messages_2_pr.pdf

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Meredith Levy and Diana Goodey

Messages 2Друго издање

Енглески језик за 6. разред основне школеПриручник за наставнике

Стручни консултант: Слободан ЖивковићПрелом српског издања: Милутин Маринков

Издавач: Издавачка кућа „Klett” д.о.о.Светозара Ћоровића 15/IV, 11000 БеоградТел.: 011/3348-384, факс: 011/[email protected], www.klett.rs

За издавача: Гордана Кнежевић ОрлићГлавни уредник: Александар РајковићУредник: Милан ПртењакШтампа: Графостил, КрагујевацТираж: 1.000 примерака

Messages was originally published by Cambridge University Press © Cambridge University Press 2005Messages (Serbian edition) © Cambridge University Press and Klett Publishing House Ltd. 2012.

Забрањено је репродуковање, умножавање, дистрибуција, објављивање, прерада и друга употреба овог ауторског дела или његових делова у било ком обиму и поступку, укључујући фотокопирање, штампање, чување у електронском облику, односно чињење дела доступним јавности жичним или бежичним путем на начин који омогућује појединцу индивидуални приступ делу са места и у време које он одабере, без писмене сагласности издавача. Свако неовлашћено коришћење овог ауторског дела представља кршење Закона о ауторском и сродним правима.

ISBN 978-0-521-14947-1ISBN 978-86-7762-218-3

CIP – Каталогизација у публикацијиНародна библиотека Србије, Београд

371.3 :: 811.111 (035)

ГУДИ, Дајана Messages 2 : енглески језик за 6. разред основне школе: приручник за наставнике / Meredith Levy, Diana Goodey. – 2. изд. – Београд : Klett, 2012 (Крагујевац : Графостил). – 80 стр. : табеле ; 28 cm

Тираж 1.000

ISBN 978-86-7762-218-31. Леви, Мередит [аутор]а) Енглески језик – Настава – Методика – ПриручнициCOBISS.SR-ID 192542476

Map of the the Student's Book 4

Introduction 6

Teacher's notes and keys

Module 1 My life

1 A slice of life 102 Do you agree? 17

Module 1 Review 20

Module 2 In the past

3 Stories 234 Entertainment 27

Module 2 Review 31

Module 3 Out and about

5 On the move 336 Echoes of the past 37

Module 3 Review 41

Module 4 It’s different

7 Differences 438 Our incredible world 47

Module 4 Review 51

Module 5 A healthy future

9 Looking ahead 5310 Some ketchup, please! 56

Module 5 Review 60

Module 6 Looking back

11 In the wild 6212 Who cares? 66

Module 6 Review 70

Games 72

Workbook key and tapescripts 73

Acknowledgements 80

3Contents


4 Map of the Student’s Book


5Map of the Student’s Book


6 Introduction

Welcome to Messages, a four-level English course for secondarystudents. Messages provides aa clearly structured progression inboth grammar and vocabulary, and a wealth of opportunities forvaried language practice. We hope that students will find it anengaging course, with its clear signposting of aims andinteresting and motivating themes. Teachers will find it offerseasy-to-use material that can be adapted to mixed-abilityclasses.

Messages 1 is designed for students who have studied Englishpreviously at primary level, but includes revision of all basicstructures. Messages 2 consolidates and builds on this.

Course components

Student’s BookThe Student’s Book has 12 units, divided into six modules. In each unit, Steps 1–3 constitute the core material of thecourse. In addition, there is the following optional materialwhich you can use according to the time available and the needs of your class:● Continuous story (Wild Flowers and Swim!)● Extra exercises with KET-style activities● Extra readings on Life and culture● Review section at the end of every module, containing

grammar and vocabulary summaries, consolidation exercises,study skills and a progress check.

● Project task (Coursework) at the end of every module● Reference section that contains:

– Grammar index– Communicative functions index– Wordlist– Irregular verbs– Spelling notes– Phonetic symbols– Song lyrics

Workbook● Full range of exercises, including more KET-style activities● Extension activities for stronger learners● Learning diary● Comprehensive grammar notes

Teacher's Book● Step-by-step teaching notes for Unit 1, to suggest how the

course as a whole should be taught● Student’s Book answers● Tapescripts for the Student's Book audio● Background information on texts● Teaching notes on Wild Flowers and Swim!, Extra readings

and Reviews● Ideas for language games in the classroom● Workbook answer key and tapescripts

TestsThe Tests book contains the following photocopiable tests: ● Entry test● A test for each module● Final testFor each test, there are two parallel versions, A and B, which areset at the same level and can be used interchangeably. There isalso an answer key for all tests.

Audio CDs● Class Audio CDs with listening material for the Student’s Book● Workbook CD

Web material● Infoquests at www.cambridge.org/elt/messages/infoquest● Downloadable worksheets and Teacher's guides for Infoquests

at www.cambridge.org/elt/messages/teacherquest● Downloadable grammar worksheets for weaker learners at

www.cambridge.org/elt/messages

DVD/VHS videos for Levels 1 and 2● A collection of eight drama-style programmes based around

two friends, Emily and Paul● Activity booklet including worksheets, teacher’s notes,

answer key and full video scripts

About MessagesA sense of purpose and achievementIn Messages, there are three levels at which students focus onwhat they can do in English:● The units are divided into three steps. The step begins with a

description of the target language and the communicativetask(s) (Use what you know) which students will be able todo, using that language. Each step takes students through aseries of related activities, which lead them quickly from'input' of new language to meaningful, communicative'output'. Short, carefully prepared and guided tasks ensurethat even weaker students can enjoy a sense of success.

● If you wish, at the end of each module, students cancomplete one part of a portfolio of information entitled 'Mywindow on the world'. This is a continuous Courseworkproject, based on different aspects of the overall theme of thebook (see below) and on the language of the preceding units.Language is recycled and revised in the modules themselvesand in the reviews, tests and additional material.

● There is an overall purpose to each year's work. In Book 2,the theme is 'The world around you' and, by the end of theyear, students should be able to describe life in their countryin simple English.

Authentic and meaningful language learningAs in Messages 1, the language is simple and controlled, whilstbeing as natural and realistic as possible, presented and practisedin authentic contexts. Students will continue to learn about theirEnglish-speaking counterparts, and about the world around them.


7Introduction

Active, responsible learnersIn the units, students engage actively with the material and use arange of cognitive skills such as guessing, deducing, comparing,matching, sequencing. Students are asked to discover sentencepatterns and grammar rules for themselves, to make their ownexercises and to 'test a friend'. There are frequent opportunitiesfor students to talk about themselves and their interests.

In the reviews, a series of exercises and tasks help learners tomonitor what they can do. In How's it going? they make their ownassessment of their grasp of the language points covered. This isreinforced when they complete the Learning diary in the Workbook.

Using Messages 2Module openersThese two pages allow teachers to 'set the scene' and createinterest for their students. They contain a selection of visualsfrom the coming units, a list of what students will study in themodule and what they will be able to do at the end of it, and abrief matching exercise.

You may need to translate some language points for weakerclasses, but encourage all classes to say as much as they canabout the pictures before they do the matching exercise. Withstronger classes, you may want to ask students to identify whichlanguage point each of the sentences relates to, or to supplysimilar sentences.

PresentationThere is a wide variety of presentation texts and dialogues. Theyeach present the new grammar point in a context whichillustrates its concept and meaning, as well as providing plentyof natural examples of it.

Always begin by setting the scene (for example, by askingstudents to comment on the photos), so that learners cananticipate what they are about to hear.

In some cases, students listen first with their books closed (orthe text covered). This will enable them to focus on the soundsof the language without being distracted – and sometimesconfused – by its written equivalent.

Ask plenty of comprehension questions, and get studentsto repeat the key sentences. They should listen to/read the textat least twice during this phase of the lesson.

Key grammarKey grammar activities follow on from the Presentationsand focus on the language within them. Give students a fewmoments to look at the grammar box and reflect before theydiscuss and complete the examples and explanations orally. Writethe completed sentences on the board; students can then copythem into their notebooks. In some cases, students translate theexamples and compare them with the mother tongue equivalent.

Remember!The Remember! boxes focus briefly on specific language points.Where appropriate, elicit more examples from the students orask them to translate the examples into their own language.

PracticeThe controlled practice exercises which always follow Key

grammar sections can be done orally with the whole class, andthen individually in writing.

Students are often asked to then make their own 'exercise' andTest a friend. Look at the example in the book with the wholeclass first, adding further examples on the board if necessary.This is an excellent opportunity for students to focus actively onthe new grammar and test their understanding. It also gives youa chance to monitor and deal with any difficulties they may havebefore you move on.

Key vocabularyThese are mostly matching activities, many of them with a timelimit. Some of the lexical groups recycle items which studentsknow from primary school and/or Messages 1, as well asintroducing new words. Students can work alone or in pairs, anduse their dictionaries for words they don't know.

The core vocabulary of each unit is practised further in theWorkbook. Encourage students to start their own vocabularynotebooks and to record new vocabulary in them.

Key pronunciationMessages 2 further develops basic areas, such as stress in multi-syllable words and weak forms. It also focuses on features suchas vowel sounds and intonation in sentences.

The pronunciation activities are always linked to the language ofthe unit.

SpeakingStudents are encouraged to repeat key vocabulary and the keysentences of each presentation. In addition, new language ispractised in meaningful contexts that involve an element ofcreativity on the part of the learner, with an emphasis on movingfrom accuracy to fluency. Students ask questions, share opinions,talk about themselves, their country and the environmentaround them.

Speaking can also be encouraged by giving students the chanceto act out rough or reduced versions of some of the presentationdialogues, and also to engage iinn role plays. The aim here shouldbe to reproduce the situation rather than the originalconversation word for word. Stronger students can work ingroups and act a slightly different conversation.

WritingWriting is introduced gradually and is always carefully guided.There is a variety of task types, from sentences to an advert anda simple story.

For longer writing tasks, encourage students to first write a roughdraft, then read through and check their work before writing a finalversion. They could also check each other's work from time to time.

Use what you knowThe Use what you know tasks at the end of each step enablestudents to use what they have learnt for an authentic,communicative purpose. Many of these tasks can be prepared inwriting and then done orally, or vice versa. Students are alwaysgiven examples to follow, and you will find a model answerwhere applicable in the Teacher's Book.

Some of the tasks can be prepared in class and then done forhomework.


8 Introduction

ListeningAttention to receptive skills is vital in the early stages oflearning English, so there is an emphasis on providing abundant,varied input.

Many learners find listening particularly difficult, so Messages 2provides plenty of practice of this skill. Students will listen tothe presentation texts and dialogues, and have the chance toread them at the same time, and there is also a specificlistening task in each unit, covering a variety of different texttypes (for example, people talking, a radio programme, atelephone conversation etc.). These may include language whichis slightly beyond the students' productive level. However, theyare not expected to understand or reproduce everything theyhave heard. You should focus on the key sentences only.Remember that learners may need to listen more than twiceduring these activities.

SongsThe five songs have been written as an integral part of the book– a musical form of listening comprehension. They can be usedfor:– global comprehension (Unit 12)– teaching and practising vocabulary (Unit 1)– teaching and practising vocabulary and grammar (Units 4, 5, 9

and 12).

Once the specific work on the songs has been done, studentsmay enjoy singing them! The words are given on page 146 of theStudent's Book.

ReadingThere is a short reading task in each unit, covering a range of texttypes, for example: a newspaper article, a notice, a poem, a bookreview etc. Students will usually read the text once for 'gist' andthen move on to more detailed questions. The texts developreading strategies such as skimming and scanning.

Extra reading practice is provided through:– an extra reading text with each unit, dealing with Life and

culture in the English-speaking world.– the stories Wild Flowers and Swim!. These provide an

opportunity for reading for pleasure. Students' confidence willbe greatly enhanced by the knowledge that they can read andunderstand a continuous story. Each chapter of the stories isaccompanied by questions in the Student's Book, whilebackground information and detailed suggestions for itsexploitation are given in the Teacher's Book.

The listening and reading activities include a range of KET texttypes.

Consolidation and testingAt the end of each unit, there is a page of extra exercises on thelanguage of the unit, providing practice of KET-style tasks.

At the end of every module, preceding work is pulled together inthe Review. For each language point, students complete a taskshowing what they can do. This, together with the followingvocabulary summary, prepares and leads them into theCoursework task.

There is a model each time, written by the character Matt, for youto study with the whole class. Individual coursework can then be

done at home over a period of a couple of weeks or so. At the endof the year, the student's Coursework comprises a coherent andself-contained set of newsletters, based on a clear model.

In addition, the Review section includes work on study skills tohelp students become more independent and effective learners,and gives them a chance to assess their own progress.

Further consolidation of the language in the modules can beachieved through the accompanying Infoquests on the web (seebelow). Students' progress can be more formally tested throughthe use of the photocopiable module tests in the Tests book.

WorkbookWorkbook activities should, in the main, be done for homework,though they can be prepared in class with weaker students ifnecessary, and you can also give stronger students the Extensionexercises if they finish earlier than their classmates. Make sure youhave covered the relevant part of the step before students beginthe corresponding Workbook exercises.

At the end of the unit, students complete their Learning diary.The Workbook answer key can be found at the back of theTeacher's Book.

InfoquestsEach module of the course is accompanied by an Infoquest, inwhich students are encouraged to find information on speciallydesigned websites and to work co-operatively. The websites arehoused at http://www/cambridge.org/elt/messages/infoquestand are designed to reinforce the language of each module, andshould therefore be done at the end of the module.

Free accompanying worksheets and clear Teacher's guides canbe found athttp://www/cambridge.org/elt/messages/teacherquest. Youwill need to complete a simple form to register and then getaccess to these items, and will need to log in with your username and password each time you want to use them.

Classroom managementCreating an 'English' atmosphereUse every opportunity to bring 'the real world' into the classroom:maps, posters, magazines etc. Encourage students to look forexamples of English 'text' outside the classroom: words from popsongs, instructions for a machine, English food packaging in asupermarket etc.

Use classroom instructions in English from the beginning, andget students to address you in English as much as possible.

Making good progressA wide variety of task types ensures regular changes of paceand activity, with frequent opportunities for students to work attheir own level. Work at a lively pace and have the courage tomove on even though students may not have learnt everythingin a lesson perfectly. Some of the activities include a time limit,to encourage students to work quickly and to introduce a'game' element.


Introduction

Dealing with classes of mixed abilityThere are a large number of personalised and open-endedactivities which allow students to respond in different ways,depending on their ability. The rubric do at least … also enablesstudents to work at their own level. Other activities (If you havetime. Try this! and the Extension exercises in the Workbook) canalso be used by pupils who finish early.

Try to make sure you involve all the students. For example, askweaker students to suggest single words to describe a photo,while stronger students might think of a question to ask about it.When you ask a question, give everyone the chance to think ofthe answer before calling on individuals to do so. When doingindividual repetition, ask stronger students first, but be carefulnot to make this too obvious by always varying the order, andwho you call on.

Use the different skills of the students in as many ways as youcan. The student who hates speaking may enjoy writingvocabulary on the board, while another student may be good atdrawing, or making posters.

Try to build an atmosphere in which students communicate withyou and with each other in a respectful, courteous and good-humoured manner. Never underestimate the importance ofpraise and encouragement: That's great! Well done! Good!

Explaining new wordsNew vocabulary which arises other than in the Key vocabularysection can be explained using visual aids such as your own set offlash cards, pictures on the blackboard, mime, contextualisedexamples or, if necessary, translation. Encourage students to guessthe meaning of new words as well as using their dictionaries.

Controlled oral repetitionThe key vocabulary and the key sentences can be reinforcedthrough choral and individual repetition. This helps students 'gettheir tongues round' the sounds of the new language. When askinga question, give everyone time to think of the answer before askingan individual student by name. When two or three individuals haveresponded, finish by getting the whole class to repeat.

Get students to ask as well as answer questions. Questions andanswers can be drilled by dividing the class in two and gettingthe groups to take it in turns to ask and answer, before movingon to drilling with two individual students.

When drilling words or sentences, you can beat the stress ofwords and sentences with your hand to show where the mainstress is – exaggerate slightly if necessary. You can also use yourhand to show whether the sentence goes up or down at the end.

With long sentences, use 'back-chaining':… half past ten.… to bed at half past ten.I usually go to bed at half past ten.

PairworkGetting students to work in pairs will greatly increase the amountof English spoken in the classroom, even if some students mayuse the mother tongue. Walk round and listen whilst students arespeaking. Vary the pairings so that students do not always workwith the same partner. Always give examples of what you wantstudents to do and check that they understand the activity clearly.

Group workSome of the activities in Messages 2 can be done in groups if youwish. Ensure first that everyone is clear about what they aredoing, then monitor their work and don't let the activity drag onfor too long. Use mixed-ability groups and appoint a group leader.

Correcting oral mistakesWhen correcting students, be sensitive and realistic about whatyou can expect at their level. Give them an opportunity tocorrect their own or each other's mistakes whenever possible.

Focus on fluency rather than on accuracy when students areengaging in communicative activities such as pairwork andtalking about themselves. You can note down any important andrecurring errors and go over them with the whole class at theend of the lesson.

Try to focus on content as well as on accuracy, and respondaccordingly if something is interesting.

Correcting written workMake your corrections clear by indicating the type of error, forexample, vocabulary, grammar, spelling etc. Comment positivelyon content where applicable, e.g. This is very interesting, Nikola.

Again, bear in mind the student's level and the focus of theactivity, as you may not want to correct every mistake.

Enjoy itWe hope that the material in Messages 2 will motivate thestudents and facilitate their learning, and that the way thematerial has been structured will make your job asstraightforward and effective as possible. Most of all, we hope itproves a rewarding experience for you and your students.

9


1 Key vocabulary Interests and activities

� Give students a few minutes to complete the matchingexercise. They should be familiar with most of the words inthis list.

� Play the recording. Students listen and check theiranswers, and then repeat the words.

Answers 5 computer games

1 using the Internet 6 meeting friends

2 athletics 7 going shopping

3 swimming 8 astronomy

4 going out 9 horror films

2 Presentation What do you like doing?

a � Ask students to say what they can see in the photos.Make sure they identify photo ’a’ as a poster for a horrorfilm. Elicit the meaning of frightening and teach thealternative word scary, which appears in 2b.

� Students read the text quickly and match each person witha photo showing something he/she likes doing.

Answers Mel c Sadie b Ben a

b � Choose different students to read out sentences 1–6.Check their understanding of the difference betweenlike/enjoy and love and between don’t like and hate.

� Play the recording while students read again and listen.They can work individually or in pairs to answer the questions.

� As you check with the class, ask students to read out thewords in the text that gave them the answer.

10 Unit 1

GGrraammmmaarr::

like, enjoy, etc. + -ing

good at, interested in +-ing

Revision of question forms

VVooccaabbuullaarryy:: Interests and activities

CCoommmmuunniiccaattiivvee ttaasskkss::

Talking about likes and dislikes

Asking for and giving personal information

1

My lifeSee page 7 of the Introduction for ideas on how to use the Module opening pages.

Answers

1 d 2 a 3 c 4 b

STEP

1

Practise the grammar with a ‘chain’ activity.Student A makes a sentence about something thathe/she likes doing. Student B reports on A’sstatement and adds his/her own sentence aboutsomething that he/she doesn’t like doing. The‘chain’ continues, alternating between positive andnegative sentences. For example:

A: I like using the Internet.

B: Sofia likes using the Internet. I don’t likewatching horror films.

C: David doesn’t like watching horror films. I like …

OP

TIO

N

� Draw attention to the -ing ending for the verb form followingverbs of liking and disliking.

Answers1 Ben 2 Sadie 3 Mel 4 Sadie 5 Ben 6 Mel

3 Key grammar Verb + -ing

� Students complete the table. Note that it is also possible touse like followed by to + infinitive instead of the -ing form(for example, I like to swim). This is especially common inAmerican English. However, we suggest you don’t mentionthis to students at this stage, unless they ask.

� Revise the expressions in the Remember! box. You might wantto give some other examples of adjective + preposition withverb + -ing, for example: interested in -ing, tired/scared of -ing, famous for -ing.

Answers cooking; meeting

4 Practice

a � Look at the examples with the class. Focus on the nouns inthe first sentence and elicit alternative expressions with verb+ -ing (I like doing athletics, I like playing computer games).

� Choose students to say things they like and don’t like, usingexpressions from Exercise 1.

b � Revise more vocabulary by inviting students to talk aboutother activities that they like/enjoy. Examples could include:

– (playing) football/tennis/basketball/cards

– playing the guitar, listening to music

– going to the theatre / the gym / a sports club

– (doing) gymnastics/judo

– skiing, running, dancing, painting, riding a bike, writing emails

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5 Reading and speaking About Matt

a � Read out the questions or choose students to do so. Elicitpossible replies that Matt could give.

� Draw attention to the use of do in present simplequestions. Compare this with the inversion of subject andverb in questions with can and is.

� Ask students to read the text themselves.

� Students use the information to answer the questions. Theycould do this individually or in pairs.

b � Before students listen to the dialogue, make it clear thatMatt’s replies in the recording are not the only way ofanswering the questions. If students have expressed thesame information in different words, that’s fine.

� Play the recording. If students have slightly differentanswers, invite them to read out their own versions. Checkthat they have responded appropriately to the questions.

� Students practise the dialogue in pairs.

Tapescript/Answers

INTERVIEWER: Where do you live, Matt?MATT: I live in Manchester.INT: Do you like football?MATT: Yes, I do.INT: Have you got any other interests?MATT: My main interests are astronomy

and athletics.INT: Can you run fast?MATT: Yes. I can run a hundred metres in

13 seconds.INT: What’s your favourite food?MATT: Pasta.INT: What sort of TV programmes do

you like?MATT: I enjoy watching programmes about

animals and I like horror films too.INT: Is there anything you don’t like?MATT: Yes! I really hate mobile phones!

6 Writing

� Look at the examples with the class. Point out thatstudents should write questions asking for informationabout their new friend’s life. Make it clear that there areseveral possible questions that they could make. Ask forsome different suggestions for question 2 (for example,Can you ride a bike? Can you swim?).

� If you feel that students need help with the question forms,go through the other topics and elicit one or two examplequestions for each one.

Example answers3 Have you got any brothers and sisters?

4 Have you got a dog?

5 Do you like football?

6 What are your favourite subjects?

1 Presentation How often do you play?

a � Ask students if they play computer games and to saywhat their favourite game is. Elicit or explain themeaning of score, top score and beat.

� Ask students to identify the girls in the photo (Sadie andLisa). Ask other questions about the photo, for example:Where are they? (In Sadie’s bedroom.) What’s in Lisa’shand? (A magazine.) What’s Sadie thinking about?(Playing a computer game.)

b � Explain the meaning of questionnaire and read out thetitle of the questionnaire in Lisa’s magazine. Remindstudents of the word addict and explain that if you arean addict you are addicted to something. Ask: Do youthink Sadie often plays computer games? Is shean addict?

� Play the recording. With books closed, students

listen to the dialogue.

AnswerYes, she is. (She plays for a long time nearly every dayand sometimes feels anxious if she can’t play.)

c � Play the recording again while students listen andread. Pause to check their understanding of key words:How often …?, every day, always, usually, etc. Ask themto guess the meaning of anxious and practise thepronunciation: /��ŋkʃəs/.

� Play the recording once again. Pause and drillquestions and answers with frequency adverbs, forexample:

Do you play computer games every day?

How often do you play?

Five or six times a week, I suppose.

Do you always try to beat your top score?

Usually, but not always.

� You could also drill other useful expressions in thedialogue, for example: No, of course I don’t. Are you sure?I think you’ve got a problem.

� Look at the example sentence with students.

� Students work individually to complete the exercise.Allow them to compare answers in pairs before youcheck with the whole class.

� Invite students to discuss Lisa’s final statement: ‘I thinkyou’ve got a problem, Sadie.’ Ask if they agree with

11A slice of life

7 Speaking Interview a classmate

� In pairs, students ask and answer. Walk around the class,giving help where necessary.

GGrraammmmaarr:: Frequency adverbs

VVooccaabbuullaarryy:: Expressions of frequency


Talking about how often you do things

Writing a description of favourite pastimes

STEP 2

GGrraammmmaarr:: Frequency adverbs

VVooccaabbuullaarryy:: Expressions of frequency


Talking about how often you do things

Writing a description of favourite pastimes


� Students make their own questions with How often …?and ask and answer in pairs.

5 Speaking

� Students refer back to the dialogue in 1b. In pairs, theytake it in turns to ask the questions from Lisa’squestionnaire.

� Ask some students to report back about their partner.

6 Reading and speakingTeenagers’ lifestyles

a � Ask students to read the text individually and to note anywords they don’t know. You could give them a fewminutes to discuss these in pairs, trying to rememberor work out the meanings together.

� Read the text aloud. Check students’ understanding of thevocabulary and practise the pronunciation.

� Discuss the question with the class. Ask students tosuggest other activities that are popular in their countryand help with vocabulary as necessary. Write theactivities on the board. The list could include:

Sports: cycling, surfing, windsurfing, skiing, skating,handball, hockey

Other activities: watching TV/videos/DVDs, dancing,eating out

b � Students re-read the text and find the activities.

Answers1 basketball, football, baseball, volleyball (also

sometimes swimming and bowling)

2 Any four of the following: watching sport, listeningto music, using the Internet, playing computergames, reading books and magazines, playingcards and games, spending time with friendsand families

3 Any four of the following: swimming, jogging,football, baseball, rollerblading, tennis, volleyball(students may have different answers, dependingon the facilities available to them)

c � Focus on the information in the Remember! box. Remindstudents that we use play with names of games. Youcould tell them that go -ing is used when we leave oneplace and go to another to do an activity. So we can saygo swimming or go jogging, but not go reading or gousing the Internet.

this. Are there dangers or problems for people whospend a lot of time on their computers?

Answers2 True.

3 True.

4 False. She plays five or six times a week.

5 False. She often plays for a long time.

6 False. She doesn’t always try / usually tries to beather top score.

7 True.

8 False. She’s addicted to computer games.

2 Key grammar Frequency adverbs

� Students write the complete list of adverbs. Point outthat they are listed in order of frequency.

� Discuss the best translation for each adverb with the class.

� Draw attention to the word order of the sentences in 1c.Remind students that frequency adverbs normally gobefore the main verb. You could also remind them thatthey go after the verb be. (For example, He’s often at thesports club on Saturday afternoon. I’m not usually late.)

Answersusually

often

never

3 Practice

a � Look at the example and ask different students: Howoften do you sing in the shower? Elicit answers withdifferent adverbs.

� Read through the list of phrases and check that studentsremember all the vocabulary.

� Students work individually to make their own sentences.

b � Ask a pair of students to read out the example dialogue.

� In pairs, students take it in turns to ask and answerabout the activities in 3a.

� You can follow up by asking other students to report onthe information they heard. (Daniela sometimes argueswith her friends. Karel never wears his socks in bed, etc.)

4 Key vocabulary Expressions of frequency

� Read out the questions and ask students to repeat.

� Go through the frequency expressions and ask studentsto translate them into their language. Say theexpressions and ask students to repeat.

� Make sure they understand that for all expressions withnumbers above two, we use times (six times a week, 20times a year, etc.).

� You may want to teach hardly ever.

12 Unit 1

You could use information supplied by one ofthe students to build up a short paragraph onthe board. For example: Federico isn’t a computeraddict. He usually plays about four times a week.He always tries to beat his top score, but he doesn’tfeel anxious if he can’t play.

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� Students read the text and work individually to identifythe three verbs.

� Draw attention to the irregular form has (not haves) in thethird person singular. Remind students that we often usehave with food and drink and for certain activities likehave a shower (other examples: have a bath / a wash /a swim / a good time).

Answers ring, listen, read

b � Focus on the information in the Remember! box. Explainthat these link words are important to allow the reader tofollow the order in which events happen.

� Point out that before and after can’t be used on their own.They are followed by a noun or pronoun (before school,after lunch, after that ) or by an action (After I get home,… Before she goes to bed, …). Make it clear that then andafter that have the same meaning.

� Students could work in pairs to find the true sentence.Ask them to say why the other sentences are false.

� When you check the answer, ask students to correct thefalse sentences, for example:

1 Matt listens to the radio before he gets up.

2 He has breakfast after he has a shower.

3 He has some toast and then he gets ready for school.

5 He reads before he goes to sleep.

Answer Sentence 4.

3 Listening Song

a � Tell students the title of the song (Monday Morning).Then play the recording. Let students simply listen andget a sense of the rhythm and melody.

� Ask the question and play the song again.

Answer No, they don’t.

b � Explain the meaning of burn and remind students of theexpression …’s a mess. Explain that a bus pass is a cardthat students can buy to travel free on the bus.

� Give students time to look at lists A and B and to predicthow the words match.

� Play the song again while students listen for thesentences. They could compare answers in pairs beforeyou check with the whole class.

� Ask students to turn to the song words on page 146of the Student’s Book. Play the song once moreand encourage them to sing along.

Answers1 d 2 f 3 b 4 a 5 c 6 g 7 e

1 Key vocabulary Everyday routines

� Set the time limit and ask students to complete thematching task. Most of these expressions will be familiar tothem, and they should be able to work out the meaning ofthe new expressions, get dressed and get undressed.

� Play the recording. Students listen and checktheir answers.

� Play the recording again and ask students to repeat.

Tapescript/Answers1 wake up 7 get ready for school

2 get up 8 get home

3 wash 9 get undressed

4 have a shower 10 go to bed

5 get dressed 11 go to sleep

6 have a drink

2 Reading Matt’s routines

a � Look at the photo and ask Who’s this boy? (Matt.) Whattime is it? (Half past seven.) Use the photo to teach alarmclock and the verb ring.

13A slice of life

� Students write sentences about their own pastimes.

� Ask some students to read out their sentences. Follow upwith questions, for example: Where / When / How oftendo you …? Do you often … after school? Do you usually … atthe weekend?

7 Writing and speaking Questionnaire

� Students copy out the table, substituting whicheveractivities they like in the four columns.

� Explain that the expression two or three times a week isa special case. Normally we would use twice, not twotimes, but because here we’re making a link with three,it’s normal to say two or three times.

� In pairs, students ask and answer.

� Ask students to write about their partner. You couldencourage them to link information with and and but, forexample: David plays baseball about three times a weekbut he never goes jogging.

You can use the information that students giveto play the ‘Information memory game’ (see Gamesat the back of the Teacher’s Book).

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VVooccaabbuullaarryy::Everyday routines

Link words


Talking about everyday routines

Writing about your average day

STEP

3


You can direct them by asking more specific questions,for example:

– Is Tom popular with the students? (Yes.) Why?(Because they think he’s funny.)

– What does he think of school? (He thinks it’s boring.)

– Does he enjoy history? (No.)

– What subject does he enjoy? (Science.)

� Ask question 2. Refer again to the pictures and askstudents to identify Neesha and Miss Kay.

� For the second half of the chapter, you could choosestudents to take the parts of Tom, Neesha and Miss Kayand ask them to read out the text as a dialogue. A thirdstudent can read the pieces of narration, or you could dothis yourself.

� Ask question 3. Follow up by asking students to suggestreasons why Mr Roberts doesn’t work at the school anymore. Why is this a problem for Tom? Is there anythingthat he can do in this situation?

� If you wish, you can ask students to write answers toquestions 1–3.

Example answers1 The main character is Tom. He’s a student. He’s

usually bored at school and he doesn’t like history.He’s popular with other students because he’s funny,but most teachers don’t think he’s funny. He reallylikes science because he thinks Mr Roberts is a greatteacher.

2 Neesha is Tom’s best friend. Mr Roberts is hisscience teacher. Miss Kay is the head teacher.

3 Because Mr Roberts isn’t there. He doesn’t work atthe school any more.

4 Writing An average day

� This exercise can be done in class or set for homework.

� Encourage students to plan their work by making notesfirst. You could ask them to organise their notes undertwo headings, Before school and After school, and touse these to build up two paragraphs. Advise them toput activities into the order in which they happen andremind them to use the link words from the Remember!box.

� Collect the paragraphs to mark, and choose two or threeto read out in the next lesson.

Example answerMy alarm clock rings at 7.15 and I always listen to theradio before I get up. Then I have a shower and getdressed. I usually have bread, fruit and coffee for breakfast.After that I get ready for school and I catch the bus at 8.20.

I often play basketball with my friends after schooland I usually get home at about six o’clock. I do myhomework in the evening and I sometimes watch TVafter that. I get undressed and go to bed at about 10.30.

14 Unit 1

CHAPTER 1

Where’s Mr Roberts?

Wild Flowers is the first of two stories, each of sixchapters. There is a chapter in each unit, but youcan begin the story whenever you feel it is mostappropriate. For example, the narrative in WildFlowers is told in the past simple and you may wantto delay starting the story until students haverevised past simple forms in Units 3 and 4.Alternatively, you could start earlier and use thestory as a way of previewing the past simple.BA

CKG

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Ask students to practise the two dialogues in groupsof four (Tom, the history teacher, Miss Kay andNeesha), leaving out the narration. Encourage themto say the lines as expressively as they can and touse their faces to show the characters’ feelings.

You could choose a group to perform the dialoguesfor the class. Encourage the others to add classreactions (laughter at Tom’s accent, expressions ofsurprise/dismay at the news about Mr Roberts).

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� Tell students that this is the first chapter of a continuingstory. Explain that wild flowers are flowers that grownaturally, without being planted or cultivated by humanbeings.

� Look at the picture with the class. Ask: Where are they?(At school, in a classroom.) Point out Tom, the maincharacter. Ask students to say how he is feeling (upset,unhappy) and to suggest what they think could behappening. Elicit or explain the meaning of accent,clever and head teacher. Point out that head teacher isoften shortened to head.

� Read out the chapter (or play the recording if youprefer) while students follow in their books.

� Read out the first half of the chapter again (or playthe recording if you prefer) while students follow in theirbooks. Ask question 1 and elicit ideas from the class.


The Extra exercises can be used flexibly as consolidation, either

during or at the end of the unit. The teaching notes explain how

they can be exploited in class, but they can also be given as

homework, depending on the time available.

1 � After checking the answers, ask for examples of other

expressions using the same verbs, for example, playthe piano, read a book, go skiing, meet my sister, usea computer, watch television.

Answers 2 e 3 a 4 f 5 c 6 b

2 Answers 2 b 3 a 4 b 5 c 6 b 7 c

3 � Look at the example and make sure the task is clear.

If necessary, go through the questions orally with the

class before they write.

� You could allow students to compare answers with apartner before you check with the whole class.

Answers1 c 2 Have, f 3 Do, d 4 Where, a5 What’s, b 6 Is, e

4 � Look at the example with the class and remind students

that adverbs of frequency normally go before the main

verb. (However, they go after the verb be.)

Answers2 I never watch horror films.

3 Richard sometimes has a cup of tea when hegets home.

4 We don’t often wake up before seven o’clock.

5 Does Julie always wear jeans?

6 Do you usually have a shower before breakfast?

7 Matt doesn’t usually burn his toast.

8 Do you always read before you go to sleep?

5 � Look at the example with the class. Substitute at nineo’clock and at nine o’clock and four o’clock, to elicit

once/twice a day.

Answers2 every day 3 twice a year 4 four times a week5 once a month 6 twice a day

6 � Ask students to work on the translations in pairs or

small groups, and then discuss with the whole class.

15A slice of life

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a tremendous diversity of cultures. Huge waves ofimmigration from the late 1900s until the 1920s broughtmany thousands of people from Europe, especiallyIreland, Germany, Italy and Eastern Europe (in particularPoland). Migration continues today, with a rapid increasein numbers from Hispanic countries and Asia. Over 47 percent of New Yorkers speak a language other than Englishat home.

Greenwich Village is in the lower part of Manhattan, withWashington Square at its centre. Especially in the 1940sand ’50s, it was a place of avant-garde artists, musiciansand writers, but its character has changed with risingproperty prices.

The Museum of Modern Art is on West 53 Street. Otherfamous New York galleries include the GuggenheimMuseum and the Metropolitan Museum of Art.

Central Park is a huge green area in the heart ofManhattan. As well as rollerblading and swimming, peopleuse the park for jogging, cycling, skating and horse riding,and they hold concerts and sporting events there.

Broadway, a long avenue stretching the length ofManhattan, has given its name to the theatre area aroundTimes Square. The theatres here are particularly famousfor big musical productions.

Life and Culture I live in New York

Lead in

� Ask students where New York is and establish that it’son the east coast of the USA. If you have a map, showthe location of the city.

� Ask the first question about New York and brainstorm withthe class.

� Focus on the photos and ask if students can give anyinformation about these parts of New York. Practise thepronunciation of Greenwich /�rentʃ/ and Broadway/�brɔ�dwe/.

� If students have friends or relatives in the USA, invitethem to tell the class about these people. If possible,use your map to locate the places where they live.

Task

� Give students time to read the text themselves.

� Read out each paragraph and explain or elicit the meaningof new words (for example, grade, sculptor, gallery, Poland).

� Explain that apartment is the word for flat, subway isthe word for underground and mom is the word for mum inUS English. Point out the spelling of theatre in US English(=theater). Draw attention to the use of have in ‘I have an


aunt’ and explain that have is normally used rather thanhave got to show possession in American English.

� Students re-read the text themselves and find the thingsin the list.

� Ask some other questions to test comprehension,for example:

– What’s Tiffany’s surname? (Morton.)

– How old is she? (14.)

– Which of her relatives comes from South America?(Her aunt and uncle.)

– What nationality were her great-grandparents? (Irish.)

– Does Tiffany go the theatre in New York?(Yes, she does.)

– Does she think New York is dangerous?(No, she doesn’t.)

Answers1 Greenwich Village or Broadway

2 Poland, Italy, Puerto Rico, Brazil

3 Art, rollerblading, swimming, going to the theatre

4 Sculptor, art teacher

5 Rollerblading, swimming

6 Eight million

16

1 You could take this opportunity to teach othercommon words used in American English.Ask students to match the following:

American English British English

1 sidewalk a shop

2 elevator b sweets

3 cab c pavement

4 store d chemist’s

5 drugstore e lift

6 candy f taxi

2 You might like to draw attention to somedifferences in the pronunciation of AmericanEnglish, for example:

American British

new /nu�/ /nju�/

aunt /�nt/ /ɑ�nt/

after /��ftər/ /�ɑ�ftə/

interested /�ntərestəd/ /�ntrəstd/

kilometre /kə�lɒmətər/ /�klɒmi�tə/

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Unit 1


1 Key vocabulary A camping trip

Answers1 suncream 2 torch 3 toothbrush 4 towel

5 soap 6 camping gas 7 shampoo 8 matches

9 toothpaste

2 Presentation No work!

a Answer No, she isn’t.

a Answer No, they haven’t.

b AnswersJack Lisa

2 silly great

3 funny stupid

Tapescript

1 LISA: What do you think of that painting, Jack?It’s by Wassily Kandinsky.

JACK: Urm … it’s a bit strange.LISA: Yes, I agree, but it’s interesting.

2 JACK: What’s that?LISA: It’s called Sun, Bird, Worm, House.JACK: I think it’s silly.LISA: I don’t agree. I love it! I think it’s great.

3 JACK: Look at that. I like it. I think it’s reallyfunny.

LISA: I don’t think it’s funny. I think it’s stupid.

1 Vocabulary revision Adjectives

Answers1 interesting, beautiful, exciting, brilliant, nice,

good, fantastic

2 awful, silly, boring

2 Key vocabulary Expressing opinions

b Tapescript/Answers1 JOE: It’s a bit strange. I don’t like it very

much.ANSWER: That’s Joe.

2 SADIE: I don’t agree. I really like it. I think it’sfunny.

ANSWER: That’s Sadie.

3 JACK: I don’t think it’s funny. I think it’s stupid!

ANSWER: That’s Jack.

4 MEL: I don’t know. It’s OK, I suppose.

ANSWER: That’s Mel.

5 LISA: I think it’s great. I love it.ANSWER: That’s Lisa.

5 Listening and speaking It’s a bit strange

2

17Do you agree?

VVooccaabbuullaarryy::Adjectives for opinions

Expressing opinions


Asking for and expressing opinions

STEP

1

Wassily Kandinsky (1866–1944) was a Russianpainter who played a key role in the development of abstract art. His early paintings were inspired by music, his later ones were very geometric andbalanced compositions. His painting in photo 1 iscalled Yellow, Red, Blue.

Phillip King was born in Tunisia in 1934 and arrived inEngland in 1945. He studied at Cambridge Universityand then studied sculpture at St Martin’s School ofArt. He has had many one-man exhibitions and isPresident of the British Royal Academy of Art. Hissculpture in photo 2 is called Sun, Bird, Worm, House.

Richard Niman was born in London and has beenan artist for over 40 years. He says that his art isinspired by his boyhood fantasies that he sharedwith his younger brother. His sculpture installation in photo 3 is called Head(s) in the Clouds.

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GGrraammmmaarr::

Countable and uncountable nouns

some, any, no

VVooccaabbuullaarryy:: Things for a camping trip


Talking about a camping trip

Writing a poem

Try this!Example answers: map, food, camera, phone, iPod,book, raincoat, hat

STEP 2


b Answers1 No, he isn’t.

2 Because he can hear a noise downstairs / he thinksthere’s someone downstairs.

3 No, she can’t.

4 Yes, there is.

5 Because he wants to ring the police.

6 No, it isn’t.

7 Matt.

8 His football boots.

2 Key grammar someone, anyone, no one

Answers something; anyone; anywhere

3 Practice

a Answers

2 something 3 anyone 4 anything 5 somewhere

6 nothing 7 anywhere 8 No one

b Answers2 Who’s she talking to?

3 Who’s she waiting for?

4 What’s he looking for?

5 What’s she listening to?

4 Practice

AnswersThere is a: torch, towel, sandwich

There is some: water, shampoo, bread, cheese, suncream

There are some: matches, vegetables, people, eggs

5 Key grammar some, any, no

Answer any

6 Practice

a Answers1 some, some 2 no 3 any 4 no 5 any 6 any

7 Reading A poem

Answer No, he/she doesn’t.

8 Writing My ideas

Example answerNo classrooms

No lessons

No teachers

No school bus

August!

b Answers1 True.

2 False. He doesn’t take his homework.

3 False. They need some toothpaste.

4 True.

5 True.

6 False. They need some coffee.

7 False. They don’t eat a lot of baked beans.

8 True.

1 Presentation There’s someone downstairs

a Answer No, he isn’t.

18 Unit 2

GGrraammmmaarr::

someone, anyone, no one, etc.

CCoommmmuunniiccaattiivvee ttaasskk::

Talking about unidentified people and thingsSTEP

3

CHAPTER 2

Tom wants to find out

In the UK, some exam papers are set and markedoutside the school by a state body. When they aresent out to schools, they are locked up securely sothat there is no danger of cheating.

BACKGROUND

� Ask students questions to revise the first chapter of thestory, for example: Who’s the main character? (Tom.)What do you know about him? (He’s a student. Hedoesn’t usually like school but he really enjoys science.)Who’s his best friend? (Neesha.) Who’s Mr Roberts? (He’stheir science teacher.) In Chapter 1 was Mr Roberts atschool? (No, he wasn’t.)

� Focus on the first picture and ask: Where are they? (Inthe science room/lab.) Ask students to identify Tom andMiss Kay. Tell them that the other woman is a teacher called Mrs Price. Use the picture to teach the verb hideand explain that the past form is irregular: hid.

� Focus on the second picture and again ask: Where arethey? (In the library.) Ask students to identify the girl(Neesha).


1 Answers 2 f 3 a 4 c 5 e 6 b

2 Answers1 soap, towel 2 camping gas 3 torch 4 suncream5 shampoo 6 toothpaste

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

4 Answers1 someone 2 somewhere, anywhere3 something, anything 4 anything, something5 someone, anyone

5a Answers

2 The door is open but there’s no one in the house.

3 There’s nowhere to sit.

4 We’ve got nothing for dinner

b Answers1 Nowhere. 2 Nothing. 3 No one. 4 Nowhere.

Lead in

� Ask students to say all the words they know for musicalinstruments in English. If they have studied Messages 1,they might remember bass/lead guitar, drums, keyboardand piano.

� Depending on the instruments that students play or areinterested in, you can teach other vocabulary here, forexample: violin, cello, double bass, trumpet, saxophone,clarinet, flute, recorder. Write the words on the board andpractise the pronunciation. You could group them underthe headings Strings, Woodwind, Brass and Percussion.

� Elicit or explain the meaning of classical music andorchestra. Give special attention to the stress andpronunciation of orchestra: /�ɔ�kəstrə/.

� Discuss with the students which instruments are normallyused in pop music and which are more common inclassical music.

Task


� Read out each paragraph and explain or elicit themeaning of new words (for example, training course,Easter, have fun).

� If you have a map of Britain, you can point out thelocations of London, Birmingham and Liverpool.

� Choose different students to read out the questions.

� Students re-read the text and answer the questions. Theycould compare answers in pairs before you check withthe whole class.

Answers1 Yes, they do.

2 Pop and classical music.

3 National Children’s Orchestra.

4 They’re under 14.

5 Twice a year.

6 They give a concert.

7 Yes, they can.

� Read out the chapter (or play the recording if youprefer) while students follow in their books. Elicit orexplain the meaning of key words (for example, find out,exam paper, cupboard, office, terrible).

� Ask questions 1–3 and discuss them with the class.If you wish, you could ask students to write answers tothe questions.

� Make sure students understand the issue about the exampaper. Ask: Did Mr Roberts write the science exam? (No,he didn’t.) Ask why a teacher might want to steal anexam paper. (To prepare his students for the questionsin the exam and to get good results for his class.)

� Ask how Tom thinks the exam paper got into Mr Roberts’desk. What are some possible answers to Neesha’squestions ‘Who? And why?’ What can Tom and Neeshado about the situation?

Example answers1 Because he wanted to find out more about

Mr Roberts.

2 She opened her cupboard and found that thescience exam paper wasn’t there. After that shefound the paper in Mr Roberts’ desk.

3 No, he doesn’t.

The National Children’s Orchestra is for childrenbetween seven and thirteen years old. There are actuallyfive orchestras organised according to age, each withbeween 50 and 110 members. The children live in atresidential schools/colleges for their week with the NCO.

BACKGROUND

Life and Culture Making music

19Do you agree?


6 someone, something, somewhere

Answers2 There’s someone at the door.

3 There’s nothing in the box.

4 My cousin lives somewhere near Manchester.

5 Helen isn’t happy at school because no one speaksto her.

6 It isn’t anywhere in the house.

7 Can you see anything?

8 Nothing is happening.

Study skills 1 Using your book

� This exercise is to make students aware of the content ofthe Student’s Book and the way it is structured, so thatthey can use it efficiently on their own.

� Draw students’ attention to the ‘aims’ box at thebeginning of each step in a unit. Point out that theseshow what they will be learning in the exercises thatfollow and what they can communicate with thatlanguage.

� Emphasise the importance of going over the Student’sBook material when they have finished working on it.

� Remind students of the wordlist and the list of irregularverbs at the back of the book.

� Read through the questions and set the time limit.Students could work in pairs or small groups to find theinformation.

� As you go through the answers, ask students to say howthey found the information. Discuss the most efficientway of finding what they want to know without leafingthrough the book. (The Map of the book on pages 2–3 isoften a good place to start. For example, for question 4the Map shows that everyday routines are taught in Unit1. From here students can turn to the unit and look forthe relevant section (Step 3). Similarly, for question 6 theMap lists the title ‘Life in Britain’ for the Module 1Coursework section.)

� For question 5 remind students that they can also checktheir grammar by referring to the Grammar notes in theWorkbook.

Answers1 Eight.

2 On page 144.

3 Four of the following: Sadie, Joe, Lisa, Jack, Matt,Ben, Mel

4 On page 10.

5 In Module 2 Review.

6 On one of the following pages: 25, 60, 91.

Language summary

1 like + -ing; good at + -ing

Example answersI like getting up early but I hate having tests at school.

I don’t enjoy doing sport but I love watching horror films.

I’m interested in cooking and I’m good at dancing.

2 Questions and short answers

Answers2 Can, No 3 Does, doesn’t 4 Have, haven’t

5 Is, isn’t 6 Has, has 7 Does, Yes 8 Do, do

3 Frequency adverbs and expressionsof frequency

3.1 Answers2 We don’t often read magazines in our English lessons.

3 Does Mike always cook the dinner?

4 I sometimes dream about school.

5 Matt never goes rollerblading.

6 Mel doesn’t usually walk to school.

3.2 Example answersI have a shower every day.

I clean my teeth three times a day.

I have a music lesson twice a week.

I stay with my cousins about four times a year.

4 Countable and uncountable nouns

Example answersCountable nouns:towel, photo, game, friend, toothbrush, tomato

Uncountable nouns:food, water, cheese, bread, homework, money

5 some, any, no

Answers1 any money 2 some eggs 3 any people

4 some fruit juice 5 no bread 6 any emails

7 any (good) programmes 8 no homework

20 Module 1 Review


How’s it going?

Your rating

� Students look back at the exercises in the Languagesummary and make their own assessment of how well theyunderstand and remember the different language points.

Vocabulary

� Students test their memory of the words they have learntin the vocabulary categories.

Test a friend

� Look at the example questions and elicit the correctanswers.

� Students refer back to the texts in Units 1 and 2 and writeseveral questions to test their partner. They then ask andanswer in pairs.

AnswersNo, he hasn’t.

She likes playing computer games.

Correcting mistakes

� The sentences listed here contain some common errors.Students read the example and then correct the other twosentences.

� Emphasise the importance of going back over their workto check for errors when they finish a piece of writing.

Answers2 Sadie loves computer games.

3 I don’t like swimming.

Your Workbook

� Students should complete the Learning diary when theycome to the end of each unit.

21Module 1 Review

My window on the world

Life in BritainStudents produce a newsletter about their country.

Britain refers to the three mainland countries, England,Scotland and Wales. However the United Kingdomalso includes Northern Ireland. See the Backgroundnote on page 22 of the Messages 1 Teacher’s Book.

Over 4 million British people belong to ethnicminorities, mostly living in cities. In London almosthalf of the population (47%) belong to ethnic minoritycommunities. The largest groups are Asian and Afro-Caribbean. The Asian population comes mainly fromIndia, Pakistan and Bangladesh.

The Houses of Parliament are in Westminster, London.National elections are held every four to five years andthe leader of the government is the prime minister.There is no president in the British political system.

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� Start by asking students to have a quick look at all sixCoursework projects, pointing out that they will do oneat the end of every two units. Explain that a newsletteris a report on news and activities that is sent outregularly to people. The newsletters that studentsproduce will make an interesting collection of materialabout their lives and interests. Their imagined reader isan English-speaking student of the same age.

� These Coursework newsletters can be written andillustrated by hand or designed on screen. They shouldbe kept in a special Coursework portfolio. Here are someideas on the ways they could be used:

– Hand-written newsletters can be photocopied orscanned into a computer to be reproduced and givenout to all members of the class.

– They can be designed on screen and sentelectronically to members of another English class(or perhaps even to students in another school, if thiscan be arranged).

– They can form a booklet, with pages stapled anda cover designed by the student.

– They can be designed as posters and displayed in theclassroom.

– They can form the basis for a presentation to theclass.

You may prefer to make a decision about the form theprojects will take, or you could discuss it with studentsand allow them to decide.

� Give students a few minutes to look at Matt’s firstnewsletter.


22 Module 1 Review

� Ask students to say what they can see in the pictures.They should recognise London in the postcard and somemay be able to identify the River Thames (/temz/) andthe Houses of Parliament at Westminster. Use thepictures to teach some of the key words, for example:ethnic groups, government, prime minister, gardening).


� Discuss each paragraph with the class, inviting studentsto compare Britain with their country. If they don’t haveinformation on some points, discuss ways they could findout.

� Ask students to think about the way Matt’s newsletter isorganised. Can they identify a topic for each paragraph?(Example answers: paragraph 1: Britain’s population,2: the capital city, 3: school and working hours, 4: freetime, 5: free time in Matt’s family.)

� Ask for other suggestions for topics, for example:geography (rivers, mountains, beaches, etc.), otherimportant cities, food, native animals, tourist attractions.Ask students to use some of these topics to plan theirtext. They should write three or four short paragraphsand illustrate them as they wish.

� Set a time limit, allowing one to two weeks for work onthe project. If students want to spend longer on thiswork, you could negotiate an extension of time. Somework may be done in class and some at home.

� Ask students to check their text before they write a finalversion and design their page. Tell them to use Matt’stext as a model and remind them to look back at Units 1and 2 if they need help with language.


2 Key pronunciation 13 30 13th

TTaappeessccrriipptt//AAnnsswweerrss1 80 2 16th 3 14 4 17th 5 50 6 19

3 Presentation He walked backwards

b AAnnsswweerrss 1 c 2 d 3 a 4 e 5 b

c AAnnsswweerrss1 False. He was on his own.

2 False. She was in the cage for 36 days.

3 True.

4 False. He walked across the water.

5 False. His average speed was 6.4 kilometres an hour.

4 Key grammar Past simple: was, were

AAnnsswweerrss was, was, were

5 Practice

a AAnnsswweerrss2 were 3 was 4 was 5 were 6 was, was

6 Key grammar Past simple: regular verbs

AAnnsswweerrss1 sail 2 travel 3 walked 4 used

Regular verbs in the past simple end in ed.

7 Practice

AAnnsswweerrss2 sailed 3 travelled 4 lived 5 used 6 walked

8 Listening and speaking It’s a record!

a AAnnsswweerrss1 walk 2 live 3 play 4 dive 5 stay

b AAnnsswweerrss a 3 b 2 c 4 d 5 e 1

Tapescript

a A group of friends from Italy played cards for 28 hours.

b A man from Indonesia lived in a tree for 21 years.

c Tanya Streeter dived 160 metres.

d She stayed under the water for three minutes and 26 seconds.

e Johann Hurlinger walked from Vienna to Paris on his hands.

c AAnnsswweerrss2 He lived in a tree for 21 years.

3 They played cards for 28 hours.

4 She dived 160 metres.

5 She stayed under water for three minutes and 26 seconds.

2233Stories

Christopher Columbus crossed the Atlantic and sightedthe coast of America on a voyage from Spain in 1492.

Phineas Fogg is the hero of the novel Around the Worldin Eighty Days by Jules Verne.

The Antarctic explorer Robert Scott died with four othersin his party on their return from the South Pole in 1912.

BACKGROUND

TTrryy tthhiiss!!Answer: He talked backwards. (The sentence itselfis back to front.)

GGrraammmmaarr:: Past simple (affirmative): be and regular verbs

VVooccaabbuullaarryy:: Numbers and dates


Talking about when things happened in the past

Inventing a new world recordSTEP

1

3

In the past AAnnsswweerrss

1 d 2 a 3 c 4 e 5 bSee page 7 of the Introduction for ideas on how to use the Module opening pages.

In 2003 the British schoolboy Seb Clover became theyoungest person to sail solo across the Atlantic, ajourney of 4,345 km. This record was broken by 14-year-old Michael Perham in 2007.

The English Channel between England and France is17 km wide at its narrowest point.

BACKGROUND

9780521614290u03_p23-26 V6.qxp 7/19/12 6:58 AM Page 23

Example answerLife wasn’t easy when I was young. My father left whenI was three and Billy and I didn’t go to school. I reallywanted a horse but I didn’t have any money. One dayI went to Judge Lee’s home and I stole his horse. Thenthe sheriff arrived. I didn’t want to go to prison, so I shothim. I said, ‘Billy killed him,’ and everyone believed me.Billy went to prison. He died there last year. Now I can’tforget him and I’m really sorry.

1 Key vocabulary Holidays

Answers1 caravan, sleeping bag, rucksack

2 sea, ferry.

3 tent, campsite.

Not in the photos: plane, hotel, beach

2 Presentation We went to France

a Answer A scorpion.

b Answers2 Jack 3 Matt and Jack 4 Matt’s parents 5 Matt’s

mum 6 Matt 7 Jack 8 Jack 9 Matt’s parents

3 Key grammar Past simple: irregular verbs

Answers1 got 2 went 3 had 4 ran 5 said 6 took

4 Practice

a Answers2 went 3 got 4 slept 5 went 6 had

5 Reading Last summer

Answers1 b 2 b 3 a 4 c 5 b 6 c 7 c 8 b

9 a 10 c

6 Writing Holidays

Example answerLast summer I went to Barcelona with my family. Westayed in a hotel near Las Ramblas. It was very hot andsunny. We visited different parts of the city and we atesome fantastic food. We had a really great time.

b Answer Billy’s brother Frank.

c Answers1 True. 2 We don’t know. 3 False. 4 True. 5 True.6 False. 7 True. 8 We don’t know.

2 Key grammar Past simple: negative

a Answers wasn’t, weren’t

b Answer Yes, we do.

3 Practice

Answers2 Billy wasn’t a bad man.

3 His mother and father weren’t together for long.

4 The horse didn’t belong to Frank.

5 Frank killed the sheriff.

6 Frank didn’t go to prison.

7 The judge didn’t listen to Billy.

4 Speaking and writing Frank’s confession

24 Unit 3

STEP

2 GGrraammmmaarr:: Past simple (affirmative):

irregular verbs


Talking about events in the past

Writing about a holiday

GGrraammmmaarr:: Past simple (negative): be, regular andirregular verbs

CCoommmmuunniiccaattiivvee ttaasskk:: Telling a short story

STEP 3

A ballad is a song or poem that tells a story. Balladsusually have a strong, simple rhythm and a regularrhyming pattern.

Santa Fe /�s�ntə�fe/ is the capital of the state ofNew Mexico, in the south of the USA.

BACKGROUND1 Presentation I didn’t do it


25Stories

Grammar:

Communicative task: Telling a short story

CHAPTER 3

Don’t ask questions!� Ask some questions to revise the previous chapter of

the story. For example:

– What was in Miss Kay’s cupboard? (The exam papersfrom London.)

– The science paper wasn’t there. Where did she find it?(In Mr Roberts’ desk.)

– What did Tom say about this? (Mr Roberts didn’t stealthe paper. Someone put it in his desk.)

� Focus on the first picture and ask: Who’s this man, doyou think? (Mr Roberts.) Where are they? (In/at MrRoberts’ house.) Is Mr Roberts feeling happy? (No.) Teachthe word unhappy.

� Focus on the second picture and ask: Where is Tom now,do you think? (At home.) Use the picture to teach theword bowl and ask students what they think Tom islooking for. Tell them to check their ideas when theyread and listen to the story.


� Read or play each section of the story again. Pauseto elicit or explain the meaning of key words (forexample, notice board, text message, joke) and todiscuss the questions with the class.

� Ask students to recall or work out the infinitive forms ofthe irregular verbs knew, told, wrote, sent, read and rang.For read, emphasise the difference in pronunciationbetween the infinitive /ri�d/ and the past form /red/.

� When discussing question 3, ask students to give someexamples of the short words that they use for texting intheir language. Write up U, WAN2C and YR on the boardand ask students to work out where these would be used in the message sent to Tom (DO U WAN2C YR CAT AGAIN?)

Example answers1 Because he didn’t take the exam paper, but the

head didn’t believe him. She said he must leavethe school.

2 A notice. Because he wanted to find out who putthe exam paper in Mr Roberts’ desk.

3 Because his friends use short words when theywrite text messages.

4 Because she didn’t come home for her food andbecause the text message said she was in danger.

You could do more work on text messagingin English. Explain these abbreviations:

PCM Please call me

B4N Bye for now

MSG message

SUM1 someone

OP

TIO

NCan students guess these?

ILY (I love you)

WKEND (weekend)

NO1 (no one)

NE1 (anyone)

PLS (please)

THNQ (thank you)

Ask them to try to work out these text messages.

1 RUOK? PCM 2MORO. (Are you OK? Please callme tomorrow.)

2 DO U WAN2 HAVE A PIZZA 2NITE B4 THE FILM?(Do you want to have a pizza tonight before thefilm?)

3 GR8! THNX. CUL8R :-) (Great! Thanks. See you later.)

1 Answers 1 b 2 c 3 a 4 c 5 b 6 c

2 Answers1 wasn’t 2 were 3 was 4 weren’t 5 were6 weren’t

3 Answers2 got 3 travelled 4 didn’t stay 5 took 6 didn’t see 7 said 8 didn’t come

4 Answers2 ferry 3 rucksack 4 sleeping bag 5 plane 6 beach 7 caravan

5 Answers1 b 2 c 3 b 4 a 5 b 6 c 7 b


Lead in

� Tell the class that this is a true story about somethingthat really happened. Look at the title and remindstudents of the meaning and pronunciation of pilot.

� Ask students to cover the text. They can work in pairsto discuss the order of the pictures.

� As students report their ideas, ask them to say what theycan about the events shown in the pictures. Use thepictures to teach some of the key words in the story,for example: balloon, helium, gun and drop. Make surestudents understand that helium gas is extremely light.


� Check the correct order of the pictures.

Answers 1 d 2 a 3 e 4 b 5 c

Task

� Read out the text, pausing to help with vocabulary and to

check comprehension. Ask questions as you go, for

example:

– What did Larry use to go up in the air? (Balloons filledwith helium.)

– Why did he take a gun? (To shoot the balloons when hewanted to come down.)

– Why was he surprised when the chair went up?(Because it went up very quickly.)

– Did he go high? (Yes, he went up to 3,500 metres.)

– Was it dangerous? (Yes – he was close to planescoming in to the airport.)

– How did he get down? (He shot some balloons beforehe lost his gun.)

26 Unit 3

� Ask students to work in pairs, finding the verbs. Youcould ask them to identify the irregular verbs and writethem with their infinitive forms.

AnswersVerbs: lived, was, bought, filled, attached, had, took,planned, wanted, went, lost, stayed, began, closed,opened, started, shot, dropped, came, landed, said.

San Pedro is a port about 25 km from Los Angelesand 6.5 km from the town of Long Beach.

BACKGROUNDLife and Culture The garden-chair pilot

You could divide the text into three sections andassign each section to a third of the class. In pairsor small groups, students write some true and somefalse statements about their section. They then join upwith other pairs/groups, who listento their statements and decide if they are true or false.

OP

TIO

N

� Focus again on the pictures. With the text covered,

students use the vocabulary and the verbs that they

have learnt to retell the story. They could do this either

in pairs or as a whole class.


b Answers1 From Liverpool.

2 Bob Marley’s band.

3 From Jamaica.

4 John Lennon, Paul McCartney, George Harrison,Ringo Starr.

5 In 1930.

6 Because it was the centre of the film industry.

7 He was a writer. He wrote The Lord of the Rings.

8 He had special powers. (‘Spider sense’ told himwhen danger was near.)

9 The Harry Potter books.

4 Listening Questions about you

a Answer Your morning.

Tapescript1 What time did you get up this morning?

2 What did you have for breakfast?

3 How did you travel to school?

4 Where did you go when you arrived at school?

5 What did you do after that?

5 Writing and speaking

a Example answers2 What did you have for breakfast this morning?

3 When did the football match start?

4 How did you come to school yesterday?

5 When did you have an art lesson?

6 Where did you buy those shoes?

6 Speaking A class quiz

Example questionsWhen was … born?

When/Where did … die?

When did … become (president, a writer,a professional tennis player)?

What was …’s first film/book/job?

How old was … when he/she …?

Who was …’s husband/wife?

How many children did … have?

27Entertainment

1 Presentation What did they do?

GGrraammmmaarr::

Past simple: questions

Wh- questions


Asking for / giving information about the past

Making a quiz about the past

The singer, songwriter and guitarist Bob Marley(1945–1981) was born in St Ann in Jamaica. With hisband the Wailers, he was the first to establish reggaemusic in the international music scene.

John Logie Baird, born in Scotland in 1888, was apioneer in the development of television. He gave thefirst demonstration of a TV image in 1925 and by thetime of his death in 1946 he had also produced three-dimensional and colour television images.

The first World Cup was held in Uruguay in 1930, withonly 13 countries taking part. In the final Uruguay won4–2 against Argentina.

Spiderman made his first appearance in the AmericanMarvel comic books in 1962. In the story, a teenagercalled Peter Parker is bitten by a radioactive spider anddevelops extraordinary spider-like powers.

J.R.R. Tolkien (1892–1973) was professor of Anglo-Saxonand of English language and literature at OxfordUniversity. He published The Hobbit in 1937 and thethree volumes of The Lord of the Rings in 1954–1955.

BACK

GR

OU

ND

STEP

1

2 Key grammar Past simple: questions

Answers was, were, did

3 Practice

a Answers3 Where did Bob Marley come from?

4 What were the names of the four Beatles?

5 When did the first World Cup take place?

6 Why did Hollywood become famous?

7 Who was J.R.R. Tolkien?

8 How did Spiderman know that his friends werein danger?

9 Which famous books did J.K. Rowling write?

4


GGrraammmmaarr:: Past simple: questions and short answers

VVooccaabbuullaarryy:: Jobs


Asking and answering about the past

Writing an interview with a starSTEP

2

1 Key vocabulary Past time expressions

b Tapescript/Answers1 in 1989 2 ten years ago 3 two months ago4 last week 5 on Saturday 6 yesterday7 yesterday afternoon 8 yesterday evening9 last night 10 this morning

2 Reading Look at her now!

Answers2 f 3 h 4 g 5 c 6 a 7 e 8 b

4 Listening Song

a AnswerIt could be about her old boyfriend or her father.

b AnswersTime expressions: a year ago, last night

Verbs: was, decided, didn’t say, closed, heard, did (you)hear, rang, walked, didn’t tell, threw, said, didn’t mind

5 Key pronunciation /t/ /d/ /d/

Answers1 /t/ looked, talked

2 /d/ stayed, lived

3 /d/ started, voted

6 Writing A visit to the cinema

Example answerI went to the cinema on Saturday afternoon withDavid. We saw The Return of Spiderman. It wasexciting and we both really enjoyed it. After the filmwe had a hot chocolate at the café in George Streetand then we got the bus home.

28 Unit 4

1 Presentation Did you meet the stars?

b Answer She wants to be a film director.

c Answers 2 d 3 f 4 b 5 a 6 e

2 Key grammar Past simple: questions and short answers

AnswersWas, was, were; Did, didn’t

3 Practice

a Answers 2 Did 3 Was 4 Did 5 Did

b Answers2 Yes, she did. 3 Yes, she was. 4 Yes, she did.

5 No, they didn’t.

5 Key vocabulary Jobs

a Tapescript/Answers1 shop assistant 2 mechanic 3 waitress 4 taxi driver 5 disc jockey 6 builder7 farmer 8 secretary

b Answers2 The shop assistant. 3 The builder. 4 The waitress.5 The mechanic. 6 The farmer. 7 The secretary.8 The disc jockey.

The three films that make up The Lord of theRings were directed by Peter Jackson and shot inNew Zealand. The first of the trilogy was releasedin 2001 and the others followed in the succeedingtwo years. Photo 3 on this page shows thecharacters Frodo Baggins and Sam Gamgee beingfilmed on location.

Jim Henson was the creator of The Muppets andhis multimedia company has produced fantasycreatures for a great number of films and TV series.

BACK

GR

OU

ND

6 Writing and speaking An interview

Example questionsWhen did you start (playing the guitar)?

Did you (play football) at school?

How did you learn to (drive)?

When did you first (appear on TV)?

What did you do after that?

VVooccaabbuullaarryy:: Past time expressions

CCoommmmuunniiccaattiivvee ttaasskk::Saying when things happened in the past

STEP 3


Example answers1 Because they wanted to look for information

to help Mr Roberts.

2 Because rare wild flowers grow there.

3 Because Miss Kay’s boyfriend wants to buy theland and build houses on it. Miss Kay can makea lot of money.

� Ask students if they agree with Mr Roberts that it’simportant to save rare plants and animals. What doesTom think? What can he do?

1 Answers1 a 2 c 3 b 4 a 5 b 6 c

2 Answers2 20 minutes ago 3 a year ago 4 five months ago

5 a week ago 6 13 years ago 7 six days ago

8 an hour ago

3 Answers2 Who was your favourite teacher last year?

3 Did they sell a lot of records last month?

4 Did Mel sing at the concert on Saturday?

5 When did you go to New Zealand?

6 Which film did Jack see last night?

7 Why did you put my shoes in the cupboard?

8 Were Joe and his band on TV?

9 Did Matt run to school this morning?

10 How did you do that?

4 Answers 1 b 2 a 3 b 4 c 5 c

5 Answers1 shop assistant 2 farmer 3 waitress4 mechanic 5 taxi driver 6 disc jockey

� Ask some questions to revise the events of the previouschapter, for example:

– Mr Roberts said he didn't steal the exam paper. DidTom and Neesha believe him? (Yes, they did.)

– What question did Tom put on the notice board? ('Didyou see anyone go into the science room?')

– Who sent him a text message after that? (We don't know.)

– What was the problem with Tom's cat? (She didn'tcome home.)

– What does Tom think happened to her? Why? (He thinkssomeone took her. Because someone wants to frightenhim/to stop him asking questions about Mr Roberts.)

To vary this approach, you could make some falsestatements and ask students to correct them. Forexample:

– Someone stole the history exam paper.(Someone stole the science exam paper.)

– Miss Kay found the paper in Tom’s desk. (Shefound it in Mr Roberts’ desk.)

– Tom believed that Mr Roberts took the paper.(He didn’t believe this.)

– He put a question on the notice board. It said:‘Did you hear anything about the exam paper?’(It said: ‘Did you see anyone go into the scienceroom on Wednesday?’ )

– Tom got a phone call and someone said: ‘Don’task questions.’ (He got a text message.)

– Tom knew the text message was from a friend.(He knew it wasn’t from a friend.)

– His cat wasn’t hungry and didn’t eat her dinner.(His cat disappeared.)

OP

TIO

NCHAPTER 4

Money or flowers?

� Focus on the picture and ask: Who are these people?Invite students to guess the identity of the man withMiss Kay (her boyfriend). Ask: Where are they? and usethe picture to teach playing field. Ask: What can you seein the corner of the picture? (Wild flowers.)


� Read or play the first half of the chapter again.Check that students understand the meaning of notesand project. Ask: Who gave the class this project? (MrRoberts.) Discuss question 1 with the class.

� Read or play the rest of the chapter. Pause toexplain the word rare and elicit the meaning of drove.

� Discuss questions 2 and 3. Ask: Who put the papers inMr Roberts’ desk? (Miss Kay.) Why? (Because Mr Robertswas interested in the flowers in the playing field. MissKay wants to build houses there.)

29Entertainment


Task

� Read out the text. Explain the job of an art director andask students to work out the meaning of trainer andpatience from the context. Ask questions to checkcomprehension, for example:

– Did people see the first film in Hollywood? (No –in Paris.)

– Where’s Hollywood? (In the USA / California / LosAngeles.)

– Who were the people who came to Hollywood in the1920s? (People in the film industry.)

– When did they make ‘Toy Story’? (In 1995.)

– What was the name of Harry Potter’s owl? (Hedwig.)

� Read out the list and ask students to find the things inthe text.

� You could discuss the four jobs with the class. Dostudents think they would be good at any of these jobs?

Answers1 1895, 1927, 1995

2 Hollywood

3 Toy Story

4 Harry Potter and the Philosopher’s Stone

5 Actor, animal trainer, art director, director

30 Unit 4

Lead in

� Draw attention to the title and explain that movies isanother word for films.

� Start with a general class discussion of the students’ filmpreferences.

� Write up the names of the five films from the text(The Jazz Singer, Toy Story, The Lord of the Rings, HarryPotter and the Philosopher’s Stone and Treasure Planet)and ask students to say anything they know about them.Use this discussion to introduce some of the key wordsin the text, for example, image and create.


Life and Culture Making movies

The Jazz Singer had a soundtrack of songs and shortpieces of dialogue. It starred the popular singer Al Jolson.

Toy Story, directed by John Lasseter, was an animatedfantasy about a world in which toys have a life of theirown. The film took four years to make.

In the three films that make up The Lord of the Rings,the hero Frodo and his companions are hobbits – short,homely, human-like creatures with big ears andhairy feet.

Harry Potter and the Philosopher’s Stone (2001) was thefirst of the films based on J.K. Rowling’s Harry Potterbooks. It was directed by Chris Columbus and starredDaniel Radcliffe as Harry.

Treasure Planet (2002) was an animated film from theDisney studio. It was based on Robert Louis Stevenson’snovel Treasure Island, but was set in outer space.

An art director creates all the set designs and is largelyresponsible for the ‘look’ of a film. This work includesmaking hundreds of sketches, illustrations and detaileddrawings of sets.

BACKGROUND


31Module 2 Review

Language summary

1 Dates

1.1 AnswersThe second of December two thousand and nine.

The twenty-third of September nineteen ninety-eight.

The fourth of August twelve o four.

The tenth of July eighteen seventy-three.

The nineteenth of February two thousand and one.

1.2 Answers2 30th March 1984. 3 11th May 2010.4 15th October 1802. 5 29th June 1997.6 3rd November 2005.

2 Past simple was/were

2.1 Answers1 was 2 weren’t 3 wasn’t, was 4 weren’t, were5 was, was 6 was, wasn’t

2.2 Answers2 Were they expensive? Yes, they were.

3 Was it difficult? No, it wasn’t.

4 Was it nice? Yes, it was.

5 Were they interesting? No, they weren’t.

3 Past simple: regular and irregular verbs

3.1 Answers2 He had sandwiches for lunch yesterday.

3 He walked to school yesterday.

4 He played his keyboard yesterday.

5 It rained yesterday.

6 She went to bed at ten yesterday.

7 He saw Ben yesterday.

8 She ran to work yesterday.

9 We left the house at eight o’clock yesterday.

10 He arrived at work at nine yesterday.

3.2 Answers2 didn’t see 3 didn’t come 4 didn’t work5 didn’t go 6 didn’t like 7 didn’t enjoy8 didn’t take 9 didn’t speak 10 didn’t eat

3.3 Answers2 Did Clare want to be a film star?

No, she didn’t.

3 Did the Romans live in England?

Yes, they did.

4 Did Paul McCartney write the song Angels?

No, he didn’t.

5 Did Matt and Jack go to France on holiday?

Yes, they did.

6 Did they have a good time?

Yes, they did.

7 Did Billy shoot the sheriff?

No, he didn’t.

8 Did you enjoy doing this exercise?

[Students’ own answers.]

4 Question words

Answers2 How 3 Why 4 When 5 What 6 Which

7 Who 8 Where 9 What

5 Past simple + ago

Answers2 Lisa was born thirteen years ago.

3 Billy died a long time ago.

4 I bought these trainers six months ago.

5 The ship came two weeks ago.

6 I tidied my room three days ago.

Study skills 2 Punctuation

� Point out that correct punctuation is important when weare reading. The punctuation marks divide one sentencefrom another and show what kind of sentences they are.They also separate one idea from another and tell uswhen to pause.

� Say the words and ask students to repeat. They thenmatch the words with the symbols.

� Discuss with the students when we use the differentpunctuation marks. Elicit some examples. If there are anydifferences in the use of punctuation in their language,discuss these with the class.

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

� Set the time limit. Students work individually topunctuate the sentences.


32 Module 2 Review


BiographiesStudents produce a newsletter containing several short biographies.

� Elicit or explain the meaning of biography.

� Write up the three names: J.K. Rowling, Robin Hood andMartin Luther King. Ask students to say anything theyknow about these people. Introduce and explain some ofthe more difficult expressions from the text, for example:equal rights, civil rights campaign.

� Give students a few minutes to read through Matt’snewsletter. Ask them to guess the meanings of new words.

� Ask students to read the text again.

� Ask students to consider how Matt has selectedinformation for the biographies. Point out that theyinclude:

– the date (and sometimes the place) of birth

– an indication of why the person is well known

– some important events in his/her life (often with dates).

� Ask students to suggest some famous people in theircountry that they could write about. Encourage themto give a range of examples.

� When they have chosen three or four people for theirbiographies, ask students to make notes of facts theyknow and to think about information they want to findout or check. Tell them to do some research at home,reminding them that they should select only importantdetails about the person’s life. Encourage them to lookfor suitable photos, maps or other illustrations.

� Set a time limit, allowing one to two weeks for work onthe project. Some work may be done in class and someat home.

� Ask students to check their texts before they write a finalversion and design their page. Tell them to use Matt’stexts as a model and remind them to consult the list ofirregular verbs on page 144 if they need help with pastsimple verb forms.

Answers1 Can I use your rubber, please?

2 Matt and his family live in Manchester.

3 Hurry up!

4 Are you interested in athletics?

5 Yes, I am.

6 What’s the time?

7 I’ve got a sandwich, an apple and a packet of crisps.

How’s it going?

Your rating

� Students look back at the exercises in the Languagesummary and make their own assessment of how wellthey understand and remember the different languagepoints.

Vocabulary

� Ask students to choose words that they want to learn andremember. They then write sentences using these words.Tell them that when they are recording new vocabularyit’s a good idea to put the words in sentences, so thatthey can see how they are used.

Test a friend


� Students refer back to the texts in Units 3 and 4 andwrite several questions to test their partner. They thenask and answer in pairs.

AnswersHe sailed across the Atlantic on his own when he was 15.

[Student’s own answer.]

Correcting mistakes

� The sentences listed here contain some common errors.Students correct the three sentences.

� Emphasise the importance of going back over their workto check for errors when they finish a piece of writing.

Answers1 I went to the cinema yesterday.

2 Where did you go yesterday?

3 He ran across the road.

Your Workbook



33On the move

VVooccaabbuullaarryy::Names of things in a town

Directions


Describing a journey across town

Understanding and giving directions

STEP

1

1 Key vocabulary In town

a Tapescript/Answersa hospital b post office c police stationd bank e shoe shop f newsagent’s g chemist’sh car park i clothes shop j department store

b Answersk church l bus stop m park n caféo cinema p hotel q station

2 Key pronunciation Stress in words

Tapescript/Answers1 bank

2 car park, shoe shop, clothes shop, chemist’s

3 post office, hospital, newsagent’s

4 police station, department store

3 Reading and listening He went across the park

a Answers1 He’s Sadie’s tortoise.

2 He was in town.

3 He’s at home / at 18 Maple Road.

b TapescriptA tortoise in town!

Tortoises aren’t usually adventurous, but last FridayLightning decided to spend the weekend in town.Several people saw Lightning on his amazingjourney.

He left his home in Maple Road and went alongSpringfield Avenue. Then he went across Parkway

5

Out and about Answers

1 c 2 d 3 a 4 e 5 bSee page 7 of the Introduction for ideas on how to use the Module opening pages.

Road and walked across the park. He went past thehospital and then turned left at the end of the road.He went along Westover Road, past the cinema, andthen he went across the car park. He walked alongQueen Street and then turned right.

Jill Martin, who works at the chemist’s opposite thecar park, found Lightning outside the bank onMonday morning. She took him to the police stationin Manor Road.

Lightning’s owner, Sadie Kelly, said, ‘It was a shockwhen the police arrived, but it was great to seeLightning again!’

c Answers1 Parkway 2 park 3 hospital 4 Westover Road5 cinema 6 car park 7 Queen Street 8 chemist’s9 bank 10 police station

4 Key vocabulary Directions

b Tapescript/AnswersWOMAN: Excuse me, please. Can you tell me the way

to the cinema?

BEN: Yes, sure. Go along Queen Street. Go 2past thedepartment store, then 3turn right and go 4alongKing’s Road. Go 5across Albert Square, then 6turnleft and 7go along Sidney Street. Turn 8right at the9end of Sidney Street. The cinema is on the 10right.

WOMAN: Thanks very much.

5 Listening Can you tell me the way?

Answers1 hospital 2 station 3 Park View Hotel

Tapescript1 A: Excuse me, please. Can you tell me the way

to the …?

B: Yes, sure. Go along Queen Street. Go pastthe department store, then turn right and goalong King’s Road. At the end of King’s Road,turn left and go along North Road. Go past thepark, and it’s on the right.

2 A: Excuse me, please. Can you tell me the wayto the …?

B: Yes, sure. Go along Queen Street. At the end ofQueen Street turn right and go along WestoverRoad. Go past the car park, the cinema and thehospital. It’s about a hundred metres after thehospital, on the left.

3 A: Excuse me, please. Can you tell me the wayto the …?


1 Presentation At the moment or every day?

b Answer He’s going to Heathrow Airport / to Tokyo.

c Answers1 True. 2 True. 3 We don’t know. 4 False.5 False. 6 We don’t know. 7 True.

2 Key grammarPresent continuous / present simple

Answers... things that are generally true.

... actions in progress at the moment.

3 Practice

a Answers2 ’s sitting 3 ’re eating 4 ’re talking5 doesn’t eat 6 loves

b Example answers2 Will works in a bank. At the moment he’s

skateboarding in the park.

3 Sue works in a school. At the moment she’s sittingin her garden.

4 Dave plays football. At the moment he’s cookinghis dinner.

5 Asha works in a restaurant. At the moment she’swatching a film.

Tapescript1 WAITRESS: A black coffee for you, and an orange

juice for you.

MAN: Thanks very much.

WOMAN: Hmm, that’s nice.

2 BOY: Hi, Mum!

MOTHER: Hello, love. Did you havea good journey?

BOY: Yes, fine. How are you?

MOTHER: I’m OK. It’s good to see you again.

3 WOMAN: A return ticket to Manchester on the10.15 train, please.

MAN: A ticket to Manchester. That’s sixty-threepounds, please.

GGrraammmmaarr:: Present continuous

CCoommmmuunniiccaattiivvee ttaasskk::Describing actions in progress at the moment

STEP

2

B: Yes, sure. Go along Queen Street to ManorRoad. Turn left and go along Manor Road, thenturn left again and walk along Parkway Road.Go past North Road, and it’s on the right.

34 Unit 5

Try this!Answer: I’m waiting for you outside the station.I’m wearing a black coat and I’m carrying a redand white umbrella.

1 Presentation What are they doing?

b Answers 1 d 2 b 3 e 4 a 5 c

c Answers2 Finn and Lisa 3 Finn 4 Lisa 5 Finn and Lisa 6 Finn

2 Key grammar Present continuous

Answers ’m, ’re; isn’t; Are

3 Practice

a Answers2 They’re talking on their mobiles.

3 Is she waiting?

4 What are Lisa/Finn and Finn/Lisa doing?

5 I’m spending the weekend in London.

6 She isn’t wearing an anorak.

4 Reading and listening Rap

Answers1 sitting 2 listening 3 smiling 4 talking

5 standing 6 think 7 drinking 8 waiting

9 looking 10 smiling

5 Listening and speaking At Paddington Station

a Answers 1 c 2 a 3 b

GGrraammmmaarr:: Present simple and present continuous

CCoommmmuunniiccaattiivvee ttaasskkss:: Describing things that are generally true and actions in progress at the moment

STEP 3


4 Writing An imaginary person

Example answerThe woman in the red and yellow dress is called Alicia.She lives in London with her husband Ivor. They’ve gottwo children. At the moment she’s going to see hermother. She visits her parents at least once a month.She’s talking to her son and she’s thinking about histeacher at school.

put in Tom’s bag (for example, a copy of the scienceexam paper, something stolen from the school, keysfrom a stolen car, a knife or a gun).

� Draw attention to the use of going to in the last part of thechapter. Remind students that this is used for future plans.

Answers1 Because they didn’t have any proof.

2 Because they wanted to record what Miss Kayand her boyfriend said. They wanted to get proofto give to the police.

3 No, he wasn’t.

Divide the class into pairs. Ask students topractise reading the dialogue between Tom andMiss Kay’s boyfriend, leaving out the narration.Encourage them to read as expressively as theycan and to use appropriate actions (locking thedoor, turning on the tape recorder, speakingloudly, laughing, etc.). You could choose one ortwo pairs to perform the dialogue for the class.

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35On the move

CHAPTER 5

Tom is in danger� Remind students of previous events in the story. You

could read out some quotes from different charactersand ask, Who said this? For example:

– The exam paper was in Mr Roberts’ desk. (Miss Kay.)

– Thanks, but there’s nothing you can do.’ (Mr Roberts.)

– Cats often go out for hours. (Tom’s mother.)

– I’m going to find out. (Tom.)

– What are we looking for? (Neesha.)

– We can put twenty houses here. (Miss Kay’sboyfriend.)

� Focus on the picture. Ask students to identify the man(Miss Kay’s boyfriend) and the animal (Tom’s cat,Maggie) and to guess where the action is taking place(in Miss Kay’s house). Ask them what they think ishappening and use the picture to teach lock.


� Read or play the first few sentences again and askquestion 1. Ask students to guess the meaning of proofand to give a translation in their language. Check thatthey remember the word believe.

� Read or play Neesha’s words in the next paragraphand ask question 2. Make sure students understand themeaning of the verb record, and draw attention to thepronunciation /r�kɔ�d/ (compare the noun form:/�rekɔ�d/).

� Read or play the rest of the chapter. Pause toexplain or elicit the meaning of key words, for example,horrible, followed, loudly, mewed, laughed. Askquestions to help with comprehension, for example:

– Did Neesha go inside with Tom? (No, she waitedoutside.)

– Where was Maggie? (In the dining room.)

– Why did Tom speak loudly? (Because he wantedto record the conversation on the tape recorder.)

– Why didn’t the boyfriend see the tape recorder?(Because he was on the other side of the door.)

� Read out question 3. Ask students to explain the plansof Miss Kay and her boyfriend in their own language.Ask them for some ideas about what the villains could

1 Answers 1 c 2 c 3 b 4 b 5 a 6 c

2 Answers1 police 5 newsagent’s

2 car park 6 clothes

3 Department 7 bank

4 hospital 8 post

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

4 Answers 1 a 2 b 3 a 4 c 5 c

5 Answers1 ’s standing, goes

2 isn’t working, works

3 play, ’re listening

4 ’m not watching, don’t like

5 gets, ’s having

6 spend, ’re staying


36 Unit 5

Life and Culture The Eco-Challenge Race

The Eco-Challenge Race has been going since 1995and every year a different course is set in a remotepart of the world. The four-member teams must includeboth women and men, and they have to survive andcompete, without outside assistance, in conditionswhich require great stamina and endurance. Differentparts of the course involve different skills, for example,trekking, horse riding, white water rafting, kayaking,climbing, mountain biking, scuba diving. The rules aboutprotection of the environment are very strictand teams are disqualified and banned from future racesif they break them. All teams participate in theenvironmental service project that takes place beforethe race, and this project is something shared with thelocal people in the host country.

The Australian event shown in the map took place in1997. Other locations, besides those mentioned in thetext, include Argentina, Borneo, New Zealand and Fiji.

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Lead in� Introduce the word race and ask students about any

important races they know.

� If any students are familiar with the Eco-Challenge Race,you may like to ask them to describe it in theirlanguage. Otherwise, if there are ‘reality TV’ programmesshowing team challenge races in their country, discussthese with the class. Elicit or introduce some of the keywords in the text, for example, challenge, team,competitors.

� Write up the headings Rainforest, Desert, Mountains andRivers and lakes. Check that the meanings are clear. Callfor suggestions about ways of travelling in these places(for example, walking, riding, climbing, sailing, canoeing,kayaking) and things you need (for example, tents,horses, camels, ropes, mountain bikes, skis, canoes,kayaks). Make notes on the board under the appropriateheadings.


� Ask students to close their books and say some of thethings that competitors do in the Eco-Challenge Race.

Task� Read out the text. Pause to help with vocabulary (for

example, natural environment, rubbish, collected) andask questions to check comprehension, for example:

– Is the race in the same place every year? (No – ittakes place in different countries.)

– The competitors must be good at lots of differentthings. What, for example? (Walking, riding, sailing,mountain biking, canoeing.)

– What are some rules that help to protect theenvironment? (The teams must not put their tents ontop of plants and they must not leave any rubbish.)

– Is the race always very difficult? (Yes, it is.)� Focus on the map and ask the students to identify the

country (Australia).

� Read through the list of sentences. Practise thepronunciation of island /�alənd/, kayak /�ka�k/ andcanoe /kə�nu�/.

� In pairs or individually, students match the sentenceswith the numbered places on the map.

� Ask students if they think they would like to take partin this race. Why / Why not?

Answers1 d 2 c 3 i 4 a 5 h 6 e 7 b 8 g 9 f


a Answer No, there isn’t.

b Answers2 d, e 3 a, b, c, d 4 e 5 a, b 6 e 7 a, b8 b 9 c, d, e 10 a, b

3 Key grammar There was / It was

b Answers Was; it; there, were; Were, they

4 Practice

a Answers2 it was 3 there were 4 they were 5 they weren’t6 it wasn’t

37Echoes of the past

GGrraammmmaarr:: Past continuous

CCoommmmuunniiccaattiivvee ttaasskk:: Talking about actions inprogress in the past

STEP 2

6

1 Key vocabulary Places

Answerschurch d, e river a, b, c, d, e

town c, e factory e

castle d square e

market d village b, d

forest a town hall e

bridge c, d, e

Not in the pictures: skyscraper

2 Presentation What was it like?

GGrraammmmaarr:: There was/were, It was/were

VVooccaabbuullaarryy:: Places


Describing a place in the past

Talking about life in the past

The Roman occupation of Britain began under theEmperor Claudius in 43 BC and Britain was part ofthe Roman Empire for about 450 years. With Romeincreasingly weak and under attack, the Romansgradually withdrew in the 5th century, and many ofthe towns they had built were abandoned.

Due to a big rise in population and the birth of theIndustrial Revolution in Britain, towns/cities grewvery rapidly at the end of the 18th century and thebeginning of the 19th century.

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5 Listening and speaking Sounds from the past

a Answers 1 d 2 c 3 a 4 e 5 b

b Example answers2 There was a boat on the river. There were some

children and a teacher and they were in aclassroom. They spoke Latin.

3 There was a bird. It was windy.

4 It was noisy. There were people, horses andcoaches. They were in a busy street.

5 It was very quiet. There were birds and there were sheep.

7 Speaking and writing Your town

Example answerBanfield was quite big 100 years ago. There wasn’ta castle but there were lots of houses and there werelots of different shops in Princes Street. It was a busytown because it was a centre for farmers. There wasa station near the bridge and there was a market inthe square twice a week. There was also a theatre inthe square and it was very popular.

1 Reading At the Tower

Anne Boleyn / n�bυln/ (1504?–1536) was thesecond of Henry VIII’s six wives. When the king fellin love with her he was still married to Catherine ofAragon, but the marriage had not produced a maleheir. Henry wanted to divorce Catherine and marryAnne. The Pope refused to legitimise the divorce soHenry broke with the Roman Catholic church andproclaimed himself head of the church in England.He and Anne married in 1533. Anne gave birth toa daughter (later Elizabeth I) but not to the son thatHenry wanted, and his attention turned to JaneSeymour (/�si�mɔ�/), soon to be his third wife. Annewas arrested on charges of adultery and foundguilty of treason. She was beheaded at the Towerof London in 1536 (a fate that also awaited Henry’s

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38 Unit 6

Answer She was Henry VIII’s second wife.

b Answers 1 b 2 c 3 a

2 Presentation Was he dreaming?

a Answer No, they didn’t.

b Answers1 True.

2 False. It was six o’clock in the evening.

3 True.

4 False. It wasn’t a visitor.

5 False. The guard was standing at the bottom ofthe steps.

6 True.

7 True.

8 True.

9 False. He’s sure he wasn’t dreaming.

10 False. She walked through the wall.

Try this!Answers: Big Ben, the Tower of London,Buckingham Palace(Alternate letters form the words that give theanswers to this puzzle. Big Ben is the famous clockat the top of the tower on the Houses of Parliamentin Westminster.)

3 Key grammar Past continuous

Answers was, were, -ing

4 Practice

Answers2 was wearing 3 was writing 4 was talking5 wasn’t thinking 6 were walking 7 were laughing8 were singing 9 was shining 10 were carrying

5 Key pronunciationIntonation in questions

Answers1 down 2 up 3 down 4 up

7 Writing A ghost story

Example answerIt was 10.30 at night. I was in the kitchen and I wasmaking a cup of hot chocolate before bed. SuddenlyI saw a strange man in the garden. He was very paleand he had black eyes and long white fingers. I wasscared. He was looking at me through the window andhe was laughing quietly. Then the kitchen door openedand my father came in. The ghost moved backwardsacross the garden and disappeared.

GGrraammmmaarr:: could/couldn’t

CCoommmmuunniiccaattiivvee ttaasskk:: Talking about possibilityin the past

STEP 3

1 Presentation I couldn’t move my arm


b Answers 1 b 2 a 3 c

2 Key grammar could/couldn’t

Answers can, can’t

3 Practice

Answers2 couldn’t 3 could 4 could 5 couldn’t 6 couldn’t

fifth wife, Catherine Howard, in 1542). Eleven dayslater Henry married Jane Seymour. Anne Boleyn’sghost is one of several that are said to haunt theTower of London.

The guards at the Tower of London are theYeoman Warders /�jəυmən �wɔ�dəz/, popularlyknown as Beefeaters, although the origin of thisnickname is unknown. In their distinctive red andblack uniform, the guards conduct guided tours ofthe Tower for tourists.

The White Tower is the oldest of the buildings thatmake up the Tower of London, dating back to 1078when construction began under William theConqueror. Originally used by medieval kings asa royal residence and the seat of government inLondon, it also served as a prison. Condemnedprisoners from the nobility, including Anne Boleyn,were often beheaded inside the walls of the Toweron Tower Green and buried in the adjoining Chapelof St Peter ad Vincula.


39Echoes of the past

activity shorter, you could divide the play into twohalves and assign one half or the other to each group.You may be able to record the performances on avideo recorder and play them back for the class towatch.

2 Use the story for a sequencing activity. Type out thefollowing half-sentences in a large font with plenty ofspace between them. Photocopy the page, cut up thehalf-sentences and put them in envelopes, one foreach group of three or four students. The groups worktogether to put the sentences together in the correctorder to make a summary of the story.

The students in Tom’s class were doing a scienceproject on wild flowers …

… when suddenly Mr Roberts lost his job at theschool.

Miss Kay said that Mr Roberts stole the science exampaper …

… but Tom didn’t believe this.

He put a question on the notice board …

… and then he got a horrible text message on hisphone.

The next day Tom was walking across the playingfield …

… when he saw Miss Kay and her boyfriend.

They wanted to sell the playing field …

… and get lots of money.

Neesha got her father’s tape recorder …

… and Tom took it to Miss Kay’s house.

When Miss Kay’s boyfriend locked him in the diningroom, …

… he recorded the conversation.

Neesha took the tape recorder to the police …

… and they arrested Miss Kay and her boyfriend.

After that Mr Roberts came back to theschool …

... and Tom and Neesha were heroes.

1 If your students enjoy acting, you could makea play script of the story. Type out the dialogueswithout the narrative and make photocopies foreveryone. Divide the class into groups of fiveor six (Tom, Neesha, Miss Kay, the boyfriend andone or two people to play Mrs Price, Mr Roberts,Tom’s mother and the policeman). Give themtime to practise the play and encourage themto add extra lines if they wish. To make the

4 Speaking and writing Ben’s broken arm

Example answersHe could use a mobile phone but he couldn’t playthe guitar.

He couldn’t swim but he could go bowling.

He could read and write but he couldn’t playcomputer games.

CHAPTER 6

Tom is a hero� This is the final chapter of the story. Start by asking

about the events in the previous chapter, for example:Where was Tom at the end of Chapter 5? (At Miss Kay’shouse.) What did he take with him? (A tape recorder.)What was Neesha doing? (She was waiting outside thehouse.) What happened? (Miss Kay’s boyfriend lockedTom in the dining room.) Did Tom use the tape recorder?(Yes, he did.)

� Look at the pictures with the class and ask: What do youthink happened next?


� Read or play the chapter again. Pause to elicit orexplain the meaning of key words (for example, get out,work (= ‘function properly’), count, microscope) andmake sure students recognise the irregular past formsthrew, caught and gave.

� Ask the questions. For question 3 you could teach theword arrest. For the second part of question 4 askstudents to give their opinions. Ask what they thought ofTom – was he an interesting character? Why was amicroscope a good present for him? (Because he enjoyedscience and he liked finding out about things.)

Answers1 Because Miss Kay’s boyfriend locked the door and

Tom could only open the window a few centimetres.

2 She took the tape recorder to the police.

3 They unlocked the door and they played the tape.(Then they arrested Miss Kay and her boyfriend.)

4 Yes, they were.

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1 Answers1 a 2 a 3 c 4 c 5 b 6 c

2 Answers1 True. 2 False. 3 True. 4 True. 5 False.6 False. 7 True. 8 False.

3 Answers1 there were 2 There was 3 There weren’t4 There was 5 there wasn’t 6 There were


40 Unit 6

Lead in

� Ask students what they know about the early history ofthe USA. They may bring up the voyages of Columbus,and those who studied Messages 1 may remember thestory of the Pilgrim Fathers in 1620. They may also know

something about the American War of Independence andthe American Civil War.

� Ask who lived in America before European people arrivedand teach the expression Native Americans.

� Ask what happened to these people when Europeansarrived in America. Write up the names of the threeNative American leaders and ask for any informationstudents may have. Use this discussion to introducethe words tribe, settler and reservation.


� Ask students to give any other information they pickedup about the life of Native Americans before and afterthe settlers arrived.

Task

� Read the first paragraph. If you have a map, ask studentsto find Alaska and to show the route from Asia to NorthAmerica.

� Read the rest of the text and help students with newvocabulary. Don’t stop at every word, but make surethat they understand key vocabulary, for example,tradition/traditional, land, war, leader, illness, culture.

� Ask students to read the true/false sentencesthemselves. They could then work on the exercisein pairs.

Answers1 False. They arrived 30,000 years ago.

2 True.

3 False. There were a million Native Americans.

4 False. Columbus called them Indians in 1492because he thought he was in India.

5 True.

6 True.

7 True.

8 False. The Native Americans lived on reservations.

9 False. Many Native Americans try to keep theirtraditions and their culture is growing.

The Italian explorer Christopher Columbus did not reachNorth America, but his discovery of the Caribbean startedthe European race to occupy the ‘New World’. Europeansettlement of what is now the USA started with theSpanish in Florida in 1565. The French set up colonies,notably in Louisiana, and there were small settlements ofSwedes, Germans and Dutch. But the main colonists werethe British who settled in large numbers along the easterncoast in the 17th century, and in 1763 the British had fullcontrol of the lands from New England to Georgia. NativeAmericans who occupied these lands were driven inland.

The American War of Independence, when America brokeaway from Britain, took place in 1775–1783. Hugeterritorial expansion followed in the 19th century, theperiod when the heroic myths of the Wild West were bornand the Native Americans of the plains were driven offtheir land. The law that confined them to reservations waspassed in 1868.

Crazy Horse (1849–1877) was a warrior leader and SittingBull (1834–1890) a chief of the Dakota Sioux people. Theyboth fought to prevent American occupation of their landsand resisted the setting up of reservations. In 1876 theycombined their forces and Sitting Bull led a united army ofDakota, Cheyenne and Arapaho fighters to destroy GeneralCuster’s Seventh Cavalry at the Little Big Horn River. Bothleaders were pursued and they eventually surrendered tothe Americans. Crazy Horse was killed after trying toescape from a reservation in 1877 and Sitting Bull wasshot dead in 1890.

Geronimo (1829–1909) was an Apache chief who led raidsagainst both Mexicans and Americans on his tribal lands inArizona and New Mexico. In spite of the huge numbers ofmen enlisted to track him down, he eluded capture formany years before finally surrendering in 1886.

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Life and Culture The first Americans

After checking the answers, discuss this historywith the class. Did the settlers have a right to takeover the land? How did they see the NativeAmericans who were living there? Do students seeany parallels with things that happened in theirown or any other country? Discuss these questionsin the students’ language.

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4 Answers1 was studying 2 were sitting 3 wasn’t wearing4 wasn’t shining 5 were getting 6 weren’t using

5 Answers1 was, e 2 were, d 3 Was, a 4 Were, f5 Was, b 6 Were, c


41Module 3 Review

Language summary

2 Present continuous andpresent simple

Answers2 It’s half past seven and Mike’s standing at the bus

stop. He’s waiting for the 88 bus.

3 Sue can’t answer the phone because she’s washingher hair. She washes it three times a week.

4 Sally always listens to her Spanish cassette in the car.She’s learning the past tense at the moment.

3 Past continuous

3.1 Answers2 They were eating our food.

3 It was getting dark.

4 Someone was following him.

5 My toast was burning.

6 I was having a bath.

3.2 Answers2 Was Mike walking across the square?

No, he wasn’t.

3 Were Tom and Shona listening to music?

No, they weren’t.

4 Were Val and Eric playing cards?

Yes, they were.

4 Past continuous and past simple

Answers2 Ben was skateboarding when he broke his arm.

3 My gran was walking down the steps when she fell.

4 When Ben woke up, a nurse was standing by the bed.

5 The guard was locking the gate when he droppedhis keys.

6 My friend and I were waiting for the bus whenwe saw Lee.

5 There/It/They

Answers1 There, It 2 There, they 3 There, they 4 there, It

6 could, couldn’t

Answers1 couldn’t 2 could 3 could 4 couldn’t

7 Verbs and prepositions

Answers 2 No. 3 Yes. 4 Yes. 5 Yes.

Study skills 3 Remembering vocabulary

� Ask students about any difficulties they have inremembering English words. Are there some words,or some types of words, that are hard to remember?

� Read through the list of suggestions and make surestudents understand all the words.

� Set the time limit. Students look at the pictures andmatch them with the sentences.

� Discuss each of the suggestions and ask students whythey might be useful. Invite them to describe any othermethods they use to remember vocabulary. Encouragethem to try some of the methods that they haven’t used.

Answers1 d 2 c 3 b 4 a 5 f 6 e

How’s it going?

Your rating

� Students look back at the exercises in the Languagesummary and make their own assessment of how wellthey understand and remember the different languagepoints.

Vocabulary

� Ask students to choose words from different parts ofthe vocabulary list and to experiment with differentsuggestions from the Study skills section.

Test a friend



AnswersCan you tell me the way to ...?

A guard at the Tower of London.


A weekend in ManchesterStudents write a profile of their town or capital city.

� Before students look at their books, ask them: Wheredoes Matt live? (Manchester.) Invite them to sayanything they know about this city.

� Look at the photos in Matt’s newsletter. Ask studentsto guess where the Metro Shuttle bus runs (around thecity centre) and to give some examples of watersports.Use the pictures to introduce some of the keyvocabulary, for example, canoeing, space, spacecraft,equipment, exhibition.

� Give students a few minutes to read through Matt’snewsletter.

� Encourage them to work out the meaning of other newwords (fan, changing rooms, spacesuit) by looking atthe context and referring to the pictures. Explain thatthe word spacecraft can be singular or plural (Matt usesit in the plural).

� Ask some comprehension questions, for example:

– How much do you pay on the Metro Shuttle bus?(Nothing – it’s free.)

– Does Matt enjoy shopping? (No, he doesn’t.)

– Are there any teachers at the Salford Centre? (Yes,there are.)

– Do the Manchester players get dressed andundressed in the lounge? (No, they don’t.)

– Can you learn about the Blackfoot Indians at themuseum now? (No – it was a special exhibition.)

– What did L.S. Lowry do? (He was a painter.)

Correcting mistakes

� The sentences listed here contain some common errors.Students correct the three sentences.

Answers1 I’m going now. Are you coming?

2 There were four boys in my grandfather’s family.

3 Were you dreaming? Yes, I was.

Your Workbook


42 Module 3 Review


� Students now start planning their own newsletter. Askthem to imagine that they are writing for a person oftheir age who has never been to their town / capital city.They should choose different attractions that they wantto write about. Ask them to make notes about each oneand to think about information they want to find outor check.

� Tell students to do some research where necessary. Theycould gather information from the places themselves,visit a tourist office or use the Internet. Encourage themto look for suitable photos, maps or other illustrations.

� Set a time limit, allowing one to two weeks for work onthe project. Some work may be done in class and someat home.

� Ask students to check their texts before they writea final version and design their page.


43Differences

GGrraammmmaarr:: Comparatives

VVooccaabbuullaarryy::

Adjectives

Computers

CCoommmmuunniiccaattiivvee ttaasskkss:: Describing and comparing things

STEP

1

7

It’s different Answers

1 c 2 b 3 a 4 d 5 eSee page 7 of the Introduction for ideas on how to use the Module opening pages.

1 Key vocabulary Adjectives

Answers1 short – long or tall

old – new or young

2 big – small

cheap – expensive

fast – slow

3 powerful

2 Presentation It’s faster and more powerful

a AnswersThey’re selling computers.

No, it isn’t.

3 Key grammar Comparatives

Answers older, more powerful, than Ben’s.

4 Practice

a Answers3 more dangerous 4 longer 5 more difficult 6 more important 7 shorter 8 smaller 9 more intelligent 10 younger 11 more interesting 12 taller

Try this!Answer: small long difficult black greygreen fast young beautiful fascinatingcheap expensive

b Answers2 Beth is taller than Kim.

Kim isn’t as tall as Beth.

3 Tom’s hair is longer than Dean’s.Dean’s hair isn’t as long as Tom’s.

4 Love is more important than money.Money isn’t as important as love.

5 Lucy is older than Robbie.Robbie isn’t as old as Lucy.

6 Kim’s skirt is shorter than Beth’s.Beth’s skirt isn’t as short as Kim’s.

6 Key vocabulary Computers

Tapescript/Answers1 speaker 2 screen 3 keyboard 4 mouse5 printer

7 Listening and speaking Sold?

a Answer She wants to buy a computer.

TapescriptBEN: Hello.

HELEN: Hello, is that Ben?

BEN: Yes.

HELEN: Hi, Ben. It’s Helen. I saw your notice atschool today. You’re selling your computer.

BEN: Yes, that’s right.

HELEN: Are you selling the keyboard and themouse?

BEN: No, I’m not selling those.

HELEN: OK. Has it got any speakers?

BEN: Er … no, it hasn’t.

HELEN: Is there a printer with it?

BEN: Well, I’ve got a printer, but I want to keep it.The printer isn’t for sale. Sorry.

HELEN: Er … the notice says a hundred and ninety-nine pounds. That’s quite expensive. Whatabout a hundred and fifty?

BEN: Mmm … I’m not sure. Do you want to comeand see it?

HELEN: Yes, OK. Shall I come this evening?

BEN: Yes, that’s fine. Can you come about eighto’clock?

HELEN: OK. Thanks, Ben. See you later.


1 Key vocabulary How long is it?

a Answers1 c 2 a 3 f 4 d 5 b 6 e 7 h 8 g

2 PresentationThe biggest and the most amazing!

Tapescript/Answers1 The Nile is the longest river in the world.

2 The Burj Khalifa is the tallest building in the world.

3 The Airbus 380 is the largest plane in the world.

4 Mount Everest is the highest mountain in the world.

5 The Sahara is the biggest desert in the world.

6 The flea is the most amazing athlete in theanimal kingdom.

7 The poison arrow frog is the most dangerousanimal in the world.

3 Key grammar Superlatives

Answers longest, most dangerous

44 Unit 7

b Answers1 No, he isn’t 2 No, there aren’t. 3 No, it isn’t.

4 £150 5 At eight o’clock this evening.

4 Practice

a Answers3 smallest 4 most intelligent 5 most popular6 oldest 7 shortest

b Answers2 shortest 3 oldest 4 most intelligent 5 mostpopular 6 coldest 7 smallest

5 Key pronunciation // and /i�/

Answers2 the same 3 different 4 the same 5 different6 different

6 Writing and speaking Places you know

Example answersWhat’s the biggest lake in Serbia?

What’s the most popular sport in Serbia?

What’s the tallest building in Serbia?

What’s the most important industry in Serbia?

GGrraammmmaarr:: Superlatives

VVooccaabbuullaarryy:: Questions with How + adjective …?


Comparing one thing with the rest of a group

Asking questions about places

STEP

2

The Burj Khalifa in Dubai, the world’s tallestbuilding, took five years to build and wascompleted in October 2009. At a height of 828metres, it is taller than New York’s Empire StateBuilding and Chrysler Building put together. It has160 storeys housing a hotel, luxury apartmentsand office space.

Poison arrow frogs are found in the rainforestsof Central and South America. Their poison issecreted through the skin. Although they are verysmall, these frogs have about 200 micrograms ofpoison in their bodies. It would take only 2micrograms to kill a human.

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Try this!Answer: A baby blue whale. (The blue whale is thelargest animal in the world. Adult whales can be upto 30 metres long.)

21st December is the shortest day in the NorthernHemisphere. In the Southern Hemisphere it is thelongest day.

The oldest university is the Karaouine Universityin Fez.

The Vatican City in Rome, containing St Peter’sbasilica and the Vatican Palace, is only 0.4 km2.

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1 Presentation Which telescope is the best?

Answers1 The Zoomi 2 The Delta 3 The Kent 4 The Telstar

2 Key grammar good/better/best

Answers better the worst

GGrraammmmaarr:: Comparative and superlative of good and bad

CCoommmmuunniiccaattiivvee ttaasskkss::Comparing things and giving opinions

STEP 3


3 Practice

Answers1 best 2 worst 3 good, better 4 worse

4 Reading Amazing!

a Answer b My favourite pastime

b Answers1 Because they wanted to see the eclipse of the sun

and Cornwall was the best place to see it.

2 They didn’t see the eclipse because it was toocloudy.

3 No, they didn’t.

4 Yes, he has.

5 He saw the International Space Station.

45Differences

A space station is a structure in space that isdesigned for people to live on. It is different fromother spacecraft because it doesn’t have its ownmeans of propulsion – instead, other spacevehicles are used as transport to and from theEarth.

The International Space Station is the result ofa joint programme between 16 nations: the USA,Russia, Canada, Japan, Brazil and 11 Europeancountries. Its first section was put into orbit in1998 and the first crew of three Russian andAmerican astronauts arrived in 2000. The ISSorbits the Earth at an altitude of about 386 km,taking 92 minutes to complete its orbit. It ispermanently staffed by crews who carry outobservations of the Earth and research into space.

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CHAPTER 1 Swim!You don’t understand

� Explain that Swim! is the second of the two stories in thecourse.

� Look at the pictures with the class and point out Emily,the main character. For each picture ask: Where is she?(At the swimming pool. At home.) Invite students toguess who the other two characters are. Ask them howthe two people are feeling in the second picture (Emily:unhappy/worried/anxious; father: angry) and to suggestwhat they think could be happening.


� Read or play each section of the chapter again.Pause to elicit or explain the meaning of trainer andlawyer (/�lɔə/) and make sure students recognise theirregular past verbs swam and thought. Ask thequestions as you go, and add others, for example:

– What did Jack mean when he said ‘Well done’?(He meant ‘You swam very well.’)

– How often does Emily go to the swimming pool?(Every day.)

– Why is the club called the Dolphins Swimming Club?(Because dolphins are very good swimmers.)

– Why did Emily leave quickly? (Because it was eighto’clock – she was late.)

– Why was Emily’s father angry? (Because she spendsa lot of time at the swimming pool.)

– What does he want her to do? (To study hard atschool. To go to university and become a lawyer.)

Example answers1 Emily. She’s good at swimming and she trains

every day at the Lakeside club. She isn’t interestedin becoming a lawyer. She’s unhappy at homebecause her father doesn’t understand her.

2 Jack Hastings is the trainer at the swimming club.Anthony James is Emily’s father.

3 Yes, they do.

� Ask students: Where do you think Emily’s mother is?Who is right in the argument between Emily and herfather? Why? Discuss these questions with the class.

1 Answers2 slow 3 small 4 young 5 boring 6 intelligent7 difficult 8 short

2 Answers2 bigger than 3 more expensive than 4 moreexciting than 5 sunnier than 6 more useful than

3 Answers2 You aren’t as tall as Rosie.

3 Keyboards aren’t as expensive as printers.

4 A bicycle isn’t as fast as a car.

5 Cheetahs aren’t as big as lions.

6 The science exam isn’t as difficult as themaths exam.


� Discuss the answers with the class. As an extension toquestion 4, you could write the headings Jamaica andLondon on the board and ask students to pick out thecontrasts in the poem. For example:

Jamaica London

sunshine wet, cold weather

palm trees streets

swimming in sea swimming inside in pool (etc.)

Ask them to say in what ways the writer feels life wasbetter in Jamaica and in what ways it is better in Britain.For example: In Jamaica, the weather was warmer, lifewas healthier and more open, people were friendlier andshared things more, families were closer.

� Ask students for their opinions. Is the writer’s view ofLondon different from their view of modern city life?

Answers1 He’s probably a teenager.

2 In London.

3 In Jamaica.

4 He thinks the Jamaican way of life was better insome ways and the British way of life better inother ways.

4 Answers2 How high is

3 How long is

4 How tall are

5 How far are

6 How heavy is

5 Answers 1 b 2 a 3 c 4 b 5 a 6 c

6 Answers1 biggest 2 most popular 3 worst 4 noisiest5 hottest 6 most expensive 7 best

46 Unit 7

Life and Culture Poem

James Berry was born in a small village on the coastof Jamaica and he began writing stories and poemswhile he was at school. In 1948 he went to live inBritain where he gradually became well known asa writer and a supporter of other black writers. Hisstories and poems are often set in the Caribbean,where he grew up.

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Lead in

� Ask students for the names of poets that they know ofand any poems that they like.

Task

� Look at the picture and establish that it shows a scenein the Caribbean. Ask students what the place is like andwhat the people are doing. Use the picture to teach thewords palm trees and donkey.

� Give students a few minutes to read through the poemthemselves.

� Now read the poem aloud. Explain some of the keywords (for example, misty, arcade, cricket, long for, pray,darts) and make sure that students know what a ‘local(pub)’ is. However, don’t discuss the poem in detail atthis stage.

� Read out the questions. Divide the class into groups offour or five and ask them to talk together about thepoem and the questions.


1 Key vocabulary Countries and capitals

Tapescript/AnswersAustralia – Canberra Canada – Ottawa

Greece – Athens Italy – Rome

New Zealand – Auckland Serbia – Belgrade

the USA – Washington

2 Key pronunciation Places

b Tapescript/Answers1 the USA

2 Australia

3 New Zealand

4 Canada, Italy, Serbia, Ottawa, Canberra, Washington

5 Athens, Auckland

6 Belgrade

7 Greece, Rome

3 Presentation We’ve seen a bear!

b Answers1 True.

2 True.

3 False. They haven’t been to Disneyworld.

4 True.

5 False. They’ve seen a bear.

6 False. Kate has sent 8 postcards.

7 True.

8 True.

4 Key grammar Present perfect

Answer haven’t, been

5 Practice

a Answers see, send, take, travel, walk

b Answers2 Kate hasn’t been to Disneyworld.

3 Mia and Kate have had some amazing experiences.

4 They’ve seen the Mississippi.

5 They haven’t visited Orlando.

6 Writing A holiday postcard

Example answerHi everyone!

We’re having a fantastic holiday in Serbia. We’ve visitedthe famous Kalemegdan Castle and we’ve been toVrnjaËka Banja and the ðerdap National Park. We’ve alsohad some great food. Tomorrow we’re going to take aboat trip on the River Danube. Serbia is a great place fora holiday!

Lots of love,

Jasna

Yellowstone National Park occupies an area of 8,983km2 in the Rocky Mountains. As well as bears, thereare elk, American bison, moose and wolves in thepark, which is also famous for its many geysers andhot springs.

The Grand Canyon, another national park, isthe enormous and spectacular gorge cut by theColorado River in Arizona. It is 350 km long and up to 29 km wide, with walls up to 1.7 km deep.

47Our incredible world

8

Grammar:

Present perfect

been and gone

going to (revision)

Vocabulary: Countries and capitals

Communicative tasks:

Describing recent events

Talking about plans

Writing a holiday postcard

STEP

1

a Answer Yes, she does.

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9780521614290u08_p47-52 V6.qxp 7/19/12 6:46 AM Page 47

7 Reading and listeningI’ve never eaten peas!

a AnswerBecause the writer spends a lot of time travelling whilethe cat stays at home.

b Answer Twelve.

1 Presentation Yours or mine?

a Answer George can’t find his camera.

b Answers1 False. He can’t find it.

2 False. He’s got his camera.

3 True.

4 True.

5 True.

2 Key grammar Possessive pronouns

Answers1 yours 2 his 3 hers 4 ours 5 your 6 theirs

3 Practice

a Answers2 Perhaps you can use hers.

3 Are they yours?

4 Theirs is faster than ours.

5 No, they aren’t mine.

b Answers2 yours 3 mine 4 yours 5 theirs 6 His 7 ours

c Answers2 Whose is this jacket? – It’s Matt’s.

3 Whose is this rucksack? – It’s Lisa’s.

4 Whose are these trainers? – They’re Ben’s.

48 Unit 8

1 Presentation Have you ever fallen in love?

a Answers1 Have you ever climbed a mountain?.

2 Have you ever been to the seaside?

3 Have you ever been canoeing?

4 Have you ever eaten apple pie?

2 Key grammar Present perfect + ever, never

AnswerWe put ever and never before the past participle.

3 Practice

a Answerstravelled across the USA

seen a bear / a horse

ridden a horse

visited the UK

4 Presentation When did you go to Italy?

a Answer No, he doesn’t.

b Answers 1 Yes, she has. 2 Last year.3 Her purse. 4 On the bus.

5 Key grammarPresent perfect and past simple

Answerspresent perfect past simple

6 Practice

a Answers2 been 3 have 4 went 6 enjoy

7 did 8 was

GGrraammmmaarr::Possessive pronouns Whose …?

CCoommmmuunniiccaattiivvee ttaasskk:: Talking about people’s possessions

STEP 3

GGrraammmmaarr::

Present perfect + ever, never

Present perfect and past simple


Talking about experiences

Saying what people have done and when they did it

STEP

2


1 Answers2 haven’t/’ve seen, ’ve/haven’t seen 3 haven’t been4 ’ve finished 5 has written 6 ’ve washed, ’ve cleaned7 hasn’t received 8 haven’t taken, ’ve lost

2 Answers2 Mike’s going to sleep in a tent.

3 We aren’t going to buy any clothes.

4 They’re going to meet us outside the library.

5 I’m not going to stay in a hotel.

6 Jane’s going to invite you to her party.

3 Answers1 c 2 f 3 a 4 d 5 e 6 b

4 Answers2 Sorry, but we’ve eaten all the chocolates. We ate

them last night.

3 Serena has lost her purse. She lost it in Mexico City.

4 Your postcard has arrived. It arrived this morning.

5 I’ve written a letter to Grandad. I wrote to himyesterday.

6 Matt has made a chocolate cake. He made it at theweekend.

7 My friend Mia has met David Beckham. She met himwhen she was in London.

8 Anna and I have had an argument. We had an awfulargument on the bus this morning.

5 Answers1 b 2 b 3 b 4 a 5 b 6 a 7 a

Answers1 She wants to be a professional swimmer.

2 Because it’s the date of the Picton Lake Race.

3 Tina Dawson.

49Our incredible world

CHAPTER 2 Swim!Emily’s ambition

� Ask students to look at the picture. Quickly revise the firstchapter of the story by making incomplete statementsand asking students to give the missing information.For example:

– The main character’s name is …? (Emily.)

– She’s very good at …? (Swimming.)

– The man in this picture is her …? (Trainer.)

– His name’s …? (Jack.)

– Emily has arguments with …? (Her father.)

– He wants her to be …? (A lawyer.)

Ask students: What do you think Emily wants to do?Ask them to check this as they listen to Chapter 2.

� Read out the chapter (or play the recording if you prefer)while students follow in their books. Ask question 1.Explain ambition and elicit the meaning of professional.

� Read or play the chapter again, pausing to help withother key words (for example, faster than ever before,cool, champion, kindly) and to discuss questions 2 and 3.Add other questions as you go along, for example:

– How long ago did this ambition start? (Eight yearsago.)

– Why couldn’t she enter this race last year? (Becauseshe wasn’t 14 years old.)

– Is Tina Dawson the best swimmer in Europe? (No, notnow.)

– How often has she won the Picton Lake Race? (Fourtimes.)

– Why does Jack say ‘But not this year’? (Because hethinks Emily is going to win this year.)

– When is Emily going to do extra training? (In themorning before school.)

– What do we learn about Emily’s mother in this chapter?(She was a lawyer, but she died five years ago.)

Divide the class into pairs. Ask students to practisereading the chapter as a dialogue, leaving out thenarration. Encourage them to read expressively andto use their face to show sadness, kindness, smilesand laughter. You could choose one or two pairs toperform the dialogue for the class.

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Task


� Read out each paragraph and help with new vocabulary,for example, truck (driver), route, diner, apple pie,butterfly, gap, wildlife. Ask students to guess themeanings wherever possible, by thinking about thecontext and looking at the photos.

� Students look at the text and find names for the thingsin the list.

� Draw attention to the list of American and BritishEnglish terms. You may want to mention that a large,fast highway connecting towns is called a motorway inBritain and a freeway in the USA.

� Ask students if they would like to travel down thePan American Highway. Which parts of the trip wouldthey find the most interesting? Where would they seethe most unusual wildlife? Where would they have thebest food?

Answers1 Alaska 2 San Francisco 3 Arizona 4 apple pie5 the Blue Morpho butterfly 6 Panama7 the Darien Gap

50 Unit 8

Lead in

� Read out the question and brainstorm with the class.You could make a rough map of North and SouthAmerica on the board and ask students to markcountries down the west coast. Ask them to name anyAmerican states or Canadian provinces that they knowon the west coast.

� Focus on the map in the book. Introduce the wordhighway and follow the route of the Pan AmericanHighway from north to south. Ask questions aboutsome of the places, for example:

– What country does Alaska belong to? (The USA.)

– Is the Yukon Territory a country? (No, it’s a Canadianstate.)

– Is the US capital on the west coast? (No, it isn’t.Washington DC, the city, is on the east coast.)

– What’s the country south of Mexico? (Guatemala.)

– What’s the country north of Colombia? (Panama.)

– What’s the capital of Peru? (Lima.)

� Make it clear that Central America is the group ofcountries from Mexico to Panama.

� You might like to tell students that 16,000 miles= 25,750km and 54 miles = 87km.

The Darien Rainforest is one of the most biologicallydiverse regions on Earth. Plans to join up the PanAmerican Highway are opposed by environmentalgroups and indigenous people who live in the forest.They believe that the road would start a process ofenvironmental destruction, leading to tree-felling fortimber and the conversion of the forest into grazingand agricultural land.

To join the missing link in the highway, there is a ferrybetween the cities of Colón in Panama and Cartagenain Colombia.

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Life and CultureThe longest road in the world


4 Present perfect and past simple

Answers2 I’ve finished this book.

3 We made an apple pie this morning.

4 Hannah wrote to the president last week but shehasn’t had a reply.

5 Have you seen the new Spiderman film?

6 Mike says he’s fallen in love but he isn’t very happy.

7 Sue dropped her purse when she was walkingto school.

8 Mr and Mrs Walker went to New York two years ago.

5 Possessive pronouns and Whose …?

Answers1 his 2 hers 3 Mine 4 ours 5 theirs 6 yours

Study skills 4Recognising sentence patterns

� Set the time limit and ask students to complete thesentences.

� Write up the first sentence from each group and circle orunderline the subject, the verb and the object in differentcolours. Ask students to do the same for each group ofsentences (tell them that not all the sentences have anobject). Point out that although the tenses are different,the sentence patterns are normally the same:

Affirmative

Subject + verb (+ object).

Negative

Subject + auxiliary with not + verb (+ object).

Question

Auxiliary + subject + verb (+ object)?

The exceptions are present and past negatives andquestions where the verb is be – here there is no auxiliary.

AnswersAffirmative sentences

1 wants 2 is 3 has 4 visited

Negative sentences

1 haven’t 2 doesn’t 3 didn’t 4 weren’t

Questions

1 Are 2 Have 3 Did 4 Does

Language summary

1 Comparative and superlative adjectives

1.1 Answers2 The Mississippi is longer than the Thames but it isn’t

as long as the Nile.

3 The Earth is hotter than Mars but it isn’t as hot asMercury.

4 Athens is more polluted than London but it isn’t aspolluted as Hong Kong.

5 Matt’s essay is better than Claire’s but it isn’t as goodas Mirela’s.

6 Surfing is more dangerous than running but it isn’t asdangerous as skydiving.

1.2 Answers1 The Great Wall of China.

2 What’s the most intelligent animal in the world?A human.

3 Where’s the tallest building in your town?[Students’ own answers.]

4 Where are the best shops in your town?[Students’ own answers.]

5 Who’s the oldest person in the class?[Students’ own answers.]

6 Who’s the most important person in your life?[Students’ own answers.]

7 What’s the worst day of the week?[Students’ own answers.]

8 What’s the best day of the week?[Students’ own answers.]

2 How + adjective

Answers2 How long is the Mississippi?

3 How big/large is the Grand Hotel?

4 How tall is Joe?

5 How fast is the Greyhound Bus?

6 How high is Mount McKinley?

51Module 4 Review


52 Module 4 Review

How’s it going?

Your rating


Vocabulary

� Students choose some of the new words and use themin sentences.

Test a friend



AnswersIt’s about 4,600 million years old.

She’s visited Vermont, New York and

Yellowstone National Park.

Correcting mistakes

� These sentences contain common errors. Ask studentsto rewrite them correctly.

Answers1 I’m taller than you.

2 It’s the biggest plane in the world.

3 My computer is as powerful as Ben’s.

Your Workbook



� Help students with the pronunciation of Birmingham/�b��mŋəm/, Windsor /�wndzə/, Cumbria /�k�mbriə/and Braemar /�bremɑ�/. (Don’t worry about thepronunciation of the Welsh village name! However, ifstudents want to attempt it, it may help to know thatin Welsh w is pronounced /υ/ and f is pronounced /v/.)

� Ask students to work out the meaning of secondbiggest. Explain that we can use other ordinals inexpressions like this, for example, the third longest,the fourth largest, etc.

� Ask students to think about their own country. Somefacts will already be well known to them, but ask themto do some research as well, to find a range ofinteresting information.

� Gather some suggestions for other ‘superlative places’that aren’t in Matt’s newsletter. For example:

– the driest place

– the biggest lake

– the tallest building

– the largest church

– the longest bridge

– the second highest mountain.

� Discuss with the students where to look for information.Internet sites will probably be the most useful source,but they could also consult encyclopaedias and touristinformation. Ask them to draw a map and encouragethem to add suitable photos or illustrations.

� Set a time limit, allowing one to two weeks for work onthe project.

� Ask students to write out and check their sentencesbefore they design their page. Remind them to lookback at Unit 7 if they need help with superlativeadjectives.

Superlative places!Students write about places in their country, using superlatives.


The name of the Welsh village means ‘St Mary’schurch in the hollow of the white hazel neara rapid whirlpool and the church of St Tysilio ofthe red cave’.

Windsor Castle covers an area of about 5 hectares.It dates back to the 11th century and is a residenceof the Queen.

In the Scilly Isles, off the coast of Cornwall, theaverage temperature over the whole year is 11.5 ºC.

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53Looking ahead

GGrraammmmaarr:: The future with will/won’t

will in offers

CCoommmmuunniiccaattiivvee ttaasskkss::Describing future events Offering to do things

STEP

1

9

A healthy future Answers

1 c 2 a 3 d 4 e 5 bSee page 7 of the Introduction for ideas on how to use the Module opening pages.

6 Practice

Answers1 I’ll make you a cup of coffee.

2 I’ll help you with your homework.

3 I’ll wash the dishes.

4 We’ll take you for a walk.

7 Writing What will it be like?

Example answerDon’t worry! You’ll be fine and you’ll soon make newfriends. It’s a big school, but other students will help youfind the right classroom. You won’t know the teachers’names at first, but you’ll soon learn them.

1 Reading The luck factor

a Answer a Be optimistic!

b AnswersPositive: right

Negative: sad, difficult, bad

lucky – unlucky, sad – happy, difficult – easy,

bad – good, right – wrong

2 Presentation You’ll love it!

a AnswersThey’re from students who are now in Year 8(their second year of secondary school).

They’re for new students who are starting secondary school.

b AnswersOptimistic: 1, 2, 4, 5, 7

Pessimistic: 3, 6

3 Key grammar will/won’t

a Answers will/’ll, won’t

b Answers ’ll, won’t, future

4 Practice

a Answers2 ’ll 3 won’t 4 won’t, ’ll, ’ll 5 ’ll 6 ’ll, won’t

GGrraammmmaarr:: will: questions and short answers

VVooccaabbuullaarryy:: Important events

CCoommmmuunniiccaattiivvee ttaasskkss:: Asking and answeringquestions about the future

STEP 2

1 Key vocabulary Important events

Answers2 pass exams 3 fail exams 4 leave school 5 get a job 6 go abroad 7 go out with someone 8 fall in love 9 get married

2 Presentation What will happen?

a Answer The future.

c Tapescript/Answers1 Will my brother pass his history exam?

d Yes, he will.2 Will I win the race next Saturday?

b No, you won’t. You’ll be second.3 Will we walk on Mars one day?

e Probably. It’ll happen one day.4 What sort of job will I get?

a You’ll work with animals, I think.


54 Unit 9

5 Where will I live?f I don’t know, but it won’t be in a city.

6 Will Natalie Price go out with me?c Perhaps she will. Perhaps she won’t.

3 Key grammar Questions with will

Answers will, won’t, will

4 Practice

a Answers2 Will Matt pass his maths exam?

3 Will Real Madrid win next Sunday?

4 When will Tim/Sue and Sue/Tim get married?

5 Will it rain tomorrow?

6 Will you leave school soon?

6 Listening and speaking Song

a Answer No, we don’t.

b Answers 1 will, sleep 2 be 3 will tomorrow

7 Writing and speakingQuestions about the future

Example questionsWill I pass all my exams?

Will I get married?

Will I get a good job?

Will I enjoy my life?

Try this!Answers: leave, abroad, pass, fail, exams, married(These are all anagrams of words from Exercise 1.)

GGrraammmmaarr:: Present continuous used for the future

VVooccaabbuullaarryy:: Future time expressions

CCoommmmuunniiccaattiivvee ttaasskk:: Talking about future arrangementsSTEP

3

1 Key vocabulary Future time expressions

b Tapescript/Answers1 this evening 2 tonight 3 tomorrow 4 tomorrow morning 5 tomorrow night 6 at the weekend 7 on Sunday 8 next week 9 next month 10 next summer 11 in August 12 next year

2 Presentation She’s going out this evening

a Answer On Saturday morning.

b Answers1 She’s going to the cinema.

2 She’s babysitting.

3 On Friday.

4 No, she isn’t.

3 Key grammar Present continuous used for the future

Answer present continuous

4 Practice

Example answers2 I’m getting up early tomorrow morning.

3 Ben is babysitting at the weekend.

4 We are going to Spain next summer.

5 Mel is playing hockey on Saturday.

6 My friend is coming here in July.

5 Speaking

a Answers 1 b 2 a

CHAPTER 3 Swim!Emily’s rival

� Ask some questions to revise the previous chapter of thestory. For example:

– What’s happening in August? (The Picton Lake Race.)

– Who’s won this race for the last four years? (Tina Dawson.)

– Is she a very good swimmer? (Yes, she’s a formerEuropean champion.)

– Who will probably be the youngest person in the race?How old is she? (Emily. She’s 14.)

– Is Jack optimistic about her chances? (Yes, he is.)

� Look at the picture and ask students to identify thepeople. Invite students to guess who the swimmer is. (Tina Dawson.) Ask: How’s Emily feeling? (Worried,anxious.) Is Jack worried? (No, he isn’t.)


� Read or play each section of the chapter again.Pause to elicit or explain the meaning of new vocabulary(for example, notice, swimsuit, training session, headline,businessman, offer) and draw attention to the use of out


55Looking ahead

1 Answers 1 a 2 c 3 c 4 c 5 b

2 Answers1 ’ll 2 won’t 3 will 4 won’t 5 will

6 ’ll 7 ’ll 8 ’ll

3 Answers1 Will you see

2 Will they get

3 Will she be

4 will he arrive

5 will they stay

6 will you study

4 Answers1 c 2 b 3 a 4 a 5 b 6 c 7 a 8 a

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

of (jumped out of bed, walking out of the door, ran out ofthe house).

� Ask the questions as you go along, and add others,for example:

– Did she have breakfast before she left? (No, she didn’t.)

– Why did she run out of the house? (Because she didn’twant to argue with her father.)

– How did Emily know the woman was Tina Dawson?(Because she was swimming very fast.)

– What’s The Picton News? (A local newspaper.)

– How much is £50,000 in our money? (Help studentsto make the calculation.)

Answers1 Because she was starting extra training for the Picton

Lake Race.

2 Because she wants to win the race for the fifth time.

3 £50,000.

� Ask students to think about the difficulties Emily isfacing. Ask them: Why will it be hard for her to win thisrace? Is her father going to help her? Is she getting anyhelp at all? Discuss these questions with the class.

Lead in

� Ask the questions and discuss them with the class. If youhave some students who are keen on basketball, you couldask them to give some information about the game, forexample: How many people are there in a team? (Ten.) Howmany of them can play at one time? (Five.) When you’re closeto the basket and score, how many points do you get? (Two.)

Task

� Look at the photo and ask for students’ impressions of theboy and the place. If necessary, prompt them with questions,for example: Where’s he from? How old is he? What’s hishome like? What’s his favourite sport?


� Read the text aloud and help with new vocabulary,for example, primary school, floor (= storey), incredible, highschool, full-time. Ask them to say the British English wordfor apartment (flat), mom (mum) and movies (films).

� Make sure that students understand the difference betweenprimary and high school, and between junior and senior highschool, in the American education system (see Background).You could tell the class that the word college is normallyused instead of university in the USA.

� Choose students to read out the questions. Make it clearthat in question 6 the verb move means ‘to change from onehome to another’.

� Students write the answers. They could then compareanswers with a partner.

� Ask the class if there are any young sports stars like Rockyin their country. Do any of the students have ambitions likeRocky’s? How do they feel about young people like Rockyand Emily who give all their free time to their sport?

Answers1 No. (He’s at high school.)

2 Because he’s very good at basketball.

3 Yes, he did.

4 No, he doesn’t.

5 No, they haven’t.

6 Because he wants his family to havea bigger and better apartment.

7 No, he doesn’t.

Life and Culture A basketball star

American students normally start primary school at abouteight years of age. After five or six years at primary school,they go to high school (= secondary school). Junior highschool is for three years and senior high school is for eitherthree or four years. After this, students may go onto college (= university).

BACKGROUND


a Answer tomato ketchup

TapescriptWOMAN: Morning, Jack. What would you like?JACK: I’d like some chicken, please.WOMAN: Would you like some vegetables?JACK: Er, yes, I’ll have some peas, and I’d like

some chips too, please.WOMAN: OK. Who’s next?SADIE: Could I have a veggieburger, please, and

some salad? I don’t want any chips, thanks.LISA: I fancy the pasta. I don’t think I’ll have any

salad. Yes, pasta, please.WOMAN: Pasta for you, dear? Here you are.LISA: Thanks very much. Are you having pasta,

Ben?BEN: I’m going to have a baked potato.WOMAN: Pardon?BEN: Baked potato, please, with some cheese. And

could I have some baked beans?WOMAN: Here you are, dear. Who’s next?JACK: Let’s sit over there. Sadie, can you bring the

tomato ketchup?

b Answer Sadie: 9, 8 Lisa: 6 Ben: 2, 3, 1 Jack: 5

56 Unit 10

1 PresentationHow much blood have you got?

c Tapescript/Answers1 How much water does an elephant drink?

c Between 80 and 160 litres a day.

2 How many ‘cookies’ does the average NorthAmerican eat?

Grammar: How much/many?

Communicative tasks:Asking and answering questions about quantity

STEP2

1 Key vocabulary Food and drink

a Tapescript/Answers1 rice 2 sauce 3 sugar 4 beefburger 5 soup6 biscuits 7 grapes 8 peas 9 mineral water 10 salad 11 sausages 12 baked potato

2 Presentation Would you like some sauce?

b AnswersNine (beefburger, veggieburger, sausages, (barbecue)sauce, ketchup, potato, lemonade, fruit juice, salad).

c Answers1 False. He asks for a beefburger and some sausages.

2 False. He wants some ketchup.

3 True.

4 False. They’ve got some fruit juice.

5 True.

6 False. There’s some salad.

3 Key grammarI’d like + a/some…; Could I have + a/some …?

b Answers a/an, some

4 Practice

a Answers1 some 2 a, some 3 a, some 4 some 5 some6 some 7 an, some 8 some

6 Speaking

a Answersa drink, some apple juice, a cheese and tomato sandwich

Grammar:

Uncountable nouns (revision)

I’d like a/some …

Would you like a/some …?

Could I have a/some …?

Vocabulary: Food and drink

Communicative tasks: Asking for and offering food and drink

STEP

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7 Listening The school canteen

Baked beans are white beans cooked in tomatosauce and sold in tins. Heated up, they’re verypopular in Britain as an accompaniment to baconand eggs or other dishes, or they may be served ontoast as a light snack.

Baked potatoes are cooked whole in their skins andare often served with some sort of topping. Servedthis way, they are often called jacket potatoes.BA

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57Some ketchup, please!

GGrraammmmaarr:: a lot of / much / many


Talking about different lifestyles

Writing about your lifestyle

STEP 3

Try this!The parts of the body could include:head, shoulders, knees, fingers, toes, feet, arms, legs,stomach, back, neck, nose, mouth, eyes, ears, hands.

4 Writing and speaking

a Answers2 How many metres are there in a kilometre?

3 How many babies are born every day?

4 How much does an African elephant weigh?

5 How much rice do the Chinese eat a day?

6 How many people can a jumbo jet carry?

5 Reading An average person in the USA

a Answer b a survey of life in the USA

b Answers2 We don’t know.

3 Yes, he will.

4 We don’t know.

5 No, he won’t.

6 We don’t know.

7 No, he won’t.

6 Writing and speaking Questions about quantity

AnswersHow many minutes are there in an hour?

(Answer: 60.)

How much money has a millionaire got?

(Answer: At least 1 million pounds/dollars.)

How much tomato ketchup do the British eat?

(Answer: We don’t know.)

How many people are there in a football team?

(Answer: 11.)

1 Presentation There isn’t much fresh air


b Answers2 Does he get much exercise?

No, he doesn’t.

3 Are there many cars in Athens?

Yes, there are.

4 Does Taylor go to many ice hockey matches?

Yes, he does.

5 Does he eat many vegetables?

No, he doesn’t.

6 Does Harriet eat much fruit?

Yes, she does.

7 Have her parents got much money?

No, they haven’t.

2 Key grammar a lot of / much / many

Answers many, much, much

3 Practice

Answers1 much 2 many 3 much 4 much

5 many 6 many 7 much 8 many

b About 500 a year.

3 How much blood is there in our bodies?

b Between four and five litres.

4 How many times a day do we blink?

a About 9,000.

5 How many teeth has an adult got?

c 32.

6 How much sleep does an average adult get?

b About seven hours a night.

7 How much does your brain weigh?

b 1.4 kilos.

2 Key grammar How much/many?

Answersmuch, many; much, many

3 Practice

Answers1 much 2 many 3 many 4 much 5 is 6 are


1 Answers1 c 2 b 3 c 4 a 5 b 6 c

2 Answers2 grapes 3 ketchup 4 rice 5 soup 6 metre

3 Answers1 many 2 much 3 much 4 much5 much 6 many

4 Answers1 d 2 e 3 b 4 a 5 f 6 c

5 Answers1 many 2 much 3 many 4 much5 many 6 much

6 Answers1 some 2 any 3 a 4 some 5 any6 some 7 a 8 some

4 Writing My lifestyle

Example answersHealthy Unhealthy

I eat a lot of salad. I don’t eat many vegetables.

I don’t eat much sugar. I eat a lot of chips.

I walk to school. I don’t do much sport.

I get a lot of sleep. I spend a lot of time in frontof the computer.

CHAPTER 4 Swim!A lot of money

� Ask some questions to revise the previous chapter ofthe story. For example:

– Who did Emily see at the swimming pool in themorning? (Tina Dawson.)

– Why is Emily specially interested in her? (Becauseshe’s usually the best swimmer in the Picton LakeRace. Emily will need to beat her if she’s goingto win.)

– What new information did Emily find out about therace? (A businessman is going to give £50,000 tothe winner this year.)

Look at the picture with the class and ask students toidentify the woman (Tina Dawson) and the girl in thebackground (Emily). Ask: How’s Jack feeling, do youthink? What do you think Tina’s saying to him?


� Read or play the chapter again. Pause and askstudents to work out the meaning of new vocabulary (forexample, excellent, get better, continue, dislike). Make itclear that make money means ‘to get or earn money’.Point out the difference between move/walk away fromand walk towards.

� Ask students to answer the questions as you go along.You can add other questions, for example:

– How does Tina know that Jack is a good trainer?(Because she can see that Emily is getting betterevery day with Jack’s help.)

– What does she mean by ‘You’re the best’? The bestwhat? (The best trainer.)

– What does she mean by ‘You could make some realmoney’? (A lot of money.)

Divide the class into pairs. Ask students topractise reading the chapter as a dialogue, leavingout the narration. If possible, allow them to standup and encourage them to use body language toshow Tina’s aggressive approach and Jack’snegative reaction. You could choose one or twopairs to perform the dialogue for the class.

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Example answers1 Because Emily’s a good swimmer.

2 She offered him money because she wants himto work with her and not Emily.

3 No, he didn’t. He doesn’t like Tina Dawson andhe isn’t interested in the money. He wants to beEmily’s trainer.

� Ask students what they think of Tina Dawson. Ask: Whatdo you think she means at the end? What’s she planningto do, do you think?


59Some ketchup, please!

Life and Culture Would you like some waffles?

A waffle is a type of flat cake, with a pattern of squarescut into it. It is usually eaten with a sweet sauce.

Bagels are dense, ring-shaped bread rolls.

Donuts (or doughnuts in British English) are rings orpillows of dough which are deep-fried. They may berolled in sugar, coated with icing or filled with jam.

Pancakes are made from flour, eggs and milk. They arequickly fried on both sides.

A soda is a sweet soft drink.

The dips listed on the menu would probably be servedwith thin, crisp corn chips. Tex-Mex dishes are in thestyle of the Mexican food found in Texas and thesouthwest of the USA.

Macaroni and cheese is a pasta dish baked in the oven.

For a New England boiled dinner, corned beef(previously preserved using salt) is cooked gently inwater until it is very tender.

Glazed carrots are given a sweet coating by tossingthem in caramelised sugar after they are cooked.

For Spanish rice, additions such as chopped onion,celery, green pepper, tomatoes, garlic, cheese andspices are mixed with cooked rice.

Hashed brown potatoes, or hash browns, are madewith grated potato and chopped onion, fried until theyare brown.

The beans used in three-bean salad vary, but mayinclude green beans, red kidney beans and lima beans.

Pineapple upside-down cake uses pineapple ringswhich are embedded in the top of the cooked cakewhen you turn it out of the tin.

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Lead in

� Look at the photo and ask students what they can see. Isthe American diner in the photo similar to eating places intheir country?

� Ask the questions and discuss them with the class. Writeup on the board the names of any food that they regard as‘American’ in style or in the method of serving/packaging.

With a strong class, you could invite students todo a group role play in Martha’s Bar. One personin the group is the waiter/waitress and the othersare ordering a meal from the menu. Before theybegin, elicit and practise questions for the waiter,using Would you like …? You could ask one or twogroups to perform their role play for the class.

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Task


� Read the text aloud and help with new vocabulary. Thereare quite a lot of new words here – move through themfairly lightly, without making the students feel that theyhave to learn or remember them all. After the descriptionof each meal, pause and ask them to pick out things thatthey eat/drink themselves or which sound nice.

� Ask students to discuss question 1 together. Encouragethem to make sentences, for example: We don’t eatwaffles or pancakes. We don’t usually drink milk or tea forbreakfast. Families usually eat dinner together.

� Look at the five categories on the menu and ask studentsto guess what they mean. Help with the pronunciation ofdessert /d�z��t/.

� Read through the menu with the class, giving a briefexplanation of the dishes as necessary.

� Ask students to choose a meal that they would like fromthe menu. Encourage them to choose a starter, a maindish, a side dish or salad and a dessert. They could discussthis in pairs or small groups, using I’d like …

� Ask students: Would you like a starter? What would youlike for a main dish? Would you like any side dishes /any salad / a dessert? Elicit replies using I’d like … orCould I have …?


4 Would you like …? Could I have …?

Answers1 an 2 some 3 a 4 some 5 some 6 a

5 How much/many …?

Answers1 How many 2 How much 3 How many

4 How much 5 How many 6 How much

6 a lot of / lots of, much, many

Answers2 That’s not true! There aren’t many skyscrapers in the

UK.

3 That’s not true! There aren’t many trees in theSahara Desert.

4 That’s not true! There aren’t many people inAntarctica.

5 That’s not true! There isn’t much traffic there.

6 That’s not true! They don’t do much housework.

Study skills 5 Guessing what words mean� Explain to the students that it’s often not necessary

to look in their dictionary when they come to a new word.The other words around it often point to the meaning.

� Set the time limit. Students look at the words illustratedby the pictures and then work out which words fit into thesentences.

� Ask students to pick out the words that were ‘clues’ tohelp them guess the meanings.

Answers1 melt (clues: hot, ice cream)

2 snooker (clues: play, table, games room)

3 moon (clues: astronomy, stars)

4 climb (clue: Mount Everest)

5 storm (clues: couldn’t sleep, bad)

6 dustbin (clues: old, can’t eat)

How’s it going?

Your rating


Language summary

1 The future with will

1.1 Answers2 won’t remember 3 will win 4 ’ll (probably) get5 won’t be 6 ’ll pass 7 won’t need 9 won’t have

1.2 Answers2 Will it rain this afternoon?

No, it won’t.

3 Will Matt be pleased?

No, he won’t.

4 Will Lisa like her present?

Yes, she will.

5 Will Sue and Mike go abroad?

No, they won’t.

6 Will I get the right answers?

Yes, of course you will!

2 will + verb in offers

Answers1 c 2 a 3 e 4 b 5 d

3 Present continuous used for the future

3.1 Answers2 Sorry, but I’m going swimming with Natalie tomorrow.

3 Sorry, but I’m watching a video with Natalie thisevening.

4 Sorry, but I’m walking home with Natalie.

5 Sorry, but I’m going to the cinema with Natalie onFriday.

6 Sorry, but I’m going bowling with Natalie on Saturday.

3.2 Answers2 Is Matt playing volleyball after school?

3 What are you doing on Sunday?

4 Is Lisa going to London at the weekend?

5 Are we having a maths test tomorrow?

6 What time are you going home?

60 Module 5 Review


61Module 5 Review

On holidayStudents write about holiday customs and activities intheir country.


Christmas trees are traditionally young fir trees thatare cut down, brought indoors and decorated for theChristmas period. However, a lot of people useartificial trees instead of real ones.

Christmas pudding is a dark, rich steamed puddingmade with dried fruit (raisins, currants, sultanas,cherries) and usually flavoured with brandy.

Alton Towers, in Staffordshire, is Britain’s biggesttheme park. The Spinball Whizzer is a spinning rollercoaster based on the idea of a giant pinball machine.

Dartmoor is a national park covering about 950square km of high, rugged moorland in Devon(southwest England). It is very popular for walkingand horseriding and is also well known for itswild ponies, which move freely on the moor.

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� Make sure they know when Christmas and Easter comein the year. Help with the pronunciation of Christmas/�krsməs/ and explain what a Christmas tree anda Christmas pudding are.

� Encourage students to guess the meaning oftobogganing /tə�bɒ�ənŋ/ and picnic.

� Ask students to think about holidays in their owncountry. Invite them to say which holidays they couldwrite about and put these on the board as headings.Elicit suggestions for things they could include abouteach holiday and make notes under the headings onthe board.


� Ask students to check their text before they copy it outand design their page. Tell them to use Matt’s text asa model and encourage them to illustrate their own textas they wish.

Vocabulary

� In pairs, students compare their lists of words that aredifficult to pronounce. Encourage them to help eachother with the pronunciation.

� Discuss ways of remembering pronunciation. If studentsknow the phonetic alphabet, they can write down wordswith their sounds. If not, they can use normal lettersto suggest what the word sounds like, and they canunderline the main stress. For example:

– sugar (shooga)

– vegetables (vedjtabullz)

Test a friend



AnswersHe’s a psychologist.

Between 80 and 160 litres a day.

Correcting mistakes

� These sentences contain common errors. Ask studentsto rewrite them correctly.

Answers1 Could I have some peanuts?

2 Will he win?

3 How many people are there?

Your Workbook



b Answers1 250,000 plastic bottles.

2 Four.

3 Yes, it is.

4 He uses a solar cooker.

5 No, he hasn’t.

3 Presentation He doesn’t have to go to work

a Answer No, they don’t.

b Answers2 Richie 3 Richie 4 George and Marlene5 George and Marlene 6 George

4 Key grammar have to / don’t have to

Answer have, don’t, Do

5 Practice

Answers1 don’t 2 Do 3 doesn’t 4 have to5 has to 6 Does

6 Writing A letter from paradise

Example answerHi everyone

This place is paradise, so I’m going to live here withRichie. When I’m at home, I have to study every eveningand I have to listen to my sister’s awful music. I lovebeing here because I don’t have to wear winter clothesand I don’t have to go to school. It’s lovely here. Whydon’t you come and visit me?

Love from …

62 Unit 11

GGrraammmmaarr:: have to / don’t have to

VVooccaabbuullaarryy:: Modern inventions


Talking about things that are and aren’t necessary

Comparing different ways of life

STEP

1

11

Our world Answers

1 b 2 d 3 e 4 a 5 cSee page 7 of the Introduction for ideas on how to use the Module opening pages.

1 Key vocabulary Modern inventions

Tapescript/Answers1 fridge 5 digital camera

2 hairdryer 6 electric toothbrush

3 DVD player 7 microwave

4 washing machine 8 stereo

2 Reading It’s paradise!

Robinson Crusoe is a novel written by the Englishauthor Daniel Defoe in 1719. It is based on the real-life adventures of Alexander Selkirk (1676–1721), aScottish sailor who spent five years alone on anuninhabited island. The novel tells the story ofa survivor from a shipwreck who lives on a desertisland for almost 30 years.

Richie Sowa, a carpenter from Middlesbrough, tookfour years to construct his island. Thousands ofplastic bottles support a bamboo frame covered withlayers of plywood. The air inside the bottles makesthe island float. On this structure Richie built hissolar-powered house and planted a tropical gardenwhere he grows fruit and vegetables. Fresh watercomes from the rain that he channels from the roofof the house. Mangroves that he planted help tokeep the island stable in stormy weather. Richie’saim is to become entirely self-sufficient.

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a Answer Because Richie built it himself.


4 Practice

a Answers2 Everyone should eat lots of fruit and vegetables.

3 He shouldn’t be so pessimistic. He should be more positive.

4 She shouldn’t eat all that fast food.

5 They shouldn’t get married now.

6 You shouldn’t smoke.

63In the wild

Grammar: should/shouldn’t

Vocabulary: Verbs of action

Communicative tasks:

Responding to advice

Writing about a problem and giving adviceSTEP

2

1 Key vocabulary Verbs of action

Tapescript/Answers1 climb 2 move 3 run away 4 get out of5 get into 6 touch 7 run after 8 follow

2 Presentation You should be careful

b Answers(See the box at the bottom left of page 118.)

1 a 2 b 3 a 4 b 5 c

3 Key grammar should/shouldn’t

Answers should, shouldn’t

Try this!The animals could include: lion, tiger, cheetah,elephant, giraffe, wallaby, chimpanzee, gorilla,hippopotamus, snake, whale, dolphin.

5 Key pronunciation /υ/ and /u:/

Answers2 the same 3 different 4 the same5 different 6 different

6 Listening and speaking ‘Talk to Tilda’

a Answer Her parents were reading her emails.

TapescriptTILDA: Hi everyone, and welcome to Talk to Tilda.

If you’ve got a problem, call me and I’ll see if Ican help. Our first caller tonight is Lisa, fromExeter. Hi, Lisa, what’s your problem?

LISA: Hi, Tilda. Well, er … when I got home lastnight, my parents were in my room. They wereusing my computer. I was so angry.

TILDA: You mean, they shouldn’t use yourcomputer. At least, they should ask you first.

LISA: Well, yes, but that’s not the real problem.I mean, they were reading my emails!

TILDA: They were reading your emails.LISA: Yes! Isn’t that awful! I think that’s terrible.

I couldn’t believe it! I was so angry.TILDA: I agree. I don’t think they should read your

emails. That’s wrong. What did your parents say?LISA: They said, ‘We’re worried about you, Lisa.

You never talk to us.’TILDA: What do you think about that?LISA: Well, I don’t talk to them very often, no.

They always ask me lots of questions. And theysay I’m not honest with them.

TILDA: Is that true? Are you honest with them?LISA: Well, yes and no.TILDA: Yes and no?LISA: Well, perhaps I’m not honest all the time.

But they shouldn’t read my emails.TILDA: Of course. I agree. But perhaps you should

talk to them more often.LISA: Perhaps.TILDA: And you should be honest with them.LISA: Yes, I suppose so. I’ll think about it. Well,

thanks, Tilda.TILDA: You’re welcome, Lisa. Now let’s have

some music …

b Answers1 Lisa 2 Lisa 3 Tilda 4 Tilda 5 Lisa

6 Tilda 7 Lisa 8 Tilda 9 Tilda

7 Writing and speaking Advice

Example answerDear Tilda,

I’ve got a problem. I love football but my girlfriend isn’tinterested in it. She says I should spend time with her onSaturdays, but I like going to football matches and mygirlfriend doesn’t want to come with me. What’s your advice?

Alex

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a Answer Positive.

b Answers1 On an island.

2 No, there aren’t.

3 [Students’ own answers.]

2 Presentation What should we do?

a Answer b It’s their first meeting.

b Tapescript/Answers1 d Where should we build it?

Over there, under the trees.

2 e Should everyone share the work?

Yes, they should. Everyone should dosomething.

3 f Should we share our possessions?

No, we shouldn't. I don't want to share mythings.

3 Key grammar Questions with should

Answers should, shouldn’t

GGrraammmmaarr:: Questions with should


Asking and answering questions with should

Sharing opinionsSTEP

3

Lord of the Flies was written by the Englishnovelist William Golding in 1954. Without socialrestraints, the boys on the island gradually formtheir own tribal rituals and system of authority,based on fear and violence. Those who don’t fit inare victimised and hunted down. The book givesa pessimistic view of the ugly and violent drivesthat exist within people, beneath the structures ofmoral order that we have built.

This novel is often set for study in British schools,especially for GCSE exams.

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64 Unit 11

Alex, I don’t think you should stop going to footballmatches, but you should see your girlfriend too. Youshould go out with her on Saturday evening. And youshouldn’t talk a lot about the football match – she’ll get bored!

1 Reading Ben’s review

4 Practice

a Answers2 Who should be the leader?

3 Where should we live?

4 What should we do?

5 When should everyone meet?

CHAPTER 5 Swim!The big day

� Ask about the previous chapter, for example:

– What did Tina Dawson ask Jack to do? (She asked himto become her trainer and to stop training Emily.)

– Did Jack agree? (No, he didn’t.)

– Was Tina happy with Jack’s answer? (No, she wasangry.)

– What was she thinking about at the end of thechapter? (Other ways to stop Emily winning the race.)

� Alternatively, you could revise more generally by readingout some quotes from different characters and asking:Who said this? Who was he/she talking to? For example:

– You only think about swimming, swimming and moreswimming. (Emily’s father, to Emily.)

– I told you, I don’t want to be a lawyer. (Emily, to herfather.)

– Do you want to be a professional swimmer one day?(Jack, to Emily.)

– Swimming is the most important thing in the worldfor me. (Emily, to Jack.)

– You must be a good trainer. (Tina Dawson, to Jack.)

– Do you want to make a lot of money? (Tina, to Jack.)

– I’m training Emily, money or no money. (Jack, to Tina.)

� Look at the picture. Ask: What’s taking place today? (The Picton Lake Race.) What’s Tina doing? (She’s puttingsomething in a bottle.) Who’s watching her? (Jack.)


� Read or play the first half of the chapter again, up to There’s something I must do. Ask question 1.Encourage students to guess what I’ve got butterflies in my stomach means (it means that she feels nervous).You can tell them that this expression is often shortenedto I’ve got butterflies.

� Ask: Who was Emily thinking about when she said,‘I wish …’? (Her father. She wished he was there to watchher.)

� Explain that change means ‘change your clothes’ and elicitthe meaning of changing rooms. Then ask question 2.

� Read or play the second half of the chapter. Pauseto help with new vocabulary (for example, pick up, smell,hey! ) and then ask questions 3 and 4.


65In the wild

� Ask students what they think Tina put into the bottle.They can answer in their own language. (It was probablya drug.) You can add other questions, for example:

– Did Tina Dawson know that Jack was watching her?(No, she didn’t.)

– How did Jack know it was Emily’s water bottle?(Because he could see it was red.)

– Why did Tina walk away quickly? (Because she didn’twant anyone to see her.)

– Is Emily going to drink the water in the bottle? (No –because Jack is going to tell her what happened.)

– How do you think Tina felt when she walked away?(Angry and scared, perhaps.)

Example answers1 Nervous, and also sad because her father

wasn’t there.

2 Probably Emily’s father.

3 She put something in Emily’s water bottle.

4 He wanted to tell the police.

1 Answers2 A washing machine. 3 A camera.4 A hairdryer. 5 A fridge.

2 Answers2 doesn’t have to 3 have to 4 has to

5 don’t have to 6 have to

3 Example answers2 Does Emma have to wear a uniform?

3 Do you have to make your bed?

4 Does Richie have to pay for his electricity?

5 Do Joe and Sadie have to help with the housework?

6 Do we have to go now?

4 Answers 1 b 2 c 3 c 4 a 5 b 6 a

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

6 Answers 1 b 2 b 3 c 4 c 5 a

Life and Culture A letter from Canada

Alberta is a province of west Canada. Its capital isEdmonton.

The Rockies are the Rocky Mountains, a range whichextends up through the west-central states of the USAand through Canada to south Alaska.

The Inuits (sometimes called Eskimos) are a race ofpeople from north Canada and parts of Greenland andAlaska. They were once nomadic, following the herds ofcaribou for hunting, and they settled in the frozen Arcticregion about 4,000 years ago.

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Lead in

� Discuss the questions with the class. Establish that theCanadian capital is Ottawa and ask students to nameother places that they know of.

� Ask about the climate in Canada (hot in the summer butvery cold with deep snow in the winter).

� Look at the photos. Elicit or supply the information thatthe mountains are called the Rocky Mountains. Makesure students realise that although there are vast plains(prairies) in Canada, a lot of the country is mountainousand covered with beautiful natural forest.

Task

� Focus on the photo of the girl on her horse. Tell studentsthat her name is Keri.


� Read the text aloud and help with new vocabulary, forexample, enormous, hen, harvest, gold and skating. Asfar as possible, ask students to guess these words fromtheir context. Tell them that fall is used for autumn inthe USA as well as Canada – it refers to the time whenthe leaves fall.

� Read out the questions or choose students to do so.Students can answer the questions orally or in writing.

Answers1 No, she doesn’t.

2 Because that’s the time of the wheat harvest.

3 Fall.

4 It’s very cold and it snows.

5 They go skiing, skating and tobogganing and theyplay ice hockey.

6 Yes, it is.

7 Yes, she does.

8 She rides a horse.


2 Key grammar First conditional

Answers If, will, present simple

3 Practice

Answers2 If it gets too hot, the ice caps will melt.

3 If we leave our cars at home, the air will be cleaner.

4 If we don’t protect them, tigers will disappear.

5 If the air is polluted, we won’t be healthy.

6 If we don’t do anything, things won’t get better.

66 Unit 12

a Answer No, he doesn’t.

b Answers2 James gives his clothes to me.

3 My mum gives our shoes to the people atthe Oxfam shop.

4 She gives them our old toys and books.

5 I give my sister my schoolbooks.

6 She gives me her CDs.

7 They gave us their old one.

5 Practice

a Example answersMatt gave us some crisps.

Matt gave her a box of chocolates.

Matt gave them some water.

1 Key vocabulary Everyday materials

a Tapescript/Answers1 plastic bags 2 food cartons 3 cans4 crisp packets 5 old cars 6 batteries7 newspapers and magazines 8 bottles9 paint 10 cardboard boxes

2 Key pronunciation /�/ and /e/

Answers2 the same 3 different 4 the same5 the same 6 different

3 PresentationWe give them to the Oxfam shop

GGrraammmmaarr:: give + direct/indirect object

VVooccaabbuullaarryy:: Everyday materials

CCoommmmuunniiccaattiivvee ttaasskk:: Talking about recycling andthe environmentST

EP 1

12b Answers

2 Give me your email address.

3 I don’t give all my friends a Christmas present.

4 Do you give your old clothes to the Oxfam shop?

5 My uncle gave my sister a mobile phone for herbirthday.

6 Give this letter to your teacher.

OOxxffaamm is an international charity organisation. It supplies food, water, medicine and clothing topeople who are suffering as a result of war, famineand other natural disasters and it runs developmentprojects to help combat long-term poverty. Part ofOxfam’s funding comes from the sale of things that are given to their charity shops by members of the public.

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Talking about the Earth’s climate

Talking about results and consequences

STEP 2

1 Presentation If he wins, he’ll go to the Maldives

The Maldives are a group of almost 2,000 smallcoral islands to the south of India. They are largelyflat, and are threatened by rising sea levels asa result of global warming.

BACKGROUND

b Answer b our changing climate

c Answers 1 b 2 d 3 a 4 c

Try this!Answers: Hawaii, Mallorca, Sicily, Trinidad, Sardinia,Jamaica. (The names of the islands are written back to front.)


67Who cares?

GGrraammmmaarr:: can and must (revision)

CCoommmmuunniiccaattiivvee ttaasskk::Talking about animals in dangerST

EP 3

4 Speaking and listening Consequences

a Example answers1 If you drop that cup

If you stand on that chair

2 If you don’t study

If you spend all your time going out

3 If you don’t tidy your room

If you argue with your brother

4 If you get up late

If you don’t catch the bus

5 If you eat a lot of fast food

If you don’t get any exercise

b TapescriptMOTHER: Lisa! Be careful with that printer. If you

aren’t careful, you’ll break it.LISA: All right, Mum!

FATHER: Lisa! What about your homework? If youdon’t do your homework, you won’t pass yourexams.

LISA: Yes, Dad. I know.

LISA: All right! All right! All right!FATHER: Don’t shout! If you speak to me like that,

you won’t get any pocket money.LISA: I know!

FATHER: Lisa! It’s half past seven. If you don’t getup now, you’ll be late for school.

LISA: Yes, Dad.

MOTHER: Lisa! Eat your peas! If you don’t eat anyvegetables, you won’t be healthy.

LISA: Yes, Mum.

a AnswerBecause there are only 5,000 tigers now and if we aren’t careful they will soon be extinct.

b Answers1 False. There were 100,000 tigers.

2 True.

3 False. The forests are disappearing. / People aredestroying the forests.

4 True.

5 True.

2 Listening and speaking Song

a Answerb It’s a message from the tiger to all of us.

b Example answers1 The tiger is in the forest near the river with it’s cubs

on a beautiful morning. There aren’t any problems –everything is calm and quiet.

2 The tiger is anxious because humans are coming.They’re bringing machines which are dangerous for the tiger.

3 It’s a wonderful world. But if you don’t change, you’ll lose it forever.

3 Speaking What do you think?

Example answersEveryone can support organisations like the WWF.

We must stop people hunting animals in danger.

We mustn’t destroy the natural environment.

1 Reading Is it too late?

members throughout the world. It aims to saveendangered species, protect wildlife habitats andreduce global threats to the environment (forexample pollution, over-fishing and climate change).In the case of the tiger, the WWF is working to setup managed conservation areas where poaching oftigers, and the animals that they hunt for food, canbe suppressed. It is encouraging local peopleto support conservation of the tiger population.

Wild tigers are now confined to isolated areas offorest from India to southeast China and from Siberiato Indonesia. Already three subspecies of tiger havebecome extinct in the past 100 years, and in spite ofworldwide concern about the remaining animals andtighter laws to protect them, they are still beinghunted and are losing their habitat to logging and agriculture.

Note that there is a text with more informationabout the World Wide Fund For Nature in the Extrareading section on page 131. The WWF is aninternational organisation with around 5 million

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1 Answers1 b 2 d 3 c 4 a 5 f 6 e

2 Answers2 Mark gave his old TV to his brother.

Mark gave his brother his old TV.

3 Sarah gave her books to Sadie.

Sarah gave Sadie her books.

4 Luke gave his radio to his cousin.

Luke gave his cousin his radio.

5 He gave his old clothes to the Oxfam shop.

He gave the Oxfam shop his old clothes.

3 Answers1 e 2 c 3 a 4 f 5 b 6 d

4 Answers2 come, ’ll have 3 sends, won’t answer

4 ’m, won’t sing 5 don’t wear, ’ll be

6 gets, ’ll help 7 doesn’t finish, will be

5 Answers1 b 2 a 3 a 4 a 5 b 6 c

1 To recap the story, you could ask students,in pairs, to write a dialogue between Emilyand her father after the race. Start them offwith the opening of the dialogue:

MR JAMES: Well done, Emily! Tell meeverything. How did this happen?

EMILY: It was Jack’s idea. He thought I couldwin the race, so …

Ask them to continue the conversation, withMr James asking more questions and Emilyretelling the events of the story. Give studentstime to practise together and then ask somepairs to act out their dialogue for the class.

2 As a homework writing option, you could askstudents to write a short report on the race forThe Picton News. Start them off like this:

This afternoon a 14-year-old schoolgirl becamethe youngest and fastest winner of the PictonLake Race.

Ask them to describe briefly who the girl andher trainer were, what happened during therace and what’s going to happen in the future.

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The big day� This is the final chapter of the story. Start by asking

about the events in the previous chapter, for example:

– Why was this an important day for Emily? (Becauseit was the day of the Picton Lake Race.)

– She was feeling nervous – but also a little bit sad.Why? (Because her father wasn’t there.)

– Jack saw something strange happening before therace. What was it? (Tina Dawson put something inEmily’s water bottle.)

– Why did she do this? (Because she knew Emily wasa very good swimmer and she wanted to stop herwinning the race.)

– Who was Jack going to talk to about this? (First toEmily and then to the police.)

� Look at the picture and ask students to guess what willhappen in this final chapter. Ask: How’s Emily feeling?(Fantastic – very happy.) Who’s kissing her? (Her father.)Who’s the man walking towards her, do you think? (Thebusinessman.) One person in the picture is feeling bad –who is it? (Tina Dawson.)


� Read or play the first two paragraphs again and askquestion 1.

� Read or play the section about the race. Pauseto elicit or explain the meaning of crowd and cheer.Ask question 2 and add other questions, for example:

– Was it easy for Emily to win the race? (No, it wasn’t.)

– How many times was Tina Dawson in front? (Twice.)

– Why do you think the crowd was cheering for Emily?(Because she was a new, young swimmer and peoplewanted her to win.)

� Read or play the last part of the story. Helpstudents with new vocabulary: exhausted, proud, shakesomeone’s hand, sponsor. Ask question 3 and add otherquestions, for example:

– What was special about Emily’s win? (It was thefastest time for the race.)

– What’s George Fieldman going to do for Emily? (He’sgoing to pay for her training for the next two years.)

� Finish up with discussion of question 4.

Example answers1 Because she wanted to swim against Tina and

beat her.

2 The most important thing was Jack (because hewas an excellent trainer and he helped her tobelieve she could win).

3 Yes, he did.

4 Jack will continue to train her and perhaps shewill become a swimming champion.

68 Unit 12


69Who cares?

Task

� Ask students to look at the text. Ask who wrote it andwhat its purpose is. Establish that it’s a leaflet tellingpeople about environmental problems and advertisingthe activities of the WWF.

� Focus on the photos. Use them to revise the word gorillaand to teach rhino and oil.

� Give students time to read through the text themselves.Ask them to read quite quickly, to get the generalmeaning of the text. If they have time, they can go backand try to work out the meanings of some of the newwords from their context.

� Read the first part of the text aloud. Help with newvocabulary, for example, project, symbol, giant panda,enemy, mammal, reptile, net, coral reef. Ask studentsto give some examples of mammals and reptiles.

� Make sure that the statistics are clear in the list ofproblems.

� Introduce the word success and practise thepronunciation: /sək�ses/. Read out the last part ofthe leaflet.

� Check that students understand the meaning ofpercentage and area. Then ask them to completethe information with the correct figures.

� Ask students if they know of other ‘success’ storiesand try to leave the discussion on a positive note, withthe idea that things can be done. For those who feel verystrongly about conservation issues, you could suggestthat they consider joining the WWF or some otherconservation organisation. The web address ishttp://www.wwf.org

Answers1 25% 2 13% 3 26 hectares 4 60,0005 100 6 600

Life and CultureThe World Wide Fund For Nature

Lead in

� Elicit a translation in the students’ language forconservation. You could tell them that the word comesfrom the verb conserve meaning ‘to keep somethingas it is, to stop it from being changed or destroyed’.

� Discuss the second question with the class. Ask if theycan think of any important conservation issues in theircountry at the moment.

For more information on the WWF, see the Backgroundnote for Step 3 in this unit.

Other large international conservation organisationsinclude Friends of the Earth and Greenpeace, and a lotof countries have a political Green Party with candidatesstanding for election. There are also many localconservation groups dedicated to saving certain speciesor protecting certain aspects of the environment.

Over 50% of the world’s species live in rainforests,which are mostly found in areas of South America, Asiaand West Africa. In 1800 there were approximately2.8 billion hectares of rainforest – now there are1.4 billion hectares.

The deep fishing driftnets that are most dangerousfor whales and dolphins are sometimes a mile long.The animals get tangled in the nets and drown. In somecountries, use of these nets is banned. Recently, acompany has developed acoustic devices called ‘pingers’which can be attached to nets and give out a highfrequency whistle to scare off the whales and dolphins.

Coral reefs die with unusual rises in water temperature.They are also in danger because of human pollution ofthe ocean, over-fishing, damage caused by tourists anddevelopment on land which sends eroded soil intothe sea.

Anne Frank was a young girl who wrote a famous diarywhile she and her Jewish family were in hiding for twoyears in Nazi-occupied Amsterdam during World War II.She died in the Belsen concentration camp after theirhiding place was discovered in 1944.

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1 If possible, ask students to say a little moreabout the causes of the problems listed in thetext and to suggest some possible solutions.It will probably be best to have this discussionin the students’ own language.

2 To revise the vocabulary in this unit, you couldplay ‘The hot seat’ (see Games at the back ofthe Teacher’s Book).

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Module 6 Review

Language summary

2 should

2.1 Answers1 shouldn’t 2 should 3 should 4 should5 should, shouldn’t 6 should 7 should 8 should

2.2 Answers1 Should Natalie/Matt go out with Matt/Natalie?

2 Should Lisa be more honest?

3 How much money should we take?

4 What should I say?

5 Where should we leave our boots?

3 give + direct/indirect object

Answers2 They gave her a DVD player.

3 We’ve given them to Mr and Mrs Wilson.

4 He gave it to a friend.

5 They showed it to their neighbours.

6 Ben has given us his old computer.

4 The first conditional

Answers2 If it’s nice tomorrow, I think I’ll go to the beach.

3 If you don’t do any revision, you won’t passyour exams.

4 If they get out of the car, they’ll feel better.

5 If we don’t invite Tracey, she probably won’t speakto us again.

6 If you run away, they’ll follow you.

5 can and must

Answers1 mustn’t touch 2 must have3 can’t go 4 can get to

Study skills 6 Studying at home� Ask students to read quickly through the list of situations

(a–h). Make sure they remember the meaning of revise/revision and explain the meaning of nearly and regularly.

� Set the time limit. Students match the situations witheither sentence 1 or sentence 2.

� Discuss the answers with the class. Ask students todescribe the place and the conditions in which they workbest. Ask them to describe what disturbs them or stopsthem working well.

� Emphasise the importance of revising regularly for shortperiods when learning a language, rather than tryingto cram in a lot of information all at once.

Example answers1 b, c, d, f

2 a, e, g, h

How’s it going?

Your rating


Vocabulary

� Students test each other on the spelling of new wordsthey have learnt. When they make their list of words, askthem to double-check to make sure they have copiedthem down correctly.

Test a friend



AnswersYou shouldn’t look at the dog’s eyes / shout at it /run away.

[Student’s own answer.]

Correcting mistakes

� These sentences contain common errors. Ask students torewrite them correctly.

Answers1 I must go now.

2 I can’t sing very well.

3 If I lose my book, my teacher will be very angry.

Your Workbook


70



� You could ask a few questions to check comprehension,for example: What three things should you bring to theUK? (An umbrella, a dictionary and a guide book.) Whatshould you do in a shop or at a bus stop? (Wait in aqueue.) What food does Matt think you should try inthe UK? (Fish and chips.)

� Focus on the pictures and give the class a bit ofinformation about the Lake District and the Eden Project.

� Get the class thinking about advice andrecommendations for a visitor coming to their country.Write up Matt’s three sentence openings on the board:You’ll need …, You must remember … and You should …and elicit some suggestions for each one. They couldconsider:

– the climate

– customs and forms of behaviour

– business opening and closing hours

– places to visit and things to do

– food and drink.


� Ask students to check their text before they copy it outand design their page. Tell them to use Matt’s text asa model and encourage them to illustrate their own textas they wish. Remind them to look back at Units 11 and12 if they need help with the use of must and should.


A visit to my countryStudents write some information and advice for someone comingto visit their country.

The Lake District is an area of 1,800 km2 inCumbria, England, with magnificent lakes in themidst of high and rugged hills.

The Eden Project in Cornwall is devoted to thestudy and display of plant life. It features twoenormous bubble-like domes, one containing atropical rainforest environment and the other withplants from the temperate zones of theMediterranean, South Africa and California. Outsidethere are landscaped terraces planted with gardensand there are education and information centresthroughout the site.

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Module 6 Review 71


Games

can say whether the sentence is correct or not. If it is correct,the team scores a point. If it is incorrect or repeats a previousanswer, the team gets nothing.

Word race

This vocabulary revision game can be played with the wholeclass or in groups. Ask students to make a table of five columnswith word categories at the top. For each round of the game, saya letter of the alphabet (choose letters that aren’t too difficult tofind words for, for example, b, c, d, g, p, s, t). In pairs orindividually, students try to think of a word for each categorybeginning with this letter and write them down as quickly aspossible. The first person/pair to finish calls ‘Stop!’ They read outtheir words and then other students add their alternatives. Eachstudent/pair scores one point for a correct answer and an extrapoint if it is a word that no one else has thought of.

Nationalities Jobs Places Food Sports andin town and drink pastimes

Spanish secretary shoe shop sandwich sailing

You can choose different categories according to the wordsstudents have been learning. Other categories could include:Jobs, Months and seasons, Clothes, Climate and weather, Roomsand things in a house, Adjectives.

What’s in the picture?

Make three or four cards showing various objects – they shouldbe a mixture of singular and plural, countable and uncountablenouns. Photocopy the cards so that you have two copies of eachone. Divide the class into two teams and give them each a copyof the same card to look at for about 20 seconds. Then take thecards back. Teams take it in turns to ask each other questions,for example: Is there any fruit in the picture? Is there a bottleof water? How many apples are there? If the question isgrammatically correct, the team gets a point. If the other teamgives the correct answer, they get two points. When the teamsstart runnng out of questions, move on to the next card andrepeat. The team with the most points at the end of the gameis the winner.

The hot seat

Set up two chairs at the front of the room, facing the classwith their backs to the board. Divide the class into two teams,each grouped around one of these chairs. In turn, a member ofeach group goes up to sit in the ‘hot seat’. Write a word from thetarget vocabulary on the board. Without using the word ormaking any actions, the team has to give clues so that theperson in the ‘hot seat’ can guess it in less than two minutes.Use a watch and record the time it took to guess the word. If thestudent is still guessing at the end of the time limit, say ‘Stop!’and record the time as two minutes. The team with the smallesttime total after several rounds is the winner.

Games

Noughts and crosses

Divide the class into two teams (0 and X) and make a grid ofnine squares on the board. In the example below, the squaresare filled in with time expressions, but you can use any set ofvocabulary or, for example, a set of verbs to be used in a certaintense, a set of adjectves to be used in the comparative orsuperlative, a mixture of countable and uncountable nouns tobe used with some or any, etc.

yesterday afternoon last year this morning

tomorrow night an hour ago twice a week

three times a day next weekend at the moment

The first student on the 0 team must choose a time expressionand use it in a sentence. If it is correct and true, rub out theexpression in the grid and replace it with 0. It is then the Xteam’s turn to choose one of the remaining expressions andmake a sentence. The winners are the first team to make a lineof three 0s or three Xs, either horizontally, vertically ordiagonally.

Bingo

Students draw a grid of nine squares and fill them in with ninewords belonging to a certain vocabulary set. Call out words fromthe set, keeping a record of the ones you have used. Whenstudents hear a word in their grid, they cross it out. The firstperson to cross out all their words calls out ‘Bingo!’ and winsthe game.

It’s good if students have to do something themselves with thelanguage to make matches on their grid. So, for example, theymight write the past form of irregular verbs while you say theinfinitive form, or they might write adjectives and listen for theiropposites.

Twenty questions

Choose a particular category (for example, famous people, places,sports and hobbies, animals, types of food). One student thinks ofsomethng in this category and the others have to guess what isit. They can only ask Yes/No questions and they have amaximum of 20 questions that they can ask to guess the answer.

Information memory game

When students give information about themselves or reportback on their partner after a speaking activity, you can use theinformation as the basis for a memory game. Ask a number ofstudents to give their information and tell everyone to listencarefully. Then divide the class into teams. Team A and Bstudents take it in turns to say a true sentence reporting a pieceof information they heard. The student who gave the information

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73Workbook key and tapescripts

1 AAccrroossss DDoowwnn

5 beautiful 1 nice

6 funny 2 awful

7 great 3 exciting

4 brilliant

5 boring

2 (Other answers are possible.)

2 I don’t agree. I think it’s interesting.

OR I agree. I think it’s boring.

3 I don’t agree. I think it’s very interesting.

OR I agree. I don’t think it’s interesting.

4 I don’t agree. I don’t think they’re the best team.

I think … are the best team.

OR I agree. I think they’re the best team.

5 I don’t agree. I think they’re really interesting.

OR I agree. I don’t think they’re interesting.

6 I don’t agree. I think they’re horrible.OR I agree. I like mushrooms too.

3 2 c 3 c 4 a 5 c

TAPESCRIPT

PAUL: What do you think of the new SportsCentre?

ANNA: I think it’s great.

1 2 going shopping 3 swimming 4 horror films 5 computer games 6 athletics 7 going out 8 using the Internet

2 2 Matt enjoys reading astronomy magazines.

3 Sadie doesn’t like watching football on TV.

4 Joe hates getting up on Monday morning.

5 Does Kate like living in Bristol?

6 Helen is good at playing the drums.

7 Matt isn’t interested in going shopping.

8 Do you enjoy using the Internet?

9 Ben is very good at drawing.

10 Mel loves cooking.

3 1 Where is 2 Why 3 What 4 How 5 Who

2 e 3 a 4 d 5 b

4 2 What’s

3 Do you speak

4 What sort of food do

5 Have you got any

6 What are

5 Check individual answers.

1a 1 always 2 usually 3 often 4 sometimes

1b 2 usually 3 often 4 sometimes 5 never

2 2 I often listen to music.

3 My sister doesn’t often tidy her room.

4 Does she always wear a baseball cap?

5 My parents always worry about me.

6 My brother is always hungry.

7 What do you usually have for breakfast?

8 My friends aren’t usually pessimistic.

3a 2 always � 3 sometimes �

4 usually � 5 never �

3b 2 She always talks to Emma before she goes to bed.

3 She sometimes uses the computer for her homework.

4 She usually writes two or three emails a day.

5 She never plays computer games.

TAPESCRIPT

Hi! My name’s Megan. Yes, I’ve got a mobile. I takeit everywhere with me. A lot of my friends havegot mobiles too, and I often send them textmessages. My best friend is Emma. I always talkto her on my mobile in the evening before I goto bed. We’ve got a computer at home, and Isometimes use it when I do my homework. I lovewriting emails too. I usually write two or threeemails a day. And how often do I play computergames? Never. I hate them.

STEP

1

STEP

1ST

EP 3

STEP

2

4 2 How; Three times a week.

3 How often; Twice a year.

4 How often does; Twice a day.

5 How often does Sarah; Once a year.

5 2 Nick goes running every day.

3 Kirsty doesn’t often go bowling.

4 Ruth plays volleyball twice a week.

5 Luke and Fiona go rollerblading after school.

6 Alex and Tom play basketball on Saturday.


1 get up go to bed have a drink

get dressed get undressed wash

get ready for school go to sleep have something

get home to eat

2 1 Andy 2 7 o’clock 3 Maggie 4 7.20 5 Beth 6 7.30

3 2 Silly 3 Silly 4 OK 5 OK 6 Silly

4 Check individual answers

1 A slice of life

2 Do you agree?

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74 Workbook key and tapescripts

STEP

3ST

EP1

STEP

2ST

EP33 Stories

3 2 the third of March, nineteen ninety-nine

3 the fifth of November, two thousand and ten

4 the eighth of July, two thousand and four

5 the thirty-first of December, nineteen eight-six

6 the twenty-second of February, nineteen ninety

7 the fourth of June, two thousand

8 the sixth of August, nineteen ninety-five

4 2 was 3 was 4 were 5 were 6 was 7 were

5 2 sailed 3 travelled 4 walked 5 finished 6 played


1 2 h 3 k 4 i 5 f 6 j 7 b 8 d 9 g 10 a 11 c

2a Across Down3 went 2 saw

4 came 3 were

5 slept 5 said

8 took 6 put

9 had 7 got

2b 2 had 3 got 4 went 5 took 6 saw 7 put 8 ran

3 2 went 3 was 4 were 5 saw 6 came 7 arrived8 ate 9 had 10 wanted 11 got 12 went

4 2 a 3 b 4 c 5 c 6 a

TAPESCRIPT

Last Saturday it was hot and sunny so Pete and I wentto a camp site near the beach. We took our sleepingbags and an old tent with us. In the morning we wentswimming. The sea was very cold! In the afternoon weplayed volleyball on the beach with some other boys.We had something to eat at the café and we went tobed at about half past ten. But we only slept for aboutan hour because then it started to rain. After a fewminutes the rain started to come into our tent andthen into our sleeping bags. The tent had a hole in it!

We went home early on Sunday morning. It wasa very short trip!

5 took > take got > get went > go

put > put said > say had > have

saw > see slept > sleep ran > run

1 2 was 3 weren’t 4 were 5 wasn’t 6 weren’t

2 1 invented the radio.

2 didn’t go across the Pacific.

went across the Atlantic.

3 didn’t come from London.

came from Liverpool.

4 didn’t go to Mars.

went

3 2 hard 3 together 4 in love 5 dead6 steal 7 care


STEP

2

PAUL: Really? I don’t agree.

ANNA: Why not?

PAUL: Well, it’s very expensive and there isn’ta skate park.

ANNA: Yes, but there’s a fantastic gym, and I thinkthe swimming pool’s brilliant.

PAUL: The gym and the swimming pool are OK,I suppose, but ...

ANNA: And you can play tennis and basketball.

PAUL: Basketball’s quite good, but I don’t liketennis. I think it’s boring. I like skateboarding,and the town hasn’t got a skate park.

ANNA: Well, you can’t have everything. Anyway,I’m going for a swim. Do you want to come?

4 1 them 2 it 3 them 4 her 5 him 6 it


1 Across Down1 toothpaste 2 toothbrush

5 matches 3 suncream

6 tent 4 shampoo

8 torch 7 towel

9 soap

2 2 bread 3 time 4 trees 5 park 6 toothbrush

3 2 a 3 b 4 a 5 c 6 a 7 c 8 b

4 2 T 3 ? 4 ? 5 T 6 ? 7 F 8 F

5 1 some 2 no 3 any 4 a 5 no 6 any, a


1 2 Someone 3 someone 4 anyone 5 someone 6 call anyone 7 no one

2 2 c 3 a 4 e 5 d 6 b

3 2 for 3 for 4 to 5 at 6 to

4 Example answerslisten to: music, a DVD, a songwait for: the bus, the train, my friendstalk about: music, school, a TV programmetalk to: my friend, my parents, my brother

1 2 twenty-three

3 seven point three

4 seven point one

5 one thousand one hundred and twenty

6 two million eight hundred and ninety thousand

2 2 April, August

3 February

4 January, June, July

5 March, May

6 September, October, November

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1 2 J 3 F 4 B 5 A 6 I 7 H 8 G 9 D 10 E

2 2 Go across 3 Turn right 4 Go along 5 Go past6 turn left 7 on the right; on the left.

3 2 Outside the chemist’s.

3 Next to the man (with the newspaper).

4 In King Street.

5 Opposite the car park.

4 The woman ✓

TAPESCRIPT

A MAN: Turn right here and then turn left intoStation Road. Go along Station Road. Go pastthe bank on the left, then turn right and goalong Silver Street. At the end of Silver Street,turn left and go along Oak Street. At the end ofOak Street, turn left and the football stadium’son the right, just after the park.

A WOMAN: Turn right here. Go across Station Roadinto South Street. Go past the library and thehospital on the right, then turn left and go alongOak Street. There’s a supermarket on the left. Gopast the supermarket, then turn right and goalong London Road. The football stadium’s on theleft, next to the park and opposite a big car park.


1 2 ’re waiting 6 ’s swimming

3 is eating 7 are standing

4 ’m looking 8 ‘re shouting

5 is having OR ’s having

a the station c the sea

b ‘s raining d is (‘s) coming

2 2 aren’t using 5 isn’t watching

3 isn’t raining 6 aren’t listening

4 isn’t answering

7 MAN: We need new windows in the living room and the bathroom.

8 MAN: My car’s making a strange noise. Can you check it for me?


1 2 in August 3 on Wednesday 4 ago 5 ago6 This 7 afternoon 8 night

2 2 Clarence Saunders opened the first supermarket …years ago.

3 Igor Sikorsky invented the first helicopter … years ago.

4 Yuri Gagarin became the first spaceman … years ago.

5 James A. Naismith played the first game of basketball… years ago.

2 E 3 B 4 D 5 A


STEP

1ST

EP2

STEP

3

4 Entertainment

1 2 invented; invent 5 bit; bite

3 sold; sell 6 found; find

4 took place; take place

2 2 Where 3 Which 4 When 5 What 6 Why

3 2 were 3 When was 4 Who were 5 What was6 Who was 7 When was

4 2 What did you have for breakfast? I had …

3 What time did you leave home? I left home at …

4 What was the weather like? It was …

5 What time did your first lesson start? It started at …

5 2 did you see 4 did you have lunch3 did you buy 5 did you get home

6 2 g 3 b 4 i 5 e 6 c


1 2 Was George Washington the first American president?Yes, he was.

3 Were van Gogh and Cézanne painters?

Yes, they were.

4 Was Sophia Loren an actress?

Yes, she was.

5 Were the Pilgrim Fathers a pop group?

No, they weren’t.

6 Was Tyrannosaurus Rex a real animal?

Yes, it was.

2 2 Did you win? No, we didn’t.

3 Did it bite you? Yes, it did.

4 Did he beat the American Champion? Yes, he did.

5 Did you catch anything? No, I didn’t.

6 Did David phone you? Yes, he did.

3 1 Did; No, he didn’t. 5 Was; No, it wasn’t.

2 Did; Yes, he did. 6 Were; Yes, they were.

3 Did; No, he didn’t. 7 Was; No, it wasn’t.

4 Did; Yes, they did. 8 Did; No, he didn’t.

4 2 shop assistant 3 secretary 4 taxi driver 5 farmer6 disc jockey 7 builder 8 mechanic

TAPESCRIPT

1 TEENAGE BOY: Um … Can I have a large pizza Margherita, please, with lots of cheese?

2 TEENAGE GIRL: Have you got these trousers in blue?

3 WOMAN: Sarah, can you phone John for me, please? We must have a meeting next week.

4 WOMAN: I want to go to number 23, King Street, please. Do you know it?

5 MAN: How many cows have you got at the moment?

6 TEENAGE GIRL: Can you play Crazy in Love by Beyoncé, please? It’s my favourite record.

STEP

1

5 On the move

STEP

2

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Conversation 3

WOMAN: Did you go shopping on Saturday?

GIRL: Yes. I went to the market.

WOMAN: What did you buy?

GIRL: Some things for my holiday. A rucksack andsome trainers. I wanted a new sleeping bag too,but they didn’t have any.

Conversation 4

YOUNG GIRL: Where did you live when you werelittle, Grandad?

OLD MAN: I lived in a very small village. Therewere some houses, a shop and a church. That’sall. There wasn’t a bank or a post office.

1 2 The sun was shining.

3 I was wearing my new sunglasses.

4 I wasn’t thinking about school.

5 My brother was surfing.

6 Mum and Dad weren’t arguing.

7 We were all having a fantastic time.

2 2 it was getting dark Picture E

3 he was listening to Picture D

4 he wasn’t wearing Picture C

5 she was reading Picture A

6 we weren’t feeling Picture B

3 3 were looking at magazines.

4 was wearing trousers and a T-shirt.

5 wasn’t wearing a jacket.

6 was carrying a rucksack.

7 was wearing a green anorak.

4 2 Why were you going there?

3 Were you going fast?

4 What speed were you doing?/How fast were you going?

5 Were you watching the road?

6 Were you using your mobile?


1 2 couldn’t see 5 couldn’t play football

3 could go to sleep 6 couldn’t choose

4 could hear

2 2 F 3 ? 4 T 5 F 6 F 7 T 8 F 9 T 10 T11 F 12 ?


STEP

3

1 2 square 3 town hall 4 church 5 village6 market 7 forest 8 castle 9 bridge 10 factory

2 1 There was

2 There wasn’t; factory

3 There was someone

4 There were; castles

5 There weren’t; electric guitars

6 There weren’t; cameras

3 2 Were there any interesting programmes?

Yes, there were. OR No, there weren’t.

3 Was there a party at your house yesterday?

Yes, there was. OR No, there wasn’t.

4 Were there any letters for you this morning?

Yes, there were. OR No, there weren’t.

5 Was there a lot of traffic this morning?

Yes, there was. OR No, there wasn’t.

4 3 There were 4 They were 5 there was6 there were 7 They were 8 It was

5 1 B 2 C 3 B 4 A

TAPESCRIPT

Conversation 1

1ST BOY: Was it a good party last night?

2ND BOY: Yes, it was great.

1ST BOY: Were there a lot of people?

2ND BOY: I think there were thirty people there.

1ST BOY: What time did it finish?

2ND BOY: At three o’clock this morning.

Conversation 2

GIRL: Hi, Paul. You’re very late!

BOY: I know. I’m sorry. I thought there was a busat 10.35. So I went to the bus stop at 10.30. Butthere wasn’t a bus at 10.35. It was at 10.55.That’s why I’m late.

3a 2 Is your dad enjoying his new job?

3 Where are you going?

4 Are Kate and Helen going to bed?

5 Why are you shouting?

3b 2 a 3 b 4 e 5 d

4 2 b 3 g 4 a 5 d

5 C is the real Pietro Doli painting.


1 2 c, d 3 a, b 4 b, c

2 2 works 3 doesn’t like 4 hates 5 ’s doing6 ’s thinking 7 ’m not enjoying 8 am; doing

3 A train.

STEP

3

6 Echoes of the past

STEP

1

STEP

1ST

EP2

7 Differences

1 Example answers

2 Luxembourg 3 sky diving 4 jogging 5 Sebastian6 Zoe 7 the Empire State Building 8 the Coliseum9 … 10 Ferrari 11 … 12 tortoise

2 2 Is New Zealand as big as Australia? No, it isn’t.

3 Is Big Ben as tall as the Eiffel Tower?No, it isn’t.

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ANDY: Well, I played with Dave. He got 4,565, butI beat him by twenty-five points. But my mumwas better than both of us. When she played,she got 4,625.


STEP

3

STEP

1ST

EP2

STEP

2

4 Is a kilo of balloons as heavy as a kilo of onions?Yes, it is.

5 Is a kilometre as long as a mile?No, it isn’t.

3 2 taller than Sophie; shorter than Ben

3 faster than the lion; slower than the cheetah

4 easier than question 2; more difficult than question 1

5 younger than Martin; older than Polly

4 2 Internet 3 electronic 4 faster; cheaper5 invented 6 World Wide Web 7 web page8 website

5 1 screen 2 mouse 3 speakers 4 keyboard5 printer


1 2 How long is it? 3 How high is it?4 How far is it? 5 How dangerous is it?6 How old is it?

2 2 big 3 the most difficult 4 the easiest5 more powerful 6 hotter, the hottest7 more important, the most important

3 2 tallest 3 the longest; the heaviest 4 The laziest5 the most popular 6 the biggest

4 1 northwest Arizona in the USA.2 The Colorado River.3 It’s six million years old.4 It’s 446 kilometres long.5 It’s 29 kilometres wide.6 It’s 1800 metres deep.7 You can go through the canyon on a raft.8 Yes, it is.9 It’s 50ºC.

10 They’re two billion years old.

5 1 a Tom. b Rick.

2 a Yes, it was. b Mark’s.

3 The London Eye.

1 1 worse than

2 worse than; better than; Nina

3 worse than; the worst

4 better than; the best

2a Dave 4,565 Emma’s brother 4,620 Emma 4,560Andy 4,590

2b 1 True 2 False 3 True 4 False 5 False 6 True

TAPESCRIPT

ANDY: Hi, Emma. Did you play ‘Commando’ lastnight?

EMMA: Yes, I played with my brother.

ANDY: What score did you get?

EMMA: My best score was 4,560. But I’m not asgood as my brother. He got 4,620.What about you?

8 Our incredible world

1 2 Poland 3 Slovakia 4 Romania5 Serbia 6 Bulgaria

2 2 I’m going to visit Slovakia. I’m going to stayin Bratislava.

3 Alan is going to visit Germany. He’s going to stayin Berlin.

4 Leo and I are going to visit Bulgaria. We’re going tostay in Sofia.

3 2 have visited 3 ’ve written 4 has sent5 ’ve walked 6 ’s taken

4 2 haven’t finished 3 hasn’t cleaned4 haven’t had 5 haven’t studied 6 haven’t done

5 1 Selma 2 Matt 3 Jane 4 Nick 5 Kate

TAPESCRIPT

ELLIE: Hi, Nick. It’s Ellie. How are you?

NICK: Fine, thanks.

ELLIE: Nick, I want to go and see the new JamesBond film tonight. Do you want to come?

NICK: Oh, sorry. I’ve seen it.

ELLIE: Oh, that’s a shame. Was it good?

NICK: Yes, it was, but I don’t want to see it again.

ELLIE: Perhaps Matt would like to come.

NICK: Matt isn’t here at the moment. He’s inFrance.

ELLIE: Oh, yes, of course. They’ve gone camping,haven’t they?

NICK: What about Selma?

ELLIE: I’ve asked her, but she can’t. She hasn’t gotany money. She’s bought a new computer soshe’s staying at home this weekend. I’ll try Kate.

NICK: I know Kate isn’t free. Her cousins havecome to stay for the weekend. And Jane’s goneto see her grandmother.

ELLIE: So no one is free! Never mind. Perhaps I’llask my mum. Bye now, Nick.

NICK: Bye, Ellie.

6 1 gone 2 been 3 been 4 gone 5 been, been


1a 2 Have you ever seen an elephant?

3 Have you ever eaten spaghetti bolognese?

4 Have you ever sung in a concert?

5 Have you ever ridden a motorbike?

6 Have you ever read an English magazine?



1b Check individual answers.

2 2 George and Marlene have never eaten Japanese food.

3 We’ve never played basketball.

4 Harry has never been to Poland.

5 I’ve never been surfing.

3 2 Yes, she has. 3 In Scotland. 4 Yes, she has.5 In 1997. 6 Yes, she has. 7 She read.8 No, she hasn’t.

4 2 arrived 3 has gone 4 ’ve bought 5 has lost 6 saw


1 1 Zoe’s.2 Cathy’s book is more interesting than Luke’s.

Luke’s book isn’t as interesting as Cathy’s.

3 Megan’s score isn’t as good as Fiona’s.

Fiona’s score is better than Megan’s.

4 Jenny’s rucksack is bigger than Mike’s.

Mike’s rucksack isn’t as big as Jenny’s.

2 2 h 3 i 4 f 5 b 6 d 7 a

3 Object pronoun: him, her, it, us, you, them

Possessive adjective: his, her, its, our, your, their

Possessive pronoun: yours, his, hers, ours, yours, theirs

1 1 ’ll; 2 ’ll; won’t 3 ’ll; won’t; ‘ll 4 ’ll5 ’ll 6 won’t

2 2 won’t have 3 won’t help / won’t listen to4 will change 5 ’ll get 6 won’t be 7 ’ll meet8 will; be

3 2 False. The Pacific will get smaller, but the Atlantic willget bigger.

3 False. The Earth will be very different in 50 millionyears’ time.

4 True.

5 True.

6 True.

7 False. East Africa will become an island.

8 True.


1 2 passed her exams 3 leave school

4 get a new job 5 goes abroad

6 failed her maths exam 7 going out with

8 taking her maths exam 9 fell in love

2 2 fly 3 You’ll see 4 take 5 visit 6 three7 You’ll 8 spend 9 We’ll 10 ride11 fall in love 12 won’t beB Sphinx C the valley of the kings D Abu SimbelE camel ride

TAPESCRIPT

Take a trip to Egypt with Magic Holidays. You’ll flyto Cairo, the largest city in Africa. You’ll spend twonights at the Hilton Hotel. You’ll see the Pyramidsand the Sphinx.

Then we’ll take you to Luxor. In Luxor, you’ll visitthe Valley of the Kings. The Egyptians buried theirdead kings there three thousand years ago. You’llfly in a balloon above the famous valley.

After that you’ll spend three days on a boat on theRiver Nile. We’ll take you to Abu Simbel and you’llsee the great statues of Rameses the second. Eachstatue is more than twenty metres tall.

Finally we’ll take you back to Cairo. On the lastday of your holiday you’ll ride a camel in the desert!

You’ll fall in love with Egypt. You won’t bedisappointed.

3 2 Will I be on television one day? Yes, you will.

3 Will I have a lot of girlfriends?No, you won’t.

4 Will Sarah fall in love with me?Yes, she will.

5 Will my exams be easy?No, they won’t.

6 Will I fail the biology exam?No, you won’t.

4 1b Will she be happy here?

2a What will the questions be like?

b Will they be difficult?

3a How much will it cost?

b Will it be expensive?

4a What will my parents say?

b Will they be angry?


1 2 in September 3 tomorrow afternoon

4 this evening 5 on Sunday morning

6 next month 7 this year

2 2 ’s sleeping; tonight

3 ’s going shopping; tomorrow morning

4 are meeting; tomorrow afternoon

5 ’s going to a party; tomorrow evening

6 ’s getting; tomorrow night

3 2 Where’s she sleeping tonight?

3 Who’s going shopping with Rachel?

4 Where are Rob and Louise meeting her?

5 Who’s having a party on Saturday?


STEP

2ST

EP1

STEP

3

STEP

3

9 Looking ahead

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1 b digital camera c electric toothbrush d fridgee stereo f microwave g washing machine h hairdryer

1 g 2 b 3 c 4 f 6 e 7 d 8 h

2 1 has to 2 has to 3 have to 4 has to5 have to 6 have to

3 2 c 3 a 4 b 5 d

4 2 Does he have to walk home?

3 What time does Emma have to leave?

4 Why do we have to go now?

5 Do they have to wear a uniform?

5 2 T 3 F 4 T 5 F 6 T 7 F 8 F


1 2 ran after 3 touch 4 ran away; climbed5 follow 6 got out of 7 get into 8 move

2 1 shouldn’t go across 2 shouldn’t go; should get 3 shouldn’t walk; should follow 4 shouldn’t bring; should read

3 2 should 3 shouldn’t 4 shouldn’t 5 should6 shouldn’t 7 should 8 shouldn’t 9 should10 shouldn’t

4 1 c 2 c 3 b 4 a 5 c

TAPESCRIPT

TANYA: I didn’t see Danny at the weekend and hedidn’t phone me. He was on the bus thismorning, but he didn’t even speak to me. What

STEP

2ST

EP1

11 In the wild

5 (It sends) millions of messages.

6 (They travel at) 580 kilometres an hour.

7 (It uses) blood.

8 Yes, there is.

5 B

1 1 fast food.

2 ’s crazy about computers. She reads a lot of computermagazines.

3 ’s very healthy. She eats a lot of fruit and vegetables.

4 ’s very popular at school. He’s got a lot of friends.

2 2 Emma doesn’t get much exercise.

3 Helen doesn’t eat many beefburgers.

4 Jack doesn’t have (OR hasn’t got) many problems.

5 Mark doesn’t spend much time watching television.

3 2 much Yes, I do. OR No, I don’t.

3 many Yes, I have. OR No, I haven’t.

4 much Yes. I do. OR No, I don’t.

5 many Yes, there are. OR No, there aren’t.


STEP

2

STEP

3

STEP

1

10 Some ketchup, please!

1 2 baked potato 3 salad 4 Grapes 5 biscuit6 sugar 7 soup 8 sausages 9 sauce 10 Peas11 beefburgers 12 coffee

2 a veggieburger some peas some sauce

a baked potato some biscuits some wine

a sausage some vegetables some sugar

3 2 some 3 some 4 some 5 a 6 an 7 some8 some 9 a

4 2 Could I have some lemonade?

3 Could I use your dictionary?

4 Could I sit by the window?

5 Could I speak to the President?

6 Could I have some pasta?

5a 2 3 3 2 4 4

1 1 1

2 4 3

4 3 2

5b 5 I’d like; Would you like

6 Would you like; would you like?; I’d like

6 like some sausages.

Would you like two or three?

I’d like two, please.

Would you like a baked potato?

could I have some ketchup?

1 2 How many; six hundred thousand.

3 How much; 160 litres.

4 How many; two hundred and fifty.

5 How much; 6 tonnes.

6 How many; four hundred.

7 How many; Eight.

2 2 c 3 b 4 b 5 b 6 c

3 2 17 3 works 4 watches TV 5 a year 6 78

TAPESCRIPT

The average man in Britain weighs 3.3 kilos whenhe’s born. He starts school when he’s five and heleaves school when he’s seventeen.

He gets a job. He works for forty-two hours a week.He drives to work. He takes thirty-three minutes toget to work. He makes at least seven phone calls aday on his mobile phone.

In the evening, after work, he watches TV forabout three and a half hours. He spends sevenhours twenty minutes in bed every night.

He gets married when he’s twenty-four. His wife istwenty-three. He lives for seventy-eight years.

4 2 (It weighs) about 1.3 kilos.

3 No, it isn’t.

4 80%.

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TAPESCRIPT

The If poem

If you lose your shoes and socks,you’ll have nothing on your feet.If it never rains again,what will you have to eat?If the sun doesn’t shine,your body will be cold.If you live for a century,you’ll feel very old.But if you sing a funny song,you won’t feel sad.If you dance in the street,your life won’t be too bad.And if you walk into the desert with a smileon your face,

you’ll probably find a flower in the mostunusual place.

5 1 The Maldives are a group of islands in the middle ofthe Indian Ocean.

2 The capital is Malé.

3 270,000 people live on the islands.

4 The weather is always warm.

5 The temperature stays at about 33ºC.

6 It’s usually sunny, but it rains a lot in May and October.

1 AAccrroossss DDoowwnn

1 twice 2 waitress

4 peas 3 cheap

6 tired 4 platform

7 air 5 abroad

8 it 12 tall

9 drop 13 art

10 flag 14 warm

11 stars 15 UFO

15 USA 16 ABC

17 arm

18 belt

19 exam


STEP

3

STEP

3

STEP

2ST

EP 1

12 Who cares?

should I do? What do you think, Dave? Should Itry to speak to him?

DAVE: Yes, you should. I think you should phonehim.

TANYA: What do you think, Jenny?

JENNY: No, you shouldn’t phone him. I think youshould send him an email.

TANYA: What do you think, Martha?

MARTHA: I don’t think you should contact him.You shouldn’t worry about him. I think youshould just forget him.


1 2 f 3 b 4 a 5 h 6 e

2 1 No; coach

2 Should I get a Segla? Yes, you should.Should I get the X250?No, you shouldn’t. You should get the X300.

3 What should we do?should call the police.

3 He should catch the 8.25 (train C).

1 2 plastic bags 3 packet 4 carton 5 can6 newspaper 7 battery 8 cardboard box 9 paint

2 1 Ben gave her some clothes.

2 They gave us a present.

3 We gave them our schoolbooks.

4 She gave him the ticket.

3 2 Anna; the magazines, Anna

3 John and Sue; the postcard, John and Sue

4 me and Tom; the email, me and Tom

4 2 ? 3 F 4 F 5 T 6 ? 7 T 8 F 9 T


1 2 is rising 3 isn’t winning 4 is destroying

5 are dying 6 is disappearing

2 2 eat; won’t be 3 don’t have; ’ll be

4 don’t use; ’ll get 5 doesn’t start; won’t finish

6 goes; ’ll be 7 don’t take; ’ll get

8 destroy; won’t have

3 2 If she doesn’t wear a coat, she’ll get cold.

3 If he sits down, he’ll break his glasses.

4 If he has a beefburger, he won’t eat his dinner.

5 If she plays loud music, she won’t hear the phone.

4 1 shoes 2 feet 3 rains 4 will 5 doesn’t6 century 7 old 8 funny 9 sad 10 dance11 bad 12 desert 13 face 14 flower

Acknowledgements

The publishers are grateful to the following contributor:

pentacorbig: text design and layouts



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