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 Life’s a dream 5
Unit summary
Vocabulary
Vocabulary (practised and tested in 1–3 star tasks and
tests)
Adventure equipment: backpack, binoculars, compass,
first-aid kit, insect repellent, map, sleeping bag, sunscreen,
tent, tools, torch, waterproof jacket
Verbs: build (a model), edit (a film / a photo / a video), paint
(a picture), perform (on stage), play (an instrument / in a
band), post (a video online), score (a goal), sing (in a band /
on stage), take (a photo), win (a competition)
Learn it: False friends: story, history
Say it! /ʃ/ sound

Grammar
Present continuous (actions in progress now)
Affirmative
I’m swimming. You / We / They’re swimming. He / She / It’s
swimming.
Negative
I’m not carrying a backpack. You / We / They aren’t carrying
a backpack. He / She / It isn’t carrying a backpack.
Questions and short answers
Am I taking a photo? Yes, I am. No, I’m not. Are you / we /
they taking a photo? Yes, they are. No, they aren’t. Is he /
she / it taking a photo? Yes, she is. No, he isn’t. What are you
doing?
Present continuous (actions in progress now)
She’s listening to music at the moment.
Present simple (routines):
She often listens to music.

Everyday English
Order food and drink
Server
What can I get you?
Would you like any sides with that?
What would you like to drink?
That’s (4.99).
Customer
Can I have (chicken wings), please?
Yes, I’ll have (chips), please.
I’d like (a mineral water), please.
How much is that?

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 5.1 Unit opener ANSWERS
1 a waterproof jacket
Aims 2 sunscreen
• Introduce the topic of activities and actions 3 insect repellent
4 a first-aid kit
• Learn verbs for actions 5 a map, a compass
Warm-up
5 Exercise 4
• Before students open their books, ask: What things do you • Read the question to the class and give students a few
always take with you when you go away from home? Elicit a few
minutes to consider their answers.
ideas, e.g. a phone, a toothbrush.
• Elicit answers from students and encourage them to give
• Ask: What things do you think you need to take with you for a
details.
week’s trip walking in the mountains? Elicit a few ideas, e.g. a
tent, warm clothes, and ask students to make a list. ANSWERS
• Ask students to open their books and see if any of the things Students’ own answers.
on their lists are shown in the photos. iPack   Vocabulary practice PDF
• Mixed-ability 1–3 star tasks to practise the vocabulary.
Vocabulary  Adventure equipment
iPack   Vocabulary presentation interactive
Optional activity
• An interactive task to present the vocabulary with pictures • Put students into pairs. Ask them to take turns to
choose one of the photos and describe the equipment
and audio.
it shows (appearance and use) for their partner to guess
Exercise 1  e 5.01 what it is.
• Read out the title of the unit Life’s a dream and elicit or explain
the meaning (life is good). r Exercise 5
• Focus attention on the numbered photos and ask students to • Play the video for students to watch and answer the
say what they all have in common (the equipment used in a questions.
range of outdoor adventure activities).
• If students have not done the interactive presentation, read
Video script 
  Teacher’s Guide p 132 
out the equipment words and teach the meanings.
• Ask students to match the words to the photos. iPack  Video: Fun activities
• Play the audio for students to check their answers, then check • Duration: 3:50 minutes
with the class. • Topic: Visiting an activity centre
ANSWERS • Task: Answer the questions at the end of the video.
1  insect repellent   2  tent  3  first-aid kit   4  torch   ANSWERS
5  binoculars  6  waterproof jacket   7  sunscreen   1  B  2  A  3  C
8  backpack  9  compass  10  map  11  sleeping bag  
12  tools

Audio script 
  See answer key above. 

Exercise 2
• Go through the sentence endings and options with the class.
Explain or elicit that they are all about the purpose of the
objects in the photos.
• Ask students to choose the correct options and allow them
to compare their answers in pairs before checking with the
class.
ANSWERS
1  backpack  2  tools  3  a torch   4  binoculars  5  tent

Exercise 3
• Go through the words in the box and the situations, 1–5, with
the class. Ask students to match them.
• Check answers with the class.

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 5.2 Teenage traveller Exercise 4 Learn it!
• Read out the words in the Learn it! box and elicit or explain
Reading the meaning of false friends (words that sounds similar to
words in your own language but have a different meaning).
Aims • Elicit how students say the words in their own language.
• Learn about someone who is travelling around the world ANSWERS
• Use the present continuous Students’ own answers.
2 iPack   Reading strategy interactive iPack   Reading extension interactive
• An interactive task to practise using knowledge of words that • An interactive comprehension task to test detailed
often go together. understanding of the text.
Exercise 1  e 5.02 Did you know?
• Focus attention on Réka’s blog and point out that the • Read out the information in the Did you know? box.
paragraphs are labelled A–E. Ask students to look carefully at • Ask: Are some children home schooled in your country?
the photos (1–5).
• Divide the class into two halves and ask one half to think of
• Play the audio and ask students to read and listen to the the advantages of being home schooled (e.g. you don’t have
blog. Then ask them to match the photos to the extracts. If to travel to school or wear a uniform) and the other half to
students have difficulty doing the matching, spend some think of the disadvantages (e.g. it is harder to make friends).
time identifying key words from the different paragraphs Get them to share their ideas as a class.
that match things they can see in the photos. For example,
paragraph A mentions Australia: ask students which photo
shows a famous place in Australia (Picture 4 shows Uluru /
Ayers Rock). Paragraph B mentions a truck. Paragraph C says
they are standing on top of a mountain and that it is rainy.
• Ask students to compare their answers in pairs before you
check them with the whole class.
ANSWERS
1  C  2  B  3  D  4  A  5  E

Audio script 
  See Student’s Book, p 62 

Exercise 2
• Ask students to read the blog post again and answer the
questions.
• Allow students to compare their answers in pairs. Then check
with the class.
ANSWERS
1 Her parents and brother.
2 Australia
3 They’re staying with a local family.
4 She is writing a novel.
5 They are walking the Camino de Santiago.

5 Exercise 3
• Read out the question and elicit a few answers.
• Put students into pairs to discuss the question. Encourage
them to give details about what they would like and / or
dislike about Réka’s life.
• Hold a brief class discussion.
ANSWERS
Students’ own answers.

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 Grammar  Present continuous • With weaker classes, do another example, eliciting Are you driving
a car? Yes, I am. Are you driving a truck? No, I’m not. Point out that
Aims when the question is addressed to you, the answer uses either I or
• Learn the present continuous we. Similarly if the question begins Am I, the answer will use you.
• Write sentences using the present continuous • Ask students to write the remaining questions and answers in
• Use the present continuous to talk about things you are their notebooks.
doing now • Allow students to compare their answers in pairs. Then check
answers with the class.
iPack   Grammar animation
• Presentation of the form and use of present continuous in ANSWERS
context. 1 Are you driving a car? Yes, I am.
Are you driving a truck? No, I’m not.
7 Exercise 5 2 Are they practising English? Yes, they are.
• Go through the table with the class, reading out the example Are they practising French? No, they aren’t.
sentences. Explain that we use the present continuous to talk 3 Am I studying maths? Yes, you are.
about things that we are doing right now. Point out that it is Am I studying science? No, you aren’t.
formed with the present simple of be + the -ing form of the 4 Are we making bread? Yes, we are.
verb (the infinitive form + -ing). Draw their attention to the Are we making pizza? No, we aren’t.
fact that verbs ending in ‘e’ (such as write) lose the ‘e’ before 5 Is he opening the window? Yes, he is.
-ing is added. Point out also the double ‘l’ in travelling and the Is he closing the window? No, he isn’t.
double ‘m’ in swimming.
Exercise 8
• Draw attention to Reka’s use of the present continuous in
her blog on page 62. Explain that she is talking about things • Focus on the posts and explain to students that they should
that are happening now and things that are illustrated in the complete them with the present continuous form of the
photos. Point out that the present continuous is often used to verbs in brackets. Do the first one as an example.
describe what is happening in photos, paintings and videos. • Check answers with the class. Ask: What question would you
• Ask students to complete the rules in their notebooks, using like to ask Natalie? Elicit a few ideas.
the information in the table to help them. ANSWERS
• Ask students to make sentences of their own using the 1 are camping 4 Are you wearing
present continuous to say what they are doing now and 2 ’re / are carrying 5 ’s / is she looking
what their classmates or members of their family are doing. 3 ’m / am sleeping
ANSWERS iPack   Grammar practice
1  before  2  -ing • Mixed-ability 1–3 star tasks to practise the present continuous.
Exercise 6 Your turn
• Read out the example sentences, pointing out the use of the
present simple form of be followed by the -ing form of the verb. Aim
With weaker classes, do the first item as a further example, • Use the present continuous to talk about what you are
writing the two sentences on the board and reminding doing now
students that verbs ending in ‘e’ lose the ‘e’ before adding -ing.
• Then ask students to copy and complete the remaining 5 Exercise 9
sentences using the present continuous. • Read out the task and the example questions and answers.
• Allow students to compare their answers in pairs. Then check Then mime another activity, e.g. looking at something
answers with the class. through binoculars. Invite students to ask you questions to
guess what you are doing.
ANSWERS
• Allow students time to think about what actions they can
1 You are driving a car. You aren’t driving a truck.
use to mime the activities in the box. Remind them they can
2 They are practising English. They aren’t practising French.
think of new activities if they wish. Encourage them to use
3 I’m studying maths. I’m not studying science.
the equipment words on page 61.
4 We’re making bread. We aren’t making pizza.
5 He’s opening the window. He isn’t closing the window • Ask individual students to do their mime for the class. Other
students can ask questions to guess the activity.
Exercise 7 Further practice
• Read out the example questions and answers and point out Language summary, Student’s Book p 69
how they match the examples in exercise 6. Refer students Essential practice, Student’s Book p 129
to the question and short answers sections of the table in Grammar, Workbook p 41
exercise 1. Elicit that questions in the present continuous Grammar Reference and Practice, Workbook p 106
begin with the present simple form of be, followed by the Extra Grammar: Active Learning Kit, Unit 5
subject (often a pronoun) and then the -ing form of the verb. Grammar worksheets, Tests and Resources available on Oxford Premium
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 5.3 Morgan Spence, film-maker ANSWERS
build, edit, paint, play, post, score, sing, take, win
Vocabulary and Listening  Creations and actions iPack   Vocabulary practice PDF
• Mixed-ability 1–3 star tasks to practise the vocabulary.
Aims
• Learn about a young film animator Exercise 3
• Use the present continuous and the present simple • Ask students to look at the photos again and read the profile
of Morgan Spence. Read out the question and elicit answers
Warm-up from the class.
• Ask: What do you do in your free time? Elicit a range of answers, ANSWERS
and write useful phrases on the board, e.g. play football, He uses stop-motion animation.
watch films.
2 iPack   Listening strategy interactive
• Point out to students that the verbs and nouns on the board
are often used together, and in this lesson they are going to • An interactive task to practise understanding important
learn some more activities and some more verbs and nouns words in questions.
that are often used together. Exercise 4  e 5.03 Audio script 
iPack   Vocabulary presentation interactive   Teacher’s Guide p 132 
• An interactive task to present the vocabulary with pictures • Read out the task and give students time to read the
and audio. sentences and look at the options. Then play the audio for
them to listen and choose the correct options.
7 Exercise 1
• Check answers with the class, playing the audio again and
• Present the new vocabulary using the interactive exercise. pausing it if necessary for students to hear the answers.
Alternatively, read out the verbs in the box and teach the
meanings. ANSWERS
1 a village
• Focus on the first noun, a goal, and elicit which verbs can be
2 making films
used to complete the phrase (score).
3 minute
• Ask students to use as many verbs as possible to complete 4 in Glasgow
each phrase. Students could work in pairs for this. 5 his bedroom
• Check answers with the class.
ANSWERS
Exercise 5  e 5.04 Audio script 
  Teacher’s Guide p 132 
1  score  2  paint / take   3  win  4  build / paint  
5  edit / post / take   6  perform / sing / play   7  post   • Read out the task. Then play the audio for students to listen
8  edit / post   9  perform / sing   10  play and order the photos.
• Check answers with the class, playing the audio again and
Optional activity pausing it if necessary for students to hear the answers.
• Play a game to practise the vocabulary. Ask students ANSWERS
to close their books. Then put them into teams. Write 1  A  2  C  3  B  4  D
the nouns (not the verbs) from exercise 1 on the
board. Teams take turns to choose a noun and make No way!
a sentence using the correct verb, e.g. I like building • Read out the information in the No way! box with the class.
models. Ask: Do you find this surprising? What other hobbies take a
• If their sentence is correct, they get a point and the long time? (e.g. learning an instrument, learning sports skills,
noun is crossed off the board. If their sentence is not painting).
correct, do not correct it, but ask another team to make
a sentence. Continue until all the words are crossed off
the board. The team with the most points is the winner.

Exercise 2
• Focus on the photos and elicit what they show (a boy with
models, a video camera and a laptop, and models involved in
various activities). Ask a few questions about what they can
see: What do you think the boy is doing? What are the models
for? Elicit a few possible answers.
• Ask students which of the verbs in exercise 1 they can see in
the photos.

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 Grammar  Present continuous and Present simple Exercise 9
• Ask students to copy the text and complete it with the
Aims correct form of the verbs in brackets.
• Learn the difference between the present continuous and • Check answers with the class and ask students to say why
present simple each particular verb form is correct, e.g. 1 take (routine), 3 are
• Write sentences and complete a text with the present performing (something happening now in the video).
continuous and present simple
ANSWERS
• Use the present continuous and present simple to talk about 1 take
a typical weekend and a dream weekend 2 make
iPack   Grammar animation 3 are performing / ’re performing
• Presentation of the use of the present continuous and 4 play
present simple in context. 5 am singing / ’m singing
6 is playing
7 Exercise 6 iPack   Grammar practice PDF
• Go through the table with the class, reading out the example • Mixed-ability 1–3 star tasks to practise the present
sentences. Elicit that the words in bold tell us when and
continuous and present simple.
how frequently something happens / is happening. Explain
or elicit that the present continuous sentences are all
happening now. Explain that the present simple sentences
Your turn
aren’t happening now, they are talking about things that Aim
frequently happen: usually, often, always (on Saturdays).
• Use the present continuous and present simple to talk about
• Ask students to copy the rules into their notebooks. Elicit the things happening now and things that happen regularly
correct options to complete them and get students to complete
them in their notebooks. You may need to explain that routines 5 Exercise 10
are things that happen often, perhaps every day or every week. • Read out the task. Then read out the example sentences. Elicit
ANSWERS which words are adverbs of frequency (always, sometimes,
1  simple  2  continuous  3  simple  4  continuous usually).
• Elicit a few more sentences about a typical weekend, e.g. On
Exercise 7 Saturdays I often go shopping.
• Read out the first sentence and elicit the answer as an • Ask students to think of three more things they do on a
example. Elicit why the present simple is correct (it is a routine). typical weekend and to tell them to a partner.
• Ask students to copy the sentences and choose the correct • Elicit some sentences from individual students.
verb forms to complete them. Remind them that adverbs
of frequency or time expressions will give them a clue as to Exercise 11
which tense is correct. • Explain that students are going to imagine their dream
• Check answers with the class, referring back to the rules to weekend, and that it is taking place right now. Read out
explain the answers. You may need to explain in the last one the example sentences and remind them that we often use
that ‘in his free time’ refers generally to Harry’s free time, not the present continuous to talk about what is happening in
the present moment. pictures, photos, videos and, as here, in our imaginations.
ANSWERS • As an additional example, tell students about your own
1  get up   2  ’s making   3  is coming   4  Is he practising   dream weekend. Say what you are doing and demonstrate
5  does Harry do the use of now, right now and at the moment.
• Ask them to think about what they are doing in their dream
Exercise 8 weekends. They could write some sentences or just tell a
• Ask students to copy the sentences and complete them with partner.
the correct verb forms. Remind them to look in the sentences • Allow students to compare their dream weekends in pairs.
for clues as to what time is being referred to. Then ask some students to tell the class. Ask: Whose dream
• Check answers with the class, referring back to the rules to weekend sounds the most fun?
explain the answers if necessary.
Further practice
ANSWERS Language summary, Student’s Book page 69
1  take  2  isn’t working   3  play  4  is he painting   Essential practice, Student’s Book p 129
5  does school start Vocabulary and Grammar, Workbook page 38–39
Grammar and Vocabulary Reference and Practice, Workbook p 106
Extra Grammar: Active Learning Kit, Unit 5
Grammar worksheets, Tests and Resources available on Oxford Premium

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 5.4 Everyday English • Check answers with the class and explain anything in the
vlog that students don’t understand. You may need to
Aims explain that eat in means eat in the restaurant and take away
• Order food and drink means take out of the restaurant. Take away is usually slightly
cheaper. The terms are still used with a food van, such as that
• Learn the life skill of using foreign money
shown in the vlog, if chairs and tables are provided beside it.
Warm-up ANSWERS
• Make sure students understand the phrases fast food
restaurant and food truck. Ask: Do you sometimes have meals in Dan Laura
fast food restaurants or food trucks? Which are your favourites? Mains hot dog with cheese chicken wings
Why? Elicit a range of answers. Sides chips chips
• Ask: What are your favourite things to eat in a fast food Drinks chocolate milkshake mineral water
restaurant or food truck? Elicit a range of answers and
encourage as many students as possible to join in and talk
r Exercise 4 Video 3 Video script 
about their likes and dislikes.
  Teacher’s Guide p 133 
• Tell students they are going to practise ordering food and
drink from a food truck. Check they understand burger,
• Read out the question for exercise 4 and ask students to look
at the photo.
hotdog, chips, chilli sauce, milkshake and mineral water.
• Read the possible answers and elicit ideas as to what is
Prepare happening in the photo.
• Play the vlog for students to watch and answer the question.
r Exercise 1 Video 1 Video script  • Elicit the correct answer from students and ask who guessed
  Teacher’s Guide p 133  correctly.
• Read out the question and elicit what food items are shown ANSWER
in the thought bubbles (burger, hot dog, pizza). Then play the 3 (The chilli sauce is very spicy.)
vlog. Ask students to watch and listen to find out the answer.
• Check the answer with the class.
ANSWERS
Hot dogs with cheese are Dan’s favourite food.

Exercise 2
• Focus attention on the menu. Ask students if their favourite
fast food restaurants or food trucks have menus similar to this
one. Give them time to read the items on the menu. Explain
any unknown vocabulary: main is short for a main dish; side
is short for a side dish, something you have in addition to a
main dish, such as vegetables, a salad or chips.
• Read out the questions and ask students to find the
answers in the menu. You may need to point out that extra
ingredients are shown underneath the mains and the extra
cost is shown with a plus sign. Elicit that a burger with cheese
will cost £4.25 (= £3.75 + 50p).
• Allow students to compare their answers in pairs before
checking answers with the class.
ANSWERS
1 It is £4.99.
2 A main, a side and a drink.
3 They cost 50p.

r Exercise 3 Video 2 Video script 

  Teacher’s Guide p 133 
• Read out the task and ask students to copy the table into
their notebooks.
• Then play the vlog for them to listen and note down the food
that Dan and Laura order.

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 Practise Exercise 8  e 5.06 Say it!
• Focus on the Say it! box and model pronunciation of the
Exercise 5  e 5.05 Audio script  /ʃ/ sound in isolation. Model pronunciation of the first two
  Teacher’s Guide p 133  words and elicit where the /ʃ/ sound is in each word (see
• Go through the instructions with the class. Ask students underlining in answers below).
to copy and complete the dialogue, using the phrases in • Put students into pairs to practise saying the words.
the box. • Play the audio once for students to listen and check their
• They should compare their answers in pairs, and then listen pronunciation. Then play it again, pausing for them to repeat
to the audio to check their answers. the words.
• Check answers with the class. Draw attention to the three • Go around the class getting individual students to repeat the
ways the server offers food and drink (What can I get you? words to check that everyone is pronouncing them correctly.
Would you like …? What would you like to drink?) and the three
ways the customer asks for things (Can I have …, I’ll have …, ANSWERS
I’d like a …, please). The /sh/ sound: delicious, milkshake, mushroom, she, sure,
special
ANSWERS
1 Would you like Audio script 
2 I’ll have chips   See Student’s Book, p 67 
3 What would you like
4 I’d like a lemonade Speak
5 How much
Aim
5 Exercise 6 • Practise ordering food and drink
• Put students into pairs and ask them to practise the dialogue 1 Put students into pairs. Ask them to look at the menu in
in exercise 5, taking turns to be the server and the customer. exercise 2 and decide what they would like to eat and drink.
• Go around, monitoring and correcting pronunciation if 2 Tell them they are going to take turns to be the server and
necessary. the customer. The customer will order food and drink; the
• Ask some pairs to perform the dialogue for the class. server will serve the customer and calculate the price.
ANSWERS 3 Go through the model dialogue in the Dialogue Builder and
Students’ own answers. explain that students can use this to help them.
4 With weaker classes, model a conversation with a confident
r Exercise 7 Conversation Video 4 student, taking the role of server and inviting them to order
• Explain to students that they are now going to have a chance their meal. Then ask students to have their own dialogues.
to practise ordering a meal themselves. Refer them to the • Go around monitoring and helping where necessary. Note
language in exercise 5. down any errors for correction at the end. Make sure students
• Play the video and when it pauses, allow students to respond take turns being the server and the customer.
to the server. If necessary, play the video again to give • Get several pairs to perform their dialogues for the class.
students a chance to practise.
• Ask students how easy or difficult they found this task.
• Invite volunteers to act out their responses to the video in
front of the class. Life Skills
Video script and Possible answers
• Focus attention on the Life Skills box with the class. Point out
that the photos show British coins. Ask students if they have
Server  Hi! What can I get you?
ever had or seen any British coins. If necessary, point out that
Prompt  Say that you want a chicken wrap.
the major unit of currency is the pound, which is divided into
Possible answer I’ll have a chicken wrap.
100 pence. Model pronunciation of the two different ways of
Server  Sure. To eat in or take away?
saying each coin, e.g. five p (/piː/), five pence.
Prompt  Say that it’s to take away.
Possible answer Take away, please! • Explain that p or pence is often omitted when the amount is
Server  Would you like any sides with that? more than a pound, e.g. £2.50 is usually said as two pounds
Prompt  Say that you want a salad. fifty or two fifty.
Possible answer  Can I have a salad? • You could write a number of prices on the board. Then point
Server  What would you like to drink? to the different prices in turn and invite students to say them.
Prompt  Say that you want an orange juice. Ask how much that is. • Remind students that Dan’s meal cost £4.99. Ask what
Possible answer I’d like an orange juice, please. How much is it? combination of coins he could use to pay for his meal.
Server  That’s (£)4.99.
Further practice
Prompt  Say here you are.
Everyday English, Workbook p 45
Possible answer Here you are.
Real Talk: Active Learning Kit, Unit 5
Server  Thank you. Enjoy your meal!

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 5.5 Writing about a photograph 4 Exercise 4
• Explain to students that they are going to write about a
Aims photograph of themselves. This could be a photograph on
• Read a model text about a photograph their phone, or they could bring a printed photo to class
• Use time expressions for regular and specific actions with them.
• Writing about a photo • Remind them to follow the usual approach in the Writing
Builder of thinking and planning, writing and then checking.
Model text ANSWERS
Students’ own answers.
Exercise 1
• Read out the three things that students have to find. Explain Writing Builder
that in this period means around now, but not necessarily
at this very moment, e.g. I’m learning to play tennis at the 1 Think and plan
moment means you are learning in this period, but not at this • Ask students to look at their photo and to make notes of their
very moment. answers to the questions.
• Ask students to read the email and find the three things. • Elicit or point out that to answer the second question, they
• Check answers with the class and remind students that we should use the present continuous, and to answer the final
use the present simple for things we do regularly and the question, they should use the present simple.
present continuous for things we are doing now or in this
period. 2 Write
ANSWERS
• Read through the paragraph plan and the example sentences
with the class. Refer students back to the text in exercise 1
1 She plays the guitar.
and point out how this follows the paragraph plan.
2 She’s learning some rock songs.
3 She is cooking / making a pizza and tiramisu. • Ask students to write about their photo. If they do this in
class, go around giving help and encouragement. Remind
them to use time expressions, and remind them to use the
Look at language  Using time expressions
present simple and present continuous correctly.
7 Exercise 2
3 Check
• Read out the task and elicit a few adverbs and phrases that
we can use to express time, e.g. usually, sometimes, now.
• Students can check their work individually or they could work
in pairs to check each other’s work using the checklist to
• Ask students to look at the adverbs and phrases which are identify things that could be improved.
highlighted in the text.
• You could get students to write their text out neatly
• Ask students to copy and complete the rules using the and attach a copy of the photo to make a display for the
highlighted adverbs and phrases. classroom wall.
ANSWERS
Further practice
1 every evening
Writing workshop, Workbook pp 46–47
2 usually
3 at the moment
4 today

Exercise 3
• Give one or two examples of how you could complete the
sentences so they are true for you, e.g. Right now, I’m teaching
English.
• Ask students to copy and complete the sentences with their
own ideas.
• Allow students to compare their sentences in pairs. Then ask
some students to read their sentences to the class.
ANSWERS
Students’ own answers.
iPack   Language practice interactive
• An interactive task to practise time expressions.

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 Language summary
This page summarizes the vocabulary, grammar and useful
language taught in each unit. Encourage your students to
spend time revising and testing the language they have
learned.

Summary of further practice

Make sure your students use the extensive course material provided.
This includes:
Student’s Book:
• Units 4–6 Review, pp 84–85
Workbook:
• Grammar and Vocabulary reference and practice, pp 106–109
Active Learning Kit:
• Unit 5
• i-Progress Check
• Grammar Practice
• Real Talk
• Book Club
Tests and Resources available on Oxford Premium:
• Unit 5 Extra Practice pages (Grammar and Vocabulary [*], [**],
and [***]), available on the iPack
• Unit 5 Grammar and Vocabulary worksheets [*], [**], and [***])
• Unit 5 Communication: Pairwork worksheet
• Unit 5 Cross-curricular worksheet
• Unit 5 Tests [*], [**], and [***], available as a PDF and in
editable Word format
The Tests include Cumulative tasks. Remind students to also
look back at Units 1–4.
How much vocabulary do students need to learn?
Energize is a flexible course which adapts easily to the level of
your class and to the individual students within each class.
• Stronger students, using the [**] and [***] Vocabulary
worksheets and Tests, will be required to practise all the
vocabulary from the unit.
• Students who require extra support and are using the
[*] Vocabulary worksheets and Test, will be required
to practise the two core vocabulary sets from this unit
(Adventure equipment and Verbs).

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 Project 360°  Prop-maker's workshop • Explore the image for a few minutes. Then stop and elicit
what props students saw. Find out if anyone found all
Interactive 360° content of them.
• See Teacher’s Guide Introduction pp 10–13. ANSWERS
a hat (common)
Aims a space weapon (special)
a uniform (special)
• Learn about film props
a skull (special)
• Create a scrapbook page for a film a train (common)
• See and use equipment vocabulary and the present jewellery (common)
continuous and present simple in a real-life situation books (common)
a fossil (special
Hotspot key a trophy (special)
 A video of a prop maker explaining the work they do. a station (special)
 A video of a prop maker working on a piece of
jewellery. Exercise 3 Audio and video scripts 
  Teacher’s Guide p 133 
 A series of sketches showing the kind of research
that goes into prop making designs. • Explain to students that they are now going to learn more
 A sketch of dinosaur with interesting facts used for about the props by listening to one of the prop makers.
research in prop making. • Read out the questions and check students
 A video slide show explaining how some props, in understand them.
this case a space weapons (light sabre) are made. • Click on the icon at the top of the page to access the 360°
image. Invite a student to come to the front of the class to
click on the red triangle hotspot. Students can also access the
Think image and the hotspot on their own devices. As they watch
the video, they should make notes of their answers to the
3 Exercise 1 questions.
• Before exploring the image and the hotspots, ask students to • Discuss the answers with the class.
look at the photo of the workshop. Ask: What can you see? Ask
students to name some of the things they can see, e.g. tools, POSSIBLE ANSWERS
a ring, a jacket. 1 She’s working on a science fiction film.
• Tell students to read the text, and elicit answers to the 2 She’s designing a compass.
questions. 3 The main character uses the prop in the film.
• Explain that the photo shows a prop maker’s workshop. In 1 Research it!
this lesson, they are going to explore it and learn about it.
Ask students to look online and find out if there are any
• Elicit some famous film props that students can think of, such famous films or TV programs and film props made in their
as the light sabres in the Star Wars films. You might like to country. Students can then report back to the class.
point out the photo of the ring next to the text. This is the
ring from The Lord of the Rings, and it is important because
the whole film is about taking the ring to a place where it can
be destroyed.
ANSWERS
Actors use props in films. Prop makers make props.

Explore
Exercise 2
• Explain to students that they are now going to enter the
workshop. 
• Read out the task and allow students to read through the list
of props. Make sure they understand what they are and that
they should decide which ones are common objects and
which are special objects.
• Click on the icon at the top of the page to access the 360°
image. Move around the image to explore the workshop.

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 Exercise 4 Step 2
• Focus on the five small photos A–E on page 71. Elicit what • Tell the groups to discuss and make notes about their film by
they show (jewellery, a fossil, a trophy, a space weapon, answering the three questions about the main characters,
a uniform). Ask students to read the story summaries 1–5 the story and the props. Go around monitoring and helping
and match them to the objects. You may need to explain while they are working. If you like, you could ask all the
archaeologist (someone who digs in the ground for ancient groups to design the same prop, e.g. a piece of clothing, but
objects). one that is suited to the genre of film their group has chosen.
• Allow students to compare their ideas in pairs. Check answers
Step 3
with the class, and discuss why each object might be
important to the story. • Once students have their ideas, they can look for photos or
draw pictures of the props they need.
ANSWERS
1  B  2  A  3  C  4  D  5  E Step 4
• Students then write short captions to go with the pictures.
Exercise 5 Remind them to write the name of each prop and to say
• Read out the instructions and the quotes from the prop why it is important for the film. Go around monitoring and
makers. Then ask students to decide which of the props from helping while students are working.
exercise 4 they are talking about.
• Check answers with the class. Step 5
ANSWERS • In their groups, students decide on the layout of their
1  D  2  C  3  A  4  E  5  B scrapbook page. Go through the instructions for this step
with the class.
Reflect • Ask some students to present their scrapbooks to the class
and tell the class about their film. The class could vote for
3 Exercise 6 their favourite film idea.
• Ask students to think about their favourite film. Ask them to
think of some props that they remember from the film. How to extend the project
• Encourage them to make a list and share their list with • In their groups, students look at their scrapbooks again, write
someone who has seen the same film. a short scene from the film and practise it.
• Ask them to decide which are common objects which make • If they enjoy acting, they could find or improvise some of the
the film look real and which are special objects which are props they planned and act out their scene.
important to the story. • Ask several groups to act out their scenes for the class.
• Ask some students to tell the class about their lists. Further support
ANSWERS Project 360° evaluation guidance and assessment rubrics on
Students’ own answers. Oxford Premium

4 Project task
• Explain to students that they are going to create a prop
maker’s scrapbook.
• Before they start, ask students to look at the scrapbook pages
in the blue circle and blue hexagon hotspots. Ask them to
answer the questions about these.
• Check answers with the class.

5 Step 1
• Put students into groups and explain that they are going to
think of their own idea for a new film and make a scrapbook
page for the props they will need.
• Remind students of the genres of film they learnt about in
exercise 4 and elicit any other genres they are interested
in. Either assign a film genre to each group or ask them to
choose one. Then ask each group to decide on the content
of the actual film they are going to make. This could be a real
film or something they have invented.

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