C a m b r id g e

AMERICAN
THiNK

TEACHER'S ED ITIO N STARTER

ZoKin R n rn u v n , H erbert Puchu, Jeff Strankt & Peter Irw n ^ o n O
 WELCOME
The alphabet Colors
/ 1 W rite the colors in the correct places in the key.
black | blue | brown | green | gray | orange

A a Bb C c Dd pink | purple | red | white | yellow

Ee Ff Gg Hh
i Jj Kk Ll
Mm Nn Oo
Pp Qq Rr Ss
Tt Uu Vv W w
Xx Yy Zz
\

1 Q ] ~ Listen to the alphabet. Then listen again

and repeat.

2 С Я 1.03 Listen to the sounds and repeat.

/e 1/ /i/ /e/ /ai/ /ou/ /u/ /ar/ Key

1 white 7
b
c d f l 2 8
a h q u
e g m n o r 3 9
j k w
P t s x 4 10
v z 5 11
6

3 Is p e a k in g W o rk in pairs. Spell your name to 2 Is p ea k ing W o rk in pairs. W h a t colors can you

your partner. Your partner writes your name.
see around you? Tell your partner.
Is he/she correct?

4
WE
The alphabet
3 I SPEAKING Ask students to write the letters you
1 E l i 02 To begin, display the alphabet set on the are saying. Spell your full name, but don’t tell them
Interactive Whiteboard (IW B), or ask students to look that this is what you’re doing. Check the answer and
at the letters in their books. Ask i f they know any elicit that it was your name. Put students in pairs to
songs that help people learn the English alphabet. spell their names to each other. Monitor the correct
The most popular alphabet song is sung to the tune pronunciation o f the letters, and make a note o f any
o f Twinkle, Twinkle, Little Star. Don’t w orry too common errors to go over at the end o f the activity.
much about some students hesitating over the more
difficult letters at this point, just use the song to Optional activity
warm them up. You can repeat the same process for favorite sports teams,
actors, towns in the students’ country or around the world,
Play the audio. Students first just listen, focusing on
and so on. Spell it first yourself to model it, and elicit what
the trickier letter sounds. Then they listen and repeat the word was. Then get students to repeat the activity with
when you replay the audio, pausing as necessary. Pay their own ideas in pairs. Monitor as before.
special attention to the distinction between C and S;
G, J, and H; the pronunciation o f W (double U, not
double V), and Y ( “w h y” - not Greek “ I” as in some Colors
languages). Ask the class to repeat each letter all
1 Display the alphabet from the book on the IWB, or
together. Then have two or three individuals repeat
ask students to look at it in their books. Say the color
on their own.
o f each letter, not the letter. Once you have named
Go through the alphabet again by picking a different a color twice, elicit the w ord when you point to the
student to say each letter quickly and correctly. If next similarly colored letter. Continue introducing
any student makes a mistake, pick them again for the color adjectives by pointing at objects in the
another letter. When you have finished, repeat the room with the colors that don’t appear in the
activity in reverse order (Z to A ). In stronger classes, alphabet.
turn o ff the IWB, or ask students to close their books.
Practice the pronunciation o f colors. Ask students to
repeat each w ord after you all together. Then ask two
Optional activities
or three individuals to repeat after you.
1 Ask students to line up in the order of the initial letter of
their first names. If the first letter is the same, the next Focus on the illustration and do the first items
letter in their names decides the order, and so on. Give together as a model. Make sure students understand
students a minute or two to arrange the entire class in that they are to identify the color key for the image.
alphabetical order. You can then split this line in half to Check answers. Then ask students to color the
create the teams for Optional activity 2.
remaining areas.
2 Divide the class into two competing teams. Books are
closed and the IWB is turned off. A student from Team A Answers
says a letter and chooses a student from Team B, who
1 white 2 black 3 brown 4 pink 5 gray 6 red
writes that letter. The Team B student then says the next
7 green 8 purple 9 yellow 10 blue 11 orange
letter and chooses a person from Team A, with the teams
taking turns until all the letters have been written on the
board. As an extra challenge, each student must say a 2 I SPEAKING Put students in pairs to play a guessing
letter not mentioned before, and each time a different game. One o f them says the color o f an object in
person must do the writing task, until everyone has had the classroom. Their partner should try to point to
a turn. whichever object they think it is and, when they have
guessed, they switch roles and repeat. Monitor and
2 1.03 Say the vow el sounds at the top o f each provide help i f necessary.
column and ask students to repeat. Then play the
audio for students to listen and repeat the letter
sounds for each vowel.

Mixed-ability idea
In stronger classes, ask students to cover the table with a
piece of paper and, under each heading, write the letters
they think should go there. Have them check their answers.

T-4
International words
Language note
1 Ask students to cover the exercises and look at the
Pay special attention to words that exist in the students’
photos. Alternatively, display the image only on the
language but are pronounced significantly differently than in
IWB. Elicit the words for each image in the students’ English and to words that are “ false friends” - words that exist in
own language. If you speak the language, ask: What’s both languages but have different meanings. There may also be
this? in their first language, not in English. This is only fake “ loan words.”
a quick lead-in for the activity about international Remind students to get into the habit of making a note of such
words, and you w ill soon m ove the focus back to problematic words when they first encounter them so they can
English only. avoid misusing them in English.

Students uncover the exercises or open their books,

and complete the matching task individually. Ask
them to compare answers in pairs.
2 0 1 1.04 Play the audio for students to check their
answers. Play it again, pausing after each w ord so
students can repeat them, first all together, then two
or three individuals on their own.

Answ ers
1C 2 F 3 I 4 P 5 J 6 L 7 D 8H 9G
10 E 11 O 12 B 13 M 14 N 15 K 16 A

Optional activity
Before getting students to repeat the pronunciation, you
could ask them to listen carefully to compare the English
pronunciation of the words to their own language. Ask them
to underline the words whose pronunciation is the same or
very similar. Where the pronunciation is similar but there
are important differences in a sound, they should circle the
sound. Finally, where either the word is tricky to pronounce
or where the word is completely different from its equivalent
in their language, they should color or mark the word with an
exclamation point. By doing this, they will be able to better
prioritize which items need more attention and revision
when they memorize them.

3 I SPEAKING Demonstrate the task by spelling a word

from the list out loud and asking all students to write
it down. Then have students compare their answers in
pairs. Quickly confirm the answer with the whole class.
Put students in pairs to take turns spelling or writing
one o f the sixteen words. When they check whether the
word has been written correctly, instead o f showing
each other the word or looking in the book, the writer
should spell what they have written out loud, and their
partner can confirm or reject the answer. The writer
can try to spell the word again i f their first attempt
was wrong. Monitor the activity, making a note o f any
difficulties to go over with the whole class at the end.

Optional activity
Give students two minutes to try to write down as many
other English “ loan” (borrowed) words in their language
as they can think of. Who can write the most words? Elicit
answers from the person with the shortest list first, and ask
everyone else to check the word in their own lists if they have
it. Say the word and get the class to repeat it, as a group.
Then ask a few students to repeat the word individually, to
iron out any pronunciation issues.

T-5
 WELCOME

International words
1 Match the words in the list with
the photos. W rite 1-16 in the
boxes.
1 airport | 2 bus | 3 cafe
4 city | 5 banana | 6 hamburger
7 hotel | 8 phone | 9 pizza
10 restaurant | 11 sandwich
12 sushi | 13 taxi | 14 television
15 tablet | 16 wi-fi

2 ИЯ1.04 Listen, check, and repeat.

3 SPEAKING W o rk in pairs. Choose

one of the words in Exercise 1 and
spell it to your partner. He/She
writes the word. Is he/she correct?

5
 Articles: a and an The day
1 Match the sentences in the list with the pictures W rite the words in the list under the pictures.
W rite 1-4 in the boxes. afternoon | evening | morning | night
1 It's a blue taxi.
2 It's an orange taxi.
3 It's a red taxi.
4 It's a black and white taxi.

3 3

5 1

3 3

2 W rite a or an.

0 an airport
1 hotel
2 red bus
3 sandwich
4 yellow taxi
5 orange phone
6 American restaurant
7 wet umbrella

6
Articles: a and an The day
1 Quickly review the colors by displaying and pointing To introduce the words for parts o f the day, mime
to details in the illustration from page 4 again on some typical activities for each one in chronological
the IWB (or in the book) and eliciting the words. order. First, mime waking up and say morning. Then
Alternatively, students can do this in pairs, taking look at your watch, pretend to grab your bag and start
turns testing each other. for home, and say afternoon. After that, yawn and
Display the second picture from page 6 on the IWB mime going to bed and say evening. Finally, pretend
or show it in your book. First elicit the international to be asleep and say night. W rite the four words on
word for a taxi then the w ord for its color. Ask the board. (Leave some space before each word if
students to look at the exercise and match B to the you plan to cover the greetings on page 7 in the same
correct sentence: 1. Students then go on to match the class.) Ask students to repeat them after you, first all
remaining three sentences and pictures. Ask them to together, then tw o or three o f them individually. Pay
compare answers in pairs before you check answers attention to the stress pattern in afternoon
with the class. Read the sentences aloud yourself first /^ftar'nun/.
and ask students to say the correct letter. Then ask Students match the words and then compare ideas in
students to listen and repeat the sentences after you. pairs before you check answers with the whole class.
Make sure they notice that 2 is different: an orange.
Answers
W rite the colors on the board: blue, orange, red,
black, and white. Circle the initial letters. Say the full 1 evening 2 night 3 morning 4 afternoon

sentence again, but only w rite a or an before the color

and taxi after each one. W rite a and an on the board Optional activity
as headings. Start saying the alphabet from A to Z, and Bring in and show the class some pictures of different life
ask students to raise their left hand for every sound scenes taken during different parts of the day, e.g., morning
they think w ill be preceded by a and their right for rush hour traffic, lunch break in a cafeteria, people at a ball
an. You might like to elicit the difference between the game or a movie theater, people watching a sunset, people
two groups in the students’ own language (consonants at a party or a dance. Ask individual students: When is this?
Ask the rest of the class to say through a quick show of hands
and vow els) to avoid having to introduce the English
if they agree or disagree. The students’ English is limited at
grammar terms. You might also want to explain, in
this point, so you could simply repeat the answer a student
their language, that although you’re discussing letters has given as a question (e.g., Evening?) then mime raising
at this point, it is the pronunciation o f a w ord that your hand while saying Yes? as a question and nodding, and
matters, not h ow it’s written - in English, these two lowering your hand while saying N o? and shaking your head.
things are not always one and the same!

A nsw ers
1 B 2 C 3 A 4 D

2 Look at the first item together, and check that they

understand the task. You might also like to do one
more item together as a model. Students w rite the
articles individually and then check ideas in pairs
before you check answers with the whole class. If you
prefer, you could askstudents to raise their hands as
they did in Exercise 1(left for a, right for an) before
you go through the list again and ask them to say the
words.

A nsw ers
1a 2a 3a 4 a 5 an 6 an 7a

Language note
Pay special attention to 4. In English, y before a vowel and at the
beginning of a syllable is pronounced as a consonant /j/, not as
a vowel /i/.

T-6
Saying Hello and Goodbye
Optional activity
1 С И 1.05 Continue from the previous section on page Draw two circles on the board with an arrow pointing into
6, or first elicit the words for parts o f the day through one (for meeting / arriving) and out of the other (for parting
the pictures there as a warm-up i f you are covering / departing). Elicit the possible greeting forms for each
this material in a subsequent class. situation.

Say Hello and ask the class to respond in kind. Say

A nsw ers
the appropriate greeting for the part o f the day (e.g.,
meeting: Good morning / afternoon / evening. Hello. Hi.
Good morning or Good afternoon) and ask the class to
parting: Bye. Have a good day. See you later. Good night.
respond. Pretend to walk out the door, w ave goodbye, Sleep well.
and say Goodbye, and ask the class to w ave back and
say the same. Repeat the demonstration by actually
W rite How are you? on the board and elicit the
walking out the door, then entering the room and
possible responses from the dialogues: Great, thanks;
saying Hello ... Good morning / afternoon, then leaving
I ’m fine, thanks; I ’m fine, thank you, as w ell as And you?
again briefly, saying Goodbye - each time eliciting the
same response from the class.
Language note
You may need to explain that although the phrases Good morning
Language note
/ afternoon/ evening are all typically used when meeting, the
Hello is often used by foreign speakers in their own language. You similar phrase Good night is normally used only when people
might like to explain (informally, in the students’ first language) go to bed, and is an expression of parting. When people meet at
that Hello in English is a neutral greeting used by people of all
night, they either say Good evening or just Hello or Hi.
ages, although it is not usually acceptable on its own in very
formal situations. Hi, which students may also be familiar with, is
much more informal. Speakers of many foreign languages often
use more formal forms of greeting than native speakers in social
situations because they prefer to err on the side of caution.
Because there are no hard-and-fast rules about when informality
is acceptable, this formality is probably the safest option for
language learners until they gain more experience.
You may also need to clarify that Hello can only be used when
meeting, not when parting.
Greet the class again and elicit the response. Continue by
introducing yourself with the phrase: My name’s [Jack]. Point to
yourself as you say this. Write the model on the board. Mime for
the class to do the same while saying their own names. Elicit the
introduction from four or five individuals.
Ask a student to stand with you at the front. Say Hello and repeat
the introduction, but this time say: I ’m [Jack], and this is [/Alice].
Point to yourself and to the student as you say the names. Write
these models on the board. Mime for the class to do the same for
themselves and the person next to them. Elicit the introduction
from two or three pairs.

Students complete the first dialogue. Check the answer

(1 H i). Students continue in pairs to try to complete
all four remaining dialogues. Ask them to compare
their ideas with another pair. Then play the audio for
students to listen and check their ideas. Make sure
everyone writes down the correct answers.

Answ ers
1 Hi 2 Good 3 How 4 thanks 5 morning
6 Bye 7 See you 8 have 9 night

Play the audio again, pausing after each line for

students to listen and repeat, focusing on the rhythm
and intonation as w ell as the pronunciation o f
individual sounds. Ask a pair o f volunteers to read
aloud each completed dialogue as a role play.

T-7
 WELCOME

Saying Hello and Goodbye

С И 1.05 Complete the dialogues with the words in
the list. Listen and check.
Bye | Good | have | Hi | How | morning
night | See you | thanks | this

3
DARIUS Good 5 , Mr. Thomas.
MR. THOMAS Hello, Darius. How are you?
DARIUS I'm fine, thank you.
MR. THOMAS Good. I'll see you in class.
DARIUS 6 , Mr. Thomas.

ANDY Hello. My name's Andy.

TOM Hi, Andy. I'm Tom, and 0 this is Lucy.
LUCY 1 , Andy.
ANDY Hi, Tom. Hi, Lucy.

4
JIM Bye, Rachel.
RACHEL Bye, Jim. 7 later.
8
JIM Yeah, a good day.

2
2
ABI afternoon, Mrs. Hall.
MRS. HALL Hi, Abi. 3 are you? 5
ABI Great, 4 . And you? SUE Good 5 , Mom.
MRS. HALL I'm fine, thanks. mom Night, Sue. Sleep well.

7
 Classroom objects Numbers 0-20
1 Look at the pictures. Do you know these words? 1 ЧЭ 1.07 Look at the numbers 0-20. Listen and
If not, ask your teacher: W hat's ... in English? repeat.

0 zero/"oh" 11 eleven

0
Idoor 1
1 one
2 two
3 three
4 four
5 five
6 six
12
13
14
15
16
17
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
7 seven 18 eighteen
8 eight 19 nineteen
9 nine 20 twenty
10 ten

2 3 2 Is p e a k in g W ork in pairs. Choose three numbers

from Exercise 1. Tell a partner to write them. Is
he/she correct?

3 P ] 108 Listen and write the phone numbers you

hear.

4 5

Plural nouns
1 W rite the words under the pictures.

V i*

8 9

2 С Й 1.06 W rite the words in the list under the

pictures in Exercise 1. Listen, check, and repeat.
board | book | chair | computer | desk
door | pen | pencil | projector | window

3 W h a t other classroom objects can you think of?

4 SPEAKING W ork in pairs. Ask and answer

questions about the pictures in Exercise 1.
3 4 5
What's ... in English? It's a desk.

SPEAKING W ork in pairs. Find things in your 2 Match the singular and plural nouns.
5
classroom and say the colors. Singular Plural
0 one man b a three people
a red pen an orange chair
1 one woman b four men
2 a person c six children
3 a child d five women

8
Classroom objects 3 Ф ) 1.08 Check comprehension o f the phrase phone
1 Hold up your cell phone or tablet, and ask: What’s this numbers. Read the phone number o f your school aloud
in [your language]? Elicit the word. Use the same word for students to write down. Check the answer together
to ask about its English translation: What’s [phone / and w rite it on the board. Then read it again for
tablet] in English? Elicit the English word. W rite this students to listen and repeat after you.
question and the answer in full form: I t ’s a phone / Do the first phone number together. Play the audio
tablet on the board as a reference. twice for students to w rite it down and then to check
Display the photos on the IWB or ask students to look the answer in pairs. Play the other three and ask
at them in their books. Follow the same process as students to compare ideas in pairs before you check
above for the example item, door. answers as a class.
Ask students to cover Exercise 2. Give them a minute
to try to think o f words for each photo. Then they can Answers
ask you questions using the formula on the board. 1 401-555-9287 2 221-751-0326 3 933-504-8106
Say the English w ord and ask the class to repeat it to 4 834-924-0807

practice pronunciation.
2 0 1 1.06 Students label the photos individually and Language note
then compare answers in pairs. Play the audio once In this exercise, the phone numbers are read aloud one digit
for students to check their answers and then again for at a time. In American English, 0 is read either as zero or as oh.
them to listen and repeat. In British English, oh is always preferred, especially in phone
numbers.
A nsw ers
1 window 2 book 3 computer 4 pencil 5 chair Plural nouns
6 pen 7 desk 8 projector 9 board
1 Before they label the pictures, ask students to point
3 Ask: What can you see in the room? Encourage students to and count the objects one by one in each image. In
to use this formula to ask for English translations weaker classes, they could write down this number
o f any objects they can’t name. Say the words and in digits before labeling. Read the example together.
then spell them so they can write them down in their Make sure students notice that after the number two,
notebooks. Ask a different student to w rite each new w e add -s in the plural ending. You might like to elicit
word on the board after you spell it. Ask the rest o f a b rief explanation in the students’ first language.
the class to check and correct it i f necessary. Students label the pictures individually and then
compare ideas in pairs before you check answers with
4 I SPEAKING Students take turns in pairs testing each
the class.
other. Monitor the use o f the new vocabulary.
5 I SPEAKING Students play a game. They take turns Answers
naming an object in the classroom and its color, and 1 seven books 2 five pens 3 four windows
their partner has five seconds to point to it. If they 4 six pencils 5 three computers
can’t find it, they must spell both words (color and
object). If they find it easily, the speaker must spell 2 Ask students to try to match the singular and plural
the words. Monitor and make a note o f any errors in pairs. Explain (in the students’ first language) that a
the use o f classroom object nouns, color adjectives, very small number o f English nouns are irregular, and
or the article a / an. Go over these at the end o f the their plural forms need to be learned along with their
activity. singular forms. Say the words for students to listen
carefully and repeat.
Numbers 0-20
1 Р И 1.07 With no explanation and books closed, Answers
play the audio. In the students’ first language, ask
what they think they have heard. They w ill probably
recognize that the words w ere numbers in English.
I 1 d 2 a 3 c

W rite the numbers 0-2 0 in digits on the board and

elicit any words students know or remember from the
recording. Then play the audio again for students to
check their ideas and complete the list. Play the audio
a third time for the whole class to repeat. Then ask
several individuals to repeat the numbers.
2 I SPEAKING To model the task, say three numbers for
students to w rite down. Check answers quickly before
students repeat the task in pairs. Ask students to check
each other’s answers. Walk around and monitor,
providing help as necessary.

T-8
Classroom language
1 O l 1.09 Give students a minute or tw o to study the
ten pictures on the page carefully to try to understand
the meaning o f the phrases. Ask them to compare
their ideas in pairs, in their first language i f necessary.
Play the audio for students to listen, twice if
necessary, to number the phrases in the order they
hear them. Ask students to compare ideas in pairs
before you check answers. As you do, play the audio
again to confirm the answers.

A nsw ers

I 1 i 2 g 3b 4c 5a 6 j 7 d 8 h

2 O I 1.10 Play the audio again for students to listen

9e 10 f

and repeat the phrases, first all together, then two or

three o f them individually.

Optional activity
Display the page again on the IWB, but delete or obscure all
the captions from below the pictures. Ask a different student
to come up to the screen and label each picture. Ask the rest
of the class to check and confirm or correct their answers. At
the end, reveal the captions for all to check.

Mixed-ability idea
For most classes, it might be a useful idea to print out a
completed version of this page on a large sheet of paper
and display it in the English classroom for reference until
all students are familiar with these key classroom phrases.
Students should then be encouraged to use them (and as
much English as possible) in the English class. If additional
useful phrases are encountered, they could be added to the
poster or a similar extra sheet. Students with some artistic
talent could even add illustrations of their meanings.
In weaker classes, students can simply use the poster as a
reference. In stronger classes, you might like to introduce a
penalty system in which students must never use the first
language for any phrases that appear on the poster. If they
do, they must perform some extra challenge. For example,
they could memorize and recite a piece of English text, or
spell every new word introduced in a given class at the end.
The task should be manageable but require some extra
effort, so that students are more motivated to avoid having
to do it.

T-9
 WELCOME

Classroom language
Listen and number the phrases in the 2 С Я П 0 Listen again and say the phrases.
order you hear them. W rite 1-10 in the boxes.

| | a Open your books. | | b Listen!

c | | d Look at the picture.

h That's wrong.

1 i Close your books. | | j Work with a partner.

9
 Numbers 20-100
1 49 1.11 Match the numbers with the words. 2 O J 112 How do you say these numbers? Listen,
Listen and check. check, and repeat.
a 20 1 fifty 1 24 4 49 7 71
b 30 2 eighty 2 87 5 54 8 95
c 40 3 ninety 3 33 6 62
d 50 4 seventy
3 W rite the numbers.
e 60 5 one hundred
f 70 6 thirty 0 24 tw enty-four

a 7 twenty 1 47
g 80
h 90 8 sixty 2 60
i 100 9 forty 3 89
4 30
5 58
LO O K!
6 72
33 = thirty-three 56 = fifty-six 97 = ninety-seven
7 91

Messages
1 49 1.13 Read and listen to the message. 2 49 1.14 Now listen and complete the message
Complete the message to Luis. to Amy.

Hi, A m y ,
I— ( l/Lls£>s

Message fr o m Mrs. Davis .

Message from ^ r la u t-tolm.es.
Her address is 1
Hfts apartment iA.u-m.ber Is — . ELm Street.

The bus num ber is 2

Tfae bu.s iA.u-m.ber fs
Hey te Lephone n u m b e r is
t-H-s -phone n u m b e r ts
3

10
Numbers 20-100
Answers
1 O i l 11 Begin by asking students to count from 0
to 20, with a different student selected to say each
number in turn.
I 1 forty-seven 2 sixty 3 eighty-nine 4 thirty
5 fifty-eight 6 seventy-two 7 ninety-one

Ask students to individually study the numbers and Messages

the scrambled answers for 30 seconds and then try to
1 CE>H.13 Ask students to look at both messages and
match them. Ask them to compare their ideas in pairs
say (in their first language, i f necessary) what kind o f
before you play the audio for them to check their
information they think is missing (Numbers). Elicit or
answers. Play the audio again for students to listen
pre-teach: message, apartment, address, and street.
and repeat the numbers.
Play the audio twice for the note to Luis, pausing
A nsw ers after each number mentioned i f necessary. Students

I 1 d 2 g 3 h

Optional activity
4 f 5 i 6b 7a 8e 9c listen and complete the missing numbers. Ask them
to compare their answers in pairs before you check
them with the whole class. Elicit any other details
they m ay remember from the message. Don’t w orry
With books closed, play the audio again, pausing after each too much at this point i f they don’t catch anything
number is read. Ask a student to come to the board and write other than the numbers, though.
the number they heard, and the rest of the class to check and
confirm or correct their answers.
Answers
1 807
Mixed-ability idea 2 36
3 235-555-8792
In stronger classes, ask students to compare the numbers
2-9 to the multiples of ten (20-90). Make sure they notice all
2 ЕЙ 11.14 Play the audio for the note to Am y only
the changes necessary: 20 and 30 are different (but related)
words than 2 and 3. From 40 to 90, we add -ty to the name of once, pausing after each number mentioned, so
the single-digit number: four; forty. In 40, we drop the u. In students have a chance to write down their answers.
50, we replace ve with f. In 80, we don’t double the t. Ask them to compare their answers in pairs before
you play the audio for a second time for students to
2 4 9 1.12 Focus students’ attention on the LOOK! check and complete their answers. Check answers
box. Elicit that in English the formation o f non­ again as a class.
round numbers 21 to 99 follows a consistent pattern.
W e say the two-digit number and then the single­ Answers
digit number: twenty-one, ninety-nine. Unlike other 1 63
languages, there are no exceptions, and the words 2 18
3 344-751-8236
are never transposed (that is, for 42, w e say forty-two,
never two-and-forty).
Students use the information from the LOOK! box
Mixed-ability idea
to w ork in pairs to say the numbers. Play the audio In stronger classes, you might like to ask students to reflect
on which way of completing the exercise was easier or
for them to check their ideas. Then play it again for
harder. This could be done in their first language. The
students to listen and repeat.
discussion will help raise their awareness of the various
sub-skills involved in listening and information transfer into
Optional activities writing.
As an alternative in Exercise 2 to predicting how the numbers
are said in English, you could ask students to close their
books and write down the numbers they hear as you play Optional activity
the audio. Then, with books open, they check their answers. Students prepare a similar message for their partner (from
They should take turns reading the numbers aloud in pairs a mutual acquaintance). They then read it aloud for their
before you play the audio again for them to check their partner to write down the relevant numbers. They should not
answers. show their notes to them. At the end, they check each other’s
answers. The preparation could be assigned for homework,
with the pair-work task in the next lesson as revision.
A nsw ers
1 twenty-four 2 eighty-seven 3 thirty-three
4 forty-nine 5 fifty-four 6 sixty-two 7 seventy-one
8 ninety-five

3 Students write the numbers individually and check

their ideas in pairs before you check answers with
the whole class. If you’re short on time, assign this
exercise for homework. When you check answers,
elicit or point out the use o f hyphens between the
multiples o f tens and the ones. Tell students that this
is not optional in English.

T-10
Review 4 Students work in pairs to order the two dialogues and
1 O l 1 15 Put students in teams o f four or five to play then practice them. Ask a different pair to role-play
the game. Try to ensure that each team is roughly at the dialogue for the class. The rest o f the class can
the same level o f ability and experience in English. check and confirm or correct their answers.
You might like to offer a small prize for the overall
winner o f the game (or smaller prizes for the winners Answers
o f each round and one more substantial prize for the 1 3, 1, 4, 2
overall winner). 2 3, 1, 2

Study the example together and make sure students

are clear about all the possible categories. Agree Optional activity
before playing whether words that didn’t appear Students prepare and practice a similar role play using the
in the book previously are allowed or not, because phrases they learned in this Welcome unit. Ask two or three
students with any prior training in the language volunteer pairs to perform their dialogues for the class, and
have the rest of the class listen and take notes about in which
may have an advantage i f they are. On the other
part of the day they think it is happening.
hand, allow ing extra words adds variety and further
learning opportunities.
Before each round, play the audio for students
to w rite down the letter for the next column.
Alternatively, read them aloud one by one before
each round (B, S, R, W, and T).
Set a time limit for each round: two minutes or so
should be sufficient.
Act as time monitor as w ell as arbiter in case o f any
disputes. Make it clear that you w ill be fair but your
decisions are considered final, with no further ground
for arguments.
After each round, count the answers. For each
incorrect answer (misspelled word, or w ord in the
wrong category), the team should lose a point.
Counting after rounds w ill allow you to have five
winners o f rounds and one overall winner for the
whole game, once you have added up the total score.
2 You could do this as a race. Who can complete the
ten words most quickly? Check answers as a class
before m oving on to the grouping part o f the task. As
you check words, ask students giving their answers to
spell them out as w ell.

A nsw ers
I door 2 restaurant 3 orange 4 pen 5 n/ne
6 cha/r 7 f/ve 8 yellow 9 a/rport 10 green
I I e/ght
International words: banana, restaurant, airport
Colors: orange, yellow, green
Numbers: nine, five, eight
Classroom objects: door, pen, chair

3 I SPEAKING Students pick three words to test their

partner. Can they w rite the w ord they spell aloud?
A llow four or five minutes for this. Monitor the
activity, checking the use o f the language covered in
the unit.
To check answers, display the photos on the IWB, and
ask a different student to come up to label each one
onscreen.

A nsw ers

I one, red, computer, desk, four

T-11
 WELCOME

Review
1 4» 1.15 W o rk in groups. Play the first letter game.
• Listen to the letter of the alphabet.
• How many examples can you find for each category in the table?
• You get one point for each correct answer. The winner is the group with the most points.

0 P 1 2 3 4 5

Color pink.
purple

Actor Sean Penn

A l Pacino

Classroom object pencil

projector

Number (0-20)
-

International word pizza

phone

Total Points 9

2 Complete the words with the missing vowels and then write 4 Put the dialogues in order. W rite 1-4
them in the correct column in the table below. and 1-3 in the boxes.

0 b a na na 6 ch r 1

1 d r 7 f v JIM Great, thanks. And you?

1 JIM Good morning, Jack.
2 r st r nt 8 y ll w
9 rp rt JACK I'm fine, thanks.
3 r ng
4 p n 10 gr n JACK Hi, Jim. How are you?

5 n n 11 ght 2
LUCY Yeah, have a good day.
International Colors Numbers Classroom
words objects LUCY Bye, Sara.
SARA Bye, Lucy. See you later.
banana

3 SPEAKING W o rk in pairs. Choose three pictures and spell

the words for your partner to write. Is he/she correct?
 OBJECTIVES

f u n c t io n s : getting to know
someone; talking about yourself
and others
gram m ar: question words; the
verb be
vo c a b u la ry : countries and
nationalities; adjectives

2 Е З Я З Ш Э W o rk in pairs. Talk about famous people

from different countries.

Neymar is from Brazil.

REA D IN G 3 48 1.16 Read and listen to the website and choose

the correct words.
1 Match the names of the countries with the 0 Pedro is from Brazil/ the U.S.
places on the map. W rite 1-10 in the boxes.
1 Pedro is 10 / 11.
the U.K. Brazil 2 Brittany is from Manchester / London.
Mexico Portugal 3 Missy Franklin is a swimmer / runner.
the U.S. 8 Japan 4 Oleg is Russian / Portuguese.
4 Australia 9 Turkey 5 Oleg is 11 / 12.
5 Russia 10 South Africa 6 Yumi is from Japan / the U.K.
7 Zheng Jie is a runner / tennis player.

12
1 o ONE
I WORLD
READING 3 Ф ) 1.16 Look at the title together. Elicit a
1 Display the world map picture on the Interactive translation for Crazy about the Olympics to check
Whiteboard (IW B ) or ask students to look at it in comprehension. Ask students to skim the first section
their books. Ask them to point to their own country about Pedro quickly. Elicit or pre-teach favorite,
(or countries) on the map, and elicit its name (or sportsperson, and amazing. Look at the first two
their names) in English. W rite the ten country names questions in the exercise. Ask students to find the
on the board. Practice pronunciation by first having information about the example, and write on the
the class repeat the names all together and then two board: Pedro is from Brazil. = Pedro is Brazilian. Find
or three students individually. the information for question 1 as a class. You might
like to elicit a translation to check comprehension o f
Students can w ork in pairs to try to match countries
How old are you?
to the labeled areas on the map. Suggest that they
start with the easier ones, which w ill reduce the Students read and listen to find the correct answers.
number of options for the more difficult ones. Ask Suggest that they first find and underline the
students to compare their ideas with another pair information they need and then choose the option
before you check answers together. As you do this, that matches it. Remind them that they should not
first say the name of the country for the students w orry about understanding every w ord as long as
to repeat together and then two or three students they can find the relevant pieces o f information.
individually. Pay special attention to the stress on the Ask them to compare their ideas in pairs before you
second syllable in Australia and Brazil. check answers with the class.

Then ask different students to point to the country on Check comprehension o f the sports mentioned by
the map and say its letter. asking students to mime the activities (running,
swimming, tennis).
A nsw ers Ask students to find the country / nationality words.
1 G 2 B 3C 4 F 5 I 6A 7H 8D Then w rite these on the board as w ell, as before:
9 E 10 J Pedro is Brazilian. = Pedro is fro m Brazil.
Brittany is British. = Brittany is fro m the U.K. / from
Mixed-ability idea Britain.
Oleg is Russian. = Oleg is from Russia.
Stronger students can work on their own during the
matching task. Yumi is Japanese. = Yumi is from Japan.

Answers
2 ISPEAKING Find a photo o f Neymar on the Internet
1 10 2 Manchester 3 swimmer 4 Russian 5 11
and show it to the class on the IWB or on a printout.
6 Japan 7 tennis player
Elicit or tell them w ho he is: This is Neymar. Then
model the expression: Neymar is from Brazil. You can
do the activity as a contest. G ive pairs o f students
two minutes to think o f a famous person from each o f
the ten countries in Exercise 1. Which pair can think
o f one for all ten? Use any m obile devices available
to look up those people whose nationality the class
disagrees on.

Background inform ation

Neymar da Silva Santos Junior (born 1992) is a Brazilian soccer
player and is generally considered to be among the best in the
game. After playing for the professional team Santos in his native
country, he signed for FC Barcelona in 2013. He is a member of
Brazil’s international squad, and he appeared in the 2012 World
Cup team.

T-12
 ITHiNK VALUES
The Olympic Spirit
Give students a minute or so to think about their own
answers to the same questions. Monitor and provide any
help they might need. M odel the pronunciation o f the
questions by saying them and getting the class to repeat
after you. Put students in pairs to take turns asking
and answering the questions. Monitor their use o f the
country and nationality words. Ask tw o or three students
to answer your questions in class. Finally, allow the class
to ask you the same questions and give true answers.

Background information
Usain Bolt (born 1986) is a Jamaican sprinter. He is the fastest
human in history and holds the world records for both the 100
meter (9.58 seconds) and 200 meter races (19.19 seconds). He
won gold medals for both these events at the 2008 and 2012
Olympics.
Missy (Melissa) Franklin (born 1995) is an American swimmer.
She won four gold medals at the 2012 Olympics at the age of 17
and holds the world record for the 200 meter backstroke. Her
nickname is “Missile Missy.”
Mariya Savinova (born 1985) is a Russian runner. She won the
gold medal for the 800 meter race at the 2012 Olympics.
Zheng Jie (born 1983) is a Chinese tennis player. She has won
the bronze medal in doubles at the 2008 Olympics and reached
the singles semi-finals at the 2008 Wimbledon Championships.

T-13
 1 ONE WORLD

□ x

Crazy about the Olympics

HOME ABOUT NEWS CONTACT

Tell us about your Olympic favorites!

What's your name? Who's your favorite sportsperson?

Pedro. Usain Bolt.

Where are you from? Why is he/she your favorite

I'm Brazilian. I'm from a city called sportsperson?
Belo Horizonte. Because he's amazing!

How old are you?

I'm 10.

What's your name? Who's your favorite sportsperson?

M y nam e is Brittany. M y favorite sportsperson is Missy
Franklin. She's a swimmer.
Where are you from?
I'm British. I'm from Manchester. Why is he/she your favorite
sportsperson?
How old are you? Because she's great!
I'm 12.

What's your name? Who's your favorite sportsperson?

I'm Oleg. Mariya Savinova. She's a runner.

Where are you from? Why is he/she your favorite

I'm from Russia. I live in Moscow. sportsperson?
Because she's fast!
How old are you?
I'm 11.

What's your name?

M y nam e is Yumi.
■1riiNK VALUES
Where are you from?
I'm Japanese. I'm from
The Olympic Spirit
Kyoto. Answer the questions in the website for
yourself. W rite your answers. Tell a partner.
How old are you?
I'm 11. What's your name?
Where are you from?
Who's your favorite sportsperson? How old are you?
Zheng Jie. She's a tennis player from China.
W ho is your favorite sportsperson?

Why is he/she your favorite sportsperson?

Because she's awesom e! W hy is he/she your favorite?

13
 VOCABULARY
Countries and nationalities
1 СЫU 7 W rite the country under the flag. Listen and check.
Australia | Brazil | Japan | Mexico | Portugal | Russia | South Africa | the U.K. | the U.S. | Turkey

0 Russia 1 2 3 4

5 6 7 8 9

2 Look at Exercise 1. Complete the table with the 3 I s p e a k in g W ork in pairs. Describe a flag to your
nationalities of the countries. partner. W hich country is it from?

-an -ish -ese

This flay is white,
Russian blue, and red. Is it the Russian flag?

Yes, it is!

g r a m m a r 2 Choose the correct words.

Question words 0 How / Why old is your best friend?

1 What / Where is your mother from?
1 Look at the website on page 13 and complete the
2 How's / What's your favorite color?
questions with the words in the list. Then circle
the correct words to complete the rule. 3 Where / Who is your favorite singer?
4 Why / Where is he/she your favorite singer?
How |What | Where | Who | W hy

0 W hat 's your name? 3 I sp ea k ING W ork in pairs. Ask and answer the
1 are you from? questions in Exercises 1 and 2.
2 old are you?
What's your name? My name is Belena.
3 _________ 's your favorite sportsperson?
4 is he/she your favorite sportsperson?

RU LE: How, What, Where, Who, and Why are Pronunciation

1question / because words. /h/ or /w/ in question words
We often use the word 2question /because to
Go to page 120.1 И
answer a Why question.

14
v o ca bu la r y Optional activity
countries and nationalities Ask students to prepare pairs of cards with the flag of each
country discussed in the unit so far (including any you may
Refer back to the countries and nationalities have added to those in the book). They should make two
on pages 12-13. If the four country / nationality pairs cards with the same image for every country. They should
are not already on the board, ask students to look at not include any labels or extra information. All cards should
page 13, and w rite them on the board for reference. look identical from the back.
Point to the first picture and say: This is a flag. This is a Put students in pairs or small groups to use one set of cards
flag o f Russia. Check that students understand flag. to play Memory. Elicit or explain the rules: 1. The cards are
laid out in rows on the table, face down. 2. The pairs or
Students match the countries and flags individually. groups decide on who begins (e.g., the youngest player).
Suggest they start with the easier ones to eliminate They take turns in a clockwise order. 3. The player whose
options for the more challenging ones. Play the audio turn it is chooses and turns two cards face up. 4. If they
for students to check their answers and then again for match, the player keeps them and turns over another pair;
them to listen and practice the pronunciation o f each if they don’t, the cards are turned face down again, and the
next player goes. 5. The person who finds the most pairs
country name.
wins the game.

A nsw ers
1 Turkey 2 Mexico 3 Japan 4 the U.S. 5 Brazil |Workbook page 12^
6 Portugal 7 South Africa 8 Australia 9 the U.K.

2 Students copy the table in their notebooks. First, GRAMMAR

ask them to complete nationalities which they have Question words
encountered in the unit so far. Ask them to compare
1 Ask students to complete the questions as they
ideas in pairs and then check answers as a class.
remember them, compare answers in pairs, and then
Then complete the remaining nationality adjectives
check them in the text on page 13. Then ask them
together. Practice the pronunciation through
to complete the rule; check answers as a class. Get
repetition, first all together, then one or two students
students to notice that question words usually begin
individually.
with Wh-, with the exception o f How, which is why
Explain that, in English, these are the three most they are often referred to as “ Wh-questions.”
common endings for nationality adjectives, but there
are also some other possible endings, so each adjective Answers
should be learned along with its corresponding noun
1 Where 2 How 3 Who 4 Why
(country name).
Rule
A nsw ers 1 question 2 because
-an: Russian, Mexican, American, Brazilian, South African,
Australian 2 Students choose the words individually and then
-ish: Turkish, British compare answers in pairs before you check them with
-ese: Chinese, Portuguese the class.

Answers

I
Optional activity
Expand the lexical sets with the country names and 1 Where 2 What’s 3 Who 4 Why
nationality adjectives for the students’ own country and
its immediate neighbors. 3 I SPEAKING To m odel the task, ask students to ask you
the questions, and give your own answers. Correct any
3 SPEAKING Recap the adjectives for colors errors in the questions before you begin the pair-work
(introduced on page 4). Look at the example activity.
together and check that students understand h ow the Students ask and answer the questions in pairs.
guessing game works. Put them in pairs to take turns Monitor their use o f the question forms, and provide
describing and guessing the flags. Monitor the use any help they need with vocabulary.
o f the nationality adjectives, and prompt students to
self-correct. A t this stage, the focus is just as much on |Workbook page 10^
accuracy as on getting students to speak (fluency).

Mixed-ability idea Pronunciation 1.18 4 » 1.19

For stronger classes, you may like to introduce the T o p r a c tic e p ro n u n c ia tio n o f /h/ a n d / w / in
expression with a [star], and the words for star(s), crescent/ q u e s tio n w o rd s , g o to p a g e 120.
moon, coat of arms, and cross in case students want to
describe details more accurately. If you teach crescent, pay
attention to its pronunciation: /'kressnt/.

T-14
l is t e n in g Focus on the personal (subject) pronouns in the
1 Display the photos on the IWB or ask students to look LOOK! box. Check that students understand that there
at them in their books. Go through the five images, are three forms (masculine, feminine, and neuter)
asking What’s this? Who’s this? for each one. Elicit for the third person singular pronoun, and that the
any ideas students might have before you confirm the singular and plural form o f the second person are
answers (Maria Sharapova, sushi, Bruno Mars, cariocas, exactly the same and take the same form o f to be.
Chris Hemsworth).
Students work in pairs to try to identify the nationality
Language notes
o f each person or thing. Don’t check answers with the 1 We normally use the contracted forms of the verb be after
pronouns and the full forms after names, especially with
class at this point.
longer or more complex names or two names together. The
2 С И 1.20 Read the instructions together and check United States ofAmerica is a country NOT The United States of
that students understand the context. Elicit or pre­ America’s a country, John and Mark are friends NOT John and
teach: radio quiz. Play the audio through quickly, Mark’re friends.
reminding students to focus on the information they 2 In English, grammatical gender is confined to the pronouns.
need rather than on trying to understand every word. A person or an animal whose sex is known is referred to as
he (if male) or she (if female). Things, concepts, and animals
Then play the audio again, this time pausing after
whose sex is not known or where this is unimportant are
each piece o f key information to allow students time
referred to as it. Nouns in general have no gender, unlike in
to consider it. Check answers for Exercise 1 together. many other languages. Note also that there is no separate
form for gender in the third person plural, again unlike in
A nsw ers some other languages. The pronoun is always they, no matter
1 Maria Sharapova is Russian /from Russia. if we are talking about things or people - male, female, or
2 Sushi is Japanese / from Japan. both together.
3 Bruno Mars is American / from the U.S. 3 Students complete the sentences. If you’re short on time, you
4 Cariocas are Brazilian / from Brazil. can assign this task for homework. Ask students to compare
5 Chris Hemsworth is Australian / from Australia. answers in pairs before you check them with the class.

Background information Answers

Maria Sharapova (born 1987) is a Russian tennis player. She has 1 ’s / is 2 ’s / is 3 are 4 ’re / are 5 ’re / are
been the number one women’s tennis player on five separate
occasions since 2005. Despite quite regular injuries, she has won
five Grand Slam titles. She has also done a lot of advertising ( Workbook page 111
work and launched her own brand of sweets - “Sugarpova”!
Bruno Mars (born Peter Hernandez, 1985) is an American singer
Be aware of common errors related to be. Go to
and record producer. He has had five U.S. number one hits © Get it right! on page 122.
including Just the Way You Are, Grenade, and When I Was Your
Man. He has released two albums: Doo-Wops & Hooligans (2010)
and Unorthodox Jukebox (2012).
Chris Hemsworth (born 1983) is an Australian actor. He is best
known for his role as Thor in the Thor movies (2011 and 2013)
and his work in The Avengers movies (2012 and 2015).
ГTriiNK SELF-ESTEEM
My flag
1 Focus on the drawing o f the flag in Exercise 2. Elicit
GRAMMAR ideas for what the title may refer to. If necessary,
explain in the students’ first language.
The verb be
Confirm or pre-teach the meaning o f the prompts.
1 Students match two pieces o f information to each Then allow students two or three minutes to think
person or thing in 1-4. Ask them to compare ideas in
about their answers. Provide dictionaries so they can
pairs before you check answers w ith the class. look up the English words they need, or provide them
yourself.
A nsw ers

I 1 e, h 2 a, g 3 b, d 4 c, f

2 Students work in pairs to choose the correct word

2 I SPEAKING Focus on the drawing o f the flag again
and the description, and check comprehension. Give
students a minute or so to draw their flags. (You
may need to provide colored pens or pencils, or ask
before you check answers as a class. Then elicit the
students to share them.) Then put them in pairs to talk
rules to complete the table. Make sure students notice
about them. Monitor and provide help where needed,
that only the first and third person singular have their
but avoid interrupting for correcting mistakes unless
own form o f be (am and is, respectively), and all the
they hinder comprehension. This is a personalized
other pronouns take are.
fluency activity where the main focus is on getting
A nsw ers students to communicate about themselves, so too
1 am 2 are 3 are much error correction may demotivate less confident
speakers.
Rule
1 are 2 is

T-15
 1 ONE WORLD

LISTEN IN G 2 Look at the sentences from the radio quiz. Choose

the correct words. Then complete the rule.
1 W ork in pairs. Look at the photos and check (/ )
1 I am / are from London.
the correct flag for each photo.
2 You am / are wrong.
3 They am / are from Rio de Janeiro in Brazil.

RULE: The verb be changes for different subject

pronouns.
I am American.
You/We/Thiey 1________American.
He/She/It 2 American.
We often use contracted forms after pronouns.
I am = I'm
You/We/They are =You're /We're / They're
He/She/It is =He's / She's / It's

c
LO O K!

Singular Plural
I we
you you
he/she/it they
V

3 Complete the sentences. Use contracted forms

where possible.
I m from New York.
She a famous actor.
2 Jacob from the U.S.
3 Lucas and Ben my best friends.
4 We in English class.
Ф)1.20 Listen to a radio quiz called The One- 5 You wrong. Sorry.
M inute Challenge and check your answers.

g r a m m a r ■1riiNK SELF-ESTEEM
The verb be My flag
1 Match sentences a-h with items 1-4. W rite the 1 Choose things that are important to you.
letters in the boxes. • two colors • one animal
1 Bruno Mars e • two activities
2 Maria Sharapova
2 I s p e a k in g Use your ideas from Exercise 1 to draw
3 sushi
your flag. Tell your partner about it.
4 cariocas

She's Russian. My flag is blue and red.

It's Japanese. They're my favorite colors.
They're Brazilian. Here is a soccer ball. It's
It's food. my favorite sport. Here
e He's a singer. is music. I love music.
f They're from Rio de Janeiro. Here is a panda. It's my
favorite animal.
She's a tennis player.
He's American.

15
 R EA D IN G
1 l m w i Read and listen to the dialogue. W h o knows more about soccer, Jam ie or Marta?

JAMIE Nice shirt. 3 W rite the questions.

MARTA Thank you. It's the new Barcelona shirt.
1 Q ______________
JAMIE I know. I'm a Barcelona fan, too.So what's your
A I'mJamie.
name?
MARTA Marta. And what's your name? 2 Q _________
A I'm from a small town called
JAMIE I'mJamie.
Teruel.
MARTA Nice to meet you, Jamie.
3 Q __________________________
JAMIE Nice to meet you, too. Where are you from, Marta?
A Lucas Silva.
MARTA I'm from Spain. I'm from a small town called Teruel.
JAMIE Spain is a beautiful country.
MARTA Yes, it is. So who's your favorite Barcelona player? f u n c t io n s
JAMIE Umm ... Lucas Silva. getting to know someone
MARTA The Brazilian player?
1 С И 1.22 Put the dialogue in order.
JAMIE Yes, he's great.
Listen and check.
MARTA Yes, he is. But he isn't a Barcelona player.
GINA N ice to meet you, too.
JAMIE No?
GINA I'm from San Francisco.
MARTA He's a Real Madrid player.
GINA Yes, it is.
JAMIE Oh!
GINA I'm Gina.
MARTA It's late. Time to go. Bye, Jamie.
1 GINA What's your name?
JAMIE OK, bye.
PAOLO Nice to meet you, Gina.
PAOLO Where are you from,
2 M ark the sentences T (true) or F (false). W rite the correct
Gina?
sentences in your notebook.

0 Jamie is a Real Madrid fan. F

□ PAOLO San Francisco is a
beautiful city.
Jam ie is a Barcelona fan.
Marta is Spanish.
□ PAOLO I'm Paolo. And you?

Marta is from a big town. 2 s p e a k in g W o rk in pairs. Act out the

dialogue.
Lucas Silva is Italian.
Lucas Silva is a Barcelona player. 3 SPEAKING W o rk in pairs. Make your
own dialogue.

16
READING Fast finishers
1 С И 1.21 Display the picture on the IWB, or ask Students write their own answers for the questions. They
students to look at it in their books and cover the can replace the soccer player question with a sports
dialogue for now. Say and point to each person: This question of their own choice.
is Jamie / Marta. Where is Jamie / Marta from ? Accept
any suggestions. Point to Marta’s soccer shirt: W hat’s
this? Again, accept any suggestions. Confirm or pre­
f u n c t io n s
teach shirt, fan, and player.
Check comprehension o f the question: Who knows
Getting to know someone
more abou t...? Students read and listen to the 1 С Э 122 Ask students to read through the scrambled
dialogue to decide on their answers. Elicit suggestions dialogue quickly. Check students’ comprehension. You
from the class. m ay need to pre-teach beautiful. Remind students that
the sentences are in the wrong order.
A n sw er

I
W rite the follow ing on the board, using your own
Marta name:
A I ’m [David]. / M y name’s [David].
2 Ask students to read the sentences first and then check
B ___________________
comprehension.
Refer students back to the dialogue in the
Suggest that students first find the information that
Reading section and elicit the polite response to
relates to each statement and underline it. Tell them
an introduction: Nice to meet you (when someone
the information is in the same order as the questions.
introduces themselves to you) or Nice to meet you,
When they have located all the information, they
too (when someone responds to your introduction by
should read more carefully and decide on their
introducing themselves in return).
answers. Because this is the first instance o f a reading
activity in the book, allow them as much time as they Students w ork in pairs to order the dialogue. Monitor
need. Monitor their progress by checking whether their progress, and play the audio when they have
they are having any difficulties and by providing help finished. Ask the students to listen and repeat each
as necessary, especially with rewriting the false items. line, trying to copy the rhythm and intonation, as w ell
as the pronunciation o f individual words.
Ask students to compare ideas in pairs before you
check the answers with the class. Answers

A nsw ers
1
2
T
F - Marta is from a small town. 2
I 5, 7, 9, 3, 1, 4, 6, 8, 2

I SPEAKING Students practice role-playing the

3 F - Lucas Silva is Brazilian. dialogue in pairs. Monitor their preparation. Then ask
4 F - Lucas Silva is a Real Madrid player. one or two volunteer pairs to perform in front o f the
class. Ask the rest o f the class to check i f the speakers
Background inform ation have left out anything.

Teruel is a small town in the mountains of Aragon, in Eastern 3 I SPEAKING Give students ample time to prepare
Spain. With a population of around 35,000 it is the smallest their own dialogue. As you monitor, help out with
provincial capital, and the only one without a railroad link to vocabulary and grammar they might like to use to
Madrid, Spain’s capital. The town is famous for its Moorish- enhance their conversations. Alternatively, provide
influenced Mudejar architecture, which has its origins in the Arab
dictionaries for the students’ use during preparation.
occupation of the Iberian Peninsula in the 12th-16th centuries.
FC Barcelona and Real Madrid CF are the two largest, most Call upon two or three volunteer pairs to perform
popular, and most successful soccer teams in Spain. Real for the class. Ask the rest o f the class to w rite down
Madrid has won the Spanish League 32 times and the European the names and places they mention - and check this
Champions’ League 10 times, while Barcelona has had 23 League after each performance. Remember to praise the
victories and five Champions’ League trophies. Both teams have performance o f each volunteer pair, highlighting
won numerous other soccer awards. whatever you feel their strong point was. (Find a
strong point to mention, no matter what their level
3 Quickly elicit the Wh-question words students have
actually was.) This w ill m otivate them, as w ell as
learned previously and w rite them on the board. Ask
other students, to volunteer again later! You could
students to cover the dialogue on the left and write
also get the class to vote on the best performance or
the questions. They should first compare their ideas in
best script.
pairs before they reveal the dialogue to find and check
their answers. Confirm answers together as a class.

A nsw ers
1 What’s your name?
2 Where are you from (Marta)?
3 Who’s your favorite (Barcelona / soccer) player?

T-16
v o ca bu la r y Language note
Adjectives Depending on the first language of the students, it may be worth
highlighting the fact that the adjective precedes rather than
1 С И 1.23 With books closed, w rite the nouns on the follows the noun it modifies. As there is no grammatical gender
board, some o f which students w ill have encountered in English (apart from the pronouns, as discussed on page 15),
on pages 5 and 8 o f the W elcom e unit: computer, shirts, adjectives do not have to match this, either. This is different
pizza, phone, bus, pen, car, TV, bike, and tickets. Elicit a from, for example, Romance languages such as French, Spanish,
translation, or a simple explanation, or ask students to Portuguese, Italian, or Romanian, which usually place the
adjectives after the noun.
draw a picture o f their meanings. Pre-teach any words
that are unfamiliar to them.
|Workbook page 13^
Ask students to read through the list. Elicit a
translation for a big TV to clarify that the unfamiliar
words are adjectives. Give students tw o minutes to
match the expressions to the pictures. Play the audio
WRITING
for students to check their answers without explaining Personal information
meaning at this point. Read the heading and introduction together, and check
comprehension - i f necessary, by eliciting a translation.
Answ ers Students then complete the form with their own answers.
1 a new pen 2 an expensive computer 3 clean shirts If you’re short on time, you could assign this task for
4 an old phone 5 a small pizza 6 a fast car homework.
7 a dirty bike 8 cheap tickets 9 a slow bus
Optional activity
Ask students to study the adjectives and the pictures Alternatively, students could use the questionnaire as part of
more carefully and try to figure out what they might a Speaking activity instead. Set a time limit, and encourage
mean. Ask them to compare ideas in pairs, using their students to ask as many students as they can to complete
first language i f necessary. the form for them.

2 Continuing their discussion from Exercise 1, students

in pairs try to match the opposites. Check answers as
a class. Say each w ord and ask the class to repeat, first
all together then two or three students individually, to
really practice the pronunciation.

A nsw ers

I 1c 2e 3b 4a

3 Ask students to cover the top o f the page and order

the expressions. Make sure they notice that when w e
add an adjective to a singular noun in English, the
indefinite article a / an moves before the adjective
(and changes i f the initial sound o f the adjective is
different from that o f the noun), and the correct order
is: article + adjective + noun. There are no indefinite
articles in English before plural nouns or before
adjectives preceding plural nouns.
Focus attention on the LOOK! box and ask students to
consider dirty shoes in Exercise 3 and, in Exercise 1,
clean shirts and cheap tickets. In English, the form o f
the adjective never changes! Ask students to say i f this
is similar to or different from their own language.

Answ ers
1 a new bike 2 an expensive hotel 3 a fast train
4 dirty shoes 5 a cheap book

T-17
 1 ONE WORLD

VOCABULARY
Adjectives
1 4» 1.23 W rite the words in the list under the
pictures. Listen and check.
a big TV | a dirty bike | a fast car | a new pen
a slow bus | a small pizza | an expensive computer
an old phone | cheap tickets clean shirts

Look at the questionnaire. Answer the

questions about you in full sentences.
2 Match the opposites.

0 new d a slow
b expensive
The New York English
1 big
2 dirty c small
3 cheap d old
4 fast e clean

3 Put the words in order.

0 old / computer / an an old computer
1 a / bike / new
2 expensive / an / hotel
3 train / fast / a
4 dirty / shoes
5 book/ cheap/a

L O O K ! In English adjectives always stay the same.

new pens NOT news pens
green cars N o t greens cars

17
PHOTOSTORY: episode 1
Just a little joke
1 Display the photostory on the IWB, or ask students
to look at it without reading the dialogues. Ask: Who
are they? How old are they? Where are they from ?
and direct students to discuss their ideas about the
characters in pairs. Don’t w orry i f they use some o f
their first language to do so at this level. The aim is
only to get them engaged w ith the context before
reading the story.
Read the questions together and check students’
comprehension. Elicit or pre-teach friends and other
as w ell as boy and girl, i f necessary. Ask students
to read through the dialogues quickly, answer the
question, and then compare their ideas in pairs.
2 С И 1.24 Play the audio for students to read, listen,
and check their predictions from Exercise 1. Check
answers as a class.
A llow students to ask you about any unfamiliar
language. Elicit or explain their meaning.

A nsw ers
1 Their names are Ruby, Ellie, and Dan.
2 He’s Thomas.
3 He’s from Paris.

T-18
 d e v e l o p in g s p e a k in g 2 Students w ork in pairs to order the three dialogues.
In a w eaker class, you might want to do the first
3 I I I EP1 Read the questions together. Elicit students’ one together as a class before handing the activity
ideas about h ow the story might continue. Then play over to pairs to continue. Ask pairs to check ideas
the video for them to check their predictions and find with another pair before checking the answers as a
the answers to the questions. Check answers as a class. class. When you elicit answers, ask a different pair
to read each completed dialogue aloud. Ask the rest
Answ ers o f the class to listen, check, and correct answers if
1 No. necessary.
2 He’s from Paris, Texas, in the U.S.
Answers
4 L_L|EP1 Ask students to read the sentences. Then 1
check their comprehension. Elicit or pre-teach any A: Who’s that?
new vocabulary: ice cream shop, fast food restaurant, B: That’s Mary.
chocolate, (not) very good. Show the video again. A: Where’s she from?
B: She’s from the U.K.
A nsw ers
2
1 Ruby 2 American 3 Paris, Texas 4 very good
A: Who are they?
B: They are Mario and Alex /Alex and Mario.
A: Where are they from?
p h r a ses fo r flu en cy B: They are from Mexico.

1 Students look back at the dialogue on page 18 to find 3

out w ho says each sentence. Ask them to compare A: Hi, what’s your name?
ideas in pairs before you check them w ith the class. B: I’m Rob.
A: How old are you, Rob?
B: I’m 12.
A nsw ers
A: Who’s your favorite singer?
1 Ellie 2 Ellie 3 Ruby 4 Ellie B: Ed Sheeran.

2 Elicit translations for each expression in the students’ 3 I SPEAKING Students practice role-playing the
own language. Do they express these ideas in a dialogues. Monitor their practice and provide help
similar w ay or differently? with any problems they might have. Correct any
persistent errors in the use o f the language from
Optional activity
Unit 1 w hile they are w orking in closed pairs. Keep
You could add the expression Time to go to those in Exercise error correction to a minimum, though, to encourage
1, and follow the procedure there as well as in Exercise 2.
students to focus on fluency in this activity.
Ask a different volunteer pair to perform each
3 Students rewrite the expressions then check their
dialogue. Encourage them to say their lines from
ideas in pairs before you check answers with the class.
mem ory and only look at the book if they get stuck.
Ask the class to listen and check whether they have
A nsw ers
included all the lines correctly.
1 That is so awesome! 2 How’s it going?
3 I know! 4 See you later. Give pairs o f students six-to-eight minutes to choose a
dialogue for rewriting and prepare their own version
o f it. They m ay include their own details or make up
4 Students complete the dialogues. If you’re short
information, whichever they prefer. Encourage them
on time, you could assign this for homework. Ask
to be as creative as they can be and, i f they want,
students to compare ideas in pairs before you check
they can extend their dialogue with whatever they
answers with the class.
would like to add.
A nsw ers Ask three or four volunteer pairs to perform their
1 How’s it going? 2 That is so awesome! dialogues in front o f the class. Ask the class to listen
3 See you later. and take notes on any details (names, places, favorite
things, etc.) they learn from them. A t the end, vote
on the best script and the best speaking performance.
FuNCTiONS
Talking about yourself and others
1 Students match the questions and answers. Ask
students to compare ideas in pairs. When you check
answers, ask a different pair to read each exchange
aloud as i f in a dialogue.

Answ ers
1 a 2 d 3 c

T-19
 1 ONE WORLD

D EVELO PIN G SPEAKIN G

3 L L I EP1 W atch to find out how the story FU N C T IO N S

continues.
Talking about yourself and others
1 Is Thomas from France?
2 Where is he from? 1 Match the questions and answers.

0 Who's that? Ь
4 |_ E JEP1 W atch again. Choose the correct word
1 Where's he from?
in each sentence.
2 How old are you?
0 They are in an ice cream shop / a fast food 3 Who's your favorite singer?
restaurant.
1 The chocolate ice cream is for Ellie / Ruby. a He's from Paris.
2 Thomas is American / French. b That's Thomas.
3 He's from Paris, Texas / Paris, France. c Beyonce.
4 The ice cream's very good / not very good. d I'm 11.

2 Put the words in the correct order to make

phrases fo r fluen cy dialogues.
1 Find the expressions 1-4 in the story. W h o says 1 A that / who's / ?
them? Who's th a t?
1 How's it going? B Mary / that's
2 See you later.
3 That is so awesome! A she / from / where's / ?
4 I know!
B the U.K. / from / she's
2 How do you say the expressions in Exercise 1 in
your language?
2 A they / are / who / ?
3 Change the underlined expressions. Use an
expression from Exercise 1.
B Mario / are / and / they / Alex
1 A This is my new bicycle.
B Great! A are / from / where / they / ?
2 Hi, Jorge. How are you?
3 A This is a nice computer. B from / they / Mexico / are
B Yes, it is.
4 OK, time to go. Goodbye!
3 A Hi, / your / name / what's / ?
4 Complete the mini-dialogues with the
expressions from Exercise 1. B Rob / I'm

0 A This concert is great!

A old / you, / how / are / Rob / ?
B I know

1 A Hello, Ben!
B 12 / I'm
B

2 A Look at my new phone. A favorite / your / singer / who's / ?

B

3 A Goodbye, Mike. B Ed Sheeran.

B , Annie.
3 I s p e a k in g W o rk in pairs. Act out the dialogues.
Then make similar dialogues.

19
 OBJECTIVES

FEEL fun ctio ns: talking about feelings;

asking questions; expressing

HAPPY
likes and dislikes
gram m ar: b e (negative: singular
and plural; questions and short
answers); object pronouns
v o c a b u la ry : adjectives to
describe feelings; positive and
negative adjectives

REA D IN G 3 ВД1.25 Read and listen to the text messages

on page 21. W h e re are the people? W rite the
1 Match the phrases with the photos. W rite 1-6 names under the correct photos in Exercise 1.
in the boxes.
1 on a train 4 Mark the sentences T (true) or F (false).
at school
2 on a plane on a beach 0 Nicky is worried. T
3 at a stadium on a bus 1 Andrea is at school.
2 Andrea, Amy, and Katie are on vacation.
2 SPEAKING W o rk in pairs. Student A, close your
3 Ryan is not happy.
book. Student B, test your partner.
4 The bus driver isn't angry.
What's A? It's on a beach. 5 James is at a baseball game.

20
2uHA PPY
READING
1 Display the photos on the Interactive Whiteboard
4 Ask students to read the sentences carefully. Elicit
or pre-teach worried, (on ) vacation, bored, angry,
(IW B), or ask students to look at them in their books, and happy. Clarify, i f necessary, that isn’t is the
covering the rest o f the page. Ask: Where is it? Elicit contraction o f is not. Find the information that
any suggestions. Students w ill probably not know all supports the answer in the example in the first
the words at this point. text about Nicky, and ask students to underline it
( I ’m a little worried). Suggest that they follow the
Ask students to look at the exercise. Read the phrases
same process for the other three texts: first find and
and ask the class to repeat them after you, first all
underline the relevant information and then study
together, then two or three students individually,
this more carefully to decide about the sentences. Ask
to practice pronunciation. Make sure students
students to compare their ideas in pairs before you
understand that the phrases answer the question:
check answers with the class.
Where? Give students a minute or two to do the
matching task. Then ask them to compare their ideas
Answers
in pairs before you check answers w ith the class.
Avoid getting into a detailed presentation o f the
prepositions o f place at this point. I 1 F 2 T 3T 4 F 5 T

Answers

I 1 E 2 F 3C 4 B

O ption al a c tiv ity

5 A 6D

If you use an IWB, ask a different student to come up to the

screen and label the photos with the phrases as you check
answers. Ask the rest of the class to check and confirm or
correct the answers. Remove the labeling or turn off the IWB
before you move on to Exercise 2.

2 |SPEAKING Demonstrate the activity by doing A

together as a class. Students cover Exercise 1 and
then take turns using the photos to test each other on
the phrases. Monitor their use o f the new ly learned
phrases.
3 С И 1.25 Focus on the four texts on page 21 and
check / clarify text messages. Elicit what they
are called in the students’ language. Read the
instructions. Make sure students understand that they
only need to identify where the people sending the
messages are. Reading quickly for a specific piece o f
information and ignoring unnecessary detail is called
scanning, and it is a key reading skill.
Students scan the texts for the relevant information
and then label four o f the pictures. Ask them to
compare ideas in pairs before you check answers
with the class.

Answers

I A Andrea B Nicky C Jam es D Ryan

T-20
П Hi MKVALUES Ask each group to vote on the best suggestion and
then share their choice with the whole class. W rite the
W elcom in g a new classm ate ideas on the board, check comprehension o f meaning,
1 Focus attention on the picture and thought bubble. quickly drill their pronunciation, and ask the whole
Elicit answers for the three questions. Ask the class class to record the phrases.
to say i f they agree or disagree with each suggestion
offered.

Answers
1 She’s at (her new) school.
2 She’s worried and sad.
3 She misses her friends.

2 Read the title o f the section. Elicit an explanation for

what it means (h ow students respond to the arrival o f
a new student in class) and, if necessary, a translation
to check comprehension.
Read the instructions for the exercise. Make sure
students understand it is a hypothetical situation in
which they have to consider h ow they would respond
to the arrival o f a n ew classmate. Elicit or pre-teach
(through mime, an explanation, or a translation)
the key verbs: talk (to ), help, smile (at), laugh (at),
ask (questions). Check that students are aware o f
the distinction between smile at and laugh at. Give
students a minute or two to consider the ideas and
give their own responses using the emoticons.

Answers

I 1© 2© 3 ® 4 ® 5©

3 |SPEAKING Put students in pairs to compare their

ideas. As they discuss their ideas, encourage them
to try to say w hy they think so. The focus in this
activity is on developing the whole learner, not just
on language practice. A llo w some use o f their first
language but, as you monitor, also provide help so
students can practice giving reasons in English.
Ask for a show o f hands for each idea to see if the
class agrees on which things are OK to do. Elicit
some reasons from volunteers and help them express
their ideas in English, and check that the rest o f the
class understands these by eliciting translations from
different students.
4 |SPEAKING Students continue working in pairs
to think o f other things to do to w elcom e a new
classmate. Ask each pair to come up with at least
four m ore ideas. Provide dictionaries for their use or
allow them the use o f internet-enabled m obile devices
to look up the language they need. As you monitor
their preparation, also provide help with vocabulary,
grammar, or pronunciation as needed.
Put pairs together in groups o f four to compare ideas.
Or, depending on h ow much time you have for the
activity, you might want to form n ew groups o f four
by taking four students from different pairs in order
to provide more ideas for discussion. A llo w some use
o f the first language so students can explain the ideas
they looked up. Ask every student to record any useful
new language they learn. Monitor the discussions and
continue providing help as before.

T-21
 2 I FEEL HAPPY

2 Imagine you are Emily's classmate. W hat's O K

■THINK VALUES ^ ■ " ) o r n o tO K (")?
Welcoming a new classmate 0 talk to Emily «
1 Look at the picture and answer the questions. 1 help Emily
2 smile at Emily
1 Where is Emily?
3 laugh at Emily
2 How is she?
4 not talk to Emily
3 Why isn't Emily happy?
5 ask Emily questions

3 I s pea k ing Compare your ideas with a partner.

It's OK to smile at Emily.

It isn’t OK to ...

4 I s pea k ing W o rk in pairs. Think of other things

you can do to help Emily on her first day.

21
 VOCABULARY GRAMMAR
Adjectives to describe feelings be (negative: singular and plural)
1 O J i -26 Match the feelings in the list with the 1 Look at the text messages on page 21. Complete
pictures. W rite 1-10 in the boxes. Listen and the sentences. Then complete the rule.
check.
1 They________very friendly.
1 angry | 2 bored | 3 cold | 4 excited
2 The driver very nice, and he's angry.
5 hot | 6 hungry | 7 sad | 8 thirsty
9 tired | 10 worried
RU LE: We form the negative of be with subject +be +

I'm not sad. (am not)

You aren’t sad. (are not)
C l IB 1C |d j
HelShellt 2________ sad. (is not)
We aren't sad. (are not)
Thiey 3________ sad. (are not)

С 1C и ни
2 Complete the sentences with the correct negative
form of the verb be.

0 Madison isn 't happy today. She's very sad.

НО щ 1 You________ on my team. You're on Mike's team.
2 They_________ eleven years old. They're ten.
2 Match the sentences with the pictures. W rite
1-6 in the boxes. 3 No pizza for me, thanks. I hungry.
4 Lucia's favorite color is blue. It green.

3 Complete the sentences with the correct form of

the verb be.

0 We 're / Mexican. W e aren 't X

American.
1 1 X sad. I / happy!
2 Danny / twelve. He X eleven.
3 It X hot. It / cold!
4 Lucy / worried. She X excited.

<C L l > ! И вП i Workbook page .8^

Pronunciation
^Bini Vowel sounds: adjectives
Go to page 120.H I

1 It's your birthday.

2 It's one o'clock in the morning. ■TRAIN TO THiNK
3 There's a great movie on TV, but the T V is Categorizing
broken.
4 The weather is terrible! 1 Read the words in the list. Put them into four
categories. There are four words for each category.
5 Your mom is angry with you.
6 You're on a plane. afternoon | angry | book | bored | chair | desk
evening | excited | gray | morning | night
3 I s p e a k in g W ork in pairs. Tell your partner how orange | pencil | purple | white | worried
you feel in the situations in Exercise 2.
2 I s p ea kin g W ork in pairs. Read your categories out
loud. Compare them.
Number 1: I’m excited. Number 2: I’m ...

Category 1 - gray, orange,.

22
VOCABULARY Answers

A d jectives to describe feelin g s 1 are not / aren’t 2 are not / aren’t 3 am / ’m not
4 is not / isn’t
1 4 5 1.26 Elicit what kind o f adjectives students have
encountered in previous units ( colors in the Welcome 3 Look at the example together to make sure students
unit, nationalities in Unit 1), and what they know understand that check marks mean that affirmative
about their use: adjectives come before the noun they forms are to be used and crosses mean negative forms
m odify and they never change their form, whether for are to be used. Students complete the sentences and
singular / plural or for gender; the indefinite articles then compare ideas in pairs before you check answers
a / an come before the adjective + noun when the with the class.
adjective is added, and they match the initial sound o f
the adjective. Make notes on the board to record the Answers
main points, and elicit examples from the class. 1 am / ’m not, am / ’m 2 is / ’s, isn’t 3 isn’t, is / ’s
Students match the adjectives and pictures. Have them 4 is / ’s, is not / isn’t
compare ideas in pairs before you play the audio for
them to check their answers. Play the audio again for
Fast finishers
students to listen and repeat the words to practice
After either Exercise 2 or 3, ask fast finishers to write at least
pronunciation.
four true sentences about people in the classroom with
both the affirmative and negative forms of the verb be and
Answers

I
adjectives describing feelings.
1 D 2 B 3 H 4 I 5 A 6 C 7E 8 J 9F 10 G

|Workbook page 18^

2 Students match the situations and pictures. They then
compare ideas in pairs before you check answers with
the class. Read the sentences out loud for them, so they
Pronunciation 4 5 1.27 4 5 1.28
hear them pronounced. Elicit or explain: birthday, one
T o p r a c tic e p ro n u n c ia tio n o f v o w e l sou n ds in
o ’clock, movie, broken, weather, terrible, and mom.
a d je c tiv e s , g o to p a g e 120.
Answers

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

3 |SPEAKING Put students in pairs to talk about their

■ TRAIN T O THi 4K
ca te g o riz in g
feelings in each situation. You might want to ask them
1 Categorizing is a key analytical skill that enables
to say as w ell as mime the feelings described. Monitor
learners to store related information and language
their use o f the adjectives.
together and recall them more effectively when
|Workbook page 21^
needed. To categorize things, a learner must be able
to identify the common element that connects certain
GRAMMAR items, as w ell as distinguish characteristics that set
them apart.
be (n ega tive: singular and plural) Ask students to group the sixteen words into four
1 Ask students to try to complete the two examples logical groups o f four, in whatever w ay they feel is
from m em ory before they look back at page 21 to most logical. Ask them to consider what connects the
check their answers. Then ask them to complete the words in each category.
rules and then compare their ideas in pairs before you
check answers with the class. Answers
Category 1: gray, orange, purple, white
Answers Category 2: angry, bored, excited, worried
1 aren’t 2 isn’t Category 3: book, chair, desk, pencil
Category 4: afternoon, evening, morning, night
Rule
1 not 2 isn’t 3 aren’t 2 SPEAKING Put students in pairs to compare their
categories by reading them aloud to each other. Can
their partner identify what connects the words in each
la n gu a g e note category? Did they come up with the same categories?
It is also possible to use the contracted affirmative verb form To follow up, elicit some ideas from the class, and
followed by not to express the negative for is and are. For am,
ask the students to say whether they had the same or
however, this is the only possible contracted form: She isn’t sad.
different categories.
= She’s not sad. You aren’t sad. = You’re not sad. BUT I ’m not sad.
NOT I amn’t sad.
Possible answers
1 colors 2 emotions 3 classroom objects
2 Students complete the sentences and then compare
4 times of day
ideas in pairs before you check answers with the class.
If you’re short on time, assign this task for homework.

T-22
LISTENING 2 Look at the example together and check h ow it
1 С Я 1.29 Understanding context or gist is a key matches the rules you have just established. Students
listening skill, so students need practice in listening order the questions and write a suitable short answer,
for a general sense o f what a text is about, rather than referring back to the table as necessary. Stronger
focusing on particular details. students should try to do the task w hile keeping the
table covered, only looking at it at the end to check.
Read the instructions together to make sure students
Ask students to compare ideas in pairs before you
understand they have to match only two o f the
check answers with the class. Confirm or elicit the
four dialogues with the pictures. Play the first two
meaning o f hungry and late.
dialogues, and ask students to decide which picture
illustrates one o f them and write the number. Play the
Answers
other tw o dialogues and ask them to do the same with
1 Are you hungry? No, I’m not.
the remaining picture. Check answers together.
2 Are they from Brazil? Yes, they are.
3 Is she tired? No, she isn’t.
Answers

I
4 Am I late? No, you aren’t.
A 4 B 2

Fast finishers
2 С Я 1.29 Read through the example question and
Students write the other possible short answer for each
answer. Play the first dialogue and check that students
question.
understand that they must listen for the gist o f each
situation, not just what the speakers say. Ask the
students, in pairs, to read the second question and 3 Students complete the dialogues with the correct forms.
answer it quickly. Check understanding. If you’re short on time, assign this task for homework.
Ask students to compare answers in pairs before
Play the rest o f the recording, each dialogue
you check them with the class. Confirm or elicit the
separately, so students have a chance to consider
meaning o f early (and elicit its opposite from Exercise
which adjective best describes the feelings expressed
2, late).
in the situations. Ask them to compare their ideas in
pairs before you check answers w ith the class. Answers
1 ’m not 2 Are, are, ’re 3 Is, isn’t 4 aren’t, ’re
Answers

I 1 angry 2 excited 3 tired 4 cold

5 Is; Yes, he is 6 Are; No, we aren’t

M ixed-ability idea
GRAMMAR Stronger classes could do Exercise 3 orally.

be (qu estion s and s h ort answ ers)

4 SPEAKING Put students in pairs to take turns asking
1 Focus attention on picture A. Ask: Who’s this? Elicit: the questions and giving short answers. Encourage
This is Ashley. Ask: How is Ashley? Elicit: She’s cold. them to give additional information after each short
N ow ask students to read the question and choose the answer, as in Exercise 3. Monitor their use o f all the
answer that best matches this. forms o f be, and make a note o f any common errors to
Ask students to find the subject in the question (you). go over at the end o f the activity. Avoid interrupting
Ask them to look at the four questions in Listening conversations to correct mistakes unless they hinder
Exercise 2 and circle the subjects in those as w ell comprehension.
(N oah’s mom, Chris and David, Dad, Ashley). Ask: 5 |SPEAKING Students continue the activity with their
What’s before the subject? Elicit that it is always the own questions. Monitor as before, but provide help
matching form o f the verb be. Fill in the first blank in with any unfamiliar language i f necessary. To follow
the rule box together. up, ask tw o or three volunteer pairs to repeat their
N ow ask students to look at the short answers. Ask: most interesting exchanges for the class. Ask the
What’s after Yes or after No? Elicit that the short rest o f the class to w rite down the answers. W hat’s
answer always has a pronoun. W e don’t repeat any the most unexpected fact they learned about their
names. classmates?
Students work in pairs to complete the table. Check
m ixed-ability idea
answers as a class.
You can allow two or three minutes for weaker students or
Answer weaker classes to write down their questions before they ask
their partners their questions.
No, I’m not.

Rule
|Workbook page 18^
1 be 2 Yes / No

Answers & Be aware of common errors related to be questions.

Go to Get it right! on page 122.
1 Is 2 Are 3 are 4 isn’t 5 aren’t

T-23
 2 I FEEL HAPPY

LIST EN IN G
1 431.29 Listen to four dialogues. Match two with
the pictures. W rite a number in the boxes.

2 431.29 Listen again. Complete the dialogues with

cold, tired, excited, and angry.
1 A Is Noah's mom sad?
B No, she isn't. She's__________ .
2 A Are Chris and David worried?
B No, they aren't. They're_________ .
3 A Is Ted worried?
B No, he isn't. He's__________.
4 A Is Ashley hot?
B No, she isn't. She's very _

GRAMMAR
be (questions and short answers)
1 Look at picture A in Exercise 1. Choose the correct
answer. Then complete the rule and the table.

A Are you hot, Ashley?

B Yes, I am. / No, I'm not. 3 Look at the rule again. Complete the
dialogues.

RULE: We form questions with 1 +subject. 1 A Are you angry, Grace?

We form short answers with 2 ■subject +be (+ not). B No, I __________. I'm just tired.
2 A Chris and Tim your best friends?
B Yes, they . They in my
Question Short Short
affirmative negative class at school.
answer answer 3 A Ms. Brown your English teacher?
Am I in your class? Yes, you are. No, you aren't. B No, she__________. She's my mother's friend.
Are you O K ? Yes, I am. No, I'm not. 4 A Am I in your class?
1 he/she/it Yes, he/she/it is. No, he/she/it B No, you . You
4
here?
_ in Joe's class.
Are we on this team? Yes, we are. No, we aren't.
2 they O K ? Yes, they 3 No, they 5 A Juan Mexican?
5 B ___________ He's from Merida.
6 A we late?
2 Put the words in order to make questions. W rite the B . . We're early.
answers.
4 SPEAKING W o rk in pairs. Ask and answer.
0 African / he / Is / South / ? (yes)
Is he South A frican ? Yes, he is. Is socceryour favorite sport?
1 hungry / you / Are / ? (no)
Are you cold?
2 Brazil / they / from / Are / ? (yes)
Are your best friends from the U.S.?
3 she / Is / tired / ? (no)
Is your teacher in the classroom?
4 late / I / Am / ? (no)
5 SPEAKING Think of three more questions to
ask your partner. Then ask and answer.

23
 REA D IN G 3 Correct the sentences. W rite the correct
sentences in your notebook.
1 Read the dialogue and choose the correct option.
0 Nick is tired.
Nick and Ethan decide to ...
He is n 't tired. He's bored.
a go to the movie theater.
1 The baseball game is at eight.
b listen to music.
2 Johnny Depp is in the movie.
c go to a club for young people.
3 The song is by The Feeling.
2 #)1.30 Read the dialogue again and listen. Number 4 The new ice cream shop is at the beach.
the photos in the order that Ethan talks about them. 5 Nick is a member of the new youth club.
W rite 1-5 in the boxes.

eth an What's wrong, Nick? Are you tired?

n ic k Tired? No, I'm not tired. I'm bored.
eth an W hy are you bored?
n ic k Because there's nothing to do. Nothing
at all.
eth an Well, there's a baseball game at five. It's
on TV.
n ic k Baseball? I don't like it.
eth an Really? What about a movie? There's a
great new movie on at the movie theater
downtown.
n ic k A movie? Who's in it?
eth an Ben Stiller. He's so funny.
n ic k Ben Stiller? I don't like him. He's not funny.
He's terrible.
eth an Well, how about some music? Listen to this
song. It's the new one from Maroon 5.
n ic k Maroon 5? Are you kidding? I don't like
them.
eth an Well, do you like ice cream? The new ice
cream shop is open in the mall.
n ic k Ice cream? No, I don't like it.
eth an What! You don't like ice cream?
NICK No, I don't.
eth an OK, how about the club?
NICK What club?
eth an The new youth club, you know, for
teenagers.
NICK Hmm, I'm not sure.
eth an But Jen is a member.
NICK Jen?
eth an Yes, Jen Carter.
n ic k Jen Carter?
eth an Yes, she goes there every Friday.
n ic k Really? Let's go!

24
r e a d in g o p tio n a l a ctivity
1 Display the five photos on the IWB, or ask students to The dialogue is full of useful everyday English phrases
cover the dialogue and look at the photos only. Elicit that you may want students to memorize and use in later
what each photo shows and pre-teach any unfamiliar dialogues. Check their meaning through eliciting an example
or through a translation, and practice the pronunciation
vocabulary ( movie, ice cream, music, baseball, youth
through listening and repeating. Ask the class to record the
club). Elicit suggestions for what the dialogue m ay be
phrases in their notebooks for future use. Useful phrases
about - i f necessary, in the students’ first language. include: What’s wrong? There’s nothing to do. What about [a
Read the question and options. Elicit or pre-teach go movie? Are you kidding? What? I ’m not sure. Really? Let’s go.
to the movie theater, listen to, and young. Students read For extra credit, in stronger classes you could ask students,
the whole dialogue quickly to decide on the answer. in pairs or small groups, to write a similar dialogue with their
Ask for a show o f hands for each option. Then choose own ideas for a role play. Encourage them to use as many
of the newly learned everyday English phrases as they can.
a student for each one to quote a passage that they
Invite them to perform their dialogue in front of the class,
think supports their answer. Confirm the answer
and ask the class to listen and write down the activities
together. suggested and to identify the activity chosen at the end of
the dialogue.
Answer

4 3 1.30 Focus on the photos again. Explain that all

five things are mentioned in the text, but they are
mentioned in a different order. Suggest that, as they
read and listen to the text, students find the passages
that they think refer to each photo and then study this
information m ore carefully to decide on the correct
order. Remind them not to try to understand every
word, but rather focus on completing the task. Ask
students to compare ideas in pairs before you check
answers with the class.

Answers

I 1 D 2 A 3C 4 B 5 E

3 Read the sentences together and elicit or pre-teach

any unfamiliar vocabulary (song, T-shirt, open,
member). Find the information about the example
together. Remind them that the information should
be in the same order in the text as it is in the exercise.
Students read the dialogue again m ore carefully and
underline those parts that refer to each sentence. They
then study these more carefully to decide on what
corrections are needed. After they have rewritten the
sentences, they compare ideas in pairs before you
check answers with the class.

Answers
1 It isn’t at eight. It’s at five.
2 He isn’t in the movie. Ben Stiller is in the movie.
3 It isn’t by The Feeling. It’s by Maroon 5.
4 It isn’t at the beach. It’s at the mall.
5 He isn’t a member of the new youth club. Je n is a
member of the new youth club.

T-24
GRAMMAR the task o f having to agree on an example for each
item. Monitor their conversations and provide help
o b je c t pronouns
with unfamiliar language as necessary.
1 Students try to complete the dialogue extracts with
For each item, invite a few suggestions from different
the missing words from m em ory and then check their
pairs. W rite these on the board and the number o f
answers in the dialogue on page 24. Check answers.
votes they received. H ow many categories can most
students in the class agree on?
Answers

I 1 it 2 him 3 them

Ask students to complete the table. Make sure they

FuNcTIoNS
|Workbook page 21^

notice in the examples that w e use subject pronouns at

the beginning o f a sentence and before the verb, but Expressing likes and dislikes
the object pronouns always come after the verb that
1 Ask students to look at the two examples. Ask: Who are
refers to them.
Shakira and Taylor Swift? Elicit that they are singers.
Answers You might also like to ask: Where are they from ? to

I 1 him 2 it 3 them

2 Look at the example. Ask students to identify who

recycle language. (Shakira is from Colombia, and Taylor
Swift from the U.S.) Elicit answers from the class. Does
everyone agree?

or what the pronoun us refers to (the speaker, B, and Answers

Tom). Students complete the dialogues and then “ I don’t like ...” means “ It’s bad.” “ I like ...” means “ it’s
compare ideas in pairs before you check answers good.”
with the class. Ask students to also find the words or
phrases the pronouns refer to. 2 Ask students to order the questions, and ask a different
student to w rite each example on the board for the
Answers

I
others to check their own answers. Make sure students
1 them 2 her 3 us 4 him 5 it 6 you notice that these questions have no Wh-question
words. This means they are not asking for additional
information but rather an answer o f Yes or No.
|Workbook page 19^

Answers

v o ca bu la r y
Positive and n ega tive a d jectives
I 1 Do you like Coldplay? 2 Do you like Katy Perry?

3 Ask students to match the answers and then compare

1 Look back at the adjectives on page 22. Ask students ideas in pairs before you check the answers with the
to decide which ones they think express positive class. Elicit what helped students to decide (the object
feelings, which negative, and which are neutral pronouns refer back the questions: them to Coldplay, a
or depend on the speaker’s point o f view . Accept band; her to Katy Perry, a female singer). At this point,
any reasonable suggestions i f students can say why present the questions and answers as a set formula, and
(possibly in their first language i f they can’t explain avoid getting into a discussion o f the simple present
their reasons in English). tense or other simple present verb forms!
Ask students to read the list o f adjectives on page
Answers
25 the same w ay and then compare ideas in pairs.
When you check answers as a class, ask what connects
the eight words together as a category (they are
all opinion adjectives, referring to the quality o f
I 1 A 2 B

4 |SPEAKING Read the instructions together and make

something). Ask students i f they can add other similar sure students understand that there are four categories
adjectives to either group (for example: awesome from for them to discuss: movies, actors, bands, and singers.
Unit 1 or boring, friendly, nice, fu n from Unit 2). To m odel the activity, ask a few stronger students to
ask you a question about each category and give true
Answers answers. Each time, ask i f the student agrees with you,
Positive: excellent, exciting, funny, good, great for example: Yes, I like them. I think Kiss are great. Do
Negative: awful, bad, terrible you like Kiss?
Put them in pairs to ask and answer questions.
Language note
Monitor their activity, focusing on the use o f the
A common learner mistake is to confuse fun and funny as
expressions for likes and dislikes. As the focus is
adjectives. Fun is something you enjoy doing. Funny is something
that makes you laugh. on free personalized discussion through an open
communication task, avoid correcting mistakes unless
they hinder comprehension. At the end o f the activity,
2 |SPEAKING Give students two minutes or so to think
ask a few students about the people, movies, or bands
about an example for each item. If necessary, elicit or
you heard mentioned in class.
pre-teach: actor, computer game, country, and book. Put
students in pairs to compare their ideas. After they
have discussed their own personal choices, give them

T-25
 2 I FEEL HAPPY

GRAMMAR
Obj ect pronouns
1 Complete the dialogues with them, it, and him. 2 Complete the dialogues with the correct object
Read the dialogue on page 24 again and check. pronouns.
Then use the words to complete the table.
0 A Dad's angry.
ethan There's a baseball game at five. B Yes, he isn't very happy with us
nick Baseball? I don't like 1__________ . 1 A Do you like Mumford & Sons?
ethan Ben Stiller is so funny. B No, I don't like .
nick I don't like 2__________ . 2 A Do you like Jennifer Lopez?
B Yes, I like . She's great.
ethan Listen to this song.
3 A Do you like ?
nick Maroon 5? I don't like_3__________.
B Yes, I think you and Peter are great.
Subject Object 4 A Do you like ?
I me B Yes, I think Jack is funny.
you you 5 A Do you like my new bike?
he 1
B Yes, I like .
she her 6 A Rob, I really like .
it 2 B I really like you too, Alice.

we us Workbook page 19»

3
they

VOCABULARY FU N C T IO N S
Positive and negative adj ectives Expressing likes and dislikes
1 Look at the words in the list. W rite N (negative) 1 W hich of these sentences means "it's good” ?
or P (positive) in the boxes. W hich means "it's bad” ?
awful Q | bad Q | excellent Q | exciting Q I don't like Taylor Swift.
funny Q | good Q | great Q | terrible Q I like Shakira.

2 I s p e a k in g W o rk in pairs. Say one example for 2 Put the words in the correct order to make
each of the following. questions.

A you / like / Coldplay / do / ?

How to Train Your Dragon 2
B you / Katy Perry / like / do / ?
is a funny movie.
3 Match the answers to the questions in Exercise 2.
a a funny movie
b an excellent actor 1 No, I don't like them. They're terrible.

c a bad movie 2 Yes, I like her. She's great.

d an exciting computer game 4 Is p e a k ing W o rk in pairs. Talk about the movies,

e a great sportsperson actors, bands, and singers you really like and
f a terrible singer don't like.
g a great country
Doyou like Lorde?
h a good book
i an awful actor
Yes, I like her. I think she's great.

Doyou like the Divergent movies?

No, I don't like them. They're terrible.

25
 Culture
Masks from around the world
This is a lion mask from China. In many countries in Asia, there are lion
dances. There are always two people in a lion - the mask is on the head
of one dancer. The lion dances are very beautiful. Tourists love them.

These are Halloween masks. Halloween

Masks are an important part of the carnival in is on October 31. Children in many
Venice, Italy. There are many different types countries around the world, for
of carnival masks. For example, the mask in example, in the U.S. and the U.K., wear
this picture is called the Colombina. Carnival Halloween masks. They go from house
masks are often very beautiful and some are to house and say “Trick or treat.” People
very expensive. give them candy ( “ treats” ).

26
cu ltu r e
masks from around th e w orld
Show the page to the students so they can’t see the
text with the photos. Or, i f you use an IWB, display
the page but prepare panels to cover up the five
descriptions. Ask: What are they? Elicit that they are
masks. Point to each one and ask: Where is it from ? Elicit
any suggestions and ask for a show o f hands to see if
the rest o f the class agrees. Don’t reveal answers at this
point.

background inform ation

First Nations is the official term to refer to the native inhabitants
of Canada, apart from the Inuit living in the far north of the
country. There are 630 recognized communities of First Nations
people in Canada, with a total population of over 850,000. The
term “ First Nations” is preferred to the now-obsolete word
“ Indians,” which most First Nations people find offensive.

o p tio n a l a c tiv ity

After completing the Culture section, ask students to do some
research into other masks from around the world. They should
pay special attention to any traditions in their own country
and its neighbors. Ask them to find some photos of the masks
on the Internet and research how they are used or what role(s)
they play in local customs. They can work in groups to produce
information posters about masks from around the world or
prepare an illustrated web page. Have them present their work
during a subsequent class. Students could also organize a class
exhibition of their work. Encourage the class to explore all the
projects. Then have a class vote on the best, as well as the most
attractive, project (not necessarily the same thing).

T-26
1 Focus on the photos again. Ask students to try to find Answers
the six things mentioned in each one. Ask students 1 He’s in the car. 2 Yes, he is. 3 He’s happy because
to compare ideas in pairs before you check answers he’s on vacation. 4 He’s at school. 5 No, he
with the class. Confirm or elicit the meanings o f new isn’t. 6 He isn’t happy because he’s hungry and cold,
vocabulary: candy, tourists, lion, dancer. the weather is bad, and the school lunch isn’t good.

Answers

I o p tio n a l a c tiv ity

a 4 b 1 c 2 d 1 e 3 f 1
Ask students to find and underline all the positive and
negative adjectives in each message. Point out that
2 Ask students to look at the five masks again and adjectives help us set the tone of a message and help
think o f adjectives to describe the feelings they describe our feelings about a situation.
express. Ask them to compare their ideas in pairs
Answers
before you discuss them with the class.
Positive: excited, OK (all in Henry’s message)
3 С И 1.31 Students listen to and read the texts to find Negative: hungry, sad, isn’t out / isn’t cold, good,
out where the masks are from. Check predictions not great (all in Tom’s message)
from the lead-in.

Answers 3 Focus on the beginning and ending o f each message.

Ask students to find the phrases. Make sure students
1 China 2 Canada 3 Greece
4 the U.S. and the U.K. 5 Italy
notice that w e use informal greetings to begin a text
message, and a short phrase to finish it. Elicit other
4 Ask students to read the sentences first, and check phrases for each function that they have learned
comprehension. Suggest that as they read the text previously in the course, for example: Hello and See
again more carefully, they find and underline the you later.
information that refers to each sentence. Then they
Answers

I
study this information carefully to decide on their
answers. Ask them to compare their ideas in pairs 1 Hi 2 Henry: See you soon!; Tom: Bye.
before you check answers with the class.
o p tio n a l a c tiv ity
Answers
Ask students to find anything else that may be characteristic
1 T 2 F (They are 2,000 years old.) 3 F (Halloween is a of a text message. For example, they could notice that both
holiday in many countries around the world.) 4 T messages include questions about the recipient (What about
you? Is your day good? and How are you? Are you OK?). Point
o p tio n a l a c tiv ity out that polite questions like this help engage the reader
and motivate them to respond to our message. Encourage
Ask students to rewrite the false statements so they are
students to use similar questions in their own messages
correct.
later.

5 |SPEAKING Lead a class discussion. Ask for a show

4 Read the instructions together and explain that
o f hands to decide how many people like or dislike
students are to w rite similar text messages. The
each mask. Elicit reasons from volunteers and ask the
questions should help them plan. As they think
rest o f the class to respond. Help with any difficult
o f their answers, ask them to take notes that
language, as necessary. You m ay need to allow some
they can expand later into the messages. Monitor
first language to be used so students can express
their preparation and provide help as necessary.
their ideas. Provide English equivalents, but refrain
Alternatively, students could be allowed the use o f
from getting into lengthy explanations o f structure or
dictionaries or the Internet on their m obile devices
complexities o f meaning.
to look up phrases they need. As you monitor, also
ensure that all students are on task.
WRiTiNG 5 Students w rite their messages. Remind them to use
phrases for greeting at the beginning and the end (as
Describing fee lin g s and things
w ell as questions about the recipient, i f appropriate).
1 Elicit that w e use cell phones to send text messages. They could w rite to someone in the class and actually
Explain that tw o teenagers wrote the messages to send the text message to them. If the writing task is
their friends. Focus on the photos: they show the two assigned for homework, they could also be sent as
senders. Students read the messages quickly, ignoring emails. Alternatively, you could ask all students to
any unfamiliar vocabulary, and decide which photo send the message to your cell phone or email address
shows Tom and which Henry. Ask them to compare for checking.
their ideas in pairs before you check answers with
Ask the recipients to read the messages and respond
the class.
with a short message. Ask them also to check
that the sender has included all three pieces o f
Answers

I A Henry B Tom

2 Students read the messages again more carefully and

information from the task. If you read the messages
yourself, respond both to the content o f the message
(answering any questions included in it) and give
feedback on how w ell they have covered the task.
answer the questions. Ask them to compare ideas in
pairs. Then check answers together as a class.
T-27
 2 I FEEL HAPPY

1 Look at the photos on page 26. W h ere 3 Read and listen to the article. W hich countries
can you see these things? W rite 1-5 in are the masks from?
the boxes.
4 Read the article again. Mark the sentences T (true) or
a candy
F (false).
b tourists
0 The lion dance is from Canada. F
c a First Nations mask
1 The First Nations mask is for a doctor.
d a lion
2 The Greek masks are 200 years old.
e a theater
3 Halloween is a holiday only in the
f a dancer
U.S. and the U.K.
2 W h a t feelings can you see in the masks? 4 Colombina is a type of Italian mask.

Mask number 1is happy. 5 Is p e a k in g W hich of the masks do you like? W hich do you
not like? W h y ?

w r it in g 5 Use your answers in Exercise 4 to write a text

message (35-50 words) to a friend.
Describing feelings and things
1 Read the text messages. W rite the names under
the photos. Tom
2 Read the text messages again and answer the Hi, Sarah. I'm at school. It's lunchtime
questions. and I'm really hungry. But I'm sad. The
food at school today isn't good. kirn
Where is Henry?
also cold. The sun isn't out. It's not a
Is he happy?
great day. What about you? Is your day
W hy or why not?
good? Bye.
Where is Tom? Today, 1:12 p.m.
Is he happy?
W hy or why not?

3 How do Tom and Henry ... Henry

1 start their text?
2 finish their text? Hi, Olivia. T h in the car with my family.
I m excited loecause I'm on vacation.
4 Imagine you want to write a text message to a Yay! Two more hours to get to the
friend. Think of answers to these questions. beach! How are you? Are you OK? See
you soon!
1 Where are you?
2 Are you happy? Today, 10:03 a.m.

3 W hy or why not?

27
 C A M B R ID G E ENGLISH: T O W A R D Key
■ ~HiNK EXAMS

R EA D IN G A N D W R IT IN G
Part 3: Multiple-choice replies
1 Complete the five conversations. Choose the correct answer A, B, or C.

0 What's your name? A I'm 11.

(? ) It's Kylie.
C Yes, I am.

1 How old are you? A I'm Brazilian.

B I'm 12.
C It's John.

2 Are we late? A Yes, we are.

B No, I'm not.
C Yes, he is.

3 Do you like Beyonce? A No, I like her.

B Yes, I am.
C Yes, I like her.

4 Where are you from? A I'm 13.

B Yes, I am.
C Mexico.

5 Is Tom your friend? A Yes, we are.

B Yes, he is.
C Yes, I am.

Part 2: Multiple-choice sentence completion

2 Read the sentences about Jim. Choose the best word (A, B, or C) for each space.
0 Hi, my name Jim.
A am B is C are

1 It my birthday today.
A are B am C is

2 I 12 years old.
A am B is C are
3 I am my school.
A at
CQ

u
4
о
с

О
—'

4 I like Ed Sheeran. He's a ___ singer.

A great B awful C terrible

5 I like sports.
A aren't B don't C isn't

28
CAMBRIDGE ENGLISH: TOWARD Key

■1Hi MK EXAMS
READiNG AND WRiTiNG
P a rt 3: M u ltiple-choice replies
1

Answers

I 1 B 2 A 3C 4 C 5 B

P a rt 2: m u ltiple-choice sen ten ce com pletion

2

Answers

I 1 C 2 A 3 A 4 A 5 B

T-28
TEST YO URSELF UNITS 1 & 2

v o ca bu la r y

Answers
1 hungry 2 Russian 3 hot 4 awful 5 British
6 old 7 thirsty 8 expensive 9 Brazil 10 excited

GRAMMAR
2

Answers
1 Where 2 it 3 her 4 How 5 don’t 6 Why

Answers
1 I don’t like sports.
2 How old is your brother?
3 Are they from Peru?
4 It isn’t an expensive computer.
5 He’s the new boy in the class. I like him.
6 Who is your favorite singer?

f u n c t io n a l l a n g u a g e
4

Answers
1 is, from 2 Where, are / ’re 3 Do, ’s / is 4 don’t, like

T-29
TEST YOURSELF UNITS 1 & 2

VOCABULARY
1 Complete the sentences with the words in the list. There are two extra words.
awful | Brazil | clean | excited | expensive | hot
hungry | old | Russian | the U.K. | British | thirsty

1 I want a sandwich. I'm___________________.

2 She's from Moscow. She's___________________ .
3 Open the window, please. I'm___________________ !
4 This pizza is . I don't like it!
5 He's . I think he's from Sheffield.
6 I'm 12 and my big brother Jack is 23. He's___________________ !
7 Are you___________________ ? OK, here's a glass of water.
8 It's $175? Oh, it's very___________________.
9 Brasilia is a big city in .
10 We're on the train to Washington! We're very___________________!

GRAMMAR
2 Complete the sentences with the words in the list.
don't | her | How it | Where | Why

Mike and Annie aren't here.___ are they?

This is my new shirt. I really like
She's my friend. I like_________ a lot.
old are you?
I like hamburgers.
6 A are you here?
B Because it's a nice place.

3 Find and correct the mistake in each sentence.

1 I not like sports.

2 What old is your brother?
3 Are the from Peru?
4 It aren't an expensive computer.
5 He's the new boy in the class. I like he.
6 What is your favorite singer?

FU N C T IO N A L LANGUAG E
4 W rite the missing words.
1 A Who she?
B She's Maria. She's , Mexico.
2 A are they from?
B Mexico. They Mexican.
3 A you like Taylor Swift? /8
B Yes, I like her. She a great singer.
4 A I like this movie. It's awful!
B Oh, really? I __________it. It's funny! MY SCORE
22 - 30
10 - 21
0-9 29
 OBJECTIVES

fun ctio ns: describing good qualities;

talking about family; paying
compliments
gram m ar: possessive s; possessive
adjectives; this / that / these / those
v o c a b u la ry : family members; house
and furniture

1 Match the family members with

the photos. W rite 1-4 in the
boxes.

1 brother and sister

2 mother and son
3 father and daughter
4 husband and wife

2 I s p e a k in g Think of famous
examples of the following. Tell 3 s p e a k in g Look at the photos on page 31. Use words from
your partner. Exercise 1 to talk about them.
1 a husband and wife
4 Ф31.32 Read and listen to the article. M ark the sentences T (true)
2 a mother and daughter
or F (false).
3 a father and son
0 Kate Middleton is from England. T
4 sisters
1 She has three brothers and sisters.
5 brothers
2 Kate's picture is never in the newspapers.
Brad Pitt and Angelina 3 William's father is Prince Charles.
Jolie are a famous husband 4 Kate's home is new.
and wife. 5 Kate and William's apartment is small.

30
READING relationships are), but they don’t study the rest o f the
1 Bring into class a photo o f your own family text closely. What w e read during skim-reading and
(preferably showing as many members from Exercise what w e ignore always depends on w hy w e skim the
1 as possible). Show and tell w ho is who. text in the first place. Ask students to skim-read the
text quickly to check their ideas. W ere they correct?
Display the photos from page 30 on the IWB or ask
students to look at them in their books and think 4 С И 1.32 Study the instructions and the example
about what each relationship m ight be. together. Ask students to find and underline the
information about the first sentence (Kate Middleton
Students match the photos and fam ily members.
is an English woman). Suggest that for each sentence
They compare their ideas in pairs before you check
they find and underline the information about it and
answers with the class. Ask students to point to and
then carefully compare this with what the sentence
name each individual fam ily member in each pair.
says in order to decide whether it is true or false.
Practice pronunciation by asking students to listen
In reading comprehension, a sentence can only be
and repeat the words after you, first all together and
marked as true i f the information in the text confirms
then two or three students individually. Add the
this. A true or false exercise is not a test o f general
informal words dad for father and mom for mother, so
knowledge or logical assumptions, but o f how w ell
students record them together with the m ore formal
learners understand the content o f a text.
equivalents.
You may need to elicit or pre-teach: never,
A nsw ers newspapers, home, and apartment. Students mark the

I 1 D 2 B 3C

Optional activity
4 A sentences. They compare ideas in pairs before you
check answers with the class.

Answers
Ask students to group the eight words into two groups:
words for men and for women. Ask them to compare ideas in
pairs before you check answers with the class. Ask students
to contrast English with their own language. Can the words
I 1 F 2 F 3T

Optional activity
4 F 5 F

for immediate family members be translated word for word,

Students correct the false statements. Ask them to compare
or do they need to use several words in their own language
ideas in pairs before you check answers with the class.
to express the same relationship?

Answers
2 |SPEAKING Give students two or three minutes
1 She has one brother and one sister.
to think o f as many famous examples as they can. 2 Kate’s picture is often in the newspapers.
These could be actors, pop singers, TV personalities, 4 Kate’s home is (300 years) old.
sportspeople, and so on - you might like to 5 Kate and William’s apartment is really big.
brainstorm categories before they start thinking. Put
them in pairs to compare their ideas: W ho can think
o f the most examples? Elicit a few examples o f each
relationship from the class.
3 |SPEAKING Display the photos from page 31 on the
IWB or ask students to cover the bottom h alf o f the
page and only look at the fam ily photo at the top.
Can they recognize the people in it? In pairs, students
talk about what they think their relationships are.
Elicit ideas in class but don’t confirm answers yet.
Skim-reading is a key reading skill that students need
to start developing from very early on. When skim-
reading, they go through the text without reading it
sentence by sentence. Instead, they look at key pieces
o f information (the names o f the people, in this
case) and read key words (to find out what people’s

T-30
 Background information
Kate Middleton is a member of the British Royal Family. The
United Kingdom of Great Britain and Northern Ireland is a
parliamentary monarchy that has a symbolic but important
role for a royal ruler (a king or a queen) in addition to a
democratically elected parliament. Queen Elizabeth II was
crowned (at the age of only 25) in 1952, succeeding her father,
George VI. She had one younger sister, Princess Margaret, the
Countess of Snowdon, who died in 2002. Queen Elizabeth’s
husband is Prince Philip, the Duke of Edinburgh. They have four
children: three sons - Princes Charles, Edward, and Andrew -
and a daughter, Princess Anne. The eldest son, Prince Charles, is
the heir to the royal throne. Prince Charles has two sons from his
first marriage to Princess Diana: Prince William (who also holds
the title of the Duke of Cambridge) and his younger brother,
Prince Harry. After Princess Diana passed away in 1997 in a car
accident, Prince Charles got married again in 2005 to Camilla
Parker-Bowles. After Prince Charles, Prince William is next in the
line of succession to the throne, followed by his two children
with Kate Middleton: Prince George and Princess Charlotte.

■1Hi MKVALUES
Families
1 Ask students to read through the list o f adjectives.
Provide dictionaries for students to look up their
meanings or allow the use o f internet-enabled mobile
devices for this. Monitor and provide help in the
preparations as needed. If necessary, also practice
pronunciation by asking students to repeat the words
after you. Students might want to suggest other
adjectives, as w ell - i f so, present these with their
meanings and pronunciations for the w hole class to
use, and record them on the board for reference.
Check that students understand that your grandfather
is your father’s or mother’s father, and your
grandmother is your father’s or mother’s mother.
Give students two minutes or so to consider their
answers and complete the sentences. There is no
correct answer since the aim o f the activity is to find
out h ow students see fam ily relationships personally.
2 Put students in small groups o f three to five to
compare their ideas. Encourage them to say w hy they
chose the adjectives they did. A llo w some use o f their
first language but, as you monitor, help them try to
rephrase their reasons in English.
To follow up, ask students to choose one characteristic
for each fam ily member that they think is the most
important. Elicit ideas from each group and ask the
rest o f the class to say i f they agree or disagree.

T-31
 3 M E A N D M Y F A M IL Y

< ► ft

William and Kate have a son named George and

a daughter named Charlotte. George was born
in 2013, and Charlotte was born in 2015.

Kate and William’s home is an apartment in

Kensington Palace, in London. The palace is 300
years old. Their apartment is really big, with
twenty bedrooms and three kitchens.

Kate Middleton is an English woman. She

likes sports (especially field hockey) and
photography. She’s a very busy person. She
works with many organizations to help children
and sportspeople.

Kate’s family is from Berkshire in England. She

■1Hi ЯК VALUES
has a sister named Pippa and a brother named Families
James.
1 Complete the sentences with at least one word
from the list. Use a dictionary to help you.
So, is she a “normal” woman?
friendly | interested in ... | patient
Not really. Now, she’s famous all over the
helpful | kind | strict | generous
world. Her picture is often in the newspapers,
and she’s often on TV. She’s The Duchess of 1 A good brother/sister is
Cambridge. Her husband is Prince William, 2 A good father is
the Duke of Cambridge. William’s father is
3 A good mother is
Prince Charles and his grandmother is Queen
Elizabeth. 4 A good grandfather/grandmother is

2 Is p e a k in g Compare your ideas with others in

the class.

31
 GRAMMAR
L O O K ! W e use 's for both possessives and contractions.
Possessive S Tom's house is big. (The house of Tom is big.)
1 Look at the examples. Then complete the rule. She's my cousin. (She is my cousin.)

1 Kate's family is from Berkshire in England.

2 William and Kate's apartment is in Kensington
Palace.
VOCABULARY
R U L E : W e talk about possession with noun + s.
Family members
Peter sister = the sister of Peter 1 С Я 1.33 Complete Nicolas' family tree with the
words in the list. Then listen and check.
aunt | brother | cousin | father | grandfather
2 Look at the photos and write the correct words grandmother | mother | sister | uncle
with 's.

Maria
0 my sisters phone 0grandm other

Mrs. White
..-4 \
£
2

2 Look at the article on page 31. Complete the

3 sentences with the words in the list.
brother | father | grandfather | son | wife

0 William is George's fath er .

1 Kate is William's_____________ .
2 George is Kate's_____________ .
3 Prince Charles is George's .
4 4 James is Kate and Pippa's _

3 SPEAKING W rite three or four sentences about

your family. Tell your partner.

My uncle Antonio is my mother's brother.

32
GRAMMAR Play the audio for students to listen and check their
answers. Then play it again for students to listen and
Possessive ’s
repeat the words, first all together and then tw o or
1 With books closed, write the tw o sentences on the three students individually. Pay special attention to
board with a blank replacing the w ord after the the pronunciation o f aunt / *n t/ and cousin /'kAzan/.
possessive ’s: Kate’s is from Berkshire in England.
William’s is Prince Charles. Ask students to complete Answers
the sentences from m emory. Elicit ( i f necessary, in the 1 grandfather 2 father 3 mother 4 uncle 5 aunt
students’ first language) what relationship they think 6 brother 7 sister 8 cousin
the ’s shows (possession, or the fact that the thing /
person belongs to the first person mentioned in some
way). Language note
In English, the word cousin can refer to either a male or female
Ask students to check their answers in the examples
child of someone’s aunt or uncle. The word cannot be used to
in the book and then complete the rule. Point out that refer to someone’s nephew or niece (the child - male or female
the other w ay o f expressing possession in English is respectively - of someone’s brother or sister). In everyday use,
to use of, with the tw o words in reverse order (that is, we may also use cousin to speak about someone related to us
the thing before the o f belongs to the person or thing (by blood ties, not by marriage), but not very closely - without
after it), but explain that with people w e normally use specifying the relationship. For example, Mike Jones is a distant
’s. It is not natural to say, for example, The sister o f cousin of mine isn’t meant to suggest that Mike’s father is my uncle
or his mother my aunt.
Peter is in my class.
Ask students to find one m ore example o f the
possessive ’s in the article on page 31: Kate and Optional activity
William’s home is an apartment in Kensington Palace. You might like to present the words grandchild, grandson,
Lead students to notice that w e place the ’s after granddaughter, nephew /nef ju/, and niece /nis/ so that
the whole group o f people mentioned together, not students can describe the relationships shown in the family
tree from a different point of view.
after each person in the group (that is not Kate’s and
William’s).
2 Ask students to look back at the article about Kate
Rule Middleton, and complete the sentences based on the
information there. Ask them to compare their ideas in
pairs before you check answers with the class.
2 Ask students to look at the six photos, and elicit the
Answers

I
words for the objects shown. Study the example
together so students understand the object belongs to 1 wife 2 son 3 grandfather 4 brother
the person mentioned below each photo.
Students complete the captions and then compare ideas mixed-ability idea
in pairs before you check answers with the class. Stronger students could try to complete the sentences from
Focus on the LOOK! box and check that students memory and then look back at the article to check their
answers.
understand that the ’s abbreviation can be both the
possessive ’s or the contracted form o f is. You could ask
3 SPEAKING Ask students to write sentences like those
students to find examples for the latter in the article on
in Exercise 2 about their own families and then share
page 30 (she’s a very busy person; she’s famous all over the
these with their partner. Monitor the correct use o f
world; she’s often on TV; She’s The Duchess o f Cambridge).
the possessive ’s and the fam ily members vocabulary.
- and elicit that none o f them suggest possession.
A more involving w ay to do this task is to ask students
A nsw ers to bring in some photos o f their families that show
1 Patrick’s bike / bicycle 2 Mrs. White’s cat fam ily members together. In pairs, they could take
3 my cousin’s school 4 W endy’s house turns showing the photos to their partner, w ho then
5 my uncle’s car tries to guess w ho the people are and how they are
related. The first student then says the names o f the
|Workbook page 28^ people and confirms or corrects the relationships.
Finally, the students use the photos to test their
partners about their families: A : Who’s this? B: This is
Be aware of common errors related to the
© possessive 's. Go to Get it right! on page 123. your uncle Antonio. H e’s your mother’s brother. Monitor
as before.
To follow up, bring in photos o f your own family
and ask students to guess w ho the people are and
VOCABULARY how they are related. Then tell them the answers and
Family members test them, using the procedure they follow ed during
pairwork.
1 0 1 133 Students work in pairs to complete the
fam ily tree. Suggest they start with the words they |Workbook page 31^
already know and then m ove on to the unfamiliar
words.
& Be aware of common errors related to family
vocabulary. Go to Get it right! on page 123.

T-32
GRAMMAR Optional activity
Display the photos on the IWB and ask different students to
Possessive adjectives
tell the class about who is who in each picture, as they recall
1 Ask students to find the sentences in the article from the recording. Ask the rest of the class to listen and
on page 31 and complete them with the missing make any necessary corrections.
adjectives. They then compare their answers in pairs.
Ask students to replace the people mentioned in 2 4 » 1.34 Ask students to read the sentences and
a-c with a subject pronoun ( they, he, she). Finally, spend a minute or so thinking about what kind o f
ask students to match the pronouns and possessive information is missing from each one: Nouns for
adjectives and complete the table. They compare fam ily members? Adjectives? Possessive adjectives?
answers again in pairs before you check them w ith the Numbers? You might want to write these possibilities
class. as prompts on the board before you elicit ideas.
Play the audio again, twice i f necessary, pausing after
A nsw ers
each speaker so students have time to consider what
1 William’s, b 2 Kate’s, c 3 William and Kate’s, a they have heard and complete the sentences. The
Table: 1 his 2 her 3 their
missing words all appear in the recording, so there is
no need for students to paraphrase the information.
Language note Ask students to compare their ideas in pairs before
Clarify that possessive adjectives are not pronouns, although they you check answers with the class.
are derived from the subject pronouns. They don’t replace nouns,
but stand together with them to indicate possession. We never Answers
use an article before them, either definite or indefinite: *the my 1 small, happy 2 cousins, sister
husband or *an our cat are both impossible. 3 (about) 12, nice / friendly

2 Students use the information from the examples

and the table to complete the dialogue. Ask them to
Optional activity
compare ideas in pairs before you check answers with Using the recording as a model, students work in pairs to
prepare a similar dialogue about their own families. You
the class. You m ight like to elicit or present speak,
might like to provide a printout of the listening script to help
language /'l^qgw idg/ and first language ( = mother
them. Ask volunteer pairs to perform in front of the class.
tongue), just me, love, and team and practice their Ask the rest of the class to take notes on each speaker’s
pronunciation as w ell, especially i f you consider doing family. Take your own notes at the same time, so you can ask
the Optional activity below. comprehension questions afterward.

A nsw ers

I 1 your 2 her

Fast finishers
3 your 4 our 5 Their 6 his
■THiNK SELF-ESTEEM
Being part of a family
Students write true sentences about themselves, their 1 Students think o f their families and decide which
families, or their class using as many of the seven four people they feel are most important to them.
possessive adjectives as they can. Then they should choose one adjective to describe
each person (preferably one that explains w hy they
|Workbook page 28^ are important to them). You m ight want to provide
dictionaries or allow the use o f m obile devices for
students to look up words. Or, as you monitor their
LisTENiNG preparation, provide help with unfamiliar language as
necessary.
4 » 1.34 Display the three pictures on the IWB or
ask students to look at them in their books. Elicit any 2 I SPEAKING Students w ork in pairs, asking and
suggestions about w ho the people in them are and answering questions about their families. Encourage
what their relationships to one another m ight be. them to explain w hy they used their chosen words
Accept any ideas but don’t confirm answers yet. Tell to describe them. Ask students to record not only
students they are going to listen to find out if they the names and adjectives about their partner’s
were right. fam ily members but also take notes on the reasons
mentioned. Monitor and help with language
Play the audio for students to listen and match each
difficulties as necessary. As the focus is on fluency and
picture to a speaker. Remind them to not try to
on developing the whole learner, avoid interrupting
understand every w ord - they should just focus on
for correcting mistakes unless these hinder
the people being mentioned. Ask students to compare
understanding.
their ideas in pairs before you check answers with the
class. 3 I SPEAKING Ask a few volunteers to tell the class
about one or two members o f their own families, and
A nsw ers share the most interesting things they learned about

I 1C 2 A 3 B their partners. Ask the whole class to record any

new adjectives mentioned. At the end clarify their
meanings and practice their pronunciations so the
w hole class can learn them.

T-33
 3 ME A N D MY FAMI LY

GRAM M AR L IS T E N IN G
Possessive adjectives 1 E J T34 Listen to three people talking about their
1 Look at the article on page 31. Complete family. W rite 1-3 in the boxes.
the sentences and match them with the
people. Then complete the table.
grandmother

2
is Queen Elizabeth.
husband is
□
3
Prince William.
apartment is
□
really big.

a William and Kate

□
b William
с Kate

Subject Possessive adjectives

I my 2 Ф)1.34 Listen again and complete the sentences. W rite
you your one word in each space.
i
he
2 1 Jordan's family is very _ His uncle, Jack, is
she
always very
it its
we our 2 Tania's is in Australia. Her
they 3 Clare, is nice, but sometimes she's difficult, too.
3 Manuel has cousins. His cousin Monica is
very to her brothers, sisters, and friends.
2 Complete the dialogue with words from
Exercise 1.

STEVE Hello. 0 M y name's Steve. ■1Hi NK SELF-ESTEEM ^ ■

What's 1__________name? Being part of a family
JANE Hi. I'm Jane and this is Renata.
She's Brazilian. She's here on 1 Complete the "M E ” table. W rite the names of four
vacation with 2 mother people in your family who are important to you and a
and father. word to describe them.

STEVE Hi, Renata. ME

renata Hi, Steve. How are you? Name Adjective
STEVE Fine, thanks. So, you and 1
3 parents are from
Brazil? Do you speak Spanish? 2

renata No, we speak Portuguese. It's 3

4 first language. 4
ja n e Do you have any brothers or
sisters? PARTNER
RENATA No, just me! And you?
Name Adjective
ja n e Yes, I have two brothers.
1
5 names are Alex and
Richard. They love soccer! And 2
they love Brazilian soccer! 3
renata Great! My father is a soccer fan, 4
too - 6 favorite team is
Flamengo.
2 I s p ea k in g W o rk in pairs. Ask your partner what he/she
wrote. W rite his/her answers in the "PA R T N ER ” table.

3 SPEAKING Tell the class about ...

a your table.
b your partner's table.

33
 R E A D IN G GRAM M AR
1 R e ad th e d ia lo g u e q u ic k ly an d an s w e r this / that / these / those
th e q u e stio n s.
1 M a tc h th e se n ten ces w ith th e p ictu re s. W r i t e 1-4 in th e
1 Where are the two girls? boxes. T h en circ le th e c o rre c t w o rd s to c o m p le te th e rule.
2 Who is Debbie?

2 #)1.35 R e a d th e d ia lo g u e ag ain and

listen. A n s w e r th e q u e stio n s.

1 Who's in the photo?

2 Does Alicia like her brother Brian?
3 Are the books and magazines Brian's?
4 Are the DVDs Alicia's?
5 Does Brian like his sister?

ALICIA So, 0 this is my bedroom.

Do you like it?
DEBBIE Yes! It's really nice. I like your
bed. And the curtains are
great!
ALICIA Thank you. I like my room, too.
It's my favorite room in the
house - of course!
DEBBIE 1 's a nice photo.
There, on the desk.
ALICIA Yes, it's me and my family, on
vacation in Cancun. We're all
very happy in that photo!
DEBBIE Cool. And is 2 your
brother? 1 This is my sister.
ALICIA Yes, it is. 3 is Brian. 2 That's my brother.
DEBBIE Oh, he's nice. 3 These are my pens.
ALICIA Hmm ... sometimes he is, 4 Those are my friends.
sometimes he isn't.
BRIAN Alicia! Are you in here?
R U LE : The words this and that are 1singular / plural.
ALICIA Hi, Brian. Yes, I'm here. And
The words these and those are 2singular /plural.
4 is my friend
We use this and these to talk about things that are
Debbie.
3near to /far from us.
BRIAN Hi, Debbie. Listen, Alicia - are
We use that and those to talk about things that are
5 your things?
4near to /far from us.
ALICIA What things?
BRIAN The books and magazines.
2 L o o k at th e p ictu re s in Exercise 1 ag ain . C o m p le te th e
ALICIA Oh, yes, sorry.
sen tence s w ith this, that, these, o r those.
BRIAN And Alicia, the DVDs on your
bed - 6 are my 0 PictureA: Is this your phone?
DVDs! 1 Picture B: Are your books?
ALICIA Yes, you're right. Sorry again. 2 Picture C: Are your books?
BRIAN You know what, Debbie? 3 Picture D: Is your phone?
Sometimes my sister isn't my
favorite person!

3 C o m p le te th e d ia lo g u e w ith th e w o rd s Pronunciation
in th e list. / /
this that these those /
this (x2) | that (x3) | these | those G o to p ag e 120.

34
reaDinG Clarify near to and fa r from by pointing to some
1 Ask students to look at the dialogue and, without objects in the classroom that are near to and far from
reading it in detail, say how many people are involved yourself. Students study the examples and then work
and what their names are ( Three: Alicia, Debbie, and in pairs to complete the rules. Check answers with the
Brian). Ask what they think their relationships m ight whole class.
be. Accept any suggestions (friends, sisters, or sister and
Rule

I
brother) but don’t confirm their guesses at this point.
1 singular 2 plural 3 near to 4 far from
Ask students to read the text quickly to find the
answer to the two questions. Elicit answers from the
whole class. Ask the rest o f the class to say i f they 2 Focus attention on the pictures again. Ask students to
agree or disagree. Ask also: Who’s Debbie? (A licia’s decide which pronoun best completes each question.
friend.) Then they compare ideas in pairs before you check
answers with the class.
A nsw ers

2
I 1 They’re in Alicia’s bedroom. 2 Debbie is Alicia’s sister.

4 9 1.35 Ask students to read the five questions I

Answers
1 these 2 those 3 that

|Workbook page 29^

carefully. Elicit or pre-teach magazine. Suggest that
students find and underline the information about
each question as they read and listen. They then study Pronunciation 4 9 1.36 4 9 1.37
the dialogue m ore carefully before choosing their
T o p r a c tic e p ro n u n c ia tio n o f this / th a t / these /
answers. Ask them to compare ideas in pairs before
you check answers with the class. Elicit or explain those, g o to p a g e 120.
sometimes.

A nsw ers
1 Alicia and her family (on vacation in Cancun).
2 Sometimes she does, sometimes she doesn’t.
3 No, they’re Alicia’s.
4 No, they’re Brian’s.
5 Sometimes he does, sometimes he doesn’t.

3 Students go through the text and complete it with the

missing demonstrative pronouns. They then compare
ideas in pairs before you check answers with the class.

A nsw ers

I 1 That 2 that

Optional activity
3 That 4 this 5 these 6 those

Students practice role-playing the dialogue in groups of

three. Ask a few volunteer groups to perform in front of the
class. Encourage them to act from memory and only look in
the book if they get stuck. Ask the rest of the class to check
how closely they can follow the dialogue.

GRAMMAR
this / that / these / those
1 Display the pictures on the IWB or ask students to
look at the pictures in their books and cover the
exercises b elow them. Elicit a description o f each
image from the w hole class: Who’s in the picture?
What’s in the picture? Who are they? What are they?
Students look at the sentences and pictures together
and match them. They then compare ideas in pairs
before you check answers with the class.

A nsw ers

I A 3 B 1 C 4 D 2

T-34
VOCABULARY 4 |SPEAKING Ask students to draw their house on a
blank page in their notebooks or on a separate piece
House and furniture
o f paper so the details can be seen more clearly.
1 0 1 1.38 Refer students back to the dialogue on page Suggest that they draw a floor plan with simple icon-
34. Ask them to find and circle all the words for rooms type symbols for items o f furniture - there is no need
in a home or items o f furniture. Check suggestions to make the drawings too lifelike. Encourage students
(bedroom, bed, curtains, desk). Check and correct to be creative and to include other items o f furniture
pronunciation as necessary and clarify meanings. or those rooms from Exercise 1 that are not explored
Display the picture on the IWB or ask students to look in Exercises 2 and 3. A llow up to four minutes for the
at it in their books. Ask them i f they can find any o f preparation. Monitor and provide help with any extra
the four items mentioned on page 34 in the picture at vocabulary students might like to include.
the top ( bedroom is number 4). Students w ork in pairs Put students in pairs to show and tell each other about
to match the rooms w ith the words. Play the audio their homes. Ask them to decide what they find most
for students to check their answers. Then play it again unusual about their partner’s home. Monitor as before,
for students to listen and repeat the words, first all paying special attention to the use o f the vocabulary
together and then one or two students individually. for rooms and furniture, but don’t do too much error
Pay special attention to the pronunciation o f garage correction to avoid demovating students in an open,
/ga'ra(d) 3 /. creative communication activity.

A nsw ers |Workbook page 31^

1 garage 2 living room 3 kitchen 4 bedroom
5 bathroom 6 hall 7 backyard
w r it in g
2 0 1 1.39 Display the eight photos on the IWB or ask
Your favorite room
students to look at them in their books. Ask them to
find the remaining three items mentioned on page 34 1 Give students about six to eight minutes to consider
(bed is A, but desk and curtains are not shown). the questions and their answers. Provide dictionaries
or allow the use o f m obile devices to look up any
Students work in pairs to match the rooms with the
unfamiliar language they might need. As you monitor
words. Play the audio for students to check their
their preparation, be ready to provide vocabulary they
answers. Then play it again for students to listen and
might need. Ask students to write notes about each
repeat the words, first all together and then one or
question.
two students individually. Pay special attention to the
vow el sound in the middle o f shower /'Jauar/, as w ell 2 Ask students to w rite their descriptions on a separate
as the diphthongs in stove /stouv/ and couch /kautJ/. piece o f paper, without including their names. Collect
the texts in the follow ing class and hand them out
A nsw ers in random order to groups o f three or four. Students

I A3 B 5 C 7 D 4 E 6 F2 G 1

3 Remind students that categorizing is an important

H8 should read the descriptions and try to decide who
they m ight belong to. In each group, they should
also decide which room they like best, based on the
descriptions.
learning skill (practiced in more depth on page T-22).
Ask them to put the items o f furniture in the correct If you read the descriptions yourself, concentrate
rooms. They then compare ideas in pairs before you on the use o f the language covered in the course so
check answers with the class. far. Students w ill not have had much exposure to
descriptive texts, and they have not been presented
A nsw ers with key structures like there is / are, or have for
Living room: couch, armchair possession, or prepositions o f place, so avoid too much
Kitchen: fridge, stove error correction for language they have not learned
Bedroom: bed yet. Give global-impression feedback rather than
Bathroom: shower, bathtub, toilet correcting grammatical or lexical errors - there are
bound to be many o f these.
Culture note
The placement of furniture in a home can vary not only from
home to home but also from country to country. In many
Western countries it is not unusual, for example, to find the
washing machine in the kitchen or in the basement, where
it can connect both to the water pipes and the electricity. In
other countries, the customary place for it is in the bathroom. A
combined living room / bedroom or a multi-function open-plan
kitchen / dining room / living room may also be popular in one
country but not in another. Take this into account when you
discuss what is “ unusual” in Exercise 4.

T-35
 3 I ME A N D MY FAMI LY

VO C A BU LA RY
House and furniture
1 l m h im Match the rooms
in the picture with the words.
W rite 1-7. Listen and check.

bathroom
bedroom
garage
backyard
hall
kitchen
living room

2 и м чи Match the words with the photos. W rite 1-8 in the boxes. Listen and check.
1 chair | 2 bathtub | 3 bed | 4 stove | 5 fridge (refrigerator) | 6 shower | 7 couch | 8 toilet

3D J O

j C

3 Complete the table with words a-h from Exercise 2.

Living room Kitchen Bedroom Bathroom
W R IT IN G
Your favorite room
1 Think about your favorite room in your
house. Answer the questions.

4 SPEAKING In your notebook, draw an unusual house. • Which room is it?

Put the furniture in different rooms. Tell your partner • Is it big or small?
about your house. • What things are in the room?
• What colors are the things in the room?
The fridge is in the living room.
The toilet is in the kitchen. 2 W rite a description of your favorite room
(about 50 words).

35
 P H O T O S T O R Y : e p iso d e 2
Look at the photos and answer the questions.

1 Where are the four friends?

2 How does Tom feel in photo 4?

Now read and listen to the photostory. W h a t

song does Tom's dad want to play?

TOM That's my family. We're on vacation.

RUBY It looks great. So, these are your parents
TOM Come in, guys. and ...
RUBY Wow, this photo is cool! ELLIE ... that's your sister?
TOM Thank you. TOM No, that's my cousin. My sister is there.
DAN What's that photo over there? ELLIE Oh, right. She looks like your sister!

DAD Ruby? Really?

RUBY Yes. Why?
DAD Hello, everyone. DAD Well, there's a great song called “Ruby.” Just
DAN Hello. a minute. Where's my guitar?
TOM Dad, these are my friends. This is Dan, TOM OK, guys, let's go. I want to show you my
and that's Ellie, and this is Ruby. room.
Г
36
PHOTOs TORY: episode 2
a song for ruby
1 Display the first photo from the photostory on the
IWB or ask students to look at it in their books,
without reading the dialogue. Ask: Who are they?
(Ruby, Ellie, Dan, and Tom .) Where are the fo u r
friends? How does Tom feel in photo 3? Elicit any
reasonable ideas but don’t confirm answers yet.

A nsw ers

I 1 They’re in Tom’s house. 2 Tom feels embarrassed.

2 0 1 1.40 Play the audio for students to listen to

and read the photostory and check their ideas from
Exercise 1. Elicit the answer for the question about
the song as w ell.

A nsw ers

I Tom’s dad wants to play a song called Ruby.

T-36
 DEVELOPING SPEAKING Optional activity
Ask students to look through the photostory and find
3 I U EP2 Ask, in the students’ first language if
compliments. Check answers as a class (This photo is cool! It
necessary, how they think the story continues. Then looks great). Elicit what each compliment refers to (the photo
play the video for students to check their ideas and of the sunset, the family vacation photo).
find the answers to the tw o questions.
2 Students read the situations and decide in pairs if
A nsw ers
they think they are suitable for paying a compliment.
1 the photos and the posters in his bedroom, the If so, they should also try to think o f a compliment
backyard, his sister’s room, the game room that is appropriate in each situation. When you
2 Yes, they think he’s really cool.
check answers as a class, first confirm whether the
situation warrants paying a compliment, and then
4 I U EP2 Ask students to read the partial sentences
ask volunteers to share their compliments. Ask the
carefully. Check comprehension. Elicit or explain car
class to say i f they think the suggested compliment is
racing (and distinguish it from racing car) and broken.
appropriate.
Students watch the video again and match the
sentences. They then compare ideas in pairs before Answers
you check answers with the class.
1, 4, 6
1 (It looks great.)
A nsw ers
4 (What a nice picture!)
1 d 2 a 3 e 4 c 5 b 6 (I really like your room.)

3 Students w ork in pairs to order the two dialogues.

p h r a ses fo r flu en cy When they have done this, they should practice
role-playing both o f them. A llo w about four minutes.
1 Students find the expressions and identify the
Then check answers as a class by asking a different
speakers. Check answers as a class.
pair to perform each dialogue in front o f the class.

A nsw ers
Answers
1 Tom 2 Ellie 3 Tom’s dad 4 Tom’s dad
1 1, 3, 4, 2
2 3, 1, 2, 4
2 Elicit translations for the expressions in the students’
language.
4 I SPEAKING When students have role-played both
3 Students order the dialogue and then compare ideas dialogues from the book, ask them to work together
in pairs before you check answers with the class. in pairs to w rite two similar dialogues, changing as
many details as they can. Monitor their preparation
A nsw ers and provide help with any unfamiliar or difficult
1, 5, 3, 2, 4, 6 language.
Ask three or four volunteer pairs to perform their
Optional activity dialogues for the class. Ask the rest o f the class
Students practice role-playing the dialogue. to listen and write down what the speakers pay
compliments on and what words they use to pay a
4 Students complete the mini-dialogues. They then compliment. Check these at the end o f the activity.
compare ideas in pairs before you check answers Finally, vote on the best performance.
with the class.

A nsw ers
1 Really 2 Oh, right 3 Ju st a minute 4 Let’s go

f u n c t io n s
Paying compliments
1 Focus on the title o f the section. Elicit what it might
mean (saying something positive to express that we like
something very much or because we want to be polite),
and check comprehension o f the concept by eliciting
a translation for the phrase. Ask students to check the
compliments in the list and then compare ideas in
pairs before you check answers w ith the class.

Answ ers
2, 4, 5, 6

T-37
 3 ME A N D M Y FAMI LY

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

3 L L I EP2 W atch to find out how the story 4 Complete the mini-dialogues with the expressions from
continues. Exercise 1.

1 What things do Tom's friends like about 1 A I love this band. They're fantastic.
the house? B ___________________ ? I don't like them.
2 Do they like Tom's dad? 2 A Hey, that's my phone. Your phone is there.
B .Sorry about that.
4 |_ L JEP2 W atch again. Match the parts of
the sentences. 3 A Are you ready?
B , where are my keys?
0 Tom isn't very happy f Oh, here they are.
1 Tom isn't a big fan of auto racing,
2 The chair in Tom's room
3 The backyard in Tom's house
F U N C T IO N S
4 Tom's dad's CDs are Paying compliments
5 Ruby says Tom's dad 1 Read the phrases. Check (/ ) four more compliments.

a is broken. 0 This picture looks cool. /

b is really cool. 1 Thank you.
c in the living room. 2 That's nice!
d but he likes the poster of a racecar. 3 That's my family.
e isn't very big. 4 That's great.
f about his dad. 5 What a nice (picture)!
6 I really like (your music).

PH RA SES FO R FLU EN C Y 2 Check (/ ) the situations when you pay a compliment.

1 Find the expressions 1-4 in the story. 1 Your friend has a new shirt.
W h o says them? 2 It's a sunny day.
1 Let's go. 3 Your friend's sister is in New York on vacation.
2 Oh, right. 4 There is a great poster on your friend's bedroom wall.
3 Really? 5 It's your friend's birthday.
4 Just a minute. 6 You like your friend's room.

2 How do you say the expressions in 3 Put the sentences in the correct order to make dialogues.
Exercise 1 in your language?

3 Put the sentences in the correct order to

make a dialogue.

sally Where are we?

SALLY Really? Oh, right. Sorry. Here's
the right map.
| | SALLY OK. The map's here. Here you
are.
1 1 A This photo is great.
| |TOM Just a minute. Let me look at the
A Is that your sister in the photo? She looks nice.
map.
B Yes, her name's Carol. She's 14.
| |TOM Thanks. Oh. Sorry, Sally, this is
the wrong map. B Thanks. I like it, too.

□ tom Thanks. Ah, we're on the right

road. Let's go.
2 A Where's it from?
A I really like your shirt.
B Oh, thank you.
B It's from my vacation in Brazil.

4 SPEAKING Act out the dialogues. Then change them and

make similar dialogues.

37
 THE OBJECTIVES
fun ctio ns: talking about places in
a town/city; giving directions;

CITY
buying things in a store
gram m ar: there is / there are;
some / any; imperatives
v o c a b u la ry : places in a
town/city; prepositions of
place; numbers 100+; prices

R E A D IN G 4 Read the brochure again. Mark the sentences

T (true) or F (false).
1 Match the phrases in the list with the photos.
0 Window of the World is in China. T
W rite 1-4 in the boxes.
1 All the models are of things in the same country.
1 a famous square | 2 a famous tower
3 a famous palace | 4 a famous statue 2 There are models of 130 different things.
3 You can ski at Window of the World.
2 W o rk in pairs. Can you name the
s p ea k in g 4 There is a train station in the park.
places in the photos? W h e re are they?
5 There are restaurants at Window of the World.

I think it's the Eiffel Tower. It's in Paris. 5 s p ea k in g W o rk in pairs. Ask and answer the
questions.
3 1.41 Read and listen to the brochure.
1 Would you like to go to Window of the World?
W hich two things in Exercise 1 are in W indow
2 What would you do there?
o f the W orld?

38
 HE
CITY
READiNG Plaza Garibaldi was originally called Plaza Santa Cecilia until
1 Name some famous landmarks in the students’ own Mexico gained its independence from Spain. In 1920, the square
was renamed after Giuseppe (Jose) Garibaldi (the younger), an
town, city, or country (the closer to them the better),
Australian-born Mexican freedom fighter and the grandson of
or bring tourist images o f them into class - preferably
one of the fathers of modern Italy, General Giuseppe Garibaldi.
including at least one square, tower, palace, or The plaza is best known in Mexico as the “ home of mariachi
statue. For each one, elicit the name and ask: What music.”
is it? Elicit or explain the meaning o f the words. Ask:
Why is it famous? Elicit or explain the meaning o f 3 1.41 Focus attention on the brochure on page
the adjective. Accept any suggestions and help with 39. Ask students to read and listen to the text to
unfamiliar vocabulary. find out how it is connected to two o f the photos
Focus attention on the four photos. If you use an on page 38 (The park has copies o f famous places
IWB, display it on screen. Ask students to find an from around the w orld). Check which tw o places are
example o f the same types o f things you discussed mentioned.
previously. Students match the remaining photos
with the phrases and then compare ideas in pairs A n sw er
before you check answers with the class.

A nsw ers
I the Eiffel Tower and the Statue of Liberty

I
4 Read the example together and ask students to find
1 D 2 A 3C 4 B the information in the text that confirms the answer.
Students read the brochure m ore carefully, follow ing
2 ISPEAKING In pairs, students take turns choosing one the same procedure: They find and underline the
photo and saying the name o f the place and where information about each sentence and then study it
it is. Can they identify all four? Elicit ideas from the more carefully to decide whether it is true or false.
whole class and ask the rest o f the class to confirm or Ask students to compare ideas in pairs before you
reject suggestions. check answers with the class.

Answers

I
A nsw ers
A Eiffel Tower, Paris, France 1 F 2 T 3T 4 F 5 T
B Statue of Liberty, New York City, NY, U.S.
C Alhambra Palace, Granada, Spain O ption al a c tiv ity
D Plaza Garibaldi, Mexico City, DF, Mexico
Write the following words on the board: mode!, mountain,
monument, (take a) ride, river, falls. Ask students in pairs to
Background inform ation find them in the brochure and try to figure out their meaning
The Eiffel Tower is an iron tower in Paris. It was built by the from the context. Monitor their progress but avoid providing
the information yourself unless students really cannot figure
architect Gustave Eiffel in 1889 as the entrance to the Paris World
out the meanings. You might like to allow the use of mobile
Fair. It rises to a height of 324 meters and serves both as a radio
transmitter and as a tourist attraction. It receives more than 6 devices to look things up on the Internet at the end. Elicit the
meanings through examples, explanations, or translations.
million visitors a year.
Then briefly practice pronunciation of the words through
The Statue of Liberty is a giant statue that stands on an island in
repetition. Pay special attention to the vowel sounds in
New York City harbor. It was erected as a gift from France in 1886
mountain /'mauntsn/.
to commemorate the 110th anniversary of U.S. independence. It
was supposed to be ready for the centenary in 1876, but only the
torch and the arm had been finished in time for the exposition in 5 I SPEAKING Read the questions together and check
Philadelphia that year. The artist was Frederic Auguste Bartholdi. comprehension. Make sure students understand
The Alhambra is a fortress and palace complex on a hill in that would like expresses wishes. Put students in
Granada, in the Andalusia region of southern Spain. The oldest pairs to discuss their ideas. Encourage them to give
part of the fortress was built in the 9th century by the country’s reasons for their answer in the first question. Monitor
Moorish rulers, while the palace complex was built from the and provide help with unfamiliar language. Avoid
11th century to the 15th century. Alhambra is a UNESCO World correcting errors unless they hinder comprehension.
Heritage site and Spain’s most significant example of Islamic
At the end, elicit answers from a few students,
architecture.
and ask the rest o f the class to say i f they agree or
disagree.

T-38
 Background information
Shenzhen is a major city in Southern China with a population
of over 10 million, immediately north of Hong Kong. It is part of
the Pearl River Delta area, which is said to be one of the most
built up urban areas in the world, with a population of nearly 45
million.
The renminbi (RMB) is China’s main currency. Its primary unit is
called yuan (CNY), where 1 yuan = 10 jiao = 100 fen.

■ 1 Hi MK VALUES
My town/city
1 Check that students understand the meaning o f
interesting as w ell as the most interesting. Elicit a
translation to clarify the difference. A void getting
into a presentation o f comparatives and superlatives -
these w ill be covered later in the course.
Ask students to make a list o f interesting places
in their town or city. You might want to provide
dictionaries for them to look up English words they
need, or allow the use o f mobile devices to search the
Internet for these. Give three or four minutes for this.
Ask students to identify those things in their lists that
answer the two questions.
2 |SPEAKING In pairs, students compare the places they
have chosen. Do they have similar or different ideas?
Ask them to give reasons for their choices. Monitor
the conversations and provide help w ith any new or
difficult language.
To follow up, elicit a few more interesting suggestions
that students heard from their partners. Ask for a
quick show o f hands to see whether students in the
class share a favorite place in their town or city.
3 Read the instructions together and check
comprehension. Make sure students understand they
must nominate one landmark from their town, city,
or country for Window o f the World. Apart from their
personal preferences, they should also think o f w hy
visitors w ould find it attractive.
Give students two or three minutes to think about
their answers. They might like to write these down.
Monitor their preparation, providing help w ith ideas
or language where necessary. Encourage students to
give reasons and help them with the English.
4 |SPEAKING Form groups o f four or five. Ask students
to compare their ideas in three or four minutes.
Monitor the conversations and help with difficult
language, especially when they explain their reasons.
Give groups another minute or two to try to agree on
one nomination and to figure out their reasons for
recommending it.
Elicit the recommendations from every group and
write these on the board. Ask for a volunteer from
each group to explain their reasons for recommending
it to the class. Help students with any unfamiliar or
complicated language so that they can understand and
consider all the arguments.
After 30 seconds o f thinking time, ask for a vote on
the class’s recommendation for a landmark in Window
o f the World.

T-39
 4 IN T H E C I T Y

Window of th e World

Are there any

fun activities?
Yes, there are: for
example, you can take
a ride on the Colorado
River! And there is a place
for skiing, too! And every
year on China's National Day
(October 1), there is a pop
festival in the park.

There are also some great restaurants and

cafes in the park - you can eat the different foods
from around the world, too!

Take a taxi or bus from Shenzhen train station to get

there. It costs 180 RMB (renminbi) to go in - that's
about $28.

■THiNK VALUES 3 Think of a place/thing in your town,

city, or country to put in W indow o f
My town/city the World.

1 Think of your town/city and answer the questions. 1 What is the name of the place/thing?

1 What are the most interesting places for you? 2 W hy do you want it in Window of
the World?
2 What are the most interesting places for a visitor?
I want to put ... from my city
2 I s p e a k in g Make one list of interesting places for you and
one for a visitor. Tell a partner. because it's very old and beautiful.

The most interesting places for me in my town/city are ... 4 Ispeaking Compare your ideas with
others in the class.
The most interesting places in my town/city for a visitor are ...

39
 VO C A BU LA RY
Places in a town/city
1 Щ» 1.42 W rite the names of the places under the
pictures. Listen and check.
bank | drugstore | library | museum | park
post office | restaurant | supermarket | train station

Complete the sentences in the positive (+), negative

(-), or question (?) form. Use there is, there are, is there,
there aren't, and are there.

There are six bridges in the city.

any good movies on T V tonight.
a museum in your town?
2 Complete each sentence with a place from
a great cafe near here.
Exercise 1. Sometimes there is more than
one correct answer. any people in the park today.
any nice stores on this street?
0 You buy milk in a superm arket .
1 You play soccer in a
some / any
2 You eat lunch or dinner in a
3 Complete the sentences about W indow o f the W orld
3 You send letters in a with some or any. Then complete the rule.
4 You get on a train in a 1 But there aren't people living in the park.
5 You buy medicine in a 2 Are there fun activities?
6 You look at old and interesting things in a 3 There are great restaurants and cafes.

7 You read books in a

RULE: We often use some and any with plural nouns.
We use 1 in affirmative sentences.
We use 2 in negative sentences and questions.
GRAM M AR
there is / there are 4 Choose the correct words.
1 Complete the sentences from the brochure
0 There are some / any interesting things in the museum.
on page 39. Use is, are, and aren't. Then
1 There aren't some / any parks in my town.
complete the table.
2 Are there some / any good stores here?
1 In the city of Shenzhen in China, there
3 There are some / any nice places to eat here.
a park called Window of the World.
2 there any fun activities? 5 s p ea k in g W ork in pairs. Think of a city, but don't say
3 But there any people living in the the name! Ask and answer questions to find out the
park! cities.

Singular Plural Is there a famous park in your city? Yes, there is.
nouns nouns
Affirmative There There
i 3 Is there a famous statue? Yes, there is.

Negative There isn't There

4 Is it New York?

Questions 2 5

there? there?

40
VOCABULARY 2 Focus on the example. Elicit the reasons for
the answer (plural: bridges, affirmative). Check
Places in a town/city
comprehension o f bridges by eliciting an example o f a
1 Display only the pictures on the IWB, or ask students famous bridge, for example, the Golden Gate Bridge
to cover the w ord pool in Exercise 1 in their books in San Francisco. In a weaker class you might want
and only look at the pictures. Can students name to do the next item together as a class, eliciting the
any o f the places? Elicit the words they are already reasons in the same w ay (plural: movies), and making
familiar with. If working with the IWB, invite different sure students realize that any is a clue for a negative
students to come up to the screen to label the pictures sentence or a question.
they recognize.
Students complete the sentences and then compare
Go through the w ord pool as a class. Read each word ideas in pairs before you check answers with the class.
aloud and ask the class to repeat, first together and
then two or three students individually, to practice Answers
the pronunciation. Then give students a minute or 1 There aren’t 2 Is there 3 There is
so to match the remaining pictures and words. They 4 There aren’t 5 Are there
compare answers in pairs before you check them with
the class.
Fast finishers
A nsw ers Students write the other forms of each sentence
(affirmative, negative, or question).
1 train station 2 bank 3 restaurant 4 museum
5 library 6 post office 7 supermarket 8 drugstore

some / any
O ption al a c tiv ity 3 Refer students back to sentences 1, 4, and 5 in
Students go through the list and check the places they have Exercise 2. Elicit when w e use any (in questions and
in their own town or city. Elicit suggestions and ask the class negative sentences). Students complete the sentences
to confirm or correct them.
from m emory and then check their answers in the
brochure on page 39. Ask them to complete the rules
2 Students use the words from Exercise 1 to complete
based on these examples. They then check their ideas
the sentences. Remind them there m ay be different
in pairs before you check answers with the class. Elicit
possible answers. Ask them to compare ideas in pairs
or explain that w e tend to use some and any when w e
before you check answers with the class. Make sure all
talk about a quantity o f things, but w e don’t know or
possible answers are elicited.
don’t want to say exactly h ow many.

A nsw ers
Answers
1 park 2 restaurant 3 post office 4 train station
1 any 2 any 3 some
5 drugstore, supermarket 6 museum 7 library
Rule
|Workbook page зф 1 some 2 any

4 Students choose the words and then compare ideas

GRAMMAR in pairs before you check answers with the class. If
you’re short on time, you could assign this task for
there is/ there are homework.
1 Students try to complete the sentences from memory
Answers

I
before they look back at the brochure on page 39 to
check their answers. Then they complete the table and 1 any 2 any 3 some
compare their ideas in pairs before you check answers
with the class. 5 |SPEAKING Ask students to think o f a city whose
Elicit or explain, in the students’ first language if features they know well. Then put them in pairs to
necessary, that w e use there is / there are to say that take turns asking Yes / N o questions to find out which
something exists or can be found somewhere. Elicit city their partner thought of. Monitor the use o f there
how the same idea is expressed in the students’ is / there are and some / any.
language. Is it similar or different? Stress that it is not A void correcting errors unless they hinder
possible to omit there from this construction, because comprehension, but make a note o f any problems
w e can’t say In Shenzen is a park ... or Are any fun in the use o f the n ew language to go over with the
activities?, and w e don’t use it is or they are to express class at the end o f the activity. W rite the w rong forms
the same idea: Every year it is a pop festival... or In the on the board (without mentioning w ho made the
park they are many models . mistake) and elicit a correction from the class. Doing
this allows the student w ho made the error to have a
A nsw ers second chance o f getting it right - which can motivate
1 is 2 Are 3 aren’t them to keep experimenting w ith new language with
no fear o f exposure. It is important that students are
Table
w illing to make mistakes in order to learn.
1 is 2 Is 3 are 4 aren’t 5 Are
|Workbook page 36^

T-40
VOCABULARY Answers

Preposition s o f place
W rite the follow ing phrases with blanks on the board:
school [M ain Street], the U.S., then ask: Where
I 1 next to 2 the corner of 3 across from

are you now? Where are your favorite stores? Where is GRAMMAR
New York City? Get a different student to complete each
phrase (w ith at, on, and in). Explain that in English w e im p eratives
use prepositions to express where things are. 1 Students complete the sentences and compare answers
Point out that the list contains some other common in pairs before you check their answers with the class.
examples o f prepositions o f place. Read the prepositions Then students complete the rules. Check as a class.
aloud and ask students to repeat after you, first together Make sure students notice that in English w e don’t use
and then two or three students individually, to get the a subject with the imperative: Go past the supermarket
pronunciation right. Pay special attention to the stress on not You go past the supermarket. Also note that in
the second syllable in behind and between and the stress English the usual punctuation for imperatives is a
and pronunciation o f opposite /'apazit/. period (.), not an exclamation point (!).

Students w ork in pairs to study the map and complete

Answers
the phrases. They then compare their ideas w ith another
1 Go 2 Turn 3 Don’t
pair before you check answers w ith the class.
Rule
A nsw ers Don’t
1 across from / in front of 2 behind 3 between
4 across from / in front of You might need to elicit or explain the meaning o f
past (as a preposition), turn left / right, and take a bus /
|Workbook page 3^ taxi / etc.
2 Students match the sentence parts and then compare
O ption al a ctivities ideas in pairs before you check answers w ith the class.
Students work in pairs. One student gives a description of Remind students to use each ending only once.
the position of an object or person in the classroom without
saying what or who it is, and their partner must try to Answers
identify it. Then they swap and repeat with a different object
or person.
I 1 d 2 a 3 f

O ption al a c tiv ity

4 c 5 e

© Be aware of common errors related to prepositions

of place. Go to Get it right! on page 122.
Write some easy-to-perform instructions on cards. Hand out
one card to several students, who must perform the action
without saying what it is. The class must watch and try to
guess what the instruction was. Check the correct use of the
imperatives (and prepositions of place, if any).
l is t e n in g
1 4 ) 1.43 Read the instructions together. Confirm or |Workbook page 37^
clarify asking fo r directions. Focus attention back on
the map. Check that students understand that they
are going to hear three conversations. Remind them f u n c t io n s
to not try to understand every detail - they should
just focus on where the three places mentioned are G iving direction s
and add the three labels. Play the audio, pausing after 1 Read the instructions together. Ask a stronger student
each conversation so students have time to consider to demonstrate the task with you on the IWB for
the information and write their answers. Ask them to everyone to see i f possible. You think o f a place,
compare ideas in pairs before you check answers with describe the route, and the student follows your
the class. If you use the IWB, have a different student directions and identifies the place.
label each place onscreen for everyone to check.
You m ay need to elicit and practice turn left, turn right,
on the left, on the right. Also, introduce go straight as
A nsw ers

I C drugstore A museum

M ixed-ability idea
E mall
w ell as phrases like cross the road / street and until you
get to [King Street / the library].
Students w ork in pairs, with one o f them describing a
route and their partner guessing places. Monitor the
In weaker classes, you could break down the activity by use o f imperatives and prepositions, and make a note
playing each conversation and checking the answer for it, o f any errors to go over at the end o f the activity.
one by one. This will help students by reducing the number
of options for each subsequent conversation. 2 Ask students to exchange roles and repeat the activity.
Have them take turns giving and guessing directions
2 4 ) 1.43 Play the audio again, twice i f necessary, for two or three times. Monitor as before.
students to listen and complete the sentences with
the prepositions. Elicit answers and ask the class to
confirm or correct the suggestions offered.

T-41
 4 IN T H E C I T Y

VO C A BU LA RY
Prepositions of place
Look at the map and complete the sentences
with the words in the list.
behind | between | in front of | next to
on the corner (of) | across from

0 A is on the corner (of) Green Street and

High Street and the
supermarket.
1 B is the library.
2 C is the bank.
3 D is the park and the
post office.
4 E is the restaurant.

ЯТЕЙ»
L IS T E N IN G
4> 1.43 Listen to three people asking
for directions. W rite museum, drugstore, 2 Match the parts of the sentences.
and m all in the correct places on the map. 0 Listen b
There are two extra spaces. 1 Sit
2 Don't open
2 491.43 Listen again and complete the
sentences. 3 Don't look
4 Turn
0 The drugstore is across fro
from the
library. 5 Go

1 The drugstore is the a the door.

bank.
b to me.
2 The museum is on
c right.
Green Street.
d down, please.
3 The mall is a
restaurant. e down the street.
f at the answers.

GRAM M AR
Imperatives F U N C T IO N S
1 Complete the examples with don't, turn, Giving directions
and go. Then complete the rule.
1 SPEAKING W o rk in pairs. Look at the map again.
1 past the supermarket. Student A: You're at the restaurant. Student B: Think of
_left. another place on the map, but don't say it! Tell Student
take a bus ■it's only two A how to find you.
minutes from here.
OK, turn right and right again
onto High Street. Turn right on
RULE: To tell someone to do something, King Street. I'm on the right. The supermarket?
you can use the imperative - it's the same as
the base form of the verb.
That's right!
To tell someone not to do something, use
+the base form of the verb.
2 SPEAKING Now change. Student B: You're in the park.
Student A: Choose another place on the map and tell
Student B how to get there.

41
 R E A D IN G 2 1.44 Listen again. Complete the
dialogues with the words and phrases in
1 N51.44 Read and listen to the dialogues. W h e re are the list.
the people? W rite a letter in each box. There are two
a nice day | are they | Can I
extra letters.
help you | How much | take
A bookstore | B drugstore | C shoe store
D supermarket | E train station 3 SPEAKING W o rk in pairs. Act out the
dialogues.

VO C A BU LA RY
Numbers 100+
1 1.45 Match the words with the
numbers. Then listen, check, and repeat.

0 130 d 4 560
1 150 5 1,000
2 175 6 1,200
3 200 7 2,000

1 □
a five hundred and sixty
MAN Good morning. Can I 0 help you
b one thousand two hundred
GIRL Yes, please. A ticket to Chicago, please.
c two hundred
MAN Round trip?
d one hundred and thirty
GIRL Yes, please. 1 is that?
e one hundred and seventy-five
MAN Well, it's $27.50, but you can't come back
f one thousand
between four and seven o'clock. That costs extra.
g two thousand
GIRL Oh, no problem. Here you are, $30.
h one hundred and fifty
MAN Thank you. And $2.50 is your change.
GIRL Thanks a lot. Is that the train?
MAN Yes, hurry! Oh - don't forget your tickets! LO O K ! When a number is more than 100, we
GIRL Oh, yes - thanks! can use the word and:
one hundred and twenty OR one hundred twenty
2 □ two hundred and twelve OR two hundred twelve
WOMAN These are nice. I really like them. We don't use the word and for numbers 20-99.
MAN Yes, they're really nice. twenty-five NOT twenty and five
WOMAN And they're very comfortable. How seventy-three NOT seventy and three
much 2 ?
MAN They're $120.
2 CB11.46 Listen and write the numbers two
WOMAN Wow. They're expensive. ways.
MAN Yes, but they're beautiful shoes.
0 180 one hundred an d eighty
WOMAN You're right. OK, I'll 3 them.
1
MAN Great!
2
3
3 □
WOMAN Hello. 4
GIRL Hi. 4 take these, please? 5
WOMAN OK. Wow, that's a lot of books.
GIRL I know! There are twelve. Well, I'm a student.
WOMAN Oh, I see. That's $135, please. Pronunciation
GIRL OK. Here's my credit card.
W o r d stress in n u m b e rs
WOMAN Thank you. And here are your books.
G o to page 120.
GIRL Thanks very much.
WOMAN OK, bye. Have 5 .
GIRL You, too.

42
r e a d in g should say just one number before you pick another
1 С Я 1.44 Ask students to look at the five places listed to continue. Any student w ho hesitates for more
at the top o f the page. Elicit the meaning o f store, than four seconds or gets a number w rong w ill have
which should be clear from the context (an “ x store” to count backwards from 20 to 0 at the end as their
is “ a store that sells x ” ). Explain that three o f the five penalty.
places appear in the dialogues. Students match the numbers and words. Play the
Ask students to read and listen to the three texts to audio for students to check their answers. Play it again
identify the places. Remind them not to w orry about and have students repeat the words, first altogether
understanding every w ord or filling in the blanks at and then one or two students individually. Pay special
this stage. Ask them to compare their ideas in pairs attention to the pronunciation o f the w ord thousand
before you check answers with the class. Ask students /'Oauzand/.
to quote the information from each dialogue that Focus attention on the LOOK! box to make sure
helped them decide. Point out that key words ( ticket, students are aware o f h ow and is used to link numbers
round trip for 1, comfortable and shoes for 2, and books above one hundred. Elicit i f this is done similarly in
for 3) help us understand an unfamiliar text. their own language. Point out that w e don’t use and
to connect thousands and hundreds (refer to b in the
A nsw ers exercise). In writing, w e use a comma to separate the

I 1 E 2 C 3 A

2 С Я 1.44 Students listen to the dialogues again and

thousands. Again, elicit i f this is done in the students’
language.

Answers
complete them. Ask them to compare their ideas in
pairs before you check answers with the class. Suggest
that they record the completed phrases in their
vocabulary notebooks, and elicit translations for them
I 1 h 2 e

Language note
3 c 4 a 5 f 6 b 7 g

to check comprehension. (For now, students should

In English, a comma is used in writing numerals to separate
learn them as fixed expressions, so avoid getting into thousands (and millions, and so on), but never to separate full
any explanation o f How much / How many and count numbers from decimal fractions. A period (“ point” ) is used for
ability, or will for decisions or can for permission.) this.
3.141 is “ three point one four one” (Note how decimals are
A nsw ers always read digit by digit.)
1 How much 2 are they 3 take 4 Can I 3.141 is “ three thousand one hundred and forty-one”
5 a nice day
We don’t use a comma after the thousands in English if the
number is a date or some kind of numbering (for example, a
3 |SPEAKING Put students in pairs to practice role- house number in a very long street). We write 3,141 but 3141 for
playing the dialogues. Before they start, clarify any “the year thirty-one forty-one” or in some addresses, such as
unfamiliar vocabulary. Elicit meanings through “3141 Avenida Rivadavia, Buenos Aires”.
explanations or translations from the rest o f the class
before presenting them yourself. 2 N3) 1.46 Play the audio for the example. In a weaker
class, you might like to do the first item together, too.
Language note Play the rest o f the audio, pausing after each number
A round-trip ticket on a train or bus allows you to travel to your so students can record their answers. Ask students to
destination and return to your original starting point. A one-way
compare answers in pairs before you check them with
ticket allows travel in one direction only. In British English, they
the w hole class.
are called a return ticket and a single ticket, respectively.
Monitor as the pairs practice the dialogues. Provide help with
Answers
difficult structures or pronunciation as necessary. Encourage
students to try to speak their lines from memory and only look 1 195 / one hundred and ninety-five
back at the book if they get stuck. 2 380 / three hundred and eighty
3 700 / seven hundred
Ask a volunteer pair to act out each dialogue in front of the class.
4 750 / seven hundred and fifty
Ask the rest of the class to check how closely they follow the script.
5 1,400 / one thousand four hundred

O ption al a c tiv ity iWorkbook page 39^

Using the dialogues in Exercise 1 as models, students write
dialogues of their own and then practice role-playing them. O ptional a ctivity
When they perform before the class, ask the other students
Students think of five similar numbers with hundreds or
to listen and make a note of any differences from the original
thousands to test their partner as they dictate the numbers
dialogues in the book.
for them to write it down in the same way as in Exercise 2.
Who’s good at writing down the numbers they hear?

VOCABULARY
Num bers 100+
Pronunciation Ч » 1.47 N3)1.48
T o p r a c tic e p ro n u n c ia tio n o f w o r d stress in
1 N3) 1.45 Go around the class counting from 0 to 20.
n u m b ers, g o to p a g e 120.
Repeat, counting in tens from 0 to 100. Each student

T-42
VOCABULARY Ask students to read the expressions, and elicit their
4 ) 1.49 Ask students to look back at the dialogues meanings through explanations or translations.
on page 42 and find any examples o f money or prices. Students mark each expression, and then compare
How did the speakers say them in English? their ideas in pairs before a whole-class check.

Point out the L o o K ! box and make sure students can Answers
recognize the currency symbols. Elicit the symbol or
abbreviation for their national currency.
Do the first exercise item together as a model. Have
students, in pairs, take turns trying to say the prices.
I 1 S 2 C 3 C 4 S 5 S 6 C

2 Ask students to skim-read the dialogue and decide

w ho is the customer and who the store clerk. Check
Then play the audio for them to check their ideas. ideas before students begin filling in the blanks. In
Play it a third time for students to listen and repeat a weaker class, you could fill in the first one or two
the prices all together. blanks together as a class. Students complete the
blanks and then compare ideas in pairs.
Background information
The dollar symbol ($) is not only used for U.S. dollars but also Answers
for Canadian and Australian dollars, Mexican and Argentinian
pesos, and a number of other currencies.
The pound sign (£) is used for British pounds, but in the past it
was also used for the Irish pounds (punts) or Italian lire.
3
I 1, 6, 3, 2, 5, 4

4 > 1.51 Play the audio for students to check their

answers. Then play it again, pausing line by line, and
The euro symbol (€) is a unique design, commissioned and ask students to repeat after the recording, copying the
selected by the European Commission in 1996. It is only used rhythm and intonation as w ell as the pronunciation.
for the euro, the common currency of selected European Union
Explain or elicit any lexis that students still find
states.
unfamiliar or unclear.
Students practice role-playing the dialogue in pairs.
2 4 ) 1.50 Ask students to look at the prices and think
Ask one or two volunteer pairs to perform their
about how they would say them. Clarify that they are
dialogue for the class.
only going to hear the prices read, not conversations,
and they must listen carefully to identify which one
they hear. Play the audio for the first time and ask
students to mark the easier items. Play it for the TRAIN TO TriiNK
second time for students to check their first answers
ex p lo rin g numbers
and complete the m ore difficult ones. Ask them to
compare ideas in pairs before you check answers with 1 W orking with mathematical problems in a foreign
the class. Play the audio again, pausing after each language is challenging. However, it develops
confirmed item. reasoning and the ability to deal w ith abstractions.
Encourage students to use whatever technique they
A nsw ers like to record the key information (data and formulae)

3
I 1 B

I SPEAKING
2 E 3 A 4 D 5 F 6 C

Put students in pairs. Ask them to turn

to arrive at their answers.
There m ay be a discrepancy between a learner’s level
in English and their aptitude for math. Some o f this
to their assigned page and look at the pictures. Ask task w ill necessarily happen in their first language.
them to say what each o f the things are, without Do not make the assumption that stronger language
saying their prices, to check comprehension. Read learners w ill find this task easier.
the example question and elicit the answer, I t ’s fo u r Put students in pairs to read, interpret, and make the
hundred pounds, to provide a model. calculations. Check the sums as a class. Ask a student
Students continue asking and answering questions to write the calculations on the board. (V: 20 - 1.40 -
until both have found out all the prices. This is an 3.30 - 8.30 = 7; C 12 - 3.80 - 2.20 = 6)
“ information gap” exercise in which each student
Answers

I
has only one part o f the puzzle and is forced to
communicate to gather the information. M onitor their Vero: $7 Carlos: $6 Miguel: $2.
conversations, making a note o f any errors in the use
o f prices and numbers to go over at the end. When all 2 Students w ork through the second problem in pairs.
pairs have completed their dialogues, check answers Elicit the calculations and have a student w rite them
quickly as a class. on the board (6 + 7 + 2 = 15; 15 : 3 = 5; V 7 - 2 =
5 and C 6 - 1 = 5 to make M 2 + 2 + 1 = 5).
|Workbook page зф
Answers

fu n ch o n s
Buying things in a s to re
I Vero gives Miguel $2. Carlos gives Miguel $1.

1 Focus on the title o f the section. Ask: Who’s in a store?

Elicit or pre-teach customer and store clerk (o r sales
assistant). Check comprehension o f buy(ing).

T-43
 4 IN T H E C I T Y

VO C A BU LA RY F U N C T IO N S
Prices Buying things in a store
1 O J i-49 Say these prices. Listen and check. 1 Read these questions and answers. W h o says
them? W rite C (customer) or S (store clerk).
1 $15.00
2 £25.00 1 Can I help you? S
3 €230.00 2 I'll take them.
4 $9.99 3 How much are they?
5 $21.95 4 Here's your change.
6 €72.50 5 That's $ ... , please.
6 Do you have ...?
2 С Й 1.50 Listen and look at the prices. Number
them in the order you hear them. 2 Use the questions and answers from Exercise 1 to
complete the dialogue. W rite 1-6.

/ A Hi there.
B
1
Hello. Yes, please. any music magazines?
A Sure. There's this one here, and there's also this
\ l$ ° $ 50.00 one.
f B Great.
A This one's $3.95, and the other one is $3.50.
B 1 B OK -
A Great. $7.45,
B OK. Here you are. $10.00.
A Thank you. And - $2.55.
€ ^ 3°
£ 22.50 B Thanks. Bye!

401.51 Listen and check. Then act out the

dialogue with a partner.
Г СП Vi
i ■TRAIN TO THINK
Exploring numbers
4 ^ 5 .0 °
$57.50 1 Read, think, and write the answers.

Vero, Carlos, and Miguel go shopping. Vero has $20.

Carlos has $12, and Miguel has $2. Vero spends $1.40
j c |F| at the bookstore, $3.30 at the supermarket, and $8.30
at the cafe. Carlos spends $3.80 at the post office and
$2.20 at the drugstore.

L O O K ! $ =dollar(s) £ =pound(s) € =euro(s) A t home, Mom says, "H ow much money do you
$2.50 - We say two dollars and fifty cents not two have now?”
dollars fifty We can also say two fifty Vero: $
Carlos: $
3 I s p e a k in g W o rk in pairs. Ask and answer the Miguel: $
questions. Student A: Go to page 127. Student B:
2 Then Mom says: "O K , Carlos and Vero. Give
Go to page 128.
Miguel some money so that you all have the
same!”
Vero gives Miguel $ .
Carlos gives Miguel $ .
 Culture

around the w orld

A Grant Park, C hicago, U.S. A. Ueno Park, Tokyo, Japan

There are many parks in Chicago. Grant Park is a very Ueno Park in Tokyo is an old park with hundreds of
big one. Many tourists and Chicagoans go there every day. beautiful cherry trees. In April and May every year, the
There are paths for people on bicycles and there are often trees turn pink or white with flowers!
music concerts in the park.
E □ The Igu an a Park, G uayaquil, Ecuador
Stanley P ark, Vancouver, C an ada
The real name of this small park is Parque Simon Bolivar,
Vancouver is a city near the ocean and mountains. And
but everyone calls it The Iguana Park because it is full of
beautiful Stanley Park is in the city center. More than eight
iguanas. The iguanas are very friendly. People in the city
million people go there every year. There are First Nations
go there and feed them.
totem poles in the park.

|C Park G u ell, B arcelon a, Spain F / C h apultepec Park, M exico City, M exico

In this park, designed by Antoni Gaudi, there are houses inn This is one
I of the biggest parks in the Americas. It's a
many different colors. There are also things like a colorful very important green space in this big city. It has a lake
dragon. From the park you can see the city of Barcelona and many museums. People in Mexico City love going
and the Mediterranean Sea. there - and on Sunday, everything is free!

44
cu ltu r e
Parks around the w orld
Display the six photos on the IWB, or ask students to
look at them w hile covering the rest o f the page. For
each photo, elicit descriptions o f any details students
can see. Accept any suggestions at this point, and avoid
getting into explanations o f background information
or vocabulary - these w ill be covered in subsequent
exercises.

Background inform ation

Grant Park is a large park in the central business district of
Chicago. The area was officially made a park in 1844 and was
named Lake Park. In 1901, it was given its present name to honor
Ulysses S. Grant, Commanding General of the Union Army in the
American Civil War and 18th President of the United States (1869
- 1877). Grant Park offers many attractions to visitors, including
Buckingham Fountain, one of the largest fountains in the world.
Stanley Park is a public park in Vancouver, British Columbia
on a peninsula in the city’s harbor. The city acquired the land
from the government in 1886 to create the park. A large part of
the park is a forest in its natural state, which creates an “ urban
oasis.” There are paths, lakes, a miniature railway, and the
famous Seawall where people enjoy long walks.
Park Guell (/gwel/) is an architectural and parkland complex in
Barcelona, in the Catalunya region of Eastern Spain. It was built
between 1900 and 1914 and opened to the public in 1926. It
became a UNESCO World Heritage site in 1984. It is named after
Count Eusebi Guell, a landowner who failed in his attempt to
turn a largely vegetation-free hill into a housing complex. After
the failure of his development project, architect Gaudf took over
and turned the space into the park that is there today.
Ueno Park was established in 1873 as one of Jap an ’s first public
parks. There are a number of major museums in the park and
8,800 trees. Ueno Park draws ten million visitors each year.
The Iguana Park (also called Parque Simon Bolivar) is a small
park in Guayaquil, the largest and most populous city in Ecuador.
It was built on the former site of Plaza Simon Bolivar in 1886, and
the freedom fighter’s equestrian statue is still the park’s center
piece. It is filled with land iguanas of all sizes - some longer than
a meter and weighing up to 13 kgs. There are iguanas in the trees
and walking on the ground.
Chapultepec Park is often referred to as Bosque de Chapultepec
( “ the forest of Chapultepec” ) because of its enormous size. At
1,695 acres, it is one of the largest urban parks in the world.
Chapultepec Castle, located in the park, served as the official
seat of the president of Mexico until 1940. The park’s attractions
include a zoo and a number of major museums. Chapultepec
is the name of a large rocky hill at the center, and means
“grasshoppers’ hill.”

T-44
1 Read the list aloud for students to listen and repeat. or town). Awareness o f the audience is a key skill for
Ask students to w ork in pairs to find the things in the writing - w ho w e w rite for determines how and what
photos. As you check answers as a class, elicit the w e write.
meaning o f each w ord through a translation. Clarify Read the question and make sure students understand
that iguanas are not dragons, but large lizards. they are to find four tourist attractions. Students read
Phil’s brochure about Woodstock quickly to find the
Answ ers answers. They then compare ideas in pairs before you
Stanley Park: ocean, mountains check them with the class.
Park Guell: a dragon
Ueno Park: cherry trees Answers
The Iguana Park: feed
Chapultepec Park: a lake

2 С И 1.52 Play the audio for students to listen,

I cafes and restaurants, countryside views, local art, music

Background information
read the article, and match the photos w ith the
Woodstock is a small town in the state of New York in the United
descriptions. Ask them to compare their ideas in pairs
States with a population of around 6,000. The town is situated
before you check answers with the class. within the Catskill Park, a large forest preserve within the Catskill
Mountains. The town is most famous for the 1969 rock and art
A nsw ers

I
festival, which wasn’t actually held there, but rather took place
A 5 B 4 C 2 D 6 E 3 F 1 almost 100 kilometers away, in the town of Bethel. However,
Woodstock is home to a respected arts and crafts colony and
the longest-running chamber music festival in the U.S., and has
3 Suggest that students read the sentences, try to hosted a number of art, jazz, and literature festivals.
think about which key words w ill help them find
the relevant descriptions, and then compare ideas 2 Elicit h ow readers feel when they read a tourist
in pairs. They read the article again more carefully, brochure (for example, happy or interested). Explain
looking for and underlining information that matches that in order to make a positive impression, the
the key words they identified. When they have writer uses positive adjectives for descriptions.
considered this carefully, they w rite their answers. Students go through the text and underline the
Ask them to compare ideas with their partner before adjectives. Elicit any other examples o f positive
you check answers with the class. adjectives and write them on the board for later
Remind students that a matching task like this is reference.
a test o f their comprehension skills, not o f how
much general knowledge they have. They should Answers
only consider information in the text to choose
their answers. For example, the description o f Ueno
Park doesn’t mention any museums (although the
I pretty, great, fantastic, famous, wonderful

3 Read the instructions and prompts together and

park is home to many o f the city’s most important check comprehension. Ask students to take notes on
museums), so D cannot be a correct answer for 1. each o f the points. Monitor their preparation and
Elicit or explain any vocabulary students find provide help w ith language or ideas i f students need
unfamiliar, or allow the use o f dictionaries or mobile it. Alternatively, you can put students in pairs or
devices so students can look them up. small groups to do the brainstorming and planning
stage together before they w rite their descriptions
A nsw ers independently.

I 1 F 2 A 3 C 4 E

O ption al a c tiv ity

5 C 4 Students w rite their brochures. Remind them to use
positive adjectives to make the text sound attractive
to readers. When they have finished writing, ask
Students work in small groups to prepare a similar pairs o f students to exchange texts, correct each
description for a famous park in their town, city, or country, other’s mistakes, and then w rite out a final copy.
and use the Internet to choose a good picture to go with
it. Organize a short show-and-tell session at the end of a
Display the texts around the class and have the
subsequent class for groups to present their descriptions. students walk around and read them. Hand out
Have a class vote on the best one. small star stickers (or something similar) or simply
ask students to use their pens to draw a star on the
descriptions they like best. Each student can vote on
three texts. In the end, count the votes and declare a
w r it in g
winner for Best Tourist Brochure.
A brochure fo r yo u r tow n
1 Elicit what a brochure is (a thin book with pictures
and information, usually advertising something),
and check i f the w ord for it is similar in the students’
language. Ask: Who reads a brochure? Elicit the
answer (The people interested in the thing or place
it promotes, for example, tourists visiting a country

T-45
 4 IN T H E C I T Y

1 Look at the photos on page 44. W h e re can you W R IT IN G

see these things?
A brochure for your town
a dragon | a lake | cherry trees | mountains
ocean | feed 1 Read Phil's brochure for his town, Woodstock,
New York, U.S.A. W h a t four things does the town
N3)1.52 Read and listen to the article. Match the have for visitors?
photos with the descriptions. W rite 1-6 in the
boxes. 2 Underline the adjectives that Phil uses to
describe the good things in the town.
3 Read the article again. W hich parks are these
sentences about? W rite A-F in the boxes. 3 W rite a brochure for your town/city.
Remember to:
0 It isn't a new park. D
• write a sentence to introduce your town (name,
1 There are museums inside the park.
where it is)
2 You can ride your bicycle in the park.
• say what there is in the town
3 It's possible to see the ocean from the park.
• give some ideas for things to do there
4 People like to feed animals in this park.
• write a closing sentence
5 There are many colorful things in this park.
4 Now write your brochure (35-50 words).

Come to Woodstock!
It's a small, pretty town not far from New
York City (two hours away by bus).

• Have something to eat - there are some

great restaurants!

• See fantastic views of the countryside.

• Look at art made by local artists in the

museum downtown!

Woodstock is famous for music. You can

listen to wonderful musicians in cafes,
concert halls, and on the streets!

45
 C A M B R ID G E ENGLISH: T O W A R D Key
1Hi ЧК EXAMS

R E A D IN G A N D W R IT IN G
Part 6: Word completion
1 Read the descriptions of some places in a town. W h a t 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 catch a train here. s t a t i o n

1 There are lots of interesting things to see in here. m
2 You put your money here. b
3 Children play here. p
4 You buy your food here. s
5 You sit and eat here. r

Part 1: Matching
2 W hich notice (A - H ) says this (1-5)? W rite the letter A -H in the boxes.

0 Don't come in here. G

1 You can send letters here.
2 Don't sit here.
3 Turn left.
4 The store is not open at 7:30 p.m.
5 Don't eat here.

46
 CAMBRIDGE ENGLISH: TOWARD Key

■1Hi MK EXAMS
r e a d in g AND WRiTiNG
P a rt 6: W ord com pletion

A nsw ers
1 museum 2 bank 3 park 4 supermarket
5 restaurant

P a rt 1: Matching

A nsw ers

I 1 D 2 C 3 A 4 H 5 B

T-46
TEST YO URSELF UNITS 3 & 4

VOCABULARY

A nsw ers
1 sofa 2 kitchen 3 stove 4 on the corner of
5 bathroom 6 wife 7 garage 8 library
9 opposite 10 grandfather

GRAMMAR
2

A nsw ers
1 there 2 that 3 those 4 any 5 some 6 my

A nsw ers
1 There are is
2 me my new phone
3 this these shoes
4 Doesn’t Don’t open
5 bike’s Ja c k Ja c k ’s bike
6 us our house

FUNCTiONAL LANGUAGE
4

A nsw ers
1 help, How much, take 2 Where, next, turn, across

T-47
TEST YOURSELF UNITS 3 & 4

VO C A BU LA RY
1 Complete the sentences with the words in the list. There are two extra words.
backyard | bathroom | stove | garage | grandfather | husband
kitchen | library | on the corner of | across from | couch | wife

1 Come and sit on the . Let's watch TV.

2 There's a new fridge in the . It's really big!
3 There's a next to the fridpe in the kitchen.
4 The movie theater is George Street and Smith Street.
5 There's a bathtub and a shower in our
6 She's Mr. Graham's . Her name's Petra.
7 Our house is nice, but there's no for our car.
8 I need to go to the downtown to get a book for school
9 The supermarket is the bank.
10 W e really love our . He's 72 years old now.

GRAM M AR
2 Complete the sentences with the words in the list.
any | my | some | that | there | those

Is a library here?
Hey! Is your phone? Don't leave it on the desk.
How much are black shoes, please?
There aren't__ good movies on T V tonight.
Are you hungry? Eat fruit.
Please give me back tablet.

3 Find and correct the mistake in each sentence.

1 There are a really big supermarket in town.

2 Do you like me new phone?
3 I don't like this shoes.
4 Doesn't open the window - it's cold in here!
5 That's bike's Jack.
6 Come and play at us house.

F U N C T IO N A L L A N G U A G E
4 Complete the missing words.
1 A Hello. Can I h you?
B Yes, please. H m are these shoes?
A $32.99.
B Great! I'll t them.
2 A Excuse me. W is the bank?
B It's on Green Street. It's n to the supermarket. /8
A On Green Street?
B Yes, walk up here and t left. It's a , from a restaurant.
M Y SCORE
22 - 30
10 - 21
0-9 47
 5 TIME
OBJECTIVES
IN M Y FREE f u n c t io n s : talking about habits and
activities; talking about technology
habits; encouraging someone
gram m ar: simple present; adverbs
o f frequency; simple present
(negative and questions)
vo ca bula ry: free-time activities;

1
1
1

1 RH P
» - »#d 9 r *

* i • \

1 L_ — 1

R E A D IN G 3 ф)1.53 Read and listen to the newsletter. M ark the

sentences T (true) or F (false).
1 Match the activities in the list with the
photos. W rite 1-4 in the boxes. 0 Mrs. Hernandez is a math teacher. T
1 Glee Club always sings new songs.
1 listen to music | 2 play sports
3 sing | 4 watch TV 2 Glee Club has two concerts every year.
3 Other students always like Glee Club concerts.
2 Read the newsletter quickly. W hich of the 4 Glee Club is only for grade seven students.
activities in Exercise 1 does it talk about?
5 Glee Club meets two times a week.

48
READING Optional activity
1 Display the photos on the IWB or ask students to Write the following words on the board: member, leader,
look at them in their books and cover the exercises. even, perform, join. Ask students to find them in the
newsletter and figure out their meaning from the context
Ask: Who is in the photos? Where are they? Elicit any
(that is, from the text itself, without looking it up in a
suggestions without confirming their ideas. Ask reference source). Then ask them to compare their ideas in
students to reveal the exercises and do the matching pairs. Once they have agreed on what they think the words
task individually. Then ask them to compare ideas mean, they can look them up in a dictionary or use their
in pairs before you check answers w ith the class. mobile devices to do this on the Internet.

Briefly practice the pronunciation o f the phrases by

reading them aloud and asking the class to repeat all
together. Pay special attention to the silent t in listen
and the /р/ sound in sing.

I
Answers
1 B 2 C 3D 4 A

2 Elicit or explain newsletter (a printed or electronic

document containing information about a group, sent
regularly to members or friends). Focus attention on
the newsletter page. Ask students to scan the text
quickly to find out which o f the four activities are
mentioned. Remind them not to read for detailed
understanding - they should just skim-read the text
looking for the specific expressions. Ask students to
compare ideas in pairs before you check the answer
with the class.

I
Answer
singing

3 .153 Go through the sentences together and

check comprehension. Elicit or pre-teach math,
always, only, grade (in the sense o f a group o f
students o f about the same age), and meet. Ask
students to listen to the audio w hile reading the text
to find the information about the example sentence
and underline it (the second sentence from the end
o f the second paragraph: She teaches math). Suggest
that they fo llow the same process for the other
sentences: first find and underline information about
each sentence, and then study this information more
carefully to decide about the answer. Ask students
to compare ideas in pairs before you check answers
with the class.

I
Answers
1 F 2 F 3T 4 F 5 T

T-48
■ 1Hi МК VALUES
Better together or better alone?
1 Focus attention on the title o f the section. Elicit ideas
about what it means. Check that students understand
that alone and on my own have the same meaning.
Avoid getting into an explanation o f the comparative
when you present better - simply elicit a translation
for the word to confirm its meaning. Students read
through the list and decide h ow they like doing the
things. You might want to ask them to include other
activities that they like doing and decide about those,
as well. Monitor their preparation and provide help
with any unfamiliar vocabulary as needed.
2 ISPEAKING Put students in pairs to compare their
ideas. Encourage students to give reasons. Provide
help with this as necessary as you monitor the
conversations. At the end, ask a few students to report
back on their partner’s likes and dislikes, recalling the
reasons mentioned. Ask for a quick show o f hands to
find out w ho has similar opinions.

T-49
 5 IN M Y FREE T I M E

□ x

шЛk
Vi

Our school has a glee club and it’s fantastic! I know I love Glee Club. Music is a great way to bring
this because I’m a member. So what is Glee Club? people together. You make so many friends at Glee
Simple - it’s a club for singing, and I love singing. Club, and not just with the people from your grade.
Glee Club is for all ages.
Mrs. Hernandez is the club leader. She chooses the
songs and helps us to learn them. She plays the We meet in the auditorium every Tuesday at
piano, too. She’s really cool and she’s really nice. lunchtime and every Friday after school. Come and
She never gets angry with us. She isn’t even the join us - we are always happy to see new people!
school music teacher. She teaches math. But she just
loves singing.

We often sing popular songs from movies, but we

sometimes sing old songs from the 1960s and 70s.
Three times a year we perform our songs in front
of the rest of the school in a special concert. I feel
so happy when I ’m on stage. The teachers and the
other students always cheer when we finish. It feels
wonderful.

■THi NK VALUES
Better together or better alone?
1 It's good to do some things on your own. But
some things are better with a friend. Look at the
table and check (/ ) the answers for you.

On my own W ith friends

music

sports
2 Is p e a k in g Tell your partner.
computer games
I listen to music on my own.
TV

homework

49
 GRAM M AR
RULE:
Simple present 2 3
always
1 Look at the newsletter on page 49. Complete 0% 100%
the sentences with the correct form of the verbs With the verb be, the adverb of frequency usually
in the list. Then complete the rule. comes 4before / after the verb.
cheer | !ove | make | meet | play With other verbs, the adverb of frequency usually
comes 5before / after the verb.
I love Glee Club!
You so many friends at Glee Club.
She the piano, too.
We in the auditorium.
The teachers and the other students always VO C A BU LA RY
when we finish.
Free-time activities
1 Е И 1.56 Match the activities in the list with the
RU LE: We add -5to the base form of the verb photos. W rite 1-6 in the boxes. Listen and check.
when the subject is he, 1________, or 2_______ .
1 chat with friends online | 2 dance
Spelling: If the verb ends in consonant +-y, we
3 do homework | 4 go shopping
change they to an i and add -es.
5 hang out with friends | 6 play computer games
E.g. study ^ studies
If the verb ends in -ch, -sh, -ss, or -x, we add -es.
E.g. watch ^ watches

2 W rite the simple present form of the verbs for

he, she, and it.

0 carry carries
1 choose
2 finish
3 fly
4 get
5 g°
6 help J
7 love 1
8 miss f 1 Ц Я Г
9 study 2 Put the words in order to make sentences.
10 teach
0 computer games / in the morning / I / play / never
11 watch
I never play computer games in the morning.

Pronunciation
Simple present verbs: third person
■ 1 often / with friends / hang out / in the park / W e
2 sad / I / when / I'm / never / dance
3 goes / with her mom / She / sometimes / shopping
Go to page 120. 4 after school / always / his homework / does / He

3 Complete the sentences with an adverb of

Adverbs of frequency frequency so that they are true for you.

3 Look at the newsletter on page 49 and complete I play computer games in the evening.
the sentences. Then complete the rule. go shopping with my friends.
0 She never gets angry with us. do my homework in the morning.
1 We sing popular songs. dance in my living room.
2 We sing old songs.
4 SPEAKING W ork in pairs. Compare your
3 W e are happy to see new people! sentences. Compare with others in the class.

50
GRAMMAR VOCABULARY
Simple present Free-time activities
1 Students try to complete the sentences from memory. 1 4 3 1.56 Display the photos on the IWB or ask
They then compare ideas in pairs, check their answers students to look at them in their books, covering
on page 49, and then figure out the rule. Check the exercise above them. For each photo, elicit a
answers as a class. Elicit or point out that in the description o f who is in the photo and what they
simple present the form o f the verb changes only in are doing. Students match the activities and photos.
the third person, but all other forms, whether singular They then compare ideas in pairs. Play the audio for
or plural, are the same as the base form. students to check their answers. Play again to practice
the pronunciation o f the phrases, asking the class to
A nsw ers repeat them all together.
1 make 2 plays 3 meet 4 cheer
Answers
Rule
1 F 2 B 3 E 4 D 5 C 6 A
1 she 2 it

2 Read the example together. Elicit what usually

2 Students follow the rule to form the third person
comes first in an affirmative sentence in English
singular verbs in the simple present. Then they check
(the subject). Elicit the rule about the placement o f
ideas in pairs before you check answers with the class.
adverbs o f frequency. In a weaker class, you might
For each one, elicit which spelling rule in the box
want to do number 2 together as well. Students order
applies - the first, second, or third.
the sentences and compare ideas in pairs before you
check answers w ith the class. Check the irregular
A nsw ers
pronunciation o f does /dAz/ and the third person
1 chooses 2 finishes 3 flies 4 gets 5 goes
singular o f do.
6 helps 7 loves 8 misses 9 studies 10 teaches
11 watches
Answers
1 We often hang out with friends in the park.
2 I never dance when I’m sad. / I’m never sad when I
Fast finishers
dance.
Students find other verbs in the newsletter on page 49 and 3 She sometimes goes shopping with her mom.
write their base and third person singular forms (know/s, 4 He always does his homework after school.
learn/s, sing/s, perform/s, cheer/s, bring/s, come/s, join/s,
see/s).

Pronunciation # )1 .5 4 4 3 1.55
T o p r a c tic e th e p r o n u n c ia tio n o f th e th ir d p erso n
o f s im p le p re s e n t v e rb s , g o to p a g e 120. 3 Give students two or three minutes to complete the
sentences so they are true for them.
Be aware of common errors related to the simple 4 SPEAKING Put students in pairs to compare their
present. Go to Get it right! on page 123. sentences. H ow many similarities can they find? Give
pairs three minutes for this. Monitor the correct use o f
the adverbs o f frequency and the simple present. Put
adverbs of frequency
pairs together to form groups o f four and ask them
3 Students try to complete the sentences from memory
to compare their sentences for another two minutes.
and compare ideas in pairs. Then they turn back to
Alternatively, use the sentences for a mingle activity.
page 49 to check their answers before they complete
Students compare sentences with as many others as
the Rule box together. Check answers as a class.
they can in three minutes in order to find the person
w ho gave the same or the most similar answers.
A nsw ers
1 often 2 sometimes 3 always iWorkbook page 49^

Rule
1 never 2 sometimes 3 often 4 after 5 before

|Workbook page 4ф

T-50
LISTENING Language note
N3 1.57 Focus attention on the photos and elicit the It may be worth pointing out that in simple present negative
names o f the objects. Explain that the four speakers sentences, the adverb of frequency normally comes between
w ill each talk about one object, and that the task don’t or doesn’t and the main verb: She doesn’t always eat lunch
is only to match the speakers and objects. Play the at school.
audio for Tim, the first speaker, as a model. Remind We don’t use never with negative sentences because its meaning
students that (1 ) they don’t need to try to understand is already negative (never = not ever): I never play soccer, not
I don’t never play soccer. However, we can use ever with a
any other details, and (2 ) that the recordings w ill not
negative verb in the same sense: I don’t ever play soccer.
be in the same order as the photos. Play the second
audio, pausing at the end, and check that students are
2 Students rewrite the sentences. Ask them to compare
confident they are doing the task correctly. Play the
ideas in pairs before you check answers as a class.
remaining two extracts, allowing 30 seconds at the end
for students to finalize their answers. Then ask them to
Answers
compare their ideas in pairs before you check answers
1 The class doesn’t finish at two o’clock.
with the class.
2 My brother doesn’t help me with my homework.
3 W e don’t go swimming on Sundays.
A nsw ers

I
4 They don’t watch a lot of TV.
B Ju lia C Chris D Kayla 5 My aunt doesn’t live in Quito.

2 N3) 1.57 Ask students to read the sentences and try 3 Students complete the sentences with the correct
to recall what the speakers said about their habits. Ask simple present forms. If you’re short on time, you
them to compare ideas in pairs briefly. Play the first could assign this for homework. Ask students to
extract and ask students to correct the adverb in the compare answers in pairs before you check them with
sentence about Tim. Play the remaining extracts for the class.
students to complete the exercise individually. Check
answers with the class. Answers
1 play, don’t play 3 doesn’t hang out, goes
A nsw ers 2 doesn’t do, does 4 listen, doesn’t like

I 1 always 2 never 3 sometimes

3 |SPEAKING Ask students to think about the

4 sometimes / often

OJ Be aware of common errors related to the simple

present (negative). Go to Get it right! on page 124.
statements and change the adverbs so they are true for
them. Put them in pairs to compare their technology |Workbook page - ф
habits. Encourage them to give examples and to
expand the subject by talking about other forms o f
technology as well. As you monitor, provide help
with unfamiliar language. You might want to supply ■THiNK SELF-ESTEEM
students with dictionaries or allow them to use m obile What makes you happy?
devices to look things up. Monitor the use o f adverbs
1 Check comprehension o f the title. Give students a
o f frequency. A t the end, ask a few students to report
minute to read the list o f activities and check those in
back to the class about the most interesting thing they
the first column that make them happy. Ask them to
learned about their partners.
write down other activities that make them happy as
well.
GRAMMAR 2 |SPEAKING Put students in pairs to compare their
Simple present (negative) experiences. Ask the person listening to check the
two things in the second column that make their
1 Students match the sentence halves. They then
partner happy and w rite down the things that don’t.
compare ideas in pairs. As you check answers w ith
Encourage them to include the extra activities
the class, elicit w ho m ade each statement. Students
they w rote down in their conversations. Monitor,
then w ork in pairs to com plete the rule. Check
but avoid correcting mistakes unless they impede
together as a class. Focus attention on the note in
comprehension. The focus in this activity is on free,
the box. Remind students that only doesn’t - the
personalized communication and developing the
negative auxilary o f do - takes the ending for the
whole learner, not on accuracy.
third person: he doesn’t like, not he doesn’t likes or he-
don’t likes. W hen the main verb is do itself, the rule
still applies: he doesn’t do homework. N ote that w e
optional activity
Bring into class a large A3 sheet of paper and a block of sticky
cannot om it the main verb here! It’s not possible to
notepaper. Divide the sheet into two columns: Happy / Not
say he doesn’t homework. happy. Ask students to write two activities that make them
happy on one sticky note and two that don’t on another.
Answ ers They can include activities mentioned in the book or their
1 b 2 a 3 c own ideas. Display the poster sheet and ask students to stick
their notes in the correct columns. At the end, count the
Rule votes for each activity to determine the top two activities
that make the class happy, and the top two that don’t make
1 before 2 don’t 3 doesn’t
them happy.

T-51
 5 IN M Y FREE T I M E

L IS T E N IN G
RULE: Before /After the verb, we use don't and doesn't
1 0 3 1-57 Listen and write the names under the to make negative sentences..
photos. I/you/we/they - 2 base form
Chris | Kayla | Julia | Tim he/she/it +3 ■base form
NOT don't/doesn't + base form +-s, e.g.
He doesn't likes music.
V_

2 Make the sentences negative.

0 I like math.
I don't like math._________
1 The class finishes at two o'clock.

Tim
2 My brother helps me with my homework.

3 W e go swimming on Sundays.

4 They watch a lot of TV.

5 My aunt lives in Quito.

3 Complete the sentences with the verbs.

1 I sometimes play (play) tennis with my mom,

2 4)1.57 Listen again and correct the adverb of but I (not play) it with my dad.
frequency in each sentence. 2 My brother (not do) his homework after
1 Tim sometimes uses the tablet for his school. He (do) it in the morning before
homework. school.
2 Kayla and her brother always watch T V together. 3 Susie (not hang out) with us after school.
3 Julia never plays Minecraft™online with her She (go) home.
friends. 4 I always (listen) to music in the kitchen, but
4 Chris never uses his phone to text his friends. my dad (not like) it.

3 s p e a k in g W o rk in pairs. Tell your partner

how you use technology. Use adverbs of
frequency.
■THiNK SELF-ESTEEM I
W hat makes you happy?
I sometimes use my computer to shop online.
1 Check (/ ) what makes you happy.

Me M y partner
GRAM M AR
watch T V
Simple present (negative) listen to music
1 Match the parts of the sentences. Then play computer games
complete the rule.
go shopping
0 I use it to text my friends because d chat with friends online
1 W e never watch T V together in our house,
hang out with friends
2 It's free;
3 When Mom calls me for dinner,
2 SPEAKING W ork in pairs. Tell each other about two
a it doesn't cost anything. things that make you feel happy and two things
that don't. Then tell the class.
b but we use it to play games.
c I don't want to stop playing. I'm happy when Paolo isn't happy when
d I don't really like to talk on the phone. I watch TV. he goes shopping.

51
 How many hours ot TV do you watch every day

a less than 1 d between 1and 3 i c mor

V before school?
R E A D IN G
1 Read the quiz from a teen magazine and choose
a never b sometimes c always your answers.

2 I s p e a k in g W o rk in pairs. Ask and answer the

questions with your partner.

a never b sometimes c always 3 W o rk out your score and read the comment. Do
you agree with it?

a = 1 point b = 2 points c = 3 points

a never b sometimes c always
No, it doesn't. TV doesn't control your life. You
5 to 9
control your TV!

10 to 12 I TV doesn't control your life, but watch out!

a never b sometimes c always
Yes, it does! TV controls your life! Turn it ott and
13 to 15
do something different!

GRAM M AR W rite questions in your notebook.

Simple present (questions) 0 watch T V with your family / you

Do you watch TV w ith yo u r fam ily?
1 Look back at the quiz. Put the words in order to
1 play tennis / best friend
make questions. Then complete the rule.
2 ask for help with housework / your mom and dad
1 your / T V / life / control / Does / ?
3 like dogs / you
4 take you shopping / your mom
2 watch / in / you / T V / bed / Do / ?
5 listen to music / every day / your friends

4 s p e a k ing W o rk in pairs. Ask and answer the

questions in Exercises 2 and 3.
RULE: To make questions, we use do and does
1before / after the subject. Does your dad cook?
2 + I/you/we/they + base form
3 + he/she/it + base form
Yes, he does. He sometimes
To answer questions, we use short answers.
Yes, I/you/we/they do.
Yes, he/she/it does.
No, I/you/we/they don't.
No, he/she/it doesn't.
С cooks on the weekend.

No, he doesn't. He never cooks.

2 Choose the correct words.

Workbook page 47^
0 Do / Does your dad cook?
1 Do / Does your best friend play baseball?
2 Do / Does you like pizza?
3 Do / Does your parents play computer games?
4 Do / Does you usually have a lot of homework?
5 Do / Does you hang out with friends after school?

52
r e a d in g 3 Ask students to look at the prompts. Clarify or pre­
1 Focus attention on the cartoon and the title. Elicit teach any unfam iliar language. Make sure students
ideas for what the title might mean. Ask students to can distinguish homework (assignments for school,
skim the quiz and check their ideas. Elicit or pre­ for example, a project) and housework (taking care
teach less than and more than, but don’t get into an o f the home, for example, cleaning). G ive students
explanation o f comparisons. Give students a minute or tw o or three minutes to w rite questions using the
so to consider their answers to the quiz questions. prompts. Check these together as a class.

Language note Answers

1 Does your best friend play tennis?
Unlike in some other languages, in English we cannot use to
control to mean to check something, for example, The train 2 Do your mom and dad ask for help with housework?
conductor checks our tickets, not controls our tickets. 3 Do you like dogs?
4 Does your mom take you shopping?
5 Do your friends listen to music every day?
2 |SPEAKING Put students in pairs to ask and answer
the quiz questions. Do they give similar or different 4 |SPEAKING Make sure all students have the correct
answers? A llow about tw o or three minutes for this. answers from both Exercises 2 and 3. Put them
3 Students calculate their scores and read the comments. in pairs to take turns asking and answering the
Do they agree with them? Does their partner questions. Encourage them to add any additional,
agree with them? Elicit some feedback on the quiz relevant information, as in the example. Monitor their
comments. Ask for a quick show o f hands to find out conversations, making a note o f any errors in the use
how many students ended up in each category. o f the question form in the simple present. At the
end, elicit some o f the more interesting facts students
learned about their partners. Then go over the errors
GRAMMAR you noted with the class, eliciting corrections from
Simple present (questions) students.

1 Ask students to cover the top h a lf o f the page and

optional activity
order the questions. They then uncover the page
Give students, in pairs, two minutes to think of any other
and check their answers. Ask them to figure out the questions they would like to ask you using the simple
rule from the examples. They then compare ideas present. Students can use the questions from the exercises
in pairs before you check answers w ith the class. or their own ideas to ask you about your life. Give true (or
Elicit that in the simple present w e do not use the invented, but entertaining) answers and, at the end, ask
students which of your answers surprised them the most.
auxiliary do or does in the affirm ative, but w e add
it in the negative or in questions. Again, it m ay be
worth pointing out that w here do is also the main IWorkbook page 47^
verb, it must appear tw ice, both as the auxiliary and
as the verb: Do you do homework in the evening? not
Do you homework in the evening?

A nsw ers
Does TV control your life?
Do you watch TV in bed?

Rule
1 before 2 Do 3 Does

2 Students study the com pleted rules and examples

and then choose the correct options. They check
answers in pairs before you check them w ith the
class. Make sure students understand that w e use
does only for the third person singular, not for
plural forms.

A nsw ers

I 1 Does 2 Do 3 Do 4 Do 5 Do

Fast finishers
Students rewrite the questions as simple present
affirmative sentences.

T-52
VocABuLARY 2 Students choose three days o f the w eek and w rite
notes about their activities. Provide dictionaries for
Gadgets
their use or allow the use o f m obile devices to look
1 C H 1.58 Ask students to cover the w ord bank and try words up on the Internet. Remind students to use
to name the objects in the pictures. You might like to affirmative as w ell as negative sentences in the simple
display the pictures on the IWB and ask volunteers to present to describe their habits.
label them onscreen, with the rest o f the class checking
3 Students expand their notes into a paragraph about
and correcting their suggestions. Students match the
their activities. Ask them to include their personal
objects and pictures. Ask them to compare ideas in
opinion about the days, as in the example. Ask
pairs before you play the audio to check answers with
students, in pairs, to exchange their paragraphs. Ask
the class. Play the audio a second time to practice the
them to check each other’s w riting for grammar errors
pronunciation o f the new words by asking the class to
(in the use o f the simple present) or spelling mistakes.
repeat each time you pause.
Also ask them to find out i f they have any activities in
common.
A nsw ers

I 1 E 2D 3 G

Background information
4 H 5 C 6F 7A 8B
optional activity
Ask for a quick show of hands for each day of the week to
find out which day students like best. Elicit some reasons
for why they think so. Ask the rest of the class to say if they
The e- in e-reader stands for electronic. Any device capable of
agree or disagree.
displaying text for reading can serve as an e-reader (laptops,
tablets, even a TV), but we usually use the word to refer to
dedicated devices optimized for readability, portability, and
battery life.
The Global Positioning System (GPS) was developed by the U.S.
government from 1973 to 1995, primarily for military purposes.
It is based on a network of satellites orbiting Earth that receive
and transmit location data to users. The system is free for
anyone in possession of a GPS device to use. It is mostly used for
navigation; one common example is interactive car maps. We
often use the word to refer to various navigation devices utilizing
GPS data.

2 I SPEAKING Put students in pairs to talk about

the gadgets for a minute or two. Monitor their
conversations, providing help as necessary.
3 I SPEAKING Students make true sentences about
themselves and each device.

optional activity
Students use their sentences from Exercise 3 to continue
their conversation about technology from Exercise 2. Monitor
as before. Elicit some of the most interesting things students
learned about their partners.

|Workbook page 49^

w r it in g
Days in your life
1 С Я 1.59 Students complete the names o f the days
o f the w eek in English. They then compare ideas in
pairs before you play the audio for them to check their
answers. Play the audio again for them to listen and
repeat as a class. Then ask two or three students to
repeat the words individually. Pay special attention to
the silent letters in Wednesday /'wenzdei/.

Answ ers
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,
Sunday

T-53
 5 IN M Y FREE T I M E

VO C A BU LA RY
Gadgets
1 4)1.58 Match the objects in the list with the
pictures. W rite 1-8 in the boxes. Listen and check,
1 e-reader | 2 game console | 3 GPS
4 headphones | 5 laptop | 6 MP3 player
7 smartphone | 8 tablet

3D
3D

2 SPEAKING Look at the table and make sentences.

tablet play computer games.

game console shop.
MP3 player listen to music.
smartphone do homework.
I use / don't use my to
GPS read books/magazines.
laptop talk to my friends.
e-reader watch TV.
headphones find out which way to go.

3 I s p e a k in g W ork in pairs. Tell your partner which of these gadgets

you use every day.

I use a tablet every day. I don't use a laptop every day.

W R IT IN G 2 W h a t do you do or not do on different days?

Choose three days and make notes.
Days in your life
1 C 3 i59 Complete the days of the week with the •
missing vowels. Listen and check. - baseball
• <j—
M o nd a y A - school
T sd y
W dn sd y
Th rsd y 3 W rite about three days of the week.
Fr d y
I like Sundays because I always play baseball
S t rd y
S nd y and I don't go to school. It's a great day.

53
 P H O T O S T O R Y : ep iso d e 3
Look at the photos and answer the questions.

1 Who can you see in the first photograph?

2 How do Tom and Ellie feel in photo 2?

2 4 >)1.60 Now read and listen to the photostory. W h at

does Ruby agree to do?

RUBY Where are Tom and Ellie?

DAN They're at D ram a Club practice. They're DAN Look. Here they are. They don't look very
in the school play, remember? happy.
RUBY Oh, that's right. They're amazing. RUBY Hi, guys. What's wrong?
DAN What do you mean? TOM It's Anna W illiams. She's in the play, but
RUBY To be in a play in front of the whole she's sick.
school. ELLIE We really need her. The play is on Friday.

ELLIE I have an idea. Ruby, do you want to

in the play? You can have Anna's part.
RUBY Me! No way! RUBY Oh, OK.
TOM Oh, come on, Ruby. Please. We really ELLIE I love you, Ruby! Thank you so much.
need you. TOM Yes, you're the best.
DAN Do it, Ruby. Help your friends. RUBY Am I crazy?

54
PH o t o ST o RY: episode 3
the school play
1 Focus on the photos. Elicit the names o f the
characters in each photo. Ask students to study
photos 1 and 2 m ore carefully and then elicit answers
to the two questions. Don’t give away answers at this
point.

A nsw ers
1 Ruby and Dan are in the first photo.
2 Tom and Ellie feel unhappy in the second photo.

2 С Я 1.60 Play the audio for students to listen to

and read the photostory, and check their ideas from
Exercise 1. Elicit the answer for the question about
Ruby.

A n sw er

I Ruby agrees to be in the school play.

T-54
 DEVELOPING SPEAKING f u n c t io n s
3 I I I EP3 Elicit ideas from the class about how they Encouraging someone
think the story continues. Accept any reasonable 1 Elicit or explain the title. Can students remember any
suggestions and w rite notes about them on the board. expressions from the video that the characters used
Play the video for students to check their predictions to encourage Ruby? Elicit suggestions and w rite them
and to answer the question. on the board. Students order the sentences. They then
compare ideas in pairs before you check them with
A n sw er the class. Elicit translation for each expression.
No, she doesn’t.
Answers
4 I I I EP3 Ask students to read the sentences. Check 1 You are great!
comprehension. Play the video again for students to 2 You can do it!
watch and decide about the sentences. Ask them to 3 Don’t worry!
compare their ideas in pairs before you check answers 4 I’m here to help you!
with the class.
2 Put students in pairs to choose one o f the two
Answ ers situations and w rite a short dialogue with at least
1 F (The performance is three days away - when they tw o or three exchanges. Monitor their preparation
begin rehearsing.) and provide help with any unfamiliar language.
2 F (Ruby wants to speak to the king.) Encourage students to be creative and, i f they can,
3 F (Dan says he has some good news for Ruby.) they could try to introduce some humor, as well.
4 T (Ruby is sick.)
5 F (Anna wants to be in the play.) 3 |SPEAKING Pairs practice role-playing the dialogue.
A llow them to go through their scripts about twice
before you call on some volunteer pairs to perform
optional activity in the front o f the class. Ask the rest o f the class
Ask students to rewrite the false information in the to listen carefully, identify the situation, and write
sentences. Check answers together. down all the expressions used that encouraged one
o f the characters. Elicit these expressions after each
performance. A t the end, you m ay want to have a
p h r a ses fo r flu en cy vote on the best performance.
1 Students find the expressions and identify the
speakers. Ask them to compare ideas in pairs before
you check answers with the class.

Answ ers
1 Ruby
2 Ellie
3 Ruby
4 Tom

2 Elicit translations for each expression. Are the same

ideas expressed in a similar or different way?
3 Students order the dialogue. Then they compare ideas
in pairs before you check answers with the class.

Answ ers
1 d 2 f 3b 4 e 5a 6 g 7c

optional activity
Students practice role-playing the dialogue in pairs. Ask one
or two volunteer pairs to act it out in front of the class.

4 Students complete the dialogue and then compare

ideas in pairs before you check answers with the
class.

Answ ers
1 What’s wrong?
2 Come on
3 No way!

T-55
 5 IN MY FREE T I ME

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

3 L L I EP3 W atch to find out how the story F U N C T IO N S

continues.
Encouraging someone
Does Ruby do the play?
1 Put the words in order to make sentences.
4 | _ Ц ЕР3 W atch again. Correct the false
information in the sentences.

0 Ruby is excited about the play.

Ruby is nervous about the play.
1 The performance is four days away.
2 In the play, Ruby wants to speak to the queen.
3 Dan says he has some bad news for Ruby.
4 Ruby is sick.
5 Anna doesn't want to be in the play.

PH RA SES FO R FLU EN C Y
1 Find the expressions 1-4 in the story. W h o says
them?
2 can / do / it / you 3 worry / don't
1 What's wrong?
2 I have an idea.
3 No way!
4 Come on. 4 here / I'm / help / you / to

2 How do you say the expressions in Exercise 1 in

your language? 2 Choose a picture and write a dialogue.

3 Put the sentences in the correct order to make

a dialogue.

a MOLLY Oh, come on, Ben. Please!

b MOLLY It's my homework. Can you help me
—
with it?
c MOLLY Very funny, Ben.
d 1 MOLLY Hi, Ben. Listen. I have a problem.
e BEN No way! I always help you with
homework.
f BEN Oh? What's wrong?
g BEN No! But listen - I have an idea. Ask
Mom!

4 Complete the dialogues with the expressions

from Exercise 1.

0 A I'm bored.
B Me, too. I have an idea. Let's play
ball in the park.
1 A Can I talk to you? I have a problem.
B Really?
2 A I don't want to come to the party.
B Oh, ,Jen. Parties
are great!
3 A Come to the football game with me.
B _________________________ I don't like football. 3 I s p e a k in g W o rk in pairs. Act out the dialogue.

55
 OBJECTIVES
f u n c t io n s : helping a friend;

FRIENDS
describing people
gram m ar: have (affirmative,
negative, and questions); count
and noncount nouns
v o c a b u la ry : parts o f the body;
describing people

R E A D IN G 4 Read the article again. Match the parts of the sentences.

1 Match the things in the list with the 0 Delaney is 11, and the girls and boys
photos. W rite 1-6 in the boxes. 1 The doctors say that she

1 a woman with a child | 2 a shaved head 2 She's in the hospital for months, and this
3 short black hair | 4 green eyes 3 Delaney doesn't have any hair,
5 a doctor and a nurse | 6 long curly hair 4 Kamryn shaves her head and
5 The teachers at the school don't want Kamryn
2 s p ea k in g W o rk in pairs. Complete the
sentences. Tell your partner. a has a terrible disease - cancer.
My eyes are . b that makes Delaney really happy.
My hair is__________ c and her friend Kamryn wants to help her.
My best friend's eyes are , d at school with a shaved head.
My mom's hair is________ e in her class like her a lot.
f is difficult for her, but she's strong.
My eyes are brown.

3 О Ш 1 Read and listen to the article

W hat's wrong with Delaney?

56
READING 4 Ask students to read the sentence halves. Elicit or
1 Display the photos on the IWB or ask students to explain any unfamilar vocabulary, which m ay include
look at the photos in their books and cover the rest fo r months, shaves her head, illness, and strong. Pay
o f the page. Elicit a description o f each person from attention to the pronunciation o f months /mAn0s/,
a different student, using their own words. This especially the ending - the tw o consonant sounds are
lead-in activity is meant to activate the language difficult to pronounce together, and many learners
students already know, so don’t w orry i f they cannot feel the need to insert a schwa or /i/ sound. Ask
describe all the details right now. You can leave students to identify the key words in each sentence
presenting new language for later. Students match h alf - the ones that carry important information.
the descriptive phrases with the photos. They then This w ill help them find the links between ideas and
compare ideas in pairs before you check answers locate the relevant information in the text. Do the
with the class. As you do, practice the pronunciation example item and, i f necessary, one m ore sentence
o f the phrases by reading them aloud and asking the together as a class. Suggest that students start
class to repeat them, first together and then two or matching the sentence halves with the easier ones
three students individually. Pay special attention to and then m ove on to the m ore challenging ones later.
the participle -ed ending in shaved /Jeivd/ and the Remind them to check that the two parts fit together
vow el sound in eyes /aiz/ and curly /'k3rli/. logically as w ell as grammatically - and that the
completed sentence matches the information in the
A nsw ers article. Students compare their ideas in pairs before

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

2 ISPEAKING W rite tw o headings on the board: eye

you check answers with the class. Ask students to
quote the information from the article that matches
each sentence. Make sure students notice that the
completed sentences make up a short summary o f the
color and hair color. Elicit words for each category,
story.
for example: black, brown, blue, and green for eyes,
and black, brown, red, gray, and blond for hair. Focus Answers
attention on yourself. M odel the task by describing
your own eyes and hair. Put students in pairs to
complete their descriptions. Ask them to correct each
other’s mistakes. Monitor the correct use o f the new
I 1 a 2 f 3c 4b

O ption al a c tiv ity

5 d

language. Write the following phrases on the board: smile, very active,
looks/ feels different, look like, without, both. Ask students to
3 C S l l.61 Read the question. Elicit its meaning
find the phrases and figure out their meaning from context.
through a paraphrase or translation. Play the audio Students compare their ideas in pairs before they look up the
for students to listen, read the article for general phrases in a dictionary or online. When you check answers,
understanding, and answer the question. Remind ask students to quote the information from the article that
them not to try to understand every word. Ask them helped them figure out the meanings.
to compare ideas in pairs before you check the
answer with the class. Check comprehension o f sick
and cancer. Be sensitive to any students w ho m ay
have cancer sufferers in their families - this is a
delicate subject for many, so treat it with empathy,
and make sure the class does, too.

A n sw er

I She is very sick. She has cancer. She doesn’t have any hair. /
She has a shaved head.

T-56
■ THiNK VALUES
H elping a friend
SPEAKING Ask students to look through situations 1-5.
Check comprehension. Elicit or explain get a bad grade
(on a test) and broken. Read through the list o f suggested
solutions and elicit or explain help somebody do
something, lend (but there is no need to explain h ow this
differs from borrow at this point), and give somebody a
hug. Give them a minute or so to consider each problem
and think o f possible courses o f action. Put them in
pairs to discuss their ideas. Encourage them to add
their own suggestions wherever appropriate. Ask them
to make at least tw o suggestions for each situation and
then decide which one is better. Elicit some suggestions
for each situation from volunteers and ask the rest o f
the class to say i f they agree or disagree.

O ption al a c tiv ity

Ask students in small groups to consider what other kinds
of problem situations they, their friends, or young people
like them are likely to find themselves in. They can think of
school issues, family issues, or health problems, for example.
Monitor and help with any unfamiliar language, or provide
dictionaries or allow the use of the Internet for looking
things up. Ask each group to make a list of five or six typical
problems and write these up as headings on a large (A3)
sheet of paper, leaving ample space under each heading.
Collect the sheets and redistribute them to another group.
Give them three or four minutes to consider suggestions for
how a friend or someone else (parents, teachers, and so on)
can help. Again, provide help with unfamiliar language. They
should write their best suggestion for each situation under
the headings. Collect the sheets again and give them to
another group - and so on, until all the sheets are filled with
suggestions. Display the posters and ask students to walk
around, read the situations and proposed solutions, and,
under each heading, indicate the best suggestion (just one
for each problem) with a star in colored ink. At the end, read
the most popular suggestions for the situations mentioned
aloud and elicit additional comments from the class.

T-57
 6 F RI ENDS

Delaney Clem ents is 11. She has a big smile and beautiful
hair. She's a very active girl, and she loves sports. Delaney
is very popular with her classm ates. Her best friend is a
girl nam ed Kamryn. She's in Delaney's class.

One day Delaney is very tired and feels bad. Her mom
and dad take her to the hospital. The doctors check the
girl. They say that Delaney is very sick. She has cancer.
Her parents are very worried. TriiNK VALUES
Delaney is in the hospital for months. It's a very difficult Helping a friend
time for her, but she often smiles. The doctors and nurses How can you help a friend in these
like her a lot. She's a very strong girl. situations? W o rk in pairs. Use the suggestions in the
Delaney looks very different now. She doesn't have any list and your own ideas.
hair. Delaney feels very different from her classm ates. I help him/her study. | I talk to him/her.
But she has a real friend, Kamryn. Kamryn talks to her I make him/her a sandwich. | I lend him/her my tablet.
parents. She w ants to help Delaney. She w ants to look I give him/her a hug.
like Delaney. Kamryn shaves her head. W hen Delaney
1 My friend is sad.
see s her friend without hair, sh e's very happy. Now both
2 My friend gets a bad grade on his/her math test.
girls don't have any hair. Now Delaney isn't alone. She
has a w onderful friend. 3 My friend is hungry and doesn't have anything to eat.
4 My friend's computer is broken.
5 My friend has a problem at school.

57
GRAM M AR 2 Complete the sentences with the correct form of have.

have (affirmative and negative) 0 This computer is $700. I don't have the money to buy it.
1 My best friend Tony any sisters, but he
1 Look at the article on page 57. Choose two brothers.
the correct form of have in the
2 I a tablet, but I really want one.
sentences. Then complete the rule and
3 I ________________ anew smartphone. Here's my new number.
the table.
4 Jorge and Maria a car, but they have bikes.
1 She have / has a big smile.
5 Lara a big family. She three
2 Now both girls don't have / doesn't sisters and four brothers.
have any hair.
3 The newspapers has / have lots of
stories about the two girls.
VO C A BU LA RY
Parts of the body
RULE: W e use have and don't have or has
and have to talk about possession. 1 O J 1-62 Label the picture with the words in the list. Listen
and check.
arm | body | ear | eye | face | foot | hand | leg
Affirmative Negative
mouth | nose
I/You/We/They I/You/We/They
1 a 2 have a 2 s p ea k in g W o rk in pairs. Look at the picture and labels for
problem. problem. (do not 30 seconds. Then cover the labels. Test your partner.
have)
He/She/It 3 He/She/It doesn't What's number 8? It’s an arm.
a problem. have a problem.
(does not have)
GRAMMAR Play the audio for students to check their answers.
Then play it again for students to listen and repeat
have (a ffirm a tiv e and n ega tive)
the words. Pay special attention to the vow el sound
1 Students try to choose the correct options from in ear /iar/, the short vow el sound in fo o t /fut/, and
memory, compare ideas in pairs, then look back at the pronunciation o f mouth /mau0/. If you use the
the article on page 57 to check their answers. Then IWB, invite a different student to label each body
they complete the rule together. Check answers as part onscreen.
a class. Elicit that w e form the negative by adding
not after do. Ask students to identify the tense as the Answers
simple present. 1 face 2 nose 3 mouth 4 body 5 foot 6 ear
7 eye 8 arm 9 hand 10 leg
A nsw ers
1 has 2 don’t have 3 have 2 I SPEAKING Students study the picture and labels for
30 seconds, cover the labels, and test each other in
Rule
pairs, taking turns asking and answering what each
1 have 2 don’t 3 has
numbered item is. Can they remember all the words
that w ere supposed to go in the blanks? Monitor the
Language note correct use o f the new vocabulary.
In American English, have is used to express possession rather
than have got, which is more common in British English. Language note
Although both are correct, make sure students realize the When we describe a person, we normally refer to paired body
difference in usage, and avoid mixing the two forms. parts in the plural: hands, legs, feet, arms, eyes, ears. For
example: My brother has small hands. not My brother has a small
2 Students study the examples and rules and then hand. I have big feet. not I have a big foot. Note the irregular
plural of foot feet (never foots).
complete the sentences. They compare ideas in pairs
before you check answers with the class. You might However, in English, hair is used in the singular to refer to both
all the hair a person has on top of their heads (noncount: hair) or
want to display the exercise on the IWB, invite a
a single strand of hair (count: a hair).
different student to complete each sentence onscreen,
Elicit if this is the same or different in the students’ first
and ask the rest o f the class to check and correct the
language.
answers.

A nsw ers Workbook page 57^

1 doesn’t have, has
2 don’t have
3 have
4 don’t have
5 has, has

O ption al a c tiv ity

Name a person or a group of people in the class and say the
prompts - for example, Juan, blue eyes - and ask another
student to make a true sentence using the affirmative or
negative form of have: Juan has / doesn’t have blue eyes.
Now the person who gave the answer can name another
person (or people) and select a classmate to provide the next
sentence, and so on. Continue for two or three minutes.

|Workbook page 54^

v o ca bu la ry
Parts o f th e body
1 EE>H .62 Display the picture on the IWB or ask
students to look at it in their books and cover the
rest o f the page. Can students name any o f the parts
o f the body shown in the picture? Students w ork
in pairs to point to and name the body parts or, if
you use the IWB, you could elicit suggestions and
ask different students to label the body parts they
know onscreen. Don’t check or confirm answers at
this point. Students uncover the exercise and match
the remaining body parts. Remind them not to
write in their books, but write their answers in their
notebooks. Ask students to compare ideas in pairs.

T-58
LISTENING table. They compare ideas in pairs before you check
1 Focus attention on the photo. Elicit what friendship answers w ith the class.
bands are called in the students’ language(s). Ask:
Do you like friendship bands? Do you have one? and Answers
elicit some responses. Elicit or explain gifts. Students 1 c 2 a 3 b
read the sentences, think about their opinions for 30 Rule
seconds, and then compare ideas in pairs. Elicit some
1 Does 2 does 3 doesn’t
responses from the whole class.
2 Read the question together. Have students share their 2 Students read the questions about things they have
answers in pairs. Check answers with the class. Check and think o f their answers. You could ask them to
comprehension o f look cool and think o f. simply check the questions they answer affirmatively.
3 |SPEAKING Explain the task before they begin.
A n sw er
Students w ill mingle and speak to as many students
They are fun and look cool. They help us think of our as they can until they can find someone for each
friends.
answer w ho answers yes. They could prepare a
chart in their notebooks beforehand w here they can
3 С И 1.63 Read the instructions and question
write the name o f the person w ho says yes to each
together. Check comprehension o f interview. Make
question. Set a time limit of, say, six minutes, and
sure students understand they are going to hear a
monitor the conversations. Remind students that
longer dialogue between tw o people (Ella and her
English must be used at all times. You might want to
interviewer), but their task is to find out only what
introduce a penalty task for those who use their first
Ella’s hobbies are. Play the audio for students to
language. Also pay attention to the correct use o f the
listen and write down their answer. They compare
question and short answer forms. Get some feedback
their ideas in pairs before you check them with the
from the class on the answers they heard. Have they
class. Play the audio again, up to the point where Ella
found a person with a yes answer for every question?
lists her three hobbies.
Count and noncount nouns
A n sw er
4 Focus attention on the list o f words. Explain that, in
She listens to music, she swims, and she makes friendship
English, some nouns can be counted, but some others
bands.
can’t. The nouns w e can count are called count nouns.
The ones w e cannot count are called noncount nouns.
4 0 1 1.63 In pairs, students read the sentences, try to
Noncount nouns only have one form - there is no
decide what kind o f information is missing in each
plural form. Elicit whether this exists in the students’
one, and discuss what they think might go in each
language. First, ask students to find the words in the
blank. Clarify the meaning o f spend time doing (elicit
list that are in a plural form and w rite these in the
a translation) and rubber bands (point them out in
middle column o f the table. Ask them to decide, in
the photo). Play the first part o f the interview, which
pairs, i f they think the remaining nouns are count or
contains the information about the example item.
noncount. Elicit suggestions and ask the rest o f the
Play the audio through once for students to check
class to say i f they agree or disagree. If you use an
their predictions and identify where the information
IWB, get a different student to come to the screen
about each sentence appears in the interview. Elicit
to write each w ord the same w ay as in the example.
or remind students that the sentences follow the
After checking that all the answers in the table are
same order as the audio. Play it again, pausing as
correct, ask students in pairs to complete the rule and
necessary, so students can complete all the sentences.
then check their answers.
Ask students to compare ideas in pairs. As you check
answers together, play the audio for the final time,
Answers
pausing at the passages that confirm the answers.
Count (singular): a hobby, a color
Count (plural): some apples, some chairs, some pens
A nsw ers
Noncount: some fun, some money, some work
1 very good friends 2 twenty-five 3 an hour
4 expensive 5 colors Rule
1 an 2 some

GRAMMAR Language note

have (qu estion s) Note that a lot of nouns that are noncount in English may be
count nouns in the students’ language, for example: information,
1 Elicit the rules for which tense w e follow when money, hair, advice, furniture, news, weather, music, or soap.
w e use have for possession (the simple present). Remind students to notice if a noun is count or noncount
Ask students to quickly recap the rules for forming whenever it differs from their first language.
questions and short answers in the simple present:
Do / Does before the subject, follow ed by the base
|Workbook page 55^
form; and Yes, subject + do / does or No, subject
+ don’t / doesn’t. Students apply the rules and
match the questions and answers then complete the & Be aware of common errors related to count and
noncount nouns. Go to Get it right! on page 124.

T-59
 6 F RI ENDS

L IS T E N IN G
1 W hich of these sentences do you agree with?

1 It's good to give little gifts to your friends sometimes.

2 A friendship band is a great gift.
3 I really like friendship bands.

2 Read the text. Then answer the question.

W hy do people like friendship bands?

3 Е Э Ё 63 Listen to an interview with 12-year-old Ella

Winston. W h a t are her hobbies?

4 O T h 63 Listen again and complete the sentences.

0 Ella has five or six friendship bands .
David Beckham has one. The Duchess o f
1 She has two or three .
Cambridge has one. H arry Styles from One
2 In total, she has about friends.
Direction has one. And m illions o f other
3 She spends about a day
young and old people have them , too.
making friendship bands.
Friendship bands are popular all over the
4 The rubber bands are not .
world. They are fun and look cool. And, they
5 Sometimes, she uses seven or eight different
help us to think o f our friends.

GRAM M AR 3 I s p e a k in g W alk around the classroom. Ask

and answer the questions in Exercise 2. Find
have (questions)
someone with the same answers as you.
1 Match the questions and answers. Complete the table.

1 Do you have a hobby? Count and noncount nouns

2 Does your sister have a smartphone? 4 Complete the table with the words in the list
3 Do your teachers have friendship bands? and a/an or some. Then complete the rule.
apples | arm | bikes | chairs | color | friend
a Yes, she does.
fun | hobby | money | pens | time | work
b No, they don't.
c Yes, I do. Count Count Noncount
(singular) (plural)
Questions Short answers
an arm some bikes some time
Do I/you/we/they have a Yes, I/you/we/they do . a friend
hobby? No, I/you/we/they don't.
(do not)

1 he/she/it have Yes, she/he/it 2 .

a problem? No, she/he/it 3 .
(does not)
RULE: You can count count nouns (two friends,
four bikes).
2 Answer the questions.
With singular count nouns, we use a or
1 Do you have a T V in your bedroom?
2 Do you have a T V in your kitchen? You can't count noncount nouns (time, water).

3 Do you have a big backyard? With noncount nouns and plural count nouns,
\Л/<2» I ICC» 2
4 Do you have a big family?
5 Does your best friend have a big family?
6 Do you have a lot of songs on your phone?

59
 R E A D IN G VO C A BU LA RY
1 C B 1.64 Read and listen to the dialogue. W hat's Describing people (1)
the surprise for Olivia?
1 Look at the words in the list. W rite them under
the correct headings. Some words can go under
more than one heading.
blue | gray | long | curly | short | black | blond
red | brown | wavy | straight | green

eye color hair color hairstyle

blue g ra y long

2 I s p e a k in g W ork in pairs. Use the words in

OLIVIA Hey, Chloe, how are you? Exercise 1 to describe the people in the photos.
CHLOE Hi, Olivia. I'm fine, how are you?
OLIVIA I'm happy. You know my brother, Patrick,
right? Well, he has a new friend. He's
really cool.
CHLOE Really? Who is he? What does he look
like?
OLIVIA Well, he has black hair. It's short, and it's
curly.
CHLOE Is he tall or short?
OLIVIA Pretty tall, and good-looking. He has
brown eyes, and he wears glasses.
CHLOE Brown eyes and glasses?
OLIVIA Umm ... yes, and he has a very nice smile.
He's so friendly.
CHLOE I know.
OLIVIA You know?
CHLOE He likes soccer and tennis, and his name's
Josh, right?
OLIVIA That's right, but ... but ...
CHLOE And he has a sister?
OLIVIA How do you know?
CHLOE Josh is my brother.
OLIVIA No way!

2 W hich picture shows Josh?

James Rodriguez has ...

Pink has ...

Workbook pag, 57»

Pronunciation
Thie /ei/ vowel sound
С 1 C р П
G o to p ag e 120. C21

60
r e a d in g O ption al a c tiv ity
1 4 ) 1.64 Focus attention on the photo. You might To make Exercise 2 more involving, you could ask students
want to enlarge and display it on the IWB, with to take turns choosing one of the four people, without telling
their partner, and describing them without using the name.
books closed. Ask: Who is in the photo? Where are
Their partner must try to guess the identity of the person.
they? How do they feel? Elicit any suggestions,
Encourage students to make the guessing task as challenging
without confirming details. Read the question. Check as they can. How many sentences does their partner need to
comprehension o f surprise (something that you didn’t hear before they guess correctly? Monitor as before.
expect to happen). Ask students to listen to the audio
w hile reading the dialogue, confirm their predictions,
|Workbook page 57^
and answer the question. Ask them to compare ideas
in pairs before you check the answer with the class.

A n sw er
Pronunciation 4 )1 .6 5 4 )1 .6 6

I Chloe is Jo sh ’s sister. / Josh is Chloe’s brother.

2 Put students in pairs to choose the picture that shows

T o p r a c tic e p r o n u n c ia tio n o f th e /ei/ v o w e l
sou n d , g o to p a g e 120.

Josh. Check the answer with the class. H ow many

pairs got the right answer?

A n sw er
Josh is number 1.

vo ca bu la ry
Describing p eo p le (1)
1 Focus on the table headings. Ask students to look
back at the description o f Josh in the dialogue and
find the adjectives for each heading (eye: brown,
hair: black, hair style: short, curly). Students w rite the
remaining words in the table. They then compare
ideas in pairs before you check answers with the
class. Check the meanings by pointing at someone in
the class w ho has or doesn’t have the given feature,
and ask the class to confirm or reject and correct
your suggestions: Does [A nita] have wavy hair? No,
she doesn’t. She has straight hair. Read the words aloud
and ask the class to repeat them after you, first all
together then two or three students individually. Pay
special attention to the pronunciation o f the w and v
sounds in wavy /'weivi/ and the silent g in straight
/streit/.

A nsw ers
eye color: blue, brown, black, green
hair color: gray, black, blond, red, brown
hair style: long, curly, short, wavy, straight

2 |SPEAKING Students in pairs take turns describing

the famous people in the photos. You might like
to ask a stronger student to say one or two model
sentences about the person o f their choice before
pairs begin. Monitor the correct use o f the adjectives
for describing people and the use o f has. Avoid
correcting errors during this fluency activity, but
come back to any recurring mistakes with the class
at the end. Put the incorrect forms you noted on the
board and elicit corrections from the class.

T-60
Describing p eo p le (2)
6 SPEAKING Students practice role-playing the
4>) 1.67 Display the pictures on the IWB, or ask dialogue in pairs. Ask one or two pairs to perform the
students to look at them in their books and cover the dialogue in front o f the class. Ask the rest o f the class
word bank above them. Some o f the words should to listen and write down any mistakes or omissions.
already be familiar, so elicit these from the students.
|Workbook page 57^
If using the IWB, get some students to label the
pictures onscreen. Ask students to reveal the words
and match the remaining ones with the pictures.
They then compare ideas in pairs before you check
FUNCTiONS
answers with the class. Read the words aloud, and Describing p eople
practice pronunciation by asking the class to repeat
1 Students match the questions and answers in
them after you, first together and then two or three
the dialogue. They then compare ideas in pairs
students individually. Pay special attention to the
before you check answers with the class. Elicit the
vow el sound in beard /biard/ and earring /'iariq/, and
difference between What does he look like? (physical
the pronunciation o f mustache /'mAsteJ/, especially
appearance) and W hat’s he like? (personality). Elicit
the final consonant sound (never /tj/).
w hy students think the pronoun it is used in answer
3. (It refers to the guessing game, not to the person
A nsw ers

4
I 1 A 2 C 3D 4 B 5 G 6F 7E

4>) 1.68 Ask students to look back at the dialogue

himself. W e use it when w e don’t know i f the person
w e ’re trying to guess is male or female. Since w e
already know his sex, the final question and answer
would also be correct with he instead o f it.)
on page 60 and find examples o f the words in
Exercise 3. Ask a different student to w rite each Answers
example on the board: Is he tall or short? (H e’s)
pretty taE, and good-looking. He wears glasses. He has
a very nice smile. Elicit the meaning o f wear through
a translation or a different example. Ask students to
2
I 1 c 2 a 3 b

SPEAKING Students use the m odel dialogue to

play a guessing game in pairs. Have pairs take turns
repeat the word after you, first all together then one
answering two or three questions each. Monitor,
or two students individually. Pay special attention
providing the words for the person’s occupation if
the vow el sound in /wear/. Students order the
necessary, but avoid correcting mistakes unless they
sentences. Ask them to write the sentences in their
hinder understanding.
notebooks. Play the audio for them to check their
answers. Students match the sentences and pictures
and then compare ideas in pairs before you check
their answers with the class. ITRAINTOTrii К
A tten tio n to d eta il
A nsw ers
1 SPEAKING Put students in pairs. Ask them to look at
1 She wears glasses.
2 He has a mustache. their own version o f the picture on page 127 or 128,
3 She has earrings in her ears. respectively. They should not look at each other’s
4 She isn’t short; she’s very tall. picture! Give them a minute or so to think about how
they would describe the person. Have the pairs sit
back-to-back. They describe the person in their own
O ption al a c tiv ity
picture and listen to their partner’s description. They
Students think of a famous person for each sentence from
are allowed to ask clarification questions or request a
Exercise 4 and then compare ideas in pairs. Ask them to
correct each other’s ideas if they disagree with any of the
repetition. Set a time lim it of, say, three minutes. Can
examples. Monitor their use of has and doesn’t have and they find all six differences together without looking
wear and doesn’t wear. at the pictures?
2 SPEAKING Form groups o f four made up o f either
5 4 9 1.69 Ask students to read the dialogue without all A students and all B students. They should still
filling in the blanks and, in pairs, decide what kind o f not look at the other version o f the picture! Students
information is missing. Elicit or explain the meaning in each group compare the differences they have
o f look like and friendly. Students complete the identified w ith their partner. Have all groups found
dialogue with their ideas. Play the audio for students all the six differences? Get some quick feedback from
to check their answers. Then play it again, pausing the whole class at the end to check the answers.
after each line, for students to repeat, copying the
pronunciation as w ell as the rhythm and intonation. Answers
the waiter’s hair is gray / brown
A nsw ers the waiter has a mustache / a beard
1 eyes the girl’s hair is blond / black
2 glasses the girl wears / doesn’t wear earrings
3 short the boy wears / doesn’t wear glasses
4 smile the boy / girl is very tall

T-61
 6 FRI ENDS

Describing people (2)

451.67 Match the words in the list with the
pictures. W rite 1-7 in the boxes. Listen and check.
1 beard | 2 earrings | 3 glasses
4 mustache | 5 short | 6 smile | 7 tall

F U N C T IO N S
Describing people
1 Complete the dialogue with answers a-d.

A I'm thinking of a famous basketball player.

В What does he look like?
A Л __
B What's he like?
A 1
B Is he American?
2
A
B Is it LeBron James?
A

4 С Ж 6 8 Put the words in the correct order to make a Yes, he is.

sentences. Listen and check. Then match each sentence
b Yes, it is.
with a picture in Exercise 3.
c He's really nice.
0 has / smile / a / she / nice / very F d He's tall and strong. He has short brown
She has a very nice smile. hair and sometimes a short beard, too. He
1 she / glasses / wears □ has a great smile.

2 mustache / has / a / he □ 2 I s p ea k in g W o rk in pairs. Think of

a famous person. Ask and answer

3 has / earrings / she / her / ears / in □ questions to guess who he/she is.

I'm thinking of a famous female singer.

4 she / isn't / short; / very tall / she's □ I/Vhat color hair does she have?

5 С Я 1.69 Complete the dialogue with the missing words.

Listen and check.
■TRAIN TOTHiNK
A I have a new friend. His name's Eric.
Attention to detail
B What does he look like?
A He has short brown 0h a ir , blue 1e , and 1 SPEAKING W o rk in pairs. Student A: Go
he wears 2g . to page 127. Student B: Go to page 128.
B Is he tall or 3s ? Describe the people in your picture. Find
the six differences.
A He isn't very tall.
B Is he nice? 2 SPEAKING Tell others in the class what
A He's very nice and friendly. He has a nice 4s_ differences you find.

6 SPEAKING W o rk in pairs. Act out the dialogue. In picture A, the waiter has
gray hair. In picture B, ...

61
 Culture

W hat do you do when you see

someone you know? Do you In Mongolia, people give a hada
smile? Do you say hello? Do to guests who visit their home.
you touch the other person? This is a piece of silk. W hen you
get a hada, hold it in both hands.
Here are some ideas for
This also shows respect.
travelers. They tell you how
people in different countries The Maori people in New
and cultures welcome each Zealand rub their noses together
other. Do you do different when they meet. This greeting is
things in your country? called the hongi.

In many countries in Asia, In Western countries, many

people bow when they greet people shake hands when they
each other. This shows respect. greet each other. Sometimes they
In China, this is called kow tow . just smile and say something like
In Thailand, people put their "H ello!" or "H i!"
hands together and bow. This
is called the wai.

When people in Tibet greet

each other, they stick out their
tongues. This is a very old
tradition. But you can still see it
in Tibet today.

In many countries around the

world, friends greet by kissing on
the cheek. In some countries they
kiss on one cheek, in others they
kiss both cheeks, and in some they
kiss cheeks three times.

62
cu ltu r e
W elcom in g p eo p le around th e w orld
Focus attention on the photos. If possible, show them
on the IWB, covering up the title and texts, with
books closed. If you don’t use an IWB, cover up the
title together w ith the text in the left-hand paragraph
and show the photos in your book. Ask students what
they think the photos have in common. Accept any
reasonable suggestions if students can explain in their
own words w hy they think so. Reveal the title for
students to check their predictions. Then ask students
to try to guess which country or part o f the world each
photo shows. Ask the rest o f the class to say if they
agree or disagree, but don’t confirm answers yet at
this point. Point to each photo again and ask students
whether each form o f greeting would be acceptable or
unacceptable in their own country. W ould any forms o f
greeting be perceived as rude or inappropriate? Why?

T-62
1 Read the phrases aloud and have students repeat to compare ideas in pairs before you check answers
them after you to practice pronunciation. Pay special with the class.
attention to the vo w el sounds in bow /bau/ and piece
Answers

I
/pi:s/ and the silent vo w el letters in tongue Длр/.
Although most phrases contain unfamiliar words, 1 F 2 F 3T 4 T 5 F 6F 7T
students should be able to use the key words they
already recognize, as w ell as a process o f elimination, 5 SPEAKING Put students in pairs or small groups to
to match the eight phrases with the photos. Ask them discuss the questions. Monitor their conversations,
to compare ideas in pairs before you check answers noting the most interesting ideas. Elicit some o f these
with the class. Only then elicit or explain meanings. from the whole class, and invite comments from the
Elicit what verb photos 1, 2, and 7 have in common rest o f the class.
(touch) - and elicit or explain that whether you are
allowed to touch another person is often a very O ption al a c tiv ity
important difference between cultures. Ask students As a follow-up, ask students to prepare a short description
if it is acceptable in their own culture. about the different forms of greeting that are common in
their country or in their region, and find suitable pictures
to illustrate them on a small poster or leaflet. This could be
A nsw ers
done as a group project. Set aside a class for presenting the
1 touch, shake hands posters or leaflets, or set up an exhibition on the walls of the
2 touch, rub noses classroom. Have a vote on the best project.
3 a piece of silk
4 bow your head
5 put your hands together
6 stick out their tongues w r it in g
7 touch, kiss
d escrib in g a friend
2 Students choose the correct answer. Elicit the 1 Students read the model description and identify the
meaning o f welcome. H ow do people say it in the picture o f James. Ask them to compare their ideas in
students’ language? H ow many other languages can pairs before you check the answer with the class.
students say it in?
A n sw er

3
I
A n sw er
A

4 9 1.70 Ask students to find and underline the key

I 1

2 Students extract the key information from the text

and complete the notes. They compare ideas in pairs
words from Exercise 1 in the article. Then play the
before a whole-class check.
audio for students to listen to and read the article.
Remind them not to w orry about understanding
Answers
every word. They should focus on finding the names
o f any places in the article first and then reading the
text around them to see which key w ord they may
be linked to. This w ill help them label the photos.
I short, curly (and) black; glasses; popular

3 You might like to brainstorm some vocabulary for

Ask students to compare their ideas in pairs before describing appearance and personality and write
you check answers with the class. If you use the these under the headings on the board, for reference.
IWB, invite a different student to label each photo on Give students three or four minutes to make similar
screen. notes about their own best friend. Monitor their
preparation and provide help with the language if
A nsw ers necessary.
1 New Zealand 4 Students use the questions to add further information
3 Mongolia to their notes. Monitor, providing help as before.
4 China / Asia
5 Students expand their notes into a descriptive
5 Thailand
6 Tibet paragraph like the one in the example. You could
7 many countries around the world assign this task for homework. Ask students to
exchange their paragraphs with a partner and
4 Ask students to read the sentences. Check check each other’s w ork for task com p letion (Have
comprehension. Elicit or explain any unfamiliar or they included information fo r all the headings and
challenging vocabulary, for example, tradition, rub, questions?), accuracy (Are there no grammar or spelling
and hold. You could elicit or pre-teach each other, errors?), and voca b u la ry (Are the adjectives and nouns
respect, both, and cheek, which are key words that appropriate fo r describing the person?). If you decide to
appear in the text. Suggest that students read the collect the students’ w ork yourself for grading, focus
text on page 62, find the passages that give them on the same three areas and keep your feedback
information about each sentence, and then study this short and constructive: What could the student do
carefully to decide on their answers. Find the first differently to improve the description? Keep error
passage together as an example. Remind students correction to a minimum, because a heavily corrected
that the sentences are in the same order as the piece o f writing can demotivate learners, especially
information about them in the article. Ask students at such an early level.

T-63
 6 F RI E NDS

1 Look at the photos and find the 4 Mark the sentences T (true) or F (false).
actions or objects in the list.
0 The kowtow is a greeting tradition in China. T
bow | kiss | a piece of silk 1 In Thailand, people rub their noses to say hello.
put your hands together | rub noses
2 In Tibet, it is not OK to show someone your tongue.
shake hands | stick out your tongue
3 When you get a hada, don't hold it in one hand.
touch
4 Maori people use the hongito say hello.
2 W h a t do the photos show? 5 In Western countries, people never shake hands.
A people saying hello 6 Only Maori people greet others with a kiss.
B people helping people 7 In some countries, people kiss three times.
C people saying "Thank you.”
5 SPEAKING Discuss with a partner.
3 4)1.70 Read and listen to the 1 Which is your favorite way of welcoming people
article. W rite the names of the described in the text?
places under the photos. 2 How do you welcome other people in your country?

W R IT IN G 2 Read the text again. Complete the notes about James.

Describing a friend
A p p earan ce: hair -
1 Read the text. Check (/ ) the correct
and
picture ofJames.
w ears
ta ll
has a nice s m ile

P e r s o n a lit y : -frien d ly — {ydrct awnrth)

h a s lo ts of frien d s')
□
3 Think about your best friend. Make notes.

A pp eara n ce:

□
My best friend is named James
Webb. He's tall. He has short curly
black hair, and he wears glasses. He's
4 Answer the questions about your best friend.
in my school, and he always helps
me in my classes. After school we 1 What's his/her name?
always play soccer in the park, and 2 How do you know him/her?
on weekends we often go swimming
3 W hy do you like him/her?
together. He's a really friendly boy,
4 What do you do together?
and he has a very nice smile. He's
very popular and everyone likes him.
5 Use your notes from Exercises 3 and 4 to write a short
But I'm his best friend!
description (35-50 words) about your best friend.

63
 C A M B R ID G E ENGLISH: T O W A R D Key
■1
1Hi MK EXAMS

R E A D IN G A N D W R IT IN G
Part 4: Multiple-choice reading comprehension
1 Read the article about a school club.
For each sentence, choose the correct answer A, B, or C.

Our school has a LEGO club and it's a

lot of fun. It's on Tuesday and Thursday
at lunchtime, from 12 p.m. to 1 p.m. I'm
a member of the club and so is my best
friend, Ally.
Mr. Thomas is the club manager, and
the club m eets in his classroom, 3T. He
has five big boxes of LEGO bricks.
Every week he spends the first 15
minutes showing us different ways to
build things. We then practice this for
the rest of the time. He som etim es holds
contests. The prize is always a sm all box 0 The LEGO club is at .
of LEGOs. A the library B the museum C school
This month there is a contest for all
1 The club meets times a week.
schools in the state to build a LEGO
classroom. The prize is a school trip to A two B three C four
LEGOLAND. I hope our club wins! 2 The meetings are for .
A 15 minutes B 30 minutes C 60 minutes

3 Mr. Thomas teaches in 3T.

A school B classroom C box

4 Mr. Thomas shows the students how to make things with LEGOs
for .
A 15 minutes B 30 minutes C one hour

5 The prize for the LEGO classroom contest is a .

A LEGO model B LEGO book C trip to LEGOLAND

Part 9: Guided writing

2 Read the email from your pen pal Kelly.

к& Ш *

From: Kelly
To:

Please tell me about the things you do

in your free time. What do you do after
school? What do you do on the weekends?

W rite an email to Kelly and answer the questions.

W rite 25-35 words.

64
 CAMBRIDGE ENGLISH: TOWARD Key

■1Hi MK EXAMS
r e a d in g a n d w r it in g
P a rt 4: M u ltiple-ch oice read in g com prehension
1

A nsw ers

I 1 A 2 C 3 B

P a rt 9: Guided w ritin g
4 A 5 C

Exam inform ation

There are 5 marks for Part 9 [in the Cambridge English: Key
examination]. Candidates at this level are not expected to
produce faultless English, but to achieve 5 marks a candidate
should write a cohesive message that successfully responds to
the three prompts given, with only minor grammar and spelling
errors. A great variety of fully acceptable answers is possible.
Candidates are penalized for not writing the minimum number
of words (i.e., fewer than 25). They are not penalized for writing
too much, though they are advised not to do so. Candidates also
need to think carefully about who the target reader is for each
task, and try to write in an appropriate style. It is important to
write clearly so that the answers are easy to read. However, it is
not important if candidates write in cursive or in upper or lower
case. (Extract from the Cambridge English: Key Handbook for
Teachers)

T-64
TEST YOURSELF UNITS 5 & 6

vo ca bu la ry
1

A nsw ers
1 do 2 headphones 3 arm 4 dance 5 glasses
6 go 7 beard 8 curly 9 eyes 10 out

gram m ar
2

A nsw ers
1 She doesn’t like shopping.
2 They never listen to rock music.
3 You don’t have any songs on your phone.
4 She has some money.
5 I always get to school late.
6 Do you have books in English?
7 We are usually tired on Sunday evening.

A nsw ers
1 go often go
2 don’t listen -not to
3 p a y plays
4 is are
5 don’t doesn’t do
6 have a work
7 doesn’t don’t

Fu N d iO N A L LANGuAGE
4

A nsw ers
1 like, doesn’t, look
2 worry, are, help

T-65
TEST YOURSELF UNITS 5 & 6

VO C A BU LA RY
1 Complete the sentences with the words in the list. There are two extra words.
arm | beard | curly | dance | do | earrings | eyes | glasses | go | headphones | out | short

1 No, I can't go out. I need to ______________ my homework.

2 I always use when I listen to music at home.
3 She has a friendship band on her left .
4 It's OK music, but you can't______________ to it.
5 My eyes aren't very good. That's why I wear_______________.
6 Let's_______________shopping tomorrow afternoon.
7 He has a big black and mustache.
8 I like her hair. It's long and_______________.
9 Many new babies have blue , but the color changes later.
10 I want to go and hang with my friends this evening.

GRAM M AR
2 Put the words in order to make sentences or questions.

1 like / shopping / She / doesn't

2 never / They / to / listen / rock music
3 any / have / on your phone / You / songs / don't
4 She / money / has / some
5 always / I / late / to school / get
6 in English / Do / you / have / books
7 usually / are / tired / on Sunday evenings / W e

3 Find and correct the mistake in each sentence.

1 I go often to the movie theater.

2 They listen not to rap music.
3 He play computer games all the time.
4 There is two TVs in my bedroom.
5 She don't do her homework.
6 I have a work to do tonight.
7 W e doesn't have any favorite movies.

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 There's a new girlin our class.

B Oh? What's she_________ ?
A She's nice. But she talk a lot.
B Oh. And what does she like?
A She's tall and she has long black hair.

2 A Are you OK?

/6 I
B No. I can't do this homework.
A Don't________ . I can help you.
M Y SCORE /30l
B Oh, thanks. You great!
A No problem. I'm here to _________ you 22 - 30
10 - 21
0-9 65
 O BJECTIVES
W E LOVE fun ctio ns: talking about abilities;

SPORTS!
telling time; talking about routines
and dates; making suggestions
gram m ar: can / can't for ability;
prepositions of time
v o ca bula ry: sports; telling time;
months and seasons; ordinal
numbers

R E A D IN G 4 Read the article again. Check (/ ) the correct box for each
sentence.
1 Match the sports in the list
right wrong doesn't say
with the photos. W rite 1-4
in the boxes. 0 Nikolai only uses his feet and
legs to stop the ball from falling. /
1 go!f | 2 gymnastics
3 skateboarding | 4 soccer 1 Nikolai can do this for more
than a day.
2 Look at Exercise 1. In which sports 2 Xavier likes to read golf
do you do these actions? magazines.

kick hit 3 Xavier's hero is Rory McIlroy.

push spin
jump do somersau!ts 4 Tillman lives in England.

3 С И 2.02 Read and listen to the 5 Tillman doesn't need help to

article. W rite the names under the get on the skateboard.
photos in Exercise 1. 6 The Firecrackers are a group of
Ti!!man | Xavier friends.
Niko!ai | The Firecrackers 7 The Firecrackers are very
entertaining.

66
 1 W E LO V E

7 SPORTS!
READING
1 Display the photos on the IWB or ask students to
3 N3 2.02 Students listen to and read the article and
then write the names under the photos in Exercise 1.
look at them in their books, covering the rest o f the Ask them to compare their ideas in pairs before you
page. Elicit the names o f any sports they recognize. check answers with the class.
Students match the photos and sports. They then
Answers

I
compare ideas in pairs before you check answers
with the class. A Nikolai B The Firecrackers C Tillman D Xavier

A nsw ers

I
4 Ask students to read the sentences. Check
1 D 2 B 3C 4 A comprehension. You m ay need to elicit or explain
stop something from (falling), more than, hero, get on,
and entertaining. Ask students to find the information
Language note that confirms that the example sentence is wrong (the
Although gymnastics appears to be a plural form, we use it as a information is in the first three lines). Suggest that
singular noncount noun. Similar singular nouns for sports with
they follow the same process for the other sentences:
an -s ending include athletics (usually referred to in American
English as track and field) and darts. This type of ending is
find the information in the text that confirms if
also common in games (dominoes, checkers) and academic the sentence is correct or incorrect and then study
disciplines (economics, linguistics, physics,politics, and so on). this carefully to choose their answer. If there is no
information about it, they should check the “ doesn’t
say” box in the last column. Remind students that a
Optional activities true / false task is not a test o f general knowledge
1 Have a contest: Give students in pairs two or three or logic but o f reading comprehension. A sentence is
minutes to list as many sports in English as they can. Ask
only considered true i f the text confirms it - or false
the person with the longest list to read the words aloud
i f the text contradicts it. Ask students to compare
and the rest of the class to check them. You could write
the words on the board for the class to copy. their ideas in pairs or small groups. Encourage them
to quote the information that supports their selected
2 You might like to use the photos to introduce the
vocabulary for the sports equipment shown. Elicit the answer. A llow slightly more time than usual because
words students already know and present the others: A: the “ doesn’t say” option makes the decisions more
goal, (goal) post, crossbar; B: parallel bars ; C: ramp ; D: challenging. Monitor the discussions. When each pair
hole, flag, (putting /'pAtip/) green. or group has more or less reached a consensus, check
the answers with the class, asking students to quote
2 Read the verbs in the list and have students repeat the supporting passage for each true or each false
them after you as a class. Then mime their meaning. answer.
(You can show somersaults with your hands, but the
rest o f the actions you could perform.) Practice the Answers
words by asking the class to stand and mime the 1 right (Nikolai can do it for 24 hours and 30 minutes)
words as you say them in random order. Then repeat 2 wrong (he can’t read)
the activity the other w ay around: you mime an 3 doesn’t say (the author doesn’t say what Quentin thinks
action and ask the class to say the right verb for it. about Mcllroy)
4 wrong (Tillman lives in the U.S.)
Students work in pairs to match the actions with the
5 right (he can skateboard like a person; he jumps on the
four sports from Exercise 1. Remind them that they
skateboard)
may be able to match each action to more than one 6 doesn’t say (there is no mention of their personal
sport. Ask them to compare their ideas w ith another relationship to one another)
pair before you check answers with the class. 7 right (their routines are fun and amazing to watch)

A nsw ers
Background inform ation
kick: soccer
Rory Mcilroy (born 1989) is a professional golfer from Northern
push: gymnastics
Ireland. He became the World Number One player in 2012. He is
jump: skateboarding, soccer
one of only three golfers ever to win three major tournaments by
hit: golf
the age of 25.
spin: gymnastics, skateboarding
do somersaults: gymnastics, skateboarding

T-66
■ THiNK VALUES
The importance of sports
1 Read the instructions and check comprehension,
especially o f the phrase in order o f importance. Ask
students to think about the question, add tw o reasons
o f their own, and then order the ideas. M onitor and
provide help as necessary with unfamiliar vocabulary,
or allow the use o f dictionaries or the mobile devices
for looking things up. Give two or three minutes for
this.
2 I SPEAKING Put students together in small groups o f
three or four to compare their ideas. Ask them to tell
each other about their own reasons for doing sports,
as w ell as decide w hy they think people in general
do sports. Are their reasons the same or different?
M onitor and provide help as before. To wrap things
up, elicit the outcome o f discussions from all the
groups and ask the rest o f the class to say i f they agree
or disagree and why.

Optional activity
To provide students with more discussion material, you
could do a survey task before beginning Exercise 2. Students
prepare a large survey spreadsheet in their notebooks or on
a separate sheet of paper. The table should have columns
for names, sports they do, and main reasons. Ask students
to walk around and speak to as many other students as
they can, interviewing them about what sports they do and
eliciting one main reason for doing sports. Give five or six
minutes for the interviews. Get students to summarize their
findings about what the most popular sports are and what
the most commonly mentioned reasons for doing sports are.
Finally, put them together in small groups of three or four to
compare their findings and discuss their ideas, as they did in
Exercise 2.

T-67
 7 W E L OVE S P O R T S !

They’re good!
Xavier Good is three
years old. There are
a lot of things this
little boy can't do. He
can't read or write, for
example. But Xavier
can do something
special. He can hit a
golf ball. He can hit
it a long way, and
he can hit it into the
hole. Is he the next
Rory Mcllroy?

Nikolai Kutsenko can do amazing things with a soccer ball. He

can kick a ball well, but he can also keep the ball in the air with
his feet, legs, and head. Lots of soccer players can do this. But
can they do it for 24 hours and 30 minutes without stopping?
Nikolai can, and it's a world record!

Skateboarding is
a popular hobby
with teenagers
everywhere. But in the
U.S., people always
stop and watch a
skateboarder named
Tillman. Tillman is an
English bulldog, but
he can skateboard like
a person. He jumps on
the skateboard and
pushes it with his feet,
and he's off!

ITHiNK VALUES
The importance of sports
The Firecrackers are a group of young girls who do
1 W h y do people play sports? Read the reasons
gymnastics. They can jump and spin and do somersaults
below and add two more of your own. Put these
like other gymnasts, but the Firecrackers use a jump
reasons in order of importance. W rite 1-8 in the rope at the same time. Some people call their routine a
boxes. dance, not a sport, because they use music. But some
It's fun. gymnastics routines use music, too. Everyone agrees that
the girls are athletes - and that their routines are fun and
You can make friends.
amazing to watch.
It's good to win.
It's easy.
It's healthy. 2 SPEAKING Compare your ideas with others in
It's exciting. the class.

People play sports because they're fun.

67
GRAM M AR 3 Look at the activities in the list. Check (/ ) the
things you can do.
can I can't for ability
swim read and write
1 Look at the article on page 67 and complete the
hit a golf ball play the guitar
sentences. Then complete the rule and the table.
do a somersault bake a cake
1 They. jump. skateboard jump high
2 __ they do it for 24 hours? throw a ball 20 meters
3 He read or write. spell my name in English
count to 20 in English
RULE: We use 1 to talk about ability. say the alphabet in less than 30 seconds
The negative form is cannot. The contracted form is
4 SPEAKING W o rk in pairs. Ask and answer
questions.
We don't use do or does with can in questions or
negative forms. Can you count to 20 in English?

Affirmative Negative
Yes, I can. 1, 2, 3, 4,...
I/You/We/He/She/It/They I/You/We/He/She/It/They
can jump. 1 (cannot) jump.

Questions Short answers

2 I/you/we/he/she/ Yes, I/you/we/he/she/it/they
VO C A BU LA RY
it/they jump? can.
No, I/you/we/he/she/it/they Sports
can't.
1 G J 2 o5 Match the words in the list with the
photos. W rite 1-8 in the boxes. Listen and
In your notebook, write sentences about John with check.
can or can’t.
1 do tae kwon do | 2 ice-skate | 3 play baseball
0 swim / 4 cook / 4 play basketball | 5 play volleyball
John can swim. 5 speak French Л 6 ride a bike | 7 snowboard | 8 surf
1 sing Л 6 danceЛ
2 Ispea k ing W o rk in pairs. W hich of these sports
2 play the guitar Л 7 ride a bike / can/can’t you do? Tell your partner.
3 play tennis /
I can ice-skate, but I can't play volleyball.
Pronunciation
Thie /э/ v o w e l s o u n d
Go to page 121. CEI
GRAMMAR |Workbook page 64^

can / can’t for ability

Be aware of common errors related to can. Go to
1 Students try to complete the sentences from memory. <D Get it right! on page 124.
They then check their answers in the article on page
67. Ask them to w ork in pairs to check their answers
and complete the rule and table. Check answers with
the class. Check comprehension o f the rules by eliciting
VOCABULARY
a translation for ability. You might want to explain that Sports
can is a modal verb, which w e use together with a main
1 С Я 2.05 Display the photos on the IWB or ask
verb to express the idea o f ability. Modal verbs have
students to look at them in their books, covering
only one form, that is, they never take an -s ending for
the third person, and w e always use the base form after the exercises above them. Can they name any o f the
sports shown? Students reveal the exercise and then
them, even in the third person: He/She/It can jump, not
He/She/It cans jump or He/She/It can jumps. W e use w ork in pairs to speculate about which photo shows
which sport. Ask them to try to say w hy they think
modals the same w ay as w e use do / does in the simple
present to form questions and negative sentences. so. Monitor their conversations, providing help with
unfamiliar language as necessary. Elicit ideas from the
A nsw ers whole class, and ask the rest o f the class to comment
and agree on their final suggestions. You m ay need to
1 can 2 Can 3 can’t
check the pronunciation o f tae kwon do
Rule /ltai.kwan'dou/. Play the audio for them to check
1 can 2 can’t their answers.
Table
Answers
1 can’t 2 Can
A: 3, play baseball
B: 8, surf
2 Students write sentences in their notebooks using the
C: 2, ice-skate
prompts. Ask them to compare answers in pairs before D: 4, play basketball
you check them with the class. E: 6, ride a bike
F: 7, snowboard
A nsw ers G: 1, do tae kwondo
1 John can’t sing. H: 5, play volleyball
2 John can’t play the guitar.
3 John can play tennis.
4 John can cook. background inform ation
5 John can’t speak French. Tae kwon do is a Korean martial art developed in the 1940s and
6 John can’t dance. 1950s on the basis of Japanese karate and Chinese martial arts,
7 John can ride a bike. as well as those traditional Korean martial arts practiced before
World War II that were banned in occupied Korea. Tae kwon do
first appeared at the Olympic Games as a demonstration event in
1988 (in Seoul, Korea), and it became an official Olympic contest
in 2000 - the second Asian martial art in the program after judo.

2 SPEAKING Students in pairs take turns telling each

other about each o f the eight sports in Exercise 1.
Pronunciation 2.03 4 » 2.04 Monitor the use o f can for ability.

T o p r a c tic e p r o n u n c ia tio n o f th e /э/ v o w e l sou nd,

Optional activity
g o to p a g e 121.
Allow the class to ask you questions about your own sporting
abilities, using the words from Exercise 1. Give true answers.

3 Students look through the list and check the activities

they can do. You might need to elicit or pre-teach bake |Workbook page
a cake and throw /0rou/.
4 |SPEAKING Have students in pairs take turns asking
each other about their abilities, using the prompts
from Exercise 3. W herever possible, each student
should try to demonstrate the ability they claim to
have. A llow up to five minutes for the discussions.
Monitor the correct use o f all the forms o f can, making
a note o f any errors to go through with the class after
the activity. W rite or say the incorrect forms, without
mentioning which student said them, and then elicit
corrections from the class.

Mixed-ability idea
Stronger pairs can extend the discussion with the activities
mentioned in Exercise 2.

T-68
v o ca bu la r y Answers

Telling time e, b, d, f

49 2.06 Students figure out which clock matches 4 9 2.07 Ask students to check the sentences to see
each time. Ask them to compare ideas in pairs before
what information is missing in each one. Point out the
you play the audio for them to check their answers
clocks at the bottom o f the page - the task is to match
with the class. Make sure they notice that, in spoken
the times and the activities. Tell students to listen
English, w e normally use a 12-hour clock. The context
carefully because the information is not always given
helps us decide if w e are talking about the morning
in the same order as the questions about them. Ask
or the afternoon / evening (or w e need to state this).
students to compare their ideas in pairs before you
When w e talk about a time like 8:30, w e use half
play the audio again. Check answers with the class.
past and refer to the preceding hour, not the coming
hour. When w e talk about 10:15, w e use (a ) quarter Answers
after and the preceding hour. When w e talk about
12:45, w e use (a ) quarter to and the coming hour.
Elicit translations for each time, and ask students
if they express these times in a similar w ay in their
I 2 B 3 H 4 D 5 E 6 A 7 F 8 G

4 Focus attention on the expressions in Exercise 5 and

check comprehension by eliciting translations. Check
first language. Check pronunciation, paying special
pronunciation, paying special attention to the vow el
attention to the silent l in half /h^f/ and the vow el
sounds in breakfast /'brekfast/. Give students 30
sound in quarter /'kwortar/.
seconds to think about other things they do every day.
A llow the use o f dictionaries or m obile devices to look
A nsw ers

I A 3

Language note
B 4 C 1 D 2
words up online. Students decide when they do these
daily activities and draw the clocks for them. Remind
them to only use times rounded to the nearest 15
minutes.
In English, we never refer to the coming hour with half. 5 |SPEAKING Demonstrate the task by drawing a clock
We use (a) quarter for both 15 and 45 minutes past the hour, but showing a time on the board for a daily activity
we must use a different preposition. Some speakers of American o f yours and asking a stronger student to ask you
English say (a) quarter of instead of (a) quarter to: (a) quarter of questions until they guess what it is. Elicit or point out
four (3:45). that the simple present is used. Have students in pairs
take turns looking at each other’s clocks and trying to
2 SPEAKING Students use the models in Exercise 1 guess the activity for each time. Monitor the correct
to w rite the times. Put them in pairs. Model the task use o f expressions for time and the use o f the question
with a stronger student. Students then take turns forms and short answers in the simple present.
asking for and telling time. Monitor the correct use o f
expressions for telling time. A t the end, check answers
together as a class. Get a different student to write
each time on the board in a digital clock format and in
■THiNK SELF-ESTEEM
words. Му time: pie chart
1 Focus attention on the pie chart. Elicit what this type
A nsw ers o f chart is called in the students’ first language. Check
1 (a) quarter to seven that students understand that it shows h ow much time
2 eleven o’clock the person spends on each activity mentioned. Give
3 half past / after seven students two or three minutes to draw their own pie
chart for a typical weekday. (Elicit or remind them
|Workbook page 67^ that the figures should add up to 24 hours.)
2 |SPEAKING Ask students to read the discussion
questions. Check comprehension by eliciting
LISTENING translations. Then put them in pairs to look at each
4 9 2.07 Read the instructions together. Explain other’s charts and ask the questions. Monitor the
that Sam and Lucy are teenage friends. Lucy wants to discussions and provide help with any difficult
invite Sam to go surfing. Sam is busy, so it’s difficult language.
for them to decide when to go. Play the audio through
3 |SPEAKING Assign this task for homework. Students
and elicit all students’ suggestions before confirming
draw a pie chart for their ideal day and label it with
the answer.
their preferred activities. A t the beginning o f the next
class, arrange a short show-and-tell session, with a
A n sw er

2
I On Saturday (that is, not today)

4 ) 2.07 Ask students to look through the list o f

number o f students displaying and explaining their
charts to the class.

sports together in pairs and try to decide which ones

they heard in the audio. Then play the audio again
for students to check their ideas and choose their
answers. Check answers as a class.

T-69
 7 W E LOVE S P O R T S !

VO C A BU LA RY 4 Think of four things you do every day. Draw

the time that you do them on clocks in your
Telling time notebook.
1 С Й 2.06 Match the times in the list with the
clocks. Listen and check. 5 I s p e a k in g W ork in pairs. Look at your partner's
clock. Guess what he/she does at each time. Use
1 It's three o'clock. 2 It's half past eight. the things below or your own ideas.
3 It's a quarter after ten. | 4 It's a quarter to one.
get up eat breakfast
/to rt sc h o o l play soccer doyou r homework
eat dinner go to bed

Doyou get up at half past six?

2 I s p e a k in g W rite the times under the clocks.

Then ask and answer in pairs. bo you eat breakfast a t...?

I/Vhat time is it? It's a quarter after four. Doyou...?

■lriiN K SELF-ESTEEM
My time: pie chart
0 It's a quarter after four. 1 1 Look at the example of a pie chart about time
then draw one for you.

2 3

l is t e n in g
1 N32.07 Listen to a phone call between Sam and
Lucy. W hen do they decide to go surfing?
have fun
4 hours eat
2 N32.07 Listen again and check (/ ) the sports
1 hour
you hear.

tennis 2 s p e a k in g W ork in pairs. Talk about your pie

chart.
/ surfing
baseball 1 Are you surprised by your chart?
volleyball 2 Are you happy with how you use your time?

golf 3 Would you like to change? How?

basketball
3 s p e a k in g Draw your ideal pie chart. Compare

3 N32.07 Listen again. Match the clocks and the with your partner.
sentences. W rite 1-8 in the boxes.
1 The volleyball game starts at ...
2 The volleyball game ends at ...
3 The golf lesson starts at ...
4 The golf lesson ends at ...
5 It gets dark about ...
6 The basketball game ends at ...
7 The basketball game starts at ...
8 The time now is ...
R E A D IN G 3 Read the article again. Put the events in the correct order.

1 SPEAKING W o rk in pairs. Discuss these a Matthijs organizes a soccer game.

questions. b Germany and Brazil play in the World Cup final.
c The Dutch team aren't in the World Cup finals.
1 What important soccer games can you
think of? d Montserrat and Bhutan play a game of soccer.

2 Who are the champions in a your country e Matthijs de Jongh has a plan.
b the world? f The Montserrat national team flies to Bhutan.
3 Look at the photos. What do you think is
4 SPEAKING W o rk in pairs. Choose two teams for your
special about this soccer game?
perfect "other final.”
2 С Й 2.08 Read and listen to the article. 1 Where do they play?
W hich two teams play "the other final”
2 W ho wins?
and who wins?
3 W ho scores the goals?

The
other
final
It's Ju n e 30, 2002. But 4,500 kilometers away in This game is Matthijs de Jongh's

In th e In tern atio n al the Changlimithang Stadium in idea. He's a Dutch businessman.

Stad iu m in Y o ko h am a, Thimphu, Bhutan, there is another He can't watch his national team,

Ja p a n , t w o g reat soccer game; Bhutan against the Netherlands, because they are

team s, Brazil and Montserrat. Bhutan is number 202 not at this World Cup. He's sad,

G erm any, are re a d y to in the world, Montserrat is 203. but then he thinks about people

p lay in th e W o rld Cup They are the bottom two teams in from other countries. W hat about

soccer final. the world. teams that never play in the World
Cup? He organizes "the other
final" and asks the national teams
of Bhutan and Montserrat to play.
The Montserrat team flies from
the Caribbean to the Himalayan
mountains of Bhutan. Thousands
of people watch the game. Bhutan
wins 4-0, but everyone decides
that soccer is the real winner.

After their game, both teams sit

down with the rest of the world
and enjoy the real World Cup final.
READING Answers
1 I SPEAKING Display the first photo on the IWB or
ask students to look at it in their books. Elicit the
name o f the sport (soccer), and ask students to try
4
I 2 e

I SPEAKING
3a 4 f 5 d 6b

Read the instructions together. Clarify

to guess what game the story may be about. Accept
that the task is to imagine a special soccer game
any reasonable suggestions without confirming
between two teams o f the students’ own choice. Ask
the answer. Read the questions together and check
them to think about what makes the game a special
comprehension o f champions. Put students in pairs to
one. They can imagine how the game would go,
discuss the questions. M onitor and provide help with
w ho would win, and so on. Encourage them to be
language as necessary. Elicit ideas from a few pairs,
as creative as they want. You may need to provide a
and ask the rest o f the class to say i f they had similar
m odel to get students started. For example, a game set
or different ideas.
in the universe o f the TV series Game o f Thrones would
feature the Starks against the Lannisters.
background inform ation
1 They play in King’s Landing (the capital o f
Make sure you look up the name of the current national and
Westeros), at a new stadium.
world champions in soccer before class!
The 2014 soccer World Cup was won by Germany, which played
2 The Starks win 3-1.
in the final against Argentina. The score was 1-0 after extra time 3 Arya Stark scores two goals and Robb Stark scores
played. Mario Gotze scored the winning goal in the 113th minute. one for the Starks, w hile Tyrion Lannister scores for
their opponents from a penalty kick.
2 4 3 )2.08 Ask students to skim-read the article quickly Monitor their conversations, and provide help with
and check their predictions for the last question in any language as necessary. Elicit some ideas from the
Exercise 1. Read the question and then ask students to class. Then vote on the most imaginative suggestion
read and listen to the article to find the names o f the for a special game.
two teams and the winner. Ask them to compare ideas
in pairs before you check answers w ith the class.

A n sw er

I Bhutan plays against Montserrat, and Bhutan wins 4-0.

Background inform ation

The Kingdom of Bhutan is a country in the Himalaya
Mountains in Asia that borders on India, China, and Nepal. It is
a parliamentary monarchy with a written constitution. It has a
population of about 700,000. The capital city is Thimphu.
The island of Montserrat is a British overseas territory in
the Carribean Sea. The population today is less than 6,000,
following a devastating volcano eruption in 1995 that destroyed
the island’s official capital, Plymouth. Today the government
currently operates out of the island’s largest remaining town,
Brades. Before the disaster, over 13,000 people lived on
Montserrat.

3 4 3 )2.08 Focus on the title o f the article and elicit a

translation. Read the introductory paragraph to clarify
w hy the article refers to the Bhutan-Montserrat game
as “ the other final.” Make sure students understand
that the events described took place in 2002. If
necessary, elicit or explain bottom (tw o) teams. Ask
students to read the sentences. Check comprehension,
and elicit that the events are not in order. Read the
example (c), and ask students to underline the passage
that gives information about it. There are two ways to
complete the ordering task. Students could scan the
article to find the information about each sentence
one by one and then reconstruct their order. Or they
could read and listen to the article, looking for key
words that might link them to the sentences, and then
study all the sentences carefully to see i f any o f them
match. Ask students to compare ideas in pairs before
you check the answers with the class. Ask students
to quote the passages that support their answers, and
elicit comments or corrections from the rest o f the
class.

T-70
v o ca bu la r y v o ca bu la r y
Months and seasons Ordinal numbers
1 4>)2.09 Students put the months in order and 1 Students find and copy the date from the article on
compare ideas in pairs. Play the audio for students page 70. Check answer. Focus attention on the LOOK!
to listen and check their answers. Then play it again, box, making sure students understand there are
pausing after each month for students to listen two ways o f saying a date, but in written American
and repeat, first all together and then two or three English, w e usually w rite the month before the day.
students individually. Pay special attention to the
A n sw er

I
stress on the second syllable in September, October,
November, and December, and the vow el sound in the 30
middle o f January /'d 3 *nju|eri/ and both common
pronunciations o f February /'febju|eri/ or /'febru^ri/.
Make sure students also notice that the names o f
Language note
months are written with a capital in English. In American English, a date is written in the format: July 4,1776
(note the use of a comma before the year). In British English, the
same date is usually rendered: 4th July 1776 or 4 July 1776.
A nsw ers
6 June, 5 May, 3 March, 11 November, 9 September, 10
October, 4 April, 2 February, 7 July, 8 August, 12 December 2 2.11 Students match the ordinal numbers and the
words for them. Ask students to compare their ideas in
2 Read the names o f seasons aloud and ask the class to pairs. Play the audio for them to check their answers.
repeat them to get the pronunciation right. Students Then play it again, pausing after each numeral for
match the months and the seasons. If they are not in students to repeat it, first together and then one or
the Northern Hemisphere, make sure they notice that two students individually. Pay attention to the vow el
the seasons should refer to N ew York City. sound in first /f3rst/ and third /03rd/, and the long
i sound in ninth /nain0/. Contrast the short i sound
A nsw ers in fifth /fif0/ with the long i sound in five. Elicit the
winter: December, January, February rule for the formation o f ordinals. Make sure students
spring: March, April, May notice the small spelling changes in fifth and twelfth
summer: June, July, August (both ve ^ f ), eighth (drop a t), and ninth (drop the e).
fall: September, October, November
A n sw er
|Workbook page 67^ 2nd / m 7th / o 12th/ l
3rd / d 8th / j 13th / c
4th / p 9th / g 20th / n
GRAMMAR 5th / f 10th / e 30th / i
6th/ a 11th / b 31st / k
Prepositions of time
3 SPEAKING Focus attention on the examples.
1 Ask students to cover the Rule box, study the
think o f special dates in their lives. Monitor the
examples, and make a rule for each one using their
correct use o f the ordinal numbers and prepositions o f
own words. Then ask them to reveal the box and fill
time.
in the blanks. They compare their ideas in pairs before
a whole-class check. |Workbook page 67^

Rule

2
I 1 at 2 in 3 on

Read the list o f sports events. Check that

WRITING
My favorite sportsperson
students know which sport each name refers to. Put 1 Read the questions together and check
students in pairs to discuss and decide in which month comprehension. Students make notes about their
or season each event is usually held. Monitor the chosen person. Monitor their preparation, providing
discussions and check the correct use o f the names o f help with any unfamiliar or difficult language.
months and prepositions. Play the audio for students
2 |SPEAKING Students use the questions to interview
to check their answers.
their partners about their chosen sportsperson.
Monitor, noting any interesting ideas to elicit from the
A nsw ers
class after the discussions.
The World Cup final is usually in Ju n e or July.
The Australian Open Tennis tournament is in January. 3 Assign the w riting task for homework. Collect the
The World Series is usually in October. students’ w ork for grading and check their paragraphs
The Summer Olympics are usually in August. for: task com p letion (Have they included information
The Winter Olympics are usually in February. about each o f the 6 questions?), cla rity (Is their writing
The FIFA Confederations Cup is usually in June. clear and easy enough to follow ?), and accuracy (Is
their writing free o f errors that hinder comprehension?).
iWorkbook page 65^

T-71
 7 W E L OVE S P O R T S !

VO C A BU LA RY VO C A BU LA RY
Months and seasons Ordinal numbers
1 Put the months in the correct 1 Look at the article on page 70. Complete the sentence
order. W rite 1-12 in the boxes. Listen and with the missing date.
check.
It's June__________, 2002. In the International Stadium in
June September February Yokohama, ...
May October July
March 1 January August
L O O K ! When we say the date, we usually say March 7th or
| | November Q April Q December the 7th of March, but we write March 7.

2 W h a t months are in these seasons in

New York City? 2 #3 2.11 Match the numbers with the words. Listen,
check, and repeat.

1st h 9th □ a sixth i thirtieth

___ 1Ш1
донгаян '
2nd □ 10th □ b eleventh j eighth

winter spring 3rd □ 11th □ c thirteenth k thirty-first

4th □ 12th □ d third l twelfth

5th □ 13th □ e tenth m second

summer autumn / fall

6th □ 20th □ f fi fth n twentieth

7th □ 30th □ g ninth o seventh

GRAM M AR
8th □ 31st □ h ft rst p fourth

Prepositions of time SPEAKING W rite three important dates for you. Tell
3
1 Read the example sentences and complete your partner about them.
the rule with in, at, and on.
My sister's birthday is on the 8th of May.
The soccer game starts at 3:00 p.m.
My birthday is in March. It's in the spring.
The party is on Friday. Our school's Sports bay is onJune 10th.

RULE: With times we use 1________.

For months and seasons we use 2
W R IT IN G
For days of the week we use 3
M y favorite sportsperson
1 Think of your favorite sportsperson and answer the
2 С ш Т о Do you know when these sporting
questions.
events are? Guess, then listen and check.
1 W ho is he/she?
The World Cup final is 2 Where is he/she from?
usually in June orJuly. 3 What sport does he/she do?
4 What sort of things can he/she do?
The World Cup final
5 Are there any things he/she can't do?
The Australian Open Tennis
The World Series of baseball 6 W hy do you like him/her?
The Summer Olympics
2 I s p e a k in g W o rk in pairs. Tell your partner about your
The Winter Olympics
favorite sportsperson.
FIFA Confederations Cup

Д Ь5 Л ?% 3 W rite a short text (50-70 words) about your favorite

sportsperson. Use your ideas from Exercises 1 and 2.

71
 P H O T O S T O R Y : e p iso d e 4

TOM The big gam e is this afternoon at

four o'clock. Why don't we all watch it
together? MAN ON TV Welcome to today's game. We're here
RUBY Great idea! live in Rio!
TOM OK. You call Ellie, and I can call Dan ELLIE It's so exciting.
About 3:30 at my place! DAN I know. I love soccer.
RUBY I have some stuff to do first, but I TOM The U.S. can win this. I know it. Go U.S.A.!
think 3:30 is OK. RUBY No way, Tom. Go Brazil!

RUBY Hey. The TV screen. Is it broken? We

can't see anything.
ELLIE Where's the game? We want to watch ELLIE Oh, no. Now the screen's black.
the game! DAN Now what do we do?
DAN Come on, Tom. Do something. The game TOM It's no big deal. I'm sure I can fix it.
starts in a few minutes! RUBY This is terrible!
TOM Just a minute. Let me try and fix it.

72
PHOTOSTORY: episode 4
The big game
1 Focus attention on the photos and elicit the names
o f the characters and any other details students may
remember about them. Elicit ideas about the two
questions without revealing the answers at this point.

A nsw ers
1 They are in Tom’s home, in the living room.
2 The TV stops working.

2 С Я 2.12 Play the audio for students to listen to and

read the photostory and check their predictions from
Exercise 1. Then ask them to answer the question.

A n sw er

I Tom wants the U.S.A. to win.

T-72
 DEVELOPING SPEAKING FuNcTIONS
3 L L J EP4 Elicit suggestions for h ow students think Making suggestions
the story might continue. Accept any feasible ideas 1 Students complete the sentences from memory. They
and ask the rest o f the class to comment on whether then compare ideas in pairs before you check the
they agree or disagree with them. Play the video answers w ith the class. Elicit translations to check
for students to check their ideas and to answer the comprehension.
questions. Ask students to compare ideas in pairs
before you check answers with the class. Answers
1 Why don’t
A nsw ers 2 Let’s
1 table tennis and basketball 3 How about
2 We never get to find out.
2 Students complete the suggestions and then compare
4 I H EP4 Ask students to read the multiple-choice ideas in pairs before you check answers with the
questions, try to answer them from memory, and class. If you’re short on time, you could assign this
then compare ideas in pairs. Then play the video task for homework.
again for them to check their ideas and choose the
answers. Check answers as a class. Answers
1 How about
A nsw ers 2 Why don’t
1 C 2 B 3 B 4 C 5 C 3 Let’s

3 |SPEAKING Students practice the mini-dialogues in

pairs. Monitor their preparation. Then ask one or two
p h r a ses fo r flu en cy volunteer pairs to perform for the class. Ask the class
1 Students find the expressions and identify the to listen and write down any omissions or errors.
speakers. Ask them to compare ideas in pairs before
4 |SPEAKING Students work in pairs to make tw o new
you check answers with the class.
mini-dialogues like the ones in Exercise 3. They then
A nsw ers practice role-playing them. Each o f them should
take turns playing the person making a suggestion
1 Ruby 2 Dan 3 Tom 4 Tom
(speaker B) and speaker A. Remind them to use
different ways o f making their suggestions. Ask
2 Elicit translations for each expression. Are they
three or four volunteer pairs to perform both their
expressed in a similar or a different w ay in the
dialogues in front o f the class. Ask the rest o f the
students’ first language?
class to write down the suggestions each pair makes.
3 Students work in pairs to order the dialogue. Check Have a vote on the best suggestion for each o f the
answers with the class. Elicit or explain the meaning tw o problems.
o f and things and Come on.
Optional activity
A nsw ers Students think of other problems: I ’m sad / cold; The TV is
1 ANDY Oh, no! I don’t have my school stuff with me. broken, and so on, and then write mini-dialogues for them.
2 SUE What school stuff? As before, ask some pairs to perform in front of the class,
3 ANDY You know, books and things. I need them for have students write down the suggestions, and then have a
school. Now what do I do? vote on the best ideas.
4 SUE Oh, it’s no big deal. You can go to class without your
books.
5 ANDY No books? Are you sure I can do that?
6 SUE Yes, I’m sure you can. Come on, w e’re late.

Optional activity
Students practice role-playing the dialogue. Ask one or two
volunteer pairs to perform in front of the class. Encourage
them to speak from memory and only look at the dialogue
if they get stuck. Ask the rest of the class to listen and write
down any omissions or changes the speakers make.

4 Students complete the mini-dialogues. They then

compare ideas in pairs before you check answers
with the class.

Answ ers
1 stuff
2 Now what do I do?
3 It’s no big deal.

T-73
 7 W E L OVE S P O R T S !

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

3 L L I EP4 W atch to find out how the story 3 Put the sentences in the correct order to make a
continues. dialogue.

1 What sports do Ruby, Ellie, and Dan play? | | ANDY You know, books and things. I need them for
2 Who wins the game on TV? school. Now what do I do?
ANDY No books? Are you sure I can do that?
4 L .L IEP4 W atch again. Choose the correct 1 ANDY Oh, no! I don't have my school stuff with me.
answers.
SUE What school stuff?
0 Who offers to help Tom? sue Oh, it's no big deal. You can go to class without
A Dan your books.
B Ruby sue Yes, I'm sure you can. Come on, we're late.
C Ellie
4 Complete the mini-dialogues with the expressions
1 Where is the table for table tennis?
from Exercise 1.
A in the living room
B in Tom's bedroom 0 A W ho is that woman?
B I'm sure she's a famous actress, but I can't
C in the game room
remember her name.
2 Who wins at table tennis?
1 A Come to the store with me.
A Dan
B I can't. I have a lot of to do at home.
B Ruby
2 A My computer's broken.
C Ellie
B But we need the Internet! ?
3 Where is the basketball hoop?
3 A I can't find my pen.
A in the garage
B I have an extra one. Here you j
B in the yard
C in the park
4 Where does Tom find the others? F U N C T IO N S
A in the kitchen Making suggestions
B in the living room
1 Complete the sentences from the story. Use the words
C in the yard
and phrases in the list.
5 Who wins the big game?
How about | Let's | W hy don't
A the U.S.
B Brazil 1 we all watch it together?

C W e don't know. 2 play table tennis!

3 another game?

PH RA SES FO R FLU EN C Y 2 Complete the suggestions.

1 Find the expressions 1-4 in the story. W h o 1 A I'm bored.

says them? B watching a movie?
1 stuff 2 A There's nothing to do.
B we go for a hike?
2 Now what ...? 3 A I'm hungry.
B make some sandwiches.
3 It's no big deal.
3 SPEAKING W o rk in pairs. Act out the mini-dialogues in
Exercise 2.
4 I'm sure ...
4 SPEAKING Make two new dialogues. Use these words
for speaker A.
2 How do you say the expressions in Exercise
thirsty
1 in your language?
tired

73
 O BJECTIVES
f u n c t io n s : talking about music
and feelings; describing a
scene; talking about likes and
dislikes
gram m ar: present continuous;
like / don't like + -ing
VOCABULARY: clothes

R E A D IN G 3 Do you use Twitter? W h a t do you know about

Tweets?
1 Match the words in the list with the photos.
W rite 1-5 in the boxes. #3 2.13 Read and listen to the Tweets. Answer the
1 a concert | 2 a musician | 3 a singer questions.
4 a trumpet | 5 a violin 0 How does Alex feel at 09:44? (Hint: look at his
hashtag.)
2 Look at the photos on page 75. They show a
bored
concert. W h ere is it happening?
How many musicians are playing at 09:48?
1 in a train station How do the people in the supermarket feel at 09:49?
2 in a concert hall How many people are singing in the concert at 09:50?
3 in a supermarket How does Alex feel at 09:51 ?
4 in a school What are the musicians doing at 09:55?
 1DANCE TO
8
READING
i THE MUSIC
1 Ask students what kinds o f music they like. Put the
main genres they mention on the board. Add, i f they
Background inform ation
Twitter is a social network on the Internet that allows users to
send short, 140-character messages called “ Tweets.” Messages
don’t mention these: classical, jazz, pop, rock, folk, can be grouped together according to topic or type through
and world music. Elicit some examples (musicians, the use of hashtags (#Hashtag). Hashtags are also often used to
bands, composers, or famous songs) for each genre. highlight the main point of a Tweet. Twitter can be accessed on
the Internet but also via text messages sent from cell phones and
Display the photos on the IWB or ask students to look
via phone apps. Twitter was launched in 2006, and within ten
at them in their books. Ask which kind o f music each
years it gained over 300 million active users. It is one of the ten
one could be connected to. There is no single correct most visited websites in the world.
answer, so accept any reasonable suggestions. Ask
students to say in their own words what each photo
4 ♦ ) 2.13 Ask students to read through the questions
shows. Students match the words and photos, and
and decide what kind o f information they w ill
then compare ideas in pairs before you check answers
need to find to answer them. Ask them to discuss
with the class. Read the words aloud for students to
their ideas in pairs. Check comprehension o f any
listen and repeat after you, first together then one
unfamiliar language as necessary. Clarify what
or two students individually. Pay special attention
hashtags are and what purpose they serve (see note
to the stress in musician /mju'zijan/ and make sure
above). Play the audio for students to listen to and
it is said as three syllables, not four. Also check the
read the Tweets and answer the questions. Ask them
pronunciation o f violin /lvaia'lin/, especially i f the
to compare their ideas in pairs. Check answers with
students’ first language has a similar w ord for the
the class.
instrument.
Answers
A nsw ers
1 about 10
1C 2 A 3D 4 E 5 B 2 surprised
3 four
4 not bored
Optional activity
5 they are leaving
This may be a good opportunity to elicit the names of any
other musical instruments and which musical genre they are
usually connected with. Write the most useful words on the Optional activity
board for students to copy in their notebooks, and briefly Elicit students’ personal responses to the reading text. To get
practice the pronunciation of these new words by repeating them started, ask: Do you like the story? Why? / Why not? How
them after you. do you feel about shopping? How do you feel about music?
Lead a class discussion, encouraging students to comment
2 Check comprehension o f the four places mentioned, on each other’s ideas.
especially concert hall, which may be new term. Focus
attention on the photos on page 75 or display them
on the IWB, and ask students to identify the setting.

A n sw er
3

3 Ask students to brainstorm what they know

about Tw itter in pairs or small groups. Then elicit
suggestions from the whole class, and ask the rest o f
the class to confirm or correct facts.

T-74
■ THiNK VALUES
Music
1 |SPEAKING Students check the places where they
usually listen to music. Remind them to add their
own ideas - more than one i f their favorite places
for listening to music aren’t mentioned. Provide help
with any unfamiliar vocabulary and allow the use
o f dictionaries or m obile devices to look things up
online. Put students in pairs to compare their ideas.
H ow many places do they have in common? Elicit
some feedback from a number o f pairs. Ask the rest
o f the class to check those ideas against their own
lists. You may like to ask for a quick show o f hands
for each place to find out where students in the class
listen to music the most.
2 Ask students to read through the statements, and
check comprehension o f free, forget, and dance to.
Remind students that the task is not to rank the
statements in order o f their importance, but to rate
the importance o f each statement. A llow a minute or
so for this stage.

Optional activity
You may also want students to consider if what matters to
them differs with the kind of music. Do they listen to different
music for different reasons?

3 |SPEAKING Form groups o f four or five for students

to compare their ideas from the previous exercises
and discuss the role o f music in their lives. Encourage
them to discuss their feelings, their listening habits,
and the benefits (or drawbacks) o f music. Monitor the
conversations and provide help with any challenging
or unfamiliar language. Some first language may be
used, but encourage students to use as much English
as possible. To wrap things up, elicit ideas from each
group and ask the rest o f the class to say i f they have
similar or different views.

Optional activity
Groups could create a poster summarizing their discussions.
They could include images and descriptions of the types
of music they listen to, the places where they listen to
them, their feelings, and their reasons for turning to music.
Organize a class exhibition of the posters and then have a
vote on the best poster.

T-75
 8 DANCE T O T H E M U S I C

□ X

Home Profile Messages

#musicinsupermarket
09:50
Alex Smith Now four people are singing! They're giving
#AlexSmith a concert but they aren't wearing special
09:44
clothes. Why is this happening? I don't know!
In the supermarket with Mom. We're shopping.
People are walking around. I'm listening 09:51

to music on my phone. #BoringSaturday! Mom says that the music is by Handel??!! She isn't
shopping now - she's standing with me and we're
09:47
listening. I'm not bored now!
Hey, something's happening. A woman is sitting on
a chair and she's playing a violin. She's really good,
but what's happening here?!

09:53
Lots of people are taking out their phones
and recording the concert. Other people are
09:48
Wow! A flash mob at the supermarket! Now tweeting, like me! And a little girl's dancing.
about 10 people are standing here, and they're
playing music on violins and trumpets and stuff. 09:55
OK, it's over. All the people here are smiling and
talking about the music. The musicians and singers
09:49
This is great! I'm looking at the people in the are leaving. What a great morning!
supermarket. They're surprised but they like the #CoolSaturday!
music. They aren't thinking about food now!

Г
2 W hat's important for you about music?
■THiNK VALUES
W rite 1-3 in the boxes: 3 = very important,
Music 2 = important, 1 = not important.

1 SPEAKING Check (/ ) the places where you listen | | It makes me happy.

to music. Tell your partner. How many are the
□ I can listen with friends.
same?
□ It's free.
in my room
outside
on the bus/train
at concerts □ I can forget my problems.

at school another place (Where?) □ I can dance to it.

I listen to music in my room, 3 SPEAKING W o rk in groups. Compare your ideas.

outside, and on the bus.

75
GRAM M AR
L O O K ! Spelling
Present continuous sing - singing live - living
1 Look at the examples of the present continuous. Underline swim - swimming
other examples in the reading text on page 75. Then circle
the correct words to complete the rule and the table.
3 W rite the correct -ing form of these
I'm listening to music on my phone. verbs.
A woman is sitting on a chair. 0 come coming
They aren't wearing special clothes. 1 take
What's happening? 2 get
3 shop
RULE: We use the present continuous to talk about things that 4 bake
1happen every day / are happening now. We form the present 5 watch
continuous with the present tense of 2be / have and the -ing form 6 play
of the main verb.
7 study

Affirmative Negative Question + 4 Complete the sentences with the verbs

short answer from Exercise 3 in the correct form.
I'm (am) listening. I'm not (am not) 5 I listening? 0 A Come on, Jane, we're late!
listening. Yes, I 6 .
B OK, Sam, I ’m coming now !
No, I'm not.
1 A Where's Molly?
You/We/They You/We/They 7 you/we/they
listening? B She's in the living room.
1 (are) aren't (are not)
listening. 3 Yes, you/we/they are. She TV.
No, you/we/they 2 A IsJacob here?
8
B No, he isn't. He computer
He/She/It He/She/It 4 9 he/she/it games in his bedroom.
(is not) listening. 10 ?
2 (is) 3 A Can I talk to Mike, please?
listening. Yes, he/she/it
11 B Sorry, he's at the mall. He
No, he/she/it isn't.
4 A Let's go home now.
B You're right. It late. Look,
2 Look at the pictures. Then write a name to complete the
it's almost ten o'clock.
sentences.
5 A Is your dad in the kitchen?
0_ Ja k e is singing. 5 is reading.
B Yes, he is! He a cake!
1 are sitting. 6 are dancing.
6 A Where are Alex and Emma?
2 is taking a 7 is standing and
B They_________ the dog for a walk in
picture. cheering.
the park.
3 is talking on 8 is wearing a
7 A So, your sister is in college?
the phone. blue hat and smiling.
B That's right. She medicine.
4 is leaving. 9 is running.
Workbook page 72»
GRAMMAR Optional activity
To activate the other forms of the present continous, you
Present continuous
could ask Yes / No questions instead of checking the names
1 Students study the examples and then w ork in pairs to at the end of Exercise 2. For example, rather than have
find additional examples. Ask them to compare their students read aloud Paola and Steve are dancing, you could
findings with another pair before you check answers ask: Is Steve dancing? (Yes, he is.) Is Sally dancing? (No, she
with the class. Then ask pairs to complete the rule and isn’t.), and so on.

table and check answers again. Make sure students

notice that when w e form the present continuous, 3 Focus attention on the LOOK! box. Before students
the form o f the main verb + ing doesn’t change for begin completing the -ing forms, ask them to match
the third person, and that w e use the verb be as an each o f the eight verbs to the correct type from the
auxiliary in the affirmative, not only the negative and box and compare ideas in pairs. Students complete the
question forms. In short answers, w e only repeat the verb forms individually and compare answers again in
correct form o f the verb be, but not the main verb: Is pairs. Then check as a class.
she sitting? Yes, she is sitting.
Answers
A nsw ers 1 taking
2 getting
W e’re shopping. People are walking around. Something’s
3 shopping
happening. She’s playing a violin. 10 people are standing
4 baking
here. They’re playing music, I’m looking at the people.
5 watching
They aren’t thinking about food now! Four people are
6 playing
singing. They’re giving a concert. Why is this happening?
7 studying
She isn’t shopping now. She’s standing with me. W e’re
listening. Lots of people are taking out their phones and
recording the concert. Other people are tweeting. A little
girl’s dancing. All the people here are smiling and talking
Fast finishers
about the music. The musicians and singers are leaving. Students write at least three more examples for each type
of verb - both the base form and the -ing form.
Rule
1 are happening now
4 Students complete the sentences. If you’re short on
2 be
time, you could assign this task for homework. Ask
Table students to compare their answers in pairs before you
1 ’re check them with the class.
2 ’s
3 listening Answers
4 isn’t
1 is / ’s watching
5 Am
2 is / ’s playing
6 am
3 is / ’s shopping
7 Are
4 is / ’s getting
8 aren’t
5 is / ’s baking
9 Is
6 are / ’re taking
10 listening
7 is / ’s studying
11 is

2 Ask students to read through the ten sentence |Workbook page /ф

endings, and check comprehension o f the main
verbs. If necessary, elicit or explain the meaning o f
any unfamiliar verbs. Students look at the pictures
carefully and find the right person for each activity.
A llow three minutes for this. Ask students to compare
ideas in pairs. Then check answers w ith the class.

A nsw ers
1 Linda and Greg
2 Mike
3 Kelly
4 Olive
5 Linda
6 Paola and Steve
7 David
8 Ju lie
9 Sally

T-76
LisTENiNG Optional activity
1 Display the photos on the IWB or ask students to look As a group project, you could ask students in groups of
at them in their books. Ask students to try to identify three or four to find some pictures and videos and prepare
the countries they come from - first using their own a description of a type of dance specific to their country or
region, or a type of dance from around the world that they
ideas and then by selecting from the seven possibilities
like. They can use the materials they collected to prepare
listed in the book. Ask them to compare their ideas in
a short two-minute presentation, a poster, or a web page
pairs before you check answers w ith the class. on the chosen dance. Have a show-and-tell session in a
subsequent lesson with groups presenting their projects, or
A nsw ers

I
organize a class exhibition. Vote on the best project.
A Indonesia B Spain C Greece D Turkey

2 Look at the example together, and ask students to fu n cn o n s

point to the elements described as a stronger student
reads the sentence out loud. Students then match the Describing a scene
remaining descriptions to the photos. Ask them to 1 Read the title. Elicit a translation to check
compare ideas in pairs before you check answers with comprehension. Ask students to look at the grammar
the class. Check compehension o f in a line. structures 1-3, and give some examples o f what they
are. Put students in pairs to think about the functions
A nsw ers

I
and do the matching together. When they have done
1 B 2 D 3 C 4 A the matching, ask them to compare their ideas with
another pair before you check answers w ith the class.
3 4 » 2.14 Read the instructions together. Check that
students understand they are going to hear people Answers
talking about three o f the four dances. Ask students
to w ork in pairs to brainstorm what key words they
expect to hear in the description o f each dance. Play
the audio for students to listen and identify the three
I 1 b 2 c 3 a

2 Ask students to skim-read the text to answer the first

dances. Remind them not to w orry about trying to question. Elicit the answer from the w hole class, and
understand every detail. Check answers with the class. ask the class to confirm or correct the answer offered.
Elicit what key words students heard that helped them
A n sw er

I
decide.
1 B
A nsw ers

4
I B, D, and A

2.14 Elicit or pre-teach: skirts, moving, and

Students look through the paragraph and underline
the structures. Ask them to compare ideas in pairs
before you check answers w ith the class. Check
comprehension o f clapping, which m ay be an
only. Play the first part o f the audio with Janie’s
description, look at the example, and then complete unfamiliar verb, by asking students to demonstrate
sentence 1 together as w ell. Play the rest o f the audio, the action.
pausing after Joe’s description to give students time to Answers
consider the information they heard, then play David’s 2 present continuous: one woman is dancing, she’s
description as w ell. Ask students to compare their wearing (a red dress), they’re playing (music), two
ideas in pairs before you check answers, replaying the people are sitting, they are watching and clapping,
audio, and pausing at the relevant passages that give they’re enjoying (the music and dancing)
information about each statement. prepositions: behind (her), on (chairs), of
adjectives: red, happy
A nsw ers
1 women
3 I SPEAKING Put students in pairs to describe the
2 different colors
photo together. They can take notes. Monitor
3 stop their preparation, and check that English is used
4 music throughout and that all the pairs are on task. If
5 men necessary, provide help with difficult or unfamiliar
language. Then put two pairs together to form
5 Read the instructions together, and check that groups o f four and ask them to listen to each other’s
students understand the hypothetical situation. Ask descriptions. The listeners should check if the present
them to choose the dance they like best and think continuous tense is used for actions, and w rite down
about w hy they like it. Give them a minute or tw o to any examples o f adjectives and prepositions. Monitor
consider the question and take notes, if they want. the conversations, but refrain from error correction
Have a quick show o f hands for each o f the four unless mistakes hinder comprehension. At the end, get
dances from Exercise 1. Elicit some opinions and some feedback from some o f the groups.
reasons from a few students for each option. Which
dance is the most popular in the class, and why?

T-77
 8 DANCE T O T H E M U S I C

L IS T E N IN G F U N C T IO N S
1 Look at the different dances in the photos. W h ere Describing a scene
do you think they come from? Choose from the
1 Match 1-3 with a-c.
countries in the list.
W hen we describe a scene, we often use:
Brazil | China | Greece | Indonesia
Spain | Thailand | Turkey 1 the present continuous
2 prepositions
3 adjectives

a for colors, sizes, etc.

b to say what people are doing.
c to say where people and things are.

2 Read the text and answer the questions.

1 Which photo in Listening Exercise 1 is this

person describing?
2 Underline examples of the language mentioned
in Exercise 1 (present continuous, prepositions,
adjectives).

There are lots of people. One woman is

dancing. She's wearing a red dress. There are
some m usicians behind her. They're playing
music. Two people are sitting on chairs. They
are watching and clapping. Everyone is happy.
They're enjoying the music and the dancing.

3 ( s p e a k in g Look at the picture. W o rk in pairs.

Describe the scene.

2 In which photos can you see these things? W rite

1-4 in the boxes.

1 A man is playing a guitar and a woman is dancing.

2 The men are wearing clothes of different colors.
3 The men and the women are dancing in a line.
4 The men are wearing black-and-white cloths around
their bodies.

3 Listen to the program. W hich three photos

in Exercise 1 do the people talk about?

4 ЕВИ2.14 Listen again and choose the correct

options.

0 Janie's family goes to Spain )/ Turkey every year.

1 Janie loves the clothes that the men / women wear.
2 The dancers in Turkey wear skirts that are the
same color / different colors.
3 The dancers in Turkey don't have a ny music / stop .
4 In the Kecak dance, there isn't any music / moving .
5 The Kecak dance is only by men / musicians.

5 Imagine you can go and watch one of the dances.

W hich dance do you want to watch?

77
 R E A D IN G 2 Read the dialogue again and complete the
sentences.
1 CBU2.15 Read and listen to the dialogue and look
at the picture. W h o is Andy? 0 Mike is enjoying the party but
he doesn't like the music .
1 Andy is wearing

2 Emily doesn't like________________________

3 Emily and Mike are

GRAM M AR
like / don't like + -ing
1 Complete the sentences from the dialogue in
Reading Exercise 1. Then complete the rule.

0 Come and dance! I really like dancing !

1 I hate to boys.
2 He loves to parties.
3 Do you like ?

EMILY Hi, Mike. Are you enjoying the party? RU LE: We use the verbs (don't) like /________/ hate ■
MIKE Hey, Emily. Yeah, it's OK, but I don't like verb +-ing to give opinions about activities.
the music.
EMILY Oh, really? I like the music. Hey! Come
and dance! I really like dancing! 2 W rite like, don't like, love, and hate in the correct
places.
MIKE No, thanks. I don't like dancing very
much. Ask Andy to dance with you.
He's a really good dancer.
EMILY Andy? Who's Andy?
MIKE He's over there. Look - he's wearing
gray pants and a green shirt. Can you
see him? 3 Complete the sentences. Use like, don't like, love,
EMILY Oh, yes, I can see him. A green shirt!! or hate and the correct form of the verb.
Ugh!
0 I love watching sports on TV.
MIKE Oh, it's just a shirt! Go and ask him to
" " ) (watch)
dance.
1 I ____________________________to the movies. ( " ) (go)
EMILY No. I hate talking to boys.
2 I ____________________________early. ( ? g ) (get up)
MIKE But you're talking to me.
3 M y fam ily on vacation.
EMILY I know, but you're my friend. That's
different. I don't know Andy. And he's ” (go)
wearing a green shirt! 4 M y best frie n d ____________________________.
" g ) (run)
MIKE You're crazy. Andy is really nice. He
loves going to parties, and dancing and 5 M y parents_______________ . " (dance)
meeting new people. Oh, look, he's 6 your father
coming over here. _ ? g (cook)
ANDY Hi. I'm Andy.
4 Look at the sentences in Exercise 3. W hich are
EMILY Oh, hi. I'm Emily. Do you like dancing?
true for you? Change the ones that are not true
ANDY Yes, I love it! Do you want to dance?
for you.
EMILY OK! I like your shirt!
MIKE What? Wow. I really don't understand
girls!

78
READiNG Answers
1 С Д 2.15 Display the picture on the IWB and enlarge 1 talking
it so students can see the details, or ask them to look 2 going
at it in their books and cover the dialogue below 3 dancing
it. Elicit a description from the whole class, and Rule
encourage the rest o f the class to add or correct details
love
as necessary. Accept any reasonable suggestions; it
is not important at this stage to reflect the dialogue 2 Students match the verbs and emoticons. They then
content accurately. Students read and listen to the compare ideas in pairs before you check answers with
dialogue to check their predictions and to point out the class. Elicit that the difference between the words
Andy in the picture. Ask them to compare their ideas is one o f degree: h ow much w e like or dislike an
in pairs before you check the answer with the class. activity or thing.
You could check comprehension o f shirt and pants by
asking students to point to someone in class wearing Answers
these items, and to also say what color shirt and pants 1 love
they’re wearing. 2 like
3 don’t like
A n sw er 4 hate

I Andy is the boy in the green shirt and gray pants.

2 Ask students to read the prompts, and check

3 Read the example together, and check that students
understand w hy the answer is correct. You m ay like
to do the next sentence together as w ell as a model.
comprehension. Elicit or explain any unfamiliar
vocabulary. Do the example item together. Ask Students complete the remaining sentences with
students to find the passage that gives information to the correct verb + -ing form. Ask them to compare
complete the sentence. Students read the dialogue. answers in pairs before you check the answers with
They work on their own to find the information in the class. To check that students can apply the correct
the dialogue and complete the sentences. Ask them spelling rules for the -ing forms, ask a different
to compare their ideas in pairs before you check the student to write each answer on the board, and have
answers with the class. Ask students to quote the the rest o f the class check and correct the spelling as
passages that support their suggestions. necessary.

A nsw ers Answers

1 a green shirt and gray pants 1 don’t like going

2 talking to boys 2 hate getting up
3 friends 3 likes going
4 loves running
5 don’t like dancing
Optional activity 6 Does ... like cooking
Students practice role-playing the dialogue in groups of
three. 4 Students rewrite the sentences so they are true for
them. (Remind them to turn the question in number
6 into a statement.) Put students in pairs to compare
GRAMMAR their sentences. H ow many do they have in common?
Monitor and check correct use o f the (don’t) like +
like/ don’t like + -ing -ing structure. Ask a few students to report back to
1 Ask students to complete the sentences, check answers class the most interesting thing they learned about
with a partner, and then work together to complete their partners.
the rule. Finally, check all the answers as a class. You |Workbook page 73^
may like to elicit that w e use (don’t) like + -ing to give
opinions about activities the same w ay w e use (don’)
like + noun to talk about other preferences. Using Be aware of common errors related to like / don't like
the -ing form allows us to talk about an activity as the + -ing. Go to Get it right! on page 124.
object o f a sentence. Elicit or remind them about the
spelling rules for -ing forms, covered on page 76.

Mixed-ability idea
Stronger students could cover the dialogue, complete the
sentences from memory, then look back to check their
answers. Weaker students could find the sentences in the
dialogue then copy the missing words. Check answers as
above.

T-78
v o ca bu la r y 3 SPEAKING Put students in pairs or small groups to
talk about the questions. Monitor the conversations,
Clothes
providing help with any difficult or unfamiliar
1 чЯ 2.16 Read each w ord in the list aloud and ask language. If you introduce any new vocabulary for
students to repeat it after you, first together then two clothes, w rite these on the board, and present them
or three students individually, to check pronunciation. with meanings and pronunciation for the whole class
Pay special attention to the different pronunciation to copy at the end o f the activity. Get some feedback
o f the -ea- vow el in jeans /dginz/, sweater /'swetar/, for each question from a few pairs or groups, and ask
and sneakers /'snikarz/, and the pronunciation o f the the rest o f the class to comment, agree, or disagree.
vow el in shoes /Juz/. Students match the familiar
items first, compare ideas with a partner, and then Optional activity
continue working together as a pair to match the For questions 1, 2, and 4, ask pairs or groups to try to
remaining items. Ask them to compare their ideas guess your own answers. Give them two or three minutes
with another pair before you play the audio for them to discuss their ideas. Then answer the questions, and
ask students to check how many of their predictions were
to check the answers with the class. If you use an IWB,
correct.
invite a different student to label each item o f clothing
onscreen for the class to check.
|Workbook page 75^
A nsw ers
1 E 2 D 3 A 4 J 5 H 6 F 7 G 8 K 9 I
10 B 11 C 12 L Pronunciation 4>) 2.17 щд 2.18
T o p r a c tic e in to n a tio n o f lis tin g item s , g o to p a g e
Optional activity 121.
Ask students to look through the list and find the items that
have plural names. Elicit why we use plural words for them
in English (They are all paired items). Elicit whether there
are singular or plural words with the same meanings in the
■TRAINTO' riiNK
students’ first language. We never use the singular for jeans,
shorts, and pants . . . Are these words plural in the students’
Memorizing
language? Explain that in English we can only use a singular 1 Display the picture on the IWB and enlarge it for
word for plural clothing items when we specifically want to details, or ask students to look at it in their books
refer to only one of a pair, for example: I have my left shoe, for tw o minutes. Students should not take any notes.
but I can’t find my right shoe. Is this your red sock?
Blank the screen at the end o f the tw o minutes, or ask
students to close their books.
2 Students complete the descriptions with colors and
clothes. Ask them to compare ideas in pairs before you 2 I SPEAKING Students in pairs turn to their respective
check answers with the class. If you’re short on time, pages for their questions. They then take turns
you could assign this task for homework. questioning their partners. They must not look back
at page 79. Monitor the correct use o f the present
A nsw ers continuous for describing a scene. A t the end, check
answers for both sets o f questions - elicit suggestions
1 Anna is wearing a green dress, a black coat, and white
shoes. from students, and ask the class to confirm or correct
2 Jak e is wearing a blue shirt, yellow shorts, and white them. Finally, display the picture again on the IWB,
socks. or ask students to open their books to page 79 and
3 Amanda is wearing a pink sweater and a gray skirt. check the answers. A t the end, elicit some ideas about
4 Simon is wearing a black shirt and gray pants. h ow students tried to m em orize the details. This m ay
involve some use o f their first language - but the focus
Optional activity should be on discussing memorization techniques, not
Ask students to say where they think the people are, based on using English with complete accuracy.
on what clothes they are wearing. Elicit the point that we
wear different clothes for different occasions. Ask students
to say which of the five people dress most similarly to them.
(They should look at the general style and formality of the
clothes, not the sex of the wearer.) They can choose more
than one person, but they must explain in what situations
they wear either outfit. You could lead a class discussion
on the above, or put students in small groups to talk about
them. Elicit feedback from some of the groups afterward.

T-79
 I

8 DANCE T O T H E M U S I C

VO C A BU LA RY 2 Look at the pictures in Exercise 1 again. W h a t are

the people wearing?
Clothes
0 Paul is wearing
1 0 3 2.16 Match the names of the clothes with _ b lu e jeans, a white T-shirt, an d sneakers .
the pictures. W rite 1-12 in the boxes. Listen and
1 Anna is wearing .
check.
2 Jake .
1 a dress | 2 a coat | 3 jeans | 4 a sweater
3 Amanda______________________________________
5 a shirt | 6 shoes | 7 shorts | 8 a skirt
4 Simon________________________________________
9 socks | 10 a T-shirt | 11 sneakers | 12 pants
3 SPEAKING W o rk in pairs. Ask and answer the
questions.

1 What clothes do you love wearing? What clothes

do you hate wearing?
2 Do you like shopping for clothes? W hy or why not?
3 What is your teacher wearing today?
4 Which colors do you love or hate wearing?

I love wearing jeans and sneakers but

I hate wearing shoes and pants.

Pronunciation
Intonation: listing items
Go to page 121.H El
Am anda

■TRAIN TO THiM K^H

Memorizing
1 Look at the picture for two minutes.

2 I s p ea k in g Student A: Go to page 127. Student

B: Go to page 128. Listen to the questions your
partner asks and answer with short answers.
Correct the negative answers.
 Culture
□ X

Musical instruments HOME ABOUT NEWS CONTACT

around the world

The berimbau
This is a Brazilian instrument. It's made of
wood. It's long and thin and has one string.
You play the berimbau by hitting the string
with a stick. Musicians play the berimbau
when people dance capoeira. Capoeira is
now famous in many parts of the world, not
only in Brazil.
Brazil

The didgeridoo
_ r The didgeridoo is a famous musical
instrument that comes from Australia. It's
like a big, long trumpet, but it's made of
wood. You blow into it, and it makes a
very unusual deep sound. Didgeridoos are
difficult to hold because they are one to
three meters long. The musician usually puts
the didgeridoo on the ground.
Australia
W

The bonang
The bonang is a group of round, metal pots.
Musicians play these in Indonesia in an
orchestra of many musicians. They put the
pots together in lines. Then they hit the pots
with a stick that has a piece of cloth around
it. All the pots are different sizes so they all
make different sounds. Some people say
V that the sound is very relaxing.

80
cu ltu r e
Musical instruments around the world
With books closed, w rite the words berimbau, didgeridoo,
and bonang on the board. Elicit suggestions for what
these words m ight mean. Accept any ideas whatsoever,
no matter h ow far-fetched, and ask the rest o f the class
what they think about them. Try also to get students to
speculate on what the words might have in common. If
they have managed to figure out that the three words
are various musical instruments (for which you m ay
need to to pre-teach the w ord (musical) instrument),
elicit any other unusual or less-known instruments
students have heard about and a few facts about
them. A llow about three minutes for this discussion.
Ask students to try to guess which countries the three
instruments you mentioned at the beginning come from
(Brazil, Australia, and Indonesia).

Background inform ation

Capoeira is a Brazilian martial art that combines elements of
dance, acrobatics, and music to optimize speed, power, and
complex movements in order to overcome an opponent. It is
often practiced as a game or as a form of dance performance
with few or no combat elements involved. In 2014, UNESCO
granted it the status of an “ intangible cultural heritage.”

T-80
1 Students go through the list in pairs and try to Optional activity
identify them in the photos. Warn them that one Students could work in groups to prepare a project about
o f the words is a verb for an action, not an object musical instruments in their country. They could include
ot thing. (In weaker classes, you m ay prefer to tell short descriptions and pictures of any special instruments
them that blow is the verb.) Display the photos on as well as information on what types of music are popular
in their country and what instruments are used to play
the IWB, and ask a different student to point to each
them. They could use the information and pictures for
o f the elements mentioned. Ask the rest o f the class
an information poster, web page, leaflet, or a slideshow
to say if they agree or disagree. Elicit or explain presentation. Arrange a show-and-tell session for the
the meaning o f each word. Then ask the class to projects or organize a class exhibition. Have a class vote
repeat it after you, first together and then one or on the best project.
two students individually, to check pronunciation.
Pay special attention to the vow el sound in blow
/blou/ and ground /ground/, and that wood /wud/ is
pronounced short, not long. Check that the stress is
WRiTiNG
on the first syllable in orchestra and that the ch- letter Describing a scene
combination is pronounced /k/, not /tj/.
1 Remind students about A lex’s Tweets on page 75,
and elicit what Tweets are. Ask them to read Sandra’s
A nsw ers
Tweets and decide which photo illustrates them.
A stick, wood
They compare ideas in pairs before you check the
B blow, ground, wood
answer with the class.
C cloth, orchestra, stick

A n sw er
2 С Д 2.19 Play the audio for the students to listen,
read the article, and decide on their answers. They
compare ideas in pairs before you check the answers
2 Students find examples o f the present continuous
with the class.
tense. Check the answers, and elicit w hy w e use this
A nsw ers tense here (T o describe actions that are happening at the
moment).
The berimbau, Brazil
The didgeridoo. Australia
The bonang, Indonesia
A n sw er
’re waiting, are singing and smiling, ’re coming (out), is
3 Ask students to read the sentences, and elicit or shouting and cheering, are smiling, ’re playing, ’s smiling
and singing, ’m watching
explain any unfamiliar vocabulary, for example:
string, trumpet, pot, and stick. You m ay also like to
3 Explain that Tweets describe events as they are
elicit or pre-teach key words from the article: made
happening and also describe the feelings o f the
of, long, thin, hit, unusual, deep, hold, round, in lines,
Tweeter. Ask students to study the situations
and relaxing. Ask students to find the passage which
carefully, check comprehension with a partner, and
contains information about the example sentence.
then write notes. Remind them to use adjectives for
Suggest that, for each sentence, they first try to find
feelings, which they first practiced in Unit 2, on page
the information that relates to it in the article and
22. You m ay also want to tell them to choose an
then study this m ore carefully to decide whether or
appropriate hashtag for each Tweet.
not it matches the statement. They should only use
information from the text to decide, not their general 4 Read the reminders together, and check that students
knowledge or opinions. Remind them that the understand them. Students write Tweets for all three
sentences are in the same order as the information situations. If they have their cell phones w ith them,
about them in the article. Students mark their you could ask them to send their Tweets to you as
answers and then check their ideas in pairs before text messages. If you don’t want to deal w ith so many
you check the answers with the class. For each messages from everyone, ask each student to choose
sentence, ask students to read aloud the information just one situation to text you about, and w rite the
from the text that supports or contradicts it. other two Tweets in their notebooks. Alternatively,
you could ask students in pairs to send their Tweets
A nsw ers to each other and then compare h ow similar their

4
I 1 F 2 T 3 F 4 F 5 T

SPEAKING Put students together in small groups to

messages were. Tweets are very informal messages,
so don’t put too much emphasis on accuracy as long
as the events are described clearly and the messages
are easy enough to understand. Do check that the
brainstorm ideas and discuss the questions. Monitor,
messages are within the 140-character limit.
providing help with any difficult or unfamiliar
vocabulary. Ask each group to report back with
their ideas, and ask the rest o f the class to listen and
comment on what they hear.

T-81
 8 DANCE T O T H E M U S I C

1 Look at the photos on page 80. 3 Read the article again. Mark the sentences
Find these things. T (true) or F (false).
blow | a piece of cloth 0 There is only one string on a berimbau. T
an orchestra | the ground 1 Capoeira is the music that you play on the berimbau.
a stick | wood
2 A didgeridoo is like a trumpet.
2 *J)2.19 Read and listen to the 3 Didgeridoos are always the same size.
article. W hich countries do these 4 The bonang has one pot.
instruments come from? 5 You play the bonang using a stick.

4 SPEAKING A re there any special musical instruments in your

country? Can you play any musical instruments? Tell the class.

W R IT IN G
Describing a scene e® o
1 Read these three Tweets and look at the photos.
3:22
W h ere is Sandra? Check (/ ) the correct photo.
Here we are. We're waiting. I think there are
3,000 people here! It's fantastic. People are
2 Read the Tweets again. Underline examples of
singing and smiling - great! #Excited4MyBoys
the present continuous tense.
3:28
3 W rite notes to describe how you are feeling in I think they're coming out. Yes - they're here!
each of these situations. Everyone is shouting and cheering!! The people in
1 You're at a bus stop. It's raining. You're going to the band are smiling, they're very happy.
meet friends and then go and see a local band
play. The bus doesn't come. 3 : 49

2 You're at home. The weather outside is very nice

They're playing my favorite song! Everyone's
smiling and singing. I'm watching my favorite
and you want to go out, but you can't. You have to
band - this is the best! #BestNightEver
study.
3 You're at home. You're watching a very good
movie. You want to tell your friends that it's really
good.

4 W rite three Tweets for each situation in

Exercise 3.

Remember:
• A Tweet can only be 140 characters (including
spaces).
• You can say something in your second and third
Tweet about how the situation is changing.
 C A M B R ID G E ENGLISH: T O W A R D Key
THINK EXAMS

L IS T E N IN G
Part 1: Multiple-choice pictures
1 Е И 2.20 You will hear five short conversations. There is one question for each conversation.
For each question, choose the right answer (A, B, or C).

0 What time does Rob get home from school? 3 Which instrument does Mike play?

1 When is Kim's birthday?

/^ 3 К Й З
4 Which of Jessica's clothes does Luke like?
s M T w T F s 5 M T w T F s s M T w T F s
1 2 3 4 s к 1 2 3 4 5 6 1 2 3 4 5 6
7 8 9 10 11 12 13 7 8 9 10 11 12 13 7 8 9 10 11 12 13
14 15 16 17 18 19 20 14 15 16 17 18 19 20 14 15 16 17 18 19 20
21 22 23 24 25 26 27 21 22 23 24 25 26 27 21 22 23 24 25 26 27
28 29 30 31 28 29 30 31 28 29 30 31

o n O n o n 3 3 3 3 3 3
2 What is Lidia's favorite month?

JU N E JU LY AU G U ST
ш=ш M T w T F 5 _ T w T F s _ т w T F s
1 2 3 4
5 6 1 23 4 5 6 Л 2 3 4 5 6
7 8 9_ 10 11 12 1 1 ~1~ 8 910 11 12 13 ~ 1 ~ 8 9 10 11 12 13
14 15_ 16 17 11 19 20 14 15_ 16 17 14 15_ 16 17 11 19 20
11 19 20
21 22 2A_ 25 26 27 21 22 23 24 25 26 27 21 22 23 24 25 26 27
28 29 30 28 2 i 30 3 1 28_ Ж
30 3 1

3 3 3 3

R E A D IN G A N D W R IT IN G
Part 6: Word completion
2 Read the descriptions of some words about sports. W h a t 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 ride this. It has two wheels.

b i c y c l e
1 You do this in white clothes.
t k
2 You need snow to do this.
s
3 You play this on a team of six people.
v
4 You do this in water.
s
5 In this sport, you throw a ball through a hoop.
b

82
 CAMBRIDGE ENGLISH: TOWARD Key

ITrii К EXAMS
LisTENiNG
Part 1: Multiple-choice pictures
1 4») 2.20

A nsw ers
1 B 2 B 3B 4 C

r e a d in g a n d w r it in g
Part 6: Word completion
2

A nsw ers
1 tae kwon do
2 snowboard
3 volleyball
4 swim
5 basketball

T-82
TEST YO URSELF UNITS 7 & 8

v o c a b u la ry

Answ ers
1 coat
2 baseball
3 sitting
4 making
5 studying
6 sneakers
7 doing
8 taking
9 third
10 cheering

gram m ar
2

Answ ers
1 like
2 standing
3 can’t
4 stand
5 don’t
6 can

Answ ers
1 can to count
2 I’m study studying
3 doesn’t can cannot / can’t
4 don’t like watch watching
5 She sh ops’s / is shopping
6 Do you can Can you

f u n c t io n a l l a n g u a g e
4

Answ ers
1 What, o’clock, don’t, How
2 wearing, time, to / after, Let’s

T-83
TEST YOURSELF UNITS 7 & 8

VO C A BU LA RY
1 Complete the sentences with the words in the list. There are two extra words.
baseball | cheering | coat | doing | fourth | making
sitting | sneakers | studying | surf | taking | three

1 It's cold outside! Put a _________ on when you go out.

2 I love playing .
3 W e like underthe big tree in the backyard on hot summer days.
4 I'm in the kitchen. I'm__________sandwiches for the party.
5 My brother is going to college in Australia. He's maththere.
6 You can't wear_________ to a party! Wear your new shoes!
7 My sister's at the gym. She's_________ tae kwon do.
8 I love picturesof differentsporting events. Look at this one!
9 Thanksgiving?_In the U.S., it's the__________Thursday in November.
10 They're winning! Everyone is__________ !

GRAM M AR
2 Complete the sentences with the words in the box.
can can't | don't | like | stand | standing

1 Do you readingmagazines?
2 I don't like____________________on the bus.
3 I'm sick. I ___________________ go out today.
4 I don't want to sit down. I can___________________ and watch. It's OK.
5 W e really like going for hikes in winter.
6 He run 100 meters in twelve seconds.

3 Find and correct the mistake in each sentence.

1 He can to count to 20 in Japanese.

2 Please be quiet. I'm study for the testtomorrow. ________________
3 She doesn't can speak English.
4 I don't like watch sports.
5 She's downtown right now. She shops.
6 Do you can play the piano?

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 time is it?
B It's three______________ . I'm bored!
A Me too. W hy we play a game?
B A game? No, thanks. about going for a hike?
2 A Look at those people! They're very strange clothes
B Yes, they're going to a big party in the park. It's Sunday today! /8
A What does the party start?
B Two o'clock. Oh, look. It's a quarter______________ two now!
go and join them. MY SCORE
22 - 30
10 - 21
0-9 83
 O BJECTIVES

i W O U L D YOU LIKE fun ctio ns:talking about food

and eating habits; talking about
obligation; asking for permission;

9 DESSERT?
offering and asking for help
gram m ar: must /must not; can (asking
for permission); I'd like.. . /Would
yo u like.. .?
v o c a b u la ry : food and drink; meals

R E A D IN G
1 Look at the photos. W h ere can you
see the words in the list? W rite 1-8
in the boxes.
1 a carrot cake | 2 a chef 4 Look at the photos on page 85. W h a t is unusual about the
3 a plate | 4 cooking chefs? Read and check.
5 an omelette | 6 tomato soup
*32.21 Read and listen to the article again. M ark the
7 a salad | 8 a steak
sentences T (true), F (false), or D (doesn't say).
2 I s p e a k in g W h a t other food words T
0 Billy is ten years old and he's from New York.
do you know?
1 He wants to be a star chef.
Pizza, apples, hamburgers,... 2 His sister likes cooking, too, but she's not very good.
3 The other children on the T V show aren't very good cooks.
3 Tell your partner what
s p e a k ing 4 Children must be ten years old to be on StarJunior Chefs.
food you like and don't like. 5 The chefs' hands must be clean.
6 It's OK for the children to eat the food they are cooking.
I like ... . I don't like... .
7 After the T V show Billy goes home to study.

84
 WOULD YOU LIKE

DESSERT?
READING Possible answer
1 Display the photos on the IWB, or ask students to
look at them in their books and cover the exercises.
Elicit any words students are familiar with to
I Billy is still only a child, aged 10.

5 С Я 2.21 Ask students to read through the sentences,

describe the photos. and check that they understand them. Focus on the
Students reveal the words and match them to the example, and ask students to locate the information
photos. Then they compare ideas in pairs before you in the article that matches it. You m ay want to do
check answers with the class. You might like to read one more item together the same way.
the words aloud and ask the students to repeat them Students read the text again more carefully as you
together as a class and then one or two students play the audio, locating the information about each
individually, to practice pronunciation. Make sure sentence. The information is in the same order as
students rhyme steak and cake, and pay attention to the sentences about them. Remind them that for
their pronunciation o f chef /fef/ because students some sentences there w ill be no information in the
might use the same w ord in their own language, but article, and they should not use their logic or general
pronounce it differently. knowledge to decide on these, but rather use only
what is provided by the text. These sentences should
Answers

I
be marked D for “ doesn’t say.” Next, students should
1 H 2 A 3 F 4 B 5 E 6 C 7D 8G carefully study the information they located, compare
it with the sentences, and mark their answers.
2 ISPEAKING Do the activity as a contest. Set a time Ask them to compare their ideas in pairs before you
limit of, say, two minutes. The student w ho can say check answers with the class.
the most food words is the winner. When the time
is up, ask them to check each other’s lists in small Possible answers
groups o f three or four, and count only the number o f
words approved together.
When you elicit their ideas, ask students to w rite the
I 1 T 2 D 3 F

Optional activity
4 F 5 T 6 D 7 T

most useful words on the board for everyone to copy. Students write four or five more sentences about the text,
If necessary, practice their pronunciation. and then use them to test their partner. The sentences may
be true, false, or they may include things the text doesn’t say.
3 ISPEAKING Ask students to read through their lists
from Exercise 2, check the food they like, and put an In stronger classes, after the tasks have been completed and
checked, ask pairs to give feedback on each other’s exercises:
X next to those they don’t. Ask them to think about
which of their partners’ sentences do they think worked best,
any other types o f food they like or don’t like.
and which didn’t work so well?
Put students in pairs to compare their ideas. Ask
each o f them to come up w ith a list o f the top three
most loved and most disliked foods and then try to
find a food they both like and one they both dislike.
Monitor, providing help w ith food vocabulary if
necessary, or provide dictionaries or allow mobile
devices for looking things up online.
Ask a few students to tell the class about their
partners’ favorite and least favorite types o f food.
Try to get the class to agree on the most popular
and least popular food among them through a brief
guided discussion.
4 Elicit ideas about what students think is unusual
about the chef in the article. Accept any feasible
suggestions. Then ask students to read the text
quickly to check their predictions.

T-84
■ THiNK VALUES
How you eat is important
1 |SPEAKING With books closed, w rite the title o f the
section on the board. Elicit ideas for what it might be
about. Accept any feasible suggestions.
Ask students to read through the items, and check
comprehension. Especially make sure students
understand what alone means here - not “ without
anyone’s help” but “ without company.” Students may
misunderstand this if the same w ord is used in their
first language for both contexts.
Elicit answers from one or two students for each item.
Then ask for a quick show o f hands for each adverb
describing them to get a sense o f general trends in the
class.
2 Students look through the list o f activities in Exercise
1 again and rate them on a scale o f 1 (a good thing to
do) to 3 (a bad thing to do). Ask them to think o f and
write at least two more things they consider important
to do when they eat. Monitor this preparation stage,
providing help with any unfamiliar language as
necessary.
3 I SPEAKING Put students in pairs to compare their
ideas. Monitor their conversations, providing help
as necessary. A void correcting mistakes unless they
hinder comprehension. The focus is on personalized
communication in this fluency activity and on
developing the whole learner, not on linguistic
accuracy.
Ask pairs to agree on the most important thing to do
when people eat. Elicit ideas from each pair and invite
comments from the rest o f the class. Lead them to try
to reach a consensus about the most important thing
about eating properly.

Optional activity
To follow up, and to provide extra challenge, put students
in small groups to work on a project. Ask them to produce
a poster about table manners in the school cafeteria.
They should choose what advice they want to include and
illustrate their ideas with pictures they make or photos they
find on the Internet or in magazines. Organize a show-and-
tell session in a subsequent class for groups to present their
projects, or set up a class exhibition of posters. Vote on the
best project.
As an alternative, you could include other contexts than
the school cafeteria (at home, in a fast-food restaurant, at
the beach, etc.). The resulting projects will be more difficult
to compare, but you should have a wider variety of ideas
- and an opportunity to find and discuss similarities and
differences in how we eat in different settings.

T-85
 9 W O U L D Y O U LIKE D E S S E R T ?

Young kitchen stars

Billy doesn't want to be a star chef when he's 20. He wants to be
one now. This is why he's on the Star Junior Chefs TV show.

The ten-year-old New Yorker likes cooking. He can make fantastic

soups and salads, excellent omelettes, and the best cakes. But
there are many other children on the show, too. And they are all
very good cooks.

More and more young people are interested in cooking. Many

of them learn it from their parents. Others watch special cooking
videos for children on YouTube. In many cities, there are special
cooking classes for young people. Some of them are for children
as young as three years old! But what must you do to become a star chef? Of
course, it's important that you like cooking and
are really good at it, but there are some rules. You
must be nine years old or older to be on Star Junior
Chefs. "W e must wash our hands before we start
cooking," Billy says. "And of course we must not
put them in our mouths. A chef doesn't do that!
And we must be very careful with hot plates."

The show starts. Billy is excited. He knows he's an

excellent cook. This time he makes tomato soup, some
salad, steak, and carrot cake. The experts in the studio
love Billy's food, and he stays on the show.

It's 5:00 p.m. The show is over. Billy is happy and a little
tired. He goes home. He has a deal with his parents. He
can be on the show, but he must do his homework, too.

2 Look again at the things in Exercise

■ THiNK VALUES H 1. Are they good things to do? W rite
How you eat is important 1-3 in the boxes: 1 = a good thing to
do, 2 = an O K thing to do, 3 = a bad
1 SPEAKING How often do you do these things? W rite always,
thing to do.
sometimes, often, or never. Then tell the class.

a eat slowly 3 SPEAKING Compare your ideas with

eat with other people a partner.

c sit at a table to eat

I often eat ...
eat very fast
e eat alone
I think ... is good.
f eat and play computer
games at the same time
I think... is not so good.
I always eat slowly. I sometimes eat with other people.

85
 GRAM M AR 2 Complete the mini-dialogues. Use must or must not +
a verb from the list.
must / must not
eat | forget | give | go
1 Complete the sentences from the article
0 A Hey, can I borrow this book?
on page 85 with must or must not. Then
complete the rule. B Sure, but you m ust give it back next
week.
1 You be nine years old or older to
1 A Mom, can I have some chocolate?
be on StarJunior Chefs.
B O f course not! You know you
2 We wash our hands before we start
chocolate. It makes you sick.
cooking.
2 A Julia's birthday is tomorrow.
3 We put them in our mouths.
B That's right. W e ______________________ to buy her a
gift today.
RULE: W e use must (not) to talk about rules. 3 A Oh, no. There isn't any milk.
Use 1 to say that it's necessary to do B I to the store after work.
something. We're out of everything!
Use 2 to say that it's not O K to do
something. 3 SPEAKING W ork in pairs. Think of some things that
are important for you to do (or things you really can't
forget to do) in the next few days.

I must write an email I must not forget

Meat to my friend Mark. to clean my room.

VO C A BU LA RY
Food and drink
0 chicken 1 2 3
*32.22 W rite the names of the food and drinks
under the photos. Listen and check.
Fruit
2 I s p ea k ing W hich word in each group is
different? W h y?

1 coffee - potato - tea

2 banana - orange - sausage
3 carrot - chicken - beef
4 5 6 7 4 milk - strawberry - apple
5 pepper - potato - hamburger (burger)

Number 1is potatoes — coffee and tea are drinks.

3 SPEAKING Look at the food words in Exercise 1.

W o rk in pairs. Ask and answer questions to find
three things you both like.

8 9 10 11 Doyou like tomatoes?

Drinks Yes, I love them. What aboutyou?

9 Ш
I like them. Do you like...?

12 13 14 15

:z-
GRAMMAR
must / must not
& Be aware of common errors related to must /must
not. Go to Get it right! on page 125.

1 Students complete the sentences from memory. They

check back in the article on page 85 before they
compare answers in pairs. Then they w ork together to vo ca bu la ry
complete the rule. Check both stages together with the
whole class. Check comprehension o f the w ord rule by Food and drink
eliciting a translation. 1 С Э 2.22 Display the photos on the IWB i f you use
Elicit that must / must not works the same w ay as the one. Elicit the meaning o f the headings. Check the
other m odal verb students encountered earlier ( can for pronunciation o f fru it /frut/ as one syllable, with a
ability, in Unit 7). Modal verbs only have one form, silent i, and vegetables /'vedgtabalz/ as three syllables,
which w e use for singular as w ell as plural subjects, with a short vo w el sound for a. Ask students to work
and there is no separate form for the third person in pairs to label all the foods they can in English. Play
singular. the audio for students to check their answers as w ell
as label the words they didn’t know. Then play it
Answers again, pausing after each w ord and asking the class to
1 must 2 must 3 must not repeat it. Pay special attention to the silent b in lamb
/l^m / and the silent i in juice /dgus/.
Rule
1 must 2 must not Answers
1 beef 6 apple 11 pepper
2 Read the example mini-dialogue aloud with a stronger
2 lamb 7 strawberry 12 coffee
student. Elicit a translation to check that the meaning 3 hamburger 8 potato 13 tea
is clear: A asks for permission, B makes a rule / sets a 4 banana 9 carrot 14 milk
condition for giving it. Elicit or pre-teach any difficult 5 orange 10 tomato 15 juice
vocabulary: borrow, make (someone) sick, forget, a gift,
out o f (something). 2 ISPEAKING Ask students to find the different w ord in
Students fill in the blanks then compare ideas in each group. Because there are always unpredictable
pairs before you check answers w ith the class. Ask a ways in which a w ord m ay stand out, students must
different pair o f students to read each completed m ini­ think o f a reason for their choices. Put them in small
dialogue, and ask the rest o f the class to confirm or groups o f three or four to discuss their ideas. Do they
correct their answer choices. agree? Elicit answers for each set o f words from a
different group and invite comments from the class.
Answers Check that sausage /'sasidg/ is pronounced correctly.
1 must not eat
2 must not forget
Possible answers
3 must go 1 potato (not drink)
2 sausage (not fruit)
3 carrot (not meat)
mixed-ability idea 4 milk (not fruit)
For weaker students or classes, break the task down into two 5 hamburger (not vegetable)
stages and check each one separately. First, ask students to
find the verb in the list that matches the sense of each mini­ 3 ISPEAKING Put students in pairs to discuss their
dialogue. Then ask them to decide whether the modal verb food preferences. Remind them to use the phrases
should be affirmative or negative.
provided. Monitor, checking that pairs are on task.
When all pairs have reached an agreement, elicit their
3 SPEAKING Ask students to prepare a to-do list for suggestions. Try to establish a list o f the top three
the coming week. W rite your own short to-do list in foods for the whole class.
note form on the board, or display it on screen if you
had time to prepare it beforehand. Ask students to mixed-ability idea
convert the notes into sentences with must or must not. Stronger students should try to give reasons for their likes
For example, write: supermarket: milk and bread and and dislikes during their discussions.
elicit the sentence: I (or You, in this case) must go to
the supermarket to buy milk and bread. A llow students
|Workbook page 85^
three minutes to prepare their own lists. Monitor and
help with vocabulary.
Put students in pairs to compare their lists. Ask them
to find things they both must do in the coming week.
Elicit some ideas from a few pairs, and ask the rest
o f the class to check if they have mentioned similar
activities in their own discussions.

|Workbook page 82^

T-86
LiSTENiNG Fast finishers
1 Display the picture on the IWB, or ask students to look Students look through the questions and decide whose
at it in their books. Elicit ideas about what they think permission they would ask for and what the likely response
is happening. Accept any suggestions, no matter how would be. For example: 1 older brother: No, you can’t.
unlikely, and invite comments from the class.
2 С Я 2.23 Play the audio for students to check their 3 Students match answers and questions. There may be
predictions. Elicit the answers for the two questions, more than one possible answer, unless you specify that
and again invite comments from the class. they must use each response only once. Ask students to
compare ideas in pairs before you check answers with
Answers the class. As you do, ask each pair to read the question
He’s cooking an omelette. He doesn’t eat it. and answer aloud as a mini-dialogue.

3 * 3 2.23 Students listen carefully to order the events Answers

in the story. Ask them to compare ideas in pairs before 1 e 2 d 3 c 4 b 5 f
you play the audio again and check answers with the
class. |Workbook pages 82-83^

Answers

I 1b 2 e 3c

Optional activity
4 d 5 f 6a
TriiNK SELF-ESTEEM
You are what you eat
Ask students to work in pairs to use the sentences from 1 Refer students back to their discussions on page 85.
Exercise 3 to try to reconstruct the dialogue between Raul Point out that it is not only how w e eat, but also
and his mom. Tell them not to worry about accurately what w e eat that is important in our lives. Check
recalling all the details of the original story, but to use their
comprehension o f the six statements as w ell as some o f
own words to tell the story as faithfully as they can. Ask two
the potentially unfamiliar vocabulary, e.g., meals, a lot
or three volunteer pairs to read or role-play their dialogues
in front of the class. Ask the class to decide which dialogue
o f = lots of, candy, and brush one’s teeth. Students then
was the best. (This activity should also help students with decide how true each statement is for them. A llow two
Exercise 1 in Grammar, below.) minutes or so for this.

lan gu a g e note
GRAMMAR In English, a lot of and lots of have the same meaning, and they
are used interchangeably. Both can be used with plural count or
can (asking for permission) singular nouncount nouns. Both are fairly informal, so in formal
contexts, many or much are preferable.
1 Students match the responses to the questions. They
then compare ideas in pairs before you check answers
2 ISPEAKING Students compare their ideas in pairs.
with the class. Read the rule together, and recall the
Encourage them to also discuss w hy they think
rules about using modals. (Students encountered can
each statement is important and if there are any
for ability on page 68, in Unit 7.) Modal verbs only
areas they might like to improve on in the future.
have one form, which w e use for singular as w ell as
Monitor the discussions and help w ith any unfamiliar
plural subjects, and there is no separate form for the
language, especially with the reasoning part o f the
third person singular. Elicit that w e never use do or
task. A void error correction unless mistakes hinder
does for questions, but rather w e reverse the order
comprehension. The emphasis is on a free exchange
o f the modal verb and the subject: Can I make an
o f personal experiences and opinions, not on
omelette? rather than Do I can make an omelette?
grammatical accuracy.
Answers

I 1 a 2 c 3 b

2 Е Л 2.25 Students complete the questions. Play the

Optional activity
You might like to follow up the discussion with a group
project. Ask students to prepare a leaflet, web page,
slideshow presentation, or poster to promote the idea that
audio for them to check their answers. You are what you eat. They can use ideas from pages 85
and 87 or their own, and use whatever illustrations they
mixed-ability idea prefer. Set aside some time for the project presentations, or
Weaker students or classes should first decide which verb or organize a class exhibition. Vote on the best project.
verbs might match each context, compare ideas in pairs, and
then use the verbs to complete the questions. Have them
check answers together again before you play the audio.

Answers
1 Can ... try on
2 Can ... use
3 can . go out
4 Can ... play
5 Can ... eat

T-87
 9 W O U L D Y O U LIKE D E S S E R T ?

L IS T E N IN G
1 Look at the picture. W hat's happening?

2 0 ) 223 Listen to the dialogue. W h at

is Raul cooking? Does he eat it?

ФЭ2.23 Listen again. Put the sentences in

the order you hear them. W rite 1-6 in
the boxes.

a Can I clean the kitchen later?

b Can I make an omelette?
c Can I come into the kitchen now?
d I must be quick now.
e Would you like some help?
f Can I go to the pizza place?

GRAM M AR
can (asking for permission)
1 Match these answers to the questions in
Listening Exercise 3. Then read the rule.

1 OK, but don't forget to do it.

2 No, wait, Mom.
3 Yes, you can.

RULE: W e use can + subj ect ...? to ask if it's

O K to do something.

2 Ф)2.24 Complete the questions with can

and a verb from the list. Listen and check.
do | eat | go out | play | try on | use

0 Can I do my homework later?

I these jeans, please?
your laptop, please? ■THiNKSELF-ESTEEM
Dad, I tonight? You are what you eat
baseball in the
backyard? 1 Think about what is true for you. * rcle 1-5: 1 = certainly
true, 5 = certainly not true.
5 dinner in front of
the TV? often eat between meals. 1- 2- 3 - 4 - 5
always eat breakfast. 1- 2- 3 - 4 - 5
3 Match the answers with the questions in
eat fruit and vegetables every day. 1- 2- 3 - 4 - 5
Exercise 2.
drink lots of water. 1- 2- 3 - 4 - 5
0 a No, you can't. Do it now. eat a lot of candy. 1- 2- 3 - 4 - 5
b O f course you can. But be careful. brush my teeth after every meal. 1- 2- 3 - 4 - 5
c No you can't, you have school
tomorrow. 2 SPEAKING Compare your answers with a partner.
d Sorry, I need it to write some emails.
I often eat between meals.
e Yes, the changing room is over there.
f Well, OK. It's your birthday.
I eat fruit every day.
^ oB kpi||f?S ! V

87
 R E A D IN G
1 Read the menu. W h a t would you choose
to eat?

2 С Й 2.25 Read and listen to the dialogue.

Zoe’s
cafe
W h a t doesn't Jack like?

Menu
Our appetizers
SERVER Hello. j
Carrot salad $5.25
1 ANNA Hi. Green salad (w ith onion and tom ato) $7.50
SERVER Would you like a table for two? Vegetable soup $6.60
ANNA Yes, please.
SERVER Here are the menus. Our main courses
(2 minutes later ... )
Steak $15.80
SERVER Are you ready to order?
Pasta w ith tom ato sauce $8.50
ANNA For me, the carrot salad, please. Fish and chips $8.50
And then the pasta with tomato Ham burger and fries $7.80
sauce.
Chicken and tom ato sandwich $6.50
SERVER OK, and what would you like to Sausage p izza $5.20
drink?
ANNA A cola, please. Our desserts
SERVER OK. And what would you like?
JACK I'd like the green salad, please. Ice cream (per scoop) $1.20
But without the onions. Vanilla, strawberry, lem on, and chocolate
SERVER I'm sorry, the salads are already
made. W e can't take the onions Our drinks
out.
JACK I see. I don't like onions. Umm ... Juice (orange or apple) $1.90
I'd like the vegetable soup, then. Cola $1.70

SERVER Excellent. And for the main C offee $2.20

course? Tea $1.60

W ater $1.10
JACK I'd like a hamburger and fries,
please. And a cola, too.
SERVER Great. Thank you.
(1 hour later ... ) 4 W h o says these things in a restaurant? W rite S (server)
or G (guest) in the boxes.
JACK We'd like the check, please.
SERVER Of course. Everything OK? 0 Can I help you? S
JACK Great, thanks. 1 A table for two, please.
SERVER Thanks very much. Here's your 2 Here are the menus.
check. 3 Are you ready to order?
ANNA Thank you. 4 What would you like to drink?
5 I'd like the vegetable soup, then.
3 Read the dialogue again. W h a t does Anna 6 Can we have the check, please?
order? W h a t does Jack order?
7 Would you like a dessert?

88
reaD in G
1 Read the cafe menu together and check students’
comprehension o f all the items. Check both meaning
and pronunciation. Ask students to choose one item
from each section for their imaginary meal. They
could compare their ideas in pairs or small groups.
Elicit or pre-teach the meaning o f appetizers, main
courses, and desserts.

Background inform ation

The menu on page 88 mentions both fries and chips, which are
words for the same thing: fried slices of potatoes. While fries is
the preferred American term, even American speakers use the
name of the popular British dish fish and chips unchanged. In
American English, chips otherwise refers to a different type of
food: flat, round slices of potatoes, which are fried then eaten
cold, often as an accompaniment to drinks. In British English,
the snack is called crisps.

2 С Я 2.25 Make sure students understand that their

first task is simply to find the answer to the question
about Jack’s dislikes. They should scan the text
quickly and not w orry about trying to understand all
the details. Students listen to the audio and compare
their ideas in pairs before you check answers with the
class.

Answer

I Ja c k doesn’t like onions.

3 С И 2.26 Students read and listen to the dialogue

again. Ask them to underline what Anna orders and
circle what Jack orders. Have them compare ideas in
pairs before you check answers with the class. Elicit
i f the two people order anything in common (Yes, a
cola).

Answers
Anna orders carrot salad, pasta with tomato sauce, and a
cola.
Ja c k orders vegetable soup, hamburger and fries, and a
cola.

Optional activity
Elicit the meaning of the following words or phrases, which
students should try to figure out from the context: a table for
two, ready to order, without, the check. Write the words on
the board, and ask students to brainstorm ideas in pairs first
before you discuss suggestions for meanings with the whole
class.

4 Students read the sentences and decide w ho says them

in a restaurant: the guest or the server. Ask them to
compare ideas in pairs before you check answers with
the class. You might like to read the sentences aloud
and ask students to repeat them, copying the rhythm
and intonation as closely as possible.

Answers

I 1 G 2 S 3 S 4 S 5 G 6G 7 S

T-88
GRAMMAR Pronunciation 4 3 2.26 4 3 2.27
T o p r a c tic e in to n a tio n w h e n o ffe r in g t w o c h o ic es,
I ’d like ... / Would you like...?
g o to p a g e 121.
1 Students complete the sentences from memory. They
compare ideas in pairs before they check back in the
dialogue. Then they w ork together to complete the v o ca bu la ry
rules. Check answers to both stages as a class. Check
that students understand the important difference meals
between I like pizza and I ’d like a pizza, and Do you 1 С И 2.28 Students match the words and items then
like milk? and Would you like some milk? Apart from compare their ideas in pairs. If you use an IWB, you
the difference in meaning, make sure they notice the m ight like to ask a different student to label each item
use o f determiners / articles when w e use I ’d like ... / onscreen. Play the audio for students to check their
Would you like ...? The reason for this is that in polite answers. You m ight want to play it again for them
requests and offers, w e talk about a particular food or to listen and repeat to practice pronunciation. Pay
drink, not about the type o f food or drink in general. attention to the pronunciation o f and stress in cereal
/'siarial/ and the first vow el sound in honey
Answers /Ълш/.
1 like 2 I’d 3 would 4 W e’d
Answers
Rule
1 bread:E
1 like 2 like
2 butter: C
3 cereal: A
2 Elicit translations for the key phrases. Elicit also 4 egg: I
translations for I like . and Do you like . ? Are they 5 fruit: B
similar or different in the students’ language? 6 honey: G
7 jam: F
3 Students order the sentences. Ask them to compare
8 toast: H
their ideas in pairs before you check answers with the 9 yogurt: D
class.
2 SPEAKING Students copy the table in their
Answers notebooks, adding rows for lunch and dinner. Then
1 Would you like some coffee? they w rite notes about the food and drink they
2 I’d like a hamburger and fries, please. typically consume. Provide dictionaries for looking
3 What would you like to eat?
things up, or allow the use o f mobile devices for this.
4 W e’d like to sit here.
5 What would you like to do this afternoon?
Ask students to w rite at least one food and one drink
for each space in the chart.
Elicit some information from a few students, and ask
Fast finishers the rest o f the class to listen and say h ow similar the
Students think of one or two possible responses for each answers are to their own.
question or sentence.
|Workbook page 85^
4 Students complete the phrases. Remind them to use
I ’d like . or Would you like . ? Ask them to compare
their ideas in pairs before you check answers with the
WRiTiNG
class. A meal plan for your friend
1 Students use the information about their partner to
Answers
prepare a meal plan. Encourage them to make the
1 Would you like to
plan as varied and interesting as possible w hile taking
2 Would you like
3 ’d like to
their partner’s preferences into account. Students
4 ’d like should not simply copy the “ always” items for both
days.
5 I SPEAKING Students use the menu and the language Ask students to w rite out the complete meal plan on a
from pages 88-89 to w rite and practice a dialogue separate sheet o f paper.
in which they role-play ordering food and drink in a
2 Pairs exchange their meal plans and take notes on
cafe. Ask two or three volunteer groups to perform
which items they like or don’t like so much. Ask
in front o f the class. Ask the rest o f the class to listen,
them to discuss their meal plans. Would they like to
identify the items ordered, and, for each performing
eat these meals? Monitor the discussion, making a
group, calculate the total check. Have a vote on the
note o f the most interesting or the most controversial
best dialogue.
suggestions.
|Workbook page 83^ Elicit some o f the suggestions you noted down from
the whole class, and invite comments - Would
students enjoy eating these things themselves?

T-89
 9 W O U L D Y O U LIKE D E S S E R T ?

GRAM M AR VO C A BU LA RY
I’d like... / Would you like...? Meals
1 Complete these sentences from the dialogue on 1 С И 2.28 Match the words in the list to the items
page 88. Then complete the rule. in the picture. W rite 1-9 in the boxes. Listen
and check.
1 Would you a table for two?
2 like the vegetable soup. 1 bread | 2 butter | 3 cereal | 4 egg | 5 fruit
6 honey | 7 jam | 8 toast | 9 yogurt
3 What you like to drink?
4 like the check, please.

Г \
RULE: W e use I + would (c/) + 1_________ to ask for
something in a nice way.
W e use Would +you + 2 ? to offer something.
V __________________________________________________________ J
2 How do you say I'd like ... and W ould you lik e...?
in your language?

3 In your notebook, put the words in the correct

order to make sentences or questions.

0 like / a / I'd / please / banana, 2 Ispea k ing Make a table like this in your
I'd like a banana, please. notebook for breakfast, lunch, and dinner. W rite
1 like / some / you / Would / coffee / ? down things you eat and drink. Compare charts
2 like / a hamburger / I'd / and / please / fries, with a partner.
3 you / What / to / would / like / eat / ? always often sometimes never
4 to / We'd / like / here / sit breakfast
5 would / this afternoon / What / you / like / to / do / ?

4 Complete what the people are saying. For breakfast I always drink

I never have (any) ... for lunch.

f lo s s y

W R IT IN G
A meal plan for your friend
1 Ask a partner to give you his/her table from
Vocabulary Exercise 2. Imagine he/she is staying
at your home for the weekend. You want to make
meals that he/she likes. W rite a menu for him/her.

5 Ispeaking W o rk in groups. O ne of you is the 2 Show your ideas to your partner. Is he/she happy
with the meals?
server at Zoe's cafe, the others order food and
drinks. Act out the situation. Use the sentences
in Reading Exercise 4 and Grammar Exercise 3 to
help you. Saturday Sunday
Д ЬЙ кЛ ?%
breakfast:
breakfast:
Pronunciation
Lunch:
Lunch:
Intonation: giving two choices
Go to page 121. Ыппеп
A Ыппеп

89
 P H O T O S T O R Y : e p iso d e 5
Look at the photos and answer the questions.

1 W ho can you see in the photos?

2 Where are they and what are they doing?

2 С Й 2.29 Now read and listen to the photostory. W h a t

does Ruby hate?

DAD So what are you doing, boys?

"Ц DAN Tom is m aking pizza for the girls, and
Гш helping him.
Й TOM Is that OK, Dad?
DAD Of course. No problem. You make great
pizza! What time do they get here?
TOM Six o'clock. We have h alf an hour.

DAD It's only cheese.

DAN The thing is, Ruby hates cheese.
f TOM What are you doing, Dad? DAD She hates cheese? Oh, dear.
DAD I'm putting a little cheese on the pizza. TOM Now what?
TOM Don't do that! DAN We can't make another one. We don't have
DAD Too late. time.
TOM What can we do?

90
PHOTOs TORY: episode 5
the pizza
1 Display the photos on the IWB or ask students to
look at them in their books. Elicit answers to the
questions. Accept any feasible suggestions even if
they are proved to be w rong later by the dialogue.
2 С Я 2.39 Play the audio for students to listen, read
the photostory, and check their ideas from Exercise 1.
Elicit the answer to the question.

Answer

I Ruby hates cheese.

T-90
 DEVELOPING SPEAKING Answers
1 Dan
3 I I I EP5 Elicit ideas for h ow students think the
2 Tom’s dad
story m ight continue. Accept any suggestions, no
matter h ow unlikely. Play the video for students to
2 Students match the responses to the offers. There
check their predictions and to find the answers to the
m ay be m ore than one possible answer in some cases.
questions. Check answers as a class.
Answers
Answers
a 1, 2 b 2 c 2 d 1
1 A restaurant / Andy’s Chicken House
2 Because Ruby likes cheese on pizzas
3 Focus attention on the pictures. Elicit w hat’s
happening in each one. Then put students in pairs
4 I H EP5 Ask students to read through the list o f
to write a mini-dialogue for each situation. Monitor,
events quickly. Check comprehension. Ask them to
help with phrases, and check their suggestions before
work together in pairs to try to order the events from
they finalize their dialogues. Remind them to use
memory. Play the video for them to check their ideas
both ways o f offering help.
and finalize their answers. Check answers as a class.
Possible dialogues
Answers
First picture: Can I help you with that? Yes, please.
1 d 2 e 3c 4 f 5b 6a
Second picture: Do you want some help with your
homework? No, I’m OK, thanks.

ph r a ses fo r flu en cy 4 ISPEAKING Ask two or three pairs to perform their

1 Students find the expressions and identify the mini-dialogues for each situation.
speakers. Ask them to compare their ideas in pairs
before you check answers with the class.

Answers
1 Tom’s dad
2 Tom’s dad
3 Tom’s dad
4 Dan

2 Elicit translations for the expressions. Are they

expressed in a similar or in a different w ay in the
students’ first language?
3 Students work together in pairs to order the dialogue.
To check the answers, ask a volunteer pair to read
the completed dialogue aloud, and ask the rest o f the
class to listen and check i f the answer is correct.

A n s w e rs
3, 1, 5, 4, 2, 6

4 Students complete the mini-dialogues then compare

their ideas in pairs. For the whole-class check, ask
a different pair to read each mini-dialogue aloud,
and ask the rest o f the class to check and correct the
answer if necessary.

Answers
1 a little; The thing is
2 Of course; be careful

f u n c t io n s
Offering to help
1 Students find the expressions and identify the
speakers. Check answers as a class. Elicit that there
are different ways o f offering help. W e can use can
the same w ay w e do when w e ask for permission, or
w e can use Do you w a n t... ?

T-91
 9 W O U L D Y O U LIKE D E S S E R T ?

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

3 L L I EP5 W atch to find out how the story continues. F U N C T IO N S

1 Who does Tom's dad call? Offering to help
2 Why are the boys surprised?
1 Look at the photostory again. W h o says these
4 l l i epsW atch again. Put the events in order. W rite expressions?
1-6 in the boxes. 1 Do you want some help?
a The food from Andy's Chicken House arrives. 2 Can I cut the peppers for you?
b The girls eat the pizza.
2 Match the possible answers to the sentences in
c The boys try and take the girls to the living room.
Exercise 1.
d Tom's dad calls Andy's Chicken House.
a OK. Thanks! 1
e The girls arrive.
b Yes, please.
f The girls say hello to Tom's dad.
c Sure. Here's a knife you can use.
d No, I'm OK, thanks.
PH RA SES FO R FLU EN C Y
3 W o rk in pairs. W rite a short dialogue for each
1 Find the expressions 1-4 in the story. W h o says
picture. Use expressions from Exercises 1
them?
and 2.
1 Of course.
2 be careful ...
3 a little ...
4 The thing is, ...

2 How do you say the expressions in Exercise 1 in

your language?

3 Put the sentences in the correct order to make a

dialogue.

| | GREG Well, I really want some lasagna. But the

thing is, I don't know how to make it.
GREG Do you like Italian food?
GREG Yeah, I don't know how to cook very well.
n a d ia Oh. And you need a little help?
n a d ia Of course. I love spaghetti and stuff. Why?
NADIA Well, you can use my mom's cookbook. But
be careful - she loves that book!

Complete the dialogues with the expressions from

Exercise 1.
1 Let's go to the movies tonight.
No, thanks. I'm feeling_______ sick.
Really? Oh, no. Do you want some help?
Actually, that isn't true. I'm sorry.
, I don't have any money.
2 A Can I look at your new phone?
B Here it is.
A Oh, it's really nice!
B Thanks, I love it. Oh, ! Don't
break it!

4 SPEAKING Act out your dialogues.

91
 HIGH
10FLIERS
OBJECTIVES
FUNCTIONS: talking about achievement;
asking for information about the past;
talking about the weather
gramm ar: simple past of be (affirmative,
negative, and questions); simple past:
regular verbs
v o c a b u la ry : time expressions: past; the
weather

R E A D IN G 3 Name some famous people in your country. W h y

are they famous?
1 Match the words in the list with the photos.
W rite 1-6 in the boxes. *))2.30 Read and listen to the article and answer
1 achievements | 2 astronaut | 3 factory the question.
4 spacecraft | 5 skydiving | 6 stamps Why is Valentina Tereshkova famous?

2 Look at the photos and answer the questions. 5 Read the article again and put the events in order.

a Tereshkova was in space for three days.

b She was named “Woman of the Century."
c She was a carrier of the Olympic flag.
d There was a competition to find new astronauts.
1 e Valentina Tereshkova was born.

1 What are the names of the two people?

2 Where were they from?
3 W hy are they famous?

92
 ERS
READING 3 Put students in small groups to think o f two or three
1 Display the photos (A -F ) on the IWB, or ask famous people in their own countries and write notes
students to look at them in their books and cover about w hy they are famous. Monitor, helping with
the exercises. Elicit descriptions for the photos using any unfamiliar vocabulary. Then elicit ideas from the
whatever words students are familiar with. Ask the w hole class. If possible, lead the class to agree on the
class to say whether they agree w ith the descriptions most famous people from their country.
offered. Don’t w orry too much about h ow accurately 4 0 1 2.30 Tell students they are going to read about
the photos are described at this point. a Russian woman, Valentina Tereshkova. Play the
Ask students to reveal the words in the list and audio for students to listen to and read the text
match them to the photos. Then ask them to compare to find out w hy she was famous. Remind them
ideas in pairs before you check answers with the not to w orry about understanding any unfamiliar
class. As you do, you m ay want to get different vocabulary at this point. Check answer as a class.
students to label the photos on the IWB screen. Check
A n sw er

I
pronunciation, especially o f the final vo w el sound in
astronaut /'^stmnot/. Tereshkova was the first woman in space in 1963.

A nsw ers 5 Ask students to read through the events, and check
1B 2 F 3D 4 E 5 A 6C comprehension. Suggest that as they read the article
for the second time, they look for key words that link
the sentences to passages in the text. This should help
O ption al a c tiv ity
them establish the correct order o f events. Monitor,
Elicit ideas for what might connect all six photos. Accept any helping any students w ho get stuck by guiding them
suggestions if students can justify them.
to identify the key w ord in the statement and then
to find the matching information in the article. Ask
2 Focus attention on the two photos. Elicit answers for them to compare ideas in pairs before you check
the three questions about each o f them, and ask the answers w ith the class.
class to confirm or correct those suggestions. Elicit
any additional information students might know Answers
about them.

A nsw ers
I 1 e 2 d 3 a 4 b 5 c

I See the Background information that follows.

Background inform ation

O ption al a c tiv ity
Refer students to the six photos in Exercise 1. Ask them to
find how each of the six images is connected to Tereshkova’s
story. Ask them to find the passage where each word is
Blessed Teresa of Calcutta, more commonly known as Mother mentioned. Ask students to compare their ideas in pairs
Teresa, was a Roman Catholic sister and missionary who worked before you check answers with the class.
most of her life in India, giving “ wholehearted free service to
the poorest of the poor,” to quote the guiding principle of the Answers
Missionaries of Charity organization she founded in 1950. The A Her mother was a factory worker, and Valentina was a
charity operates hospitals, orphanages, and schools in over worker in a factory, too.
130 countries today. Mother Teresa was born Anjezё Gonxhe B The name of her spacecraft was Vostok 6.
Bojaxhiu in 1910 into an Albanian family in Skopje, today the C It was her dream to be an astronaut and go into space. /
capital of the Republic of Macedonia. Her work was recognized She was the world’s first woman astronaut.
with the Nobel Peace Prize in 1979. Mother Teresa died in 1997. D Her hobby was sky diving.
Steve Jo b s was an American entrepreneur of Syrian descent, E She is proud of her achievements.
born in San Francisco in 1955. In 1976 he founded Apple F Her face was on stamps in several countries.
Computer Inc. with Steve Wozniak, and their product, the home
computer, has since then revolutionized people’s lives. His
creative genius and communication skills helped launch other
Apple devices, including the iPod, the iPad, and the iPhone - all
of which are considered iconic designs. Jobs was diagnosed with
cancer in 2003 and passed away in 2011.

T-92
■ THiNK VALUES
Hard w ord and a ch ievem en t
1 Read the instructions together, and check
comprehension o f the task. Students go through the
list and mark their opinions.
2 I SPEAKING Put students in pairs to compare their
ideas. Do they agree on which factors contributed to
Tereshkova’s success? Monitor, and help with any
challenging language students use to express their
rationale. Make a note o f any interesting ideas. At the
end, elicit from the class some o f the ideas you noted
down, and invite comments from the students.

O ption al a c tiv ity

To wrap up the discussion, ask students to agree on the most
important factors in people’s achievements (whatever they
are). To do this, you could form groups of four or five and ask
groups to agree on a list of five key success factors. Monitor,
helping with language as before. Elicit suggestions from each
group, and ask the rest of the class to compare these with
their own ideas and say if they agree or disagree. In the end,
agree on the top five factors for achievements together.

T-93
 10 HI GH FLIERS

It was her dream to be an astronaut

'■^ > Valentina Tereshkova was the first

She was born in Russia on March

^ ^n^^hher^w/^s^a fa^c ^

and siie was ready.

The name of Valentina's spacecraft

I was Vostok 6. The flight was very

difficult because there were many
technical problems, and she wasn't
very well for most of the flight.
She was in space for three days.
She is the only woman in history
to do a solo space flight.
After Valentina's time in space she was very famous all over the world. aer
face was on stamps in several countries.
In the year 2000, there was a big celebration in London, and Valentina
Tereshkova was named the "Woman of the Century."
At the opening ceremony of the Winter Olympics in Russia in 2014, Valentina
Tereshkova was one of the carriers of the Olympic flag.
These moments were very important to her. Valentina Tereshkova is proud of
her achievements.

к
I Hi ЯК VALUES 2 SPEAKING Compare
your answers with a
Hard work and achievement partner. Do you agree?
1 In 2000, Valentina Tereshkova was named “Woman of the Century."
W hich of the following, do you think, were important for her success? She was born in
W rite N (not important) or I (important). 1937.1think that was
important for her
1 She was born in 1937.
success because it
2 Her father was a driver.
was the start of air
3 She was a factory worker.
travel.
4 It was her dream to be an astronaut and go into space.
5 She was lucky.
6 The flight was difficult, but Tereshkova was strong. I agree. / 1don't agree.
I think ...
7 She was in space for three days.

93
 GRAM M AR
RULE: Was/Were is the past form of
Simple past: be (affirmative
and negative)
1 Complete the sentences from the text Affirmative Negative
on page 93. Then complete the rule I/he/she/it 1 I/he/she/it wasn't (was not)
and the table. we/you/they were we/you/they 3 (were not)
there was / 2 there 4 /weren't
1 Valentina Tereshkova born
in Russia on March 6, 1937.
2 The training program very 2 Complete the sentences with was, wasn't, were, or weren't.
easy. 1 My friends and I were at the mall yesterday. My sister
3 There 400 people there, too, but my parents because they
interested in going to space. at work.
4 These moments very 2 There lots of people at the beach yesterday. There
important for her. a little girl with her dog. The dog very
nice. Its name Ollie.

VO C A BU LA RY
Time expressions: past
1 4D 2.31 W rite in, at, last, and yesterday to complete the
time expressions. Listen and check.

1 weekend / Sunday / night / week / month / year

morning / afternoon / evening
2014
, four o'clock / 5:30 / 6:00 a.m. / 6:30 p.m.

2 Look at the pictures. W rite sentences in your notebook

to say where the people were and when. Use in, at, last,
or yesterday.
at the movies | in Paris | at the soccer game
at a birthday party | at the park | at her grandparents'
L illia n w as a t the park a t a q u arter a fte r eleven
yesterday M orning.

3 Make notes about where you were yesterday at the times

in the pictures in Exercise 2. W h ere were you in Ju ly
2014?

4 I s p e a k in g W ork in pairs. Tell your partner where you

were yesterday. Find out about your partner.

I was at home at a quarter after eleven,

yesterday morning. What aboutyou?

I was at my cousin's house.

5 s p e a k in g Use the information about your partner to

report to the class.

Yesterday morning, M aria was at home. At half past

three yesterday afternoon, she was at a friend's house.
In the evening, she was at the movies with her mom.

i WS QK f9 3 b
94
GRAMMAR 2 Focus attention on the six pictures, and make sure it is
clear that they all show the past. Look at the example
S im ple past: be (a ffirm a tiv e and n egative)
together, and check that students understand that
1 Students complete the sentences from m emory and first they must figure out where the person is and
compare their answers in pairs. Then they check back then use the information about when the event took
in the text on page 93. They w ork together in pairs to place to w rite a sentence in their notebooks with the
complete the rule and table. Check answers together appropriate time expression. Ask them to compare
with the class. sentences in pairs before you check answers as a class.
Elicit that w e use were in the past whenever w e use
are in the present, and was when w e use either is or m ixed-ability idea
am in the present - there are no separate forms for the In weaker classes, ask students to first find the information
first and third person singular. in the picture that tells them when the event happened and
then figure out the appropriate time expression. Have them
check the forms of the expressions in pairs before moving on
A nsw ers
to matching the people and places and producing sentences.
1 was 2 wasn't 3 were 4 were

Rule
Answers
be
B Joseph was at the soccer game yesterday evening / last
Table night.
1 was 2 wasn't 3 weren't 4 were C Leo was at the movies at nine o’clock.
D Sam was in Paris in Ju ly 2014.
E Camilla was at a birthday party at half past three / 3:30.
2 Students complete the sentences and then compare
F Evelyn was at her grandparents’ last night / yesterday
ideas in pairs before you check answers with the class.
evening.

A nsw ers
3 Ask students to copy the time expressions from their
1 was, weren’t, were answers in Exercise 2 and w rite notes about where
2 were / weren’t, was, was / wasn’t, was
they w ere yesterday. Monitor their preparation, and
help w ith any unfamiliar vocabulary for places.
Fast finishers
O ptional a ctivity
Students look through the article on page 93 and underline
To make the task in Exercise 4 more challenging and
all the examples of the simple past of be.
interesting, you could ask students to make some of their
sentences false. Then in Exercise 4 have their partners guess
I Workbook page 9< ф which statements were true and which false. To model this,
you might like to tell the class about your own day yesterday,
\ and ask them to guess which statements were false.
CO Be aware of common errors related to the simple past
of be. Go to Get it right! on page 125.
4 I SPEAKING Students w ork in pairs to tell each other
about their experiences yesterday. Ask them to take
notes about their partner’s answers. Monitor their use
v o ca bu la r y o f the past time expressions, and make a note o f any
recurring errors to go over at the end o f the activities
Tim e expressions: past
in this section.
1 С И 2.31 Students complete the expressions. Ask
5 I SPEAKING Ask three or four students to tell the class
them to compare ideas in pairs before you play the
about their partners’ day yesterday. The rest o f the
audio for them to check answers. Make sure students
class should listen and write down any places they
notice that although w e can use yesterday to refer
mentioned in their own discussions.
to parts o f the day in the past, w e say last night, not
yesterday night, and w e don’t use last with other parts IWorkbook page 93^
o f the day.

A nsw ers
1 last
2 yesterday
3 in
4 at

T-94
LiSTENiNG 3 N D 2.33 Students apply the rules to complete the
1 Focus attention on the picture, or display it on the dialogue. Ask them to compare answers in pairs before
IWB. Point to the b oy and say: This is Ethan and then you play the audio for students to check their answers.
to the girl and say: This is Tamara. Ask students to Check comprehension by asking: Does Jen have the
speculate where they w ere on Saturday and talk about phone? (Yes.) Where is it? (In the shoe bag.)
their ideas in pairs. Remind them to use the phrases
in the box. A llo w about two minutes for this activity. Answers
Elicit some ideas from the whole class, but don’t 1 was 2 was 3 Were 4 was 5 was 6 was
confirm answers at this point. 7 Were 8 weren’t 9 was 10 were 11 was

2 С Э 2 32 Play the audio for students to listen and

check their predictions. Did anyone get it right? O ption al a c tiv ity
Students in pairs practice role-playing the completed
Answ ers dialogue. When you ask one or two volunteer pairs to do
their role play in front of the class, encourage them to speak
Ethan was at a birthday party, and Tamara was at the
movies. from memory, only looking back at the text if they get stuck.
Ask the rest of the class to listen and make a note of any
omissions or changes.
3 С Я 2.32 Students match the questions and answers.
Remind them to look for grammatical as w ell as
logical clues. Ask them to compare ideas in pairs IWorkbook page 9< ф
before you play the audio for them to check and
finalize their answers. Then play it again to check
answers together. FuNcTiONS
Asking fo r in form ation abou t the past
A nsw ers

I 1a 2d 3b 4 f 5c
1 Students complete the questions and then use them to
test each other in pairs about Valentina Tereshkova’s
story. Monitor, and when all pairs have answered
the questions, ask students to turn back to page 93 to
GRAMMAR check their answers. Then check answers together as a
class. Ask students to correct the facts, rather than just
Sim ple past: be (qu estions)
give short answers.
1 Students order the questions then compare ideas in
pairs before you check answers w ith the class. Answers
1 Was (Yes, she was.)
Answ ers 2 Were (No, they weren’t. Her father was a driver, and her
1 Were you at the movies? mother was a factory worker.)
2 Was the music good? 3 Were (Yes, there were.)
3 Were there many guests? 4 Was (It was very difficult - because of technical
difficulties, and because Tereshkova wasn’t well.)
2 Students match the answers, compare ideas in pairs, 5 Were (No, they were in 2014.)

and complete the table together before you check

2 Students make notes o f their own answers to the four
both sets o f answers with the class. Elicit that in past
questions. A llo w a minute or two, as necessary.
questions with be, w e begin the question w ith was
or were, follow ed by the subject or there. In short 3 ISPEAKING Students in pairs take turns asking and
answers, w e repeat the subject and the verb in the answering the questions about themselves. Ask them
appropriate form. to take notes on their partner’s answers. Monitor
the correct use o f the simple past o f be, but avoid
Answ ers correcting mistakes unless they hinder comprehension.
1c 2 a 3 b Go over any persistent errors at the end o f the
activity with the class. When pairs have finished their
Rule
conversations, ask two or three volunteers to tell the
1 Were 2 wasn’t 3 were class the most interesting thing they learned about
their partners.
O ption al a c tiv ity
To practice questions and short answers with the simple O ption al a c tiv ity
past of be, ask students to look back at the pictures on Allow students to ask you the same questions, and give a
page 94, covering the exercises on the page. In pairs, they mixture of true and false answers. Ask the class to speculate
should take turns asking and answering questions about the in pairs about which answers were which. Which pair knows
pictures, for example: A Was Lillian at the soccer game at a you best?
quarter after eleven? B No, she wasn’t. She was at the park.
For the questions, students could change either the time or
the place - or not, as they prefer. Monitor that the correct
form of the simple past of be is used, and make a note of any
recurring errors to go over again with the class at the end.
Also, monitor that students are correcting the right element
in the answers.

T-95
 10 HI GH FLIERS

L IS T E N IN G
1 Look at the picture. W h ere was
Ethan on Saturday evening?
W h ere was Tamara? Use ideas
from the box to help you.

On Saturday evening, Ethan was ... Tamara was ...

The band was ... Complete the dialogue with was, were,
There were ...
The music was ... wasn't, or w eren't. Then listen and check.
He was ...
The ... were happy because ...
There were ... / She was
Oh no!
What's wrong?
2 С 3 2.32 Listen to the dialogue and check your My phone! Where is it? It 0 w as in my
answers. jacket!
PEDRO OK, calm down. Where 1 your
*3)2.32 Listen again and match the questions phone this morning?
with the answers. JEN Well, I 2 at home from nine to ten
0 Does Ethan say it was a good party? e o'clock.
1 Were there a lot of people? PEDRO And then? 3 you downtown?
2 Who were the five special guests at the party? JEN Yes, I 4 I5 at the mall.
3 What was the name of the band? And I'm 100% certain that my phone
6 in my pocket.
4 Were the people in R5 at the party?
PEDRO 7 Steve and Marta with you?
5 How was the music for Ethan?
JEN No, they 8 .I9 alone.
a No, there weren't. PEDRO OK. At the mall, which stores 10
b R5. you in?
c It wasn't bad. JEN Only the shoe store.
d They were from a band. PEDRO Wait a minute. Let me call you.
e Yes, he says it was fantastic. JEN It's ringing! Oh, look, in the shoe bag! It
11 there all the time!
f No, they weren't, but their music was.
2 j ! S j jk p g j 5 ^

GRAM M AR F U N C T IO N S
Simple past: be (questions) Asking for information about the past
1 In your notebook, put the words in the correct
1 W rite was or were to complete the questions.
order to make questions.
Then ask and answer the questions with a
1 you / the movies / were / at / ? partner. Check your answers on page 93.

1 Valentina Tereshkova born in Russia?

2 the music / good / was / ? 2 her parents astronauts, too?
3 there 400 people interested in the
3 many / guests / were / there / ? competition?
4 the flight very easy or very difficult?
5 the Olympic games in Russia in 2013?
2 Match the answers below with the questions in
Exercise 1. Then complete the table. 2 Make notes to answer the questions.
a Yes, it was. b No, there weren't. 1 Where were you at 3:00 on Saturday?
c No, I wasn't. 2 What was your hobby when you were eight?
Question Short answer 3 How old were you in May 2014?
Was I/he/she/it ...? Yes, I/he/she was. 4 How old was your best friend last year?
1 we/you/ No, I/he/she 2 .
they ...? Yes, we/you/they 3 Is p e a k in g W ork in pairs. Ask and answer the
3 questions in Exercise 2.
No, we/you/they weren't.

95
 R E A D IN G 3 Read the article again. M ark the
sentences T (true) or F (false).
1 Look at the photos of two movie heroes. W h a t do you
know about them? W h a t special powers do they have? 0 Storm was born in a city in the U.S. T
1 Storm's parents died in a city in
I think Storm can ... Maybe Percy is ... the U.S.
2 Storm's family moved to Egypt.
2 С Й 2.34 Read and listen to the article and check your 3 Storm was good at using her special
answers. powers at the beginning. Q
4 Percy's father was the god of
hurricanes. Q
5
Who is she? Storm at the beginning.
What's her story? 6 Percy's brother was a monster.
Storm's story started in New York,
where she was born. Her mom was
a princess and her dad worked as
■TRAIN TO Trii \КШ
a photographer. When Storm was Sequencing
six, she moved to Cairo, Egypt,
with her parents. One day a plane 1 Put the sentences in order to tell
crashed into their house. Storm's Kidhero's story.
parents died, and she was alone
in the big city. Her life in Cairo
was very hard. When she was a
teenager, Storm discovered that
she had special powers, and she
started to use them - not always
successfully
What are her powers?
Storm has control over the
weather. She can change the
temperature. She can make rain,
sunshine, hurricanes, clouds,
and storms.

□ » There was a very fast car on the

street.
8 Kidhero was very happy.
There were also two young children
in the street.
It was a hot day, and Kidhero wanted
an ice cream.
He walked to an ice cream shop.
Kidhero jumped in front of the car
Who is he? and stopped it with his hand.
He saved the children.
His father was Poseidon, the Greek god of the sea. His half­ He walked out of the shop with his
brother was named Tyson. Tyson was a monster. At first, Percy ice cream.
hated his monster brother. Later, Percy and Tyson tried to help
each other in their many adventures. In the end, they were 2 SPEAKING W o rk in pairs. Tell the story.
friends. Percy was never afraid, and he never worried about his Can you include these lines?
life. He helped the people he liked. He walked back home.
What are his powers? Kidhero started to run.
Percy is very strong because he is the son of the god of the sea. The children smiled.
He's a very fast swimmer. He can stay underwater for a long time.
He can talk to sea animals, and he can make sea storms.

96
r e a d in g 2 I SPEAKING Put students in pairs to reconstruct the
1 Focus attention on the two heroes in the photos, and story together, taking turns to add events one by one.
ask students to cover the paragraphs about them. Ask them to insert the extra lines w here they think
Alternatively, display two photos o f Storm and they might fit.
Percy Jackson on the IWB, with books closed. Check Put pairs together to form groups o f four. Ask them
comprehension o f have special powers by eliciting a to compare their ideas before you check answers with
translation. A llow two minutes or so for students to the w hole class. Remind students that in a coherent
brainstorm ideas about who the people are and what story there are links between events that happen - and
powers they have, in pairs or small groups. Elicit what these can be grammatical and/or logical.
students know, and ask the rest o f the class to check
and correct suggestions. Answers
2 С И 2.34 Elicit or pre-teach princess, (plane) crash, He walked back home: after b
discover, have control over, temperature, god, monster, Kidhero started to run: after c
The children smiled: after g
adventure, underwater. Students listen to and read the
text to check their predictions. W ere they correct? Ask
what ability the tw o characters have in common ( They O ptional a ctivity
can both make storms). In stronger classes, ask students to identify and explain the
grammatical clues that refer back or forward to other events.
Background inform ation Elicit ideas from the whole class, and invite comments from
the rest of the class.
Storm is a character in the Marvel comic book series X-Men,
created in 1975 by writer Len Wein and artist Dave Cockrum. In
the stories, her real name is Ororo Munroe. She is a mutant, born
Possible answers
with superhuman abilities. Apart from controlling the weather, In c, “ also” suggests there was something else mentioned
as mentioned in the Student’s Book, she is also capable of flying beforehand (a).
/ levitating at will. In the X-Men movie series, the character is In f, the definite article “the” suggests the car was
played by Halle Berry. mentioned previously (in a), and in h, that the shop was
Percy Jackson is the title character in a series of novels called mentioned previously (in e) - and correspondingly, the
Percy Jackson and the Olympians by author Rick Riordan. In the use of the indefinite article suggests each thing is
2010 movie adaptation of the first novel, The Lightning Thief, by mentioned in a and e, respectively, for the first time.
director Chris Columbus, Percy is played by Logan Lerman. In g, the subject is a pronoun, which means the person
(Kidhero) was named previously.

3 Ц3 2.35 Ask students to read through the sentences,

and check comprehension. Students read the article
again, mark the sentences, and then compare their
ideas in pairs before you check answers with the class.

A nsw ers

I 1 F 2 T 3 F

O ption al a c tiv ity

4 F 5 T 6T

1 Ask students to correct the false statements in their own

words. Then have them check back in the text to see if
they were right.
2 Lead a class discussion to find out which of Storm’s and
Percy’s special powers students in the class would most
like to have, or what other special powers would they like
to have.

■ TRAIN TO" HiNK

S equencing
1 Focus on the picture and introduce the character o f
Kidhero. Point him out on the IWB, or ask students
to identify him in the picture in their books. Explain
that the order o f events has been mixed up, and point
out the beginning (d ) and ending (b ) o f the story. Ask
students to look for clues connecting each sentence to
what comes before and what m ay come after them,
and order the events as they think they must have
happened. A llo w two or three minutes for this.

A nsw ers

I 1 d 2 e 3 h 4 a 5 c 6 f 7 g 8 b

T-96
gram m ar Pronunciation # )2 .3 5 ФЭ2.36
T o p r a c tic e p r o n u n c ia tio n o f s im p le p a st re g u la r
Sim ple past: regu lar verbs
v e rb s , g o to p a g e 121.
1 Students write the base forms. Ask them to compare
their answers in pairs before you check them with the
class. v o ca bu la r y
A nsw ers The w e a th e r
1 start 1 С Я 2.37 Display the eight pictures on the IWB, or
2 move ask students to look at them in their books. Elicit
3 try the meaning o f weather. Explain that the pictures
show different types o f weather. Students match the
2 Students complete the sentences. Check answers as a sentences. Then ask them to compare ideas in pairs
class. Ask students to complete the spelling rules. They before you play the audio and check answers with the
compare their ideas in pairs before you check the rule class. Make sure students notice that for tw o types o f
with the class. weather w e can use the present continuous because
they describe events that are happening, w hile w e use
A nsw ers
adjectives for the others that describe states. Point out
1 started that it is equally possible to say: I t ’s rainy or I t ’s snowy,
2 moved
but most speakers would prefer a verb.
3 tried
4 helped
Answers
Rule
1 -ed
2 i
I 1 G 2 H 3D 4 F 5 A 6B 7E

2 Elicit or explain umbrella, hold on (to ), and hat, if

8C

necessary. Students complete the dialogues then

3 Students apply the rules and write the simple past
compare ideas in pairs before you check answers as a
forms. Ask them to compare their ideas in pairs before
class. Elicit all the possible answers for each dialogue.
they check back in the article on page 96. Ask a
different student to w rite each word on the board and
Answers
say which o f the three spelling rules from the box it
1 It’s warm / It’s hot / It’s not cold
conforms to.
2 It’s snowing
3 it’s windy
A nsw ers
1 died 3 ISPEAKING Students w ork in pairs to practice writing
2 hated
and role-playing similar dialogues about the weather.
3 crashed
Monitor and help with any unfamiliar vocabulary they
4 liked
5 worried might need, or provide dictionaries, or allow the use
o f mobile devices for looking up words.
4 Ask students i f they know w ho Bruce Wayne is. Ask two or three volunteer pairs to perform in front
Briefly elicit whatever they know about him. Ask o f the class. Ask the class to listen and make a note o f
them to read the text quickly to check their ideas and what kind o f weather is mentioned.
understand the gist. Then ask them to read it more
O ption al a c tiv ity
carefully and complete the text with the missing verb
To provide some extra challenge, ask pairs to write their
forms.
dialogues for their chosen type of weather but, when they
Have students compare ideas in pairs before you perform them, replace the type of weather with a different
check answers with the class. Ask students to try to type. The rest of the class should listen carefully and correct
figure out the meaning o f the follow ing words from the type of weather mentioned, depending on the context.
context: attack, kill, decide, fight, train. Can they reconstruct the original dialogue pairs they have
written?
A nsw ers
1 killed Workbook page 93^
2 arrived
3 decided
4 trained
5 called
6 tried
7 helped

Workbook page 91^

T-97
 10 HI GH FLIERS

GRAM M AR VO C A BU LA RY
Simple past: regular verbs The weather
1 W rite the base forms of the verbs. 1 С И 2.37 Match the sentences in the list with
the pictures. W rite 1-8 in the boxes. Listen
Base form 0 help 1 2 3
and check.
Simple past helped started moved tried
1 It's raining. | 2 It's sunny. | 3 It's windy.
4 It's cloudy. | 5 It's snowing. 6 It's hot.
2 Complete the sentences from the stories on page 96
7 It's cold. | 8 It's warm.
with the past forms from Exercise 1. Then complete
the rule.

1 Storm's story_____ in New York.

2 When Storm was six, she to Cairo.
3 Percy and Tyson to help each other.
4 He the people he liked.

RULE: To form the simple past of regular verbs, add

1 to the base form.
When the verb ends in -e, just add -d.
When the verb ends in consonant +-y, changey to
2 and add -ed.

3 W rite the simple past forms of these verbs. Check

your answers in the text on page 96.
0 work worked 3 crash
1 die 4 like
2 hate 5 worry

4 Complete the text about Bruce W ayne. Use the simple

past form of the verbs in parentheses.

□ x * ► ft

su pe r h eVOfeSJ
Bruce Wayne is Batman. When Bruce Wayne was a
child, he and his parents were in the streets of Gotham
City and a man 0 attacked (attack) them. The
»«
man 1 (kill) Bruce's parents. The police 2 Complete the dialogues with some of the
2 (arrive) too late. After this, Bruce phrases from Exercise 1. Sometimes there is
3 (decide) to fight crime. more than one correct answer.
For many years, Bruce 4 (train) hard
»< 0 A What's the weather like?
to become a crime fighter. He 5 (call)
»« himself "Batman,” and 6 (try) hard to B It's rain in g , so take an umbrella.
fight the bad people in Gotham. His best friend was 1 A Bye, Mom.
James Gordon, a police officer. He had other friends, B Bye. But you don't need a sweater.
too. They all 7 (help) him to fight the outside.
criminals of Gotham. I <
2 A Hey look! !
B Great! W e can go skiing later!
w H H S fy 3 A Wow, today.
B I know! You need to hold on to your hat!
Pronunciation
3 I s p e a k in g W ork in pairs. W rite similar
Simple past: regular verbs dialogues and act them out.
G o to page 121.1 C3

97
 Culture
^ + т л q There are many strange and wonderful
L CX. L U L w О statues all over the world.

Charles La Trobe was an important man in

Melbourne, Australia, in the 1800s. He improved
the city for people. For example, he created a lot
of parks. These days in Melbourne there are lots Franz Kafka was
of things to remember him by. There's a La Trobe a writer from
University and a La Trobe Street. There's a statue Prague, Czech
of him at the University. It's upside down! Republic. He was
born in 1883. His
books were in
German. During
his life he was not
very famous, but
now he is. Many
of his stories were
very strange.
There's a very
unusual statue
of him in Prague.
He's sitting on the
shoulders of an
empty suit!

Hidesaburo Ueno was a professor at Tokyo

University. Every day he traveled to work by train.
When he arrived home in the evening, his dog
Hachiko always waited at the station for him.
One day Mr. Ueno died. He never arrived
home again. For eight more years Hachiko
waited at the station every day. When Hachiko
died, they made a statue of him. You can see it
at the station.

In the middle of the Atacama Desert in Chile,

a big hand comes out of the sand. It's 70
kilometers from the nearest town. Mano de
Desierto (The Hand of the Desert) is 11 meters
tall. It's the work of the Chilean sculptor Mario
Irarrazabal.

98
cu ltu r e
Statues
Focus attention on the four statues in the photos, and
check comprehension o f the w ord statue. Ask students
which one they like best, which one they like least, and
why. Ask them i f they know anything about the statues
shown.
Elicit or explain strange and wonderful. Then ask
students to rate each statue on a scale o f 1-5 (5 = very
strange, 1 = not strange at all). Ask them to compare
ideas first in pairs and then tw o pairs together in a
group o f four. Get some feedback from each group to
find out which statue the class considers the strangest
and the least strange.

background inform ation

Charles Joseph La Trobe (1801-1875) was the first lieutenant-
governor of the Australian state of Victoria between 1851 and
1854. Sculptor Charles Robb donated this statue to the La Trobe
University in 2006, and it was installed there a year later.
Hidesaburo Ueno (1872-1925) was an agricultural scientist at
the Imperial University in Tokyo. The bronze statue of Hachiko
was erected outside Shibuya Station in 1934, and it was the work
of Teru Ando. Because this statue was recycled for metal during
World War II, a replica statue needed to be made in 1948 by
the son of the original artist, and it is the one which still stands
today.
Franz Kafka (1883-1924) wrote the story Description of a Struggle
in 1912. The monument, which was made by Jaroslav Rona in
2004, depicts motifs from this surreal story, which involves the
narrator riding on the back of a man whom he’d just met.
Mario Irrarazabal (born 1940) created his statue at 1,100 meters
above sea level in 1992. It is made out of iron and concrete.

T-98
1 Students work in pairs to try to locate the things in 2 Students underline examples o f the simple past.
the photos. The highlighted words should help them Ask them to check their answers in pairs before you
match the words to the right image. To check i f they check them with the class. Explain that in order to
have managed to figure out their meanings from the describe past events, such as the history o f a person
photos, elicit translations, explanations, or examples. or a group o f people, w e often use the simple past.
As you check answers, ask students to point to each
Answers
thing shown in the correct photo - or ask someone to
point them out on the IWB i f you use it. started, recorded, was, called, had, didn’t like, stopped,
played, were, helped
2 С Э 2 38 Play the audio for students to listen to
and read the text. Ask them not to w orry about 3 Students w ork in pairs to match the topics with
understanding all the details, but only find out where the paragraphs. Check answers, and explain that
each statue stands. Ask them to compare ideas in in a well-written text, each paragraph focuses on a
pairs before you check answers w ith the class. different aspect o f the subject. This helps the reader
identify what pieces o f information belong together.
A nsw ers
Melbourne, Australia Answers
Prague, Czech Republic
Tokyo, Jap an
The Atacama Desert, Chile I 1 b 2 c 3 a

4 Read the instructions together, and check that

3 Ask students to read the sentences first, and check students understand their task is similar to what
comprehension. Elicit or explain unusual, owner, and M aggie wrote about: a proposal for a statue in their
sculptor. Read the example together, and ask students own town.
to find the information in the text. Give them plenty o f time to think about their
Suggest that students first find the information about proposal and write notes about each point. You might
each sentence in the article and then study this m ore like to allow students to discuss their ideas in pairs
carefully to decide i f the sentence is true or false. or small groups to get them started - even i f they
The information is in the same order as the sentences decide to write about different people eventually.
about it. You m ay need to come to class with some prewritten
Ask students to compare their ideas in pairs before suggestions to help kickstart this brainstorming.
you check answers with the class. Monitor the preparations, and help w ith language as
necessary. You m ight also like to provide dictionaries
A nsw ers for looking things up, or allow the use o f m obile

I 1 F 2 T 3T 4 F

O ption al a ctivities
5 T devices.
5 You could assign the w riting task itself for
homework. When students have written their texts,
ask them to exchange them in pairs and check each
Students could work on a project, either individually or
other’s w ork for: task com p letion (Did they write
in pairs or groups, to produce a leaflet, poster, web page,
or slideshow presentation on other unusual statues from about each point in Exercise 4?), accuracy (Did they
around the world. Encourage them to find statues they like, use the simple past correctly?), and cla rity (Are the
learn and summarize their stories, and use the Internet to ideas clear and easy to follow ?) Students then write
find photos of them. Organize a show-and-tell session at the out a corrected final copy.
beginning of a subsequent class for students to present their
If possible, put all the proposals on the walls o f the
projects, or set up a class exhibition. Have a vote on the best
project. classroom, and ask students to read them. Give out
some stickers for each student to mark one proposal
they like best. Have the authors read aloud the three
texts that received the most votes. Then have a class
WRITING vote (b y a show o f hands) to decide on the best
a statue in my tow n proposal for a statue.

1 Explain that in her proposal, M aggie isn’t describing

an existing statue - she’s making a suggestion for a
statue for her hometown. Ask students to read the
text quickly to find the answer to the question, and
not to w orry about understanding every detail. Ask
them to compare ideas in pairs before you check
answers with the class.

A n sw er
The Stone Roses, a local band, who helped people all over
the world to know about Manchester.

T-99
 10 HI GH FLIERS

Look at the photos on page 98. 3 Read the article again. Mark the sentences T (true) or F (false).
W h ere are these things in the
0 Charles La Trobe helped the people of Melbourne. T
photos?
1 Franz Kafta was from Germany.
desert | sand | shoulders
2 Kafta's stories were unusual.
suit | upside down
3 Hachiko loved his owner, Mr. Ueno, very much.
2 4>)2.38 Read and listen to the 4 Mr. Ueno's dog waited to meet him at home every day.
article. W h ere are the statues? 5 "The Hand of the Desert" is the hand of a famous Chilean sculptor.

W R IT IN G 4 Imagine you can choose to have a statue of a

famous person (or famous people) in your city.
A statue in my town Make notes about these things.
1 Read what Maggie, from Manchester, wrote. 1 Where you live.
W h o does she want a statue o f and why?
2 Who the person is / people are.
2 Read the text again. Find and underline examples 3 What the person/people did.
o f was / were and other verbs in the simple past. 4 W hy you think there should be a statue.

3 W hich parts of the text talk about these things? 5 W rite a short text with the title "A Statue in M y
W rite a, b, or c in the boxes. Town."

a =why the band should have a statue 1 Use Maggie's text to help you.
b =where the writer is from and who the statue is of 2 Use your ideas from Exercise 4.
c =what the band did 3 Write about 50 words.
4 Check that you used the simple past tense
correctly.

( ) I live in Manchester, England,

an d I think it's a good idea to have
a statue here o fa band called The
Stone Roses.

(2) The band started in 1983 and

they only recorded two albums.
Thefr s t album, in 1989, was a big
success. Somepeople called it “the
best B ritish album o fa ll tim e."
B u t the band had someproblems
an d manypeople d id n 't like their
second album. The band stopped
in 1995, but theyplayed more
concerts in 2011 an d 2012.

(3) I think they were im portantfo r

M anchester because their music
helpedpeople a ll over the w orld
know about the city.

99
 CAMBRIDGE ENGLISH: TOW ARDS Key
■1
1Hi MK EXAMS

R E A D IN G A N D W R IT IN G
Part 3: Dialogue matching
1 Complete the conversation between Marco and a
waiter. W h a t does Marco say to the waiter?
For questions 1-5, choose the correct letter A-H.

w a it e r Can I help you? A Yes, please. Can I have the apple pie?
MARCO (0) E B No, just the check, please.
w a it e r Of course, here you are. C How much is the pasta?
(a few minutes later) D It was great, thank you.
w a it e r Are you ready to order? E Yes, can I have the menu, please?
MARCO (1) F Yes, I am. Can I have the pizza, please?
w a it e r Very good. And what would you like G Where's the restroom?
to drink? H An orange juice, please.
MARCO (2)
w a it e r Would you like a dessert?
MARCO (3)
w a it e r Certainly.
(45 minutes later)
w a it e r How was your meal?
MARCO (4)
w a it e r Can I get you anything else?
MARCO (5)
WAITER Of course.

Part 9: Guided writing

2 Read the email from your friend Luca.

I had a boring weekend. It rained all day

Saturday and Sunday, so I stayed home and
watched TV all the time. On Sunday evening
I did my homework.
Was your weekend fun? Were you at home?
What was the weather like?

W rite an email to Luca and answer the questions.

W rite 25-35 words.

100
 CAMBRIDGE ENGLISH: TOWARD Key

П Hi NK EXAMS
READiNG AND WRiTiNG
P a rt 3: d ia logu e m atching
1

A nsw ers

I 1 F 2 H 3 A

P a rt 9: Guided w ritin g
4 D 5 B

exam inform ation

There are 5 marks (points) for Part 9 [in the Cambridge
English: Key examination]. Candidates at this level are not
expected to produce faultless English, but to achieve 5 marks
a candidate should write a cohesive message that successfully
communicates all three parts of the message, with only minor
grammar and spelling errors. A great variety of fully acceptable
answers is possible.
Candidates are penalized for not writing the minimum number
of words (i.e., fewer than 25). They are not penalized for writing
too much, though they are not advised to do so. Candidates also
need to think carefully about who the target reader is for each
task and try to write in an appropriate style. It is important to
write clearly so that the answers are easy to read. However, it
is not important if candidates write in upper or lower case, or if
their writing is joined up (written in cursive) or not.
(extract from the Cambridge English: Key Handbook for Teachers)

T-100
TEST YO URSELF UNITS 9 & 10

VOCABULARY

A nsw ers
1 warm
2 yesterday
3 Carrots
4 in
5 at
6 sandwich
7 cloudy
8 last
9 juice
10 meat

gram m ar
2

A nsw ers
1 Would
2 was
3 must
4 Can
5 must not
6 were

A nsw ers
1 play played
2 was were
3 I must to do
4 having have
5 tryed tried
6 like ‘d like/ would like

f u n c t io n a l l a n g u a g e
4

A nsw ers
1 help, thanks
2 yesterday, was
3 open, course
4 Can, problem

T-101
| TEST YOURSELF u n i t s 9 & 10

VO C A BU LA RY
1 Complete the sentences with the words in the list. There are two extra words.
at | carrots | cloudy | in | juice | last | meat
oranges | raining | sandwich | warm | yesterday

1 It's a beautiful day today. It's and sunny.

2 School started again morning.
3 I love vegetables. are my favorite.
4 He was born 1994.
5 She arrived half past three.
6 Would you like a chicken or a hamburger?
7 It's very today. I hope the sun comes out later.
8 There was a lot of rain night.
9 Do you want something to drink? Some , maybe?
10 No chicken or lamb, please. I don't eat .

GRAM M AR
2 Complete the sentences with the words in the list.
can | must | must not | was | were | would

1 you like eggs for breakfast?

2 It a very windy day yesterday.
3 It's her birthday tomorrow. W e _______________ remember to say "Happy Birthday.”
4 we watch T V now, please?
5 Meet me at the train station at six o'clock. You________________ be late!
6 There 200 people at the game on Saturday.

3 Find and correct the mistake in each sentence.

1 Yesterday we play computer games at home.

2 There was five bananas here. Where are they now?
3 I must to do some work tonight.
4 Can I having a green salad, please?
5 I tryed to call you yesterday, but there was no answer.
6 I'm thirsty. I like some milk, please.

F U N C T IO N A L L A N G U A G E
4 Complete the missing words.
1 A Do you want some h with your homework?
B No, t , I'm OK.
2 A Where were you y afternoon?
B Iw at home. Why?
3 A Can you o the window, please?
B Yes, of c . /8
4 B C I use your phone, please?
B Sure, no p .
MY SCORE
22 - 30
10 - 21
0-9 101
 R E A D IN G ^32.39 Look at the photos on page 103.
W h a t do you think the article is about?
1 Match the words in the list with the photos. W rite 1-12 Then read, listen, and check.
in the boxes.
1 bear | 2 bird | 3 cat | 4 cow | 5 dog 4 Read the article again. Choose the correct
6 elephant | 7 gorilla | 8 horse | 9 tiger words.
10 rabbit | 11 sheep | 12 snake 0 Erin worked/ was on vacation in Glacier
Park.
2 Complete the sentences with (plural) animals. Then
1 The people wanted to
compare your ideas with other students. Use the
see bears / go horseback riding.
animals from Exercise 1 or others that you know.
2 Erin and the boy were on
Sometimes snakes are dangerous. the same horse / different horses.
Sometimes you see__________________ in people's houses. 3 The boy's horse was so scared that it
You can find in towns. ran away / couldn't move.
You can find in the countryside. Tonk/ Erin didn't want to move.
I like The boy fell off/ didn't fall off the horse.
I don't like__ Erin / Erin and Tonk ran at the bear three
You can find on a farm. times.
can sometimes run very fast. 7 Erin saved the boy / The boy saved Erin from
You can find in Africa. the bear.

9 People sometimes eat

102
READING 3 N3 2.39 Focus attention on the photos and the title
1 Display the photos on the IWB, or ask students to on page 103. Elicit ideas for what the article m ay be
look at them in their books, covering the exercises. about. Accept any feasible suggestions, even i f they
H ow many animals can they name in English? are later contradicted by the text. You m ay need to
elicit or explain (to the) rescue /'reskju/.
Reveal the exercise, and ask students to label the
photos. Suggest that they start with the easier ones to Explain that using the heading and any photos to
reduce the number of options for the more difficult predict the content o f a text helps focus the reader’s
ones. Ask them to compare their ideas in pairs before attention and activate their existing knowledge about
you check answers with the class. If you use an the subject. When w e read in our first language, w e
IWB, invite a different student to label each photo do this unconsciously, but in a foreign language most
onscreen. Elicit which animals have a similar name in people need to train themselves to do it. Prediction
the students’ first language. also gives students a reason to read.

Go through the words, reading them aloud and Students read and listen to the article to check their
asking the class to repeat them, first together and predictions. Did anyone get it right?
then one or two students individually, to get the 4 Read the sentences together, and elicit or explain
pronunciation right. Pay special attention to the any unfamiliar vocabulary. Ask students to find the
vow el sound in bear /bear/ and cow /kau/. information that helps the reader decide the correct
answer for the example.
A nsw ers
Suggest that students do the same with the other
A 8 B 1 C 5 D 3 E 10 F12 G9 H11 I2
sentences. First, they find and underline the
J 6 K 7 L 4
information in the text about each sentence. They
then study the passage more carefully to see what
Optional activities clues it offers to help them decide. Remind them to
1 Students cover the exercise again and, in pairs, use focus on completing the comprehension task, and not
the photos to test each other. They take turns saying to w orry about understanding every w ord or minor
an animal’s name, and their partner must point to the detail.
correct photo without hesitation.
Ask them to compare their ideas in pairs before you
2 To expand the lexical set, play an alphabet game. Go
check answers with the class. As you do, ask students
around the class, with each student naming one animal
in English, from A to Z. If a student whose turn it is cannot
to read the passage that supports their answer aloud,
come up with an animal for a given letter, write this letter and get the rest o f the class to check and confirm or
on the board. At the end of the activity, elicit words for the correct the suggested answers.
missing letters from the whole class. You can skip X and Q.
Answers
2 Ask students to read through the fill-in-the-blank 1 go horseback riding
sentences, and check comprehension o f any 2 different horses
unfamiliar vocabulary. You m ay need to elicit 3 ran away
4 Tonk
or explain dangerous and countryside. Look at the
5 fell off
example together, and elicit other possible solutions
6 Erin and Tonk
for the same statement. 7 Erin saved the boy
Students complete the other sentences. A llow two or
three minutes. Put them in small groups o f three or
Mixed-ability idea
four to compare their ideas. At the end, elicit some
In a weaker class, do one or two more sentences together
suggestions from the groups for each sentence, and
as a class. Ask students to find the information in the text,
ask the class to say i f they agree. check that they have located the relevant passage correctly,
and then ask them to choose the correct words. Check their
Language note answer again.
The plural of a sheep is irregular: sheep. We don’t use the -s suffix
in the plural form. What is most unusual about it is that sheep is
otherwise a count noun, unlike other English nouns without a
plural.

T-102
■ THiNK VALUES
Animals and us
1 Put students in pairs to discuss their ideas about
Erin’s reasons for buying Tonk. Give them a minute
or two to talk about their ideas then elicit suggestions
from a few pairs. Although B is the answer most
closely connected to the article, some o f the other
explanations may also feasibly have been factors,
so accept any suggestions as long as students are
prepared to justify them.
2 Ask students to read through the sentences, and elicit
or explain any unfamiliar vocabulary. Give students
two minutes to think about and mark their answers on
their own. Remind them that they can check as many
or as few things as they want - there are no correct
answers.
3 I SPEAKING Put students in pairs again to compare
their ideas. As they do, encourage them to explain
their opinions. Monitor, provide help as necessary,
and make a note o f any interesting ideas they
mention. A void correcting mistakes unless they hinder
understanding. The focus in this activity is on fluency
and on developing the w hole learner, not on accuracy.
Ask a few pairs whose ideas you noted down to share
their view s with the class. Invite comments from the
other pairs. Elicit some other ideas about how people
and animals should coexist.

Optional activity
To follow up the discussion, ask two pairs of students
to work together in a group of four to produce a project
together, focusing on the advantages and disadvantages of
zoos. This could be a poster, leaflet, web page, or a slideshow
presentation. Set aside some time in a subsequent class for
presenting the projects, or arrange a class exhibition. Vote on
the best project.

T-103
 11 A W O R L D O F A N I M A L S

Erin and Tonk to the rescue

She found the bear near the b oy and his
horse. Th en the b oy fell o ff the horse,
and the bear started to go tow ard him !
Erin put Tonk b etw een the bear and the
boy. Together they ran at the bear three
times. T h e bear m ade a terrible noise,
but then it w ent away. Erin picked the
b oy up and took him back to his father
and the other riders.

T h e b o y ’ s father w as v e ry happy, and

Erin and Tonk w ere heroes!

E
rin Bolster was a guide in g rizz ly bear cam e out from the
Glacier Park in M ontana, U.S. trees. Th e bear was v e ry near an
In July 2011, she took a group eight-year-old b oy w h o w as on his
o f eight peop le horseback riding horse.
in T h e b o y ’s horse saw the bear
the w oods. Erin w as on a b ig w h and
ite got v e ry scared. It ran away
horse nam ed Tonk. w ith the b oy on its back. T h e bear
ran after them.
E veryone was ready to have fun,
and the ride started w ell. Erin knew Tonk was scared, too. H e did n’t
there w ere bears in the w oods, but want to m ove, but Erin needed to
they did n’t usually go near people. help the boy. She did n’t stop to
think. She gave Tonk a kick, and
Suddenly, an angry, 300-kilogram they w ent after the bear.

■THINK VALUES 2 Check (/ ) the things you agree with.

It's important to be kind to animals.

Animals and us
Animals and people can live together.
1 After Erin and Tonk saved the boy, Erin It isn't good to eat animals.
decided to buy Tonk. W h y ? Choose an It isn't good to use animals for clothes.
answer.
All animals are important.
A Tonk didn't have a place to live. Zoos are bad for animals.
B Erin thought Tonk was a hero. Zoos help people understand animals.
C Tonk was very cheap. It isn't good to have animals in your house.
D Erin thought Tonk was a beautiful horse.
3 SPEAKING W o rk in pairs. Compare your ideas with
a partner.

103
 GRAM M AR 4 Make the verbs negative.

Simple past: irregular verbs 0 I went to the movie. didn’t дл

1 I saw my friend at the party.
1 Look at these examples from the article on page
2 W e had a good time.
103. Find the past tense of the other verbs in the
article and write them in the table. 3 I took a picture with my phone.
4 Our friends came to see us.
Erin put Tonk between the bear and the boy.
5 She found her phone.
Together they ran at the bear three times.
Workbook page 10, #

VO C A BU LA RY
Verb collocations
1 Choose the correct words in the sentences from
the article on page 103.

1 Everyone was ready to have / do fun.

2 The bear did / made a terrible noise.
2 Complete the sentences with the simple past form 3 The boy's horse got / did very scared.
of the words in the list. Use the irregular verbs list
on page 128 of the Workbook to help you. 2 W rite the phrases in the correct columns. You can
write some phrases in more than one column.
come | drink | eat | fall | forget | get
give | go | run | see | take | write a break | a good time | a mistake | a noise
a shower | angry | away | excited | homework
Last weekend we w en t to New Mexico. My on vacation | photos
uncle with us.
2 We some nice places and lots have take make
of photos. a break
3 The little girl too fast, and she
down.
4 I some good gifts for my last birthday.
My parents me a bicycle!
do get go
5 I an email to my friend, but I
to send it!
6 My friends and I had a huge dinner last night.
W e each a pizza and two
milkshakes!

Simple past: negative 3 Add the words in the list to the correct column(s)
in Exercise 2. Can you think of more words
3 These sentences are not true. Use the article on
page 103 to correct them. Complete the rule. to add?
a bath | a party | a train | breakfast | fun | skiing
0 Bears usually went near people.
Bears didn’t u sually go n ear people. 4 Complete the sentences so they are true for you.
1 Tonk wanted to move. Use an affirmative or negative form of the verb.

1 I breakfast this morning.

2 Erin stopped to think. 2 I my homework last night.
3 Last weekend, I a lot of pictu res at
the party.
4 I a good time at the park.
RULE: To make negative sentences in the simple past,
we use didn’t (did not) + the ]bose / past form of the 5 My family on vacation last year.
verb. 6 The last time I went to a party, I really
It's 2the same / different for regular and irregular verbs. fun.
It's 3the same / different for all subjects (I/you/they/we/
he/she/it). 5 SPEAKING Compare your answers with a partner.

104
GRAMMAR
Be aware of common errors related to the simple past
Simple past: irregular verbs
<D (irregular verbs and negative). Go to Get it right! on
page 125.
1 Ask the students to cover the table and study the
examples together. Elicit the base forms o f the two
highlighted verbs. Ask students to reveal the table to v o ca b u la r y
check their answers.
Verb collocations
Students work in pairs to complete the rest o f the
1 Quickly check the words students have already
table. Check answers as a class.
Students complete the phrases from memory. Then
Mixed-ability idea they compare their ideas in pairs before they look
Stronger students should try to complete the table from
back in the article to check their answers. Check
memory and then check back in the article for the past answers as a class. Elicit translations. Are the same
forms. Weaker students should complete the table by ideas expressed w ith a single word in the students’
scanning the article for the past forms. language or w ith a collocation similar to the English?

Answers
A nsw ers
1 put 2 came 3 fell 4 found 5 got 6 gave
7 went 8 knew 9 made 10 saw 11 took
I 1 have 2 made 3 got

2 Explain that verb and noun pairs (collocations) are

very common in English, and most o f these pairs are
2 Students open their Workbooks to page 128 and
fixed: that is, neither w ord can simply be replaced
look up the tw elve past verb forms. A ll the verbs
with a synonym. Put students in pairs to decide which
are irregular. Next, they complete the sentences
verbs can be combined w ith which other words (note
individually. They check their answers in pairs before
that not all o f them are nouns). Ask them to compare
you check them with the w hole class.
their ideas with another pair before you check
A nsw ers answers with the class.

1 went, came 2 saw, took 3 ran, fell 4 got, gave Elicit translations for the expressions. Are any o f them
5 wrote, forgot 6 ate, drank expressed through a literal translation o f the two
component words?

Language note Answers

In American English, the preferred pronunciation of ate is /eit/, have: a break, a good time, a shower, homework, photos
the same as the number eight. Students may also encounter the take: a break, a shower, away, photos
alternative British pronunciation /et/. make: a mistake, a noise
do: away, homework
get: a break, angry, away, excited, homework
Simple past negative go: away, on vacation
3 Read the example together, and check that the task is
clear. Students rewrite the corrected sentences from 3 Students continue working in their pairs to add the
memory, compare ideas in pairs, then look back in extra words to the table. Ask them to try to add one
the article to check their corrections. Then they w ork m ore w ord to each column. Again, put them together
together as a pair to complete the rule. Check both with another pair to compare their answers before you
sets o f answers with the class. check answers w ith the class, and elicit translations as
before.
Language note
Answers
In affirmative sentences, adverbs of frequency come before
the verb (usually went), but in negative sentences their correct have / take a bath, have a party, take a train, have / make /
position is between didn’t and the main verb in base form (didn’t get breakfast, have fun, go skiing
usually go). The position and use of adverbs of frequency is
covered in Unit 5. 4 Students complete the sentences. Check both possible
answers as a class, and ask a different student to write
the two verbs forms for each sentence on the board.
A nsw ers Make sure that in number 2 students realize that they
1 Tonk didn’t want to move. 2 Erin didn’t stop to think. must use do twice in the negative: first didn’t for the
Rule simple past negative, then do as the main verb in base
form. The sentence cannot be simplified to: I didn’t my
1 base 2 the same 3 the same
homework last night.
4 Students apply the rule and w rite the negative forms.
Answers
As this is a fairly mechanical task, you m ay prefer to
assign it for homework. Check answers as a class. 1 had / didn’t have (or ate / didn’t eat) 2 did / didn’t do
3 took / didn’t take 4 had / didn’t have 5 went / didn’t
go 6 had / didn’t have
A nsw ers
1 didn’t see 2 didn’t have 3 didn’t take
5 |SPEAKI N G Students compare their answers in pairs.
4 didn’t come 5 didn’t find
H ow many sentences do they have in common?

|Workbook page 1сф |Workbook page 103^

T-104
l is t e n in g 2 Students apply the rule and order the questions.
1 4 9 2.40 Read the context together. Focus on the Before they begin, ask them to decide which questions
pictures, and make sure students understand that only are Yes / N o questions (1, 2, 3 ) and which are wh-
one o f them w ill match what the speakers say in the questions (4, 5). Monitor their progress and, when
dialogue. Elicit what each group o f pictures shows most students have completed the task, ask them to
(countries in Latin America, wild animals, and places compare ideas in pairs before you check answers with
where people stay). Ask them to name each answer the class.
option. Check the pronunciation o f the names o f
countries, especially Belize /ba'liz/. Remind students Answers
that the speakers may mention some o f the things that 1 Did she have a good time?
are wrong answers for the questions, so they should 2 Did you watch that show on TV?
3 Did they take a lot of photos?
read these questions carefully to know exactly what
4 W hat did you have for breakfast?
information they are listening for.
5 Where did you go last night?
Play the audio for students to listen and find out
where the information is mentioned in the dialogue.
Then play it again for students to choose their
answers. Ask them to compare their ideas in pairs
Students write fes / No questions about the content of the
before you check the answers with the class. As you listening script. They then use these to test their partners
do, play the audio again, pausing at the relevant about how much they remember.
passages.
3 Students complete the mini-dialogues. If you’re short
A nsw ers

2
I 1 A 2 C 3 C

49 2.40 Ask students to read the questions and

on time, you could assign this for homework. Ask
students to compare their answers in pairs before you
check them with the class.

options, and check comprehension. Then play the Answers

audio for students to listen again and choose their
1 did you go
answers. Ask them to compare their ideas in pairs
2 did you see
before you check answers with the class. 3 did you eat

A nsw ers

I 1 B 2 C 3 A
Optional activity
Students, in pairs, use the first three questions in Exercise 3 to
find out about each other. They can replace Mexico in the last
question with wherever their partner last went on vacation.

ГTriiNK SELF-ESTEEM 4 SPEAKING Give students four minutes to write their

Animals and nature questions. W alk around, monitor, and provide help as
Students read the statements and check the ones that are necessary.
true for them. Ask them to compare their ideas in pairs Put students in pairs to interview each other about
or small groups. H ow many statements do they have in their vacations. Ask them to take notes on their
common? Encourage them to explain their reasons or partner’s answers. Monitor the use o f the question
give examples o f their previous experiences about each form in the simple past, providing help if necessary
statement. Monitor, making a note o f any particularly with the answers. A void too much error correction,
interesting ideas, and ask some o f the students to share but make a note o f any recurring errors in the use o f
these with the class at the end. A void error correction the simple past to go over with the class at the end o f
unless mistakes hinder comprehension. the activity.
Ask a few students to tell the class some interesting
gram m ar things they learned about their partners. Ask the class
to listen and take notes on where the person went,
Simple past (questions) what they did there, and so on.
1 Students complete the questions from memory. Ask
|Workbook page 101^
them to check the answer with their partner then
write the w ord in the table. Check the answer with
the class. Elicit that in simple past questions the Pronunciation 49 2.41 49 2.42
form o f the auxilary did is the same for regular or
T o p r a c tic e p r o n u n c ia tio n o f th e s im p le p a st o f
irregular verbs, and the same for all persons. Make
ir r e g u la r v e rb s , g o to p a g e 121.
sure students notice that did appears at the beginning
o f the question in Yes / N o questions and after the
question w ord in wh-questions.

Rule

I did

T-105
 11 A W O R L D OF A N I M A L S

L IS T E N IN G 2 С И 2.40 Listen again and choose the correct

answers.
1 О З 2.40 It's the end of the summer. Jack meets Bella
and asks about her vacation. Listen and choose the 1 Where did Bella's dad work in the past?
correct options. A in Belize B in a zoo C in a store
for animals
1 Where did Bella
2 What animals did Bella's family want to see?
A snakes B birds C big cats

Belize m 3What did they hear outside the tent?

A jaguars B Bella's C other
dad people

2 Where did Bella stay?

■THiNK SELF-ESTEEM
Animals and nature
Check (/ ) the statements that are true for you.

I like camping.
3 What did Bella see on her vacation?
It's exciting to be near animals and nature.
a | | b| | C■ I only want to see animals in a zoo.
I don't like dangerous animals or places.

1 ?
GRAM M AR 3 Complete the mini-dialogues.

Simple past (questions) 0 A What d id yo u w atch on T V last

night?
1 Complete the questions from the listening. W rite the
B I watched a really good movie.
same word in each space. Then complete the rule.
1 A Where on Saturday?
1 _______ you have a good vacation? B I went to the movies.
2 _______ you see any exciting animals? 2 A What at the zoo?
3 Where you stay, then? B W e saw some really cool animals!
4 What _ you do on your vacation? 3 A What in Mexico?
B W e ate tacos and salad.
RULE: To form simple past questions, we use +
4 I s p e a k in g W o rk in pairs. W rite questions to
I/you/he/she/it/we/they + the base form of the verb.
ask your partner about their last vacation.
Then ask and answer.
2 Put the words in order to make questions.
•go? ... stay?
0 to the party / Did / go / you / ?
D id you go to the p a rty ? ... do? ... a good time?
1 she / a good time / Did / have / ?

... photos? ... onyour own?

2 watch / on T V / Did / that show / you / ?

3 they / a lot of / take / photos / Did / ?

Pronunciation
4 What / for breakfast / did / have / you / ?
Simple past: irregular verbs
5 did / you / Where / last night / go / ? Go to page 121.1 03

105
 R E A D IN G
1 Look at the pictures. These animals don't exist
today; they are extinct. Match them with the
names in the article. W rite 1-3 in the boxes.

Ф)2.43 Read and listen to the article. W h ere did

these animals live?

Extinct animals
1 The dodo щШ

The dodo was a bird. It lived on the island of Mauritius, in the

Indian Ocean. At one time there were thousands of them on the
island. Then people from Europe arrived and started to eat them.
The Europeans also brought animals such as dogs and cats with
them to the island, and those animals ate the dodo’s eggs. So, why
didn't the dodo fly away from the people? Because it couldn’t fly.
And in 1681, the dodo became extinct.

2 Saber-toothed cats
These dangerous animals lived thousands of years ago in North and
South America. They had two very big teeth. You could see these
teeth even when the cat’s mouth was closed. People think that
these cats could kill very big animals with their long teeth.
Saber-toothed cats became extinct around 10,000 BCE because
there wasn’t enough food for them.
/

3 The woolly rhinoceros

This very big animal lived in the middle of Europe and Asia until
about 8,000 BCE. It had two horns - the big one was sometimes
one meter long. It had a thick woolly coat, so it could keep warm in
the cold winters. When the weather changed, the woolly rhinoceros
couldn’t live in the warm weather. Also, many people killed these
animals for food. So the woolly rhinoceros slowly died out.

3 Read the article again. W rite the names.

0 This kind of animal became extinct when the

weather changed.
woolly rhinoceros
1 These animals became extinct because of people.

2 This kind of animal killed other animals.

3 This kind of animal was a bird, but couldn't fly.

4 This kind of animal was the first to become extinct.

5 This kind of animal was the last to become extinct.

106
READING Ask students to compare ideas in pairs before you
1 Display the pictures on the IWB or ask students to check the answers with the class. As you do, ask
look at them in their books, covering the rest o f students to quote the passage that supports their
the page. What do they think the animals have in answer. Ask the rest o f the class to comment on,
common? (They are all extinct. / They don’t exist confirm, or correct the suggestions.
today.) Students m ay need to answer the question in
Answers
their first language, after which you could introduce
the adjective extinct. 1 dodo, woolly rhinoceros
2 saber-toothed cats
Ask students to try to match the three names with the 3 dodo
pictures and then compare ideas in pairs. Don’t check 4 saber-toothed cats
or reveal answers at this point. 5 dodo
Students skim the article and check their predictions.
Check and confirm answers as a class. Practice the
pronunciation o f the names o f the animals, especially
rhinoceros /rai'nasaras/. Pay attention to the stress on
the second syllable. Elicit i f a similar or a different
word is used for such animals in the students’ first
language.

A nsw ers

I A 1 B 3 C 2

2 С Я 2.43 Students listen to and read the article to

find the places where the animals lived. Ask them to
compare ideas in pairs before you check the answers
with the class. If you use the IWB, look up a world
map on the Internet, display it, and ask students to
find and point out where each animal lived. Check
that students understand the meaning o f island, and
make sure they notice that the s is silent /'ailand/.

A nsw ers
1 the island Mauritius, in the Indian Ocean
2 North and South America
3 the middle of Europe and Asia

3 Elicit or explain saber, tooth (and toothed), and woolly.

Ask students to read the statements, and check
comprehension. You m ay need to elicit or explain
kind of, become ^ became, because of, first / last (to do
something). Look at the example together. Ask students
to find the information in the article that supports the
answer (the fourth sentence o f paragraph 3).
Ask students to read the article again. This is a
multiple matching task that requires students to
reread the article several times. Rather than reading
it w ord for w ord and trying to understand all the
details, they should first identify the key words in
each statement and then scan the texts for them, or for
words with similar meanings. Once they have found
the passage with the same key information, they
should study this more carefully to see i f it matches
that particular statement. As this is a time-consuming
activity, which students m ay be doing for the first
time in the course, allow plenty o f time, monitor
students’ progress, and provide help i f any o f them get
stuck.
For the last two statements, you may need to clarify
that BCE stands for Before Common Era, and is used to
refer to dates before year 1 in the Christian calendar.
Elicit or remind students that BCE dates begin with
1 and go back in time. So, the larger the number, the
older the date is: 8,000 BCE is older than 4,000 BCE.

T-106
GRAMMAR v o ca bu la r y
could / couldn’t Adjectives
1 Students complete the sentences from memory. They 1 C 0 2.44 Focus attention on the pictures and ask
then compare ideas in pairs before they look back in students to cover the list o f words. Elicit what they
the article to check their answers. Confirm answers as can see in each picture and what w ord they would use
a class then read the rule. to describe it. Accept any ideas.
Elicit that could / couldn’t is the past form o f can / Ask students to reveal the list and try to match each
can’t for ability (covered in Unit 7). Elicit also that, thing with one o f the adjectives. Remind students that
with other modals, w e use the base form after them, h alf o f the words should remain unused.
and their form is unchanged for all persons. You might Ask students to compare their ideas in pairs before
also want to elicit that to form questions with modals, you check answers with the class. Check and correct
w e swap the m odal with the subject, for example: pronunciation as necessary.
Could these cats kill very big animals? Yes, they could.
Could the woolly rhinoceros live in warm weather? No, it Answers
couldn’t. 1 boring
2 dangerous
Answ ers 3 beautiful
1 could 4 smart
2 couldn’t 5 mean

2 Students apply the rule to complete the sentences. Ask 2 Explain that each unused word from Exercise 1
them to compare their ideas in pairs before you check is the opposite o f one o f the answers they gave.
the answers with the class. Students match the pairs and check ideas with a
partner before you check answers with the class. To
Mixed-ability idea check comprehension, ask students to give everyday
In weaker classes, you could do the task in two separate examples for each adjective.
stages. First ask students to read the sentences and decide
which verb might match the context in meaning. Ask them to Answers
compare ideas in pairs then check this stage as a class. Next,
dirty - clean, boring - interesting, dangerous - safe,
ask students to write the correct form indicated at the end of
beautiful - ugly, smart - stupid, mean - nice
each line, using the verb they have selected. Ask students to
compare answers then check answers as a class.
3 ISPEAKING Ask students to look through the list and
make notes about their ideas using the adjectives from
Answ ers the previous exercises. W alk around, monitor their
1 couldn’t see
preparation, and provide help as necessary. A llow up
2 could play to four or five minutes for this.
3 could ride Then put students in pairs or small groups o f three
4 couldn’t drive or four to discuss their ideas. Ask them to respond to
5 could speak
each other’s ideas before they offer their own. Monitor
the discussions, and check that they all remain on
3 ISPEAKING Students w ork in pairs to compare their
task. Check that adjectives are used correctly: they
abilities, first using the prompts, then adding two
should normally be used after the verb be or before
or three ideas o f their own. H ow many things do
a noun; they should not follow the noun they m odify
pairs have in common? Monitor their conversations,
( car dirty), and they should not change their form for
and check the correct use o f could / couldn’t. Avoid
singular and plural (a boring TV show and boring TV
interrupting the pairwork for error correction, but
shows, not borings TV shows).
make a note o f any problems to go over with the class
at the end o f the activity. Ask a few students to share some o f the more
interesting ideas they heard from their partners, and
Mixed-ability idea invite comments from the rest o f the class.
In weaker classes, you may prefer to allow students to write
Workbook page 103^
down their ideas before the discussion. As the pattern is
fairly straightforward, stronger classes should try to start the
discussion without preliminary preparations.

Workbook page 101^

T-107
 11 A W O R L D OF A N I M A L S

GRAM M AR 3 I s p e a k in g W ork in pairs. Think about

what you could or couldn't do when you
could / couldn't were five. Use the ideas in the list. Add
1 Complete the examples from the article on page 106. your own ideas.
Then read the rule. read and write
1 These cats kill very big animals. ride a bicycle
speak English
2 The woolly rhinoceros live in the warm weather.
swim
use a tablet
RU LE: W e use could / couldn’t + the base form of a dance
verb to talk about ability in the past. play the piano

When I was five, I couldn't

2 Use could/ couldn’t and a verb from the list to complete the ride a bicycle.
sentences.
do | drive | play | ride | see | speak When I was five, I could swim.

0 The homework last night was very difficult. I

cou ld n 't do it! X When I was five, I could play the piano.
1 My grandma well, so she got new
glasses. X
2 My brother_______________ the guitar when he was
only seven. /
3 I a bicycle when I was four. /
4 My father a car until he was 25. X
5 My grandfather was amazing; he five
languages. /

VO C A BU LA RY
Adjectives
1 0 ) 2.44 W rite a word from the list under each picture. 2 Match the adjectives and their opposites
There are six extra words you don't need. Listen and check. from Exercise 1.
beautiful | boring | clean | dangerous | dirty d irty - olean
interesting | mean | nice | safe | smart | stupid | ugly

3 s p e a k in g W o rk in pairs or in small
groups. Use the adjectives from Exercise
1 to talk about these things.
0 d irty 2
your town | a T V show
a famous person | an animal
a sport that is popular in your country
a famous actor | a place in your country

k. J
3 4 5

107
P H O T O S T O R Y : e p iso d e 6
Look at the photos and answer the questions.

1 What do you think Ruby is afraid of?

The spW«' 2 Is Dan nice or mean to Ruby?

PHOTOSTORY: episode 6
The spider
1 Display the photos on the IWB, or ask students to
look at them. Elicit descriptions for w ho is in each
photo and what students think is happening. Accept
any suggestions, no matter h ow far-fetched. Check
that students know what a spider is.
Elicit their ideas about the two questions. Check that
they understand afraid of.
2 С И 2.45 Play the audio for students to listen to
and read the photostory and check their ideas from
Exercise 1. Did anyone get it right?

A nsw ers
1 Ruby is afraid of spiders.
2 Dan is mean to Ruby. He laughs at her.

T-108
 DEVELOPING SPEAKING together, and ask the class to confirm or correct the
suggested answer.
3 I I I EP6 Elicit or explain play a joke. Elicit
suggestions from students about h ow they think the A n sw er
story might continue. What was the joke? Elicit ideas
b
for the two questions, as well.
Play the video for students to check their predictions. 2 Ask students to find and underline the words that
Check answers with the class. Ask students to give information about time or help the reader put
summarize the key events in their own words. events in chronological order. Ask them to compare
ideas in pairs before you check answers with the
Answ ers class. Get a different student to write each expression
1 He puts a plastic spider on Ruby’s hand. on the board for students to refer to in the W riting
2 He has a pet snake. task later, and elicit translations for them.

4 I L IEP6 Ask students to w ork in pairs to try to Answers

reconstruct the order o f events in the story. Then time expressions: today, early, at 5:00 a.m.
play the video for them to check their ideas and sequencing words: first, then, after that, later, finally
finalize their answers. Ask them to compare ideas
with another pair before you check answers with the
Optional activity
class.
Ask students to write the activities during the cow’s day in a
numbered list in note form.
Answ ers
1 f 2a 3b 4c 5 e 6 g 7 d Answers
1 woke up 2 drank water 3 farmer came 4 farmer
took milk 5 cow kicked the farmer 6 cows went
p h r a ses fo r flu en cy outside 7 cows went to the field 8 cow talked to
friends 9 cow ate grass 10 all went home
1 Students find the expressions and identify the
speakers. Check answers with the class.

Answ ers
w r it in g
1 Tom 2 Ruby 3 Ruby 4 Ellie
A day in the life of an animal
2 Elicit translations for the expressions. Are these 1 First, ask students to choose an animal to write
ideas expressed in a similar or a different w ay in the about. They can choose one from page 102 or use
students’ first language? their own ideas. Help w ith animal names, as needed.
3 Students work in pairs to order the sentences, and It m ay help some students to put them in pairs or
then compare ideas with another pair. Then, in their small groups to brainstorm ideas, even i f they all
original pairs, they role-play the completed dialogue. decide to write about different animals. A llow about
To check answers w ith the class, ask a pair to role- five minutes for students to write notes, using the
play the dialogue for the class, and ask the rest o f prompts from the book. Monitor their progress,
the students to check and correct the dialogue as providing help as necessary, or allow the use o f
necessary. dictionaries or m obile devices for looking things up.

Answ ers 2 You may want to assign the W riting task for
homework. Remind students to use the simple past
3, 7, 5, 1, 6, 2, 4
as in the m odel text and use the sequencing phrases
covered previously.
4 Students complete the mini-dialogues. If you’re short
on time, you could assign this for homework. When 3 Put students in pairs, making sure their partner is
you check answers, first ask students to compare not one o f the students they brainstormed ideas with
answers in pairs. Then ask different pairs o f students during the preparation stage. Students read their
to read each mini-dialogue aloud. stories aloud. Can their partners guess the animal
from the description? Monitor, and make a note o f
Answ ers the most original, most entertaining, or best written
1 Oh, you poor thing! 2 suddenly 3 All right descriptions. Check the correct use o f the simple past
and the sequencing words, but avoid any overt error
correction in this fun pair-work exercise. Go over
any grammar issues with the class at the end o f the
f u n c t io n s
activity.
Sequencing (in a story) When all students have had a chance to read and
1 Read the context together. Check that students guess, ask some o f the students you noticed during
understand that the blog is written from an animal’s monitoring to share their stories with the class.
(im aginary) point o f view . Ask them to read the Ask the other students to listen and write down the
story quickly and identify the animal. Check answers names o f the animals they think the stories are about.
H ow many students can guess the animals?

T-109
 11 A W O R L D O F A N I M A L S

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

3 L L I EP6 W atch to find out how the story continues. F U N C T IO N S

1 What does Dan do? Sequencing (in a story)
2 What does Jason have?
1 Read the blog entry. The writer is an animal.
4 L.L1EP6 W atch again. Put the events in order. W rite Choose which animal the writer is.
1-7 in the boxes. a bird b cow cat
a Ruby tells Ellie about the trick.
b Ellie talks to a boy named Jason. o©o
c Jason and Ellie meet with Dan at school.
d Tom says he's scared of Ellie. Home About Contact
e Dan gets scared when he sees Jason's pet.
f Dan plays a trick on Ruby with a plastic spider.
g Dan tells Ruby that he understands how she feels.

PH RA SES FO R FLU EN C Y
1 Find the expressions 1-4 in the story. W h o says them?
Today I w oke up early, at 5:00 a.m. First, I
1 What happened?
drank some water. Then the farmer came
2 ... suddenly ...
and took the milk. I gave the farmer
3 All right.
a kick - ha, ha! I enjoyed that. A fter
4 You poor thing!
that, w e w en t outside. It was a terrible
day - very rainy. W e w en t to the field. I
2 How do you say the expressions in Exercise 1 in your
language? talked to my friends, but they didn't say
anything interesting. Later, I ate some
3 Put the sentences in the correct order to make a grass. Finally, it got dark, and w e all w en t
dialogue. home. It w as the same as every other
| | ANDY I was in the kitchen, and, suddenly, I fell off my day, really!
chair.
| | ANDY Yes! I was so scared I jumped onto the chair
and then fell off. 2 Choose the words and phrases that say
ANDY I saw a big, scary spider! when things happened and the order in
1 ANDY Can I tell you what happened yesterday? which they happened.

GINA What? You saw a spider and fell off your chair?
GINA All right. What happened?
GINA Oh, you poor thing! But why did you fall? W R IT IN G
A day in the life of an animal
4 Complete the mini-dialogues with the expressions
from Exercise 1. 1 Choose an animal. Choose from the animals
on page 102 or think of a different one.
0 A You look really happy! W h a t happened?
B I got my test results. 95%! Think about:
1 A I think I'm sick. • what this animal usually does every day
B ! Maybe you should stay in bed • what the animal eats and drinks
today. • where the animal goes
2 A Julia was so mean last night.
2 W rite a blog entry for the animal. Don't
B I know! At first she was OK - but
write what animal it is! Use the simple past
she started shouting at everyone!
and sequencing words and phrases. W rite
3 A There's a great new online computer game. Can I play
35-50 words.
it, Dad?
B , but only for ten minutes. You 3 Give your blog entry to a partner. Can
have homework to do. he/she guess which animal it is?

109
 OBJECTIVES

12 GETTING functio ns: talking about travel

and transportation; comparing
things; at the train station

AROUND GRAMMAR: comparative

adjectives; one / ones
VOCABULARY: transportation;
geographical places

R E A D IN G
1 Match the words in the list with the photos.
W rite 1-5 in the boxes under the photos.

1 a bike 3 a bus 5 a subway train

2 a boat 4 a car

SPEAKING W o rk in pairs. W h en do you use the

types of transportation in Exercise 1?
5 Read the article again and match the questions
I go to my friend's house by bike.
with the answers.

0 W hy did the T V show hosts

I go to school by bus.
have a race? d
1 W hy did they choose different
3 Put the types of transportation in Exercise 1 in
types of transportation?
order of speed: 1 = slow, 5 = fast.
W hy was the result a surprise?
4i>2.46 Read and listen to the article and write the W hy were the hosts unhappy?
type of transportation under the medal they would
□
What did the hosts say about
win. the bike?
5 W hy is the bike a good form of
transportation in a city? □
To find the best one.

2 Because the car didn't win.

с Because it is a cheap, clean, and healthy form of
transportation.
To find the best way to get across Manhattan.
e It was dangerous.
3 4 f Because the bike won.

110
READING 3 Students order the types o f transportation and then
1 Display the photos on the IWB, or ask students to compare ideas in pairs before you check answers
look at them in their books, covering the exercises. with the class. You may want to include other types
What connects the photos? Elicit suggestions in the o f transportation as w ell.
students’ first language i f necessary. Confirm that
Possible answers

I
they are all types o f transportation. H ow many o f
them can students name in English? Elicit what 1 bike 2 boat 3 bus 4 subway train 5 car
words they are already familiar with.
Ask students to reveal the list and match the 4 С Я 2.46 Explain that in the article four different
remaining words and photos. Ask them to compare types o f transportation are compared to one another.
ideas in pairs before you check answers with the Ask them to scan the text quickly to find out the
class. results. Ask them to compare ideas in pairs before
you check answers with the class. Check that they
A nsw ers understand what the concept o f public transportation

I A 4 B 1 C3 D 2 E 5
includes.

Answers
Optional activity
Elicit the names of other types of transportation. You
could make this a contest. Who can write the most types
of transportation in one minute? Write the words on the
I 1 bike 2 (speed)boat 3 subway and bus

5 Ask students to read the questions and answers,

4 car

board, check comprehension of meaning, and practice

and check comprehension. Elicit or explain any
pronunciation before asking students to record the extra unfamiliar vocabulary, for example: hosts, race,
vocabulary in their notebooks. choose, surprise, the best one, win / won, get across.
Look at the example together. Ask students to
find the information in the article that supports
Language note the answer (the last three sentences o f the first
The word subway is the American English term for a system paragraph, and the first sentence o f the second).
of underground trains in a city. In British English, they use
underground or sometimes metro (shortened from the name of Suggest that students first identify the key words
the world’s first subway line, the Metropolitan Line in London). in both the questions and the answers.They then
The word Tube is only used in colloquial British English to refer to try to find these in the article in order to locate the
the London subway rail system. passages that contain relevant information as they
The word subway in British English refers to a tunnel under the read through the entire text more carefully. Because
road used by pedestrians to cross to the other side. The word for most o f the questions are either about a reason or a
this in American English is underpass. To avoid confusion, it is purpose in this particular matching task, students w ill
important to check the context.
not be able to use grammatical clues to match them
with answers.
2 ISPEAKING Put students in pairs to talk about their
Students study the information they found more
transportation habits. They could include other forms
carefully to match the questions and answers.
o f transportation from the Optional activity. Monitor
the conversations, providing help as necessary. Ask Ask them to compare ideas in pairs before you check
one or two students to share the most interesting or answers w ith the class.
surprising thing they learned about their partners
Answers

I
with the class.
1 a 2 f 3 b 4 e 5 c

Language note
We use the preposition by when we talk about traveling with
various types of transportation, as in: by bus / by plane. When we
talk about walking somewhere, we can use on foot, not by foot.

T-110
■1Hi MK VALUES
Transportation and the environment
1 Ask students to choose a title and then compare their
ideas in pairs before you check the answer with the
class. If any students decided on a different title, ask
them to give reasons w hy they think it is better.

A n sw er

I c

2 Read the instructions together. Check comprehension

o f friendly to the environment by eliciting a translation.
Ask students to order the types o f transportation from
best (1 ) to worst (6). Encourage them to think about
reasons w hy they think so. Monitor their progress.
3 I SPEAKING Put students in pairs to compare their
ideas and give reasons for them. If they disagree,
they should try to persuade their partners. Give them
three minutes to try to arrive at a consensus about the
order. It does not matter whether they are actually
in complete agreement by the end o f the activity, but
they should w ork toward it during their discussions.
Monitor the conversations, and make a note o f any
particularly persuasive arguments. Ask students to
share these with the class at the end o f the activity,
and invite comments.
Avoid any error correction, but help students
overcome any linguistic difficulties during the task
when you notice them. The focus should be on a free
exchange o f ideas, not on grammatical accuracy.

Optional activity
To wrap things up after the discussion, ask students to
consider how friendly to the environment they are when
they travel around. Ask them to give themselves a score of
1-5 (where 1 = best, 5 =worst), and check students’ scores
through a quick show of hands. Ask two or three students to
explain why they gave themselves their particular scores for
environmentally friendly transportation. Ask the rest of the
class to say if they agree or disagree with the scores given.
Finally, describe your own traveling habits, and ask students
to decide on your score for environmentally friendly
transportation.

T-111
 12 G E T T I N G A R O U N D

The resu lts w e r e a surp rise. T h e bike c a m e in first. In s e c o n d

p la ce w a s th e s p e e d b o a t. P u b lic tr a n s p o r ta tio n c a m e in

■THiNKVALUES third, a n d th e c a r w a s last.

S o th e h o sts had an answ er. The bike w a s q u ic k er th a n all

Transportation and the th e o th e r ty p e s o f tr a n s p o r ta tio n , a n d th e c a r w a s slow er.
environment T h e y w e r e n 't v e r y h a p p y w ith th e resu lt b e c a u s e th e y
w a n te d th e c a r to w in . T h e y m a d e a jo k e a n d said th e bike
1 Choose the title that best sums up the w a s n 't a real w in n e r b e c a u s e it w a s m o re d a n g e ro u s.
article.
Bu t, o f co u rse , th e bike is th e real w in n e r. It's th e b e st w a y
a Cars are great to g e t a ro u n d . It's c h e a p e r th a n p u b lic tr a n s p o r ta tio n and

b The great race h e a lth ie r fo r y o u th a n a car. It's also b e tte r fo r o u r cities

b e c a u s e bikes d o n 't p o llu te th e air. S o n e x t tim e y o u need
c Get on your bike
to g o in to to w n , th in k b e fo re y o u a n d y o u r p a re n ts g e t into
d Be careful on your bike th e car. A s k y o u rs e lv e s , "C a n w e m ake th is trip by bike?''

2 How friendly to the environment are these

types of transportation? W rite 1-6 in the
boxes: 1 = best, 6 = worst.

bus 3 SPEAKING W o rk in pairs. Compare your answers with a

bike partner.

car
I think number 1is a bike.
motorcycle
plane
I don't. I think number 1is a train.
train

111
 VO C A BU LA RY GRAM M AR
Transportation Comparative adjectives
1 С И 2.47 Match the words in the list with the 1 Look at the article on page 111. Check the sentence
photos. W rite 1-6 in the boxes. Listen and that isn't true.
check.
1 Bikes are cheaper than public transportation.
1 ferry boat | 2 helicopter | 3 motorcycle
2 Bikes are healthier for you than cars.
4 plane | 5 taxi | 6 train
3 Cars are more dangerous than bikes.
4 Bikes are better than other types of
transportation. Q

2 Complete the table. Use the examples in Exercise 1

to help you. Then complete the rule.

adjective comparative
cheap i

big bigger
easy easier
healthy 2
than
expensive more expensive
dangerous 3
good 4
bad worse

RULE:
• Short adjectives: W e usually add -er.
If the adjective ends in consonant + -y, change the y to
1 , e.g. easy - easier.
If the adjective ends in vowel + consonant, double the
consonant (e.g. big - bigger).
• Long adjectives: Add the word 2 before
the adjective.
• Irregular adjectives: Use a different word, e.g.
good - better, far - 3 .
After comparative adjectives we use than.

2 Look at the photos in Exercise 1 and answer the 3 In your notebook, write the comparative form of
questions. these adjectives.
Which types of transportation travel ... 1 exciting 3 difficult 5 safe 7 hot
1 on roads? 2 on rails? 2 slow 4 happy 6 funny 8 fast

4 Look at the types of transportation on this page.

W rite four sentences to compare them.
Planes are quicker than ferries.

5 I s p e a k in g W o rk in pairs. Read your sentences

3 on water? 4 in the air? to your partner, but don't say one of the types of
transportation. Your partner guesses what it is.

They are quicker than buses. Cars!

3 I s p e a k in g Can you add any other types of Pronunciation I

transportation to the lists? Word stress: comparatives
Go to page 121.^1 Z21
112
VOCABULARY Answers

Transportation 1 cheaper
2 healthier
1 CBH2.47 Display the photos on the IWB or ask 3 more dangerous
students to look at them, covering the list o f 4 better
words above. Can they name any o f the types o f
Rule
transportation shown?
1 i
Ask students to reveal the list and match the words. 2 more
Then ask them to compare ideas in pairs, before you 3 farther
check the answers with the class.
3 Students apply the spelling rules to form the
A nsw ers

I
comparatives. Reassure them that all eight adjectives
A 1 B 5 C 6 D 2 E 3 F 4 are regular. Ask them to compare ideas in pairs. Get a
different student to write each pair o f adjectives and
2 Read the question stem and endings, and check comparatives on the board for the rest o f the class to
that students understand that the task involves check their answers.
categorizing the new vocabulary. They complete
Answers
the lists individually then compare ideas in pairs
before you check answers with the class. Put the four 1 more exciting
2 slower
categories on the board, and get a different student to
3 more difficult
write each w ord in the correct category.
4 happier
5 safer
A nsw ers 6 funnier
1 taxi, motorcycle 7 hotter
2 train 8 faster
3 ferry boat
4 helicopter, plane
Fast finishers
3 I SPEAKING Students w ork together in pairs to add Students look at their answers and, for each one, identify
all the other types o f transportation they know to the the spelling rule that applies.
lists. Remind them to include all the words from page
110. A llow three minutes or so for this and then check
suggestions. Get a different student to w rite each Optional activity
suggestion on the board, and ask the class to copy all Students look through the article on page 111 and, if they
find an adjective, they write its comparative form, and if
the words in their notebooks.
they find a comparative, they write the adjective. (Note that
W orkbook page 111^ different is a non-gradable adjective, which normally has no
comparative form.)

GRAMMAR 4 Students w rite four comparisons. Monitor, providing

Comparative adjectives help w ith any difficulties. A llow up to three minutes if
necessary.
1 Ask students to read the four statements. They then
reread the article on page 111 quickly to decide which 5 |SPEAKI N G Put students in pairs to take turns
one isn’t true. Ask them to compare ideas in pairs reading their sentences and guessing the types o f
before you check the answer with the class. Elicit a transportation. Monitor as before, checking the correct
translation for each sentence to check comprehension use o f comparative adjectives. A t the end o f the
o f the comparison. activity, quote any erroneous forms you heard used,
and elicit a correction from the class.
A n sw er

I 3

2 Explain that w e use comparative forms o f adjectives to Pronunciation ЧЭ 2.48 4 3 2.49

say how one thing compares to another. Ask students
T o p r a c tic e w o r d stress in c o m p a ra tiv e s , g o to
to complete the table w ith the words from the
p a g e 121.
examples to see h ow comparatives are derived from
adjectives.
Ask students to w ork in pairs to use the examples to
OJ Be aware of common errors related to comparative
adjectives. Go to Get it right! on page 126.
figure out the spelling rules, and then complete the
table. Ask them to check answers w ith another pair
before you check answers together as a class.

T-112
LisTENiNG When pairs seem confident enough in their rehearsals,
1 4 3 2.50 Focus on the photo, look at the travel ask a volunteer pair to perform their dialogue for the
information, and then read the instructions. Check w hole class. Then choose another two or three pairs to
comprehension by asking: Where is Am y now? Is she perform. Ask the class to listen and take notes about
in New York City? (N o .) What does she want? (T o go to which train the customer chooses to travel on.
N ew York.) How is she getting there? (By train.)
Ask students to think about what information is
missing in each blank. TRAIN TOTriiNK
Play the audio for students to fill in the blanks. Comparing
Remind them not to w orry about understanding
1 Elicit what Venn diagrams are used for: They are a
every detail, but to focus on the missing pieces o f
very clear, visual w ay o f showing h ow a group o f
information. Then ask them to compare ideas in pairs
characteristics correspond to one or another thing
before you check answers with the class.
selected and, in the center o f the diagram, which
characteristics are true o f both things.
A nsw ers
Students w ork individually to w rite the words where
1 9:15
2 10:45
they think they belong in the diagram to compare cars
3 $16.40 and bikes. A llow them about three minutes for this.
4 13 2 Give students another minute or two to add their own
ideas to the diagram.
2 4 3 2.50 Ask students to try to answer the questions
from memory. Then play the audio again for them to 3 I SPEAKING Put students in pairs to make
check their ideas and finalize their answers. Ask them comparisons, using the ideas from the diagram.
to compare ideas in pairs before you check answers Ask them to say i f they agree or disagree with their
with the class. partner, and encourage both o f them to give reasons.
Monitor, provide help with any difficult language, and
A nsw ers check the correct use o f the comparative adjectives
1 Because it’s the slower train.
and than. Make a note o f any recurring errors to go
2 On Friday. over with the class at the end o f the activity, but avoid
3 On the other side of the bridge. correcting mistakes unless they hinder comprehension.
4 Her mom. Ask a few students to share the most interesting ideas
they heard from their partners with the class.

FUNCTiONs Optional activity

Repeat the activity with another blank Venn diagram with
At the train station two or three circles representing the most common types
of transportation used by the students. Ask them to go
1 Students read through the sentences and decide w ho
through a similar thinking process, taking notes, before
says them at the train station. Ask them to compare putting students in pairs or small groups again for another
ideas in pairs before you check answers with the class. discussion.

A nsw ers

I 1 C 2 C

Optional activity
3 C 4 S 5 S 6 C 7 S

After checking the answers, play the dialogue from the

Listening section, pausing after the useful functional phrases,
and ask the class to repeat them, copying the intonation
and rhythm. Then ask them to read the sentences from the
Functions exercise aloud, trying to imitate the rhythm and
intonation again.

2 I SPEAKING Ask students to look at the information

screen, and check that they understand all the
details. Put them in pairs to write and practice
role-playing a dialogue, using the information and
the expressions from Exercise 1. Monitor their
preparation, and provide help with the language as
necessary. Gently prompt students to correct their
errors, but don’t get into lengthy explanations or
single out weaker students for too much attention.
Although it is a good idea to help students construct
clear and comprehensible dialogues, the focus should
be on the functional language and achieving their
communicative goals, not on complete accuracy.

T-113
 12 G E T T I N G A R O U N D

L IS T E N IN G 2 I s p e a k in g W o rk in pairs. Use this information

and prepare a similar dialogue. Act out your
1 E H 2.50 Am y wants to travel to New York City dialogue.
from Cold Spring. She's at the train station.
Listen to the dialogue and complete the details
of her trip.

■TRAIN TO THi
Comparing
1 W rite the words in the list in the correct place in
the diagram.
cheap | dangerous | drive | engine | healthy
lights | quick | radio | ride | wheels

Ф)2.50 Listen again and answer the questions.

1 Why doesn't Amy want to take the 9:40 train to

New York?
2 When does Amy want to return to Cold Spring?
3 Where is platform 13?
4 Who wants to meet Amy in New York?

F U N C T IO N S
At the train station
1 Look at these sentences. W h o says them? W rite S
(salesperson) or C (customer) in the boxes. 3 SPEAKING W o rk in pairs. Compare the two
0 How can I help you? s forms of transportation. Use comparative
1 What time's the next train to Cold Spring? adjectives.

2 What time does the 11:30 arrive in New York?

In my city, bikes are quicker than cars.
3 How much is a ticket to New York?
4 Do you want one way or round trip?
5 That's $16.40, please.
6 What platform does the train leave from?
7 Have a great trip.

113
 R E A D IN G
И»2.51 Read and listen to the magazine Carlos
article. W rite the names under the photos.
Every year my family goes on vacation to a
Carlos | Miriam Julia | Nathan
small town by the ocean. It has really beautiful
beaches, and we always have a great time. I love
the trip there. We always go by train. It takes

My favorite trip 9 about four hours, but I don't mind. I'm always so
excited. I just love watching the mountains and
forests go by.

What's my favorite trip? Any one with my mom

on her motorcycle. I don't care where we go, I
just love being on her bike. She's a really good
rider and I always feel safe. I love the wind on my
face as we ride through the countryside.

Miriam
My favorite trip is my walk to school. We live on
a farm, and my school is about one kilometer
away. Every morning I walk across the fields and
then I go along the river until I'm at my school in
the village. It's a really beautiful walk and it's so
quiet. I love my walk to school ... but I love the
walk home more!

My grandparents live in Miami. We visit them

every year and, of course, we go by plane. It's a
three-hour trip, but I love it. I love traveling by
plane. It's so exciting. I never get bored because
there are lots of movies to watch. They always
have really good ones.

2 Read the article again. Correct the information in

these sentences.

0 Carlos's family always go to a different place on

vacation.
the sam e
1 Carlos's train trip takes six hours.

2 Julia loves riding on the back of her dad's motorcycle.

3 Miriam likes her walk to the local store.

4 She likes the walk to school more than the walk home.

5 Nathan's aunt lives in Miami.

114
r e a d in g Optional activity
1 Е Я 2.51 Display the photos on the IWB or ask For extra credit, assign the task of writing a similar paragraph
students to look at them in their books, covering about each student’s own favorite trip. They should use
the article. H ow are the people in the photos a dictionary or online reference sources to look up any
unfamiliar language they need, and write about 50-75
getting around? Can students identify the types o f
words. If they can find a good photo of themselves traveling,
transportation in each photo? (A walking, B train, C
they can use this to illustrate their text.
airplane, D motorcycle.)
Collect the compositions for checking or, if a number of
Tell students they are going to read an article where students have completed the task, ask them to share their
these four people talk about their favorite trips. They stories with the class or in groups. Alternatively, display the
skim the four paragraphs quickly and then match the texts on the classroom walls for students to read in their own
names with the photos. Ask them to compare their time. You could also have a vote on the best story.

ideas in pairs before you check the answers with the If you check the work yourself, limit error correction to an
class. absolute minimum. Focus on how well students describe
their favorite trips and on general clarity. Give more praise
and constructive suggestions than detailed feedback on
A nsw ers
shortcomings. A heavily corrected piece of free writing would
A Miriam only demotivate students from such voluntary tasks in the
B Carlos future, and so would feedback that focuses more on the
C Nathan negative than on the positive.
D Julia

2 2.51 Ask students to read the six sentences, and

check comprehension. Stress that every statement is
incorrect, and they should read the article to find the
relevant information and correct the statements. Ask
them to find the passage that matches the information
about the example.
Students read the text more carefully, scanning for the
information, and correct the facts. Remind them not to
w orry about understanding every w ord or detail, but
to focus on completing the task. Ask them to compare
their corrections in pairs before you check the answers
with the class.

A nsw ers
1 six hours (about) four hours
2 her dad’s motorcycle her mom’s motorcycle
3 to the local store to school / home
4 She likes the walk home more than the walk to school.
5 Nathan’s aunt grandparents

Language note
1 Make sure studens notice that we don’t use a preposition
when we talk about traveling toward where we live. Miriam
loves walking home, not walking to home. This is true for all
verbs expressing movement: drive / fly / cycle / ride / travel
home , and so on.
2 When we compare activities, we use more on its own: I like
pizza more than [I like]spaghetti. The comparison refers to
the verb like, and it is not usually repeated in the second part
of the comparison. We can compare two different activies, as
well: In the city, I cycle more than I drive.
We also use more on its own as the comparative form of many
or much: There are more boys than girls in the class. (count)
We drink more coffee than tea. (noncount)

T-114
GRAMMAR 2 I SPEAKING Students w ork in pairs to make lists. You
m ay want to set this up as a contest. Set a time limit
one / ones
o f two or three minutes for students to list as many
1 Students study the examples closely and identify famous examples as possible. They must be able to say
the references. Ask them to compare their ideas in the name o f the place as w ell as where it is found. The
pairs then w ork together to complete the rule. Check pair with the longest list wins.
answers with the class.
3 Ask students to think about a trip they enjoyed to any
Stress that one in this case is not used to express a o f the eight types o f places in Exercise 1. Ask them
number or used as an indefinite article. Elicit how to write notes on where they went, w ho with, and
the same function is achieved in the students’ first h ow they got there. They should not w rite complete
language. Do they use a pronoun to avoid repeating a sentences. Monitor their preparations, and help with
noun, or express this in another way? any difficult language as necessary.

A nsw ers 4 I SPEAKING Put students in pairs to tell each other

about their trip. Ask the listeners to take notes, using
1 trip 2 movies
a copy o f the table from Exercise 3. Monitor the
Rule discussions, and make a note o f any errors to go over
1 singular 2 plural at the end o f the activity. A void correcting mistakes
during the pair-work task. Ask tw o or three students
2 Look at the example together, and check that they to share what they learned about their partners. Ask
understand w hy the singular form o f one is used. the rest o f the class to listen and use a copy o f the
(M ovie is singular.) If necessary, or in a weaker class, table from Exercise 3 to note w here the person went,
do another item together as a class. Students then who with, and h ow they got there.
figure out the remaining answers individually. Ask
|Workbook page H >
them to compare their answers in pairs before you
check them with the class.

Answ ers
1 ones
2 one
3 one, ones
4 one
5 ones

Workbook page 109^

VOCABULARY
Geographical places
1 Display the pictures and the incomplete words on the
IWB, and elicit the missing letters. If students struggle
to think o f any answers, mention that all the words
appeared in the text on page 114. Ask them to check
or find the answers in the article, before you check
and confirm the answers with the whole class. Get a
different student to complete the labeling on the IWB
for each picture. Check the pronunciation o f ocean
/'oujan/ because it might differ considerably from
h ow the w ord is said in the students’ language, even
though the spelling m ay be quite similar.

Answ ers
1 beach
2 river
3 ocean
4 field
5 lake
6 farm
7 forest

T-115
 12 G E T T I N G A R O U N D

GRAM M AR 2 W rite one or ones in the spaces to replace the crossed out
words.
on e/ ones
о A Do you want to watch this movie?
1 Look at the examples from the article B No, I've seen that movie one before.
on page 114. W h a t do the words one
1 A Do you want to try on these jeans?
and ones refer to? Then complete the
rule with p lu ral and singular. B No, I'd like to try on the jeans over there.
2 A What bus can we take?
1 What's my favorite trip? Any one with
B Any bus__________that has "Boston" on the front ofit.
my mom on her motorcycle!
3 I have three children. The oldest child is a boy and
2 I never get bored because there are lots
the other children are girls.
of movies to watch. They always have
really good ones. 4 There's a bank on Main Street and another bank _ on
Castle Street.
~\ 5 I have lots of books, but my favorite books are my
RULE: To avoid repeating a noun, we bird books.
often use one in place of 1 nouns
and ones in place of 2 nouns.

VO C A BU LA RY
Geographical places
1 Complete the words with the first and
last letters. Use the article on page 114
to help you.

2 SPEAKING W o rk in pairs.

Make a list of famous ...

a beaches.
b rivers.
c oceans and seas.
d lakes.

3 Think about your favorite trip. Make

notes.

W here to
How
W h o with

4 I s p e a k in g Tell your partner about

your trip.

My favorite trip is to
the mountains to ski.

Who doyou go with?

I go there with my family.

How doyou travel?

We go by car.
 Culture
Transportation .
around the WOllQ

The bamboo train, Cambodia The zorb, New Zealand

T his s im p le tra in is m a d e fro m p iec es o f b a m b o o . Local p e o p le use T he zo rb is n o t r e a lly a ty p e o f tr a n s p o r ta tio n , b u t it is a
it to tra v e l a n d m o v e th in g s fro m o n e v illa g e to a n o th e r. It h a s an fu n w a y o f g e ttin g a ro u n d . T he zo rb is a big p la stic ball.
e n g in e on it a n d w h e e ls fro m old tra in s. It uses th e sa m e rails as th e O n e p e rso n g e ts in sid e a n d th e zo rb th e n rolls d o w n th e
n a tio n a l tra in s, a n d it's a q u ic k w a y to tra v e l. B u t be c a r e fu l: w h e n hill. T h e re 's a c u s h io n o f a ir to p ro te c t th e person. It's an
y o u h e a r a tra in co m in g , g e t o u t o f th e w a y fa s t! ex citin g w a y o f g e ttin g d o w n a hill, b u t it is n 't so g o o d
fo r g e ttin g b a ck up a g a in !

The tuktuk, India The totora boat, Peru

T u k tu k s a re o r ig in a lly fro m T h a ila n d , b u t t h e y a re p o p u la r in m a n y Lake T itic a c a is a la rg e lake b e tw e e n Peru a n d B o livia .
A s ia n c o u n trie s . T h e y h a v e th r e e w h e e ls a n d an e n g in e . T he n o ise th e T he U ro p e o p le live in flo a tin g v illa g e s on th e w a te r.
e n g in e m ak es g iv e s th e tu k tu k its n a m e. T h e y a re big e n o u g h fo r tw o T h e y use a lo cal reed c a lle d to to ra to b u ild th e ir
p e o p le a n d a s u itc a s e , a n d th e y a re o fte n used fo r m ak in g s h o r t trip s h o m e s a n d bo ats. T he to to r a b o a ts a re lig h t b u t v e r y
a c ro s s b u sy cities. T h e y 're s m a ll so th e y ca n g o th r o u g h th e c r o w d e d stro n g . T he U ro p e o p le b u ild th e b o a ts to lo o k like
s tre e ts qu ickly. T he trip is o fte n a little d a n g e r o u s b u t a lw a y s ex citin g . d ra g o n s to p ro te c t th e m a n d th e ir ho m es.

116
CULTURE
Transportation around the world
Display the photos on the IWB or ask students to look at
them in their books, covering the text. Ask them also to
cover the main heading at the top. Elicit what students
think connects the four photos. Accept any suggestions,
no matter h ow far-fetched.
Ask students to reveal the heading to check their ideas.
With the article still covered, can they guess where in
the w orld each type o f transportation is from? Ask them
to w rite down their answers then compare their ideas
in pairs before you elicit suggestions from the class.
It doesn’t matter i f they get any w rong because they
are very difficult to identify with complete confidence.
Don’t reveal the answers at this point, because this
would give away the answer to the matching task in
Exercise 2.

Background inform ation

For your own reference only, the photos are from: 1 India,
2 New Zealand, 3 Cambodia, 4 Peru.

T-116
1 Focus attention on the photos on page 116. Ask 3 Assign the initial research task for homework.
students to find the words first in the text and then Students look up information on the Internet about
say which ones appear in which photo. Ask them the three types o f transportation listed and then
to compare their ideas in pairs before you check decide which one they would like to write about.
answers with the class. Display the photos on the They could also choose any o f the unusual types
IWB, and ask a different student to point to each o f transportation discussed in the Speaking task at
thing onscreen. If you don’t use an IWB, ask them to the end o f the Culture section. Ask them to take
point to the things in their books. notes on the information they’ll need to answer the
Elicit or explain the meaning o f the unfamiliar words. four questions in Exercise 2 and to also w rite down
anything interesting or unusual about the vehicles.
2 Е Л 2.52 Students use their answers and the key
words from Exercise 1 to match the names o f the Alternatively, i f you would prefer to m ove on to the
transportation to the photos. Check answers as a W riting task during the same class, you could provide
class. some basic explanations, and use the IWB to look up
and show photos o f the vehicles in class.
A nsw ers 4 Students use their notes and the information they
1 tuktuk collected to w rite a short text about their chosen
2 zorb form o f transportation. This could be done as
3 bamboo train hom ework or in class.
4 totora boat
Put students in small groups to share their texts with
3 Check comprehension o f engine and wheels. Ask each other, suggest amendments, and then decide
students to read the article carefully to find out which description in their group they liked best. Ask
which o f the sentences are true o f which types o f the author o f the selected description to share their
transportation. Ask them to compare their ideas in paragraph with the class. Then vote on the best one.
pairs before you check the answers w ith the class. Check that each o f the descriptions includes
information about the four questions in Exercise 2,
Answ ers and give some constructive feedback.
1 bamboo train, tuktuk
2 bamboo train, tuktuk Background information
3 totora boat The Katoomba Funicular /fju:'nikjulsr/ is the steepest cable-
4 tuktuk, bamboo train driven funicular railway in the world, and it is one of the
5 zorb, tuktuk attractions at the Katoomba Scenic World tourist attraction in
the Blue Mountains of New South Wales, Australia. It was built
4 I SPEAKING Put students in pairs to discuss the for a coal mine in the 1880s, but became a tourist attraction after
questions. A llow up to four minutes for the discussions, the mine closed in 1945.
monitor, and make a note o f the most interesting ideas. The Ice Angel is a vehicle that travels on the ice of frozen Lake
Ask some o f the pairs to share with the class. Superior in the winter months between the town of Bayfield and
Madeline Island. It is also used by the local fire department as
a rescue vehicle in emergencies. The Ice Angel is a special sled
w r it in g with a supporting wheel.
The Chiva Express is a customized bus that runs on rail tracks
Unusual forms of transportation between the mountains and the seaside in Ecuador. Apart from
1 Focus on the photo, and ask students to cover the the Express, there are several different types of chiva buses in
article text. Can they identify the city shown in the rural Ecuador and Colombia, all colorfully painted. (Chiva means
“goat” in Spanish.)
photo?
Ask them to read the text quickly to find the name o f
the transportation. You m ay need to explain or elicit
the meaning o f vehicle. Check the answer as a class.

A n sw er

I The Flying Dutchman, an amphibious bus

2 Ask students to read the questions to find out what

information they w ill need to look for. Then they
read the article again and answer the questions. Ask
them to compare ideas in pairs before you check the
answers with the class.

Answ ers
1 A bus
2 In Amsterdam, the Netherlands
3 It can go on the roads and travel on the water like a boat.
4 Tourists; passengers waiting at the international airport

T-117
 12 G E T T I N G A R O U N D

1 Look at the photos on page 116. Find these words. W hich ones can you see in the photos?
hill | a suitcase | an engine | bamboo | reed | (something that is) floating

2 С Й 2.52 Read and listen to the article and write the name of the transportation under the pictures.

3 Read the article again and check (/ ) the boxes.

bamboo train tuktuk zorb totora boat

1 It has an engine.
2 It has wheels.
3 It travels on water.
4 It can be dangerous.
5 It's exciting.

4 Is p e a k in g W o rk in pairs. Discuss the questions.

1 Which of these types of transportation would you most like to travel on?
2 Are there any unusual types of transportation in your country? Where?

w r it in g
П _
Unusual forms of transportation
J Amsterdam
1 Read the article. W hat's the name of the vehicle?

2 Read the article again and answer the questions.

Amsterdam is the capital city of the
1 What type of transportation is it? Netherlands. It’s a popular city for
2 Where is it? tourists and it’s often pretty crowded
3 W hy is it unusual? in the summer months. It also has a
4 Who uses it? lot of canals, so getting around by
bus or car is often difficult. The Flying
3 Choose one of these unusual types of
Dutchman is a new way of getting
transportation or one you already know about.
around the city. It’s an amphibious bus.
Look on the Internet for information. Make notes
That means that it’s a bus that can go
to answer the questions in Exercise 2.
on the roads but it can also travel on
The Katoomba Funicular, Australia the water like a boat. At the moment,
The Ice Angel, Wisconsin The Flying Dutchman offers short tours
The Chiva Express, Ecuador of the city for passengers waiting at
the International airport.
4 Use your notes to write a short description about
that form of transportation. W rite 35-50 words.

117
 CAMBRIDGE ENGLISH: TO W ARD Key
■1
1Hi MK EXAMS

R E A D IN G A N D W R IT IN G
Part 7: Open cloze
1 Complete the message left on a vacation blog. W rite O N E word for each space.

0®Q

Every year my family goes (0) vacation to a small town by the

sea. My grandparents live there. It (1) really beautiful beaches.
My favorite one is just next (2) their house. I love the trip there.
W e always go (3 )_________ train. It's quicker (4) the car. It takes
about three hours, but I don't (5) always so
excited. I just love watching (7) mountains and forests go by. I
take lots (8) photos from the train window. I also play games
(9) my brother and my parents. W e always (10) a lot
of fun.

L IS T E N IN G
Part 3: Three-option multiple choice
2 С Й 2.53 Listen to Penny talking to her friend Seth about their pets. For each question,
choose the right answer (A , B, or C).

0 Spot is

A Penny's dog. B Seth's dog. © Seth's grandma's dog.

1 Floppy is a
A rabbit. B cat. C dog.

2 Penny's pet is a
A rabbit called Nemo. B fish called Nemo. C cat called Nemo.

3 Nemo eats once a

A day. B week. C month.

118
 CAMBRIDGE ENGLISH: TOWARD Key

■1Hi MK EXAMS
r e a d in g a n d w r it in g
Part 7: Open cloze
1

A nsw ers
1 has 2 to 3 by 4 than 5 mind / care
6 am / ’m 7 the 8 of 9 with 10 have

l is t e n in g
Part 3: Three-option multiple choice
2 43)2.53

A nsw ers
1 A 2 B 3 A

T-118
TEST YO URSELF UNITS 11 & 12

VOCABULARY

Answ ers
1 mean 2 fun 3 had 4 farm 5 6 safe
7 did 8 bike 9 get 10 taxi

GRAMMAR
2

Answ ers
1 couldn’t 2 ones 3 good 4 Did 5 more
6 better 7 went

Answ ers
1 one ones
2 gived gave
3 I not ate I didn’t eat
4 Went you Did you go
5 then than
6 more bad worse
7 Did you saw see

FUNCTiONAL LANGUAGE
4

Answ ers
1 ticket, one-way, round-trip
2 next, leave, trip

T-119
TEST YOURSELF U N IT S 11 & 12

VO C A BU LA RY
1 Complete the sentences with the words in the list. There are two extra words.
did | do | farm | forest | fun | get | go
had | mean | bike | safe | taxi

1 She isn't nice to me. I don't like______________ people.

2 Let's have some________________ this weekend. How about going to the mountains?
3 W e went to Orlando last weekend, and we a really good time.
4 There are lots of animals on that .
5 It's snowing! Let's________________ skiing this afternoon.
6 Dangerous? No, it's completely______________ , I promise.
7 Sunday was really boring. I just my homework and nothing else.
8 I don't think it's a good idea to ride a ________________ on city streets.
9 It isn't really important. Please don't________________ mad about it.
10 W e missed the train, so we took a to get home.

GRAM M AR
2 Complete the sentences with the words in the list.
better | couldn't | did good | more | ones | went

1 I was sick, so I go to your party. Sorry.

2 Blue? No, thanks, I like the red over there.
3 I love this song. It's really________________ .
4 you have fun last weekend?
5 My new phone was expensive than my old one.
6 This movie is than her last one.
7 My friends_______________ to the concert, but I couldn't go with them.

3 Find and correct the mistake in each sentence.

1 Are these your new shoes, or are they the old one?
2 My parents gived me this book for my birthday.
3 The chicken was horrible, so I not ate it.
4 Went you to the movie theater last weekend?
5 This shirt is cheaper then the other one.
6 I'm bad at French, but Jack is more bad!
7 Did you saw any good movies last week?

F U N C T IO N A L L A N G U A G E
4 Complete the words.

1 A Hi. Can I have a t to Ottawa, please?

B OK. O w or r t ?
2 A What time is the n train to Philadelphia, please?
B 3:00 - and after that, there's a train at 3:45. /6
A OK. I want the 3:00 train. What platform does it l from?
B Platform 4. Have a good t !
MY SCORE
22 - 30
10 - 21
0-9 119
 U N IT 1 U N IT 4
/h/ or /w/ in question words W ord stress in numbers
1 4» 1.18 Read and listen to the questions. 1 4)1.47 Read and listen to the dialogue.
How old are you? marco It's my sister's birthday today. She's thirteen.
Where are you from? JULIE Th irty ! That's old!
What 's your favorite food? MARCO Th irty? No! Thirteen.
Who 's your favorite soccer player?
JULIE O h ... thirteen. She's the same age as me.
Why do you like him?
2 Where is the stress on the red words? Where is
Say the question words in blue. the stress on the blue words?
4 ) 1.19 Listen again and repeat. Then practice 3 Р Л Ж Listen again and repeat. Then practice
with a partner. with a partner.

u n it 2 U N IT 5
Vowel sounds: adjectives Simple present verbs: third person
1 4 ) 1.27 Read and listen to the dialogue. 1 4)1.54 Read and listen to the sentences.
TOM Mom's hungry. Liz catches the bus to school every morning.
EMILY M om ? But why? W h y is she angry? She teaches French at a high school.
TOM I said Mom's hungry. She wants a sandwich. finishes work.
A t 4:30 she
After dinner Liz washes the dishes.
EMILY O h ... O K . W ell, Dad's angry.
Before she goes to bed, she chooses her clothes for
TOM Does he want us to make a sandwich for
the next day.
him, too?
EMILY No! I said he's angry. 2 How many syllables are there in catch? How many
syllables are there in catches? Say the words in blue.
2 Which sounds are different in h u n g r y and a n g r y ?
3 4)1.55 Listen again and repeat. Then practice
Say them and make the differences clear.
with a partner.
4)1.28 Listen again and repeat. Then practice
with a partner. U N IT 6
Th e /ei/ vowel sound
U N IT 3
4)1.65 Read and listen to the dialogue.
this / that / these / those
REPORTER I'm sorry I'm late.
1 4)1.36 Read and listen to the dialogue.
w aiter That's OK . But Jane 's waiting for you.
ANNA Can I have that cake, please? reporter Jane ? The girl with long, straight hair?
CLERK Thi one or that one? w aiter No. Her hair's wavy and gray.
ANNA Tha one - the chocolate one. reporter O h! The woman with the pink face? The
CLERK That's a carrot cake, but these cupcakes one eating cake?
are chocolate. w aiter Shh! She's famous! She's a great baker!
ANNA O h ! Can I have tw o of those?
2 Say the words in blue. Which vowel sound do they
CLERK O f course. Here you are.
all have?
Say the words that, this, those, and these. 3 С Й 1.66 Listen again and repeat. Then practice
with a partner.
4)1.37 Listen again and repeat. Then practice
with a partner.

120
 D

UNIT 1 UNIT 4
/h/ o r /w/ in q u e s t io n w o r d s W o r d s t r e s s in n u m b e r s
A im : Stu den ts lea rn to id e n tify an d p ro d u ce th e o pen ing A im : Stu d en ts le a rn to id e n tify w h ic h s y lla b le is stressed
co n so n an t sound o f question w o rd s: / h / o r / w / . in o rd e r to d iffe re n tia te s im ila r p a irs o f w o rd s fo r
43 1.18 S tu d e n ts liste n to th e a u d io w h ile re a d in g n u m b ers.
th e q u estio n s. 4 3 1.47 Stu d e n ts lis te n to th e a u d io w h ile re a d in g
2 S tu d e n ts s a y th e q u e stio n w o rd s . E li c it th a t W h o is an th e d ia lo g u e .
e x c e p tio n : it is sp e lle d w it h a w , b u t p ro n o u n c e d w it h
2 Stu d e n ts s a y th e w o rd s a n d id e n t if y th e stressed
a n / h / s o u n d :/ h u / .
s y lla b le . T h e re d w o rd s h a v e th e m a in stress o n th e
3 0 1 1.19 S tu d e n ts liste n a n d rep ea t. T h e n , in p airs, firs t s y lla b le ( t h ir t y /'0 3 rti/ ), th e b lu e ones o n th e
th e y ta k e tu rn s re a d in g th e sen te nces to p ra c tic e . f in a l s y lla b le (th ir te e n / ,0 3 r(t)'tin / ).

3 0 3 1.48 Stu d e n ts lis te n a n d re p e a t. T h e n th e y

Extra information p ra c tic e w it h a p a rtn e r.
• Question words are sometimes referred to as wh-question
words. Apart from How, they are all spelled with Wh-.
• The /w/ sound is voiced. To say it, speakers must round lips
UNIT 5
into a small, tight circle, but then they should quickly release S i m p l e p r e s e n t v e r b s : t h ir d p e r s o n
and open them as they exhale. A im : Stu d e n ts le a rn to p ro n o u n c e th e th ird p e rs o n fo rm
• The /h/ sound is not voiced. To say it, the back of the tongue o f s im p le p re s e n t v e rb s w h e r e th e e n d in g b e c o m e s an
should slightly pull back toward the throat, before you exhale a d d itio n a l s y lla b le .
and press the air out quickly.
43 1.54 Stu d e n ts lis te n to th e a u d io as th e y re a d
th e sentences.
UNIT 2 2 A s stu d en ts s a y th e w o rd s , th e y b e a t th e rh y th m

V o w e l s o u n d s : a d je c tiv e s lig h t ly on th e ir desks. M a k e su re th e y n o tic e th e

A im : Stu d e n ts le a rn to d is c rim in a te b e tw e e n th e v o w e l e n d in g is p ro n o u n c e d as a n ex tra s y lla b le in e a c h

so u n d s in h u n gry a n d angry. b lu e w o rd . P o in t o u t th a t n o t a ll th ird p e rs o n ve rb s
h a v e th is e n d in g . C a n stu d en ts m a k e a ru le ab o u t
4 3 1.27 S tu d e n ts liste n to th e a u d io w h ile re a d in g
w h ic h v e rb s h a v e th is e x tra s y lla b le ?
th e d ia lo g u e .
2 E li c it w h ic h so u n d s a re d iffe re n t: / л / in h u n gry an d 3 E £>11.55 Stu d e n ts lis te n a n d re p e a t. T h e n th e y

/ ж / in angry, a n d h u n gry b e g in s w it h a / h / , w h ic h is p ra c tic e w it h a p a rtn e r.

n o t sile n t. Stu d e n ts s a y th e w o rd s . P a y a tte n tio n also
to h o w th e / q / c o n s o n a n t is p ro n o u n c e d b e fo re /g /. Extra information
3 С Я 1.28 S tu d e n ts liste n a n d rep ea t. T h e n th e y • There are three ways to pronounce the -s suffix in the
p ra c tic e w it h a p a rtn e r. 3rd person forms of simple present verbs. After unvoiced
consonant sounds, the pronunciation is /s/. After voiced
consonant sounds and vowels, it is /z/. We pronounce -s /sz/
u n it 3 in words ending in /t[/, /[/, or /z/.
t h is / t h a t / t h e s e / t h o s e
A im : Stu d e n ts le a rn to p ro d u c e th e v o ic e d th so u n d a n d
to d iffe re n tia te b e tw e e n th e sh o rt a n d lo n g v o w e ls in UNIT 6
this a n d these. T h e /ei/ v o w e l s o u n d
1 0 1 1.36 S tu d e n ts liste n to th e a u d io w h ile re a d in g A im : Stu d e n ts le a rn to id e n t if y a n d p ro d u c e th e lo n g
th e d ia lo g u e . / e i/ v o w e l so u n d in c o m m o n ly u sed w o rd s .
2 S tu d e n ts s a y th e w o rd s , fo c u sin g on th e c o rre c t 43 1.65 Stu d e n ts lis te n to th e a u d io w h ile re a d in g
p ro n u n c ia tio n o f th e v o ic e d th / 5 / in e a c h one. th e d ia lo g u e .
3 С Э 1.37 S tu d e n ts liste n a n d rep ea t. T h e n th e y 2 Stu d e n ts s a y th e w o rd s , w h ic h a ll h a v e th e v o w e l
p ra c tic e w it h a p a rtn e r. soun d.

43 1.66 Stu d e n ts lis te n a n d re p e a t. T h e n th e y

Extra information
p ra c tic e w it h a p a rtn e r.
• Make sure students notice the difference in the length of the
vowel sounds as well as the final consonant sounds in this
/61s/ and these /Siz/. The vowel sound is the only difference
when we say these or those /Souz/.

T-120
UNIT 7 UNIT 10
T h e /э/ v o w e l s o u n d S i m p le p a s t : r e g u la r v e r b s
A im : Stu d e n ts le a rn to id e n t if y a n d p ro d u c e th e A im : S tu d e n ts le a rn to id e n t if y a n d p ro d u c e th e c o rre c t
A m e r ic a n E n g lis h / э / so u n d in c o m m o n ly u se d w o rd s . p r o n u n c ia tio n o f th e -ed su ffix in th e s im p le p a s t tense.

1 С Я 2.03 Stu d e n ts lis te n to th e a u d io w h ile re a d in g 1 С Я 2.35 Stu d e n ts lis te n to th e a u d io w h ile re a d in g

th e d ia lo g u e . th e sto ry.

2 S tu d e n ts s a y th e w o rd s w it h th e / э / so u n d : ball, 2 Stu d e n ts w o r k in p a irs to s a y th e w o rd s a n d fig u re o u t

alw ays, awfully, A ugust, awesome, call. th e p ro n u n c ia tio n ru les. E li c it th a t th e e n d in g is o n ly

3 С И 2.04 Stu d e n ts lis te n a n d re p e a t. T h e n th e y p ro n o u n c e d / id / a fte r v e rb s e n d in g in / t / o r / d / . A fte r

p ra c tic e w it h a p a rtn e r. v o ic e d c o n so n an ts o r v o w e ls , it is p ro n o u n c e d /d /,
a n d a fte r u n v o ic e d co n so n a n ts /t/.

Extra information 3 Щ >.36 Stu d e n ts listen , rep ea t, a n d th e n ta k e tu rn s

• The exact pronunciation of this sound varies widely within re a d in g th e s to ry a lo u d .
North America. Many speakers do not differentiate it from
the /а/ sound (in dog, hot, or rock, for example), but say it in UNIT 11
exactly the same way.
S i m p le p a s t : ir r e g u l a r v e r b s
A im : S tu d e n ts le a rn th e c o rre c t p r o n u n c ia tio n o f so m e
UNIT 8 c o m m o n ir re g u la r v e rb s in th e s im p le p a s t tense.

In t o n a t i o n : lis t in g it e m s 1 0 3 2.41 Stu d e n ts lis te n to th e a u d io w h ile re a d in g

A im : Stu d e n ts le a rn to id e n t if y a n d im ita te th e th e d ia lo g u e .
in to n a tio n p a tte rn s in lists. 2 Stu d e n ts s a y th e s im p le p ast v e rb s ( in b lu e ). T h e n th e y
1 0 1 2.17 Stu d e n ts lis te n to th e a u d io w h ile re a d in g fin d th e b ase fo rm s (w ent > go, sa w > see,
th e d ia lo g u e . A s k th e m to p a y s p e c ia l a tte n tio n to th e h a d > have ). E li c it th a t th ese a re a lw a y s d iffe re n t
tw o lists as B r a d a n d h is m o m s a y th e m in th e ir fin a l fo r ir re g u la r verb s.
lin es.
3 0 3 2 42 Stu d e n ts lis te n a n d rep ea t. T h e n th e y
2 P l a y th e la s t p a r t o f th e d ia lo g u e a g a in , so stu d en ts p ra c tic e w it h a p a rtn e r.
c a n lis te n a n d c ir c le th e a r ro w s to m a r k B r a d ’s
in to n a tio n p a tte rn . T h e in to n a tio n goes u p fo r e a c h UNIT 12
ite m th a t is fo llo w e d b y a n o th e r, th e n goes d o w n fo r
W o r d s t r e s s : c o m p a r a t iv e s
th e f in a l ite m th a t en d s th e list.
A im : T o id e n t if y w h e r e th e m a in stress fa lls in th e
3 0 3 2.18 Stu d e n ts lis te n a n d re p e a t. T h e n th e y c o m p a ra tiv e fo rm s o f so m e c o m m o n a d je c tiv e s .
p ra c tic e w it h a p a rtn e r. A s k th e m to ex a g g e ra te th e
1 0 3 2 48 Stu d e n ts lis te n to th e a u d io w h ile re a d in g
in to n a tio n s lig h tly as th e y re a d th e lists a lo u d .
th e sentences.

Extra information 2 Stu d e n ts u n d e rlin e th e c o m p a ra tiv e a d je c tiv e s .

E li c it th a t th e -er e n d in g in c o m p a ra tiv e s is a lw a y s
• Intonation in spoken English serves the same role as
punctuation in writing. For every item followed by a comma, un stressed.
the intonation rises to indicate that another item will follow. 3 4 3 2.49 Stu d e n ts lis te n a n d rep ea t. T h e n th e y
For the final item, which is followed in writing by a period, the
p ra c tic e w it h a p a rtn e r.
intonation falls to indicate the list is closed.
• If you want to suggest an unfinished list (for example, trying
to elicit further items from the listener), the final item should
have rising intonation. In writing, this would be shown by an
ellipsis (...).

UNIT 9
In t o n a t i o n : g iv in g t w o c h o ic e s
A im : Stu d e n ts le a rn to id e n t if y a n d im ita te th e
in to n a tio n p a tte rn s w h e n o ffe rin g tw o c h o ice s.

1 С И 2.26 Stu d e n ts lis te n to th e a u d io w h ile re a d in g

th e d ia lo g u e .

2 С Я 2.26 P l a y th e d ia lo g u e a g a in so stu d en ts can

c irc le th e a r ro w s to m a r k th e in to n a tio n p a tte rn as
th e y liste n . (T h e in to n a tio n rises fo r th e firs t c h o ic e
an d fa lls fo r th e se c o n d .)

3 0 3 2 27 Stu d e n ts lis te n a n d re p e a t. T h e n th e y
p ra c tic e w it h a p a rtn e r. A s k th e m to ex a g g e ra te th e
in to n a tio n s lig h tly as th e y re a d th e lists a lo u d .

T-121
 PRONUNCIATION

U N IT 7 2 *32.26 Circle the arrows in the dialogue to

show when the waitress' voice goes up and when
Th e /э/ vowel sound
it goes down. Listen and check.
1 43) 2.03 Read and listen to the dialogue.
3 *32.27 Listen again and repeat. Then practice
PAULA W h a t do you want to do this afternoon?
with a partner.
BRiAN I'd like to play ball. There are always games
in the park.
U N I T 10
PAULA O K , but it's awfully hot.
Simple past: regular verbs
BRIAN O f course it's hot, Paula! It's August!
PAULA That's true. O K , a ball game sounds 1 *32.35 Read and listen to the story.
awesome! M y grandm other lived in the country. She walked to
brian Great. I just have to call my mom and tell town to go to school. She finished school when she
her w here w e are. was twelve. She started working in a bottle factory.
She worked in the factory until she married my
2 Say the words in blue. Which vowel sound do grandfather. O n e day, she invented a machine that
they all have? cleaned bottles. The factory wanted the machine, and
my grandparents w ere rich after that!
3 Listen again and repeat. Then practice
with a partner. 2 Th e - e d ending is pronounced differently in
the blue, green, and red words. What's the
difference?
U N IT 8
Intonation: listing items 3 Е Ш 6 Listen again and repeat. Then practice
with a partner.
1 E 612.17 Read and listen to the dialogue.
MOM I'm going shopping. Do you want anything? U N I T 11
brad Yes! I need a T-shirt. Oh, and some socks, Simple past: irregular verbs
please.
1 *32.41 Read and listen to the dialogue.
mom O K . A T-shirt and socks ...
©Ф 'T - 'l '
brad Actually, I need a T-shirt, socks, sneakers, PAM W h e re did you go last summer?
a jacket, and a basefeall cap. JOHN I went to Kenya, in Africa.
mom A T-shirt, socks, sneakers, a jacket, and a PAM W h a t did you see?
baseball cap. I think you need to come with me! JOHN We saw lions, elephants, and zebras.
PAM W h o did you go with?
2 Brad wants a T-shirt, socks, sn ea kers, a jacket, and
a b a s e b a ll cap. Circle the arrows to show when
JOHN I went with my parents.

his voice goes up and when it goes down. PAM Did you have a good time?
JOHN We had a great time!
3 E 612.18 Listen again and repeat. Then practice
with a partner. 2 Say the past tense words in blue. Find the
infinitive forms of the verbs in the dialogue.
u n it 9 3 *32.42 Listen again and repeat. Then practice
Intonation: giving two choices with a partner.

1 E 6]2.2 6 Read and listen to the dialogue. U N I T 12

@ \1 / ф \|/

waitress W o u ld you like soup or salad? W ord stress: comparatives

mike Salad, please.
1 *32.48 Read and listen to the sentences.
WAITRESS Chicken or fish?
A plane is faster than a car.
mike I think I'll have fish today.
A bike is slower than a train.
waitress W o u ld you like dessert?
A speedboat is quicker than a ferry.
mike Yes, please! A bike is easier to ride than a horse.
"ГФ
waitress Cake or fruit?
2 Find the comparative adjective in each sentence.
MIKE Hmm ... I'll have fruit.
Which syllable is stressed in each of these words?
waitress A nd coffee or juice?
mike Oh, coffee, please. 3 *32.49 Listen again and repeat. Then practice
with a partner.

121
 U N IT 1 u n it 2
The verb be be questions
Learners often leave out am , are, or is in Learners make mistakes with word order in b e
sentences. questions.

W e use the subject +b e +object. in affirmative sentences, we use subject +be.

in questions, we use the order b e + subject +
✓ I m from Chile.
(object)+ ? .
X I from Chile.
✓ That is OK.
in questions, we use b e +subject + object + ? ✓ Is that OK?

✓ A re they from Mexico? X That is OK?

X They from Mexico?

Put the words in the correct order to make

Check (✓) the correct sentences and put an X questions.
next to the incorrect ones. Correct the errors.
0 it / expensive / is / ?
0 He my favorite sportsperson. X
Is i t e x p e n s iv e ?
H e 's m y f a v o r it e s p o r t sp e r s o n .
1 this / is / problem / a / ?
1 The house very big.
2 on / vacation / are / you / ?
2 H ow old you?
3 how / you / are / ?
3 I'm from Chicago.
4 a / is / famous person / he / ?
4 You 13 years old?
5 video game / this / is / your / ?
5 W h a t your name?
6 she / is / sister / your / ?
6 M y favorite singer is Sam Smith.
7 M y name John. Spelling
8 Houston in Texas?
f \
Learners sometimes have problems spelling
Subject pronouns and be words in English.
f \ ✓ That is my pencil.
Learners sometimes forget the subject pronoun X That is my pensil.
when using be.

W e always use the subject +be. Correct the spelling mistake in the sentences.
✓ This is Miguel. He is from Veracruz. 0 She is my frind.
X This is Miquel. Is from Veracruz. S h e is m y f r ie n d .
v ' __ J
1 M y brother is ve ry funy.
Correct the sentences. 2 The food is excelent.

0 I like Maria. Is very funny. 3 M y shirt is withe.

I l ik e M a r i a . S h e is v e r y f u n n y . 4 W e play baseball in the evining.

1 I like Florida. Is very hot. 5 I saw her yesterday moring.

2 It's a taxi. Is yellow. 6 The movie is greate.

3 She's my friend. Is from Mexico.

4 They are singers. A re in O n e Direction.
5 He's my brother. Is 15 years old.
6 I like this phone because is ve ry small.

122
 GE“
UNiT 1 UNiT 2
The ve rb be b e q u e s t io n s

Focus: Students at this level often leave out the verb be in Focus: Students at this level often use the wrong word order in
sentences or use it in the wrong position, partly because of questions with be, failing to move the verb before the subject.
interference from their first language. This may be because affirmative word order with a different
intonation is possible in questions in their first language. In
E li c it a ll fo rm s o f th e v e r b be (am, are, is). S tu d e n ts English, we always use the same word order and intonation in
c h e c k w h e th e r e a c h se n te n c e h a s a fo rm o f th e v e r b questions.
a n d , i f so, i f it is in th e c o rre c t p o sitio n . P o in t o u t
E x p la in th a t a Yes / N o q u e s tio n in E n g lis h w i l l a lw a y s
th a t w e c a n u se th e c o n tra c te d fo rm s ( ’m, ’re, a n d ’s)
b e g in w it h th e v e rb . F irs t, a sk stu d en ts to fin d a n d
a fte r p ro n o u n s in a f fir m a tiv e sen tences, b u t w e d o n ’t
u n d e rlin e th e v e r b in e a c h q u e stio n . N e x t, ask th e m
n o r m a lly u se it a fte r p ro p e r n o u n s (n a m e s ). W e c a n use
to id e n t if y a n d c ir c le th e su b je ct, w h ic h s h o u ld c o m e
it a fte r q u e stio n w o rd s in w h- q u estio n s, b u t w e d o n ’t
seco n d in a q u e stio n . Stu d e n ts n o w o rd e r th e q u estio n s.
u se it in Yes / N o q u estio n s. Stu d e n ts th e n c o rre c t th e
se n te n ce s th a t a re m is sin g th e v e rb .
A n sw e rs

A n s w e rs 1 Is this a problem?
2 Are you on vacation?
Correct: 3, 6
3 How are you?
1 The house is very big.
4 is he a famous person?
2 How old are you?
5 Is this your video game?
4 Are you 13 years old?
6 is she your sister?
5 What is your name? / W hat’s your name?
7 My name is John.
8 is Houston in Texas? S p e lli n g

Focus: Because English is not a phonetic language - words

S u b je c t p ro n o u n s a n d be are not spelled as they are pronounced - students may make
mistakes in writing some common words.
Focus: When students forget to use the subject pronoun with
the verb be, it is partly because it is redundant. In the first and
R e m in d stu d en ts th a t o b s e rv in g a n d w r it in g d o w n th e
third person singular, the verb form already informs us of the
s p e llin g o f a n y n e w E n g lis h w o r d th e y le a rn a lo n g w it h
subject. First-language interference may again be a factor.
its m e a n in g a n d o th e r k e y in fo rm a tio n h e lp s th e m to
E li c it th e su b je c t p ro n o u n s a n d th e v e r b fo rm s th a t r e c a ll a n d use it c o r r e c tly la te r. A s k th e m to fin d a n d
m a tc h th e m ( I am, y o u are, he / she / it is, w e are, u n d e rlin e th e sp e llin g m is ta k e in e a c h se n ten ce a n d
they are). E x p la in th a t in E n g lis h w e c a n ’t h a v e a c o m p a re id e a s in p a irs . T h e n a sk th e m to m a k e th e
g r a m m a tic a l se n ten ce w it h o u t a su b je c t - a n a m e , a n e c e s s a ry c o rre c tio n s.
d e s c rip tio n , o r a su b je c t p ro n o u n . A s k stu d en ts to re a d
th e sen tences, a n d c h e c k w h ic h in e a c h p a ir is m issin g A n sw e rs

a p ro n o u n (a lw a y s th e se c o n d ). E x p la in th a t w e use th e 1 funny
p ro n o u n to re p la c e th e in fo rm a tio n w e a lr e a d y k n o w 2 excellent
3 white
- w h a t p e rs o n w e ’re ta lk in g a b o u t. Stu d e n ts c o rre c t
4 evening
th e p ro n o u n s. E li c it c o n tra c te d as w e ll as fu ll fo rm s
5 morning
(c o n tr a c tio n is p o ss ib le in a ll th e se n te n c e s ).
6 great

A n s w e rs
1 it is / it’s very hot.
2 it is / it’s yellow.
3 She is / She’s from Mexico.
4 They are / They’re in One Direction.
5 He is / He’s 15 years old.
6 ... because it is / it’s very small.

T-122
u n it 3 UNIT 4
P o s s e s s iv e ’s T h e re i s / t h e re a r e

Focus: Students at this level find the possessive ’s problematic. Focus: Students at this level may not immediately grasp the role
They often use of instead, even where this is not natural. In other of there in the construct there is / there are, especially where
cases, they may leave it out entirely. the verb be on its own expresses the same idea in their first
language, or where a different verb takes on the same role.
E x p la in th a t w h e n w e t a lk a b o u t th e p ossessions th a t
b e lo n g to a p e rso n , it ’s m o re n a t u r a l in E n g lis h to u se th e A s k stu d en ts to lo o k a t th e ru le c a re fu lly . T h e y th e n lo o k
p o ssessive ’s th a n th e o f s tru c tu re . F irs t, ask stu d en ts to th ro u g h th e se n ten ces to id e n t if y w h ic h ty p e o f m is ta k e
d e c id e w h o th e p e rs o n o r th in g m e n tio n e d b e lo n g s to in w a s m a d e in e a c h o n e a n d m a r k it. F o r e a c h sen te n ce
e a c h se n te n ce , a n d u n d e rlin e th e w o rd . E li c it th a t it is e lic it w h e th e r th e m is ta k e is th a t o f le a v in g th e w o r d
a lw a y s th e w o r d th a t a p p e a rs a fte r o f . N ex t, a sk th e m to o u t o r u sin g th e w ro n g v e rb . S tu d e n ts th e n m a k e th e
fin d w h o o r w h a t b e lo n g s to th e m a n d c ir c le th e w o rd . c o rre c tio n s.
Stu d e n ts n o w r e w r ite th e sentences.
A n sw e rs
A n s w e rs 1 In the kitchen there are two windows.
1 my sister’s homework 2 In Manhattan there js a nice park.
2 my friend’s name 3 Are there any other drinks?
3 my friend’s party 4 In my room there is a bed.
4 my friend’s family 5 It is great because there are lots of stores.
5 my sister’s birthday 6 Near my city there are many interesting places.
6 my brother’s bedroom
P r e p o s i t io n s o f p la c e
F a m i ly v o c a b u l a r y
Focus: Students at this level do not always use prepositions
Focus: Because English words are rarely spelled phonetically, correctly, especially when these are used differently (or not at
students may make mistakes in writing some common words, all) in their first language. Apart from misspelling or misusing
especially where their first language has similar words with the them, some students may also use them in the wrong position
same meanings. in the sentence.

R e m in d stu d e n ts th a t o b s e rv in g a n d w r it in g d o w n th e E li c it a ll th e p re p o s itio n s o f p la c e y o u c o v e re d in th e u n it

s p e llin g o f a n y n e w E n g lis h w o r d th e y le a rn a lo n g w it h a n d th e ir m e a n in g s. T h e n ask stu d en ts to firs t fin d an d

its m e a n in g a n d o th e r k e y in fo rm a tio n h e lp s th e m to u n d e rlin e a ll th e p re p o s itio n s a n d th e n to c o m p a re th e ir

r e c a ll a n d u se it c o r r e c tly la te r. A s k th e m to fin d a n d a n s w e rs in p a irs . N ex t, ask th e m to th in k a b o u t w h a t

u n d e rlin e th e sp e llin g m is ta k e in e a c h se n te n c e an d th e p ro b le m is w it h e a c h o n e, a n d c o m p a re id e a s a g a in .

c o m p a re id e a s in p a irs . T h e n ask th e m to m a k e th e F in a lly , a sk stu d en ts to m a k e th e c o rre c tio n s.

n e c e s s a ry c o rre c tio n s.
A n sw e rs

A n s w e rs 1 in front of
2 next to
1 mother
3 behind
2 grandmother
4 between
3 brother
5 across from
4 father
6 next to
5 son
6 daughters

T-123
 G E T IT R I G H T !

U N IT 3 U N IT 4
Possessive S There is / there are
Learners find it difficult to use possessive 's. Learners sometimes leave out there when there
They often avoid using it. is/areis required.

W e use person + possessive 's +thing/person. W e use there +b e + noun, when b e agrees
✓ This is my brother's car. with the noun. W e do not use there h a v e or
X This is the car o f my brother. there has.
✓ There is a great cafe on this street.
X Is a great cafe on this street.
Rewrite the sentences using possessive 's.
X There has a great cafe on this street.
0 I w ent to the house of my cousin.
I w e n t to m y c o u s in 's h o u s e .
Correct the mistakes in the sentences.
1 It is the homework of my sister.
0 Next w eek is a party.
2 The name of my friend is Emily.
N e x t w e e k t h e r e is a p a r t y .
3 I was at the party of my friend.
1 In the kitchen are two windows.
4 The family of my friend lives in South Korea.
2 In Manhattan there has a nice park.
5 It is the birthday of my sister.
3 A re any other drinks?
6 This is the bedroom of my brother.
4 In my room there has a bed.

Family vocabulary 5 It is great because are lots of stores.

6 Near my city there have many interesting places.

Learners sometimes make spelling mistakes

with family words. Prepositions of place
✓ This is my cousin Elena.
X This is my cousine Elena. Learners sometimes make mistakes with
X This is my couzin Elena. the form of prepositions of place, either
misspelling them or using the wrong words.
✓ The bookstore is next to the post office.
Correct the spelling mistakes in the family words.
X The bookstore is next the post office.
0 H ow is your familly? ^

H o w is y o u r f a m i ly ?
Correct the mistakes in the sentences.
1 M y mather is in the hospital.
0 M y house is acros from the school.
2 W e go to my granmother's house.
M y h o u s e is a c r o s s f r o m t h e sch o o l.
3 I watch movies with my borther.
1 The restaurant is infront of the bank.
4 It was a gift from my fater.
2 M y house is nex to Park Hotel.
5 He is the president's sun.
3 I live behing the station.
6 He has tw o daugthers.
4 Station Road is beetw een the supermarket and the
post office.
5 The drugstore is across to the museum.
6 Their houses are next the hospital.

123
 UN IT 5 u n it6
Simple present: affirmative Count and noncount nouns
S ' s ------------------------------------------------
Learners often make agreement mistakes in the Learners sometimes confuse a /a n with som e.
simple present.
W e use a /a n with count nouns in the singular.
✓ It helps me with my studies.
W e use s o m e for count nouns in the plural.
X It help me with my studies.
' - ✓ We can buy a gift for his birthday.
X We can buy some gift for his birthday.
Correct the mistakes in the sentences. ✓ We can buy some gifts for his birthday.
0 H e play soccer.
W e also use so m e with noncount nouns.
H e p la y s so c c e r.
✓ You need some water.
1 Every day he eat breakfast.
X You need a 'water.
2 They likes sports.
3 She go to college.
4 A ngela work M o nd ay to Friday. Choose the correct words in the sentences.
5 People plays games on their phones. 0 I have some / a T-shirt.
6 School start on Friday. 1 W e took a break and ate some / a sandwich.
2 The best gift was some / a jacket.
Simple present: negative 3 I have some / a good news.
s ■ 4 Can you take some / a photo o f us?
Learners sometimes make agreement mistakes
5 I listen to some / a music with my family.
in the simple present negative.
6 He has some / a good friends.
The verb d o agrees with the person and
number of the subject.
✓ He doesn't like sports.
X He don't like sports.

Choose the correct words in the sentences.

They don't:)/ doesn't understand.
She doesn't / don't have any time.
H e doesn't / don't like candy.
W e doesn't / don't need to w ear sports clothes.
It don't / doesn't cost much.
M y teacher don't / doesn't give me a lot of
homework.
I don't / doesn't like video games.

124
UNIT 5 UNIT 6
Simple present: affirmative C ount and n o n co u n t nouns

Focus: There are two common mistakes that students at this Focus: Students at this level often have a problem distinguishing
level often make with the simple present. count and noncount nouns, especially when their first language
(1) They omit the third person singular ending. All simple makes no such grammatical distinction. Apart from using some
present verb forms are unmarked (that is, they are the same with count singular nouns and a / an with noncount nouns, they
as the base form) except the third person, so it is easy to forget sometimes also use the instead of some or a / an. Speakers of
when to use it. languages where the indefinitive pronoun is the same word as
the numeral for 1 may also overuse one when they mean a / an,
(2) Sometimes students assume that the -s ending in verbs is
for example, Do you have one pen? instead of Do you have a pen?
related to the -s plural suffix in nouns, and they start using the
verb suffix with plural subjects.
A s k students to c h e c k th e n o u n in e a c h sen tence, an d
e lic it w h e th e r it is a s in g u la r cou nt, a p lu r a l co u nt, o r
E li c it a ll th e v e r b fo rm s in th e s im p le p resen t. M a k e
a n o n c o u n t n o u n . W h e n y o u h a v e c o n firm e d th is, ask
su re stu d e n ts re a liz e th a t -s m u s t o n ly b e u sed w it h th e
students to a p p ly th e ru le a n d cho ose th e c o rre c t w o rd s.
th ird p e rs o n s in g u la r, a n d n e v e r w it h p lu ra ls . A s k th e m
A s k th e m to c o m p a re th e ir id eas in p a irs b efo re y o u
to fin d a n d c irc le th e su b je c t in e a c h se n te n c e a n d th e n
c h e c k an sw ers. C h e c k th a t students a re a w a re th a t news
m a k e th e n e c e s s a ry c o rre c tio n s . M a k e su re stu d e n ts
is a s in g u la r n o n c o u n t n o u n , d esp ite its p lu r a l en d in g !
re a liz e th a t people is a p lu r a l fo rm , d e sp ite n o t h a v in g
a n -s suffix!
A n sw e rs

A n s w e rs 1 a
2 a
1 eats
3 some
2 like
4 a
3 goes
5 some
4 works
6 some
5 play
6 starts

S i m p le p r e s e n t : n e g a t iv e

Focus: Students at this level sometimes need reminding that

the -s ending only goes with the third person singular verb
forms, and never with plural subjects. In negative sentences, the
ending is added to do (does), not to the main verb.

E li c it th e ru le s fo r fo rm in g th e n e g a tiv e in th e sim p le
p re se n t: d o n ’t + b ase fo rm , e x c e p t fo r th e th ir d p erso n
s in g u la r, w h ic h ta k es d o e sn ’t + b ase fo rm . A s k stu d en ts
to re a d th e se n te n ces a n d c irc le a ll th e th ird p erso n
s in g u la r su b jects. T h e y th e n m a k e th e n e c e s s a ry
c o rre c tio n s.

A n s w e rs
1 doesn’t
2 doesn’t
3 don’t
4 doesn’t
5 doesn’t
6 don’t

T-124
UNIT 7 UNIT 9
c a n / c a n ’t M o d a l v e r b s : s p e llin g

Focus: Because this unit introduces students for the first time to Focus: Students at this level frequently have spelling problems
modal verbs, they may have difficulties using the base form with that can affect their spelling of modal verbs. Because these are
can rather than the infinitive or simple present forms. “grammar words” that have more of a functional role than any
real meaning, students may not pay enough attention to getting
E x p la in th a t o n ly th e b ase fo rm s c a n b e u sed a fte r a their spelling right.
m o d a l v e r b lik e c a n - n o o th e r fo rm s. H o w e v e r , as
n e ith e r w a n t n o r need a re m o d a l ve rb s , th e s tru c tu re fo r A s k stu d en ts w h a t m o d a l v e rb s th e y a re fa m ila r w it h

th e m is q u ite d iffe re n t. A s k stu d en ts to lo o k th ro u g h th e (can, must, m ust not), a n d w h a t s im ila r stru c tu re s th e y

se n te n ce s a n d u n d e rlin e w h ic h v e r b is u sed in th e m : c a n , h a v e le a rn e d (fo r ex am p le : w ou ld like, have to). E li c it th e

w ant , o r need . T h e y th e n m a k e th e n e c e s s a ry c o rre c tio n s. c o rre c t sp e llin g fo r these, a n d a sk a stu d e n t to w r it e e a c h

w o r d o n th e b o a rd fo r re fe re n c e . T h e n ask th e stu d en ts
A n s w e rs to c o rre c t th e sp e llin g m istak e s.

1 Can you speak Spanish?

2 We want to do some shopping. A n sw e rs
3 You need to clean your room. 1 can’t / cannot
4 I need to eat something. 2 must not
5 He can’t do his homework. 3 would
6 Alex wants to do everything. 4 can’t / cannot
5 Must
6 can’t / cannot
u n it 8
lik e / d o n ’t lik e + - in g UNIT 10
Focus: Students at this level may find it difficult to follow S i m p le p a s t : b e
complex verb structures that use different forms of different
verbs together. This may lead to them overusing or underusing Focus: Students at this level may have problems using was and
-ing forms or the infinitive. were with the correct subjects partly because, counterintuitively,
the singular verb has the -s ending and the plural verb doesn’t.
E x p la in th a t w e n o r m a lly u se -ing a fte r like / d o n ’t like
E li c it th e s im p le p a s t fo rm s o f be fo r a ll th e su b je c t
(a n d o th e r v e rb s e x p re ssin g p re fe re n c e s ), a n d th a t th is
p ro n o u n s (w a s fo r I / he / she / it, were fo r a ll o th e r
is th e s tru c tu re stu d en ts s h o u ld le a rn a n d p ra c tic e . Y o u
p e rs o n s). A s k stu d en ts to fin d a n d u n d e rlin e th e su b je ct
m a y lik e to p o in t out, i f a stu d e n t ra ise s th e p o in t, th a t
in e a c h se n ten ce. T h e y th e n d e c id e i f th e v e r b fo rm used
th e in f in it iv e m a y a lso b e c o rre c t - in so m e con tex ts. A s k
w it h it is c o rre c t o r in c o rre c t. A s k stu d e n ts to c h e c k th e
stu d e n ts to fin d a n d u n d e rlin e th e in c o r r e c t ly u se d v e r b
c o rre c t sen tences, c o m p a re id e a s w it h a p a rtn e r, a n d
in e a c h se n te n ce a n d th e n c h a n g e a ll o f th e m to th e ir
th e n go on to c o rre c tin g th e in c o rr e c t ones. M a k e su re
c o rre s p o n d in g -ing fo rm . C h e c k th a t th e sp e llin g ru le s fo r
stu d en ts c o rre c t th e v e r b fo rm , n o t th e sub ject.
th e -ing e n d in g a re fo llo w e d c o rre c tly .

A n sw e rs
A n s w e rs
1 were
1 I like singing and dancing.
2 correct
2 We love going to the beach.
3 Weren’t
3 She hates watching baseball games.
4 was
4 They don’t like playing basketball.
5 correct
5 Pedro doesn’t hate studying.
6 was
6 Anna likes wearing white clothes.
7 correct
8 were

T-125
 G E T IT R I G H T !

UN IT 7 UN IT 9
can / can't Modal verbs: spelling

Learners sometimes use the wrong form of the Learners often have problems spelling
verb when they use c a n and infinitive. modal verbs.

W e use the base form of the verb after can.

✓ He can play the piano. Correct the spelling mistakes in the sentences.
X He can to play the piano. 0 W o ld you like to go with me?
W o u ld y o u lik e to g o w i t h m e ?
W e use the infinitive after w a n t and n e e d .
1 I cant find my book.
✓ They want to know the answer.
X They 'want know the answer. 2 You mustnot stay out too late.
3 I w oud like to play baseball.
4 You ca'nt use YouTube.
Correct the mistakes in the sentences.
5 Mus you be so loud?
0 H e needs do that.
6 W e cannt be late.
H e n e e d s to d o t h a t .
1 Can you to speak Spanish?
2 W e want do some shopping.
U N I T 10
3 You need clean your room. Simple past: be
4 I need eat something. I'm hungry!
Learners sometimes confuse w a s and were.
5 H e can't does his homework.
6 Alex wants do everything. W as, wasn't, were, and w eren't all have to agree
with the subject.
u n it 8 ✓ Thejeans were very beautiful.
X The jeans was very beautiful.
like / don't like + -ing 1

Learners sometimes use the wrong form of the Check (✓) the correct sentences and put an X
verb where -in g is required. next to the incorrect ones. Correct the mistakes.
0 There was a lot of people. X
W e use the -in g form of verbs after the verbs
T h e r e w e r e a lo t o f peop le.
like, d o n 't like, love, and hate.
1 W e was at Dan's house all night.
✓ I like playing tennis.
2 There was a lot of food.
X I like play tennis.
X I like to playing tennis. 3 W asn't you there?
I w ere happy to see you on the weekend.
H ow many people w ere at your house?
Correct the mistakes in the sentences.
Last night there w ere a party on the beach.
0 I like read books.
H e was my friend at school.
I lik e r e a d in g b o o ks.
Katie and Jo was there.
1 I like sing and dancing.
2 W e love go to the beach.
3 She hates watch baseball games.
4 They don't like play basketball.
5 Pedro doesn't hate study.
6 A nna likes to wearing white clothes.

125
 U N I T 11 12
u n it
Simple past: irregular verbs Comparative adjectives
S ----------------------------------------------
Learners sometimes use the wrong forms Learners often use m o re and the -e r form of an
of irregular verbs in the simple past or adjective in the same sentence when only one
misspell them. of these is required.
✓ I paid a lot o f money.
X / payed a lot o f money W e form comparative adjectives by adding -e r
v_____________________________________ if the adjective has one syllable (or two syllables
ending in -y), and by using m o re if the adjective
Correct the mistakes in the sentences. has two or more syllables. W e don't use m o re
0 I haved a good time. and -e r together.
I h a d a g o o d tim e . ✓ This one is bigger than that one.
1 I maked a lot of friends. X This one is more bigger than that one.
X This one is more big than that one.
2 She gived me a lot of gifts. -•
3 Jack and Al taked photos.
4 There w here some problems with his work. Correct the mistakes in the sentences.
5 I cam home late yesterday. 0 The train is more cheap than the plane.
6 He swimmed ve ry fast. T h e t r a i n is c h e a p e r t h a n t h e p la n e .
7 They goed to the movies. 1 He is more healthier than he was last year.
8 Helen mad some food. 2 Enrique is more older than his brother.
3 I have the more newer cell phone.
Simple past: negative 4 Basketball is more good than baseball.
z'---------------------------------------------- 5 I was more happy than Jo e at the end of the game.
Learners sometimes use the simple present 6 Enrique's brother is more friendlier than Enrique.
negative when the simple past is required.
7 The bus is more easy for me.
✓ / didn't find the answer before the end o f the exam.
X / don't find the answer before the end o f the exam.
then, that, and than
Choose the correct words. Learners sometimes use th en or that when th a n
W e don't /(didntgo to the game last week. is required with comparative adjectives.
I didn't / don't need any help at the moment. ✓ Carlos is older than Juan.
X Carlos is older then Juan.
I bought some T-shirts, but I didn't / don't buy any
X Carlos is older thatJuan.
shoes.
3 I went to a cell phone store, but I didn't / don't like
the phones there. Complete the sentences with then, that, or than.
Do you like chicken? No, I didn't / don't eat meat. He can run faster the me.
I got a lot of gifts, but he didn't / don't give me one.
It is much better your cell phone.
W e didn't / don't usually go on vacation because we
Call me
like being at home.
It costs more I thought.
is my book.
This one is better than one.
6 W e ate dinner and watched a movie.

126
UNIT 11 UNIT 12
Simple past: irregular verbs C o m p a r a t iv e a d j e c t i v e s

Focus: Students at this level sometimes confuse regular and Focus: Students at this level may still confuse the two different
irregular verbs and apply the -ed ending improperly. Although ways we form comparatives in English, which leads to their
this shows they have generalized the rule for the formation of using the wrong form, or using both together.
simple past verbs correctly, they should also memorize which
words are irregular and what their simple past forms are. E li c it o r e x p la in th e ru le s o f fo rm in g c o m p a ra tiv e s ,
Because the spelling for each one needs to be memorized, they a n d re m in d stu d en ts to u se e ith e r m ore + a d je c tiv e O R
may also simply misspell them. a d je c tiv e + -er, b u t n o t b o th to g e th e r. E li c it th e sp e llin g
ru le s fo r th e -er e n d in g as w e ll. T h e n a sk stu d e n ts to
P o in t o u t th a t th e v e rb s in a ll th e sen ten ces in th e
fin d a n d u n d e r lin e th e c o m p a ra tiv e a d je c tiv e in e a c h
e x e rcise a re ir re g u la r. A s k stu d en ts to fin d a n d
se n te n c e a n d m a k e th e n e c e s s a ry c o rre c tio n s to th e m .
u n d e rlin e th e in c o rr e c t v e rb . T h e n e lic it th e base
fo rm s fo r e a c h o n e. S tu d e n ts th e n go on to m a k e th e
A n sw e rs
c o rre c tio n s.
1 healthier
2 older
A n s w e rs
3 newer
1 made 4 better
2 gave 5 happier
3 took 6 friendlier
4 were 7 easier
5 came
6 swam
th e n , th a t, a n d t h a n
7 went
8 made Focus: Students at this level may confuse the similarly spelled
conjunctions than and then and than and that.
S i m p le p a s t : n e g a t iv e
W r i t e th e th re e w o rd s o n th e b o a rd a n d e lic it w h a t
Focus: Students at this level may find it difficult to focus on two e a c h o f th e m is u se d for: than fo r co m p a riso n s, then fo r
grammar tasks at the same time: forming the simple past tense
o rd e rin g even ts, a n d that fo r c o n n e c tin g tw o p a rts o f a
and forming the negative.
se n te n c e o r fo r re fe rrin g to th in g s th a t a re a t a d is ta n c e

E x p la in th a t so m e o f th e sen ten ces a re in th e p ast. E lic it fro m th e sp ea k er. Stress th a t o n ly than c a n b e u se d w it h

h o w w e k n o w th is (p a s t tim e ex p ressio n s o r o th e r p a rts c o m p a ra tiv e a d je c tiv e s . A s k stu d en ts to d e c id e w h ic h

o f th e se n te n ce a re a lr e a d y in th e p a s t). A s k stu d en ts sen ten ces a re c o m p a ris o n s a n d th e n c o m p le te th e m .

to fin d a n d u n d e rlin e a n y p ast tim e ex pression s, tim e

A n sw e rs
re fe re n c e s, o r s im p le p ast v e r b fo rm s. A s k th e m to s tu d y
th e re m a in in g sen tence s a n d c h e c k i f th e y th in k th e y 1 than
2 then
re fe r to th e p re s e n t o r th e p ast. A s k th e m to c o m p a re
3 than
id e a s in p a irs b e fo re th e y go o n to ch o o se th e c o rre c t
4 That
w o rd s . 5 that
6 then
A n s w e rs
1 don’t
2 didn’t
3 didn’t
4 don’t
5 didn’t
6 don’t

T-126
Student A Student A
Ask and answer the questions with your partner. Describe to your partner what the people in your
picture look like. Your partner describes what the
people in his/her picture look like. Find the six
differences.

*> £ 400.00

U N I T 8, PA G E 79,
TR A IN TO T H IN K

Student A
Listen to the questions your partner asks about the
picture in Exercise 1. Answer with short answers.
Correct the negative answers.
1 A re there ten people in the band?
2 Is the singer wearing a red dress?
3 A re there tw o guitar players in the band?
4 A re there five trum pet players in the band?
5 A re all the band members wearing hats?

127

—
 U N I T 4, PA G E 43, U N I T 6, PA G E 61,
VOCABULARY TR A IN TO T H IN K

Student B Student B
Ask and answer the questions with your partner. Describe to your partner what the people in your
picture look like. Your partner describes what the
people in his/her picture look like. Find the six
differences.

u n it 8, PA G E 79,
tra i n TO T H IN K

Student B
Listen to the questions your partner asks about the
How much is the TV?
picture in Exercise 1. Answer with short answers.
Correct the negative answers.
It's ...
1 A re there eight people dancing?
2 A re the tw o dancing wom en wearing green
How much are the...? dresses?
3 Is one dancing man wearing a blue shirt?
They're... 4 A re eight people drinking?
5 A re four people sitting down?

128
 l ASS a

WELCOME UNIT 5
Su e Goodnight, Mom.
T h e a l p h a b e t , E x e r c is e 1 Mom Night, Sue. Sleep well.
Page 4, CD1, Track 1.02
C la s s r o o m o b j e c t s , E x e r c is e 2
A B CDE FG HIJ K LMNOP Q RS T UVW XYZ Page 8, CD1, Track 1.06
T h e a l p h a b e t , E x e r c is e 2 Example: Door
Page 4, CD1, Track 1.03 1 Window
2 Book
/ei/ A H J K
/i/ B C D E G P T VZ 3 Computer
/e/ F L M N S X 4 Pencil
/ai/ IY 5 Chair
/ou/ O 6 Pen
/u/ Q U W 7 Desk
/ar/ R 8 Projector
9 Board
In t e r n a t i o n a l w o r d s , E x e r c is e 2
Page 5, CD1, Track 1.04 N u m b e r s 0-20, E x e r c is e 1
Page 8, CD1, Track 1.07
A Wi-fi
B Sushi Zero / "oh"
C Airport One
D Hotel Two
E Restaurant Three
F Bus Four
Five
G Pizza
Six
H Phone
Seven
I Cafe
Eight
J Banana
Nine
K Tablet
Ten
L Hamburger
Eleven
M Taxi
Twelve
N Television
Thirteen
0 Sandwich
Fourteen
P City
Fifteen
S a y in g H e llo a n d G o o d b y e Sixteen
Page 7, CD1, Track 1.05 Seventeen
Eighteen
1
Nineteen
Andy Hello. My name’s Andy.
Twenty
Tom Hi, Andy. I’m Tom, and this is Lucy.
Lucy Hi, Andy. N u m b e r s 0-20, E x e r c is e 3
Andy Hi, Tom. Hi, Lucy. Page 8, CD1, Track 1.08
1 Four zero one, five five five, nine two eight seven
2
2 Two two one, seven five one, zero three two six
Abi Good afternoon, Mrs. Hall.
3 Nine three three, five oh four, eight one oh six
Mrs. Hall Hi, Abi. How are you?
4 Eight three four, nine two four, zero eight zero seven
Abi Great, thanks. And you?
Mrs. Hall I’m fine, thanks. C la s s r o o m la n g u a g e , E x e r c is e s 1 a n d 2
Page 9, CD1, Track 1.09, Track 1.10
3
1 Close your books.
Darius Good morning, Mr. Thomas.
2 That’s right.
Mr. Thomas Hello, Darius. How are you?
3 Listen!
Darius I’m fine, thank you.
4 Raise your hand.
Mr. Thomas Good. I’ll see you in class.
5 Open you r books.
Darius Bye, Mr. Thomas.
6 Work with a partner.
4 7 Look at the picture.
Jim Bye, Rachel. 8 That’s wrong.
Rachel Bye, Jim . See you later. 9 W hat does this mean?
Jim Yeah, have a good day. 10 Sorry, I don’t understand.

T-129
Numbers 20-100, Exercise 1 Who’s your favorite soccer player?
Page 10, CD1, Track 1.11 Why do you like him?

A Twenty L is t e n in g , E x e r c is e 2
B Thirty Page 15, CD1, Track 1.20
C Forty
Jo hn Hello, and welcome to The One-minute Challenge1 . On line
D Fifty
one we have Paula. Where are you from, Paula?
E Sixty
Paula Hi, John. I’m from Miami.
F Seventy
Jo hn That’s great. OK, Paula, you have one minute. How many
G Eighty questions can you answer? Today’s questions are all about
H Ninety ... nationalities.
I One hundred Paula OK.
N u m b e r s 2 0-100, E x e r c is e 2 Jo hn Paula, are you ready?
Paula Yes, I am.
Page 10, CD1, Track 1.12
Jo hn So let’s play ... The One-minute Challenge! OK. Maria
Days Sharapova, the tennis player, is from ...
1 Twenty-four Paula Russia. She is Russian.
2 Eighty-seven Jo hn Correct. Question two. Sushi is from ...
3 Thirty-three Paula Sushi? That’s a type of food. It’s South African.
4 Forty-nine Jo hn No, I’m sorry. You are wrong. It is a Japanese dish.
5 Fifty-four Paula Of course.
6 Sixty-two Jo hn Bruno Mars is a singer. He is from ...
7 Seventy-one Paula Hawaii. So Bruno Mars is American.
8 Ninety-five Jo hn Correct. Next question. Cariocas are people from ...
Paula I have no idea.
M e s s a g e s , E x e r c is e 1
Jo hn Cariocas? No? They are from Rio de Janeiro in Brazil.
Page 10, CD1, Track 1.13
Paula I didn’t know that.
Brian Hello. This is a message for Luis from Brian Holmes. Just to Jo hn The actor Chris Hemsworth is from ...
let you know that my apartment is number 807. Paula He is from Australia.
You can take the number 36 bus from the bus station. It Jo hn Correct. Salsa music is ... I’m sorry, Paula. We are out of
stops outside my apartment. time. Your score is three.
Any problems call me at 235-555-8792. That’s 235-555­
8792. F u n c t io n s , E x e r c is e 1
See you Friday. Page 16, CD1, Track 1.22
Gina What’s your name?
M e s s a g e s , E x e r c is e 2
Paolo I’m Paolo. And you?
Page 10, CD1, Track 1.14
Gina I’m Gina.
Mrs. Davis Hello. this is a message for Amy from Mrs. Davis. Just to Paolo Nice to meet you, Gina.
let you know that my address is 63 Elm Street. Gina Nice to meet you, too.
You can get the number 18 bus from the bus station. It Paolo Where are you from, Gina?
stops outside my house. Gina I’m from San Francisco.
Any problems, call me at 344-751-8236. That’s 344-751­ Paolo San Francisco is a beautiful city.
8236. Gina Yes, it is.
See you on Friday.
V o c a b u la r y , E x e r c is e 1
R e v ie w , E x e r c is e 1 Page 17, CD1, Track 1.23
Page 11, CD1, Track 1.15
Example: A big TV
Example: P 1 A new pen
1 B 2 An expensive computer
2 S 3 Clean shirts
3 R 4 An old phone
4 W 5 A small pizza
5 T 6 A fast car
7 A dirty bike
UNiT 1 8 Cheap tickets
9 A slow bus
V o c a b u la r y , E x e r c is e 1
Page 14, CD1, Track 1.17
UNiT 2
Example: Russia
1 Turkey V o c a b u la r y , E x e r c is e 1
2 Mexico Page 22, CD1, Track 1.26
3 Japan A Hot
4 the U.S. B Bored
5 Brazil C Hungry
6 Portugal D Angry
7 South Africa E Sad
8 Australia F Tired
9 the U.K. G Worried
H Cold
P r o n u n c ia t i o n , E x e r c is e s 1 a n d 3
I Excited
Page 120, CD1, Track 1.18, Track 1.19
J Thirsty
How old are you?
Where are you from?
What’s your favorite food?

T-130
Pronunciation, Exercises 1 and 3 P r o n u n c ia t i o n , E x e r c is e s 1 a n d 3
Page 120, CD1, Track 1.27, Track 1.28 Page 120, CD1, Track 1.36, Track 1.37
Tom Mom’s hungry. Anna Can I have that cake, please?
Em ily Mom? But why? Why is she angry? Clerk This one or that one?
Tom I said Mom’s hungry. She wants a sandwich. Anna That one - the chocolate one.
Em ily Oh, OK. Well, Dad’s angry. Clerk That’s a carrot cake, but these cupcakes are chocolate.
Tom Does he want us to make a sandwich for him, too? Anna Oh! Can I have two of those?
Em ily No! I said he’s angry. Clerk Of course. Here you are.

L is t e n in g , E x e r c is e s 1 a n d 2
Page 23, CD1, Track 1.29 V o c a b u la r y , E x e r c is e 1
1 Page 35, CD1, Track 1.38
Mom Noah. Be careful. 1 Garage
Noah Don’t worry, Mom. I am. 2 Living room
Mom Oh, Noah! That’s my car! 3 Kitchen
Noah I’m sorry, Mom! 4 Bedroom
5 Bathroom
2
6 Hall
Chris What’s that, David?
7 Backyard
David Hi, Chris. It’s my new soccer ball.
Chris Yeah, looks cool. F u n c t io n s , E x e r c is e 2
David So, let’s play. Page 35, CD1, Track 1.39
Chris OK, great.
A Bed
3 B Fridge
Ted I’m sorry. C Couch
Laura Are you tired, Ted? D Stove
Ted Yes, I am. E Shower
Laura What time is it? F Bathtub
Ted It’s almost one o’clock in the morning. G Chair
H Toilet
4
Ashley Dad?
Dad Yes? UNIT 4
Ashley Can you close the window, please? Vocabulary, Exercise 1
Dad Yes, of course, Ashley.
Page 40, CD1, Track 1.42
Ashley Thanks.
Example: Park
1 Train station
UNIT 3 2 Bank
V o c a b u la r y , E x e r c is e 1 3 Restaurant
Page 32, CD1, Track 1.33 4 Museum
5 Library
This is my family. My grandmother’s name is Maria, and my
6 Post office
grandfather is Jose. Then there’s my father, Pablo, and my mother,
7 Supermarket
Susana. I have a brother and a sister - my sister is Ana and my
8 Drugstore
brother’s Antonio. My mother’s brother is Jaim e - he’s my uncle.
His wife is Marta, my aunt. They have a daughter named Sara - L is t e n in g , E x e r c is e s 1 a n d 2
she’s my cousin. Page 41, CD1, Track 1.43
L is t e n in g , E x e r c is e s 1 a n d 2 1
Page 33, CD1, Track 1.34 Woman 1 Excuse me?
Man 1 Yes, can I help you?
Man Tell us about your family, Jordan.
Woman 1 Is there a drugstore near here?
Jordan My family? Well, my family’s very small. There’s me and
Man 1 Yes, there’s a drugstore on King Street. Go up here,
my mother and father. And I have one uncle, Jack. That’s
turn left, and it’s next to the bank.
all.
Woman 1 Next to the bank?
Man Is your uncle nice?
Man 1 That’s right. And it’s across from the library.
Jordan Oh, yes, I really like him. He’s always very happy. He’s a
Woman 1 That’s great. Thank you.
great person.
Man 1 No problem.

Man So, Tania, tell us about your family. 2

Tania Well, there’s my mother and father, and me and my Man 2 Excuse me?
sister, Clare. And I have cousins, but they’re in Australia. Woman 2 Yes?
Man Do you like your sister? Man 2 Where’s the museum?
Tania Oh, yes. Well, sometimes! I mean, she is nice, but Woman 2 OK, walk down this street, and go past the
sometimes she’s difficult, too. supermarket to Green Street.
Man 2 To Green Street.
Man Is your family very big, Manuel? Woman 2 Yes, and it’s right there - on the corner.
Manuel Yes, it is. Very big! I have three brothers and two sisters - Man 2 Is it far from here?
and twelve cousins! Woman 2 No, only five minutes.
Man OK, that is big. Man 2 OK, thank you. Have a nice day!
Manuel Yes, and Monica, my cousin, is also my best friend. She’s
fantastic. She’s very nice to me and to all her brothers
and sisters - and her friends, too, of course.

T-131
3
Man 3 Excuse me. These taxis are very expensive. Can I get a
UNIT 5
bus here to go to the mall? P r o n u n c ia t i o n , E x e r c is e s 1 a n d 3
Woman 3 Oh, don’t take a bus - it’s only two minutes from here. Page 120, CD1, Track 1.54, Track 1.55
Man 3 Really? OK. But how do I get there?
Liz catches the bus to school every morning.
Woman 3 Ju st walk along this street and take the second left.
She teaches French at a high school.
Man 3 Second left. OK.
At 4:30 she finishes work.
Woman 3 That’s right. Don’t take the first left, that’s wrong. Go
After dinner Liz washes the dishes.
past the supermarket, and turn left. The mall is on the
Before she goes to bed, she chooses her clothes for the next day.
right, just across from a restaurant.
Man 3 Well, thanks a lot. V o c a b u la r y , E x e r c is e 1
Woman 3 No problem. Page 50, CD1, Track 1.56
V o c a b u la r y , E x e r c is e 1 A Play computer games
Page 42, CD1, Track 1.45 B Dance
C Hang out with friends
Example: One hundred and thirty
D Go shopping
1 One hundred and fifty
E Do homework
2 One hundred and seventy-five
F Chat with friends online
3 Two hundred
4 Five hundred and sixty L is t e n in g , E x e r c is e s 1 a n d 2
5 One thousand Page 51, CD1, Track 1.57
6 One thousand two hundred
Tim
7 Two thousand
I always use my tablet to help me with my homework. There are lots
V o c a b u la r y E x e r c is e 2 of great websites to find out information. I like the Discovery kids site.
Page 42, CD1, Track 1.46 National Geographic has a good one for teenagers, too. The best
thing is it’s free, so it doesn’t cost anything.
Example: One hundred and eighty
1 One hundred and ninety-five Kayla
2 Three hundred and eighty W e have a big T V in our living room, but we never watch it together.
3 Seven hundred M y brother and I use it to play games on a lot, but we watch T V shows
4 Seven hundred and fifty on our computers. W e just choose what we want to watch and when
5 One thousand four hundred we want to watch it. It’s so easy.

P r o n u n c ia t i o n , E x e r c is e s 1 a n d 3 Ju lia
Page 120, CD1, Track 1.47, Track 1.48 I use my laptop mainly for computer games. My favorite is Minecraft.
In Minecraft you build things - houses, bridges, shops - anything you
Marco It’s my sister’s birthday today. She’s thirteen.
want. I sometimes play online with my friends, and we build things
Ju lie Thirty! That’s old!
Marco Thirty? No! Thirteen. together. It’s really cool. The only problem is when Mom calls me for
Ju lie Oh ... thirteen. She’s the same age as me. dinner. I don’t want to stop.

Chris
V o c a b u la r y E x e r c is e 1
I sometimes make calls on my phone, but most of the time I use it to
Page 43, CD1, Track 1.49
text my friends because I don’t really like to talk on the phone. I also
1 Fifteen dollars use my phone to play games on when I’m bored. It’s great when you
2 Twenty-five pounds have a long road trip.
3 Two hundred and thirty euros
4 Nine ninety-nine V o c a b u la r y , E x e r c is e 1
5 Twenty-one dollars and ninety-five cents Page 53, CD1, Track 1.58
6 Seventy-two euros fifty A Smartphone
V o c a b u la r y , E x e r c is e 2 B Tablet
C Laptop
Page 43, CD1, Track 1.50
D Game console
50 dollars E E-reader
15 euros F MP3 player
12 pounds 50 G GPS
22 pounds 50 H Headphones
37.50
122 euros 50 W r i t in g , E x e r c is e 1
Page 53, CD1, Track 1.59
F u n c t io n s , E x e r c is e 3
Monday: M - O - N - D - A - Y
Page 43, CD1, Track 1.51
Tuesday: T - U - E - S - D - A - Y
Woman Hi there. Can I help you? Wednesday: W - E - D - N - E - S - D - A -Y
Boy Hello. Yes, please. Do you have any music magazines? Thursday: T- H - U - R - S -D -A - Y
Woman Sure. There’s this one here, and there’s also this one.
Friday: F - R - I - D - A - Y
Boy Great. How much are they?
Saturday: S - A - T - U - R - D - A - Y
Woman This one’s $3.95, and the other one is $3.50.
Sunday: S - U - N - D - A - Y
Boy OK - I’ll take them.
Woman Great. That’s $7.45, please.
Boy OK. Here you are, $10.00.
Woman Thank you. And here’s your change - $2.55.
Boy Thanks. Bye!

T-132
UNIT 6 Vocabulary, Exercise 5
Page 61, CD1, Track 1.69
Vocabulary, Exercise 1
Girl 1 I have a new friend. His name’s Eric.
Page 58, CD1, Track 1.62 Girl 2 What does he look like?
1 Face Girl 1 He has short brown hair, blue eyes, and he wears glasses.
2 Nose Girl 2 Is he tall or short?
3 Mouth Girl 1 He isn’t very tall.
4 Body Girl 2 Is he nice?
5 Foot Girl 1 He’s very nice and friendly. He has a nice smile.
6 Ear
7
8
Eye
Arm
UNIT 7
9 Hand P r o n u n c ia t i o n , E x e r c is e s 1 a n d 3
10 Leg Page 121, CD2, Track 2.03, Track 2.04

L is t e n in g , E x e r c is e s 3 a n d 4 Paula What do you want to do this afternoon?

Page 59, CD1, Track 1.63 Brian I’d like to play ball. There are always games in the park.
Paula OK, but it’s awfully hot!
Interviewer Hi, Ella.
Brian Of course it’s hot, Paula! It’s August!
Ella Hello.
Paula That’s true. OK, a ball game sounds awesome!
Interviewer Can I ask you a question?
Brian Great. I just have to call my mom and tell her where we
Ella OK.
are.
Interviewer Do you have a hobby?
Ella Yes, I do. I have three hobbies actually. I listen to V o c a b u la r y , E x e r c is e 1
music a lot. I swim. And I make friendship bands. Page 68, CD2, Track 2.05
Interviewer Wow, you make them?
A Play baseball
Ella Yes, I do.
B Surf
Interviewer How many friendship bands do you have?
C Ice-skate
Ella Not a lot. Only five or six. I always give them away. I
D Play basketball
give them to my friends.
E Ride a bike
Interviewer OK. Do you have lots of friends?
F Snowboard
Ella Umm. I have two or three very good friends. And I’m
G Do tae kwon do
friends with most of the girls and boys in my class,
H Play volleyball
so about 25 in total.
Interviewer How much time do you spend on your hobby? V o c a b u la r y , E x e r c is e 1
Ella On making friendship bands? Hmm. I don’t know, Page 69, CD2, Track 2.06
an hour a day maybe.
A It’s a quarter after ten.
Interviewer And how much money do you spend on it?
B It’s a quarter to one.
Ella Not a lot. I use rubber bands. And they aren’t
C It’s three o’clock.
expensive.
D It’s half past eight.
Interviewer How many colors do you use for your bands?
Ella Sometimes I use only one or two colors. And I L is t e n in g , E x e r c is e s 1-3
sometimes use seven or eight. Take a look at this Page 69, CD2, Track 2.07
one. It has eight different colors.
Lucy Hi, Sam, it’s me, Lucy.
Interviewer Wow. It’s beautiful. Congratulations!
Sam Hi, Lucy. How’s it going?
Ella Thank you.
Lucy Do you want to go surfing?
P r o n u n c ia t i o n , E x e r c is e s 1 a n d 3 Sam Go surfing? Great. What time?
Page 120, CD1, Track 1.65, Track 1.66 Lucy How about after lunch, at two o’clock?
Sam Two o’clock. No. Sorry, I can’t. I have a volleyball game.
Reporter I’m sorry I’m late.
Lucy Ok, how about three o’clock?
W aiter That’s OK. But Ja n e ’s waiting for you.
Sam The game usually ends about 3:30.
Reporter Jan e? The girl with long, straight hair?
Lucy Ok, let’s say four o’clock then.
W aiter No. Her hair’s wavy and grey.
Sam I can’t. Dad wants to give me a golf lesson.
Reporter Oh! The woman with the pink face? The one eating
Lucy Until what time?
cake?
Sam About a quarter to five.
W aiter Shh! She’s famous! She’s a great baker!
Lucy Really? But we can’t go surfing then. It gets dark at about
V o c a b u la r y , E x e r c is e 3 five thirty.
Page 61, CD1, Track 1.67 Sam Oh, yes.
Lucy So how about before lunch?
A Beard
Sam Umm. I have a school basketball game until a quarter
B Mustache
after eleven.
C Earrings
Lucy What time does it start?
D Glasses
Sam Ten o’clock.
E Tall
Lucy Sam, it’s a quarter to ten now.
F Smile
Sam Really? I have to go. Let’s go surfing on Saturday.
G Short
Lucy Yes, call me tomorrow. See you.
V o c a b u la r y , E x e r c is e 4
Page 61, CD1, Track 1.68
Example: She has a very nice smile.
1 She wears glasses.
2 He has a mustache.
3 She has earrings in her ears.
4 She isn’t short; she’s very tall.

T-133
Vocabulary, Exercise 1 Vocabulary, Exercise 1
Page 71, CD2, Track 2.09 Page 79, CD2, Track 2.16
1 January A Jeans
2 February B A T-shirt
3 March C Sneakers
4 April D A coat
5 May E A dress
6 Jun e F Shoes
7 July G Shorts
8 August H A shirt
9 September I Socks
10 October J A sweater
11 November K A skirt
12 December L Pants

G r a m m a r , E x e r c is e 2 P r o n u n c ia t i o n , E x e r c is e s 1 a n d 3
Page 71, CD2, Track 2.10 Page 121, CD2, Track 2.17, 2.18
The World Cup final is usually in Jun e or July. Mom I’m going shopping. Do you want anything?
The Australian Open Tennis tournament is in January. Brad Yes! I need a T-shirt. Oh, and some socks, please.
The World Series of baseball is usually in October. Mom OK. A T-shirt and socks ...
The Summer Olympics are usually in August. Brad Actually, I need a T-shirt, socks, sneakers, a jacket, and a
The Winter Olympics are usually in February. baseball cap.
The FIFA Confederations Cup is usually in June. Mom A T-shirt, socks, sneakers, a jacket, and a baseball cap. I
think you need to come with me!
V o c a b u la r y , E x e r c is e 2
Page 71, CD2, Track 2.11
1st (first) CAMBRIDGE ENGLISH: TOWARD Key
2nd (second)
3rd (third)
4th (fourth)
■ IriiN K EXAMS
L is t e n in g , P a r t 1, E x e r c is e 1
5th (fifth)
6th (sixth) Page 82, CD2, Track 2.20
7th (seventh) Example: W hat time does Rob get home from school?
8th (eighth) Anne What time do you get home from school?
9th (ninth) Rob Well, my school finishes at a quarter to three.
10th (tenth) Anne A quarter to three?
11 th (eleventh) Rob Yes, and I get home at a quarter after three.
12th (twelfth) Anne So it takes you half an hour to get home?
13th (thirteenth) Rob That’s right. Thirty minutes.
20th (twentieth)
1
30th (thirtieth)
When is Kim's birthday?
31st (thirty-first) Kim When’s your birthday, Chris?
Chris It’s next week.
UNIT 8 Kim What day?
Chris It’s on the 13th. I think it’s Sunday.
L is t e n in g , E x e r c is e s 3 a n d 4 Kim I don’t believe it.
Page 77, CD2, Track 2.14 Chris What?
Presenter Hello, and welcome to our show. Today we are talking Kim It’s the day before mine. My birthday’s on the 14th.
about different dances around the world. Is there a
2
dance that you really like? Call and tell us. Our first
What is Lidia's favorite month?
caller is Janie. OK, Janie, what’s your dance?
Steve What’s your favorite month, Lidia?
Ja n ie Hello. Well, my family goes to Spain every year and I
Lidia Well, I love the summer: June, July, August.
love Flamenco. It’s wonderful! I love listening to the
Steve But which is your favorite?
guitar. And the women in their beautiful dresses - red
Lidia July, because my birthday’s in July, too.
or blue or black! They look fantastic.
Steve I love August because that’s when we’re on vacation!
Presenter Yes, thanks, Janie. I like watching Flamenco, too. And
now here’s Joe. Hi, Joe, what’s your favorite dance? 3
Jo e Hi there. Well, I go to Turkey a lot and sometimes I see Which instrument does Mike play?
dancers called Whirling Dervishes. There are four, five, Oliver Are you in a band, Milly?
or six men who wear big skirts of different colors. And Milly Yes, I am. I’m the singer.
as the music plays, they dance in circles round and Oliver Who else is in the band?
round - they don’t stop! It’s really interesting. Milly Mike and Hannah. Mike plays the trumpet and Hannah
Presenter Thanks, Joe. And now here’s David. plays the guitar.
David Hi there. My favorite dance is the Kecak - you can see Oliver Do you need a piano player?
it in Bali in Indonesia. A lot of men sit in a circle - there Milly Yes. Do you know anyone, Oliver?
isn’t any music, but the men repeat the word “ kecak” Oliver Yes, me. I play the piano.
and they move their arms in the air.
4
Presenter Is it only men who do this?
Which of Jessica's clothes does Luke like?
David Yes, it is.
Luke You look nice, Jessica.
Presenter OK. Thank you, David, and everyone!
Jessica Thanks.
Luke Is your jacket new?
Jessica Yes, it is. And so are my sneakers.
Luke Well, I like your T-shirt, Jessica. It’s great.

T-134
UNiT 9 Pronunciation, Exercises 1-3
Page 121, CD2, Track 2.26, Track 2.27
V o c a b u la r y , E x e r c is e 1
Waitress Would you like soup or salad?
Page 86, CD2, Track 2.22
Mike Salad, please.
Example: Chicken Waitress Chicken or fish?
1 Beef Mike I think I’ll have fish today.
2 Lamb chops Waitress Would you like dessert?
3 Burger Mike Yes, please!
4 Banana Waitress Cake or fruit?
5 Orange Mike Hmm . I’ll have fruit.
6 Apple Waitress And coffee or juice?
7 Strawberry Mike Oh, coffee, please.
8 Potato
9 Carrot V o c a b u la r y , E x e r c is e 1
10 Tomato Page 89, CD2, Track 2.28
11 Pepper A Cereal
12 Coffee B Fruit
13 Tea C Butter
14 Milk D Yogurt
15 Juice E Bread
F Jam
L is t e n in g , E x e r c is e s 2 a n d 3
G Honey
Page 87, CD2, Track 2.23
H Toast
Raul Mom? I Egg
Mom Yes, Raul?
Raul Can I make an omelette?
Mom You? You want to make an omelette? UNiT 10
Raul I know, Mom. But I want to learn to cook. So can I try? V o c a b u la r y , E x e r c is e 1
Mom Yes, of course you can. Would you like some help?
Page 94, CD2, Track 2.31
Raul Well, no, Mom. I really want to do it by myself. OK?
Mom Sure. Have fun. Last weekend, last Sunday, last night, last week, last month, last
Raul OK, omelette, here we come. Umm ... Mom? year
Mom What is it, Raul?
Raul Do we have any eggs? Yesterday morning, yesterday afternoon, yesterday evening
Mom Yes, of course. In 2014
Raul Great. Where are they?
Mom In the fridge, Raul. At 4 o’clock, at 5:30, at 6:00 a.m., at 6:30 p.m.
Raul OK, cool. And how about some milk? Do we have any? L is t e n in g , E x e r c is e s 2 a n d 3
Mom Yes, Raul. It’s right in front of you. In the fridge.
Page 95, CD2, Track 2.32
Raul Ah, alright ... eggs, milk, umm ... tomatoes. I need
tomatoes. Mom? Tamara Hi, Ethan.
Mom Can I come into the kitchen now? Ethan Hi. How are you?
Raul No, wait, Mom! Tamara Well, I’m fine, but how are you? We were all at the movies
Mom OK, the tomatoes are on the table. on Saturday evening. Only you weren’t there. Where
Raul Thanks, Mom. Oh, no! I must be quick now. Oh, no. Oh, no! were you?
Mom Oh, dear! Ethan I’m sorry. I was at a birthday party.
Raul Mom? Tamara Whose birthday was it?
Mom What is it, Raul? Ethan You don’t know her. She’s a good friend of mine. Her
Raul Can I go to the pizza place? I’m hungry! name’s Laura.
Mom Yes, you can. But look at the kitchen. Tamara Was it a good party?
Raul Can I clean the kitchen later? Ethan Oh, yeah. It was fantastic.
Mom OK. But don’t forget to do it. Tamara Great. Were there a lot of people?
Ethan No, there weren’t. There were only 12 people, but they
G r a m m a r , E x e r c is e 2 were all cool.
Page 87, CD2, Track 2.24 Tamara Why were they so cool?
Example: Can I do my homework later? Ethan Umm ... well, they were just great, really. There was
1 Can I try on these jeans, please? Laura, my friend, and her sister, Julia. There were four
2 Can I use your laptop, please? other girls. There was me, of course. And there were five
3 Dad, can I go out tonight? other people - special guests.
4 Can we play baseball in the backyard? Tamara Special guests? Who were they?
5 Can we eat dinner in front of the TV? Ethan They were from a band.
Tamara What was the band’s name?
Ethan I can’t remember. Ah, let me think ... R5?
Tamara You’re joking! R5? The famous R5? Were they really at the
party?
Ethan Yes, they were. And their music wasn’t bad.
Tamara Really? Wow! My favorite band was at the party! I can’t
believe it. You were so, so lucky! Wow!
Ethan Tamara, that was only a joke. R5 wasn’t at the party. But
their concert was live online. And we watched it.
Tamara Oh, ha ha, Ethan. Very funny!

T-135
Grammar, Exercise 3 Ja c k Um, well, I stayed on my uncle’s farm for two weeks. I
Page 95, CD2, Track 2.33 helped him with the sheep and the cows.
Bella Oh, so you were with dangerous animals, too!
Jen Oh, no!
Ja c k Hey! Sometimes, you know, cows can be dangerous ...
Pedro What’s wrong?
Jen My phone! Where is it? It was in my jacket! P r o n u n c ia t i o n , E x e r c is e s 1 a n d 3
Pedro OK, calm down. Where was your phone this morning? Page 121, CD 2, Track 2.41, Track 2.42
Jen Well, I was at home from nine to ten o’clock.
Pam Where did you go last summer?
Pedro And then? Were you downtown?
John I went to Kenya, in Africa.
Jen Yes, I was. I was at the mall. And I’m 100% certain that
Pam What did you see?
my phone was in my pocket.
Jo hn We saw lions, elephants, and zebras.
Pedro Were Steve and Marta with you?
Pam Who did you go with?
Jen No, they weren’t. I was alone.
Jo hn I went with my parents.
Pedro OK. At the mall, which stores were you in?
Pam Did you have a good time?
Jen Only the shoe store.
Jo hn We had a great time!
Pedro Wait a minute. Let me call you.
Jen It’s ringing! Oh, look, in the shoe bag! It was there all the V o c a b u la r y , E x e r c is e 1
time! Page 107, CD2, Track 2.44
P r o n u n c ia t i o n , E x e r c is e s 1 a n d 3 Example: Dirty
Page 121, CD2, Track 2.35, Track 2.36 1 Boring
My grandmother lived in the country. She walked to town to go 2 Dangerous
to school. She finished school when she was twelve. She started 3 Beautiful
working in a bottle factory. She worked in the factory until 4 Smart
she married my grandfather. One day, she invented a machine 5 Mean
that cleaned bottles. The factory wanted the machine, and my
grandparents were rich after that! UNIT 12
V o c a b u la r y , E x e r c is e 1 V o c a b u la r y , E x e r c is e 1
Page 97, CD2, Track 2.37 Page 112, CD2, Track 2.47
A It’s snowing. A Ferry boat
B It’s hot. B Taxi
C It’s warm. C Train
D It’s windy. D Helicopter
E It’s cold. E Motorcycle
F It’s cloudy. F Plane
G It’s raining.
H It’s sunny. P r o n u n c ia t i o n , E x e r c is e s 1 a n d 3
Page 121, CD2, Track 2.48, Track 2.49

UNIT 11 A plane is faster than a car.

A bike is slower than a train.
L is t e n in g , E x e r c is e s 1 a n d 2 A speedboat is quicker than a ferry.
Page 105, CD2, Track 2.40 A bike is easier to ride than a horse.
Ja c k Hey, Bella. Did you have a good vacation?
L is t e n in g , E x e r c is e s 1 a n d 2
Bella Hi, Jack. Yeah, thanks, it was awesome.
Page 113, CD2, Track 2.50
Ja c k Where did you go?
Bella Belize. Man Good morning. How can I help you?
Ja c k Where? Amy Good morning. I want to go to New York. What time’s the
Bella Belize. It’s in Central America. South of Mexico. next train?
Ja c k Oh, right. So why did you go there? Man The next one is at a quarter after nine.
Bella Because there are amazing animals and birds there. We all Amy And the one after that?
love animals in my family. In fact, my dad worked in a zoo a Man There’s one at 9:40. But that’s the slower train. It stops
long time ago. everywhere.
Ja c k Oh, I didn’t know that. So, did you see any exciting Amy Hmm, that’s not so good.
animals? Man But if you wait for five minutes you can get the 9:45. That’s
Bella Yes, we did! Lots of them. We wanted to see cats, but ... much quicker.
Ja c k Cats? They’re not exciting. We have two cats at home! Amy What time does that one arrive in New York?
Bella Ha, ha! I mean big cats. Man At a quarter to eleven.
Ja c k Big cats - like tigers? Amy A quarter to eleven. And how much is a ticket to New York?
Bella That’s right, but there aren’t any tigers in Belize. But they Man Do you want one way or round trip?
have jaguars there! Amy A round trip ticket, please.
Ja c k Wow. Did you see one? Man Returning to Cold Spring today?
Bella No, we didn’t - but we heard them outside at night. Amy No, I want to come back on Friday.
Sometimes they made a really loud noise! Man Friday. OK, that’s $16.40, please.
Ja c k You heard them? Outside your hotel? Amy What platform does the train leave from?
Bella No! You see, we didn’t stay in a hotel. Man Platform 13. It’s on the other side of the bridge.
Ja c k Where did you stay, then? Not in a tent! Amy And do you know what platform it arrives at in New York?
Bella Yes, we went camping! It was fantastic. Man The platform it arrives at?
Ja c k But that’s dangerous! Amy Yes, my mom wants to meet me there.
Bella No, not really. Well, a little. I mean, sometimes there were Man Ok, let me see. The 9:45 ... arrives in New York at
snakes. I saw a snake one day. It was yellow and black platform . 9.
and . Amy Platform 9. I’ll text my mom. Thank you so much.
Ja c k Wait, wait! Jaguars AND snakes? That doesn’t sound like a Man You’re welcome. And have a great trip.
fun vacation!
Bella Well, it was fun. So what did you do on your vacation, Jack?

T-136
 CAMBRIDGE ENGLISH: TOWARD Key

■ 1Hi NK EXAMS
L is t e n in g , P a r t 3 , E x e r c is e 2
Page 118, CD2, Track 2.53
Penny Hey, Seth. Is that your dog?
Seth No, Penny, it’s my grandma’s. His name is Spot. I’m taking
him for a walk.
Penny Do you have a pet?
Seth Yes, I have a rabbit named Floppy and a cat named Spike.
Penny I had a rabbit. Her name was Dolly. She died last year.
Seth Oh, I’m sorry.
Penny It’s OK. I have a fish now.
Seth A fish?
Penny Yes, Nemo. He’s easier to look after than a rabbit. He only
eats once every day.
Seth Really? Spike eats two times a day and Floppy eats three
times.
Penny And I only have to clean his bowl once a week. It’s pretty
easy.
Seth I think I want a fish.

T-137
 N
WELCOME UNiT
Г Й 04 E x e r c is e 2
T h e a lp h a b e t
2 cafe 3 television 4 pizza 5 tablet 6 hamburger
Г П 02 E x e r c is e 1
7 phone 8 city 9 hotel 10 airport

I
Names: 1 Anna 2 Olivia 3 Lucy 4 William 5 David
Cities: 1 London 2 Paris 3 New York 4 Madrid 5 Cairo
A u d io S c r ip t T r a c k 04
6 Cape Town
1 Sushi
2 Cafe
A u d io S c r ip t T r a c k 02
3 Television
Names 4 Pizza
Example: Pedro - P-E-D-R-O - Pedro 5 Tablet
1 Anna - A-N-N-A - Anna 6 Hamburger
2 Olivia - O-L-I-V-I-A - Olivia 7 Phone
3 Lucy - L-U-C-Y - Lucy 8 City
4 William - W-I-L-L-I-A-M - William 9 Hotel
5 David - D-A-V-I-D - David 10 Airport
Cities
1 London - L-O-N-D-O-N - London
2 Paris - P-A-R-I-S - Paris SUMMING UP
3 New York - N-E-W Y-O-R-K - New York
4 Madrid - M-A-D-R-I-D - Madrid A u d io S c r ip t T r a c k 05
5 Cairo - C-A-I-R-O - Cairo
1 Draw a yellow taxi.
6 Cape Town - C-A-P-E T-O-W-N - Cape Town
2 Draw a red phone.
3 Draw a white and black ball.
E x e r c is e 2 4 Draw a pink and purple bus.
5 Draw a white, green, and orange pizza.
1 1 English 2 book 3 alphabet 4 word 5 color
6 Draw a brown, red, and green sandwich.

C o lo r s
A rtic le s : a a n d a n
П Я 03 E x e r c is e 1

1 red 2 green 3 white 4 blue 5 brown 6 yellow E x e r c is e 1

7 purple 8 gray 9 orange 10 pink 1 an 2 an 3a 4 an 5a 6a 7a 8a 9a

E x e r c is e 2
A u d io S c r ip t T r a c k 03
a: city, hamburger, hotel, TV show
Example: Black
an: actor, airport, apple, orange
1 Red
2 Green
The day
3 White
4 Blue E x e r c is e 1
5 Brown

1
1 night
6 Yellow
2 evening
7 Purple
3 afternoon
8 Gray
9 Orange
10 Pink S a y in g H e llo a n d G o o d b y e

E x e r c is e 1
E x e r c is e 2
Picture A: Good afternoon, Good evening, Good morning, Hi

I
orange, black, gray, blue, red, purple, pink, brown, white, Picture B: Bye, Good night, See you
yellow
C la s s r o o m o b je c t s
In t e r n a t i o n a l w o r d s
E x e r c is e 1
E x e r c is e 1 2 F 3 E 4 A 5 D 6 G 7 H 8 I 9 C 10 B

1
1 bus 2 cafe 3 wi-fi 4 sushi 5 banana 6 hamburger
7 hotel 8 city 9 phone 10 pizza 11 restaurant
12 sandwich 13 taxi 14 television 15 tablet

T-138
Exercise 2 Classroom language
E x e r c is e 1

1
1 Close your books. 2 Listen. 3 Work with a partner.
4 Look at the picture. 5 Raise your hand. 6 Open your
books.

N u m b e rs 20-100

1
E x e r c is e 1

1 30
9 34
2 40 3 90 4 100 5 50 6 20
10 68 11 21 12 99 13 53
7 60 8 80

0 1 07 E x e r c is e 2

1 sixty-two 2 ninety-eight 3 eighty 4 forty-three

5 twenty-seven 6 seventy-six 7 fifty-one 8 sixty-nine
SUMMING UP 9 eighty-five 10 seventy-one 11 twenty-two 12 thirty-
seven 13 fifty five 14 one hundred
С Я 06 D ia lo g u e 1

1
2 Hello, Connor. How are you?
A u d i o S c r i p t T r a c k 07
3 I’m fine. And you?
Example: 34
1 62
4 I’m great, thanks.
2 98
3 80
С Я 06 D ia lo g u e 2
4 43

1
1 Bye, Paula. 5 27
2 Bye, Lucas. See you later. 6 76
7 51
3 Yeah, have a good day. 8 69
9 85
С Э 06 D ia lo g u e 3 10 71
11 22
1 Good afternoon, Mrs. Edwards.
12 37
2 Hello, Lily. How are you?
13 55
3 I’m fine, thank you. 14 100
4 Good. I’ll see you in class.
5 Bye, Mrs. Edwards.
A u d io S c r ip t T r a c k 06 M essages

Dialogue 1 0 ] 08 E x e r c is e 1
Connor Good morning, Mr. Davis.

1
1 Jam es 2 7 3 9 4 298-555-8758 5 Claire 6 Greene
Mr. Davis Hello, Connor. How are you?
7 34 8 15 9 237-564-1453
Connor I’m fine. And you?
Mr. Davis I’m great, thanks.

A u d io S c r ip t T r a c k 08
Dialogue 2
Lucas Bye, Paula. Message 1
Paula Bye, Lucas. See you later. Man Hello, this is a message for Luke from Paul
Lucas Yeah, have a good day. Jam es. That’s J-A-M-E-S.
Ju st to let you know that my address is 7 Elm Street.
Dialogue 3 You can get the number 9 bus from the bus station. It
Lily Good afternoon, Mrs. Edwards. stops outside my house.
Mrs. Edwards Hello, Lily. How are you? Please call me at 298-555-8758. That’s 298-555-8758.
Lily I’m fine, thank you.
Mrs. Edwards Good. I’ll see you in class. Message 2
Lily Bye, Mrs. Edwards. Woman Hi, this is a message for Debbie from Claire Greene.
That’s Claire - C-L-A-I-R-E and Greene - G-R-E-E-N-E.
N u m b e r s 0 -20 I live at 34 Park Lane.
Take the number 15 bus from the bus station. It’s near

1
E x e r c is e 1

14 28 3 20 4 5 5 12 6 6 7 11 8 1 9 15
10 19 11 0 12 7 13 16 14 18 15 10 16 14 17 3
18 13 19 17 20 2 21 9
my house.
Any problems, call me at 237-564-1453. That’s 237­
564-1453.
See you Tuesday!

P lu r a l nouns

E x e r c is e 1

1
1 women 2 children 3 pencils 4 pens 5 chairs
6 door 7 windows 8 books 9 computers 10 phones

T-139
SUMMING UP VOCABULARY
E x e r c is e 1 E x e r c is e 1

1 191 Mexico, The USA, Japan, Portugal, Turkey, South Africa, Russia,
2 3 The UK, Australia
3 247 676 5745
4 Donaldson
5 17-22
6 16
7 783 734 8383

A u d io S c r ip t T r a c k 09
Message 1
Man Good morning, this is a message for Marco from Mr.
Cleverly. That’s C-L-E-V-E-R-L-Y.
I’m calling to say that my address is 191 Valley Street.
To get there, take the number 3 bus. It stops outside
my house.
Call me at 247-676-5745.

Message 2
Woman Hello, this is a message for Carla from Jan e
Donaldson. That’s D-O-N-A-L-D-S-O-N.
E x e r c is e 2
My address is 1722 Ridge Road.
You can take the number 16 bus there. It stops near 1 British
my house. 2 Mexican
Call me if you have a problem at 783-734-8383. 3 American
4 Australian

UNIT 1 ONE WORLD 5

6
Russian
Brazilian
GRAMMAR 7
8
Portuguese
Japanese
E x e r c is e 1 9 Turkish
1 1 How 2 Where 3 Who 4 Why
E x e r c is e 3
E x e r c is e 3 1 big
2 clean
1 1 We 2 They 3 He 4 I 5 You 6 They 7 It
3 fast
4 new
E x e r c is e 4
5 cheap
1 1 are 2 is 3 is 4 is 5 are 6 are 6 dirty
7 old
E x e r c is e 5 8 slow
1 ’m 2 ’re 3 ’re 4 ’s 5 ’s 9 small

E x e r c is e 6 E x e r c is e 4

1 She’s Russian. 1 Her pen is red.

2 You’re a good friend. 2 Our house is old.
3 They’re British. 3 Their bikes are fast.
4 W e’re from Boston. 4 Our school is big.
5 I’m Paul. W hat’s your name? 5 My bedroom is small.
6 He’s 12 today. 6 Her car is expensive.

GET IT RIGHT! READING

1 The classes are two hours long. E x e r c is e 1
2 It is / It’s cold today.
Name Age Country City Favorite
3 Is the English player good? / Are the English players good?
Sportsperson
4 We are / W e’re from France.
5 My favorite country is the U.S. Pedro 10 Brazil Usain Bolt
Belo Horizonte
Brittany 12 Britain / Manchester Missy Franklin
England
Oleg 11 Russia Moscow Mariya Savinova
Yumi 11 Japan Kyoto Zheng Jie

E x e r c is e 2

1 d 2a 3b 4 e

T-140
Exercise 3 PHRASES FOR FLUENCY
1 T 2 T 3 F 4 T 5 F 6 F 7F 8 T 9 F
E x e r c is e 1

1b 2a 3d 4c
d e v e l o p in g w r it in g
E x e r c is e 2
E x e r c is e 1
1 How’s it going?
1 Brazil 2 See you later.
2 12 3 That is so awesome!
3 Lionel Messi 4 I know!
4 will.i.am

E x e r c is e 2
SUM IT UP
E x e r c is e 1
1 Seattle, U.S.
2 11 1 B 2 A 3 B 4 A
3 Serena Williams
4 Taylor Swift E x e r c is e 2

1 A 2 A 3 C 4 B
LISTENING
E x e r c is e 3
4 ) 12 E x e r c is e 1
1 A 2 C 3 B 4 C
A3 B 0 C 1 D 2 E 4

E x e r c is e 4
4 » 12 E x e r c is e 2
1 A 2 C 3 B 4 A
Picture A: Steve
Picture B: Haruka
Picture C: Roberto
Picture D: Ayse
UNIT 2 I FEEL HAPPY
Picture E: Kayla
GRAMMAR
E x e r c is e 1
A u d io S c r ip t T r a c k 12
1 are, ’re
Roberto Hi, What’s your name?
2 ’s, ’m
Haruka I’m Haruka, and who are you?
3 are, are
Roberto I’m Roberto.
4 are
Haruka Nice to meet you, Roberto.
5 is
Roberto Nice to meet you too, Haruka.
Haruka Where are you from, Roberto?
E x e r c is e 2
Roberto I’m from Portugal. And you?
Haruka I’m from Japan. I’m from Tokyo. 1 isn’t
Roberto Cool. I’m from Lisbon. 2 aren’t
****************** 3 aren’t
Haruka Who’s that girl? 4 isn’t, aren’t
Roberto That’s Ayse. She’s my friend. 5 isn’t
Haruka Where’s she from? 6 ’m not
Roberto Turkey.
Haruka Turkey? E x e r c is e 3
Roberto Yes, She’s from Istanbul. 0 aren’t
****************** 1 Am, are
Haruka And who are they? 2 Are, aren’t
Roberto That’s Steve and Kayla. 3 Is, isn’t
Haruka Where are they from? 4 Is, is
Roberto Steve’s British and Kayla’s South African. 5 Are, ’m not
Haruka What cities are they from?
Roberto Steve’s from London. E x e r c is e 4
Haruka London?
Roberto Yes, and Kayla’s from Cape Town. 1 Are you 15?
Haruka Cape Town. That’s a great city. 2 Are you Mexican?
3 Is your mom a teacher?
4 Is your dad from Brazil?
E x e r c is e 3
5 Are you happy?
1 B 2 A 3 A 4 B 6 Are your classmates friendly?

DIALOGUE E x e r c is e 5

1
E x e r c is e 1 1 Is 2 Are 3 Is 4 isn’t 5 isn’t 6 am 7 is
8 are 9 are 10 aren’t 11 is 12 is 13 isn’t
1 A 2 B 3 B 4 A 5 C 6 C

E x e r c is e 6

1 1 them 2 her 3 us 4 him 5 me 6 you

T-141
Exercise 7 Exercise 3
1 1 her 2 them 3 him 4 it 1 Yes, she does.
2 No, she isn’t.
E x e r c is e 8 3 Yes, he is.
4 Yes, she is.
1 Do you like the TV show Dr Who?
5 Yes, she does.
2 Does your dad like soccer?
6 Yes, she does.
3 Does your best friend like the band called The Asteroids
7 Yes, they are.
Galaxy Tour?
4 Do you like Taylor Swift?
5 Does your mom like comedy movies?
6 Do you like the song “ Good Feeling” by Flo Rida?
DEVELOPING WRITING
7 Do your mom and dad like talent shows? E x e r c is e 1
Answers to questions are students’ own.

I
Adjectives to be underlined: bored, great, friendly, funny,
happy, terrible, bad, bored, great, excellent, good, great, funny,
GET IT RIGHT! good, terrible, awful
1 1 them 2 it 3 it 4 them 5 them 6 it
E x e r c is e 2
VOCABULARY
I
Positive: great, friendly, funny, happy, excellent, good
E x e r c is e 1 Negative: bored, terrible, bad, awful

1 excited
E x e r c is e 3
2 worried

1
3 angry 1 doesn’t like, terrible 2 likes, excellent 3 likes, funny
4 bored 4 doesn’t like, terrible
5 hot
6 thirsty
7 sad
LISTENING
8 cold С Я 15 E x e r c is e 1
9 hungry
I dialogue 4
E x e r c is e 2
O J l5 E x e r c is e 2
1 angry
2 bored 2 F 3 F 4 T 5 T
3 excited
4 worried С И 15 E x e r c is e 3
5 sad 1 excited
6 thirsty 2 cold, cold, No, I’m not, cold, close
7 hungry 3 like, don’t like
8 cold 4 tired, bored, like
9 hot 5 sad, terrible

E x e r c is e 3 A u d io S c r ip t T r a c k 15

1 excited 1
2 hot Kate Hi, Jane.
3 hungry Ja n e Oh, hi Kate.
4 cold Kate It’s Emma’s birthday today. Is she excited?
5 thirsty Ja n e Yes, she is. I’m excited, too.
6 angry
2
E x e r c is e 4 Tom What’s wrong?
Woman It’s cold in here. Are you cold, Tom?
1 good
Tom No, I’m not. I’m wearing a sweater.
2 great
Woman Well, I’m very cold. Can you close the window?
3 awful
Tom OK.
4 funny
5 terrible
3
6 excellent
Girl There’s a test tomorrow. Are you worried, John?
7 exciting
John No, I’m not worried about it. I like English. I’m just
tired.
READING Girl Well, I’m worried. I’m very worried. I don’t like
English.
E x e r c is e 1

1 likes 4
2 doesn’t like Man What’s wrong, Tim? Are you tired?
3 doesn’t like Tim No, I’m not. I’m just bored. I don’t like this movie.
4 doesn’t like Man Why? I like it. It’s very funny.
5 likes
5
E x e r c is e 2 Girl What’s wrong with Helen? Why is she sad?
Boy Her cat’s sick. It’s at the vet’s.

1
1 Ella Yelich-O’Connor
2 Lorde Girl Oh, no. That’s terrible. Poor Helen.

T-142
DIALOGUE VOCABULARY
E x e r c is e 1 E x e r c is e 3

1
1 likes 1 expensive 2 Japanese 3 Russian 4 fast 5 old
2 terrible 6 angry 7 tired 8 thirsty 9 exciting 10 terrible
3 don’t like
4
5
great / funny
funny / great
GRAMMAR
E x e r c is e 4

■TRAIN TO TriiNK 1 1 it 2 Do 3 them 4 her 5 She 6 him 7 He

E x e r c is e 1 E x e r c is e 5

I
Countries: New Zealand, the US, Turkey 1 ’m not, ’m
Feelings: sad, thirsty, tired 2 Is, isn’t
Places: school, stadium, theater 3 are
4 Are, are
E x e r c is e 3 5 isn’t, ’s
6 are, ’re

1
1 Adjectives
7 are, ’s, ’s
2 Numbers
8 ’s, ’s
3 Names

E x e r c is e 6
EXAM SKILLS: Reading 1 Hi, Simon, how’s it going?
2 Oh, hi, Nicky. I’m fine. How about you?
E x e r c is e 1
3 I’m great. It’s my birthday today.
| b 4 Awesome! Happy Birthday!
5 Thanks. I’m on my way to the new pizza restaurant.
E x e r c is e 2 6 The new pizza restaurant? It’s great.
7 I know. I’m really excited.
|B 8 Well, have fun. See you later.
9 Bye.
E x e r c is e 3
(Correct order: 3, 7, 9, 5, 1, 8, 4, 2, 6)

I
two emotions: bored, excited
two positive adjectives: excellent, great
two negative adjectives: bored, terrible
READING
E x e r c is e 7
E x e r c is e 4 Age: 13
Who? Tim Nationality: American
W hat? his birthday Likes: basketball, soccer, music
When? today Favorite sportsperson: Tim Howard
Where? at home, in the yard Favorite singer: Ed Sheeran
Best friend: Lisa
E x e r c is e 5
E x e r c is e 8
1 A 2 A 3 A 4 B 5B 6 B
1 Brad’s home town is Dallas.
2 Brad really likes basketball and soccer.
CONSOLIDATION: UNITS 1 AND 2 3 Tim Howard is a soccer player.

LISTENING 4
5
Brad’s favorite singer is a man.
Brad’s best friend is a girl.
O J 16 E x e r c is e 1 6 Lisa is 13.
7 Lisa is at his school.
1 B 2 C 3 A 4 B

С И 16 E x e r c is e 2
UNIT 3 ME AND MY FAMILY
1 T 2 F 3 F 4 F 5F 6 T
GRAMMAR
A u d io S c r ip t T r a c k 16 E x e r c is e 1
Annie Hi, my name’s Annie. I’m South African. I’m from 1 Pietro’s
Cape Town. I’m 14 years old. I love sports. My favorite 2 Gabriella’s
sportsperson is Ian Thorpe. He’s a swimmer. I like pop 3 grandmother’s
music. My favorite singer is Adele. She’s great. I like 4 mother’s
movies, too. My favorite actor is Bradley Cooper. He’s 5 Jarro d ’s
really funny. My best friend isn’t from South Africa. He’s 6 Anna’s
from Brazil. His name is Pedro, and he’s 14, too.
E x e r c is e 2

I your, his, her, our, their

E x e r c is e 3

1 your 2 your 3 my 4 Her 5 our 6 my 7 their

8 his

T-143
Exercise 4 READING

1
1 her 2 her 3 their 4 our 5 his 6 his 7 their
E x e r c is e 1
8 our 9 your, my 10 your / her, my / her
1 F 2 F 3 F 4 T 5 F 6 F 7F
E x e r c is e 5
E x e r c is e 2
1 B 2 B 3 C 4 C 5 B 6 C 7 A 8 B 9 B 10 C
I Her family is big.
E x e r c is e 6
E x e r c is e 3
1 Those
1 teacher
2 This
2 Canada
3 These
3 photographer
4 That
4 Chicago, Canada
5 This
5 Patty
6 Those
6 bedroom
7 That
7 beds
8 These

GET IT RIGHT! d e v e l o p in g w r it in g
1 this
E x e r c is e 1
2 These
3 this perfect bedroom: big, yellow walls, very big bed, desk near
4 these window, new computer
5 These real bedroom: small, blue walls, small bed, desk near door, old
6 this computer
7 These
8 This E x e r c is e 2

1 1 and 2 and 3 but

VOCABULARY LISTENING
E x e r c is e 1
0 ] 18 E x e r c is e 1
1 son
2 mother 1 Ja c k
3 husband 2 Tony
4 wife 3 Ja c k
5 cousin 4 Tony’s
6 grandmother
ФЭ18 E x e r c is e 2
7 grandfather
8 grandson 1 love
2 likes
E x e r c is e 2 3 What
1 mother 4 nice
2 aunt 5 fantastic
3 sister 6 looks
4 brother 7 cool
5 father 8 really
6 uncle 9 like
7 daughter
Mystery word: husband
A u d io S c r ip t T r a c k 18
E x e r c is e 4 Tony Well, Christine, this is my room.
1 chair Christine It looks really nice, Tony. It’s big! And I like the
2 shower colors - yellow and red, great!
3 bed Tony Well, it’s Ja c k ’s room, too. He’s my brother.
4 garage Christine Oh, right, OK. Hey! This TV looks really cool!
5 kitchen Tony Thanks. I really like watching soccer and auto racing.
6 toilet Christine Wow! Are these your DVDs, Tony? They’re great! I
love movies.
E x e r c is e 5 Tony No, they’re my brother’s. He really likes old movies.
Very, very old movies.
1 bedroom
Christine What a nice collection!
2 hall
Tony Yeah. It’s not bad. But the movies are a little boring!
3 yard
Christine No, they’re great! Hey! Are these your CDs? They’re
4 kitchen
fantastic! This one looks really cool!
5 bathroom
Tony Yeah, I really like Ella Henderson. She’s my favorite.
She’s a great singer.
E x e r c is e 6 Christine Let’s listen to it now!
1 X 2? 3 ✓ 4? 5 X 6 X 7 ✓ 8? Tony OK.

T-144
DIALOGUE Exercise 3
1 any
E x e r c is e 1
2 some
Dialogue 1 3 any
1 Happy birthday, Pat! This is a present for you. 4 any
2 For me? Thanks, Lucy. Oh, a T-shirt! And it’s really cool! 5 some
3 Yes, it is cool. I love T-shirts! 6 any
4 Your T-shirt’s nice, too. I really like it. 7 some
5 This one? It’s from Italy. It’s a birthday present from my Italian 8 some
friend.
(Correct order: 3, 1, 5, 2, 4) E x e r c is e 4

1 1 any 2 any 3 some 4 any 5 some

Dialogue 2
1 Hi, Ally. Nice to see you. Come in!
E x e r c is e 5
2 Hi, Jim . Thanks. Wow, I really like your house.
3 Thank you! Come into the kitchen. My mom and dad are 1 there are some
there. 2 There is a
4 Is your brother there, too? 3 there are some
5 No, he isn’t. He’s in his bedroom. 4 there aren’t any
(Correct order: 3, 1, 5, 4, 2) 5 there aren’t any
6 there is an
PHRASES FOR FLUENCY 7 there is a

E x e r c is e 1

| 1 Oh, right 2 Let’s go 3 Just a minute E x e r c is e 6

E x e r c is e 2 1 Are there any, Yes, there are.

2 Are there any, I don’t know.
| 1 just a minute 2 Oh, right 3 let’s go 3 Are there any, Yes, there are.
4 Are there any, No, there aren’t.
SUM IT UP 5 Is there a, I don’t know.
6 Is there a, No, there isn’t.
E x e r c is e 1
7 Is there a, Yes, there is.
8 Are there any, I don’t know.

I
Across: 7 stove, 8 toilet, 9 bedroom
Down: 1 fridge, 2 chair, 4 couch, 5 bathtub, 6 kitchen, 7 shower 9 Is there a, Yes, there is.

E x e r c is e 2 E x e r c is e 8

I a 300-year-old fridge 1 Don’t go

2 be
E x e r c is e 3 3 Don’t open
4 sit
1 Hogworth 5 Look
2 20 6 Don’t buy
3 400 years old 7 turn
4 10 8 Don’t listen
5 10 a.m.
6 5 p.m. E x e r c is e 9
7 Saturday and Sunday
8 $10.00 |1 look 2 open 3 Go 4 turn 5 listen to
9 $25.00
GET IT RIGHT!
UNIT 4 IN THE CITY 1
2
some
any
GRAMMAR 3
4
any
some
E x e r c is e 1 5 some
6 any
I I are 2 are 3 is 4 Is 5 is 6 are 7 are 8 Are

E x e r c is e 2 VOCABULARY
1 There are E x e r c is e 1
2 there aren’t
1 supermarket
3 there are
2 museum
4 there is
3 train station
5 there are
4 library
6 there isn’t
5 park
7 there are
6 bank
7 restaurant
8 drugstore

T-145
Exercise 2 С Я 20 Exercise 2
1 between 1 The mall is on Grand Boulevard. / The museum is on Park
2 on the corner Road.
3 across from 2 The museum isn’t very big.
4 behind 3 The mall is near the museum.
5 in front of 4 Stella wants books and maps for her project.
5 There are some places to eat in the mall.
E x e r c is e 3 6 Aunt Louisa’s favorite cafe is next to the museum.
1 next to
2 between
A u d io S c r ip t T r a c k 20
3 across from
4 behind Matt Aunt Louisa, are there any interesting places in
5 behind / in front of / across from the city?
6 across from / behind / in front of Aunt Louisa Yes, there’s a really good museum, there’s a big
park, and, of course, there’s a really good mall.
E x e r c is e 4 Stella Where is the museum?
Aunt Louisa It isn’t far, Stella. You can walk. Go down this
1 117 street and turn left. The museum is on Park Road,
2 one hundred and twenty-five between the park and the post office. It isn’t very
3 198 big, but there are some really interesting things in
4 two hundred and fifteen the museum.
5 312 Matt Is the mall near the museum?
6 six hundred and fifty-two Aunt Louisa Yes, Matt, only five minutes. Turn right when
7 1300 you come out of the museum and go down
8 one thousand four hundred Park Road, past the supermarket. The mall is
9 2620 on the corner of Grand Boulevard. It’s called the
Boulevard Shopping Center.
E x e r c is e 5 Matt Great! I want some books and maps for my
1 sixty-five pounds fifty school project.
2 one hundred and twenty euros Aunt Louisa Well, there’s a really good bookstore there.
3 two hundred and seventy-five pounds ninety five Stella Are there places to eat in the mall?
4 one hundred and forty-five dollars Aunt Louisa Yes, but my favorite is a little cafe next to the
5 one thousand six hundred euros museum. It has great desserts and ice cream!
Stella Cool! Let’s go, Matt!

READING Aunt Louisa Bye! Have a good time!

E x e r c is e 1
DIALOGUE
1 China
2 park E x e r c is e 1
3 the world 1 Hello. Can I help you?
4 Colorado 2 Hi. Yes. Do you have any yellow T-shirts?
5 October 1 3 Yes. There’s this one here.
6 pop 4 Oh, it’s really nice. How much is it?
7 are some 5 $15.50.
6 Great! I’ll take two, please.
E x e r c is e 2 7 OK. That’s $31.00, please.
I Harry (Correct order: 5, 7, 1, 3, 2, 6, 4)

E x e r c is e 3 E x e r c is e 2

1 T 2 F 3 F 4 F 5 T 6 F 7 T 8 T 1 three
CM CO

much
is
DEVELOPING WRITING 4 expensive
5 That’s
E x e r c is e 1

I Yes, she does. ITRAINTOTHi ЦК

I
Possible answer: They buy the chair, the bed, the desk,
E x e r c is e 2
speakers for their music players, and

1
1 and the TV.

2 or
3 so
EXAM SKILLS
E x e r c is e 3
Ф )2 1 E x e r c is e 1
1b 2 a

I
Situation 1 one person
Situation 2 one person
LISTENING Situation 3 two people

П Я 20 E x e r c is e 1
E x e r c is e 2

I
Check these items: mall, museum, cafe, park, post office,
bookstore, supermarket A 1 B 3 C 2

T-146
4» 21 Exercise 3 GRAMMAR
Situation 1: Picture C E x e r c is e 5
Situation 2: Picture A
Situation 3: Picture B 1 1 his 2 is 3 their 4 turn 5 any 6 those

d ia l o g u e
A u d i o S c r i p t T r a c k 21
E x e r c is e 6
Situation 1
1 Really
Good morning, ladies and gentleman. The 10:20 train to
2 looks
Philadelphia is now ready to board on Platform 8. All passengers
3 what
going to Philadelphia on the 10:20 train, please go now to
4 Thank
Platform 8 and board the train. Thank you and have a great trip.
5 much
6 right
Situation 2
In New York today, heavy snow and strong winds mean that the
three airports are closed. Many flights are cancelled tomorrow READING
also. The airlines say that all passengers need to call before
E x e r c is e 7
going to the airport. And that’s the end of the news for tonight.
Goodnight! 1 blue

CM CO
$9.99
Situation 3 sisters
Girl This one’s nice. I really like it! 4 birthday
Woman Me, too. It’s really nice, isn’t it? And it isn’t expensive 5 three
only $15.00! 6 five
Girl Do you have it in yellow? 7 T-shirt
00
Woman Sorry, no - only blue or green. nice
Girl OK, no problem.
Woman What size are you?
Girl Small, I think. Can I try it on? 5 IN MY FREE T im e
u n it
Woman Of course!
GRAMMAR
E x e r c is e 1
CONSOLIDATION: UNiTS 3 AND 4 1 speak
LiSTENiNG 2 teaches
3 likes
0 1 22 E x e r c is e 1 4 go
1 B 2 B 3 A 4 B 5 live

4 )2 2 E x e r c is e 2 E x e r c is e 2

A 6 B 5 C 3 D 0 E 5 F 1 1 play
2 teaches
3 studies
A u d io S c r ip t T r a c k 22 4 play
My family is really big. There’s my mom and dad, Jan e and Billy, 5 loves
and then there are six children. Me and five girls! I’m number
two after my sister Kate. Don’t ask me the names of my other A 1 B 3
sisters. There are too many!
We live in a big house. There are five bedrooms, a big living E x e r c is e 3
room, and three bathrooms. That’s very important with all those 1 teaches
sisters. I’m lucky. I get my own room because I’m the only boy. 2 goes
We live in a small town in the U.S. There isn’t much to do here. 3 speaks
There isn’t a library or a museum. There are only five stores. But 4 watches
there is a big park. I like to play there with my cousin Brad. 5 finishes
6 plays
7 studies
VOCABULARY
E x e r c is e 3 E x e r c is e 4

1
1 living room - couch 2 often
2 son - daughter 3 sometimes
3 garage - car 4 never
4 uncle - aunt
5 brother - sister E x e r c is e 5
6 kitchen - stove
1 Kelly is always happy.
7 husband - wife
2 They never do homework on the weekend.
3 You sometimes help Dad make dinner.
E x e r c is e 4
4 We are often tired on Friday afternoons.
1 super market, fourteen dollars and ninety-nine cents 5 It always rains on Saturdays!
2 post office, two pounds fifty 6 Mom often flies to New York for work.
3 train station, seventy-nine euros and fifty-nine cents 7 I am never bored in English classes.
4 restaurant, twelve dollars and ninety-nine cents

T-147
Exercise 7 Exercise 2
1 don’t go 1 school gym, Dance club
2 don’t listen 2 Room 14, Movie club
3 doesn’t make 3 Room 4, Computer games club
4 don’t play 4 Room 8, Homework club
5 doesn’t start
6 doesn’t like E x e r c is e 3

1 B 2 A 3D
E x e r c is e 8

a 5 b 4 c 6 d 1 e 3 f 2
DEVELOPING WRITING
E x e r c is e 9
E x e r c is e 1
1 Does
2 Do I Saturday
3 Does
4 Do E x e r c is e 2
5 Does

1
1 on, from, to
2 On, at, at
E x e r c is e 10 3 From
1 Do you always do your homework?
2 Does your best friend play tennis? E x e r c is e 3
3 Do you sometimes play computer games before school?
1c 2 b 3 a
4 Do you and your friends play soccer?
5 Does your mom drive a car?
Answers to questions are students’ own. LISTENING
ф )2 4
E x e r c is e 1
GET IT RIGHT!
I
2d 3b 4c 5 f 6a
(Correct order: 6, 3, 4, 2, 1, 5)
1b 2a 3a 4b 5b 6b

VOCABULARY 0 1 24 E x e r c is e 2

1 Kim likes acting but she doesn’t like singing.

E x e r c is e 1
2 Kim thinks she’s a terrible singer.
1a 2 f 3b 4c 5 d 3 The song is from Frozen.
4 Mom is a terrible pianist. / Mom is not a very good pianist.
E x e r c is e 2
A u d io S c r ip t T r a c k 24
1 shopping
2 his homework Mom What’s the matter, Kim?
3 dance Kim I’m in the school play.
4 plays Mom Well, that’s great. Really great. What play is it?
5 listens Kim It’s Frozen. That’s a problem!
Mom I don’t understand. What’s the problem? You like
E x e r c is e 4 acting.
Kim Yes, I like acting, but I don’t like singing.
1 game console
Mom Singing?
2 MP3 player
Kim Yes, my character is Elsa! She sings a lot in the play.
3 smartphone
And I’m a terrible singer.
4 headphones
Mom No, you aren’t. You’re great. Ju st like me.
5 GPS
Kim Really?
6 laptop
Mom Yes, really. Come on. You can do this.
7 e-reader
Kim I can?
Mom Yes, you can. And I’m here to help you.
E x e r c is e 6
Kim You are?
Wednesday Mom Yes, don’t worry. Now what’s the song?
Friday Kim It’s “ Let it go” from the movie.
Tuesday Mom No problem. Come with me to the piano. I’ll play and
Sunday you sing.
Thursday Kim Really, Mom?
Saturday Mom What do you mean?
(Correct order: 1, 3, 5, 2, 7, 4, 6) Kim You’re not really a very good pianist.
Mom What? I’m a very good pianist!
READING Mom OK, let me just practice.
Mom Come on, Kim. Sing with me.
E x e r c is e 1 Kim Um, thanks, Mom, but no thanks. I have to go. But I
1 sing feel better already. See you later.
2 math
3 movies
4 concerts
5 friends
6 auditorium
7 Fridays

T-148
DIALOGUE Exercise 6
0 have
E x e r c is e 1
1 doesn’t
1 You can do this 2 has
2 here to help you 3 Does, have
3 don’t worry 4 doesn’t
4 No problem 5 has
6 Does, have
PHRASES FOR FLUENCY 7 doesn’t
8 has
E x e r c is e 1

| 1 a 2 b 3 c E x e r c is e 8

1C 2 N 3 N 4 C 5 N 6 N 7 C 8 C 9 C
E x e r c is e 2

1 E x e r c is e 9
JO R G E I don’t want to play soccer. | 1 some 2 some 3 a 4 some 5 a 6 some 7 an, a
SARA Oh, come on. W e really need you.
2 E x e r c is e 10
MAX W hat’s wrong?
ABBY I feel a little sick. 1 an 2a 3a 4 some, some 5 some

SUM IT UP GET IT RIGHT!

1 music
E x e r c is e 1
2 hobbies
Suggested answers: 3 money
1 On Tuesday she goes dancing. 4 homework
2 On Wednesday she meets her friends. 5 phones
3 On Thursday she plays computer games. 6 stores
4 On Friday she does her homework.
5 On Saturday she listens to music. / On Sunday she sleeps!
VOCABULARY
E x e r c is e 2 E x e r c is e 1

I
For my birthday I want a smartphone and a game console I
A cro ss:
don’t want a tablet. I already
1 arms
have one.
6 feet
7 hands
8 ears
UNIT 6 FRIENDS D own:
GRAMMAR 2 mouth
3 legs
E x e r c is e 1 4 nose
1 has 5 eyes
2 has
3 have E x e r c is e 2
4 have 1 short
2 green
E x e r c is e 2 3 straight
1 doesn’t have 4 hair
2 have 5 color
3 has
4 have E x e r c is e 3
5 don’t have 1 glasses
2 tall
E x e r c is e 4 3 beard
1 They have long curly hair. 4 smile
2 She has long straight hair. 5 earrings
3 He has a shaved head. 6 short
4 He has short curly hair.
E x e r c is e 4
E x e r c is e 5 A 5 B 4 C 6 D 3 E 2 F 1
1 don’t
2 Does, doesn’t E x e r c is e 5
3 Do, don’t, have 1 Arturo
4 Do, do 2 Katy
5 Do, do 3 Mr. Chips
6 Does, doesn’t 4 Seline

T-149
READING DIALOGUE
E x e r c is e 1 2 My name’s Sarah Jones.
3 And what’s your daughter’s name?
1 F 2 T 3T 4 T 5 F
4 It’s Emma.
5 OK, first, what color hair does she have?
E x e r c is e 2
6 She has brown hair.

1
1 Murat 7 And what color eyes does she have?
2 Sarah 8 She has green eyes, and she wears glasses.
9 Is it long or short?
10 It’s short and curly.
E x e r c is e 3
11 Thank you, Mrs. Jones.
1 black (Correct order: 3, 7, 1, 11, 5, 9, 6, 2, 8, 4, 10)
2 brown
3 Murat
4 Sarah ■TRAIN TO Trii 4K
5 the same team
P o s s ib le a n s w e r s
6 chocolate and clothes
1 In picture 1, the man has curly hair. In picture 2, he has
straight hair.
E x e r c is e 4
2 In picture 1, the man is holding a tablet. In picture 2, he is
1C 2 S 3 S 4 C 5 S 6 S holding a smartphone.
3 In picture 1, the man is not smiling. In picture 2, he is smiling.
d e v e l o p in g w r it in g 4 In picture 1, the man has a small nose. In picture 2, he has a
big nose.
E x e r c is e 1 5 In picture 1, the man is short. In picture 2, the man is tall.

1 F 2 T 3 F 4 F 5 T
EXAM SKILLS
LISTENING
E x e r c is e 1
4 9 27 E x e r c is e 1
1 it’s
1c 2 a 3 b 2 You’re
3 He isn’t
4 9 27 E x e r c is e 2 4 They aren’t
1 short, brown, friendship band, glasses 5 She doesn’t have
2 dog, tall, black, brown, earrings, friendly 6 I don’t have
3 short, long, blond, curly, green, pretty 7 W e don’t have
8 He doesn’t have
9 You don’t have
A u d i o S c r i p t T r a c k 27

1 E x e r c is e 2
Jam es Is your brother Martin here? My best friend’s name is Miranda. She’s 12 years old, and she’s
Helen Yes, he is. He’s over there. Look. in the same class as me. Miranda’s hair is short, brown, and
Jam es Is he the tall boy with the short straight black hair? curly. She wears glasses, and she’s very pretty. She’s smart and
Helen No, that’s not him. Martin has short curly brown hair she’s good at sports. Miranda’s brother and sister are 8 and 10.
and he wears glasses. He’s not very tall. He’s short. They don’t wear glasses. They’re short and have brown curly
Jam es Oh, yes. I can see him now. He’s the boy with the hair, too. Miranda’s cat is black and white, and its name’s Suky.
friendship band. It’s a great cat.
Helen Yes, that’s him.

2
Co n s o l id a t io n : Un it s 5 A nd 6
Tere Hi, Sally. Where’s your sister Rachel? LISTENING
Sally She’s over there. She’s the girl with the dog.
Tere There are two girls with dogs. What does Rachel look 0 3 28 E x e r c is e 1
like? | 1 A 2 C 3 B
Sally She’s tall and has long, curly, black hair. She has
brown eyes and she always wears earrings. 0 1 28 E x e r c is e 2
Tere She has a lovely smile.
Sally Yes, she does. She’s very friendly. Everybody likes her. 1 He wants to play tennis.
2 Go to the doctor.
3 3 No, he doesn’t.
Mom Where’s your smartphone? 4 He wants her to say who he is.
Girl The nurse has it. She has my laptop, too. 5 On Saturdays.
Mom Which nurse? 6 It’s black.
Girl I don’t know her name.
Mom What does she look like then?
Girl She’s short. She has long blond hair and green eyes.
Mom Does she have straight hair or curly hair?
Girl She has curly hair. She’s very pretty.

T-150
 A u d io S c r ip t T r a c k 28
DIALOGUE
E x e r c is e 6
Dialogue 1
Girl Hi, Jonathan. Are you OK? 1 wrong
Boy No, not really. I want to play tennis today, but I can’t. 2 on
Girl Why not? What’s the problem? 3 play
Boy It’s my arm. It feels bad! 4 don’t have
Girl Oh, you need to see a doctor. 5 an idea
Boy Yes, I think that’s a good idea. 6 way
7 never
Dialogue 2 8 always
Boy Hey, Samantha? Who’s that girl? 9 tablet
Girl Which girl, Mike? The tall girl? 10 listen to
Boy Yes. What’s her name?
Girl Maddy. She’s new here. Why? READING
Boy I want to meet her. Come with me, Samantha, and
say who I am. E x e r c is e 7
Girl OK, Mike. I’m here to help you. Let’s go! 1 A 2 B 3 B 4 A

Dialogue 3
Girl This is a nice place. UNIT 7 WE LOVE SPORTS!
Boy Yes, I always come here on Saturdays. I hang out here
with my friends.
GRAMMAR
Girl Do you have lots of friends? E x e r c is e 1
Boy Yes, I do.
A 2 B 7C 6 D 3 E 1 F 8 G 4 H 5
Girl How many?
Boy About fifteen, I think.
E x e r c is e 2
Girl Really? Where are they?
Boy Um ... good question. Oh, look - there’s my friend 1c 2a 3 f 4 d 5b
Steve. The short boy with black hair. Hi, Steve!
E x e r c is e 3
GRAMMAR 1 I can sing, but I can’t dance.
E x e r c is e 3 2 My little brother can’t talk, but he can walk.
3 They can speak Spanish, but they can’t speak English.
1 always come 4 My dad can’t drive, but he can cook.
2 I’m never 5 We can’t do somersaults, but we can spin.
3 I have 6 My mom can’t play the piano, but she can play the guitar.
4 How much 7 The bird can sing, but it can’t talk.
5 don’t know
6 buy
7 you have
8 some E x e r c is e 4
9 it always has 1 Can you play the piano?
10 a 2 Can you do a somersault / somersaults?
3 Can you dance?
VOCABULARY 4 Can you sing?
Answers to questions are students’ own.
E x e r c is e 4

1 headphones E x e r c is e 6
2 legs
| 1 in 2 at 3 in 4 on 5 on 6 on 7 on
3 smile
4 earrings
E x e r c is e 7
5 e-reader
6 tall 1 at
7 do 2 at, at
8 hang out 3 in
4 in, in
E x e r c is e 5 5 on, in, on

1 Friday
E x e r c is e 8
2 tablet

I
3 curly in: September, the evening, the morning, the fall
4 Wednesday on: the 4th of July, May 22
5 beard at: noon, midnight, seven o’clock
6 glasses
7 shopping
8 hand
GET IT RIGHT!
| 1 on 2 on 3 in 4 at 5 in 6 at

T-151
VOCABULARY Exercise 3
1 she can’t see
E x e r c is e 1
2 her guide, Guilherme Soares de Santana
1 Adam plays table tennis. 3 200 meters
2 Dina cycles. 4 he can’t run or walk
3 Connor plays volleyball. 5 with his hands
4 Ethan goes surfing. 6 six
5 Dylan plays baseball.
6 Chloe snowboards.
7 Josh does tae kwon do. DEVELOPING WRITING
E x e r c is e 2 E x e r c is e 1

1
1 It’s twelve thirty. 1 San Diego
2 It’s eight thirty. 2 he’s a tae kwon do champion
3 It’s a quarter to ten. 3 pick his dad up and throw him on the couch
4 It’s a quarter after ten.
5 It’s three o’clock. E x e r c is e 2

1 Mexico City
E x e r c is e 3
2 swims
1 October 3 swim 400 meters in five minutes
2 Ju n e 4 friendly
3 April 5 bakes great cakes
4 December
5
6
May
Ju ly / Ju n e
LISTENING
7 January Ф )3 1 E x e r c is e 1
8 August
A3 B 2 C 1
9 September
10 November Ф )3 1 E x e r c is e 2
11 February
12 March 1 1:30
13 summer 2 8:45
14 fall 3 5:15
15 spring
16 winter
A u d i o S c r i p t T r a c k 31

E x e r c is e 5 Dialogue 1
Keith Hi, Laura. How are you?
1st first 5th fifth Laura Oh, hi, Keith. I’m a little bored.
2nd second sixth 6th Keith Well, how about a game of tennis later?
Laura Sure, what time?
3rd third seventh 7th
Keith Let’s say, noon.
4th fourth eighth 8th Laura I can’t at noon. I’m busy until one.
Keith OK. How about one thirty?
9th ninth 13th thirteenth Laura One thirty? That’s perfect.
10th tenth 20th twentieth
Dialogue 2
11th eleventh 30th thirtieth Trisha Hi, Jorge.
12th twelfth 31st thirty-first Jorge Hey, Trisha.
Trisha Jorge, are you busy today?
Jorge No, why?
E x e r c is e 6 Trisha Why don’t we go to the movies this evening?
twenty-eighth, twenty-ninth, nineteenth, twenty-first, fifteenth, Jorge Good idea. What movie do you want to see?
twenty-fourth, twenty-sixth, twenty-seventh, sixteenth, Trisha How about the new Bradley Cooper movie?
seventeenth, twenty-fifth, twenty-second, twenty-third, Jorge Sure. What time is it showing?
eighteenth Trisha There’s one at six thirty and a later one at a quarter to
nine.

READING Jorge Quarter to nine is good for me.

Trisha OK great. Meet you there.
E x e r c is e 1
Dialogue 3
1 e, g Dave Ughhh!
2 a, f Martina What’s wrong, Dave?
3 c, h Dave I need some new headphones.
4 b, d Martina Why don’t we go shopping?
Dave We?
E x e r c is e 2 Martina Yes, you and me.
1 Terezinha Guilhermina Dave OK. When are you free?
2 Brazil Martina I leave work at five, so let’s meet downtown at five
3 David Weir fifteen.
4 the U.K. Dave OK. A quarter after five. See you then, Martina.

T-152
Exercise 3 Exercise 2
1 busy 1 playing
2 evening 2 giving
3 thirty 3 sitting
4 shopping 4 dancing
5 work 5 smiling
6 running
DIALOGUE 7
8
walking
reading
2 Why don’t we play basketball? 9 taking
3 We can’t. I don’t have a ball. 10 trying
4 No ball. OK, let’s go to Ja y n e ’s house. 11 stopping
5 We can’t. She’s away on vacation. 12 writing
6 Is she? So how about some more TV? 13 drawing
7 TV! That’s why I’m bored. I’m tired of watching TV.
(Correct order: 3, 7, 5, 1, 6, 2, 4) E x e r c is e 3

1 isn’t raining
PHRASES FOR FLUENCY 2 Are, enjoying
E x e r c is e 1 3 Is, having
4 are, doing
| 1 a 2 b 3d
5 aren’t watching
6 aren’t listening
E x e r c is e 2
7 is, eating

1
1 I’m sure 8 aren’t playing
2 Now what
3 It’s no big deal E x e r c is e 4

1 ’s happening
SUM IT UP 2 is running
3 ’s wearing
E x e r c is e 1 4 ’s holding
1 basketball 5 ’s happening
2 volleyball 6 are, doing
3 baseball 7 is, playing
4 ice-skating 8 are, going
9 are, watching
E x e r c is e 2 10 isn’t happening
11 isn’t sitting
Start time End time Sport 12 aren’t playing
1 p.m. 1:30 p.m. ice skating
1:30 p.m. 3 p.m. volleyball E x e r c is e 5

3 p.m. 5 p.m. soccer 1 are, playing

2 are playing
5 p.m. 7:30 p.m. baseball
3 are, kicking
7:30 p.m. 9 p.m. basketball 4 aren’t throwing
5 is holding
6 ’s standing
E x e r c is e 3
7 Is, hitting
1 months: June, May 8 isn’t going
2 sports: cycling, snowboarding, tae kwon do 9 isn’t smiling
3 seasons: spring, summer, winter 10 Are, playing
4 ordinal numbers: fifth, first, third
E x e r c is e 7

UNIT 8 DANCE TO THE MUSIC 1

2
My sister doesn’t like playing basketball.
My parents hate watching science fiction movies.
GRAMMAR 3 My best friend likes listening to classical music.
4 I don’t like going to the movies.
E x e r c is e 1 5 I love reading in bed.
1 are
2 ’m E x e r c is e 8
3 ’re 1 loves cleaning
4 ’s 2 hates going
5 are 3 loves going
6 ’re 4 likes reading
7 ’s 5 hates reading
6 like traveling
7 don’t like going
8 love being

T-153
GET IT RIGHT! E x e r c is e 3

1 are doing 1 T
2 Are you listening 2 T
3 is wearing 3 F There are people cleaning.
4 are walking 4 F They have the actors’ names on them.
5 is playing 5 F They are having classes.
6 isn’t eating 6 T
7 F They are going to have a cup of coffee.

VOCABULARY
E x e r c is e 1 d e v e l o p in g w r it in g
1 reading E x e r c is e 1
2 dancing
I Steve
3 sitting
4 standing
E x e r c is e 2
5 wearing
6 singing 1c 2 e 3d 4a
7 cheering
8
9
talking
taking
LISTENING
10 smiling Ф )3 3 E x e r c is e 1
11 leaving 1 at the hotel
2 to the beach
E x e r c is e 2

1 run ФЭ33 E x e r c is e 2
2 sing 1 morning
3 leaves 2 shorts and T-shirts
4 wearing 3 men, riding
5 Take 4 work
6 talking 5 wearing, skirts
7 sitting 6 ocean, swimming
7 going, beach
E x e r c is e 3

A u d io S c r ip t T r a c k 3 3
Hello, Mom? It’s Rick . ... Where? I’m in the hotel, in Rio. I’m
looking out of the window. I can see the beach. ... It’s seven
o’clock in the morning and the beach is full of people! I can see
four girls, they’re playing beach volleyball. There are ten boys
playing soccer. They’re wearing shorts and T-shirts. ... What else?
... there are lots of people on the bike path beside the beach.
Two men are riding bikes, but they’re wearing pants and shirts
and they look very nice. I think they’re going to work. There are
a lot of people walking, too, beside the bike path. I think some
of the women are going to work, too ... Hmm?? Oh. Well, they’re
wearing dresses and skirts, not beach clothes. I can see four
children in the ocean. They’re swimming. There are three boys
surfing. I’m going to the beach now. I’ll call you again tomorrow.
Bye!

E x e r c is e 4 DIALOGUE
1 coat C M 34 E x e r c is e 1
2 T-shirt I two
3 shoes
4 T-shirt ФЭ34 E x e r c is e 2

1 listening to music
READING 2 cooking
E x e r c is e 1 3 washing
4 meeting
1 music
5 going
2 violin
3 no
4 yes
5 their phones
6 one
7 the musicians and singers

Exercise 2
I Four

T-154
 A u d io S c r ip t T r a c k 3 4
GRAMMAR
E x e r c is e 3
Philip Hi, Julia! Can I ask you some questions?
Ju lia Yeah, sure. What about? 1 are
Philip What do you like doing in the evenings? 2 I’m waiting
Ju lia You mean, after school? Well, I like watching TV, and I 3 buying
love listening to music. 4 I’m listening
Philip And how about on the weekends? 5 can’t
Ju lia On Saturdays I help Mom in the kitchen. I like cooking, 6 are you listening
but I hate washing the dishes. And on Sundays, I like 7 listening
meeting my friends at the mall and going to the movies. 8 Can you
Philip Thanks, Julia. Now I can finish my school project. 9 can’t
10 listen

E x e r c is e 3 E x e r c is e 4
1 On Saturdays I like meeting my friends at the club. 1 She is driving her car.
2 On Sundays, I usually visit you. 2 She is going to a senior center.
3 I love seeing your family. 3 She is giving a concert at the retirement home.
4 But I don’t always like listening to your music. 4 She’s playing the guitar with some of her friends.
5 Alicia is sitting on a chair.

■TRAIN TO TriiNK 6
7
My brother Pedro is standing next to her.
They’re singing old Beatles songs.
4 0 33 E x e r c is e 1 8 The seniors are singing with them.

| 1 four 2 ten 3 pants, shirts 4 four 5 three

VOCABULARY
E x e r c is e 5
EXAM SKILLS

1
1 months: August, February, June, May
E x e r c is e 1 2 clothes: dress, jeans, sweater, sneakers
3 sports: golf, gymnastics, surfing, tennis

1
1 on vacation in Granada
2 the Alhambra palace
E x e r c is e 6
E x e r c is e 2

1
1 second 2 dance 3 talk 4 dancing 5 cheer
1C 2 A 3 A 4 A 5 B 6 summer

CONSOLIDATION: UNiTS 7 & 8 DIALOGUE

LiSTENiNG E x e r c is e 7

0 1 35 E x e r c is e 1 Dialogue 1
2 Me, too. Why don’t we go down town? We can go shopping.
1 B 2 C 3 A 3 No, it’s seven o’clock. The stores close at seven thirty.
4 That’s right. OK, let’s watch TV then.
4 0 35 E x e r c is e 2 5 No, I don’t like watching TV. It’s all sport and stuff.
1 fourteen (Correct order: 5, 3, 1, 2, 4)
2 exciting Dialogue 2
3 dancing 1 Hey, how about going for a walk?
4 shoes 2 No, thanks! It’s cold outside. And I don’t like walking very
5 summer much.
6 walks 3 OK, it’s no big deal. W e can stay here in the house. I have a
good book to read.
A u d io S c r ip t T r a c k 3 5 4 Good idea. I like reading. Do you have a book for me, too?
5 Yes, I’m sure I can find one for you.
So, my name’s Daniela, and I’m 14. My birthday’s in October, (Correct order: 3, 1, 5, 4, 2)
October 21st. So next October I’ll be 15. Umm, and I live in a
town called Teaneck, it’s in New Jersey. It isn’t a very exciting
place, but it’s OK. I have lots of friends here. My favorite free time
READING
activities? Well, I really like taking pictures - you know, photos. E x e r c is e 8
I have a really nice camera. It’s a gift from my parents. And I like
1 her room
listening to music, of course, and dancing, too. Dancing’s a lot of
2 the park
fun! I’m taking classes, in fact, and I even have special shoes for
3 ten
dancing. My favorite season is winter. My friends think I’m crazy,
4 mom, dad
they all like summer, but I like cold days. Then I can wear pretty
5 isn’t, wearing
sweaters and my coat and go for long walks. I really like doing
6 being cold
that.
7 school
8 winning
9 leaving, be there, too

T-155
UNIT 9 WOULD YOU LIKE DESSERT? VOCABULARY
GRAMMAR E x e r c is e 1

1 milk
E x e r c is e 1
2 juice
1 must 3 chicken
2 must not 4 coffee
3 must not 5 tomatoes
4 must 6 strawberries
5 must 7 potatoes
8 bananas
E x e r c is e 2 9 hamburger
1 must 10 tea
2 must not 11 peppers
3 must Mystery sentence: I like oranges
4 must
E x e r c is e 2
E x e r c is e 3 1 sausages
1 must not be, must be 2 milk
2 must finish 3 apple
3 must not give 4 strawberries
4 must wash 5 carrots
5 must not eat, drink
6 must bring, buy, must not forget E x e r c is e 3
7 must not write I butter, honey, toast, jam, egg, yogurt, cereal, fruit

E x e r c is e 5 E x e r c is e 4
1 Can I have an egg for breakfast? 1 I always eat an egg for breakfast.
2 Can we invite Tom to my birthday party? 2 I usually eat toast.
3 Can we go to the movies after school? 3 What do you usually have for lunch?
4 Can I call my mom? 4 I often have a salad.
5 I sometimes have steak and fries with vegetables. / ... steak
E x e r c is e 6 with vegetables and fries.
11 a 2 b 3 c 6 What do you usually drink with your meals, Mara?
7 I usually drink water or juice.
8 I never drink coffee.
E x e r c is e 7

1
1 My mom would like steak and fries. E x e r c is e 5
2 What would you like for dessert?
✓ toast
✓ an egg
3 Would Dad like ice cream for dessert?
✓ water
✓ vegetables
E x e r c is e 8
✓ salad
2 Yes, please. ✓ juice
3 (five minutes later) Are you ready to order? ✓ fries
4 Yes, we are. ✓ steak
5 OK, so would you like an appetizer?
6 Yes, please. W e’d like two tomato soups and two vegetable READING
soups.
7 Four soups, OK. And what would you like for the main E x e r c is e 1
course? 1 ten
8 We’d like one chicken salad, one steak and fries, one pizza, 2 New York
and one burger with potato chips and salad, please. 3 nine
9 And finally, any drinks? 4 tomato soup, salad, steak, carrot cake
10 Ju st water for everyone. 5 5:00 p.m.
(Correct order: 3, 7, 9, 5, 1, 2, 4, 10, 8, 6)
E x e r c is e 2
GET IT RIGHT! 1, 3, 4
1 would like
2 like E x e r c is e 3
3 would like
1 Cooking Camp is for three mornings.
4 would like
2 You make some drinks.
5 would like
3 Marianne has family in Spain, Turkey, Italy, and Russia.
6 like
4 You must be 11-14 years old.
5 You must wear a chef’s hat.
6 You must be on time.
7 Remember that cooking is fun.

T-156
 d e v e l o p in g w r it in g UNIT 10 HIGH FLIERS
E x e r c is e 2 GRAMMAR
1 an apple E x e r c is e 1
2 strawberry
1 1 wasn’t 2 was 3 were 4 weren’t 5 was
3 a drink
4 water or orange juice
E x e r c is e 2

LISTENING 1 1 wasn’t 2 were 3 weren’t 4 wasn’t 5 was

C M 37 E x e r c is e 1 E x e r c is e 3
1 Tomato

1
1 were 2 were 3 was 4 was 5 were 6 wasn’t
2 vegetables 7 was 8 was 9 weren’t 10 was 11 was 12 were
3 chicken 13 weren’t 14 were
4 Bean
5 Pasta
E x e r c is e 4
6 Carrot
7 Strawberries 1a 2 g 3c 4b 5 d 6 f
8 Apple
9 Soda E x e r c is e 5

1 Were they Spanish? No, they weren’t.

C M 37 E x e r c is e 2
2 Was Joseph-Michel born in 1740? Yes, he was.
1 T 2 F 3T 4 F 5 T 3 Was their father an inventor? No, he wasn’t.
4 Was the first flight in Ju n e 1795? No, it wasn’t.
5 Was the second flight in Prague? No, it wasn’t.
A u d io S c r ip t T r a c k 37
6 Were there any passengers? No, there weren’t.
W aiter Hello, are you ready to order?
Kathy Yes, we are. I’d like tomato soup, the steak with E x e r c is e 6
vegetables, and carrot cake for dessert.

I
-ed: finished, helped,
W aiter And what would you like?
-d: believed, liked, lived
Ja m ie I’m not sure. I don’t like tomatoes, so I can’t have the
-ied: carried, cried, studied
pasta with tomato sauce or the tomato soup. I don’t
like eggs, so I can’t have the omelette.
W aiter How about the vegetable soup and then the baked E x e r c is e 7
potato with chicken? 1 He finished his studies in 2010.
Ja m ie I don’t like chicken. 2 He worked at a hospital in Atlanta.
W aiter Then how about bean tacos? 3 He lived in Tampa for three years.
Ja m ie That sounds good. 4 He liked the U.S. very much.
W aiter So, you’d like the vegetable soup, bean tacos ... and for 5 He moved to Rio de Janeiro in 2014.
dessert?
E x e r c is e 8
Ja m ie I’d like strawberries with ice cream.
W aiter And what would you like to drink? 1 studied
Kathy I’d like a soda, please. 2 worked
Ja m ie I’d like apple juice, please. 3 walked
W aiter All right. Thank you very much. 4 crashed
5 called
W aiter How is your meal? 6 waited
Kathy Delicious, thank you. 7 cried
Ja m ie Yes, great. Can we get the check? 8 moved
W aiter Of course. Just a moment, please. 9 discovered

DIALOGUE E x e r c is e 9

1
1 was 2 moved 3 liked 4 cared 5 wanted 6 worked
C M 37 E x e r c is e 1
7 was 8 was 9 needed 10 traveled 11 cared
1 order 12 wasn’t 13 ended 14 returned 15 died
2 appetizer
3 main course
4 dessert GET IT RIGHT!
5 drinks 1 There was a great movie on TV last night.
2 Hello! I am very happy to see you.
PHRASES FOR FLUENCY 3 All my friends were there for my birthday last night.
4 Was Ian with you yesterday evening?
1 Be careful.
5 Jem m a is worried about her exam today.
2 the thing is
6 They weren’t late for school yesterday.
3 a little
4 Of course.
VOCABULARY
SUM IT UP E x e r c is e 1

E x e r c is e 1 last: night, Saturday, year

in: 1999, 2015

1
1 peppers 2 chicken 3 tomatoes 4 steak 5 potatoes
at: three o’clock, 6:00 p.m., 10:30 a.m.
6 salad 7 chocolate 8 ice cream 9 strawberries
yesterday: afternoon, evening, morning
10 banana

T-157
E x e r c is e 2
A u d io S c r ip t T r a c k 4 0
1 1 yesterday 2 last 3 in 4 at
Teacher Today we are talking about heroes. Who’d like to go
E x e r c is e 4 first? Yes, Tom.
Tom My hero was a writer. He was born in India in 1865 and

I
Across: 4 cloudy 5 raining 7 windy 8 sunny
he died in London in 1936.
Down: 1 warm 2 hot 3 snowing 4 cold Teacher What was his most famous book?
Tom It was The Jungle Book.
E x e r c is e 5 Teacher Can anybody tell me his name now? Yes, Antonio.
Antonio Was it Mark Twain?
1 1 hot 2 windy 3 raining 4 cold 5 snowing
Teacher No, it wasn’t. He was the author of The Adventures of
Huckleberry Finn. Yes, Filipe.
READING Filipe Was it Rudyard Kipling?
Teacher Yes, it was. Good job.
E x e r c is e 1
Tom Rudyard Kipling’s parents were English. They moved
1 She was a factory worker. to India. His father was an artist, and he worked at
2 She was a factory worker, too. the School of Art in Mumbai. Kipling loved India. He
3 Her hobby was skydiving. loved the country and the culture. However, he didn’t
4 Ju n e 16, 1963. have a happy childhood. His parents wanted him to
5 three days go to school in England. When he was six years old,
6 stamps he lived with a family, the Holloways, in a small town
7 in 2014 in England. Mrs. Holloway was very bad to him. He
hated life there, and he was very unhappy. Luckily, he
E x e r c is e 2 discovered books. He loved books. They saved him
from his unhappy life. Then, when he was eleven,

1
1 winter
a family friend visited the house. She contacted his
2 Choose from: clouds, wind, cold, windy, snow storm, cold,
mother. She hurried to England. She placed Rudyard
snow, rain
in a new school. He was very happy there. At this
school, he was the editor of the school newspaper.
E x e r c is e 3 Antonio What happened after he finished school?
1 D 2 A 3 B 4 E Tom He returned to India, and he worked for a newspaper.
Filipi And was he happy there?
Tom Yes, he was. But that was only the beginning of his life.
d e v e l o p in g w r it in g
There were many more adventures later.
E x e r c is e 1

Nationality: American E x e r c is e 3
Place of birth: New York City 1 country
Date of birth: September 25, 1952 2 school
Jo b : actor 3 family
Played: the superhero, Superman 4 town
Acted in: four Superman movies 5 hated
Date of his first Superm an movie: 1978 6 discovered
Date of his last Superm an movie: 1987 7 saved
Died: 2004
Age: 52
DIALOGUE
E x e r c is e 2 E x e r c is e 1
1 New York City 1 Were you at home yesterday?
2 September 25, 1952 2 No, I wasn’t. I was at my cousin’s house.
3 the superhero, Superman 3 Oh, I remember. It was your cousin’s birthday yesterday,
4 four Superman movies right?
5 1978 4 Yes, it was. Her brothers are in a band. They played at her
6 1987 party.
7 2004 5 Did they? Were they good?
8 52 6 Yes, they were very good.
7 Was it a good party?
LISTENING 8 Yes, it was. I loved it.
(Correct order: 1, 7, 5, 3, 8, 2, 6, 4)
Е Э 40 E x e r c is e 2

1
2
The Jungle Book
English
■ TRAIN TO THiNK
3 artist E x e r c is e 1
4 loved
I First, Then, And then, After that, Finally
5 unhappy
6 loved
E x e r c is e 2
7 happy
8 India 2 Then, he lived in a small town in England with the Holloway
9 newspaper family.
3 And then, he moved to a school in Devon.
4 After that, he moved back to India and he worked for a
newspaper.
5 Finally, he died in London in 1936.
(Correct order: 5, 2, 1, 3, 4)

T-158
 EXAM SKILLS Girl He studied art in Belgium, then later, in 1886, he went to
Paris to be with his brother, Theo. People today really love
C 0 41 E x e r c is e 1 his paintings, and they cost thousands of dollars ... But
✓ January guess what: when he was alive, he only sold one painting!
✓ August He died young, at the age of 37, in Ju ly 1890.
✓ September Boy That IS interesting! And really sad.
✓ October Girl I know! Look at this photo of one of his paintings - it’s one
✓ November of his most famous pictures. It’s called “ Sunflowers.”
✓ December

CONSOLIDATION: UNITS 9 & 10

A u d i o S c r i p t T r a c k 41

January
LISTENING
November С И 44 E x e r c is e 1
September
1C 2 B 3 A
December
October
С И 44 E x e r c is e 2
August
1 T 2 F 3 T 4 T 5 F 6 T 7T 8 F

4 )4 2 E x e r c is e 2
A u d io S c r ip t T r a c k 4 4
Nationality: American
Born: February 3 in 1894 Susie Hi, Jack.
Father’s job: manager Ja c k Hi, Susie. Would you like something for breakfast?
Started at Chase Art School: age 14 Susie Yes, please. Umm ... I’d like some orange juice, please.
Age 21: He moved to New Rochelle Ja c k And eggs?
1916: He married his first wife, Irene Susie No, just juice and cereal ... oh, and some yogurt.
Died: November 1978 Ja c k OK. Here you are. Milk?
Susie No, thanks - but I’d really like a cup of coffee!
Ja c k So. Was last night good?
A u d io S c r ip t T r a c k 42 Susie Oh, yes. The party was fantastic.
The Artist Norman Rockwell Ja c k You arrived home late.
Norman Rockwell was an American artist. He was born in New Susie I know. The party ended very late ... eleven o’clock. So
York City on February 3, 1894. His father was a manager in an I was home at twelve o’clock. I’m very tired!
office. When Norman Rockwell was 14 years old, he left his Ja c k Me, too. I worked a lot. I worked from six o’clock until
high school and he went to Chase Art School. When he was 18, eleven o’clock. But I finished my project! I’m very
he painted his first picture for a book. At age 21, Norman and happy about it.
his parents moved away from New York to a city called New Susie That’s great, Jack. Good for you. You always work very
Rochelle. hard.
In his lifetime, Rockwell married three times. He married his first Ja c k Hmmm ... not always, no. But sometimes!
wife, Irene, in 1916. Susie Mm, this coffee’s good. Oh, look - it’s raining.
Norman Rockwell died on November 8, 1978. He was 84 years Ja c k Yes, and it’s cold, too.
old. He is very famous now and many people know about him. Susie Oh, Jack. Can I ask you a question?
Ja c k Of course.
Susie Can I borrow your tablet? I want to see if I have any
4 » 43 E x e r c is e 3 emails.
Nationality: Dutch Ja c k Yes, no problem.
Born: March 30, 1853 Susie Thanks, Jack.
Studied: art in Belgium Ja c k Sure. I need to go now. I can’t be late for work.
Lived in Paris: 1886 Susie OK, Jack. See you later. Bye!
Lived with: his brother
Number of paintings sold when alive: one
Age died: 37 GRAMMAR
Date died: 1890
E x e r c is e 3
Famous painting name: Sunflowers

1
1 can 2 must not 3 Would 4 It 5 must 6 Do
7 There 8 I’d like 9 wasn’t 10 studied
A u d io S c r ip t T r a c k 43
The artist Vincent Van Gogh E x e r c is e 4
Girl I’m reading an interesting book. It’s about Van Gogh. 1 traveled
Boy Who? 2 arrived
Girl Vincent Van Gogh - you don’t know him? He was a famous 3 was
artist. 4 showed
Boy Oh, cool. 5 were
Girl He’s my favorite artist, and he had an interesting life. 6 wanted
Boy Really? 7 weren’t
Girl Yes! He was Dutch. He was born in the Netherlands on 8 stayed
March 30. 9 wasn’t
Boy Hey, same birthday as me! 10 rained
Girl Right, but he was born in 1853. 11 watched
Boy Oh. 12 liked

T-159
VOCABULARY Exercise 6
1 did they stay
E x e r c is e 5
2 did they eat

1
1 milk 2 windy 3 vegetables 4 oranges 5 evening 3 did they see
6 month 7 cloudy 8 afternoon 9 breakfast 10 burger 4 did they spend the morning
5 did they eat on Saturday evening
E x e r c is e 6
E x e r c is e 7
1 dinner
2 meat 1 He could do his homework.
3 potatoes 2 He could eat a pizza.
4 tea 3 He couldn’t go swimming.
5 fruit 4 He could listen to music.
6 night 5 He could play the guitar.
7 strawberries 6 He couldn’t ride a bike.
7 He could text his friends.

DIALOGUE
GET IT RIGHT!
E x e r c is e 7
1 Ja c k didn’t like the party.

1
1 was 2 were 3 thing 4 wasn’t 5 liked 6 must 2 We didn’t pay much for lunch at the zoo yesterday
7 careful 8 can 9 course 10 wanted 3 Did they enjoy their holiday?
4 We didn’t know where it was, but finally we found it.

READING 5
6
Bill’s friend didn’t eat any cake at the party.
Where did you go after the party?
E x e r c is e 8

1
2
Yesterday was Christie’s 13th birthday.
The restaurant serves all kinds of different food.
VOCABULARY
3 The restaurant was quiet. E x e r c is e 1
4 Christie liked the tomato soup.
1 ✓
5 Christie’s mother and father don’t eat meat.
2 X did
6 Christie’s family don’t usually eat in restaurants.
3 X make
7 There were words on the cake.
4 X make
8 Christie’s family is having dinner at home tonight.
5 X took
6 X have

UNIT 11 A WORLD OF ANIMALS E x e r c is e 2

GRAMMAR 1 1 get 2 do 3 make 4 had 5 have 6 have 7 take

E x e r c is e 1
E x e r c is e 3

1
1 come 2 put 3 gave 4 saw 5 know 6 drink 7 fell
1 a clever elephant
8 wrote 9 take 10 ate
2 a dirty cow
3 a stupid bird
E x e r c is e 2 4 a dangerous bear
5 a terrible snake

1
1 made 2 saw 3 found 4 told 5 said 6 thought
6 an ugly sheep
7 got 8drove 9 had
7 a beautiful horse
8 an interesting dog
E x e r c is e 3
9 a clean tiger
1 The band didn’t play classical music.
2 We didn’t eat pizza. E x e r c is e 4
3 Safron didn’t give me a dictionary.
1 boring
4 Mom didn’t make my dress.
2 terrible
5 Bobby didn’t see the gift from his family.
3 dangerous
6 My father didn’t take us home.
4 ugly
7 Steve didn’t find a place to sit and eat his cake.
5 dirty
8 We didn’t watch a DVD.
6 interesting
7 safe
E x e r c is e 4
8 stupid
1 rained 9 clean
2 didn’t do Mystery word: beautiful
3 tried, didn’t work
4 used READING
5 wanted
6 didn’t rain E x e r c is e 1
7 decided 1 A 2 B 3 B 4 A 5 C
8 was
9 did, do E x e r c is e 2

E x e r c is e 5 I Ace and Jad e

1
1 weren’t 2 shared 3 ate 4 didn’t like 5 went 6 saw
7 didn’t want 8 spent 9 took 10 didn’t watch 11 had

T-160
Exercise 3 E x e r c is e 2

1
1 Nick was in the yard > in his bedroom. 1 Because her aunt and uncle were here for the weekend.
2 Nick covered his eyes > nose and mouth. 2 Because it was so enormous.
3 The fire was in the backyard >garage.
4 He went for a walk downtown > in the park with his dog.
3 Because he was tired from soccer on Saturday.
5 The dog ran into the water >woods.
6 M rW ild aytook the baby to hospital> The police took the
baby to the hospital. PHRASES FOR FLUENCY
7 The baby was about one week old >24 hours old. E x e r c is e 1

1
1 All right
d e v e l o p in g w r it in g 2 You poor thing
3 What happened?
E x e r c is e 1

I woolly rhinoceros E x e r c is e 2

1
1 All right
E x e r c is e 2 2 suddenly
I I but 2 because 3 but 4 because 5 but 6 because 3 You poor thing!

E x e r c is e 3
SUM IT UP
1-c thick coat 6 F
E x e r c is e 1
2-a cold weather
3-d great animals 1 F 2 F 3T 4 T 5 T
4-b serious problem UNIT 12 GETTING AROUND
LISTENING GRAMMAR
E x e r c is e 1
Г Н 46 E x e r c is e 1
1 more expensive
I cards, envelopes, letters, pens, paper
2 more dangerous
3 worse
O J 46 E x e r c is e 2
4 easier
1 T 2 F 3 F 4 F 5 T 6 F 7T 8 F 5 better
6 farther
7 healthier
A u d io S c r ip t T r a c k 4 6
8 bigger
Diane Grandpa, I saw a great movie on TV yesterday. There
was a crazy professor. He made a time machine. It E x e r c is e 2
could travel back in time.

1
1 more beautiful 2 colder 3 curly 4 hotter 5 clean
Grandpa And?
6 short 7 uglier 8 boring 9 sadder 10 warmer
Tommy He took some kids in it. There was a big window in
11 lovelier 12 slow 13 interesting
the machine, and they could see out of it. They went
back millions of years. They saw a woolly rhinoceros,
a mammoth, and even dinosaurs! E x e r c is e 3
Grandpa Did they go to other times as well? 1 T
Tommy Yes, they went back about fifty years. It was amazing! 2 T
There weren’t any computers - no Internet and no 3 F The plane is more expensive than the bus.
cell phones!!!!! 4 T
Grandpa Oh yes, I remember that. 5 T
Tommy What? How did you talk to your friends? How could
you play games? E x e r c is e 4
Grandpa Well, we had a phone, but you couldn’t walk around
1 The train is faster than the bus.
with it. We played games with real cards and real
2 The plane is more expensive than the bus.
things.
3 The train is slower than the plane.
Tommy How did you do your homework?
4 The plane leaves later than the bus.
Grandpa We had things called pens and we wrote on paper.
5 The bus is cheaper than the train.
We even went to the post office and sent letters in
envelopes!
E x e r c is e 7
Tommy Wow! Life was difficult then.
Grandpa Not really, Tommy. I think life was easier then. 1 1 one 2 ones 3 one 4 one 5 ones

E x e r c is e 8
DIALOGUE 1 ... my favorite one was ...
E x e r c is e 1 2 . so I bought the blue one.
3 ... than my old one and ...
1 and
4 . he’s the one with .
2 You poor thing!
3 after that
4 Then
5 because

T-161
GET IT RIGHT! Exercise 2
1 These tickets are expensive. We can find cheaper ones.

1
1 he’s usually quite tired
2 This pen isn’t good. I have a better one in my bag. 2 she’s always happy
3 The black jeans are too big. The blue ones are much better. 3 she’s always really sad to leave
4 All of the buses go there, but the green one is the fastest.
5 I’ve lost my black shoes. They were next to my red ones.
LISTENING
VOCABULARY О Л 48 E x e r c is e 1

E x e r c is e 1 I She’s at the train station. She’s talking to the ticket man.

I helicopter, plane, taxi, ferry, train

0 1 48 E x e r c is e 2

E x e r c is e 2 1 B 2 A 3 C 4 B 5 A 6 C 7 C

on the road: taxi

on rails: train A u d io S c r ip t T r a c k 4 8
in the air: helicopter, plane
Man Good afternoon. How may I help you?
on water: ferry
Ju lia Good afternoon. What time’s the next train to Savannah?
Man Let me see. The next one is at three-thirty.
E x e r c is e 3
Ju lia And the one after that?
I I train 2 plane 3 ferry 4 taxi 5 motorcycle Man There’s a train every 15 minutes.
Ju lia That’s great. How long does it take?
E x e r c is e 4 Man It’s forty-five minutes to Savannah station.
Ju lia So the three-thirty train gets in at a quarter after four?
Man Correct.
Ju lia Ok, may I have a ticket, please?
Man One way or round trip?
Ju lia A round trip ticket, please.
Man Returning today?
Ju lia No, tomorrow.
Man OK, that’s $7.80, please.
Ju lia Oh, and what platform does the train leave from?
Man Platform 5. It’s on the other side of the bridge.
Ju lia That’s great.
Man You need to run if you want to get the three-thirty. It
leaves in two minutes.
Ju lia That’s OK. I’ll get the next one. Thanks.
Man You’re welcome. And have a good trip.

1b 2 e 3a 4c 5d DIALOGUE
1 quarters
READING 2 good
3 How
E x e r c is e 1
4 go
1 T 2 T 3T 4 T 5F 5 from

E x e r c is e 2 1 Good afternoon. How can I help you?

I motorcycle 2 I want to go to New Haven. What tim e’s the next train?
3 Let me see. There’s a train every 15 minutes, so the next one
E x e r c is e 3 is at 1:20.
4 That’s great. And how long does it take?
1 e 2a 3 h 4b 5 f 6c 7 i 8 d 5 The trip is three quarters of an hour.
6 45 minutes. That’s fast. Can I have a ticket, please?
7 Do you want a one-way or a round-trip ticket?
DEVELOPING WRITING 8 Round-trip, please. I’m coming back later today.
9 OK, that’s $5.50, please.
E x e r c is e 1
10 Thankyou.
Eduardo: 11 Ju st one more thing. Which platform does the train leave
from: his home from?
to: the park 12 Platform 5. Have a good trip.
transportation: his bike (Correct order: 5, 9, 12, 3, 7, 1, 4, 10, 2, 11, 6, 8)
time it takes: 15 minutes
W hy I like it: because he gets excited about playing soccer
EXAM SKILLS
Daniela:
from: her house E x e r c is e 1
to: the airport Right: 7 answers
transportation: taxi, plane, car Wrong: 3 answers
time it takes: (about) 4 hours
W hy I like it: because she’s going to visit her father

T-162
E x e r c is e 2 Exercise 5

I
Wrong type of word: tired 1 a noise
Incorrect singular and plural forms: are 2 forest
Incorrect spelling: mis 3 safe
4 a good time
E x e r c is e 3 5 a mistake
6 a shower
1 2 is 5 miss 8 walk 7 ocean
8 a break
E x e r c is e 4

DIALOGUE
1
1 and 2 in 3 take 4 on 5 a 6 of 7 than 8 go
9 not 10 from
E x e r c is e 6

1 What happened 2 cheaper 3 better 4 did 5 couldn’t

CONSOLIDATION: UNITS 11 AND 12 6 made 7 You poor thing 8 nice 9 suddenly 10 came

LISTENING
READING
0 1 49 E x e r c is e 1
E x e r c is e 7
| 1 A 2 C 3 B
1 T 2 F 3 T 4 F 5 F 6 F 7T
0 1 49 E x e r c is e 2

1 For his brother’s birthday.

2 Andrew’s parents.
3 The fact that his brother had a good time.
4 He hated it.
5 The space they had was very small.
6 Bigger spaces and more interesting lives.

A u d io S c r ip t T r a c k 4 9

A month ago, I went to the zoo with my family - it was a special

treat for my kid brother’s eighth birthday. The zoo isn’t very big,
but there are a lot of animals there. There were elephants, some
jaguars, a gorilla. Oh, and two tigers. My brother loved the visit.
My parents took a lot of photos of him standing near the animals.
He got a little scared one time when the tigers made a noise, but
the rest of the time he thought everything was fantastic.
He had a really good time, and I was happy about that, but I
hated the visit. I don’t like zoos at all. The animals are beautiful
but sad. There was one gorilla, he just sat and looked at me. It
was terrible. But the jaguars were sadder - there were three of
them, and they didn’t do anything at all, poor things. And the
space they have is very small. There were some birds, too, but
they couldn’t fly very far inside their cages.
I guess zoos are OK for little kids, but I don’t like them. The
animals need bigger spaces and more interesting lives. The zoo
wasn’t clean and the animals weren’t happy. How can you like
that?

GRAMMAR
E x e r c is e 3

1
1 found 2 gave 3 went 4 didn’t make 5 more difficult
6 Did, see 7 worse 8 better 9 didn’t get 10 bigger

VOCABULARY
E x e r c is e 4

1 motorcycle - the other two fly in the air

2 a mistake - the other two take the verb ‘do’
3 forest - the other two are made of water
4 river - the other two are types of transportation
5 a good time - the other two take the verb ‘take’
6 taxi - the other two go on water
7 a shower - the other two take the verb ‘make’
8 breakfast - the other two are animals
9 beach - the other two are on land

T-163
WORKB
PRONU
UNIT 1 E x e r c is e 2

1
1 happy 2 sad 3 friendly 4 busy 5 hot 6 lot
/h/ or /w/ in question words 7 funny 8 hungry 9 store 10 bored 11 thirsty
E x e r c is e 1
E x e r c is e 3
1 /h/
2 /w /
A u d io S c r ip t T r a c k 14
3 /h/
4 /w / a: cat
5 /w / that, happy, sad
e: get
E x e r c is e 2 friendly
i: six
busy
A u d io S c r ip t T r a c k 10
o: not
Words starting with / w / hot, lot
Why u: bus
Where funny, hungry
What or: for
When store, bored
Words starting with / h / ir: bird
How thirsty
Who

E x e r c is e 3 UNIT 3
1a 2c 3 f 4b 5 d
this / that / these / those
E x e r c is e 4 E x e r c is e 1

1 1 late 2 them 3 like 4 hot 5 this 6 get 7 famous

A u d i o S c r i p t T r a c k 11

Example: Why - I
A u d i o S c r i p t T r a c k 17
1 How - now
2 Where - chair Example: those, go, home, bored
3 Who - you 1 that, sad, late, have
4 What - but 2 them, these, please, meet
5 When - then 3 give, like, this, sing
4 hot, cold, know, those
5 wife, this, nice, exciting
UNIT 2 6 these, she, get, we
7 famous, that, family, happy
Vowel sounds: adjectives
E x e r c is e 1
UNIT 4
A u d io S c r ip t T r a c k 13 Word stress in numbers
Angry E x e r c is e 1
Awful
Bored Second syllable stressed (left-hand column): thirteen, fourteen,
Busy nineteen, sixteen
Friendly first syllable stressed (right-hand column): thirty, sixty, forty,
Funny ninety
Happy
Hot
Hungry
Sad
Thirsty
Worried

T-164
Exercise 2
A u d io S c r ip t T r a c k 26
A u d io S c r ip t T r a c k 19 Example: How do you say that word in English?
1 Is your grandmother the woman with the wavy gray hair?
Eighteen
2 Let’s make Clara a friendship band for her birthday!
Eighty
3 My little sister is eight years old.
Thirty
4 These are my friends. They like playing soccer with me.
Thirteen
5 It’s rainy today. Let’s go to the movies.
Fourteen
6 My father’s a waiter at that restaurant.
Nineteen
7 I brush my teeth and wash my face every morning.
Sixty
8 I like playing tennis. It’s a great game!
Forty
9 Can you take this book to your teacher? Thank you.
Sixteen
10 My hair’s straight, but my best friend’s hair is curly.
Ninety
11 Put your books away. It’s time for a break.

UNIT 5 UNIT 7
Simple present verbs: third person The /э/ vowel sound
E x e r c is e 1
E x e r c is e 1

I
One syllable: helps, looks, sings, walks, works
1 tall 2 awful 3 draw 4 call 5 autumn 6 fall
Verbs with two syllables: chooses, dances, teaches, washes,
7 ball 8 walk 9 water
watches, wishes

E x e r c is e 2 A u d io S c r ip t T r a c k 29
Examples: August, daughter
A u d io S c r ip t T r a c k 23 1 Tall
One syllable: 2 Awful
Cooks 3 Draw
Helps 4 Call
Looks 5 Autumn
Sings 6 Fall
Walks 7 Ball
Works 8 Walk
Two syllables: 9 Water
Catches
Chooses E x e r c is e 2
Dances 1 walk 2 fall 3 ball 4 August 5 daughter 6 awful
Teaches 7 draw 8 water 9 tall 10 call
Washes
Watches E x e r c is e 3
Wishes

A u d io S c r ip t T r a c k 3 0

UNIT 6 Example: In England, people call “ fall” autumn.

1 It’s a beautiful day. Let’s go for a walk.
The /ei/ vowel sound 2 In fall, the leaves change to orange and it gets colder.
3 Let’s play soccer. Here’s the ball.
E x e r c is e 1
4 My birthday is on the fourth of August.
1 great 2 gray 3 make 4 rainy 5 say 6 straight 5 The tall girl with the curly hair is my daughter.
7 take 8 they 9 waiter 6 The soup has too much salt. It’s awful.
7 In my free time, I like to draw pictures.
8 I’m thirsty. Can I have a glass of water, please?
A u d io S c r ip t T r a c k 25
9 I am short, but my best friend is tall.
Examples: break, eight, face 10 I need my phone to call my Dad.
1 great
2 gray
3 make UNIT 8
4 rainy
5 say Intonation: listing items
6 straight
E x e r c is e 1
7 take
8 they I wife 2 Russian 3 coat 4 baseball 5 spring
9 waiter 6 catch 7 stove 8 Brazil 9 arm 10 headphones
I I library.
The intonation pattern is always the same; the voice rises when
E x e r c is e 2 saying the first three items on the list and falls on the final item.

1
1 gray 2 make 3 eight 4 They 5 rainy 6 waiter
7 face 8 great 9 take 10 straight 11 break

T-165
Exercise 2 E x e r c is e 3

I W e only say /id/ when the last sound in the word is a /t/ or a /d/.
A u d io S c r ip t T r a c k 3 2

Example: March, April, May, and Ju n e

A u d io S c r ip t T r a c k 3 9
1 son, daughter, husband, and wife
2 Japanese, British, Russian, and Turkish Narrator We only say /id/ when the last sound in the word is a
3 coat, skirt, socks, and pants ____________ /t/ or a /d/ .__________________________________________
4 snowboarding, gymnastics, golf, and baseball
5 summer, spring, winter, and fall
6 watch, choose, throw, and catch UNIT 11
7 stove, shower, fridge, and chair
8 Australia, Scotland, Brazil, and Japan
Simple past: irregular verbs
9 body, arm, leg, and face E x e r c is e 1
10 tablet, GPS, headphones, and laptop
A: 1 a 2b 3c 4 g 5 d 6 f
11 library, restaurant, museum, and bank
B: 7 n 8 j 9 m 10 h 11 i 12 l 13 k

UNiT 9 E x e r c is e 2

intonation: giving two choices A u d io S c r ip t T r a c k 4 5

E x e r c is e 1 A. Example: found, sound

1 drank, thank

1
1 fish 2 chicken 3 fries 4 ice cream 5 pineapple
2 came, name
6 water 7 tea
3 knew, you
4 saw, draw
E x e r c is e 2 5 thought, caught
6 ate, wait
т *
B.
Chicken or fish
7 took, book
т *
8 said, bed
Cake or ice cream
9 could, good
10 gave, save
A u d io S c r ip t T r a c k 3 6 11 wrote, boat
W aiter Would you like soup or salad? 12 made, played
Woman Salad, please. 13 had, bad
W aiter Chicken or fish?
Woman I think I’ll have chicken today ... with fries, please.
W aiter Would you like dessert? UNIT 12
Woman Yes, please.
W aiter Cake or ice cream? Word stress: comparatives
Woman I’d prefer fruit ... some pineapple, please. E x e r c is e 1
W aiter Would you like something to drink?

1
Woman Yes, please ... just some water. And a cup of tea after 1 smaller 2 quicker 3 cheaper 4 faster 5 colder
the meal. Thank you. 6 safer 7 closer 8 bigger 9 hotter 10 funnier
11 easier 12 healthier 13 happier 14 farther 15 better

10
u n it E x e r c is e 2

Simple past: regular verbs A u d io S c r ip t T r a c k 47

E x e r c is e 1 Example: Slower
i—1

Smaller

I
One syllable: helped, liked, lived, played, walked, worked
2 Quicker
two syllables: needed, started, waited, wanted.
3 Cheaper
4 Faster
A u d io S c r ip t T r a c k 3 8 5 Colder
6 Safer
One syllable: 7 Closer
Danced
00

Bigger
Helped 9 Hotter
Liked
1—1
О

Funnier
Lived 11 Easier
Played 12 Healthier
Walked 13 Happier
Worked
i—l
■3-

Farther
Two syllables: 15 Better
Hated
Needed E x e r c is e 3
Started
Waited I first
Wanted

T-166
Acknowledgments
The authors and publishers acknowledge the following sources o f copyright material Chernichkin (U K RA IN E) / Reuters; p.67 (CL): Jeff R. Bottari / Getty Images; p.68 (BL): Paul
and are grateful for the permissions granted. Although every effort has been made, it Bradbury / Shutterstock; p.68 (BL): Fotosearch / Getty Images; p.68 (BC): A ndy Crawford
has not always been possible to identify the sources o f all the material used or to trace / Getty Images; p.68 (BR): © PCN Photography / Alamy; p.68 (BL): © H. Mark Weidman
all copyright holders. If any omissions are brought to our notice, w e will be happy to Photography / Alamy; p.68 (BC): © Lev Dolgachov / Alamy; p.68 (BR): © Olga
include the appropriate acknowledgments on reprinting. Rozenbajgier/moodboard/Corbis; p.68 (BL): Mike Kemp / Getty Images; p.69 (TL): ©
RTimages / Alamy; p.69 (TL): Dmitry Zimin / Shutterstock; p.69 (BR): © Michael Burrell /
The publishers are grateful to the follow ing fo r perm ission to rep rod u ce Alamy; p.70 (T c ): ©KIKE DEL OLM O/AP/PA Images; p.70 (BR): ©KIKE DEL OLM O/AP/
co pyrig ht photographs and m aterial: PA Images; p.71 (TL): © RTimages / Alamy; p.71 (TL): © caia image / Alamy; p.71 (TL): ©
T = Top, B = Below, L = Left, R = Right, C = Center, B/G = Background StockbrokerXtra / Alamy; p.71 (TL): © Cris Kelly / Alamy; p.74 (TL): Patrik Giardino /
Getty Images; p.74 (TC): © Johner Images / Alamy; p.74 (TR): © Danita Delimont /
p.5 (TL): © Zoonar Gm bH / Alamy; p.5 (TC): Foodcollection / Getty Images; p.5 (TR): Alamy; p.74 (CL): Don Bayley / Getty Images; p.74 (CR): © Thomas Photography LLC /
Peshkova / Getty Images; p.5 (TL): fStop Images / Getty Images; p.5 (TC): © Ivan Vdovin Alamy; p.75 (TL): Richard Johnson / www.richard-johnson.co.uk/; p.75 (TR): Richard
/ Alamy; p.5 (TR): © Michael Dwyer / Alamy; p.5 (CL): vsl / Shutterstock; p.5 (CL): © YAY Johnson / www.richard-johnson.co.uk/; p.77 (TL): © Robert Harding W orld Imagery /
Media A S / Alamy; p.5 (CR): © Rrrainbow / Alamy; p.5 (CL): CBCK-Christine / Getty Alamy; p.77 (TL): Bruce Yuanyue Bi / Getty Images; p.77 (TL): © Jane Tregelles / Alamy;
Images; p.5 (CB): © Nadiya Teslyuk / Alamy; p.5 (BR): © The Picture Pantry / Alamy; p.5 p.77 (TL): Izzet Keribar / Getty Images; p.80 (TL): © Gergely Zsolnai / Alamy; p.80 (CL):
(BC): © Tetra Images / Alamy; p.5 (BL): © russ witherington / Alamy; p.5 (BC): © Tom Lynn Gai / Getty Images; p.80 (CR): © dbimages / Alamy; p.81 (BL): Hero Images / Getty
Grundy / Alamy; p.5 (BR): © Tetra Images / Alamy; p.7 (TL): Kali Nine LLC / Getty Images; p.81 (BR): Caiaimage/Martin Barraud / Getty Images; p.84 (TL): Sam Edwards /
Images; p.7 (BL): © Tetra Images / Alamy; p.7 (TR): Steve Smith / Getty Images; p.7 (CR): Getty Images; p.84 (TL): Crazy W o rld / Shutterstock; p.84 (TC): Marzia Giacobbe /
Marcus M ok / Getty Images; p.7 (BR): Hill Street Studios / Getty Images; p.8 (TL): Shutterstock; p.84 (TR): B. and E. Dudzinscy / Shutterstock; p.84 (C): ElenaGaak /
Datacraft Co Ltd / Getty Images; p.8 (TR): © Archideaphoto / Alamy; p.8 (TL): © Zoonar Shutterstock; p.84 (CR): Scruggelgreen / Shutterstock; p.85 (TR): Arina P Habich /
GmbH / Alamy; p.8 (TR): © Dmitry Rukhlenko / Alamy; p.8 (TR): © aviv avivbenor / Shutterstock; p.85 (CL): Arina P Habich / Shutterstock; p.85 (CR): siamionau pavel /
Alamy; p.8 (TL): Hemera Technologies / Getty Images; p.8 (CL): © Anton Starikov / Shutterstock; p.86 (TR): Floortje / Getty Images; p.86 (TR): Creativ Studio Heinemann /
Alamy; p.8 (CL): koya79 / Getty Images; p.8 (C l ): © Hector Sanchez / Alamy; p.8 (CR): © Getty Images; p.86 (TR): © age fotostock / Alamy; p.86 (TR): © Lilyana Vynogradova /
RTimages / Alamy; p.11 (BL): © Ivan Kmit / Alamy; p.11 (BL): © Robert Kneschke / Alamy; Alamy;p.86 (TR): © Danny Smythe / Alamy; p.86 (TR): © Jon Helgason / Alamy; p.86
p.11 (BC): © Mark Sykes / Alamy; p.11 (BR): © Dmitry Rukhlenko / Alamy; p.11 (BR): © (TR): © D. Hurst / Alamy; p.86 (TR): © Vitaliy Pakhnyushchyy / Alamy; p.86 (TR): © Feng
arkela / Alamy; p.13 (TR): © AH ow den - Brazil Stock Photography / Alamy; p.13 (TL): © Yu / Alamy; p.86 (TR): © Andrzej Tokarski / Alamy; p.86 (TR): © JO H N KELLERM AN /
Cavan Images / Alamy; p.13 (BR): © Tiziana and Gianni Baldizzone/CORBIS; p.13 (BL): Alamy; p.86 (TR): © Feng Yu / Alamy; p.86 (TR): © Feng Yu / Alamy; p.86 (TR): asajdler /
SensorSpot / Getty Images; p.15 (TR): © Action Plus Sports Images / Alamy; p.15 (TR): Getty Images; p.86 (TR): © Judith Collins / Alamy; p.86 (TR): © Feng Yu / Alamy; p.88
Jordi Ruiz / Getty Images; p.15 (TR): © inUsny-244/INFphoto.com/ Corbis;p.15 (TR): © (TL): Tom Grill / Corbis; p.92 (TL): © Thomas Imo / Alamy; p.92 (TC): Erik Simonsen /
ROBIN U T REC H T FOTOGRAFIE/HillCreek Pictures/Corbis; p.15 (TR): Samir Hussein / Getty Images; p.92 (C): © Image Source Plus / Alamy; p.92 (CL): © 2happy / Alamy; p.92
Getty Images; p.19 (BR): Wavebreakmedia Ltd / Getty Images; p.20 (TC): JGI/Jamie Grill / (TR): © N A SA / Alamy; p.92 (CR): © Andrew Paterson / Alamy; p.92 (BL): © Tim Graham
Getty Images; p.20 (TL): © Sandra Baker / Alamy; p.20 (TL): KevinCarr / Getty Images; / Alamy; p.92 (BL): © Chuck Nacke / Alamy; p.93 (TL): © RIA Novosti / Alamy; p.93 (TR):
p.20 (TC): Alexander Hafemann / Getty Images; p.20 (TR): David Madison / Getty © ITAR-TASS Photo Agency / Alamy; p.96 (TR): © Photos 12 / Alamy; p.96 (BR): ©
Images; p.20 (TR): © Jaak Nilson/Spaces Images/Corbis; p.24 (TL): © Z U M A Press, Inc. / Photos 12 / Alamy; p.98 (TL): Brian King / OnlyMelbourne; p.98 (TR): © Igor Stevanovic
Alamy; p.24 (TR): Tom Hahn / Getty Images; p.24 (TC): © Z U M A Press, Inc. / Alamy; / Alamy; p.98 (BL): © M IX A / Alamy; p.98 (BR): © Kseniya Ragozina / Alamy; p.88 (BR):
p.24 (TL): Mark Cunningham / M LB Photos via Getty Images; p.24 (TR): © Jason Smalley Mike Prior/Redferns / Getty Images; p.88 (BR): Samir Hussein/Getty Images; p.100 (MR):
Photography / Alamy; p.26 (TL): Danita Delimont / Gallo Images / Getty Images; p.26 FredFroese / Getty Images; p.102 (TL): © Radius Images / Alamy; p.102 (TL): © Oleg
(TR): Rolf Hicker / Getty Images; p.26 (CL): © Robbie Jack/Corbis; p.26 (BR): © Janine Kozyrev / Alamy; p.102 (TR): © Radius Images / Alamy; p.102 (TR): © Johner Images /
W iedel Photolibrary / Alamy; p.26 (BR): © Miles Davies / Alamy; p.26 (BL): Piotr Krzeslak Alamy; p.102 (TL): © Design Pics Inc / Alamy; p.102 (TL): © Design Pics Inc / Alamy;
/ Shutterstock; p.27 (BL): © Hero Images/Corbis; p.27 (BR): © Phil Boorman/Corbis; p.30 p.102 (TL): Martin Willis / Getty Images; p.102 (TL): © Westend61 GmbH / Alamy;
(TL): © BRETT G A R D N ER / Alamy; p.30 (TR): Amble Design / Shutterstock; p.30 (C): p.102 (TR): Design Pics/John Short / Getty Images; p.102 (TR): © Radius Images / Alamy;
Wavebreak Premium / Shutterstock; p.30 (CR): © Blend Images / Alamy; p.31 (TL): AFP / p.102 (TL): Johner Images / Alamy; p.102 (TL): Westend61 / Getty Images; p.103 (TL):
Stringer / Getty Images; p.31 (TR): Mario Testino /Art Partner / Getty Images Publicity; Erin Bolster; p.103 (CR): © Gunter Marx / Alamy; p.106 (TR): © Stocktrek Images, Inc. /
p.31 (CR): © Peter Scholey / Alamy; p.32 (TL): © Denys Kuvaiev / Alamy; p.32 (TL): © Alamy; p.106 (TC): © Stocktrek Images, Inc. / Alamy; p.106 (BC): © Arterra Picture
Cavan Images / Alamy; p.32 (CL): © incamerastock / Alamy; p.32 (CL): © Gregg Vignal / Library / Alamy; p.110 (TL): © Rob Crandall / Alamy; p.110 (CR): Bruce Yuanyue Bi /
Alamy; p.32 (BL): © Juice Images / Alamy; p.32 (BL): © Johner Images / Alamy; p.32 (CR): Getty Images; p.110 (CR): © Eric Bechtold / Alamy; p.110 (TR): Jo d ie Wallis / Getty
Jose Luis Pelaez Inc / Getty Images; p.32 (CR): JGI/Jamie Gril / Getty Images; p.32 (CR): Images; p.110 (TL): Panhandlin / Getty Images; p.112 (TL): Steven Miric / Getty Images;
Hero Images / Getty Images; p.32 (CR): Jose Luis Pelaez Inc / Getty Images; p.32 (CR): p.112 (TL): O laf Loose / Getty Images; p.112 (TL): Meinzahn / Getty Images; p.112 (TL):
Tanya Constantine / Getty Images; p.32 (CR): Maria Teijeiro / Getty Images; p.32 (CR): P_W ei / Getty Images; p.112 (TL): © Design Pics Inc / Alamy; p.112 (TL): © Nando
JGI/Jamie Grill; p.32 (CR): Streetfly Studio/JR Carvey / Getty Images; p.32 (CR): Jose Luis Machado / Alamy; p.112 (BL): © Konrad B^k / Alamy; p.112 (BL): © Radius Images /
Pelaez Inc / Getty Images; p.35 (CL): sagir / Shutterstock; p.35 (CL): Fotovika / Alamy; p.112 (BL): © Stephen Dorey ABIPP / Alamy; p.112 (BL): © Andrew Paterson /
Shutterstock; p.35 (CL): Neamov / Shutterstock; p.35 (CL): © Maksym Bondarchuk / Alamy; p.113 (TR): © Sean Pavone / Alamy; p.114 (TR): Alinute Silzeviciute /
Alamy; p.35 (CL): © Yongyut Khasawaong / Alamy; p.35 (CL): © Stocksolutions / Alamy; Shutterstock; p.114 (TR): D.R. Hutchinson / Getty Images; p.114 (CR): Onzeg / Getty
p.35 (CL): Mosquito / DigitalVision Vectors / Getty Images; p.35 (CL): Rouzes / Getty Images; p.114 (CR): Stefano O p p o / Getty Images; p.116 (TL): © Peter Titmuss / Alamy;
Images; p.37 (CR): Westend61 / Getty Images; p.38 (BL): © imageBROKER / Alamy; p.38 p.116 (TL): kevinjeon00 / Getty Images; p.116 (TR): © Rafael Ben-Ari / Alamy; p.116
(BL): © Helen Sessions / Alamy; p.38 (BR): © Robert Harding Picture Library Ltd / Alamy; (TL): © eran yardeni / Alamy; p.116 (TR): © Michele Burgess / Alamy; p.117 (B): Paulo
p.38 (BR): © Dave G. Houser/Corbis; p.39 (TR): © imageBROKER / Alamy; p.39 (TC): © Amorim / Getty Images; p.118 (C): © M ELBA P H O T O A G E N C Y / Alamy; p.127 (TL): ©
Felix Hug/Corbis; p.39 (BR): © Atlantide Phototravel/Corbis; p.42 (TL): © Gordon Erik Reis / Alamy; p.127 (TL): alexey_boldin / Getty Images; p.127 (TL): © Digifoto
Shoosmith / Alamy; p.44 (TR): Roc Canals Photography / Getty Images; p.44 (TL): © C W Green / Alamy; p.127 (TL): © Aydin Buyuktas / Alamy; p.127 (TL): © D. Hurst / Alamy;
Images / Alamy; p.44 (TR): © Krystyna Szulecka / Alamy; p.44 (TL): Insight Photography / p.127 (TL): pictafolio / Getty Images; p.127 (BL): © Newscast-online Limited / Alamy;
Design Pic / Getty Images; p.44 (TL): © GerryRousseau / Alamy; p.44 (TC): © B. Leighty / p.127 (BL): © Konstantin Gushcha / Alamy.
Photri Images / Alamy; p.44 (CR): bluehand / Shutterstock; p.45 (CL): © Mira / Alamy;
Com m issioned ph o to g ra p h y by: Mike Stone p 18, 36, 54, 72, 90, 108.
p.45 (B): © America / Alamy; p.48 (TL): © Ausloser/Corbis; p.48 (TR): Tara M oore /
Getty Images; p.48 (BL): © mainpicture / Alamy; p.48 (BR): © Elvele Images Ltd / Alamy;
C o ver photographs by: (L): ©Tim Gainey/Alamy Stock Photo; (R): ©Yuliya
p.48 (TL): Charlotte Nation / Getty Images; p.48 (BR): © redsnapper / Alamy; p.50 (TR):
Koldovska/Shutterstock
© David J. Green - Lifestyle / Alamy; p.50 (TR): Syda Productions / Shutterstock; p.50
(TR): Uw e Umstatter / Getty Images; p.50 (TR): Tetra Images / Getty Images; p.50 (TR): The publishers are grateful to the follow ing illustrators: Christos Skaltsas (hyphen)
Blend Images - KidStock; p.50 (TR): Alex Segre / Getty Images; p.51 (TL): luismmolina / 4, 6, 9, 14, 15, 16, 17, 22, 23, 33, 34, 40, 43, 46, 52, 53, 55, 58, 60, 61, 77, 78, 79, 82,
Getty Images; p.51 (TL): © RTimages / Alamy; p.51 (TL): Juffin / Getty Images; p.51 (TL): 87 (R), 91, 94, 95, 96, 97, 105, 107, 110, 115, 127, 128 and Zaharias Papadopoulos
pictafolio / Getty Images; p.56 (TL): Avatar_023 / Getty Images; p.56 (TC): Peathegee (hyphen) 8, 12, 21, 35, 41, 63, 76, 87 ( l )
Inc / Getty Images; p.56 (TR): © Hugh Sitton/Corbis; p.56 (TR): © dbimages / Alamy;
p.56 (C): © Keith Levit / Alamy; p.56 (C): Xavier Arnau / Getty Images; p.57 (T): Fuse / The publishers are grateful to the follow ing contributors: hyphen: editorial,
design and project management; CityVox, LLC: audio recordings; Silversun Media
Getty Images; p.57 (L): Renee Eppler / Getty Images; p.57 (R): Stephan Kaps / EyeEm / Group: video production; Karen Elliott: Pronunciation sections; Matt Norton: Get it
Getty Images; p.59 (TR): Veena Nair / Getty Images; p.60 (TL): © Tetra Images / Alamy; Right! sections
p.60 (CR): © Z U M A Press, Inc. / Alamy; p.60 (CR): Jo n Kopaloff / FilmMagic / Getty
Images; p.60 (CR): Debby W ong / Shutterstock; p.60 (CR): Frederic Legrand - C O M E O /
Shutterstock; p.62 (TC): © O N O K Y - Photononstop / Alamy; p.62 (TR): © Blaine
Harrington III / Alamy; p.62 (C): © M ELBA P H O T O A G E N C Y / Alamy; p.62 (C): Blend
Images - Noel Hendrickson / Getty Images; p.61 (BL): Philip Game / Getty Images; p.61
(BC): © Craig Lovell / Eagle Visions Photography / Alamy; p.61 (BR): © Kim Steele/Blend
Images / Corbis; p.64 (TR): Skip Odonnell / Getty Images; p.64 (BL): © Niels Poulsen /
Alamy; p.66 (TL): © David Madison/CORBIS; p.66 (TR): © DPK-Photo / Alamy; p.66
(TC): versh / Shutterstock; p.66 (TC): Tim Hawley / Getty Images; p.67 (TL): Dave
Nenna/The Firecrackers; p.67 (TR): courtesy o f The Bolton News; p.67 (CL): Konstantin

T-167