that back. 781-555-2181.
Audio Script Track 36 Katie That’s right, but please call him. It’ll be great havingyou
in the band.
Girl Hi Javier. I’m doing some research about free time
Sally I will.
activities. Can I ask you a few questions?
Boy Sure! I love answering questions. What do you want
to know? Exercise 2
Girl Great! Doyou do any sports? 1 45 minutes 2 August 16
Boy Flmm. Not really. Well, that’s not true. Ilike swimming but 3 three years later, in 2009 4 1.5 5 biggest
I don’t like baseball, tennis, orsoccer. My friends say I’m
crazy!
Girl I don’t like swimming. It’s too cold! But I love soccer! I also Audio Script Track 38
like tennis. Do you listen to music? Listen to the man talking about the new Yankee Stadium . Fill
Boy Oh, yes! I spend a lot of time listening to music. Any kind in the information.
of music.
Hello and welcome to Yankee Stadium. I’m sure you’ve heard of
Girl And how about movies? Do you like movies?
this famous baseball stadium in New York. The stadium is 13 km
Boy Yes. I’m a big fan of watching movies. Especially action
away from Times Square in Manhattan and about a 45-minute
movies. What about you?
ride from central Manhattan on the subway.
Girl You know ... I don’t. I neverwatch movies, but I love
shopping. Work started on the new stadium on August 16,2006 and
Boy Shopping? Umm ... I don’t like that at all. It’s so boring! finished three years later, in 2009. The first official opening
What I really like is reading. I read and read and read. Last day event to take place here was a baseball game between the
year, I read more than a hundred books. New York Yankees and the Cleveland Indians. The new stadium
Girl That’s cool. I don’t read. Well, I read for homework, but I wasn’t cheap to build. In fact, the total cost ofthe stadium was
don’t read for fun. 1.5 billion dollars! That makes it the most expensive baseball
Boy I read all the time. I’m reading a cookbook now because stadium anyone has ever built. The stadium can hold 50,291
I’m making pizza tonight! people, making it the third biggest stadium in the U.S. Only the
Girl Good job! stadiums in Los Angeles and Denver are bigger.

T-152
CON SOLIDATION: UN ITS 7 AND 8 Exercise 3
^1 tallerthan 2 more hard-workingthan 3 better;than
Exercise 1
IB 2 A 3 С Exercise 5
Г 1 can’t dance 2 can’t sing 3 can play
< Exercise 2
1 He has to be at school tomorrow morning. 2 He has to set Exercise 7
the alarm. 3 His mom says it’s an important test. 4 He has
1 the most difficult 2 the best 3 the most expensive
to text his friend Sarah. 5 He wants to eat dinner before he
4 the worst 5 the oldest 6 the most interesting
does his homework.

Exercise 8
Audio Script Track 39 1 taller 2 the coldest 3 younger 4 the richest
Danny Hi, Mom. I’m back from school. 5 the most difficult
Mom Hi, Danny. You should really do some homework
before you watch that movie, you know. Exercise 9
Danny Oh, Mom! Do I have to? I want to watch that movie so
1 the strongest 2 the most boring 3 the most delicious
badly!
4 the fastest 5 the highest
Mom Yes, do you. Now go and do it. And don’t forget you
have to clean your room, too.
Danny OK. I will. I just have to email a friend first. And I have G ET IT RIGHT!
to make a phone call. 1 the most exciting 2 smaller 3 colder 4 warmer
Mom Now, Danny ...And Danny? You have to go to school 5 hotter
early tomorrow, remember?
Danny I do? Why? Oh. Yes, I know. I have to be at school at 8
a.m. Hmm. I think I have to set an alarm.
VO CABULARY
Mom Right. You must not be late. It’s an important test and Exercise 1
you have to get good grades.

I
I e (beach) 2 b (island) 3 с (hill) 4 h (river)
Danny I guess I should do my homework.
5 j (mountain) 6 i (lake) 7 g (ocean) 8 f (jungle)
Mom Good idea. Before you emailyourfriend and before
you watch the movie.
Danny Yes, Mom. Oh wait, I just have to text Sarah. 9 d (desert)
Mom Danny! Seriously. You have to study.
Danny OK, Mom. I don’t have to watch the movie, but I Exercise 2
have to eat something. I can’t do my homework 1 island 2 beach 3 river 4 mountains 5 hill 6 forest
before dinner! 7 lake 8 jungle 9 ocean

Exercise 3
Exercise 3
1 freezing, windy 2 warm, sunny, hot, dry

I
I how 2 was 3 have to 4 Why 5 must not6 have to
3 cloudy, rainy, wet 4 foggy
7 must 8 shouldn’t 9 What 10 have to
Exercise 4
Exercise 4
1 hot 2 warm 3 dry 4 rainy 5 cloudy 6 sunny

1
0 control 1 flashlight 2 calculator 3 dishwasher 7 foggy/freezing
4 groceries 5 crowded 6 arrogant 7 dirty
Exercise 5
Exercise 5 1 with you 2 with tomato sauce 3 good with
0c lb 2d 3a 4 f 5e 4 to do with you 5 busy with

Exercise 6 READING

I
I Yeah, yeah 2 so much fun 3 Noway 4 and stuff Exercise 1
5 nevermind
1 When they are sick, they get medicine from plants.
2 The people in the tribe live in small houses made from wood
Exercise 7 and grass.
IF 2 T 3 F 4 T 5 T 3 San children have to learn about the dangers around them
from the older people.
4 In the evening, the San people sit near a fire and tell stories
UNIT 9 TH E W O N DERS OF TH E W ORLD about hunting.
5 In the Kalahari, life can be difficult for people and animals
GRAMMAR because it’s very dry.
6 Tourists to the Kalahari often have San bushmen to show
Exercise 1 them the places and animals.

I
I worse 2 easier 3 better 4 more beautiful
5 more expensive 6 more interesting 7 happier 8 nicer Exercise 2
9 younger 10 redder
jlT 2 T 3 F 4 T

Exercise 2 Exercise 3

I
I more expensive 2 younger 3 better 1 Both past and present 2 Both past and present
4 more interesting 5 worse 3 Only the present 4 Onlythepast 5 Both past and present

T-153
 DEVELOPING W RITING P H R A SES FO R FLU EN CY
Exercise 1 Exercise 1
15 7 1 3 4 6 2

I
I Thailand
2 The Royal Palace in Bangkok and the Phi Phi Islands.
Exercise 2
Exercise 2 1 No problem 2 then 3 Not really 4 either

I
Underlined - great, different, amazing, wonderful, beautiful,
great 1 Positive
CAMBRIDGE ENGLISH: KEY
Exercise 3 Exercise 1

1
2 make sure 3 recommend 4 Don’t 1 in 2 live 3 of 4 but 5 go 6 rain 7 temperature
He’s recommendingthem. 8 way 9 than 10 more

LISTEN IN G Exercise 2
1 to 2 my 3 than 4 the 5 hear 6 of 7 with
Exercise 1
8 have 9 are 10 write
I 1 F 2 F 3T 4 F 5 T 6T 7T

C S E H Exercise 2 UNIT 10 AROUND TOWN

I
I is 2 let’s do 3 great idea 4 what a 5 sunny
GRAMMAR
6 somewhere 7 shorts 8 what a great
Exercise 1
Audio Script Track 43 1 ’re 2 ’re 3 ’s 4 ’re
Conversation 1
Boy What an awful day today. Exercise 2
Girl Yes, it is. I wanted to go for a long walk but now I’ve 1 Are; to stay-a 2 Are; to visit - f 3Is; to take-b
changed my mind. Much nicer to stay inside here, where 4 Is; to enter-с 5 Is; to cook-d
it’s nice and warm.
Boy So what should we do? Any ideas? Exercise 3
Girl Well there are lots of things we can do inside, of course.
You know, we have a computer, there’s the television ... 1 ’s going to travel 2 ’m not going to do 3 ’mstudying
Boy Do you have any jigsaw puzzles? 4 ’re going 5 ’regoingto
Girl What?!
Boy You know, jigsaw puzzles. A big picture that’s cut up Exercise 5
into... 1 is flying 2 is going 3 is going 4 are having
Girl Yes I know what a jigsaw puzzle is. And I think... I think 5 is playing 6 are going 7 are having
my parents have one or two, somewhere.
Boy I just thought, well, something different, you know, let’s Exercise 6
do a jigsaw puzzle.
Girl I know. What a great idea! On a rainy day like today, it’s a 1 Are Claire and Tim having lunch on Tuesday?
nice thing to do! 2 Is Claire flying to Mexico City in the afternoon?
Boy OK, let’s go askyour parents where their puzzles are. 3 Are Claire and her children going to the movies on
Monday evening?
Conversation 2
4 Are Claire and Sue playingtennis on Monday?
Boy Wow, what a fantastic day. It’s so warm and sunny!
Girl So let’s go out somewhere.
Exercise 7
Boy Like where?
Girl How about the park? There’s the lake in the park and we IP 2 F 3P 4 F 5 F 6 F
could sit and eat ice cream.
Boy OK. I’m going to put some shorts on. It’s way too hot to Exercise 9
wear pants. 1 Bella 2 Tim 3 Ben
Girl OK. I’ll wait foryou here ... Hey, nice shorts. They look
great. Exercise 10
Boy Thanks. And I really like your T-shirt - what a great color!

I
Girl Yeah. I bought it last week. I slow; slowly 2 quick; quickly 3 dangerous; dangerously
Boy What does it say here? 4 nervous; nervously 5 quiet; quietly 6 bad; badly
Girl I don’t know. It’s Italian, I think. I have no idea what it 7 careful; carefully 8 good; well
means.
Boy Italian? How cool. OK, are we ready? Exercise 11
Girl Sure. Let’s go.
1 easy; quickly 2 careful; dangerously 3 quiet; loudly
4 well; bad 5 nervous; quietly
DIALOGUE
Exercise 1 G ET IT RIGHT!
1 You should drive carefully when it’s raining.

I
I can’t 2 let’s 3 maybe/perhaps 4 perhaps/maybe
5 idea 2 She speaks French and German fluently.
3 She was walking quickly because she was late for school.
4 She solved the math problem easily.

T-154
VO CABULARY Ian and Maria
Ian Would you like to go to the opera house with me on
Exercise 1
Saturday?

I
I bus station 2 soccer stadium 3 parking lot Maria That would be great. What’s the opera?
4 police station 5 post office 6 sports center Ian It’s Madam Butterfly. I have tickets right in the front.
Maria Wow. How much were they? You must let me pay for
Exercise 2 mine.
Ian No, it’s a present from me.
1 concert 2 stadium 3 mall 4 station Maria That’s really nice of you.
Ian Well, you deserve it.
Exercise 3 Dan and Anna
Dan Do you want to go to the youth club with me tonight?

I
I post office 2 soccer stadium 3 bus station
4 concert hall 5 parking lot 6 police station Anna I’d love to. What time are you going?
Dan At 8 p.m.
Anna That’s great. I have swimming lessons until 7 p.m.,
Exercise 4
and then I can go straight there.

I
I graffiti wall 2 traffic camera 3 crosswalk Dan Do you want me to meet you outside the swimming
4 billboard 5 trash can pool?
Anna That would be great. Let’s say about 7:30?
Exercise 5 Dan Sure. I’ll be there. Then we can walk together.

I
I bike lane 2 billboard 3 crosswalk 4 graffiti wall
5 sports center 6 trash can DIALOGUE
Exercise 1
READING
1 1 5 3 4 6 2 2 3 5 7 1 2 4 6
Exercise 1
1 the largest man-made harbor in the world.
2 A type of music.
■ TRAIN TO THi IK
3 Atown in Canada. Exercise 1
4 A festival with concerts and activities for kids. concert hall
Advantages: good to get bands into town
Exercise 2 Disadvantages: could be noisy at night shopping mall
1 Monowi 2 Sheffield 3 Roswell 4 Thames Town Advantages: create a lot of jobs
Disadvantages: bad for stores on main street parking lot
Exercise 3 Advantages: stop people parking on the streets
Disadvantages: could bring more cars into town

I
I Sheffield 2 Monowi 3 Thames Town 4 Monowi
5 Thames Town 6 Roswell 7 Sheffield

DEVELOPING W RITING CAMBRIDGE ENGLISH: KEY

Exercise 1
Exercise 1
| 1 С 2 В ЗА 4 С
1 Worcester 2 Manchester 3 She feels a little nervous.

Exercise 2
Exercise 2
| 1 А 2 С ЗА 4 В 5 С

I
I Sorry about 2 I miss you a lot. 3 I can’t wait to hear all
your news. 4 give my love to
CON SO LIDATIO N: UN ITS 9 AND 10
LISTEN IN G Exercise 1

Ш 1 Exercise 1 | 1 В 2 С ЗА
1 Invitation not accepted 2 Invitation accepted
С МГ. Exercise 2
3 Invitation accepted
1 She’s not sure - if it rains it’s worse than the hotel.
l Exercise 2 2 He thinks it’s an excellent idea, but too late to plan.
3 She’s going to suggest that they all go on vacation to the
1 no (/he can’t) 2 he’s busy 3 the opera house
hotel together.
4 Saturday 5 herticket 6 a present 7 theyouthclub
4 She says the grandparents are going to spend two weeks on
8 8 p.m. 9 swimming 10 7 p.m. 11 at about 7:30 p.m.
a houseboat.
5 In two weeks.
Audio Script Track 44
Kate and Jim Audio Script Track 46
Kate Do you want to go to the sports center later?
l
Jim I’m sorry, I can’t. I’m busy.
Marco Umm ... Emilia, we’re going to that hotel again for our
Kate What about tomorrow?
vacation.
Jim No, I’m busy all week.
Emilia What? The same one as last year? Boring.
Kate OK, maybe next week then.
Marco I agree. It would be much bettertogo camping
Jim We’ll see.
somewhere.
Emilia Camping? Well, I’m not so sure. What if it rains? Then
camping is worse than staying at that hotel again for
two weeks. But I have an idea.

T-155
 Marco What’s that? UNIT 11 FU T U R E B O D IES
Emilia I’m goingto talk to Mom and Dad. I’m goingto make a
suggestion. GRAMMAR
Marco Oh yeah?
Exercise 1
Emilia Yes, how about a vacation on a houseboat on a river
somewhere? (1 On Sunday we’ll stay at home and relax.
Marco That would be the best vacation ever! 2 Will you come over to my place tomorrow?
2 3 Will I know where to find you?
Dad Well, a vacation on a houseboat is an excellent idea, 4 Steve won’t come to the party.
but it’s too late for that now. We’re going to the same
hotel this year as last year. It’s already booked. Exercise 2
Emilia Oh, Dad, come on. Isn’t there somethingyou can do?

I
e 1 will be-a 2 с 3 will go-b 4 will be-d
You always have great ideas. 5 f a w ill... take b will stay с will be
Dad Sorry, there’s nothing we can do.
Marco I don’t have any ideas either.
d will have f will do; will be
Mom Hey, Jorge, why don’t we ask our parents?
Dad Our parents?
Mom Yes, my parents and your parents. When we showed
Exercise 3
them the photos of the hotel last year, they really 1 W ill... live 2 Will... have 3 w ill... have
liked it. I’m goingto talk to them. Maybe they can go 4 will get married 5 W ill... go
together.
Marco Wow, thanks, Mom. What a great idea. Exercise 4
Dad But listen, they might say no, OK?

I
I ’11live —1 2 11... drive-2 3 I’ll take —0
Emilia Sure. Then we can go to the hotel again. But next
4 won’t get-4 5 11 do -5
year...
Marco We’re going to go on a houseboat!
All Yes. Definitely. Exercise 6
3 1A 2 С 3B 4 A5 С
Mom Emilia? Marco? I have newsforyou.
Coming, Mom.
Emilia Exercise 7
Mom Listen. I’ve spoken to all your grandparents.
lb 2a 3a 4b 5b
MarcoAnd?
Mom They are starting their vacation on July 18th. And they
are going to go on vacation together. Exercise 8
Emilia OK ... And, umm ... where are they going? 1 don’t feed; 11 be 2 will stop; doesn’t slow down
Mom They’re going to spend two weeks ... on a houseboat. 3 take; won’t need 4 will like; behave 5 doesn’t help; 11 be
Emilia/Marco What?
Mom No, I’m joking... they’re going to spend two weeks ... Exercise 10
in ... the ... hotel where we wanted to stay!
1 11 look; ’s 2 11 watch; comes 3 get; 11 pay
Marco Are you serious? That’s fantastic!
4 11take; come 5 will return; is
Mom And I spoke to the people who rent the houseboats.
We can’t go on July 18th. The boats are all booked.
But July 4th or August 8th is possible. So Dad and I G ET IT RIGHT!
talked and we’re going on July 4th! I don’t know what to do! I feel sick, but if I don’t go to school
Emilia Wow! That’s in two weeks! tomorrow, I’ll miss the test. If I miss the test, I’ll have to take it
during my vacation. But if I goto school and take the test when
Exercise 3 I’m sick, I’m sure I won’t get a good grade. I won’t be able to go
to Boston for my vacation if I have to take the test then. What a

I
I freezing 2 windy 3 dry 4 beach 5 humid difficult decision!
6 hot 7 spend 8 lake 9 leaving

Exercise 4 VO CABULARY
Exercise 1

I
I post office 2 traffic camera 3 trash can
4 crosswalk 5 bike lane 6 billboards
1 tongue 2 lip 3 muscle 4 stomach 5 throat 6 knee

Exercise 5 Exercise 2

I I
I hotter 2 colder 3 windier 4 than 5 most 6 more I muscles; neck; shoulders 2 fingers; hand; elbow
7 safe 8 dangerous 9 well 10 quickly 3 lips; mouth; eyes; ears 4 stomach

Exercise 6 Exercise 3

I
I youliketo 2 can’tgo 3 busy with 4 liketo
Suggested answers
5 aregoingto 6 I’d 7 goingto come 8 No problem
foot - run, walk
9 be with me
mouth - eat, smile, talk
ear - listen to music, hear
Exercise 7 arm - carry
n1 A 2 В ЗА eye-see, read
fingers - play and instrument, eat
tongue -eat

Exercise 4
1 if 2 when 3 when 4 if 5 when

T-156
Exercise 5 Exercise 6
lc 2a 3d 4b
Suggested answers
Exercise 6 Message 1
Message from: Max
1 well 2 cooking 3 icecream 4 homework Message for: Dylan
Message: Alex is in the hospital. Nothing serious. Hurt leg
READING Contact details: - -
Message 2
Exercise 1 Message from: car repair shop
Message for: Ms. Kim

I
I muscles; weaker 2 shorter; smaller; longer 3 better
4 mouths 5 (probably) disappear 6 hair Message: The repair work on your car isn’t finished. It will
probably be tomorrow.
Exercise 2 Contact details: 302-555-0351

phone charger; fire

Audio Script Track 49
Exercise 3 Conversation 1
1A 2 В ЗА 4 В 5 С Karen Hello.
Max Hi, Karen, It’s Max.
Karen Oh, hi, Max. You want to talk to Dylan, I guess?
DEVELOPING W RITING Max Yes, that’s right.
Karen I’m afraid he isn’t in. He’s shopping, I think.
4 ) Kg Exercise 1 Max All right. Could I leave a message, Karen?
Karen Yes, of course.
I Max OK. Please tell him that Alex is in the hospital. It’s
ГЖ Exercise 2 nothing serious. He hurt his leg skateboarding. James
and I think we’ll go see him.

I
I Tim said he booked a taxi for 7:30 tomorrow.
Karen All right. When are you going?
2 Tim says there’s enough time to meet the TV people before
Max Oh, sorry, tomorrow at 5. Thanks a lot, Karen.
the flight.
Karen No problem. Bye.
Conversation 2
Audio Script Track 48 Mr. Miller Good morning.
Tim Good afternoon. This is Tim Murphy. Can 1talk to Neil Assistant Can I talk to Ms. Kim, please?
Fellman? Mr. Miller I’m afraid she’s not in at the moment.
Cristina I’m afraid Mr. Fellman’s in a meeting. Assistant Ah, OK. Can I call again in an hour?
Tim Oh, no. Any idea when 1can talk to him? Mr. Miller You can try, but I don’t think she’ll be back by then.
Cristina I’m sorry, no. Can 1take a message? Assistant Could I leave a message, please?
Tim Oh, that would be great, thanks. Can you please tell Mr Miller Of course.
him that Tim called, and 1booked the taxi for 730 Assistant Well, can you please tell Ms. Kim that we haven’t
tomorrow. finished the repair work on her car. It’ll probably take
Cristina OK, I’ll tell him. us another day. I’ll call back tomorrow. If Ms. Kim has
Tim Thanks, and there’s one more thing. The driverthinks any questions, she can always reach us at 302-555­
that it’ll take us about two hours to get to the airport, 0351.
so we have enough time before take-off to meet with Mr. Miller OK, I’ll tell her.
the people from the television company. Assistant Thank you. Bye.
Cristina All right. Is there anything else 1should pass on to
Neil?
Tim Not really. Well, tell him he can reach me on my cell
LISTEN IN G
phone if something isn’t clear. Exercise 1
Cristina Does he have your number?
IB 2 А ЗА
Tim Yes, he does. 1think that’s it. Thanks so much.
Cristina Not at all. Bye.
Exercise 2

Exercise 3 IF 2 T 3 F 4 T 5 F 6T

1A 2 1 Neil 2 Jeff 3 Neil 4 Jeff

Audio Script Track 50
Exercise 4 Conversation 1
I just got home after a busy day. Raoul’s mom called. She told Diane This biology project. Do you think it’ll be a lot of work?
me tjne math test didn’t go well. She says there’s no TV for Raul Ja ck Yes, maybe. But I’m looking forward to it.
for two weeks. We need to talk, too. Dm off to lh£ gym now. l’IL Diane Really? If it’s a lot of work, you won’t enjoy it, will you?
be back at 9:30. П1 see you then. Ja ck Why not? 1like challenges. We’ll have to work hard. 1
Love (worried), like that.
Mom Diane You like working hard?
Ja ck Yeah, 1do. The project will be fun, you’ll see.
Exercise 5

He; you; the; There are; he; go and; a; Areyou; Can you; is

T-157
 Conversation 2 Exercise 2
Ava 1love this pasta.

I
I gone 2 seen 3taken 4 written 5 bought
Ryan You know what? Maybe in afewyearswe won’t eat 6 won 7 done
pasta anymore.
Ava Why not?
Exercise 3
Ryan Oh, it takes too much time. It’s too much work to
make, you know. ■1 She’s seen the Himalaya mountains. 2 She hasn’t flown in
Ava Yeah, but what do you think we’ll eat then? a hot air balloon. 3She hasn’t met the president. 4 She’s
Ryan Pills? Or maybe there’ll be robots that cook for us? slept under the stars.5 She hasn’t swum to France. 6 She
Ava Oh, 1see. Well, 1don’t thinkthat’ll happen. Pasta’sjust hasn’t won a tennis tournament. 7 She’s gone for a walk in
so good. the snow - with no shoes!
Conversation 3
Sofia Hi, Sue. What are you up to? Exercise 4
Sue I’m on my way to the gym.
1 с 2 a 3d
Sofia Wow! That’s why you’re so fit.
Sue Sounds like you want to come with me.
Exercise 5
Sofia I’m not sure. 1guess I’m a little too lazy. 1don’t like
exercising. Only dancing. 1could just lie in the sun all 1 Has she ever been to New York?
day. No, she’s never been to the U.S.A.
Sue 1know what you mean, but look at it this way. If you 2 Have you ever eaten Japanese food?
start today, you’ll feel really good again very soon. No, I’ve never been to a Japanese restaurant.
Sofia Well, if you show me how to do it, maybe I’ll join you. 3 Have they ever flown in a helicopter?
No, they’ve never flown in a helicopter or a plane.
4 Have your parents ever been angry with you?
DIALOGUE Yes, they’ve been angry with me lots of times.

Exercise 1 Exercise 6
11 sorry to hear 2 Poor 3 That’s a shame

I
I ate 2 made 3 have traveled 4 Havethey visited
5 went 6 loved7 ’ve always wanted 8’ve never had
P H R A SES FO R FLU EN CY
Exercise 1 Exercise 7

I
I was 2 have happened / happened 3 went 4 met

I
I Whatever. 2 Tellyouwhat. 3 I mean 4 Ican’twait.
5 Wait and see. 5 talked 6 liked 7 asked 8 said 9 ’ve nevertried

10 have bought / bought 11 ’ve lived 12 ’ve never had

CAMBRIDGE ENGLISH: KEY
Exercise 1 G ET IT RIGHT!
1 ever 2 never 3 never 4 ever5 never

I
I 4 p.m. 2 Dr. Glass 3 Garden Lane Medical Center,
14 Garden Lane, Franklin Square 4 621-555-4039
5 Nicky’s headaches VO CABULARY
Exercise 1
Exercise 2

I
I tram 2 boat3 train 4 helicopter 5scooter

I
I 6 p.m. 2 Thursday, May 8 3 Trenton Apollo Theater
6 subway 7 minibus 8 bike 9 plane
4 7 5 25

Exercise 2
UNIT 12 T R A V E L E R ’S TA LES | 1 e 2a 3 f 4 i 5 h 6c 7b 8 d

GRAMMAR Exercise 3
Exercise 1 1 1take 2 drive 3 misses 4 rides 5 catch

Exercise 4
1 miss 2 drives 3 ride 4 catch 5 took

READING
Exercise 1

I
I decision 2 doesn’t have 3 three 4 a cyclone
5 on a website

Exercise 2
1 What are the people like in that town?
2 The people in the town are horrible. You won’t like them.
The people in the town are wonderful. You are going to like
them very much.

1 done 2 flown 3 gone 4 met 5 seen 6 slept

7 spoken 8 swum 9 taken 10 won 11 written

T-158
Exercise 3 Conversation В
Emma Uncle Paul? You work in a bank, right?
Suggested answers Paul Yes, that’s right.
1 He said they were awful people and they didn’t like him. Emma But have you always worked in a bank?
2 He decided not to go to the town. Paul No, not always. I’ve had other jobs, too.
3 They were wonderful people. Emma What other jobs?
4 He went to the town in the valley. Paul Well, let me think. I’ve been a waiter, and I’ve been a
taxi driver.
Exercise 4 Emma A waiter? Really?
Paul Yes, I was a waiter when I was in college. Just
h weekends and vacations. Hard work, but a lot of fun! I
loved it.
DEVELOPING W RITING Emma Huh. That’s great. And you’ve been a taxi driver, too?
Paul Yes, I drove a taxi for almost a year. I hated it!
Exercise 1 Emma Have you ever not had a job?
Paul No, I’ve always had a job. I’ve been very lucky.

I
I About yourself in twenty years’time.
2 Three.

3 A trip to the magazine headquarters in New York City.

■TRAIN TO j Hi К
Exercise 1
Exercise 2 meet a lot of people - both
spend a longtime on your feet - only waiters
A 5 В 2 C6 D 1 E 3 F4 have to carry things - only waiters
can work in any weather - both
Exercise 3 have to rememberthings - both
wearspecial clothes - only waiters
1 later 2 When 3 the age of 4 a couple of 5 In

CON SO LIDATIO N: UN ITS 11 AND 12

LISTEN IN G
Exercise 1
Exercise 1
| 1 С 2 В 3 С
IB 2 А ЗА 4 В
4 0 52
С j> Ii Exercise 2
Exercise 2
1 To travel to his new job.

I
I was born 2 has happened 3 bank 4 waiter 2 Because he hates it.
5 taxi driver 6 taxi driver 7 waiter 8 always had 3 As soon as his shoulder is better.
4 Sometimes he can talk to people, or he can read a book or a
newspaper.
DIALOGUE
Exercise 1
Audio Script Track 53
Conversation A
1 9 3 7 5 4 10 2 6 8 Clara What’s the matter, Will? Does your back hurt?
Conversation В Will It’s my shoulder. I fell off my motorcycle last week and
1 7 9 11 5 3 4 2 6 8 12 10 hurt it.
Audio Script Track 52 Clara What? I didn’t know that. In fact, I didn’t know you
had a motorcycle!
Conversation A Will Well, I only bought it two weeks ago.
George This is a nice house, Marisa. Have you always lived Clara But you’ve always hated motorcycles! I don’t
here? understand.
Marissa Yes, we have. Well, I’ve always lived here, but of Will I know. But I have a new job. I have to go into the
course my parents have lived in other places. city every day now. I don’t have a car, and I hate the
George Where have they lived? subway, so I decided to buy a motorcycle.
Marissa Well, a longtime ago, they lived in a small apartment. Clara Are you crazy? Why not take the bus? Or even better -
Before I was born. why not ride your bike?
George Oh, right. And when you were born, they moved? Will Oh, too dangerous. Have you ever seen people riding
Marissa Yes, they needed more room. Anyway, I’ve always their bikes in traffic? It’s scary.
loved this house. Clara Well, maybe you’re right. But it looks like motorcycles
George Because it’s big? are dangerous, too. I mean ...
Marissa No, I don’t think it’s very big. It’s because everything Will No, motorcycles are fine. It wasn’t a bad accident or
important in my life has happened here. anything. I just fell off. And the motorcycle is OK. I’ll
George Like what, for example? get back on it as soon as my shoulder is better.
Marissa Oh, George, I’m not going to tell you! Clara So you haven’t been on the motorcycle again?
Will No, not yet.
Clara So, how do you get to work now?
Will I usually take a bus. A friend took me in her car a
couple of times, but most ofthe time I go by bus.
Clara And is that OK?
Will Yes, it’s nice actually. Sometimes you can talk to
people, oryou can read a book or newspaper. It’s cool.
Clara You know, Will, I thinkyou should forget the
motorcycle.
Will Hm, maybe you’re right.

T-159
Exercise 3
1 gone 2 been 3 been 4 gone 5 been

Exercise 4

I
I ’vegone 2 ’s eaten 3 Have you written 4 ’vemet
5 ’vedone 6 haven’t read 7 have given

Exercise 5

I
I helicopter 2 ankle 3 trams 4 elbows 5 flown
6 catch 7 tongue

Exercise 6

I
I bought 2 shoulders 3 I’ll wear 4 She’s invited 5 was
6 hear 7 doing 8 stomach 9 ate 10 poor 11 see

Exercise 7

I
I knee 2 hear 3 if 4 Poor 5 doing 6 gone 7 won’t
8 shame 9 when

Exercise 8

I
I The children. 2 Because he gets water for his family in the
morning. 3 Because she gets up at 4:30 to get water.

4 Because they can’t live without the water.

T-160
 Exercise 2
UNIT 1
Audio Script Track 15
/ s / , / z / , / i z / so u n d s
1 eat - drink - live; Who do you meet? Biii
Exercise 1 2 list - read - sit; Who do you meet? Jiii
3 fish - dip - team; Who do you meet? Dean
/s/sound: cooks,sleeps,takes, wants, writes

I
4 sweet - wiii - give; Who do you meet? Jim
/ г / sound: enjoys, gives, needs, piays, swims 5 feet - win - meai; Who do you meet? Jean
/iz/sound: dances, finishes, relaxes, washes, watches

Exercise 3
UNIT 4

I
I puzzles 2 cats 3 players 4 quizzes 5 bikes
6 buses 7 stamps
S a y in g -er
Exercise 4 Exercise 1
1 writer 2 answer 3 other 4 paper 5 daughter
Audio Script Track 05 6 father 7 after
0 Jane enjoys writing, cooking, and travel blogs.
1 Julie’s favorite games are crosswords and puzzles. Exercise 2
2 Luke wants lots of pets -a dog, some fish, and four black and
white cats. Audio Script Track 16
3 The girls on ourteam are all good players. 0 Ten minutes iaterthe ambulance was there.
4 Quin watches quizzes on TV. 1 My friend Sara wants to be a writer.
5 Many students like ridingtheir bikes in the park. 2 I don’t know the answertothat question.
6 Jenny catches city buses in New York. 3 Ourteacheraiways asks ustospeakto each othadn English.
7 Lewis collects stamps and autographs. 4 Please write your answers on a separate piece of paper.
5 That iittie giri is Mr. Power’s daughter.
Unit 2 6
7
My father’s a farmer. He works very hard.
Can you cometo my house after school?
C o n tra ctio n s
Exercise 1
UNIT 5
Id 2c 3 e 4a
R e g u la r p a st te n se e n d in g s: / d / , Л / ,
Exercise 2
/ id /
Audio Script Track 07 Exercise 1
0 I’m, time 1 she’s, please 2 they’re, chair one syllable: asked, closed, missed, played, tried
3 it’s, sits 4 we’re, here two syllables: rested, needed, shouted, started, wanted

Exercise 3 Exercise 3
5 j 6 i 7 f 8 g 1 not pronounced as a separate syiiabie
2 are pronounced as a separate syiiabie
Exercise 4
Exercise 4
Audio Script Track 07 /t/ endings: cooked, finished, helped, worked, washed
0 who’s, choose 1 we’ve, leave 2 let’s, gets /d/ endings: carried, enjoyed, loved, stayed, tried
3 you’re, door 4 here’s, years

UNIT 6
S tre sse d s y lla b le s in w o rd s
UNIT 3
Exercise 1
V ow el s o u n d s :/ i/ and / i / 1 one syiiabie: good, nice
Exercise 1 2 two syllables: friendly, helpful
3 three syllables: confident, interesting
1 Biii 2 Jiii 3 Dean 4 Jim 5 Jean 4 four syllables: adventurous, intelligent

T-161
Exercise 3 UNIT 10
1: confident, interesting
2: important, relaxing V oiced /3/ and un vo iced / 0 /
3: adventurous, intelligent c o n so n a n ts
4: disappointed, easy-going
Exercise 1

I
I clothes 2 third 3 Thursday 4 then 5 think 6 Earth
UNIT 7 7 months 8 math
V ow el so u n d s: / и / and / и /
Exercise 2
Exercise 1
1 fruit 2 books 3 soup 4 shoes 5 wood Audio Script Track 45
Example There are so many things to do in Sydney.
Exercise 2 1 Let’s go into this store. I like that sweater in the window.
2 These three students came in first, second, and third in the
Audio Script Track 33 race.
3 My father’s birthday’s on Thursday.
1 look - put - soon; What are you buying? Fruit
4 We had dinner, and then we went to the theater.
2 could - moon - should; What are you buying? Books
5 I think we should go out to a restaurant tonight.
3 blue - zoo - you; What are you buying? Soup
6 We must take care of the Earth; it’s a beautiful planet.
4 school-cook-choose; What are you buying? Shoes
7 There are twelve months in a year.
5 food - through - stood; What are you buying? Wood
8 We have math class afterthe break.

Exercise 3 Exercise 3

I
Column 1: look, cook, good, stood The words with the voiced /6/ sound are: there, clothes, these,
Column 2: choose, cool, food, school the, father and then.
" The words with the unvoiced /0/sound are: things, third,
Exercise 5 Thursday, think, Earth, months, math, youth
a good and stood b choose
UNIT 11
UNIT 8 T h e / h /co n so n a n t sound
S tre ss in n u m b ers Exercise 1
Exercise 1 (and 3) 1 healthy 2 hospital 3 help 4 hair 5 hear 6 happy
7 humans 8 hurt 9 here
1 $4.90 (four ninety), $2.19 (two nineteen)
2 2:15 (two fifteen)
3 14 (forreen), 17th (seventeenth), 30th (thirtieth)
4 10:15 ( ten fifteen), 11:50 (eleven fifty)
UNIT 12
5 40th (fortieth), 70th (seventieth) Se n te n ce s tre s s
6 7:30 (seven thirty)
7 40 (forty) Exercise 1
1 farmer 2 English 3 stove 4 taxi 5 eggs 6 laptop
7 island
UNIT 9
V ow el so u n d s: / 1/ and / ш / Exercise 3
!o I’m wearing a shirt, a skirt, a hat, and a scarf
Exercise 1
1 An artist, a doctor, a teacher, and a farmer.

I
Column 1: give, gym, list, sing, spring, thin, wish 2 We have math, then art. then history, and then English.
Column 2: find, fine, nice, night, smile, style, wild 3 We need a desk, a lamp, a sofa, and a table.
4 Wetooka planeand then attain and then a J2 jj£ and then a
Exercise 3 taxi to get there.
5 We put in flour and sugar and then butter and eggs.
la 2 e 3b 4c 6 These are the things I want to sell: a digital camera, a flash
drive, a microphone, and a laptop.
Exercise 4 7 From the helicopter we saw a laJze a rivar. a jungle, and an
Audio Script Track 41 island.

Example I’m going to keep fit by taking classes at the gym. Exercise 5
1 Kim doesn’t like driving at night.
2 Lions and tigers are happier in the wild. r 1 nouns 2 articles
3 Mike exercises and has a healthy lifestyle.
4 It’s a nice day, so let’s ride our bikes.

Exercise 5

I
I’m, like, driving, night, lions, tigers, wild, Mike, exercises,
lifestyle, nice, ride, bikes

T-162
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Images News/Getty Images; p. 8 (CR): ©Quinn Rooney/Getty Images Sport/Getty Images; p. (i): ©aodaodaod/iStock/360/Getty Images; p. 71 (a): ©Dragonlmages/iStock/360/Getty
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Debenport/iStock/Getty Images Plus/ Getty Images; p. 9 (Ex9 a): ©Nikolai Sorokin/ Getty Images; p. 74 (b): ©Design Pics/Reynold Mainse/Perspectives/Getty Images; p. 74 (c):
Hemera/360/Getty Images; p. 9 (Ex9 b): ©Natalia Siverina/Hemera/360/Getty Images; p. 9 ©Pat Canova/Alamy; p. 74 (d): ©BSIP SA/Alamy; p. 74 (e): ©Jeff Greenberg/Alamy; p. 74 (f):
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Compassionate Eye Foundation/Photdisc/Getty Images; p. 11 (TC): ©BestPhotoStudio/ Images/Getty Images; p. 81 (b): ©Thomas Koehler/Photothek/Getty Images; p. 81 (c):
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Reed/Ryan McVay/Photodisc/Getty Images; p. 12 (h): ©ALAN EDWARDS/Alamy; p. 13 (a): Shutterstock; p. 87 (BR): ©2630ben/Shutterstock; p. 88 (TL): ©fotografiche/iStock/360/Getty
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Whitworth/iStock/360/Getty Images; p. 13 (f): ©PaulMaguire/iStock/360/Getty Images; p. 13 91 (B): ©Chimpinski/Shutterstock; p. 92 (TR): ©James MacKenzie, http://
(g): ©Mark Bowden/Getty Images; p. 14 (L): ©Jim West/Alamy; p. 14 (C): ©ewa galus/ jamesmackenziephoto.com; p. 92 (L): ©Anastasios71/Shutterstock; p. 92 (BR): ©Kelly Cheng
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Ereza/Alamy; p. 16 (BL): ©Linda Armstrong/Shutterstock; p. 16 (BR): ©monkeybusinessimages/ 96 (c): ©Photofusion/REX; p. 96 (d): ©Christian Muller/iStock/360/Getty Images; p. 98 (TR):
iStock/360/Getty Images; p. 20 (a): ©Polryaz/Shutterstock; p. 20 (b): ©Ekaterina Kamenetsky/ ©kevinhung/Shutterstock; p. 98 (BL): ©Sophele/iStock/360/Getty Images; p. 98 (BR): ©Colin
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iStock/360/Getty Images; p. 20 (e): ©_human/iStock/360/Getty Images; p. 20 (f): iStock/360/Getty Images; p. 103 (TR): ©argus/Shutterstock; p. 103 (BL): ©kentoh/Shutterstock;
©stockcreations/Shutterstock; p. 22 (1): ©incamerastock/Alamy; p. 22 (2): ©Adisa/ p. 104 (a): ©malyugin/iStock/360/Getty Images; p. 104 (b): ©auremar/Shutterstock; p. 104 (c):
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©British Retail Photography/Alamy; p. 22 (8): ©Guy Somerset/Alamy; p. 23 (a): ©kaktyc/ 104 (g): ©Voyagerix/Shutterstock; p. 104 (i): ©Marco Prati/Shutterstock; p. 104 (j):
iStock/360/Getty Images; p. 23 (b): ©LuminaStock/iStock/360/Getty Images; p. 23 (c): ©RusN/ ©Viktor_Gladkov/iStock/360/Getty Images; p. 105 (L): ©Photographee.eu/Shutterstock; p.
iStock/360/Getty Images; p. 23 (d): ©samsonovs/iStock/360/Getty Images; p. 24 (0): 105 (CL): ©Dora Zett/Shutterstock; p. 105 (CR): ©ATIC12/iStock/360/Getty Images; p. 105
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Images; p. 24 (8): ©shippee/iStock/360/Getty Images; p. 24 (9): ©Elnur/Shutterstock; p. 25 (L): p. 110 (f): ©Marin Tomas/iStock/360/Getty Images; p. 111 (TL): ©Nora Dunn, aka The
©Startraks Photo/REX; p. 25 (R): ©REX; p. 26 (a): ©YOSHIKAZU TSUNO/AFP/Getty Images; Professional Hobo, author of How to Get Free Accommodation Around the World, http://
p. 26 (b): ©EvrenKalinbacak/iStock/360/Getty Images; p. 26 (c): ©anthony asael / Alamy; p. 26 www.theprofessionalhobo.com/travel-tips-resources/get-free-accommodation-around-
(d): ©David Kilpatrick/Alamy; p. 26 (e): ©Geraint Lewis/Alamy; p. 31 (TR): ©bokan/ world/; p. 111 (CR): ©Oleg Kozlov/iStock/360/Getty Images; p. 111 (B): ©Robert Harding
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Stockbyte/Getty Images; p. 39 (TL): ©20TH CENTURY FOX/THE KOBAL COLLECTION/
Commissioned photography by:Jon Barlow p 18, 36, 54, 72,90,108.
GROENING, MATT; p. 39 (TR): ©Everett Collection/REX; p. 39 (B): © COLOR FORCE/FOX
2000 PICTURES/TCF/THE KOBAL COLLECTION; p. 42 (L): ©T.J. Hamilton/AP/Press
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(BR): ©Oliver Burston/Alamy.
Kamoshida/Getty Images News/Getty Images; p. 44 (C): ©Dawn Hudson/iStock/360/Getty
Images; p. 44 (BL): ©Dorothy Alexander/Alamy; p. 48 (TL, BC): ©Lisa Turay/iStock/360/Getty The publishers are grateful to the following illustrators: Fred Van Deelen (The
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©Eliza317/iStock/Thinkstock; p. 50 (e): ©darksite/iStock/360/Getty Images; p. 50 (f): ©Hemera (Beehive Illustration) 78; Graham Kennedy 103
Technologies/PhotoObjects.net/Thinkstock; p. 50 (g): ©Africa Studio/Shutterstock; p. 50 (h):
©MISCELLANEOUSTOCK/Alamy; p. 50 (i): ©tatniz/iStock/Thinkstock; p. 50 (j): ©aimy27feb/ The publishers are grateful to the following contributors: Blooberry: text design
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