Teacher's Book: Virginia Evans Jenny Dooley Olga Podolyako Julia Vaulina

Teacher’s Book
Virginia Evans
Jenny Dooley
Olga Podolyako
Julia Vaulina
Published by Express Publishing
Liberty House, New Greenham Park, Newbury,

Berkshire RG19 6HW
Tel.: (0044) 1635 817 363
Fax: (0044) 1635 817 463
e-mail: [email protected]
http://www.expresspublishing.co.uk
© Virginia Evans ― Jenny Dooley ― Olga Podolyako ― Julia Vaulina, 2007
Design and illustration © Express Publishing, 2007
First published 2007
Made in EU
All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, or transmitted in any form, or by any means, electronic,
photocopying or otherwise, without the prior written permission of the
publishers.
This book is not meant to be changed in any way.
ISBN:
Contents
Introduction ................................................................................................ p. 4
Module 1 ................................................................................................. p. 12
Module 2 ................................................................................................. p. 25
Module 3 ................................................................................................. p. 38
Module 4 ................................................................................................. p. 52
Module 5 ................................................................................................. p. 65
Module 6 ................................................................................................. p. 79
Module 7 ................................................................................................. p. 93
Module 8 ................................................................................................. p. 106
Module 9 ................................................................................................. p. 120
Module 10 ................................................................................................. p. 134
Songsheets ................................................................................................. p. 149
Tapescripts ................................................................................................. p. 153
Evaluations ................................................................................................. p. 157
Workbook Key .............................................................................................. p. 169
Workbook Tapescripts .................................................................................... p. 178
3
Introduction
Spotlight 7 is an English course based on the Workbook
Common European Framework of Reference and The Workbook is in full colour.
designed for A2+ level students.
The Workbook contains units corresponding to
According to the Common European Framework of those in the Student’s Book. It can be used either
Reference, students who have completed level A2 in class or for homework upon completion of the
are able to understand straightforward texts related relevant unit in the Student’s Book. It aims to
to their fields of interest and follow clear speech in consolidate the language presented in the
everyday conversation. They can also pass on Student’s Book through a variety of exercises,
routine factual information, state reasons for incorporating all four skills.
actions and describe dreams, hopes and ambitions.
My Language Portfolio
Spotlight 7 develops all four skills (listening, My Language Portfolio contains material to be used
speaking, reading and writing) through a variety of in a variety of tactile tasks throughout the course.
communicative tasks, and systematically recycles This material is printed on pages which students
key language items. Above all, it is designed to may then cut out and file in their individual
promote active (activating all new vocabulary and Language Portfolios (see Students’ Language
structures in meaningful, everyday situations), Portfolios).
holistic (encouraging the creative collective use of
students’ brains as well as the linguistic analytical Teacher’s Book
use of their brains) and humanistic (acquiring and The Teacher’s Book contains detailed Teacher’s
practising language through pleasant tasks and notes, which provide:
topics, paying attention to their needs, feelings ñ objectives of each unit in a clear and concise
and desires) learning. way
ñ step-by-step lesson plans and suggestions on
The coursebook consists of a starter unit as well as how to present the material
ten modules of four lessons each. Each module is ñ a full Key to the exercises in the Student’s Book
designed to be taught in four 50-minute lessons. and Workbook
There is also an English in Use, an Extensive ñ tapescripts of all listening material
Reading as well as a Progress Check section at the ñ Synergy that helps students revise what they
end of each module. learned in each lesson in terms of vocabulary,
grammar instructions, useful phrases, etc.
COURSE COMPONENTS
Student’s Book Class Audio CDs or Cassettes
The Student’s Book is the main component of the The Class Audio CDs or Cassettes contain all the
course. Each module is based on a single theme recorded material which accompanies the course.
and the topics covered are of general interest. All
modules follow the same basic structure (see
Elements of a Module).
4
Student’s Audio CD or Cassette Specific exercises and activities methodically
The Student’s Audio CD or Cassette contains the reinforce students’ understanding and mastery of
recorded dialogues and the main texts in the each item. There is a Grammar Reference Section at
Student’s Book, and may be used for the purposes the back of the Student’s Book which offers detailed
of homework, preparation and practice. explanation of each grammar point and also contains
Grammar Practice to help students consolidate their
ELEMENTS OF A MODULE understanding and use of the grammar.
Each four-lesson module starts with a module
presentation page to familiarise students with the Listening
language and patterns in the module. The module Students develop their listening skills through a
presentation pages also whet students’ appetites variety of tasks which employ the vocabulary and
by familiarising them with some of the text types, grammar practised in the module in realistic
pictures and activities found in the coming module. contexts. This reinforces students’ understanding
Each module contains the sections described below. of the language taught in the module. Many tasks
included in the Student’s Book are multi-sensory,
Vocabulary enabling students to practise all four language
Vocabulary is introduced in a functional and skills as they complete the task.
meaningful context, and is practised through a
variety of exercises such as picture-word Speaking
association and completing set phrases in order to Controlled speaking activities have been carefully
help students use everyday English correctly. designed to allow students guided practice before
leading them to less structured speaking activities.
Reading
Dialogues Pronunciation
In each module there is a situational dialogue set Pronunciation activities help students to recognise
in an everyday context in order to familiarise the various sounds of the English language,
students with natural language. This dialogue also distinguish between them and reproduce them
presents useful expressions so that students can correctly.
practise everyday English.
Everyday English
Texts These sections provide practice in real-life
Throughout each module there is a wide variety of communication skills and promote active learning.
reading texts such as e-mail, text messages, Standard expressions and language structures
letters, articles, poems, etc, which allow skills associated with realistic situations are presented
such as reading for gist and reading for specific through everyday situations and students are given
information to be systematically practised. the opportunity to fully activate the language taught.
Grammar
The grammar items taught in each module are first
presented in context, then highlighted and
clarified by means of clear, concise theory boxes.
5
Songs At the end of each module in the Student’s Book
There are song sheets at the back of the Student’s there is an English in Use and an Extensive Reading
Book containing songs connected to the theme of section and a Progress Check section.
the modules as well as related tasks. Listening to
lively, high quality songs is a humanistic activity Culture Corner section
which lowers the students’ affective filters and In these interesting and informative pages,
allows them to absorb language more easily. students are provided with cultural information
and read about aspects of English speaking
Games countries which are thematically linked to the
These sections use the format of a team competition module. The section also contains related tasks
to consolidate the learning of vocabulary, and creative projects, such as making a poster,
expressions and grammar presented in the module. which give students the chance to process the
Games enable students to use new language in an information they have learnt and compare it to the
enjoyable way and promote humanistic learning. culture of their own country.
Study Skills English in Use section

Brief tips, explanations and reminders, at various This section enables students to familiarise
points throughout each module, help students to themselves with everyday English through
develop strategies which improve holistic learning functional dialogues in real life situations. This
skills and enable students to become autonomous section contains useful expressions and set phrases
learners of the English language. used in real life situations. It also contains
communicative tasks, allowing students to
Writing consolidate the language they have learnt.
In the third lesson of each module, students
develop their writing skills through the use of all Extensive Reading section
four language skills. This section enables students to link the theme of
the module to a subject on their school
Guided practice of the relevant vocabulary is given curriculum, thus helping them to contextualise the
and consolidated and followed by a model text language they have learnt by relating it to their
which is thoroughly analysed. own personal frame of reference. The Extensive
Reading sections contain lively and creative tasks
Further Writing Practice which stimulate students and allow them to
There are writing activities throughout the consolidate the language they have learnt
modules, based on realistic types and styles of throughout the module.
writing, such as letters, descriptions, notes,
postcards and articles. Progress Check
These sections appear at the end of each module,
These progress from short sentences to paragraphs and reinforce students’ understanding of the
and finally to full texts, allowing students to topics, vocabulary and structures that have been
gradually build up their writing skills. presented. A marking scheme allows students to
evaluate their own progress and identify their
strengths and weaknesses.
6
SUGGESTED TEACHING TECHNIQUES ñ Sketching. Draw a simple sketch on the board to
illustrate the word(s) to be explained. For instance:
A ― Presenting new vocabulary
Much of the new vocabulary in Spotlight 7 is tall
presented through pictures, and students are
asked to match the pictures to listed words. short
Vocabulary is always presented in context, and
emphasis is placed on collocations and word
association, since memorising new words is easier
when they are presented in lexical sets.
ñ Flashcards. Make Flashcards out of magazine or
Further techniques that you may use to introduce newspaper pictures, photographs, ready
new vocabulary include: drawings and any other visual material which
ñ Miming. Mime the word to be introduced. For may serve as vocabulary teaching tools.
instance, to present sing, pretend you are ñ Use of L1. In a monolingual class, vocabulary
singing and ask students to guess the meaning can be explained in the students’ mother
of the word. tongue, although this method should be used
ñ Synonyms, opposites, paraphrasing and giving only in moderation. Students also need to
definitions. Examples: compare their mother tongue to the English
– Present store by giving a synonym: A store is language to find similarities and/or differences.
a shop.
– Present tall by giving its opposite: He isn’t The choice of technique depends on the type of
short, he’s tall. word or expression. For example, it may be easier
– Present weekend by paraphrasing it: I don’t to describe an action verb through miming, and not
work at the weekend. I don’t work on through a synonym or definition.
Saturday and Sunday.
– Present garage by giving a definition: A B ― Writing
garage is the place next to the house where All writing tasks in Spotlight 7 have been carefully
we put our car. designed to guide students to produce a successful
ñ Context. Place vocabulary items in context with piece of writing.
examples which make understanding easier and ñ Always read the model text provided and deal
more complete. For instance, introduce the in detail with the vocabulary tasks. Students
words city and town by referring to a city and a will then have acquired the language necessary
town in the students’ own country: Rome is a to cope with the final writing task.
city, but Gubbio is a town. ñ Make sure that students understand they are
ñ Visual prompts. Show photographs or drawings writing for a purpose. Go through the writing
to make understanding easier. task in detail so that students are fully aware of
ñ Use of (bilingual/monolingual) dictionary. why they are writing and who they are writing
Encourage students to guess the meaning of a to.
word, then use their dictionaries to check if
their guess is correct.
7
ñ It would be advisable to complete the task ñ Written work. Do not over-correct; focus on
orally in class before assigning it as written errors that are directly related to the point of
homework. Students will then feel more the exercise. When giving feedback you may
confident about producing a complete piece of write the most common errors on the board and
writing on their own. help the class to correct them.
C ― Assigning homework Remember that praising students and rewarding

It is recommended that homework is regularly good work is of great importance. Post written
assigned and routinely checked according to the work on a notice board in the classroom or school,
specific needs of the class. or give ‘reward’ stickers. Praise effort as well as
success.
When assigning writing tasks, prepare students as
well as possible in advance. This will help them E ― Class organisation
avoid errors and get maximum benefit from the ñ Open pairs. The class focuses its attention on
task. two students doing the assigned task together.
Commonly assigned homework tasks include: Use this technique to provide an example of
ñ Vocabulary. Students memorise the meaning of how the task should be done.
words and phrases. ñ Closed pairs. Pairs of students work together on
ñ Spelling. Students learn the spelling of a task or activity, while the teacher moves
particular words without memorising the text in around the classroom offering assistance and
which they appear. suggestions. Ensure the task is clearly
ñ Reading aloud. Assisted by the Student’s understood before closed pairwork begins.
Cassette or CD, students practise at home in Stages in pairwork:
preparation for reading aloud in class. – Organise students into pairs
ñ Writing. After thorough preparation in class, – Set the task and time limit
students are asked to produce a complete piece – Rehearse the task in open pairs
of writing. – Ask students to do the task in closed pairs
– Go around the class and help students
D ― Correcting students’ work – Pairs report back to the class
All learners make errors; they are part of the ñ Groupwork. Groups of three or more students
process of learning. The way errors are dealt with work together on a task or activity. Class
depends on the activity. projects or role play are often most easily done
ñ Oral accuracy. In drill work correct students on in groups. Again, ensure students clearly
the spot, either by providing the correct answer understand the task in advance.
and asking them to repeat it, or by indicating ñ Rolling questions. A student answers a
the error but allowing students to correct it. question, then proceeds to ask a question
Alternatively, indicate the error and ask other directed at the next student in turn. This
students to correct it. continues around the class.
ñ Oral fluency. In pairwork or free speaking
activities allow students to finish the task
without interruption, but make a note of the
errors made and correct them afterwards.
8
F ― Using the Student’s Cassette or Audio CD This Language Portfolio is the student’s property. It
All dialogues and texts in the Culture Corner and is a tool to accompany the students’ language
Extensive Reading sections are recorded on the learning throughout the course and is suitable for
Student’s Cassette or CD. Students have the documenting their learning both inside and outside
chance to listen to these recordings at home as the classroom. The main emphasis is on the
many times as they want in order to improve their process of learning, so that while compiling their
pronunciation and intonation. The suggested Language Portfolios, learners develop the skill of
stages of such self-access study are: working independently.
The aim of the Language Portfolio is to develop the
ñ The student listens to the recording and follows learners’ autonomy. However, they should be
the lines in the text or dialogue. guided at first on how to organise their work, keep
ñ The student listens to the recording with pauses records, access their own information, etc.
after each sentence or exchange. The student Learners are usually willing to experiment and try
repeats as many times as needed, trying to new things, but at the same time, can be
imitate the speaker’s pronunciation and discouraged if they are not sure what is required of
intonation. them. Once a routine has been established and
ñ The student listens to the recording again, then learners begin to develop their autonomy, they can
reads aloud. be given more responsibility and freedom.
Learners will still appreciate feedback and
STUDENTS’ LANGUAGE PORTFOLIOS appraisal though, so it is important that their
At the beginning of the course, students should be efforts are monitored and facilitated.
asked to obtain a suitable folder, or sectioned
document wallet, which they will bring to each First Steps
lesson and which will hold their personal Language It is suggested that work on the Language Portfolio
Portfolio. is started a few weeks into the course once
students have made some progress in the English
This will be used to store not only the material cut Language. At this level a letter can be sent home
out of the printed supplement, My Language to parents to inform them that the students will
Portfolio, but also a wide variety of other need a folder, plastic envelopes, etc. At the
documents and material. beginning of the first session, ask the students to
turn to page three of their Language Portfolio. Go
In practice, Language Portfolios may include through the letter together, making sure that the
projects or other written work; computer diskettes students have a thorough understanding of the
with work or drawings completed inside or outside concept of the Language Portfolio. Encourage
the class; video cassettes with the students’ them to ask questions about anything they do not
favourite story, filmed performances of songs, understand. Then give the students some time to
school plays, Evaluation Sheets and reports from arrange their Language Portfolio. Go around,
teachers, various realia or pictures and so on. In providing any necessary help.
short, it is a collection of what the learners want
to keep as evidence of what they are learning
through the medium of the English language.
9
Once the students have arranged their Language – Future Plans: Students record their intentions
Portfolio, go through each page together, and ambitions concerning their improvement
commenting on the layout and pictures, and giving in the target language.
a brief explanation of the content of each page.
Spend some time going through the Language III) Dossier
Biography section, providing any necessary help. The activities have been designed to reinforce
Once this has been completed, encourage the the language covered in each module. They can
students to do the activities in the Dossier section. be done upon completion of each module or at
a time convenient to the teacher, provided that
How to approach each section students have covered the corresponding
I) Language Passport module.
Read out the introductory paragraph as the
students follow silently. Answer any questions It is suggested that teachers participate in the
they may have. Each time they are given activities by bringing in a completed version of
something for this section, remind them to an activity to be presented. Students need to
make a record and file it in the appropriate be motivated and inspired, and the following is
section of their Language Portfolio. a suggestion on how to approach each activity.
II) Language Biography Every time students present an activity, give
Spend some time on each section, making sure them due praise and attention, reward them
the students know what is required of them. with stickers, etc. In general, make them feel
Here is a brief explanation of the rationale of that they have done something special; in this
each section: way, all the class will be encouraged to do
– All about me: Students fill in their personal likewise.
information and record their exposure to the
English language. TYPES OF LEARNING STYLES
– How I learn: Go through the section along Experienced teachers will be aware that some of
with students, providing any necessary help. their students learn best by listening to new
The purpose of this section is for both information, some prefer to read about it, whereas
students and teacher to be able to determine other students need to do something with the new
each student’s individual learning style (i.e. information. There is no absolute ‘best’ method of
visual, auditory, tactile/kinaesthetic) and learning; these are all valid learning styles, as
needs. different people learn in different ways.
– My World of English: By updating the record, Consequently, a coursebook should offer a variety
students get a sense of achievement in the of exercises and material which stimulate all types
target language. of learning style in order to help the learners learn
– Now I can: Students have the opportunity to according to their personal learning styles.
assess their own learning. If a student moves ñ Visual Learners need to see the teacher’s body
to a new school his/her teacher will also be language and facial expression to fully
able to gauge this student’s level. understand the content of the lesson. They think
in pictures and learn best from visual displays,
including diagrams, illustrations, transparencies,
videos, flashcards and hand-outs.
10
ñ Auditory Learners learn best through verbal ABBREVIATIONS
explanations, discussions, talking things through
and listening to what others have to say. Written The following abbreviations are used in the
information may have little meaning until it is Student’s Book and Teacher’s Notes:
heard. They often benefit from reading a text
aloud and using a tape recorder. T teacher
ñ Tactile/Kinaesthetic Learners learn best through S(s) student(s)
a hands-on approach, actively exploring the HW homework
physical world around them. They may find it L1 students’ mother tongue
hard to sit still for long periods and may become Ex. exercise
distracted by their need for activity and p(p). page(s)
exploration. These learners express themselves e.g. for example
through movement. They have a good sense of i.e. that is
balance and hand-eye co-ordination. By etc et cetera
interacting with the space around them, they sb somebody
are able to remember and process information. sth something
Involve them in role play, pairwork and other
classroom activities.
11
Module 1 Lifestyles
Before you start … Find the page number(s) for
Ask Ss how they spent their summer and if they enjoyed Go through the pictures Ss have to find the page
it. Ask Ss if they practised their English during the numbers for and ask Ss what the items in the pictures
summer. Stimulate discussion about their summer are and, where appropriate, how/what they are used
holidays and their English. for. If necessary explain what the items are.
Look at Module 1 Answer Key

ñ Ask Ss to look at the title of the module, Lifestyles, dictionary entries for a phrasal verb (p. 9)
and elicit/explain the meaning (the different ways What is a phrasal verb? Where do we find the
we live). definitions for phrasal verbs?
ñ Refer Ss to the titles of the units on pp. 6-10 and to
the various pictures and ask them how they are a map of the London Underground (p. 12)
related to Lifestyles (p. 6 life in the city and Where would you see a map of the London
country; p. 8 it’s better to protect yourself than be Underground? What information can we get from it?
sorry later; p. 10 spending time with friends). Who do you think would use this kind of map?
ñ Use pictures 1-3 to stimulate discussion and to
prompt interest in the module as a warm-up a leaflet giving advice (p. 8)
activity. Ask questions to begin a discussion about What is the leaflet about? Who is it for? Why was it
topics that will be covered in the module, adjusting written? Do you think this kind of leaflet is useful?
your questions according to Ss’ responses. This helps
Ss feel they have control over their learning. a webpage (p. 13)
What is the webpage about? How do you think the
Suggested Answer Key pictures are related to the title?
Focus Ss’ attention on pic 1 (p. 8).
T: What page is picture 1 from? Listen, read and talk about …/Learn how to …/
S1: It’s from page 8. Practise …/Write/Make
T: What can you see in picture 1?
Select Ss to read through the list of items that will be
S2: A girl sleeping with her mobile phone nearby.
covered in the module. Ask questions and give examples
T: What else can you see on page 8?
as appropriate. If necessary, explain any new vocabulary.
S3: Someone looking through their peephole, an
Ask Ss to go through the list and put a tick next to the
alarm, etc
items that they think they know or can do, a cross next
T: Do you have an alarm in your house?
to the ones they don’t know or are not sure about, and a
star next to the ones they think will be the most useful.
Pic 2 (p. 10)
Select Ss to report each item they have ticked or put a
What else can you see on the page? How are the
star next to.
pictures related? What do you think the text might
be about?
Pic 3 (p. 7)
What else can you see on page 7? How do you think
the pictures are related? What do you think the text
might be about?
12
1 a
A city mouse or a country mouse?
Objectives to make their own sentences. Ss compare
Vocabulary: related to lifestyles and quality of sentences. Invite Ss to share their ideas with
life the class. Correct any mistakes on the board.
Reading & Listening: an article about teenage
lifestyles
Suggested Answer Key
Speaking: interview a teenager about their
lifestyle The writer likes peace and quiet, but doesn’t
Grammar: present simple vs present continuous like crowded cities and heavy traffic.
Writing: an e-mail to a penfriend ñ I don’t mind the peace and quiet of the
country, but I can’t stand feeling isolated.
I’m a city mouse.
Introduction ñ A high quality lifestyle is very important to
me. I like fresh air and beautiful landscapes.
Ask Ss to look at the title, A city mouse or a country
I think I’m a country mouse.
mouse?, and the pictures. Elicit/Explain the meaning of
ñ Shops, cinemas and theatres are very
the title (someone who likes living in the city or in the
important to me, but I can’t stand constant
country). Ask them what they think the unit will be
heavy traffic. I think I’m a country mouse.
about. Encourage Ss to predict what vocabulary they
ñ I’m a city mouse. Convenient public transport
will see in the unit.
and crowded streets are very important to me.
Vocabulary
1 a) Focus ➤ Adjectives of feeling Reading & Listening
Tell Ss they are going to listen to some sounds. 2 Focus ➤ Predicting the content of a text/
Ask Ss to say what they can see/feel/smell in reading for gist
their minds as they listen to the sounds. Ask Ss
Ask Ss to read the title and headings. Elicit
to read the list of adjectives aloud. Elicit/
predictions from the class and write ideas on the
Explain meanings. Play the recording. Ss close
board. Ask Ss to justify their answers. Ask Ss to read
their eyes and listen to the sounds. Ss say how
and listen to the text to check their predictions.
they feel and why (e.g. horns beeping-stressed
etc). Write adjectives on the board beside the
sounds. Suggested Answer Key
The text is about teenage lifestyles. Two
(Ss’ own answers)
teenagers are taking part in a reality show in
which they swap families and schools.
b) Focus ➤ Vocabulary related to city or
country life
3 a) Focus ➤ Reading for specific information/
ñ Focus Ss’ attention on the pictures of the city
clarifying meaning
and country mouse and the phrases
accompanying each. Elicit what Ss can see in ñ Ask Ss to read the true-false sentences to get
the pictures and ask how they are different. an idea of what information they need to
Explain any words or phrases where necessary. look for. Elicit/Explain the meaning of any
ñ Read the rubric and elicit/explain the unknown words. Allow Ss time to read the
meaning of the phrases beside the smileys. text carefully and complete the task. Ask Ss
Ask a S to read the example and say what to compare their answers with their partners.
the writer likes/dislikes. Allow Ss some time Check answers and help Ss with any
to look at the pictures and phrases again and difficulties.
13
1a A city mouse or a country mouse?
Answer Key other prepares questions for Sarah. Allow Ss time to

prepare their questions. In turns, Ss play the role of
1 F 2 T 3 T 4 F
the interviewer and ask their partners their list of
ñ Ask Ss to explain the meaning of the words in questions. Then Ss exchange roles. Go around the
bold without the use of a dictionary, i.e. class monitoring Ss’ work and helping/correcting
they can use synonyms, paraphrasing etc. where necessary. Ask a few pairs to act out their
and write them on the board. Ss should copy interview for the class. Correct mistakes as
the words into the vocabulary section of necessary.
their notebooks. Interview outline
Interviewer Sarah/Annabel
Answer Key
guests (n): people who are invited Introduce yourself, Greet interviewer.
swapping (v): exchanging sth for sth else magazine.
farmyard (n): an area of land near the farmhouse
Ask if you can ask Agree.
enclosed by walls or buildings
questions.
milking (v): getting milk from a cow
barn (n): a building on a farm in which we keep Ask first question. Reply.
crops or animals
feeding (v): giving food to an animal Thank interviewee Reply politely.
isolated (adj): being alone or far from people for time.
close at hand (adj): nearby
hustle and bustle (n): movement, activity and
noise of a place Suggested Answer Key
huge (adj): very big A: Hello, my name is Ben Jones from Star
facilities (n): buildings, equipment, or services Magazine.
provided at a place B: Hello. Nice to meet you.
homesick (adj): to feel bad because you are A: Can I ask you a few questions, Annabel?
away from your home and/or family B: Of course.
miss (v): to feel sad because you don’t have A: What time do you get up?
something anymore B: I get up at 5 am.
hometown (n): the town where somebody comes A: What time do you go to school?
from and lived/lives in B: I leave for school at 7 am.
lovely (adj): nice and kind A: Are you learning anything at Sarah’s house?
B: Yes, I’m learning how to milk cows … etc.
A: Well, thank you very much for your time.
b) Focus ➤ Reading aloud B: You’re welcome.
Before Ss read the text again, ask them to say

what they remember from it. Ss pretend they Grammar
are a radio presenter and read the text aloud to 5 Focus ➤ Present simple vs present continuous
their partners. Walk around class monitoring Ss
and helping with any pronunciation difficulties. ñ Work with books closed. Write the following
Have a few Ss read part of the text to the class. sentences on the board: I watch the news on
Check Ss’ pronunciation and intonation. television every night./I am watching the news
on channel 4 at the moment./I am watching
Speaking the film with Jason tonight.
4 Focus ➤ Role playing an interview

Ss work in pairs. Read the rubric and explain the
task. One S prepares questions for Annabel and the
14
A city mouse or a country mouse? 1a
ñ Elicit/Explain that the first sentence is an Writing
example of a routine or a habit. Ask Ss to suggest
7 Focus ➤ Writing an e-mail about your activities
other examples of routine or habit. Elicit that the
second sentence is an example of an action Go through the rubric with Ss and elicit key words
happening now, at the time of speaking, and the (e-mail, penfriend, daily routine, these days,
third is a future plan. Ask Ss to suggest other tonight). Brainstorm ideas and write them on the
examples of the same type of actions. Ask Ss to board. Refer Ss back to the e-mail in Ex. 5 and tell
open their books and look at the Grammar them they can use it as a model. Allow Ss time to
Reference Section. Ss read the rule concerning complete the task in class. Check Ss’ work and give
present simple and the present continuous. Check feedback. Alternatively, you can assign the task for
Ss’ understanding. Allow Ss time to read the email HW, provided you have gone through it in class.
and explain the use of the verbs in bold. Allow Ss
time to compare their answers. Write the verb Suggested Answer Key
forms on the board and ask Ss to justify their Hi Shannon,
reasons. Discuss answers. Thanks very much for your e-mail. I am very
well. I am happy living in the country because I
Suggested Answer Key can’t stand the constant noise and pollution of
Present Simple the city.
1 present state and facts: love I get up very early every morning and I get
2 routine/habit: start, go the bus to school. My lessons start at 8 am and
I finish at 4 pm. I like my school and I have a lot
Present Continuous
of friends there.
1 an action happening at the moment of
At the moment, I am studying very hard for
speaking: I am studying, I am working
my exams, but next weekend I am going to the
2 future plans: I’m sitting, I am meeting
seaside with my friends. I can’t wait!
Write to me again soon.
ñ Ask Ss to find examples of the tenses in the Love,
texts in Ex. 5. Clara
Answer Key
go, milking, we’re going, etc Synergy
This section helps Ss revise what they have
6 Focus ➤ Choosing the correct tense learnt in today’s lesson in terms of vocabulary,
grammar structures, useful phrases etc.
Ask a S to read the rubric. Focus Ss’ attention on
the first sentence. Elicit the correct answer from ñ Allow Ss one minute to think of ten words
the class and write it on the board. Check Ss’ they have learnt in today’s lesson. Ask Ss to
understanding. Allow time for Ss to complete the use them to make their own sentences.
task individually and compare their answers. Check ñ When Ss have finished ask them to get up
and discuss answers. and go around the class to find a partner
who has something in common with them
Answer Key e.g. same hair/eye colour, same clothes,
1 A: are you 4 A: looks same taste in music, etc.
B: starts/ B: is studying ñ Ask Ss to discuss what they have learnt in
is starting the lesson with their partner.
5 A: are you leaving
2 A: am thinking B: leaves
B: don’t think
3 A: are you
B: is always taking
15
1 b
Better safe than sorry
Objectives
Vocabulary: vocabulary related to safety rules Answer Key
Reading & Listening: a dialogue about home 1 give to someone ― hand over
security 2 identification ― ID
Grammar: should(n’t) - for giving advice 3 a small hole to look through ― peephole
Listening: listening for specific information 4 machine that signals danger ― alarm system
Speaking/Everyday English: asking for/giving 5 connect or fix sth in position ― install
advice 6 turned on ― switched on
Writing: a letter giving advice
Reading & Listening
Introduction 2 a) Focus ➤ Reading for gist
Draw Ss’ attention to the title, Better safe than sorry, Ask Ss to read the first two exchanges in the
and ask them what they think the phrase means. dialogue. Go through the rubric and explain the
Elicit/Explain the meaning (it’s better to do something task. Ss read the exchanges and complete the
to protect yourself than to be sorry later). Ask Ss what task. Allow Ss some time to compare/discuss
they think the unit will be about. Encourage Ss to their answers. Check Ss’ answers. Ss then listen
predict what type of vocabulary they will see in the and read to see if their guesses were correct.
unit.
Vocabulary
They are in one of their homes because one of
1 a) Focus ➤ Predicting content of a text the boys’ dads is installing an alarm.
Draw Ss’ attention to the leaflet. Ask them what
they think the leaflet is about. Ask them to say b) Focus ➤ Reading for specific information
what they think the people are doing in the
pictures and why. Elicit answers from around Ask Ss to read the questions so they know what
the class. Write Ss’ ideas on the board. information they are looking for. Then ask Ss to
read the dialogue. Allow Ss time to complete
the task individually. Go around the classroom
monitoring Ss’ work and helping with any
Someone is looking through a hole in a door. A girl difficulties. When Ss have completed the task
is sleeping. A boy is opening a door to someone. ask Ss to compare their answers and then invite
We see keys on a table beside a window. etc Ss to read their answers to the class. Write
answers on board and correct any mistakes.
b) Focus ➤ Building vocabulary related to
safety rules Answer Key
1 Jo’s dad is installing an alarm system.
Read the rubric and explain the task. Allow Ss
2 The burglars are stealing things from
time to read through the leaflet and explain any
people’s homes.
difficulties. Ss match the words to their
3 Jo advises Dan to tell his parents not to
meanings. Allow Ss time to complete the task.
leave his keys near an open window and not
Ss compare answers. Check Ss’ answers and help
to lose them.
with any difficulties.
16
Better safe than sorry 1b
3 Focus ➤ Making adverbs from adjectives using –ly b) Focus ➤ Practising should(n’t) for advice
ñ Ask a S to read the explanation and the example in Ask a S to read the rubric and explain the task.
the box. Ask Ss if they know any other adverbs Read through the sentences with Ss. Elicit/
that are formed this way. Elicit/Give examples. Explain the meaning of any unknown words.
Allow Ss time to complete the task. Ss compare
Suggested Answer Key answers. Check answers. As an extension, Ss can
nicely, playfully, noisily, etc act out the exchanges for the class as in the
example.
ñ Allow Ss time to complete the task before
checking with the whole class. Write correct Answer Key
answers on the board.
2 You should go to bed.
Answer Key 3 You should see a dentist.
carefully, safely, surely, badly 4 You should keep them in your pocket.
5 You shouldn’t worry so much.
6 You should take your shoes off/take off
4 Focus ➤ Practising phrasal verbs your shoes.
ñ Ask a S to read the Study Skills aloud. Ask Ss to
open their dictionaries and look up the phrasal
verb run into. Go through the definition with Ss
Game
and explain how the dictionary tells us that run Focus ➤ Giving advice
into is a phrasal verb (phr v) and read out the
Play in teams. One team states a problem, the
meaning and example.
other gives advice.
ñ Ss use their dictionaries to look up phrasal verbs
and read examples. Allow Ss time to complete Suggested Answer Key
the task. Ss compare answers. Check answers. Team A S1: I have a toothache.
Team B S1: You should see a dentist. etc
Answer Key
1 into 2 out of 3 after
Listening
Grammar 6 Focus ➤ Listening for specific information
5 a) Focus ➤ Should(n’t) for advice Read the rubric and explain the task. Go through
the sentences and ask Ss to suggest possible
ñ Work with books closed. Write John is ill. on
answers for 1-5. Ask Ss to think of any vocabulary
the board. Ask Ss what they think John should
they know that might be related to the possible
do. Elicit go to a doctor/go to bed from Ss.
answers. Play the recording (twice if necessary). Ss
Write John should go to a doctor. on the
listen and complete the task. Check Ss’ answers.
board. Drill. Ss open books. Ask Ss to look at
the theory box. Ask a S to explain the theory. Answer Key
ñ Ask Ss to look at the dialogue again and to 1 areas 4 items
find examples of the use of should(n’t). 2 mobile phone 5 burglar
Allow Ss some time to complete the task. 3 money
Write Ss’ answers on board or ask them to
highlight examples in the text.
Speaking/Everyday English
Answer Key 7 Focus ➤ Asking for/giving advice
You should tell your parents.
We should be careful. ñ Go through the phrases in the box with Ss and
They should probably install an alarm too. elicit/explain any unknown words.
You should be careful with your keys.
17
1b Better safe than sorry
ñ Ask Ss to think of what the phrases mean and if any difficulties. Ss compare work. Check Ss’ work
they have equivalent phrases in their native and give feedback. Alternatively, you can assign the
language. Ask Ss to read through the leaflet task for HW provided you have gone through it
again and to use the phrases in the box to orally in class.
discuss ways to protect yourself and your home.
Ask a pair to read out the example question Suggested Answer Key
provided. Ss discuss in pairs. Go around the
To protect yourself in the streets:
classroom monitoring Ss’ work and helping with
ñ Don’t carry a lot of cash and keep your
any difficulties. When Ss have finished, ask a
wallet close to you.
few pairs to act out their exchanges for the
ñ You shouldn’t leave expensive items in
class. Correct any mistakes and help with
your car for all to see.
pronunciation.
ñ When you’re out at night time, you should
walk in well-lit areas.
Suggested Answer Key ñ Always have your mobile phone with you
A: What should we take to bed? and call the police if you have a problem.
B: We should take a mobile phone with us.
A: What should we do before letting
somebody into the house?
Synergy
B: We should check their ID. etc
ñ Allow Ss one minute to think about the
useful phrases they have learnt in today’s
Writing lesson. Ask Ss to use them to make their
8 Focus ➤ Writing a leaflet giving advice own sentences.
ñ When Ss have finished ask them to get up
Go through the rubric with Ss and elicit key words and go around the class to find a partner
(leaflet giving advice, protect yourself, streets). who has something in common with them
Refer Ss back to the leaflet in Ex. 1 and tell them e.g. same hair/eye colour, same clothes,
they can use it as a model. Brainstorm ideas and same taste in music, etc.
write them on the board. Elicit the information ñ Ask Ss to discuss what they have learnt in
that Ss should include in their leaflet. Allow Ss the lesson with their partner.
some time to complete the task in class. Go around
the classroom monitoring Ss’ work and helping with
1 c
Hanging out
Objectives
Introduction
Vocabulary: free-time activities
Draw Ss’ attention to the title, Hanging out, and ask
Reading & Listening: an article about favourite
them what they think it means (spending time
places
somewhere). Ask them about places where people
Speaking: an interview
usually hang out. Encourage Ss to predict what
Writing: an article about where you go in your
vocabulary they will see in the unit.
free time
18
Hanging out 1c
Vocabulary ñ Play recording twice if necessary. Ss compare
their answers. Check, and write correct
1 Focus ➤ Using a mind map to organize and
recall vocabulary
Elicit/Explain what mind maps are and what they Answer Key
are used for (a diagram of words that helps people 1 from 3 at 5 about
arrange and remember things). Go through the 2 on 4 to 6 for
Study Skills with Ss. Draw the mind map on the board
and go through the vocabulary with Ss. Ask Ss which ñ Ask Ss to explain the meaning of the words in
of the activities they do and encourage a discussion bold without the use of a dictionary i.e. they
if time allows. Ask Ss to draw the mind map in their can use synonyms, paraphrasing etc. Write
notebooks and to add their own ideas to it. Allow Ss the meanings on the board. Ss should copy
time to complete the task. Go around the classroom the words into the vocabulary section of
monitoring Ss’ work and giving help where necessary. their notebooks.
Ss compare their mind maps and discuss them.
(Ss’ own answers ) Answer Key
spot: place
Reading & Listening including: example of a number of things
surfing: a type of water sport using a board to
2 a) Focus ➤ Reading for gist ride waves
ñ Focus Ss’ attention on the pictures and the skating gear: equipment used for skating
introduction to the text. Ask them if they
recognize the buildings or the city in the
large picture (The Sydney Opera House,
Speaking
Sydney). Ask Ss to say what kind of leisure 3 Focus ➤ Acting out an interview
activities they think we can do there. Write
Ask Ss to work in pairs and to role play an interview
their ideas on the board.
with either Kelly or Jamie. Ss use activities from
ñ Allow Ss some time to read the article and to
the mind map and the text to make questions and
see whether their ideas are included. When
answers. Go through the interview outline on the
Ss have finished, ask them if their guesses
board. Allow time for Ss to complete the task. Go
were right.
around the class checking Ss’ work. Invite pairs to
act out their dialogues for the class. If possible,
Suggested Answer Key record Ss and play back work to discuss.
It’s Sydney. That’s the Opera House. I think we
can do a lot of things in Sydney. We can go Dialogue outline
shopping, go for coffee, eat at good restaurants
Interviewer Kelly/Jamie
or visit museums. We can also go sailing or
surfing, and in the evenings we can go to the Introduce yourself, Greet
cinema or the theatre. magazine. interviewer.
Ask what favourite day Answer politely/

b) Focus ➤ Gap fill exercise out is. enthusiastically.
ñ Ask Ss to read the text again and fill in the
Ask for details. Reply with detail.
blanks with the appropriate prepositions.
Allow time for Ss to complete the task. Go
Thank for time. Reply politely.
around the classroom monitoring Ss’ work
and help with any difficulties. Ss compare
their answers.
19
1c Hanging out
the task in class. Ss compare and discuss their work.
Check Ss’ work and give feedback. Alternatively,
A: Hi, Jamie. My name’s Jude. you can assign the task for HW provided you have
B: Hi, Jude. gone through it orally in class.
A: What’s your favourite day out?
B: My favourite day out is a day at Manly in
Sydney.
A: Why do you like Manly? I like hanging out with my friends at the beach
B: I like it because there are lots of things to near my house. We play beach volleyball and go
do. swimming when the weather is good. In winter
A: What kind of things do you do there? we go windsurfing and sailing. I really like
B: I hang out with friends and we go surfing spending my free time at the beach because
or we go to Oceanworld. the sea and sunshine are very important to me.
A: What do you like most about Manly?
B: What I like most about Manly is the
Skatepark. Synergy
A: Sounds like a fun place … etc ñ Allow Ss one minute to think of ten words
they have learnt in today’s lesson. Ask Ss to
use them to make their own sentences.
Writing
ñ When Ss have finished, ask them to get up
4 Focus ➤ Writing an article about where you and go around the class to find a partner
go in your free time who has something in common with them
Read the rubric and explain the task. Refer Ss back e.g. same hair/eye colour, same clothes,
to the texts and tell them they can use them as a same taste in music, etc.
model. Brainstorm ideas and write them on the ñ Ask Ss to discuss what they have learnt in
board. Go through the plan with Ss and organize the lesson with their partner.
their ideas in paragraphs. Allow Ss time to complete
1 d
Culture Corner
Additional materials Answer Key
A large tourist map of the British Isles, tourist board Ireland ― Dublin
magazines, tourist board advertising brochures/leaflet for Scotland ― Edinburgh
Ireland and the UK, or Internet print-outs of the same. Northern Ireland ― Belfast
Wales ― Cardiff
1 Focus ➤ Stimulating interest in text England ― London
Focus Ss’ attention on the map. Ask Ss to look at
the countries on the map and say which city is the Reading & Listening
capital of each. Ask them if they know anything
else about these countries or capitals. Stimulate a 2 a) Focus ➤ Predicting text content
short discussion on the subject. Perhaps a S has Draw Ss’ attention to the pictures. Ask Ss to say
visited one of these countries and can give some what the pictures are. Ask Ss to take a minute
interesting information on tourist attractions. to think of a question they can ask about the
20
Culture Corner 1d
places in the pictures. Allow time for Ss to think
extinct volcano (exp): a volcano that is no
of a question. Ask some Ss what their questions
longer active
are and write them on the board. Allow Ss time
guarded by (exp): protected by
to read or listen to the texts to see if they can
ravens (n): black birds like crows
find answers to the questions. Discuss the
legend (n): a very old popular story
questions and answers with the class.
Suggested Answer Key ñ Divide the class into small groups. Allow time
How many towers has Conwy Castle got? for Ss to look back at the texts and to prepare
How old is Malahide Castle? some questions about the places mentioned.
How many tourists visit Edinburgh Castle every Each group asks another group a question about
year? the texts. If the group answers correctly, it gets
What is a Yeoman/Beefeater? to ask another group a question. If not, another
group can answer and then ask, and so on.
b) Focus ➤ Reading for specific information

Ask Ss to read the text again and complete the A: Why is Malahide castle spooky?
task. Ss compare answers. Select a few Ss to say B: Because people often see ghosts there.
what facts they found unusual. Stimulate A: How many people visit Endinburgh Castle
discussion. every year?
B: One million people. etc
People often see ghosts in Malahide castle.
Writing
Edinburgh Castle is built on an extinct volcano.
Conwy castle took seven years to build. 4 Focus ➤ Expressing preference
A legend says that if the ravens ever fly away
from The Tower of London, it will fall down.
task. Allow Ss time to perform the task. Go around
the classroom monitoring Ss’ work and helping
3 Focus ➤ Building vocabulary where necessary. When Ss have finished their pair
work, invite individual Ss to tell the class what
ñ Ask Ss to read the text again and then to explain castle their partner likes and why.
the words in bold. Encourage Ss to guess the
meanings from the context and to explain words (Ss’ own answers)
in bold by giving explanations, examples or
synonyms, or by using their dictionaries if 5 Focus ➤ Portfolio: Writing a short essay
necessary. Finally, explain the meaning of any about landmarks in your country
words Ss still don’t understand. Read the rubric and explain the task. Refer Ss back
to the texts and tell them they can use them as a
Answer Key model. Go through the plan with Ss and organize
dates back (v): comes from the time their ideas into paragraphs. Provide Ss with maps or
fortress (n): a type of castle allow them to use a map from a geography book, or
spooky (adj): scary provide information about places on printouts or
ghosts (n): imaginary images of dead people from magazines. Allow Ss time to complete the task
medieval (adj): period from 476 A.D to 1453 A.D. in class. Ss compare their work. Check Ss’ work and
towers (n): tall narrow buildings, often part of give feedback. Alternatively, you can assign the
a castle task for HW provided you have gone through it
views (n): what you see from a place orally in class. Tell Ss to look for articles and maps
unique (adj): the only one of its kind in magazines or on the Internet and to write their
text. Correct Ss’ work in the next lesson.
21
1d Culture Corner

Red Square is in the centre of Moscow. There
are lots of things to see there. Firstly, the
Spassky Tower, built in the 16th century, has a
beautiful tower clock. You can also see the
Lenin Mausoleum.
The Sphinxes of St Petersburg stand over the
Neva River. They are about 3500 years old and
come from Egypt. They weigh more than 23,000
kg. Every year, thousands of tourists come to
see the two … etc
1 English in Use
1 Focus ➤ Buying an underground ticket Answer Key

Ask Ss how they usually travel. Encourage discussion A wants to go to St. James’ Park.
about the different forms of transport. Elicit/Explain B wants to go to Barbican.
what public transport is. Ask Ss to read the words in
the box and to say which are public transport. Write 3 Focus ➤ Role play: buying an underground ticket
the correct answers on the board.
Focus Ss’ attention on the map of the London
Answer Key Underground and the three destinations. Practise
train, bus, plane, tube, boat, ship the pronunciation of place names if necessary. Ask a
S to read the rubric and explain the task to the class.
Tell Ss to look back at dialogue B in the previous
2 a) Focus ➤ Listening for specific information
exercise so they can use it as a model. Write on the
Elicit/Explain the meaning of ticket seller and board – Liverpool Street to Westminster 2 adults
passenger. Go through the phrases with Ss. Ask (£6), two children (£3.) Go through the dialogue
Ss to say who would say what. outline on the board. Ask a pair of Ss to role play the
dialogue. Ask another pair to role play the dialogue
Answer Key
for another trip and so on.
Ticket Seller Passenger
Next please. Return to Barbican Dialogue outline
Where to? Which line do I take, please?
Ticket Seller Passenger
Single or return?
That’s £6.00. Greet passenger. Say how many tickets
You’re welcome. you want and where
you want to go.
b) Focus ➤ Listening for specific information Tell passenger how Pay and ask for
much it costs. directions.
Read the rubric and explain the task. Play the Tell passenger what Thank ticket seller.
recording of the first dialogue (twice if line to take.
necessary). Ss listen and complete the task. End conversation
Check Ss’ answers. Play the recording of the politey.
second dialogue (twice if necessary). Ss listen
and complete the task. Check Ss’ answers.
22
English in Use 1
Suggested Answer Key Demonstrate where your tongue, teeth and jaw are
positioned for the sound. Ss listen and repeat. Drill
TS: Yes, please?
sounds around the class. Read the rubric and
PS: Two adults and two children to Westminster.
explain the task. Play recording. Ss listen and tick
TS: That’s £9, please.
the correct boxes. Ss compare answers. Check Ss’
PS: Here you are. Which line do we take,
answers and correct any mistakes.
please?
TS: Take the Circle Line. Suggested Answer Key
PS: Thanks. /æ/ /∞/ /æ/ /∞/
TS: You’re welcome! Pete beat
pit bit
Pronunciation peel slip
pill sleep
4 Focus ➤ Pronouncing /∞∞/, /ææ/
Focus Ss’ attention on the phonemes chart in the Other words: /æ/: hit, sit, ship;
appendix. Ask them to find the two symbols. /∞/: heat, seat, sheep
Pronounce the sounds clearly and slowly.
Extensive Reading 1
Reading & Listening Suggested Answer Key
1 Focus ➤ Predicting information What language do they speak there?
They speak Spanish.
Draw Ss’ attention to the pictures. Tell them they are
How many people live there?
going to listen to some sounds. Go through the list of
20 million people live there. etc
adjectives and explain any unknown words. Ask Ss to
decide what each place is like as they listen. Play the
recording. Ss listen and then describe what they b) Focus ➤ Matching headings to paragraphs
think each place is like to their partner.
ñ Ask a S to read the rubric aloud. Ask another
S to read the headings in the box. Check
understanding. Allow time for Ss to do the
I think it is a crowded place. It’s very noisy. It’s a task individually. Play recording. Ss check
busy city with lots of traffic. Maybe it is dirty too. their answers. Write correct answers on the
board.
2 a) Focus ➤ Anticipating information Answer Key
Work with books closed. Ask Ss to think of a few 1 C 2 D 3 A 4 E 5 B
things they would like to know about Mexico
City. In pairs, allow Ss time to prepare some ñ Ask Ss to explain the meaning of the words in
questions. Ss compare questions. Write some of bold without the use of a dictionary ie. they
the Ss’ questions on the board. Ask Ss to open can use synonyms, paraphrase etc. Elicit/
their books and to read the text to see if they Explain the meanings and write them on the
can answer any of the questions. Write answers board. Ss should copy the words into the
to questions on the board. vocabulary section of their notebooks.
23
1 Extensive Reading
model. Brainstorm ideas and write them on the
Answer Key
board. Go through the plan with Ss and organize
continent (n): a very large area of land
their ideas in paragraphs. Allow Ss time to
population (n): the people living in a country
complete the task in class. Ss compare and discuss
language (n): the words we speak
their work. Check Ss’ work and give feedback.
currency (n): the money of a country
Alternatively, you can assign the task for HW
blocks of flats (n): tall buildings with many flats
provided you have gone through it orally in class.
lines (n): tracks on which a metro travels
Speaking St Petersburg is a beautiful city on the Baltic
Sea, in the west of Russia. The population of St
3 Focus ➤ Making notes/presenting a talk
Petersburg is 4.7 million. It is a very big city
Divide Ss into groups. Ask them to think about their and there are lots of things to do there.
town and to make notes under the headings. Write There are over 140 museums to visit in St
headings on the board and brainstorm for ideas. Petersburg. There are also many theatres and
Allow Ss time to perform the task. Go around the cafés to go to in the evenings.
class monitoring Ss’ work and helping with any The people of St Petersburg are very friendly
difficulties. Choose a few Ss to present their talk to and like to have fun and enjoy themselves, so
the class. there are many festivals during the summer.
(Ss’ own answers) However, the winter can be very long and cold.
In the winter people go skating on frozen lakes.
Writing Sometimes the traffic can be difficult too.
All in all though, St Petersburg is a great place
4 Focus ➤ Project: writing a report to be.
Read the rubric and explain the task. Refer Ss back
to the text and tell them they can use it as a
1 Progress Check
Progress Check 1 and Look at Module 2 should be done in one lesson.
Answer Key
1 1 E 3 A 5 B 7 F 4 1 is visiting 7 Is he doing
2 D 4 C 6 H 8 G 2 takes 8 do you start
3 is sleeping 9 isn’t watching
2 1 unhealthy 8 homesick 4 always bites/ 10 doesn’t like
2 peace 9 installing is always biting 11 are they leaving
3 unemployment 10 constant 5 doesn’t boil 12 I don’t think
4 break 11 lonely 6 leaves/is leaving
5 bustle 12 rent
6 chatting 13 play 5 1 One ticket please.
7 convenient 14 close 2 Return to Oxford Circus.
3 That’s £3.00.
3 1 out 2 after 3 from 4 about 4 Which line do I take?
5 Thanks a lot.
24
Tale time Module 2
If necessary, elicit/explain each item. Allow Ss time to
This section helps Ss quickly revise vocabulary, language
find the page numbers for each item and check Ss’
and grammar skills seen in the previous module. Ss
answers. As appropriate, elicit/explain how each item is
consolidate their learning through interaction.
used and where Ss would usually expect to find them.
Ask Ss to take a quick look at Module 1. Ask Ss about
where they live and if they like living there. Ask them Answer Key
about their free-time activities. Ask questions and an extract from a short story (p. 23)
stimulate a short discussion on the topics. Adapt What do you think the short story is about? What
questions according to Ss’ answers. else can you see on the page? Do you like short
stories? Why?
Look at Module 2
a quote (p. 21)
ñ Ask Ss to look at the title of the module, Tale time,
What do you think the author of this quote means?
and elicit/explain the meaning (time to tell How is the quote related to the title of the article?
stories). Refer Ss to the titles of the units on pp. 15-
20 and to the various pictures and ask them how an illustrated story (pp. 18-19)
they are related to the title of the module Tale time How do you think the title is related to the unit?
(p. 16 people who read a lot; p. 18 a good book that What kind of story is it?
a lot of people like; p. 20 something disappears).
ñ Use pictures 1-3 to engage Ss, to stimulate a a quiz (p. 16)
discussion and to prompt interest in the module as What is the quiz about? How do you think the
a warm-up activity. Ask questions to begin a pictures are related to the title of the unit?
discussion about topics that will be covered in the
module, adjusting your questions according to Ss’
Listen, read and talk about …/Learn how to …/
responses. This helps Ss feel they have control over
Practise …/Write/Make
their learning.
As described in the relevant section in Module 1.
T: What page is picture 1 from?
S1: It’s from page 23.
T: Do you know who this man is?
S2: It’s Oscar Wilde. He was a writer.
T: Do you know what kind of books he
wrote?
S3: He wrote poems, short stories and novels.
T: What else can you see on page 23? etc.
Pic 2 (p. 20)
What can you see in the picture? What do you think
the characters are doing? What can you see in the
other picture? How are the pictures related? What
do you think the text might be about?
Pic 3 (p. 18)
What can you see in the picture? Where do you
think the men are? What kind of story do you think
it is? Do you like illustrated books?
25
2 a
Book worms
Objectives
Answer Key
Vocabulary: related to literature genre
The authors are: Agatha Christie, Arthur Conan
Reading & Listening: fiction’s great names
Doyle, and Jules Verne.
Speaking: introducing yourself as a fictional
character The characters are: Hercule Poirot, Miss
Grammar: past simple (affirmative) Marple, Sherlock Holmes, and Captain Nemo.
Writing: an article about a fictional character
The authors all wrote fascinating stories. The
characters are all famous and they are all
Introduction intelligent and brave. etc
Ask Ss to look at the title, Book worms, and the

pictures. Elicit/Explain the meaning of the title (people b) Focus ➤ Reading for specific information
who read a lot of books). Ask them what they think the Ask Ss to think of two questions they would like
unit will be about. Encourage Ss to predict what to ask about each fictional character. In pairs,
vocabulary they will see in the unit. Ss take a few minutes to think of questions.
Elicit questions from pairs around the class and
Vocabulary write them on the board. Allow time for Ss to
1 Focus ➤ Vocabulary related to literature genre read the text and to find the answers to their
questions. Pairs can then compare their answers
ñ Ask Ss if they like reading and what kind of books
with the pair nearest them. Select a couple of
they like. Stimulate a discussion and interest in
pairs to share their questions and answers with
literature genres to pre-teach some of the
the class and write the answers on the board.
vocabulary. Tell Ss they are going to do a quiz to
see how much they know about literature
genres. Tell Ss to take a look at the words A, B Suggested Answer Key
and C and elicit/explain the meaning of any Who was Miss Marple?
unknown words. Ask Ss to do the quiz. She was a famous detective.
ñ In pairs, Ss complete the task. Tell them to guess Who created Captain Nemo?
words if they are not sure and then to check the Jules Verne.
meanings of the words in their dictionaries. Who was Holmes’ assistant?
Allow Ss time to complete the task and compare Dr. Watson.
their answers. Write the correct answers on the
board and check Ss’ understanding. 3 Focus ➤ Reading for specific information
Read the rubric and explain the task. Tell Ss to first
Answer Key read the questions 1-5 to know what information
1 B 2 C 3 A 4 A 5 C 6 B they will be looking for. Explain/Elicit any unknown
words and check understanding. Ss work individually.
Ss read the text and complete the task. Go around
Reading & Listening the class monitoring Ss’ progress and helping with
2 a) Focus ➤ Stimulating interest any difficulties. Ss compare their answers. Check
answers and write them on the board.
Draw Ss’ attention to the text and ask them to
look at the pictures of the authors and the
characters. Ask them if they recognize any of Answer Key
them and if they think the characters/authors 1 Sherlock Holmes 4 Jules Verne
have anything in common. Elicit answers from 2 Hercule Poirot 5 Captain Nemo
around the class and stimulate a short discussion. 3 Miss Marple
26
Book worms 2a
4 Focus ➤ Building vocabulary Speaking
ñ Ask Ss to explain the meaning of the words in 5 Focus ➤ Role playing introducing yourself as a
bold without the use of a dictionary i.e. they fictional character
can use synonyms, paraphrase etc. Elicit/ Ask Ss to imagine they are one of the characters in
Explain the meanings and write them on the the texts and to talk about themselves. Allow time
board. Ss should copy the words into the for Ss to go through the text again and take notes to
vocabulary section of their notebooks. prepare themselves. Go around the class monitoring
Ss’ work and helping with any difficulties. Ask
Answer Key
individual Ss to introduce themselves to the class. If
neat appearance (exp): to be clean and dressed time permits, you could also invite other Ss to ask
well questions about the character. Give feedback.
obsession (n): when you think of something all
the time Suggested Answer Key
order (n): when things are organised and My name is Capt. Nemo. I am an adventurer. I
arranged well travelled under the sea and discovered amazing
psychology (n): the study of the mind places… etc
investigations (n): processes to find the answers
to a crime or a mystery
at first glance (exp): the first time you look at Grammar
sb/sth 6 a) Focus ➤ Revising the past simple
inspired (v): gave the idea to create sth
brilliant (adj): very clever or good at what you Read the rubric and explain the task. Allow Ss
do time to read the text and find regular and
solve (v): find the solution to irregular verbs. Allow Ss time to compare their
mysterious cases (exp): very difficult crimes answers. Check answers.
to solve Answer Key
cape (n): a piece of clothing you wear over your
regular: helped, smoked, created, appeared
shoulders
loved, tried, etc.
magnifying glass (n): a piece of glass that makes
irregular: was, wore, could, sent, wrote,
things seem bigger when you look through it
caught, etc
imagination (n): ability to form ideas in your
mind of new or exciting things
several (adj): a number over two but not very b) Ask Ss to complete the questions with the correct
high e.g. seven form of the verb. Allow Ss time to complete the
underwater (adj): covered by the sea or water task. Ss compare answers. Check answers.
Answer Key
ñ Αsk Ss to try to match the underlined adjectives
to their synonyms. Allows Ss time to complete 1 Did Arthur Conan Doyle write …
the task. Ss compare their answers. Check 2 Was Agatha Christie …
answers with class. 3 What did Arthur Conan Doyle study?
4 … did Jules Verne do …?
Answer Key 5 … did Jules Verne create?
well known ― famous 6 was Agatha Christie born?
unusual ― strange
amazing ― extraordinary c) Read the rubric and explain the task. Allow Ss
clever ― intelligent time to make their sentences. Ss compare
ordinary ― typical answers. Choose a few Ss to read their
loyal ― faithful sentences to the class.
27
2a Book worms

Writing
Agatha Cristie wrote detective novels. 9 Focus ➤ Writing an article about your
Sherlock Holmes solved crime with the help of favourite author
Dr Watson. Go through the rubric with Ss and elicit key words
Jules Verne’s love for the sea inspired him to (article, school magazine, favourite author). Refer Ss
write ‘Twenty Thousand Leagues Under the back to the text in Ex. 2 and tell them they can use it
Sea’. as a model. Brainstorm ideas and write them on the
board. Elicit the information that Ss should include in
their article (where was born, did before writing,
7 Focus ➤ Gap fill famous characters). Allow Ss time to complete the
Ss complete the gaps with the past tense of the task in class. Go around the classroom monitoring Ss’
verbs in brackets. Allow Ss time to complete the work and helping with any difficulties. Ss compare
task. Go around the classroom monitoring Ss’ work work. Check Ss’ work and give feedback.
and helping where necessary. Ss compare answers. Alternatively, you can assign the task for HW
Check answers. provided you have gone through it orally in class.
(Ss’ own answers)
Answer Key
1 caused … heard 4 fought
2 used 5 travelled … wrote Synergy
3 acted 6 created … spoke ñ Allow Ss one minute to think of ten words
8 Focus ➤ Talking about literature use them to make their own sentences.
Ss work in pairs. Ask Ss to ask and answer questions and go around the class to find a partner
about their favourite authors and their works. who has something in common with them
Allow Ss time to perform the task. Go around the e.g. same hair/eye colour, same clothes,
classroom monitoring Ss’ work and helping with any same taste in music, etc.
difficulties. ñ Ask Ss to discuss what they have learnt in
As an extension exercise you can ask a few Ss to the lesson with their partner.
tell the class what their partner talked about.

A: My favourite author is Edgar Allan Poe. I
think he had a talent for writing mystery
stories.
B: I like him, too, but my favourite author is
Stephen King. He’s amazing. I think Misery
is the best book ever. etc
28
2 b
A classic read
Objectives b) Draw Ss’ attention to the pictures and tell them
Reading & Listening: an illustrated story they are in the wrong order. Ask Ss to put the
Speaking: role play pictures a-g in the correct order. Allow Ss time to
Grammar: past simple & used to perform the task, in pairs. Pairs compare answers.
Writing: a plot Play recording. Ss listen and check. Check answers.
Answer Key
Introduction 1 d 3 c 5 b 7 g
Draw Ss’ attention to the title, A classic read, and ask 2 e 4 a 6 f
them what they think it means (a good story read by a
lot of people even a long time after being written). Ask
them what kind of books they read. Encourage Ss to
3 Focus ➤ Building vocabulary
predict what vocabulary they will see in the unit. Read the rubric and explain the task. Ask Ss to read
the meanings first, so they know what they are
Reading & Listening looking for. Ss complete the task and compare
answers. Check answers.
1 Focus ➤ Predicting content of a text
Ask Ss to look at the illustrated story. Play the Answer Key
recording. Ss listen to the sounds. Ask them to
1 explore 5 compass
guess what the story is about. Elicit predictions
2 huge 6 discover
from the class and write them on the board. Ask Ss
3 amazed 7 hide
to justify their answers. Ask Ss to read the plot to
4 initials
check their predictions.
Speaking
4 Focus ➤ Role playing
The story is about men who go on an adventure
and discover amazing things. Ss work in pairs. Ask Ss to choose a character each
and to act out the dialogue in the story. Allow Ss
time to prepare. Go around the class monitoring Ss’
2 a) Focus ➤ Reading for specific information work and helping if necessary. Ask Ss to act out the
Read the rubric and explain the task. Ask Ss to scene for the class. If possible, record Ss’
read the sentences first so they know what performance and play it back to the class. Give
information they are looking for. Allow time for feedback.
Ss to complete the task. Ss compare answers. (Answer as dialogue)
Ask a few Ss to read their sentences to the
class. Grammar
5 a) Focus ➤ Past simple & used to
ñ Work with books closed. Write on the board
1 a noise/strange sounds
When I was a child I used to play with lego.
2 behind bushes/trees/plants
and explain that this is an example of a habit
3 a man and huge prehistoric elephants
in the past. Write what did you use to do
4 knife in the sand
when you were six years old? and explain
how we form questions with used to.
29
2b A classic read
ñ Ss open books. Ask Ss to look at the theory Writing
box. Go through its contents with Ss. Ask a S to
7 Focus ➤ Writing a plot
read out the example. Check understanding.
Go through the rubric with Ss and elicit key words
Answer Key (plot, book you read/like). Refer Ss back to the
plot in Ex. 1 and tell them they can use it as a
We use used to to talk about habits and states
model. Allow Ss time to complete the task in class.
in the past.
Go around the classroom monitoring Ss’ work and
helping with any difficulties. Ss compare work.
b) Focus ➤ Practising used to Check Ss’ work and give feedback. Alternatively,
you can assign the task for HW provided you have
ñ Ask Ss about what they did/didn’t use to do
gone through it orally in class.
when they were six. Go through the list of
activities given and tell Ss to use them to
make sentences. Suggested Answer Key
ñ Allow Ss time to complete the task and ask Treasure Island, by Robert Louis Stevenson, is
Ss to read out their sentences to the class. an adventure novel that tells the story of Jim
Hawkins’ search for pirates’ treasure. Jim finds
Suggested Answer Key a map and takes it to Squire Trelawney and
When I was six I used to read comics, but I Doctor Livesey who realise it is a treasure map.
didn’t use to drive a car. Then, they all go in search of the treasure.
6 Focus ➤ Sequencing events

Synergy
Ask Ss to study the theory box. Go through the
theory with Ss and check understanding. Allow Ss ñ Allow Ss one minute to think of ten words
time to complete the task. Ss compare answers. they have learnt in today’s lesson. Ask Ss to
Check answers. use them to make their own sentences.
and go around the class to find a partner
Answer Key
1 Otto and Axel decided to go on a dangerous e.g. same hair/eye colour, same clothes,
journey as soon as they found a message. same taste in music, etc.
2 They looked around until they heard a ñ Ask Ss to discuss what they have learnt in
noise. the lesson with their partner.
3 They hid behind some bushes when they
heard the noise.
4 After Axel found an old knife, they went to
meet Hans.
30
2 c
Vanished!
Objectives Elicit answers around the class. Check Ss’
Reading & Listening: a mystery story understanding.
Writing: a story
ñ Last winter some friends went to stay in
Introduction their uncle’s house. The lights went out and
Draw Ss’ attention to the title, Vanished, and ask them they couldn’t find Andy. When the lights
what they think it means (sth that has disappeared). Ask came on they found him behind a sofa.
them if they’ve ever had a mysterious experience. ñ It is a real life story.
Encourage Ss to predict what vocabulary they will see in
the unit.
2 a) Focus ➤ Reading for specific information
Reading & Listening Ask Ss to read the questions so they know what
information they are looking for. Ask Ss to read
1 a) Focus ➤ Matching words to sounds
the story again and answer the questions. Allow
Tell Ss they are going to listen to sounds and to Ss time to complete the task. Ss compare
say which ones are made by people. Go through answers. Check answers.
the words a-g with Ss and explain any unknown
words. Play recording (twice if necessary). Ss
Answer Key
number the boxes and compare their answers
1 At John’s uncle’s house in the country.
with their partner. Check answers. Ask Ss what
2 It was stormy.
sounds are made by people. Check answers
3 Andy was missing.
around the class.
4 The children were confused and scared.
5 They found Andy asleep behind a sofa.
Answer Key
a 8 b 6 c 9 d 5 e 10
f 7 g 4 h 3 i 1 j 2 b) Focus ➤ Building vocabulary
All of these sounds are made by people except Ask Ss to explain the meaning of the words in
storm and gust of wind. bold without the use of a dictionary, i.e. they
can use synonyms, paraphrase etc. Elicit/Explain
b) Read the rubric and explain the task. the meanings and write them on the board. Ss
should copy the words into the vocabulary
section of their notebooks.
Answer Key
a sigh ― to sigh a chat ― to chat
a snore ― to snore a storm ― to storm Answer Key
a cry ― to cry a whisper ― to whisper cosy (adj): warm and comfortable
a gasp ― to gasp a yawn ― to yawn powerful (adj): very strong
a laugh ― to laugh went out (phr v): switched off
power cut (exp): stoppage of electricity supply
confused (adj): didn’t know what was happening
c) Focus ➤ Predicting content fast asleep (exp): in a deep sleep
Ask Ss to look at the pictures. Allow Ss time to velvet (n): soft material made from cotton,
tell the story, in pairs. Play the recording. Ss silk or nylon
listen and read. Ask a few Ss to try and tell the
story. Ask Ss the last question in the rubric.
31
2c Vanished!
rubbing (v): moving your hands back and Suggested Answer Key
forward over sth It was a bright, spring morning and Elizabeth
snooze (v): a short light sleep and her two best friends, Catherine and Becky,
relieved (adj): felt glad that sth was over decided to go away for the weekend. After a
while they got hungry, so they stopped to get
something to eat. Becky and Elizabeth went
Game into the shop while Catherine stayed in the car.
Focus ➤ Chain story When the two girls walked back to meet
Ss play in teams. One S starts by continuing the Catherine, they realized the car was not there
story from the sentence given. Then a S from the anymore. They glanced around and noticed it
other team continues the story. was parked behind the shop. After a few
minutes they both began to worry, as they
couldn’t see Catherine.
Then they heard a voice coming from a shed
AS1: … and turned the corner.
behind the shop. It was Catherine. She (had)
BS1: As he turned the corner he saw some
wanted to go to the WC and the door (had)
strange lights in the sky.
locked behind her. She was inside for nearly an
AS2: Then a spaceship landed in front of him
hour. After a few minutes of laughter and
… etc
tears, the girls were back on the road and all
was well.
Writing
3 Focus ➤ Writing a story
ñ Draw Ss’ attention to the Study Skills box. Read
through the study skills for sequencing events.
Explain to Ss that before writing it is important
to have a plot i.e. to decide on the characters
and the events. Explain that this helps the
reader follow your story more easily.
ñ Go through the rubric with Ss and elicit key
words (school magazine, adventure/humorous/
mystery story, characters, place, time, events
in order, climax event, feelings). Refer Ss back
to the story in Ex. 1 and tell them they can use
it as a model. Brainstorm ideas and write them
on the board. Allow Ss time to complete the
task in class. Go around the classroom
difficulties. Ss compare work. Check Ss’ work
and give feedback. Alternatively, you can assign
the task for HW provided you have gone through
it orally in class.
32
2d Culture Corner
Additional materials
3 They are about giants, saints, warriors
Book of popular folktales
and kings.
4 Fairies, elves, leprechauns and more.
Reading & Listening
1 Focus ➤ Stimulating interest in text
Tell Ss they are going to listen to music and to say 3 a) Focus ➤ Building vocabulary
what country it reminds them of. Play recording. Ask Ss to look back over the text to find the
Elicit replies from Ss. Stimulate discussion based on adjectives used for the words. Allow Ss time to
their replies. Ask how they think the song is related complete task. Ss compare answers. Check
to the title of the text. answers.
Answer Key Answer Key

It’s Ireland ― because Ireland has a tradition of beasts: magical adventures: incredible
storytelling. champion: noble obstacles: great
values: moral location: secret
characters: unusual,
2 a) Focus ➤ Predicting text content popular
Ask Ss to look at the picture and to read the
quote and to say what they think the text might
b) Focus ➤ Building vocabulary
be about. Elicit ideas from around the class and
simulate discussion by asking Ss to justify their Ask Ss to explain the meaning of the words in
answers. bold without the use of a dictionary, i.e. they
can use synonyms, paraphrase etc. Elicit/
Explain the meanings and write them on the
board. Ss should copy the words into the
The text might be about storytelling because
vocabulary section of their notebooks.
the quote talks about a story and we see a
picture of an old man reading a book to two
children. Answer Key
It might be about fairies because there is a tradition (n): a practice that has existed for a
picture of a fairy. etc. very long time
saints (n): people who have been honoured by
the Christian church for being an example to
b) Focus ➤ Reading for specific information others
Ask Ss to read through the questions so they know warriors (n): very good soldiers/fighters
what information they are looking for. Ask Ss to overcome (v): survive something difficult
read the text again and to answer the questions. champion (n): a person who wins competitions
Allow Ss some time to complete the task. Go
around the classroom monitoring Ss’ work and
4 Focus ➤ Remembering facts
helping with any difficulties. Ss compare answers
with their partner. Check answers. Ss work in pairs. Ask Ss to close their books and
discuss what the text says about the characters.
Answer Key Allow Ss time to discuss in pairs and ask them to tell
the class what they discussed. Check Ss’ answers
1 Seanachais tell stories.
around the class, correcting where necessary.
2 Myths and legends, and folktales.
33
2d Culture Corner
Suggested Answer Key Suggested Answer Key

Finn Mac Cumhal was a noble champion and Tir na nog
warrior. There is an Irish tale that says there is a place
The Fianna was a group of warriors to which called Tir na nog, or country of the young,
Finn Mac Cumhal belonged. where people live fovever. But only one man,
Leprechauns are a type of fairy that make Oisin, has gone there and came back. He lived
shoes and have a crock of gold. there for 300 years and came back on a white
horse to look for his friends. When he got off
his horse and touched the ground he became
Writing very old and died.
5 Focus ➤ Writing a folk tale
ñ Go through the rubric with Ss and elicit key
words (popular folktale, your country, what
about, main characters, what happens). Synergy
Brainstorm ideas and write them on the board. ñ Allow Ss one minute to think of ten words
You can also give Ss the book of popular folk they have learnt in today’s lesson. Ask Ss to
tales to help them find ideas. use them to make their own sentences.
ñ Ss work in groups. Allow Ss some time to ñ When Ss have finished ask them to get up
complete the task in class. Go around the and go around the class to find a partner
classroom monitoring Ss’ work and helping with who has something in common with them
any difficulties. Ss compare work. Groups tell e.g. same hair/eye colour, same clothes,
other groups their stories. Check Ss’ work and same taste in music, etc.
give feedback. Allow Ss time to write a short ñ Ask Ss to discuss what they have learnt in
version of their stories. Check Ss’ work and give the lesson with their partner.
feedback. Alternatively, you can assign the task
for HW provided you have gone through it orally
in class.
2 English in Use
Reading & Listening b) Focus ➤ Predicting content
1 a) Focus ➤ Listening and repeating Explain to Ss that the sentences they just heard
Ask Ss to read the phrases quietly to are from a dialogue between two friends. Draw
themselves. Elicit/Explain any unknown words. Ss’ attention to the written dialogue and the
Tell Ss they are going to listen to the phrases picture and ask them to read the first two
and repeat them one by one. Play recording, exchanges. Have two Ss repeat as a role play.
pausing after each phrase for Ss to repeat. Ask Ss what they think happened to Penny. Elicit
Correct Ss’ pronunciation and intonation. ideas from around the class. Play recording. Ss
check to see if they guessed correctly. Check
answers with class.
34
English in Use 2
ñ Finally, ask pairs to act out their dialogue for
Suggested Answer Key the class. If possible, record pairs and play back
Penny went to the zoo and suddenly she heard for feedback purposes.
people screaming. Then she saw a snake
(Ss’ own answers)
swimming around in a fountain. The guards
caught it and put it back in its cage.
Pronunciation
4 Focus ➤ Pronouncing /∞∞/, /ƒ
ƒ/
2 Focus ➤ Listing events in order ñ Focus Ss’ attention on the phonemes chart in the
Read the rubric and explain the task. Allow Ss time appendix. Ask them to find the two symbols.
to complete the task individually. Go around the Pronounce the sounds clearly and slowly.
classroom monitoring Ss’ work and helping where Demonstrate where your tongue, teeth and jaw
necessary. Ss compare answers. Check answers and are positioned for the sound. Ss listen and repeat.
write them on the board in the correct order. Drill sounds around the class. Read the rubric and
correct boxes. Ss compare answers. Check Ss’
Answer Key
1 Penny was at the zoo.
2 She heard people shouting and screaming.
Answer Key
3 She saw a snake swimming in the fountain.
4 The guards caught it. /∞/ /ƒ/ /∞/ /ƒ/
5 The guards put it back in its cage. me beer
mere knee
bee near
Speaking
3 Focus ➤ Role playing a dialogue
ñ Ask Ss to think of more words that have the
ñ Read the rubric and explain the task. Tell Ss to use same sound. Elicit answers from around the
the phrases from Ex. 1a and the dialogue in Ex. 3 class and write them on the board.
to help them. Go through a skeleton dialogue with
Ss on the board. In pairs, Ss perform task. Go Suggested Answer Key
around the classroom monitoring Ss’ work and
/∞/: sea, three, tea
helping with any difficulties.
/ƒ/: hear, fear, dear
Student A Student B
Tell SB something Sound interested

strange happened. and ask what.
Tell SB in the order Express surprise/

the events happened. disbelief.
Tell SB how it ended Say what you think

and how you felt. of what happened.
35
2 Extensive Reading
1 Focus ➤ Stimulating interest Answer Key
Ask Ss to look at the picture and tell them it is 1 American ambassador
Oscar Wilde. Ask them if they know who he was and 2 a house
what he did. Elicit answers from around the class. 3 was haunted
Tell Ss to read the short biography to find out about 4 he heard a noise
Oscar Wilde. 5 the ghost of an old man in chains
6 some oil
Answer Key
Oscar Wilde was a famous Irish writer. He wrote ñ Ask Ss to explain the meaning of the words in
poems, plays, novels and short stories. bold without the use of a dictionary i.e. they can
use synonyms, paraphrase, etc. Elicit/Explain
the meanings and write them on the board. Ss
Reading & Listening should copy the words into the vocabulary
2 a) Focus ➤ Predicting content section of their notebooks.
Draw Ss’ attention to the title of the extract and
tell them they are going to listen to some sounds. Answer Key
Ask Ss to imagine what happens in the story as clank (n): sound of metal banging
they listen. Play recording. Ss compare ideas. struck (v): lit
dressing case (n): a type of travel box
handcuffs (n): pieces of metal used to tie
prisoners’ hands together
I think it is a ghost story. Maybe somebody was
rusty chains (exp): old chains turned brown
sleeping and they heard a ghost.
from being wet
oiling (v): to put oil on something
b) Ask Ss to read/listen to the extract to see if
they guessed correctly. Check answers with
4 Focus ➤ Drawing a picture
class.
Ask Ss to imagine what the ghost looks like and to
Answer Key draw a picture of him. Allow Ss time to perform the
task. Go around the classroom monitoring Ss’ work.
The story is about a man who bought a house.
Ss compare their pictures.
One night, he heard strange noises and got out
of bed to check. Then, he saw the ghost of an
old man in chains.
Speaking
5 Focus ➤ Portfolio: role playing a dialogue
3 Focus ➤ Reading for specific information Read the rubric and explain the task. Go through a
ñ Read the rubric and explain the task. Tell Ss to skeleton dialogue with Ss on the board. In pairs, Ss
first read the sentences 1-6 to know what perform task. Go around the classroom monitoring
information they will be looking for. Explain/ Ss’ work and helping with any difficulties. Ask a few
Elicit any unknown words and check pairs to act out the dialogue for the class.
understanding. Ss work individually. Ss read the
text and complete the task. Go around the class
monitoring Ss’ progress and helping with any
difficulties. Ss compare their answers. Check
36
Extensive Reading 2
Ss time to perform the task. Go around the
classroom monitoring Ss’ work and helping
Mr Otis: Who are you? where necessary. When the Ss have finished, ask
Ghost: I’m a ghost. the groups to share their ending with the class.
Mr Otis: Do you know you are making a lot of Accept feedback.
noise? ñ Play recording. Ss listen for real ending. Check
Ghost: Oh! I am sorry. Ss’ understanding and discuss.
Mr. Otis: Well, I think your chains need oiling.
Ghost: Oh, okay!
Answer Key
Mr. Otis: Here take this bottle of lubricant.
Ghost: Thank you very much, sir. The ghost ran down the hall to another room
feeling bad because he hadn’t frightened the
man.
Project
6 Focus ➤ Predicting the continuation of a story
ñ Ss work in groups. Ask Ss to look back at the
story quickly and to imagine what happened
afterwards. You could brainstorm for ideas to
help the less imaginative Ss. Ask Ss to work in
groups and to create an end to the story. Allow
Progress Check 2
Answer Key
1 1 relieved 3 incredible 5 glance 4 1 until 3 after 5 after

2 pipe 4 novel 2 as soon as 4 when
2 1 tell 6 put 5 1 did you feel … saw

2 use 7 solve 2 Didn’t Hans find
3 explore 8 smoke 3 did Captain Nemo travel
4 play 9 overcome 4 Did he explore … was
5 create 10 wear 5 did he arrive … brought
3 1 John didn’t use to play football. 6 1 caught 5 broke 9 left

2 John used to wake up early. 2 sent 6 woke 10 put
3 John used to play computer games. 3 found 7 decided
4 John used to go to the seaside. 4 hid 8 heard
5 John didn’t use to play with toys.
7 1 c 2 a 3 d 4 b
37
Module 3 Profiles
Ask Ss to take a quick look at Module 2. Ask them if they If necessary, elicit/explain each item. Allow Ss time to
know of any famous writers and what they are famous find the numbers for each item and check Ss’ answers.
for. Ask them about their favourite stories. Ask questions As appropriate, elicit/explain how each item is used and
and stimulate short discussion on the topics. Adapt where Ss would usually expect to find them.
questions according to Ss’ answers.
Answer Key
Look at Module 3
a painting (p. 27)
ñ Ask Ss to look at the title of the module, Profiles, Who do you think painted the painting? What else can
and elicit/explain the meaning (a short description you see on the page? What do you think the text is
of a person’s physical appearance and/or character). about?
Refer Ss to the titles of the units on pp. 26-30 and to
the various pictures and ask them how they are a descriptive article (p. 30)
related to the title of the module, Profiles (p. 26 to What else can you see on p. 30? How do you think
show someone where to go or to serve as an the title is related to the picture? Who do you
example; p. 28 finding out who people are; p. 30 admire most? Why?
when someone succeeds in doing something despite
many difficulties). people at work (p. 31 )
ñ Use pictures 1-3 to stimulate a discussion and to Where do these people work? What do you think they
prompt interest in the module as a warm-up do there? Would you like to work there? Why?
activity. Ask questions to begin a discussion about
storybook characters (p. 28)
topics that will be covered in the module, adjusting
Which of the characters have you read or heard
your questions according to Ss’ responses. This
about? Do you have a favourite? What do you think
helps Ss feel they have control over their learning.
the unit is about?

Focus Ss’ attention on pic 1 (p. 28). Listen, read and talk about …/Learn how to …/
Practise …/Write/Make …
S1: It’s from page 28. As described in the relevant section in Module 1.
T: What can you see on p. 28?
S2: Sketches of other characters.
T: What do these characters have in common?
S3: They are all famous fictional characters.
Pic 2 (p. 32)

What can you see in the picture? What other
pictures can you see on p. 32? How are the pictures
related? What kind of jobs do you think these
people do?
Pic 3 (p. 27)

Why do you think the boy is dressed as he is? What
other pictures can you see on p. 27? What do you
think the text is about?
38
3 a
Lead the way!
Objectives
Vocabulary: related to hobbies and character Suggested Answer Key
Reading & Listening: article about ambitious You need to be artistic to play music and paint.
American teenagers You need to be creative to write stories. You
Grammar: relative pronouns and adverbs need to be daring to skateboard. You need to
Speaking: talking about hobbies be patient to play chess. You need to be
Writing: an email about a teenager you find athletic to play football. You need to be
interesting sociable to play football. You need to be fit to
box. You need to be curious to collect stamps.
You need to be imaginative to write songs. etc
Introduction
Ask Ss to look at the title, Lead the way!, and the Reading & Listening
pictures. Elicit/Explain the meaning of the title (show
3 a) Focus ➤ Enhancing vocabulary
someone the way or be a role model for someone). Ask
them what they think the unit will be about. Encourage ñ Draw Ss’ attention to the Study Skills box. Ask
Ss to predict what vocabulary they will see in the unit. a S to read the contents. Check Ss’
understanding. Ask another S to read the
Vocabulary examples and write them on the board,
underlining the word break in each sentence.
1 Focus ➤ Building vocabulary related to hobbies
Explain meanings and ask Ss if they can think
Go through the list of hobbies with Ss. Elicit/ of any other words that have several
Explain any unknown words. Read the rubric and meanings. Elicit answers from the class.
explain the task. Play recording. Ss listen and ñ Ask Ss to read the sentences and elicit/
repeat the words. Stimulate discussion about the explain the meanings of the word drive.
hobbies based on Ss’ responses.
Answer Key
Suggested Answer Key It has two meanings: ambition, and travel by car.
A: I don’t think sewing is a typical hobby for a
teenager nowadays.
B: Yes, I agree. Teenagers don’t sew nowadays. b) Focus ➤ Reading for gist
etc Ask Ss to read the title of the text and say which
meaning drive has and to say what they think
2 Focus ➤ Building vocabulary related to hobbies the text is about. Play the recording. Ss read
and listen to check their answers.
ñ Ask Ss to look at the character adjectives. Select
Ss to read the words aloud. Elicit/Explain any
Answer Key
unknown words. Ask Ss to look back at the
In this context, the word drive means ambition.
hobbies in Ex. 1 and to say which qualities you
The text is about ambitious American teenagers
need to have for each hobby using the adjectives.
and their success.
ñ In pairs, Ss complete the task and compare
answers with another pair. Check Ss’ answers
and discuss with class.
39
3a Lead the way!
4 Focus ➤ Reading for specific information Grammar
ñ Ask Ss to read the questions so they know what 5 a) Focus ➤ Relative pronouns & adverbs
information they are looking for. Then ask Ss to ñ Work with books closed. Write the following
read the text. Allow Ss time to complete the sentences on the board.
task either in pairs or individually. Go around That’s the man who sold me the car.
the classroom monitoring Ss’ work and helping That’s the house that I want to buy.
with any difficulties. When Ss have completed That’s the man whose wallet I found.
the task, ask them to compare their answers Explain that we use the relative pronoun who
and then invite Ss to read their answers to the to refer to a person, that, which to refer to
class. Write answers on the board and correct things, and whose to show possession.
any mistakes. ñ Write the following sentence on the board.
ñ Ask Ss to explain the words in bold without the That’s the restaurant where I met him.
use of a dictionary, i.e. they can use synonyms, Explain that we use the relative adverbs
paraphrase etc. Elicit/Explain the meanings and when, where and why, to refer to time,
write them on the board. Ss should copy the place and reason, respectively.
words into the vocabulary section of their ñ Ask Ss to come up with their own examples
notebooks. and check understanding.
ñ Ss open their books. Ask a S to read the theory
Answer Key box. Check Ss’ understanding again.
1 Raynece Leader-Thomson, Esteban Cortezar
2 Akiane Kramarik, Esteban Cortezar, Raynece Answer Key
Leader-Thomson whose ― possession
3 Chase Austin when ― time
4 Akiane Kramarik, Esteban Cortezar that ― introduces relative clause
5 Raynece Leader-Thomson who ― introduces relative clause
which ― introduces relative clause
whose ― possession
Answer Key when ― time
pays a lot of attention (exp): take a lot of care when ― time
design (v): to plan sth where ― introduces relative clause
try out (phr v): to use sth for the first time which ― introduces relative clause
set up (phr v): create why ― refers to reason
staple (v): stick together with small pieces of
metal
in charge of (exp): to be the boss of b) Focus ➤ Choosing relative pronouns or
empire (n): large group of companies/countries adverbs
latest (adj): the most recent Read the rubric and explain the task. Allow time
determined (adj): eager to do sth for Ss to perform the task individually. Go
pieced together (phr v): put together from around the class monitoring Ss’ work and
small pieces helping with any difficulties. Ss compare
jealous of (exp): to want sth that sb else has answers. Check answers and write them on the
afraid of (exp): frightened of board.
awards: prizes for doing sth
Answer Key
1 where 3 who
2 whose 4 when
40
Lead the way! 3a
c) Focus ➤ Practising relative pronouns or
adverbs
Hi Samantha,
Ss work in pairs. Read the rubric and explain the Thanks for your e-mail. I’m glad you are
task. Allow time for Ss to prepare and then well.
select some pairs to act out their exchange for Do you know who Chase Austin is? He is an
the class. American teenager who I find really interesting.
His hobby is car racing and he drove in his
Suggested Answer Key first race when he was only 8 years old.
A: doctor I like him because he is not afraid to work
B: A doctor is someone who treats sick people. hard to get what he wants.
A: bank Write soon and tell me about someone
B: That’s the bank where your mum works. etc who you admire.
Love,
James
Speaking
6 Focus ➤ Talking about hobbies
ñ Read the rubric and explain the task. Check Synergy
understanding. ñ Allow Ss one minute to think of ten words
ñ Ss work individually. Allow time for Ss to prepare they have learnt in today’s lesson. Ask Ss to
and then have Ss talk to the class. Check Ss’ use them to make their own sentences.
pronunciation and correct any mistakes. Ss ask ñ When Ss have finished ask them to get up
speaker questions about his hobbies. and go around the class to find a partner
Suggested Answer Key e.g. same hair/eye colour, same clothes,
S1: I love painting. same taste in music, etc.
S2: Why do you like painting? ñ Ask Ss to discuss what they have learnt in
S1: I like painting because I like creating things. the lesson with their partner.
S3: What kind of things do you paint?
S1: I like painting animals. etc
Writing
7 Focus ➤ An e-mail to a pen-friend about a
teenager you find interesting
(which teenagers, interesting, e-mail, pen-friend).
Elicit from Ss what they need to write. Brainstorm
ideas and write them on the board. Allow Ss time to
complete the task in class. Check Ss’ work and give
feedback. Alternatively, you can assign the task for
HW provided you have gone through it orally in
class.
41
3 b
Who’s who?
Objectives they heard in the recording. Play recording again.
Vocabulary: building vocabulary related to physical Ss complete the task. Ss compare answers. Check
appearance answers.
Reading & Listening: a dialogue about people’s
appearance Answer Key
Grammar: -ed/-ing participles; order of adjectives
young, cute, freckles, long, brown, pigtails,
Everyday English: describing appearance
old, ugly, thin, short, blond, skinny, elderly,
Listening: multiple choice questions
grey, bald, red, tall, dark, curly, shoulder-
Writing: a letter to a pen friend about a neighbour
length, middle-aged, tan, beard, scar, slim,
pretty, straight, big, fat, round
Introduction
Ask Ss to look at the title, Who’s who?, and the pictures. Game
Elicit/Explain the meaning of the title (determining who b) Focus ➤ Describing a character
someone is). Ask them what they think the unit will be
Ss play in teams. One team chooses a character
about. Encourage Ss to predict what vocabulary they
and the other team asks questions to find out
who the character is. When they have guessed
correctly, it is their turn to pick a character.
Vocabulary
1 Focus ➤ Building vocabulary related to Suggested Answer Key
appearance Team A S1: Is it a man or a woman?
Focus Ss’ attention on the title of the unit and the Team B S1: It’s a man.
drawings of the characters. Ask Ss if they know of Team A S2: Is he tall?
any of these characters and which books they are Team B S2: Yes, he is.
from. Stimulate discussion about the characters. Team A S3: Has he got dark hair?
Elicit adjectives of description from Ss. Ask the Ss to Team B S3: No, he hasn’t.
listen and check. Play recording. Ss listen and check. Team A S4: Has he got red hair?
Team B S4: Yes.
Team A S5: Is it Bob Cratchit?
Team B S5: Yes, it is.
Alice ― Alice in Wonderland
The Duchess ― Alice in Wonderland
Scrooge ― A Christmas Carol Reading & Listening
Bob Cratchit ― A Christmas Carol 3 a) Focus ➤ Reading for gist/specific information
Dorothy ― The Wonderful Wizard of Oz
Wicked Witch ― The Wonderful Wizard of Oz Ask Ss to read the first exchange in the dialogue
Peter Pan ― Peter Pan and to try to guess where the speakers are. Ss
Captain Hook ― Peter Pan listen to/read the dialogue and check their
answers.
2 a) Focus ➤ Building vocabulary related to Answer Key

appearance
They are at a party.
Ask Ss to look at the table of adjectives. Select Ss Alice and the Duchess were in the play.
to read the words aloud. Elicit/Explain any
unknown words. Ask Ss to underline the words
42
Who’s who? 3b
b) Focus ➤ Reading for specific information describe how we feel about something eg. we
are excited.
ñ Ask Ss to read the questions so they know ñ Elicit other examples from the class. Ask Ss to
what information they are looking for. Then open their books and read the theory box
ask Ss to read the dialogue. Allow Ss time to silently. Check Ss’ understanding and help with
complete the task individually. Go around any difficulties if necessary.
the classroom monitoring Ss’ work and ñ Go through sentences 1-5 with Ss, explaining/
helping with any difficulties. When Ss have eliciting any unknown words. Explain the task.
completed the task ask Ss to compare their Allow time for Ss to perform the task. Ss
answers with a partner. Check answers with compare answers. Check answers with the class.
the class. Write answers on board.
Answer Key
Answer Key
1 scared 3 interested 5 disappointed
1 F 2 T 3 F 4 F 5 T 2 boring 4 tiring
ñ Ask Ss to explain the meaning of the words in

5 Focus ➤ Order of adjectives
bold without the use of a dictionary, i.e. they
can use synonyms, paraphrase etc. Ask Ss to ñ Work with books closed. Draw the following
mime or draw their meaning. Elicit/Explain table on the board.
should copy the words into the vocabulary opinion height/age origin noun
section of their notebooks. nice young English man
Answer Key
exciting (adj): sth which makes you happy and
enthusiastic
stage (n): part of theatre on which actors ñ Explain the adjective order used when
perform describing people. Elicit more examples from
can’t tell (exp): don’t know the class and fill in the table.
blond (adj): pale to white colour ñ Ss open their books and read the theory box.
part (n): role Check Ss’ understanding. Read the rubric and
cute (adj): nice looking explain the task. Allow Ss time to complete the
introduce (v): meet and tell sb your name task. Ss compare answers. Check answers with
the class.
c) Ss work in pairs. Ask Ss to choose to be Clara or

Fiona and to read out the dialogue. Check Ss’ Answer Key
pronunciation. 1 Mr Brown is a kind elderly French teacher.
2 Sandy is a patient middle-aged British
(Answer as dialogue)
colleague.
3 Boris Schwartz is a tall young German tennis
Grammar
player.
4 Focus ➤ -ed/-ing participles
ñ Work with books closed. Write the following
sentences on the board.
It is an exciting class. We’re excited!
Explain to Ss that we use the present participle
–ing to describe something eg. the class is
exciting, and we use the past participle –ed to
43
3b Who’s who?
Everyday English Writing
6 Focus ➤ Describing people 8 Focus ➤ A paragraph about your favourite
book character
ñ Focus Ss’ attention on the phrases in the box.
Read through the phrases with Ss and explain Go through the rubric with Ss and elicit key words
their use. Elicit/Explain that look like is used to (paragraph, about favourite book character, special
talk about appearance and be like is used for about him/her, name, appearance, character).
character. Check Ss’ understanding. Read the Write the key words on the board. Brainstorm ideas.
rubric and explain the task. Go through the Allow Ss time to complete task. Have individual Ss
example with the class. read out their paragraphs.
ñ In pairs, Ss ask and answer questions about
family, friends, teachers etc. Go around the Answer Key
class monitoring Ss’ work and helping with any My favourite book character is Man Friday from
difficulties. Ask several pairs to act out their Daniel Defoe’s Robinson Crusoe. Robinson
dialogues for the class. Give feedback. Crusoe meets him when he is shipwrecked on
an island and names him Friday. Friday is a kind
Suggested Answer Key and generous Indian with dark skin and long
A: What does your mum look like? black hair. I like him because he is curious and
B: She’s a tall middle-aged woman with long knows how to do a lot of things.
brown hair.
A: What’s she like?
B: She’s kind and polite … etc.
Synergy
ñ Allow Ss one minute to think of ten adjectives
Listening they have learnt in today’s lesson. Ask Ss to
7 Focus ➤ Listening for specific information ― use them to make their own sentences.
multiple choice ñ When Ss have finished ask them to get up
Read the rubric and explain the task. Ask Ss to read
the questions and look at the pictures carefully
e.g. same hair/eye colour, same clothes,
before they begin so they know what information
same taste in music.
they are looking for. Play recording twice if
ñ Ask Ss to discuss what they have learnt in
necessary. Ss complete the task. Ss compare
the lesson with their partner.
answers. Check answers with the class.
Answer Key
1 C 2 B 3 B
44
3 c
Against all odds
Objectives
3 a) Focus ➤ Dependent prepositions
Reading: an article describing a person you admire
Writing: an article about a person you admire Ss work in pairs. Ask Ss to look through the text
again and find the preposition that follows each
of the words. Allow Ss time to complete the
Introduction task. Then, ask Ss to make their own sentences
using the word + preposition.
Draw Ss’ attention to the title, Against all odds, and ask
them what they think it means. Ask them if they admire
Answer Key
anybody and, if so, why. Encourage Ss to predict what
famous for lose control of
work on give up on
cope with
Reading
1 Focus ➤ Stimulating interest in text/reading
for specific information Suggested Answer Key
Da Vinci is famous for his paintings.
ñ Ask Ss to look at the person in the picture. Ask I’m working on my science project.
them the questions in the rubric. Elicit answers It is difficult to cope with a serious illness.
from Ss to stimulate interest in the text, and He lost control of his car and crashed.
open discussion. I gave up on basketball because I wasn’t very
ñ Ask Ss to read/listen to the text to see if their good.
answers were correct. Discuss answers as a class.
Answer Key b) Focus ➤ Building vocabulary

Stephen William Hawking is a famous English Ask Ss to look back at the text and to explain the
scientist. words in bold without the use of a dictionary,
i.e. they can use synonyms, paraphrase etc.
2 Focus ➤ Building vocabulary ― adjectives Elicit/Explain the meanings and write them on
the board. Ss should copy the words into the
Ask Ss to look at the adjectives and elicit/explain vocabulary section of their notebooks.
their meaning. Ask Ss which adjectives best
describe Hawking and why? Elicit answers from
around the class and stimulate discussion. Answer Key
laws of the universe (exp): natural laws of
physics
diagnosed (v): doctors found an illness
I think determined, brave and ingenious best
muscles (n): body tissue connected to bones
describe Hawking because he continued his
that helps you move
studies even after he knew he had the illness,
started a career (exp): began a profession
and succeeded. He also managed to write a
blinking (n): opening and closing your eyelids
book which became a best seller. I think you
wheelchair (n): a chair with wheels used by
need to be very intelligent to do this.
people who cannot walk
enables (v): helps or allows sb to do sth
give up on (phr v): lose hope
achieve (v): succeed
45
3c Against all odds
4 Focus ➤ Practising phrasal verbs (give) Allow Ss time to complete the task in class. Check Ss’
work and give feedback. Alternatively, you can
Read the rubric and explain the task. Explain the assign the task for HW provided you have gone
phrasal verbs. Ss use their dictionaries to look up through it orally in class.
phrasal verbs and read examples. Allow Ss time to
complete the task. Ss compare answers. Check Suggested Answer Key
The person I admire most is Angelina Jolie. She
was born on 4th June 1975 and grew up in Los
Answer Key
Angeles where her father worked as an actor.
1 away 2 gave up 3 Give … back She studied at Lee Strasberg Theatre Institute
and acted in theatre and music videos.
5 Focus ➤ Completing a paragraph plan Later, she worked as a model in London and
New York before becoming a famous Hollywood
Read the rubric and explain the task. Allow Ss time actor. She has starred in many great films.
to perform the task. Ss compare answers. Check The reason I admire Angelina is because she is a
answers. great actor. She is also very brave because she
does her own stunts sometimes. I also admire
Answer Key her because she does a lot of work to help poor
Para 1 ― name, date, place of birth, profession and sick children around the world and gives a
Para 2 ― early years lot of money to charity.
Para 3 ― later years
Para 4 ― the reasons Jenny admires him
Synergy
Writing
ñ Allow Ss one minute to think of phrasal verbs
6 Focus ➤ An article about a person you admire and vocabulary they have learnt in today’s
ñ Draw Ss’ attention to the Study Skills box. Read lesson. Ask Ss to use them to make their own
through the tip with Ss and explain. Check sentences.
understanding. ñ When Ss have finished ask them to get up
ñ Go through the rubric with Ss and elicit key and go around the class to find a partner
words (person you admire, school magazine). who has something in common with them
Write the key words on the board. Elicit from Ss e.g. same hair/eye colour, same clothes,
what they need to write. Tell Ss to use the plan same taste in music.
in Ex. 5 to help them. Write the plan on the ñ Ask Ss to discuss what they have learnt in
board. Brainstorm ideas and complete the plan. the lesson with their partner.
46
3 d
Culture Corner
Reading & Listening 4 Focus ➤ Building vocabulary

1 Focus ➤ Stimulating interest in the topic/ Ask Ss to look back at the text and to explain the
predicting text content words in bold without the use of a dictionary, i.e.
ñ Focus Ss’ attention on the pictures and the title. they can use synonyms, paraphrase etc. Elicit/
Ask Ss who they think these men are and where Explain the meanings and write them on the board.
they work. Elicit answers from around the class Ss should copy the words into the vocabulary
and stimulate discussion. section of their notebooks.
Suggested Answer Key Answer Key

The men are probably guards who guard the dates back to (phr v): began
castle. is guarded (v): watched and protected
bodyguards (n): people who protect other
people
ñ Ask Ss to read the text and check their answers.
duties (n): work you have to do
Allow Ss time to read the text and check
prisoners (n): people who are kept in prison
answers.
guides (n): people who show tourists around
Answer Key ravens (n): black birds, like crows
These men are Yeoman Warders. They guard armed forces (n): a country’s military people
the Tower of London. striking (adj): easy to see
uniform (n): special set of clothes that people
wear at work or school
2 Focus ➤ Completing gap filling exercises formal occasions (exp): formal celebrations such
Read the rubric and explain the task. Allow Ss time as weddings, anniversaries, state ceremonies
to complete the task. Ss compare answers. Play the
recording. Check answers and write them on the
board.
Speaking
5 Focus ➤ Memorising facts
Answer Key
Ss work in pairs. Ss close books and tell their
1 when 3 that 5 where
partners three things they remember about
2 that 4 who
Beefeaters. Go around the class monitoring Ss’
work. When Ss have finished ask several pairs to
3 Focus ➤ Reading for specific information tell the class what they remembered.
Read the rubric and explain the task. Tell Ss to read
the sentences first so they know what information Suggested Answer Key
they are looking for. Ss complete the task. Ss Beefeaters guard the Tower of London.
compare their answers. Check answers. They act as guides for tourists.
They have two uniforms.
Answer Key They take care of the ravens that live in the
1 T 2 T 3 F 4 T 5 DS tower.
47
3d Culture Corner
Writing
6 Focus ➤ An e-mail about a tourist attraction Synergy
Go through the rubric with Ss and elicit key words ñ Allow Ss one minute to think of ten words
(e-mail, pen friend, about popular tourist attraction they have learnt in today’s lesson. Ask Ss to
in your country, special uniforms). Write the key use them to make their own sentences.
words on the board. Elicit from Ss what they need to ñ When Ss have finished ask them to get up
write. Brainstorm ideas. Allow Ss time to complete and go around the class to find a partner
the task in class. Check Ss’ work and give feedback. who has something in common with them
Alternatively, you can assign the task for HW e.g. same hair/eye colour, same clothes,
provided you have gone through it orally in class. same taste in music.
Suggested Answer Key the lesson with their partner.
Dear ........... ,
I am writing to you from Rome, Italy. I
wanted to tell you about The Vatican, where
the Pope lives, which is really its own country.
St. Peter’s Basilica is there; did you know it is
the larest cathedral in the world? The Vatican
is protected by a group of men called The Swiss
Guard. They wear the most amazing uniforms!
They include pantaloon trousers and large
puffy, long-sleeved striped suits. The colours
are Medici blue, red and yellow, so you can’t
miss them. They wear matching boots and
berets and white gloves. You must come here
someday and see them for yourself.
Your friend,
...............
3 English in Use
Reading & Listening b) Focus ➤ Building vocabulary

1 a) Focus ➤ Stimulating interest Read the rubric and explain the task. In pairs, Ss
Focus Ss’ attention on the two pictures. Ask complete the task. Ss compare their answers.
them what they think the two people do for a Ask several Ss to read their sentences to the
living. Elicit answers from around the class and class. Correct any mistakes and give feedback.
ask Ss to justify their ideas.
Suggested Answer Key A mechanic is someone who repairs cars.
The man with the dog is probably a vet. A teacher is someone who teaches.
The other man could be a lawyer or maybe a A librarian is someone who works in a library.
businessman. An actor is someone who stars in plays or films.
48
English in Use 3
2 a) Focus ➤ Listening and repeating ñ Finally, ask pairs to act out their dialogue for
the class. If possible, record pairs and play back
Ask different Ss to read the sentences aloud. for feedback purposes.
Check Ss’ pronunciation and understanding.
Explain any unknown words. Play the recording Pronunciation
with pauses. Ss repeat the sentences.
5 Focus ➤ Pronouncing /e/, /±/
b) Focus ➤ Predicting content ñ Focus Ss’ attention on the phonemes chart in
Explain to Ss that the sentences are taken from the appendix. Ask them to find the two symbols.
a dialogue between two friends. Ask them if Pronounce the sounds clearly and slowly.
they can guess what the dialogue is about. Allow Demonstrate where your tongue, teeth and jaw
Ss some time to read the dialogue and check are positioned for the sound. Ss listen and
their guesses. repeat. Drill sounds around the class.
ñ Read the rubric and explain the task. Play
Answer Key recording. Ss listen and tick correct boxes. Ss
compare answers. Check Ss’ answers and
The dialogue is about the boys’ dads’ jobs and
correct any mistakes.
hobbies.
Answer Key
3 Focus ➤ Completing gap filling exercise /e/ /±/ /e/ /±/
Read the rubric and explain the task. Allow Ss time set kettle
to complete the task. Ss compare answers. Check sat cattle
answers. bed pet
bad pat
Answer Key
1 E 2 F 3 B 4 A 5 D
ñ Brainstorm for other words with these sounds.
Ask Ss to look at the unit wordlist at the back of
Speaking the book for examples.
ñ Read the rubric and explain the task. Tell Ss to
/e/: net, metal
use the dialogue in ex. 3 as a model. Go through
/±/: mat, cat
a skeleton dialogue with Ss on the board. In
pairs, Ss perform task. Go around the classroom
difficulties. Synergy
ñ Allow Ss one minute to think of expressions
Student A Student B
Ask about State parent’s job. use them to make their own sentences.
parent’s work. ñ When Ss have finished ask them to get up
Ask about parent’s Reply.
hobbies. e.g. same hair/eye colour, same clothes,
same taste in music.
Show interest.
49
3 Extensive Reading
Introduction b) Focus ➤ Building vocabulary
Before you begin, give Ss some background information Ask Ss to look back at the text and to explain
on the Victorian era. the meaning of the words in bold without the
The Victorian era of Great Britain is the period in which use of a dictionary, i.e. synonyms, paraphrasing
Queen Victoria ruled (between 1837 and 1901). It marked etc. Elicit/Explain the meanings and write them
the height of the British industrial revolution when Great on the board. Ss should copy the words into the
Britain was becoming a very industrial country. vocabulary section of their notebooks.
Additional materials
Answer Key
History books, Internet articles on 19th century child chimney sweeps (n): people who clean chimneys
labour in your country. orphans (n): children who don’t have parents
cotton factories (n): places where cotton is
Reading & Listening used to make material
1 Focus ➤ Stimulating interest in topic cotton threads (n): long thin strings of cotton
fix (v): to repair
Read out the questions. Elicit answers from around trucks (n): vehicle on wheels used to transport
the class. Stimulate interest in and discussion on the heavy things
topic. coal (n): a hard black material used as fuel
(Ss’ own answers) tunnels (n): long narrow passages under the
ground
2 Focus ➤ Predicting text content Masters (n): owners or bosses
cruel (adj): mean and hurtful
ñ Draw Ss’ attention to the pictures on the page.
adults (n): people over the age of 18
Elicit/Explain that the pictures depict children
in Victorian times. Ask Ss what they see in the
pictures and ask them to say what they think Speaking
their lives were like.
ñ Allow Ss time to read/listen to the text to check
4 Focus ➤ Making notes under headings
their answers. Ss compare answers before ñ Ask Ss to read the rubric silently. Ask one S to
sharing them with the class. read the rubric aloud. Explain the task. Ask
other Ss to read the headings and write them on
the board. Elicit from Ss what kind of
I think their lives were very difficult compared information we can write under each heading
to the life of children nowadays. They had to and write it on the board.
work very hard in bad conditions and sometimes ñ Allow Ss time to write their own notes. Go
their masters were cruel. I don’t think it was around the class monitoring Ss’ work and
easy being a child in Victorian times. helping with any difficulties.
ñ Explain to Ss that this is an exercise in fluency
3 a) Focus ➤ Reading for specific information more than in accuracy and that they should only
use their notes to help them and not be over-
Read the rubric and explain the task. Allow time reliant on them.
for Ss to complete the task. Ss compare ñ Ask a few Ss to present their talk to the class.
answers. Check answers. Ask for other Ss to comment and give feedback.
Suggested Answer Key (Ss’ own answers)
1 … dangerous 4 … long hours
2 … very small and 5 … free schools for
thin children
3 … trucks of coal
50
Extensive Reading 3
5 Focus ➤ Discussing issues Suggested Answer Key
Ask a S to read out the first question. Elicit ideas In America, in the 1900’s, many children had to
from around the class. Stimulate discussion and work to get money for their families. These
encourage Ss to express their views on the topic families came to America from Europe and
while recycling vocabulary from the text. Spend a were very poor.
few minutes discussing each issue before moving on Children often stayed at home to do such work
to the next question. Proceed with other questions as making flowers, sewing and mending
in the same way. clothes. The conditions of the homes were
terrible and the children often got sick. In one
(Ss’ own answers)
day, they only earned 50 cents for their work
and this was not enough to buy what they
Writing
needed. The children were not able to read or
6 Focus ➤ Writing a short essay write and in many cases never learned to speak
ñ Go through the rubric with Ss and elicit key English. Life was sometimes cruel and unkind.
words (children, work, in your country, 19th
century, short text, jobs, lives like). Write the
key words on the board. Elicit from Ss what they
need to write. Tell Ss to use the headings in ex.
Synergy
4 to help them. If you have brought articles on ñ Allow Ss one minute to think of ten words
the subject give children the articles and allow they have learnt in today’s lesson. Ask Ss to
time to read them first. Brainstorm ideas and use them to make their own sentences.
put them under the headings. ñ When Ss have finished ask them to get up
ñ Ss work in groups. Allow Ss time to complete the and go around the class to find a partner
task in class. Check Ss’ work and give feedback. who has something in common with them
Alternatively, you can assign the task for HW e.g. same hair/eye colour, same clothes,
provided you have gone through it orally in same taste in music.
class. ñ Ask Ss to discuss what they have learnt in
Progress Check 3
Answer Key
1 1 patient 3 sociable 5 determined 5 1 who 2 whose 3 when 4 where
2 fit 4 creative 6 imaginative
6 1 scary 3 disappointed
2 1 bald 3 middle-aged 2 tired 4 boring
2 freckles 4 tall
7 1 A What does your dad do?
3 1 up 3 with 5 away 2 B Not a lot really.
2 back 4 for 6 of 3 A What does Lucy look like?
4 B I’m glad you enjoyed it.
4 1 a kind young German student
2 an imaginative elderly Russian woman
3 a short plump British teenager
4 a tall skinny American basketball player
51
Module 4 In the news
Ask Ss to take a quick look at Module 3. Ask Ss what they If necessary, elicit/explain each item. Allow Ss time to
look like. Elicit adjectives seen in previous module. Ask Ss find the page numbers for each item and check Ss’
to describe their favourite person. Stimulate discussion answers. As appropriate, elicit/explain how each item is
about their favourite people. used and where Ss would usually expect to find them.
Look at Module 4 Answer Key

ñ Ask Ss to look at the title of the module, In the newspaper headlines (p. 38)
news, and elicit/explain the meaning (news What kind of newspapers do you read? What type of
stories/reports about what’s happening in the information can we find in a newspaper headline?
world).
ñ Refer Ss to the titles of the units on pp. 35-40 and a news article (p. 40 )
to the various pictures and ask them how they are Where do we find news articles? What kind of
related to news stories (p. 36 stories that are in information do news articles give?
the news; p. 38 did you hear the news; p. 40
reports about recent events). an interview (p. 38)
ñ Use pictures 1-3 to stimulate a discussion and to Who is doing the interview? Why do we have
prompt interest in the module as a warm-up interviews like this one?
topics that will be covered in the module, adjusting teenage magazines (p. 41)
your questions according to Ss’ responses. This What kind of things can we find in teenage
helps Ss feel they have control over their learning. magazines? What kind of magazines do you think
these are? What kind of magazines do you read?
Practise …/Write/Make
S2: Newspaper headlines and a dialogue.
T: How do you think the picture is related to the
unit?
S3: Maybe there’s a story in the news about a
turtle etc.
Pic 2 (p. 37)

What can you see in the picture?
pictures related? What do you think the text might
be about?
Pic 3 (p. 41)

What kind of magazine is shown in the picture?
What else can you see on page 41? How do you think
the pictures are related?
52
4 a
News stories
Objectives
Reading & Listening
Vocabulary: related to types of media
Reading & Listening: news reports
3 a) Focus ➤ Predicting the content of a text
Speaking: understanding and relating to news Focus Ss’ attention on the layout and titles of
headlines the texts A-D. Elicit answers to the question in
Grammar: past continuous the rubric. Ask Ss to justify their answers. Check
Writing: a news report Ss’ answers.

Introduction We would see A on a web site, B and C in a
Ask Ss to look at the title, News stories, and the newspaper, D on a mobile phone.
pictures. Elicit/Explain the meaning of the title (stories
that are in the news). Ask them what they think the unit
b) Focus ➤ Listening for specific information
will be about. Encourage Ss to predict what vocabulary
they will see in the unit. ñ Go through the topics and elicit/explain any
unknown words. Ask Ss to say what kind of
Vocabulary vocabulary they would expect to read in each
text, based on the topic. Ask Ss to listen to
1 Focus ➤ Building vocabulary related to types
and/or read the texts and to say what each
of media
text is about. Allow Ss time to complete the
Draw Ss’ attention to the pictures 1-5 on pp. 36-37. task. Ss compare answers. Check answers.
Tell Ss that these pictures show what these people
were doing yesterday at 6 o’clock. Ask them to say Answer Key
what the people were doing and which type of A ― an unwanted visitor
media they were using. Elicit vocabulary related to B ― a beast and a brave man
types of media (T.V., newspaper, etc.), and write C ― a brave pet
them on the board. D ― an amazing success

ñ Ask Ss to explain the words in bold without
Ask Ss to look at the list of words and to say which the use of a dictionary, i.e. they can use
type of media provides them. Go through the words synonyms, paraphrase etc. Elicit/Explain the
with the class checking Ss’ understanding. Allow Ss meanings and write them on the board. Ss
time to look at the words again and ask individual should copy the words into the vocabulary
Ss to tell the class about their ideas. section of their notebooks.

TV: local/national/international news, nursery rhyme (n): child’s poem
interviews, weather reports, documentaries, porridge (n): hot cereal
music, chat shows, advertisements Eventually (adv): Finally
Newspapers and magazines: interesting ran off (phr v): left quickly
articles, TV guides, cartoon strips, horoscopes, bravely (adv): without fear
fashion and beauty advice, gossip beast (n): a wild animal
Radio: news, weather reports, interviews, safety (n): a place that is safe
music recovering (v): getting better
broke a record (exp): did something better than
it had ever been done
53
4a News stories
Speaking Answer Key
4 Focus ➤ Using notes to give a talk Text A: was eating
Text B: were hiding
Write the four headings on the board and ask Ss to do
Text C: was recovering
the same in their copybooks. Tell them to look back
Text D: was playing
at the texts and to make notes under the headings.
Allow Ss time to perform the task. Ss compare notes
with a partner. Select Ss to tell the class what the 6 Focus ➤ Talking about past actions
news items are about using their notes.
task. Ask Ss to read the example quietly and then
Suggested Answer Key get a pair to act out the exchange aloud. Go
Notes through the prompts with the class eliciting/
Who: a dog named Buddy explaining any unknown words. Allow Ss time to
When: yesterday prepare and then have pairs ask and answer
Where: in a river questions for the class. Correct any mistakes and
What: dog saved boy’s life pronunciation.
Talk
Answer Key
A dog named Buddy saved an 8-year-old boy’s
2 A: Was John reading a magazine at 6 o’clock?
life when it pulled him from a river.
B: No, he wasn’t. He was sending a text
message.
Grammar 3 A: Was Sue sending text messages on her
mobile at 6 o’clock?
Go through the Study Skills box with Ss. Check
B: No, she was watching TV.
understanding. Ask Ss to think of English grammar
4 A: Was Tony sending e-mails at 6 o’clock?
structures they are familiar with and to compare
B: No, he was reading a newspaper.
them with the equivalent grammar structure in
5 A: Was Mary watching TV at 6 o’clock?
their L1. Elicit examples from Ss.
B: No, she wasn’t. She was reading
magazines.
5 Focus ➤ Reviewing past continuous
sentence on the board: He was watching TV at 7 Focus ➤ Personalising past actions
6.00 yesterday afternoon. Ss work in pairs. Read the rubric and explain the
ñ Elicit/Explain that the sentence includes an task. Ss ask and answer questions about what they
example of an action that was taking place/in were doing last Saturday at the times given. Go
progress at a specific time in the past when around the class monitoring Ss’ performance and
another action interrupted it and that the helping where necessary. When Ss have finished,
emphasis is on the action in progress. Ask Ss to ask pairs to act out their dialogues for the class.
open their books and to look at their Grammar Correct any mistakes.
Reference Section. Ss read the rule concerning
the past continuous. Explain the use of the time (Ss’ own answers)
expressions. Check Ss’ understanding.
ñ Allow Ss time to read the texts again and to find
examples of the past continuous. Allow Ss time
to compare their answers. Write the verb forms
on the board and ask Ss to justify their reasons.
Discuss answers.
54
News stories 4a
Game their news story to the class. Check Ss’ work and
give feedback. Alternatively, you can assign the
Focus ➤ Guessing game
task for HW provided you have gone through it
Ss work in groups. Read the rubric and explain the orally in class.
task. Have each group choose a leader. The leader
starts by saying where he/she was last Sunday. The
other team asks questions to find out what they
Last Sunday, the local football team went to
were doing. When the other team guesses correctly
the capital to play in the final and won. The
they get their turn. Set a time limit for the game.
people of the town organised a big party to
welcome them home and to celebrate the
Suggested Answer Key victory. When the team arrived home there
Leader 1: Last Sunday I was at the park. were crowds of people waiting for them and
Team A S1: Were you having a picnic? then everybody went to the party in the
Leader 1: No. football club. The whole town celebrated.
Team A S2: Were you playing football?
Leader 1: No.
Team A S3: Were you cycling? Synergy
Leader 1: Yes. etc
ñ Allow Ss one minute to think of ten words
and the grammar structures they have
Writing learnt in today’s lesson. Ask Ss to use them
to make their own sentences.
8 Focus ➤ A news story
Ss work in groups. Go through the rubric with Ss and go around the class to find a partner
and elicit key words (news story, sth important who has something in common with them
happened, your area, last week). Refer Ss back to e.g. same hair/eye colour, same clothes,
the news items in Ex. 3 and tell them they can use same taste in music, etc.
them as a model. Brainstorm ideas and write them ñ Ask Ss to discuss what they have learnt in
on the board. Allow Ss time to complete the task in the lesson with their partner.
class. Go around the class monitoring Ss’ work and
helping with any difficulties. Ask groups to present
4 b
Did you hear about ...?
Objectives
Introduction
Vocabulary: adjectives of emotion
Draw Ss’ attention to the title, Did you hear about…?,
Reading & Listening: an interview
and ask them what they think it means (a question
Speaking: an interview
asking if you heard the news about something). Ask Ss if
Grammar: past simple vs past continuous
they read/watch/listen to the news. Encourage Ss to
Everyday English: giving and reacting to news
predict what vocabulary they will see in the unit.
Writing: a newspaper front page
55
4b Did you hear about ...?
Vocabulary Answer Key
1 Focus ➤ Using adjectives of emotion 1 4 o’clock 5 fell
Draw Ss’ attention to the headlines. Ask a S to read 2 Mr Shiao 6 was damaged
out the example. Ask them to use the adjectives to 3 fell 7 shocked
say how the headlines make them feel. Elicit 4 crawling on the
answers from the class insisting on usage of the balcony
adjectives, and stimulate discussion about Ss’
answers. c) Focus ➤ Relating events
Suggested Answer Key Ask Ss to use the notes to tell their partner what
happened. Allow Ss time to prepare. When Ss
I feel happy that the younger generation takes
have finished, select pairs to tell the class what
care of the environment.
happened.
I feel curious when I see the headline about the
turtle.
I feel worried about school on Saturdays. etc
At 4 o’clock in the afternoon a taxi driver was
driving home when a turtle fell off a balcony
Reading & Listening and landed on his car. The turtle was not hurt,
but the car was damaged.
2 a) Focus ➤ Reading for gist
ñ Ask Ss to read the first exchange in the
dialogue and to say what they think it might Speaking
be about. Elicit answers from around the 3 Focus ➤ Role playing an interview
class.
ñ Play the recording. Ss listen, read and check. Ss work in pairs. Read the rubric and explain the
task. Go through the outline on the board. Ss choose
Answer Key a headline. S1 prepares questions, and S2 prepares
answers. Allow Ss time to prepare their interview.
It is about a taxi driver who was driving home Go around the class monitoring Ss’ work and
when a turtle fell on his car. helping/correcting where necessary. Ask a few pairs
to act out their interview for the class. Correct
ñ Ask Ss to look at the headlines again and to mistakes when necessary.
say which headline they think goes with the (Ss’ own answers)
interview.
4 Focus ➤ Practising phrasal verbs (go)
Answer Key
Read the rubric and explain the task. Explain the
Flying turtle ‘stops’ taxi
meaning of the phrasal verbs. Ss use their
dictionaries to look up the phrasal verbs. Allow Ss
b) Focus ➤ Reading for specific information time to complete the task. Ss compare answers.
Check answers and write them on the board.
Read the rubric and explain the task. Allow time
for Ss to complete the task and to compare
answers with their partner. Check answers. Answer Key
1 goes … with 3 Go on
2 went off 4 go off
56
Did you hear about ...? 4b
Grammar Everyday English
5 a) Focus ➤ Reviewing past simple vs past 6 Focus ➤ Giving and reacting to news
continuous
ñ Focus Ss’ attention on the phrases in the box.
ñ Work with books closed. Elicit examples of Read through the phrases with Ss and explain
the past simple and past continuous their use. Check Ss’ understanding. Read the
(happened, flew, hit, stopped, was driving, rubric and explain the task. Go through the
was lying, were running, etc.) from Ss and example with the class.
ask a S to explain the difference. Ask Ss to ñ In pairs, Ss discuss the headlines using the
open their books and to look at their language in the box. Go around the class
Grammar Reference Section. Ss read the monitoring Ss’ work and helping with any
rules concerning the past simple and past difficulties. Ask several pairs to act out their
continuous. dialogues for the class. Give feedback.
ñ Read the rubric and explain the task. Allow
time for Ss to complete the task and to Suggested Answer Key
compare their answers. Check answers and A: Did you hear about the Hollywood actress
clarify misunderstandings. who visited some kids in a hospital?
B: Really?
Answer Key A: Well, she said that she felt very bad about
1 b 2 d 3 a 4 c the kids and wanted to do something to
cheer them up.
B: That’s great.
b) Focus ➤ Practising past simple and past
continuous
Writing
Ask Ss to look back at the interview and to find
examples of past simple and past continuous. Ss 7 Focus ➤ A newspaper front page
compare answers. Check answers. ñ Go through the Study Skills box with Ss and
explain how to write headlines. Explain to Ss
Answer Key that a headline is a short summary of what the
a was lying, were running story is about. Tell Ss that we use the present
b was crawling, fell simple for recent events and the to-infinitive
c was driving for future events. Write examples on the board.
d flew down and hit Explain that we often use abbreviations and we
omit punctuation. Check Ss’ understanding.
ñ Ss work in groups. Go through the rubric with Ss
c) Read the rubric and explain the task. Allow Ss and elicit key words (front page, school
time to complete the task and compare newspaper, headlines, present simple, pictures).
answers. Check answers. Refer Ss back to the news items in Ex. 1 and tell
them they can use them as a model. Brainstorm
Answer Key ideas and write them on the board. Allow Ss time
1 was driving … fell … hit to complete the task in class. Go around the
2 was flying … was eating classroom monitoring Ss’ work and helping with
3 flew any difficulties. Ask groups to present their front
4 called page to the class. Check Ss’ work and give
feedback. Alternatively, you can assign the task
for HW provided you have gone through it orally
in class.
(Ss’ own answers)
57
4b Did you hear about...?
Synergy
ñ Allow Ss one minute to think of six phrases
and the grammar structures they have
learnt in today’s lesson. Ask Ss to use them
to make their own sentences.
same taste in music, etc.
4 c
Take action!
Objectives
Answer Key
Reading & Listening: an article about an
The news article is about students who created
environmental school club
an environmental group called Nature Madness
Listening: news reports
and organised recycling and clean up days.
Speaking: radio news presentation
Writing: a news article
b) Focus ➤ Matching paragraphs
Read out topics and explain any unknown words.
Introduction
Ask Ss to read the article and match the topic
Draw Ss’ attention to the title, Take action!, and ask headings to the paragraphs. Allow Ss time to
them what they think it means. Encourage Ss to predict complete the task. Ss compare answers. Check
what vocabulary they will see in the unit. answers.
Additional materials Answer Key

1 summary of the 2 the facts in detail
Newspaper articles/reports.
event 3 comments
Reading & Listening

2 a) Focus ➤ Choosing a headline
1 a) Focus ➤ Predicting content
Go through the headlines with Ss and elicit/
Draw Ss’ attention to the pictures. Ask Ss to say explain any unknown words. Ss read through the
what they think the news article is about. Elicit article again and choose a suitable headline for
ideas from around the class and stimulate it. Ss compare answers. Check answers.
discussion. Play recording. Ss listen and check.
Answer Key
Mayor honours teens for green work
58
Take action! 4c
b) Focus ➤ Discussing impressions/building Answer Key
vocabulary 1 football finals 3 a fashion show
ñ In pairs, Ss discuss what impressed them 2 pop concert 4 demonstration
about the teenagers’ actions. Go around the
class monitoring Ss’ discussion and helping b) Focus ➤ Making notes
with any difficulties. When Ss have finished
stimulate discussion based on Ss’ ideas. ñ Read through the headings and explain any
unknown words. Tell Ss to make notes under
(Ss’ own answers) the headings as they listen. Play the
recording (twice if necessary.) Ss compare
ñ Ask Ss to explain the meaning of the words in answers. Check answers.
bold without the use of a dictionary, i.e.
they can use synonyms, paraphrase etc.
Elicit/Explain the meanings and write them
Report 1
on the board. Ss should copy the words into
People ― fans
the vocabulary section of their notebooks.
Place ― all over the country
Highlights ― Rovers beat the Reds
Answer Key Atmosphere ― happy/exciting etc
came up with (phr v): got an idea
award (n): prize
members (n): people who are part of a club or ñ Ask individual Ss to give a short summary of
a team one of the reports.
word soon got around (exp): people heard about (Ss’ own answers)
it quickly afterwards
asking for (exp): request Speaking
took part (phr v): did sth in a group
pollution (n): anything that makes the earth
4 Focus ➤ Presenting a news report
dirty
Ss work in groups. Ask each group to choose one of
conservation (n): the act of keeping things in
the events they have just heard about and to play the
good condition
role of presenter, reporter, or participant in the
stray (adj): without a home
event and to act out a dialogue/interview. Allow Ss
mayor (n): the leader of a town
time to prepare. Go around the classroom monitoring
ceremony (n): a formal event
Ss’ work and helping with any difficulties. When Ss
proud (adv): happy about sth you did or what
have finished ask them to act out the interview for
someone did
the class.
grown up (adj): adult

Listening
S1 (presenter): … and now we’re going live to
3 a) Focus ➤ Listening for specific information the streets where our reporter is interviewing
one of the demonstrators.
Read the rubric. Ask a S to explain the task to S2 (reporter): What are you demonstrating
the class. Go through the choices and elicit any about?
vocabulary Ss know that might be related to S3 (participant): Well, it’s time for the
them. Write the words on the board. Play the government to keep its promises and give us
recording (twice if necessary). Ss listen and the money we deserve.
complete the task. Check Ss’ answers.
59
4c Take action!
Writing
5 Focus ➤ A news article Synergy
Ss work in groups. Go through the rubric with Ss and ñ Allow Ss one minute to think of ten words
elicit key words (week’s local newspaper, piece of they have learnt in today’s lesson. Ask Ss to
news, report). Refer Ss back to the news report in use them to make their own sentences.
Ex. 1 and tell them they can use it as a model. ñ When Ss have finished ask them to get up
Provide Ss with local newspapers from the previous and go around the class to find a partner
week. Allow Ss some time to complete the task in who has something in common with them
class. Go around the class monitoring Ss’ work and e.g. same hair/eye colour, same clothes,
helping with any difficulties. Check Ss’ work and give same taste in music, etc.
feedback. As an extension you can ask groups to ñ Ask Ss to discuss what they have learnt in
present their news report to the class. Alternatively, the lesson with their partner.
you can assign the task for HW provided you have
gone through it orally in class.

Happyville’s mayor celebrates wedding.
John Myers, Happyville’s mayor, celebrated his
wedding Friday in the Royal Hotel with friends
and family. He and his wife then flew to Miami
on Saturday for a two-week honeymoon.
4 d
Culture Corner
Vocabulary 2 Focus ➤ Matching titles to categories

1 Focus ➤ Stimulating interest in the text ñ Read the rubric and explain the task. Go
Draw Ss’ attention to the covers of the magazines through the feature titles and the categories
and ask them who they think the magazines are with Ss, eliciting/explaining any difficult words.
meant for and what they have inside. Elicit ideas Allow Ss time to complete the task in pairs. Go
from the class and stimulate a discussion. around the classroom monitoring Ss’ work and
helping if necessary. Check Ss’ answers as a
Suggested Answer Key class.
ñ Ask Ss to think of other titles and discuss.
‘Shoot’ is for teenagers who like sport and
especially football. It probably has articles
about football matches and footballers. Answer Key
‘Cosmo’ is for teenage girls. It probably has 1 d 3 c 5 a 7 g
articles about fashion and beauty as well as 2b 4 e 6 f
gossip about stars. It also has problem pages
and horoscopes.
60
Culture Corner 4d
Reading Project
3 Focus ➤ Reading for specific information 5 Focus ➤ A survey
ñ Ask Ss to read and listen to the text and to say ñ Ss work in groups. Go through the rubric with Ss
what the underlined words refer to. Allow Ss and elicit key words (survey, favourite teenage
time to do the task individually. Ss compare magazine, boys, girls, your class). Elicit/Explain
answers. Check answers. what Ss have to write. You can use the
questionnaire below.
Answer Key
They ― magazines What kind of magazines do you read? .....
They ― teenage boys How many magazines do you buy every
They ― writers for teenage magazines week? .....
This ― the informal language used in the What do you like most in teenage
magazines magazines? .....
Do you find the problem pages useful? .....
ñ Ask Ss to explain the words in bold without the Do you discuss these magazines with
use of a dictionary, i.e. they can use synonyms, friends? .....
paraphrase etc. Elicit/Explain the meanings and
write them on the board. Ss should copy the ñ Allow Ss some time to complete the task in
words into the vocabulary section of their class. Ss can go around the class asking fellow
notebooks. Ss. Go around the class monitoring Ss’ work and
helping with any difficulties. Ask an individual
Answer Key from each group to present their findings to the
class. Give feedback.
popular (adj): fashionable
glossy (adj): shiny (Ss’ own answers)
instead (prep): as opposed to
attractive (adj): popular
Synergy
Speaking ñ Allow Ss one minute to think of ten words
4 Focus ➤ Discussing preferences they have learnt in today’s lesson. Ask Ss to
Ss work in groups. Ask Ss to think about their ñ When Ss have finished ask them to get up
favourite teenage magazines and why they like and go around the class to find a partner
them. Ss discuss their ideas. Go around the class who has something in common with them
monitoring Ss’ work and helping where necessary. e.g. same hair/eye colour, same clothes,
Ask individual Ss from different groups to tell the same taste in music, etc.
class about what they discussed and stimulate ñ Ask Ss to discuss what they have learnt in
further class discussion. the lesson with their partner.
(Ss’ own answers)
61
4 English in Use
Reading & Listening Speaking
1 Focus ➤ Stimulating interest 4 Focus ➤ Discussing TV programmes
Draw Ss’ attention to the TV guide. Ask Ss where Ss work in pairs. Ask Ss to look at the TV guide in
they think you could find it. Ask Ss to look closer Ex. 1 again and to discuss which TV programmes
and say what kind of programmes you can watch. they want to watch. Remind Ss to use the phrases
Ask Ss if they have similar programmes in their in Ex. 2. Allow Ss time to prepare and to practise
country. Stimulate discussion about TV in their and then ask pairs to act out their dialogue for the
country adapting your questions according to Ss’ class. If possible, record dialogues. Correct
responses. pronunciation and any mistakes and give feedback.
(Ss’ own answers)
Answer Key
You can watch the news, a documentary, a 5 Focus ➤ Forming adjectives
police drama, a soap opera, sports, a cookery
ñ Read the rubric and explain the task. Go through
show, a quiz, a chat show, a music show, a
the box with Ss and check understanding. Allow
comedy, and a reality show.
Ss time to complete the task and check the
words in their dictionaries. Ss compare answers.
2 Focus ➤ Listening and repeating Check answers.
Read the rubric and explain the task. Read the Answer Key
sentences with Ss first and explain any unknown 1 enjoyable 4 insistent
words/meanings. Play the recording (twice if 2 different 5 considerable
necessary), pausing after each phrase. 3 believable 6 sensible
Answer Key ñ Ask Ss to make their own sentences using the

1 S 3 D 5 A 7 S 9 D adjectives. Allow Ss time to complete the task.
2 S 4 D 6 S 8 A Ss compare answers. Ask a few Ss to read their
sentences to the class.
Ask Ss to read the dialogue and to say who
wants to watch the listed programmes. Allow Ss We had a very enjoyable day at school today.
time to complete the task. Go around the class There are many different TV programmes on
monitoring Ss’ work and helping if necessary. Ss satellite TV.
compare answers. Check answers with class. Jack is a very sensible boy. etc.
Answer Key Pronunciation

Reality show – Becky
6 Focus ➤ Pronuncing /ee/, /±
±/, /e
ea/
The News – Sam
A documentary – Pete, Julie ñ Focus Ss’ attention on the phonemes chart in the
Sports programme - Pete appendix. Ask them to find the three symbols.
A soap opera - Julie Pronounce the sounds clearly and slowly.
Demonstrate where your tongue, teeth and jaw
are positioned for the sound. Ss listen and repeat.
b) Focus ➤ Reading out a dialogue Drill sounds around the class. Read the rubric and
In pairs, Ss read out dialogues. explain the task. Play the recording. Ss listen and
tick the correct boxes. Ss compare answers.
(Answer as dialogue) Check Ss’ answers and correct any mistakes.
62
English in Use 4
Answer Key ñ Brainstorm for other words with these sounds.
Ask Ss to look at the unit wordlist at the back of
/e/ /±/ /≈/ /e/ /±/ /≈/ the book for examples.
belly lad
Harry ferry
fairy barely Suggested Answer Key
marry dairy /e/: tell /±/: bad /≈/: hairy
Extensive Reading 4
1 a) Focus ➤ Stimulating interest b) Focus ➤ Matching titles to paragraphs
Draw Ss’ attention to the pictures and ask them ñ Ask Ss to read the article again and to match
what they think the students are doing. Elicit ideas the headings to the paragraphs. Read through
from around the class and stimulate discussion. the titles first with Ss so they know what to
look for. Allow Ss time to complete the task.
Suggested Answer Key Ss compare answers. Check answers.
I think the students are working in a radio
station. Maybe they are reading the news or Answer Key
doing an interview. 1 C 2 B 3 D 4 A
b) Focus ➤ Stimulating interest in topic ñ Ask Ss to explain the words in bold without
the use of a dictionary, i.e. they can use
Ask Ss if they listen to the radio and if so what synonyms, paraphrase etc. Elicit/Explain the
kind of shows they like. Elicit responses from meanings and write them on the board. Ss
around the class and stimulate discussion, should copy the words into the vocabulary
adapting your questions according to Ss’ section of their notebooks.
responses. Elicit words related to radio.
(Ss’ own answers) Answer Key
chart hits (n): popular songs
Reading & Listening breaks down (phr v): stops working
2 a) Focus ➤ Predicting content controls (v): manages
Ask Ss to look at the title of the article and to say

what they think it is about. Elicit answers from 3 Focus ➤ Matching jobs to descriptions
around the class. Ss listen, read and check. Read the rubric and explain the task. Go through
the words and descriptions first with Ss and check
Suggested Answer Key understanding. Allow time for Ss to complete the
The article is about UK university students who task. Ss compare answers. Check answers and write
have their own radio stations. them on the board.
63
4 Extensive Reading
Project
Answer Key
DJ ― the person who presents the show and 5 Focus ➤ Creating a radio programme
plays music Ss work in groups. Go through the rubric with Ss and
Journalist ― the person who writes and then elicit key words (short radio programme, latest
reads the news school/local news). Tell Ss to choose one of the four
Producer ― the person who organises positions for each member of the team and to
everything and controls the show distribute the tasks. There should be 2 journalists
Engineer ― the person who fixes the covering a different story each. Allow Ss some time
equipment when it breaks down to prepare the task. Go around the classroom
difficulties. When Ss have finished preparing and
Speaking have practised, ask each group to record it and then
play it to the class. Give feedback.
4 Focus ➤ Listen to a radio programme
(Ss’ own answers)
ñ It starts with a greeting.
ñ It presents:
1 a quick update on a basketball game.
2 the Fire Service Chief’s retirement.
3 the traffic today.
4 Progress Check
Answer Key
1 1 G 3 H 5 A 7 I 9 E 5 1 was cooking, heard

2 F 4 B 6 C 8 J 10 D 2 was reading, started
3 were watching, was sleeping
2 1 idea 3 proud 5 members 4 saw, ran
2 stray 4 record
6 1 a 2 b 3 a 4 b 5 a
3 1 off 2 on 3 with 4 off
4 1 was playing 4 was reading

2 was sending 5 was watching
3 was recovering
64
What the future holds Module 5
Ask Ss to take a quick look at Module 4. Ask them where If necessary, elicit/explain each item. Allow Ss time to
they get the news from. Elicit vocabulary seen in the find the page numbers for each item and check Ss’
previous module. Ask Ss what kind of programmes they answers. As appropriate, elicit/explain how each item is
watch on TV and what kind of magazines they like. used and where Ss would usually expect to find them.
Stimulate discussion about their favourite types of media.
Answer Key
Look at Module 5
an underwater city (p. 46)
ñ Ask Ss to look at the title of the module, What the Do you like the idea of underwater cities? Would
future holds, and elicit/explain the meaning (what you like to live in an underwater city? Why?
will happen in the future).
ñ Refer Ss to the titles of the units on pp. 46-50 and to children’s predictions (p. 46)
the various pictures and ask them how they are Do you talk to your friends about the future? Do you
related to the future (p. 46 what life will be like in think life will be very different in the future? How?
2100; p. 48 hi-tech electronic devices; p. 50
people’s opinion about what the future will be like). Listen, read and talk about …/Learn how to …/
ñ Use pictures 1-3 to stimulate a discussion and to Practise …/Write/Make
promote their interest in the module as a warm-up
activity. Ask questions to begin a discussion about As described in the relevant section in Module 1.

T: What else can you see on p. 46?
S2: A flying car and an underwater city.
T: How do you think the picture is related
to the unit?
S3: They are pictures of what life will be like
in the future.
Pic 2 (p. 48)

What can you see in the picture?
pictures related? What do you think the dialogue
might be about?
Pic 3 (p. 50)

Where do you think the girl is? How do you think
the picture is related to the text?
65
5 a
Predictions
Objectives
Answer Key
Reading: schoolchildren’s predictions
1 B 2 B 3 B 4 A
Grammar: future simple
Speaking: making predictions
Listening: a boy’s predictions ñ Ask Ss to explain the meaning of the words in
Writing: a short text about your predictions bold without the use of a dictionary, i.e.
Introduction on the board. Ss should copy the words into
Ask Ss to look at the title, Predictions, and the pictures. the vocabulary section of their notebooks.
Elicit/Explain the meaning of the title (imagining what Have Ss mime or draw the meanings.
the future will be like or what will happen in the
future). Ask them what they think the unit will be Answer Key
about. Encourage Ss to predict what type of vocabulary be very different (exp): not be the same
they will see in the unit. be so polluted (exp): be very dirty
exist (v): to live
Reading mini submarines (n): small ships/vessels that
travel underwater
1 a) Focus ➤ Predicting content
moon shuttle (n): a flying vessel that can
Draw Ss’ attention to the four pictures on the travel to the moon
page and ask them to say how they are related have enough money (exp): have the money
to the title of the unit. Elicit Answers. you need to pay for something
believe (v): I think
Suggested Answer Key traffic jams (n): when cars are stopped in the
Both the pictures and the text relate to life in street because there are too many of them
the future. fuel (n): substance that produces energy when
burnt
cause pollution (exp): to make the environment
b) Focus ➤ Building vocabulary dirty
Read out the prompts and elicit/explain the
words. Ask Ss to look at the pictures again and b) Focus ➤ Talking about predictions
to identify the items. Allow Ss time to perform
the task. Ss compare answers. Check answers. Ss work in pairs. Ask Ss to think of their own
predictions and to look back at the texts and to
Answer Key discuss with their partner which prediction is
closest to their own. Allow Ss time to discuss.
Picture 1: glass domes, underwater cities
Go around the classroom monitoring Ss’
Picture 2: robotic housemaid
performance and helping where necessary.
Picture 3: special suits
When Ss have finished, ask them to tell the class
Picture 4: flying cars
what their partner said.
(Ss’ own answers)
ñ Ask Ss to read the questions and the options A,
B and C first so they know what information to
look for. Ss choose the best option A, B or C. Ss
compare answers. Check answers.
66
Predictions 5a
Grammar
3 A: Will computers talk?
3 a) Focus ➤ Reviewing future simple B: Yes, I think computers will talk.
ñ Work with books closed. Write I think life 4 A: Will time travel be common?
will be different in the future on the board B: No, time travel won’t be common.
putting stress on the words think and will. 5 A: Will people live in underwater cities?
Tell Ss that this is the future simple tense B: No, I don’t think people will live in
and explain how it is formed. Write What underwater cities.
will life be like in the future? Ask Ss the
question, putting stress on the word will.
Elicit answers from Ss. Drill. 5 Focus ➤ Completing gap filling exercises
ñ Ss open books. Ask Ss to look at the theory Ask Ss to read the sentences and put the verbs in
box. Go through its contents with Ss. Check brackets in the correct tense. Allow Ss time to
understanding. complete the task. Go around the classroom
monitoring Ss’ work and helping if necessary. Ss
b) Focus ➤ Reading for specific information compare answers. Check answers.
Read the rubric and explain the task. Allow Ss
time to complete the task individually. Ss Answer Key
compare answers. 1 invent ― won’t pollute
2 comes ― will go
Answer Key 3 has ― will buy
4 exercise ― will feel
Affirmative
5 are ― will go
The earth will be polluted.
It will be difficult to find clean water.
We will live in glass domes. Listening
We will travel in special submarines. etc 6 Focus ➤ Listening for specific information
Negative
Read the rubric and explain the task. Tell Ss to read
We won’t be able to live on it (the Earth).
the sentences first so they have an idea of what
There won’t be any traffic jams.
information they should listen for. Play the
There won’t be any petrol left. etc
recording (twice if necessary). Ss complete the
task. Check answers.
Speaking
Answer Key
4 Focus ➤ Practising the future simple
1 will 2 won’t 3 will 4 won’t
ñ Ask a pair to act out the example exchange.
Drill example with class.
ñ Ss work in pairs. Ask Ss to form questions and 7 Focus ➤ Practising phrasal verbs (look)
answers using the prompts. Allow Ss some time Read the rubric and explain the task. Elicit/Explain
to complete the task. Go around the class the meaning of the phrasal verbs. Ss use their
monitoring Ss’ work and helping where dictionaries to look up the phrasal verbs. Allow Ss
necessary. Have individual pairs read out their time to complete the task. Ss compare answers.
exchange to the class. Accept feedback. Check answers.

2 A: Will people drive flying cars? 1 looking forward to 3 looking for
B: Yes, I think people will drive flying cars. 2 look after 4 look up
67
5a Predictions
Writing
8 Focus ➤ Text about your predictions Synergy
Go through the rubric with Ss and elicit key words ñ Allow Ss one minute to think of ten words
(your predictions, future, ideas from Ex. 1, own and the grammar structures they have
ideas, similar to p. 46, draw a picture). Write the learnt in today’s lesson. Ask Ss to use them
key words on the board. Elicit what Ss should write. to make their own sentences.
Tell Ss to use ideas from Ex. 1 to help them and ñ When Ss have finished ask them to get up
their own ideas. Brainstorm ideas and write them and go around the class to find a partner
on the board as an example only. Allow Ss time to who has something in common with them
complete the task in class. Check Ss’ work and give e.g. same hair/eye colour, same clothes,
feedback. Alternatively, you can assign the task for same taste in music, etc.
HW provided you have gone through it orally in ñ Ask Ss to discuss what they have learnt in
class. the lesson with their partner.

I think that we will discover other planets and
we will go on holidays there. I also think that
everybody will have their own robot that will
do all their work for them and we will have
more time to play. However, I don’t believe
that we will have robot teachers because we
will always need real teachers.
5 b
Gadget madness
Objectives
Vocabulary
Vocabulary: related to gadgets
1 Focus ➤ Building vocabulary related to gadgets
Reading & Listening: a dialogue about a virtual pet
Grammar: zero & 1st conditional ñ Draw Ss’ attention to the pictures of the
Everyday English: agreeing & disagreeing gadgets and ask them if they use any of them
Speaking: about virtual dogs and what for.
Listening: gap fill ñ Ss work in pairs. Ask Ss to look at the phrases.
Writing: an advertisement Elicit/Explain any unknown words. Ask Ss to use
the ideas and to discuss them with their partner.
Ask a pair to act out the example exchange. Allow
Introduction Ss time to discuss and go around the classroom
monitoring their work and helping if necessary.
Ask Ss to look at the title, Gadget madness, and the
When Ss have finished, select pairs to act out
pictures. Elicit/Explain the meaning of the title (modern
their dialogues for the class. Give feedback.
electronic devices). Ask them what they think the unit
will be about. Encourage Ss to predict what type of
68
Gadget madness 5b
A: I use a mobile phone to call my family and they can use synonyms, paraphrase etc.
friends or to send SMS. I also use it to take Elicit/Explain the meanings and write them
pictures. How about you? on the board. Ss should copy the words into
B: I also use my mobile phone for that, but I the vocabulary section of their notebooks.
also play games on it and listen to the
Answer Key
radio … etc.
virtual pet (n): an electronic pet
computerised (adj): a machine controlled by a
Reading & Listening computer
2 a) Focus ➤ Stimulating interest/predicting puppy (n): a very young dog
content buttons (n): small objects on a machine that
you press to make it work
Draw Ss’ attention to the picture in the dialogue take care of (exp): to watch and protect
and ask them if they know what it is and what come off it (exp): don’t be silly
it’s used for. Elicit ideas from the class. affection (n): love
have a point (exp): be right about sth
Answer Key
It is a virtual pet. It is a game that allows you
to pretend you have a pet.
b) Focus ➤ Reading a dialogue
Ss work in pairs. Ask Ss to read the dialogue
quietly and then to read it aloud for the class.
b) Focus ➤ Listening for specific information
Check and correct Ss’ pronunciation. Give
ñ Ask Ss to read the first exchange and to try feedback.
to guess the answers. Ask Ss to justify their
replies. Grammar
ñ Tell Ss they are going to listen to the dialogue
4 a) Focus ➤ Reviewing future forms
to check. Play recording (twice if necessary).
Ss complete the task. Ss compare answers. Do the task as a class. Ask Ss to read the
Check answers. sentences and to identify their tenses. Ask Ss to
use the Grammar Reference Section to say how
Answer Key the tenses are used. Discuss responses as a class.
Bridget is going to buy a virtual pet in an Answer Key
electronics shop.
1 future simple - sudden decision
2 future simple - prediction
3 a) Focus ➤ Reading for specific information 3 future simple - promise
4 present continuous – intention
ñ Ask Ss to read the dialogue and to complete
5 present continuous – fixed plan
the sentences. Allow Ss time to complete
6 present continuous – prediction based on
task. Ss compare answers. Check answers.
evidence
Answer Key
b) Focus ➤ Talking about plans
1 buy a virtual pet.
2 a computerised pet. Students work in pairs. Ask Ss to discuss their
3 you press a button to feed it. plans with their partner. Allow Ss time to discuss
4 show any affection. and then ask them to act out their dialogue for
the class. Give feedback.
(Ss’ own answers )
69
5b Gadget madness
5 Focus ➤ Reviewing zero & 1st conditional Speaking
ñ Work with books closed. Write When you heat 7 Focus ➤ Expressing agreement/disagreement
water, it boils on the board and tell Ss this is ñ Ss work in pairs. Go through the list of arguments
an example of the zero conditional. Write If with Ss, eliciting/explaining any unknown words.
you don’t study, you will fail the exam on Ask Ss which of the phrases are in favour of
the board and explain that this is an example virtual dogs/real dogs. Ask Ss to use the phrases
of the 1st conditional. Explain the structures in the box to discuss whether virtual dogs are
and the uses and check understanding. better than real dogs.
ñ Ss open books. Ask Ss to look at the theory
box. Go through its contents with Ss. Check
Answer Key
understanding.
virtual dogs: don’t have to clean up after
ñ Ask Ss to complete the sentences with the
them, don’t need a vet, don’t shed hair
correct form of the verbs in brackets. Allow
real dogs: can show you affection, bark when
Ss time to complete the task. Go around the
hungry, can protect you, are expensive to keep
classroom monitoring Ss’ work and helping
where necessary. Ss compare answers. Check
answers. ñ Ask a pair to read out the example. Allow Ss time
to prepare and practise. Go around the
Answer Key classroom monitoring Ss’ work and helping with
1 doesn’t rain 3 invite 5 will call any difficulties. When Ss have finished practising
2 will catch 4 drop ask pairs to act out their exchanges for the class.
Give feedback. As an extension you could use Ss’
discussions to have a more open class discussion.
Game
Focus ➤ Conditionals Suggested Answer Key
A: I prefer real dogs because they show
Ss play in teams. Team A starts a conditional
affection.
sentence, Type 1, and team B completes the
B: That’s true, but you have to clean up after
sentence. After five sentences switch so that team
them. etc
B starts the sentence and team A completes it.

Listening
Team A S1: If you go to Moscow, …
Team B S1: … you will see the Kremlin. etc 8 Focus ➤ Listening for specific information
ñ Draw Ss’ attention to the picture and ask them to
Everyday English say what it is. Ask Ss what it is used for. Elicit
vocabulary related to MP3s and stimulate a
6 Focus ➤ Learning language for agreeing/ discussion. This will prepare Ss for the vocabulary
disagreeing in the tapescript.
ñ Go through the phrases in the box with Ss and ñ Tell Ss they are going to listen to an
elicit/explain any unknown meanings. advertisement for an MP3. Tell Ss to first read the
ñ Ask Ss to think of what the phrases mean and advertisement and try to guess what kind of
ask for equivalent phrases in their L1. words are missing. Play the recording (twice if
necessary). Ss complete the task. Check answers.
(Ss’ own answers )
Answer Key
1 headphones 4 £199
2 speaker 5 0800 755 844
3 2,000
70
Gadget madness 5b
Writing
9 Focus ➤ An advertisement Synergy
Ss work in groups. Go through the rubric with Ss and ñ Allow Ss one minute to think of six words
elicit key words (advertisement, gadget, name, and the grammar structures they have
price, what it can do). Refer Ss back to the learnt in today’s lesson. Ask Ss to use them
advertisement in Ex. 8 and tell them they can use it to make their own sentences.
as a model. Brainstorm ideas and write them on the ñ When Ss have finished ask them to get up
board. Elicit what Ss should include in their and go around the class to find a partner
advertisement (name, price, what it can do, etc). who has something in common with them
Allow Ss time to complete the task in class. Go e.g. same hair/eye colour, same clothes,
around the classroom monitoring Ss’ work and same taste in music, etc.
helping with any difficulties. Check Ss’ work and give ñ Ask Ss to discuss what they have learnt in
feedback. Alternatively, you can assign the task for the lesson with their partner.
HW provided you have gone through it orally in class.
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71
5 c
What’s your opinion?
Objectives time to complete the task. Go around the class

Reading & Listening: an article about schools of room monitoring Ss’ work. Ss compare their list
the future with a partner. Ask Ss to read their list aloud to
Writing: an opinion essay the class. Ask Ss if they agree with the viewpoints
and stimulate a discussion.
Introduction Answer Key

Draw Ss’ attention to the title, What’s your opinion?, For
and ask them what they think it means. Ask Ss what they writing assignments, keeping notes during
think schools of the future will be like. Encourage Ss to lectures, looking up information online
express their opinions while recycling phrases from the
Against
previous unit.
computers will never replace teachers, can’t
act as role models, can’t help with difficult
Reading & Listening
tasks
1 Focus ➤ Expressing opinion
Ask Ss to read the speech bubbles quietly and then
b) Focus ➤ Building vocabulary: linking words
have two Ss read them aloud. Encourage Ss to
express their opinions on both statements. Ss work in pairs. Ask Ss to find the words in
Stimulate class discussion. italics and to say which ones are used to add
points, to show contrast or to conclude. Allow Ss
Suggested Answer Key time to complete the task. Check answers with
class.
S1: I don’t think computers will ever replace
teachers because computers can’t give clear
answers for all students’ questions. Answer Key
S2: I agree. etc. add points: What’s more, Moreover
show contrast: However
conclude: To sum up
2 Focus ➤ Stimulating interest/predicting
content
Ask Ss to read the title of the article and to say
4 a) Focus ➤ Matching paragraphs to headings
what they think the article is about. Elicit ideas Read the rubric and explain the task. Allow Ss
from around the class. Ss read and/or listen to the time to complete the task. Do the task as a class
text to check if their guesses were right. and explain the importance of following the
structure.
Answer Key
The article is about what schools will be like in Answer Key
the future. 1 Introduction (presentation of topic)
2 Viewpoints & examples
3 a) Focus ➤ Reading for specific information 3 Opposing viewpoints & examples
4 Conclusion (summary of topic)
Ask Ss to read the article and to make a list of
viewpoints for and against computers. Allow Ss
72
What’s your opinion? 5c
b) Focus ➤ Building vocabulary b) Focus ➤ Identifying supporting sentences
Ask Ss to explain the meaning of the words in Read out the rubric. Check understanding of the
bold without the use of a dictionary i.e. They task. Allow Ss time to find the supporting
can use synonyms, paraphrase etc. Elicit/ sentences. Check Ss’ answers.
board. Ss should copy the words into the Answer Key
vocabulary section of their notebooks. In many parts … lectures.; what’s more …
course.
Answer Key Teachers motivate … explanations.; Moreover …
school assignments (n): school work such as For them.
projects students need to do
keep notes (exp): write down words or ideas Writing
you need to remember
go online (exp): connect to the Internet 6 a) Focus ➤ Writing supporting sentences
motivate (v): encourage/give sb a good reason Go through the rubric with Ss and elicit key
to do something words (school magazine, articles, opinion on
role models (n): people who give examples of Computers: A blessing or a curse?). Ask Ss to
good behaviour look at the topic sentences and find supporting
ideas for them. Brainstorm ideas and write
them on the board.
5 a) Focus ➤ Using topic/supporting sentences
Draw Ss’ attention to the Study Skills box. Elicit/ b) Focus ➤ An opinion essay
Explain what topic sentences are. Ask Ss to read
ñ Elicit the information that Ss should include
the Study Skills box quietly. Then read it aloud
in their article (presentation of topic,
for the class. Check understanding. Ask Ss to
viewpoints and examples, opposing viewpoints
identify the topic sentences in the text and think
and examples, conclusion). Ss use the topic/
of sentences that could be used to replace them.
supporting sentences from Ex. 6a.
Allow Ss time to perform the task individually.
Go around the classroom monitoring Ss’ work For:
and helping where necessary. Check answers. ñ Computers help save paper.
ñ Computers save space in your house.
Answer Key ñ Computers help us learn.
Topic sentences to be underlined: It is true that ñ Computers allow us to stay in contact
technology plays a big part in learning today. with people via e-mail.
However, computers will never be able to Against:
replace teachers. ñ Computers can be bad for your eyes.
ñ Some children may spend too much time
playing computer games.
ñ Computers don’t help children to
Replacement topic sentences: Computers are communicate with others.
very important for education.
However, computers will never be able to do ñ Allow Ss time to complete the task in class.
everything a teacher can do. Go around the class monitoring Ss’ work and
helping with any difficulties. Ss compare
work. Check Ss’ work and give feedback.
provided you have gone through it orally in
the class.
73
5c What’s your opinion?

Computers: A blessing or a curse? Synergy
There aren’t many people who don’t know how ñ Allow Ss one minute to think about ten
to use computers these days. Look in almost words they have learnt in today’s lesson.
any home, classroom or office and you’ll Ask Ss to use them to make their own
probably spot a computer. sentences.
It is true that computers can save a lot of space ñ When Ss have finished ask them to get up
and time. Firstly, computers help save a lot of and go around the class to find a partner
paper and that’s good for the environment. who has something in common with them
Secondly, computers save space in your house e.g. same hair/eye colour, same clothes,
because they can do the job of encyclopaedias same taste in music, etc.
and other books. Lastly computers help us ñ Ask Ss to discuss what they have learnt in
learn and allow us to stay in contact with the lesson with their partner.
people via e-mail.
On the other hand, the use of computers can
lead to problems. To begin with, computers can
be bad for your eyes, especially as some
children may spend too much time playing
computer games. Moreover, computers don’t
help children communicate with others.
Instead, children spend their time indoors
sitting in front of a computer screen.
To sum up, computers have their good points
and their bad points. Whether the advantages
outweigh the disadvantages really doesn’t
matter as computers are definitely here to
stay.
5 d
Culture Corner
Reading & Listening Answer Key

1 Focus ➤ Stimulating interest/Predicting The text is about what kind of hi-tech equipment
content teenagers have got in their bedrooms.
Draw Ss’ attention to the graph and the title of the
text. Ask Ss to look at it for a moment and say what
they think the text is about. Elicit answers from
around the class and ask Ss to justify their answers. Ask Ss to read the text again and to study the
Play the recording. Ss listen and read the text to graph in order to answer the questions. Tell Ss
check their answers. to read the questions first so that they know
74
Culture Corner 5d
what information they are looking for in the
text and the graph. Ss complete the task. Go Suggested Answer Key
around the classroom monitoring Ss’ work and From the graph we see that 50% of teenagers
helping where necessary. Ss compare their have got a high-fi or a DVD player in their
answers. Check answers with class. bedroom. About a third of teenagers have an
MP3 player or a PC and finally 13% of teens
Answer Key have got digital TV.
1 50% 4 13%
2 MP3 & PC 5 pocket money or Writing
3 TV work
4 Focus ➤ A survey
ñ Go through the rubric with Ss and elicit key words
(survey, high-tech equipment your classmates
Ask Ss to explain the meaning of the words in own, questionnaire, make bar graph, showing
bold without the use of a dictionary, i.e. they results, type of items, percentage of children).
can use synonyms, paraphrase etc. Elicit/ Ask Ss what kind of questions they need to ask
Explain the meanings and write them on the and brainstorm for ideas. You may use the
board. Ss should copy the words into the questionnaire below as a guide.
vocabulary section of their notebooks.
Question Yes No
Answer Key 1 Have you got a high-fi?
hanging out (phr v): spending time 2 Have you got a DVD player?
average (adj): typical 3 Have you got an MP3 player?
equipment (n): things which are used for certain
4 Have you got a PC?
purposes
innovations (n): newly invented things 5 Have you got a Digital TV?
consoles (n): panel with switches/buttons used
to control a machine/device ñ Allow Ss some time to complete the task in
survey (n): set of questions to find out about class. Go around the class monitoring Ss’ work
something and helping with any difficulties. Ss compare
gadgets (n): small electronic devices work. Check Ss’ work and give feedback.
pocket money (n): money that your parents
give you every week Suggested Answer Key
gold mine (n): a place where we dig for gold
70%
60%
50%
Speaking
40%
3 Focus ➤ Using a graph to present information 30%
Ask Ss to look at the graph again and to tell the 20%
class about what British teenagers have in their 10%
bedrooms. Allow Ss time to prepare individually High-fi DVD MP3 PC Digital
before asking them to make their presentation. player player TV
75
5 English in Use
1 a) Focus ➤ Stimulating interest A 5 C 6 E 2
B 4 D 3 F 1
Draw Ss’ attention to the pictures and ask them if
they think they have anything in common. Elicit
answers from around the class. b) Focus ➤ Asking for/Giving instructions
Ss work in pairs. Ss use the pictures in the
Suggested Answer Key correct order to act out a dialogue similar to
They are all related to the computer or the the one in Ex. 2. Allow Ss time to prepare. Go
Internet. around the classroom monitoring Ss’ work and
helping where necessary. Ask individual pairs to
b) Focus ➤ Listening & repeating present their dialogues to the class. Accept
feedback and correct where necessary.
ñ Ask Ss to read the phrases quietly to
themselves. Elicit/Explain any unknown words.
Tell Ss they are going to listen to the phrases
and repeat them one by one. Play recording, A: Can you help me send an e-mail?
pausing after each phrase for Ss to repeat. B: Sure. First turn on the computer.
Correct Ss’ pronunciation and intonation. A: Ok. What next?
ñ Ask Ss which sentences are used by a person B: Now connect to the Internet and access
asking for or giving instructions. Elicit answers your email.
from the class. A: Got it! What’s next?
B: Now create a new message.
A: Wow, that was easier than I thought.
Answer Key
B: Yes, but don’t forget to click on ‘send’.
Asking for instructions: 1, 3, 6, 7
Giving instructions: 2, 4, 5, 8
Speaking
2 Focus ➤ Completing gap filling exercise 4 Focus ➤ Role playing a dialogue
Read the rubric and explain the task. Play the Ss work in pairs. Read the rubric and explain the
recording (twice if necessary). Ss complete the task. task. Go through the instructions with Ss and check
Ss compare answers. Check answers. understanding and elicit/explain any unknown
words. Allow Ss time to prepare and have a few pairs
Answer Key act out their dialogue for the class. If possible have
1 Can you help me send an e-mail? Ss record their dialogues. Correct where necessary.
2 Now connect to the Internet.
3 Got it! What’s next? Answer Key
4 Make sure you click on ‘send’ when you A: Can you help me send an SMS?
finish writing it. B: Sure. Switch on your phone.
5 That was easier than I thought. A: Okay!
B: Now, go to the menu on your phone.
A: Got it! What’s next?
3 a) Focus ➤ Putting pictures in order B: Choose ‘Messages’ and then select ‘Create
Ss work in pairs. Ask Ss to look at the pictures Message’.
again. Ask Ss to read the dialogue again and put A: All right.
the pictures in the correct order. Allow Ss time B: Now, write your SMS and select ‘send’.
to complete task. Go around the classroom A: Anything else?
monitoring Ss’ work and helping where B: Yes, key in the number and press ‘send’
necessary. Pairs compare answers with the pair again.
beside them. Check answers. A: Thanks.
76
English in Use 5
Pronunciation Answer Key
5 Focus ➤ Pronouncing /≤
≤ / - /∑∑ / /≤/ /∑/ /≤/ /∑/
Focus Ss’ attention on the phonemes chart in the calm task
appendix. Ask them to find the two symbols. come tusk
Pronounce the sounds clearly and slowly. harp calf
Demonstrate where your tongue, teeth and jaw are cup cuff
correct boxes. Ss compare answers. Check Ss’
Extensive Reading 5
Reading & Listening
Answer Key
1 Focus ➤ Stimulating interest/Predicting 1 Computer simulation is the use of computers
content to simulate reality.
ñ Draw Ss’ attention to the title and the pictures. 2 Simulations are useful because we can use
Ask Ss what they think the text is about. Elicit them to test new products and train people.
ideas from around the class. 3 Engineers and pilots can use simulations.
ñ Ss read the text to see if they guessed correctly.
Check answers.
c) Focus ➤ Building vocabulary
Answer Key Ask Ss to explain the meaning of the words in
The text is about the use of computers to bold without the use of a dictionary, i.e. they
simulate reality. can use synonyms, paraphrase etc. Elicit/Explain
2 a) Focus ➤ Completing gap filling exercise section of their notebooks.
ñ Ask Ss to read the text and fill in the gaps
with the A, B, C options. Allow Ss time to Answer Key
complete task. Ss compare answers. real life (exp): things that really happen in life
ñ Play recording. Ss check answers. training (n): period of time spent learning how
to do sth
Answer Key skills (n): abilities to do sth
1 a 3 There 5 also Engineers: people who use scientific knowledge
2 don’t 4 by to build sth
faults (n): defects, things that are wrong with
something
Ask Ss to read the questions first so they know
what information to look for. Allow Ss time to
complete the task. Check answers.
77
5 Extensive Reading
Speaking ñ Ask Ss to form adjectives from the nouns. Allow
Ss time to complete the task. Go around the
3 Focus ➤ Discussing things that impress us
classroom monitoring Ss’ work and helping where
Ss work in pairs. Ask Ss to look back at the article necessary. Ss compare answers. Check answers.
and to think of what impressed them most. Allow Ss
time to discuss their ideas and then ask pairs to tell Answer Key
the class what they talked about. 1 dangerous 4 traditional
(Ss’ own answers) 2 dirty 5 famous
3 educational 6 useful
4 Focus ➤ Forming adjectives from nouns
ñ Work with books closed. Write the following on 5 Focus ➤ Project: Designing a city of the future
the board: rain – rainy, care – careful
Ss work in groups. Read the rubric and explain the
ñ Explain to Ss that we can use –ous, -y, -al, -ful
task. Allow Ss time to perform the task. Go around
to form adjectives from some nouns.
the classroom monitoring Ss’ work and helping where
ñ Elicit other examples from class. Ask Ss to open
necessary. When Ss have finished ask them to present
their books and read the language box silently.
their city to the class.
Check Ss’ understanding and help with
difficulties if necessary. (Ss’ own answers)
5 Progress Check
Answer Key
1 1 cities 3 flying 5 glass 5 1 am taking 4 will be

2 clean 4 online 2 is going to lose 5 am going to buy
3 will get
2 1 take 4 watch 7 store
2 send 5 send 8 listen 6 1 see 3 get 5 isn’t
3 surf 6 read 2 dream 4 don’t call
3 1 button 3 connect 5 electronic 7 1 b 2 b 3 a 4 a

2 Send 4 store
4 1 after 2 forward 3 up 4 for
78
Having fun Module 6
Before you start …
Pic 2 (p. 56)
Ask Ss to take a quick look at Module 5. Ask them what What can you see in the picture? What other
they think the future holds for us. Elicit vocabulary seen pictures can you see on p. 56? How are the
in the previous module. Ask Ss if they use computers and pictures related? How are they related to the
what they use them for. Stimulate discussion about what title of the unit and the texts?
other gadgets they use.
Pic 3 (p. 60)
Look at Module 6 What is the boy doing? How is the picture
ñ Ask Ss to look at the title of the module, Having related to the title of the unit and the text?
fun, and elicit/explain the meaning (enjoying
yourself).
ñ Refer Ss to the titles of the units on pp. 56-60 and Find the page number(s) for
to the various pictures and ask them how they are If necessary, elicit/explain each item. Allow Ss time to
related to having fun (p. 56 places where we have find the page numbers for each item and check Ss’
fun; pp. 58-59 summer camps for children between answers. As appropriate, elicit/explain how each item is
the ages of 13 and 19; p. 60 an expression which used and where Ss would usually expect to find them.
means to have a great time).
ñ Use pictures 1-3 to stimulate discussion and to
Answer Key
prompt interest in the module as a warm-up
activity. Ask questions to begin a discussion about a website (p. 56)
topics that will be covered in the module, adjusting What do you think the website is for? What else
can you see on the page? Who do you think
would visit this website? Why?
a postcard (p. 60)
Suggested Answer Key How do you think the title is related to the
picture and the postcard? What else can you
Focus Ss’ attention on pic. 1 (p. 63)
see on p. 60?
S1: It’s from page 63. a holiday camp advert (p. 58)
T: What can you see in the picture? What sort of things do we do at holiday camps?
S2: It’s a sketch of someone in a swimming Would you like to spend your summer at a
pool. holiday camp? Why? What type of camp is
T: What else can you see on p. 63? shown in the advert?
S3: Other sketches of rules for swimming
safely in a swimming pool. Listen, read and talk about …/Learn how to …/
T: Where would you find them? Practise …/Write/Make
S4: In a leaflet about swimming pool rules.
79
6 a
The fun starts here!
Objectives
A: Yes, I have. In Disneyland.
Vocabulary: related to fun activities
B: What was it like? etc.
Reading & Listening: ads for theme parks
Grammar: present perfect
Speaking: talking about what you did at a theme 2 Focus ➤ Visualising a scene
park Tell Ss they are going to listen to some music. Ask
Writing: an advert for a theme park them to close their eyes and to imagine being
somewhere with some people as they listen. Ask
them to imagine what they can see, hear, taste and
Introduction smell. Play the recording and invite Ss to tell the
Ask Ss to look at the title, Fun starts here, and the class what they imagined.
pictures. Elicit/Explain the meaning of the title (a place
(Ss’ own answers)
where you can have fun). Ask them what they think the
unit will be about. Encourage Ss to predict what type of
Reading & Listening
Vocabulary content
1 Focus ➤ Building vocabulary related to fun ñ Ask Ss to look at the texts and to say what kind
activities of texts they are and where they could find
them, and what they are about. Allow Ss time to
ñ Draw Ss’ attention to pictures A-C and ask them
perform the task. Ss compare ideas.
what kind of activities we can do there. Tell them
ñ Ss listen to/read the text to check if they
to look through the list of activities. Elicit/Explain
guessed correctly. Elicit answers from the class.
the meaning of any new vocabulary. Allow Ss time
to match the activities with pictures A-C. Ss
compare answers. Check Ss’ answers. Answer Key
The texts are advertisements for theme parks.
Suggested Answer Key The first is a magazine article and the second is
A fly in a pirate ship, shake hands with a website. They are about the things we can do
cartoon characters, see famous landmarks, there.
go on a water ride, ride on a rollercoaster,
meet a ghost, explore a haunted mansion,
go on a rocket journey, go souvenir shopping 4 a) Focus ➤ Reading for specific information
B ride on the big wheel, eat candy floss ñ Ask Ss to read the texts again and to answer
C see trapeze artists, see clowns perform the questions. Tell Ss to read the questions
tricks first so they know what they are looking for.
ñ Allow Ss time to complete the task. Ss
ñ Ss work in pairs. Ask Ss if they have ever tried compare answers.
any of these activities. Have two Ss read out the ñ Check answers.
example exchange. Allow Ss time to discuss
activities with their partners. Answer Key
ñ Ask several pairs to present their exchanges to
1 in Tobu World Square
the class.
2 both
Suggested Answer Key 3 Disneyland
A: Have you ever ridden on a big wheel. 4 in Tobu World Square
B: No, I haven’t. How about you? 5 Disneyland
80
The fun starts here! 6a
answers on the board. Instruct Ss to find the
b) Focus ➤ Building vocabulary verbs in the list of irregular verbs at the back of
ñ Ask Ss to explain the meaning of the words in their book and check. Check Ss’ answers.
they can use synonyms, paraphrase etc. Answer Key
Elicit/Explain the meanings and write them Regular ― explored, wished
on the board. Ss should copy the words into Irregular ― shaken, come, flown, ridden, gone,
the vocabulary section of their notebooks. dreamt, seen
Answer Key
6 Focus ➤ Personalising present perfect
tiny (adj): very small
home-cooked (adj): cooked in the home, not Have a S read out the rubric. Drill the example with
store-bought the whole class, having each S respond to the
ghosts (n): phantoms question. Check Ss’ understanding of the task.
stroll (n): leisurely walk Allow Ss some time to complete the task in pairs.
Monitor the activity, checking Ss’ answers.
ñ Ask Ss which place they find the most exciting

and initiate a class discussion eliciting opinion Suggested Answer Key
and justifications from Ss. 2 A: Have your parents ever gone on a roller-
coaster ride?
Suggested Answer Key B: No, they haven’t.
3 A: Have your family ever travelled by boat?
I think Disneyland is really exciting as you can
B: Yes, they have. They did a cruise of the
go on a jungle cruise and explore tiny worlds.
Nile.
4 A: Has your best friend ever flown in a
Grammar helicopter?
B: No, he hasn’t.
5 a) Focus ➤ Reviewing present perfect
5 A: Have you ever seen a ghost?
ñ Work with books closed. Write I have ridden B: No, I haven’t. I don’t believe in ghosts.
on a roller coaster on the board putting
stress on the words have and ridden. Explain
that this is an example of an experience you Game
have had. Explain the structure and the use. Focus ➤ Talking about experiences
Write Have you ever ridden on a roller
coaster? and elicit answers from the class Ss play in teams. Explain the game to Ss. One S
and check Ss use of ever. from team 1 starts by making a statement about
ñ Ss open books. Ask Ss to look at the theory his/her experience. Team 2 asks questions to find
box. Go through its contents with Ss. Check out more. Tell Ss to use their list of irregular verbs
understanding. Ask Ss to read out the to help them. Set a time limit for the game.
examples and then fill in the rule. Correct Ss’ pronunciation and grammar by taking
notes and giving feedback later.
Answer Key
have Suggested Answer Key
A: I’ve been to Paris.
B: Have you visited the Louvre?
b) Focus ➤ Practising present perfect A: No, I haven’t.
Ss work in pairs. Ask Ss to find examples of the B: Have you climbed the Eiffel Tower?
present perfect in the text and to say which are A: Yes, I have. etc.
regular and which are irregular verbs. Write
81
6a The fun starts here!
Speaking Writing
7 Focus ➤ Role playing a situation 10 Focus ➤ An advert
Ss work in pairs. Have a S read out the rubric and Ss work in groups. Go through the rubric with Ss and
help him/her explain the task. Allow Ss time to elicit key words (advert, theme park, you have
prepare their telephone conversation and go around visited, heard about, name, location, see and do).
the classroom, monitoring their work and helping Write the key words on the board. Elicit from Ss
where necessary. When Ss have finished, ask pairs what they need to write. Tell Ss to use their own
to act out their dialogues for the class. If possible, ideas plus ideas from Ex. 3 to help them. Brainstorm
have Ss’ record themselves. Accept feedback. for ideas and write them on the board as an example
only. Allow Ss time to complete the task in class.
Suggested Answer Key Check Ss’ work and give feedback. Alternatively, you
A: Hi, Mat. Are you enjoying yourself in can assign the task for HW, provided you have gone
Disneyland? through it orally in class first.
B: Hi, Brian, I’m having a great time! I’ve
shaken hands with Donald and Daisy. I’ve Suggested Answer Key
explored the Haunted Mansion and I’ve even Want to get away? Here are some important
flown in a pirate ship with Peter Pan! reasons why you should!
A: Wow! That sounds great. What about the
rollercoaster? Have you been on that yet? At Theme Park Victoria you can ride on
B: No, not yet and I haven’t gone on a rocket rollercoasters, go on a rocket journey, meet a
journey, either. We will probably go after ghost and have tea in its haunted mansion, eat
lunch. And you? candy floss and see clowns performing tricks!!
Book now! You’ve never seen anything like it!!
8 Focus ➤ Using easily confused words
Elicit/Explain the meanings of the words real and
true and write examples on the board. Ask Ss to
Synergy
complete the sentences. Allow Ss to compare
answers and look the words up in a dictionary for ñ Allow Ss one minute to think about the
confirmation. Check answers. grammar points and six phrases they have
learnt in today’s lesson. Ask Ss to use them
Answer Key to make their own sentences.
1 real 3 real
2 true 4 true
9 Focus ➤ Practising phrasal verbs (come) same taste in music, etc.
Read the rubric and explain the task. Elicit/Explain ñ Ask Ss to discuss what they have learnt in
the meaning of the phrasal verbs. Ss use their the lesson with their partner.
dictionaries to look up the phrasal verbs and read
examples. Allow Ss time to complete the task and
compare answers. Check answers and write them
on the board.
Answer Key
1 came across 3 came out
2 came back 4 came round
82
6 b
Teen camps
Objectives
Vocabulary: related to team camp activities
b) Focus ➤ Practising new vocabulary/
reviewing 1st conditional
Reading & Listening: a dialogue
Everyday English: inviting/accepting & refusing Ss work in pairs. Ask Ss to choose one of the
invitations teen camps and to ask and answer questions
Grammar: present perfect with their partner. Ask a pair to read out the
Speaking: about what you’ve packed for holiday example exchange. Allow Ss time to perform the
Listening: an informal conversation about teen task. Go around the classroom, monitoring Ss’
camp activities work and helping where necessary. When Ss
Writing: a list have finished, ask some pairs to report to the
class. Check Ss’ answers.
Introduction Suggested Answer Key

Draw Ss’ attention to the title, Teen camps, and ask A: What will you do if you go to Sports Camp?
them what they think it means (e.g. a camp where B: If I go to Sports Camp, I will go rafting and
teens go on holidays). Ask Ss what they think the unit swimming, play volleyball, basketball and
will be about. Encourage Ss to predict what type of football, etc.
Vocabulary Reading
1 a) Focus ➤ Building vocabulary related to 2 a) Focus ➤ Stimulating interest/predicting
camps content
ñ Have a S read out the rubric and help him/her Tell Ss that the dialogue is between two friends.
explain the task. Allow Ss some time to scan Ask them to read the first exchange and items
the list. Elicit/Explain any new vocabulary. A-H and try to guess what the dialogue is about.
Ask Ss around the class for answers. Write Allow Ss time and elicit ideas from around the
them on the board and elicit feedback from class. Instruct Ss to read to check their answers.
the rest of the class. Check answers.
Answer Key
Answer Key The dialogue is between two friends who are
1 have 5 have/ 8 go talking about their plans for the summer.
2 go make 9 play
3 go 6 play 10 have
4 play 7 make 11 make
b) Focus ➤ Completing gap-filling exercise
Ask Ss to read the dialogue and to fill in the
gaps with the phrases A-H. Explain that there
ñ Draw Ss’ attention to the pictures and ask
are more phrases than they need. Allow Ss time
them to match them to the activities. Allow
to complete the task. Play the recording (twice
Ss time to complete the task and compare
if necessary). Ss listen and check answers.
answers. Check answers.
Check with the class.

Answer Key
A: 2, 6, 8, C: 4, 5, 7, 10
1 D 2 B 3 E 4 G 5 A
B: 3, 11 D: 1, 9
83
6b Teen camps
example with a S. In pairs, Ss act out similar
c) Focus ➤ Building vocabulary exchanges to the example using the ideas given.
Ask Ss to explain the meaning of the words in Monitor and check Ss’ work. Ask several pairs to act
bold without the use of a dictionary, i.e. they out their exchanges for the class.
the meanings and write them on the board. Ss Suggested Answer Key
should copy the words into the vocabulary A: How about going on a picnic?
section of their notebooks. B: That sounds great!
A: Do you fancy coming round for dinner?
Answer Key
B: I’m afraid I can’t. I have to babysit.
fancy (v): like, feel like
put up (phr v): erect
survive (v): manage to stay alive Grammar
A friend in need is a friend indeed. (exp): A 5 Focus ➤ Reviewing time expressions
true friend is one that helps you through the
bad times. Ask Ss to read the sentences quietly first. In pairs Ss
find equivalents in L1. Have Ss compare answers
with another pair. Instruct Ss to look up the words
3 Focus ➤ Role playing a dialogue in their bilingual dictionaries.
Read the rubric. Check Ss understand the task. Ss (Ss’ own answers)
work in pairs. Allow pairs time to prepare their
dialogues. Ask Ss to act out their dialogue for the Speaking
class. Elicit feedback.
6 Focus ➤ Reviewing present perfect
Have a S read out the rubric and help him/her
explain the task. Focus Ss’ attention on the leaflet
A: Have you planned your summer holiday yet?
and explain/elicit the meaning of any new
B: I certainly have! I’m leaving next Friday.
vocabulary. Drill the example with a S and check Ss’
A: Where are you going?
understanding of the task. Allow Ss time to
B: My parents have booked me a week at Arts
complete the task in pairs. Ask Ss to pair up and act
Camp.
out exchanges for the class. Check Ss’ answers.
A: Arts Camp? What’s that all about?
B: It’s a teen camp where you learn to paint,
sing and dance. Do you fancy coming with me? Suggested Answer Key
A: I’d love to! I’ll talk with my parents tonight A: Have you bought a new tracksuit yet?
about it! B: No, I haven’t.
B: OK, let me know tomorrow! A: Have you finished packing your suitcase?
A: I will! B: No, I haven’t. I’ll do that last.
A: Have you found your football boots?
B: No, I haven’t yet.
Everyday English A: Have you packed any sports equipment?
4 Focus ➤ Inviting accepting and refusing B: Yes. I have just packed my rackets, etc.
invitations
Focus Ss’ attention on the phrases in the box. Read
through the phrases with Ss and elicit/explain their
structure and meaning. Check Ss’ understanding.
Read out the rubric and explain the task. Drill the
84
Teen camps 6b
7 Focus ➤ Completing gap fill exercise Suggested Answer Key
Ask Ss to use the words in bold from Ex. 5 to fill in I have booked the hotel.
the blanks. Allow Ss time to complete the task. Ss I have bought some summer clothes.
compare answers. Check answers. I haven’t bought a sun hat.
I haven’t changed any money.
Answer Key I haven’t packed my suitcase.
1 yet 4 already
2 just 5 ever
3 before
Synergy
ñ Allow Ss one minute to think about the
Listening
grammar structures and ten words they
8 Focus ➤ Listening for specific information have learnt in today’s lesson. Ask Ss to use
Allow Ss some time to read through the rubric and them to make their own sentences.
items A-H. Check Ss’ understanding of the task by ñ When Ss have finished ask them to get up
asking comprehension questions. Play the recording, and go around the class to find a partner
(twice if necessary). Ss listen and complete the task. who has something in common with them
Check answers. e.g. same hair/eye colour, same clothes,
Answer Key
1 B 2 F 3 C 4 H 5 A
Writing
9 Focus ➤ A list
Ask Ss to imagine that they are going on holiday
soon and to make a list of what they have
done/haven’t done. Ask Ss to read the examples.
Allow Ss some time to complete the task in class.
Go around monitoring Ss’ work and helping with any
difficulties. Ss compare their work. Check Ss’ work
and give feedback. Alternatively, you can assign the
orally in class. Have Ss read out their list to the
class.
85
6 c
A whale of a time!
Objectives
Answer Key
Reading & Listening: a postcard
1 from 4 a 7 on
Grammar: have gone/have been
2 of 5 and 8 yet
Speaking: role playing a telephone conversation
3 have 6 have
Writing: a postcard

Introduction bold without the use of a dictionary, i.e. they
Draw Ss’ attention to the title, A whale of a time!, and can use synonyms, paraphrase etc. Elicit/Explain
ask them what they think it means. Ask Ss when they the meanings and write them on the board. Ss
last had a whale of a time. Encourage Ss to describe should copy the words into the vocabulary
their expreriences. e.g. It was my birthday on Saturday section of their notebooks.
and I had a whale of a time. I went to a theme park
with some friends. I really enjoyed myself. Answer Key
greetings (n): sth friendly you say when you
Reading & Listening meet or write to sb
1 a) Focus ➤ Stimulating interest/predicting millions (quant): a great number
content sailing (n): travelling in a boat with sails
wave riding (n): surfing
Draw Ss’ attention to the postcard and ask them water skiing (n): standing on a ski while being
to find out who is sending it and to whom. Ask Ss pulled by a boat
where each person is. sunbathing (n): lying in the sun
hair-raising rides (exp): exciting rides
Answer Key souvenir (n): sth you buy to remind you of a place
Janet is sending it to Mike. Janet is in California get back (phr v): return
and Mike is in the UK.
3 Focus ➤ Matching paragraphs to headings
b) Focus ➤ Reading for gist
Elicit what closing remarks are and ask Ss to find
Ask Ss what they think the postcard is about. closing remarks in the postcard. Repeat for opening
Tell Ss to read through the postcard to see if remarks and activities. Elicit answers from around the
they were right. Elicit answers from around the class. Ask Ss to match the paragraphs to the headings.
class. Check answers and explain the importance of having
opening and closing remarks in a postcard/letter (to
Answer Key be friendly, to show interest, etc).
The postcard is about Janet’s holiday in Answer Key
California.
1 opening remarks 3 closing remarks
2 activities
2 Focus ➤ Reading for detailed understanding/
listening for confirmation
4 Focus ➤ Using descriptive language
Ask Ss to read the text again and fill in the missing
Ask Ss to read the Study Skills box quietly. Then go
words. Remind Ss to pay attention to the preceding
through the Study Skills with Ss aloud. Elicit/
and following words. Allow Ss time to complete the
Explain that adjectives make your description more
task. Ss compare answers. Play the recording. Ss
interesting. Ask Ss to read the text again and to find
listen and check. Check answers.
the adjectives that describe nouns 1-7. Allow Ss
86
A whale of a time! 6c
time to complete the task. Go around the classroom Writing
7 Focus ➤ A postcard
difficulties. Ss compare answers. Check answers.
Ask Ss how we use adjectives in a sentence (e.g. we Go through the rubric with Ss and elicit key words
usually place them in front of nouns, etc). Elicit (spending week, holiday resort, postcard to English
answers from the class or explain where necessary. pen-friend). Refer Ss to the postcard in Ex. 1 and
tell them they can use it as a model. Brainstorm for
Answer Key ideas and write them on the board. Elicit the
1 exciting 5 famous information that Ss should include in their postcard
2 interesting 6 hair-raising (where they are, what they’ve done so far, if they
3 new 7 beautiful like it). Allow Ss some time to complete the task in
4 fantastic class. Go around monitoring Ss’ work and helping
with any difficulties. Ss compare work. Check Ss’
work and give feedback. Alternatively, you can
Grammar assign the task for HW provided you have gone
5 Focus ➤ Comparing has gone and has been through it orally in class.
Read the two examples and explain/elicit the

difference in meaning. Check understanding. Ask Ss Suggested Answer Key
to complete the sentences with has gone or has Hi Sally,
been. Allow Ss time to complete the task. Ss Greetings from Santorini! I’m having a
compare answers. Check answers on the board. whale of a time. I’ve been here for a week now
and I really like it.
Answer Key So far I’ve met lots of interesting people
1 has gone 3 has gone and I’ve made some new friends. I’ve also been
2 has been 4 has been swimming and I’ve even tried water-skiing! My
brother and I have been to the volcano site,
too! It was amazing.
Speaking I’ve taken lots of pictures to show you
6 Focus ➤ Acting out a telephone call when I get back! See you soon.
Love,
Ss work in pairs. Ask Ss to go over the postcard Emma
again and to list all the things that Janet
has/hasn’t done yet at the park. Ss then act out a
telephone conversation between Janet and Mike.
Allow Ss time to prepare in pairs and then ask them
to act out their dialogue for the class. Accept
feedback and correct where necessary.

M: Hi, Janet. How is it going at the camp?
J: Great! I’m having the time of my life.
M: Have you made any friends?
J: Oh yes. I’ve met a lot of interesting people.
M: Have you done anything exciting?
J: Yes, I’ve gone water skiing and sailing, but I
haven’t done any souvenir shopping yet,
etc.
87
6d Culture Corner
Additional materials 3rd para: is about Miniland USA. Key sentences:
Magazine adverts for theme parks Before you leave Legoland California,
be sure not to miss Miniland USA.
Reading & Listening
1 Focus ➤ Stimulating interest/predicting the ñ Ask Ss to explain the meaning of the words in
content bold without the use of a dictionary, i.e. they
Ask Ss to look at the pictures and the title of the can use synonyms, paraphrase etc. Elicit/
text and to say what Legoland is and what country Explain the meanings and write them on the
it is in. Elicit answers from around the class and board. Ss should copy the words into the
stimulate Ss’ interest by asking Ss if they used to vocabulary section of their notebooks.
play with LEGO.
Answer Key
Answer Key bricks (n): rectangular blocks
Legoland is a theme park in California, USA. bones (n): parts of the skeleton
fossils (n): hard remains of a prehistoric plant
or animal
driving licence (n): official paper allowing you
Ask Ss to look at the list of activities and say which to drive
ones they think you can do at Legoland. Elicit/ find out (phr v): discover
Explain any new vocabulary. Allow Ss time to landmarks (n): building or feature which is
discuss in pairs and then discuss as a class. Play the easily recognised and helps you identify a place
recording (twice if necessary). Ss listen, read and
check. Write answers on the board.
Speaking
Answer Key 4 Focus ➤ Role playing a telephone
dig for dinosaur bones conversation
go on a safari trek
Ss work in pairs. One S imagines that he/she is at
take a ride on a roller coaster
Legoland and telephones his/her partner to tell
drive a fire truck
them about what they are doing and how much
see American landmarks
they like it. Allow Ss time to prepare and practise
fly a plane
their role play and then ask pairs to act it out for
the class. Give feedback.
3 Focus ➤ Reading for specific information
ñ Ask Ss to read the text again and to say what each Answer Key
paragraph is about and to find the key sentence S1: Hi, Jacky. How are you?
for each. Allow Ss time to perform the task S2: Fine thanks. How is Legoland?
individually. Ss compare answers. Check answers. S1: It’s great. I’m having the time of my life
here.
Answer Key S2: What kind of things have you done?
1st para: is about LEGO bricks. Key sentence: S1: First, I went to Dino’s Island and took a
You can build just about anything ride on the Coastersauras, etc.
with LEGO bricks.
2nd para: is about the attractions at Legoland.
Key sentence: Among the attractions
at Legoland is …
88
Culture Corner 6d
5 Focus ➤ Forming opposite adjectives Suggested Answer Key
ñ Draw Ss’ attention to the table and have a S Looking for a great day out for the entire
read it aloud. Explain to Ss that we use the family? Come visit us at Canada’s Wonderland
prefixes to form opposite adjectives. Write for an experience you’ll never forget.
unknown on the board as an example and Fly through the air in Captain Hook’s pirate
underline the prefix. Elicit another example ship, splash down the falls in a log boat,
from the class and write it on the board. scream your way through a walk in the haunted
ñ Ask Ss to form the opposites of the adjectives 1-7. house!! All this and much, much more.
Allow Ss time to complete the task. Go around Stop for a drink and a snack at any one of our
the classroom, monitoring Ss’ work and helping many canteens and sit-down restaurants.
where necessary. Family rates available and OAPs are admitted
ñ Ss compare answers and check in their free. Open every day of the week, April
dictionaries. Check answers with class. Instruct Ss through September.
to use the adjectives in sentences of their own.
Answer Key Synergy

1 illogical 5 inactive ñ Allow Ss one minute to think about any ten
2 irresponsible 6 unbalanced words learnt in today’s lesson. Ask Ss to use
3 unbelievable 7 unforgettable them to make their own sentences.
4 impossible ñ When Ss have finished ask them to get up
Project e.g. same hair/eye colour, same clothes,
6 Focus ➤ Project: A radio advert same taste in music, etc.
Read the rubric and explain the task. Ask Ss to
underline the key words (make, radio advert,
famous theme park) and write them on the board.
Elicit the information that Ss should include in their
ad (name, location, activities). Refer Ss back to the
text in Ex. 1 and tell them they can use it for ideas.
If you have brought adverts from magazines, hand
them out and tell Ss to use them for ideas. Allow Ss
some time to complete the task in class. Go around
the classroom monitoring Ss’ work and helping with
any difficulties. If possible, allow Ss to record their
work and play it back to the class. Check Ss’ work
orally in class.
89
6 English in Use
1 Focus ➤ Listening and repeating 4 Focus ➤ Role playing: booking a holiday
Ask Ss to read the phrases quietly to themselves. Ss work in pairs. Draw Ss’ attention to the advert
Elicit/Explain any new vocabulary. Tell Ss they are for the teen camp. Ask them to imagine that they
going to listen to the phrases and repeat them one by want to book a holiday there and to take roles to
one. Play the recording, pausing after each phrase act out a dialogue similar to the one in Ex. 3 using
for Ss to repeat. Correct Ss’ pronunciation and phrases from Ex. 1. Allow Ss time to prepare the
intonation. task and then ask pairs to act out their dialogue for
the class.
Answer Key
Ask: 1, 3, 4, 5, 8 Suggested Answer Key
Give: 2, 6, 7, 9 S1: Hello, YMCA camps. How can I help you?
S2: I’d like to reserve a place, please.
S1: What’s your name, please?
2 Focus ➤ Listening for specific information
S2: It’s John Taylor.
Tell Ss that the dialogue is between a teenager and a S1: And when would you like to come?
receptionist at a camp. Ask them to listen to the S2: From 15th June to 22nd June.
dialogue and say who says what. Play the recording S1: OK! Could I have your email address, please?
(twice if necessary). Ss listen and perform the task. etc.
Check answers.
Answer Key Pronunciation

R ― 1, 3, 4, 5, 6, 7, 8, 9 5 Focus ➤ Practising pronunciation /ª
ª/ , /¥
¥/
T―2 Focus Ss’ attention on the phonemes chart in the
appendix. Ask them to find the two symbols.
3 a) Focus ➤ Reading for specific Information Pronounce the sounds clearly and slowly.
Demonstrate where your tongue, teeth and jaw are
Ask Ss to read the dialogue and complete the
sentences with the missing information. Tell them
to read the sentences first so they know what
they are looking for. Allow Ss time to complete
the correct boxes. Ss compare answers. Check Ss’
the task. Ss compare answers. Check answers.

1 Brown
/ª/ /¥/ /ª/ /¥/
2 1st to 16th July
burn ✓ bird ✓
3 painting and photography
born ✓ board ✓
4 painting and sculpture classes
b) Focus ➤ Reading aloud Suggested Answer Key

Ss work in pairs. Allow Ss to read through the Additional Words
dialogue again and prepare. Ask Ss to read out the /ª/ word, fur, her /¥/ corn, torn
dialogue for the class. Check Ss’ pronunciation.
(Answer as dialogue)
90
Extensive Reading 6
Reading & Listening ñ Ask Ss to explain the meaning of the words in
can use synonyms, paraphrase, etc. Elicit/
content
Draw Ss’ attention to the pictures and the title and board. Ss should copy the words into the
ask them to say how they are related. Ask Ss if they vocabulary section of their notebooks.
think the pictures are relevant to the sea or a pool.
Elicit answers from around the class. Ask Ss to Answer Key
justify their answers.
guide (n): leaflet giving instructions
slip (v): accidentally slide and lose balance
Answer Key
push (v): shove
The pictures are related to the swimming pool
danger (n): situation where sb may be hurt or
and show rules at the pool.
killed
lead to (exp): result in
2 Focus ➤ Reading for gist stomach cramps (n): pains in the stomach
lifeguards (n): people who protect people
Ask Ss to read the introduction to the text and to
while they are swimming
explain what it is about. Ask them to say what they
get into trouble (exp): become involved in sth
think the rest of the text is about. Elicit answers from
negative
the class. Ss read the rest of the text and check.
signs (n): piece of wood, plastic, etc that has
information written on it
Answer Key
designated areas (exp): specially chosen places
The introduction says that the swimming pool
displayed (v): shown
is a great place, but it can also be dangerous.
The rest of the text gives the dos and don’ts of
swimming in a swimming pool. Project
4 Focus ➤ Giving a talk
3 a) Focus ➤ Reading for specific information Ask Ss to imagine they are lifeguards and have to
Read the rubric and explain the task. Elicit/ prepare a talk for children about swimming pool
Explain the meaning of any new vocabulary. rules. Tell them to use the text to make notes and
Allow Ss time to complete the task. Go around then give their talk. Remind Ss that this is an
the classroom monitoring Ss’ work and helping exercise in fluency and they shouldn’t read their
where necessary. Ss compare answers. Play the notes but only use them to help them give their
recording. Ss check answers. talk. Allow Ss time to prepare their talk and ask
them to present it to the class. Alternatively, you
Answer Key can assign the task for HW provided you have gone
1 e 3 a 5 d 7 b through it orally in class. Ss can make their
2 h 4 g 6 f presentation in the following lesson.
b) Focus ➤ Matching instructions to pictures Suggested Answer Key

Good morning, children. Today, I’m going to
ñ Read through the Study Skills box. Check
talk to you about safe swimming in the
understanding. Ss work in pairs. Ask Ss to match
swimming pool.
the instructions (1-7) to the pictures (A-G).
Firstly, you shouldn’t run around the pool
Allow Ss time to complete the task. Check
because the floor is wet and you could slip. Not
answers and ask pairs what words helped them.
everyone knows how to swim well so don’t push
Answer Key anyone in because you could put them in
danger. You shouldn’t eat before swimming
1 C 3 D 5 E 7 F
because it can lead to stomach cramps. etc.
2 G 4 B 6 A
91
6 Progress Check
Answer Key
1 1 shake 6 pirate
2 famous 7 big 4 1 Have you ever seen 6 has never travelled
3 theme 8 water 2 has never flown 7 have already read
4 candy 9 cartoon 3 Have you ever visted 8 have not played
5 perform 10 rocket 4 has gone 9 Have you ever seen
5 Have you ever met 10 have already packed
2 1 souvenir 6 address
2 haunted 7 trapeze 5 1 I’d like to reserve a week at your camp.
3 reserve 8 pool 2 The first week of August.
4 safari 9 jungle 3 That’s fine.
5 obey 10 models 4 Certainly.
5 Of course. It’s [email protected]
3 1 round 3 out 5 across
2 across 4 back
92
Spotlight 7 ts Mod 07 12-09-08 15:03 Page 93
In the spotlight Module 7

Ask Ss to take a quick look at Module 6. Ask Ss about If necessary, elicit/explain each item. Allow Ss time to
their favourite holiday destinations. Ask Ss what they find the page numbers for each item and check Ss’
can do in those places and why they enjoyed going to answers. As appropriate, elicit/explain how each item is
them. Ask questions and stimulate a short discussion on used and where Ss would usually expect to find them.
the topics. Adapt questions according to Ss’ answers.
Answer Key
Look at Module 7 a short article (p. 71)
ñ Ask Ss to look at the title of the module, In the What do you think this article is about? Can you
spotlight, and elicit/explain the meaning (being think of 10 words related to the topic?
the centre of media attention). Refer Ss to the
titles of the units on pp. 66-70 and ask them how a CD review (p. 70)
they are related to the title of the module, In the What do you think this text is about? Do you think
spotlight (p. 66 Walk of fame - a parade of famous the reviewer likes this album?
people, p. 68 DVD frenzy! - the great popularity of
a quiz (p. 66)
films on DVD; p. 70 In the charts! - most popular/
Do you like quizzes? What kind of questions do you
bestselling songs at the moment). like? What do you think these quizzes are about?
ñ Use pictures 1-3 to stimulate a discussion and to
prompt interest in the module as a warm-up
activity. Ask questions to begin a discussion about Listen, read and talk about …/Learn how to …/
topics that will be covered in the module, adjusting Practise …/Write/Make
your questions according to Ss’ responses. As described in the relevant section in Module 1.
Answer Key
Focus Ss’ attention on pic 1 (p. 66)
T: What can you see on p. 66?
S2: Claudia Schiffer.
T: (Encourage Ss to think why she is related to the
theme of the module.) How is she connected to
the title of the unit?
S3: Well, Claudia Schiffer is a famous model and
her picture is always in magazines.
T: What else can you see on p. 66? etc
Pic 2 (p. 68)

What page is picture 2 from? What else can you see?
How are they related to the title?
Pic 3 (p. 73)

What page is picture 3 from? What can you see in
the picture? How are the other pictures related?
What do you think this section is about?
93
7 a
Walk of fame
Objectives
b) Focus ➤ Talking about famous people
Vocabulary: celebrities/descriptions
Reading: a quiz Ask Ss about famous people in their country.
Grammar: comparative/superlative forms Stimulate discussion and encourage Ss to say
Listening: a radio programme why they like them.
Speaking: describing appearance and personality
Writing: a quiz Suggested Answer Key
S1: Sureyya Ayhan is a famous athlete who was
the first Turkish woman to reach a World
Introduction
Championship final. etc
Ask Ss to look at the title and the pictures on p. 66.
Elicit what the title means. Elicit a list of famous
people. Ask Ss which celebrity is their favourite and Reading
elicit answers. 2 a) Focus ➤ Discussing famous people
Draw Ss’ attention to the pictures and elicit any
Vocabulary
background knowledge Ss have about the
1 a) Focus ➤ Presenting vocabulary related to famous people. Allow Ss to comment freely on
describing famous people and jobs the stars.
ñ Draw Ss’ attention to the adjectives and (Ss’ own answers)
elicit/explain the meaning of any unknown
words. b) Focus ➤ Reading for specific information
ñ Refer Ss to the pictures and ask Ss if they
recognise these people and what they know Draw Ss’ attention to the quiz. Allow Ss time to
about them (e.g. Ben Stiller is a very famous complete the quiz in pairs and compare their
comedian who starred in ‘There’s Something answers.
About Mary’, etc).
ñ Explain the task and refer Ss to the examples. c) Play the recording and allow Ss time to check
Allow Ss time to complete the task in pairs. their answers. Elicit answers from around the
Select pairs from around the class and class.
encourage the rest of the class to comment
on the accuracy of their descriptions. Answer Key
1 C 2 A 3 A 4 A 5 C
S1: Oprah Winfrey is a successful TV presenter. Grammar
S2: Ben Stiller is a clever comedian. 3 Focus ➤ Presenting the comparative/
S3: Steven Spielberg is a great film director. superlative forms
S4: Jude Law is a handsome actor.
ñ Draw Ss’ attention to the sentences. Elicit which
S5: Claudia Schiffer is a beautiful model.
are comparative (3, 5, 6, 7) and which are
S6: Dmitri Hvorostovsky is a talented opera superlative (1, 2, 4, 8).
singer. ñ Draw Ss’ attention to the comparative sentences.
Elicit the adjectives/adverbs from which the
comparatives were formed (intelligent, beautiful,
quick, quiet) and how they have been changed.
Refer Ss to the Grammar Reference Section if
94
Walk of fame 7a
necessary. Write a list of adjectives/adverbs on
Answer Key
the board (loud, happy, amazing, etc) and ask
1 most famous T 4 more T
individual Ss to form true sentences in the
2 younger than T 5 younger F
comparative. Check and correct answers as
necessary. 3 most talented T
ñ Repeat for superlative sentences (tall, funny,
attractive, fast). Speaking
7 Focus ➤ Describing people
4 Focus ➤ Practising comparative structures
ñ Ask Ss to think of three famous people. They
Draw Ss’ attention to the theory box. Explain that can be real or fictional. In pairs, Ss take turns
we use (not) as + adjective + as to describe things describing a famous person and their partners
which are (not) equal in some way. Draw Ss’ ask questions to get more information. Monitor
attention to the examples and check understanding. Ss’ interaction and help/correct as necessary.
Allow Ss time to form sentences and check answers ñ As an extension activity ask individual Ss to
from around the class. report one of the descriptions given to them and
see how long it takes for the rest of the class to
Answer Key guess the famous person’s name.
2 A CD is not as expensive as a DVD.
3 Jamie is not as funny as Mark. Suggested Answer Key
4 Ben Stiller is not as well-known as Tom S1: The main characters in the Harry Potter
Cruise. books are Harry Potter, and his friends Ron
Weasley and Hermione Granger.
S2: Is Ron older than Hermione?
5 Focus ➤ Practising using adverbs to compare
S1: No, Ron is not as old as Hermione, but he
people is older than Harry.
Refer Ss to the adverbs and explain the task. Allow S3: Is Harry cleverer than Ron?
time for Ss to compare themselves with their S1: Yes, he is.
friends and the rest of the class. Ask individual Ss
to report back to the class. Check usage. Writing
Suggested Answer Key 8 Focus ➤ Making a quiz about famous people
from your country.
Alex runs faster than me.
Alex and I do not dance as well as Simone. etc Explain the task. Ask Ss to brainstorm for
information about famous people and refer them to
Listening the quiz in Ex. 2 for example questions to ask.
Allow Ss time to complete the task in class. Go
6 Focus ➤ Using the comparative and superlative around the class monitoring Ss’ work and helping
forms/listening for specific information with any difficulties. Check Ss’ work and give
ñ Draw Ss’ attention to the quiz and elicit/explain feedback. Alternatively, you can assign the task for
the meaning of any unknown words. Ask Ss what HW provided you have gone through it orally in
they know about any of the characters class.
mentioned. Explain the task and explain that Ss
do not require any background knowledge of
figure skating to successfully complete this
task.
ñ Allow Ss time to complete the task. Elicit
answers from around the class and check
spellings on the board.
95
7a Walk of fame

Synergy
1 He starred in Bridget Jones’s Diary and Four
Weddings and a Funeral. (Hugh Grant) ñ Allow Ss one minute to think about ten
2 He was the world famous director who made words they have learnt in today’s lesson.
Psycho and Rear Window. (Alfred Hitchcock) Ask Ss to use them to make their own
3 He was the first person to play James Bond sentences.
in the film Dr. No. (Sean Connery) ñ When Ss have finished, ask them to get up
4 He made the films: Alien, Gladiator and and go around the class to find a partner
Black Hawk Down. (Ridley Scott) who has something in common with them,
5 She won an Oscar for her role in The e.g. same hair/eye colour, same clothes,
Constant Gardener. (Rachel Weisz) same taste in music, etc.
this lesson with their partner.
7 b
DVD frenzy!
Objectives
Answer Key
Vocabulary: film genres
Titanic – romance
Reading & Listening: a dialogue (for specific
Lord of the Rings: The Return of the King –
information)
fantasy
Speaking: expressing preferences
The Matrix Reloaded – science fiction
Grammar: present perfect vs past simple
Shrek 2 – animation
Writing: a film review
Braveheart – adventure
The Sixth Sense – thriller
Home Alone – comedy
Introduction
Draw Ss’ attention to the title, DVD frenzy! and ask
them what they think it means (the great popularity of 2 Focus ➤ Matching reviews to films
DVDs). Ask Ss how they usually watch films (on TV, on Ask the Ss to read the reviews. Elicit why we read
DVD or at the cinema). Ask them which they prefer and reviews (to find out what a film is like) Elicit/
why. Encourage Ss to predict what type of vocabulary Explain any new vocabulary. Ss’ complete the task.
they will see in the unit. Check Ss’ answers.
Vocabulary Answer Key

1 Focus ➤ Presenting vocabulary related to films Titanic
The Matrix Reloaded
Refer Ss to the film titles and the genres of films.
Elicit/Explain the meaning of any new vocabulary.
Refer Ss to the pictures in the film reel. Elicit
answers and feedback. Check Ss’ answers.
96
DVD frenzy! 7b
3 a) Focus ➤ Predicting the content 4 Focus ➤ Expressing preferences
Draw Ss’ attention to the first exchange and Read through the examples in the box, eliciting full
elicit the context of the dialogue (in a DVD sentences for each one. Check Ss understand the
rental shop, choosing a DVD to rent). Play the sentence structure of each item. Ask a pair of Ss to
recording. Ss check their answers. demonstrate the task. Ss work in pairs. Monitor
their work. Ask pairs to act out their exchanges for
b) Focus ➤ Reading for specific information the class.
ñ Draw Ss’ attention to sentences 1-3 and ask
them to complete them. Allow Ss time to Suggested Answer Key
complete the task and check answers. S1: Would you like to watch Shrek?
S2: I’m not a fan of animation. How about
Answer Key Superman Returns?
S1: That’s a great idea. etc
1 comedy 3 Lord of the Rings
2 thriller
Grammar
ñ Ask Ss to explain the meaning of the words in 5 Focus ➤ Comparing the present perfect and
bold without the use of a dictionary, i.e. they the past simple
can use synonyms, paraphrase, etc. Elicit/ ñ Work with books closed. Write I went to Spain
Explain the meanings and write them on the on holiday last year. on the board, and ask Ss to
board. Ss should copy the words into the say what tense it is and how it is used. Write I
vocabulary section of their workbooks. have been to Spain. on the board and ask Ss to
say what tense it is and how it is used. Refer Ss
Answer Key to the Grammar Reference Section to revise the
creepiest (adj): something that makes you feel two tenses.
more nervous and frightened than anything ñ Ss open books. Go through the theory box with
similar Ss and check understanding.
according to (exp): introduces where/who ñ Ask Ss to find examples of the two tenses in the
some information has come from dialogue. Allow Ss time to complete the task. Ss
action (n): the dynamic/exciting aspects of a compare answers with their partner. Check
film answers.
do you fancy (exp): would you like … ? how
about … ? 6 Focus ➤ Practising the present perfect and
stunning (adj): astonishing/amazing the past simple
scenes (n): parts of a film or play in which a
Explain the task. Allow Ss time to complete the task
particular series of events happens
individually and then check their answers with their
partner. Elicit and check answers from around the
c) Focus ➤ Acting out a dialogue class.
Draw Ss’ attention back to the dialogue and
explain the task. Allow Ss time to practice in Answer Key
pairs and then ask individual pairs to act out 1 hired 3 haven’t finished
their dialogue for the class. 2 Have you ever 4 have seen
watched 5 started
97
7b DVD frenzy!
7 Focus ➤ Practising for and since Writing
ñ Remind Ss that we use for and since with the 10 Focus ➤ Writing a film review
present perfect. We use since when talking Explain the task. Ask Ss to think of films they have
about the starting point of the action and for seen recently. Refer them to the reviews in Ex. 2 to
when talking about the duration of the action. use as a model. Allow Ss time to complete the task
ñ Explain the task. Allow Ss time to complete the in class. Go around the class monitoring Ss’ work
task in pairs. Elicit and check answers from and helping with any difficulties. Check Ss’ work
around the class. and give feedback. Alternatively, you can assign the
Answer Key
orally in class.
1 for 3 since 5 since
2 since 4 for
Fly Away Home directed by Carroll Ballard
Game
‘Fly Away Home’ is a fantastic adventure film.
Focus ➤ Time expressions It is about a girl, Amy Alden, who tries to teach
Ss play in teams. One team says a time expression a flock of orphaned Canada geese how to fly
used with the past simple or present perfect. The with the help of her father, Thomas and a few
other team makes a sentence using the time friends. Amy is played by Anna Paquin. Her
expression. Teams get one point for each correct father is played by Jeff Daniels. The film can
sentence. make you cry, and it can also make you laugh.
It’s a great film for the whole family.
Team A S1: Since
Team B S1: I haven’t been to the cinema since
last Saturday. etc Synergy
ñ Allow Ss one minute to think about ten
8 Focus ➤ Consolidating the present perfect words they have learnt in today’s lesson.
Ask Ss to use them to make their own
Explain the task and allow Ss time to make their
sentences.
lists of chores. Tell Ss to swap their lists and ask
and answer questions, as in the example. Monitor
the activity and help where necessary. Ask
who has something in common with them,
individual pairs to repeat their questions/answers
for the class and correct any mistakes.
9 Focus ➤ Practising phrasal verbs (turn) the lesson with their partner.
Elicit/Explain the meaning of the phrasal verbs.
Allow Ss time to complete the task in pairs and
check answers from around the class.

1 turn in 3 turns into
2 Turn off 4 Turn on
98
7 c
In the charts!
Objectives
b) Focus ➤ Consolidating vocabulary related
Vocabulary: music/musical genres to music
Reading: a music review (for general and specific
information) Explain the task and allow Ss time to make
Writing: a music CD review sentences in pairs. Elicit sentences from around
the class. This exercise could be extended by
asking the rest of the class for their comments.
Introduction
Ask Ss to look at the title and the picture on p. 70. Elicit Suggested Answer Key
what the title means (to be one of the most popular songs Mark E Smith is my favourite songwriter and
in a particular week) and how it relates to the picture singer. I really like his lyrics. His music has not
(the picture is of a famous singer). Encourage Ss to often reached the music charts. He plays many
predict what type of vocabulary they will see in the unit. musical instruments. His latest album is called
Fall Heads Role.
Vocabulary
1 Focus ➤ Building vocabulary related to music Reading
ñ Draw Ss’ attention to the different genres of 3 a) Focus ➤ Predicting content
music. Elicit examples of each genre to check Ss’
Draw Ss’ attention to the text and pictures.
understanding. Ask Ss if they know of any other
Allow Ss time to briefly skim through the text
genres (e.g. hip-hop, punk, trance etc). Conduct
and elicit the answer from a S.
a class poll to find the most popular genre (this
could take the form of a popular chart, and
Answer Key
could be extended to include the most popular
musicians, to follow the topic of the unit). It’s a review of a CD.
ñ Explain the task and then play the recording as
Ss complete the matching exercise. Check b) Focus ➤ Reading for specific information
answers and discuss any difficulties Ss may have
had in identifying a particular genre. Draw Ss’ attention to the factfile and elicit what
information is missing (the genre, her best
single, how long it was in the charts and its
Answer Key
rating). Allow Ss time to scan the text and
A: 6, B: 3, C: 7, D: 5, E: 2, F: 8, G: 4, H: 1
complete the factfile. Elicit the answer from a S.
2 a) Focus ➤ Building vocabulary related to Answer Key

music
Rock 4 months
Explain the task. Allow Ss time to complete the ‘Complicated’ Top 5
task in pairs and then check answers from
around the class.
Suggested Answer Key Explain the task and allow Ss time to go back
singer, lyrics, music charts, songwriter, Top 5, through the text and find the adjectives in
musical instruments, catchy tunes, popular pairs. Elicit answers from around the class.
single, powerful voice, latest album
99
7c In the charts!
meaning between the adjectives with different
Answer Key
suffixes. Allow time for Ss to complete the task in
the singer – young, well-known, talented, bright pairs and check answers from around the class.
the singer’s voice – great
the singer’s music – powerful
Answer Key
the lyrics – exciting
successful – careful, careless – thoughtful,
the song – famous, genuine
thoughtless – speechless – beautiful
the album – fantastic, new, catchy
1 My uncle runs a successful business.
2 Tony is careful with his work. He rarely
Explain the task and allow Ss time to find all the makes a mistake.
adjectives in the text. Elicit answers from around 3 My sister is very careless. She’s always
the class and write them on the board. breaking things.
Elicit/Explain the meaning of any unknown words. 4 It was thoughtful of you to ask him how he
Allow Ss time to think of adjectives with the was feeling.
opposite meaning. Explain that several answers 5 It was thoughtless of you to ask her why her
may be possible for each adjective. Elicit answers husband went to jail.
from around the class. Correct any mistakes. 6 John was speechless when he heard the news.
7 Sonia is the most beautiful person I know.
young /youthful ≠ old: He’s too old to sing live.
well-known/famous ≠ unknown: She’s famous Writing
in many countries. 6 Focus ➤ Writing a CD review
talented/gifted ≠ untalented: He’s a gifted
Explain the task. Ask Ss to think of their favourite
musician.
albums. Refer them to the review in Ex. 3 to use as a
bright/brilliant ≠ ordinary : I think her voice
model. Allow Ss time to complete the task in class.
is pretty ordinary.
Go around the class monitoring Ss’ work and helping
great/excellent ≠ awful: That was an awful
with any difficulties. Check Ss’ work and give
album.
feedback. Altermatively, you can assign the task for
powerful/strong ≠ weak: When she sang in
HW provided you have gone through it orally in class.
concert, her voice sounded very weak.
exciting/thrilling ≠ boring: It was thrilling to
actually meet the singers. Suggested Answer Key
famous/well-known ≠ not known: The band is Gnarls Barkley, St. Elsewhere
not known in my country. *****
genuine/authentic ≠ fake: I find the lyrics ‘St. Elsewhere’ is the new album from the US
genuine and sincere. band Gnarls Barkley. Rapper Cee-Lo and hip
fantastic/wonderful ≠ terrible: It is a terrible hopper Danger Mouse are the members of the
title for an album. band. Both are already well-known in the US,
catchy/memorable ≠ forgettable: This is such a the UK and Europe and it is easy to see why.
memorable song, it’s my favourite. With their powerful music and catchy tunes
new/recent ≠ old: I prefer the band’s more they are sure to be around for a long time.
recent songs. The most famous song from the album so far is
‘Crazy’. It was in the American and British
charts for weeks. The album is fantastic and
5 Focus ➤ Forming adjectives from nouns very successful.
Draw Ss’ attention to the box and allow them time Listen out for this great album. You’ll love it.
to read through it. Elicit/Explain the difference in Rating: *****
100
7d Culture Corner
Vocabulary Suggested Answer Key

1 Focus ➤ Building vocabulary related to Football is very popular in England. There are
football many clubs, and some of the most famous ones
are Arsenal, Liverpool and Manchester United.
Refer Ss to the words (1-6) and to the definitions
England has some very good players, too. Some
(A-F) and elicit/explain the meanings of any
of my favourite players are David Beckham,
unknown words. Explain the task and allow Ss time
Michael Owen and Steven Gerrard.
to complete it. Check answers around the class.
Answer Key b) Focus ➤ Talking about your country’s

national sport
1 E 3 D 5 C
2 A 4 B 6 F Refer Ss to the headings on the board and ask
them to make notes about their country’s
They are all related to football.
national sport. Allow Ss time to make notes. Ask
individual Ss to talk about their country’s
Reading & Listening national sport using their notes.
2 a) Focus ➤ Reading for general information
Ask Ss for the names of English football clubs/
Football is the national sport of Turkey. There
players and write them on the board. Explain
are many clubs, and some of the most famous
the task and allow Ss time to read the text
quickly. Elicit the names of the clubs and ones are Fenerbahçe, Galatasaray, Besiktas and
players mentioned in the text (Arsenal, Trabzonspor. Turkey has some very good players,
Liverpool, Manchester United - David Beckham, too. Some of my favourite players are Emre
Michael Owen) and compare them to those on Belozoglu, Berkant Goktan and Nihat Kahveci.
the board. Turkish football fans love going to the matches
and many of them collect things like team shirts
b) Focus ➤ Filling in gaps in a text as a hobby.
Read through the Study Skills box and then draw
Ss’ attention to the text. Remind Ss to think Writing
about the type of words that are missing. Allow
4 Focus ➤ Writing a short text about a national
Ss time to read through the text again carefully
sport
and complete the gaps. Play the recording while
Ss listen and check their answers. Explain the task. Write the heading on the board
and ask Ss to use their notes to add to them. Refer
Answer Key Ss to the article in Ex. 2 to use as a model. Allow Ss
1 until 3 all 5 and time to complete the task in class. Go around the
2 as 4 has class monitoring Ss’ work and helping with any
difficulties. Check Ss’ work and give feedback.
Speaking provided you have gone through it orally in class.
3 a) Focus ➤ Talking about football in England
Explain the task and allow Ss time to make brief
notes under the appropriate headings. Ask
individual Ss to tell the class what they know
about football in England using their notes.
101
7d Culture Corner

Football is an important sport in Russia. There Synergy
are many clubs, and some of the most famous ñ Allow Ss one minute to think of six words
ones are Alania Vladikavkaz and Zenit St. they have learnt in today’s lesson. Ask Ss to
Petersburg, as well as Spartak Moscow, use them to make their own sentences.
Lokomotiv Moscow, CSKA Moscow and Dynamo ñ When Ss have finished, ask them to get up
Moscow. Russia also has some very good players, and go around the class to find a partner
such as Vladimir Beschastmykh, Andrei Karyaka who has something in common with them,
and Aleksandr Kerzhakov. Russian football fans e.g. same hair/eye colour, same clothes,
love going to the matches and many of them same taste in music, etc.
collect things like team shirts as a hobby. ñ Ask Ss to discuss what they have learnt in
7 English in Use
Reading & Listening 2 Focus ➤ Reading for specific information
1 a) Focus ➤ Introducing expressions Read the rubric and explain the task. Allow Ss time
Draw Ss’ attention to the sentences and ask to read through the dialogues. Select individual Ss
different Ss to read them out loud. Check Ss’ to answer the questions.
pronunciation and understanding and explain
any unknown words. Play the recording with Answer Key
pauses. Ss repeat the sentences. The customer in the first dialogue wants to see
Harry Potter and the customer in the second
b) Focus ➤ Matching sentences to dialogue wants to see King Kong.
appropriate speakers The customer in the first dialogue buys tickets
Read through the rubric and explain the context for the 7 pm showing and the customer in the
if necessary. Explain the task. Allow Ss time to second dialogue buys tickets for the 9 pm
guess who says each sentence. Play the recording showing.
again as Ss check their answers.
Speaking
Answer Key
customer: Two tickets for King Kong at 6 pm,
please; Two tickets for 9 pm then, please; Is ñ Ss work in pairs. Read the rubric and explain the
there a discount for students? task. Tell Ss to use the dialogues in Ex. 2 as an
example. Go through a skeleton dialogue with
ticket seller: Next please; I’m afraid it’s sold Ss on the board. Ss perform the task. Go around
out; Is that for the 7 pm or the 10 pm showing?; the classroom monitoring Ss’ work and helping
That’s £12 altogether, then; Here are your with any difficulties.
tickets and your change; Enjoy the movie!
102
English in Use 7
Student A Student B
Pronunciation
4 Focus ➤ Pronouncing /ª
ª/, /ooμ/
Ask for the next Ask for tickets for a
customer. specific film. Draw Ss’ attention to the phonemes chart in the
Ask the customer Respond. Pronounce the sounds slowly and clearly.
which showing they Demonstrate where your tongue, teeth and jaw are
would prefer. positioned for the sound. Ss listen and repeat. Drill
sounds with the class. Read the rubric and explain
Inform the customer Pay for the tickets. the task. Play the recording. Ss listen and tick the
of the price. correct boxes. Ss compare answers. Allow Ss time
to find two more words. Check Ss’ answers and
Thank and give Thank.
correct any mistakes.
tickets and change.
Answer Key
ñ Finally, ask pairs to act out their dialogue for /ª/ /oμ/ /ª/ /oμ/
the class. If possible, record pairs and play back burn ✓ fir ✓
for feedback purposes. bone ✓ foam ✓

A: Next please.
Synergy
B: One adult and two children for The Family
Stone at 4 pm, please. ñ Allow Ss one minute to think about five
A: I’m afraid it’s sold out. expressions they have learnt in today’s
B: Oh, right. lesson. Ask Ss to use them in their own
A: We still have tickets for the 7 pm and 10 pm sentences.
showing. ñ When Ss have finished, ask them to get up
B: Oh, OK. One adult and two children for 7 and go around the class to find a partner
pm then, please. who has something in common with them,
A: That’s £17 altogether. e.g. same hair/eye colour, same clothes,
B: Here you are. same taste in music, etc.
A: Thank you. Here are your tickets and your ñ Ask Ss to discuss what they have learnt in
change. Enjoy the film! the lesson with their partner.
B: Thank you.
103
7 Extensive Reading
1 a) Focus ➤ Identifying sounds with feelings Paragraph 1 ― Before sound
Paragraph 2 ― Musical clichés
Go through the different types of films with the
Paragraph 3 ― Stereotypical music sounds
class. Ask if they can remember any other types
Paragraph 4 ― Music around the world
of films. Tell Ss they are going to listen to some
Paragraph 5 ― Listen out
short pieces of music. Ask them to think about
how the pieces of music make them feel. Play the
ñ Ask Ss to look back to the text and to explain the
recording. Ask several Ss to describe their feelings
meanings of the words in bold without the use of a
and impressions. Elicit answers and help Ss with
dictionary, i.e. they can use synonyms,
vocabulary and expressions. Ask Ss the question in
paraphrase, etc. Elicit/Explain the meanings and
the rubric and initiate a class discussion.
write them on the board. Ss should copy the words
into the vocabulary section of their notebooks.
Piece 1 : relaxed, serene - romance
Answer Key
Piece 2: tense, anxious - adventure
Piece 3: happy - comedy accompanied (v): went together with sth
Piece 4: tense, anxious - thriller create (v): make/generate
moods (n): an emotion at a particular time
sharp (adj): strong, clear and easy to hear
b) Focus ➤ Matching sounds with films background (n): sth that is present but not
Focus Ss’ attention on the pictures from the film immediately noticeable
scenes. Ask them what type of films they are. spot (v): see/notice
Play the recording again. Allow Ss time to match
the extracts to the scenes and check answers 4 Focus ➤ Summarising the text
around the class.
Suggested Answer Key Before sound: the role music plays in silent
A – 2 (thriller, loud sounds) movies
B – 1 (romance, violin tunes) Musical clichés: music puts you in the right
C – 3 (comedy, upbeat music) mood
D - 4 (adventure, electronic tunes) stereotypical music sounds: certain
sounds/types of music prepare us for certain
scenes
2 Focus ➤ Predicting the context of a text Music around the world: instruments used
Draw Ss’ attention to the title and the headings and indicate country in scenes
elicit/explain the meanings of any unknown words. Listen out: spot musical clichés
Elicit answers from around the class (the text is
about music in films).
(Ss’ own answers)
3 Focus ➤ Matching headings to paragraphs

ñ Ask Ss to look back at the text to find the topic of
each paragraph. Ask individual Ss to summarise
the topic of each paragraph in their own words.
Then allow Ss time to match the headings to the
paragraphs. Play the recording as Ss check their
answers. Check answers around the class.
104
Extensive Reading 7
Project
5 Focus ➤ Working in groups on a project Synergy
Explain the task. Ss brainstorm for suitable music. ñ Allow Ss one minute to think about ten
Ask individual Ss to describe their choices. Refer Ss words they have learnt in today’s lesson.
to the ways music has been used according to the Ask Ss to use them in their own sentences.
text and ask them to imagine a suitable scene for ñ When Ss have finished, ask them to get up
their music. Allow Ss time to complete the task in and go around the class to find a partner
class. Go around the class monitoring Ss’ work and who has something in common with them,
helping with any difficulties. Check Ss’ work and e.g. same hair/eye colour, same clothes,
give feedback. Alternatively, you can assign the same taste in music, etc.
task for HW provided you have gone through it ñ Ask Ss to discuss what they have learnt in
orally in class. the lesson with their partner.
(Ss’ own answers)
Progress Check 7
Answer Key
1 1 science 4 thriller 6 1 yet 3 for 5 since

2 romance 5 Adventure 2 always 4 ago
3 animated
Hidden word: comedy 7 1 Lord of the Rings is the best adventure film
ever!
2 1 C 2 E 3 A 4 B 5 D 2 I couldn’t agree more. And the special effects
are amazing.
3 1 famous 4 talented 3 Yes, they are. I think special effects are
2 funny 5 great important in adventure films, don’t you?
3 intelligent 4 Not always. I think a good story is more
important than anything else.
4 1 sunnier than 4 better than 5 You’re right. There’s nothing worse than a
2 the worst 5 more carefully than boring film.
3 faster than
5 1 has lived 4 has always loved

2 went 5 directed
3 Have you read
105
Module 8 Green issues

Ask Ss to take a quick look at Module 7. Ask Ss if they If necessary, elicit/explain each item. Allow Ss time to
have ever met a celebrity and, if they have, where and find the page numbers for each item and check Ss’
when they met them. Ask them about their favourite answers. As appropriate, elicit/explain how each item is
films. Ask questions and stimulate a short discussion on used and where Ss would usually expect to find them.
the topics. Adapt questions according to Ss' answers.
Answer Key
Look at Module 8 a magazine article (p. 77)
ñ Ask Ss to look at the title of the module, Green What is this magazine article about? In what type of
issues, and elicit/explain the meaning (subjects magazine would you find it? What do you know about
related to the environment). Refer Ss to the titles the topic? How is it related to the picture?
of the units on pp. 76-80 and to the various pictures
and ask them how they are related to the title of a donation form (p. 82)
the module, Green issues, (p. 76 Help our planet; What is a donation form? What is this one for? Have
p. 78 people who help the environment; p. 80 you ever filled out a donation form? For what? What
animals born in their natural habitat). else can you see on the page?
a for-and-against essay (p. 80)
prompt interest in the unit as a warm-up activity.
What is a ‘for and against’ essay? What is the topic of
Ask questions to begin a discussion about topics
the essay? What do you think you will write about?
that will be covered in the module, adjusting your
questions according to Ss’ responses. This helps Ss a webpage (p. 81)
feel they have control over their learning. What is a webpage? Do you use the Internet? What
websites do you visit? What is this webpage about?
T: What page is picture 1 from? Practise …/Write/Make
S2: A drop of water.
T: What else can you see on this page?
S3: A diagram of the food chain.
Pic 2 (p. 78)

What page is picture 2 from? What is it? What else can
you see on p. 78? How do you think it is related to the
title of the section, the text and the rest of the
pictures? What else can you see on p. 78?
Pic 3 (p.76)
What page is picture 3 from? What can you see in
the picture? How are the other pictures related?
What do you think this unit is about? What else can
you see on pp.76-77?
106
8 a
Save the Earth
Objectives
Vocabulary: related to causes and effects of
pollution Factories and power stations burn coal, cars
Reading & Listening: an article about acid rain burn petrol and emit toxic fumes. This causes
Speaking: using notes to give a talk air pollution and acid rain. Acid rain falls on
Grammar: present perfect continuous; have the earth, seas, rivers, etc, causing water and
to/don’t have to soil pollution.
Writing: for-and-against essay about keeping wild
animals as pets b) Focus ➤ Reading for specific information;
listening for confirmation
Introduction ñ Read the rubric aloud. Advise Ss to read the

sentences carefully focusing on what precedes
Ask Ss to look at the title, Save the Earth, and the and follows each blank space. Allow Ss time to
pictures. Elicit/Explain the meaning of the title (help complete the task. Play the recording (twice
our planet). Ask them what they think the unit will be if necessary) as Ss listen and check. Check
about. Encourage Ss to predict what vocabulary they Ss’ answers.
Answer Key
Vocabulary
1 B 2 A 3 C 4 C 5 A
1 Focus ➤ Building up vocabulary related to
causes of pollution
Draw Ss’ attention to the list. Elicit/Explain the bold without the use of a dictionary, i.e.
meaning of any unknown words. Tell Ss to look at they can use synonyms, paraphrase etc.
the pictures and decide which show items from the Elicit/Explain the meanings and write them
list. Allow Ss time to complete task. Ss compare on the board. Ss should copy the words into
answers. Check Ss' answers. the vocabulary section of their notebooks.

Pic 1: a power station/factory, toxic fumes, burn (v): use a product to produce heat, light,
factory waste etc
Pic 2: factory waste, polluted clouds emit (v): send out
Pic 3: loss of natural habitats, air, water and gathered (v): collected
soil pollution, breathing problems, fish and oxygen (n): air
plant species dying, acid rain atmosphere (n): layer of gas or air around a
planet
lands (v): comes to earth
Reading & Listening
sleet (n): icy rain
2 a) Focus ➤ stimulating interest/predicting wipes out (phr v): destroys, kills
content poisons (v): kills or makes sick with a toxic
Ask Ss to read the headings and look at the substance
corresponding pictures. Ask individual Ss to reduce (v): lessen
explain the problem. Encourage Ss to use the harmful (adj): dangerous
vocabulary from Ex.1. Write key phrases on the solar power (n): energy from the sun
board. Ss read to check their answers. heat (v): make hot
107
8a Save the Earth

Speaking 5 Focus ➤ Using present perfect continuous
3 Focus ➤ Using notes to give a talk ñ Have a S read out the rubric and check Ss’
Draw Ss’ attention to the Study Skill box and ask an understanding of the task. Play the recording as
indivindual S to explain it in their own words. Check Ss listen and match. Check Ss’ answers.
understanding. Have a S read out the task and help Answer Key
him/her explain what to do. Ss make notes. Monitor
1 E 2 A 3 B 4 C 5 D
the task and provide help if necessary. Allow Ss time
to write and practise their speeches. Provide
ñ Allow Ss time to complete the sentences. Check
individual feedback. Ask several Ss to report to the
Ss’ answers and write them on the board.
class. Elicit class feedback. Correct where necessary.
Answer Key
Suggested Answer Key 1 has been washing the dishes
(What acid rain is & what causes it) 2 have been playing football
Cars, factories and power plants cause air 3 has been listening to music
pollution which is gathered in clouds. These 4 has been watching TV
clouds carry this pollution, which makes acid 5 has been sleeping
rain, long distances. When it rains, snows or
when there is fog or sleet, the atmosphere 6 Focus ➤ Practising phrasal verbs (make)
becomes polluted.
Read the rubric and explain the task. Explain the
(What its effects are)
phrasal verbs. Ss use their dictionaries to look up
The rivers, seas, and soil become polluted. As a
phrasal verbs and read examples. Allow Ss time to
result, lots of fish and plant species are
complete the task. Ss compare answers. Check
poisoned or wiped out. People also have
breathing problems.
(What governments are doing & what we can Answer Key
do) 1 make out 2 made up 3 made up
Governments are trying to reduce air pollution
and are making industries use new technologies. Game
We can use our cars less.
Focus ➤ Phrasal verbs (make)
Grammar Chain story. Ss play in teams. One S starts the story,
then a S from the other team continues it. Teams
4 Focus ➤ Reviewing present perfect get one point for each sentence using a phrasal verb
continuous
with make.
ñ Ss books closed. Write the sentence I have been
working here for five years. on the board.
Elicit/Explain what tense is being used (present Team A S1: Sam was angry because John made
perfect continuous) and how this tense is formed up a story about him.
(have/has + been + ing form of the verb). Team B S1: John wanted to make up with … etc
ñ Ask Ss to open their books. Read the rule. Check
understanding. Allow Ss time to read the text Writing
again and find examples of the present perfect
7 Focus ➤ A short article
continuous. Ss compare answers. Check Ss'
answers. Go through the rubric with Ss and elicit key words
(what we can do, solve problem, acid rain).
Answer Key Brainstorm ideas and write them on the board.
In the last paragraph: have been trying, have Allow Ss time to complete the task in class. Check
been using Ss’ work and give feedback. Alternatively, you can
108
Save the Earth 8a

assign the task for HW provided you have gone
through it orally in class.
Synergy
Suggested Answer Key ñ Allow Ss one minute to think about the
If we use wind or solar power, there will be Study Skill and any ten words they have
less pollution. learnt in today’s lesson. Ask Ss to use them
If we turn off lights, TVs and computers when in their own sentences.
we are not using them, we will save energy. ñ When Ss have finished ask them to get up
If we have to drive to work, we should car and go around the class to find a partner
pool.* who has something in common with them
If we write letters to our governments and e.g. same hair/eye colour, same clothes,
multinational companies, maybe things will same taste in music, etc.
change. ñ Ask Ss to discuss what they have learnt in
* to share a ride with one or more people to
work
8 b
Eco-helpers
Objectives Ss time to complete the task. Go around the
Vocabulary: related to eco-friendly activities classroom, monitoring Ss' work and helping with
Reading & Listening: a dialogue about Eco-helpers any difficulties. Ask for answers around the class.
club Check Ss' answers.
Speaking/Everyday English: offering/accepting/
refusing help Answer Key
Grammar: question tags; (don’t) have to Sally is collecting rubbish.
Writing: a list of activities
Andy is reading a book about ecology.
Jane is teaching the cycle of life.
Introduction Tim is building nesting boxes.
John is recycling cans.
Ask Ss to look at the people in the picture and
elicit/explain what they have in common. Ask them if Rose is cleaning out a pond.
they have ever done any similar activities and, if so,
when and where. Ask them what they think the unit will 2 Focus ➤ Building up vocabulary related to
be about. Encourage Ss to predict what vocabulary they tools/equipment
Read out the rubric and the list of tools/equipment.
Vocabulary Explain/Elicit the meaning of any unknown words.
Ask an individual S to read out the example. Allow Ss
1 Focus ➤ Building up vocabulary related to time to complete the task. Go around the classroom,
helping out the environment monitoring Ss' work and helping with any difficulties.
Read out the rubric and the list of activities. Ask for answers around the class. Check Ss' answers.
Explain/Elicit the meaning of any unknown words.
Ask an individual S to read out the example. Allow
109
8b Eco-helpers

Tim is using a hammer and nails to build joined (v): became a member of
nesting boxes. recycling (n): reusing certain materials
Dave is using a spade to plant flowers. left (adj): remaining
Dave is using a watering can to water the nests (n): a bird's home, usually made of grass,
flowers. branches, etc
Dave is using a rake to rake the garden. leave (v): go away
Rose is using a net to clean out a pond. weather (n): a word to describe whether it is
Dave is using gardening gloves to work in the raining, snowing, etc
garden. volunteers (n): people who do sth for free
Sally and John are using plastic bags for the
rubbish.
c) Focus ➤ Acting out a dialogue
Draw Ss' attention back to the dialogue and
Reading & Listening explain the task. Allow Ss time to practise in
3 a) Focus ➤ Stimulating interest/predicting pairs and then ask individual pairs to act out
content their dialogue for the class. Accept feedback.
Draw Ss' attention to the title and the picture (Answer as dialogue)
and try to guess what 'eco-helpers' means. Play
the recording (twice if necessary) as Ss listen 4 Focus ➤ Understanding pairs of confusing words
and read to see if their guesses were correct.
Draw Ss’ attention to the highlighted words in the
Check Ss' answers.
rubric. Explain/Elicit the difference in their
meanings. Allow Ss time to read the sentences and
Answer Key
complete the task. Elicit and check answers. Offer
People that do activities that help the more examples if necessary and refer Ss to their
environment, usually voluntarily. dictionaries for confirmation.
b) Focus ➤ Reading for specific information Answer Key

1 leaves 2 lives 3 leaves
ñ Explain the task. Ask Ss to read the sentences
so they will know what information they are
looking for. Allow Ss time to complete the Speaking
task. Ss compare answers. Check Ss' answers. Everyday English
Answer Key 5 Focus ➤ Offering/accepting/refusing help
1 has been collecting rubbish for recycling ñ Draw Ss' attention to the phrases in the box.
2 building nesting boxes Read through the phrases with Ss and explain
3 we don’t help them their use. Elicit/Explain which of the phrases is
4 join the more formal (Would you like me to …).
Check Ss' understanding. Read the rubric and
explain the task. Choose a pair of Ss to read out
the example exchange.
ñ Allow Ss time to make up and practise exchanges,
in pairs. Go around the class monitoring Ss' work
and helping with any difficulties. Ask several pairs
on the board. Ss should copy the words into
to act out their dialogues for the class. Give
feedback.
110
Eco-helpers 8b
want confirmation). Write these sentences on
the board: It's raining again, isn't it? He
A: Can I help you plant those flowers? won't fall, will he?
B: Yes, please! ñ Read out the first sentence, using a falling
A: Would you like me to clean out the pond intonation on the question tag. Ask Ss what
with you? the question tag means (we are sure of the
B: No, thanks. I can manage. answer and expect agreement). Read out the
second sentence with a rising intonation on
the question tag. Ask Ss what the question
Grammar tag means (we aren't sure of the answer and
6 Focus ➤ Studying and practising grammar want confirmation).
ñ Ask Ss to open their books. Read out the
ñ Work with books closed. Write the following rubric and explain the task. Allow Ss time to
sentences on the board: She's coming later, isn't fill in the question tags. Check Ss' answers.
she? He likes meat, doesn't he? He will call, ñ Play the recording as Ss listen and tick the
won't he? correct boxes. Check Ss' answers.
ñ Elicit/Explain what the phrases in bold are ñ Ask Ss to look at their answers (the boxes
(question tags). Elicit/Explain when we use they have ticked) and say whether the
them (when we want to confirm sth or if we speaker was sure or unsure about what they
want to know if sth is true or not). said. Accept feedback.
ñ Elicit other examples from class. Ask Ss to open
their books. Read the rubric aloud and elicit/
Answer Key
explain how we form question tags. Choose two
1 is she? ― falling/sure
individual Ss to read the examples aloud. Check
2 aren’t they? ― rising/not sure
understanding. If there are difficulties, refer Ss to
3 didn’t he? ― rising/not sure
the Grammar Reference Section for further
4 isn’t she? ― rising/not sure
detail.
5 can we? ― falling/sure
6 has she? ― falling/sure
Answer Key
We form a question tag with the auxiliary or b) Play the recording while Ss listen and repeat.
modal verb of the main sentence and the Check intonation.
appropriate subject pronoun.
8 a) Focus ➤ Reviewing (don’t) have to
ñ Ask Ss to look at the dialogue again. Allow them
time to find question tags. Ss compare answers.
sentences on the board: I have to stay home
Check Ss’ answers.
and study. You don't have to make lunch
today.
Answer Key ñ Explain to Ss that the first sentence shows
Sally collects … , doesn’t she? that it is necessary for the speaker to stay
I could … , couldn’t I? home and study and that the second
sentence shows that it is not necessary for
7 a) Focus ➤ Practising intonation in question the person addressed to make lunch.
tags ñ Elicit other examples from the class. Ask Ss
to open their books and read the study box
ñ Work with books closed. Explain/Elicit what it quietly. Check Ss' understanding and help
means when our voice goes down when using a with any difficulties if necessary.
question tag (we are sure of the answer and ñ Allow Ss time to find examples of (absence
expect agreement). Explain/Elicit what it of) necessity in the dialogue. Ss compare
means when our voice goes up when using a answers. Check Ss' answers.
question tag (we aren't sure of the answer and
111
8b Eco-helpers
Answer Key Writing

They will have to leave the city; you have to 9 Focus ➤ A list
see Miss Jackson first Have a S read out the task and help him/her
explain the task. Group Ss at random. Ss in groups
b) Focus ➤ Practising using (don’t) have to think about what activities they should include and
write their lists. Monitor the task and help Ss where
Draw Ss’ attention to Roger's list. Choose necessary. Check each group’s work. Ask several
individual Ss to read out the tasks. Explain/Elicit groups to present their work to the class.
the meaning of any unknown words. Explain the
task. Do the first exercise as a class. Have one S
read out the example answers. Allow Ss time to
complete the task. Check Ss' answers. Mary & Tony order trees.
John & Peter buy more wood and nails.
Answer Key Tina & Barbara inspect the tools.
Tim & Cathy tidy the eco-library.
2 He has to call the recycling centre, doesn’t
he?
3 He doesn’t have to tidy the eco-library, does
he? Synergy
4 He has to clean out the clubhouse, doesn’t
he? ñ Allow Ss one minute to think about
5 He doesn’t have to buy more nails and language, pronunciation and grammar
wood, does he? structures they have learnt in this lesson.
6 He has to give out membership cards, Ask Ss to use them in their own sentences.
doesn’t he? ñ When Ss have finished ask them to get up
Focus ➤ Personalising e.g. same hair/eye colour, same clothes,
c) Elicit responses from Ss as to what they have to same taste in music, etc.
do today. ñ Ask Ss to discuss what they have learnt in
I have to do my homework.
I have to feed the cat and tidy my room.
I don’t have to do the washing up today.
I don’t have to go to bed early. It’s Friday.
112
8 c
Born free
Objectives
Vocabulary: related to animals & habitats
Reading & Listening: a for-and-against essay Pros Cons
about zoos Zoos help certain Animals should not
Writing: a for-and-against essay animal species live in cages. They
survive. should be free.
They are The environment is
Introduction educational; not ideal so some
children have the animals die. In
Draw Ss' attention to the title, Born free, and ask them
chance to see wild some zoos animals
what they think it means. (Wild animals born in their
animals. are mistreated.
natual habitat.) Encourage Ss to predict what vocabulary
they will see in the unit.
Reading & Listening
Vocabulary
3 a) Focus ➤ Listening & reading for gist
1 Focus ➤ Building vocabulary related to
animals and habitats ñ Explain the task. Play the recording as Ss
listen to and read the essay. Play the recording
Focus Ss’ attention on the list of words and the again and ask Ss to circle the arguments they
pictures. Elicit/Explain the meaning of any new had not thought of/were not listed.
words. Explain the task. Allow Ss time to complete ñ Ask several Ss around the class to summarise
the task. Ss compare answers. Check Ss’ answers. the points in favour and against. Elicit that
in a for & against essay, there is usually no
Suggested Answer Key clear cut solution or opinion; and that a
2 Parrots live in tropical rainforests. balanced outlook should be maintained.
3 Black bears live in woods. However, focus on the last paragraph where
4 Penguins live in polar regions. the author has stated his opinion.
5 Alligators live in wetlands.
(Ss’ own answers)
6 Giraffes live in savannahs.
2 Focus ➤ Discussing a topic ñ Ask Ss to explain the meaning of the words in
ñ Have a S read out the rubric and the statement. bold without the use of a dictionary, i.e. they
Check Ss’ understanding of the task. Elicit/Recycle can use synonyms, paraphrase etc. Elicit/
the meaning of the unit title and make two Explain the meanings and write them on the
columns on the board for each category (pros – board. Ss should copy the words into the
cons). Brainstorm and list Ss’ ideas under the vocabulary section of their notebooks.
appropriate category on the board (i.e. pros or
Answer Key
cons).
ñ Allow Ss’ time in pairs to prepare and practise role (n): part
their discussions. Walk around the classroom in danger (exp): threatened
monitoring Ss’ work and helping where necessary. endangered species (exp): animals and plants
Ask individual pairs to present their discussions to that are rare/threatened
the class. Correct Ss where necessary. survive (v): continue to exist
act (v): behave
drawbacks (n): disadvantages
recreate (v): copy, replicate
113
8c Born free
cages (n): fortified containers for animals Suggested Answer Key

arguments (n): cases for and against sth ñ Owners … ― con (Books are not always
for (prep): in favour of sth accurate.)
against (prep): opposed to sth ñ They … ― con (they get sick when they do
environment (n): everything around us not live in their natural habitats.)
ñ It is … ― pro (And you can persuade others
to help, too.)
4 a) Focus ➤ Analysing a for-and-against essay
ñ You … ― pro (by giving them food and a place
Draw Ss’ attention to the essay and ask each of to live)
the questions in the rubric one at a time. ñ They … ― con (because they are wild and can
Explain any new vocabulary. Elicit answers from never be 100% domesticated)
individual Ss. Check Ss’ answers.
Writing
Answer Key
a 1 b 4 c 2 d 3 6 Focus ➤ A for-and-against essay
b) Focus ➤ Reviewing linking words (essay, pros and cons, keep wild animals as pets,
direct question). Elicit from Ss what they need to
Draw Ss’ attention to the underlined words and
write. Brainstorm for ideas and write them on the
phrases and ask the questions in the rubric one
board. Allow Ss time to complete the task in class.
at a time. Explain any new vocabulary. Allow Ss
Check Ss' work and give feedback. Alternatively,
time to complete the task. Elicit answers
you can assign the task for HW.
around the class. Check Ss’ answers.
Answer Key Suggested Answer Key

Give a personal opinion: I believe Would you like to have a monkey as a pet? To
Give an opposite opinion: On the other hand, feed it and play with it and take it to the park?
However Well, think twice before you make any
Add reasons: In addition, Furthermore decisions. Things are not that simple.
Introduce a conclusion: To sum up Sure, on the one hand owning a wild animal is a
Introduce an argument: On the one hand very good way to learn about it. You also help
conserve it.
On the other hand, there are certain drawbacks
5 Focus ➤ Preparing to write a for-and-against
to keeping a wild animal as a pet. Most owners
essay
do not know how to look after a wild animal
Have a S read out the rubric and help him/her properly and books on the subject are not
explain the task. Check Ss understand the topic always accurate. Wild animals need special food
(keeping wild animals as pets). Give or have Ss and they often get sick when they do not live in
come up with an example of a wild animal being their natural habitats. Furthermore, they can
kept as a pet (e.g. a tiger). Allow Ss some time to be dangerous.
read through the arguments listed in their books To sum up, there are strong arguments both for
and explain/elicit the meaning of any unknown and against keeping wild animals as pets.
words. Go through the items one at a time asking Ss However, I believe that animals have rights,
around the class to classify the arguments as pros too, and that they should not be forced to live
or cons. In random groups, Ss think of reasons or in strange environments. We should adopt
examples to support the arguments. Monitor the animals in zoos rather than keep them as pets.
task and help Ss if necessary. Check Ss’ work. Ask
groups to present their work to the class.
114
8d Culture Corner
Reading & Listening ñ Ask Ss to explain the meaning of the underlined

words without the use of a dictionary, i.e.
they can use synonyms, paraphrase, etc.
content
Elicit/ Explain the meanings and write them
Draw Ss' attention to the introduction on the on the board. Ss should copy the words into
webpage and the pictures. Read the rubric and the the vocabulary section of their notebooks.
list of vocabulary. Explain/Elicit the meaning of any
unknown words. Explain the task. Allow Ss time to Answer Key
complete the task. Play the recording (twice if rare species (exp) : uncommon animal
necessary) as Ss check their answers. cliffs (n): a high area of land with a steep side
reserves (n): land kept for a special purpose
seabirds (n): birds that live near the sea and
Answer Key get their food from it
You can see cliffs, seabirds, underwater caves, unique (adj): special, rare
wildlife, bluebells, deer, flocks of swans, garlic (n): a strong-smelling plant used in cooking
fieldmice rare (adj): unusual
wetlands (n): an area of very wet, muddy land
with wild plants growing on it
2 a) Focus ➤ Reading for specific information to nest (v): to build a nest and lay eggs
Go through each statement eliciting/explaining marshes (n): swamps, wetland
any new vocabulary. Ask Ss to read the texts to geese (n): birds similar to ducks
complete the task. Walk around the classroom hikes (n): walks
monitoring Ss’ work and helping with difficulties
where necessary. Check Ss’ answers. Focus ➤ Role playing a dialogue between a
3
travel agent and a customer
Answer Key
ñ Have a S read out the rubric and help him/her
1 … ideal for diving.
explain the task. Write the headings on the
2 … famous for its fantastic wildlife and
board and ask Ss for information to go under
woods.
each of the headings. Allow Ss some time to
3 Don’t miss the fantastic bird watching
complete the task.
hikes and nature trails …
ñ Go through a skeleton dialogue with Ss on the
board. Ss perform the task in pairs. Go around
b) Focus ➤ Consolidating vocabulary the classroom monitoring Ss’ work and helping
ñ Explain the task. Check Ss’ understanding of with any difficulties.
the task. Ss complete the task individually.
Student A Student B
Check answers with the class.
Ask for the next Ask for the location
Answer Key customer. of a nature reserve.
2 habitats: wetlands, woods Give customer Ask what it’s famous
4 kinds of birds: Puffins, Golden Eagle, swans, information. for.
geese Inform the Ask what you can
3 other kinds of animals: sheep, fieldmice, customer. see there.
deer
Provide information. Ask when the best
2 plants: bluebells, wild garlic
time to visit is.
Provide information. Thank.
115
8d Culture Corner
ñ Ask pairs to act out their dialogue for the class.
If possible, record pairs and play back for Best time to visit: all year round.
feedback puproses. Source: http://www.unep-wcmc.org/protected_
areas/data/wh/w_caucas.html
National Park of Vodlozersky
TA: Next, please.
It is named after the lake and it is located in the
C: I would like to travel to St. Kilda and I
Northern part of European Russia. There are 450
would like you to give me some information
plant species and 50 rare plants, 177 species of
about nature reserves there.
birds, 38 species of mammals, 5 species of reptiles
TA: Of course. Well, St. Kilda islands are a
and amphibians and 21 fish. In the Taiga forest you
reserve.
can see pine, birch and larch trees. Flocks of
C: What is the reserve famous for?
geese, swans and ducks live and feed in the park.
TA: St. Kilda has the highest cliffs in Britain,
There are also bears, reindeer, black grouse,
over 1 million seabirds including puffins,
woodcocks, wolves and lynx, white-tailed eagles
and other unique species.
and golden eagles, watermice, mink and otters.
C: That sounds very interesting. What else is
Lots of herbs and cranberries grow on the mires
there to see and do?
near the Ileksa river and are used to make
TA: It is one of the best places to go diving
medicines. In autumn, people come here to
because there are amazing clear waters
collect mushrooms and in the summer to
and underwater caves and tunnels.
experience the ‘white nights’.
C: Wonderful. And when is the best time to
Best time to visit: all year round.
visit?
TA: From May to June.
C: That’s great. Thanks very much.
Synergy
Project
ñ Allow Ss one minute to think about ten
4 Focus ➤ An article about nature reserves words they have learnt in today’s lesson.
ñ Go through the rubric with Ss and elicit key Ask Ss to use them in their own sentences.
words (collect information, nature reserves, ñ When Ss have finished ask them to get up
your country, article, decorate with pictures). and go around the class to find a partner
Elicit from Ss what they need to write. who has something in common with them
Brainstorm ideas and write them on the board. e.g. same hair/eye colour, same clothes,
Allow Ss time to complete the task in class. same taste in music, etc.
Check Ss' work and give feedback. Alternatively, ñ Ask Ss to discuss what they have learnt in
you can assign the task for HW. the lesson with their partner.

Kavkazkiy Nature Reserve
It is in the north part of the mountain range in the
Great Caucasus area, close to the Black Sea. There
are many long and deep caves (e.g. 1600 m deep
and 15 km long). There are high peaks, wide
valleys and lakes and rivers, such as the river
Belaya. There are pine, chestnut, oak and pear
trees, and 160 species of plants in danger of
extinction. There are also around 60 species of
mammals, such as bears, wild pigs, deer, otters,
chamois, leopards, imperial & golden eagles.
116
English in Use 8
Reading & Listening B: How do I pay?
1 Focus ➤ Practising pronunciation and B: Direct Debit. Let me give you our bank
intonation account details. It’s Savings Bank, Account
No. 56289012634. Could I take your name
ñ Ask a S to read out the rubric. Explain the task
and address, please?
and any new vocabulary. Ask individual Ss to
A: Of course. My name’s Margaret Owen and I
read out the sentences. Check pronunciation
live at 4 Laurel Hill, Great Dunmow, Essex.
and intonation. Play the recording, pausing
B: Thank you very much, Ms Owen. You will
after each sentence, as Ss repeat. Allow Ss time
receive your receipt soon.
to say who says each sentence. Play the
A: Thank you. Good bye.
recording again as Ss check their answers.
B: Good bye.
Answer Key
R―C―C―R―C―C―R 4 Focus ➤ Practising word formation
ñ Focus Ss’ attention on the tip and check
ñ Elicit the meaning of any new vocabulary.
understanding. Ask several Ss around the class
to form verbs from the adjectives given. Write
answers on the board. Elicit feedback, and
Ss read through the form. Elicit/Explain any new check answers.
vocabulary. Ss read carefully and fill out the
donation form. Check Ss’ answers. Answer Key
1 blacken 3 widen
Answer Key 2 redden 4 shorten
1 25
2 month ñ Elicit sentences containing the verbs, and check
3 Matt Russell answers.
4 34 Scarsdale Road, Bromley, Kent
5 Direct Debit (Bank Account) Suggested Answer Key
1 The sky blackened as the dark clouds
Speaking blocked out the sun.
2 His face reddened in anger.
3 Focus ➤ Role-playing a dialogue
3 This road is too narrow. It needs to be
Have a S read out the rubric and help him/her widened.
explain the task. Elicit what the ad is about and the 4 Can you shorten my dress, please?
reason for the difference in price. Instruct Ss to work
in pairs and use language from Ex 1 to make up
Pronunciation
dialogues. Walk around, monitoring the task and
helping Ss where necessary. Ask pairs of Ss to act out 5 Focus ➤ Pronouncing /¡
¡/, /¡
¡º/
their dialogues for the whole class. Elicit feedback. Draw Ss’ attention to the phonemes chart in the
Ss edit their work. Record Ss’ role-play. appendix. Ask them to find the two symbols.
Pronounce the sounds slowly and clearly.
Suggested Answer Key Demonstrate where your tongue, teeth and jaw are
A: Hello, Save the Whales. How can I help you? positioned for the sound. Ss listen and repeat. Drill
B: Hi. I’m interested in making a donation. sounds with the class. Read the rubric and explain
A: That’s great. Do you want to make a one- the task. Play the recording. Ss listen and tick the
off donation or a regular monthly one? correct boxes. Ss compare answers. Allow Ss time
B: A one-off, please. to find more words. Check Ss’ answers and correct
A: OK. That will be £50 to adopt a whale. any mistakes.
117
8 English in Use
Answer Key Suggested Answer Key

/¡/ /¡º/ /¡/ /¡º/ /¡/ cry, try /¡º/ liar, buyer
my pie
mine fire
tied why
tired hire
8 Extensive Reading
Introduction 3 Focus ➤ Reading for detailed understanding
Refer Ss to the section title Science and elicit what topics ñ Explain task. Check Ss’ understanding. Allow
belong in this category and recycle the ones seen so far. them time to read through the text and
Ask Ss what they think the unit will be about. Encourage complete the task. Monitor the task, making a
Ss to predict what vocabulary they will see in the unit. mental note of Ss’ answers. Do not intervene.
However, remind Ss of the S-V-O structure in
1 Focus ➤ Stimulating interest sentences; always try to determine the part of
Focus Ss’ attention on the section title pictures and speech of the missing word; and finally to look
ask them to identify what is in each. Ask the for the meaning. Play the recording. Ask for Ss’
questions in the rubric to introduce the meaning of answers. Elicit justifications.
the words and the concept. Initiate a class
discussion on the topic and brainstorm for more Answer Key
types of herbivores, carnivores and omnivores. 1 the 5 These
Check pronunciation of the words and elicit the 2 are 6 them
equivalents in L1, hinting that they might be true 3 as 7 there
friends. Check Ss’ answers. 4 they 8 a (the)
Answer Key ñ Ask Ss to explain the meaning of the words in

herbivore: grasshopper
can use synonyms, paraphrase etc. Elicit/
carnivore: hawk, snake, lion
Reading & Listening vocabulary section of their notebooks.
2 Focus ➤ Understanding dictionary entries
Answer Key
Instruct Ss to read the dictionary entry. Ask the
producers (n): sb or sth that makes sth
question and check answers. Ask questions to elicit
herbivores (n): animals that eat plants only
the part of speech, pronunciation, form and meaning
carnivores (n): animals that eat meat only
of the compound noun.
omnivores (n): animals that eat both plants
and animals
Answer Key consumer (n): sb or sth that uses sth
The pictures and the entry are about a food chain. fungi (n): plants that have no flowers, leaves
or green colouring
bacteria (n): very small organisms
break down (phr v): decompose
118
Extensive Reading 8
Project
compounds (n): substances 5 Focus ➤ Illustrating a food chain
all over again (exp): from the beginning
Have a S read out the rubric and help him/her
provides (v): gives
explain the task. Allow Ss time to complete the
survive (v): to continue to exist even after
task. They can work with their partners. Help Ss if
being in a dangerous situation
they have any difficulties and check their work. Ask
extinction (n): the dying out of a species
several Ss to present their work. Pin the Ss’ work up
on the walls of the classroom.
4 Focus ➤ Summarising the topic from a diagram
Allow Ss some time to read through the text again
and relate it to the diagram. Allow them to make Plants and animals depend on each other.
notes next to the pictures in the diagram or Microorganisms, insects, and fungi are
underline important words. Ss summarise the topic decomposers. They provide chemicals for green
to their partners. Walk around the classroom plants. Plants are the food for plant eaters.
monitoring Ss’ work and helping where necessary. The plant eaters are food for the meat eaters.
Ask Ss to present their work to the class. These all provide waste materials for the
decomposers.

Plants get the energy they need from water
and the sun. Certain animals, such as some
insects, get their food from plants and other
animals. Fungi and bacteria use the dead
animals as food so nothing is wasted in nature.
Everything is linked and a break in the chain
would be a disaster.
Progress Check 8
Answer Key
1 1 power 3 natural 5 acid 4 1 have to 3 have to 5 have to

2 recycling 4 endangered 2 don’t have to 4 doesn’t have to
2 1 role 3 habitat 5 up 5 1 don’t they 3 aren’t they 5 isn’t he

2 burn 4 poisons 2 did he 4 can she
3 1 has been working 6 1 I’m interested in making a donation

2 has been swimming 2 A monthly donation, please
3 have you been taking care 3 You’ll get our magazine every two months
4 have been studying 4 Could I take your name and address
5 have been donating 5 How can I pay
6 has/have been trying
119
Module 9 Shopping time

Before you start … Pic 2 (p. 88)
Ask Ss to take a quick look at Module 8. Ask Ss what they What page is picture 2 from? What is it? What else
have done to help the environment recently. Ask Ss if can you see on p. 88? How do you think they are
they have ever planted trees or built nesting boxes. Ask related to the title of the unit? What do you think
questions and stimulate a short discussion on the topics. the dialogue will be about?
Adapt questions according to Ss’ answers.
Pic 3 (p. 86)
Look at Module 9 What page is picture 3 from? What can you see in the
picture? How are the other pictures related? What
ñ Ask Ss to look at the title of the module, Shopping do you think this section is about?
time, and elicit/explain the meaning (when people
buy things). Refer Ss to the titles of the units on
pp. 86-90 and ask them how they are related to the Find the page number(s) for
title of the module, Shopping time (p. 86 You are If necessary, elicit/explain each item. Allow Ss time to
what you eat! ― the food people buy affects them, find the page numbers for each item and check Ss’
p. 88 Can I help you? ― buying things in shops. p. answers. As appropriate, elicit/explain each item.
90 Gifts for everyone! β buying presents for
particular people).
ñ Use pictures 1-3 to stimulate a discussion and to Answer Key
promote interest in the module as a warm-up shopping lists (p. 86)
activity. Ask questions to begin a discussion about What is a shopping list? Who does the shopping in
topics that will be covered in the module, adjusting your family? Do they use a shopping list? Do you
your questions according to Ss' responses. help with the shopping? What do you think this unit
is about? What does the title mean? What is the
text on p.87 about? What do you think the grammar
Suggested Answer Key point is here?
dictionary entries (p. 91)
T: What page is picture 1 from? What is a dictionary entry? What do you find out
S1: It’s from page 91. about a word? What entries are these?
S2: A cucumber lying on the beach, tanning and an e-mail (p. 90)
drinking a cocktail. It’s wearing flip flops. It’s Do you use e-mail? Who do you send e-mail to? What
very funny. is this section about? What do you think the e-mail is
T: (Encourage Ss to look at the title of the section about?
and article, as well as the sayings and idioms an article (p. 93)
accompanying the pictures.) What do you think What do you think this article is about? Where would
this section is about? you read this? How is it related to the section title
S3: I think it is about food and food sayings. I think Citizenship?
these pictures show food sayings.
S4: A quiz about food and dictionary entries. Listen, read and talk about …/Learn how to …/
T: Do you have any food sayings in your language? Practise …/Write/Make
Etc.
120
9 a
You are what you eat!
Objectives
sweets (n): honey, white sugar, brown sugar
Vocabulary: food & drink
fizzy drinks (n): a bottle of cola, lemonade
Reading: a quiz
other: mayonnaise, frozen chips
Grammar: quantifiers
Speaking: about food
Writing: a paragraph about Ss’ diets ñ Return to the list on the board and elicit
whether each item is high in fat, sugar, or salt.
Introduction Answer Key

Ask Ss to look at the title, You are what you eat! and the ñ High in fat: all the items in the second
pictures. Elicit/Explain the meaning of the title (the shopping list (except salt, pepper, coffee),
food you eat affects you / if you eat poor quality food, olive oil, tuna, peanuts
you will have poor health). Ask them to predict what ñ High in sugar: white sugar, cola, ice-cream,
vocabulary they will see in the unit. chocolate, biscuits, honey
ñ High in salt: peanuts, a packet of crisps,
Vocabulary frozen pizza, lamb chops, salt, biscuits

b) Read out the rubric and allow Ss some time to
a) ñ Draw Ss’ attention to the food categories
look at the shopping lists again in pairs. Ask Ss
and the shopping lists. Elicit/Explain the
to justify their answers.
meaning of any unknown words. If necessary,
draw Ss’ attention to the pictures of the
shopping trolleys. Explain the task and write Answer Key
the food categories on the board. Elicit Andy
answers from around the class, checking
pronunciation and correcting any mistakes. 2 Focus ➤ Reviewing vocabulary of food
containers
Answer Key
ñ Draw Ss’ attention to the containers in italics
vegetables (n): lettuce, tomatoes, frozen peas,
and ask Ss to complete the phrases with the
potatoes
correct containers. Elicit answers from around
fruit (n): bananas, apples
the class and write Ss’ correct answers on the
meat (n): lamb chops, mince
board.
poultry (n): chicken legs, turkey
ñ Ss complete the task. Check Ss’ answers.
dairy products (n): low-fat yoghurt, eggs, low-
fat milk, a tub of ice-cream, butter, cheese
Answer Key
nuts & seeds (n): peanuts, almonds
1 box 5 tin
oils (n): olive oil, vegetable oil
2 bottle 6 packet
fish (n): tuna, salmon
3 jar 7 can
beverages (n): coffee, tea
4 cup/packet 8 carton/bottle
cereal, grains & pasta (n): wholemeal bread,
cereal, brown rice, white bread, spaghetti
snacks (n): a packet of crisps, frozen pizza, a ñ Ask pairs of Ss to think of other items that
tub of ice-cream, a bar of chocolate, biscuits, collocate with each type of container. Elicit
hot dog answers from pairs around the class, correcting
spices & herbs (n): salt & pepper, basil any mistakes. Add correct answers to those
already on the board.
121
9a You are what you eat!

Grammar
ñ can: of any type of fizzy drink, beer, etc 4 a) Focus ➤ Consolidating quantifiers
ñ carton: juice ñ Allow Ss some time to read through the
ñ bottle: fizzy drink, wine, juice, beer, etc examples. Elicit which words are used with
ñ box: chocolates, tea bags, biscuits, etc countable or uncountable nouns. Then
ñ cup: coffee, cocoa, milk, etc recycle which are used in the affirmative,
ñ tin: tuna, beans, sauce, olives, etc negative or interrogative form.
ñ packet: coffee, rice, pasta, biscuits, peas,
broccoli, etc Answer Key
ñ jar: jam, pickles, sausages, etc
Countable: some, many, any, a lot of, a few, no
Uncountable: some, much, any, a lot of, a
Reading little, no
Affirmative: some, a lot of, a little, a few, no
3 Focus ➤ Reading for detailed understanding/ Negative: any, not many, not much
personalisation Interrogative: any, some
ñ Draw Ss’ attention to the quiz. Allow Ss time to
complete the quiz and compare their answers
ñ Check Ss’ answers and allow them some time
with their partners. Conduct a class poll to see
to come up with their own examples.
how many Ss fit into each category.
(Ss’ own answers) Suggested Answer Key
ñ Ask Ss to look back at the text and to explain Is there any sugar?
the meanings of the words in bold without the There are a few apples. etc
use of a dictionary, i.e. they can use synonyms,
paraphrase, etc. Elicit/explain the meanings Speaking
and write them on the board. Ss should copy the
words into the vocabulary section of their b) Read the rubric and check Ss’ understanding of
notebooks. the task. Allow Ss time to prepare their
dialogues in pairs. Monitor the activity and help
(Ss’ own answers) where necessary. Ask individual pairs to repeat
Answer Key their dialogues for the class.
starving (adj): very hungry
depends (v): sth is determined by sth else Suggested Answer Key
Grilled (adj): cooked on a grill/fire with strong A: Is there any cheese?
heat B: Yes, a lot.
takeaway (n): a meal that is taken away from
A: Are there any apples?
where it has been cooked
B: No, not many.
family-sized (adj): a portion that is theoretically
big enough to feed a family A: Is there any juice?
dessert (n): a sweet dish usually eaten at the B: Not much.
end of a meal A: Are there any tomatoes?
low-fat (adj): containing very little fat B: A few.
treat yourself (exp): give yourself sth which is
unusually nice A: Is there any ice-cream?
doesn’t hurt (exp): does no harm/damage B: A little.
go over the top (exp): do sth to excess
otherwise (adv): introduces a result of not
taking a particular action
122
You are what you eat! 9a

5 Focus ➤ Practising phrasal verbs (take) Suggested Answer Key
ñ Focus Ss’ attention on the spidergram. Allow Ss Sunday: cereal, chicken, vegetables and a pie.
some time to read through the meanings and Monday: cereal, crisps, burger, chips, pizza,
the sentences. Ss work on their own. Ask several coke, chocolate
Ss to report to the class. Elicit answers from
around the class. On Sunday my diet was quite healthy. I had
cereal for breakfast, and for lunch I had
Answer Key roast chicken and vegetables. I had a pie for
1 off 2 out 3 away 4 back dinner, which wasn’t too unhealthy.
However, the food I ate on Monday wasn’t
healthy at all. I had cereal for breakfast
ñ Extension: Have Ss write their own examples again, but I got hungry later and bought a
with all the phrasal verbs. To make the task packet of crisps. Then I had a Mega Burger
more challenging, have them come up with a and chips for my lunch, which were both
story of no more than 70 words using all the dripping in fat. At dinner time, I thought I’d
phrasals. share a takeaway pizza with my brother, but
he wasn’t hungry, so I ate the whole thing
Writing myself along with two cans of coke and a
6 Focus ➤ Writing about recent diet chocolate bar for dessert.
Explain the task. Allow Ss time to make their lists.

Ask individual Ss to read out their lists and ask the
class to decide whether the S’ diet was healthy or
not. Allow Ss time to complete their paragraphs in Synergy
class. Go around the class monitoring Ss’ work and ñ Allow Ss one minute to think about ten
helping with any difficulties. Check Ss’ work and words they have learnt in today’s lesson.
give feedback. Alternatively, you can assign the Ask Ss to use them to make their own
task for HW provided you have gone through it sentences.
orally in class. ñ When Ss have finished ask them to get up
123
9 b
Can I help you?
Objectives
Vocabulary: products, shops and jobs in shops Suggested Answer Key
Reading & Listening: a dialogue
A: What do you need to buy?
Speaking: acting out dialogues
B: A hooded sweater. (hoodie)
Grammar: present perfect simple vs continuous
A: OK. Let’s go to the clothes shop.
Listening: an extended dialogue
Everyday English: buying necessities A: What do you need to buy?
B: A teddy bear.
A: OK. Let’s go to the toy shop.
Introduction
Ask Ss to look at the title, Can I help you? and the
pictures. Elicit/Explain the meaning of the title and 2 Focus ➤ Matching job types to descriptions
where Ss might expect to hear it (a question that is and duties
often asked by shop assistants to customers to offer ñ Draw Ss’ attention to the list of jobs and
assistance). Ask them to predict what vocabulary they elicit/explain the meaning of any unknown
will see in the unit. words. Explain the task and allow Ss time to
complete the matching exercise. Check answers
Vocabulary around the class.
1 a) Focus ➤ Building vocabulary related to ñ Draw Ss’ attention to the gapped sentences and
shopping explain the task. Allow Ss time to complete the
task and check answers around the class.
Draw Ss’ attention to the list of shops and the
items. Elicit/Explain the meaning of any Answer Key
unknown words. Explain the task and write the
1 B 2 A 3 D 4 E 5 C
shops on the board. Elicit answers from around
the class, checking pronunciation and correcting 1 security guard 4 shop assistant
any mistakes. 2 cleaner 5 cashier
3 manager
Answer Key
Clothes shop: hooded sweater (hoodie), socks, Reading & Listening
swimsuit
Stationery shop: crayons, a diary
Toy shop: a teddy bear ñ Ask Ss to read the first exchange. Elicit/Explain
Optician’s: sunglasses the meaning of camp (a centre where children
Sports shop: basketball and teenagers take part in a variety of mostly
Chemist’s: first-aid kit, toothbrush outdoor activities during the summer).
Jeweller’s: ring ñ Draw Ss’ attention back to the pictures and
Electronics shop: camera elicit guesses from Ss about what Dave might
need. Write Ss’ guesses on the board.
ñ Play the recording and elicit the correct
b) Model the exchange with a S and check the class answers from around the class.
understands the task. Ss work in pairs. Monitor
and help where necessary. Ask several pairs to
Answer Key
act out their exchanges for the class. Check Ss’
towel, toothbrush, toothpaste
pronunciation and intonation.
124
Can I help you? 9b

b) Focus ➤ Reading for specific information Answer Key
Ask Ss to read the questions so they know what 1 action which started in the past and
information they are looking for. Then ask Ss to continues to the present
read the dialogue again. Allow Ss time to read 2 action which took place some time in the past
the text and complete the task individually. 3 the length of an action
Elicit answers from around the class. 4 the result of an action
5 a repeated action
Answer Key
1 DS 2 DS 3 F 4 T b) Focus ➤ Practising present perfect simple/
continuous
Speaking ñ Have Ss read through the diary first. Elicit
4 Focus ➤ Acting out a dialogue the setting and the people, explaining to Ss
that they must always bear the context in
Draw Ss’ attention back to the dialogue and explain
mind.
the task. Allow Ss time to practise in pairs and then
ñ Ss work on their own and complete the task.
ask individual pairs to act out their dialogue for the
ñ Ss report their answers. Check Ss’ answers.
class. Record if possible.
Answer Key
1 have met 4 have been
A: Have you finished packing for camp, yet?
2 have been working swimming
B: Not yet.
3 has been coming 5 have joined
A: You’ve been packing all afternoon! Do you
need any help?
B: Yes, please. I’m sure I’ve forgotten Game
something.
Read the rubric. Check Ss understand the game.
A: OK. Have you packed your towel and
Elicit various situations and examples they can use
swimsuit?
(e.g. Your eyes are red. Have you been crying? You
B: Yes, I have.
look exhausted. Have you been working long hours?
A: Have you packed your camera and i-Pod?
etc.)
B: Yes, I have, but I haven’t got any film for
my camera.
Listening
A: I think I’ve got some I can give you. Let me
check and I’ll let you know. etc 6 Focus ➤ Listening for specific information
Read the rubric and explain the task. Draw Ss’
Grammar attention to the list of shops and elicit some of the
items for sale in each shop if they haven’t already
5 a) Focus ➤ Studying and practising grammar been mentioned in Ex. 1. Play the recording twice
Draw Ss’ attention to the list of uses of the if necessary as Ss complete the exercise. Check
present perfect simple and continuous and answers from around the class.
check Ss’ understanding. Explain the task and
allow Ss time to complete the matching Answer Key
exercise in pairs. Elicit answers from around the 1 B 2 F 3 D 4 C 5 G
class and discuss any difficulties in completing
the task.
125
9b Can I help you?

Everyday English b) ñ Stimulate a discussion about where Ss like to
shop and why (good selection of items,
7 a) Focus ➤ Understanding and practising
friendly service, etc.). Explain the task and
everyday exchanges
allow Ss time to prepare their dialogues.
ñ Draw Ss’ attention to the headings and the Monitor Ss progress and help where necessary.
incomplete dialogue. Elicit who the dialogue ñ Ask several pairs to perform their dialogues
is between (a shop assistant and a customer) for the class and record if possible.
and explain the meaning of any unknown
words.
ñ Explain the task and play the recording as
A: Hello. I’d like a pair of swimming trunks,
Ss complete the task. Elicit answers from
please.
around the class.
B: Sure. What size?
A: Medium, please.
Answer Key B: Here you are.
1 type 3 £12 A: How much is it, please?
2 Local (one) 4 £12 B: 28 pounds.
A: Sorry, how much did you say?
B: 28 pounds.
A: Ok. I’ll take them. Here you are.
B: Thank you.
9 c
Gifts for everyone!
Objectives
Vocabulary
Vocabulary: describing objects
Speaking: describing objects
Reading & Listening: an e-mail ñ Draw Ss’ attention to the table and check Ss’
Writing: an e-mail understanding of the shapes. Explain the task
and allow Ss time to complete the table. Check
answers around the class and write Shape,
Introduction Pattern and Material on the board.
ñ Elicit answers for each category. Write correct
Draw Ss’ attention to the title, Gifts for everyone, and
answers below the appropriate headings on the
ask what they think it means (a variety of presents to
board.
suit many people). Ask Ss where they would go to buy
presents for particular friends or members of their
families. Encourage Ss to predict what type of Answer Key
vocabulary they will see in the unit. Shape: triangular, oblong, diamond-shaped, etc
Pattern: paisley, print, etc
Material: gold, bronze, lycra, etc.
126
Gifts for everyone 9c

Speaking
Answer Key
2 Focus ➤ Describing objects 1 Angela has been shopping all day.
ñ Ask a S to read the rubric and explain the task. 2 She bought him a robot.
Check understanding. Remind Ss that the more 3 She bought him a leather wallet.
specific the adjective, the closer it goes to the 4 Her mum.
noun, but when there is little difference, the
order is as follows: size, age, shape, colour,
ñ Allow Ss time to work on their dialogues in pairs.
origin, material.
Go around the classroom monitoring Ss’ work and
ñ Allow Ss time to discuss their descriptions in
helping with any difficulties. Then invite pairs to
pairs. Go around the classroom monitoring Ss’
repeat their dialogues for the class.
work and helping with any difficulties. Then
invite pairs to describe some objects for the
class. Suggested Answer Key
A: Well, it wasn’t easy, Mum, but I’ve finally
Suggested Answer Key bought presents for everyone.
1 They’re square, striped, velvet cushions. M: Really, dear? What did you get Tim?
2 It’s a square, plastic, polka-dot make-up A: I got him a silver robot. It walks, talks and
case. does tricks.
3 It’s a rectangular, plain, leather wallet. M: Oh, I’m sure he’ll love that. What did you
4 It’s a rectangular, checked, plastic bag. get your father, dear?
5 It’s a striped, plastic ball. A: Well, I couldn’t decide what to get Dad, but in
6 It’s a round, plain, wooden bowl. the end, I got him a brown leather wallet.
7 It’s a rectangular, plain, silver picture M: What a good idea. He certainly needs a new
frame. one. That old one of his is falling apart.
A: That’s what I thought. I got Wendy a lovely,
polka-dot make up case, too.
Reading & Listening M: Great, now she’ll have somewhere to put
all her things. Did you get anything for your
3 a) Focus ➤ Listening and reading for specific
grandma?
information
A: How could I forget Granny? I bought her
Explain the task and allow Ss time to scan the some very tasteful striped cushions. And I
text for the information they need. Play the bought something for you too, Mum.
recording. Ss check their answers. M: Oh, don’t tell me what it is. That would
spoil the surprise.
Answer Key
It is from Angela to Wendy. Writing
It is about her trip to New York and the gifts
she has brought back for her family and friend. 4 Focus ➤ Writing an e-mail
Explain the task. Ask Ss to brainstorm what takes
place on an exchange programme. Allow Ss time to
b) Focus ➤ Reading for detailed understanding
complete the task in class. Go around the class
ñ Explain the task. Allow Ss time to read the monitoring Ss’ work and give feedback. Alternatively,
text again. Elicit/Explain the meaning of any you can assign the task for HW provided you have
unknown words. Check answers around the gone through it orally in class.
class.
127
9c Gifts for everyone

Hi Sandra, Synergy
Greetings from London. It’s wonderful here. ñ Allow Ss one minute to think about ten
I’ve been shopping all day and I’m exhausted, words they have learnt in today’s lesson.
but the good thing is that I’ve found something Ask Ss to use them to make their own
for everyone. sentences.
I got my brother a hip hop music compilation, ñ When Ss have finished ask them to get up
I’m sure he’ll love it, and my dad a small and go around the class to find a partner
wooden clock to go on his desk. I bought my who has something in common with them
mum eye-shadow and a red lipstick, I hope she e.g. same hair/eye colour, same clothes,
likes them. I got you a little something, too, same taste in music, etc.
but I mustn’t say or else I’ll ruin the surprise. ñ Ask Ss to discuss what they have learnt in
See you next Tuesday. Can’t wait! the lesson with their partner.
Take care,
Barbara
9d Culture Corner
Reading Answer Key

1 a) Focus ➤ Understanding dictionary 1 saying: a task is not done well when too
definitions many people are involved.
2 saying: there is no point in being upset
ñ Draw Ss’ attention to the title and the
about an unfortunate incident that cannot
pictures and elicit the theme (idioms and
be reversed.
sayings related to food). Allow Ss time to
3 idiom: being remarkably calm and composed.
read the dictionary entries carefully and
4 saying: someone who spends a lot of time
elicit the meanings of the words idiom and
sitting on the sofa doing little more than
saying.
watching TV.
ñ Ask Ss to brainstorm any idioms or sayings
that they know. Elicit suggestions from
around the class and write them on the 2 Focus ➤ Predicting the content of the text
board next to their meanings.
Explain the task and allow Ss time to read the first
(Ss’ own answers) two sentences of the text. Elicit suggested answers
from around the class and write the correct answer
b) Focus ➤ Building vocabulary on the board.
ñ Draw Ss’ attention to the pictures 1-4 and
elicit what is happening in each picture. Elicit/ Answer Key
Explain the meaning of any unknown words. The importance of food in people’s lives and the
ñ Elicit which are idioms and which are sayings large number of idioms and sayings related to it.
and ask Ss to guess/explain the meanings of
the idioms/sayings. Write correct explanations
on the board.
128
Culture Corner 9d
3 a) Focus ➤ Learning idioms 4 Focus ➤ Consolidating vocabulary
Explain the task. Allow Ss time to read through Explain the task and allow Ss time to make
the idioms and sayings individually. Elicit answers sentences in pairs. Elicit answers from around the
from around the class, correcting mistakes as class.
necessary. Explain any idioms/sayings that are
unknown to the whole class.
ñ The situation is a political hot potato.
Answer Key ñ I have written a novel, but journalism is my
a hot potato - idiom: a difficult issue or problem bread and butter.
a piece of cake - idiom: sth that is easy ñ I’m not surprised that he’s a gangster as he
bread and butter - idiom: sth that provides was always a bad egg.
the main income ñ I’ve finished my exams, and now I’m as cool
selling like hot cakes - idiom: selling large as a cucumber.
amounts very quickly ñ I’ve finished the crossword. It was as easy
a bad egg - idiom: a bad person as pie.
as cool as a cucumber - idiom: being remarkably ñ My youngest nephew is always full of beans.
calm and composed ñ Eat healthily! Remember – an apple a day
as easy as pie - idiom: very easy keeps the doctor away!
full of beans - idiom: has a lot of enthusiasm ñ You must choose between the car and the
my cup of tea - idiom: sth I generally like overseas holiday. You can’t have your cake
an apple a day keeps the doctor away - saying: and eat it too!
If you eat healthily, you will not become ill ñ If you’re not careful about what you say to
you can’t have your cake and eat it - saying: your friend, you’ll be eating your words.
you can’t have things both ways ñ He’s wealthy because he has a finger in
too many cooks spoil the broth - saying: A every pie – importing, exporting, a local
task is not done well when too many people are business, online sales … .
involved
eating your words - idiom: publicly accepting (Ss’ own answers)
that you have said sth wrong
crying over spilt milk - idiom: there is no Project
point in being upset about an unfortunate
incident that cannot be reversed 5 Focus ➤ Writing a quiz about idioms/sayings
having a finger in every pie - idiom: involved ñ Explain the task. Ask Ss to brainstorm any
in many things idioms or sayings and refer them to the quiz to
use as a model. Allow Ss time to complete the
task in class. Go around the class monitoring Ss’
b) Focus ➤ Choosing the correct idiom/saying work and helping with any difficulties. Check Ss’
Explain the task and allow Ss time to choose the work and give feedback. Alternatively, you can
correct idiom/saying to complete each statement. assign the task for HW.
Check answers from around the class. ñ Monitor the task and help Ss with their work.
ñ When the groups have finished, instruct them to
swap and do each other’s quizzes.
Answer Key
ñ Give feedback to each group.
1 B 2 A 3 C 4 C 5 B
129
9 Culture Corner

3 They are so different, …
1 I really depend on him. He … a they bring home the bacon.
a is the salt of the earth. b they are like a knife through butter.
b is just sour grapes. c they are like chalk and cheese.
c goes bananas.
2 He always speaks his mind. He does not … Key: 1 ― a, 2 ― b, 3 ― c

a eat his heart out.
b mince his words.
c have a sweet tooth.
9 English in Use
1 a) Focus ➤ Practising pronunciation and 3 Focus ➤ Consolidating language through role
intonation play
Ask different Ss to read the sentences aloud.
Read the rubric and explain the task. Tell Ss to use
Check Ss’ pronunciation and understanding and
the dialogues from Ex. 2 as a model. Go through a
skeleton dialogue with Ss on the board. Ss perform
words. Play the recording with pauses as Ss
the task in pairs. Go around the classroom monitoring
repeat the sentences.
Ss’ work and helping with any difficulties.
b) Focus ➤ Listening for gist/reading for

A B
confirmation
Draw Ss’ attention back to the sentences and Offer present. Express thanks.
elicit/explain the meaning of any unknown Ask what it is.
words. Play the recording and elicit the answer.
Urge B to open it Show admiration.
and see. Describe present.
Answer Key
They are about giving and receiving gifts and Urge B to try it on. Try the item. Say
showing appreciation. whether it is the
right size or not.
Ask A for opinion.
Allow Ss time to read through the dialogues and to Express opinion. Show pleasure.
look at the pictures. Elicit the answer. Thank A.
Answer Key
Dialogue 1: trainers (7)
130
English in Use 9
Demonstrate where your tongue, teeth and jaw are
A: Here’s my present. I hope you like it. sounds with the class. Read the rubric and explain
B: Fantastic! I’ve always wanted gloves like the task. Play the recording. Ss listen and tick the
these and they go with my new coat. correct boxes. Ss compare answers. Allow Ss time
A: I’m glad you like them. Are they your size? to find two more words. Check Ss’ answers and
B: Oh no. They’re too small. correct any mistakes.
A: That’s all right. You can exchange them.
B: Thanks. They’re really great.
/s/ /z/ /s/ /z/
Pronunciation face please
4 Focus ➤ Pronouncing /s/, /z/ phase dice
police raisin
Draw Ss’ attention to the phonemes chart in the
Pronounce the sounds slowly and clearly.
Extensive Reading 9
Introduction
Ask Ss to look at the title, Citizenship, and the picture. Suggested Answer Key
Elicit/Explain the meaning of the title (the rights and I would say: It looks cool! It was a bargain/on
responsibilities of belonging to a community). Ask them offer./It’s good quality; although I like being in
to predict what type of vocabulary they will see in the fashion, I’m not a fashion victim. I try to buy
unit. the things I need at a reasonable price.
Reading & Listening

2 Focus ➤ Listening and reading for gist
1 a) Focus ➤ Stimulating interest in the topic
Draw Ss’ attention to the title of the text and the
Initiate a class discussion on the topic of shopping
rubric and elicit the topic. Play the recording as Ss
and elicit related vocabulary (clothes, gadgets,
check their answers.
food, shops, etc.). Write useful vocabulary on the
board. Correct Ss’ answers as necessary.
Answer Key
Answer Key It is about how to make better choices when
shopping.
I went shopping last weekend. I got some new
summer shoes and a swimsuit. I also got a
present for a friend’s birthday, I got her
Speaking
Anastacia’s new album. My mum took me to a
large department store because we needed to 3 Focus ➤ Talking about shopping and how to
buy a lot of stuff so it was easier that way. make better choices
Explain the task and allow Ss time to make lists of
b) Read the rubric and draw Ss’ attention to the the things they have bought this week. Then ask Ss
sentences. Allow Ss time to choose which to swap lists. Ss ask and answer questions with each
sentences they might say. Elicit answers and other based on the questions in the rubric. Ask
explanations from around the class. pairs around the class to report their discussions.
131
9 Extensive Reading
Suggested Answer Key b) Focus ➤ Using words often confused

Last week’s shopping ñ Elicit/Explain the differences between the
a couple of notebooks (with plastic covers) three words (match - same colour; suit - look
a box of 12 pencils good on a particular person / in a particular
an English story book place; fit - be the correct size).
a present for a friend (a top) ñ Explain the task and allow Ss time to
a card for my mobile complete the sentences in pairs. Check answers
a video game from around the class.
Answer Key
Advice: You should buy recycled notebooks 1 suit 3 fit 5 match
or ones that support charities like UNICEF. 2 match 4 fits 6 suit
You should get a mechanic pencil, that way
you help the environment.
You should swap or share video games with Project
your friends. 5 Focus ➤ Conducting a survey and presenting
You should make your own presents. It’s the results
more fun and your friends will appreciate the
Explain the task. Allow Ss time to complete the task
effort.
in class. Go around the class monitoring Ss’ work
and helping with any difficulties. Check Ss’ work
4 a) Focus ➤ Building vocabulary writing of the survey results for HW.
Ask Ss to explain the meaning of the words in
bold without the use of a dictionary, i.e. they Suggested Answer Key
can use synonyms, paraphrase, etc. Elicit/ Survey September 5th – 12th on Form E’s
Explain the meanings and write them on the shopping choices
vocabulary section of their workbooks. 70%
60%
Answer Key
fit in (ph v): be accepted as part of a group
stuff (n): things 35%
affects (v): has an effect on sth 25%
power (n): ability
e-card (n): an electronic greeting often
including an image that is sent via the Internet clothes – non video Accessories
rechargeable (adj): sth like a battery that can designer recyclable games &
have electricity put back into it and be used labels stationery CDs
again
swap (v): exchange 70 percent of the class spent a lot of money on
natural resources (n): land, forests and energy clothes, especially designer clothes. Most of
sources found in nature the class said they bought clothes because they
labels (n): pieces of paper or plastic that are looked cool and some because they needed
attached to objects to give information about them.
them
a good cause (exp): sth like a charity that
benefits others
132
Extensive Reading 9
60 per cent spent their money on stationery,

especially books, pencils, pens and so on. But
almost no one thought to buy recyclable items.
35 per cent bought video games or CDs and 25
per cent spent their money on accessories.
This survey shows that most of the class did not
make smart shopping choices. Almost no one
shared with friends or bought recycled items.
Progress Check 9
Answer Key
1 Meat: lamb chops 4 1 off 2 out 3 away 4 back

Fruit & vegetables: bananas, green peppers
Dairy & eggs: low-fat yogurt, butter 5 1 ’ve been studying 4 ’s gone
Beverages: coffee 2 ’s joined 5 ’ve been swimming
Cereal, grains & pasta: white bread, brown rice 3 ’s been cooking
Snacks: a bar of chocolate, a packet of crisps
6 1 a 2 a 3 b 4 a 5 b
2 1 packet/cup 3 packet 5 box
2 can 4 jar
3 1 any 3 a little 5 a lot of

2 any 4 many
133
Module 10 Healthy body, healthy mind

Before you start …
Pic 2 (p. 103)
Ask Ss to take a quick look at Module 9. Ask Ss what What page is picture 2 from? What else can you see?
their favourite foods are and if they think they are part How are they related to the title of the section?
of a healthy diet. Ask them if they have ever been
camping and what they packed for their holiday. Ask Pic 3 (p. 101)
questions and stimulate a short discussion on the topics. What page is picture 3 from? What can you see in
Adapt questions according to Ss' answers. the picture? How are the other pictures related?
What is the text about?
Look at Module 10
ñ Ask Ss to look at the title of the module, Healthy Find the page number(s) for
body, healthy mind, and elicit/explain the meaning If necessary, elicit/explain each item. Allow Ss time to
(if you look after yourself physically, you'll be find the page numbers for each item and check Ss’
healthier mentally). Refer Ss to the titles on answers. As appropriate, elicit/explain how each item is
pp. 96-100 and to the various pictures and ask them used and where Ss would usually expect to find them.
how they are related to the title, Healthy body,
healthy mind (p. 96 to be without anxieties or Answer Key
worry; p. 98 to tend to have a lot of mishaps in
a board game (p. 100)
your life; p.100 asking for a doctor's advice).
What is a board game? Can you name any? What do
you think this board game is about? How is it
promote interest in the module as a warm-up
related to the rest of the section? What do you
think the writing task is here?
your questions according to Ss' responses. This a cartoon strip (p. 98)
helps Ss feel they have control over their learning. What do you think this cartoon strip is about? What
else can you see on the page?
a note (p. 102)
Do you write notes? To whom? What about? What is
this section about? What do you think the note is
T: What page is picture 1 from? about?
S2: A boy eating an ice-cream. Listen, read and talk about …/Learn how to …/
T: Look at the title. What do you think this Practise …/Write/Make
section is about? As described in the relevant section in Module 1.
S3: I think it is about feeling stress and trying to
relax.
T: How do you think these pictures are related to
the theme of the unit?
S4: I think they show you ways of relaxing.
T: What stresses you most? What do you do about
it? etc
134
10 a Stress free
Objectives
Answer Key
Vocabulary: related to stress
Reading & Listening: a magazine column The texts are letters from teens to a magazine
Grammar: should(n’t); unless/if asking for advice about personal problems and
Speaking: using notes to give advice also paragraphs from the magazine to the
Writing: a leaflet giving advice about stress teens giving advice.
b) Focus ➤ Reading for detailed understanding

Introduction
ñ Read out the rubric and allow Ss some time
Ask Ss to look at the title, Stress free, and the picture. to read the text carefully and match texts 1-
Elicit/Explain the meaning of the title (with no anxiety 3 to A-C. Play the recording (twice if
or worry). Ask Ss what they think the unit will be about. necessary) as Ss listen and check their work.
Encourage Ss to predict what vocabulary they will see in Check Ss’ answers.
the unit.
Answer Key
Vocabulary 2 A 3 B
1 C
1 Focus ➤ Listening to music to stimulate interest
Have a S read out the rubric and help him/her ñ Ask Ss to explain the meaning of the words in
explain the task. Check Ss’ understanding of the bold without the use of a dictionary, i.e.
task. Instruct Ss to close their eyes. Play the they can use synonyms, paraphrase, etc.
recording as Ss listen and form images in their Elicit/Explain the meanings and write them
mind. Ask Ss for feedback. on the board. Ss should copy the words into
stressed relaxed Answer Key
sit around (phr v): spend time doing nothing
interesting or useful
2 Focus ➤ Building vocabulary; ranking blame (n): accountability
Focus Ss’ attention on the list and ask the question in gets away with (phr v): escape without
the rubric. Ask a S to read out the situations and punishment
help/him explain the meaning of any new vocabulary. rumours (n): information that may or may not
Ask Ss to number the situations 1 to 10. Check Ss’ be true
understanding of the task and allow them time to unfair (adj): unjust
complete it. Ss compare answers with their partner. gossip (v): say bad things about sb
Elicit and check Ss’ answers. Have a class discussion harmless (adj): not dangerous
to find out what else causes the Ss’ stress. hurtful (adj): that hurts your feelings
(Ss’ own answers) mean (adj): nasty
management (n): control
Reading & Listening separate (v): move apart
allow (v): let
3 a) Focus ➤ Predicting content have it your way (exp): get what you want
Read out the title and elicit/explain what it co-operate (v): work together
means. Ask Ss to guess what the text is about.
Allow Ss time to read the text to see if their
guesses were correct.
135
10a Stress free

Grammar Answer Key
4 Focus ➤ Reviewing should/shouldn’t If you want to do well, you should revise early.
Have a S read out the rubric and check Ss’ If you forget easily, you should make notes.
understanding of the task. Allow Ss some time to If you have a lot to study, you should make a
read through the prompts and look at the pictures. plan.
Explain/Elicit the meaning of any new vocabulary.
Focus Ss’ attention on the pictures and the example. 7 Focus ➤ Working with commonly confused
Ask Ss for answers to items 2-6. Check Ss’ answers. words
Focus Ss’ attention on the highlighted pair of words.
Answer Key
Elicit meanings and examples from Ss. Explain to Ss
2 You shouldn’t eat too much ice-cream.
before they begin the exercise that some of the
3 You shouldn’t spend too much time in front
examples 1-8 are one word, i.e. examples 1, 2, 3, 5,
of the TV.
6 are one word (headache, etc). Allow them time to
4 You should get enough sleep.
complete the task and check in their dictionaries.
5 You should get regular exercise.
Ask for answers around the class and write them on
6 You should take care of your pet.
the board.
5 Focus ➤ Reviewing the use of unless Answer Key

Elicit/Explain that unless means if not. Explain the 1 headache 5 backache
task and allow Ss time to rewrite the sentences. 2 toothache 6 earache
Walk around the classroom monitoring the task, 3 stomachache 7 sore
helping where necessary. Check Ss' answers. 4 sore 8 sore
Answer Key 8 Focus ➤ Practising phrasal verbs (fall)

2 Unless the children behave themselves,
they won’t go to the zoo. Read the rubric and explain the task. Explain the
3 Unless Jim pays his electricity bill, it will phrasal verbs. Ss use their dictionaries to look up
get cut off. phrasal verbs and read examples. Allow Ss time to
4 Unless the students study, they won’t pass complete the task. Ss compare answers. Check
their exams. answers and write them on the board.
Answer Key
6 Focus ➤ Using notes to give advice 1 out with 2 behind 3 apart
Allow Ss time to read through the notes. Elicit the
meaning of any new vocabulary. Draw Ss’ attention
to the first point and the example. Review 1st
conditional; its use and formations. If necessary,
direct Ss’ attention to the Grammar Reference
Section in their books. Have a S read out the next
example. Check Ss’ understanding. Allow Ss time to
form conditionals from the prompts. Elicit
feedback from the class and check Ss’ answers.
136
Stress free 10a

Writing
9 Focus ➤ Making a leaflet Synergy
Go through the rubric with Ss and elicit key words ñ Allow Ss one minute to think about the
(make a leaflet, giving advice, how to cope with grammar structures and ten words they
stress). Elicit from Ss what they need to do. Draw have learnt in today’s lesson. Ask Ss to use
Ss' attention to the spidergrams. Brainstorm ideas them to make their own sentences.
and write them on the board. Allow Ss time to ñ When Ss have finished ask them to get up
complete the task in class. Check Ss' work and give and go around the class to find a partner
feedback. Alternatively, you can assign it as HW who has something in common with them
provided you have gone through it orally in class. e.g. same hair/eye colour, same clothes,
Suggested Answer Key ñ Ask Ss to discuss what they have learnt in
learn to
take it easy
cooperate
get enough revise early
sleep
Do’s
for exams
make weekly ask for help

planners
Don’ts
don’t believe don’t leave
everything you things to the
hear last minute
don’t want it your
way all the time
137
10 b Accident-prone
Objectives
S1: Have you ever twisted your ankle?
Vocabulary: related to accidents S2: Yes, I have.
Reading & Listening: a cartoon strip S1: How did it happen?
Grammar: reflexive pronouns S2: I was rollerblading. It happened when I was 7.
Everyday English: asking about health/giving
S1: Have you ever hurt your back?
reassurance
S2: Yes, I have.
Listening: an informal telephone conversation
S1: How did it happen?
Writing: a story
S2: I was lifting a heavy box. It happened a
couple of months ago.
Introduction S1: Have you ever banged your head?
S2: Yes, I have.
Ask Ss to look at the title, Accident-prone, and the
S1: How did it happen?
pictures. Elicit/Explain the meaning of the title (have a
S2: I didn’t see the cupboard door and I banged
tendency to suffer mishaps). Ask them what they think
it on that. It happened a few days ago.
the unit will be about. Encourage Ss to predict what
type of vocabulary they will see in the unit.
Reading & Listening
Vocabulary 2 a) Focus ➤ Stimulating interest/predicting
content
1 Focus ➤ Building vocabulary related to
accidents Focus Ss’ attention on the cartoon strip and
elicit answers to the first question in the rubric.
Draw Ss’ attention to the sketches and elicit/
Refer Ss’ to the title and explain/elicit its
explain the meaning of any new vocabulary. Ask Ss
meaning. Ask Ss how it is related to the text.
the question in the rubric. Have a pair of Ss read out
Elicit feedback from the rest of the class. Play
the example exchange. Check Ss’ understanding of
the recording as Ss listen and read to check
the task. Ss talk in pairs. Walk around the classroom
their answers. Check Ss’ answers.
monitoring the task and helping where necessary.
Encourage Ss to be truthful and help them with
extra vocabulary. Ss make notes. Select pairs to act Answer Key
out exchanges for the class. On a boardwalk by a beach. The boy is accident-
prone and he hits a lamp-post.
S1: Have you ever cut your finger?
S2: Yes, I have. b) Focus ➤ Building vocabulary
S1: How did it happen? Ask Ss to explain the meaning of the words in bold
S2: I was cutting a slice of bread. It happened without the use of a dictionary, i.e. they can use
last month. synonyms, paraphrase etc. Elicit/Explain the
S1: Have you ever chipped a tooth? meanings and write them on the board. Ss should
S2: Yes, I have. copy the words into the vocabulary section of
S1: How did it happen? their notebooks.
S2: I was eating some nuts. It happened two
Answer Key
years ago.
lamp-post (n): tall pole beside a road that has
S1: Have you ever sprained your wrist? a light attached to the top of it
S2: Yes, I have. twisted (v): injured by turning sth too sharply
S1: How did it happen? ambulance (n): a van used to transport people
S2: I was playing basketball. It happened last to hospital
summer.
138
Accident-prone 10b
wrap (v): put cloth or paper round something b) Focus ➤ Matching parts of a joke
ankle (n): the joint where your foot joins your leg ñ Draw Ss’ attention to the first part of the
jokes, making sure they know what to do and
explaining the meaning of any new
3 a) Focus ➤ Understanding puns vocabulary. Elicit predictions from Ss about
ñ Focus Ss’ attention on the Study Skill box and how the jokes might end before they read
elicit what a pun is. Ask Ss the questions in the options. Allow Ss time to read the
the rubric. Help Ss identify the pun. Check options and match. Ask Ss for answers and to
that they are looking for a word that has a justify their choices and explain the puns.
dual meaning. Elicit answers and write them Elicit feedback. Play the recordings. Ss
on the board. Go through each wrong answer compare their answers. Check Ss’ answers.
given, explaining in detail why they are wrong
until Ss understand what the pun is. Refer Ss Answer Key
to their dictionaries to check the meanings 1 B 2 A
given for the noun break. Elicit 1) a short
holiday, 2) a fracture, smash, crack, etc. ñ Extension: Give Ss sets of words with double
Write summer break on the board and elicit meanings and encourage them to come up
1) summer holiday, 2) summer accident. Ask a with their own jokes. Alternatively, Ss can do
S to explain the joke. Accept feedback. research and tell the class the best joke they
found. Hold a class joke contest.
Answer Key
The pun is on break. It implies a holiday and a 4 Focus ➤ Practising reading skills
fracture.
Ss read out the strip in turns to their partners.
Monitor and check pronunciation and intonation.
ñ Allow Ss time to browse through their book Ask Ss in groups to read out the strip. Accept
and identify the puns in some of the jokes. In feedback.
pairs, Ss discuss them and explain their
meanings. Instruct Ss to look the words up in (as cartoon strip)
their dictionaries for confirmation. Ask for
answers around the class and write them on Grammar
the board. 5 a) Focus ➤ Reviewing reflexive pronouns
Allow Ss some time to read the contents of the
box and elicit what reflexive pronouns are and
Module 3 ― shortcut: the pun is on cutting sth how they are formed. Ask Ss to find examples in
short, i.e. hair, a journey. the dialogue. Check Ss’ answers.
Module 5 ― full moon: the pun is on the full
circle of a moon and a place being full of
Answer Key
people
Module 6 ― rock concerts: the pun is on ‘rock’ … you’ve hurt yourself … (the subject and the
as a piece of rock/stone and the type of music object of the verb are the same)
Module 7 ― on: this joke plays with the word
‘on’ meaning literally on the surface of sth and
‘What’s on?’, i.e. showing.
b) Focus ➤ Using reflexive pronouns.
Explain the task. Allow Ss some time to
complete the task on their own. Ask several Ss
around the class for their answers. Elicit
feedback and check answers.
139
10b Accident-prone
Answer Key their own. Check Ss’ answers, playing the piece
again with pauses or referring Ss to the
1 herself 3 myself
tapescript.
2 himself 4 themselves
Answer Key
c) Instruct Ss to talk in pairs about at least three
1 hospital 3 Connely 5 7:30
things they can do by themselves. Refer Ss to
2 18b 4 better
the Grammar Reference Section for further
details. Walk around the classroom. Monitor the
task and help where necessary. Ask several pairs b) Focus ➤ Personalising
to report to the class. Elicit feedback and check
Ss’ answers. Have a S read out the rubric and help him/her
explain the task. Brainstorm ideas and elicit
appropriate vocabulary.
Answer Key
I can tie my shoes myself.
I do my homework by myself. Suggested Answer Key
I make my lunch myself. Yes. I hope you feel better soon./Get well
soon./ Wishing you a speedy recovery.
Everyday English
6 Focus ➤ Asking about health and giving Writing
reassurance 8 Focus ➤ Writing a story about an accident
while on holiday
Focus Ss’ attention on the language box. Go
through the items and elicit/explain the meaning ñ Go through the rubric with Ss and elicit key
of any new vocabulary or expressions. Ask two Ss to words (a story, an accident, draw pictures).
read out the example exchange. Check Ss’ Elicit from Ss what they need to do.
understanding. Ss work in pairs. Monitor the task ñ Revise the writing format of a story (each
and help where necessary. Have several pairs paragraph a continuation in the plot; past
report to the class. Elicit feedback. Check Ss’ work. tenses and descriptive vocabulary; character
presentation and development; time sequence;
Suggested Answer Key location; climax; denouement).
A: What’s the matter? You don’t look very well. ñ Brainstorm Ss for ideas.
B: I think I’ve hurt my back. ñ Allow Ss time to work on their own and make a
A: It’s going to be all right. plan. Monitor the task, checking that their plans
are appropriate.
A: What’s up? Is something wrong? ñ Ss write their stories in class. Alternatively
B: I think I’ve chipped a tooth. assign the task for H/W provided you have gone
A: It’s nothing serious. through it orally in class.
Listening Suggested Answer Key

7 a) Focus ➤ Listening for specific information I was swimming in the sea last summer at my
grandmother’s seaside village. The water was
Have a S read out the rubric and help him/her cool and clear and I could see colourful fish
explain the task. Elicit what the text is (an swimming around me.
order form). Tell Ss to take advantage of the
What I didn’t see were the sea urchins. As I was
time before the recording begins to read
swimming towards the beach, I saw a beach
through the sentences to get an idea of what
ball coming towards me. I put my feet down to
the missing information might be. Once Ss have
steady myself. I dodged the ball, but I felt a
read the order form, play the recording, twice if
sharp pain in my left foot.
necessary. Ss listen and complete the task on
140
Accident-prone 10b
I sat on the beach and examined my foot. A Synergy

spine was in it. I called out to my sister who ñ Allow Ss one minute to think about the
was tanning a few metres away. She vocabulary, language and grammar
immediately emptied a small pink cosmetics structures they have learnt in today’s
bag. She took out a pair of tweezers and lesson. Ask Ss to use them to make their
pinched my foot where the spine was. I own sentences.
screamed because I was not expecting any pain, ñ When Ss have finished ask them to get up
but I immediately felt better. and go around the class to find a partner
I looked up at my sister. She was grinning, who has something in common with them
“Doctor Tina to the rescue. Anytime.” And she e.g. same hair/eye colour, same clothes,
put her things back in her small pink bag. same taste in music, etc.
10 c Doctor, doctor!
Objectives vocabulary. Ask a S to read out the example and
Reading & listening: a letter of advice revise the form of first conditional sentences. Ss
Speaking: a monologue play the game in pairs. Monitor the activity, acting
Writing: a letter of advice as a referee and intervening only if necessary. At
the end of the game elicit answers around the
class.
Introduction
Ask Ss to look at the title, Doctor, doctor!, and the Suggested Answer Key
board game. Elicit/Explain the meaning of the title If you have a stomachache, you should eat a
(asking for a doctor's advice). Ask them what they think light meal.
the unit will be about. Encourage Ss to predict what If you have an earache, you should put drops in it.
vocabulary they will see in the unit. If you have a sore throat, you should have a hot
cup of tea.
Game If you feel exhausted, you should lie down and
get some rest.
Focus ➤ Playing a game to practise vocabulary
If you have a toothache, you should take a
Focus Ss’ attention on the board game. Ask Ss if painkiller.
they can explain what the game is about and If you have a high fever, you should drink
predict how it is played. Elicit answers and provide plenty of fluids.
clear explanations and instructions. Check Ss’ If you have sore eyes, you should wash them
understanding of the game and the instructions. with cold water.
Show what heads and tails are on a coin. Read
through the list and elicit the meaning of any new
141
10c Doctor, doctor!

1 a) Focus ➤ Predicting content 4 Focus ➤ Giving advice
Draw Ss’ attention to the texts, focusing on the Read out the rubric and explain the task. Elicit/
assumed names in bold and eliciting their Explain what Computer Freak’s problem is.
meanings. Ss read the texts to answer the Brainstorm for advice and write ideas on the board.
questions in the rubric. Check Ss’ answers. Elicit expressions/language of advice (You
should(n’t) … ; Why don’t you … ?; Why not … ?;
Answer Key How about … ?; I think … is a good way to … ). Ss
They are short letters to a magazine asking for complete the task in pairs. Select pairs to report
advice. ‘Worn out’ is exhausted and he/she back to the class. Provide feedback and correct
needs to feel better before the tennis where necessary.
tournament. ‘Computer Freak’ has got lots of
headaches and his/her eyes are sore all the time. Suggested Answer Key
He should get a filter for his computer.
He should try to work less on his computer.
He should get more sleep.
Explain the task. Ask Ss to read through the He should get his eyes checked because he
letter and match it to the appropriate extract. might need glasses.
Play the recording and then check Ss’ answers.
Answer Key Writing

It matches letter A. It is addressed to ‘Worn Out’ 5 Focus ➤ Writing a letter of advice
2 Focus ➤ Reading for detailed understanding; (letter of advice, 60-80 words). Brainstorm with Ss
analysing a letter giving advice for ideas. Write the ideas on the board. Go over the
model letter with Ss again and elicit the topic of each
Explain the task. Ss read the letter and answer the paragraph (para 1: greetings, general comments/
questions in the rubric. Check Ss’ answers. remarks, para 2: detailed advice, para 3: closing
remarks, comments). Allow Ss some time to make a
Answer Key plan for their letter. Walk around the classroom
Paragraph 2 monitoring and helping where necessary. Allow Ss
ñ First of all, it’s important to … . time to complete their letters in class, alternatively
ñ Why don’t you … ? This way, you’ll … . assign the task for HW provided you have gone
ñ You should also think about … . If you do through it orally in class. Check Ss’ answers.
this, you’ll … .
3 Focus ➤ Working with opening/closing remarks

Elicit/Explain what opening/closing remarks are.
Allow Ss time to read the text again and complete
the task. Check Ss’ answers.
Answer Key
1 O 2 C 3 C 4 O
142
Doctor, doctor! 10c

Dear Computer Freak, Synergy
I’m sorry to hear about your problem. ñ Allow Ss one minute to think about what
Here are a few things you can do to feel better. they have learnt in today’s lesson.
First of all you should get a filter for your ñ When Ss have finished ask them to get up
computer. Secondly, you should try to work less and go around the class to find a partner
on your computer. You should also try to get who has something in common with them
more sleep. That way your eyes will be well- e.g. same hair/eye colour, same clothes,
rested. Finally, I think you should see a doctor. same taste in music, etc.
You might need to wear glasses. ñ Ask Ss to discuss what they have learnt in
I hope my advice helps. Thank you for your the lesson with their partner.
letter.
10 d Culture Corner
Reading & Listening ñ Ask Ss to explain the meaning of the words in

1 Focus ➤ Stimulating interest/Predicting content
Draw Ss’ attention to the picture and title. Ask Ss the meanings and write them on the board. Ss
to predict what the text is about. Play the should copy the words into the vocabulary
recording as Ss listen and check. Check Ss’ answers. section of their notebooks.

It is about the Royal Flying Doctor Service of isolated (adj): remote, far away from everything
Australia. This service gives medical help to The Australian Outback (exp): the interior of
people living in the remotest parts of Australia. Australia
remote (adj): a long way from towns
operating (v): working
2 Focus ➤ Reading for detailed understanding critically ill (exp): very sick
ñ Explain the task and explain the meaning of any daily life (exp): things you do every day as part
new vocabulary. Ask Ss to read the questions of your normal life
and the text carefully. Allow Ss time to non-profit charity (exp): an organisation that
complete the task. Check answers. helps people, and doesn't make any money from
doing so
Answer Key set up (phr v): create an
1 Australia organisation/company
2 Royal Flying Doctor Service of Australia primary health care (exp): basic medical
3 1928 attention
4 helping people that live in remote areas of
Australia
143
10d Culture Corner

Speaking Suggested Answer Key
3 Focus ➤ Role-playing an interview Flying doctors must live very exciting lives.
Read out the rubric and explain the task. Check Ss’ Their work means that they are often in very
understanding. Brainstorm ideas. Advise Ss to use dangerous situations. A typical day in their lives
the headings to organise their thoughts. Allow Ss would involve flying to remote areas of
time to work in pairs and prepare their interviews. Australia to treat patients. Sometimes they
Walk around the class monitoring the task and have to fly these patients to a hospital for
helping where necessary. Ask several pairs to act treatment. These doctors have to work even
out their interviews for the class. Provide feedback when the weather is very bad.
and correct where necessary.
5 Focus ➤ Forming adjectives from verbs
Read out the rubric and explain that the two
Interviewer: What does RFDSA stand for? suffixes -ive and -ative can be added to verbs to
Doctor: The Royal Flying Doctor Service of form adjectives. Explain/Elicit the meaning of the
Australia. words 1-7. Allow Ss time to complete the task. Ss
Interviewer: What does the job involve? use their dictionaries to check their answers. Check
Doctor: We are responsible for 200,000 isolated answers around the class.
patients in the most remote part of Australia,
the Outback.
Answer Key
Interviewer: What is the daily life of a flying
doctor like? 2 informative 5 attractive
Doctor: Well, we treat patients on remote 3 protective 6 active
sheep farms with basic equipment. Sometimes 4 creative 7 imaginative
it is very difficult to reach these patients when
the weather is bad and we often risk our lives Writing
flying in awful weather conditions.
Interviewer: Can you tell us a bit about the
6 Focus ➤ Writing an article about a charity
history of the RFDSA?
Doctor: Of course. It started in 1928 and it is a Suggested Answer Key
non-profit charity. It offers primary health care The Salvation Army, founded by William Booth
from an aeroplane, 24 hours a day, 365 days a in 1878, helps people in over 100 countries. As
year, as well as educational assistance. well as feeding and offering shelter to the poor
Interviewer: Thank you for talking to Teen Life. and the needy, the Salvation Army is involved
How can our readers find out more about you with disaster relief services, day care centres,
or get in touch with you? summer camps, holiday assistance, services for
Doctor: People can visit our website which is the aged, medical facilities, shelters for
http://www.flyingdoctor.net/default.htm. for homeless women and children, family and
more about us. Thank you too! career counselling, vocational training and
correction services. More than 30 million
people a year are aided in some form by
4 Focus ➤ Talking about a typical day in the life services provided by The Salvation Army.
of a flying doctor
Explain the task. Advise Ss that they can use
information from their interviews from Ex.3.
Brainstorm for other ideas. Ss prepare their talks
and then tell their partners. Choose individual Ss to
give their talks to the class. Provide feedback and
correct where necessary.
144
Culture Corner 10d
Synergy
ñ Allow Ss one minute to think about what
vocabulary they have learnt in today’s
lesson. Ask Ss to use them to make their
own sentences.
English in Use 10
1 a) Focus ➤ Practising pronunciation and get plenty of rest, have warm baths
intonation drink lots of water
Ask a S to read out the rubric. Explain the task in a couple of days
and any new vocabulary. Ask individual Ss to
read out the sentences. Check pronunciation Speaking
and intonation. Play the recording, pausing
after each sentence, as Ss repeat.
3 Focus ➤ Role-playing a dialogue
Instruct Ss to think of similar situations and use as
(as recording)
much of the language seen in Ex 1 as possible. Walk
around, monitoring the task and helping Ss where
b) Focus ➤ Predicting content
necessary. Ask pairs of Ss to act out their dialogues
Ask Ss for their predictions on the situation and for the whole class. Elicit feedback from the class.
who the speakers are. Play the recording again Record Ss’ role-play, if possible.
and then check Ss' answers.

Answer Key
A: Hello, Mrs Thompson.
The dialogue is between a schoolchild who is
B: Hi Sam. What’s wrong? You don’t look well.
not feeling well and the school nurse.
A: I don’t feel well.
B: What’s the matter?
2 Focus ➤ Reading for detailed information A: I’ve got a terrible headache.
B: I see. Have you been working a lot on your
Focus Ss’ attention on the note and check Ss
computer?
understanding of the task. Allow Ss time to read the
A: Yes, I have.
dialogue and complete the task individually. Ss
compare answers with a partner. Check Ss’ answers
and write them on the board.
145
10 English in Use

B: That’s probably the reason why. Here, lie
down and put this ice-pack on your /∑/ /¬/ /∑/ /¬/
forehead. bud foul
A: When will I feel better? town tonne
B: In a little while. If it doesn’t go away, I’ll noun nun
give you a painkiller. done down
Pronunciation ñ Allow Ss time to think of more words with the

same sounds. Check Ss’ answers around the
4 Focus ➤ Identifying sounds; practising class.
pronunciation
ñ Draw Ss’ attention to the phonemes chart in the Suggested Answer Key
appendix. Ask them to find the two symbols. /∑/: mud, fun
Pronounce the sounds slowly and clearly. /ø/: round, sound
Demonstrate where your tongue, teeth and jaw
are positioned for the class. Read the rubric and
explain the task. Play the recording. Ss listen
and tick the correct boxes. Ss compare answers.
Check Ss’ answers and correct any mistakes.
10 Extensive Reading
Vocabulary Reading & Listening
1 Focus ➤ Building vocabulary related to 2 a) Focus ➤ Predicting content/reading for
medicine confirmation
Focus Ss’ attention on the pictures and the Ask Ss the question in the rubric and draw their
vocabulary. Explain/Elicit the meaning of any new attention to the picture and the biography.
vocabulary. Explain the task. Allow Ss time to Elicit predictions from Ss. Allow Ss time to read
complete the matching task. Check Ss’ answers. the biography and check their answers. Check
Ask the questions in the rubric and initiate a class Ss’ answers.
discussion.
Answer Key
Answer Key It shows Robinson Crusoe. He is shipwrecked
1 d 2 c 3 b 4 a alone on a desert island. He is probably writing
in his diary. The book is ‘Robinson Crusoe’ by
Daniel Defoe.
I’ve taken all of the above apart form herbal
remedies.
I’ve taken syrup for a bad cough, capsules when
I had a fever and tablets for a headache.
146
Extensive Reading 10
b) Focus ➤ Reading for detailed understanding Answer Key
Have a S read out the rubric and help him/her journalist (n): news writer
explain the task. Allow Ss some time to read the author (n): writer
first sentence of each paragraph. Ask several Ss shipwrecked (adj): left alone after a ship has sunk
to report their answers to the class. Elicit fiction (n): non-factual literature
feedback from the rest of the class. Play the went into (phr v): got involved with
recording as Ss read. Check Ss’ answers. refreshed (adj): enlivened
grilled (v): cooked food with very strong heat,
either above or below it
Answer Key
miserable (adj): terrible, sad
Robinson Crusoe is unwell and the passage turtle (n): a reptile with a shell
describes what he does to get better. roasted (v): food cooked with dry heat in an
oven or on a fire
3 a) Focus ➤ Identifying the topic of paragraphs smooth (adj): soft/not rough
cheerful (adj): happy and smiling
Explain the task. Check Ss’ understanding of the
task. Allow them time to read again to identify
the topic of each paragraph and suggest Speaking
headings. Ss compare answers with their
partners. Check answers with the class.
4 Focus ➤ Simulating a situation
Explain the task. Ss work in pairs. Monitor the task
Suggested Answer Key and help Ss with useful vocabulary. Ask several
Preparing for the night ahead ― Para 1 pairs to report their answers to the class and
Still weak ― Para 2 initiate a class discussion.
Resting on the beach ― Para 3
Feeling better ― Para 4 Suggested Answer Key
Build a hut: branches, wood from the beach
Answer Key and forest, stones; tie wood together with
journalist (n): news writer strong weeds
author (n): writer Get food: fish, hunt, eat plants & fruit
shipwrecked (adj): left alone after a ship has sunk Keep warm: make a fire from dry branches and
fiction (n): non-factual literature leaves; make a coat/blanket from leaves pinned
went into (phr v): got involved with together with pine needles
refreshed (adj): enlivened
grilled (v): cooked food with very strong heat, Writing
either above or below it
miserable (adj): terrible, sad 5 Focus ➤ Writing an adventure story
turtle (n): a reptile with a shell Have a S read out the rubric and help him/her
roasted (v): food cooked with dry heat in an explain the task. Elicit the type of story Ss need to
oven or on a fire write and useful vocabulary (suddenly, all alone,
smooth (adj): soft/not rough dangerous, etc). Allow Ss time to make their story
cheerful (adj): happy and smiling plans, helping Ss where necessary. Allow Ss some
time to complete the task in class. Alternatively,
b) Ask Ss to explain the meaning of the words in assign the task for HW provided you have gone
bold without the use of a dictionary, i.e. they through it orally in class.
section of their notebooks.
147
10 Extensive Reading
Suggested Answer Key When I woke up, I found myself in a hospital

After swimming for hours, I started to lose bed in a city. All my family was gathered
hope. Our boat had sunk and all I remembered around my bed and there were doctors, too. I
was diving into the cold sea. I felt like giving felt so happy. My mum explained that it had all
up when suddenly I thought I saw trees in the been a nightmare, probably caused by my high
distance. I looked again and saw I was right! I fever. I had the flu, that was all.
started swimming as hard as I could.
Half an hour later I felt the sand on my face. I
lay there and I think I slept for hours. When I
woke up, it was midday. I got up and looked
Synergy
around me. There was no one around. Just ñ Allow Ss one minute to think of ten words
trees and wild flowers, the sea and the beach. they have learnt in today’s lesson. Ask Ss to
I was hungry so I ate some berries from a
strange-looking tree. They were very bitter,
but I was so hungry that I ate lots and lots.
Suddenly, my tummy started hurting. Soon I
was in such pain that I fainted.
10 Progress Check
Answer Key
1 1 throw 6 lose 4 1 out 3 apart 5 behind

2 break 7 chip 2 behind 4 out
3 move 8 bang
5 1 ourselves 3 himself 5 yourself
4 sit 9 twist
2 themselves 4 myself
5 cut 10 practise
2 1 result 3 react 5 worried 6 1 will take 4 get

2 symptoms 4 breathing 2 will fail 5 behave
3 won’t feel
3 1 sore 3 regular 5 high
2 doctor’s 4 light 7 2, 4, 5, 1, 3
148
Spotlight 7 ts Songs 12-09-08 15:01 Page 149
Song Sheets
Modules 1 & 2 ñ Allow Ss time to discuss whether there are
expressions with a similar meaning in their
1 ñ Draw Ss’ attention to the pictures and the
country and then elicit answers from around the
rubric. Ask Ss to predict what the song is about
class.
(how to live well by finding the right kind of
place). Write suggested answers on the board. (Ss’ own answers)
ñ Play the recording. Ss listen, read and check
their answers. Modules 3 & 4
ñ Elicit/Explain the meaning of any unknown 1 ñ Draw Ss’ attention to the picture and the rubric.
words and then play the recording again. Ask Ss to predict what the song is about (with
enough determination it is possible to overcome
2 Draw Ss’ attention to the rubric and allow Ss time to any difficulties and succeed in life). Write
read through the song again. Elicit the answer to suggested answers on the board.
the question and ask Ss to justify the answer by ñ Play the recording. Ss listen, read and check
referring to the song. their answers.
ñ Elicit/Explain the meaning of any unknown
Answer Key words and then play the recording again.
The best place to live is different for everyone,
so it’s important for people to find a place that 2 Draw Ss’ attention to the rubric and allow Ss time to
suits them. read through the song again. Elicit the answer to
the question and ask Ss to justify the answer by
referring to the song.
3 ñ Draw Ss’ attention to the rubric and allow Ss
time to discuss their answers in pairs. Encourage
Ss to use words and phrases from the song. Answer Key
Monitor the activity and offer help as necessary. The singer feels that we can all achieve our
ñ Elicit answers from around the class by asking Ss ambitions if we have enough determination.
to report what their partner has said.

Suggested Answers
time to discuss their answers in pairs. Encourage
My partner prefers living in the city because
Ss to use words and phrases from the song.
there are more things to do and see.
Monitor the activity and offer help as necessary.
My partner prefers living in the country
ñ Elicit answers from around the class by asking Ss
because it is peaceful and quiet.
Proverbs Suggested Answers

4 ñ Draw Ss’ attention to the proverbs and The song makes my partner feel optimistic
elicit/explain the meaning of any unknown about the future because s/he is determined to
words. Allow Ss time to discuss what they mean succeed.
and elicit answers from around the class.
Proverbs
Answer Key
A place for everything, and everything in its 4 ñ Draw Ss’ attention to the proverbs and
place. Everything should have a place to be elicit/explain the meaning of any unknown
stored in and it should be put there when not in words. Allow Ss time to discuss what they mean
use. and elicit answers from around the class.
An Englishman’s home is his castle.
English people feel safe and protected in their
homes. They are also proud of their homes.
149
Song Sheets
Answer Key Suggested Answers

Where there’s a will, there’s a way. With My partner believes that technology is making
enough determination anyone can find a means the world a better place in many different
by which to achieve their goals. ways.
The future belongs to those who prepare for it. My partner thinks that technology can cause
People are successful when they take actions more misery than it prevents.
now to improve their lives in the future.
4 Draw Ss’ attention to the rubric and allow Ss time to

ñ Allow Ss time to discuss whether there are discuss their answers in pairs. Elicit answers from
expressions with a similar meaning in their around the class.
class.
Suggested Answers
(Ss’ own answers) I think that the Internet is the most important
invention because it has made information
Modules 5 & 6 widely available to everyone.
1 ñ Draw Ss’ attention to the picture and the
vocabulary. Elicit/Explain the meaning of any
unknown words and then ask Ss to predict what
Proverbs
the song is about (technological progress is 5 ñ Draw Ss’ attention to the proverbs and
improving our lives). Write suggested answers on elicit/explain the meaning of any unknown
the board. words. Allow Ss time to discuss what they mean
ñ Play the recording. Ss listen, read and check and elicit answers from around the class.
their answers.
ñ Elicit/Explain the meaning of any unknown Answer Key
words and then play the recording again. Man is greater than the tools he invents. The
creator is necessarily more important than the
2 Draw Ss’ attention to the rubric and allow Ss time to things created.
read through the song again. Elicit the answer to Time and tide wait for no man. Progress moves
the question and ask Ss to justify the answer by onwards whether or not individuals are
referring to the song. prepared for it.
Answer Key
ñ Allow Ss time to discuss whether there are
The singer likes technology because he believes
expressions with a similar meaning in their country
it has an entirely beneficial effect on our lives.
and then elicit answers from around the class.
(Ss’ own answers)
time to discuss their answers in pairs. Encourage Modules 7 & 8
vocabulary. Elicit/Explain the meaning of any
unknown words and then ask Ss to predict what
the song is about (achieving success and popular
acclaim). Write suggested answers on the board.
ñ Play the recording. Ss listen, read and check
their answers.
ñ Elicit/Explain the meaning of any unknown
words and then play the recording again.
150
Song Sheets
2 Draw Ss’ attention to the rubric and allow Ss time to ñ Allow Ss time to discuss whether there are
read through the song again. Elicit the answer to expressions with a similar meaning in their
the question and ask Ss to justify the answer by country and then elicit answers from around the
referring to the song. class.
(Ss’ own answers)
Answer Key
a) He wants to be publicly loved and admired Modules 9 & 10
so he can change the world.
b) Draw Ss’ attention to the phrase and elicit
rubric. Ask Ss to predict what the song is about
answers from around the class.
(friendship makes people feel good more
Cause a great deal of dramatic change. effectively than medicine). Write suggested
3 ñ Draw Ss’ attention to the rubric and allow Ss ñ Play the recording. Ss listen, read and check
time to discuss their answers in pairs. Encourage their answers.
Ss to use words and phrases from the song. ñ Elicit/Explain the meaning of any unknown
Monitor the activity and offer help as necessary. words and then play the recording again.
to report what their partner has said. 2 Draw Ss’ attention to the rubric and allow Ss time to
read through the song again. Elicit the answer to
the question and ask Ss to justify the answer by
Suggested Answers
referring to the song.
My partner would like to be famous so he can
solve the world’s problems and be greatly
Answer Key
admired for doing so.
The singer’s friend(s) / family / loved ones.
4 Draw Ss’ attention to the rubric and allow Ss time to

discuss their answers in pairs. Elicit answers from 3 ñ Draw Ss’ attention to the rubric and allow Ss
around the class. time to discuss their answers in pairs. Encourage
Suggested Answers
If I’m happy then I don’t need wealth or fame.
Proverbs Suggested Answers

5 ñ Draw Ss’ attention to the proverbs and My partner feels better when s/he can get
elicit/explain the meaning of any unknown away from his/her problems for a while and
words. Allow Ss time to discuss what they mean have a good time.
Proverbs
Answer Key
4 ñ Draw Ss’ attention to the proverbs and
Better to be born lucky than rich. A lucky
person may achieve anything. A rich person only
words. Allow Ss time to discuss what they mean
has wealth.
A bird in the hand is worth two in the bush.
What you have is more important than what you
want.
A puff of wind and popular praise weigh alike.
The two things are equally unimportant.
151
Song Sheets
Answer Key
A friend is never known till needed. It’s
difficult to know which of our acquaintances
are really “friends” until they show whether
they can be relied on in times of difficulty.
Friends are flowers in the garden of life.
Friends make life more fun and bring great joy
to our hearts.
ñ Allow Ss time to discuss whether there are

expressions with a similar meaning in their
class.
(Ss’ own answers)
152
Spotlight 7 ts Tapes 12-09-08 15:01 Page 153
Tapescripts
Module 1 ― Lifestyles Radio host: Thanks, Sally. How about you, Patrick? You
like Bob Cratchit from Charles Dickens’ A Christmas
Unit 1b ― Ex. 6 (p. 9) Carol, don’t you?
Radio presenter: ... and now to a message from the Speaker 2: Yes, I do. Bob’s very poor and he’s quite
police to our listeners. The police say that crime is skinny because he can’t afford much food. He’s in his
increasing in the area and we should be careful. If you thirties and he’s a nice, blond man, but Scrooge treats
are out at night time, you should walk in a well-lit area. him badly. He’s a nasty, elderly man. He’s thin and has a
They also say that you should always have your mobile little grey hair, but he’s mainly bald.
phone with you and call for help if you have a problem.
PAUSE
Always keep your money close to you and don’t carry a
lot of cash unless you really have to. If you have a car, Radio host: Thanks. Now, over to you, James.
don’t leave expensive items and bags for all to see. They Speaker 3: Well, I love Peter Pan from the book of the
are also asking people to join the local Neighbourhood same name by J. M. Barrie. He’s such a happy character,
Watch to help stop crime and if you don’t have one with a smiley face. He’s slim and he has short red hair.
already you should get a burglar alarm for your home. Captain Cook is always chasing him. He’s a horrible
middle-aged man, with dark, curly, shoulder-length hair.
Module 2 ― Tale time He has a dark tan and, a beard and a scar on his face.
Extensive Reading ― Ex. 6 (p. 23) PAUSE
For a moment the Canterville ghost stood quietly in the Radio host: He does sound scary, James. Now, last but
hall. Then, he threw the bottle of lubricant upon the not least, we have Mary.
floor and he ran down the corridor. Just as he reached Speaker 4: My favourite character is Alice from Alice’s
the top of the great wooden stairs, a door opened and Adventures in Wonderland, by Lewis Carroll. She’s very
two little white-robed figures appeared, and a large slim and pretty, with long, straight, blonde hair, and
pillow flew past his head! There was no time to be lost, she’s a teenager like me. Alice meets some really weird
so, he vanished through the wall, and the house became characters on her journey, like the Duchess. She’s big
quiet again. and fat, with a huge round face and she shouts a lot.
Radio host: Thanks, everyone. Well, that’s all we have
On reaching a small secret room, he leaned up against a time for today. Don’t forget that next week… (fade out)
wall to get his breath. He wasn’t very happy. For the first
time in three hundred years, he felt insulted. Unit 3b ― Ex. 7 (p. 29)
1 A: Have you seen the new Maths teacher?
Module 3 ― Profiles B: The one with the scar on his cheek?
A: No. That’s Mr Green, our new Geography teacher.
Unit 3b ― Ex. 1 (p. 28)
B: So, who’s the Maths teacher?
Radio host: As promised, today we’re talking with A: Mr Geller.
students about their favourite storybook characters and B: The one with the funny beard.
those we love or hate. So, Sally, would you like to go A: It’s not a beard, silly. It’s a moustache.
first? 2 A: I like your hair, Lucy.
Speaker 1: Sure. Well, I love Dorothy from The B: Really? My sister said it was nicer when it was
Wonderful Wizard Of Oz, by L. Frank Baum. She’s a cute, straight.
young girl, with lots of freckles and long brown hair that A: No, I think it’s better wavy.
she wears in pigtails. Her enemy is the Wicked Witch. B: Me too, thanks.
She’s old and ugly, and she has a horrible, thin face ―
3 A: Ann looks lovely. Is she going out?
urgh!
B: Yes, she’s going out with friends.
A: Is she going to the theatre again?
PAUSE
B: No, she wanted to but there were no tickets left so
she is going to see a film.
153
Tapescripts
Module 4 ― In the news Module 5 ― What the future holds

Unit 4c ― Ex. 3a (p. 40) Unit 5a ― Ex. 6 (p. 47)
1 Newscaster: … and Rovers fans are celebrating all John: I think the world will be a very different place in
over the country tonight after their team won the 2100. I’m sure that robots will do most of the housework
national championship for the third time, beating the for us so we can spend more time playing and having fun.
Reds, 3 goals to one. But, I think there won’t be many plants and animals left
on the planet so we’ll have to find new types of food. I
2 Newscaster: … and the atmosphere here is amazing.
also think the earth will be very polluted and maybe
The band hasn’t come on stage yet, but you can feel
we’ll have to wear masks. What I’m really afraid of is
the excitement in the air. Thousands of fans are here
that if we continue to cause pollution, there won’t be
and, like me, they’re expecting to see a fantastic
any clean water left and we’ll have to go to other
show. Now the lights are going down … .
planets to find water.
3 Newscaster: … Claudia is wearing a delightful pink
summer dress. It’s a typical Stefano creation, but it Unit 5b ― Ex. 8 (p. 49)
looks like this year’s collection is going to be a big
You’ll never be alone with the new VIVO 500 MP3 player.
success. The audience love it and the photographers
This is the MP3 player you’ve been waiting for. The new
are taking thousands of pictures. Now, here’s Kate in
VIVO 500 with its splash-proof player and headphones
an elegant two-piece suit … .
means you can take it to the beach or the swimming pool
4 Newscaster: … the locals here at Newbay are not this summer and not worry about water. Its built-in
happy. Thousands of people have gathered in the speaker means you can share your music with your
town square just in front of the Mayor’s offices to friends and not just a few songs. No, this player can store
express their anger at the Mayor’s decision to close up to two thousand songs. And all for one hundred and
down the town swimming pool … . ninety-nine pounds. It’s the best in MP3 technology:
small, light and easy to carry. Get your own VIVO 500
Extensive Reading 4 ― Ex. 4 (p. 43) now. For information call 0800 755 844.
Alison: Good morning listeners and welcome to
‘Breakfast Time’ with your DJ, Alison Cole. We’re coming Module 6 ― Having fun
to you live from the studios of Radcliffe University with
the news that matters to you. First, here’s a quick Unit 6b ― Ex. 8 (p. 59)
update on the big basketball game last Friday against Sally: Hi, Paul. What are you doing?
Sutton. Your Radcliffe Raiders are going on to the Paul: Oh, I’m just filling in the form for Teen Camp.
championship. That’s right. We knew they could do it. Sally: Good! What class have you chosen, rafting?
Great job mates! Now for the local news here’s our star Paul: I wanted to do rafting, but the class is full so I’ve
reporter, Mark Jackson. chosen survival skills.
Mark: Thank you, Alison, and good morning to you all. Mr Sally: Survival skills? That sounds serious.
Baker, our Fire Service Chief, is retiring after 40 years of Paul: Well, I think I’ll learn a lot. How about you Sally?
hard work. There is a special celebration for him on 4th What have you chosen?
June. Make sure you are there. We all wish Mr Baker a Sally: You know me! I’m not the outdoor type so I won’t
pleasant retirement. be doing rafting or anything like that. No, I’ve chosen
Traffic is heavy today in the town centre due to road acting.
work in Collins Circle. Be careful! Paul: That’s good. I’m sure you’ll like it. Do you know
That’s it for now. Alison. Back to you! what the others have decided to do?
Alison: Great, Mark. Thanks for that. Let’s get back to Sally: Yeah! Let’s see. Edward decided to do web design.
the tunes we all know and love. Here’s U2 with “Where At first, he wanted to do video game design, but the
the Streets Have No Name” … classes were full, too.
Paul: Edward and his computers…
Sally: I know. He loves them.
Paul: How about the girls?
154
Tapescripts
Sally: Well, you know Jenny loves horses so she has Robert: Sandals? That’s a good idea. I hadn’t thought of
decided to take horse-riding lessons. And Lisa’s like me. that and I passed the shoe shop three times!
She doesn’t like hiking or rafting. She’s chosen to take Marie: Don’t worry. I’m sure she’ll like the recipe book.
painting classes. What did Natalie get your mum?
Paul: It’s funny! We’ve all chosen different things. Robert: She got her a bracelet.
Sally: I know. It will be strange not being together all Marie: That must have been expensive.
day. Robert: I don’t think so. She got it from the jeweller’s
on our street. He makes everything himself so he is
Module 7 ― In the spotlight cheaper.
Marie: And your stepsister?
Unit 7a ― Ex. 6 (p. 67) Robert: Sara got her her favourite movie from the video
Two of the most famous female skaters in Russia are shop. I think mine is the worst ...
Irina Slutskaya and Ekaterina Gordeeva. Both of these Marie: Oh stop worrying. It’s a lovely present. Plus, it’s
women have competed for years in different events and the thought that counts!
have won many championships around the world.
Module 10 ― Healthy body, healthy mind
Irina Slutskaya was born in 1979 and began skating at
the age of four. She quickly became a champion in Unit 10b ― Ex. 7a (p. 99)
woman’s singles skating. She has won a record seven A: Hello?
European titles and two world titles, so far. As people B: Kate, it’s me. Could you do me a favour?
say, Slutskaya is the most talented jumper of all the A: What kind of favour, mum?
female athletes in the world. She was the first woman B: A colleague fell down and broke her arm and I need
to land a triple-triple jump in competition. you to phone the florist’s and have them send her
some flowers in hospital.
Ekaterina Gordeeva is probably the most loved female A: Oh, sure. You mean Ann’s flower shop down the
skater in Russia. Born in 1971, she also began skating at road?
the age of four. Gordeeva was not as successful as a B: Yes, you’ll find her number in the telephone book.
single skater and became a pair’s team with Sergei Tell Ann we want a nice bouquet for the occasion,
Grinkov. They won two Olympic gold medals and four around 10-15 pounds. I’ll pay her tomorrow morning
world championships. Sadly, her career in pair’s skating if that’s ok with her.
ended when her partner and husband, Grinkov died A: Ok. And which hospital does she send the flowers to?
from a heart attack at the age of 28. B: St Patrick’s hospital, Room number –hang on, I’ve got
it written down somewhere.. ah yes, 18 b. And the
Module 9 ― Shopping time name is Connely. C-O-double N-E-L-Y.
A: C-O-double N-E-L-Y. OK.
Unit 9b ― Ex. 6 (p. 89) B: Ask Ann to write a card to go with the flowers. Just
Robert: Hi Marie. Sorry I’m late. I’ve been all over town ask her to write, ‘Hope you feel better soon.’
looking for a present for my mum as it’s Mother’s Day A: Fine.
tomorrow ... B: Oh, and Kate, tell Ann that they should be at the
Marie: Yeah, I know. I got mine this morning. What did hospital before visiting hours are over and that’s at
you get her? half past 7.
Robert: I got her a recipe book. She loves cooking so I A: Before 7:30 pm. Ok, Mum. I’ll phone her now.
think she’ll like it. Anyway, the bookshop is right next to Anything else?
her work so she can exchange it if she likes. What about B: No, I’m running late so have supper without me and
you? don’t forget to …
Marie: I got her a lovely blouse from Lucy’s Boutique. It
is that small clothes shop on Marshall street and my
brother Andy got her a pair of sandals for the beach.
They’re really nice.
155
Evaluations
Formative Evaluation Chart
Name of game/activity: ....................................................................................................
Aim of game/activity: .......................................................................................................
Unit: ........................................................................................... Course: .....................
Students’ names Mark and comments

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Evaluation criteria: c (green) w (yellow) n (red)
© Express Publishing PHOTOCOPIABLE 159

Cumulative Evaluation
Students’ Check Forms
Students’ Check Form
Name: .......................................................... Module 1
remember say read and write

I can …
very well OK not very well very well OK not very well very well OK not very well
Are you a country or a
city mouse? I like the
countryside where there
is peace and quiet.
What's the best way to
protect my home?
You should install an
alarm system.
What do you usually do
on a warm day?
I hang out at the
skatepark.
Two tickets, please.
What is your town like?
Draw how you feel.
☺
Name: .......................................................... Module 2

I can …
Who is your favourite
fictional character?
I used to spend my
holidays in a seaside
town.
I was watching a film on
TV when suddenly there
was a loud noise!
You'll never guess what
happened to me.
Oh dear!
Draw how you feel.
☺
160 © Express Publishing PHOTOCOPIABLE
Name: .......................................................... Module 3

I can …
You need to be
imaginative to write
stories.
What does your mum look
like?
The person I admire the
most is Stephen Hawking.
What does your Dad do?
A vet is someone who
helps sick animals.
Draw how you feel.
☺
Name: .......................................................... Module 4

I can …
What were you doing at
6:30 yesterday afternoon?
Did you hear about the
teenagers who
conquered Mt. Everest?
And he scores a goal!
I'd rather watch channel 1.
I like documentaries.
I listen to music on the
radio.
Draw how you feel.
☺

Name: .......................................................... Module 5

I can …
Children will have online
lessons in the future.
I use a mobile phone to
send text messages and
call my friends.
I see what you mean, but
I prefer real dogs.
7 out of 10 teens have a
TV set in their room.
Can you help me send an
e-mail?
Draw how you feel.
☺
Name: .......................................................... Module 6

I can …
Have you ever flown in a
pirate ship?
What will you do if you
go to Tech Camp? I'll
learn how to make a
webpage.
Would you like to go on a
picnic? That sounds
great!
I'm having a whale of a
time at Camp Pacific!
I'd like to reserve a place
at your camp.
Don't swim after eating.
Draw how you feel.
☺
Name: .......................................................... Module 7

I can …
Gandalf is taller than
Frodo.
Shrek is an animation
film.
Would you like to watch
Lord of the Rings tonight?
The album is fantastic
and full of catchy tunes.
Two tickets for the 9 pm
showing, please.
I'm afraid that is sold out.
Enjoy the movie!
Draw how you feel.
☺
Name: .......................................................... Module 8

I can …
Grandad has been
listening to music for an
hour.
Can I help you clean the
pond?
Sure, thanks!
I have to study for exams
this weekend.
Camels live in the desert.
How can I help you?
I'm interested in making
a donation.
A cow is a herbivore.
Draw how you feel.
☺

Name: .......................................................... Module 9

I can …
Is there any milk?
Yes, a little.
What do you need?
Some crayons.
OK. Let's go to the
stationery shop.
Hello. I 'd like some
sunscreen.
Sure. What factor?
I got my Dad a brown
leather wallet for his
birthday.
Too many cooks spoil the
broth.
This is for you. I hope you
like it.
It's fantastic!
Why did you buy it?
I needed it.
Draw how you feel.
☺

Name: .......................................................... Module 10

I can …
To change school is very
stressful.
How can I cope with my
tests?
If you want to do well,
you should revise early.
Have you ever broken a
finger?
No, I haven't.
You don' t look well.
I think I've hurt my back.
If you have a headache,
you should take a
painkiller.
What's the matter?
I don’t feel well.
I would make a fire from
dry leaves and wood to
keep warm.
Draw how you feel.
☺

Progress Report Cards
Progress Report Card
.................................................... (name) can: Module 1
very well OK not very well

talk/write about city and country life
ask for/give advice about home safety
write an article/talk about free time activities
write a report/talk about his/her town
write a text/talk about landmarks in his/her
country
.................................................... (name) can: Module 2

talk/ask about past events
recognise literary genres
write a short article
use linkers in narration
tell/write a mystery/adventure story
talk about fictional characters
write a plot for a book
.................................................... (name) can: Module 3

talk/write about hobbies
talk/write about physical appearance and
character
talk about people's jobs & hobbies
write a descriptive essay
write an e-mail about a tourist attraction in
his/her country
a short essay

.................................................... (name) can: Module 4

give/react to news
decide what TV programme to watch
write a narrative paragraph/a story
write a news article
write newspaper headlines
make a short radio programme
.................................................... (name) can: Module 5

talk about the future/gadgets/computers
make predictions/promises/on-the-spot decisions
express agreement/disagreement
write an advertisement
write an opinion essay
do a survey
.................................................... (name) can: Module 6

talk/write about theme parks/teen
camps/holiday activities
invite/accept & refuse invitations
reserve a summer camp holiday
write a postcard to a friend
give a talk on swimming pool rules

.................................................... (name) can: Module 7

talk/write about celebrities/types of films/music
express preferences
write a film/CD review
write a short article about the most popular sport
in his/her country
.................................................... (name) can: Module 8

talk/write about pollution & acid rain
offer/accept/refuse help
make a list of eco-activities
talk/write about nature reserves
write a for-and-against essay
.................................................... (name) can: Module 9

talk/write about food, drink & containers
talk/write about shopping
conduct a survey about shopping habits
write a quiz about idioms sayings in his/her country
.................................................... (name) can: Module 10

talk/write about stress and accidents
talk/ask about health and give reassurance
write advice about coping with stress
make a leaflet
write a story about an accident/an article
about a charity/an adventure story

Spotlight 7 ts WB Key 12-09-08 15:00 Page 169
Workbook Key
Unit 1a – A city mouse or a country mouse? 1 huge 6 pretty
2 tall 7 lovely
1 1 b 2 c 3 d 4 a 3 large 8 scenic
4 beautiful 9 amazing
2 1 huge 4 homesick 5 fresh 10 massive
2 facilities 5 hometown
3 close at hand 6 barn 2 1 North London
2 10 km long
3 1 Does he like 5 wants 3 25 ponds ñ hundreds of trees ñ large playing
2 is going 6 do not know fields
3 love 7 Is she meeting 4 swim in the ponds ñ walk around the lovely
4 I’m flying gardens ñ explore the scenic trails ñ see
some amazing birds ñ skate on the ice rink
4 1 c 2 b 3 a 4 b 5 a
(Suggested Answer)
Unit 1b – Better safe than sorry Para 1 My favourite place is Genoa in Northern
Italy. The city centre is 5km long and
1 1 Peephole 4 installing
3km wide.
2 Dawn 5 switched
Para 2 There are many things to see there. You
3 broke
can see an old pirate ship in the port, the
sea and the beaches, and look at all the
2 2 driver 5 dancer
beautiful clothes that the Italians love to
3 painter 6 player
wear. There are many things to do there.
4 shoplifter 7 writer
You can go swimming in the sea, visit lots
of restaurants and go on a boat to all the
3 1 run after 2 run into 3 run out
beaches that are nearby.
Para 3 Genoa is my favourite place because
4 1 You shouldn’t carry a lot of money with you.
whether you want to relax, have fun or
2 You should use a belt bag.
see the sights, there is something there
3 You shouldn’t keep your wallet in your back
for everyone!
pocket.
4 You should be careful in crowded places.
Unit 2a – Book worms
5 1 a 2 b 3 a 4 b 1 1 magnifying glass 5 loyal
2 eyewitness 6 obsession
Unit 1c – Hanging out 3 fictional 7 appearance
4 investigation
1 1 e 3 d 5 a
2 f 4 b 6 c 2 1 she flew to London
2 he read an adventure novel
2 1 shopping 2 exhibition 4 theatre 3 they hired a DVD
centre 3 carousel 4 I went swimming
5 he took them to the theatre
3 1 on 2 about 3 from 4 on 6 she rang the bell
5 to 6 for 7 out
3 1 Colin Dexter
4 1 b 2 c 3 b 4 b 5 c 2 Thames Valley Police/Oxford
3 He liked classic cars and classical music.
Unit 1 – Writing (an article) He disliked spelling errors and bad grammar.
1 a) (Ss’ own answers) 4 Inspector Morse’s faithful young partner
5 Yes
169
Workbook Key
Unit 2b – A classic read 3 (Suggested Answer)

Never alone
1 1 raft 4 initials
One sunny morning, David and Sarah went to the
2 rocks 5 cave
beach to spend the afternoon swimming. They liked
3 bushes 6 compass
to go to the beach when it was sunny. After they had
swum in the sea, they sat and ate some sandwiches
2 1 area 4 discover
they had brought with them.
2 amazing 5 nephew
As they were eating their sandwiches, they heard a
3 hide 6 explore
scream. They looked up and saw a woman standing
on the beach waving her arms and jumping up and
3 2 Karen & Laura used to wake up early.
down. They could see that she needed help and they
They didn’t use to sleep late.
both ran towards her.
3 John used to stay in student halls.
David asked her what was wrong and she said her
He didn’t use to live with his parents.
dog was in the water and couldn’t swim back. She
4 Abigal used to study all day.
was crying and calling out. David did not need time
She didn’t use to have a lot of free time.
to think. He ran to the water and dived in. He could
5 Derek & Mark used to work in a cafe.
see something splashing a little way out and he
They didn’t use to work in a music shop.
swam as fast as he could towards it. When he got
there, he grabbed hold of the dog and swam back to
4 1 until 4 until
the beach with it. The woman was very happy. She
2 as soon as 5 after
held her dog close to her and the dog looked as
3 after 6 when
happy as she did.
The next day David and Sarah were on the front
Unit 2c – Vanished!
page of the local newspaper. There was a picture of
1 1 c 2 a 3 d 4 b the dog and in the article the woman said that David
and Sarah had saved her dog’s life. David and Sarah
2 a) feelings: confused/cosy/scared/relieved laughed. They thought that the dog was only playing
sounds people make: gasp/snoring/yawn/chat/ in the water and that he (it) did not need saving at
whisper all!
ways of moving: trip over/crawling
the weather: stormy/lightning Unit 3a – Lead the way!
1 1 fencing 4 collecting stamps
b) 1 confused 6 snoring
2 skateboarding 5 chess
2 scared 7 relieved
3 knitting 6 ice-skating
3 crawling 8 whisper
4 stormy/lightning 9 yawn
2 1 sociable 3 daring 5 imaginative
5 cosy 10 trip over
2 curious 4 patient
3 1 a 2 c 3 a 4 c
3 1 c 3 a 5 d
2 e 4 b
Unit 2 – Writing (a story)
1 a) D, C, B, A 4 1 C 2 A 3 B 4 C 5 A
b) 1 D 2 B―C 3 A 5 1 a 2 f 3 d 4 g 5 h
2 1 3 2 4 3 5 4 1 5 2 Unit 3b – Who’s who?

1 1 grey 4 cute 7 scar
2 ugly 5 curly
3 in her twenties 6 slim
170
Workbook Key
2 1 interested 3 excited because he is determined and passionate about life

2 bored 4 disappointing and his work.
3 1 ñ kind ñ middle-aged ñ English Unit 4a – News stories

2 ñ scruffy ñ old
1 1 C 3 E 5 B
3 ñ funny ñ young ñ German
2 F 4 D 6 A
4 ñ beautiful ñ Italian
5 ñ tall ñ young ñ British
2 1 beasts 3 bravely 5 recovering
6 ñ easy-going ñ short ñ elderly
2 safety 4 ran off 6 nursery rhyme
4 1 B 2 B 3 C 4 B
3 1 a) were you doing
b) was chatting
Unit 3c – Against all odds
2 a) were your parents doing
1 1 ingenious 4 determined
b) were cooking
2 artistic 5 hardworking
3 brave 3 a) Was your sister sleeping
b) was not sleeping/was taking
2 1 A 2 B 3 B
4 2 A: Was Derek walking the dog yesterday at 3:00?
3 1 scientist 3 politician B: No, he wasn’t walking the dog. He was
2 inventor 4 actor sending an e-mail.
3 A: Was Bob cooking a meal yesterday at 3:00?
4 1 B 2 A 3 C 4 B 5 Β B: No, he wasn’t cooking a meal. He was talking
on his mobile phone.
Unit 3 – Writing (a descriptive article) 4 A: Were Teresa and Al sleeping yesterday at
3:00?
1 A 2 B 4 C 3 D 1
B: No, they weren’t sleeping. They were reading
a book.
2 Name: Lance Amstrong
Date of birth: September 18, 1971
Unit 4b – Did you hear about ...?
Appearance: tall, slim, short blond hair, and blue
eyes. 1 (Suggested Answer)
Achievements: won tour de france 7 times/ beaten 1 ....... where they had gone.
cancer/best cyclist in the world 2 ....... this investigation.
3 ....... we wouldn’t get along.
3 (Suggested Answer) 4 ....... hear that he lost his job.
I really admire my elder brother. His name is Daniel 5 ....... his rude behaviour.
and he works as a fire fighter. He was born in the 6 Failing my English test........
same place as me, Cambridge, in January 1976. He 7 ....... the problem was solved.
is tall and skinny although he is very fit. He has very
short brown hair and he wears an earring in his left 2 1 Listen to this 3 How horrible
ear. 2 That’s unbelievable
He has worked for the fire department for 6 years.
In that time he has helped save many people. Once, 3 1 Were you watching/rang
he carried a baby to safety from a very tall block of 2 saw/was walking
flats. He was given an award for that. 3 wasn’t sleeping/arrived
He wants to become a fire chief one day and be in 4 was travelling/remembered
charge of an area; maybe even Fire Chief for the 5 were the children studying/was preparing
whole country. 6 were/delivered
I admire Daniel because he wants to help people and
171
Workbook Key
4 1 with 2 off 3 off 4 on Unit 5a – Predictions

5 1 magazines 3 stationery 5 6 pm
2 books 4 café 1 1 c 2 e 3 d 4 a 5 f 6 b
Unit 4c – Take action! 2 1 C 2 B 3 B 4 A 5 C
1 1 d 2 b 3 e 4 c 5 a 3 1 forward 2 after 3 for 4 up
2 1 of 4 out 4 1 C 2 A 3 C 4 C 5 B 6 C
2 around 5 with
3 in 5 1 will win 3 go
2 go, will bring 4 Will
3 1 mayor 3 research
2 attend 4 members Unit 5b – Gadget madness
4 1 C 3 B 5 C 1 a) 1 e 3 b 5 c 7 a
2 A 4 A 6 C 2 d 4 f 6 g
5 1 conservation 3 election b) 2 Tina can’t do without her MP3 player. She

2 educational 4 demonstration loves listening to music.
3 Alan can’t do without his e-book device. He
Unit 4 – Writing (a news report) loves reading electronic books.
4 Andy can’t do without his mobile phone. He
1 B loves sending text messages.
2 (Suggested Answer) 2 1 Really 4 You have a point

1 ... she saved her owner from a fire. 2 I don’t agree 5 I agree
2 ... started the fire 3 I see what you mean but
3 ... Belle was barking and scratching at her
bedroom door 3 1 will tidy
4 ... very intelligent and more than just a life 2 will look
saver 3 isn’t going to
4 Are we going to have/Are we having
3 On June 16th in Queensborough a Pomeranian 5 is going to trip
named Hunter saved his owner from drowning in a
dangerous river. 4 1 d 2 c 3 b 4 a
As John Smart was fishing he suddenly became ill
and fell off the deck into the river. Hunter saw that Unit 5c – What’s your opinion?
his owner was in great danger and had to act
1 1 school assignments 4 online
quickly, before it was too late.
2 role models 5 motivate
The clever dog ran up to the car where John’s
3 keep notes
friend, Ted was asleep. Hunter barked and scratched
the man’s car door furiously until he woke up. Ted
2 2 What’s more 3 However 4 To sum up
then saw what had happened and called the
emergency services.
3 1 C 2 B 3 B 4 B 5 B
John was fine after a couple of days recovering in
hospital. He was full of praise for Hunter as well, “I
Unit 5 – Writing (an opinion article)
owe my life to Hunter. He truly is my best friend”,
he said. 1 c 2 b 3 a 4 d
172
Workbook Key
2 (Suggested Answers) 4 1 out 2 round 3 across 4 back

2 I think people will have holidays on other planets.
3 I don’t think there will be any teachers. Unit 6b – Teen camps
4 The way I see it people will eat food pills. 1 Have: acting classes, dance classes, painting classes,
5 I don’t think there will be fewer wars. IT classes
6 I don’t think people will live in underwater cities. Go: rafting, hiking, swimming
Make:a tree house, a webpage, a robot
3 (Suggested Answer) Play: volleyball, an instrument, video games
What does the future hold?
Of course it’s impossible to know what will really 2 1 C 3 B 5 C 7 C
happen in the future, but I think it’s important to 2 A 4 C 6 C
think about the direction in which we seem to be
heading. 3 1 Would you like 4 I’m afraid I can’t.
I think that technology will help us to improve the 2 That sounds 5 How about
lives of most people and I believe that everybody 3 you fancy 6 love to
will have enough to eat. My opinion is that doctors
will find cures for most diseases and that Unit 6c – A whale of a time!
technological progress will also affect how we spend 1 A 1 d 2 e 3 c 4 b 5 a
our free-time. In my opinion, people will go on
holiday to space and we will see things that people B 1 water skiing 4 wave riding
today can only dream about. 2 rides 5 theme park
Unfortunately, there is also the danger that some 3 souvenir shopping
unpleasant things will happen, too. The way I see it,
people will work until they are much older and some 2 1 has ... gone 5 have ... been
people think that people will fight for clean drinking 2 Have ... been 6 has gone
water. I also fear that air pollution will make people 3 has gone 7 has gone
very ill. 4 has been
I think that the future will present us with many 3 1 17 4 Two-week

opportunities as well as some difficult challenges. 2 surfing 5 $ 950
However, humanity has survived well so far, so I am 3 25( th)
optimistic about the future.
Unit 6 – Writing (an advert)
Unit 6a – Fun starts here!
1 1 It 2 of 3 the 4 a 5 be
1 a) 1 c 2 a 3 d 4 b
2 1 2nd paragraph 3 1st paragraph
b) 1 candy floss 3 pirate ship 2 4th paragraph 4 3rd paragraph
2 haunted mansion 4 souvenir shopping
3 1 A 2 B 4 C 1 D 3
2 1 A: Have you ever eaten
B: have heard 4 (Suggested Answer)
2 A: have never travelled Spend a wonderful day out at Sherwood Forest.
3 A: Have you ever explored Sherwood Forest is located 5 miles from Nottingham
B: have not seen City Centre. According to legend, it used to be the
4 A: have visited home of Robin Hood and his band of Merry Men. It is
B: have not been one of the oldest forests in England.
People say that this is where Robin Hood used to
3 1 A 2 B 3 C hide from the Sheriff of Nottingham. Is it true or is it
a story?
173
Workbook Key
Find out for yourself. Come along and spend the day 4 1 off 2 into 3 on 4 in
in the forest and see some of the most beautiful
countryside in the United Kingdom. Unit 7c – In the charts!
Entrance free 1 1 tune 3 role 5 charts
Phone 01254 234 7823 for information. 2 voice 4 instrument
Unit 7a – Walk of fame 2 1 careless 4 thoughtful

2 successful 5 careful
1 1 figure skater 3 film director 5 TV presenter
3 speechless
2 opera singer 4 model 6 comedian
3 1 g 2 a 3 f 4 h 5 d
2 1 achievement 4 cover
2 collection 5 average
4 1 T 3 T 5 DS 7 T
3 competition
2 F 4 F 6 T
3 1 b 2 d 3 a 4 c
Unit 7 – Writing (a film review)
4 (Suggested Answers) 1 1 an animated film
1 Meryl Streep is the most talented actress of all.
2 Whoopi Goldberg is funnier than Keira Knightley. 2 a) recommendation ― ✓
3 Whoopi Goldberg is the least well known actress. the main parts of the story ― ✓
4 Keira Knightley is as successful as Meryl Streep. the setting ― ✓
5 Whoopi Goldberg is more successful than Keira main characters ― ✓
Knightley. type of film ― ✓
6 Keira Knightley is the most beautiful actress of title ― ✓
all. the name of the cinema ―
7 Meryl Streep is less funny than Whoopi Goldberg. the ending ―
8 Keira Knightley is the least talented of all.
b) This film is well worth seeing. I strongly
5 1 as smart as 4 more money than recommend Shrek for those who are looking for
2 the funniest film 5 the best performer a film the whole family can enjoy.
3 is more playful than
3 (Suggested Answer)
Unit 7b – DVD frenzy! Spiderman is a great adventure film. The story takes
place in New York City. The main characters are
1 a) 1 comedy 4 animation
Peter Parker, Mary Jane Watson and Norman Osborn.
2 science-fiction 5 fiction
Peter Parker is a student who does not have many
3 romance
friends. One day a spider bites him in a museum. He
b) A 4 B 2 C 3 D 6 E 1 F 5 gets special powers from the Spider’s bite and soon
he can do anything that a Spider can do.
2 1 Would you like
He wants to stop Norman Osborn from hurting
2 quite like the cinema
people and he likes to help people who need him,
3 How about
such as Mary Jane Watson, the girl he likes.
4 I’ve already seen it.
5 Any other suggestions Spiderman is a very exciting film and is well worth
6 That’s a great idea seeing. It is fun for the whole family.
3 1 have not seen 5 did not like Unit 8a – Save the earth
2 saw 6 Did you watch
1 1 b 3 g 5 c 7 d
3 have ever seen 7 has not been
2 f 4 e 6 a
4 has never driven
174
Workbook Key
1 acid rain 5 plant species Unit 8 – Writing (a for-and-against essay)

2 factory waste 6 natural habitats
3 soil pollution 7 toxic fumes 1 a) 1 On the one hand 4 To sum up
4 solar power 2 On the other hand 5 However
3 Furthermore
2 1 have you been working 3 have been playing
2 have been using 4 have been losing b) 2
3 1 c 2 a 3 b 4 c 2 (Suggested Answers)
Arguments for animal testing
Unit 8b – Eco-helpers 2 has brought many benefits
3 helped discover ways to make people’s lives
1 1 nails 4 hammer healthier
2 ladder 5 watering can 4 no other way to effectively test safety of drugs
3 spade
Arguments against animal testing
2 a) 1 a 2 e 3 d 4 c 5 b 1 experiments cause animals pain
2 animals have rights
b) 1 collected rubbish 4 planted flowers 3 not all tests have benefited humans
2 cleaned out a pond 5 recycling cans
3 built nesting boxes 3 a) (Suggested Answers)
Arguments for adopting a stray animal
3 1 a 2 a 3 a 1 can give it a good home
2 keep animal off the street
4 1 aren’t we 4 didn’t it 3 save it from being killed
2 hasn’t it 5 isn’t it
3 don’t we 6 shall we Arguments against adopting a stray animal
1 might be difficult to train
5 1 A forest guard has to wear a uniform. 2 might not have enough space
2 A forest guard doesn’t have to plant trees. 3 might not get along with other pets/children
3 A forest guard has to patrol the forest.
4 A forest guard doesn’t have to feed wild animals. b) (Suggested Answer)
5 A forest guard has to fight forest fires. Stray cats and dogs are a common problem in
6 A forest guard doesn’t have to build nesting boxes. most cities these days. Should we try to help by
adopting them or does that lead to other
Unit 8c – Born free problems?
On the one hand, giving a good home to a stray is
1 a) 1 d 3 b 5 f a wonderful thing to do. It will keep the animal
2 c 4 a 6 e off the streets and save it from being killed or
leading a really miserable life.
b) alligator ― 1 zebra ― 6 On the other hand, animals that have lived on
polar bear ― 11 racoon ― 9 the street may be difficult to train. They might
penguin ― 10 vulture ― 3 take up too much space as well. Furthermore,
camel ― 4 giraffe ― 5 the animal may not get along with any other
parrot ― 12 elephant ― 7 pets/children you already have.
snake ― 8 hippo ― 2 To sum up, there are strong arguments both for and
monkey ― 13 against adopting strays. I believe if you are thinking
about adopting a stray you should think very
2 1 1910 4 Calypso carefully first as it would be terrible for everyone if
2 France 5 World you had to take your new arrival back to the rescue
3 explorer centre.
175
Workbook Key
Unit 9a – You are what you eat! Unit 9 – Writing (an e-mail giving news)
1 Healthy food: low-fat yoghurt, tuna, tomatoes, 1 1 c 2 b 3 a
onions, brown rice, lettuce
2 1 trendy black leather jacket
Junk food: ice-cream, frozen chips, bar of chocolate,
2 a silver watch with a round face
white sugar, biscuits, chicken nuggets
3 plain white trainers
2 1 chocolate 3 tuna
3 (Suggested Answers)
2 onions 4 bananas
1 a brown leather jacket
3 1 a tin of soup 4 a bowl of salad 2 an orange and black football
2 a box of chocolates 5 a bottle of water 3 a wooden picture frame
3 a cup of tea 4 a red and yellow checked skirt
5 some yellow and blue roller skates
4 1 back 2 off 3 away 4 out
5 1 F 2 A 3 G 4 C 5 D 6 B Hi Rosie!
Thank you for your last e-mail. I’m sorry I didn’t reply
6 1 some 4 any 7 a lot of sooner, but it was my birthday and I have been busy
2 no 5 a little 8 some celebrating! I had a big party at the burger bar near
3 any 6 a lot of 9 a few my house and got some really brilliant presents. Let
me tell you about them.
Unit 9b – Can I help you? Firstly, my parents gave me a trendy brown leather
jacket. It’s great, all the other kids will be so jealous
1 1 F 3 A 5 B 7 D
when they see me in it. My brother gave me an orange
2 C 4 E 6 G 8 H
and black football. I think it’s because I always steal
his! My grandmother gave me a beautiful wooden
2 a security guard d shop assistant
picture frame. I think I’ll put a picture of my cat Jessie
b manager e cleaner
in it. My auntie gave me a red and yellow checked skirt.
c cashier
I was really happy with it as it’s the latest fashion. One
of my favourite presents was a pair of blue and yellow
3 1 a 2 a 3 b 4 b 5 a 6 b
roller-skates. My uncle Bob gave me them. He told me I
4 1 b 2 a 3 b 4 b
must be careful when I wear them though.
I got lots of other things too, but I’ll tell you more
Unit 9c – Gifts for everyone!
when I see you. When is your birthday? I have a great
1 a) A pattern 1 striped present in mind for you.
B shape 2 rectangular See you soon,
3 diamond-shaped Tina
C material 4 wood(en)
5 metal Unit 10a – Stress free
1 A) 1 c 2 f 3 e 4 a 5 d 6 b
b) 1 A rectangular black leather bag.
2 In an antique wooden trunk.
B) 1 have moved house
3 A colourful striped cap.
2 am sitting an exam
4 A square metal picture frame.
3 throwing a party
5 In a triangular brown wooden chest of drawers.
4 lost something valuable
6 A pair of red and white polka dot shorts.
5 has things her way
6 practise playing a musical instrument
2 1 C 2 A 3 C 4 B 5 A
176
Workbook Key
2 1 headache 4 stomachache Unit 10 – Writing (a letter giving advice)

2 toothache 5 sore throat
3 earache 6 sore eyes 1 a) 1 you should do 4 It’s better than
2 how about 5 Let me know
3 1 separate 3 around 5 unfair 3 Another suggestion
2 blame 4 harmless 6 rumour
b) (Suggested Answer)
4 1 apart 2 behind 3 out with 1 Paula advises Annie to become part of the school
by joining a drama club and she also suggests
5 2 You shouldn’t take an aspirin unless you have a inviting some friends to study with her.
headache. 2 Paula thinks Annie will show people that she
3 You shouldn’t sit around doing nothing, unless really wants to be a part of things and that Annie
you are on holiday. will soon get to know people better.
4 You shouldn’t throw a birthday party, unless you
have time to make the preparations. 2 Opening remarks ― 1, 2, 5
5 You shouldn’t apologise unless you’re the one to Closing remarks ― 3, 4, 6
blame.
Unit 10b – Accident-prone
1 Diana doesn’t understand what’s going on in class
1 (Suggested Answer) and she doesn’t feel comfortable about talking
2 A: What’s wrong with her? to her teacher.
B: She has twisted her ankle.
4 1 c 2 a 3 b
3 A: What’s wrong with him?
B: He has bumped his head. 5 (Suggested Answer)
4 A: What’s wrong with him? Dear Diana,
B: He has cut his finger. Thank you for writing to me about your problem.
I am sorry to hear that you are unhappy at school.
2 1 c 2 a 3 b 4 d I have some advice about how you can improve
3 1 b 2 c 3 b 4 b things.
The first thing you should do is tell your teacher now
4 1 myself 3 herself 5 yourself before you fall behind. Your teacher can’t know
2 themselves 4 ourselves what your problem is if you don’t tell her. Why don’t
you explain that you sincerely want to keep up in
class. She won’t get angry. Ask her to give you more
Unit 10c – Doctor, doctor! exercises for practice. After all, teachers are there
1 b) 1 put 4 put 7 get to support you with extra work when you need it.
2 have 5 drink 8 lie I hope you find my advice useful. Don’t forget it’s up
3 wash 6 eat 9 take to you to make things happen. Let me know how
things go. I think that you will soon understand a lot
b) (Suggested Answers) more.
All the best,
1 … drink a hot cup of tea
Fiona
2 … put a cold pack on …
3 … take a painkiller
2 1 e 2 f 3 b 4 c 5 d
3 1 T 2 F 3 T 4 T 5 F
177
Spotlight 7 ts WB Tapes 12-09-08 15:00 Page 178
Workbook Tapescripts
Unit 1c A: Really? What are you going to do?
B: I am going to Manly Skatepark. It’s such fun there!
Ex. 4 (p. 3)
1 What is Nathan doing this afternoon? Unit 2c
A: What time is it, Phil?
B: It’s half past four. Ex. 3 (p. 7)
A: Where’s Nathan? 1 What was Jenny scared of?
B: He’s at a restaurant with his friends. A: Poor Jenny she had a real shock the other day.
A: He can’t be. His friends are having a picnic at B: Why was there a storm? I know she hates
the park. lightning.
B: Oh, here’s a note from him saying that he’s at A: No, there wasn’t a storm.
the shopping mall. B: OK! Did she see a snake?
A: Oh no! There goes all his pocket money. A: No, silly! There was a mouse under her bed! She
2 What time does the party start? was so frightened!
A: Oh come on, Jane! We’re late! Everybody’s 2 What did he do last night?
waiting for us. A: Did you finish your homework last night?
B: OK, OK. I’ll be ready in a minute. B: No I didn’t, I decided to have the night off.
A: It’s 6:45. By the time we get there... A: Did you play games on your computer?
B: The party is at 7:30, isn’t it? B: No, I went to the cinema with my sister.
A: No, it isn’t. It says here on the invitation that 3 What time did she finish school today?
the party starts at 6:30. A: When did you get home, Alison?
B: Oh no! We’re going to be really late! B: Quarter to three.
3 What is Pat doing at the weekend? A: But I thought school finished at three thirty
A: Hey, Pat. What are you doing? B: Yes, but they let us go home early today, so the
B: I’m shopping for some things I need for the bell went at two thirty.
weekend. 4 Who are they describing?
A: Are you going surfing with Jenny again? A: So what did the thief look like?
B: No, Jenny is going skating. B: Well, he had a moustache, but not a beard
A: Oh, skating sounds fun. A: Did he have blond hair?
B: Actually, skating is not really my kind of thing. B: No. It was brown.
I’m going canoeing with my brother.
4 What’s the weather like? Unit 3a
A: Do you have any plans for today, George? Ex. 5 (p. 9)
B: Nothing much. I was thinking of taking it easy.
Steve: So, Sally how are things at your new school? Did
A: Oh, come on! Now that the rain has stopped, we
you make any new friends?
should do something outdoors! It’s quite warm.
Sally: It was difficult in the beginning but you have to be
B: Well, actually it’s really hot! I’d rather stay in
patient with people until they get to know you better.
and surf the Net or read a book in the air
Now I’ve got quite a few friends!
conditioning room.
Steve: What are they like?
5 Where is Sally going on Sunday afternoon? Sally: Well, Debbie is the person I hang out with the
A: Hey Sally, you look tanned! Have you been most. She’s excellent at painting and dancing but she’s
surfing at the beach again? not practical at all.
B: No, we had plans to go there yesterday but we Steve: I guess she’s very artistic.
didn’t because my sister wanted to visit Sally: That’s right! Another person I like but don’t get
Oceanworld instead. the chance to see very often is Peter.
A: Did you enjoy it? Steve: Why’s that? Is he so sociable that you can’t get
B: Oh, yes! We saw some dolphins there. The best hold of him easily?
part of the weekend though is coming this Sally: No, it’s just that he’s so mad about sport that he
afternoon. never has time for anything else. I wish I was as fit as
him!
178
Steve: What about the girls you mentioned the other there was a free memory card and this month there’s a
day, Lisa and Melanie? DVD.
Sally: Actually, it’s Lisa and Stephanie. They’re very James: What about the articles? Is there any information
nice too! Lisa is very daring and Stephanie is so on online learning or web design?
practical! Sometimes I’m jealous of the way she deals Steve: I haven’t seen anything about online learning yet
with problems! but there were instructions on how to make a web page
Steve: You haven’t mentioned Alistair yet, the first guy last month. Plus a lot of interesting information on new
you met at school. gadgets such as web cameras and MP3 players.
Sally: I haven’t seen him for some time now. He’s so James: Does this magazine have a website?
determined to pass his exams that he spends all his free Steve: Yes. It’s www.compumania.com
time studying!
Unit 6c
Unit 4b Ex. 3 (p. 23)
Ex. 5 (p. 14) A: California Adventure Summer Camp. How can I help
‘Borders’ is a chain of bookshops in Britain. Their you?
flagship store is on Oxford Street, in London. It has B: Oh, hello. My name is Sam Roberts and I would like
three floors and you may be surprised to find out it some information about the camp.
doesn’t only sell books! A: Sure. First of all, you must be between 12 and 17
On the first floor you will find all the different years old to join.
newspapers. There is also a wide selection of B: I’m turning 12 next month, is that ok?
magazines, which cater for every interest. So, not only A: Yes, that should be fine.
are there all the popular magazines, but those for B: What can you do at the camp?
people with specialist interests as well, like computing, A: Loads of exciting things! You can have lots of fun in
drama and literature. the water surfing, wave riding and scuba diving.
The main collection of books is on the second floor. There’s a scheduled visit to a famous theme park
There are both fiction and non-fiction books of every every week and you can also learn survival skills
description. You can find everything from Harry Potter while hiking in the mountains.
to the Da Vinci code! B: That sounds terrific! When do your sessions start?
On the third floor there is a stationery shop and a café. A: Our sessions run from June 15 to September 25.
When you visit the café be sure to take a book or B: And how much do they cost?
newspaper with you as there are lots of comfortable A: It’s $500 for a two week session and $950 for a four
sofas to sit and read on while you enjoy a coffee! week session.
Borders is open six days a week from 9 until 6pm. B: Right. Thank you very much.
A: Goodbye.
Unit 5c
Ex. 3 (p.19) Unit 7c
James: Steve, you’re very keen on computers, aren’t Ex. 3 (p. 27)
you? Erica: Patty, fancy seeing you here!
Steve: Yes. Alison: Hello Erica! I’m looking for a birthday present
James: Well, I was wondering, is there any computer for Paul.
magazine you particularly like reading? Erica: Why don’t you get him Shakira’s latest album.
Steve: There are loads. I used to like Pixel a lot, then I He loves pop music.
was hooked on Byte but now my favourite is Alison: Great idea! Have you seen Susan lately?
Compumania. Erica: No, I haven’t seen her since we went to that jazz
James: Is it expensive? concert in the park.
Steve: It’s £2.00 but if you get a subscription you can Alison: Oh yes, Susan is a big jazz fan, isn’t she?
have it for £1.50 a month. Erica: Unlike Pat. All she ever listens to is awful head
James: I see. Are there any offers? banging heavy metal music. I’m surprised she can still
Steve: Yes, there are gifts with every issue. Last month hear!
179
Alison: Oh guess what? Stephanie called me the other You’ll have to take the escalator to Footwear.
day. Emily: Great. Thank you for your help.
Erica: Is she still really into rap music? Remember those Shop assistant: You’re welcome.
funny baggy trousers she used to wear?
Alison: No way! She invited me to a classical music Unit 10c
concert at the town hall. Ex. 2 (p. 39)
Erica: Goodness me! What next?
Lucy: Hi, Jenny! Are you feeling better today?
Alison: Don’t worry though! Alan still loves rap!
Jenny: Yes, I am, Lucy. I don’t have to stay in bed any
Erica: Well, nothing changes there then! Haha
longer. My fever is almost gone! Hopefully, I will be able
to go to school tomorrow.
Unit 8c
Lucy: That’s great news. We missed you.
Ex. 2 (p. 31) Jenny: How’s everybody else?
Jacques Yves Cousteau Lucy: Well, Mike was sick too yesterday. He had a
Jacques-Yves Cousteau was born in France on 11th June, terrible earache. He went home to rest at lunchtime.
1910. He was an explorer, ecologist, filmmaker, Jenny: Poor Mike.
photographer and researcher who studied the sea and all Lucy: And Mary had a sore throat today. She couldn’t eat
forms of life that live in water. He also helped to develop anything. As soon as she went home, her mum made her
the aqua-lung, the first piece of scuba diving equipment. a hot cup of tea and from what I know she is feeling
Cousteau explored the world’s oceans on his boat, better already.
Calypso and made a lot of documentaries, which brought Jenny: Oh my, Lucy! Everybody seems to be sick.
unforgettable images into millions of homes. Thanks to Lucy: Even I had a problem with my teeth at the
him coral reefs, fearsome sharks and amazing fish all weekend. I had to go to the dentist.
came to life on people’s TV screens! His documentaries Jenny: Are you feeling better now?
have also helped people understand the unique problems Lucy: Yes, I’m fine but my dad isn’t. He has sore eyes.
the world’s marine environments face from water The doctor said that he should rest and not work on his
pollution and dangerous human actions. In 1956, he computer for at least a week. It’s strange seeing him at
received an Academy Award for his breathtaking home relaxing.
undersea documentary, The Silent World. Cousteau died Jenny: Well, I hope he feels better soon.
in 1997 at the age of 87 but his grandchildren continue Lucy: Me too. So, I’ll see you tomorrow then?
his work to this day. Jenny: Definitely. I hope we’ll all be well by then!
Unit 9c
Ex. 2 (p. 35)
Shop assistant (a woman): Good morning. Can I help you?
Emily: Yes, please. I need a new outfit for a job
interview.
Shop assistant: Would you like a jacket with a pair of
trousers or a skirt?
Emily: I’d prefer a jacket with a matching skirt.
Shop assistant: Certainly. What size are you?
Emily: I’m a Small.
Shop assistant: All right then. We have it in blue, brown
and orange.
Emily: I think I’ll try the orange one, please.
Shop assistant: Here you are. The changing rooms are
over there.
Emily: Do you have any shoes to match?
Shop assistant: I’m afraid we haven’t got any here.
180

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Teacher’s Book

Liberty House, New Greenham Park, Newbury,

© Virginia Evans ― Jenny Dooley ― Olga Podolyako ― Julia Vaulina, 2007

Design and illustration © Express Publishing, 2007

First published 2007

All rights reserved. No part of this publication may be reproduced, stored in

This book is not meant to be changed in any way.

Module 8 ................................................................................................. p. 106

Module 9 ................................................................................................. p. 120

Module 10 ................................................................................................. p. 134

Songsheets ................................................................................................. p. 149

Tapescripts ................................................................................................. p. 153

Evaluations ................................................................................................. p. 157

Workbook Key .............................................................................................. p. 169

Workbook Tapescripts .................................................................................... p. 178

Study Skills English in Use section

C ― Assigning homework Remember that praising students and rewarding

Look at Module 1 Answer Key

Answer Key other prepares questions for Sarah. Allow Ss time to

Before Ss read the text again, ask them to say

4 Focus ➤ Role playing an interview

Ask what favourite day Answer politely/

b) Focus ➤ Reading for specific information

Suggested Answer Key

1 Focus ➤ Buying an underground ticket Answer Key

Ask Ss to look at the title, Book worms, and the

Suggested Answer Key

Suggested Answer Key

6 Focus ➤ Sequencing events

Answer Key Answer Key

Suggested Answer Key Suggested Answer Key

Tell SB something Sound interested

Tell SB in the order Express surprise/

Tell SB how it ended Say what you think

1 1 relieved 3 incredible 5 glance 4 1 until 3 after 5 after

2 1 tell 6 put 5 1 did you feel … saw

3 1 John didn’t use to play football. 6 1 caught 5 broke 9 left

Suggested Answer Key

Pic 2 (p. 32)

Pic 3 (p. 27)

2 a) Focus ➤ Building vocabulary related to Answer Key

ñ Ask Ss to explain the meaning of the words in

c) Ss work in pairs. Ask Ss to choose to be Clara or

Answer Key b) Focus ➤ Building vocabulary

Reading & Listening 4 Focus ➤ Building vocabulary

Suggested Answer Key Answer Key

Reading & Listening b) Focus ➤ Building vocabulary

Look at Module 4 Answer Key

Pic 2 (p. 37)

Pic 3 (p. 41)

Suggested Answer Key

2 Focus ➤ Building vocabulary

Suggested Answer Key Answer Key

Additional materials Answer Key

Reading & Listening

Suggested Answer Key

Suggested Answer Key

Vocabulary 2 Focus ➤ Matching titles to categories

Answer Key ñ Ask Ss to make their own sentences using the