Life Vision Pre-Intermediate Teacher Guide

Teacher’s Guide
Pre-Intermediate
A2/B1
Sue Merifield
Great Clarendon Street, Oxford, OX2 6DP, United Kingdom
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ISBN: 978 0 19 485839 7 Life Vision Pre-Intermediate
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Contents
Student Book contents 4

Introducing Life Vision 6
Unit teaching notes 8
Student Book audio and video scripts 168
Workbook answer key 188
Workbook audio scripts 201
4 Student Book contents
Student Book contents 5
Introducing Life Vision Print components
Life Vision is a new six-level course for teenagers working
towards the Matura exam, and has been developed to give FOR STUDENTS
them the tools they need for exam success. But more than
that, Life Vision is a new course for young people preparing for Student Book
adult life in the globalised, digital world of the 21st century.
Life Vision helps them develop the communication skills,
• 8 topic-based units
each including Global
learning strategies and life skills that they need to realise their
skills, Matura exam
full potential.
practice and Review
Life Vision offers you and your students: lessons
• A carefully levelled and consistent grammar syllabus • 4 Vision 360° lessons
aligned to the CEFR.
• 16 Vocabulary Booster
• A strong vocabulary focus with vocabulary aligned to the lessons
CEFR and the Oxford 3000 and Oxford 5000 word lists, as
well as vocabulary development lessons in the Workbook.
• Grammar section for
reference and extra
• Thorough preparation for the Matura exam through practice
Skills trainer lessons in the Student Book and Workbook.
• Clear skills development with strategies in the four skills
aligned to the CEFR.
• Accessible, interesting topics to engage teenage learners Workbook
and help them develop as global citizens.
• Further lesson-
• Three or four videos in every unit to provide fun, flexible by-lesson practice
content to use during class, or as homework to introduce including 8 pages
or consolidate learning. of Skills trainers and
• Global skills lessons in every unit that equip students with 8 Review lessons
invaluable strategies to become successful global citizens. • 8 How to learn
• Speaking lessons with carefully staged activities and a vocabulary lessons
phrasebook of useful expressions. • 8 Vocabulary Booster
• Think and share activities that encourage students to think lessons
analytically, justify their answers, and challenge other • Functions Bank,
opinions. Writing Bank
• Vision 360° lessons in every other unit that transport
students to real-world environments to develop digital
literacy skills and develop learner autonomy through
speaking tasks and collaboration.
• Development of digital literacy skills to access, evaluate FOR TEACHERS
and share online content.
• A mixed ability focus throughout with differentiated
exercises in the lessons and Vocabulary Boosters, dyslexia- Teacher’s Guide
friendly tests and extra support and ideas for you in the • Embedded Student
Assessment for Learning and Mixed-ability Teaching booklet. Book pages with
• Mediation activities designed to help students develop a overlaid answers
range of key language skills to clearly convey information • Teaching notes for the
to others. interactive Vision 360°
• An assessment for learning focus enabling students to lessons
take an active part in their learning. • Teaching notes for the
Life Vision also offers professional development through Student Book
methodology support; this consists of a range of resources • Workbook Answer
to maximise your teaching effectiveness. They can be found keys and audio scripts
here: www.oxfordenglishhub.com • Access code for Oxford
English Hub
6 Introducing Life Vision and course overview: print components

Digital components
on Oxford English Hub
The digital materials and resources for this course can all be found at oxfordenglishhub.com
FOR STUDENTS
Student e-book Student Online Practice

• A digital version of the Student Book with audio, video • Extra interactive practice of all four skills, grammar
and Vision 360° interactive images and vocabulary
Workbook e-book Student resources

• A digital version of the Workbook with audio • Course audio and video
FOR TEACHERS
Teacher’s Guide Course assessment

• PDF version • Entry test, diagnostic test, short tests, unit tests,
progress tests and end-of-year tests
Classroom Presentation Tool
Teacher resources
Student Book
• 60 photocopiable activities – 16 grammar,
• Student Book on screen with audio, 28 videos including 16 vocabulary and 8 communication worksheets
vlogs, grammar animations and documentaries, Vision • 4 documentary video worksheets and 8 culture lessons
360° interactive images and answer keys
• Downloadable wordlists and audio files
• Games and interactive activities
• 8 culture lessons Teacher Online Practice
• Navigate function to the Workbook • Extra interactive practice of all four skills, grammar and
vocabulary
Workbook
• Tools to assign and track students’ homework and
• Workbook on screen with audio and answer keys progress, and manage classes
• Navigate function to the Student Book
Professional Development
Assessment for Learning and Mixed- • Methodology support, bite-sized training and more to
ability Teaching booklet maximise your teaching
• Available to download from Oxford English Hub
• Assessment for Learning tips
Life Vision Course Overview booklet
• Course features such as Global skills, mediation and
• Extra activities for stronger and weaker students
digital literacy explained in detail
• Lesson summaries and shortcuts
• Assessment for Learning summary and how it works
in Life Vision
Course overview: digital components 7

Exercise 1
Students’ own answers
Exercise 2
1 Agnes thinks Harry’s
clothes are weird.
2 At first, he thinks they're
are very formal.
3 In the end, he thinks it’s a
great look. He says grey suits
her because she’s got blue
eyes.
Exercise 3
1 present simple
2 present continuous
Exercise 5
1 aren’t wearing
2 rarely borrows my
3 isn’t talking to him
4 goes shopping
5 Shops don’t close
6 ’m sitting by the door
7 doesn’t give us homework
Exercise 6
Appearance: weird, formal,
long, straight, comfortable,
blue eyes
Clothes and fashion: weird,
a dark grey cardigan, a scarf,
formal, baggy, white spots,
pale grey, stripes, a hankie,
comfortable
Exercise 7
Appearance:
a beard, a lovely smile,
attractive, brown eyes, curly
hair, slim, wavy hair
Clothes and fashion:
a top, jewellery, socks
Exercise 8
Exercise 10
Suggested answers
He's got short, dark hair. He's
got a beard. He's wearing a
colourful shirt.
Exercise 11
Further practice
Assessment for
Learning and
Mixed‑ability whether the tense is the present simple or formal clothes at work. Some of the clothes
Teaching Booklet Warm-up
Write on the board: What are you wearing present continuous. at fashion shows look weird and I don’t like
Workbook page 4 today? Why did you choose these clothes? Allow students time to read the grammar them. You look weird wearing your sister’s
Grammar Booster rules and complete them. clothes. When you go walking, you should
Working in pairs, students ask and
page 148 wear comfortable shoes. I feel comfortable
answer the questions. Exercise 6
Grammar wearing these old jeans and a T-shirt.
Elicit some answers from the class. You could give examples to illustrate
photocopiable how comfortable, formal and weird can Exercise 9
worksheet Exercise 3 Note that She’s got … can match two
Focus attention on the examples marked describe both appearance and clothes
Online practice and fashion, e.g. In these old photos, people sentence endings.
A–E in exercise 2. For each example, elicit
look so formal and serious. We need to wear
8 Introduction
Exercises 1–3
Exercise 4
Verbs: perform, acted
People: authors, musician,
celebrities
Products: street art,
paintings, novels, works,
fiction, play, street theatre,
drama, programmes,
documentaries, series
Places and events: art
galleries, live concert, play,
street theatre
Exercise 5
A: drawing, art galleries,
street art, paintings , art
festival
L: publish, characters,
novels, works, authors,
fiction, play
M: live concert, musician,
perform
T: play, street theatre, drama,
acted
TV: programmes, celebrities,
documentaries, series, play,
drama , acted
Exercise 6
1 concert
2 musicians
3 drawing
4 gallery
5 play
6 perform / are performing
7 Author
8 characters
Exercise 7
1 Have you ever seen a
Shakespeare play?
2 I’ve never been to the
theatre.
Exercises 8 & 9
Further practice
Assessment for
Learning and
Mixed‑ability
Warm-up Exercise 2  0.01 Exercise 4
Teaching booklet
Write culture on the board and drill the Transcript Check answers and pronunciation,
focusing on where the stress falls in the Workbook page 5
pronunciation: /ˈkʌltʃə/. Elicit what it Teacher's Guide, page 168.
means. Highlight that it has two uses: words with more than one syllable. Grammar Booster
Exercise 3 page 149
1 the customs and way of life in a Students check their score for the quiz. Exercise 8
particular country or group of people; Point out each question should begin Grammar
When they have a total, ask them to turn
2 theatre, art, music, etc. In this lesson, Have you ever …? Make sure each student photocopiable
to page 157 to find out if they are culture
the second definition is the focus. has a copy of the quiz questions for worksheet
vultures or not.
exercise 9. Online practice
Elicit some responses to the comments.
Introduction 9
Exercise 1
Exercise 2
Versova Beach is clean today
and turtles lay their eggs
there.
Exercise 4
Suggested answers
1 an island / a neighbour
2 the island / the beach
3 the area
4 a celebrity
5 rivers, lakes and parks /
water / turtles
6 at home
Exercise 6
Suggested answers
City: apartment buildings,
office blocks
Countryside: rivers, lakes
Both: railways, island,
bridges, parks, beaches,
rubbish
Exercise 7
Suggested answers
City: factory
Countryside: river, farm,
field, village, wood
Both: hill, path, trees, square
Exercise 8
Exercise 9
Suggested answers
No pollution (chemical, noise,
light) – clean air, quiet, dark,
so you can see the stars at
night
Better for your health, less
stress, easy access to outdoor
activities, e.g. walking,
cycling.
Nature – you can see wildlife
More space – you don’t have
to live close to other people
Exercise 10
Further practice
Assessment for
Learning and Warm-up Exercise 2  0.02 Exercise 9
Mixed‑ability Working in pairs, students talk about Check students know the meaning of
Transcript
Workbook page 6 what they can see in the photos on advantage. You could also point out that
See Teacher's Guide, page 168.
Grammar Booster the page. the word country is sometimes used to
page 150 Exercise 3 mean countryside.
Elicit answers from some students. Elicit that a / an and the are what we call
Grammar articles. Focus students’ attention on the
photocopiable examples labelled A–F in the news story.
worksheet
Online practice
10 Introduction
Exercise 1
Exercise 2
The first high streets only had
one or two shops. Now high
streets have many different
kinds of shops, although
some have closed because
people like buying online.
Exercise 3
Where to buy things:
town centres, baker’s,
butcher’s, department
stores, supermarkets, online
shopping, shopping centres
How to pay: cash, credit cards
Other nouns: shop
assistants, customers, items,
clothing, shop windows
Exercise 4
Where to buy things:
bookshop, chemist’s,
hairdresser’s, market
How to pay: coin, note
Other nouns: payment,
queue, receipt, sale
Exercise 5
Exercise 6
1 centre 2 store 3 items
4 window 5 butcher’s
6 bookshop 7 customers
8 supermarket
Exercise 7
1 singular nouns
2 plural nouns
Exercise 8
Today, there’s a bank. In the
past, there was a department
store.
Today, there’s a fast food
restaurant. In the past, there
was a hairdresser’s.
Today, there’s a chemist’s.
In the past, there was a
butcher’s.
Today, there’s a clothes shop.
In the past, there was a
bookshop.
Today, there’s a supermarket.
In the past, there was a bank.
Today, there’s an empty
shop. In the past, there was a
chemist’s.
Today, there’s a café. In the
past, there was a baker’s.
Further practice
Assessment for
Learning and
Mixed‑ability
Teaching booklet
With books closed, write on the board: Transcript Check answers as a class. Make sure
students know the pronunciation of tricky Workbook page 7
What’s your favourite shop? See Teacher's Guide, page 168.
words such as receipt /rɪˈsiːt/ and queue Grammar Booster
Working in pairs, students answer the Exercise 3 /kjuː/. page 151
question and talk about how often they Check answers as a class. Go through
go there and what they buy. Exercise 7 Grammar
pronunciation of any difficult words,
Elicit some answers from the class. Elicit examples from the class and write photocopiable
eliciting which syllable to put the
them on the board, e.g.: There was always worksheet
stress on.
a baker’s. There was usually a butcher’s. Online practice
There were department stores.
Introduction 11
Exercise 1
Exercise 2
1 He was in the countryside.
2 Students’ own answers
Exercise 3
Because the photo shows
him falling out of his canoe
into the river and he’s
embarrassed about it.
Exercise 4
1 Dan hasn’t got a video for
the vlog.
2 One of his favourite places
is the Wye Valley.
3 You can see birds called
peregrine falcons at
Symond’s Yat Rock.
4 Goodrich Castle is really
old.
5 You can’t borrow
equipment to go canoeing
on the river.
6 Dan goes red when it’s
sunny.
Warm-up Culture note Exercise 3   1.01

Tell students to look at the photo. The River Wye is the fifth longest river in Check the meaning and pronunciation of
the UK and the Wye Valley goes across hide /haɪd/.
Ask: Where was the photo taken?
the border between England and Wales.
Do you enjoy going to new places? It is a protected landscape, visited by over Transcript
Where did you go on your last trip? 1.5 million tourists every year. Symonds See Teacher’s Guide, page 168.
Yat Rock is famous as a place where you Exercise 4   1.01
can see birds of prey. Goodrich Castle
is a medieval fortress built in the 11th
century.
12 Unit 1
Exercise 6
Suggested answers
Photo A: explore, go
canoeing, look round, a cave,
ruins, wildlife, equipment,
suncream, peaceful,
spectacular
Photo B: go on a guided
tour, look round, an
attraction, an exhibition, an
audio guide, spectacular
Photo C: explore, go cycling,
look round, countryside,
ruins, wildlife, equipment,
suncream, peaceful
Exercise 7
Exercise 8
1 go cycling
2 equipment
3 countryside
4 spectacular
5 ruins
6 caves
7 wildlife
Exercise 9
Exercise 10
Further practice
Assessment for
Learning and
Mixed‑ability
Exercise 6 exercise 6. Elicit words and write them Exercise 9
Teaching booklet
Drill the words for accurate pronunciation, on the board. Deal with any spelling or Write the following sentence starters on
e.g. spectacular /spekˈtækjələ/. pronunciation difficulties. the board to help: I’d really like to visit … Workbook page 8
Exercise 7 Exercise 8 Exercise 10 Vocabulary Booster
Circulate and monitor, encouraging Point out that there are two adverts for Focus attention on the four things page 132
students to go beyond the challenge of days out to different places in the UK. If students need to think about. Remind Vocabulary
two extra words. necessary, pre-teach island, coast, gaming them to use all of the vocabulary from photocopiable
Divide your board into four quarters and in person. exercise 6. worksheet
and label them with the categories in Short test
Unit 1 13
Exercise 1
Luke didn’t go canoeing
because he visited his
cousins in Scotland.
Exercise 3
1 weren’t at home
2 couldn’t stand up
3 went to the park
4 saw a film
5 didn’t go out
6 looked round / at an / the
exhibition
7 studied for the / his exam
8 sat down under a / the tree
Exercises 4 & 5
One syllable: laughed,
looked, played, stopped,
walked, watched
Two syllables: needed,
started, waited, wanted
We pronounce –ed as an
extra syllable when the
infinitive without to ends in
the sound /d/ or /t/.
Exercise 7
2 She didn’t go shopping on
Market Street.
3 She didn’t look round the
art gallery.
4 She explored the Royal
Botanic Gardens.
5 She had lunch at Sydney
Harbour.
6 She didn’t go on a guided
tour of the Opera House.
7 She took a boat around the
Harbour.
8 She didn’t visit the zoo.
Exercises 8 & 9
Further practice
Assessment for
Learning and
Mixed‑ability
Warm-up Exercise 2  Exercise 6  1.06
Teaching booklet
Put students in pairs to remember as If some students are worried that they Transcript
Workbook page 9 much as they can about Dan’s day out haven’t learned irregular past verb forms, See Teacher’s Guide, page 169.
Grammar Booster from Lesson 1.1. reassure them that there is a list on
page 152 page 159 and tell them that they already Exercise 7
Elicit ideas from the class. Prompt them All the verbs have already been used in
Grammar to remember peregrine falcons and know some of the main forms.
the lesson, except for explore and take.
photocopiable canoeing. Exercise 5  1.05 Refer students to the irregular verbs list
worksheet Transcript on page 159 for take.
Online practice See Teacher’s Guide, page 169.
14 Unit 1
Exercise 1
Photo 1: You can see a lot of
famous artworks.
Photo 2: You can see an
ancient building.
Photo 3: You can enjoy the
beach.
Photo 4: You can visit a
historic building.
Exercise 4
1 summer or winter
2 to fly / travel there
3 rich young men
4 places of interest / tourist
sites
Exercise 6
Warm-up Exercise 2  1.07

Focus attention on the four photos. Transcript Further practice
Ask the class for adjectives to use See Teacher’s Guide, page 169.
about each photo. Write the interesting Assessment for
adjectives on the board. Drill the words Learning and
for accurate pronunciation. Mixed‑ability
Teaching booklet
Workbook page 10
Online practice
Unit 1 15
Exercise 1
1 The group is planning to
go to Edinburgh.
2 They’re planning to go by
train.
3 They’re planning to look
round Edinburgh Castle, have
lunch, go on a sightseeing
cruise and go shopping.
4 They’re planning to spend
seven and a half hours there.
Exercise 2
1 make a reservation
2 departs
3 in advance
4 cruise
5 platform
6 arrival
Exercise 4
1 They went to the castle.
2 A rugby match B tickets
(left) for the boat trip / tours
of the rugby stadium C far
D have a table E expensive
3 Make an itinerary and plan
Exercises 6–9
Warm-up Exercise 1 Transcript

With books closed, write on the board: Students may not know the word cruise; See Teacher’s Guide, page 169.
Is it necessary to plan a day out? Why? / tell them that they will learn it in exercise 2.
Exercise 4  1.08
Further practice Why not? Exercise 3  1.08 Exercise 6
Assessment for Working in pairs or small groups, Ask students if they think it was a
Learning and students discuss the questions. successful trip to Cardiff or not: How did Note!
Mixed‑ability Ruby feel after the trip? (The trip wasn’t Point out that students need to use an
Elicit ideas from the class. imperative form to add pieces of advice,
Teaching booklet very successful – they didn’t do much.
Ruby felt disappointed.) using the advice in exercise 5.
Workbook page 11
16 Unit 1
Exercise 1
Exercise 2
The quickest way to travel
is by train. The slowest is by
coach.
Exercise 3
A reach, convenient,
departures, board, delayed,
ferry, catch, passengers, port,
long queues, cross, luggage,
boot
B reach, departures, check in,
security, gate, board, delayed,
catch, passengers, long
queues, luggage
C tunnel, reach, convenient,
departures, board, delayed,
catch, passengers, long
queues, miss a train, luggage
Exercise 4
Exercise 5
1 tunnel, reaches
2 gate, board
3 luggage, boot
4 cross, ferry
5 departures, check in
6 miss the train, delayed
7 port, convenient
8 long queues, security
Exercises 6–8
Further practice
Assessment for
Learning and
Mixed‑ability
Warm-up Exercise 3 Exercise 7
Teaching booklet
With books closed, have students create Drill some of the words for accurate If possible, provide internet access so
pronunciation, such as queue /kjuː/ and students can find real information about Workbook page 12
a mind map together on the board on
the topic of ‘transport’. Invite students to longer words such as convenient transport options and plan their journey. Vocabulary Booster
come up to the board and add transport /kənˈviːniənt/. Have students count Do some quick feedback with the class. page 133
words. Correct any spelling errors and syllables and mark the word stress on Give students reasons to listen to one Vocabulary
check understanding and pronunciation long words. another, e.g. Which place is the most photocopiable
of the vocabulary. Exercise 5 difficult to reach? Which place is the most worksheet
Remind students to use the correct expensive to reach? Which place, apart from Short test
singular or plural forms of nouns and the your own, would you like to visit?
correct verb forms.
Unit 1 17
Exercise 1
1 They departed on 2
October 1872.
2 They crossed the oceans by
boat.
3 Their arrival date was 21
December 1872.
Exercise 4
1 Who: to ask about a person
3 Whose: to ask who
something belongs to
4 Why: to ask about the
reason for something
5 When: to ask about a time
6 Where: to ask about a place
7 Which: to ask about one or
more things out of a number
of them
8 How: to ask about a way or
manner of doing something
10 What: to ask about a thing
Exercise 5
1 She was an American
journalist.
2 No, she wasn’t a millionaire.
3 It was Nellie’s idea to travel
around the world.
4 She wanted to complete the
trip faster than Phileas Fogg,
i.e. in less than 80 days.
5 She departed on 14
November 1889.
6 She started from New
Jersey, USA.
7 She visited England / the UK
first.
8 She went by boat.
9 Yes, she travelled alone.
10 She found out that she was
in a race and the other reporter
was three days in front of her.
Exercise 6
1 Elizabeth Bisland missed her
boat home.
2 Nellie Bly won the race.
3 The editor of her newspaper
helped her – he paid for a
Exercise 3
private train to bring her home.
1 Who was Nellie Bly?
Exercises 9 & 10 2 Was she a millionaire?
Students’ own answers 3 Whose idea was it to travel around the world?
4 Why did she want to make the trip?
5 When did she depart?
6 Where did she start from?
7 Which country did she visit first?
8 How did she travel there?
9 Did she travel alone?
10 What did she find out when she got to Hong Kong?
Further practice
Assessment for
Learning and
Mixed‑ability
Warm-up was she alive? (She lived around the time Exercise 5
Teaching booklet
With books closed, write on the board when Jules Verne published his novel.) If necessary, pre-teach
Workbook page 13 journalist /ˈdʒɜːnəlɪst/, reporter and
Around the World in Eighty Days and Exercise 4
Grammar Booster ask students to say what they think the editor.
Check answers as a class, eliciting the
page 153 lesson might be about. meaning of the words. Point out that this Exercise 6  1.12
Grammar helps them know what information to Transcript
Exercise 3
photocopiable look for to answer the questions. Elicit See Teacher’s Guide, page 170.
Ask questions to create interest about
worksheet
Nellie Bly /ˈneli blaɪ/: How old was she in this that for questions with no question word,
Online practice photo? What kind of person was she? When i.e. 2 and 9, the answer will be yes or no.
18 Unit 1
Exercise 1
1 It starts in London and
finishes in Ulan-Ude.
2 It’s different because
there’s no route, not many
roads and you get no help.
3 Suggested answer
Because drivers are
completely on their own and
they have to solve their own
problems.
Exercise 2
1 They’re in a (radio) studio.
2 They’re an interviewer and
two drivers from the Mongol
Rally.
3 The interview is some time
after the drivers completed
the rally.
4 They want to find
out about the drivers’
experiences.
Exercise 3
1 final exams
2 Google Maps
3 Romania, Iran
4 travel documents
5 Mongolia
6 a mountain
7 had dinner
8 10,000
Exercises 4–6
Warm-up Exercise 1
With books closed, ask students: What Students read the advert and look at the
map. Elicit the meaning of the word rally. Further practice
was your longest ever car journey? Allow
them a moment to think. Exercise 2  1.13 Assessment for
Working in pairs, students ask and Learning and
Transcript Mixed‑ability
answer questions about the longest car See Teacher’s Guide, page 170.
journey they have ever been on. Teaching booklet
Elicit some of the things they talked Exercise 3  1.13 Workbook page 14
about in whole-class feedback. Online practice
Unit 1 19
Exercise 1
1 They went to the cinema. /
He went rock climbing.
Exercise 2
1 Photo A shows her
weekend.
2 Yes, she had fun because
the film was exciting.
3 He asks questions and
sounds interested.
4 She says, ‘What about your
weekend, Ryan?’
5 He played football.
6 Yes, he enjoyed it because
he scored a goal.
Exercise 4
1 worry, sympathy – he fell
while climbing and hurt his
ankle
2 interest – she had a good
weekend
Exercise 5
The speaker’s voice goes
up when they’re expressing
interest and surprise.
Their voice goes down when
they’re expressing sympathy.
Exercises 6 & 8–10

Further practice
Assessment for
Learning and Transcript In pairs, students practise saying the phrases
Warm-up
Mixed‑ability See Teacher’s Guide, page 170. with appropriate intonation. Monitor, model
Working in pairs, students look at the
Teaching booklet and correct where necessary.
photos and describe what they can see. Exercise 4  1.15
Workbook page 15 Monitor and assist with any vocabulary. Transcript
Transcript
Communicative Write useful phrases on the board. See Teacher’s Guide, page 170. See Teacher’s Guide, page 170.
activity
photocopiable Exercise 2  1.14 Exercise 5  1.16 Exercise 7
worksheet Check students’ understanding of key Check the pronunciation and meaning of In pairs, students take one role each and
phrases keep the conversation going and sympathetic /ˌsɪmpəˈθetɪk/ (being sorry act out the dialogue. Remind them about
Online practice intonation.
change the focus of the conversation. for somebody).
20 Unit 1
Exercise 1
Exercise 2
1 He gives his name, his
school year, his hobby and
his location.
2 He is describing the
London Eye. It’s a big wheel.
3 He says it was large and
comfortable.
4 He recommends it because
the views were spectacular.
5 He invites people to
comment on his blog.
6 He uses an informal style
because his readers are
young people like him.
Exercise 4
Positive: enormous, large,
comfortable, spectacular
Negative: long, expensive
Exercise 5
Positive: ancient, beautiful,
exciting, famous
Negative: boring, crowded
Exercises 6–8
Warm-up States. It is made of copper and it was London. It is one of the most popular
Write tourist attraction on the board. a gift from France to the United States. tourist attractions in the UK.
It was designed by Frédéric Auguste Further practice
Remind students that they learned Exercise 7
attraction in Lesson 1.1 and elicit the Bartholdi and built by Gustave Eiffel. Assessment for
Refer students to exercise 2 for the
meaning. Ask them for ideas about tourist Uluru is a large rock formation in central paragraph plan. Learning and
attractions worldwide that they would like Australia. It is sacred to the Indigenous Mixed‑ability
Circulate and monitor, encouraging Teaching booklet
to visit and why. Pitjantjatjara people.
students to use more than two adjectives
The London Eye is Europe’s tallest where possible. Workbook page 16
Culture note
observation wheel. It is located on Online practice
The Statue of Liberty stands on Liberty
the South Bank of the River Thames in
Island in New York Harbor in the United
Unit 1 21
Exercise 1
1 called my parents
2 did you get
3 weren’t home
4 didn’t go canoeing
5 When was
6 Did you have
7 could look round
8 Who took you
Exercise 6
Assessment for Learning

Further practice Note!
Once students have completed the
Assessment for
Review page in the Student Book, they
Learning and
should complete the Review section
Mixed‑ability
in the Workbook and the Reflect
Teaching booklet
questions.
Workbook page 17
Progress test
22 Unit 1
Study skills
Take time to check that students are
making good vocabulary notes in their
notebooks. They can create a great
reference resource by including the
word, definition and useful notes to
help them remember pronunciation,
including the word stress.
Unit 1 23
Exercise 1
To access this audio-only version of the lesson, go to the
Exercise 2 CPT (teachers), print Student Book, and the non-interactive
Suggested answers odzwierciedlenie cyfrowe Student ebook (teachers and students).
We can see a lake, some
islands that look like they
consist mainly of reeds, and
houses and boats that are
also made of reeds. They
could be the people who live
on the islands.
Exercise 3
Exercise 4
1 The Uros moved to Lake
Titicaca (about) 3,700 years
ago.
2 In the past, the houses
were on boats, but now they
live on the floating islands in
houses made of grass.
3 Living on the lake is safe
and peaceful, and it is also
good because there is always
food and water.
4 Over 1,000 people live on
the islands.
5 They will meet some of
the families and look around
their homes.
Exercise 5
1 Positive
2 There is no heating (the
accommodation is simple).
3 To bring warm clothes
and to make a reservation in
advance.
4 Suggested answer
Yes, because there are 192
reviews and overall the guest
house has five stars.
Warm-up Culture note the Inca god Inti. There are also numerous
Check the pronunciation and meaning Lake Titicaca is the largest lake in South Uros floating islands.
of island /ˈaɪlənd/ (a piece of land America. It is located on the border of
Exercise 4  1.17
completely surrounded by water). Bolivia and Peru. It is 3,812 metres above
sea level and the highest navigable lake Transcript
Ask: When did you last go to an island? See Teacher’s Guide, page 170.
in the world. There are 42 islands on the
Which countries have a lot of islands?
lake. One of the most important is the Isla
What are some positive and negative
del Sol, which is regarded as the home of
points about living on an island?
24 Vision 360: Non-interactive version

Exercise 6
Suggested answers
She is a responsible
tourist because …
she is learning about culture
and history.
she bought something from
a local shop.
she asked before taking
photos of people.
She isn’t a responsible

tourist because …
she didn’t find out about
the place, people or culture
before going.
she didn’t learn basic phrases
in the local language.
Exercise 7 & 8
CREATE … a travel vlog STEP 3 clearly, naturally and audibly. Encourage

To complete the Create task, students Circulate and monitor as students write them to add music or visuals, to make
will need access to the internet to do the and then practise their vlog script, their vlog more engaging.
Research it! task, and a video recording helping out with organisation, language STEP 5
device to produce their vlog. and pronunciation where necessary. Students join another pair and take turns Further practice
STEP 1 Research it! STEP 4 to show each other their vlog and provide Assessment for
Working in pairs, students decide on the Students film their vlog. If possible, allow feedback on what they liked. Learning and
places they want to recommend and then them to go and find a quiet area to do Mixed‑ability
research each place online. their filming. Remind students to speak Teaching booklet
Vision 360: Non-interactive version 25

Exercise 1
To access this version of the lesson with interactive hotspots, go
Exercise 2 to the CPT (teachers) and the interactive version of Student ebook
Suggested answers (students and teachers). All resources are on Oxford English Hub.
Some islands that look like
they consist mainly of reeds,
and houses and boats that
are also made of reeds. They
could be the people who live
on the islands.
Exercise 3
Exercise 4
1 The Uros moved to Lake
Titicaca (about) 3,700 years
ago.
2 In the past, the houses
were on boats, but now they
live on the floating islands in
houses made of grass.
3 Living on the lake is safe
and peaceful, and it is also
good because there is always
food and water.
4 Over 1,000 people live on
the islands.
5 They will meet some of
the families and look around
their homes.
Exercise 5
1 Positive
2 There is no heating (the
accommodation is simple).
3 To bring warm clothes
and to make a reservation in
advance.
4 Suggested answer
Yes, because there are 192
reviews and overall the guest
house has five stars.
Warm-up Exercise 2 Exercise 3 All hotspots

Check the pronunciation and meaning EXPLORE Explore each of the hotspots in turn as a
of island /ˈaɪlənd/ (a piece of land Go through the task together and then class. Students can also access the image
completely surrounded by water). enter into the 360° image. Move around and the hotspots on their own devices. As
to explore the floating island, but do not each hotspot is explored, students write
Ask: When did you last go to an island?
click on the hotspot symbols. down the activities for tourists.
Which countries have a lot of islands?
What are some positive and negative Stop and ask students to discuss the Once all the hotspots have been explored,
points about living on an island? questions in pairs. Elicit answers from check answers as a class.
the class.
26 Vision 360: Interactive version

Exercise 6
Suggested answers
She is a responsible
tourist because …
she is learning about culture
and history.
she bought something from
a local shop.
she asked before taking
photos of people.
She isn’t a responsible

tourist because …
she didn’t find out about
the place, people or culture
before going.
she didn’t learn basic phrases
in the local language.
Exercises 7–9
CREATE … a travel vlog STEP 3 clearly, naturally and audibly. Encourage

To complete the Create task, students Circulate and monitor as students write them to add music or visuals, to make
will need access to the internet to do the and then practise their vlog script, their vlog more engaging.
Research it! task, and a video recording helping out with organisation, language
STEP 5
device to produce their vlog. and pronunciation where necessary. Further practice
Students join another pair and take turns
STEP 1 Research it! STEP 4 to show each other their vlog and provide Assessment for
Working in pairs, students decide on the Students film their vlog. If possible, allow feedback on what they liked. Learning and
places they want to recommend and then them to go and find a quiet area to do Mixed‑ability
research each place online. their filming. Remind students to speak Teaching booklet
Vision 360: Interactive version 27

Exercise 1
Exercise 2
First, she was at school all day
and then she had to do a lot
of housework when she got
home.
Exercise 3
1 She found a long list of
housework.
2 She watered the plants.
3 She tried to empty the
washing machine and fold
the clothes.
4 She ironed only the most
important things / today’s
clothes.
5 Lily cooked dinner.
6 She baked and decorated a
cake.
7 Nothing. / He didn’t do
anything.
8 Tonight, she is going to
watch her favourite TV show.

Tell students to look at the photo. Check the meaning and pronunciation of Check answers as a class. Go through
Ask: Do you live in a house or a flat? Who typical /ˈtɪpɪkl/ (usual). the other activities in the list, checking
do you live with? Do you do any jobs Focus attention on the video stills and students know the meanings.
around the house? Which jobs do you elicit responses to the questions from Ask questions, e.g. put away clothes:
enjoy / hate doing? some students. Where do you put them?; make the bed:
Do you do it in the morning or the evening?
Students discuss the questions in pairs. Exercise 2   2.01 Drill the phrases for accurate
Invite a few students to share their ideas Transcript pronunciation, especially tricky phrases,
with the class. See Teacher’s Guide, page 171. e.g. iron /ˈaɪən/.
28 Unit 2
Exercise 6
clean the cooker, lay the
table, decorate a cake, empty
the washing machine, put
away clothes, wash the
dishes, water the plants
Exercise 5
1 load the washing machine
2 dry the dishes
3 clear the table
4 sweep the floor
5 dust the shelves
6 take out the rubbish
7 fold the clothes
8 clean the cooker
Exercises 7–12
Further practice
Assessment for
Learning and
Mixed‑ability
Exercise 7
Teaching booklet
Elicit answers from the class. Find out
which are the most and least common Workbook page 18
housework jobs that they do. Find out Vocabulary Booster
reasons why some do more than others page 134
(bigger families, less strict parents, paid / Vocabulary
unpaid jobs, etc.) photocopiable
worksheet
Short test
Unit 2 29
Exercise 1
Dan did more housework.
Exercise 3
1 Dan and Lily’s parents were
working late.
2 At 5.30, Lily was emptying
the washing machine.
3 Were Dan and Lily doing
their homework at 6.00?
4 At 7.30, Dan wasn’t helping
Lily with the dinner.
5 At 7.45, they were eating
pizza.
6 Was Dan playing video
games all evening?
7 At 8.45, Lily wasn’t tidying
her room.
8 At 9.00, Dan and Lily
weren’t talking to each other.
Exercise 4
1 were celebrating
2 were, doing
3 were getting
4 was laying
5 were decorating
6 was opening
7 wasn’t thinking
8 was having
Exercises 5–6
Exercise 7
Speaker 1 was watching TV
with her family.
Speaker 2 was working.
Speaker 3 was dancing
around Times Square.
Speaker 4 was sleeping.
Exercises 8–9
Further practice
Assessment for
Learning and Exercise 6 Exercise 7  2.05
Warm-up
Mixed‑ability Check the meaning and pronunciation
Working in pairs, students find out who Transcript
Workbook page 19 of millennium /mɪˈleniəm/ (the time
did more housework the previous day. See Teacher’s Guide, page 171.
Grammar Booster when one period of 1,000 years ends and
Elicit answers from the class.
page 154 another begins), so in this case
Grammar 1 January 2000.
photocopiable
worksheet
Online practice
30 Unit 2
Exercise 1, 5 & 6
Warm-up Exercise 3  2.06 Exercise 4  2.06

Write neighbours and neighbourhood Go through the strategy together. Check
the meaning and pronunciation of Further practice
on the board and check students know
the meanings and pronunciations. purpose /ˈpɜːpəs/ (aim). Assessment for
Elicit things they like about their Make sure students understand the key Learning and
neighbourhood and things they think ‘purpose’ words in A–D, i.e. give advice, Mixed‑ability
could be improved. describe, give examples, tell a story. Teaching booklet
Transcript Workbook page 20
See Teacher’s Guide, page 171. Online practice
Unit 2 31
Exercise 1
Exercise 2
1 Quinn was seriously ill and
couldn’t leave his house or
have any visitors.
2 His friends and neighbours
entertained him.
Exercises 3–4
Exercise 6
1 worried
2 frightened
3 annoyed
4 miserable
5 fed up
6 disappointed
7 embarrassed
8 confused
Exercises 7–9

Ask students: What were you doing at Check answers as a class. Elicit the Ask questions to prompt reflections on
7.30 this morning? and tell them to write meaning of entertain and entertainment. the news story: How was Quinn feeling?
Further practice the answer. Then ask them to make the How were his parents feeling? What do you
Assessment for sentence negative. think about his neighbours’ actions?
Learning and Elicit some answers from the class.
Mixed‑ability
Teaching booklet
Workbook page 21
32 Unit 2
Exercise 1
1 People live in yurts in
countries like Mongolia.
2 It’s round so that it’s easy
to heat. The door faces away
from the wind.
Exercise 2
Ellie wouldn’t like to live in a
yurt forever because there is
no electricity, running water
or toilet.
Exercise 3
1 running water
2 frame
3 traditional
4 electricity
5 rugs
6 fresh air
7 entrance
8 wood stove
9 basic
10 heating
11 luxury
12 animal skins
13 chimney
14 wardrobe
15 outhouse
16 tent
Exercise 4
Exercise 5
1 traditional
2 fresh
3 entrance
4 skins
5 electricity
6 heating
7 chimney
8 basic
Exercise 6
Further practice
Assessment for
Learning and
Mixed‑ability
Warm-up Exercise 1
Teaching booklet
Write on the board: What does your Focus on the photo and elicit the word
yurt /jɜːt/ for the homes. Workbook page 22
house look like on the outside? What
rooms are inside? Is it a traditional home? Exercise 5 Vocabulary Booster
Why? / Why not? Focus attention on the photo and elicit page 135
Working in pairs, students discuss the what this home is made from (ice) and Vocabulary
questions. Elicit some answers from the where students think it may be. photocopiable
class. worksheet
Short test
Unit 2 33
Exercise 1
Exercise 2
Mrs Ryu’s robot vacuum
cleaner began eating her hair
because she was sleeping on
the floor of her flat.
Exercise 3
1 past simple
2 past continuous
3 past continuous, past
simple
Exercise 4
1 Gemma was drying the
dishes
2 were cleaning the kitchen
3 found some money
4 were putting up their tent
5 were watching a film
6 was ironing my clothes
7 we were moving a
wardrobe
8 were waiting for me
Exercises 5 & 6
Was is pronounced /wəz/. Exercise 7
Were is pronounced /wə/. 1 laid, brought
2 met, was coming out, was going in
Exercise 8 3 wasn’t working, got
Students’ own answers 4 folded, ironed, put
5 were lying, were using
Exercise 9 6 saw, was taking out
Speaker 1 was moving the 7 weren’t listening, was explaining, didn’t know
sofa when he broke his toe.
Speaker 2 was reading a text
message when she fell down
the stairs.
Speaker 3 was making some
sandwiches when he cut his
finger.
Speaker 4 was emptying the
washing machine when she
hit her head (on a cupboard).
Speaker 5 was putting a pizza
in the oven when he
burned his hand.
Exercise 10
Further practice
Assessment for
Learning and
Mixed‑ability
Teaching booklet Warm-up Exercise 5  2.10 Exercise 9  2.11
Divide the class in four teams. Allow If necessary, play the audio again for Transcript
Workbook page 23 students to notice how was and were are
teams a minute (or 30 seconds) to make See Teacher’s Guide, page 172.
Grammar Booster a list of all the housework activities from pronounced.
page 155 Lesson 2.1 they can remember. Was is pronounced /wəz/. Were is
Grammar Have teams swap their lists. pronounced /wə/.
photocopiable Read out the list in Lesson 2.1, exercise 5. Exercise 6  2.10
worksheet Teams get one point for each activity. The Transcript
Online practice team with the highest score wins. See Teacher's Guide, page 171.
34 Unit 2
Exercises 1 & 2
Suggested answers
Neighbourhood apps help
people get news about
what's happening in the
neighbourhood and know
their neighbours better.
Exercise 3
Suggested answers
1 a letter: a) an opening
paragraph, b) some news
or information, c) a closing
paragraph
a review: a) a description, b)
good and bad points,
c) a recommendation
a story: a) setting the scene,
b) the main events,
c) what happened in the end
an article: a) an
Exercise 4 b) different
introduction,
It’s an article.
examples, c) a conclusion
2 a letter: formal, informal
a review: formal, informal
a story: informal
an article: formal
Exercise 4
It's an article.
Exercise 7
1 brings together 2 find
out 3 give away 4 get
on 5 set up 6 going on
Exercise 8
1 going on 2 get on
3 bring together 4 give
away 5 set up 6 find
out
Exercises 9 & 10
Warm-up Exercise 1
Ask: Which three apps on your phone do Focus attention on the heading and photo
and elicit the meaning of app (a piece Further practice
you use most? What are they for?
of software that you can download to a Assessment for
Put students in small groups to discuss
device such as a smartphone or tablet). Learning and
the questions.
Exercise 2  2.12 Mixed‑ability
Elicit answers from the class. Teaching booklet
Transcript
See Teacher's Guide, page 172. Workbook page 24
Online practice
Unit 2 35
Exercise 1
Exercise 3
Kate uses Can you … ? and
Could you please … ? with Sam
because she knows him well
and the phrases are informal.
She uses Do you think you
could … ?, Do you mind … ?,
Would you mind … ? and
Would you like to … ? with Mrs
White because she’s a teacher
and the phrases are more
formal.
Exercise 4
1 
2 Would you mind turning on
the heating, please? / Do you
think you could turn on the
heating (, please)? / Do you
mind turning on the heating
(, please)?
3 Can you get some water
from the outhouse, please?
/ Could you please get some
water from the outhouse?
4 
5 Do you think you could
hold the tent frame, please? /
Would you mind holding the Exercise 2
tent frame (, please)? Do you 1 buy the food, make some salads, serve the drinks
mind hold the tent frame 2 buy the food, make some salads, do the cooking
(, please)? 3 put up the tent, lay the tables, do the cooking
6 Would you mind making
less noise, please? / Do you
think you could make less
noise (, please)? / Do you mind
making less noise (, please)?
Exercises 5 & 6
Suggested answers
A Do you think you could
clean the barbecue, please?
B No, sorry. I can't. I'm
clearing the table (at the
moment).
A Do you mind washing the
dishes, please?
B Sure, no problem.
A Would you mind taking
out the rubbish?
B Yes, of course.
A Could you put the tent
away, please?
B No, sorry. I can't. I have to
go home now.
Exercise 7
Further practice
Assessment for
Learning and Exercise 3  2.13 Exercise 4
Warm-up
Mixed‑ability Check students know the meaning of Check answers as a class. Highlight that
Focus attention on the photo and ask
Teaching booklet register, formal, informal and respect. If after mind we use the -ing form, e.g. Do
students to describe what they can see.
Workbook page 25 Then ask students how the photo makes students share in their own language, you you mind opening the door?
Communicative them feel. could elicit an obvious example of using Students read the Watch Out! note. Ask:
activity the correct register to illustrate the point. Do you put ‘please’ at the beginning or at
Exercise 2  2.13 Elicit answers from the class. Talk about the end of the request? (It’s a trick question
photocopiable
worksheet Transcript the relative formality and politeness of – either would be correct!)
See Teacher’s Guide, page 172. the different phrases.
Online practice
36 Unit 2
Exercise 1
Exercise 2
1 He describes an unusual
animal appearing in the area.
2 He was clearing up after a
barbecue.
3 A quoll came into their
garden, ate some food, and
stayed long enough for the
writer to take a photo of it.
4 He was disappointed that
the quoll didn’t come back,
but happy about his photo.
5 He asks him to give his
opinion about the photo.
6 He uses an informal style,
because he’s writing to a
friend.
Exercise 3
Suggested answers
1 I showed my dad the quoll,
and he threw a piece of meat
into the garden. / it ran over
and ate the meat
2 When I looked out of the
kitchen window, a strange
animal was crossing the
garden.
3 On Saturday evening,
we were clearing up after
a barbecue. My mum and
my brother were doing the
dishes, while my dad and I
were putting the food away.
4 When I looked out of the
kitchen window, a strange
animal was crossing the
garden.
Exercise 4
At first, then, After that, In
the end
Exercises 7–9
Further practice
Assessment for
Exercise 4 Exercise 8 Learning and
Warm-up
Check students know the meaning of Refer students to exercise 2 for their Mixed‑ability
Focus attention on the photos. Ask
sequencing. email plan. Teaching booklet
students to describe what they can see.
Tell students to match each sequencing Workbook page 26
phrase from the text with a near synonym Communicative
in the Language Focus box. (at first – first activity
of all, then – next, after that – later, in the photocopiable
end – finally) worksheet
Online practice
Unit 2 37
Exercise 1
1 were waiting
2 weren’t eating
3 were looking
4 was running
5 wasn’t carrying
6 was saying
Exercise 2
1 I dropped my phone
2 was doing her homework
3 when I found my earring
4 Was Nico playing
basketball
5 while she was ironing her
shirt
6 I wasn’t tidying / cleaning
my room
7 Were you washing the
dishes
8 when it started to rain
Exercise 3
1 was cycling to school
2 couldn't find
3 Did you talk to
4 wasn't listening when the
teacher
5 Were you travelling
6 our team scored
7 we arrived at the cottage
8 was putting away our / my
/ the clothes
Exercise 6

Assessment for
Learning and
Mixed‑ability
Teaching booklet
questions.
Workbook page 27
Progress test
38 Unit 2
Study skills
For phrases like decorate a cake,
students can challenge themselves
and think of other collocations for the
verb, e.g. decorate my room, decorate
a card. Remind them this is a good way
to consolidate words they already know
and also expand their vocabulary.
Unit 2 39
Exercise 1
1 a person
2 nouns / objects / people
3 a period of time
4 a time
Exercise 2
1 her parents
2 birds
3 three days
4 the end
Exercise 3
Exercise 5
1 They are hiking up a hill in
the countryside because they
are carrying big backpacks.
Exercise 6
1 B 2 A 3 D 4 B
5 C 6 B

Ask students to brainstorm different Transcript
kinds of art, e.g. photography, sculpture, See Teacher’s Guide, page 172.
painting, drawing.
Exercise 4
Working in small groups, students talk Check students know the meaning of
about which type of art they prefer speculation and certainty.
and why.
Invite a few students to share their
opinions with the class.
40 Skills trainer 1
Exercise 8
A We, it
B After that, the area
C In the morning, we
D evenings
E We, there
F The next day, we
Exercise 11
Suggested answer
Hi [Name].
How are you? My name’s
[Name]. I’m fifteen years old
and I’m from Warsaw, but
right now I’m on a school trip
to Britain.
We are staying in a big
house in the middle of
the countryside in north
Wales. It’s very beautiful
here and we are close to the
mountains. We are lucky
because the weather is hot
and sunny.
Yesterday, we walked to the
top of Snowdon. It took five
hours to get to the top, but
While we were standing
at the top, we took some
amazing photos.
Please write soon and send
me some pictures of your last
school trip.
Best wishes,
[Name]
Further practice
Assessment for
Learning and
Mixed‑ability
Teaching booklet
Workbook
pages 28–29
Skills trainer 1 41
Exercise 1
Suggested answers
1 Dan enjoys his breakfast
because he knows it’s
healthy.
Exercise 2
Dan and Lily wanted to try
to eat as many portions of
fruit and vegetables a day
as possible.
Yes, it did.
Exercise 3
1 diet
2 chicken
3 amazing
4 carrots
5 apple
6 vegetable soup
7 great
Exercise 7
1 variety
2 recipe
3 portion
4 pineapple
5 delicious
6 is on a diet
7 unhealthy
8 heavy meal
Warm-up Students discuss the questions in pairs. Exercise 3   3.01

Tell students to look at the photo. Invite a few students to share their ideas Exercise 4
Ask: Do you eat healthy food? How often with the class. Ask students to read sentences 1–5 and
do you eat junk food? How many portions meanings A–E. Point out that all the
of fruit and vegetables do you have Exercise 2   3.01 highlighted phrases were in the video.
every day? Clarify the meaning of ingredients if
Do you exercise regularly? Which sports Transcript necessary.
do you enjoy doing? See Teacher’s Guide, pages 172–173.
42 Unit 3
Exercise 5
Exercise 7
1 variety 2 recipe
3 portion 4 pineapple
5 delicious 6 is on a diet
7 unhealthy 8 heavy meal
Exercise 8
Suggested answers
medium-sized: of average
size
spinach: a plant with large,
dark green leaves that can be
cooked and eaten as a
vegetable
broccoli: a vegetable with a
thick green stem and several
dark green or purple flower
heads
smoothie: a drink made
of fruit or fruit juice or
vegetables,
sometimes mixed with milk
or ice cream
have a lot of energy: to be
very active or be able to do a
lot of work without getting
tired
a healthy lifestyle: the way
you live that helps a person
have good health
a veggie burger: a burger
which is made of vegetables,
not meat
Exercise 9
1 lifestyle
2 smoothie
3 variety
4 portion
5 spinach
6 recipe
7 medium-sized
8 pineapple
9 delicious
10 energy
Exercises 10–12
Further practice
Assessment for
Learning and
Mixed‑ability
Exercise 5  3.02 Exercise 6 Exercise 7
Teaching booklet
Transcript Drill the words for accurate pronunciation, Help students extend their learning by
e.g. diet /ˈdaɪət/, variety /vəˈraɪəti/, asking them for further examples of Workbook page 30
portion /ˈpɔːʃn/, spinach /ˈspɪnɪtʃ/, unhealthy food, heavy meals, food they Vocabulary Booster
lifestyle /ˈlaɪfstaɪl/, recipe /ˈresəpi/ and think is delicious and people they know page 136
ask students to count syllables and mark who have been on a diet. Vocabulary
the word stress. photocopiable
worksheet
Short test
Unit 3 43
Exercise 1
Exercise 5
Exercise 6
Further practice
Assessment for
Learning and Warm-up Answer Key Exercise 2 
Mixed‑ability Divide the board in two columns Countable: burger, potato, egg
Workbook page 31 Check answers as a class. Elicit that we
labelled countable and uncountable. Uncountable: sugar, bread, cheese use too when we think the quantity is a
Grammar Booster Write the following food words on the problem, e.g. too many apples.
page 156 board and ask students to put them in
Exercise 4  3.05
Grammar the correct column:
photocopiable sugar, bread, burger, potato, cheese, egg. Transcript
worksheet See Teacher's Guide, page 173.
Check answers as a class.
Online practice
44 Unit 3
Exercise 1
Exercise 2
She doesn’t want to eat
avocado toast because
growing avocados is bad for
the environment.
Exercise 3
Suggested answers
Facts:
1 Fruits don't produce as
many greenhouse gases as
meat.
2 Avocados come from
Mexico or Chile.
Opinion:
1 It's never OK to cut down
trees.
Exercises 5 & 6
Warm-up Exercise 2  3.06 Allow students plenty of time to think

Ask students if they know of any foods Transcript about whether the sentences are fact or
opinion. For each opinion, ask students Further practice
with high carbon footprints. Draw their See Teacher’s Guide, page 173.
attention to the definition of carbon whose opinion it is. Assessment for
footprint on the page. Exercise 3  3.06 Learning and
Go through the strategy together. You Exercise 4  3.06
Mixed‑ability
can give your own simple examples to Teaching booklet
illustrate the strategy, e.g. I like birthdays.
Workbook page 32
(opinion) My birthday is on 15 July. (fact)
Online practice
Unit 3 45
Exercise 1
Exercise 3
Suggested answers
1 Giving up unhealthy
snacks
2 On the first day, people
might forget about their
new habit, or forget to
prepare for their new habit.
For example, they don’t
bring lunch to school, so
they buy a packet of crisps
instead. On the second day,
people might forget about
their habit again. This time,
it can happen while doing
something else. For example,
they always watch TV and eat
unhealthy food, so they eat
ice cream while watching TV.
3 It’s because people have
probably had their unhealthy
habits for a long time, so
they’ll need a lot of time to
develop new, good habits.
Exercises 5–8
Warm-up Transcript (Because he can’t find it any more) Does

Working in pairs, students look at the See Teacher’s Guide, page 173. Matt give his own advice or advice from the
picture and discuss what they can see podcast? (From the podcast)
Exercise 4  3.07
Further practice and what they think it means. Ask some questions to help students Check answers as a class. Elicit the meanings
Assessment for Elicit ideas from the class, but don’t understand context, e.g. Why is Matt of tip (n) and warn (v), in the email.
Learning and confirm yet. emailing Liam? (Because Liam has a Exercise 5
Mixed‑ability project about developing habits and Matt Elicit that this is a questionnaire, but
Teaching booklet Exercise 3  3.07 wants to help him) Does Matt give Liam a
Check answers as a class. Elicit the students are not answering the questions
Workbook page 33 link to the podcast? (No) Why not? now. Do exercise 1 together as a
meaning of entertain and entertainment.
demonstration, if necessary.
46 Unit 3
Exercise 1
Students' own answers
Exercise 2
Running / jogging, volleyball,
football, basketball,
badminton, hiking / walking,
cycling, fitness training
Exercise 4
Exercise 5
1 go jogging
2 helmet
3 do a warm-up
4 support
5 go hiking
6 play volleyball
7 playing badminton, rackets
8 treadmill
9 score
10 do, press-ups
11 goal
12 tracksuit, trainers
Exercises 6–8
Further practice
Assessment for
Learning and
Mixed‑ability
Teaching booklet
Divide the class in four teams. Give each Check students know what P.E. stands Students do the task in small groups.
for (Physical Education). Students think of Circulate and monitor, making a note of Workbook page 34
team the topic: sports.
their answers, then share in pairs. good use of the lesson vocabulary. Vocabulary Booster
Set a time limit for students to write
a list of as many sports as they can Elicit some ideas from the class. Give feedback, encouraging groups to page 137
think of. present their ideas for the new class. Vocabulary
Exercise 2
Elicit answers. The team with the Students read the leaflet and answer the photocopiable
longest list is the winner. question. worksheet
Check answers as a class. Were all these Short test
sports in their warm-up lists?
Unit 3 47
Exercise 1
Exercise 2
(Suggested Answer)
People who like team sports
and swimming, or those who
like exciting sports activities.
Exercise 5
1 have / need
2 have / need
3 needn’t / don’t have to
4 has to / needs to / must
5 mustn’t
6 needn’t / don’t have to
Exercises 6 & 7
Further practice
Assessment for
Learning and
Mixed‑ability
Teaching booklet
With books closed, write on the board: Give students time to read the whole Tell students to focus on the places given.
Workbook page 35 leaflet and answer the question. Drill the words for accurate pronunciation,
goal, team, mask, stick, water.
Grammar Booster Elicit from the class what sport these Working in pairs, students share their e.g. library /ˈlaɪbrəri/, museum
page 157 words could be about. Don’t confirm answer. /mjuˈziːəm/.
Grammar any suggestions yet. Elicit ideas from the class. Encourage Demonstrate the task yourself and elicit
photocopiable students to check any vocabulary they the place from the class.
worksheet do not understand with you and drill Put students into A / B pairs. They
Online practice pronunciation before you move on. take turns to do the task, starting with
Student A.
48 Unit 3
Exercise 1
Exercise 2
1 Suggested answer
The text is about the benefits
of walking.
Exercise 4
Suggested answers
2 How many students did
the scientists from Stanford
University ask to do a few
creative tasks?
3 How do students learn in
walking classrooms? / What
do students use to listen to
their lessons in a walking
classroom?
4 Where do teachers use
similar ideas to walking
classrooms?
5 Why did Steve Jobs start to
organise walking meetings?
6 Which famous people
worked on creative ideas
while walking?
Exercise 6
Warm-up Tell students to focus attention only on Exercise 6

Focus students’ attention on the the subheadings and not to read the text. Working in pairs, students discuss the
If you think they’ll be too tempted to read questions. Monitor and encourage Further practice
photo. Elicit what they can see and ask
them how the photo makes them feel on, ask them to close their books and students to make their response to Assessment for
and why. write the six subheadings on the board. question 2 as detailed and realistic as Learning and
possible: How many people would they Mixed‑ability
Exercise 2 Exercise 3  3.11
need for their experiment? What kind of Teaching booklet
Go through the strategy together. Make Transcript equipment would they need? Where would
See Teacher's Guide, page 174. Workbook page 36
sure students understand subheadings. it take place? How many times would they
need to repeat it? Online practice
Unit 3 49
Exercise 1
Exercise 2
Top left: have a cold, have
a runny nose, have a sore
throat, have the flu
Bottom left: sprain my
ankle
Right: have a stomach ache
break my leg: break one of
the bones in my leg
have a cough: have an
illness where you keep
forcing air out of your lungs
with a short and loud sound
have a fever: have a
condition where your body
temperature is higher than
usual
have a headache: feel pain
inside your head
my leg / back hurts: feel
pain in my leg / back
Exercise 5
1 do any sports, bandage
2 get some rest
3 some pills
4 eat any heavy meals
Exercise 6
Exercise 8
(Suggested Answers)
break: a finger, a toe, a bone
feel: hot, cold, terrible, worse
get: better, out of breath,
tired
have: an injury, a bad fall, a
temperature
take: time, steps, a break, my
temperature, a test
Exercises 9–11
Further practice
Assessment for
Learning and Elicit ideas from the class. With a stronger Exercise 4  3.12
Warm-up
Mixed‑ability group, you could ask them to explain why Allow students time to think.
Ask students to make a quick list
Teaching booklet they think the problem happened.
of different kinds of illnesses and Elicit ideas from the class. Help students
Workbook page 37 conditions. Encourage discussion about Exercise 3  3.12 with the vocabulary they need to express
Communicative what patients should do to feel better. their ideas. Write good suggestions on the
Transcript
activity board.
Exercise 1 See Teacher’s Guide, page 174.
photocopiable Exercise 5  3.13
Working in pairs, students discuss the
worksheet
questions. Transcript
Online practice See Teacher’s Guide, page 174.
50 Unit 3
Exercise 1
Exercise 2
Suggested answers
1 She thinks all students
should learn to cook at
school.
2 Paragraph 1
3 You can discover that
cooking is easy. Cooking with
friends is enjoyable. You can
learn about food waste.
4 They have to plan what to
bring and how much. Then
they have to decide what
to do with the rest of the
products.
5 She ends by asking readers
to comment on her blog
post.
Exercise 4
F is the main point.
A, B, D and E develop the
main point.
The writer doesn’t talk
about C.
Exercises 5–8

With books closed, write ready meals on Check students know what an opinion Allow students time to think about the
blog is and where they would read one. topic and question 1. Take a vote on Further practice
the board. Elicit what this means to the
students, what kinds of dishes can be Students read the questions and the blog who agrees and who disagrees with Assessment for
bought as a ready meal and what they to complete the task. the statement. Learning and
think about them. Check answers as a class. Have students with the same opinion Mixed‑ability
work in small groups or pairs. Allow them Teaching booklet
time to discuss their own experiences and Workbook page 38
come up with arguments to support their Online practice
opinion.
Unit 3 51
Exercise 1
1 How much time
2 many / a lot of people
3 a few recipes
4 too much spinach
5 a little water
6 much pineapple juice
Exercise 2
1 needn’t bring / don’t have
to bring
2 must wear / have to wear
3 have to do / need to do
4 mustn’t ride
5 don’t have to go /
needn’t go
6 need to do / have to do
Exercise 4
1 don't need to / needn't
2 healthy
3 warm-up
4 jogging
5 trainers
6 sized
Exercise 5

Assessment for
Learning and
Mixed‑ability
Teaching booklet
questions.
Workbook page 39
Progress test
52 Unit 3
Study skills
Encourage students to sort the words
and phrases in their vocabulary notes
according to topics such as sport,
food, and technology. They can also Further practice
set themselves goals related to these Assessment for
topics, e.g. add ten new words on the Learning and
topic of sport. Mixed‑ability
Teaching booklet
Unit 3 53
Exercise 1
Suggested answer odzwierciedlenie cyfrowe Student ebook (teachers and students).
They are doing tae kwon do. /
They are practising a martial
art.
Exercise 3
Suggested answers
1 The man and the woman
are teaching. The others are
learning.
Exercise 4
1 He tried badminton and he
went to the gym.
2 He wanted a challenge;
he wanted to get fitter and
stronger; he wanted to learn
new skills.
3 He feels more confident
now; he doesn’t get nervous
about giving presentation in
front of lots of people.
4 He is hoping to get a
purple belt next year.
Exercise 5
respect: 1, 6, 7, 9
looking after your body:
4, 5
keeping the gym clean:
2, 3
staying motivated: 8
Exercise 6
1 B
2 A
3 B
Warm-up Exercise 2 Exercise 6  3.15

Ask students to guess which sport you Find out whether anyone in the class does Transcript
are describing. Say: I’m playing on a a martial art. If so, elicit details. If not, ask: See Teacher’s Guide, page 174.
court against a partner. I’m using a racket, Would you like to try a martial art? Elicit
but I don’t need a ball. (You're playing reasons from a few students who answer CREATE … a podcast
badminton.) yes and a few who answer no. To complete the Create task, students
In groups, students take turns to describe will need access to the internet to do the
Exercise 4  3.14 Research it! task, and an audio recording
a sport. A correct guess scores a point.
Transcript device to create their podcast.
Find out who scored the most points in
See Teacher’s Guide, page 174.
the class.

Exercise 7
Overset 1 Physical benefits: Fitness
Mental benefits: Focus,
self-control, confidence and
respect, happiness
Exercise 8
STEP 1 Research it! STEP 3 them to add music or sound effects, to

Working in pairs, students conduct some Circulate as students practise their script, add interest to their podcast.
online research and make notes about the helping out with pronunciation
STEP 5
two points. as required.
Students join another pair and take turns
STEP 2 STEP 4 to play their podcast to each other and Further practice
Provide guidance and answer queries as Students record their podcast. If possible, provide feedback on what they liked. Assessment for
students write their script. allow them to find a quiet area to do their Learning and
recording. Remind students to speak Mixed‑ability
clearly, naturally and audibly. Encourage Teaching booklet

Exercise 1
Suggested answer (teachers and students). All resources are on Oxford English Hub.
They are doing tae kwon do. /
They are practising a martial
art.
Exercise 3
Square: This is a poster
about how important it is to
keep trying.
Circle: This is a man talking
about sports he has tried and
why he started tae kwon do.
Star: This is a sign that shows
the rules of the gym.
Heart: This is a video and it
talks about why people bow
in martial arts.
Diamond: This is an article
about the benefits of martial
arts.
Triangle: This is an advert
for a new café in a leisure
centre.
Exercise 4
1 He tried badminton and he
went to the gym.
2 He wanted a challenge;
he wanted to get fitter and
stronger; he wanted to learn
new skills.
3 He feels more confident
now; he doesn’t get nervous
about giving presentation in
front of lots of people.
4 He is hoping to get a
purple belt next year.
Exercise 5
Suggested answers
1 Different colour belts are
used for different martial arts
in different countries, and
sometimes belts for juniors
differ from those for adults.
In general, however, white is
the belt colour for beginners,
and black is the highest belt
colour.
2 The system of different
belt colours was first used in
Japan in the 1880s by Jigoro
Kano, the founder of judo.
Exercise 6
1 A 2 B 3 B
Warm-up EXPLORE Exercise 3 All hotspots

Ask students to guess which sport you Exercise 2 Explore each of the hotspots in turn as a
are describing. Say: I’m playing on a Go through the question together and class. Students can also access the image and
court against a partner. I’m using a racket, then enter into the 360° image. Move the hotspots on their own devices. As the
but I don’t need a ball. (You're playing around the image, but do not click on the square, circle and star hotspots are explored,
badminton.) hotspot symbols yet. the Student As make notes. Student Bs do
In groups, students take turns to describe Stop and ask students to discuss the the same for the other hotspots.
a sport. A correct guess scores a point. question in pairs. CREATE … a podcast
Find out who scored the most points in Elicit ideas from the class. To complete the Create task, students
the class. will need access to the internet to do the
Exercise 7
respect: 1, 6, 7, 9
looking after your body:
4, 5
keeping the gym clean:
2, 3
staying motivated: 8
Exercise 8
Suggested answers
1 Physical benefits: Fitness
Mental benefits: Focus,
self-control, confidence and
respect, happiness
Exercise 9
Research it! task, and an audio recording STEP 3 them to add music or sound effects, to
device to create their podcast. Circulate as students practise their script, add interest to their podcast.
helping out with pronunciation
STEP 1 Research it! STEP 5
as required.
Working in pairs, students conduct some Students join another pair and take turns
online research and make notes about the STEP 4 to play their podcast to each other and Further practice
two points. Students record their podcast. If possible, provide feedback on what they liked. Assessment for
allow them to find a quiet area to do their Learning and
STEP 2
recording. Remind students to speak Mixed‑ability
Provide guidance and answer queries as
clearly, naturally and audibly. Encourage Teaching booklet
students write their script.

Exercise 1
Exercise 2
Miya is going to Portugal.
She’s also talking about
Greece, Munich (Germany)
and London (the UK).
Exercise 4
Suggested answers
1 Greece: shorts and T-shirts;
Munich: warm clothes, a light
jacket; London: an umbrella
They weren’t good because
in Greece there were storms
all week; in Munich, it was
freezing and it began to
snow, so Miya was cold; in
London, it was windy and her
umbrella broke.
Warm-up Exercise 1 Exercise 2   4.01

Tell students to look at the photo. Focus attention on the video still and elicit Transcript
responses to the questions from some See Teacher’s Guide, page 175.
Ask: What is the weather like where you
students. You could also ask them how
live? Is the weather good or bad? Why? Exercise 3   4.01
they check the weather (a website, an
Have you ever experienced extreme
app, the TV / radio news, a newspaper).
weather? What happened?
58 Unit 4
Exercise 7
1 summer 2 spring
3 autumn 4 winter
Exercise 8
Suggested answers
1 It was sunny. / The sun was
shining.
2 It was freezing. / It was
8 degrees Celsius.
3 It was wet. / There was a
storm. / There was thunder
and lightning. / The wind was
blowing strongly. / It was
windy.
4 There was a storm. / There
was thunder and lightning. /
The wind was blowing
strongly.
5 It was foggy.
6 The wind was blowing
strongly. / It was windy.
Exercise 10
Suggested answers
Person 1 is going somewhere
hot, Person 2 is going
somewhere freezing,
Person 3 is going somewhere
wet, and Person 4 is going
somewhere cold.
Exercises 11 & 12
Further practice
Assessment for
Learning and
Mixed‑ability
Teaching booklet
Workbook page 40
Vocabulary Booster
page 138
Vocabulary
photocopiable
worksheet
Short test
Unit 4 59
Exercise 1
Miya was worried about what
clothes to take to Portugal
because she wasn’t sure
about the weather.
Exercise 2
Suggested answer
Yes. She suggests checking
the weather before each
flight.
Exercise 4
worse, more beautiful, colder,
more convenient,
farther / further, foggier,
better, healthier, nicer,
more peaceful, sunnier,
warmer
Exercise 5
2 Showers aren’t as
dangerous as thunderstorms.
3 Packing for a skiing holiday
isn’t as easy as packing for
a beach holiday.
4 The Namib Desert in
Namibia is as foggy as the
Atacama Desert in Chile and
Peru. / The Atacama Desert
in Chile is as foggy as the
Namib Desert in Namibia.
5 Cairo isn’t as cold as
Nairobi.
6 Sydney in November is as
warm as Paris in July. / Paris
in July is as warm as Sydney
in November.
Exercise 6
1 better 2 beautiful
3 cloudier 4 heavier
5 sunny 6 hotter
7 shorter, darker
Exercise 7
1 isn’t as hot
2 was more frightening
3 is usually as foggy
4 are milder than
5 need to wear warmer
clothes
6 is much worse than
7 are more interesting than
8 isn’t as sunny
Exercises 8 & 9
Further practice
Assessment for
Learning and
Mixed‑ability
Warm-up Exercise 3  Exercise 8
Teaching booklet
Working in pairs, students try to Students complete the grammar rules. If students are all from the same home
Workbook page 41 town, make sure they choose a variety of
remember as many weather phrases Play the video.
Grammar Booster as they can from Lesson 4.1 and write Check answers as a class. other cities or towns to compare it with.
page 158 them in a list. Students could do research online to
Students do the Grammar Booster
Grammar Read out the list in exercise 3 on exercises on page 158. make the task more authentic.
photocopiable page 50 for students to tick off their list
Further practice
worksheet and add those they missed. Exercise 6  4.05
Online
xx practice Transcript
60 Unit 4
Exercise 1
Exercise 2
Suggested answers
1 how to get water in dry
places
2 Photo 1 shows a tall ice
structure. It can store water
that is frozen into ice.
Photo 2 shows a net. It can
collect water in the air / fog.
Exercise 3
Suggested answers
Photo 1 is in the mountains
and the weather there is cold.
There is ice in the photo, but
the weather is very dry.
Photo 2 is in a hot place. It
looks like it rains often, but it
is very dry.
Exercise 6
Warm-up 3 It can be solid, liquid, or gas. Exercise 6

Ask: What is it? and slowly give the 4 Everyone in this room needs it. Working in pairs, students discuss the
questions. Further practice
following clues. Encourage students 5 It’s bigger when it’s solid than when it’s
to guess what you’re describing after liquid. Ask a few students to share their ideas Assessment for
each clue. Stop when someone guesses 6 It has the chemical formula H2O. with the class. You could make a list of Learning and
water. ways to save water on the board, e.g. turn Mixed‑ability
Exercise 5  4.06 off the tap when you’re cleaning your teeth, Teaching booklet
1 It can fall, but it doesn’t get hurt.
2 It’s sometimes sparkling, but it isn’t a Transcript use washing-up water to water the garden, Workbook page 42
diamond. See Teacher’s Guide, page 175. set a timer to have shorter showers, collect Online practice
rainwater to use in the garden.
Unit 4 61
Exercise 1
Exercise 2
Emmett couldn’t concentrate
when he was studying.
He solved it by using a five-
step plan.
Exercise 4
1 shy – H, make friends – A
2 argue with – C
3 addicted to – D
4 criticise – F, hurts – E
5 anxious – B
6 achieve the goals – G
Exercises 5–7
Warm-up Exercise 3 Circulate and monitor. Point out that

Ask students to think back to the article Make sure students understand there is step 2 in the blog post has four possible
they read in Lesson 4.3. Elicit what the one distractor in this task. ideas to solve the problem, so students
Further practice problem was for people in India and Exercise 5
need to brainstorm several ideas for
Assessment for Morocco (how to get water). this step.
Do a demonstration with the whole class
Learning and Tell students this lesson is about finding if necessary, eliciting ideas for the first
Mixed‑ability solutions to more common problems three steps as shown.
Teaching booklet they may have. Elicit that solve is the Working in pairs, students do this
Workbook page 43 verb related to the noun solution. planning task for two problems.
62 Unit 4
Exercises 1 & 2
Exercise 4
1 forest fire 2 volcanic
eruption 3 earthquake
4 drought 5 avalanche
6 hurricane 7 tornado
8 tsunami 9 heatwave
10 floods
Exercise 5
1 JamesTJ, Nicky09, Drew_M,
Eva03
2 Ted00, 2002Paul, OliJones,
Drew_M, Lola01, Eva03
3 AnaMaya
Exercises 7 & 8
Further practice
Assessment for
Learning and
Mixed‑ability
Warm-up comment on whichever piece of advice Exercise 4
Teaching booklet
Write natural disasters on the board and they understand. (Don’t explain any Students match the pictures to the
vocabulary at this stage.) disasters in the article. Workbook page 44
ask what students think this means and
if they know any other words connected Exercise 3 Drill the words for accurate pronunciation, Vocabulary Booster
with this topic. Drill the vocabulary for accurate especially tricky ones, e.g. earthquake page 139
pronunciation and have students /ˈɜːθkweɪk/, drought /draʊt/, floods Vocabulary
Exercise 2 /flʌdz/. photocopiable
Students read the article and answer underline the main stress: damage,
predict, survive, rescue, warning. Elicit any more words for natural disasters, worksheet
the questions. They may not know many
e.g. cyclone, typhoon, landslide, bushfire, Short test
of the words. In this case, they should
blizzard.
Unit 4 63
Exercise 1
Exercise 2
Suggested answers
Because it was very hot and
dry at this time.
These forest fires were
dangerous because they
caused air pollution.
Exercise 4
1 the deadliest
2 the most frightening
3 the worst
4 the windiest
5 the longest
6 the wettest
7 the most expensive
8 the safest
Exercise 6
1 strong enough
2 too early
3 enough money
4 safe enough
5 too late
6 enough water
Exercise 7
1 enough money
2 isn’t warm enough
3 too tired
4 big enough
5 enough snow
6 too dangerous
Exercises 8 & 9
Further practice
Assessment for
Learning and
Mixed‑ability
Warm-up Answer Key Exercise 4
Teaching booklet
Write on the board: Suggested answers Tell students to read all the adjectives.
Workbook page 45 Encourage them to guess the meaning of
hot / cold / wet / dry / windy. hot: drought, forest fire, heatwave,
Grammar Booster Elicit from students which natural volcanic eruption deadly if they don’t know. Then confirm
page 159 disasters are connected with these cold: avalanche and check they know frightening.
Grammar weather words. More than one might be wet: floods, tsunami
photocopiable possible. dry: drought
worksheet windy: hurricane, tornado
Online practice
64 Unit 4
Exercise 1
Exercise 2
Suggested answers
air, cities, dome, breathe,
pollution, smell
Exercise 3
Suggested answers
Pollution Pods is an
exhibition. It consists of five
domes, and in each dome
you can smell the air from
a different city in the world.
The exhibition shows the
problem of air pollution.
Exercise 4
1 five (different) cities
2 round roofs / a round roof
3 cleanest
4 foggy
5 plastic
6 (air) pollution
Exercises 5 & 6
Further practice
Warm-up Exercise 2  4.09 Transcript
Go through the strategy together. Make See Teacher’s Guide, pages 175–176. Assessment for
With books closed, have students work
sure students understand the meaning of Learning and
in small groups. Ask them to share Exercise 4  4.09
key here is important. Mixed‑ability
any experiences of going to an art
Exercise 5  4.10 Teaching booklet
exhibition. Ask: Where and when did you Play the audio for students to do the task.
go? What did you see? Did you enjoy it? If necessary, play it a second time. Transcript Documentary: Storm
Why? / Why not? Working in pairs, students compare their See Teacher’s Guide, page 176. chasers
Invite a few students to share their ideas key words. Workbook page 46
with the class. Elicit answers from the class. Online practice
Unit 4 65
Exercise 1
Exercise 2
Suggested answers
1 Seed bombing is when
people throw seeds of trees
and flowers in the places
where plants don’t grow.
2 They made seed bombs
and met with town
authorities to ask if they
could throw them near the
old factories on Market
Street.
3 The police stopped them
while they were throwing
seed bombs. The police
thought the seed bombs
were rocks. The police took
them to the police station.
When Nicole’s teacher came
with the document from the
town authorities, the police
let them go.
4 Because a newspaper
wrote an article about her
and her friends. Also, Nicole
and her friends got a prize for
helping the environment.
Exercises 3, 5 & 8–11

Further practice
Assessment for
Learning and Exercise 2  4.11 of ways to react to good and bad news,
Warm-up
Mixed‑ability but check that students have chosen
Working in pairs, students quickly Transcript
Teaching booklet appropriately, e.g. Poor you! is not an
brainstorm things which they think are See Teacher’s Guide, page 176.
Workbook page 47 good news and things which are bad appropriate reaction to sentence 5.
news. Give an example to start them off: Exercise 4  4.11
Communicative Exercise 7  4.12
activity passing your exam = good news. Exercise 5
Elicit answers as a class. When students Transcript
photocopiable Elicit some examples from students. See Teacher’s Guide, page 176.
worksheet have the task, ask pairs to role-play their
exchanges. There are, of course, a number
Online practice
66 Unit 4
Exercises 1 & 5–7
Warm-up As a demonstration, find which noun is, you could read aloud the relevant parts
Focus attention on the photo. Ask phrase (A–D) matches the first use of the of Lee’s post, repeating the noun phrase
pronoun they in the text. each time so that students can hear how Further practice
students to say what they can see and
guess where the place is. Make sure students know there is one unnatural it sounds, e.g. you have to visit Assessment for
distractor. Gardens by the Bay. Gardens by the Bay are Learning and
Ask: Would you like to go there? Why? /
Allow students time to complete the task amazing; … recommend the Supertrees. Mixed‑ability
Why not?
individually. The Supertrees are taller … Teaching booklet
Exercise 3 Workbook page 48
Check answers as a class. To reinforce how
Go through the strategy together.
important the use of reference pronouns Online practice
Unit 4 67
Exercise 1
1 enough time to prepare
2 is the wettest month
3 are more common than
4 too scared
5 old enough
6 is further / farther
7 isn’t as dangerous as
Exercise 5

Assessment for
Learning and
Mixed‑ability
Teaching booklet
questions.
Workbook page 49
Progress test
68 Unit 4
Study skills
Remind students to note down the
parts of speech for words that are
related or similar in their vocabulary
notes, such as rain, rainy, rainfall. They
can also add extra notes or sample
sentences next to the words to help
them understand the difference.
Unit 4 69
Exercise 1
2 When did the good
weather start to change?
3 What did Alice enjoy most
about waiting for the storm
to finish?
4 Who did they speak to
after the hurricane?
Exercise 2
1 They covered the windows
with wood.
2 The good weather started
to change at around 5 o’clock
in the afternoon.
3 She enjoyed the food the
most.
4 They spoke to Alice’s / her
aunt’s friends.
Exercises 3–5
Exercise 6
2 too expensive
3 not as good
4 against the rules
5 higher than
Warm-up Invite a few students to share their Exercise 6

Ask students what kind of weather they answers with the class. Go through the Listening exam strategy
think occurs during a hurricane (strong together.
wind, heavy rain, storms). Exercise 2  4.13 Students read the instructions and the
Elicit ideas from the class. Transcript exam task.
See Teacher’s Guide, page 176. Focus attention on the underlined words
In pairs, students describe and discuss
the most extreme weather conditions in the first statement.
they have experienced. Students complete the task.
Check answers as a class.
70 Skills trainer 2
Exercise 7
1 as wet as
2 have enough
3 better
4 mustn’t
5 the highest
Exercises 10 & 11
Further practice
Exercise 7 Assessment for
Go through the Use of English exam Learning and
strategy together. Mixed‑ability
Focus students’ attention on the first Teaching booklet
gapped sentence. Elicit what type of word Culture Lesson 4:
is needed. Helping the
environment
Workbook page 50
Online practice
Skills trainer 2 71
Exercise 1
Exercise 2
Miya will miss her summer
holiday because she will be
at school in Finland.
Exercise 3
1 an hour
2 hardly any exams
3 20 students
4 a lot / all students have
laptops
5 most lessons
6 no
7 June and July
Warm-up Working in pairs, students discuss the Exercise 3   5.01

Tell students to look at the photo. questions. Invite a few students to share
Ask: What are the students in the photo their ideas with the class.
doing? How do you think they feel? Exercise 2   5.01
How often do you do exams at your Transcript
school? See Teacher’s Guide, pages 176–177.
Do you have to wear a uniform? What
are the advantages and disadvantages of
wearing a uniform?
72 Unit 5
Exercise 4
1 We want to change the
subject.
3 They want you to continue
giving them ideas.
4 They’ve suddenly
remembered something.
Exercise 6
1 terms
2 primary
3 secondary
4 attend
5 pass
6 grades
7 degree
8 qualifications
9 progress
10 fail
11 concentrate
12 assignments
13 essay
14 revise
15 technology
16 canteen
Exercise 7
Exercise 8
Photo 1: She is revising
alone using her books and
notes.
Photo 2: They are revising
together as a study group.
Photo 3: She is revising
alone in the park.
Photo 4: He is revising alone
while listening to music. He is
using technology / a laptop.
Exercises 10 & 11
Further practice
Assessment for
Learning and
Mixed‑ability
Exercise 5 stress on long words, e.g. qualifications, Exercise 7
Teaching booklet
Check answers as a class. Ask questions assignment, technology. Help students extend their learning by
to ensure students fully understand the asking them for further examples of Workbook page 52
Exercise 8
new words, e.g. Do you do a degree at unhealthy food, heavy meals, food they Vocabulary Booster
Refer students to sentence 8 in exercise 5
university or at school? What qualifications think is delicious and people they know page 140
to check the meaning of revise.
will you get when you leave this school? who have been on a diet. Vocabulary
Also check students understand that essay photocopiable
and assignment both refer to pieces of worksheet
academic work. Drill the new vocabulary
and have students mark the word Short test
Unit 5 73
Exercise 1
1 He’s arriving on (Saturday)
15 August.
2 Because it’s an early flight
3 It’ll take him about an
hour.
Exercise 2
1 will
2 will
3 be going to
4 present continuous
Exercise 5
1 She wants to be a doctor.
2 She’s going to think about
what kind of doctor.
3 She’ll probably get a job.
4 She’s going to work as a
veterinary nurse and study at
the same time.
5 (Suggested Answer) They
have to study and pass their
exams.
Exercises 6–8
Further practice
Assessment for
Learning and Warm-up Answer Key Transcript
Mixed‑ability Write the following time expressions after school today, tonight, tomorrow See Teacher’s Guide, page 177.
Workbook page 53 on the board: tonight, in the summer, morning, in the next few days, in the Exercise 8
Grammar Booster in the next few days, after school today, summer Do some quick feedback with the
page 160 tomorrow morning. class. Ask some students to report
Exercise 5  5.06
Grammar Elicit that they are all about the future. on plans their partner has or things
Check students understand the meaning
photocopiable Working in pairs, students decide on the they predicted. Make sure they use
of careers adviser.
worksheet order of the phrases. from the closest to contractions: he’s / she’s, he’ll / she’ll.
Check answers for 1–4 as a class. Then
Online practice the present time, to the furthest in the elicit students’ opinion for 5.
future. Check answers as a class.
74 Unit 5
Exercise 1
Exercise 3
1 There won’t be any school
buildings.
2 Teachers will have a
different job.
3 Lessons will be online.
4 Students will have different
timetables.
5 Students won’t have
exams.
Exercises 4 & 6
Exercise 7
Suggested answer
It’s a dystopia because the
teachers are robots and
‘there’s no time for laughing
and joking’ or the internet.
They don’t teach art or
music. All the children have
numbers and will be told
what jobs to do when they
finish school.
Exercise 8
Suggested answers
Internet: no internet
Lessons: all children do the
same lessons
Students: have own
computer, A students
become scientists and
computer programmers,
have numbers not names
Subjects: maths and IT most
important, no art, no music
Teachers: front of class,
robots, treat children the
same
Uniform: white for A
students, blue for B students
Exercises 9 & 10
Warm-up students that notes generally omit taking notes often to work out what is
Write on the board: grammar words such as articles, e.g. the. best for them.
Further practice
What technology do you use at school? Transcript Exercise 5  5.08
See Teacher’s Guide, page 177. Assessment for
Do you enjoy using it? Why? / Why not? Transcript Learning and
Put students in small groups to discuss. Exercise 3 See Teacher’s Guide, pages 177–178. Mixed‑ability
Do some feedback with the class. Some Exercise 7  5.09 Teaching booklet
Exercise 2  5.07
students need to note down more than Workbook page 54
Focus attention on the notes about Transcript
others, depending on how their memory
schools in fifty years’ time. Remind See Teacher’s Guide, page 178. Online practice
works. Highlight that they should practise
Unit 5 75
Exercises 1, 2 & 4
Exercise 5
Suggested answers
1 Grammar box, Lesson 4.2
2 Ex 4, Lesson 4.3
3 Ex 6, Lesson 4.5
4 Strategy, Lesson 4.9
7 Phrasebook, Lesson 4.8
8 Strategy and Ex 6,
Lesson 4.8
Exercise 6
Exercise 7
Suggested answers
1 Photo 1: An online
dictionary can help
with vocabulary and
pronunciation.
Photo 2: A grammar
reference book can help with
grammar.
Photo 3: Audio can
help with listening and
pronunciation.
Photo 4: Vocabulary cards
can help with vocabulary.
Photo 5: A graded reader
can help with reading and
vocabulary.
Exercise 8
Warm-up Exercise 4 have access to and which they use. Ask

Draw students’ attention to the title, Ask students to think of any technology, students to recommend specific versions
Being an autonomous learner. Check websites, or apps which might be helpful of the kinds of resources that they like
Further practice the meaning and pronunciation of to address the three problems. using. Make a list on the board. (They can
Assessment for autonomous /ɔːˈtɒnəməs/ (able to do refer to this in exercise 8.)
Exercise 7
Learning and things and make decisions without help Elicit or teach the word resource. Elicit the Exercise 5
Mixed‑ability from anyone else). words for the resources in the photos (see Elicit that this is a questionnaire, but
Teaching booklet Elicit ways of working independently. Answer Key). students are not answering the questions
Workbook page 55 Keep a list of suggestions to compare Have a whole-class discussion to find now. Do exercise 1 together as a class.
with ideas proposed in the lesson. out which of these resources students
76 Unit 5
Exercise 1
Exercise 2
Dan sends a message about
buying a present for Lily to a
group where Lily is a
member.
Exercise 4
A costumes, stage, theatre
group
B community garden, tools
C fitness training, leisure
centre
D pottery lessons
E coding
F flute, orchestra
Exercise 5
Exercise 6
1 orchestra
2 flute
3 choir
4 folk dancing
5 fitness training
6 leisure centre
7 theatre group
8 costumes
9 stage
10 pottery lessons
11 robotics
12 coding
13 multiplayer online game
14 community garden
15 tools
16 nature photography
Exercises 7–9
Further practice
Assessment for
Learning and
Mixed‑ability
Warm-up Exercise 3 activity, e.g. ‘It’s so exciting to be able to
Teaching booklet
Tell students to think about yesterday Drill the words for accurate pronunciation, program games myself.’
especially choir /ˈkwaɪə/, folk dancing / As an extension activity, encourage class Workbook page 56
and the time that school finished. Write
on the board: Where did you go? What ˈfəʊk dɑːnsɪŋ/, nature photography / discussion regarding what real after- Vocabulary Booster
did you do? Who did you see? neɪtʃə fəˈtɒɡrəfi/. school activities are available (at school page 141
Elicit some answers from the class. Exercise 8 and in the local area). Vocabulary
Encourage students to think of positive photocopiable
adjectives to use in their adverts and to worksheet
add recommendations or quotes from Short test
(imaginary) students who have done the
Unit 5 77
Exercise 1
Exercise 2
1 present simple
2 present simple
Exercise 3
1 You need high grades if
you want to do a degree.
2 Our head teacher gets
annoyed if we don’t wear our
uniform correctly.
3 If you do after-school
activities, you don’t have so
much time for homework
assignments.
4 If we fail exams, we have to
do them again.
5 Students don’t make
progress if they don’t study.
6 If we give in our essays
late, our teacher doesn’t mark
them.
Exercise 4
Josh prefers laptops. Mia
prefers tablets. In the end,
they agree that tablets are
better.
Exercise 5
1 present simple
2 will, won’t
Exercise 6
1 first conditional – possible
event
2 zero conditional – real
situation
3 zero conditional – real
situation
4 first conditional – possible
event
Exercise 7
1 don’t hurry up
2 won’t pass
3 doesn’t go
4 won’t finish
5 isn’t
6 ’ll teach
7 don’t see
8 ’ll stop
Exercise 9
Further practice
Assessment for
Learning and
Mixed‑ability
Teaching booklet
Ask: Do you have a laptop or a tablet? If Students identify the two parts of each Highlight that you are moving on to a
Workbook page 57 sentence. different conditional structure.
so, what do you use it / them for? If not,
Grammar Booster which would you prefer to have? Elicit that either clause can come first or Check answers as a class. Ask questions
page 161 Put students in small groups to discuss. second in the sentence. When the if clause about the first conditional: Do Mia and Josh
Grammar comes first, it is followed by a comma. know 100% that they are going to share? (No
Invite a few students to share their
photocopiable / maybe) You could also ask: Can we swap
answers with the class. Exercise 4  5.13
worksheet the two clauses in these sentences? (Yes, e.g.
Transcript If we share, that won’t be a problem.) Is the
Online practice See Teacher’s Guide, page 178. meaning the same? (Yes)
78 Unit 5
Exercise 1
Suggested answers
1 In photo A, they’re learning
about science.
In photo B, they’re doing a
project on, e.g. history.
2 In photo A, they're using
the logical and physical
learning styles.
In photo B, they're using the
physical and social learning
styles.
Exercise 2
Exercise 3
2 seeing / sight
3 the mind
4 the body
5 language
6 with other people
7 on your own
Exercise 6

Focus students’ attention on the Do exercise 1 together to demonstrate Transcript
the strategy. Elicit key words in the Aural Further practice
heading: What’s the best way to learn? See Teacher's Guide, page 178.
Ask them if they have the answer to the paragraph which help students to guess Assessment for
question. Ask: Why? / Why not? the meaning of the word, e.g. sound, Learning and
music, hear, listening. Mixed‑ability
Have a whole-class discussion on the
topic (but avoid learning styles). Model and drill pronunciation of the Teaching booklet
seven learning style words, especially Workbook page 58
aural /ˈɔːrəl/. Online practice
Unit 5 79
Exercise 1
Suggested answers
1 Photo A shows a boy
passing his driving test.
Photo B shows a girl passing
her job interview.
2 I think they are feeling very
pleased.
3 Congratulations!
Exercise 2
Suggested answers
1 They meet in a shop.
2 She is now playing for the
national youth orchestra.
3 He got a place on his local
football team.
4 They arrange to meet
at the café in the park on
Sunday morning.
Exercise 3
Congratulations / Well done /
That's amazing!
Good luck! / All the best!
Thanks very much / Thanks
/ Cheers / I appreciate that /
Thanks a lot / That's very kind
Exercise 4
1 done
2 much
3 appreciate
4 good
5 goes
6 Congratulations
7 That's
8 Thanks
9 kind
10 luck
Exercise 5
1 They arrange to go out for
dinner and have a pizza.
2 They arrange to go to the
cinema on Saturday night.
Exercise 6
Do you want to go … ?
Yes, I'd love to. / Sorry, I can't.
Let's … / We could always
go …
That sounds great! / I'd rather
… , if that's OK.
Exercises 10–12
Further practice
Assessment for
Learning and Exercise 2  5.15 Exercise 7  5.17
Warm-up
Mixed‑ability Students read the pronunciation rule
Write on the board: Do you have any plans Transcript
Teaching booklet about intonation. You might want to point
to meet up with your friends this week? See Teacher’s Guide, pages 178–179.
Workbook page 59 What are you going to do? Who usually out that questions starting with How
suggests doing things together? How do you Exercise 5  5.16 count as wh- questions.
Communicative
activity contact each other about going out? Transcript Transcript
photocopiable Allow students thinking time. Then invite See Teacher’s Guide, page 179. See Teacher's Guide, page 179.
worksheet a few students to share their answers with
the class. Exercise 8  5.17
Online practice
80 Unit 5
Exercises 1 & 2
Exercise 3
1 To tell the head teacher
about the results of her class
discussion.
2 Advantage: Students get
better grades in subjects they
like.
Disadvantage: Students'
education may not be
complete.
3 Most students think that
they should study all the
subjects.
Exercise 4
1 to, in order to, so as to
2 We use an infinitive.
Exercise 5
1 Although
2 but
3 but / although
4 However
Exercises 6–8
Warm-up Exercise 1 Check answers as a class. Elicit which

With books closed, ask students to think Focus students’ attention on the list of linkers need commas after them
school subjects. (However, On the one hand, On the other Further practice
about today in their school timetable: Is it
your favourite day? Why? / Why not? Which Make sure they understand preference. hand). Assessment for
is your favourite day? Why? Learning and
Exercise 5 Mixed‑ability
Encourage a brief discussion in small Go through the strategy together. Check
groups. Teaching booklet
students remember the meaning of
Elicit some responses from the class. contrast. Workbook page 60
Then focus attention on the highlighted Online practice
linkers in the letter in exercise 3.
Unit 5 81
Exercise 2
1 the teacher will help you
2 won't go to the beach
3 don’t recognise the
number
4 doesn’t go / won’t go to
coding
5 will you remember
6 He won't get the job
7 If I go to choir
8 won't be happy
Exercise 4
1 are
3 canteen
2 going
4 should
5 assignments
6 orchestra
7 fitness
8 if
Exercise 5

Assessment for
Learning and
Mixed‑ability
Teaching booklet
questions.
Workbook page 61
Progress test
82 Unit 5
Study skills
On top of adding pronunciation notes
such as word stress, students can also
regularly read the vocabulary in their
notebooks out loud. This helps them Further practice
remember the vocabulary as well as Assessment for
practise their pronunciation. Learning and
Mixed‑ability
Teaching booklet
Unit 5 83
Exercise 1
Suggested answer odzwierciedlenie cyfrowe Student ebook (teachers and students).
The people are gardening,
chatting, drinking coffee,
reading a newspaper and
talking on the phone.
Exercise 3
Exercise 4
1 Mike lives in a small flat in
a city. He doesn’t live with
anyone. / He lives on his own
/ alone / by himself.
2 He misses studying outside
in the garden and listening to
the birds.
3 The garden is in the middle
of the city. Anyone can go
there.
4 Mike goes there at the
weekend(s).
5 He helps out with
gardening jobs and takes
photos.
6 He is planning to take
photos of the purple flowers
for the community garden
website.
Exercise 5
Exercise 6
1 F
2 T
3 T
4 F
Exercise 7
Name: Amy Jackson
Reasons for volunteering:
meet new people, get work
experience
Volunteering with: young
visitors
Availability: Saturdays and
Sundays / weekends
Interview day and time:
Wednesday, four o’clock

Elicit or explain the meaning of Elicit a definition for community from the Transcript
volunteering (working willingly for the class, e.g. all the people who live in one See Teacher’s Guide, page 179.
benefit of others, without getting paid). particular area or share common interests,
nationality, job, etc. Exercise 7  5.20
Ask: What are some common
volunteering activities? What can people Exercise 4  5.18 Transcript
learn from volunteering? Which activity See Teacher’s Guide, page 179.
Transcript
would you like to try? See Teacher’s Guide, page 179. CREATE … a community event
Students discuss the questions in pairs. To complete the Create task, students
will need access to the internet to do the
Exercise 8
1 ‘Nature songs’ concert
2 Barracks Lane Theatre
Group play
3 Fitness training
4 The event(s) will move to
another day.
Exercises 9 & 10
Research it! task, and a computer with STEP 2 Encourage students to add photos or
appropriate software to produce their Students create a timetable for their illustrations and use colour to make their
advert. Alternatively, they could create activities. Suggest that they choose three advert attractive to the reader.
their advert. to four activities aimed at people of
STEP 4
different ages. Show students the events Further practice
STEP 1 Research it! Pairs take turns to present their ideas for a
poster on page 77 and encourage them to
Working in pairs, students conduct some community event to the class. Assessment for
use this as a model.
online research. Elicit opinions on which events sound the Learning and
Using the information gathered, students STEP 3 most interesting and why. Mixed‑ability
brainstorm ideas and make notes about Students work together to create an Teaching booklet
the three points. advert for their event.

Exercise 1
Suggested answer (teachers and students). All resources are on Oxford English Hub.
The people are gardening,
chatting, drinking coffee,
reading a newspaper and
talking on the phone.
Exercise 3
1 2
3 4 5
Exercise 4
1 Mike lives in a small flat in
a city. He doesn’t live with
anyone. / He lives on his own
/ alone / by himself.
2 He misses studying outside
in the garden and listening to
the birds.
3 The garden is in the middle
of the city. Anyone can go
there.
4 Mike goes there at the
weekend(s).
5 He helps out with
gardening jobs and takes
photos.
6 He is planning to take
photos of the purple flowers
for the community garden
website.
Exercise 5
Exercise 6
1 F
2 T
3 T
4 F
Exercise 7
Name: Amy Jackson
Reasons for volunteering:
meet new people, get work
experience
Volunteering with: young
visitors
Availability: Saturdays and
Sundays / weekends
Interview day and time:
Wednesday, four o’clock
Warm-up Exercise 2 and the hotspots on their own devices. As

Elicit or explain the meaning of Go through the task together and then each hotspot is explored, students match
volunteering (working willingly for the enter into the 360° image. Move around it to the correct information.
benefit of others, without getting paid). to explore the community garden, but do Once all the hotspots have been explored,
Ask: What are some common not click on the hotspot symbols. check answers as a class.
volunteering activities? What can people Stop and ask students to discuss the CREATE … a community event
learn from volunteering? Which activity question in pairs. To complete the Create task, students
would you like to try? Exercise 3 All hotspots will need access to the internet to do the
Students discuss the questions in pairs. Explore each of the hotspots in turn as a Research it! task, and a computer with
class. Students can also access the image
Exercise 8
Exercise 9
1 ‘Nature songs’ concert
2 Barracks Lane Theatre
Group play
3 Fitness training
4 The event(s) will move to
another day.
Exercise 10
appropriate software to produce their STEP 2 Encourage students to add photos or

advert. Alternatively, they could create Students create a timetable for their illustrations and use colour to make their
their advert. activities. Suggest that they choose three advert attractive to the reader.
to four activities aimed at people of
STEP 1 Research it! STEP 4
different ages. Show students the events Further practice
Working in pairs, students conduct some Pairs take turns to present their ideas for a
poster on page 77 and encourage them to
online research. community event to the class. Assessment for
use this as a model.
Using the information gathered, students Elicit opinions on which events sound the Learning and
brainstorm ideas and make notes about STEP 3 most interesting and why. Mixed‑ability
the three points. Students work together to create an Teaching booklet
advert for their event.

Exercise 1
Exercise 2
1 turn
2 take
3 take
4 go
5 do
6 get
7 get
8 apply
9 open
10 save
11 pay
12 get
13 be
14 pass
15 apply
16 leave
17 rent
18 start
Exercise 3
Suggested answers
get fit

Tell students to look at the photo. questions. Invite a few students to share Transcript
Ask: What can you see in the photo? How their ideas with the class. See Teacher's Guide, page 180, and
do you think the person is feeling? Would Exercise 3   6.01 Answer Key.
you like to try the activity? What are
Transcript
some activities you would like to do in the
See Teacher’s Guide, pages 179–180.
future? Why?
88 Unit 6
Exercise 4
1 take up jogging
2 few
3 café
4 driving
5 be more independent
Exercise 6
1 no pain, no gain
2 I can hardly wait
3 To be honest
4 no big deal
5 get started
Exercises 7 & 8
Exercise 9
1 took up, to go abroad, take
part
2 leave, (more) independent,
rent a flat, got a job, (own)
bills
3 turn, (own) business, a
bank account, credit card
4 get a / my driving licence,
pass my final exams, apply to
Exercises 10 & 11
1 credit
2 business
3 predict
4 apply
5 before
6 attend
7 lucky
8 against
9 driving
10 survive
11 hobby
12 final
13 revise
14 honest
Exercise 12
Further practice
Assessment for
Learning and
Mixed‑ability
Exercise 11   6.03 Teaching booklet
Transcript Workbook page 62
Vocabulary Booster
Exercise 12 page 142
Allow students a moment to think about
Vocabulary
the questions.
photocopiable
Highlight that question 1 asks them to worksheet
think about more things because it starts
What else … ? Short test
Unit 6 89
Exercise 1
He didn’t apply to a
university because he has
just decided he wants to
study in Berlin.
Exercise 2
Suggested answers
1 I’ve never been …
2 Since then, people have
asked … ; I’ve learned … for
five months; … has studied
… since 2019
3 I haven’t done … ; I’ve
decided … ; I’ve heard … ;
I’ve contacted …
4 I’ve just turned … ; Have
you already done … ?; Have
you rented … yet?; I’ve just
got … ; I’ve already passed
… ; but I haven’t applied …
yet
Exercise 3
1 Has Olivia paid
2 ’ve never played
3 haven’t passed
4 Have you seen
5 hasn’t eaten
6 Have they ever lived
7 hasn’t left
8 ’s missed
Exercise 5
2 I’ve just opened my first
bank account.
3 My sister hasn’t turned
fifteen yet.
4 Have you ever used a credit
card?
5 He hasn’t talked to me
since Friday.
6 I’ve never driven a car.
7 Have you already heard the
news?
8 They’ve been friends for
years.
Exercises 6 & 7
Further practice
Assessment for
Learning and Warm-up Exercise 2  Check answers as a class. Drill
Mixed‑ability Working in pairs, ask students to pronunciation of since, just, yet, already.
Workbook page 63 Note!
remember as many things possible To do the task, students need to know Exercise 6
Grammar Booster which Raiko mentioned in his vlog in Focus attention on the questions and the
page 162 what a past participle is. Use the
Lesson 6.1. irregular verbs list on page 159 to show lists. Check students understand use a
Grammar Elicits some answers from the class. them and give an example of the past treadmill.
photocopiable Answer Key participle of the regular verb too.
worksheet See Lesson 6.1, exercise 2.
Online practice
90 Unit 6
Exercises 1 & 2
Exercise 4
(Suggested Answers)
Coming of Age Day:
Who takes part in it? Young
women and men who turned
20 in the past year.
What happens before the
ceremony? People who
turned 20 in the past year
receive an invitation from the
city hall.
What happens during the
ceremony? Women wear
kimonos. Men wear suits or
traditional Japanese clothes.
People listen to lectures. They
take photos, get presents
and go to parties.
Is it a difficult ceremony?
Why? No, because they don’t
have to do anything difficult.
Sunrise Ceremony:
Who takes part in it? Young
Apache girls
What happens before
the ceremony? Young girls
prepare for six months. They
need to be strong to dance
and run for many hours.
ceremony? The girls sing,
dance and run.
Why? Yes, it takes four days
and nights. There’s a lot of
singing, dancing and running.
Land Diving:
Who takes part in it? Boys
from Vanuatu, an island in the
Pacific Ocean
What happens before the
ceremony? People build
wooden towers and boys look
for vines in the forest.
ceremony? Boys jump from
a 30-metre wooden tower.
Why? Yes, because it’s
dangerous. You have to be
brave to jump from such a tall
tower.
Exercise 5
A brave
B taking risks
C celebrate
D sensible
E ceremony
F lectures
Exercise 6
Warm-up Tell students that they are each going to Transcript

Write on the board: eighteen. Ask what read about one ceremony. See Teacher's Guide, page 180.
Further practice
is special about this age. Elicit ideas Exercise 5  6.06
from the class. Remind students to use the strategy they Assessment for
learned in Lesson 5.7: guessing meaning Learning and
Exercise 3 Mixed‑ability
Check the meaning of ceremony (a public in context, i.e., they should look at the
sentence around each highlighted word Teaching booklet
or religious occasion that includes a series Workbook page 64
of formal or traditional actions). to work out what it means.
Online practice
Unit 6 91
Exercise 1
2 (Suggested Answers)
It’s rude to try to push in
front of someone to get on
the bus. It’s rude to talk to
someone with your hands in
your pockets.
It’s bad manners to use your
phone while having a meal.
In some countries, it’s rude
to blow your nose in public /
while eating.
It might be bad manners to
wear shoes inside the house
and put your feet on the sofa.
Exercise 2
1 Japan
2 India
3 England
Exercise 3
Japan: Activity: blow your
nose in public places; rude
India: Activity: open
presents in front of the
person who gives them; rude
England: Activity: pushing
into the queue; rude
Exercise 4
Exercise 6
1 May I invite my friends on
Saturday evening?
2 Can I copy your
homework?
3 May I use your phone?
4 Can I leave my shoes on?
5 May I take photos in the
cathedral?
Exercise 7
Giving permission: sure, go
ahead; Of course, you can. /
Sure, go ahead.
Refusing permission: I’m
afraid, you can’t. / I’m sorry,
but we always … /; No, I’m
afraid that’s not possible.
Suggested answers
Other ways: Sure, no
problem. / No, you may not.
Giving permission: sure, go
ahead; Of course, you can. /
Sure, go ahead.
Refusing permission: I’m
afraid, you can’t. / I’m sorry,
but we always … /; No, I’m
afraid that’s not possible.
Exercises 8 & 9
Warm-up the lesson from popular culture – films Exercise 5

Write on the board: Have you had much and TV, famous people from other The noun respect is a key concept, so
experience of other cultures? Why? / countries, etc. you could suggest students translate
Further practice Why not? this one into their own language using
Exercise 1 a dictionary. Elicit or point out that we
Assessment for Encourage a whole-class discussion. It Ask students to read the questions. Check often use this noun in collocation with the
Learning and is possible that students have not had a they know the phrase bad manners. verb show.
Mixed‑ability chance to travel and / or live in an area
Teaching booklet with little diversity. In this case, you will Exercise 2  6.07
Workbook page 65 need to think of examples to use in Transcript
92 Unit 6
Exercise 1
Exercise 2
Doing a family quiz in teams
Exercise 3
2 Uncle Paul is a middle-
aged man.
3 Lauren’s mother has a twin
sister.
5 He’s lived in Belgium since
Chloe was born.
Exercise 4
Verbs that describe life
stages: start a family, grow
up, be born, get married
Family members or a
position in a family:
relative, twin, an only child
Words that describe age
or a period in life: teenager,
middle-aged, in her early
twenties, childhood, elderly,
in her late seventies, in his
mid-thirties
Exercise 5
Exercise 6
1 born, grew, childhood,
teenager
2 elderly, twin
3 only child
4 got married, wedding
anniversary
5 late, started
6 middle-aged
7 mid-
8 relatives
Exercises 7 & 8
Further practice
Assessment for
Learning and
Mixed‑ability
Teaching booklet
Focus students’ attention on the photo Focus attention on the table. Check Circulate and monitor, encouraging
students understand life stages. students not to just fill the central column Workbook page 66
and elicit what they can see. Ask them
who they think the people are, why they Drill the words for accurate pronunciation. with basic words for family members. If Vocabulary Booster
are together and how they are feeling. Encourage students to count syllables this is happening, conduct a quick class page 143
in longer words and to mark the word brainstorm. The aim here is to extend Vocabulary
Exercise 2 stress on the correct syllable, e.g. relative, their vocabulary. You could prompt them photocopiable
Check the meaning and pronunciation of anniversary, elderly. to think of words to use when families worksheet
reunion /riːˈjuːniən/ (a social occasion or join together: e.g. stepbrother, half-sister,
party attended by a group of people who in-laws. Short test
have not seen each other for a long time).
Unit 6 93
Exercise 1
Exercise 2
Taking a photo of the
children on their first day of
school every year
Exercise 5
1 Have you ever been
2 went
3 bought
4 Did you have
5 was
6 didn’t like
7 Were you
8 was
9 came
10 have they lived
11 moved
12 got
13 ’ve had
14 haven't worn
15 did you buy
16 gave
Exercise 6
1 hasn’t told
2 broke her leg
3 was bored
4 has tried
5 made popcorn, watched a
film
6 ordered pizza, played
video games
7 prepared a surprise
Exercises 7 & 8
Further practice
Assessment for
Learning and
Mixed‑ability
Teaching booklet Warm-up from Lesson 6.2 on the board that they Exercise 6  6.11
Because this lesson requires students can use in present perfect sentences: Tell students to focus on the places given.
Workbook page 67 Drill the words for accurate pronunciation,
to extend their knowledge of how the ever, never, for, since, just.
Grammar Booster present perfect is used, start by having e.g. library /ˈlaɪbrəri/, museum
page 163 them work in pairs or small groups to Exercise 1 /mjuˈziːəm/.
remember how to form this tense. Ask Focus attention on the questions and
Grammar
students to write sentences with the check students understand the concept of Transcript
photocopiable
affirmative and negative forms of the a family tradition. Give your own example, See Teacher’s Guide, page 181.
worksheet
verbs and a question. Write key words if necessary.
Online practice
94 Unit 6
Exercise 1
Exercise 3
Suggested answers
Fact: Humanitas, a care
home for elderly people,
offers rooms to six students.
Opinion: The work students
have to do in Humanitas isn’t
difficult.
Exercises 5 & 6

Focus students’ attention on the photo. Transcript Further practice
Working in pairs, students describe See Teacher’s Guide, page 181.
what they can see and what they think Assessment for
the connection is between this photo Learning and
and the heading Side by side. Mixed‑ability
Elicit some ideas from the class. Explain Teaching booklet
the meaning of the idiom side by side Workbook page 68
(close together and facing in the same Online practice
direction).
Unit 6 95
Exercise 1
Exercise 2
might fall into the water
Exercises 4 & 6–9

Further practice
Assessment for
Learning and Warm-up Write a word or phrase on the board. Their Exercise 3  6.13
Mixed‑ability Remind students that in Lesson 6.5 they classmates have to explain it (without Exercise 4  6.14
Teaching booklet learned vocabulary about family. Use the using any of the words on the board). The Transcript
Workbook page 69 vocabulary from the table in exercise 4 on first student to guess the word or phrase See Teacher's Guide, page 181.
Communicative page 83 plus any extra words they added can join their classmates and a new
activity in exercise 5. student goes to the front of the classroom. Exercise 5  6.15
photocopiable Invite two students to come to the front Transcript
Exercise 2  6.13
worksheet of the classroom and sit with the board See Teacher’s Guide, page 181.
behind them, facing the class. Transcript
Online practice
96 Unit 6
Exercise 1
Exercise 2
1 Gabriela is an exchange
student from Brazil who is
going to stay with Leah’s
family for six months.
2 She feels very excited.
3 Yes, she's called her.
4 She wants her to help plan
activities for when Gabriela
arrives.
Exercise 3
Phrases that Leah uses: Hi
Mia,; How are you?; I'll be in
touch; Take care
Phrases Leah uses to make
a suggestion: Why don't we
(go there this weekend …)?
Phrases Leah uses to make
a request: Do you think you
could help me?; Would you
(have time on Saturday
afternoon)?
Exercise 5
present simple, present
perfect, will, past simple, be
going to
Exercise 6
1 Are you OK? You haven’t
written to me for so long!
2 I hope you’ll visit us again
soon!
3 I haven’t told anyone about
it yet. You’re the first person
to know.
4 Have you heard what
happened to me on Friday?
Exercises 7–9
Warm-up Invite a few students to share their

Ask students: How do you share news with answers with the class.
Further practice
your friends and family? (E.g. face to face,
phone call, social media, text messages, Assessment for
emails). Learning and
Working in small groups, ask students Mixed‑ability
to explain which method(s) they prefer Teaching booklet
and why. Workbook page 70
Online practice
Unit 6 97
Exercise 1
1 just opened / just finished
opening
2 paid their bills since
3 never driven
4 haven't ironed
5 since March
6 have been friends for
Exercise 5

Assessment for
Learning and
Mixed‑ability
in the Workbook and the Reflection
Teaching booklet
questions.
Workbook page 71
Progress test
98 Unit 6
Study skills
Remind students to review vocabulary
regularly to help them remember it.
One way to do this is to write words on
scraps of paper and put them in a bag
or jar. Once a day, students can pick
out a word and try to make a sentence
using it, or translate it.
Unit 6 99
Exercise 1
Specific information: 1,
2, 3, 5
Main idea: 4, 6
Exercises 3, 4 & 5
Exercise 6
1 noun
2 noun
3 adjective
4 adjective
5 plural noun
Exercise 7
1 childhood
2 celebration
3 elderly
4 secondary
5 qualifications
Warm-up Dictate the following: It was brilliant. Exercise 2  6.16

Divide the board in two columns and I liked it. I wasn’t keen on it. Lucky you! Transcript
label them positive and negative. Tell I can’t wait to do it. I’m nervous. I hate See Teacher’s Guide, pages 181–182.
students you’re going to read out doing it. I’m excited about it. I don’t like it.
some phrases from the listening task They can be a bit boring.
in this lesson. They need to copy the Check answers as a class.
two columns in their notebooks, then
categorise each phrase and write it in
the correct column.
100 Skills trainer 3

Exercise 8
Photography
A Article
B Blog
C Advert
D Review
Exercise 9
1 C
2 A
3 D
Exercise 10
1 join a photography club
2 go / travel to London
3 a certificate
4 the natural world
Exercise 12
Suggested answer
Hi [Name],
How are you? My name’s
[Name]. I’m fifteen years old
and I’m from Warsaw, but
right now I’m on a school trip
to Britain.
We are staying in a big
house in the middle of
the countryside in north
Wales. It’s very beautiful
here and we are close to the
mountains. We are lucky
because the weather is hot
and sunny.
Yesterday, we walked to the
top of Snowdon. It took five
hours to get to the top, but
While we were standing
at the top, we took some
amazing photos.
Please write soon and send
me some pictures of your last
school trip.
Best wishes,
[Name]
Further practice
Assessment for
Learning and
Mixed‑ability
Teaching booklet
Workbook pages
72–73
Skills trainer 3 101

Exercise 1
Exercise 2
The photo shows the July
1969 moon landing. The
astronauts on the Apollo 11
mission were Neil Armstrong,
Aldrin and Michael Collins.
Armstrong and Aldrin
landed on the moon in the
Eagle while Collins orbited
the moon in the spaceship
Columbia.
Exercise 3
1 Her dream is to be an
astronaut and travel to the
moon.
2 The aim was to put people
on the surface of the moon.
3 The name of the spaceship
was Columbia.
4 They got into the Eagle
when they were about 100
kilometres from the moon.
5 No, it wasn’t, because the
moon’s surface is rocky.
6 Because the moon has
no atmosphere, so it’s
impossible to breathe (and
astronauts have to wear
spacesuits).
7 They brought back some
rocks.
8 She wants them to send
in their ideas about living on
the moon.

Tell students to look at the photo. questions. Invite a few students to share Transcript
Ask: If you could travel to space, how their ideas with the class. See Teacher’s Guide, page 182.
would you feel? Exercise 3   7.01
What would you miss about life on Earth?
Who would you travel to space
with? Why?
102 Unit 7
Exercise 6
1 survive
2 atmosphere
3 conditions
4 surface
5 breathe
6 explore
7 water supply
8 astronaut
9 Gravity
10 challenging
Exercise 7
1 astronauts
2 mission
3 survived
4 conditions
5 crew
6 spaceship
7 stepped onto
8 explore
9 challenging
10 surface
Exercises 8 & 9
Further practice
Assessment for
Learning and
Mixed‑ability
Exercise 4
Teaching booklet
Drill the words and phrases for accurate
pronunciation. You could point out that Workbook page 74
Oops can be pronounced /ʊps/ or /uːps/. Vocabulary Booster
Exercise 6 page 144
Drill the words and phrases for accurate Vocabulary
pronunciation, e.g. astronaut photocopiable
/ˈæstrənɔːt/, atmosphere /ˈætməsfɪə/, worksheet
breathe /briːð/, surface /ˈsɜːfɪs/. Short test
Unit 7 103
Exercise 1
Exercise 5
1 to sleep
2 the light
3 temperature
4 atmosphere
5 kilometres per hour
6 ill
Exercise 6
Exercise 8
2 We wouldn’t survive unless
we could grow our own food.
3 Where would we find
water if we lived on the
moon?
4 I wouldn’t want to go to
space unless my friends came
with me.
5 If we built homes
underground, we could
control the temperature
more easily.
6 Our bodies would change
unless we had an exercise
plan.
7 How long could we stay
outside if we went out?
8 I’d be a space tourist if I
had the money.
Exercises 9 & 10
Further practice
Assessment for
Learning and Warm-up Answer Key Exercise 5  7.06
Mixed‑ability Set a time limit for students, in pairs, to See exercises 5 and 6, Lesson 7.1. Transcript
Workbook page 75 write a list of as many space words and
Exercise 4  7.05 See Teacher’s Guide, page 182.
Grammar Booster phrases as they can from Lesson 7.1.
page 164 If necessary, model the contracted form Exercise 8
Check answers as a class and praise the Focus attention on the example. Remind
of would with different pronouns and get
Grammar pair who remembered the most and any students not to use can in second
students to repeat.
photocopiable students who remembered vocabulary conditional sentences – they need to
worksheet which none of their classmates did. Transcript change it to could.
Online practice See Teacher's Guide, page 182 and Answer
Key above.
104 Unit 7
Exercises 5–7
Warm-up Exercise 2  7.07 questions in the strategy, e.g. The speakers

With books closed, elicit the Check the meaning of ceremony (a public are female. Emily has an American accent,
or religious occasion that includes a series Clare has an English accent. Further practice
planet names in English and drill
pronunciation: Mercury /ˈmɜːkjəri/, of formal or traditional actions). Assessment for
Exercise 4  7.08
Venus /ˈviːnəs/, Earth /ɜːθ/, Mars / Transcript Learning and
Transcript Mixed‑ability
mɑːz/, Jupiter /ˈdʒuːpɪtə(r)/, Saturn / See Teacher’s Guide, pages 182–183. See Teacher’s Guide, page 183. Teaching booklet
ˈsætɜːn/, Uranus /ˈjʊərənəs/, Neptune
/ˈneptjuːn/. Exercise 3  7.07 Workbook page 76
Elicit anything students can remember
about the two experts in relation to the Online practice
Unit 7 105
Exercise 1
Exercise 2
1 Tess
2 He watered them once.
3 She told him to water them
every day.
4 They stopped growing.
5 Jason
Exercise 4
1 argument
2 responsible
3 attention
4 interest
5 admit
6 hand
7 valuable
8 support
Exercises 5–7
Warm-up salads) and that students know water as Exercise 4

Write on the board: Do you prefer to a verb. Elicit that these sentences are all conditional
work alone, in pairs, or in groups? Why? structures and ask students to identify
Transcript
Further practice Working in pairs, students give their See Teacher’s Guide, page 183.
which conditional is used and why (zero –
Assessment for these are real situations: see Lesson 5.6).
opinion.
Learning and Exercise 3  7.10
Exercise 6
Mixed‑ability Exercise 2  7.09 Transcript
Check the meaning and pronunciation of Note!
Teaching booklet See Teacher’s Guide, page 183.
lettuces /ˈletɪsɪz/ (plants with large green Students will need to use the second
Workbook page 77 conditional here as they are discussing
leaves that are eaten raw, especially in
imaginary situations.
106 Unit 7
Exercise 1
Exercise 3
1 Tang
2 Velcro
3 Teflon
4 Teflon
5 Velcro
6 Tang
Exercise 4
1 thermometer
2 powder
3 Velcro
4 foam
5 system
6 material
Exercise 5
2 stick
3 doing research into
4 contains
5 develop
6 mix
7 produces
8 running tests
9 weighs
10 discovered
Exercises 6–8
Further practice
Assessment for
Learning and
Mixed‑ability
Warm-up Exercise 4
Teaching booklet
Ask students what they think are some Check answers as a class. Drill the
pronunciation of thermometer Workbook page 78
of the most important inventions of all
time. Elicit the names of the inventors, /θəˈmɒmɪtə(r)/. Vocabulary Booster
if they know them. You could also page 145
ask students to think of one everyday Vocabulary
invention which they could not live photocopiable
without. worksheet
Short test
Unit 7 107
Exercise 1
Exercise 5
Sentence 3 is active because
the focus is on George Lucas,
not the Star Wars film.
The other sentences are
passive because the focus is
on the action, not on who did
that action.
Exercise 6
1 All kinds of things are sold
at auctions these days.
2 The first spacesuits were
designed in the 1930s.
3 A lot of money is spent on
space souvenirs today.
4 When was the first
spaceship developed?
5 CDs aren’t used very much
nowadays.
6 Which language is spoken
on the International Space
Station?
7 The planet Mars was
discovered in 1610.
8 The first light bulbs weren’t
made until 1879.
Exercise 7
1 shows
2 is based
3 didn’t exist
4 was finished
5 sent
6 looked after
7 weren’t considered
8 wasn’t sold
9 was taken
10 is displayed
Exercises 8 & 9
Further practice
Assessment for
Learning and
Mixed‑ability
Teaching booklet
Working in small groups, students Check the meaning and pronunciation of Circulate and monitor, checking that
Workbook page 79 auction /ˈɔːkʃn/ (a public sale in which students don’t spend too much time
tell each other about their favourite
Grammar Booster possession. things are sold to the person who offers choosing a possession. Give examples to
page 165 the most money for them). choose from if necessary, e.g. jewellery,
Then, in whole-class feedback, ask some
Grammar clothing, a toy or book, a decorative object,
students to report on what a member of Transcript
photocopiable equipment for a particular activity.
their group told them. See Teacher’s Guide, page 184.
worksheet
Online practice
108 Unit 7
Exercise 1
Exercise 2
Margaret Hamilton tried to
solve the problem of fitting
computer systems into the
first spaceships. Amber Yang
tried to solve the problem of
space junk.
Exercise 3
1 computers – machines
2 big – huge
3 spaceship – vehicle
4 program – software
5 film – movie
6 junk – rubbish
7 business – company
8 equipment – devices
Exercise 4
1 successfully
2 luckily
3 sadly
4 mainly
5 hopefully
6 completely
Exercises 6 & 7
Warm-up The first student to guess it goes back first photo is black and white and the
Revise space vocabulary from Lesson and joins their classmates. Repeat with background and clothing are more dated.)
Students answer the question. Further practice
7.1: astronaut, spacesuit, gravity, the a new student.
moon, spaceship, crew, float, mission. Assessment for
Exercise 2 Exercise 5  7.15 Learning and
Have two students come to the front of Elicit what students can see in the photos Transcript Mixed‑ability
the classroom and sit facing the class. and if they think they were taken in the See Teacher's Guide, page 184. Teaching booklet
Write a word or phrase on the board. same time period. Ask how they know.
The class have to explain it without Workbook page 80
(They show different time periods, the
using the word on the board. Online practice
Unit 7 109
Exercise 1
2 fitness tracker
3 gaming headset
4 wireless earphones
5 smartwatch
6 e-reader
Exercise 2
1 It was a present.
2 He needs his phone.
3 Beth gives most of the
instructions.
4 It’s a Bluetooth speaker.
5 They didn’t turn the
speaker on.
6 They can hear the music
Exercise 3
Asking for instructions:
What do I do next?
Giving instructions: Scroll
up / down …
Confirming you’ve
followed instructions:
Seen it.
Exercise 4
Suggested answers
1 I’ll show you.
2 Done it.
3 What do I do next?
4 Got it.
5 Where’s that?
Exercise 5
1 Take it out of the box first.
2 Don’t read my messages.
3 Turn down that music,
please.
4 Call me later.
5 Don’t leave it on all night.
6 Don’t use my earphones.
Exercises 6–8
Further practice
Assessment for
Learning and Exercise 2  7.16 Exercise 8
Warm-up
Mixed‑ability There are lots of reasons why instructions
Ask students to think of a time they Transcript
Teaching booklet may not be successful: speaking too
needed to ask for instructions or give See Teacher’s Guide, page 184.
Workbook page 81 someone instructions. quietly, too quickly, or not clearly; not being
Exercise 5 clear about the order of instructions; not
Communicative Invite a few students to share their Go through the strategy together. Ask using the right vocabulary; the listener
activity answers with the class and elicit whether students to find examples of imperatives not using checking questions; the listener
photocopiable their experiences were positive or not and in the Phrasebook (put on, swipe, scroll, not confirming an instruction has been
worksheet what problems they had. turn on). followed. Try to elicit some of these
Online practice problems and possible solutions to them.
110 Unit 7
Exercise 1
Exercise 2
1 She’s writing about
Cosmos: A Spacetime Odyssey
2 It was made several years
ago.
3 Magda shouldn’t expect an
exciting action movie.
4 She describes it as a
science documentary series /
a journey to different places,
where you are told about the
place each time you stop.
5 She learned about the
role of the Earth in time and
space.
6 She uses informal
language because it’s a
forum post for young people
like her.
Exercise 3
1 Just don't expect an
exciting action movie when
you switch on!
2 For example, you learn
how stars are formed …
3 I would watch it if I were
you!
Exercise 4
Suggested answers
1 I’ve passed (all) my exams!
2 Don’t forget your ID card.
3 Could you help me design
my website, please?
4 Power is sent from the
engine to the wheels.
5 I think it’ll rain tomorrow.
6 I’d try the new Asian
restaurant if I were you.
Exercises 5–7
Warm-up Exercise 5
Ask students: If your teacher gives you a Note!
Further practice
topic to research, do you prefer to look in a Students are sometimes confused by
book, on a website, or watch a video or TV the question What is it like? because Assessment for
show? Why? they think it uses the verb to like. Help Learning and
Working in small groups, students discuss them understand how to answer it by Mixed‑ability
the questions above. Elicit some answers paraphrasing: Describe it, or Tell me all Teaching booklet
from the class, encouraging them to give about it. Workbook page 83
reasons. Online practice
Unit 7 111
Exercise 4
1 would / could
2 is
3 survive / live
4 Conditions
5 are
6 crew
7 board
8 had
Exercise 5

Assessment for
Learning and
Mixed‑ability
Teaching booklet
questions.
Workbook page 83
Progress test
112 Unit 7
Study skills
Remind students that when they revise
vocabulary, it’s also useful to remind
themselves of where certain words
should go in a sentence. For example,
adverbs such as hopefully and sadly
are often used at the beginning of a
sentence or after a verb.
Unit 7 113
Exercise 1
1 We can see a shower, odzwierciedlenie cyfrowe Student ebook (teachers and students).
a sleep space / sleep
compartment, storage
lockers and controls.
Exercise 3
1 It was in orbit from 1973
to 1979.
2 They conducted
experiments, cleaned the
station and took photos.
3 They can visit it at the
Space Centre in Houston,
Texas.
Exercise 4
1 In the past, space
exploration was a
competition between the
Soviet Union / Russia and
the USA. Now there is more
international cooperation.
2 The Soviet Union
3 The Soviet Union
4 The USA in July 1969
(Suggested answer: the
USA, because they landed on
the moon first.)
Exercise 5
In the past, the astronauts
didn’t like the food and it
was difficult to prepare.
Now there is more variety
of food, they can have fresh
hot drinks, and they can
bring cake and fresh fruit and
vegetables on board.

Ask students to imagine that an Go through the task together. Check Transcript
astronaut who has just returned from a that students know the meaning of orbit See Teacher’s Guide, page 185.
mission is going to visit. (move in a curved path around a much
larger object). Exercise 6  7.19
Ask them to write three questions they
would like to ask him / her. Transcript Transcript
See Teacher’s Guide, page 184. See Teacher’s Guide, page 185.
Working in pairs, students compare
their questions. CREATE … a map of the solar system
To complete the Create task, students
will need access to the internet to do the
Exercise 6
1 machine
2 Earth
3 difficult
4 news
5 directions
6 planets
Exercise 7
Exercise 8
Suggested answers
Advantages: can collect
data on the Earth from
above, can study space and
other planets, helps global
communication
Disadvantages: life is
difficult for astronauts,
expensive, dangerous
Exercise 9
Research it! task, and paper and craft balance of students who choose each STEP 4
items to create their map. planet. Display the completed maps around the
Students conduct online research about classroom and ask the class to circulate
STEP 1
their chosen planets and make notes and read each other’s work.
Students draw their map of the solar
system and label the planets. Remind about each of the points. Ask a few students to share an interesting Further practice
them to use capitals. fact they found out from reading.
STEP 3 Assessment for
STEP 2 Research it! Circulate and monitor as students write Learning and
Students select the planets they would their fact files and complete their map, Mixed‑ability
like to write about. Try ensure a good helping as required. Teaching booklet

Exercise 1
1 Suggested answer: (teachers and students). All resources are on Oxford English Hub.
Astronauts live and work
here.
Exercise 3
1 It was in orbit from 1973 to
1979.
2 They conducted
experiments, cleaned the
station and took photos.
3 They can visit it at the
Space Centre in Houston,
Texas.
Exercise 4
1 In the past, space
exploration was a
competition between the
Soviet Union / Russia and
the USA. Now there is more
international cooperation.
2 The Soviet Union
3 The Soviet Union
4 The USA in July 1969
(Suggested answer: the USA,
because they landed on the
moon first.)
Exercise 5
In the past, the astronauts
didn’t like the food and it
was difficult to prepare.
Now there is more variety
of food, they can have fresh
hot drinks, and they can
bring cake and fresh fruit and
vegetables on board.
Warm-up If you have time, students could Exercise 4

Ask students to imagine that an role-play asking and answering the Go through the questions together.
astronaut who has just returned from a questions. Check the pronunciation and meaning
mission is going to visit. of satellite /ˈsætəlaɪt/ (an electronic
Exercise 2
Ask them to write three questions they Enter the 360° image. Move around to device sent into space used for gathering
would like to ask him / her. explore the Skylab space station, but do information or communicating by radio,
Working in pairs, students compare not click on the hotspot symbols yet. television, etc).
their questions. Stop and ask students to discuss the
question in pairs.

Exercise 6
1 machine
2 Earth
3 difficult
4 news
5 directions
6 planets
Exercise 8
Exercise 9
Suggested answers
Advantages: can collect
data on the Earth from
above, can study space and
other planets, helps global
communication
Disadvantages: life is
difficult for astronauts,
expensive, dangerous
Exercise 10
CREATE … a map of the solar system STEP 2 Research it! STEP 3

To complete the Create task, students Students select the planets they would Circulate and monitor as students write
will need access to the internet to do the like to write about. Try ensure a good their fact files and complete their map,
Research it! task and paper and craft items balance of students who choose each helping as required.
to create their map. planet. STEP 4 Further practice
STEP 1 Students conduct online research about Display the completed maps around the
Assessment for
Students draw their map of the solar their chosen planets and make notes classroom and ask the class to circulate
Learning and
system and label the planets. Remind about each of the points. and read each other’s work.
Mixed‑ability
them to use capitals. Ask a few students to share an interesting Teaching booklet
fact they found out from reading.

Exercise 1
Exercise 3
1 Raiko, Miya, Lewis
2 Raiko
3 Lewis
4 Miya, Yasmin
5 Raiko
6 Miya
7 Yasmin
8 Raiko, Yasmin
Exercise 5
1 I reckon
2 give it a go
3 At the end of the day
4 is such a pain
5 isn’t really my thing
Warm-up Working in pairs, students discuss the Transcript

Tell students to look at the photos. questions. See Teacher’s Guide, page 185.
Ask: What can you see in the photos? Invite a few students to share their ideas Exercise 3   8.01
Do you have a job? What do you do? Do with the class.
you enjoy it?
Exercise 2   8.01
Do you prefer working alone or with other Students read the instructions. Elicit that
people? Why? there are more jobs than speakers (some
speakers mention more than one job).
118 Unit 8
Exercise 7
1 creative
2 stressful
3 shop assistant
4 lifeguard
5 part-time job
6 tiring
Exercise 8
1 serve customers
2 work in a team
3 ’m on my feet
4 part-time job
5 tiring
6 earn
7 shop assistant
8 on the checkout
9 stressful
Exercise 9
Exercise 5
1 I reckon
2 give it a go
3 At the end of the day
4 is such a pain
5 isn’t really my thing
Further practice
Assessment for
Learning and
Mixed‑ability
Exercise 4 Exercise 5  8.02 Exercise 8
Teaching booklet
If students are unsure, read out the Drill the words and phrases for accurate Ask students to read the interview, not
relevant section of the transcript for pronunciation, e.g. astronaut focusing on the gaps at first. Workbook page 84
context. Emphasise that at the end of the /ˈæstrənɔːt/, atmosphere /ˈætməsfɪə/, Ask: What is Jake’s part-time job now? (A Vocabulary Booster
day is idiomatic here and is not related to breathe /briːð/, surface /ˈsɜːfɪs/. customer assistant in a cinema) Where did page 146
time (though, in a different context it can he work before? (At a newsagent’s). Vocabulary
be used with its literal meaning). Transcript
See Teacher's Guide, page 185 and photocopiable
Answer Key above. worksheet
Short test
Unit 8 119
Exercise 1
Raiko: waiter; Miya: lifeguard,
gardener, shop assistant;
Lewis: video game tester;
Yasmin: baby-sitter,
handmade
goods seller
Exercise 2
1 lifeguard
2 shop assistant
3 game tester
4 waiter
5 handmade goods seller
Exercises 7 & 8
Further practice
Assessment for
Learning and Warm-up Answer Key Transcript
Mixed‑ability Write the following vocabulary from part-time job, shop assistant, be on See Teacher’s Guide, page 185.
Workbook page 85 Lesson 8.1 on the board in two columns. your feet, earn money, look after, serve
Grammar Booster Exercise 6
Working in pairs, students match and customers, work on the checkout, work Check answers as a class. Clarify problems
page 166 make the phrases. from home, work in a team with the tenses by referring back to the
Grammar Column 1: part-time, shop, be on, earn, grammar rules or drawing timelines to
photocopiable Exercise 5  8.06
look, serve, work, work from, work in a illustrate the sequence of events.
worksheet Students read the instructions and the
Column 2: assistant, job, money, team, events, and ask: What is Isabella’s job?
Online practice on the checkout, home, your feet, Who is Theo? (Isabella looks after Theo,
customers, after who is a little boy.)
120 Unit 8
Exercise 1
Exercise 2
Suggested answers
1 Wake up people who live
in the house
2 He reads newspapers and
books to factory workers.
3 Collect fallen pins and put
them back in place, push the
ball back to the player
4 Used / False teeth
Exercise 3
Exercise 4
1 wake up people
2 they were expensive
3 the USA / America
4 boring and repetitive
5 different people
6 bowling
7 push
8 tiring
9 used-teeth
10 the dentist
Exercise 5

Write on the board: What jobs do / Transcript Prompt some students to go into more
detail, e.g. question 2: Why wouldn’t you Further practice
did your grandparents do? What about See Teacher’s Guide, page 186.
want to do the other jobs? Assessment for
their parents?
Learning and
Working in small groups, students Mixed‑ability
discuss the questions. Teaching booklet
Elicit ideas from the class. Workbook page 86
Online practice
Unit 8 121
Exercise 1
Exercise 2
Suggested answers
1 Do what you can do best
/ Use your best qualities or
abilities
Exercise 3
1 Things which are easier
for you to do; things you are
good at
2 Because nobody is good
at everything, so you should
focus on and develop what
you’re best at
3 By answering the question
about the last thing that
made them proud
Exercise 4
Exercise 5
1 focused
2 organised
3 team leader
4 sociable
5 reliable
6 confident
Exercises 7–9
Warm-up Exercise 3  8.08 Transcript

Write strength on the board and ask: Is it Transcript See Student Book, page 186.
a noun, verb, or adjective? (A noun). See Teacher’s Guide, page 186. Exercise 8
Further practice Elicit the related adjective (strong), Refer students to the vocabulary in
Exercise 6  8.09
Assessment for then the opposite noun and adjective exercise 5 for ideas. Encourage students
Check answers as a class. Highlight that
Learning and (weakness, weak). to reflect on recent reports from teachers
the pronunciation of the suffix -able is
Mixed‑ability Ask students to think about their main as one source of evidence.
different from the adjective able /ˈeɪbl/,
Teaching booklet strength and weakness in English and e.g. She wasn’t able to do it.
Workbook page 87 compare their answer to the person
next to them.
122 Unit 8
Exercise 1
Exercise 2
When Edgar Kaufmann called
him and told him that he was
coming to his house
Exercise 3
1 To design a summer
house in the Appalachian
Mountains in Pennsylvania
for Edgar Kaufmann, a
businessman from Pittsburgh
2 After nine months, he was
impatient and wanted to
check what Wright had done.
3 After the phone call
Exercise 4
1 come round
2 hear from
3 put off
4 take on
5 go by
6 get on
7 run out of
8 write down
9 give up
10 hang up
11 turn up
12 work out
13 hand over
14 carry out
Exercise 6
1 put off for days
2 do your friends come
round
3 did you give up
4 do you hear from
5 Have you ever hung up
Exercise 7
Further practice
Assessment for
Learning and
Mixed‑ability
Teaching booklet
Write architect on the board and Allow students time to read the Note!
definition and questions. Model and Workbook page 88
elicit what students know about this Emphasise that students already know
profession. drill pronunciation of procrastinate and use phrasal verbs, e.g. talking about Vocabulary Booster
/prəˈkræstɪneɪt/. their daily routine: wake up, get up. You page 147
Ask them what kind of person you
need to be to do this job and the Elicit some answers from the class. Ask may need to confirm that it is possible Vocabulary
qualifications you need. Find out if they what kinds of tasks they often delay with many of them to separate the photocopiable
know anyone who is an architect. starting and whether procrastination has verb and adverb, e.g. put it off, and that worksheet
ever got them into trouble. pronouns often come between the verb Short test
and adverb (see question 3 in exercise 6).
Unit 8 123
Exercise 1
Exercise 2
Suggested answer
He wasn’t focusing on their
project. He was multitasking.
Exercise 3
1 a ‘I don’t believe in
multitasking.’
b ‘According to scientists,
multitasking makes you 40%
slower at work.’
2 d ‘I’m paying attention.’
3 c ‘One study showed that
your IQ gets lower because of
multitasking.’
Exercise 4
1 had put off
2 studied
3 was coming
4 had finally gave up
5 always turned
6 weren't taking
7 hadn't heard
8 was writing down
Exercise 5
1 Ella said that they / we
needed to work it out.
2 Carl said that he had got
the job.
3 Mia said that they had
been on their feet all day.
4 The manager said that I /
we didn’t carry out all my /
our tasks.
5 Annie said that they had
had an important meeting
on Friday.
6 Jim said that he was
getting on well at his Spanish
classes.
7 My boss said that it was a
stressful time for the whole
company.
8 Dad said that we were
running out of bread.
Exercises 6 & 7
Further practice
Assessment for
Learning and
Mixed‑ability
Warm-up Exercise 2 difficulty, refer them back to the grammar
Teaching booklet
Ask students: When was the last time you Elicit or teach the meaning of colleague if rules in Lesson 8.2.
Workbook page 89 necessary. Exercise 5
told another person what someone had
Grammar Booster told you? Was it important to report what Ask students: Do you often multitask? Do Students may find it strange that there are
page 167 they said exactly? Why? / Why not? you think it’s a good thing to do? Why? / two hads in sentence 5. Explain that this
Grammar Working in pairs, students discuss the Why not? is the past perfect of the verb have. Give
photocopiable questions. Then elicit some ideas from Note! another example if necessary, e.g. ‘I had a
worksheet the class. Students will need the past perfect in headache all day.’ She told me that she had
Online practice this lesson. Elicit the form of the past had a headache all day. (Note: We often
perfect and some examples. If they have contract the first had: She’d had a headache.)
124 Unit 8
Exercise 1
Exercise 2
Suggested answers
Similarities: In both jobs,
you work as a caretaker of
an island. In both jobs, you
have to take care of animals.
Differences: Bardsey Island
has difficult living conditions.
Hamilton Island offers
everything for tourists: an
airport, hotels, restaurants
and shops. Bardsey Island has
a rough climate, with cold
months and strong winds.
Hamilton Island is a sunny
island with palm trees and
sandy beaches.
Exercise 3
1 B
A Each job is presented
separately. The author
doesn’t make any
comparisons.
C The author describes each
island and what the job
involves, but doesn’t give any
warnings.
D The author doesn’t
encourage anyone to take
the jobs.
Exercise 5
Exercise 6
A 4
B6
C 3
D5
E 1
F 7
G 2
Exercise 7
Warm-up Stop students when time is up and elicit Exercise 2  8.13

Students work in small groups for a the jobs. Transcript Further practice
vocabulary competition. Tell them to Award one point for each correct See Teacher's Guide, pages 186–187.
write the alphabet vertically down the answer. The winning group is the one Assessment for
left side of one page. Allow them two with the highest score. Learning and
minutes to think of a job that starts with Mixed‑ability
each letter. Teaching booklet
Workbook page 90
Online practice
Unit 8 125
Exercise 1
Exercise 2
Suggested answers
call centre: A telemarketer
sells products and services
over the phone.
chemist's: A chemist
advises and sells medicine to
customers
construction site: A
construction worker builds
infrastructure and buildings.
factory: A factory worker
makes and packages things
using machines.
farm: A farmer harvests
crops and keeps farm
animals.
florist's: A florist sells
flowers.
garage: A mechanic fixes
cars.
grocer's: A grocer sells food
and small household items.
hospital: A nurse takes care
of patients.
office: An office worker
prepares documents and
attends meetings.
restaurant: A chef prepares
meals.
vet's: A vet takes care of sick
animals.
Exercises 3 & 4
Exercise 5
(Suggested Answers)
office chair; she describes
what it looks like and what it
does: it's a kind of chair … the
one that turns around … it's
really comfortable
noisy; she uses the opposite
of the word: not quiet
vet's; she describes the
function of the place: a place
where they help sick animals
Exercises 6 & 8–10

Further practice
Assessment for
Learning and Exercise 4  8.14 meaning (if a word is on the tip of your
Warm-up
Mixed‑ability tongue, you are sure that you know it, but
Ask students to look around the room Transcript
Teaching booklet you cannot remember it).
they are in and elicit what they like and See Teacher's Guide, page 187.
Workbook page 91 don’t like about it. Ask if there are any Exercise 7  8.15
things in the room which they don’t know Exercise 6
Communicative Transcript
the word for. (You could prepare for this by Go through the Phrasebook together.
activity See Teacher's Guide, page 187.
bringing in a number of objects you think Check students understand conversation
photocopiable
will be unknown vocabulary.) Students fillers and elicit when we use them. Also
worksheet
can point to things! Tell them that at the check they know tongue to help them
Online practice understand the last phrase. Elicit the
end of the lesson, they will know how to
talk about these things.
126 Unit 8
Exercise 1
Suggested answers
Activity leaders during
summer camps.
People who can lead such
activities and are between
fourteen and eighteen years
of age, have experience of
looking after children, are
friendly, full of ideas and
reliable.
Exercise 2
Suggested answers
He’s suitable because he’s a
babysitter and has worked
as an assistant coach of an
under-nine girls’ football
team; he likes sports; and he
is responsible,
hard-working and keen on
taking new challenges.
Exercise 3
Suggested answers
Formal: Dear Sir or Madam,
/ Yours faithfully, / I look
forward to hearing from you.
Exercise 5
1 sincerely
2 faithfully
3 forward
4 experience
5 position
6 apply
7 previously
8 candidate
Exercises 6–8
Warm-up of outdoor adventures (activities you do Exercise 5

Ask students: Have you ever applied for outside, such as hiking). Students use the email in exercise 2 to help
something? What did you have to do? them. Point out that when we know the Further practice
Exercise 4
name of the person we are writing to, we Assessment for
Elicit some ideas, e.g. a part-time job, a Elicit what is different when comparing
end the email with Yours sincerely, but when Learning and
position at school, membership of a gym or the examples of formal and informal
we do not, the ending is Yours faithfully. The Mixed‑ability
club, a course. language (the vocabulary used, no
meaning is the same; it is a convention. Tell Teaching booklet
contractions in the formal sentences and
Exercise 1 students that the phrase I look forward to
the formal sentences are longer). Workbook page 92
Students read the job advertisement hearing from you is used at the end of formal
and the questions. Check the meaning letters and emails to request a response. Online practice
Unit 8 127
Exercise 2
1 (that) she was giving
2 it had been
3 me (that) they sold
4 (that) they hadn’t heard
from
5 the day before
Exercise 6

Assessment for
Learning and
Mixed‑ability
Teaching booklet
questions.
Workbook page 93
Progress test
128 Unit 8
Study skills
Encourage students to group the
vocabulary from this unit under sub-
topics such as finding a job, describing a
job, qualities needed for a job, people in a
company. This tests their understanding
of the words and phrases and also helps
them create more organized vocabulary
notes.
Unit 8 129
Exercise 1
B manager, rules, shop
C information, job
D describing what has
happened, career
E guide, museum
F suggesting ways, make
money
Exercise 3
1 noun
2 adjective
3 verb
4 verb
5 noun
Exercise 5
Suggested answers
1 I do drama once a week at
the theatre club. We perform
plays once a term. I enjoy
performing drama with
my friends and acting as
different people.
2 I work in a shop three days
a week. It’s my part-time
job. I am a shop assistant
at a gift shop and I help my
customers choose the ideal
gifts for their friends and
family.
3 I help at a swimming
club. I’m a lifeguard. Before
becoming a lifeguard, I had
to do a course. It was quite
challenging.
Exercise 6
Exercise 2  8.16
Transcript
130 Skills trainer 4

Exercise 10
Further practice
Assessment for
Learning and
Mixed‑ability
Teaching booklet
Workbook
page 94–95
Skills trainer 4 131

Exercise 1
1 bed and breakfast
2 hotel
3 cottage
4 youth hostel
5 campsite
6 camper
Exercise 3
Exercise 6
1 hike
2 seaside resort
3 amusement park
4 backpacking
5 road trip
6 national park
Exercise 7

Groups of three tell a story of an imaginary Transcript Transcript
day out, taking turns to add one sentence See Teacher’s Guide, page 168, and See Teacher’s Guide, page 168, and
Further practice at a time using one of the key words / Answer Key. Answer Key.
Assessment for phrases from this lesson. Students get
one point for each sentence they add, Exercise 4  1.03 Exercise 1  1.09
Learning and
Mixed‑ability and miss a turn if they can’t think of a Transcript Transcript
Teaching booklet sentence. The winner is the student with See Teacher’s Guide, page 168, and See Teacher’s Guide, page 169, and
the most points. Answer Key. Answer Key.
Workbook page 96
132 Vocabulary Booster

Exercise 1
1 minibus
2 ship
3 yacht
4 lorry
5 motorbike
6 scooter
7 van
8 underground
Exercise 4
1 run out of fuel
2 break down
3 block the traffic
4 have a flat tyre
5 have a collision
Exercise 5
1 broke down
2 ran out of fuel
3 flat tyre
4 collision
5 blocking the traffic
Exercise 6
countryside, suncream,
wildlife
Exercise 8
airport, bus stop, guidebook,
railway, swimming pool,
washing machine, weekend

In groups of three, each student chooses Transcript Transcript
one means of transport. Students then See Teacher’s Guide, page 170, and See Teacher’s Guide, page 170, and
ask yes/no questions to find out which Answer Key. Answer Key. Further practice
means of transport they have picked (e.g. Assessment for
A: Does it travel on water? B: Yes. A: Are you Exercises 6–8
Learning and
a yacht? B: No.). To ensure an even mix of Weaker students can translate the text of
Mixed‑ability
items, you could assign each student their the rule after completing the exercises.
Teaching booklet
transport type. Workbook page 97
Vocabulary Booster 133

Exercise 1
1 terraced house
2 detached house
3 semi-detached house
4 new build house
5 apartment block
6 bungalow
7 basement flat
8 studio flat
9 dormitory
10 mansion
Exercises 2 & 5
Exercise 6
1 vacuum cleaner
2 ironing board
3 broom
4 washing line
5 tumble dryer
6 mop
7 duster
8 bucket
Exercise 7
1 washing line
2 tumble dryer
3 broom
4 vacuum cleaner
5 bucket
6 mop
7 duster
8 ironing board
Exercise 8

Groups of four take turns Transcript Transcript
describing an object from exercise 6. See Teacher’s Guide, page 171, and See Teacher’s Guide, page 171, and
Further practice They must not use any part of the word Answer Key. Answer Key.
Assessment for / phrase, e.g. for vacuum cleaner, they Exercise 3  2.03 Exercise 7
Learning and cannot say It cleans the floor. The first
Mixed‑ability Transcript Working in pairs, students do the task.
student who guesses correctly gets
Teaching booklet a point. The student with the most See Teacher’s Guide, page 171, and Circulate and monitor, encouraging
points wins. Answer Key. students to self-correct any errors.
Workbook page 98

Exercise 1
1 bathroom
2 bedroom
3 balcony
4 living room
5 hall
6 dining room
7 kitchen
8 toilet
Exercise 2
1 in the living room
2 in the bedroom
3 in the kitchen
4 in the dining room
5 in the bathroom
6 in the hall
7 to the toilet, the bathroom
8 on the balcony
Exercise 6
1 hire a removal van
2 redecorate
3 pack, belongings
4 move in
5 put together furniture
6 move out
7 settle in
8 label the boxes
Exercise 7
1 together
2 actions
3 create
Exercise 8
do: a course, an exam, an
exercise, homework
make: a cup of tea, a dress, a
sandwich, friends

Set a time limit of two minutes. With Transcript Transcript
books closed, working individually, See Teacher’s Guide, page 171 and See Teacher’s Guide, page 171, and
students make a list of vocabulary about Answer Key. Answer Key. Further practice
homes that they remember. (This can Assessment for
also include the types of homes from Exercise 3  2.08 Exercises 7 & 8
Learning and
Transcript Weaker students can translate the text of
Vocabulary Booster 2.1). When the time Mixed‑ability
See Teacher’s Guide, page 171, and the rule after completing the exercises.
limit is up, the student with the longest Teaching booklet
list wins. Answer Key.
Workbook page 99

Exercise 1
1 watermelon
2 grapes
3 strawberries
4 avocado
5 broccoli
6 beans
7 carrots
8 cabbage
9 chicken
10 eggs
11 fish
12 meat
Exercise 2
Fruit: watermelon, grapes,
strawberries, avocado
Vegetables: broccoli, beans,
carrots, cabbage
Animal products: chicken,
eggs, fish, meat
Suggested answers
Fruit: oranges, apples
Vegetables: lettuce,
asparagus
Animal products: beef,
cheese
Exercise 3
1 breakfast
2 a packed lunch
3 tea
4 dinner
5 café
6 food trucks
7 takeaway
8 drive-through
9 boil
10 peel
11 chop
12 fry
Exercise 5
1 nutritious
2 carbohydrates
3 protein
4 balanced diet
5 additives
6 ingredients
7 vegetarian
8 calories
Exercise 6

Working in groups of three, students think Transcript Transcript
of a meal and dessert for a dinner party, See Teacher’s Guide, page 173, and See Teacher’s Guide, page 173, and
Further practice using the food items in exercise 1. Groups Answer Key. Answer Key.
Assessment for then share their ideas with the class and
Learning and vote for their favourite meals.
Mixed‑ability
Teaching booklet
Workbook page 100

Exercise 1
1 go for a walk
2 ride a bike
3 do karate
4 go to a dance class
5 go to the gym
6 play rugby
7 play basketball
8 play football
Exercise 2
1 shoot
2 train
3 running track
4 do yoga
5 do athletics
6 go ice skating
Exercise 3
1 go ice skating
2 shoot
3 running track
4 do athletics
5 train
6 do yoga
Exercises 6 & 7

In pairs, students think of three to five Transcript Transcript
questions using the phrases from exercise See Teacher’s Guide, page 173, and See Teacher’s Guide, page 174, and
1 in each, e.g. How often do you go for a Answer Key. Answer Key. Further practice
walk? Students then swap pairs and ask Assessment for
and answer each other’s questions. Have a Exercise 2  3.09 Exercises 6 & 7
Learning and
few students share their partners answers Transcript Weaker students can translate the text of
Mixed‑ability
with the class. See Teacher’s Guide, page 174, and the rule after completing the exercises.
Teaching booklet
Answer Key.
Workbook page 101

Exercise 1
1 north
2 east
3 south
4 west
5 cold
6 cool
7 warm
8 hot
9 rainy
10 dark
11 bright
Exercise 2
1 west
2 bright
3 east
4 cold
5 hot
6 north
7 dark
8 south
9 rainy
10 warm
11 cool
Exercise 3
1 wind speed
2 tropical
3 polar
4 average temperature
5 rainfall
6 sunshine
7 climate zone
8 temperate
Exercise 5
1 fox
2 oak
3 squirrel
4 cheetah
5 tulip
6 seal
7 sunflower
8 cactus
Exercise 7

Ask students, What’s the weather like Transcript Transcript
today? and have them describe the See Teacher’s Guide, page 174, and See Teacher’s Guide, page 174, and
Further practice weather using the words in exercise 1. Answer Key. Answer Key.
Assessment for
Exercise 3  4.03
Learning and
Mixed‑ability Transcript
Teaching booklet See Teacher’s Guide, page 174, and
Answer Key.
Workbook page 102

Exercise 1
1 global warming
2 greenhouse gas emissions
3 deforestation
4 exhaust fumes
5 rising sea levels
6 water pollution
Exercise 2
1 deforestation
2 rising sea levels
3 exhaust fumes
4 global warming
5 water pollution
6 greenhouse gas emissions
Exercise 4
1 zero waste
2 saving
3 switching off
4 alternative energy
5 recycle
6 eco-friendly
7 reusable grocery
8 pick up
Exercise 5
Exercise 6
nouns, with, without
Exercise 7
Suggested answers
careful, careless, cheerful,
cheerless, cheery, foggy,
funny, helpful, helpless,
messy, sleepy, sleepless,
sporty, tasty, tasteful, thirsty,
useful, useless
Warm-up Exercise 1  4.07 Exercises 6 & 7

In small groups, have students choose Transcript Weaker students can translate the text of
one of the environmental threats See Teacher’s Guide, page 175, and the rule after completing the exercises.
from exercise 1 and brainstorm how Answer Key. Further practice
they can help reduce the threat (e.g. Assessment for
Exercise 3  4.08
exhaust fumes: walk instead of drive, Learning and
etc.). Students then present their ideas Transcript Mixed‑ability
to the class. See Teacher’s Guide, page 175, and Teaching booklet
Answer Key.
Workbook page 103

Exercise 1
1 science lab
2 IT room
3 head teacher’s office
4 corridor
5 staffroom
6 football pitch
7 art room
8 music room
Exercise 2
1 library
2 nurse’s office
3 canteen
4 noticeboard
5 locker
6 gym
Exercise 3
1 highlighter
2 marker
3 folder
4 glue
5 pencil sharpener
6 file
7 notebook
8 ruler
9 rubber
10 paper clip
Exercise 5
1 sports day
2 parent-teacher conference
3 assembly
4 open day
5 field trip
6 prom
Exercise 6
1 academic
2 assessment
3 compulsory
4 graduate
5 educational
6 memorise
7 optional
8 revision
Exercise 7

Students talk about their family Transcript Transcript
members who have completed their See Teacher’s Guide, page 177, and See Teacher’s Guide, page 177, and
Further practice education, e.g. parents, uncles, aunts, Answer Key. Answer Key.
Assessment for older siblings. Ask: What subjects did Exercise 2  5.03 Exercise 6  5.05
Learning and they enjoy and not enjoy at school? What
Mixed‑ability qualifications did they get? Do you think Transcript Transcript
Teaching booklet they were good students or not? Why? See Teacher’s Guide, page 177, and See Teacher’s Guide, page 177, and
Answer Key. Answer Key.
Workbook page 104

Exercise 2
Exercise 4
1 exam results
2 retake
3 score
4 gets top grades
5 oral exam
6 scored
7 grade point average
8 assessment
9 oral exams
Exercise 5
1 take part in
2 take an interest in
3 join in
4 sign up for
5 do chores
6 help out
Exercise 6
Exercise 8
1 performing
2 gardening
3 play
4 driving

Elicit from students things they do after Transcript Transcript
school and write them on the board, e.g. See Teacher’s Guide, page 178, and See Teacher’s Guide, page 178, and
play football, do homework. In groups Answer Key. Answer Key. Further practice
of three, students take turns to act out Assessment for
Exercise 3  5.11 Exercises 7 & 8
an after school activity for the other Learning and
students to shout out and guess. If no Mixed‑ability
one guesses correctly after 1 minute, Teaching booklet
their turn ends. The student who Answer Key.
Workbook page 105
guesses the most activities correctly
wins the game.
Exercise 1
1 finish
2 go
3 get
4 learn
5 work
6 earn
7 become
8 learn
9 become
Exercise 2
1 school
2 university, get
3 work
4 earn
5 become
6 learn
Exercise 3
1 best friend
2 acquaintance
3 boyfriend
4 girlfriend
5 colleague
6 classmate
7 lose touch
8 get on well with
9 break up
10 fall out with
11 hang out with
12 have a lot in common
Exercise 4
1 classmate
2 hang out
3 best friend
4 broke up
5 lost touch
6 girlfriend
7 colleague
8 acquaintance
9 get on
10 fell out
Exercise 5
1 leader
2 role model
3 idol
4 admire
5 inspires
6 respected

In pairs, students discuss two or three Transcript
things from the Vocabulary Booster See Teacher’s Guide, page 180, and
Further practice page that they think everyone should Answer Key.
Assessment for do when they are eighteen years old. Exercise 5  6.05
Learning and Have a class vote to see which ideas are
Mixed‑ability the most popular. Transcript
Answer Key.
Workbook page 106

Exercise 2
Exercise 3
1 Christmas Eve
2 All Saints’ Day
3 wedding reception
4 Easter
5 Christmas
6 Independence Day
7 Boxing Day
8 name day
9 New Year’s Eve
Exercise 4
Exercise 5
1 reliability
2 courage
3 honesty
4 friendship
5 generosity
6 loyalty
7 commitment
8 open-mindedness

Students work in pairs and think of Transcript Transcript
a well-known family from TV, film, or See Teacher’s Guide, page 180, and See Teacher’s Guide, page 181, and
in real life. They then create a simple Answer Key. Answer Key. Further practice
family tree and share it with the class. Assessment for
Learning and
Mixed‑ability
Teaching booklet
Answer Key.
Workbook page 107

Exercise 1
1 moon
2 dream
3 planets
4 earth
5 land
6 chance
7 dangerous
8 adventure
Exercise 2
1 Blue
2 Yes: Mars 2, Jupiter 79,
Saturn 82, Uranus 27,
Neptune 14
3 Eight
4 Mercury, Venus, Earth,
Mars, Jupiter, Saturn, Uranus
and Neptune
Exercise 3
1 solar system
2 satellite
3 asteroid
4 space station
5 universe
6 launch
7 orbit
8 space shuttle
Exercise 4
1 orbit
2 satellites
3 space shuttles
4 Space Station
Exercise 5
1 geographer
2 archaeologist
3 physicist
4 astronomer
5 geologist
6 botanist
7 discovery
8 invention
9 investigate
10 analyse
11 laboratory
12 calculate

Working in pairs, students make five Transcript Transcript
gap-fill sentences for another pair of See Teacher’s Guide, page 182, and See Teacher’s Guide, page 182, and
Further practice students to complete, using any of Answer Key. Answer Key.
Assessment for the space exploration words from this Exercise 3  7.03
Learning and page. Circulate and monitor, checking
Mixed‑ability the sentences are correct. Pairs swap Transcript
Teaching booklet their sentences and complete the See Teacher’s Guide, page 182, and
new ones. Answer Key.
Workbook page 108

Exercise 1
Adjectives to describe
people: famous, hard-
working
An adjective to describe a
thing: useful
Jobs: engineer, IT technician,
scientist
Things that you use:
equipment
A thing that you do in a
science lab: experiment
Exercise 2
1 equipment
2 hard-working
3 useful
4 experiment
5 scientists
6 famous
7 engineer
8 IT technician
Exercise 3
1 wearable
2 convenient
3 reliable
4 innovative
5 portable
6 effective
Exercise 4
Exercise 6
1 spam
2 wearable
3 hacker
4 computer system failure
5 internet scam
6 virus

In pairs, students discuss their favourite Transcript Transcript
inventions and why. and come up with See Teacher’s Guide, page 183, and See Teacher’s Guide, pages 183–184, and
a top five live. They then share answers Answer Key. Answer Key. Further practice
with the class and see if any other pairs Assessment for
Exercise 3  7.12 Exercise 7
have similar answers. Learning and
Mixed‑ability
Teaching booklet
Answer Key.
Workbook page 109

Exercise 3
1 full-time
2 nine to five
3 flexible working hours
4 work to deadlines
5 work long hours
6 salary
7 rise
8 benefits
9 promotion
Exercise 4

Ask students to look at the photos and Transcript Transcript
discuss what activities they think each See Teacher’s Guide, page 185, and See Teacher’s Guide, page 185, and
Further practice job involves (e.g. Shop assistant: serving Answer Key. Answer Key.
Assessment for customers, working in a team). Ask Exercise 3  8.04
Learning and students which job they would prefer
Mixed‑ability to do and why? Transcript
Answer Key.
Workbook page 110

Exercise 1
4 An interviewer is a person
who asks questions in a job
interview.
7 A CEO is the person with
the highest position in a
business company.
Exercise 3
1 hand in
2 call off
3 lay off
4 set up
5 take over
6 carry on
Exercise 5
1 last-minute
2 dull
3 annoyed
4 confused
5 sensible
6 honest
7 well organised
8 confident
Positive adjectives:
confident, honest, sensible,
well organised
Exercise 6

Elicit from student different job titles Transcript Transcript
and write them on the board. Then, in See Teacher’s Guide, page 186, and See Teacher’s Guide, pages 186–187, and
groups of three, students discuss what Answer Key. Answer Key. Further practice
job they would most and least like to Assessment for
do, and why. Ask some groups to share Learning and
answers with the class. Mixed‑ability
Teaching booklet
Answer Key.
Workbook page 111

Exercise 1
1 Where are you going right
now?
2 Where do you go on Friday
mornings?
3 What do you wear in
winter?
4 What are you wearing
today?
5 Are you wearing a coat?
Exercise 4
1 lives
2 often walk
3 ‘m walking
4 sometimes travel
5 take part
6 doesn’t often win
7 tries
8 ‘s swimming
9 ‘s talking
Warm-up Students have to identify the incorrect Exercise 4

Practise the present tenses by writing sentences and correct them, giving You could check the answers to exercises
sentences about yourself on the board, reasons using the grammar rules. 1 and 2 after they have completed
Further practice some correct and some incorrect. For Students could also form questions and exercise 2. This gives students a chance
Assessment for example: answers for the sentences, e.g. Do you to correct any mistakes in their questions
Learning and have a blue car? Yes, I do. that they notice when trying to match the
I have a blue car. (correct) answers.
Mixed‑ability
I wear a jumper. (I’m wearing a jumper.)
Teaching booklet
I’m forty years old. (correct)
Workbook page 4
148 Grammar Booster

Exercise 1
1 haven’t taken
2 hasn’t written
3 has seen
4 have danced
5 hasn’t won
Warm-up next question. For support, you could Exercise 3

Play a game of Have you ever … ? With write prompts on the board (e.g. Remind students to use contractions to
students standing up, ask them the skiing, broken a bone, forgotten to do make the dialogues sound natural.
example question, Have you ever visited homework). Further practice
London? Students sit down if their Assessment for
answer is No, I haven’t. Nominate one Learning and
of the students still standing to answer Mixed‑ability
Yes, I have., then get them to ask the Teaching booklet
Workbook page 5
Grammar Booster 149

Warm-up Exercise 2
Tell students you want to make a cake. Working in pairs, students ask and answer
Elicit ingredients you will need and the questions. They could ask follow-up
Further practice write a shopping list on the board (e.g. questions as appropriate.
Assessment for eggs, flour, butter, carrots). Ask students
Learning and to identify which ingredients are
Mixed‑ability countable and which are uncountable.
Teaching booklet
Workbook page 6
150 Grammar Booster

Exercise 2
1 A: Was there B: there
wasn’t
2 A: Were there B: there
were, there are
was
4 A: Were there B: there
weren’t, There was, there are
was
Exercise 3
1 There were park benches
for people to sit.
2 There was a baker’s next
to the park, so there were
always people eating biscuits
outside.
3 Sometimes, on summer
evenings, there was a band
that played.
4 In the winter, there was an
ice-skating rink.
Warm-up Exercise 2
Ask students to look around the Remind students to pay attention to time
classroom and make sentences about references so they can decide whether to
what they can and can’t see using there use be in the present or past tense. Further practice
is / isn’t and there are / aren’t. Assessment for
Learning and
Mixed‑ability
Teaching booklet
Workbook page 7
Grammar Booster 151

Exercise 4
1 had
2 went
3 didn’t want
4 took
5 wasn’t
6 brought
7 ate
8 arrived
9 walked
10 bought
11 was
12 learned
Warm-up which is the false sentence, and report

Students write three sentences about back to the class using the correct verb
their week, two true and one false, form and answer (e.g. Ana didn’t have
Further practice using the past simple affirmative pancakes for breakfast on Saturday. She
Assessment for and negative (e.g. I did my homework had toast.)
Learning and yesterday. I didn’t go to the cinema. I had
Mixed‑ability pancakes for breakfast on Saturday).
Teaching booklet Students then work in pairs guessing
Workbook page 9
152 Grammar Booster

Exercise 1
1 Where did you go for your
holiday?
2 Did you like your trip?
3 What did you see there?
4 What was your favourite
site?
5 Did you eat a lot of good
food?
6 Where did you stay?
7 Was the weather good?
8 When did you come back
home?
Warm-up Exercise 3
Students write three to four open and Before completing the exercise, have
closed questions to find out about a students think what kind of question is
classmate’s weekend. They ask and needed: one with an auxiliary verb or one Further practice
answer the questions in pairs, then with a question word. Assessment for
report back to the class. Did anyone do Learning and
the same activity? Mixed‑ability
Teaching booklet
Workbook page 13
Grammar Booster 153

Exercise 1
1 were, doing
2 was cleaning
3 was taking
4 were coming
5 was taking
6 was tidying
7 was dusting
Exercise 2
1 When were you cleaning?
2 Tom was ironing his
clothes last night.
3 We weren’t making dinner.
4 Rana was dusting the
shelves.
5 I was making my bed.
6 Were you folding the
washing?
Exercise 3
2 What were Sue’s brothers
doing at 6.00 last night? Sue’s
brothers were putting their
clothes away at 6.00.
3 What was Sue doing at
7.00 last night? Sue was
dusting the shelves at 7.00.
4 What were Sue’s parents
doing at 7.00 last night?
Sue’s parents were doing the
cooking for the big meal at
7.00.
5 What were Sue’s brothers
brothers were laying the
table for dinner at 7.00.
6 What was Sue’s family
family was eating dinner at
8.00.
7 What was Sue’s family
doing at 9.30 last night?
Sue’s family was loading the
dishwasher at 9.30.
Exercise 4

Write on the board: What were you Students complete the dialogue. Then ask Tell students that if they wish, they can
doing at … last Saturday? In pairs, two students to read the dialogue aloud choose their own words to write true
Further practice students ask and answer questions to check answers. answers about themselves instead of the
Assessment for about what they were doing at words given.
Learning and different times, e.g. A: What were you
Mixed‑ability doing at 6 a.m. last Saturday? B: I was
Teaching booklet sleeping!
Workbook page 19
154 Grammar Booster

Exercise 3
1 did, do
2 went
3 stayed / were staying
4 was sleeping
5 started
6 woke up
7 were eating
8 were driving

Write incorrect sentences on the board When going through the answers, if Students compare their answers in pairs
and ask students to correct them (e.g. both sentences in a pair are correct, ask before checking them as a class.
When I was on the bus, I was read my students to explain the difference in Further practice
favourite book.). meaning. Assessment for
Learning and
Mixed‑ability
Teaching booklet
Workbook page 23
Grammar Booster 155

Exercise 3
1 We needed a few things for
our dinner.
2 I got an orange, four
bananas and a lot of
blueberries.
3 I picked up a few potatoes.
4 I also got a little cheese for
a salad.
5 I wanted tomatoes for the
salad, but there weren’t many
left.
6 We didn’t have much left.
Exercise 4
Warm-up Exercise 2
Go back to the ingredients list from Ask students to read the mini-dialogues
Grammar Booster 0.3, or come up in pairs to check answers. Come together
Further practice with a new list, and have students as a class to check any differences in
Assessment for write a basic cake method using the answers.
Learning and ingredients and quantifiers (e.g. We
Mixed‑ability need to mix three eggs. Next, add
Teaching booklet some milk.)
Workbook page 31
156 Grammar Booster

Exercise 2
1 needn’t
2 has to
3 have to
4 needs
5 must
6 doesn’t have
7 need
8 mustn’t
Exercise 3
1 In this sport, you need to
have two teams.
2 The players have to throw
the ball into the other team’s
basket.
3 Each team has to have five
players in the game.
4 There’s a lot of running
in this game, so to win, you
have to be fast.
5 You needn’t be tall to play
this sport, but it helps!
Exercise 4
Suggested answers
1 have to do
2 have to wear
3 needn’t do
4 mustn’t catch
Warm-up Exercise 3
Ask students to think of a sport or Point out to students that sometimes
activity they know well. Students there is a mistake with the grammatical
write three sentences about the sport form and sometimes the wrong modal Further practice
/ activity using modals. Working in verb is used, so the sentence doesn’t Assessment for
small groups, students read out their make sense. Learning and
sentences for their classmates to guess Mixed‑ability
the activity. Teaching booklet
Workbook page 35
Grammar Booster 157

Exercise 1
1 foggier
2 farther / further
3 bigger
4 easier
5 better
6 worse
7 safer
8 more dangerous
Exercise 2
1 hotter than
2 as sunny as
3 as foggy
4 windy than
5 long / longer
6 more beautiful
7 nicer
8 as crowded
Exercise 3
2 Thursday is as mild as
Monday.
3 Friday is hotter than
Thursday.
4 Tuesday is cooler than
Wednesday.
5 Thursday isn’t as warm as
Friday.
6 Tuesday is rainier than
Monday.
Warm-up Exercise 3
Choose several objects of different Focus attention on the example and point
sizes / shapes / colours around the out that students need the present simple
Further practice classroom. Hold up two of the objects for this exercise.
Assessment for for students to say a comparative
Learning and sentence, e.g. The stapler is bigger than
Mixed‑ability the pencil.
Teaching booklet
Workbook page 41
158 Grammar Booster

Exercise 1
2 the warmest
3 the sunniest
4 the darkest
5 the biggest
6 the worst
7 the easiest
Exercise 3
1 Volcanic eruptions are the
deadliest disaster.
2 Chicago has the windiest
weather.
3 A hurricane is the most
frightening storm.
4 Johannesburg, South
Africa, has the sunniest
summers.
5 Iceland has the cloudiest
winters.
6 Moscow is too cold.
7 There aren’t enough sunny
days in Ireland.
8 It isn’t warm enough to go
jogging today.

Before reading the grammar Elicit that we use too before adjectives, Do the first sentence together with the
explanations, students work in pairs to while we use enough either after an class as a demonstration.
write five sentences about their country, adjective or before a noun. Further practice
city or town using superlatives. These Explain that some of the options may Assessment for
could be facts or opinions, be grammatically correct, but may not Learning and
e.g. The longest river … , The highest be an appropriate response in terms of Mixed‑ability
mountain … , The most beautiful meaning. Remind students to focus on Teaching booklet
building … . meaning as well as form. Workbook page 45
Grammar Booster 159

Exercise 2
1 am going to visit
2 are leaving
3 will take
4 am driving / am going to
drive
5 Will, be
6 will go
7 will help
8 will text
Exercise 3
1 I’m not going to go to the
school canteen for lunch.
2 We won’t lose the game
tomorrow.
3 They’re coming over this
evening.
4 We’re meeting with our
study group later tonight.
5 I’m going to be at the
library for an hour.
6 You’ll be late for school.
7 I’m not taking my sister to
the theatre this afternoon.
8 I’m going to study art.
Exercise 4
Warm-up Exercise 1
Ask students to write one plan, one Check students can remember the
arrangement and one prediction about meaning of revise and essay. If not, explain
Further practice their own lives. Remind them to refer the meaning or have students look them
Assessment for to the grammar notes to make sure up in a dictionary.
Learning and they use the most appropriate future
Mixed‑ability tense. Students share their plans with
Teaching booklet the class.
Workbook page 53
160 Grammar Booster

Exercise 2
1 don’t go, won’t play
2 won’t get, don’t buy
3 will be, arrive
4 won’t need, join
5 write, ‘ll remember
6 do, ‘ll be
7 will be, decide
8 don’t try, won’t know
Exercise 3
1 ‘ll love, practise
2 won’t meet, won’t be
3 won’t win, won’t be
4 learn, remember
5 lets ‘ll find
6 come, ’ll get
7 are, will show
8 Don’t, get, revise
Warm-up
Students work in pairs and choose
a video game, a board game or a
sport and write two first conditional Further practice
sentences and one zero conditional Assessment for
sentence about it. Have a few pairs Learning and
share their sentences with the class. Mixed‑ability
Teaching booklet
Workbook page 57
Grammar Booster 161

Exercise 1
1 May I join the choir?
2 You can sit next to me.
3 Students may not use
phones in the classroom.
4 Can actors take their
costumes home?
5 Children may not take part
in the fitness training.
6 May I open the window?
Exercise 2
1 Tanya hasn’t sent in her
application yet.
2 I have already applied for
the job.
3 We have just passed our
final exams!
4 Have you seen the news
yet?
5 I still haven’t found my
rucksack.
Exercise 3
1 have just opened
2 haven’t applied, yet
3 haven’t seen, for
4 has already written
5 Has, said, since
Exercise 4
1 ‘ve just heard
2 ‘ve already received
3 still haven’t decided
4 haven’t taken, yet
Note to OUP:
Part of the Ex3
AK is on the SB
repro already, but
I thought it might
be clearer to list
it all out in one
place here. Let me
know if you’d like
this to be handled
differently.
Warm-up changed, e.g. Have you put an apple on

Tell students they have 15 second to your desk?
look around the classroom, and then
Further practice Exercise 3
ask them to close their eyes. While their
Assessment for Point out that there are two things to do
eyes are closed, change something in
Learning and in this exercise: use the present perfect to
the class (e.g. you could put some fruit
Mixed‑ability complete each sentence and then decide
on your desk, remove a poster from the
Teaching booklet which of the words in bold is correct.
wall, etc.). Students open their eyes and
Workbook page 63 ask questions to find out what has
162 Grammar Booster

Exercise 2
1 Have, been, went, went
hiking, was
2 Has, had, hasn’t, got
3 were you, was, ‘ve been
4 Did, do, did, took, ‘s been
5 Did, pass, did, ‘ve,
celebrated
6 haven’t seen, Were you,
was, was, went, had, Have
you ever tried
7 did you get, was, got, went,
bought, ‘ve had
8 happened, haven’t
finished, started, wrote, still
haven’t completed
Exercise 3
1 Have you ever met my
brother?
2 No, I haven’t met him yet.
3 He has lived in Paris for
four months.
4 Why did he go to Paris?
5 He went to study French.
6 I talked to him on the
phone an hour ago.
Warm-up Exercise 2
Write recently, yesterday, before, last Have pairs of students read out each mini-
year, in my life and never on the board. dialogue to check answers as a class.
Tell students to write sentences about Further practice
themselves using these words and Assessment for
phrases. Learning and
Mixed‑ability
Teaching booklet
Workbook page 67
Grammar Booster 163

Exercise 3
1 If he studied more, he’d do
better in class.
2 It would be challenging if
we lived on the moon.
3 If there was no water
supply, everything would die.
4 If I ran every day, I’d be
healthier.
5 She wouldn’t feel so bad if
she ate breakfast.
6 I wouldn’t live in space
unless I had to.
7 If I had a twin brother, we
would be best friends.
8 They would do fitness
training regularly if they had
more time.
Exercise 4
Warm-up
Write three second conditional
sentence starters on the board that you
Further practice think your students will relate to (e.g.
Assessment for If I dyed my hair blue, … ; If I won a lot
Learning and of money, …). Ask them to complete
Mixed‑ability the sentences and then compare their
Teaching booklet sentences with a partner.
Workbook page 75
164 Grammar Booster

Exercise 2
1 My favourite painting was
painted by Renoir.
2 Thousands of people visit
the art museum each day.
3 When was the mobile
phone invented?
4 More than a million mobile
phones are sold each day.
5 The Nobel Prize in
Chemistry was given to Marie
Curie.
6 Many people’s lives were
saved by penicillin.
Exercise 3
1 is
2 saves
3 don’t have
4 was invented
5 washed
6 didn’t get
7 was designed
8 got
9 are produced
10 own
Exercise 4
1 was worn by
2 Velcro is used
3 are published
4 are produced
5 was memory foam
invented
6 was built
Warm-up My mum made my lunch for me. This Exercise 2

Write make and buy on the board. Ask pencil was made in China. Do the first sentence together with the
students to think about one piece of class as a demonstration. Then check
clothing or one item in their bag. Tell answers as a class and elicit which Further practice
them to write two sentences about the sentences are active and which are Assessment for
item using the verbs. The sentences passive. Learning and
could be active or passive, e.g. Mixed‑ability
Teaching booklet
Workbook page 79
Grammar Booster 165

Exercise 2
2 Pablo had taken over 50
orders.
3 Pablo hadn’t worked on
the checkout.
4 Pablo had done the
cooking for breakfast.
5 Pablo had tidied the
restaurant.
6 Pablo had washed the
dishes.
7 Pablo hadn’t taken out the
rubbish.
8 Pablo had cleaned the
floors.
Exercise 3
1 looked, had taken care
2 got, had been
3 hadn’t tidied, came
4 was, had sold
5 had been, became
6 had played, remembered
7 had eaten, went
8 didn’t get, hadn’t worked
Warm-up 2 it / when / had just got to / we / the

Write jumbled up past perfect sentences park / started to rain. (We had just got
on the board and ask students to put to the park when it started to rain.)
Further practice them in the correct order, adding 3 I got to / the cinema / the film / had
Assessment for punctuation. For example: already started / by the time. (By the
Learning and 1 Tim / he ate / a slice of cake / after / time I got to the cinema, the film had
Mixed‑ability his homework / had finished. (After Tim already started.)
Teaching booklet finished his homework, he ate a slice
Workbook page 85 of cake.)
166 Grammar Booster

Exercise 1
1 wasn’t
2 had written
3 had been
4 was working
5 liked
6 had hung up
7 weren’t working
Exercise 2
1 (that) she had worked
2 (that) I was
3 (that) he was going
4 (that) he had practised
5 (that) she had taken over
her colleague’s position
6 gave up
7 were coming round
Exercise 3
1 (that) the day before, she
had given a presentation at
work
2 (that) that morning / in the
morning, she had gone to a
café to relax before it
3 (that) after a coffee and a
quick snack, she had grabbed
her bag and (had) left for
work
4 (that) she had got to the
meeting room and had taken
her laptop out of the bag
5 (that) then she had seen
her mistake
6 (that) the café had been
busy and she had taken the
wrong bag
7 (that) because she had
memorised the speech, she
hadn’t needed her laptop
8 (that) she had been so glad
she hadn’t procrastinated
Warm-up Exercise 2
Write prompts on the board: the name Remind students to check they have
of a pet you have / had; the story of a made the necessary changes to pronouns
great party or event you went to; a plan and possessive adjectives. Further practice
for next week. Working in pairs, students Assessment for
ask and answer questions about the Learning and
prompts, making notes about what Mixed‑ability
their partner says. Tell students to Teaching booklet
report what their partner said, making Workbook page 89
correct reported speech sentences.
Grammar Booster 167

Design toBook
Student supply
audio
unitand
artwork
video scripts
Introduction unit, Lesson 0.2, Mr Shah and his team cleaned 13 million falcon – this area is famous for them! Then
Track 0.01, page 5, exercise 2 kilograms of rubbish from the beach. Today, there’s Goodrich Castle. It’s really old, but
Reader Are you a culture vulture? turtles go to Versova Beach to lay eggs. Mr very cool. You can go on a guided tour or
1 How often do you go to art galleries? Shah was there when the first baby turtles just look around with an audio guide. It’s
A I’m not interested in art. came out of their eggs. He watched them all ruins now, but there’s a brilliant castle
B I prefer street art to pictures in walk down the beach to the sea, and he exhibition about what it was like hundreds
galleries. was very happy! of years ago. Then there’s the River Wye
itself – perfect for outdoor activities. You
C I know all the paintings in our local
Introduction unit, Lesson 0.4, can go cycling by the river … or you can go
gallery.
2 How many 19th-century novels have you Track 0.03, page 7, exercise 2 canoeing on the river! Just don’t forget your
Before 1870, people rarely went shopping, equipment … or your suncream! Now let’s
read?
because they grew their own food. Then get back to the studio.
A My bookshelf is full of works from that L Excellent work, Dan! Let’s see your
they got jobs in the new factories, and work
period.
took up everybody’s time. Shops opened in photos!
B I don’t know any 19th-century authors. town centres, and the high street was born. D Ah, yes! … Here you are. Here’s me by the
C I only ever read fiction at school. There was always a baker’s and there was river.
3 Do you ever go to concerts? usually a butcher’s in the high street. L What a gorgeous day! You go really red in
A I’ve never been to a live concert, but I A few years later, there were department the sun!
often watch them online. stores on the high street too. These D And … oh, forget that one …
B I’m a musician, so I go to concerts to had polite and helpful shop assistants. L No, go back! What’s that?! Did you go
perform. Customers bought all kinds of items there, swimming? That sounds fun!
C I’m not really into music, so I rarely from clothing to things for the house. D Don’t be silly! The water was really cold!
listen to it. In the 1960s, the first supermarkets L So, what happened?
4 Have you ever seen a Shakespeare play? appeared, and there were cheaper prices. D Fine. I fell out of the canoe! Happy now?!
A I’ve never been to the theatre. The small shops made their shop windows L Oh, Dan, that’s really funny!
B I’m not really into Shakespeare, but I bigger so that customers continued D No, it isn’t!
love street theatre. shopping there. All the shops were full of L Yes, it is. Let me see again!
C I love drama and I’ve acted in several people spending money. At first, they paid D Bye guys!
Shakespeare plays. in cash. Later, they used credit cards and L Bye! Come on! Let me see!
5 What kind of programmes do you watch spent more money.
on TV? Now, many shops have closed, and there Unit 1, Lesson 1.1, Track 1.02,
A I only watch TV to find out about are more restaurants and cafés than shops. page 120, exercise 1
celebrities. People prefer online shopping or shopping 1 bed and breakfast
B I watch lots of films and centres out of town. In the UK, one in ten 2 hotel
documentaries.
shops is empty, and the high street looks 3 cottage
very different today than it looked in the 4 youth hostel
C I usually watch series on Netflix.
past. 5 campsite
6 camper
Introduction unit, Lesson 0.3,
Unit 1, Lesson 1.1, Track 1.01,
Track 0.02, page 6, exercise 2 Unit 1, Lesson 1.1, Track 1.03,
page 8, exercises 3 and 4
Good news about Versova Beach Lily Hi guys, and welcome to the show. I’m page 120, exercise 4
Lily and my brother Dan is, well, late. And it’s 1 go by car
Mumbai is a city on the west coast of India.
our first vlog! … Here he comes – at last! 2 go by bus
Like all cities, it has houses, apartment
Dan Sorry! Hi guys! 3 go on foot
buildings, office blocks, roads and railways.
L Thanks for coming … because we’re 4 go by train
But Mumbai is different. It’s very large –
talking about your day trip with your video! 5 go by plane
more than 20 million people live there. Also,
D Oh, er … can’t we do it tomorrow? 6 go by air
it’s on an island, so there’s water all around
L No, Dan. It’s today’s topic! 7 go by sea
it. Bridges connect the city to the rest of
D It’s just … I haven’t got a video. 8 go by bike
India. There are rivers, lakes and parks on the
L That’s a shame. You better do it now,
island, and there are beaches too. Some of
the beaches are very dirty.
then! Unit 1, Lesson 1.1, Track 1.04,
Several years ago, Versova Beach had a lot
D OK – let’s do it! Hi guys, and welcome to page 120, exercise 6
… Dan’s Big Day Out! With me – Dan! Today, 1 hike
of rubbish – it was over 1.5 metres high! In
I want to talk about one of my favourite 2 seaside resort
October 2015, Mr Afroz Shah went to live
places – the Wye Valley! Now that’s W-Y-E, 3 amusement park
in the area. He was a lawyer, but he was
not W-H-Y. I went there last Saturday and 4 backpacking
also interested in nature. When he saw
it was amazing! But the question is … why 5 road trip
the beach, he decided to clean it. During
did I like it?! So, the Wye Valley is famous 6 national park
the week, he went to work, and instead
for its beautiful countryside, its incredible
of relaxing at home at the weekend, he
wildlife and its awesome attractions, like …
went to clean the beach. At first, he worked
Symonds Yat Rock, where you can explore
alone, and then a neighbour joined him.
the caves or go climbing. The view from the
Soon, more people came to help, including
top is spectacular! I even saw a peregrine
a celebrity from Bollywood. In two years,
168 Student Book audio and video scripts

Unit 1, Lesson 1.2, Track 1.05, Unit 1, Lesson 1.3, Track 1.07, Unit 1, Lesson 1.4, Track 1.08,
page 10, exercise 5 page 11, exercise 2 page 12, exercises 3 and 4
One syllable Ruby Hi Mum. I’m on my way home.
laughed Holidays through history Mum Hello Ruby! Did you have a good day
looked 1 Where it all began in Cardiff?
played The Romans were the first people who R No, not really.
stopped thought about leaving their homes to go M Oh dear. What went wrong?
walked travelling for fun. There was peace during R It was a disaster from the start. First of all,
watched the Roman Empire (27 BCE to 476 AD), so Charlotte was late. We arranged to meet
Two syllables Romans with money – and leisure time – at the station at 9.30, but she went to a
needed went on holiday for as long as two years! different station. It was nearly 12 o’clock
started The Empire contained parts of North Africa when we got to Cardiff.
waited and West Asia, as well as Western Europe, M That’s late! But at least you got there in
wanted so people could travel a long way without the end. What did you do in Cardiff?
crossing a border. Travellers needed a place R Not much! We didn’t really have a plan, so
Unit 1, Lesson 1.2, Track 1.06, to eat and sleep, so inns and restaurants we started walking towards the castle. Then
page 10, exercise 6 opened, where they could spend the night Matt saw the Principality Stadium – you
Mia Hey Beth! or have a meal. know, where Wales plays rugby. He wanted
Beth Hi Mia! How was Sydney? 2 A royal holiday to look round the stadium, but there was
M It was a lot of fun! Sydney is an amazing In 15th-century England, it was mainly kings a rugby match in the afternoon, so there
city. and queens who went on holiday. They weren’t any guided tours.
B So, tell me about your visit. usually took about a thousand people with M No, they don’t do them when there’s a
M Well, the first thing we did was go up them – Henry VIII once took four thousand! match.
Sydney Tower. It’s very high, and there are Their destination was the country house R After that, we decided to go on a boat
spectacular views from the top. We could of a ’friend’ of the royal family, where they trip. There’s this boat called the Bay Blast
see the Opera House and the harbour, and stayed from one night to a few weeks. that goes really fast in the water.
some of the other places we wanted to visit. In total, they were away for about a month. M That sounds a bit dangerous …
B Awesome! So where did you go next? These holidays happened twice a year: once R Don’t worry. We couldn’t do it. We walked
M We walked down Market Street towards in summer, to escape the heat of the city, all the way down to the sea, but there
the art gallery. and again in winter, so that they didn’t get weren’t any tickets left.
B Did you do any shopping on Market bored in the palace. M Right. Another day – you probably need
Street? 3 The Grand Tour to book in advance.
M No, we didn’t. It was a bit early for In the middle of the 17th century, the sons R Yes, we know that now. After that, we
shopping, and we didn’t want to have a of rich families in Western Europe began decided to have lunch. There’s a restaurant
lot of bags to carry. So we walked past the spending time abroad to complete their near the castle called Viva Brazil, so we walked
shops until we got to the gallery. education. This trip was called the Grand back towards the castle again. We found
B Did you go into the art gallery? Tour, and the idea was to experience the restaurant, but they didn’t have a table
M No, we walked past it because we different cultures and learn foreign because there were six of us. It took us an hour
wanted to explore the Royal Botanic languages. The first tours lasted up to three to find a different restaurant we all liked.
Gardens. They were beautiful! and a half years, but later tours were usually M That’s a shame.
B What about the harbour – did you go ’only’ two years long. The young men visited, R Yes, it was. After lunch, we thought about
there too? among other countries, France and Italy going bodyboarding, but the White Water
M Yes, we went to the harbour after the because of their famous artists and works Centre was too far – we didn’t want to walk
gardens. In fact, we stopped there for lunch. of art. Later, rich young women also began back to the sea again. So, we decided to try
We found a café with a view of the bridge going on a Grand Tour, but an older family Cardiff Escape Rooms, because it was nearer.
and had a sandwich there. member always went with them. The price per person was £21!
B Great! What did you do after lunch? 4 Mass tourism M Really? That’s expensive.
M We went to the Opera House. We didn’t During the Industrial Revolution, travel R Exactly! So, we went to the castle instead.
want to go on a guided tour, so we walked became easier because there were new M What was that like?
round it and took some photos. What an forms of transport, such as the train. In R It was really interesting, but by then it was
amazing building! the 1840s, the businessman Thomas Cook 4 o’clock. The castle closes at 5, so we didn’t
B Yes, it’s quite special, isn’t it? began arranging trips that included travel, have much time to look around. After that,
M Yes, it is. After that, we decided we food and hotels, but these were still for the we went to the station to get the train.
wanted to see more of the harbour, so we rich. The invention of the plane in the 1900s M Never mind. You’ll be home soon. We can
went on a boat trip. The boat stopped at made it quicker to travel long distances, but get some pizzas and watch your favourite
Taronga Zoo, but we didn’t get off. the first flights were expensive. In the 1960s, TV series.
B Why not? flights became cheaper, and companies R That sounds like a great idea! Thanks,
M We didn’t have time. It was 6.30 by then, began offering trips to the Mediterranean Mum.
so we made our way back to the station. that ordinary people could afford. Today,
Sydney is an amazing place, but it’s very these holidays are still popular, but many Unit 1, Lesson 1.5, Track 1.09,
tiring! tourists prefer to travel further away, to page 121, exercise 1
places like Machu Picchu in Peru. 1 minibus
2 ship
3 yacht
4 lorry
5 motorbike
6 scooter
7 van
8 underground

Unit 1, Lesson 1.5, Track 1.10, E We used Google maps! Unit 1, Lesson 1.8, Track 1.15,
page 121, exercise 3 A Yes. First, we decided which places we page 16, exercise 4
1 motorway wanted to visit, and after that, we planned Ruby Did you have a good weekend, Zach?
2 pedestrian crossing our route. I wanted to see Romania. Zach Well … It started well!
3 rush hour E And I wanted to go to Iran. Then we filled R That sounds bad. What happened?
4 roundabout in the gaps. Z I went climbing in the mountains and I
5 road sign I Caller two. fell.
6 pavement Caller 2 And how did you prepare for the R Oh dear. Are you OK?
7 bicycle lane journey? Z More or less. I just hurt my ankle.
8 overtake E Well, the main thing was packing the car. R Poor you. Is it bad?
9 crossroads A Yes, and applying for all the different Z Not really. The doctor says it’ll be fine in a
10 traffic jam travel documents. That took ages! week or so. How about you?
Caller 3 What route did you take? R Yeah, my weekend was good. We went to
Unit 1, Lesson 1.5, Track 1.11, E Well, we started in London, and we drove an exhibition at the museum.
page 121, exercise 4 through Europe pretty quickly: France, Z Did you? Which exhibition was it?
1 run out of fuel Germany, Austria, Hungary, Romania and R Piet Mondrian. He was a Dutch painter.
2 break down Bulgaria, until we reached Turkey. Z Right. Did you enjoy it?
3 block the traffic A After Turkey, we went through Iran and R Yes, it was really interesting.
4 have a flat tyre Afghanistan, then Tajikistan and Kazakhstan. Z I’m glad.
5 have a collision The race doesn’t finish in Mongolia any
more, so we had to drive through Mongolia, Unit 1, Lesson 1.8, Track 1.16,
Unit 1, Lesson 1.6, Track 1.12, to the city of Ulan-Ude in Russia. page 16, exercise 5
page 14, exercise 6 Caller 4 What were your best and worst
Nellie didn’t like the idea of being in a race, travel moments? Asking about the weekend
because it wasn’t part of her plan. She didn’t E The worst moment was when our How was your weekend? Did you have a
pay any attention to the news, and she car stopped at the top of a mountain in good weekend?
didn’t try to go any faster. While she was Kazakhstan. We thought that was the end Expressing surprise
in Hong Kong, she went horse riding and for us. Really? That’s amazing! Wow! You’re kidding!
she had a great time. From Hong Kong, she A And, amazingly, the best moment was Expressing worry
went to Japan, and in Japan she caught the later that night. Some local people came Oh dear. Oh no! That’s not good. That
boat to the USA. During the crossing, there to help us – they fixed our car, and then we sounds bad.
was very bad weather, and Nellie arrived in had dinner together! Expressing sympathy
San Francisco two days late. But her editor E There were lots of times when I wanted to How awful! Poor you! That’s sad. What a pity!
really wanted her to complete the trip, so stop and just catch a flight back to the UK,
the newspaper paid for a private train to but we are very proud that we finished … Unit 1, Vision 360, Track 1.17,
take her back to New Jersey. She arrived A And the best thing is we raised £10,000 page 20, exercise 4, [orange star
for charity.
in Jersey City on 25 January 1890, only 72 hotspot]
days after leaving. Elizabeth Bisland missed I Yes, congratulations on an incredible trip.
Captain This is a passenger announcement.
her boat home, and she arrived home four Well done!
Our ferry has now reached its destination.
and a half days after Nellie. So, in the end, Please form a queue and be careful when
Nellie won the race, but more importantly
you cross the walkway onto the island.
for her, she became the first person to take page 16, exercises 2 and 3 Thank you.
less than 80 days to travel round the world Ryan Hey Ellie, how was your weekend? Guide OK. Hello, everybody and welcome
in real life. Ellie It was pretty good. On Saturday, I went to the floating islands of Lake Titicaca! We’re
to the cinema with my sister. about to go on a guided tour in English,
Unit 1, Lesson 1.7, Track 1.13, R How cool! Which film did you see? but we also have audio guides available in
page 15, exercises 2 and 3 E We saw the latest Fast and Furious film – Spanish or Chinese, if you prefer … Right,
Interviewer People say that the Mongol you know, with Dwayne Johnson. let’s explore the islands and find out all
Rally is the Greatest Adventure in the World. R Yeah? How was the film? about them, the history and traditions! So,
Our guests today, Ana and Ed, finished the E It was really exciting! After the film, we how did these islands form? Well, incredibly,
Mongol Rally in September. Before we take went for dinner. the first Uros people actually made them
questions from our listeners, what is the R That’s great! Where did you go? by hand. The Uros were originally farmers
Mongol Rally, and why did you decide to E We had a pizza in the Italian restaurant in the Amazon, then about 3,700 years ago,
do it? next to the cinema. What about your they decided to move to Lake Titicaca and
Ed Well, basically it is a mad road trip. The weekend, Ryan? start a new community here. First, they
rules are simple: 1 You travel in a very small R It was fine. I played football on Saturday. built houses on boats, and later they made
car, through Europe and half of Asia. 2 You E Did you? Who did you play? these floating islands with houses made
can go by any route you like. And 3, You R We played the top team in the league. of grass in the middle of the lake. Why did
raise money for charity. It’s not really a race E Wow! Was it a good match? they decide to live so far away from other
– the idea is to get to your destination! R Yes, it was fun – I scored a goal! people? They wanted a safe and peaceful
Ana And we did it because we needed E That’s amazing! Did you win? life. Also, the middle of the lake was a
something to do after our final exams at R No, we lost 2–1. The other team scored in convenient place to live because there
university. We wanted to do something for the last minute. was always food and water available. Over
charity and have an adventure at the same E What a pity! I hope you win next time. a thousand Uros people still live on these
time. floating islands, and they have now become
I OK, thanks for that. And here’s our first a very popular tourist attraction. Right! It’s
caller. time to meet some of the families – we are
Caller 1 Hi. How did you plan your journey? invited to look round their homes. Please,
follow me …

Unit 2, Lesson 2.1, Track 2.01, all over the world, and we were watching figure from a famous painting by Spanish
page 22, exercises 2 and 3 it. There was a concert at the Pyramids in painter Diego Velázquez. The figure was
Lily Hi guys, today I’m … Sorry! I had a really Egypt, a light show on the Eiffel Tower in a menina: a woman who worked in the
long day at school yesterday. Then, when I Paris, and people were singing and dancing palace, helping the princess. At first, all the
got home, I found this … a very, very long in the streets in Rio de Janeiro. It was a lot menina statues were white. The city asked
list of chores from my mother who was of fun! different artists to paint or decorate them,
away. I had lots of homework, but I still did Speaker 2 I’m an IT engineer, and I and then they put the finished statues in
everything. First, I watered the plants. That remember the start of the new millennium the streets of Madrid. Many people went
wasn’t so bad. I enjoyed that. Then I washed very well. You see, everybody was worrying to see them, and later they went to the
the dishes. I didn’t enjoy that. Next on the about their computers that night. People Prado Museum in Madrid to see the original
list was empty the washing machine and thought there would be a problem when painting. Today, these neighbourhoods
fold the clothes. Ugh, that was horrible! the year changed from 1999 to 2000 – they in Rome, Toronto and Madrid are more
Then it was iron your clothes – but I nearly called the problem the Y2K bug. So, I was attractive than they were in the past. What
died when I saw all of the ironing. So, I only working when the year 2000 began. In the could you do to improve the area where
did the most important things, like today’s end, there wasn’t a problem, so I had a very you live? Tell us your ideas on our website,
clothes. What do you think? Anyway, by boring night! or leave us a voicemail on 01 3387 918273.
then it was half past seven – time for dinner. Speaker 3 I was in New York at the time,
And I made it all on my own! OK, it wasn’t visiting friends. On New Year’s Eve, we went Unit 2, Lesson 2.5, Track 2.07,
great. But I didn’t have time! I still had to … to Times Square to join the celebrations. The page 123, exercise 1
lay the table … clean the cooker … sweep big attraction there is the Times Square Ball, 1 bathroom
the floor … and bake and decorate a cake. an enormous ball that drops during the last 2 bedroom
But I did it! And what did Dan do? Put away minute of the year. When the ball finished 3 balcony
his clothes and tidy his room? Dust the dropping, it was midnight, and everyone 4 living room
shelves? Take out the rubbish?! No! He did started dancing around Times Square – the 5 hall
… nothing! Honestly, he’s so rude! I mean, atmosphere was incredible! 6 dining room
it’s not fair. But tonight, my favourite TV Speaker 4 I don’t remember much about 7 kitchen
show is on, so Dan can do the housework! New Year’s Eve 1999, because I was ill. It 8 toilet
was nothing serious – just a bad cold. My
Unit 2, Lesson 2.1, Track 2.02, parents had a party and invited all the Unit 2, Lesson 2.5, Track 2.08,
page 122, exercise 1 neighbours round, but I didn’t feel like page 123, exercise 3
1 terraced house celebrating, so I went to bed. I fell asleep 1 take out a mortgage – buyer
2 detached house immediately and I slept all night – I didn’t 2 contact an estate agent – buyer and seller
3 semi-detached house hear the party at all! I felt much better the 3 make an offer on a house – buyer
4 new build house next day, so I got out of bed to wish my 4 put your house up for sale – seller
5 apartment block family Happy New Millennium! 5 lower your price – seller
6 bungalow 6 put down a deposit on the house – buyer
7 basement flat Unit 2, Lesson 2.3, Track 2.06,
8 studio flat page 25, exercises 3 and 4 Unit 2, Lesson 2.5, Track 2.09,
9 dormitory Host Neighbourhoods all over the world page 123, exercise 5
10 mansion look the same, with their roads, pavements 1 move in
and buildings – there isn’t much else to look 2 label the boxes
Unit 2, Lesson 2.1, Track 2.03, at! But in some places, people have made 3 settle in
page 122, exercise 3 changes to the area to try and make it look 4 pack your belongings
1 flatmates more attractive. Take the ’dead tree’ project 5 redecorate the flat
2 split the bills in Rome, Italy, for example. In the past, 6 move out
3 landlord Rome didn’t take care of its trees, so many of 7 hire a removal van
4 pay a deposit them got ill and died. The city cut the trees 8 put together furniture
5 furnished down, so now there are hundreds of ugly
6 tenants tree stumps. Four years ago, artist Andrea Unit 2, Lesson 2.6, Track 2.10,
Gandini started cutting faces into the tree page 28, exercises 5 and 6
Unit 2, Lesson 2.1, Track 2.04, stumps. He wanted people to respect the 1 While Gemma was drying the dishes, she
page 122, exercise 6 dead trees, so he made sculptures out of dropped a glass.
1 vacuum cleaner them. Today, there are around 70 of his 2 When my parents came home, we were
2 ironing board sculptures all over Rome, and many people cleaning the kitchen.
3 broom visit them to take photographs. Something 3 While I was tidying my room, I found
4 washing line a bit different is happening in Toronto, some money.
5 tumble dryer Canada. The people in one street got 4 While they were putting up their tent, it
6 mop annoyed because of the potholes in their started to rain.
7 duster roads. Nobody was coming to fix the holes, 5 When the electricity went off, we were
8 bucket and they were getting bigger and bigger. watching a film.
So, one evening, the neighbours went out 6 When my friend arrived, I was ironing my
Unit 2, Lesson 2.2, Track 2.05, and planted flowers in the potholes! The clothes.
idea was to show everyone the problem, 7 While we were moving a wardrobe, my
page 24, exercise 7
but what they also did was turn the ugly dad hurt his back.
Speaker 1 I was at home with my family
potholes into beautiful plant pots. A project 8 When I got to the entrance, my friends
at the start of the new millennium – my
in Madrid, Spain, took a different approach. were waiting for me.
grandparents and my aunts, uncles and
The city wanted people to know about
cousins were also with us. There was a
its museums and art galleries, so it put up
show on TV about millennium celebrations
some special statues. The statues were of a

Unit 2, Lesson 2.6, Track 2.11, Today, all 27 families in her street know each K So, at the barbecue, Sam and I can do the
page 28, exercise 9 other better, and the area feels safer. In the cooking. Do you mind serving the drinks,
1 US, Canada and now the UK people can use Mrs White?
This happened while I was helping my an app to protect their neighbourhoods T Yes, of course.
mum move the sofa in our flat – she wanted from crime. The Ring app sends a video to S That’s sorted, then.
to clean the floor behind it. Our sofa is quite your smartphone when anyone goes near K Yes, it is. Thanks a lot, Mrs White.
big, and it’s really heavy, so it takes more the entrance of your house. The idea is that T See you on Friday.
than one person to move it. Anyway, we you contact a neighbour to find out what
lifted up the sofa and started moving it the person is doing. Skills Trainer 1, Track 2.14,
away from the wall, but I wasn’t holding it Raghaventra agrees with Baljinder. He was page 34, exercise 2
properly, and it fell on my foot. It really hurt! living in an apartment block in Chennai, Lucy Good afternoon. Thank you for
When I got to hospital, they told me I had a India, where he didn’t know anybody. When inviting me here today. First, I’d like to tell
broken toe. he joined a WhatsApp group to help with a you something about my journey as an
2 project to save water, he finally got to know artist. My parents bought me my first set of
The other day, I was getting ready for his neighbours. In the USA, there’s an app paints when I was five or six years old, but I
school, but I was chatting with a friend at for projects like this. The ioby app helps wasn’t interested in painting at that time. I
the same time. She sent me a message people raise money for their projects and preferred playing outside. Then, when I was
just before I went downstairs for breakfast, also finds volunteers to take part. ten, I started painting in our garden. I loved
so I was reading the message while I was Kate and her neighbours in Montreal, painting trees and flowers, but my favourite
walking down the stairs. I’m sure you can Canada, use their online group to ask each subject was birds. I painted hundreds of
imagine what happened next – I fell down other for recommendations – for example, pictures! They were very small and very
the stairs. I was lucky I didn’t break anything, where to get wood for a wood stove. She colourful. I went to an art school when I was
but it really hurt! says that everyone gets on better because eighteen and studied different forms of art,
3 of the group. The Nextdoor app brings including sculpture. For my first project, I
I usually don’t have any problems with together neighbours in the same kind of created small statues of people from wood.
knives, but last week I cut my finger. I was way, and it’s available all over the world. The Then I made sculptures of animals. My
making some sandwiches for lunch, and app tells you activities that are going on in best work was a group of horse sculptures
I had to cut some cheese. My little sister the community, like gaming competitions and I won a competition. The prize was a
asked me something while I was cutting the or mini-Olympics. Users can also give away three-day trip to Paris – I had a great time
cheese, so I looked up – and cut my finger things they don’t want any more, such as and visited the famous art gallery the
instead of the cheese. It was just a small cut old wardrobes and rugs. Louvre. A few months ago, people asked
– nothing serious – so I put a plaster on and In general, it seems that people find me to create some art to help improve their
carried on making the sandwiches! neighbourhood apps very useful. It isn’t neighbourhood. They asked me to make
4 easy to get to know your neighbours, but 25 wooden sculptures of flowers, trees and
Our kitchen isn’t very well designed, technology appears to be helping. wildlife. Each piece takes two or three days
because there’s a cupboard on the wall to create. You can see the sculptures from
above the washing machine. You have to Unit 2, Lesson 2.8, Track 2.13, 31 July. I hope you like them. Thank you for
be very careful when you go anywhere near page 30, exercises 2 and 3 listening.
the washing machine. So yesterday, my dad Kate Hi Mrs White.
asked me to empty the washing machine. I Teacher Hello Kate. What can I do for you? Unit 3, Lesson 3.1, Track 3.01,
opened the door and took out the clothes, K Sam and I are organising the barbecue at page 36, exercises 2 and 3
and when I stood up, I hit my head on the the school fair on Saturday. Would you mind Lily Hi guys! Today’s the day – and our new
cupboard. It hurt a lot, so I had to go and sit helping us? healthy lifestyle starts here!
down for a while. T Yes, of course. What would you like me Dan But we’re not on a diet – it’s a
5 to do? challenge! You put your menu in the app
Some friends came round last Friday night, K Do you think you could help us buy the and you get a point for every portion of fruit
and we decided to make pizzas for dinner. food? We need to buy quite a lot, and we and vegetables. The winner is the person
So I put the oven on and took the pizzas can take your car. with the most points.
out of the freezer. Unfortunately, when I was T Yes, that’s fine. We can go to the L Is it me or Dan? Check out our menus
putting one of the pizzas in the oven, my supermarket after school on Friday. to find out! … OK guys, here’s my menu!
hand touched the side and I burned it. I put K That’s great! Thank you. For breakfast, there’s porridge with lots of
my hand under cold water for ten minutes, Sam Do you want me to go shopping with berries and a sliced banana. It’s delicious! …
but it still hurt. you? For lunch, there’s rice, chicken and broccoli
K No, it’s OK. … with crisps as a side. But with fruit salad
Unit 2, Lesson 2.7, Track 2.12, S What do you want me to do? for dessert! Yum! And then for dinner, I have
page 29, exercise 2 K Could you make some salads, please, an amazing recipe for veggie burgers! And
Sam? then it’s time for a late-night snack of baby
Neighbours online S No, sorry, I can’t. I’m not very good at carrots … and then some more carrots …
Neighbourhood apps are becoming more making salads. and then some more carrots. And that’s my
and more popular these days. People who K OK. Would you like to make some salads, menu!
don’t use these apps often join local groups Mrs White? D Awesome! But that’s a lot of carrots after
on Facebook or WhatsApp to get news T Sure. No problem. I can do that after we a heavy meal.
about what’s happening in the area. But go shopping. L I know. I feel a bit sick.
are these apps and online groups actually K Thanks, Mrs White. I can make some too. D And that’s only nine points too. OK, now
useful? S What can I do, then? it’s time for my menu! OK guys, so first it’s
Baljinder from Birmingham, UK, thinks they K Well, someone has to put up the tent and toast for breakfast with strawberry jam
are. A few years ago, she set up an online lay the tables. Can you do that with some and an apple on the side. Fabulous! For
group to prevent crime in her community. friends? lunch, I swap my usual unhealthy pizza for
S Sure, no problem. a vegetable soup with carrots, potatoes

and broccoli. Then when I get home, it’s L How many tomatoes are there? I need because of the avocado farms. Let me show
time for a smoothie with a variety of fruit some for the sauce. you these pictures.
and vegetables – orange, pineapple and, M Don’t buy any. We’ve got a lot of M This looks scary. I didn’t know. Maybe we
er, spinach. And for dinner, it’s pasta with tomatoes! There’s only a little flour. I used can order a tomato salad?
broccoli – and a yoghurt with berries for most of it to bake a cake last week.
dessert! And that’s my menu. You know, this L Thanks, Mum! Unit 3, Lesson 3.4, Track 3.07,
diet is fantastic. I feel great, I have a lot of M What time are they coming? Remember, page 40, exercises 3 and 4
energy and I’m the winner! you need a lot of time to make pizza. I only Host Welcome to episode 47 of the
L Wait a minute! Strawberry jam is not a have a few meetings at work today, so I can ’Healthy Me’ podcast. Today, we’re going to
fruit! come home earlier and help you. talk about why it’s so difficult to develop
D No? Fine. Then it’s a draw. healthy habits. Let’s say you decide to give
L No, it isn’t. I forgot to add my mid- Unit 3, Lesson 3.3, Track 3.06, up unhealthy snacks. No more crisps and
morning treat. I also have a medium-sized page 39, exercises 2, 3 and 4 sweets. You’re very excited because now
apple every day. That’s exactly one portion. Mum I’m so hungry! Do you want to order you’ll eat a variety of fruit and veggies
D Seriously?! Well done … I guess! Bye avocado toast, like last time? instead.
guys! Emily No, not today. I don’t eat avocados But then … on the first day, you forget to
L Bye! any more. bring lunch to school, so you buy a packet
M Why not? Are you on a diet again? of crisps. “I’ll start tomorrow,” you say to
Unit 3, Lesson 3.1, Track 3.02, Avocados are good for you! They’re really yourself.
page 37, exercise 5 healthy. On the next day, you bring a smoothie and
1 Check out E Oh, come on, Mum. I’m not on a diet. I a broccoli salad. You have a lot of energy.
2 Awesome! like avocados, but … but I don’t want our But then you come back home and watch
3 Wait a minute! planet to die because I eat avocado toast. your favourite TV show. As always, you take
4 Seriously?! M A piece of toast with a little avocado a little ice cream from the freezer. Oh no,
5 Well done won’t kill our planet! What are you talking you forgot about your new habit again!
about? Why?
Unit 3, Lesson 3.1, Track 3.03, E Last week, I read an excellent article First of all, we haven’t got much time, so we
page 124, exercise 1 about avocados. It said we shouldn’t eat don’t plan our new habits in advance.
1 watermelon so many of them. They’re really bad for our Secondly, we forget that it’s OK to make
2 grapes environment. mistakes. Developing new habits is a slow
3 strawberries M Is this because they have a high carbon process. One day we succeed; another day
4 avocado footprint? Fruits don’t produce many we don’t. So, if you eat a packet of crisps
5 broccoli greenhouse gases when they grow. one day, don’t give up. Just try harder next
6 beans E That’s not what I mean. Of course, fruits time.
7 carrots don’t produce as many greenhouse gases And finally, we want too many things at the
8 cabbage as meat. Beef and other kinds of meat are same time. When we start a healthy lifestyle,
9 chicken the worst. we want to change everything: drink a
10 eggs M Exactly, that’s why we’re trying not to eat green smoothie every day, eat five portions
11 fish much meat. So, I still don’t understand. Why of vegetables and run 5 kilometres every
12 meat are avocados bad for the environment? morning. That’s too much!
E Think about it – we live in Liverpool. So, what can you do to succeed in changing
Unit 3, Lesson 3.1, Track 3.04, Avocados don’t grow here, so they come your lifestyle?
page 124, exercise 5 from Mexico or Chile. That’s almost 10,000 1 Focus on one habit only: the one which
1 nutritious kilometres! Their transport isn’t good for the matters to you the most. Before you start,
2 carbohydrates environment, but that isn’t the worst. ask yourself a question: Is changing this
3 protein M Oh, Emily. Avocados taste great, just like habit important to me?
4 balanced diet all other fruits and vegetables that travel for 2 Think what will help you develop your
5 additives thousands of kilometres before they get on habit. Let’s say you’re giving up unhealthy
6 ingredients our plates. But this doesn’t mean I shouldn’t snacks, so maybe you can make a list of
7 vegetarian eat them. quick and healthy snacks.
8 calories E Avocados are so popular now that 3 Keep track of your habits. Use an app, or
farmers in Mexico cut down forests to make write it down in a notebook.
Unit 3, Lesson 3.2, Track 3.05, space for new avocado farms. 4 Be patient! You can’t change all habits
page 38, exercise 4 M I didn’t know that, but I agree with you. in one day, or even in one week. You’ve
Lauren Mum, are you still at home? It’s never OK to cut down trees. probably had your unhealthy habits for
Mum Yes, I am. Why? E That isn’t all. It takes 2,000 litres of a long time, so now it’ll also take time to
L My friends are coming tonight. I’d like to water to grow one kilogram of avocados. develop new, good habits.
make pizza and have a few things to put Compare it with other fruits. We only need
on top. Everyone could choose what they 820 litres of water to produce a kilogram of Unit 3, Lesson 3.5, Track 3.08,
like. I’m going shopping now, but I don’t apples. And 660 litres for one kilogram of page 125, exercise 1
remember what we have at home. I don’t oranges. 1 go for a walk
want to buy too much food, like last time. M How many avocados do we eat in a 2 ride a bike
Can you check for me? week? And how many apples or oranges? 3 do karate
M Of course! OK, so we haven’t got much We don’t eat that many avocados, do we? 4 go to a dance class
cheese in this pack. And there’s only a little E Maybe, but we still eat a lot, so farmers 5 go to the gym
ham. What else? There’s an open jar with in Chile have a problem. Avocado farms 6 play rugby
black olives, but there aren’t many olives need more and more water, and there isn’t 7 play basketball
left in it. enough water in their rivers. The whole 8 play football
areas are getting dry and look like deserts

Unit 3, Lesson 3.5, Track 3.09, Unit 3, Lesson 3.8, Track 3.12, Unit 3, Lesson 3.8, Track 3.13,
page 125, exercise 2 page 44, exercises 3 and 4 page 44, exercise 5
1 shoot 1 1 You shouldn’t do any sports for at least a
2 train Doctor Good morning. How can I help you week. You ought to wrap your ankle with a
3 running track today? bandage. It’ll help with the pain.
4 do yoga Girl I was riding my bike and I fell off. Now 2 Why don’t you stay at home today and
5 do athletics my ankle really hurts when I move my foot get some rest? If you don’t feel better, we’ll
6 go ice skating or walk. go to the doctor tomorrow.
D Let me see that. 3 Yes, I’ll give you some pills for your sore
Unit 3, Lesson 3.5, Track 3.10, G Is it something serious? throat. Try to drink a lot of water, too.
page 125, exercise 4 D Well, it isn’t broken. You’ll be fine in two or 4 Give it some time and watch what you
1 A competition three days. eat. It isn’t a good idea to eat any heavy
2 A championship G What do you think I should do now? meals now.
3 B tournament D You shouldn’t do any sports for at least a
4 C draw week. You ought to wrap your ankle with a Unit 3, Vision 360, Track 3.14,
5 B trophy bandage. It’ll help with the pain. page 48, exercise 4, [blue circle
6 A match 2 hotspot]
7 B medal Boy Mum, I don’t feel well. Student You can try many different sports
Mum Is this stomach ache again? here at the leisure centre. It’s got tennis,
Unit 3, Lesson 3.7, Track 3.11, B No, this time I have a headache and my squash, badminton and volleyball courts,
page 43, exercise 3 back hurts. there’s a really modern gym and a running
M Have you got a fever? track. Before I discovered tae kwon do,
The power of walking B Yes, I have, and I also feel very tired. I played badminton. I did that for a few
Do you have a lot of great ideas when you’re M That doesn’t sound good. You might years, but then it became too easy and I
walking? If you do, you aren’t the only one. have the flu. wanted a challenge. So, I started going to
Scientists from Stanford University noticed B But I don’t have a cough. Last time I had a the gym. But after a while, doing press-ups
that, and they did an experiment. They terrible cough when I was ill. and running on the treadmills started to
asked 176 students to do a few tasks that M Well, we’ll see. Why don’t you stay at get a little boring. That was the moment I
required thinking and looking for alternative home today and get some rest? If you don’t decided to try martial arts. I chose tae kwon
solutions. During the experiment, some feel better, we’ll go to the doctor tomorrow. do because I wanted a challenge for my
students were walking, while others were 3 mind and my body – I wanted to get fitter
sitting. Those who were walking had 60% Doctor Hello Sam. What’s the problem and stronger, but I also wanted to learn
more ideas than those who were sitting. today? new skills. My training helps me to focus my
In the USA, some schools began to use a Boy I have a runny nose and a sore throat, mind and be confident, especially when I
special programme of walking classrooms. but I don’t have a cough. have to do something difficult in my life. For
Instead of sitting in their classroom, D Have you got a fever? example, I don’t get so nervous about doing
students walk outside, wear headphones B No, I haven’t. presentations in front of lots of people
and listen to an audio lesson. Tests show D Don’t worry. You have a cold. You’ll feel now. The training can be difficult, but the
that students in walking classrooms better after a few days. teachers and other students help you and
remember more information. Similar ideas B Shall I take any medicine? always tell you to keep trying. When you get
about studying while walking are used by D Yes, I’ll give you some pills for your sore different coloured belts, it also motivates
teachers in Canada, Mexico and Spain. Not throat. Try to drink a lot of water too. you to get better. Next year, I’m going to
only schools benefit from walking. Steve 4 do my exam for the purple belt. It will be
Jobs, the creator of Apple, often organised Girl Good morning, doctor. difficult, but I will try my best.
walking meetings. He liked to discuss Doctor Good morning, Sophie. Does your
projects with his employees while they ankle still hurt? Unit 3, Vision 360, Track 3.15,
were walking. Today, many managers in G It’s all fine! I sprained it over a month page 48, exercise 6, [red triangle
Silicon Valley and around the world organise ago so I can finally ride a bike and do other hotspot]
walking meetings. They say that some of sports again. Announcer Do you get hungry after your
their employees seem to work better and D Good to hear! So what is the problem workout? Then I have great news – this
have more interesting ideas when they today? Saturday the new leisure centre café opens!
move. The idea of going for a walk to think G I don’t feel well. I have a stomach ache. It We offer a variety of healthy foods and
isn’t new. The German composer Beethoven started at night. drinks. Come and try our famous smoothies
walked around Vienna and made notes. He D Did you eat a big meal yesterday with spinach and pineapple, or our broccoli
used them later when he was working on evening? veggie burgers? And if you’re on a strict diet,
his music. Charles Dickens, a British writer, G I got very hungry after I finished doing don’t worry – we also offer smaller portions
walked for many kilometres while he was my homework, but I only had a sandwich. and low-fat meals. The café is open Monday
planning his books. British scientist Charles D Have you also got a fever? to Friday from 10 a.m. till 7 p.m., but from
Darwin built a path around his house. He G No, but I feel very weak and tired. 10 a.m. to 5 p.m. at weekends. Every week,
called it his ’thinking path’ and often walked D This is normal when you have a stomach you will also find cards with new recipe
there when he needed to solve problems. ache. ideas so you can try making new dishes and
G What should I do? healthier versions of family favourites. We
D Give it some time and watch what you look forward to meeting you soon.
eat. It isn’t a good idea to eat any heavy
meals now.

Unit 4, Lesson 4.1, Track 4.01, Unit 4, Lesson 4.1, Track 4.03, What problem do people have there?
page 50, exercises 2 and 3 page 126, exercise 3 There’s only 50 mm of rain in a year. People
Miya Hi guys. I’m Lily’s friend, Miya. She’s 1 wind speed get water for watering their fields from the
away on holiday, and asked me to do this 2 tropical glaciers, which melt in the spring. In the last
month’s vlog for her. I’m just checking the 3 polar few years, the temperatures in this region
weather for my holiday in Portugal. I do this 4 average temperature went up, so glaciers began to melt too
every time I go away, but I never seem to 5 rainfall quickly. People don’t get as much water as
get it right! Honestly, is there anything less 6 sunshine in the past.
reliable than the weather?! I don’t think so! 7 climate zone How does it work?
Don’t believe me?! Here you go! These are 8 temperate The ice stupas are made of pipes which
my top three weather disasters! Last year, take water from the streams high in the
we were on holiday in Greece. I checked Unit 4, Lesson 4.1, Track 4.04, mountains. The water goes through the
the forecast and yep, it was … warm and page 126, exercise 5 pipes, and in winter the ice stupas freeze.
sunny every day. So, my suitcase was full of 1 fox Their special shape allows them to melt
shorts, T-shirts – and that was it. Then one 2 oak only when it’s warm in spring. Then they
day, I went for a walk on the beach. So, I 3 squirrel give about 5,000 l of water a day, which
was wearing a T-shirt because, you know, 4 cheetah people use to water their fields.
the sun was shining and it was a beautiful 5 tulip Fog catchers
day. But not for long. At first, it was just a bit 6 seal What is it?
cloudy … but then the sky was dark, the 7 sunflower Huge nets which collect fog
wind started to blow … there was thunder 8 cactus Where is it?
and lightning … and then a huge storm Villages around Mount Boutmezguida in
started. I just thought, what on earth is Unit 4, Lesson 4.2, Track 4.05, the Anti-Atlas Mountains in Morocco. Other
happening? I checked the forecast again – page 52, exercise 6 places where people use fog catchers are
storms all week! In Greece! Can you believe Speaker I lived in Tokyo for over a year, Chile, Peru, Ghana, Eritrea, South Africa and
it? Now I always take a waterproof jacket when my dad was working there. It was California, USA.
everywhere! OK, so this time I was visiting a wonderful adventure, but I’m glad to What problem do people have there?
cousins in Munich. It was winter and I had be back in Stockholm. People are often Anti-Atlas is a dry area where people don’t
a lot of warm clothes, but it wasn’t as cold surprised to find out that I prefer Sweden have much drinking water. There’s only 13
as it normally is. In fact, it was quite mild. because we have better weather. I mean it! mm of rain a year. Women and children
We just thought – yippee, perfect weather Stockholm is generally much colder than have to walk for four hours a day to bring
for a hike! I mean, it was a bit foggy, but Tokyo, but I really don’t mind the freezing drinking water for their families.
the sun started to shine and it was quite temperatures. I love when it snows for the How does it work?
mild. Around twelve degrees Celsius. I was whole day. In Tokyo it snowed twice when In the Anti-Atlas, there are 140 foggy days
wearing a jacket, but I wasn’t wearing my we were there, but the snow didn’t remain a year. People collect water from the fog
big winter jacket. And that was a mistake. on the ground. In my opinion, winter in using special nets. When there’s a lot of
Suddenly, the temperature went down and Stockholm is more beautiful! In summer water on the nets, it gets heavy and falls
it even began to snow. It. Was. Freezing. So there’s a rainy season in Tokyo. This doesn’t into special containers under the nets. This
now I always carry my big winter coat with mean that it rains every day, but it’s often method allows people to collect about
me! This was in the UK and I was shopping cloudy. The sun doesn’t shine a lot. And 6,000 l of water a day, which they use for
with a friend in London. Again, I checked when it starts to rain, these aren’t showers drinking.
the forecast and yep … it was wet with but often heavy rains. The rain in Stockholm
showers all day. Not surprising. It’s the UK. isn’t as heavy as the rain in Tokyo. The
And of course I had an umbrella. But it summer months in Stockholm are sunnier. page 127, exercise 1
was really windy and my umbrella was, er, It’s warm here, but not as hot as in Tokyo. 1 global warming
cheap, so it … broke! So now I always take The only thing I miss about the weather in 2 greenhouse gas emissions
a big umbrella! So, this time I’m planning for Tokyo are long winter days. In Sweden the 3 deforestation
every type of weather! But packing can be a days in December and January are shorter 4 exhaust fumes
bit difficult! Wish me luck! and darker. When you’re at school, you see 5 rising sea levels
the sun in the sky only at weekends! 6 water pollution
page 126, exercise 1 Unit 4, Lesson 4.3, Track 4.06, Unit 4, Lesson 4.5, Track 4.08,
1 north page 53, exercise 3 page 127, exercise 3
2 east 1 B be zero waste
3 south Getting water in dry places 2 F switch off lights
4 west Do you know? 3 A use alternative energy
5 cold People on every continent have problems 4 D recycle paper, plastic and glass
6 cool with getting water. 5 G reduce plastic by using reusable
7 warm 2.8 billion people don’t have enough water grocery bags
8 hot for at least one month every year. 6 C save water
9 rainy Over 1 billion people don’t have access to 7 H buy eco-friendly products
10 dark clean drinking water. 8 E pick up litter
11 bright Ice stupas
What is it? Unit 4, Lesson 4.7, Track 4.09,
Ice towers or artificial glaciers page 57, exercises 2 and 4
Where is it? Woman … Another thing that’s worth
Ladakh, India, a desert at 3,000 m in the seeing this week is Pollution Pods, an art
Himalayas exhibition by Michael Pinsky. With Pollution
Pods, you go on a journey through five

cities in different parts of the world. Pinsky N First, you have to make seed bombs. and I was in the Caribbean with my parents.
presents each city in a separate dome These are little balls made of different We were visiting my aunt.
which looks like a big tent with a round roof. plant seeds and some earth. Then you P How did you prepare?
When you walk into the dome, you can feel throw these balls and hope to see new A My aunt knew exactly what to do. We
the temperature and also smell the air of plants soon. Our school club wanted to bought enough food and water for a few
this city. Some are hot and wet; others are use seed bombs to plant flowers near the days. Then we put wood over the windows
cold and dry. Of course, it was impossible old factories on Market Street. This place and brought outdoor objects inside.
to bring the real air from these places, so looks quite ugly, so we met with the town P What was it like before the storm?
Pinsky worked with a group of chemists and authorities and they said we could do it. A Well … It was very strange. I remember it
perfume makers, and together they created G Great news! was a beautiful day until around five o’clock
the smell of the cities. The first dome has N Well, yeah. We were very excited to make in the afternoon. Then everything changed.
the cleanest air. It’s Tautra, an island in the these seed bombs. On Wednesday, we were The wind blew strongly all night and all day
north of Norway. It’s the only place where ready. We had 100 seed bombs. We went on and we were very, very frightened.
it’s safe to breathe. All other domes let Market Street, but when we were throwing P What did you do while you were waiting
you smell the air in big cities. First, there’s them, the police came. They thought we for the storm to end?
London. When you walk inside, you notice were throwing rocks at the windows. A We stayed inside, listened to the radio,
it’s foggy and grey. It also smells horrible, G Oh no! That’s terrible! Were you in big played games and ate food. That was the
like … car pollution. Then you move to trouble? best bit – all the food. My aunt is a brilliant
New Delhi, India, which is one of the most N Kind of … We were really scared! They cook. On the first night, I was very tired, but
polluted cities in the world. The air smells took us to the police station. I couldn’t sleep. The wind was so noisy!
like burned plastic. It’s difficult to stay there G I’m so sorry to hear that. Did you tell P When did you leave the house?
and breathe for a long time. The next dome them about the meeting with the town A We stayed inside for two days. On the
takes you to Beijing, China, in November. authorities? third day, we went out to check that my
The air has the smell of wood and coal, N Yes! We were trying to explain, but they aunt’s friends were OK. It was a terrible
which people burn to heat their homes. didn’t believe us. sight. Buildings had no roofs. Trees and
There’s also a smell of smoke from factories. G What a disaster! plants lay everywhere. My aunt’s friends
The last dome is São Paulo, Brazil. There’s the N Then we called our teacher, and he were frightened like us, but luckily, they
smell of car pollution too. Inside the dome, brought the document that we got from weren’t hurt. After that, we stayed with my
my eyes immediately get red and I almost the town authorities. The police apologised aunt for another week and helped her clear
start to cry. It’s because there’s a lot of ozone and said we could go home. The next day, up before we went home.
in the air, which hurts your eyes and your a local newspaper came to school and
throat. We all hear how bad the air pollution asked us about the seed bombs. They wrote Unit 5, Lesson 5.1, Track 5.01,
is, but this exhibition lets you see it or smell an article about us! We also got a prize for page 64, exercises 2 and 3
it for yourself. You can feel what it’s like to helping the environment. Miya Hi guys. It’s me again, and I’m waiting
live in the places where the air is so polluted G How fantastic! Have you got this article to hear from my cousin, Raiko, who was on
that it can make you sick. New Delhi or somewhere here? I have to read it. I’m so a school exchange in Finland. He’s calling in
Beijing are just examples. In fact, more than proud of you! with a very special report. I think we have
92% of people live in places where air isn’t him right now. Hello, Raiko. Are you there?
safe for them. At the end of the exhibition, Unit 4, Lesson 4.8, Track 4.12, Raiko Hello from Helsinki!
you can see a list of six simple things you page 58, exercise 7 M Hi Raiko! How are you? And how’s
can do for the environment. Don’t buy so 1 You won’t believe what happened! Finland?!
many clothes, eat less meat, use electric 2 On Monday, our school eco club talked R I’m great and Finland is fantastic, but very
cars, buy local food, recycle, and care for the to the town authorities about the seed different!
planet. When we do some of them, the air bombing project. M In what way?
can get better. 3 It’s a project which helps to plant new R Where do you want me to start? For
trees and flowers. one thing, students here don’t usually do
Unit 4, Lesson 4.7, Track 4.10, 4 We were very excited to make these seed homework assignments, like we do.
page 57, exercise 5 bombs. M Seriously?!
At the end of the exhibition, you can see a 5 When we were throwing them, the police R Yeah! In primary schools, they don’t
list of six simple things you can do for the came. get any homework at all. I’m attending a
environment. Don’t buy so many clothes, 6 They wrote an article about us! secondary school and we get an hour at the
eat less meat, use electric cars, buy local most.
food, recycle, and care for the planet. When Skills Trainer 2, Track 4.13, M An hour at the most?! I have an English
we do some of them, the air can get better. page 62, exercise 2 essay and two pages of maths exercises to
Presenter On today’s programme, we’re do tonight. And I have to revise for a science
Unit 4, Lesson 4.8, Track 4.11, talking about unusual weather. Our guest exam tomorrow!
page 58, exercises 2 and 4 is Professor Alice Barnes, who writes about R Oh, by the way, in Finland students hardly
Nicole Hi, Grandpa! You won’t believe what natural disasters including earthquakes, have any exams!
happened! On Monday, our school eco club hurricanes, heatwaves and more. Today, M What? But how do they pass their
talked to the town authorities about the Alice is talking about hurricanes. Good subjects?
seed bombing project we wanted to do. morning, Alice. Welcome to the programme. R They don’t really pass or fail exactly.
They loved our idea! Alice Good morning. Thank you for having The teachers follow their progress during
Grandpa That’s wonderful! But what’s seed me. the lessons and give them a grade. There
bombing? P Professor, what is the worst experience of is one exam in the final year, but nearly
N It’s a project which helps to plant new a hurricane that you can remember? everyone leaves school with the necessary
trees and flowers in the places where not A Well, my worst hurricane experience was qualifications to get a job, or do a degree at
many of them grow. also my first experience. It was more than university.
G What a great idea! But how exactly does 30 years ago when I was a child. It was 1989 M Lucky them! And what are the classes
it work? like?

R They’re small; there’s only about twenty Unit 5, Lesson 5.1, Track 5.05, time with their families, or outside in their
of us in each class. And students here use a page 128, exercise 6 neighbourhood and in nature. It will also
lot of technology. We’ve all got laptops and 1 academic be better for students in villages far away
we spend most lessons working in groups, 2 assessment because they won’t have to worry about
which I think works really well. It’s so much 3 compulsory getting to and from school every day.
easier to concentrate when you’re working 4 graduate My next point is about teachers. In 50
with other people. 5 educational years’ time, teachers will do a completely
M That sounds amazing. What else? 6 memorise different job. They’ll be more of a guide for
R Um, let me think – oh, in Finland, 7 optional their students than a teacher. They’ll help
students can wear what they like to school 8 revision students discover what they’re good at
and all students get free meals too. and recommend how to improve in areas
M Oh yeah! That reminds me! Can I ask my Unit 5, Lesson 5.2, Track 5.06, where they have problems. Later, they’ll
most important question? page 66, exercise 5 help students find the right career for them
R Go ahead! Careers Adviser Hello! Come in and sit down. and show them what they need to learn to
M What’s the canteen like? Rosie / Maya Hello / Hi. achieve that career. Moving on to lessons
R It’s awesome! They have a lot of CA So, we’re here to talk about your plans themselves, most of them will be online.
traditional Finnish food like hernekeitto … I for the future. Rosie, what are you thinking Students will have different online platforms
think I’m saying that right! It’s a kind of pea of doing when you leave school? to choose from, each with thousands of
soup. You’ll love it. You can try it when you R I want to be a doctor, so I’m going to videos, podcasts, apps and games. Robots
come over here. study medicine at university. will give them instructions, and virtual
M That’s right! I’m going to Finland next CA Do you think you’ll get the grades to reality will teach them about different
year too, and after hearing this, I can’t wait study medicine? worlds. In general, students will be more
for September to come! R Yes, I think so. I’ll have to work hard at active while they’re learning, so they won’t
R September? Miya, the holidays here are biology, but I think I’ll pass. get so bored. Let’s look at timetables now.
June and July. Term starts on 6 August. CA Great! What kind of doctor would you If students are learning from home, they
M So, I won’t have a proper summer like to be? will be free to learn when they want, and
holiday?! R Oh! I haven’t really thought about that. for how long they want. They won’t have
R No, but you’ll have a brilliant time! It’s CA Well, maybe you’d like to work with older to study the same as everyone else at the
awesome here! people, or perhaps there’s a certain part of same time. Students who don’t understand
M Sounds like it! But that’s it from me in the the body you’re interested in. a lesson will be able to repeat it until they
studio. Thanks to Raiko in Helsinki – and see R Hmm. I’m not really sure at the moment. get it right, and everyone will have the
you next time! Um, it’s something I need to think about. chance to make progress. My final point
CA That’s fine – you don’t need to decide is something I’m sure will make everyone
Unit 5, Lesson 5.1, Track 5.02, now. What about you, Maya? What are you happy: in the future, there will be no exams!
page 128, exercise 1 thinking of doing when you leave school? Students won’t get grades during the
1 science lab M I’d love to be a vet, but I’ll never get the course, and they won’t have to worry about
2 IT room grades to go to university. I’ll probably try to passing or failing at the end of term. Instead,
3 head teacher’s office get a job when I leave school. they will move up to the next level when
4 corridor CA It’s true you need to do a degree to they are ready. This will make learning much
5 staffroom become a vet, but what about a veterinary less stressful for students than it is today.
6 football pitch nurse – you know, the person who helps a
7 art room vet? Unit 5, Lesson 5.3, Track 5.08,
8 music room M That sounds interesting! What do I have page 67, exercise 5
to do to become a veterinary nurse? 1
Unit 5, Lesson 5.1, Track 5.03, CA If you don’t want to go to university, you One of the things that makes this
page 128, exercise 2 could get a job with a vet and study at the school different from others is the use of
1 library same time. For example, you could work for technology in the classroom. Of course,
2 nurse’s office four days a week and study on the fifth. this has its advantages and disadvantages,
3 canteen M That sounds like a great idea! How but one of the biggest problems that
4 noticeboard long do you think it will take to become a students face is having a device that has
5 locker veterinary nurse? run out of battery. To solve the problem,
6 gym CA It’ll take longer to get the qualification, we have installed recharging points next to
but when you finish, you’ll already have a lot the playground. These are solar-powered
Unit 5, Lesson 5.1, Track 5.04, of experience. It’ll be really easy for you to tables with USB ports where students can
page 128, exercise 3 get a better job. recharge their devices during the lunch
1 highlighter M Hmm, that sounds like a plan to me – break.
2 marker thank you so much! 2
3 folder CA No problem – that’s what I’m here for! The construction of the Great Gate of the
4 glue university library began in 1613. When we
5 pencil sharpener Unit 5, Lesson 5.3, Track 5.07, pass through the entrance, you’ll notice the
6 file page 67, exercise 2 tower above the gate. Turn around and look
7 notebook Mike Hello there! My name’s Mike at the columns on each level of the tower.
8 ruler Henderson. Today, I’m going to talk about Each set of columns is in a different style.
9 rubber schools in 50 years’ time. Let’s start with Now turn to page 83 in your coursebooks
10 paper clip school buildings. These probably won’t exist and look at the photos. Why do you think
in 50 years’ time because more students the Gate Tower is called the Tower of the
will study from home. This will be better Five Orders of Architecture?
for students because they’ll spend more

3 Unit 5, Lesson 5.5, Track 5.10, M It’ll be better if we don’t share – everyone
I’ve read a couple of classic novels recently page 129, exercise 1 needs to work on something different. If the
that were set in boarding schools – you 1 D scroll through social media school gets tablets, we’ll have one each.
know, schools where pupils live during the 2 E play a board game J Hmm. I see what you mean. Maybe
school year. In Nicholas Nickleby, by Charles 3 C read a book tablets are a better idea for the language
Dickens, Nicholas works as a teacher, while 4 H ride a bike classroom.
in Charlotte Brontë’s Jane Eyre, Jane is a 5 A go to the gym M Yes, I think so. Let’s write an email to the
pupil. The boarding schools in both novels 6 G listen to music head teacher about it. Do you want to help
are terrible places, run by headmasters 7 B check my messages me?
who are very unkind. I guess that tells you 8 F make a cake
something about boarding schools in the Unit 5, Lesson 5.7, Track 5.14,
18th century! Unit 5, Lesson 5.5, Track 5.11, page 71, exercise 5
4 page 129, exercise 3
We’re entering the Upper School now. As 1 D An oral exam is an exam during which Learning styles … and how best
you can see, this is a large and very long you speak, not write. to use them
classroom. The headmaster used to teach 2 B Assessment is the process of testing In the past, education experts thought that
200 boys at a time here. If you look at the students and evaluating their knowledge, each person had one learning style that
wooden panels on the walls, you’ll see that ability or progress. suited them best. Today, we know that the
they are covered with writing. This is, in fact, 3 G When you get top grades in the class, best way to learn is by using a mixture of
a kind of graffiti. There is a tradition at the you get better grades than most of your seven different styles. Here they are.
school that the pupils cut their names into classmates. Aural
the wood. Some of the names have been 4 E A grade point average is the average of This learning style involves using sound
there for over 500 years! a student’s grades over a period of time, for and music to learn. If you find it easy to
5 example, a school term or year. remember things you hear, you can try
The university’s halls of residence are 5 C Exam results are the grades you get in recording your notes, listening to podcasts
located near the main building. There are an exam or in a number of exams. or learning songs related to a topic.
museums and galleries within walking 6 F When you score 90% in the test, it Visual
distance and an underground station means you answered almost all questions This style consists of using images to learn.
nearby. The rooms are occupied by students correctly. These may include videos, diagrams and
from October to June, but they are used 7 A When you retake an exam, it means you mind maps. If you’re good at remembering
as accommodation for tourists during the failed it or got a bad score and need to take information you see, it’s a good idea to use
summer months. Why don’t you check it again. images in your learning.
them out on the university website? There Logical
are single rooms, double rooms and also Unit 5, Lesson 5.5, Track 5.12, This style is all about using the mind to
rooms with three beds. They’re ideal for page 129, exercise 5 solve problems. If you like the structure of
anyone staying in the capital for a few days. 1 take part in science, you can write lists, analyse statistics
2 take an interest in and make charts in other subjects too.
Unit 5, Lesson 5.3, Track 5.09, 3 join in Physical
page 67, exercises 7 and 8 4 sign up for This style involves using the body to learn,
Tour guide Is everyone here? So let’s start 5 do chores such as acting, making models or doing
our tour of the school. First of all, I’m going 6 help out experiments. If you find it hard to sit still,
to show you our top class, the As. Let’s stop try to use one of these techniques in your
by this window and you can see them at Unit 5, Lesson 5.6, Track 5.13, learning.
work. That’s their teacher at the front of the page 70, exercise 4 Verbal
class. As you can see, it’s a robot. All of our Mia Have you heard the good news? This style is about speaking and writing.
teachers are robots, and they treat each Josh No, what’s that? If you enjoy using language to express
child in the same way – there’s no time for M Our school has some extra money this yourself, you can try giving presentations,
laughing and joking in the classroom! Each year, so the head teacher wants to get some participating in debates and writing
child has their own computer, and each technology for the language classroom. speeches to help you learn.
does the same lesson. The school designs J That’s a great idea! What’s he thinking of Social
the lessons, so each child receives the buying? This style involves learning with other
same information. We don’t let them use M He’d like to get either tablets or laptops people. If this works for you, you can form
the internet, so they don’t get distracted. for us to use in our English lessons. study groups to have discussions and do
The most important lessons are maths J Fantastic! I hope he gets laptops. They’re role-plays about certain topics.
and IT – we don’t bother with art and better than tablets because they have real Solitary
music any more. As I said, this is our top keyboards. If we have laptops, it’ll be easier This style involves learning by yourself. If
class. The As have a white uniform as they to type. you find it better working on your own,
will all become scientists and computer M That’s true, but tablets are much faster. online research will usually give you some
programmers when they finish school. We’ll waste time if we use laptops in class, good answers. You can also try setting goals
You see those two children at the front of because it takes ages to turn them on. for yourself and keeping a diary.
the class? They’re A101 and A102. Children J It doesn’t take that long! And don’t forget:
these days have numbers, not names – I you can open more than one window on a Unit 5, Lesson 5.8, Track 5.15,
don’t know if you knew that. Anyway, A101 laptop, so you can do several things at once. page 72, exercises 2 and 3
and A102 are our best students and we I think laptops are more useful. Ryan Ellie?
hope they’ll go far in the future. Enough of M Maybe, but they’re also more expensive. Ellie Ryan! What a surprise! What are you
the As, let’s move onto the next classroom. If the head teacher gets laptops, there won’t doing here?
These are the Bs and as you can see, their be enough for everyone in the class. R I’m looking for a new shirt. And you?
uniform is blue … J That won’t be a problem if we share. E I need to get a present for my mum.
R It’s been ages! How are you?

E I’m fine, thanks. Did you know I’m playing She told me there was a community garden experience. I’m 16, and in a few years, I’ll
for the national youth orchestra? right in the middle of the city! Anyone can finish secondary school, so …
R That’s wonderful! Congratulations! go there. You don’t need to pay, you can just S That sounds great! What sort of thing
E Thanks very much. How about you? How come along and enjoy the garden. At work, would you like to do? We have volunteers
are things? I spend a lot of time sitting behind my desk that help with gardening and cleaning,
R I’m playing a lot of football. I got a place and coding, and I have to concentrate very or volunteers that help with children and
on the local team. hard all day. For this reason, I love coming young people …
E Well done! That’s amazing! here at the weekend, and helping out with A Well, if it’s possible, I want to help with
R Thanks. We’re playing a match on the gardening jobs. I find it relaxing to be the young visitors. I love working with
Saturday. Do you fancy coming to watch? out in the fresh air, using tools and being children, and I’m hoping to do a science
E Sorry I can’t. We’ve got a concert in the active. And I love that I can make a real degree and become a teacher when I’m
evening and we’re practising all day. difference to this place. I’m also interested in older, so it’ll be good work experience for
R How about meeting up on Sunday? nature photography, so it’s a great place for me.
E Yes, I’d love to. Why don’t we go to the me to take beautiful photos. In fact, as soon S Yes, it certainly will! When are you
café in the park? as I finish planting this tree, I’m going to available to help?
R That sounds great! Shall we meet at take a few pictures of those purple flowers A I’m always free on Saturdays and Sundays,
about 10? in the evening light. They’ll look great on but I’m not free most evenings during the
E I’d rather meet a bit later if that’s OK. our community garden website! week.
R How about 11.30? S That’s OK. Lots of children come with
E Yes, that’s fine. See you then! Good luck Unit 5, Vision 360, Track 5.19, their parents at the weekend, so it’s useful
with the match! page 76, exercise 6, [teal semi- to have volunteers to show them around
R Cheers! I appreciate that. All the best for circle hotspot] the garden. We’re also going to organise lots
the concert! Girl I’ve learned a lot from working in the of different events for teenagers during the
E Thanks a lot. That’s very kind. community garden – before I came, I didn’t summer holidays next month – things like
know anything about plants, nature or pottery lessons, cooking classes and nature
Unit 5, Lesson 5.8, Track 5.16, science really! I’ve studied biology since photography classes. We’re thinking about
page 72, exercises 5 and 6 primary school, but I was never interested starting a theatre group, too! Would you be
1 it in. In fact, I nearly failed last year! Since I interested in helping with that sort of thing?
Girl Do you want to go out for dinner started coming to the community garden, A Yes, I’d love to!
tonight? I’ve made lots of progress – I even passed S Great! Well, we’re doing interviews next
Boy Yes, I’d love to. Where shall we go? my last biology test! Anyway, since I’ve Wednesday afternoon. Will you be able to
G Let’s try that new burger place. started coming here, I’ve attended some come then?
B I’d rather have a pizza if that’s OK. really interesting classes about gardening, A Yes, I will.
G That’s fine with me! and the older volunteers have taught me S Excellent! Will four o’clock be OK for you?
2 a lot! For instance, I now know that you A Yes, that’ll be perfect.
Boy Would you like to go to the cinema on should plan carefully what you grow and S OK, Amy, we’ll see you at four on
Friday? where. And I’ve also found out what plants Wednesday. Come to the cabin and ask for
Girl Sorry, I can’t. I’ve got folk dancing. grow best in which conditions. I know quite me, Sam.
B We could always go on Saturday night. a lot about how to take care of them while A Great! See you on Wednesday. Bye!
G That sounds great. What do you want to they’re growing too. Things like, if you don’t S Bye.
see? water tomato plants enough, they won’t
B I don’t know. What’s on? produce much fruit. And if you don’t protect Unit 6, Lesson 6.1,Track 6.01,
the fruit from insects, they’ll eat all of it! pages 78–79, exercises 3 and 4
Unit 5, Lesson 5.8, Track 5.17, We also collect all the fruit and vegetables Raiko Hi guys, it’s me again. I’m back from
page 72, exercises 7 and 8 we have grown, and we sell them to make Finland and Dan gave me a special spot
A How about meeting up on Sunday? money for the garden. So, I’ve learned about on his vlog as a birthday present. As some
B Why don’t we go to the café in the park? business too, which is really useful for me! of you know, I turn eighteen next week! I
C Do you want to go out for dinner tonight? My homework for this weekend is to write know for some people this is no big deal,
D Would you like to go to the cinema on an essay about my work experience here. but I can hardly wait! There are so many
Friday? I’m going to talk about my time at this things I want to do – I even made a list! It’s
community garden, and all the things it has my eighteen things to do at eighteen. Want
Unit 5, Vision 360 ,Track 5.18, taught me. And, hopefully, I’ll get a good to check it out? Let’s get started! Number
page 76, exercise 4, [yellow grade for my assignment! one is take up a new hobby. I’m taking up
diamond hotspot] jogging, which helps with number two …
Mike I moved to the city a few years ago Unit 5, Vision 360, Track 5.20, get fit. You know what they say, no pain, no
when I got a job at a big technology page 76, exercise 7, [red triangle gain! Then, after a few months, I’m going to
company. Now, I live on my own, in a small hotspot] … take part in a race. That’s number three.
flat … it’s only got a balcony. I love the Sam Hello, Sam at Barracks Lane And then I want to go abroad … and take
city, but before, I lived with my parents in Community Garden. How can I help? part in a race in a different country! To be
the countryside, in a bigger house with Amy Err … hello. My name’s Amy, Amy honest, I haven’t decided which one yet,
a garden. While I was a student, I often Jackson. I was ringing to ask about but while I’m there, I’d like to try number
studied outside in the garden and read opportunities to volunteer. five … do a bungee jump! I’ve never done
books or just listened to the birds, so when S Well, we welcome volunteers! First, can I that before, but I’ve wanted to ever since
I moved here, I really missed that. The city’s ask why you are interested in volunteering I was about ten years old! Of course, not
nice … but it’s also very busy, and noisy, and at the community garden? everything I want to do this year is so much
sometimes I find that a bit difficult. Anyway, A Well, two reasons really. Firstly, I’d like to fun, but here are some other things that
I said this to my friend one day while we meet some new people outside of school. will be really useful! Like, number six – get a
were having lunch in the canteen at work. And secondly, I’d love to get some work driving licence. But to do that, I need to do
number seven … get a job. And to do that, I

need to do number eight … apply for a job. Unit 6, Lesson 6.1, Track 6.05, Unit 6, Lesson 6.4, Track 6.07,
Hmm, maybe they’re the wrong way round! page 130, exercise 5 page 82, exercises 2 and 3
I’ve already stopped by my local café, so 1 leader 1
here’s hoping! Then, as soon as I get a job, 2 role model Grandpa Are you excited to go on holiday,
I’m going to … open a bank account, that’s 3 idol Claire?
number nine, and save money … which is 4 respect Claire Yes! I’ve just read an article about
number ten. Hopefully, then I can achieve 5 inspires local customs. Did you know that it’s rude to
number eleven … and pay my own bills. 6 admire blow your nose in public places in Japan?
But that isn’t easy, especially when driving G I’ve heard about it. I’ve got an interesting
lessons are so expensive! That’s why I might Unit 6, Lesson 6.3, Track 6.06, book about customs and traditions in Asia.
need to do number twelve … get a credit page 81, exercise 5 They have one chapter on Japan.
card! But there’s one big reason I want to When do you become an adult? C Can I borrow it?
do all of these things. I want to be more How do you know you’re an adult? Do you G Of course, you can. I hope it’ll be useful.
independent. Why? Because I’m hoping think that turning eighteen will change 2
to … pass my final exams and … apply to anything? Maybe you become an adult Girl Thank you for this present!
university. And this is really important to me when you leave home, get a job and pay Boy I hope you’ll like it. Why don’t you check
because once I pass my exams … I’ll leave your own bills. what’s inside?
home, which is sad … but I’ll move to a Scientists think you don’t become an G Let me ask my mum first. Mum, may I
new place and that’s exciting. Then I’ll rent adult until you’re about 30. At that time, open the present that Ethan gave me?
a flat and do something that has been my your brain stops developing. Some of Woman Yes, go ahead.
biggest dream for many years … and start the decisions you make earlier might B I always open the presents the moment I
a new business. So, there’s my eighteen at not be sensible, because the part of the get them. You don’t?
eighteen. What about you guys? What do brain which is responsible for controlling G It depends. When I’m with my dad’s
you want to do? Have you got a list?! emotions and taking risks is still growing. family, I try not to. They’re Indian, and in
People from different cultures believe India you don’t usually open presents in
Unit 6, Lesson 6.1, Track 6.02, becoming an adult is an important day, so front of the person who gives them.
page 79, exercise 6 they celebrate in special ways. 3
1 I study a lot to pass my final exams and Woman 1 Did you see that?
I’m often tired, but no pain, no gain. Coming of Age Day (Seijin No Hi), Woman 2 What?
2 This is going to be the best summer Japan W1 Those people just pushed into the
holiday ever. I can hardly wait for it! The Japanese celebrate Coming of Age Day queue!
3 To be honest, leaving home last year on the second Monday of January. Everyone W2 Really?
wasn’t easy. who turned 20 in the past year receives W1 Yes, they went straight to the front and
4 Getting a job is no big deal for me, but an invitation from the city hall and can stood behind the person at the desk.
keeping it is much harder! join the celebrations. Women usually wear W2 Well, maybe they don’t realise that
5 I’m not feeling well today, and I can’t get beautiful kimonos, but men choose suits or we have a custom of always queuing in
started with my homework. traditional Japanese clothes. Young people England. Maybe they didn’t even see the
listen to lectures about being a responsible queue!
Unit 6, Lesson 6.1, Track 6.03, adult. There are also photos, parties and W1 Do you mind if I tell them?
page 79, exercise 11 presents. W2 No, please don’t. I wouldn’t like them to
1 credit think we are rude.
2 business Sunrise Ceremony, Apache
3 predict In Arizona, USA, young Apache girls take Unit 6, Lesson 6.5, Track 6.08,
4 apply part in the Sunrise Ceremony, which lasts page 131, exercise 1
5 before four days and nights. During that time, 1 uncle
6 attend there’s a lot of singing, dancing and running. 2 niece
7 lucky Young girls usually spend six months 3 cousin
8 against getting ready for these days, because they 4 sister
9 driving need to be very strong to dance and run 5 son
10 survive for many hours. The Apache believe that it 6 dad
11 hobby prepares young girls to become women. 7 mother
12 final 8 grandfather
13 revise Land Diving, Vanuatu 9 grandparent
14 honest In Vanuatu, a small island in the Pacific 10 husband
Ocean, boys become men after they jump
Unit 6, Lesson 6.1, Track 6.04, from a 30-metre tower. This ceremony, Unit 6, Lesson 6.5, Track 6.09,
page 130, exercise 1 called Land Diving, hasn’t changed for many page 131, exercise 3
1 finish years. First, five weeks before the ceremony 1 Christmas Eve
2 go starts, local people build a wooden tower. 2 All Saints’ Day
3 get Then young boys look for vines in the forest 3 wedding reception
4 learn which they attach to their legs during the 4 Easter
5 work jump. Land Diving proves how brave these 5 Christmas
6 earn young men are. 6 Independence Day
7 become 7 Boxing Day
8 learn 8 name day
9 become 9 New Year’s Eve

Unit 6, Lesson 6.5, Track 6.10, L Eh, nothing difficult. You have to be their He / She looks happy / excited / sad /
page 131, exercise 5 good neighbour, for example spend time disappointed …
1 reliability with them, talk to them, maybe eat meals He / She doesn’t seem to be interested …
2 courage together. They / He probably …
3 honesty S Won’t you miss living with your friends? Maybe …
4 friendship Studying together and talking till late at It makes me think of …
5 generosity night? This picture reminds me of …
6 loyalty L I’m worried about that too. I’ve heard that
7 commitment friends can visit you at Humanitas, but for Unit 6, Lesson 6.8, Track 6.15,
8 open-mindedness sure it isn’t the same. page 86, exercise 5
S Exactly! Everyone probably goes to bed Teacher Thank you. I will now ask you three
Unit 6, Lesson 6.6, Track 6.11, at 10 p.m. and it’s awfully quiet and lonely questions. Why do you think these children
page 84, exercise 6 there! are smiling?
Harry Have you told your parents about the L Not according to my friend Zoe. She Student I think they are smiling because
concert tonight? stayed at Humanitas last year, and she they’re probably excited to go kayaking.
Dylan No, not yet. But I don’t think I can says it often gets loud there, especially in Perhaps they’re kayaking for the first time in
come. It’s a Tuesday night. the evenings. Some people turn up the their lives and they have waited for it for a
H What’s wrong with Tuesday nights? volume when they watch TV. Besides, she long time.
D My parents, my sister, my brother and I could bring her own friends and the elderly T What summer sports or outdoor activities
always spend these evenings together. It’s residents loved that! do you like?
our little family tradition. S What else did she tell you about living S I love riding a bike, playing football and
H Really? This is something new! How long there? swimming. I also enjoy playing volleyball on
have you done it for? L That it was a wonderful experience for her the beach, but I don’t do it very often. When
D It isn’t new. We started when my sister and that the elderly residents taught her to I’m in the mountains, I like going hiking.
broke her leg last year. She couldn’t leave enjoy small things in life. She liked talking T How did you usually spend summer
home and was really bored, but everyone to them, telling them what happened at holidays when you were in primary school?
else was very busy with homework, after- university or what problems she had with S I usually went on a summer camp with a
school activities and so on. One day, Mum her friends. few of my friends. It was a lot of fun because
had an idea. She said we needed to be S That sounds OK! Maybe you should apply. every day we had a lot of activities such
together for one evening a week to keep Do you think I could apply too? as swimming, hiking or playing different
Maggie company. Since then, everyone games, but we also had a lot of free time to
has tried to be at home around 5 p.m. on a Unit 6, Lesson 6.8, Track 6.13, hang out with friends. Apart from the camp,
Tuesday evening. page 86, exercises 2 and 3 I often went for a short holiday with my
H Wow! What do you do then? Teenager In the picture I can see three parents. They loved taking me sightseeing.
D Lots of things – each time, someone else children. They are sitting in a yellow kayak
makes a plan. Two weeks ago, we made probably on a lake. I think the children Skills Trainer 3, Track 6.16,
popcorn and watched a film. Last week, we might be brothers and sisters or cousins. page 90, exercise 2
ordered pizza and played video games. The boy at the back of the kayak is the 1
H That sounds like fun! oldest. He might be 12 or 13 years old. He’s Boy Did you enjoy being an exchange
D It is! Dad says he has prepared a surprise holding a paddle and smiling. He seems to student last year?
for this week. I can hardly wait to see what be very excited about going kayaking. The Girl Yes, it was brilliant. I stayed with a great
it is. girl who is sitting in the middle of the kayak family. They cooked me delicious food, and
is probably seven or eight years old. She I liked the language school too. How about
Unit 6, Lesson 6.7, Track 6.12, isn’t looking at the camera but she’s smiling. you?
page 85, exercises 2 and 4 She might want to talk or play with the B Yeah. I wasn’t keen on the school because
Scarlett Hi Lars! Have you already applied for other girl in the kayak because she’s trying the students weren’t very friendly … but
a room in a student dorm for next year? to reach for the back of her seat. The girl in the family took me sightseeing, which was
Lars No, I haven’t done it yet. I don’t even the front is the youngest. She’s also holding great.
know if I want to. I’ve lived there for two a paddle and smiling. In the background G Lucky you! I didn’t explore many sights
years, and I’d like to try something new. there’s land with some grass and trees. because I was in the countryside.
S Can you afford to pay rent for a flat? Perhaps this isn’t a very big lake. It looks like 2
L No, I can’t. That’s why I’m thinking about it’s the summer holidays and the children Girl Have you passed your driving test,
Humanitas, the care home for elderly are having a good time. Dylan?
people in Deventer. Have you heard about Dylan Yes, I have, but I don’t like driving.
it? Unit 6, Lesson 6.8, Track 6.14, I’m nervous and I hate driving with other
S I don’t think so. A care home for elderly page 86, exercise 4 people because I think they’re watching me.
people? But you’re a university student. You Describing a photo G Why don’t you practise more? You could
can’t live there! Reader The picture shows … go on shorter journeys but go out every
L Actually, it’s the only place in the In the picture, I can see … day.
Netherlands where university students live There is / are … D That’s a good idea.
together with elderly people in the same The boy is / children are (sitting). 3
care home. In the foreground / background, … Tess Hi Ela. It’s Tess here. Just to say, I’m
S Really? How does that work? On the right / left, … arriving in Warsaw at ten o’clock in the
L Humanitas offers rooms to six students. At the top / bottom (of the picture), … morning on Friday 12 May. Can you come
They don’t need to pay rent. Instead, they In the middle … and meet me at the airport? I hope the
have to spend 30 hours every month doing next to / in front of / behind / near / under flight won’t be late, but I can text you when
some work for the elderly residents. Interpreting a picture I’m on the plane. Can’t wait to meet up! I’m
S What kind of work? Reader She / They might (want to talk) … going home on 22nd, so I’ve got ten days
It’s like a / looks like a … in Poland! Isn’t that fantastic? Unfortunately,

my flight home is at two in the morning! why I want to be an astronaut. And you Unit 7, Lesson 7.2, Track 7.06,
Maybe I can stay in a hotel the night before. know what?! I can’t stop thinking about page 94, exercise 5
4 it! I even dream about living there! You’ll Humans first landed on the moon more
Man Hi everyone. Thank you for inviting me never believe it, but some people think than 50 years ago, so why don’t some of
here today. It’s always a little frightening it’s possible! I know that conditions are us already live there? The answer is that it
when you start thinking about living away difficult and all that – I mean, there’s no air would be extremely challenging to do so.
from home and choosing a university. or water supply – but maybe, just maybe … Apart from having no air, water, or food
I know some of you haven’t applied to Oops! I need to stop thinking about space! supply, there are several other problems
university yet, so I’m going to start by But what about you? What do you think it that you may not know about.
explaining why I chose to do the course I would be like to live on the moon? Send me First, there’s the question of day and night.
did and why I decided to study in a different your ideas and I’ll read the best ones out in If a day on Earth is 24 hours, on the moon
country. I’ve always loved languages, so I my next vlog! it’s 672 hours. That’s four weeks! There’s two
knew I wanted to study a language … but I weeks of daylight, followed by two weeks of
couldn’t decide whether to choose French, Unit 7, Lesson 7.1, Track 7.02, darkness. It would be impossible to sleep in
Spanish or Italian. I was already studying page 132, exercise 1 these conditions unless we controlled the
French and Spanish at school, so in the end, Before the first man walked on the moon in light in our living space.
I chose to do both of them. I applied to a 1969, people could only dream of travelling This leads on to another problem: the
university in London and studied there for to other planets and looking down at the temperature. In most parts of the moon,
the first year. Then, I went to Paris for six earth from space. Some people believe that it gets as hot as 120°C during the day.
months, and after that, I went to Madrid. one day, humans will land on Mars. I don’t At night, the temperature goes down to
It was so exciting studying in different think there is any chance of that happening -130°C. It would be very hard for us to live
countries. I loved it. People ask me now that because it would be very dangerous. There in these conditions. There are only a few
I’ve finished my course if I would live abroad is no air on Mars, it is very cold, around -60 places where the temperature difference
again. The answer is yes. I would love to do degrees Celsius, and it would take many isn’t as great, for example the South Pole of
another language course, perhaps in South months to get there. But if a trip to Mars the moon.
America. That way I can learn more of the was possible, it would be an incredible Another problem is the number of flying
language and see some new and exciting adventure. objects that hit the surface of the moon
things. I would definitely recommend every day. The moon has no atmosphere
travelling. It opens your mind. Unit 7, Lesson 7.1, Track 7.03, to slow down these objects, so they travel
page 132, exercise 3 at very high speeds. Some go as fast as
Unit 7, Lesson 7.1, Track 7.01, 1 solar system 100,000 kilometres per hour! If a flying
page 92, exercises 2 and 3 2 satellite object hit you at that speed, it would kill
Lily Hi guys, most of you know that I’m 3 asteroid you.
really into space and all that … and it’s 4 space station On top of that, there’s the question of moon
my dream to be an astronaut some day 5 universe dust. The moon is covered with a layer of
… and travel to the moon! But that’s just 6 launch dust, and it gets everywhere. The dust is
a dream. But some astronauts really have 7 orbit like very small pieces of glass, and it smells
travelled to the moon! And the first were 8 space shuttle terrible. If you breathed in the dust over a
… Neil Armstrong, Buzz Aldrin and Michael long period of time, it would make you very
Collins. They were the three members of Unit 7, Lesson 7.1, Track 7.04, ill.
crew who went on a mission to the moon page 132, exercise 5 So, there you have four reasons why we
known as Apollo 11 – the first attempt to 1 geographer aren’t already living on the moon. The truth
put people on the surface of the moon! 2 archaeologist is that it isn’t as easy as you might think!
The three astronauts travelled on board a 3 physicist
spaceship called Columbia, but when they 4 astronomer Unit 7, Lesson 7.3, Track 7.07,
were about 100 kilometres from the moon, 5 geologist page 95, exercises 2 and 3
Aldrin and Armstrong got into this … the 6 botanist Presenter Some space missions succeed,
Eagle, a small machine designed to land on 7 discovery and others fail. Today, we’re going to talk
the rocky surface. It wasn’t easy, but they 8 invention about Mars One, one of the most recent
landed it. Then Neil Armstrong opened the 9 investigate projects to fail. Space expert Clare Johnson
door and the world watched as he climbed 10 analyse and journalist Emily Ball are here to tell us
down the ladder and became the first man 11 laboratory about it. Emily?
to step onto the moon. We all know what 12 calculate Emily Mars One was the idea of a Dutch
he said: ‘It’s one small step for man, one businessman called Bas Lansdorp. In 2012,
giant leap for mankind’. Soon Aldrin joined Unit 7, Lesson 7.2, Track 7.05, he started a company to send humans to
him to explore and they bounced along page 94, exercise 4 live on the planet Mars – forever. If they
the moon’s surface. I say ‘bounced’ because 1 If Lily was an astronaut, she’d go on a wanted to come home, they couldn’t. The
there’s so little gravity up there! Obviously, mission to the moon. plan was for the first group of people to
they weren’t there for long. The moon has 2 Space exploration would be more leave the Earth for Mars in 2022.
no atmosphere so there’s no air and it’s popular if it wasn’t so expensive. Clare That’s right, Emily. First, the company
impossible to breathe. That’s why astronauts 3 How would you feel if you stepped onto planned to choose ’astronauts’ for the
wear spacesuits. These suits have an oxygen the moon? project and train them. Then the idea was to
supply, but not a lot, and they didn’t want 4 If I didn’t see my friends and family every send robots to Mars to find the best place
to end up floating in space forever! So, they day, I’d miss them. for them to live. Next, Lansdorp planned
gathered some rocks, got back in the Eagle 5 If we had faster spaceships, we could visit to send more robots to build homes. He
and started their long journey home. There other planets. wanted everything to be ready for when
were huge celebrations when they arrived 6 We wouldn’t need a new place to live if the first group arrived.
back on Earth and they’re still heroes today! we took better care of the Earth. P How far did the project get, Clare?
I think it’s the most amazing story and it’s

C In 2013, the company began advertising, Malenchenko, Tim Kopra and Tim Peake think he was paying attention when I told
and thousands of people applied to take used this particular spaceship to get to the him what to do.
part. You could watch their presentation space station in 2015, and to return the S Oh dear.
videos on the Mars One website, couldn’t following year. They landed successfully in T I wanted him to admit his mistake.
you, Emily? Kazakhstan on 18 June 2016. R And did he?
E Yes, you could. By December that year, Speaker 4 2001: A Space Odyssey is an T No. He just got angry and said he didn’t
they had just over a thousand people they epic science fiction film. It was produced care about the project. What are we going
were interested in. Lansdorp spent the next and directed by American film-maker to do now? We need Jason on our team.
year doing interviews, and in 2015, Mars Stanley Kubrick and released in 1968. The S I think we need to talk to him.
One announced the names of the final 100. film follows five crew members and their T Why? He doesn’t show any interest in the
These people appeared in newspapers and intelligent computer on a mission to Jupiter. project.
on TV, so they became quite famous for a While you watch, I’d like you to take note S If we knew why he doesn’t feel part of the
while. of the way Kubrick imagined space flight team, we could do something about it.
P So, what went wrong? at the time. In the next class, we’ll discuss R Maybe he’s never done any gardening
C One of the problems was that Lansdorp why some people think this is one of the before.
wasn’t a scientist, and he had no experience greatest films ever made. T Hmm … I know he lives in a flat … You’re
of space exploration. Not only that, but Speaker 5 We get in the spaceship about right, he probably doesn’t know anything
he refused to ask for advice. Scientists all two and a half hours before it’s going to about gardening.
over the world attacked the mission, and leave. There are three of us, and there really S I don’t mind helping him.
the Massachusetts Institute of Technology isn’t much room! We sit down in our own R Yes, we can give him a hand with that.
published a report about it. The message seat, fasten our seatbelts and then check T Or maybe he has a problem. When we
was that if anyone went to Mars with Mars all the systems on the computer. After were arguing, he said he had more things to
One, they would die. Lansdorp changed that, there are lots of different noises as worry about.
the departure date of the mission to 2031, the workers outside prepare the spaceship R If Jason has a problem, he needs to know
to give him time to solve the problems, but to take off. The noises get louder, and the we support him.
that wasn’t enough, was it, Emily? spaceship starts shaking, and then you S So what are we waiting for? Let’s call him.
E No, it wasn’t. To get the money for slowly start moving away from the ground. We need to talk to him as soon as possible.
Mars One, Lansdorp planned to film the It’s an amazing feeling, but pretty scary at R Yes! We need to find out why he doesn’t
’astronauts’ and make a reality show about the same time. feel part of the team …
them for TV. If people all over the world S And then we can make changes so that
watched the show, the company would Unit 7, Lesson 7.4, Track 7.09, the team works better. We want Jason to
earn enough money to send the ’astronauts’ page 96, exercise 2 feel he’s a valuable member of the team.
into space. Unfortunately, none of the TV Tess Jason! I need to talk to you about our T That a great idea – thanks guys!
networks were interested in the show. In biology project.
2019, Lansdorp had no money left, and that Jason Oh, that. Have I done something Unit 7, Lesson 7.5, Track 7.11,
was the end of the Mars One project. wrong again? page 133, exercise 2
P Clare Johnson and Emily Ball, thank you T Yes, you have. Did you water the lettuces 1 equipment
so much for joining us. last week? 2 hard-working
J Yes, I did. 3 useful
Unit 7, Lesson 7.3, Track 7.08, T When did you water them? 4 experiment
page 95, exercise 4 J I watered them on … I think it was 5 scientists
Speaker 1 Samantha Cristoforetti’s journey to Wednesday. 6 famous
become an astronaut began when she was T But I told you to water them every day! 7 engineer
in her early thirties. After training hard for J No, you didn’t. You told me to water them 8 IT technician
five years, she found herself on a spaceship once during the week.
travelling to the International Space Station. T No, I definitely said once a day. You Unit 7, Lesson 7.5, Track 7.12,
Cristoforetti’s book, Diary of an Apprentice probably weren’t as usual. page 133, exercise 3
Astronaut, is a must-read, not only for those J Oh well, it doesn’t matter. The lettuces are 1 wearable
who dream of going into space, but for still alive. 2 convenient
anyone with a goal they want to achieve. T Of course it matters! The lettuces stopped 3 reliable
It is available in several languages at most growing. That’s going to affect the results of 4 innovative
online bookstores. our experiment! 5 portable
Speaker 2 The latest news from NASA is that J Who cares? I’ve got more to worry about 6 effective
all is well with the latest Mars Rover they than a biology project!
have sent to the planet. The small vehicle is T But you should care! We’re doing it as a Unit 7, Lesson 7.5, Track 7.13,
packed with tools and scientific devices to team! page 133, exercise 5
do all kinds of tests on the surface of Mars. J I didn’t choose to be in your team, Tess. 1 B A virus is a set of instructions that are
It has already sent back data showing that T But Jason … hidden within a computer program and are
some of the rocks are similar to certain rocks J Just leave me alone, will you? designed to cause faults or destroy data.
on Earth. The Mars Rover has also taken tens 2 E A hacker is a person who uses
of thousands of images, which you can see Unit 7, Lesson 7.4, Track 7.10, computers to get access to data in
on the space agency’s website. page 96, exercise 3 somebody else’s computer or phone system
Speaker 3 And now for one of the highlights Tess Shayla, Rob – can I talk to you for a without permission.
of the exhibition: this is the Soyuz TMA-19M. minute? 3 F Spam is advertising material sent by
It’s a spaceship that has taken humans to Rob Course! email to people who have not asked for it.
and from the International Space Station. Shayla Yes, sure. What’s up? 4 A Computer system failure is a situation
It flies through Earth’s atmosphere at T I’ve just had an argument with Jason. I when the computer system is not working
17,000 miles per hour and temperatures mean, he was responsible for watering the correctly or as expected.
of more than 1,500°C. The astronauts Yuri plants last week, and he did it wrong. I don’t

5 D An internet scam is when someone alone, as she was the only programmer and B Can you see that switch at the top of the
uses the Internet to make money in a clever the only woman in her department. screen?
and dishonest way. Despite the difficulties, the computers were G Yes …
programmed successfully, and Apollo 11 B If you move it to the right, you turn on
Unit 7, Lesson 7.6, Track 7.14, reached the moon. Sadly, only the three Bluetooth.
page 98, exercises 2 and 3 astronauts are remembered for this, and not G Oh, OK … There!
Guide Today, we’re looking at the kind of people like Margaret Hamilton, who made B Great! Now you can see all the devices
things you can buy at a space auction. As their achievement possible. you can pair your phone to.
you know, you can only buy an item at an Amber Yang G Pair?
auction if you’re the person who offers the Amber Yang began to have bad dreams B It means ’connect’.
most money for it. And some people spend after she saw the film Gravity. She was G Right. Now, what am I looking for?
a lot of money at space auctions! Let me tell worried about the damage caused by space B You need the device with NVR in it. NVR-
you about a space auction that was held in junk in the movie. This is mainly rubbish 820B, I think it is.
New York. One of the items for sale looked that astronauts have left in space, such as G Found it.
like an old bag. In fact, it was the bag that broken pieces of equipment. It travels very B Good. Now, just select the device, and
was used by Neil Armstrong and Buzz Aldrin fast. In Gravity, spaceships are hit by this you should be connected.
to collect rocks on the moon. Of course, rubbish, and the International Space Station G Why isn’t anything happening?
the moon rocks weren’t inside the bag is destroyed. B I’m not sure. Maybe we did something
anymore, but a lot of people still wanted Amber started doing research into space wrong.
to buy it. The bag was sold for $1.5 million! junk when she was in her second year G Have we turned it on?
Another item for sale was a metal box. It of secondary school. She spent the next B Sorry?
didn’t look very interesting, but the box three years developing a computer system G Have we turned the speaker on? I saw
contained a computer. It was one of the first to follow and predict its movements as it you plug it in, but I didn’t see you turn it on.
computers created for space programmes moves through space. In 2017, her new B Well done, Grandad! You’re right, I didn’t
in the 1970s. The computer still works, but it program won an important competition, turn the speaker on! I’ll do it now.
isn’t very useful. People wanted it because the Intel Foundation Young Scientist Award. G Look! A light has come on.
of its connection with space, and it was sold She used the $50,000 prize money to start B Yes … and now it’s changing colour …
for $40,000. A third item was a pair of old her own business, Seer Tracking. Through G I think I can hear something. Can you turn
books. The books were published in 1963 her company, she hopes to sell her system it up?
and 1977, and they were both in Russian. to organisations with equipment in space. B Great! It’s working!
The important thing about them was that The idea is that they can move their devices G We make a good team, you and me, don’t
they were signed by the first woman in out of the way of the space junk so that we?
space, Valentina Tereshkova. She spent they don’t get hit.
almost three days in space in 1963. The Now Amber is studying physics at university, Unit 7, Vision 360, Track 7.17,
books were sold for $1,400. The last item as well as managing her company. She’s page 104, exercise 3, [green
I’m going to tell you about is a Snoopy toy happy that there are more women science square hotspot]
in a spacesuit. Hundreds of these toys were students today, but disappointed that the Guide Welcome to the Skylab space station!
made in China in the 1960s, but this Snoopy professors are mainly men. Amber would The Skylab was the United States’ space
toy was special. The crew of Apollo 10 took like to see more women in important station, and it orbited the Earth from 1973
it into space with them, and it was signed positions in the world of science. Hopefully, to 1979. The Skylab included a workshop,
by one of the astronauts, Eugene Cernan – this situation will change in the future. a solar observatory and all the necessary
he went on the Apollo 17 mission too. A lot equipment for doing scientific research
of people were interested in the Snoopy toy, Unit 7, Lesson 7.8, Track 7.16, and for the crew members to survive.
and it was sold for an incredible $22,000. page 100, exercises 2 and 3 Many major experiments were conducted,
Beth Do you like your present, then, and thousands of photographs were
Unit 7, Lesson 7.7, Track 7.15, Grandad? taken from the Skylab while it orbited
page 99, exercise 5 Grandad Yes, I love it! It looks great, doesn’t the Earth. The Skylab had a water supply
it? and a zero-gravity shower system on
Space scientists: past and present B Well, it certainly looks better than the old board, and astronauts could shower once
Margaret Hamilton one. a week. It was a complicated machine,
When 28-year-old Margaret Hamilton joined G Um, Beth … how does it work? and showering took two and a half hours!
the Apollo Project in 1964, computers B Don’t worry, Grandad. I’ll show you. Now Astronauts started their day at 6 a.m.: they
were so big that they filled a whole room! … where’s your phone? had breakfast, and then they did scientific
Despite being so huge, the machines G Here it is. experiments and tests. Astronauts did 90
had very little memory, and there was B Right. Put on some music. minutes of exercise before dinner, and in
no keyboard or screen to write or see G OK. the evenings, they cleaned the station, and
instructions. B Great! Now, go to Settings. prepared for the next day’s experiments.
Margaret’s job was to develop the computer G Settings … Where’s that? Before going into space in the Skylab,
systems to send the Apollo 11 spaceship B Open your apps … That’s right … Then astronauts trained in this training centre
to the moon. There were two computers: swipe right to find Settings. which is set up just like the Skylab was. By
one on the main spaceship, and one on the G Got it. visiting the Skylab training centre, which
vehicle that would land on the moon. B Tap on Settings and you’ll see a list of is now on display at the Space Centre in
Luckily, Margaret had some experience connections. Houston, Texas, we can explore what life
because she wrote a program for predicting G Right. is like for astronauts and the challenging
weather in her previous job. Her new B If you tap on Bluetooth, you go to the conditions they face outside of the Earth’s
job was more challenging, because the Bluetooth screen. atmosphere.
computers with her software had to fit on G Done it.
the spaceship. At first, she was completely B Now turn on Bluetooth.
G Oh. How do I do that?

Unit 7, Vision 360, Track 7.18, Unit 8, Lesson 8.1, Track 8.01, 5 I don’t want to be a babysitter. Playing
page 104, exercise 5 [hotspot] page 106, exercises 2 and 3 with children isn’t really my thing.
Miya Hi guys, it’s us again! And as you can
Food in space see, Raiko is looking very smart today, which Unit 8, Lesson 8.1, Track 8.03,
Early space food was developed to weigh is … a bit unusual! page 134, exercise 1
very little, contain important nutrients and Raiko It’s because I got a part-time job. I’m 1 prepare
last a long time, but it wasn’t designed to now a waiter in a café, which is fun – but it 2 interview
taste good! It was made of small cubes isn’t easy! It’s tiring because I have to be on 3 train
of dry food, and food in powder form, or my feet all day to take orders and bring food 4 get
thick liquids. Things like meat paste and to tables. It can be very stressful when it’s 5 accept
chocolate sauce were on the menu. Many busy, but it’s actually really exciting too. And 6 offer
astronauts complained that they didn’t like it’s always nice chatting to the customers. 7 employ
it and that it was difficult to prepare. All in all, I really enjoy it! 8 lose
Today, astronauts have a bigger variety of M Yeah, I think part-time jobs are really
meals to choose from. They can eat nuts, important. I’ve had one since I was fifteen! Unit 8, Lesson 8.1, Track 8.04,
peanut butter, chicken, beef and seafood. Last summer, I worked as a lifeguard at an page 134, exercise 3
Fresh fruits, vegetables and cakes can be outdoor swimming pool. It was fun, but 1 full-time
brought on board the spaceship and stored challenging. It’s a lot of responsibility! I had 2 nine to five
at room temperature. And meals such as done a special lifeguard course before I got 3 flexible working hours
spaghetti with a sauce are produced in a the job because you really need to know 4 work to deadlines
form that can be easily mixed with water. what you’re doing! The summer before 5 work long hours
Now the astronauts can even enjoy that, I did jobs in my neighbours’ gardens 6 salary
hot drinks like tea and hot chocolate in for a bit of pocket money, but I wasn’t 7 rise
space. In 2015, Italian astronaut Samantha very good! And now I’m a shop assistant 8 benefits
Cristoforetti became the first person to drink at a supermarket. I usually work on the 9 promotion
a cup of fresh coffee! This was thanks to a checkout, where I serve customers. It’s such
machine that was developed specially to a pain because you have to do it fast and Unit 8, Lesson 8.1, Track 8.05,
make hot drinks in low-gravity conditions. you can’t make a mistake. I think I preferred page 134, exercise 5
gardening. 1 apply
Unit 7, Vision 360, Track 7.19, R But enough about us! How about our 2 get
page 105, exercise 6, [orange star friends? We asked two of our favourite 3 write
hotspot] vloggers, Yasmin and Lewis, about their 4 look
Scientist At this very moment, there are part-time jobs. Here’s what they had to say! 5 work
over 2,000 satellites orbiting the Earth. In Lewis Hi guys, I work as a game tester. It 6 sign
fact, most of the spacecraft in space are sounds like the best job in the world, but 7 get
satellites. A satellite is a planet, moon or at the end of the day, it isn’t. You have to 8 get
machine that orbits a planet or star. But check everything and you don’t earn much
why are they important in our lives? What money. And although I love video games, Unit 8, Lesson 8.2, Track 8.06,
would happen if we switched off all the working from home isn’t really my thing. I page 108, exercise 5
satellites orbiting the Earth right now? How prefer to work in a team. It’s way more fun. Teenager Last Friday evening, I was looking
would it affect our lives? Seeing the world Yasmin I don’t have a part-time job exactly, after my neighbours’ son, Theo. Theo is the
from above means that we can see large but I look after my neighbours’ kids when nicest kid I know. I had looked after him
areas of the Earth at one time. Scientists their parents work or go out. I also have my twice before. We had played board games
can collect data and information on things own business where I sell handmade goods and watched TV. Just a day before I came
like wildfires, volcanoes, clouds, oceans, online. I’ve always liked making my own over, I had found a box of my old toys. I
ice and the weather more quickly. Without jewellery, so I thought I should give it a go. decided to take them with me and show
satellites, global communication would I usually manage to sell one or two pieces a them to Theo. When I arrived at 6 p.m.,
stop – it would be difficult to get news, month, which is pretty cool! Theo was sleeping. His mum told me what
watch sports, get a good picture on the R A games tester and a business owner? had happened. Theo was tired because he
television, and we couldn’t get directions Miya, I reckon their jobs are cooler than had played in the garden earlier. He had
on our phones or on sat navs in our cars ours! even eaten some sandwiches before he fell
either. Did you know that farmers also use M True! But hey, at least we’re all earning asleep. When Theo’s parents left, I sat down
satellites to drive and guide their tractors in money! Speaking of which, we better go to and waited for Theo to wake up. Soon I got
their fields? Our modern-day life depends work! worried. It was late and he was still sleeping.
on satellite technology. Satellites can also R Oh yeah! Bye guys! When he finally woke up, he started crying
see into space better than we can from the M See you next time! because he hadn’t said goodbye to his
Earth because they fly above the clouds and parents. I called them twice, but they didn’t
dust in the atmosphere. Using the images Unit 8, Lesson 8.1, Track 8.02, answer. Then I noticed he had a fever. I
from satellites, scientists can study stars, page 107, exercise 5 called his parents again, but luckily, they
planets and asteroids, but the satellites also 1 I reckon it’s better for me to work part- answered their phone this time. They were
fly near or orbit other planets. They can look time only. back 20 minutes later. I came to visit Theo
for water on Mars or take photos of other 2 I won’t get a lot of money in this job, but the next day. He was feeling much better.
planets, their moons or rings, and who I’d like to give it a go.
knows what else they will find in space? 3 At the end of the day, you realise you’re
too tired to study.
4 Answering customers’ emails is such a
pain! It takes so much time. I prefer when
people call and ask.

Unit 8, Lesson 8.3, Track 8.07, pushed the ball back to the players. It was a An interviewer is a person who asks
page 109, exercises 2 and 4 tiring job which involved a lot of jumping, questions in a job interview.
Liam Welcome to ‘Explain the Past’, a pushing, lifting and bending. 5 An employee is a person who is paid to
series of history podcasts. My name is A They also had to be very careful, as it work for somebody. – Correct
Liam Anderson, and this is Amy Knight. was easy to get injured by a heavy ball. Not 6 An employer is a person or company that
We’re both historians, and each week, everyone could afford to go to the doctor pays people to work for them. – Correct
we’re discussing a topic which caught our or to the dentist. When someone lost their 7 A CEO is the person with the lowest
attention in the news. teeth and couldn’t pay for a visit at the position in a company. – Incorrect. A CEO
Amy I’ve just read that this year, dentist, they could go to a used-teeth seller, is the person with the highest position in a
supermarkets didn’t need as many shop who offered different sizes of false teeth so company.
assistants to work on the checkout as last people could pick the ones which fitted 8 A managing director is the person who is
year. Self-checkout is becoming more them best. However, all of these false teeth in charge of a business. – Correct
popular and cheaper, so some shop had been someone else’s false teeth before.
assistants are afraid they’ll lose their jobs. Is L If you’re interested in other jobs that Unit 8, Lesson 8.5, Track 8.11,
this possible that a job will stop existing? disappeared with time, … page 135, exercise 3
Of course, similar things happened in the 1 hand in
past! There were plenty of jobs which Unit 8, Lesson 8.4, Track 8.08, 2 call off
were popular but don’t exist any longer page 110, exercise 3 3 lay off
because of the development of modern Bella Hi. Welcome to the Better Me podcast. 4 set up
technologies. Before we had electric lights My name is Bella Williams. In today’s 5 take over
in the streets, there had been gas lamps. podcast, I’d like to tell you how to find your 6 carry on
Each evening, a lamplighter had to light strengths and then work to them. Let me
every lamp in the street, and then put it out start by saying that everyone – absolutely Unit 8, Lesson 8.5, Track 8.12,
in the morning. everyone – has their strengths. When you page 135, exercise 5
L It’s important to realise that jobs change study, work, do sports or other free-time 1 last-minute
with time. When the Industrial Revolution activities, you notice that some things are 2 dull
began and the first factories were opened at easier for you. You’re good at them. These 3 annoyed
the end of 18th century, people had to start are your strengths. It’s important to work to 4 confused
their work at a specific time, often very early your strengths and not to worry about the 5 sensible
in the morning. At that time, alarm clocks things you can’t do well. No one is good 6 honest
were expensive and didn’t work well. People at everything, so it’s better to focus on and 7 well organised
needed someone who could wake them develop what you’re best at. How can you 8 confident
up. This is how the job of a knocker-upper discover your strengths? To answer this
was created. A knocker-upper walked along question, think about the last thing you did Unit 8, Lesson 8.7, Track 8.13,
the street, carrying a long, light stick, which that made you proud. Let’s say you made page 113, exercise 2
he or she used to reach the windows on a great presentation in your history class.
higher floors. Then he or she knocked at the Why was your presentation successful? Did Where would you rather work?
windows of the people who had paid for you find a lot of information and prepare it If you’re fed up with traffic jams and life in a
the service of waking them up. The knocker- well? You might be hard-working. Or maybe noisy city, why don’t you work as an island
upper waited until he or she saw their client you looked after your cousins for the whole caretaker?
getting up. Knocker-uppers continued to afternoon and had lots of ideas for games. Bardsey Island, Wales, UK
work until the 1920s, and in some places, This means you’re creative. You also know Bardsey Island Trust is offering a job for two
even until the 1970s. that something is your strength when you people who will live on and take care of
A First factories changed the job market. In enjoy doing it, even if it’s difficult or stressful. historic Bardsey Island for three years.
the UK, there was a knocker-upper, and in The place
America, there was a lector. In the 19th and Unit 8, Lesson 8.4, Track 8.09, Bardsey Island is a remote, small island with
20th century, factory workers were fed up page 110, exercises 6 and 7 an area of 1.79 km2 in North Wales. On many
with their boring and repetitive work. They available days, it’s impossible to get there by boat
sat in one place for hours, doing exactly comfortable because of the rough sea and strong winds.
the same thing. To make the time pass confident The living conditions on the island are
more quickly, factory workers decided to enjoyable difficult. There are only twelve houses, and
pay someone to read books or newspaper focused no grocery shops, cars, electricity, or indoor
articles to them while they were working. leader bathrooms and toilets. No wonder only four
It wasn’t easy to get a job as a lector. Before organised people live there for the whole year. Most
someone got this job, they had taken part reliable houses are empty in colder months and
in auditions, just like actors do. Lectors had sociable become available for tourists to rent in the
to speak clearly and know how to talk like suitable summer.
different people. The job
L The harder people worked, the more they Unit 8, Lesson 8.5, Track 8.10, The caretakers are responsible for taking
needed to relax. In the early 20th century, page 135, exercise 1 care of wildlife and making small repairs.
bowling alleys were very popular in the 1 A manager is a person who is in charge In the summer, when tourists arrive, the
USA, but at that time, there weren’t any of running a business such as a shop or a caretakers will have to make sure they’re
automatic machines which could collect company. – Correct comfortable.
the fallen pins and put them back in place. 2 A boss is the person who is in charge of Hamilton Island, Australia
This problem was solved by young boys you at work. – Correct Tourism Queensland is looking for someone
who worked as pinsetters in their free time, 3 A co-worker is someone you work with who wants to take care of Hamilton Island
mainly in the evenings or at weekends. and does the same job as you. – Correct for six months.
They not only arranged the pins, but also 4 An interviewer is a person who answers
questions in a job interview. – Incorrect.

The place problem from a different perspective. What’s I wouldn’t know what to do if I didn’t have
Hamilton Island has an area of 5 km2 and is more, you can share your tasks. Someone this job. It’s perfect!
of the most amazing holiday destinations can do one part of the job and you can do 5
near the Great Barrier Reef in Queensland, the other, so I guess it’s more effective. The entrance hall is the oldest part of the
Australia. With its white sandy beaches, building. It was built nearly two hundred
palm trees, and a variety of sea and land Unit 8, Lesson 8.8, Track 8.15, years ago. If you look at the walls, you will
animals, Hamilton Island has a lot to offer. page 114, exercise 7 see they are covered in some incredible
There’s a small airport, supermarket, lots of Conversation fillers artwork. I’ve worked here for five years now
places to stay and restaurants. Tourists can How shall I put it? and every time I walk through this hall, I
choose from more than 60 activities, such as How can I explain / say this? think about how amazing it is. Now, I know
golf, water sports, hiking, or fishing. What I’m trying to say is … that you are all interested in the space
The job I mean … exhibition, so we’re going to go in that
The island caretaker must enjoy sports and Well, what I mean is that … direction first.
adventures. They need to like swimming, (Do) you know what I mean?
snorkelling and trying new things. They’ll Well, …
be responsible for keeping a blog, posting … you see / know …
photos of the island online and giving As I was saying, …
interviews. Apart from that, they will have to What I want to say is that …
do a few smaller tasks, such as cleaning the The point I want to make is …
pool or feeding the fish. I’ve got it on the tip of my tongue.
Choosing the best option and rejecting
Unit 8, Lesson 8.8, Track 8.14, others
page 114, exercises 4 and 5 I’d like / choose …
Teacher Can you start now? … is / seems the best choice.
Girl Working in an office seems to be the … is better than …
best option for me because I think it gives I reject …
so many different … How shall I put it? So I wouldn’t choose …
many different opportunities. I could learn
to work individually and to manage my time Skills trainer 4, Track 8.16,
when I carry out my tasks, but I could also page 118, exercise 2
learn how to work in a team. Besides, in an 1
office I’d have my own working space: my My first job was as a shop assistant in a
desk, my computer and my … er … it’s a clothes shop. I had failed my exams and had
kind of chair … I’ve got it on the tip of my decided not to go to university. People were
tongue … the one that turns around … friendly and we had a lot of fun, but it was
It’s really comfortable. I wouldn’t choose very tiring. So I decided to do something
to work at a place where they help sick different. I did my exams again and passed
animals. It seems like a job with too much them. Then I gave up my job and did a
responsibility. Sometimes you may even degree in Spanish. Now I’m as language
have to discuss a problem of a sick animal teacher. Everything has worked out really
with another doctor. What I want to say is well!
that you have to know a lot to be able to 2
take care of a sick cat or dog and it would Look for ideas online. You can sell items that
be too stressful for me. I wouldn’t choose to you already own, or you can sell things that
be a cook in a restaurant. I think restaurant you make, for example jewellery or clothes.
kitchens are always very busy and … er … If you can think of something new and
not quiet. It’s tiring when you have to be on original that’s the best way to start. The best
your feet for the whole day. Besides, I don’t thing about doing something like this is
enjoy cooking at all. that you can work from home, and still have
T Thank you. I’ll now ask you two questions. time for studying.
Why do more and more people prefer to 3
work from home these days? We open at 9 and close at 8, but staff work
G I think a lot of people decide to work in shifts of eight hours. There is a lunchbreak
from home because you don’t have to of one hour. You don’t have to stay here
waste a lot of time to get to the office. unless you want to. There are several cafes
What I’m trying to say is that when you take close by. We want you to dress smartly, but
the bus or drive, it takes a lot of time, and jeans are fine. The most important thing
besides, you often get stuck in traffic jams. is that you are friendly and that you can
In my opinion, when you work from home, advise customers on which games are most
you are more focused because you don’t popular right now and recommend any
hear your colleagues talking, and nobody new ones.
interrupts you when you try to do your 4
tasks. I’m a student, but last year, I decided I
T Is it better to work in a team? Why? Why needed to earn some money. I like being
not? outside, so I thought about becoming
G In my opinion, it’s better for most people a gardener. I put up some notices in my
to work in a team because when you local area and soon got work. People are
discuss problems, you have better ideas. friendly, I can be creative and I get exercise.
Well, what I mean is that you can see a

Design to supply
Workbook answerunit
keyartwork
Introduction 5 1 village 2 hill 3 desert 4 square

5 wood 6 farm
7 didn’t want 8 learned 9 went
10 saw
0.1 6 1 bridge 2 office blocks 3 lake 5 1 didn’t have 2 went 3 started
1 1 B 2 D 3 C 4 A 4 railway 5 rubbish 6 factory 4 needed 5 didn’t do 6 stayed
7 1 river 2 blocks 3 apartment 7 watched
2 1 is Dan talking 2 Do you know
3 ’s wearing 4 loves 5 never see 4 Park 5 beaches 6 islands 6 Students’ own answers
6 thinks 7 are you wearing 8 looks 8 Students’ own answers
1.3
9 ‘m wearing 10 ’s staying
0.4 1 1 destination 2 abroad 3 inns
3 1 ’s learning 2 don’t like 4 country house 5 hotels
1 1 E 2 H 3 F 4 A 5 D 6 G
3 Are you reading 4 does Ben do
7 C 8 B 2 & 3 Students’ own answers
5 ’s sleeping 6 ‘re leaving
7 don’t get 8 do you borrow 9 has 2 1 shop windows 4 1 C 2 D 3 B 4 D
10 ’m not listening 2 credit card
3 shopping centre 1.4
4 1 D 2 A 3 C 4 E 5 B
4 department store 1 Students’ own answers
5 1 curly hair 2 brown eyes 5 online shopping 2 1 in advance 2 a reservation
3 a lovely smile 4 very slim
3 1 A 2 C 3 A 4 D 5 C 6 B 3 departs 4 platform 5 arrival
5 long, straight hair
7 A 8 B 3 & 4 Students’ own answers
6 1 B 2 B 3 A 4 B 5 A 6 A
4 1 B / C 2 A / D 3 C / D 4 D / A 5 Suggested answers:
7 1 baggy 2 spots 3 scarf
5 1 was 2 weren’t 3 were 4 wasn’t 1 Mostly As. Sometimes you should
4 attractive 5 socks 6 a top
5 were 6 weren’t make plans. If you buy a ticket in
8 1 What are you wearing right now? advance, it might be cheaper.
6 1 there weren’t credit cards.
2 What do you usually wear at 2 Mostly Bs. Sometimes you should
2 there were some department stores.
weekends? make changes. If you try something
3 there were markets in the street.
3 What do you and your friends enjoy new, you might like it.
4 there wasn’t online shopping.
doing after school?
5 there was a queue in popular shops
4 What are you and your friends doing 1.5
/ there were queues in popular
at the moment? 1 & 2 Students’ own answers
shops.
Students’ own answers 3 1 check in your luggage
6 there wasn’t an out-of-town
0.2 shopping centre. 2 board a plane
7 Students’ own answers 3 miss a train
1 1 performance 2 author 3 Fiction
4 reach the UK
4 musician 5 painting 6 celebrity
5 cross the Channel
7
2 1
documentary 8 Street theatre
character 2 series 3 drawing
Unit 1 6 wait at security
4 1 tunnel 2 boot 3 security
4 art gallery 5 street art 1.1 4 long queues 5 port 6 delayed
6 live concert
1a 1 countryside 2 go canoeing 7 Gate 8 convenient
3 1 B 2 D 3 C 4 A 5 B 6 C 3 caves 4 go on a guided tour 5 1 convenient 2 long queues
7 D 8 A 5 look round 6 ruins 3 delayed 4 missed 5 boarded
4 1 D 2 E 3 B 4 F 5 A 6 C 2 1 B 2 E 3 D 4 F 5 A 6 C 6 tunnel 7 reach
5 1 Have you ever been 3 1 cave 2 ruins 3 wildlife 6 Students’ own answers
2 haven’t 3 ‘ve never been 4 countryside
4 Has Lara ever sold 5 has 6 ‘s sold
4 1 B 2 C 3 A 4 C 5 A 6 A
1.6
7 Have they ever performed 8 have 1 What did you do at the weekend?
7 C 8 B
9 ‘ve never performed Did you go by ferry?
5 1 Don’t be silly! 2 What a gorgeous
6 1 Have you heard 2 ‘ve visited Was it fun?
day 3 That’s a shame. 4 At last!
3 ‘ve seen 4 ‘s ever seen Could you see anything interesting
5 That sounds fun!
5 has never been 6 haven’t seen through the window?
7 have read 8 have watched 6 Students’ own answers
2 1 did the train reach 2 Did you look
7 1 Have you ever seen a celebrity? 1.2 3 Was it 4 did it feel 5 did you do
2 Have you ever been to a concert or 1 1 looked 2 visited 3 wanted 6 did you go 7 Could you
play? 4 explored 5 stopped 6 needed 8 did you spend
3 Has your best friend ever been to 7 studied 8 was / were 9 had 3 A 8 B 1 C 7 D 3 E 5 F 4
France? 10 saw 11 went 12 ate 13 got G 6 H 2
Students’ own answers 14 did 4 1 O 2 S 3 O 4 O 5 S 6 S
0.3 2 visited, wanted, needed 5 1 B / Albert Mathieu-Favier
1 1 E 2 D 3 B 4 A 5 C 6 F 3 1 didn’t look; looked 2 had; didn’t 2 A / 1802
have 3 saw; didn’t see 4 went; 3 A / the first cross-Channel tunnel
2 1 The 2 a 3 the / – 4 The
didn’t go 5 didn’t use; used 4 B / Queen Elizabeth II and François
5 an 6 –
6 didn’t cry; cried Mitterrand
3 1 the 2 an / the 3 a 4 – 5 a 5 A / 6th May
6 The 7 The 8 – 4 1 started 2 found 3 looked
4 didn’t go 5 bought 6 spent 6 B / the Tour de France teams
4 1 a 2 – 3 the 4 the 7 B / the Olympic Torch
8 A / its 20th birthday
188 Workbook answer key

6 1 Where did you go? 3 empty (the) washing (machine) 2 Suggested answers:
2 Who went with you? 4 fold (the) clothes In the first photo the people are
3 Who organised the trip? 5 lay (the) table happy, cleaning the room as a team.
4 How did you travel there? 6 clean (the) cooker In the second photo the person is
Students’ own answers 7 sweep (the) floor worried at having to tidy the messy
8 decorate (a) cake room.
1.7 9 put (away his) clothes 3 Students’ own answers
1 1 car 2 finishes 3 weeks 4 reach 10 tidy (his) room 3 B
5 countries 6 money 11 dust (the) shelves 4 1 C 2 C 3 B 4 C 5 D
2 Students’ own answers 12 take (out the) rubbish
3 C 2 1 lay the table
4 1 attractions  2 make the bed 2.4
3 travelling by plane  3 iron your clothes 1 1 B 2 – 3 A 4 –
4 luggage  4 water the plants 2 Students’ own answers
7 travelling by train  5 wash the dishes
2 1 B 2 F 3 C 4 A 5 E 6 D
8 seeing the countryside  6 put away clothes, don’t need empty
the washing machine 3 They talk about these ways to be good
10 living like a local person  neighbours:
5 1 C 2 D 3 B 4 C 5 B 6 A 3 1 sweep the floor
Being friendly.
2 emptied the washing machine
6 Students’ own answers Being fun
3 cleaned the cooker
Looking after the local area.
1.8 4 put the clothes away
Fundraising for charity.
5 lay the table
1 Students’ own answers Students’ own answers
6 take out the rubbish
2 Max and Hana maintain the 4 1 B 2 B 3 B 4 C 5 A 6 B
4 1 E 2 C 3 A 4 B 5 D
conversation. 7 A 8 C
5 1 I nearly died 2 so rude
3 1 How was your trip / weekend ? 5 Students’ own answers
3 time for dinner 4 Honestly
2 Really? 3 Oh dear. 4 That’s not
5 it’s not fair 2.5
good. 5 What a pity! 6 Poor you!
4 1 Did you have 2 Did you 3 Wow 2.2 1 No, he wouldn’t because it’s too dark
4 Were 5 awful 6 Oh no and you have to walk outside to get to
1 1 was complaining
7 sounds bad 8 Really the toilet.
2 was watching
5 Students’ own answers 3 was listening 2 1 A 2 C 3 A
4 wasn’t tidying 3 1 rugs 2 animal skins 3 chimneys
1.9 5 Was (Matt) playing 4 wood stove 5 wardrobe 6 tent
1 A 3 B 1 C 4 D 2 6 was decorating 4 1 rugs 2 tent 3 wood stove
2 B 2 1 were 2 Were 3 wasn’t 4 was 4 outhouse
3 1 amazing; famous; exciting; 5 were 6 were 7 was 8 weren’t 5 Suggested answers:
enormous; fantastic; spectacular; 9 was 1 a wood stove, turf, grass, rugs
peaceful 3 1 wasn’t avoiding 2 were you doing 2 running water, electricity, toilets
2 expensive; crowded; long; boring 3 were celebrating 4 was studying 3 Students’ own answers
4 1 boring 2 ancient 3 enormous 5 was eating 6 weren’t looking 6 1–3 Students’ own answers
4 crowded 5 beautiful 6 famous 7 were enjoying
5, 6 & 7 Students’ own answers 4 1 Was Matt playing video games 2.6
before dinner? 1 1 was lying 2 arrived 3 was eating
1.10 Yes, he was. 4 was pulling 5 tried
1 1 went 2 didn’t hear 3 was 4 did 2 Were Matt and Lily helping each 6 was reading 7 was dusting 8 fell
you stay 5 gave 6 took 7 had other to do all the housework? 2 1 were visiting, went
8 Did they enjoy No, they weren’t. 2 burned, was making
2 1 did your journey take; didn’t take 3 Was Lily tidying her room? 3 were decorating, finished
2 Did Harry travel; didn’t; caught Yes, she was. 4 were putting up, found
3 did they pay; cost 4 Was Matt taking out the rubbish 5 didn’t water, was packing
4 did you do; explored; learned when Lily was decorating a cake? 6 was talking, were watching
5 Did you go; did; was No, he wasn’t. 7 went, was tidying
3 1 missed; had to 5 Were Matt and Lily’s parents 8 wasn’t working, came
2 did your friends arrive working late? 3 1 were sweeping
3 didn’t want to Yes, they were. 2 Were (you) moving
4 bought; was 6 Was Lily watering the plants in the 3 didn’t take out
5 Did you practise; were evening? 4 weren’t listening
6 didn’t enjoy; came No, she wasn’t. 5 dropped
4 1 A 2 C 3 B 4 A 5 Students’ own answers 6 were putting up
7 was looking for
5 1 gate 2 security 3 reach 2.3 8 was folding
4 catch 5 cross 6 miss 1 1 Madrid 2 tree 3 potholes 4 1 I took out the rubbish and ironed
6 Students’ own answers 4 statues 5 galleries my clothes on Sunday. / I ironed my
2 1 Suggested answers: clothes and took out the rubbish on
Unit 2 In the first photo, people are doing
housework and working together,
Sunday.
2 Clarissa was tidying her bedroom
2.1 they are emptying the washing when she fell over.
machine. In the second photo, a 3 The woman was sleeping while the
1a 1 water (the plants)
person is looking at a messy room. robot was cleaning the floor. / The
2 washed (the) dishes

robot was cleaning the floor while 3 1 Vicky: make a shopping list; s ell the 3 1 B 2 C 3 B 4 C 5 B 6 A
the woman was sleeping. food 4 1 on 2 stove 3 up 4 out
4 When she woke up the vacuum 2 George: make some posters; make 5 away
cleaner was pulling her hair. / The the cakes; decorate the cakes; make 5 1 folded 2 away 3 load 4 were
vacuum cleaner was pulling her hair a shopping list 5 fresh 6 swept 7 didn’t
when she woke up. 3 Mr Beck: buy the food; put up the 8 dusted 9 on 10 when
5 I was ironing my clothes when I tent; lay the tables
burned my hand. / I burned my 6 Students’ own answers
4 Making requests: 1, 3, 4, 6, 7, 9
hand when I was ironing my clothes. Responding to requests: 2, 5, 8 Skills Trainer 1
6 We were cleaning the cooker when 5 Vicky to George: could you please; 1 1 Peru, Machu Picchu
they arrived. / When they arrived we Would you like to 2 plane
were cleaning the cooker. Vicky to Mr Beck: Would you mind; Do 3 the Environment Champions
5 1–4 Students’ own answers you think you could; Do you mind 2 1 C 2 B 3 A 4 A 5 B 6 A
Mr Beck to Vicky: can you
2.7 Vicky uses the most formal phrases for
3 A verb
1 a blog There is no verb already in the
making requests with Mr Beck because
Suggested answers: sentence and it makes sense to have a
she wants to show respect. She uses
It has the blog writer’s name at the top. verb before ‘by coach’.
the most informal phrases with George
It says it is a new post. because he is a friend she knows well. 4 1 travelled 2 stayed 3 attractions
It is posted online. 4 places 5 beautiful
6 1 Can you … ? / Could you … ?
2 Suggested answer: A 2 Do you think you could … ? 5 Students’ own answers
3 1 Students’ own answers 3 Yes, of course. 6 Suggested answer:
2 To recommend using social media 4 Sure. No problem! Hi …
and messaging apps to improve 7 Students’ own answers I went on holiday with my parents and
your neighbourhood. my sister, Meg, last week. We went to
3 She has a positive opinion of social 2.9 The Gower which is in south Wales. We
media and messaging apps. She 1 1 There was a cat that couldn’t get stayed in a house close to the sea.
says her road is a better place to live down from a tree. We did lots of water sports including
because of them. 2 Firefighters helped during the canoeing and water skiing. My parents
4 1 Because she set up successful online event. enjoyed going for long walks, but Meg
groups on her street. 3 It lasted about 20 minutes. and I liked playing volleyball on the
2 Baljinder was worried about crime 2 1 D 2 B 3 A 4 C beach and sitting in cafés.
in her area. We also went to The Mumbles which is
3 A: … It was very far from the ground a pretty village near Swansea Bay. It’s a
3 Because some of them were and it couldn’t get down again.
expensive and none of them had great area for walking. There are some
… The cat stayed in the tree lovely shops and restaurants there and
the things she was looking for. for about 20 minutes while the
4 To share information about local the beach is beautiful too. While we
firefighters prepared to rescue it. were sitting on the beach, it started to
crime. … Finally, the firefighters climbed
5 That they got on really well with rain! So, we went to a café and had ice
up and saved the cat. cream.
each other. … The owner was very happy and
6 The neighbours share information I really enjoyed the holiday. The Gower
he loved my video. is so beautiful and the people are very
about local events and activities. B: … something unusual happened.
They talk about volunteering and friendly. I had so much fun. It was an
… I saw a group of neighbours in amazing holiday. I had the best time
raising money for charity. They make the street.
local recommendations for each ever!
… I didn’t know … Bye!
other. They give away unwanted … but what was it?
items. [Name]
C: They were standing around a big
5 can bring neighbours together tree outside the entrance to our 7 C is correct because Jack ‘moved to an
I found out about neighbourhood building. area in south London from a small
apps D: … I was helping Dad do the village’ and a village would be in the
everyone gets on really well with each housework when … countryside.
other I was taking out the rubbish when … A is wrong because he talks about
to give away items They were looking up at something … moving from a ‘small village’, not
activities going on in the area … what was going on. ‘another city’.
I set up successful online groups / I set B is wrong because he moved to
4 B: First of all Next Then
After that London, in England, from ‘the north
up chat groups Finally of England’.
2.8 5 Suggested answers: D is wrong because he moved from
1 Students’ own answers 1 First of all 2 Then 3 After that ‘the north of England’ not ‘another
Suggested answer: 4 Next 5 Finally part of London’.
1 make some posters 6 & 7 Students’ own answers 8 1 C 2 D 3 D 4 A 5 B
2 make a shopping list 9 & 10 Students’ own answers
3 buy the food 2.10
4 make the cakes 1 1 reading 2 walking 3 looked
5 decorate the cakes
6 put up the tent
4 cycling 5 stepped 6 going Unit 3
2 1 I was taking out
7 lay the tables 2 Was your sister helping 3.1
8 sell the food 3 my parents weren’t listening 1a 1 healthy lifestyle 2 portion
9 tidy everything away 4 Al wasn’t tidying 3 unhealthy 4 broccoli 5 lot of
2 Students’ own answers 5 were you looking for energy 6 smoothie 7 pineapple
6 We were crossing

8 spinach 9 recipe 10 veggie 9 a helmet 10 treadmill 11 goal 3 Try to …
burgers 11 healthy meal 12 carrots 12 racket 4 Why don’t you … ?
2 1 broccoli 2 have a lot of energy 2 Students’ own answers 5 It’s a good idea to …
3 smoothie 4 pineapple 3 1 trainers 2 tracksuit 3 warm 6 What should I do?
5 medium-sized 6 veggie burger 4 treadmill 5 volleyball 7 You ought to …
7 a healthy lifestyle 6 badminton 7 racket 8 helmet 8 What do you suggest?
3 1 T 2 F 3 T 4 F 5 F 6 T 9 push 3 1 G 2 A 3 G 4 G 5 G 6 A
7 F 8 T 4 1 court 2 score 3 support 7 G 8 A
4 2 When food is delicious it tastes 5 1 support 2 score 3 court 4 1 I should
good. 2 What do you
6 Students’ own answers 3 I do
4 A snack is a small amount of food
that doesn’t make you feel full. 3.6 4 don’t you
5 When a person is on a diet they eat 5 Try to
1 1 mustn’t 2 have to / need to
less than usual. 6 good idea
3 don’t have to / don’t need to
7 Broccoli and spinach are examples 7 ought to
4 mustn’t 5 needn’t 6 have to /
of healthy food. 8 How about
need to / must
5 1 B 2 A 3 E 4 D 5 C 5 1 E 2 A 3 B 4 C 5 D
2 Suggested answers:
6 Students’ own answers The people are running after a round 6, 7 & 8 Students’ own answers
piece of cheese which is rolling down 3.9
3.2 a hill. The rules are, the first person to
1 1 too much 2 a lot of 3 how much get to the bottom of the hill, after the 1 Students’ own answers
4 too many 5 A little 6 how many cheese, is the winner. 2 1 to me 2 As 3 In 4 I believe
7 a few 3&4 5 think / feel that 6 feel that / think
2 1 much 2 many 3 much 4 many 7 my view
1 need to 2 has to 3 must
5 many 6 much 7 much 8 many 4 mustn’t 3 1 D 2 C 3 A 4 B 5 E
3 1 E 2 G 3 C 4 F 5 D 6 A 5 1 F 2 T 3 F 4 T 5 T 4 1 Start: Welcome back to my blog. In
7 B today’s post I’d like to talk about …
6 1 The runners don’t have to do a End: Let me know in the comments
4 1 a little 2 a lot of 3 How many warm-up.
4 a few 5 too many 6 a lot of below what you think about staying
3 The runners don’t need to catch the healthy.
7 much 8 How much cheese to win.
5 Students’ own answers 2 Suggested answers:
7 Suggested answers: It seems to me that healthy lifestyles
3.3 1 You mustn’t run at the swimming benefit us in many ways.
pool. You have to walk. In my opinion, people have a
1 1 T 2 F 3 T 4 F
2 You mustn’t dive at the swimming responsibility to stay healthy.
2 1 avocado pool. Personally, I think people needn’t
2 Eating too many avocados is bad for 3 You mustn’t push people into the always be on a diet.
the environment swimming pool. You must be careful As I see it, hospitals should
3 Mexico and Chile at the pool. focus on emergencies instead of
3 She didn’t want to use avocados. 4 You mustn’t shout at the swimming problems developed by people with
4 1 B 2 A 3 B 4 C 5 C 6 B pool. You must talk quietly. unhealthy habits.
5 1 O 2 F 3 F 4 O 5 F 6 F 5 You mustn’t bring food or drinks 3 Suggested answers:
7 O 8 O into the swimming pool. You When people care about their
need to eat before / after you go health they often feel good and
swimming. have a lot of energy.
3.4 6 You must shower before entering We have one body, so we must look
the swimming pool. You need to be after it.
1 1 develop 2 patient 3 keep track
clean before going in the swimming People should also exercise because
4 give up; make 5 in advance
pool. it’s good for your body and your
6 focus on
mind.
2 Students’ own answers 3.7 4 Students’ own answers
Correct answer: 1, 3, 5 are included in 1 1 Scientists 2 noticed 3 creative
the text 5, 6 & 7 Students’ own answers
4 benefits 5 employees
3 1 eating unhealthy food; playing too 6 solutions 3.10
many video games; drinking too 2 1 Suggested answers: 1 1 need 2 must 3 don’t have to
much cola The Paralympic Games. 4 mustn’t 5 must 6 needn’t
2 He started getting bad grades at An overview of the subject; the
school. 2 1 give 2 support 3 patient 4 go
history of the Paralympic Games; a 5 in 6 out 7 fed 8 get
3 A medium-sized veggie wrap and famous person from the Paralympic
fruit smoothies Games. 3 1 warm-up 2 treadmill 3 jogging
4 He tried to make too many changes 2 & 3 Students’ own answers 4 1 B 2 D 3 E 4 C
at once. 6 & 7 Students’ own answers
5 You need up to eight months to
develop a new habit. 4 1 C 2 B 3 E 4 A
4 Iain replies to comment 1 5 1 160 2 Two million 3 1948
4 16 5 17 6 2008
Unit 4
4.1
3.8
3.5 1a Tick: 1 2 3
5 7
1 1 D 2 B 3 C 4 E 5 F 6 A
1 1 volleyball 2 badminton 2 1 shine 2 showers 3 blowing
3 jogging 4 hiking 5 a warm-up 2 1 How about … ? 4 storm 5 foggy 6 mild
6 push-ups 7 trainers 8 a tracksuit 2 What do you think I should do?

7 lightning 8 freezing 9 winter Cape Town had heavy rain in 2018 3 They both affected beautiful natural
10 spring and the situation improved. environments.
3 1 cloudy 2 sunny 3 blowing 4 People reused water for the toilet. 4 He says the forest fires damaged
4 snowing 5 shining 6 degrees 5 People didn’t wash their cars or homes over a huge area but the
7 mild / warm water their gardens. avalanches didn’t damage homes.
4 1 What on earth 6 People went to mountain streams 5 Isaac says the forest fires were worse
2 Here you go to get water (because there was so than the avalanches as they have
3 Yippee little in Cape Town). been happening for a long time.
4 Can you believe it 7 The people used less water and 5 Students’ own answers
5 I don’t think so there was heavy rain in 2018.
6 Wish me luck 6 Students’ own answers 4.6
5 Students’ own answers 4.4 2 1 largest 2 most beautiful
4.2 1 A action 4 B solutions 2 C best 3 3 biggest 4 most famous
1a easier than, better than, more exciting D Check 5 E problem 1 5 farthest 6 windiest 7 fastest
than, sunnier than, colder than, 2 Students’ own answers 3 1 the foggiest 2 The windiest
happier than 3 Suggested answers: Recycling. The 3 the worst 4 the cloudiest
not as lucky as, isn’t as warm as environment. 5 the most expensive 6 the best
1b 1 Yes, she does. 4 1 S 2 S 3 M 4 M 5 S 6 M 4 1 too fast 2 enough time
2 No, she doesn’t. She says the 7 S 3 cold enough 4 too difficult
temperature is usually different 5 Suggested answers: 5 sunny enough 6 enough money
in Lisbon and Greece (warmer in 7 big enough
Maya Sam
Greece). 5 Students’ own answers
1 According We can’t Not enough
2 1 milder than
to each live without plastic is 4.7
2 more convenient than
speaker, it, but we recycled, and
3 wetter and colder than 1 Suggested answer: Copenhagen /
what exactly use too getting oil to
4 nicer than Denmark.
is the much. make plastic
5 worse than Students’ own answers
problem damages the
6 more beautiful 2 Students’ own answers
with plastic? planet
7 sunnier and warmer than 3 3, 1, 4, 5, 2
8 further / farther than 2 What Use less, Stop using all
solutions get better plastic, buy 4 From: healthy, city, cycle, green,
3 1 not as tall as pollution, buildings, exercise, relaxing
and at reusing, things made
2 as strong as
examples buy things from natural 5 Students’ own answers
3 not as fast as
do they you can materials, 6 1 B 2 D 3 C 4 B 5 C
4 not as long a
suggest? refill or e.g. bamboo
5 as dark as 7 Students’ own answers
reuse in a toothbrushes,
4 1 taller 2 longer 3 faster different paper or 4.8
5 1 Edward is not as tall as Nicky. way, e.g. metal cups 1 Students’ own answers
2 Badminton is not as exciting as mechanical and drinking Suggested answers: Advantages are it
volleyball. pens, shoes straws, is cheaper to grow your own food; it is
3 Celine thinks books are as as plant cotton or good for the environment; it is healthy.
interesting as films. pots, drinks wool clothes, Disadvantages are it can be hard work
4 It is as cloudy in Edinburgh as (it is) bottles. natural to plant the food; you need to take
in Lima. chewing gum care of the plants; you need a garden
5 The Statue of Liberty is not as old as 3 Which Drinks Buying or some space of your own to grow
the Tower of London. solution are bottle clothes made the food; the food can be damaged by
6 Martin says learning Japanese is as they now from natural animals or bad weather.
difficult as learning Korean. doing? materials, 2 Students’ own answers
6 Students’ own answers jumper
3 1 How fantastic 2 What a disaster
4 How She’s happy Family only
4.3 3 I’m sorry to hear that
successful with it. buy natural 4 That’s terrible 5 Great news
1 1 mountains 2 problem 3 rain is it? clothes
4 water to drink 5 collecting 6 Poor you 7 That sounds amazing
6 pipes 7 streams 8 fog 9 nets Students’ own answers 4 Reacting to bad news
2 Suggested answers: 6, 7 & 8 Students’ own answers Oh no!
South Africa (Cape Town). That’s terrible / awful.
Not enough water / People using too
4.5 What a disaster!
much water. 1 Students’ own answers I’m sorry to hear that.
2 1 E 2 B 3 G 4 F 5 A 6 C Poor you!
3 & 4 Students’ own answers
7 D Reacting to good news
5 1 It has frequent rain showers and big Great news!
winter storms. 3 1 hurricane 2 tornado, damaged
3 forest fire 4 survive, heatwave That’s wonderful!
2 A law said that people must use less That sounds great / exciting / amazing.
than 50 litres of water each day, so 5 predict, drought 6 rescued,
avalanche How fantastic!
enough water was saved. Lucky you!
There was heavy rain in 2018 which 4 1 forest fires and avalanches
2 The forest fires happened in 5&6
improved the situation.
California in 2020 and the 1 disaster
3 People in Cape Town had to use less
avalanches happened on Mount 2 eating salad
than 50 litres of water every day.
Everest in 2015. 3 start, easy things
The daily average of water use in
4 sorry hear
California is 300 litres.

5 very wet winter, nothing grew also allows people to learn about 5.3
6 fantastic their body and health. When people 1 1 50 2 buildings 3 guide
7 failed two, exams understand health, they want to look 4 online 5 timetables 6 exams
8 happy, eating, healthy food after themselves more. It’s clear that the
7, 8 & 9 Students’ own answers influence of sport and exercise has a
positive influence on teenagers’ health. 3 Suggested answer:
4.9 Besides, doing sport is enjoyable. Yes, because she passed all her exams
1 1 An online forum post. Students have fun and make new and is at university now.
2 A music festival you know well. friends and this can make them 4 Suggested answers:
3 Four happier at school. This is especially 1 mobile phone 2 30 minutes
2 1 F 2 F 3 T 4 T 5 F 6 F true with team games such as 3 timetables 4 with friends
basketball, football and volleyball. 5 1 C 2 D 3 B 4 B 5 A 6 D
3 A 5 B 4 C 3 D 1 E 6 F 2
Students can gain new skills through
4 1 them 2 it 3 Another 4 He 6 Students’ own answers
playing sport. They can learn to work
5 her 6 him 7 She together and support each other. They 5.4
5 & 6 Students’ own answers can build on friendship and trust. Of
1 1 C 2 F 3 A 4 E 5 B 6 D
course, not everyone enjoys traditional
4.10 sports like these, but there are other 2 Problems with schoolwork and useful
1 1 the best 2 larger than opportunities students can take such tips.
3 the highest 4 The biggest as going to the gym or doing exercise 3
5 more interesting than classes. Schools could consider Problem Possible solution
6 the most exciting 7 windier than providing these different kinds of Amal grammar doing an online
2 1 too foggy 2 as strong as activities too. grammar quiz
3 warm enough 4 big enough In conclusion, I completely agree that
Rory revising for making mind
5 as comfortable as 6 too wet students should do more sport both
exams maps
3 1 A 2 C 3 B 4 C 5 C 6 A for health reasons and in order to build
on their friendships. Hana reading and making your
4 1 D 2 E 3 A 4 B remembering own podcasts
7 Suggested answers:
5 1 David is (5 cm) shorter than his information and listening to
1 On a weather or news website or on
sister. them
a weather blog
2 I think Kyoto is the most beautiful
2 Bad weather this weekend 4 Students’ own answers
city in the world.
3 A journalist / weather expert 5 Suggested answers:
3 You needn’t help if you don’t want
4 Ordinary people in the area it talks 1 You can guess and learn words
to.
about / people in the area wanting easier if you know the story.
Skills Trainer 2 to travel 2 You can measure your progress and
1 A is wrong because the speaker says 8 1 C 2 D 3 A read books that are right for your
the opposite – ‘it’s easy to do’ 9 1 ten and twenty / 10 and 20 level of understanding.
B is wrong because he eats both fruit 2 class 3 website 4 calmer 3 You can look up the meaning of
and vegetables and doesn’t express 10 1 B 2 C 3 A words online.
whether he likes or dislikes them 4 You can learn pronunciation of words.
C is correct. The speaker doesn’t say 5 You won’t get too tired and will
the words ‘different times of the day’ Unit 5 remember more.
but this is implied by the fact that 6 You will understand the meaning of
the speaker mentions eating fruit 5.1 more words in a full sentence.
and vegetables in the morning / at 1a / b 1 R 2 M 3 M 4 R 5 R 7 You can go back to look up words
lunch and dinner / on the way to 2 1 D 2 A 3 B 4 E 5 C later, without stopping your
school and home and he mention learning.
3 1 B 2 C 3 B 4 C 5 A 6 A
five portions a day. 8 Other students can help you choose
4 1 an essay 2 revise for good ways to learn.
2 1 C 2 C 3 B 4 B 5 A
3 concentrate 4 a degree
3 1 need to do 2 as hot today as 6 A 3 B 8 C 7 D 6 E 1 F 4
5 qualification 6 get 7 grade
3 the coldest G 5 H 2
8 term
4 1 enough time 2 don’t have to wear 7 Students’ own answers
5 1 Go ahead 2 Lucky them!
3 isn’t as cold as 4 You are not 3 That reminds me 4 What else?
allowed to swim 5 the worst
5.5
5 By the way
1 & 2 Students’ own answers
5 1 The influence of sport on teenagers’
health / the influence of sport of 5.2 3 1 folk dancing 2 fitness training
building friendships 1 1 D 2 C 3 A 4 B 5 C 6 D 3 orchestra 4 nature photography
2 Students’ own answers 7 A 8 B 5 theatre group 6 choir
6 Suggested answer: 2 1 B 2 B 3 A 4 B 5 A 6 B 4 1 tools 2 flute
Many people think learning is more 3 nature photography 4 coding
3 1 ‘ll go 2 is / ’s going to go travelling
important than exercise, while others 5 community garden 6 stage
/ travel 3 will be 4 ‘ll have
believe that students don’t do enough 5 aren’t going to stay 6 is / ’s coming 5 1 theatre group 2 costume 3 stage
sport. In my opinion, sport should not 7 won’t make 8 isn’t arriving / won’t 4 orchestra 5 community garden
take students away from learning, but arrive 6 flute 7 robotics 8 tools 9 coding
it’s possible for them to do more. 4 1 ‘ll see 2 ‘re going to eat 6 1 fitness training, folk dancing
As I see it, unhealthy people can’t 3 is coming 4 ‘s arriving 2 orchestra, choir
concentrate very well. They are often 5 ‘s going to take / she’ll take 3 community garden
too tired. When people are fit, they 6 will be 7 ‘s leaving 8 won’t see 4 multiplayer online game
learn more easily. This means they 5 pottery class, robotics
can do better in their exams. Sport 5 & 6 Students’ own answers

5.6 2 Responding to congratulations and 3 1 primary 2 technology
1 I don’t sleep well if I use technology wishes 3 assignments 4 qualifications
late at night. Thanks. I appreciate that. 5 secondary 6 fitness 7 dancing
Computers create blue light when you Thank you. That’s very kind. 8 community
look at them. Thanks very much. 4 1 B 2 A 3 A 4 C 5 A 6 B
You sleep better if you don’t use Thanks a lot. 5 1 E 2 D 3 B 4 A 5
technology … Cheers.
3 Declining 6 & 7 Students’ own answers
2 1 are 2 do 3 forgets 4 don’t like
I’d rather … , if that’s OK
5 gets 6 go
3 A 3 B 6 C 1 D 5 E 2 F 4
4 Giving congratulations
Congratulations (on) … !
Unit 6
4 1 learn, do 2 don’t have, go Well done (for) … ! 6.1
3 finds, doesn’t take That’s wonderful! / amazing! /
1a 1 eighteen 2 driving licence
4 feels, don’t make 5 use, have fantastic!
3 money 4 apply for a job
6 revises, gets 5 Accepting
5 bills 6 jogging
5 Students’ own answers That sounds great!
7 take part in a race 8 go abroad
6 1 ZC 2 FC 3 FC 7 Students’ own answers
2 1 home 2 card 3 eighteen
7 1 B 2 A 3 A 4 C 5 A 6 B 5.9 4 business 5 job 6 bank account
8 1 ‘ll teach 2 join 3 wears 7 flat 8 independent
1 1 The students 2 For and against
4 won’t get 5 ‘ll make 3 1 & 2 get a credit card / open a bank
6 don’t learn 7 grow 8 ‘ll be 2 1 D 2 A 3 B 4 C
account
9 Students’ own answers 3 however – at the beginning with 3 & 4 leave home / rent a flat
comma after OR in the middle with a 5 & 6 start my own business / get a job
5.7 comma before and after 7 & 8 turn eighteen / be independent
1 1 visual 2 verbal 3 Aural on the one hand / on the other hand –
4 1 E 2 C 3 B 4 A 5 F 6 D
4 physical 5 social 6 solitary at the beginning with a comma after
although – at the beginning with 5 1 F 2 S 3 S 4 F 5 S 6 F 7 F
7 logical 8 S
no commas OR in the middle with a
2 & 3 Students’ own answers 6 1 No big deal 2 To be honest
comma before
4 1 two 2 several / many 3 brain but – in the middle with a comma 3 no pain, no gain
5 1 They don’t learn or make progress. before 4 I can hardly wait
2 They use videos to teach the 4 in order to 5 Let’s get started
children their lessons online at so as to
home. 6.2
5 1 However 2 but / although
3 Yes, because if they have any 1 1 haven’t 2 ‘ve 3 has 4 ‘s
3 however 4 Although
problems, they can ask their teacher 5 Have 6 haven’t 7 have 8 ‘ve
5 On the one hand 6 but
for one-to-one help. 2 1 for 2 ever 3 just 4 already
7 in order to 8 so as to
4 The students play brain training 5 yet 6 never 7 yet 8 since
games every day before class to 6 Suggested answer:
Dear … 3 1 haven’t been 2 ‘ve already seen
help them concentrate. 3 Have you ever done 4 ‘ve wanted
5 It doesn’t matter what the weather I am writing to tell you the results of
our class discussion about starting 5 have you known 6 ‘ve been
is like, they still do the Daily Mile. 7 hasn’t arrived yet 8 ‘ve just had
6 They feel awake and motivated after the school day later and finishing
later. On the one hand, we think it’s 4 1 ‘ve taken 2 ‘ve just joined
running, and they can remember
a good idea to start later because it 3 ‘s already made 4 ‘ve never felt
more.
means we can sleep more. Although 5 have decided 6 haven’t run
it’s good to get up early, some people 5 Students’ own answers
5.8 think that teenagers need more sleep
than adults. If they get up early, they 6.3
1 Suggested answers: Winning a race.
might be tired all day and then they 1 1 an adult 2 30 3 January 4 girls
Feeling happy / proud.
won’t study well. On the other hand, 5 from a tower
2 1 She won her race and is now in the if we end the day later, it means our 2 Students’ own answers
athletics team. evenings are shorter. There won’t be
2 to watch her athletics competition 3 B
time to watch TV or listen to music.
on Saturday We need to do these things in order 4 1 C 2 D 3 B 4 C
3 Because she’s going shopping and to relax. 5 Students’ own answers
for lunch with her mum. In conclusion, some students think we
4 go for lunch at a new café in town should change the school day because
6.4
5 11 o’clock on Sunday they want more sleep. However, most 1 1 customs 2 lack of respect
3 1 Congratulations 2 a lot students want to have free time in the 3 greet 4 make eye contact
3 How about 4 could 5 rather evenings. 5 behave 6 queue
6 Why don’t Yours sincerely 2 3 How to develop good interview
4 1 D 2 E 3 B 4 A 5 C [Name] habits
5 1 2 3 4 7 & 8 Students’ own answers 3 1 smile, make eye contact, shake
6 Any of the following: hands
5.10 2 don’t stand too close
1 Giving wishes
Good luck! 1 1 leaving 2 attending 3 going 3 know the facts, be honest
All the best! 4 exciting 5 knowing 6 looking 4 don’t use someone’s first name,
Best of luck! 2 1 will fail 2 Will you buy don’t be late
I hope it goes well. 3 if it’s sunny 4 it rains in the 4 1 C 2 A 3 E 4 B 5 D
morning 5 she concentrates
6 stay (at) home

6.5 2 Suggested answers: 5 future tense
1 Students’ own answers Who: two adults and two children / a e.g. I’ll phone my mum.
family / the boy is about 9 or 10 / the past simple
2 1 a twin 2 a teenager 3 elderly
girl is about 2 or 3 e.g. I took part
4 an only child 5 middle-aged
Where: a forest / trees in background / present simple
6 married 7 relatives 8 childhood
maybe a lake e.g. Everyone is on their own.
9 wedding anniversary 10 born
When: in the autumn or winter / wet present perfect
3 1 B 2 A 3 B 4 A 5 C 6 B and cold e.g. I’ve decided to take up
7 C What is happening?: walking / parents 6 1 was 2 ‘s been 3 met 4 lives
4 1 anniversary 2 married 3 family smiling / children look serious / mother 5 haven’t had 6 ‘ll phone
4 born 5 thirties 6 only 7 grow with boy / father holding girl’s hand 7 Students’ own answers
5 Students’ own answers How you think they feel?: parents
happy / children serious – maybe tired 8 Suggested answer:
6.6 and cold Hi …
How are you? Sorry I haven’t written
1 1 PP 2 PS 3 PP 4 PS 5 PP 3 1 shows 2 foreground 3 left for a long time!
6 PS 4 top 5 middle 6 might 7 looks Guess what? I’m applying to the same
2 1 ‘ve just bought 2 bought 8 seem 9 probably 10 reminds university that you’re at in London.
3 ‘s taken 4 took 5 haven’t seen 4 D = sentences 1, 2, 3, 4, 5 One of the reasons I want to go there
6 saw 7 Have you written 8 wrote I = sentences 6, 7, 8, 9 10 is because I really want to live in
9 Did Joey do 10 hasn’t done 5 1 picture shows 2 probably London. I’ve also heard good things
3 1 turned 2 haven’t started 3 foreground 4 doesn’t 5 reminds about the university. They have great
3 did Rufus get 4 wasn’t 6 & 7 Students’ own answers exam results.
5 ‘ve rented 6 have you known I’m planning to do Physics because a
4 1 ‘ve just found 2 wasn’t 3 read 6.9 big part of the course is about space
4 got 5 ‘ve changed 6 Have you 1 1 E 2 A 3 H 4 C 5 G 6 F and I’m really interested in space. I’ve
ever seen 7 were 8 haven’t met 7 D 8 B heard that the Physics lecturers are
9 ‘ve lived 10 got 2 Bring the laptop charger from his really good too and that the students
5 1 opened my bank account six parents’ home. get good jobs.
months ago Do you think you could help me with
3 entertainment 
2 got married last July my application? I’ve started writing it,
a new hobby 
3 haven’t attended school since last but I don’t know if it’s good enough.
the local area 
year I’ve written about why I want to do the
food 
4 went abroad a month ago course, but I need to write more about
Photo 1 is Mike.
5 ‘ve had children since 2014 my skills!
4 Greetings: Hi I’m going to an open day next month.
6 Students’ own answers Opening an email: Why don’t we meet at the end of
How are you? / It was great to hear the day? We could go for a pizza in
6.7 from you!
1 1 university 2 rent 3 elderly London. I’d love to see your flat too!
Closing an email: Hope to hear from Write back soon!
4 30 5 talking 6 quiet you soon! Take care,
2 Students’ own answers Saying goodbye: Take care! [Name]
3 No, they aren’t relatives. They are Making a suggestion: How about
neighbours. coming?
4 1  Making a request: Do you think you 6.10
could … ? 1 1 I didn’t pass my driving test.
More phrases: 2 Did you see the storm last night?
6 1 F It was about helping elderly Greetings
people in the local area. 3 Have they ever lived in a different
Hello / Dear … , country?
2 T Opening an email:
3 T 4 Have you been waiting long?
It’s been ages since I heard from you. 5 Did somebody break that window?
4 NG Sorry I haven’t written for so long,
5 F Anna usually visits Edith every 6 Agnes had never played volleyball
but … before summer camp.
week / four times a month. Closing an email:
6 F Anna was a bit worried Looking forward to (hearing from you 2 1 ‘s just started 2 didn’t learn
7 T again). 3 started 4 made 5 ‘s made
8 F Anna tells Edith about the latest I’ll be in touch. 6 haven’t tried 7 ‘s had 8 ‘s been
films she’s seen. Well, that’s all for now. 3 1 B 2 B 3 A 4 C 5 A 6 C
9 NG Write back soon. 4 1 make 2 running 3 start 4 grow
10 T Saying goodbye: 5 take 6 by
7 1 17 and 89 Love, / All the best, 5 1 C 2 E 3 A 4 B
2 a granddaughter lives in Australia Making a suggestion: 6 Students’ own answers
and is 17 Do you mind … ?
3 Anna’s opinions Let’s … Skills Trainer 3
4 washing some dishes, taking out the Shall we … ? 1 Students’ own answers
rubbish What about … ?
5 send a text message 2 1 are free 2 connect with / speak to
Making a request:
3 don’t need / have to
8 Students’ own answers Could you … ?
4 benefits / advantages
Would it be possible … ?
6.8 3 1 present perfect 2 zero conditional
1 1 the number of people 3 present perfect 4 will
2 where they are 3 their relationship 5 first conditional
4 the weather 5 the background 6 present continuous (future)
7 present perfect 8 past simple
4 1 has just turned 5 Suggested answers: 4 Sam works alone and not with the
2 don’t eat breakfast 1 If I spoke English really well, I would team.
3 Have you ever driven move to Australia or New Zealand / Someone should ask Sam to work
4 I’ll help you Britain or the USA. with another person in the team.
5 I’ll finish my homework If I spoke English really well, I would 7 Students’ own answers
6 Are you planning become an English teacher.
7 Has Anna applied to / for university 2 If I wanted to be healthy, I would 7.5
8 Did you enjoy the film prefer to eat broccoli / pineapple / a 1 Correct answer: Tim Berners-Lee who
5 First point: present tenses veggie burger. invented the internet.
Second point: past tenses 3 My parents would feel upset if I 2 1 invent 2 system 3 stick
Third point: future tenses didn’t revise for my exams. 4 do research into 5 produce
Fourth point: present perfect My parents would stop my pocket 6 develop 7 run tests 8 discover
6 Suggested answer money if I didn’t revise for my exams. 9 contains
Hi Ella, My parents would take my phone
3 1 invented 2 system
How are you? I’m in Seville in Spain for away if I didn’t revise for my exams.
3 doing research into 4 develop
three weeks. I’m on a school trip, and 4 If I won a big money prize, I would
5 produce 6 stick 7 contains
I’m studying at a language school here. buy a house / my family a new car.
8 run tests 9 discover
We don’t study every day. Yesterday, If I won a big money prize, I would
travel around the world. 4 1 Sir Tim invented the World Wide
we went on a day trip. We travelled by Web.
coach to Malaga because it’s next to 7.3 2 It sticks websites together across
the sea. It was fantastic. I swam in the the internet.
1 1 E 2 A 3 F 4 C 5 D 6 B
sea and ate some delicious food. 3 A lot of information.
Tomorrow, we’re going to do some 2&3
1 1969 2 new group of planets 4 To access other information.
sightseeing in Seville. They’ve got an
3 Perseverance 4 1961 5 1 discovered 2 Memory foam
amazing cathedral here.
4 1 C 2 E 3 D 4 A 3 invent 4 developed 5 stick
It’s been a great experience. I’ve really
6 mixed 7 contains 8 weigh
enjoyed meeting new people and I’ve 5 1 impressive 2 milestone
learned a lot of English. I’ve also loved 3 Launching 4 step 5 telescope 7.6
going to cafés and trying new food! 6 rover 1 1 P 2 A 3 A 4 P 5 A 6 A
See you soon! 6 Students’ own answers 7 P 8 P 9 A 10 A
7.4 2 1 A better system was developed by
8 1 F 2 A 3 E 4 B the scientists.
9 & 10 Students’ own answers 1 1 A 2 C 3 B 4 E 5 D 2 The house wasn’t damaged in the
2 & 3 Students’ own answers flood.
Unit 7
4 1 B 2 A 3 both 4 B 5 both 3 Are many astronauts sent on space
5 Suggested answers: missions?
A At first, I was really worried that I 4 English is spoken in Australia and
7.1 New Zealand.
wouldn’t know what to do or to say,
1a 1 astronaut 2 surface 3 member or that I’d let them fall. 5 Was Antarctica explored by Captain
4 atmosphere, 5 breathe B Each day it was our responsibility to Scott?
6 wear (a) spacesuit 7 gravity guide a blind traveller. 6 Healthy veggie burgers are
8 water supply C My partner, Kara, showed us how produced in this factory.
2 1 conditions 2 astronaut she wanted to be guided, by 3 1 went 2 travelled 3 was packed
3 challenging 4 explore holding their arm, so it got easier. If. 4 were included 5 don’t become
5 water supply 6 atmosphere D really listened to Kara’s questions, 6 brought 7 stopped 8 took
3 1 wear a spacesuit 2 surface we had lots to talk about. 9 was written 10 was signed
3 survive 4 a member of the crew I think I learned so much from 11 are included 12 contained
5 explore 6 go on a mission everyone! Listening to them 4 2 Spanish is spoken (by people) in
4 1 D 2 E 3 A 4 C 5 F 6 B describing things I hadn’t noticed, that country.
5 1 what about you? 2 and all that like at a market, the smells, sounds, 3 A new material was developed by
3 You’ll never believe it! feelings … incredible details! the scientists.
4 You know what? 5 I mean 6 Oops! After that, Plumb thought about 5 When were rocks collected on the
how many times he had walked past moon by Neil Armstrong?
7.2 the men who were carefully packing 6 Spacesuits are worn by astronauts
1 1 D 2 A 3 E 4 B 5 C 6 G parachutes on the camp … when they float in space.
7 F E . I packed your parachute … I guess 9 Radium was discovered by Marie
it worked – you survived! Curie.
2 1 would 2 wouldn’t 3 flew
4 could 5 focused on, would 6 Students’ own answers 10 These animals aren’t frightened by
6 wouldn’t 7 couldn’t 8 found Suggested answers: loud noises.
1 The problem is Mike isn’t helping 5 & 6 Students’ own answers
3 1 unless 2 if 3 If 4 unless
the team, he just plays on his phone.
5 unless 6 if 7.7
Someone should talk to him to tell
4 1 travelled, would take him what he should be doing. 1 1 astronaut 2 mission 3 disaster
2 stepped, would feel 2 Ava has not remembered to bring 4 happened 5 completely
3 didn’t have, wouldn’t be able to / items for the team project. 6 difference 7 become 8 language
couldn’t Someone should give her some
4 would buy, existed 2 & 3 Students’ own answers
ideas on remembering things.
5 would wear, floated 4 1 B 2 C 3 D 4 C
3 Ben and Ali have had an argument.
6 would (we) breathe, visited Someone should get them together
7 were, wouldn’t argue so they can agree to work together
8 would be able to/could, explored again.

5 vehicle – the little robot with six Johnson, a brilliant African American 4 The show had started already. / The
wheels / Opportunity mathematician. show had already started.
Mars – the planet(’s) The film is set in the 1960s, when the 5 I’d told all my friends about it.
damaged – couldn’t work correctly USA was trying to get to space. In 6 She hadn’t looked after the
tools – cameras and equipment (to the story, Katherine Johnson, joins neighbours’ kids before.
examine rocks) NASA. They soon realise she is the 7 He hadn’t slept properly last night
6 Students’ own answers best person to work out the route 8 She had prepared very well for it.
for astronaut Alan Shepard to get to 3 1 had forgotten, put 2 hadn’t
7.8 space. Just don’t expect the film to be worked, was 3 went, had visited
1 Students’ own answers full of action. The characters are the 4 hadn’t studied, didn’t get 5 sold,
2 1 Conversation 1: C, e-reader most interesting part. had bought 6 became, hadn’t met
Conversation 2: A, fitness tracker You can learn about some really 4 1 Joe bought a new phone because
Conversation 3: B, earphones interesting topics in Hidden Figures. he had dropped his old one.
2 Two friends: conversation 2 For example, you find out about 2 Perla had lived in Mexico before she
Grandfather and granddaughter: space in the 1960s, and also about went to Argentina.
conversation 1 the serious problems that African 3 Kemal was so hungry because he
Mother and daughter: conversation 3 Americans and women faced in society hadn’t eaten any breakfast.
3 quick A, light C, small B at the time. 4 The waiter hadn’t taken our order
I would definitely recommend Hidden because he had forgotten about us.
3&4
Figures because the acting is brilliant 5 Ahmed didn’t call his parents
Conversation 1
and the film helps us to understand because he hadn’t taken his phone
How does it work? A
about space and the world we live in. with him.
I’ll show you. G
If I were you I’d watch it soon. You’ll 6 Lia hadn’t worked in a team before
Why isn’t anything happening? A
love it! but she really loved it
Turn on the power button … G
Swipe left or right to … G 8 Students’ own answers 7 Rosie called her friend Hannah after
Got it. That’s great! R she had done her homework.
7.10 8 She applied for the job because she
Conversation 2
What am I looking for? A 1 1 could be 2 is produced had always wanted to be a lifeguard.
Scroll down a bit … G 3 was written by 4 wouldn’t be
5 1 he had dropped his old one
Found it. R 5 if he didn’t go 6 was discovered
2 Perla had lived in Mexico
If you tap on the watch … G 7 didn’t live 8 are made
3 he hadn’t eaten any breakfast
What do I do next? A 2 1 completely 2 valuable 4 he had forgotten about us
Conversation 3 3 astronauts 4 inventor 5 luckily 5 he hadn’t taken his phone with him
Where’s that? A 3 1 float in space 2 pay attention 6 Lia hadn’t worked in a team before
Right, finally seen it. R 3 give me a hand 7 she had done her homework
Put on some music … G 4 show any interest 8 she had always wanted to be a
Done it. What do I do next? R 5 be responsible for 6 powder lifeguard
How do I do that? A 4 1 C 2 D 3 A 4 B 6 Students’ own answers
5 1 Get 2 Don’t worry 3 Read 5 1 A 2 B 3 B
4 Put 5 Don’t start 6 Make 8.3
6 & 7 Students’ own answers 1 1 popular 2 longer 3 modern
7.9
Unit 8 technologies 4 pinsetters
5 repetitive 6 exist 7 alarm
1 1 & 2 Students’ own answers 8.1 8 used teeth sellers
2 1 To recommend a film to her friend 1 1 work 2 team 3 serves 2 Students’ own answers
2 She loved it. 4 checkout 5 tiring 3 1 a football, football, over 40 years
3 Space travel / environmental 6 take orders 7 feet 8 looks after ago
damage / wildlife / reduced food 9 sells handmade 10 earning money 2 a boat (coracle), wood and other
supply 2 1 B 2 A 3 C 4 B 5 B 6 C materials, collecting footballs from a
4 Because it’s a brilliant film which will 7 C 8 A river
make others think about different 3 1 work in a team 3 in a boat (by a football stadium)
topics. 2 take orders 4 1 round 2 wood 3 materials
3 1 D 2 B 3 A 4 C 3 serve customers 4 person 5 paddle 6 boat
4 1 F It’s set in the future. 4 work from home 5 1 T
2 T 5 earn money 2 F – Fred only worked during the
3 F He travels with other astronauts 6 am on my feet team’s matches.
on a spaceship. 7 work on the checkout 3 F – Fred was paid
4 T 8 sell handmade goods 4 T
5 F They are looking for a new planet 4 1 I reckon 2 at the end of the day 5 NG
for people to live on. 3 give it a go 4 isn’t really my thing 6 F – Fred lost a few footballs.
5 1 D 2 A 3 C 4 B 5 It’s such a pain 7 NG
6 Students’ own answers 8 F – Now the football club isn’t next
8.2 to the river so they don’t need Fred.
7 Suggested answer: 1 1 A 1, B 2, C 3, D 4 2 A 3, B 1, C 2, D 4
Henry 06 6 Students’ own answers
3 A 3, B 1, C 2, D 4 4 A 2, B 3, C 1, D 4
@Stephen I’ve discovered a brilliant 5 A 2, B 1, C 4, D 3 8.4
film called Hidden Figures. It was
2 1 He had made friends with Rhiannon. 1 1 Photographer (B) 2 Assistant (A)
released in 2017, and I loved it. Taraji
2 I hadn’t eaten anything since 3 Driver (C)
P. Henson and Kevin Costner are
breakfast 2 creative, confident, sociable, work
two of the main actors in it and it’s
3 I’d been working hard all day. in a team, experience of working
about the true story of Katherine

with children, be on your feet all 8.7 6 Suggested answer:
day, reliable, independent, honest, 1 1 fed up 2 dream 3 careers Dear Sir or Madam
responsible, had a driving licence for 4 remote 5 hiking 6 caretakers I am interested in the part-time
one year 7 life position of waiter at your café.
3 Suggested answers: I am 16 years old and I have experience
Adrian: driver / assistant (likes riding working in cafés. Last summer, I
Suggested answer: The text is written
motorbike, worked as activity / sports worked in a local café for two months.
to advertise the Scottish Wildlife Jobs
tutor at a summer camp) What’s more, I had a Saturday job in
Show. It’s for people who want to work
Tanya: photographer (has done the kitchen of a restaurant for two
with wildlife.
photography for schools website) years and learned many skills from the
3 & 4 Students’ own answers chefs.
Maya: assistant / driver (works as
assistant in village shop so used to being 5 1 Students’ own answers I am a good candidate for this job
on feet all day, has driving licence) 2 Maddie: A, D Jim: B and C because I am a friendly and confident
4 & 5 Students’ own answers 6 B, C and D are correct. person who enjoys talking to
A is not true because the text is not customers and also working in a team.
8.5 about job offers. In addition, I have great organisational
1 put off went by carried out B = ‘Posties can have very different skills.
took on work out handed over experiences depending on which part Please find my CV attached to this
of Britain they work in’ email. I am available for an interview at
2 1 Because he hurt his right hand.
C = ‘If you love being outside and a time that is convenient for you. I look
2 That Leonardo put off painting as a
keeping active then it could be the forward to hearing from you soon.
younger man.
perfect job for you’ Yours faithfully,
3 No, he didn’t always get on with his
D = Maddie said she always loved [Name]
paintings immediately.
4 He wrote them down in his being outside and was fed up with 7 Students’ own answers
notebooks. spending so much time inside. Jim
enjoys being outdoors aspects of his 8.10
3 1 put off 2 written down job (‘what he loves the most is the 1 1 rescued 2 had given 3 showed
3 hear from 4 ran out of countryside and wildlife …’) 4 hadn’t booked 5 had made
5 turn up 6 coming round E is not true because it talks about 6 had cut
7 hang up 8 went by some of the negatives, e.g. working in 2 1 she was serving a customer
4 1 F – Some experts believe that all weathers, the work is tiring 2 he didn’t get on
Leonardo took 16 years to carry out 7 1 J 2 M 3 M 4 J 5 M 6 J 3 her mum was working
his work on the Mona Lisa. 7 J 4 they had seen
2 F – Leonardo took on the painting 5 he had started
of the Mona Lisa for a family in Italy. 8 Students’ own answers
6 she enjoyed working
3 T 8.8
4 F – Leonardo didn’t always get on 3 1 write 2 water 3 work 4 put
1 Students’ own answers 5 take
with his paintings immediately.
5 T 2 B The library: it’s quiet and you can 4 1 A sociable 2 B remote
6 NG find everything you need. 3 A creative 4 C be organised
5 1 get on with 2 run out of 3 A concentrate B research 5 C fed up with waiting
3 work out 4 write (them) down C canteen 5 1 C 2 A 3 E 4 B
Students’ own answers 4 1 B 2 A 3 C 6 Students’ own answers
5 1 choice 2 put 3 tip 4 mean
8.6 5 point 6 wouldn’t Skills Trainer 4
1 1 C 2 B 3 B 4 C 5 A 6 C Exercises 6–8 – notes and description / 1 Sentences A and E
7 A 8 C comparison of two other photos. 2 1 D 2 E 3 B 4 A 5 F
2 Students’ own answers 6 Conversation fillers: 2, 3, 4, 5 3 1 passive 2 present perfect
3 1 he had had an interview for a part- Choosing the best option and 3 passive 4 2nd conditional
time job the day before rejecting others: 1, 6 5 reported speech / past
2 didn’t learn English very quickly 7 & 8 Students’ own answers 4 1 by 2 research 3 would
3 loved serving customers there 4 would 5 told
4 had worked on the checkout last 8.9 5 Say what you would like to do in the
weekend 1 1 lifeguards future.
5 was looking after her young cousins 2 People over 16 with experience of
that afternoon 6 Suggested answer:
working as a lifeguard and who are
6 was waiting for an important email Dear Sir or Madam,
confident, organised, friendly, and
7 younger brother was ten years old I am writing because I would like some
enjoy working in a team.
that day information about your space camp.
3 Email an application letter and CV.
8 her parents were going on holiday My science teacher told me about it
2 1 She worked as a lifeguard at activity and it sounds really interesting.
that weekend camps. I have always been interested in space
4 1 was working 2 lifeguard training course because when I was small, my parents
2 really liked it 3 organised / friendly / good gave me a book about the planets and
3 enjoyed working in a team at working in a team / good the stars. I loved it.
4 had worked on the checkout (all communication skills At school, we’ve learned a lot about
morning) the previous day 3 A 4 B 2 C 1 D 5 E 3 F 2 / 3 space in our science lessons. We did
5 had served a lot of customers G 4 a project on Mars last term. I also
6 the work wasn’t too challenging did a project on the history of space
4 1 A 2 B 3 B 4 B 5 A
7 was tiring inventions.
8 was having a day off the following 5 Students’ own answers
day

One day, I would like to be an How to learn Vocabulary 2 6 1 water pollution 2 Exhaust fumes
astronaut. I’d love to go on a space 1 1 do housework 2 does the dishes 3 Rising sea levels 4 greenhouse gas
walk. It would be amazing. 3 do the shopping 4 make the bed emissions
Yours sincerely, 5 made a mistake 6 make a mess 7 1 tropical 2 rainfall 3 average
7 The weather. (C) 2 do: a course, an exam, an exercise, 4 reduce 5 deforestation
8 1 C 2 A 3 E 4 G 5 B 6 F some sewing, a test, the washing up 6 consumerism 7 recycle 8 use
D – not used make: an appointment, the bed, a film, How to learn vocabulary 4
9 & 10 Students’ own answers a mess, a noise, a shopping list
1 1 + al = musical
3 1 do the dishes 2 did the dusting 2 + ful = beautiful
Vocabulary 3 did the shopping 4 do the exercise
5 did the cleaning / did (the)
3
4
+ less = homeless, + y = homey
+ ish = childish, + less = childless
Boosters housework
4 1 make 2 made 3 did 4 making
5 + y = dirty
6 + ous = dangerous
Vocabulary Booster 1 5 did 6 make 7 did 8 did 2 1 sleepy 2 famous 3 hopeless
1 1 camper 2 youth hostels 5 Doris does yoga … she does her 4 selfish 5 successful 6 historical
3 bed and breakfast 4 hotel homework … she’s done the ironing. 3
5 tent 6 cottage 7 campsite 6 & 7 Students’ own answers
8 full board 9 half board -al -ful -ish
2 1 go by bus, go by car, go by train Vocabulary Booster 3 central fearful stylish
2 go on foot 1 1 meat 2 watermelon 3 broccoli coastal helpful
3 go by air, go by plane 4 eggs 5 Strawberries 6 carrots skilful
4 go by sea 2 1 café 2 drive-through wonderful
3 1 get to, past, on 3 food truck 4 takeaway
2 next to, between 5 packed lunch 6 breakfast -less -ous -y
3 opposite, cross 3 1 A 2 C 3 C 4 A endless adventurous foggy
4 straight, turn, left, take 4 1 medal 2 draw 3 championship fearless disastrous icy
4 1 ship 2 the underground 4 Tournament 5 trophies helpless wondrous
3 minibus 4 yacht 5 van 6 lorry 5 1 B 2 A 3 B 4 C
7 motorbike 4 1 J 2 I 3 G 4 H 5 B 6 E 7 D
6 1 competitions 2 trophies 3 fries 8 L 9 C 10 K 11 A 12 F
5 1 bicycle lane 2 crossroads 4 chops 5 trucks
3 motorway 4 pedestrian crossing 5 Students’ own answers
7 1 packed 2 canteen 3 buy
5 road sign 6 roundabout Vocabulary Booster 5
4 additives
7 rush hour 8 traffic jam
1 1 staffroom 2 art room 3 IT room
Crossroads, motorway and roundabout How to learn vocabulary 3 4 science lab 5 football pitch
6 1 down 2 traffic 3 had 4 flat 1 1 C 2 E 3 B 4 A 5 D 6 corridor
5 ran out
2 1 have 2 play 3 give 4 go 2 1 library 2 locker 3 nurse’s office
7 1 by 2 by 3 by 4 traffic 5 rush 5 gave 6 take 4 noticeboard
6 train 7 breakfast 8 next
3 1 give: advice, permission 3 1 B 2 C 3 A 4 B 5 C 6 A
How to learn vocabulary 1 2 go: home, running 4 1 B 2 C 3 D 4 E 5 F 6 A
3 have: fun, time, toothache
1 They are compound nouns. 5 1 oral 2 top grades 3 retake
4 play: a game, golf, music
2 1 armchair 2 classroom 4 assessment 5 score
5 take: care
3 dishwasher 4 football 6 grade point average
4 1 play 2 have 3 take 4 go
5 sunlight 6 toothbrush 6 1 open day 2 head teacher’s office
5 give 6 have 7 take 8 play
3 1 number 2 list 3 town 3 exam results 4 canteen 5 gym
5 give me a hand (= help me) Pomóc 6 music room
4 centre 5 match
komuś
4 1 C 2 A 3 B 4 D go travelling (= travel to several How to learn vocabulary 5
5 Students’ own answers countries) Wybrać się w podróż 1
6 1 A 2 B 3 E 4 C 5 D have a nice time (= have fun) Dobrze
Nouns Verbs Adjectives
7 & 8 Students’ own answers się bawić
play a game (= participate in a game) act act adventurous
Vocabulary Booster 2 Grać w grę acting acting awful
1 1 apartment block 2 semi-detached take your time (= don’t hurry) Nie actor code primary
house 3 mansion 4 bungalow śpieszyć się code coding secondary
5 terraced house 6 dormitory 6 & 7 Students’ own answers coding concentrate
2 1 basement 2 studio 3 new build community dance
4 detached
1 1 tropical 2 zone 3 polar dance dancing
3 1 A 2 B 3 A 4 C dancing decide
4 rainfall 5 speed 6 sunshine
4 1 a mortgage 2 your price 7 temperate decision training
3 buy a house 4 a deposit 8 average qualification
5 1 put 2 sale 3 agent 4 offer 2 1 cheetah 2 squirrel 3 cactus training
5 take out 6 mortgage 4 seal 5 sunflower 6 oak
6 1 C 2 B 3 A 4 A 5 B 6 C 3 1 little, grey fox 2 sunflowers 2 1 A verb B noun 2 A verb B noun
7 C 8 A 3 red and yellow tulips 4 cheetahs 3 A noun B verb 4 A noun B verb
4 1 E 2 C 3 D 4 A 3 1 noun 2 noun 3 adjective
4 verb 5 verb 6 noun 7 verb
5 1 B 2 B 3 A 4 C 5 B 6 C
8 adjective

4a 12 verbs, 13 nouns, 5 adjectives 4 -ity, major (adj)
4b 1 celebrities, comedies, films 5 -er, -sion, provide (v)
2 were, was, cheered, arrived, spoke, 6 -iety, social (adj)]
said, wanted – cheered, arrived and 2 1 agreement 2 creativity
wanted are regular 3 kindness 4 movement 5 laziness
3 chilly, funny 6 demonstration 7 reality
5 Suggested answers: 8 discussion
answer: noun and verb 3
book: noun and verb Verb Adjective Noun
call: noun and verb
solve solved solution
calm: adjective, noun and verb
dark: adjective and noun – happy happiness
fine: adjective, noun and verb (and create created creation
adverb) creativity
share: noun and verb visit visited visit, visitor
work: noun and verb . – special speciality
6 Students’ own answers develop developed development
Vocabulary Booster 6 4 & 5 Students’ own answers
1 1 best friend 2 colleagues
3 acquaintance 4 lose touch Vocabulary Booster 8
5 girlfriend 1 1 D 2 F 3 E 4 A 5 B
2 1 up 2 on 3 out 4 in 2 1 salary 2 benefits 3 promotion
5 with 6 out 7 hangs out 4 raise
3 1 idol 2 leader 3 inspires 3 1 B 2 C 3 A 4 A 5 C
4 respect 5 role model 4 1 stop employing them 2 start
4 1 Boxing Day 2 New Year’s Eve 3 continue 4 cancel it 5 buy
3 wedding reception 6 give it to someone
4 Christmas Eve 5 All Saints’ Day 5 1 called off 2 set up 3 carried on
6 Independence Day 4 hand in 5 laid off
5 1 B 2 D 3 E 4 A 5 F 6 C 6 1 full-time 2 flexible 3 boss
6 1 role model 2 classmates 4 interviewer 5 salary 6 set up
3 admire 4 commitment 7 1 CV 2 applied 3 long
5 generosity 6 courage 4 interviewing 5 prepare
7 hang out 6 experience 7 flexible
8 well 9 honest 10 organised
How to learn vocabulary 6
11 interviewer 12 confident
1 1 similar 2 different 3 same
2 1 currently 2 nice 3 computer How to learn vocabulary 8
4 possible 5 map 1 clear up
3 1 computer 2 currently 3 possible turn off
4 nice 5 map eat up
4 Students’ own answers 2 1 put off – T 2 come round – I
5 adult 3 turn up – I 4 work out well – I
problem 3 give up – T
traffic run out of – I
train turn on – T
lamp turn up or down – I
They are all cognates. Students’ own answers
6, 7 & 8 Students’ own answers 4 1 hurry up, Hurry up!
2 get up, get up
Vocabulary Booster 7 3 put off, put off
1 1 astronomer 2 archaeologist 4 grow up, grow up
3 botanist 4 geologist 5, 6 & 7 Students’ own answers
2 1 B 2 A 3 D 4 C 5 F 6 E
3 1 A 2 B 3 B 4 C 5 A 6 C
4 1 computer system failure
2 internet scam 3 wearable
4 technician
5 1 virus 2 spam 3 hackers
4 scams
6 1 virus 2 spam 3 archaeologist
4 solar system 5 physicist
6 calculations
How to learn vocabulary 7

1 1 –er / ation, explore (v)
2 -ness, ill (adj)
3 -er, work (v)

Workbook audio scripts
Unit 1, Lesson 1.1, Track 1.01 A Did you? Where did you go? Zara Well, I really love the neighbourhood
See page 168. B We walked to a beautiful castle and my parents decided to move to. It’s on the
looked round the ruins. other side of town, but I like it.
Unit 1, Lesson 1.1, Track 1.02 A Wow! That sounds fun! Mark What do you like about your new
visited B It was, but then it began to rain. We were area?
wanted so wet when we got home. Zara It has a really strong community and
needed A Were you? How awful! there are lots of great things to do like visit a
B Yes. We were really cold, too. museum or a park.
Unit 1, Lesson 1.7, Track 1.05 A Oh no. That sounds bad. Mark Does the park look attractive?
Dan Hi, everyone. It’s Dan here with another B We soon got warm again! Anyway, what Zara Oh yes – it’s very clean and tidy! That’s
travel podcast. I hope you enjoyed last about your weekend? because the neighbours volunteer to clean
week’s podcast about the best attractions A It was my mum’s birthday, so we went to it up once every month. I did it last month
to visit in Europe. In today’s podcast, I want an amazing Sushi restaurant. and I cleaned up the playground – now it
to give you some advice about travelling B Fantastic! I love sushi! Did she have a looks amazing. The volunteers also plant
in Europe and how to avoid making some cake? trees and flowers so I really love it.
common travel mistakes. A Yes! I made her one. Mark And what are the neighbours like?
Now, most people want to go on holiday Zara Good! I’ve met lots of my neighbours
in summer, but destinations like the Unit 2, Lesson 2.1, Track 2.01 and they are very friendly. They always
Mediterranean are full of tourists at this See page 171. support each other and try to improve the
time of year. Towns and cities are crowded community by working together.
and there are long queues for attractions. Unit 2, Lesson 2.3, Track 2.02 Mark So your new neighbours are friendly,
If you’re the kind of person who isn’t Carl Hi guys, it’s me – Carl. Last night I was fun and they look after the local area– it
comfortable with crowds, go on holiday listening to an interesting podcast. It was sounds brilliant. What else makes them
when things are quieter and cheaper. Most about how people try to improve their good neighbours?
attractions are open all year, but check neighbourhoods. I was thinking about how Zara Well, they organise neighbourhood
the times online. Some places might have we can all improve the places we live. So parties and celebrations every few months.
shorter opening hours at different times of today, I’m going to tell you how my family If you want to go you make some food and
the year. improved our home. take it with you to share with the others.
These days, you can buy cheap plane I think it’s important that people try to They also fundraise together for charity –
tickets to many European destinations. The live in harmony. In my family we share the last week we were collecting money for an
cheapest tickets sell fast so always buy your housework. This means that one person animal charity and we raised £125.
tickets months in advance. Think carefully doesn’t do all the jobs by themselves. But Mark Do you miss your old neighbourhood
about what you want to take with you my sister doesn’t help very much! She’s then?
because it can be expensive to check in younger than me and she’s so lazy! She Zara Actually, yes. There are some things I
luggage. The best thing to do is to travel never does the chores – it isn’t fair! For miss about it. I miss seeing all the people I
light and only take a small bag with you on example, during the school holidays she know but I’m sure I will get to know my new
the plane. It’s cheaper, and it’s quicker and didn’t make the bed, she didn’t dust the neighbours very soon. I smile and say hello
easier when you arrive at your destination, shelves and she didn’t wash the dishes. She to them. I think this will help.
too. never tidied her room, even though Mum
The train is also a great way to travel in was asking her to do it all the time. Skills Trainer 1, Track 2.05
Europe and, for some destinations, it’s Then one day, I made a housework Text 1
quicker and more convenient than going by timetable and showed it to Mum. At first, Anna Hello Jack. When did you get back
plane. It can be a great way to relax and see my plan worked really well. For the first time from Peru?
the countryside, too. in ages, she was doing all her chores. My Jack Last weekend.
Now, when you’re on holiday, one of the sister took out the rubbish, swept the floor, Anna Did your friend, Tom, enjoy it?
best ways to explore a new place is on put away clothes. I was amazed. But when Jack Oh ... he didn’t come. He went on
foot. You can walk for miles looking round she got a new video game for her 13th holiday with his cousin, but it was fine. I met
a city, so it’s important to wear some really birthday, she stopped. So to fix the problem, a lot of new people there. It’s easy to meet
comfortable shoes. Mum and Dad had a clever idea. They people when you’re on your own.
The last thing I want to say is when you’re stopped her pocket money every time she Anna Where did you go?
in a holiday destination, don’t just do all the didn’t do the housework. Jack I flew to Cusco, and then I travelled
typical tourist things. Talk to some of the Now, my sister is happy to clean the cooker, by train to Machu Picchu. I had a cheap
local people and find out the places they go empty the washing machine or fold the ticket, so the train was crowded and it was
to and the food they eat. It means you can clothes! She’s interested in housework a little uncomfortable, but the views of the
experience some real local culture and you again. I think it’s only because she wants to mountains were spectacular.
could have some experiences you’ll never get her pocket money! Anna How long did it take?
forget. Jack We had to change trains and the
That’s all from me today. Join me next week Unit 2, Lesson 2.4, Track 2.03 second train was late, so about four hours.
for another travel podcast when I … Zara Hi Mark. How are you? But I spent about six hours walking around
Mark Oh hi Zara. I’m very well. How are the old city. That was enough. I think I saw
Unit 1, Lesson 1.8, Track 1.07 you? Last time I saw you was before you everything. It’s all very interesting. It was
A Did you have a good weekend? moved into your new house. How is it? hot too!
B It was great. We went for a walk in the What’s the neighbourhood like? Anna I know. I was there two years ago
countryside. with my parents. It was very hot. I was OK,

but my mum hated it. And I left my phone still think my new smoothie is much better Alfie One last question. Would you like to
in the hotel, so I don’t have any photos. than the old one. And the best part is that it try cheese-rolling when you’re older?
Jack Oh no! That’s a pity. tastes delicious. Sylvester Erm, no thanks! I hurt my foot
Text 2 Thank you for listening. Are there any playing volleyball last year. The doctor said
Tom Hello – its Tom here. Welcome questions? I mustn’t do any sport including jogging
everyone to this week’s podcast! now. Besides, there are much safer activities
This week we are talking about joining local Unit 3, Lesson 3.6, Track 3.03 that I could do!
groups to help the community. A group has What is cheese-rolling? Today, I’m going
just started in our neighbourhood called to find out. Our teacher said we need to Unit 4, Lesson 4.1, Track 4.01
the Environment Champions. The aim of do a project about traditional local events, See page 175.
the group is to get people to work together so my dad is taking me to see my friend
locally, so we can all help to make the Sylvester. He lives a long way from me, in Unit 4, Lesson 4.4, Track 4.03
community more environmentally friendly. the countryside, so Dad has to drive me Presenter Hello, I’m Rhian and welcome to
One of the group’s ideas is to ask people to there. Sylvester knows all about cheese- our third podcast in the series on recycling,
cut down on the number of car journeys rolling and I’m going to talk to him about it. and with me are Sam and Maya, to answer
that they make. For example, every day That’s because our teacher said we must do Today’s question … “Can we live without
at school start and finish times, the roads a project about a local event. plastic?” … Maya … (would you like to go
are full of cars dropping off and collecting Sylvester lives in Brockworth with his first?)
children from the school. We live in a small parents and his sisters. It’s a quiet village, Maya Hmm … I don’t think we can live
village, so the Environment Champions are but every spring a very unusual event without it. Plastic can be really useful
asking people to walk or cycle with their happens. People have to run down a big sometimes, but we can definitely use less
children to school. It will help keep pollution hill. They run after a big round cheese which and we all need to get better at reusing
down and people will feel healthier! rolls down the hill in front of them. I saw plastic.
Do you have good ideas like that? The some photos of the event and it looks crazy! Like, the other day I found a pair of my old
Environment Champions want more people I mustn’t forget to take my phone. I can take boots in the garden - my mum was reusing
to join them and share ways to make our his photo and put it in the project and make them to grow flowers in. I think they actually
community more environmentally friendly. him a celebrity! look quite cool!
They meet every Tuesday evening at the And I think we can buy things that we can
local library, and everyone is welcome. I’m Unit 3, Lesson 3.6, Track 3.04 reuse instead of using once, like reusable
going next week, and I want to interview Alfie What is cheese-rolling? Today, I’m pens and pencils.
people about their ideas. So if you want to going to find out. Our teacher said we And, yeah, … I decided never to buy
meet me and be on my next podcast, come need to do a project about traditional local bottled water again. So, I’ve got a really
along! events, so my dad is taking me to see my cool drinks bottle and I take it everywhere
friend Sylvester. He lives a long way from and I just reuse it. We can all make changes
Unit 3, Lesson 3.1, Track 3.01 me, in the countryside, so Dad has to drive like that. So try to reuse plastic, maybe for
See page 172–173. me there. Sylvester knows all about cheese- something different. And if you can’t do
rolling and I’m going to talk to him about it. that, then recycle it.
Unit 3, Lesson 3.3, Track 3.02 That’s because our teacher said we must do Sam I’m sorry, I really don’t agree. We have
Today I’d like to tell you about my healthy a project about a local event. to stop using plastic, full stop. And I think
recipe. I call it my sustainable super Sylvester lives in Brockworth with his there are two reasons. One: only about 9%
smoothie! I think it’s good for you and our parents and his sisters. It’s a quiet village, of plastic is ever recycled, and two: getting
planet! There’s one ingredient I don’t use but every spring a very unusual event oil to make plastic really damages the
in this recipe – avocados. I used to love happens. People have to run down a big planet, so, if we stop making new plastic, we
eating avocados when I was younger. hill. They run after a big round cheese which stop damaging the planet.
But I changed my opinion when I read rolls down the hill in front of them. I saw There are lots of materials, like wood for
an article about avocado farms. It said some photos of the event and it looks crazy! toothbrushes; paper or metal for cups,
that growing avocados was really bad for I mustn’t forget to take my phone. I can take which are easier to recycle and we don’t
the environment. I made a new recipe – his photo and put it in the project and make have to damage the planet to use them.
without the avocados. him a celebrity! You know lots of our clothes originally come
Why is my smoothie so sustainable? Well, So, Sylvester, what are the rules of from plastic too? Most supermarkets don’t
the ingredients have very few food miles. cheese-rolling? give plastic bags anymore, so why are we
Bringing too many avocados to the UK Sylvester There aren’t many rules. The still buying “plastic” clothing? I believe we
produces a big carbon footprint. My recipe people who run after the cheese don’t have to make big changes. My whole family
replaces the green avocados with two have to do a warm-up. They only have to now only buys clothes made from natural
green veggies – spinach and kale. run after a four-kilogram cheese! Someone materials. (Look, this jumper is really soft,
It only takes a little water to produce stands at the top of the hill, drops the …) And, here’s another really easy one. How
spinach and it grows in the countryside cheese and it rolls down the hill. about changing from plastic chewing gum
around my town. That’s not a lot of food Alfie Does somebody need to catch the to natural gum? Better for your stomach
miles so it’s a great sustainable ingredient. cheese to win the race? and for the planet!
Kale is another amazing ingredient because Sylvester No, they needn’t catch the cheese
it’s full of minerals. to win, but the first person to get to the Unit 4, Lesson 4.7, Track 4.04
The problem is kale tastes like grass. So I add bottom wins and can keep it. The cheese Sarah Next on Healthy Living Today, Taylor
a few portions of fruit to make my smoothie rolls so fast that nobody ever catches it! and I are talking about Denmark. I think
taste sweet. There is one banana, an apple Alfie It sounds like a dangerous way to Copenhagen is the healthiest city in the
and half a glass of pineapple juice. get cheese. Do they have to use any special world.
At the end, I put in some plant-based milk. equipment? Taylor Really? Why do you say that, Sarah?
I know my recipe could be much more Sylvester No, they don’t have to wear a Sarah Well, it’s not as unhealthy as
sustainable. For example, the bananas I helmet. Normally, they wear trainers and Birmingham where we live! Things
use come from another continent. But I perhaps a tracksuit. are different in Copenhagen. People
202 Workbook audio scripts

cycle everywhere and there are a lot of Skills trainer 2, Track 4.07 revision habits will help you. Oh, no! Wait a
green spaces. In fact, many studies say 1 minute!
Copenhagen is the world’s happiest city. Hello everyone. My project is on healthy That reminds me … mobile phones are a
Taylor That does sound good! When did eating. I’d like to start with fruit and BIG distraction when you’re revising! You’ll
Copenhagen decide to become so healthy? vegetables. So … one of the most get calls and text messages all the time
Sarah Copenhagen was one of the first important things to do is to eat at least five when you need to concentrate hard. You
cities to become a member of the Healthy portions of fruit and vegetables every day. I can put your phone on silent, but you’ll still
Cities programme. It was started by the think it’s easy to do this if you plan. You can hear it so the best thing to do is leave your
World Health Organization in 1986 to help have two or three portions in a smoothie in phone in a completely different room. You
cities to become healthier. Copenhagen the morning, and then you can have one won’t want to look at it while you’re revising.
joined in 1987. Today, there are more than or two for lunch and the same for dinner. I On the subject of rooms, you’ll probably
1,400 towns and cities in the organization. often have an apple on the way to school have a favourite place to study … maybe
Taylor So, how did Copenhagen become and a carrot on the way home. it’s your bedroom, the living room or even
so successful? 2 the local library … everyone’s different and
Sarah The city wanted people to have a Woman: Please, sit down. How can I help it doesn’t really matter where you choose.
healthy life. Today it’s really helping local you? What’s important is that you take a break
people. For example, the city built more Boy: I don’t feel well. I’ve got a headache, I regularly, maybe every 30 minutes, so you
cycle lanes. Now, people cycle more and feel weak and I’m really hot. don’t get bored. Use this time to get up and
there are a lot of green spaces. There was Woman: Hmm. When did you start feeling move around. Get a drink or … go outdoors
too much air pollution so all new buildings like this? or … [laughing] do some push-ups if you
must have plants on the roof if they’re flat Boy: Yesterday afternoon. I was ill at school have the energy! When you go back to your
enough. so I went home. revision, you’ll feel more motivated and
Taylor That’s the cleverest idea ever! Does Woman Right. Well I think you have a fever. you’ll make more progress.
the programme help local people in more There are a lot of people with flu at the Now, what else? … Ah, revision timetables.
ways? moment. I’ll give you some pills. Now, I’m sure you’ll have different subjects
Sarah Yes. I think the most important 3 to revise during your revision period, so it’s
part is helping people with their stress in Good afternoon, class. Our next topic is a good idea to make a revision timetable
Copenhagen. People can get help from natural disasters. Today we’re thinking about before you start. Having a timetable means
doctors and do cheap exercise classes so forest fires. How and why do they start? that you know exactly what you’re going
they can relax. One of the reasons is because the world is to revise and when. And by the way, don’t
Taylor Well, I’m officially impressed. Ideas getting hotter. This means there are more compare revision timetables with your
like these are terrific. droughts and dry land helps fire burn. For friends! Everyone works differently and you
Sarah I’m glad you agree. homework, you will write an essay, but now know what’s best for you.
I’d like you to turn to page 52 in your books Finally, think about what you’re doing at the
Unit 4, Lesson 4.8, Track 4.05 and read the chapter about forest fires. After weekend and make plans to spend time
Mike Wow Dan! You’re eating salad Are you that, in pairs, I’d like you to talk about what with friends. It’s really important to take
OK? you have learned. Then we will discuss as a time off from studying so you can relax and
Dan Yeah! Look, the first tomatoes from our class. have fun.
school eco food club! 4 Anyway, try using my revision tips and I’m
Mike How fantastic! Boy: How was your camping trip, Kate? sure you’ll pass your exams. They definitely
Dan No…What a disaster! Did you do lots of fun activities? helped me to pass all mine and now I’m
Mike What do you mean? Girl: Well, on our first night, there was a big doing a degree!
Dan Well, we decided to start with the storm.
easy things, you know, potatoes, carrots, Boy: Oh, no. Really? Unit 5, Lesson 5.4, Track 5.03
tomatoes, … but it was a very wet winter Girl: Yes. It was terrible. There was thunder Teacher OK, everyone. Today we’re going
and nothing grew. and lightning and the wind was blowing to talk about problems you’re having with
Mike Oh, I’m sorry to hear that. very hard. schoolwork. Please don’t be embarrassed.
Dan Yeah, and when the carrots finally Boy: Did it go on all night? It’s normal to have difficulty doing things
started growing, the rabbits ate half of Girl: No. It only lasted an hour and then at times. We’re here to listen, make useful
them! suddenly it stopped. The next morning suggestions and help. Right, let’s start with
Mike Oh no! That’s terrible. there were no clouds and the sun was you, Amal. Go ahead.
Dan Yeah. And now in the summer, I have shining, so we went to the beach. Amal Well, my problem is grammar. I find
to carry water from school every day, … Boy: Sounds good. it a challenge and I often make mistakes
but at least I’m fitter, I suppose! Girl: Yes, but in the afternoon, it started to when I write an essay. I’m embarrassed
Mike Great news! rain. It was freezing too, so we went back about telling people my grades. They’re bad
Dan Yeah, but last month I failed two of my to our tent, took it down, got in the car and because I’m terrible at grammar.
exams because I was so busy in the garden. went home. Teacher Thank you for being so honest,
Mike Oh no, I’m sure your parents aren’t Boy: Oh dear. Sorry to hear that. Amal. Has anyone got any suggestions?
very happy about that! Poor you! Katy How about using an online grammar
Dan No, but they are happy to see me Unit 5, Lesson 5.1, Track 5.01 quiz? I started using one last month and I
eating more healthy food. They also like the See page 176–177. feel much more confident now. It’s a fun
idea of local food so they’re going to give way to revise grammar and there are lots of
us some gardening tools and containers to Unit 5, Lesson 5.3, Track 5.02 practice exercises, too. The thing I like best is
collect rainwater next year. Hi, I’m Gina. In today’s student podcast, I’m it keeps track of your score. You can see the
Mike That sounds amazing! going to give you some tips on revising progress you’re making and the areas you
for your end of term exams. Ugh! They’re still need to revise.
horrible. I know! But you have to pass Teacher That’s a great idea, Katy. Thanks.. OK,
them so you can leave school with some who’s next? Rory?
qualifications. And developing good

Rory I find revising for exams a challenge. Freya Why don’t we go for lunch at the Unit 6, Lesson 6.8, Track 6.06
I write pages and pages of notes, but I get new cafe in town on Sunday? In the picture I can see two adults and
bored reading them again. I can never Amy That sounds great! Shall we meet at two children. They are walking together,
remember things. about 11 o’clock? probably in a forest. I think they might be
Hana Why don’t you try making mind maps Freya Yes, that’s fine. Best of luck with the a family, so the children might be brother
instead? You only include the important competition. I hope it goes well. and sister. The woman at the back is walking
points in a mind map, so it’s quick and easy Amy Cheers. with a boy. He is the oldest. He might be
to revise with one. There are lots of online 9 or 10 years old. He’s wearing a coat and
programs you can use to make mind maps Unit 6, Lesson 6.1, Track 6.01 hat, trousers and boots. He isn’t smiling.
or you can create them on paper like me. See page 179–180. Maybe he’s cold and wet. It isn’t raining
I like using coloured pens for the all the now, but maybe it rained before because
different parts. Unit 6, Lesson 6.7, Track 6.05 the ground looks wet. The woman is
Teacher That’s useful advice, thanks. OK, Anna I’ve lived on the same street as Edith smiling. She looks happy. The child at the
Hana, what’s your problem. for over five years, but I only started visiting front is holding the man’s hand. I think it’s
Hana Well, I’m a bit embarrassed about her regularly six months ago. Edith lives a girl. She’s the youngest – about two or
telling you this, but I think my memory on her own and doesn’t see her relatives three. She isn’t smiling and she doesn’t
is really bad. When I read information in very often because they live in Australia. seem to be interested in the water she’s
a book, I have difficulty remembering all So, when we did a project at school about walking through, but the father is. In the
of it. That’s why I find revising for exams a improving the lives of elderly people in background, there’s some trees and I think
challenge. It’s funny because I don’t have a the local area, I immediately thought of I can see a lake. It looks like a day trip, or a
problem remembering things I hear on the Edith. I offered to visit her regularly to chat holiday.
radio. or help her with things. I think it’s really
Akira Well, we all process information in important for young people to spend time Skills Trainer 3, Track 6.07
different ways. It sounds like you learn by with the elderly and show some respect. Are you thinking about learning a new
listening rather than reading. You could try These people know so much more than language? How about finding out about
making your own podcasts when you want us – they’ve lived for a long time and have a period of history, or learning a new skill?
to revise for exams. You can listen to the had so many different life experiences. It’s Visit our website and discover E-learning
information in them when you want and it’ll amazing that Edith was born more than 70 courses.
be easier to remember. years before me! There is no cost for school students to
Hana I think I’ll do that! Thanks. Edith When Anna knocked on my door take any of our courses and only a very
Teacher Thank you, Akira. OK, we’ve got time and suggested visiting me regularly, I felt so small cost for university students and the
for one more problem … happy. I’ve got a granddaughter who’s 17 public. This helps us to cover the cost of
like Anna, but I rarely see her because she developing new material.
Unit 5, Lesson 5.5, Track 5.04 lives on the other side of the world. And all Right now, we have more than 50 different
Presenter 1 my other friends are old like me – I’m going courses available, but there will be ten new
Caller Stand opposite your partner and to be 90 in July. I’ve known them for years courses on the website next month and
hold hands. and I also know their opinion on everything. more after that. These new courses include
Presenter 2 So it’s been wonderful spending time with creative writing, the history of space travel
Trainer Come on! Don’t stop! You’re nearly someone young like Anna. I really enjoy and piano for beginners. The length of each
there. Ten … nine … eight … [fade] talking to her and I’m interested in hearing course varies. You can do some of them
Presenter 3 her opinions. They’re often very different in only two hours, while others require 20
Presenter 4 from mine! hours. One of the advantages is that you
Teacher Ssh! Look! Can you see that bird Anna I usually come and see Edith in her can choose any course, and start and finish
over there? ... Use your camera to zoom in house every week. To be honest, I was a when you want to. There is no need to
and [fade] bit worried when I visited for the first time. complete your hours within a certain period
Presenter 5 I didn’t know what to expect, but I didn’t of time. This means you can fit studying
Student A Does this costume look silly? need to worry. Edith’s friendly and easy to around your normal school or working
Student B No, it looks good. talk to and we became friends very quickly. hours. The courses are about self-learning,
Teacher OK, let’s try that scene again. Mark When I’m here, I sometimes wash some which means there are no teachers.
… stand at the front of the stage. dishes or take out the rubbish, but most However, it’s possible to get online help
Presenter 6 of the time we have a cup of tea together while you are studying and there is also a
and chat. She tells me stories about her chat room for you to connect with other
Unit 5, Lesson 5.8, Track 5.07 childhood and growing up in the 1940s. It’s learners. We also understand that some
Freya Hi Amy. You look happy! What’s so interesting learning what things were like books are expensive, so all of the material
happened? many years ago. is available online. Obviously, it is for you to
Amy I won my race on Saturday. Edith I’ve been friends with Anna for about decide if you want to do more. At the end
Freya That’s wonderful! Congratulations! six months and I always look forward to of the course, we send you a certificate to
Amy Thanks a lot! I’m now in the athletics her visits. It’s amazing because we were show that you finished the course. This is
team at school. born years apart, but we never have great to show both universities and future
Freya Well done! That’s amazing. difficulty talking. We talk about all kinds employers. Please look carefully through
Amy Thanks. There’s a competition with of things. I love hearing about the latest our website to see which of the courses
other schools on Saturday. How about films Anna’s seen and the books she’s just would suit you. Welcome to the world of
coming to watch? read. She’s even taught me how to send E-Learning.
Freya Sorry, I can’t. I’m going shopping with a text message on her mobile phone and
my mum and we’re having lunch. We could I’ve given her the recipe for my special Unit 7, Lesson 7.1, Track 7.01
always go for a pizza in the evening. chocolate cake! See page 182.
Amy I’d rather not go out in the evening, if
that’s OK. I think I’ll be tired.

Unit 7, Lesson 7.3, Track 7.02 Girl 1 These are my books, don’t worry. I Mahmood Wait a minute! Why would a
1 can add more books for you and Grandma. football club want to give a part-time job to
There are many milestones in the history of Choose one, and swipe left or right to turn an expert in small boats?
the space age, but if I had to choose one the pages. Jessica It was because the club’s stadium
event it would be the moment when Neil Man 1 Got it. That’s great! My bag will be was next to the River Severn. Fred’s job
Armstrong stepped onto the moon. I think much lighter now! was to collect lost footballs from the river
it was an amazing achievement. You have Conversation 2 in his boat. He did this every time a player
to remember that it happened in 1969. Boy 1 So how do I sync it with my phone? kicked a football out of the stadium during
That’s a few years before even I was born! Boy 2 There should be an app on your a match.
Technology has changed so much since phone already. Mahmood I see, that must be the strangest
astronauts went on those missions. But Boy 1 What am I looking for? job I’ve ever heard of. Surely it was
surely landing on the moon has to be the Boy 2 It’s blue, with a picture of someone expensive for the club to pay somebody to
most impressive achievement of the space running. Scroll down a bit, there look. collect lost footballs. Did Fred earn a lot of
age. Boy 1 Ah yes, Found it, right. So … money?
2 Boy 2 If you tap on the watch, and go to the Jessica No, he didn’t, but he didn’t pay to go
In 2017, the Hubble Space Telescope main menu, above where it tells you the to the football matches. The club paid him
identified several planets near a star called time. a small amount of money for every ball he
TRAPPIST-1. Scientists think there may Boy 1 Mmmm …. oh yes, here it is, what collected. Sometimes there were five or six
be large amounts of liquid water on the do I do next? balls during a single match so it could be
surfaces of some of these planets just like Boy 2 And just choose ‘find new phone’, … very tiring. Also, Fred was good at his job.
there is on Earth. Imagine if those planets there. He had lost only a few footballs before he
also had atmospheres like the Earth Boy 1 Wow, that was quick! retired in the 1970s.
and that humans could breathe there. Boy 2 Yeah, come on mate, get your Mahmood He sounds like a true professional.
Unfortunately, we couldn’t go to the planets trainers on! Jessica Well almost – he did fall into the
around that star unless we travelled on Conversation 3 river a few times during his career!
board a spaceship for many years. Girl 2 Right so, first open the case. Mahmood Oh no, that sounds stressful. And
3 Woman 1 Oh wow, they’re so small! does anybody do Fred’s old job today?
First, some interesting facts about this very Girl 2 Yeah, don’t drop them. Look for the Jessica No, they don’t because Shrewsbury
important event. Perseverance is a car- red light. Town Football Club moved to a new
sized rover which was designed to explore Woman 1 Where’s that? stadium in 2007 and it isn’t next to a big
Mars and to look for signs of life, collect Girl 2 It’s on the back. river.
rock etc. It has nineteen cameras and two Woman 1 Right, finally seen it . Wow, I need
microphones, and was launched on 30 my glasses! Unit 8, Lesson 8.8, Track 8.04
July 2020 from Cape Canaveral Air Force Girl 2 Mum! Now, Put on some music so Teacher: Can you start now?
Station, Florida. It successfully landed on 18 we know your phone is working. Student: Working in the library seems the
February 2021 and will be on Mars for one Woman 1 Done it. What do I do next? best choice for me because I think it would
Mars year, which is about 687 Earth days. Girl 2 Start the app on your phone. be er … How shall I put it? It would be
Let’s now continue with the video before Woman 1 How do I do that? easier for me to think only about my work
we go through to the exhibition centre. Girl 2 Look, just tap on it, ok, it’s connecting, because it would be quiet. Besides, in a
There will be a chance to ask questions at so put them in your ears, … can you hear library you can find everything you need.
the end. anything? There are desks and you can use the books
4 Woman 1 Sorry? of course, and if you don’t have a laptop,
Hi Katie. It’s Ellie here. I just wanted to tell or you forget to bring one, you can use the
you about an amazing trip I went on at the Unit 8, Lesson 8.1, Track 8.01 computers. These are very useful for … you
weekend. I went to the space museum and See page 185. know … What’s the word? I’ve got it on the
learned some really interesting things about tip of my tongue. It’s the thing you do when
people and space. For example, I found Unit 8, Lesson 8.3, Track 8.02 you have to look things up. Do you know
out that Katherine Johnson, who was an Jessica Today on Down Memory Lane what I mean? Of course, you can’t eat in a
African-American woman, was brilliant at we’ve got a story about a man with an library, but if you’re at the university library,
maths and helped send the first American unusual job. for example, you can always take a break
astronaut into space in 1961. It was an Mahmood I can’t wait to hear more, Jessica. and go to … er … How can I explain this?
amazing milestone for so many different Who was this man? It’s like a restaurant but you get the food
reasons. I know you want a career in space Jessica Well, Mahmood, the man’s name yourself.
and science, so I think you’d love it. If you was Fred Davies and I reckon this job was I wouldn’t choose to study in a café because
want to go, I’ll come with you. There is so unique. He did it for more than 40 years and it would be too noisy for me. I find noise
much to see there. Anyway, let me know! he became famous. very … er … The point I want to make is
Mahmood Really? Where did Fred work? when people are talking, I always want to
Unit 7, Lesson 7.8, Track 7.04 Jessica He worked in the town of listen to their conversation and that stops
Conversation 1 Shrewsbury in England and he needed a me studying.
Girl 1 (fade in)… You can have my old one. special boat to do the job. I also wouldn’t choose to work at home in
Man 1 Thanks, dear, but how does it work? Mahmood What kind of boat was it? my bedroom. I don’t like staying at home all
Girl 1 Hang on, I’ll show you. It’s old, but Jessica It was a small round boat called a day. I don’t think it’s good for you. I mean …
still works. coracle. Coracles are made of wood and I don’t think it’s healthy to be in the same
Man 1 The screen is completely grey. Why other materials. They usually carry one place all day.
isn’t anything happening? person who must use a paddle to move the
Girl 1 Mm, I haven’t used it for a while. Turn boat through the water. Fred was an expert Skills Trainer 4, Track 8.05
on the power button on the side. at building and using coracles so the local 1
Man 1 Oh right! football club wanted to employ him. A man travels into the future in a time
machine and meets some very strange

people. It’s set on Earth, but it looks nothing
like the Earth we know. There are no trees
or plants. It’s also very hot and people live
under the ground. So … it’s science fiction.
The problem is I don’t know the title so I
can’t recommend it. Maybe if I go into a
shop and describe what happens, they’ll
know what I mean. Then I can tell you.
2
We are pleased to announce that
Perseverance has successfully landed on
Mars and is now beginning its first scientific
exploration of the planet. After months
and months of hard work, the mission is
successful. Isn’t that incredible? Scientists
are watching its progress closely and we are
hoping for more news soon. Listen again at
6 o’clock for the next report and also for the
chance to hear an interview with Professor
Hammond from London University, who
will give us more information about what
scientists are hoping to learn.
3
My parents gave me a telescope when I was
twelve and since then, I’ve wanted to be an
astronaut. Imagine travelling into space, and
seeing the stars and planets. It would be
amazing. The problem is many people want
to do the same thing! Luckily, I’m good
at science. My favourite subject is physics
and my favourite part of physics is learning
about space, but I’m going to do a degree
in engineering when I leave school. I’d also
like to do an astronomy course. You have to
be very clever to be an astronaut, but you
also have to be fit. So I do athletics and I
play basketball, but I also go climbing and I
love water sports.
4
There have been many exciting firsts in
space travel, from Yuri Gagarin who was
the first man in space in 1961, to Valentina
Tereshkova who was the first woman in
space, to the famous moon landing and
much more. In a moment, we’ll watch a
video about these important moments
in space history, but before we do that
please follow me into the exhibition room
where you will see a full-sized copy of the
Eagle, which was the spacecraft that took
Armstrong and Aldrin to the moon.
5
We can’t take you on a trip to space but we
can give you an idea of what it would be
like. The Starlight space camp is for young
people aged 12–16 who are interested
in space. During the camp, you will get a
chance to learn what astronauts do when
they spend time on the space station. You
will see their food, learn about their exercise
routine and see the result of some of their
experiments. You will also get the chance to
ask questions to two astronauts who have
recently returned from the space station.
The camp is held in the first two weeks of
July. Please book online.

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Teacher’s Guide

Dołącz do międzynarodowej społeczności English Learning Exchange!

Student Book contents 4

6 Introducing Life Vision and course overview: print components

Student e-book Student Online Practice

Workbook e-book Student resources

Teacher’s Guide Course assessment

Course overview: digital components 7

Warm-up Culture note Exercise 3   1.01

Warm-up Exercise 2  1.07

Warm-up Exercise 1 Transcript

Exercises 6 & 8–10

Assessment for Learning

24 Vision 360: Non-interactive version

She isn’t a responsible

CREATE … a travel vlog STEP 3 clearly, naturally and audibly. Encourage

Vision 360: Non-interactive version 25

Warm-up Exercise 2 Exercise 3 All hotspots

26 Vision 360: Interactive version

She isn’t a responsible

CREATE … a travel vlog STEP 3 clearly, naturally and audibly. Encourage

Vision 360: Interactive version 27

Warm-up Exercise 1 Exercise 5

Warm-up Exercise 3  2.06 Exercise 4  2.06

Warm-up Exercise 2 Exercise 3

Assessment for Learning

Warm-up Exercise 2  2.14

Warm-up Students discuss the questions in pairs. Exercise 3   3.01

Warm-up Exercise 2  3.06 Allow students plenty of time to think

Warm-up Transcript (Because he can’t find it any more) Does

Warm-up Tell students to focus attention only on Exercise 6

Warm-up Exercise 2 Exercise 6

Assessment for Learning

Warm-up Exercise 2 Exercise 6  3.15

54 Vision 360: Non-interactive version

STEP 1 Research it! STEP 3 them to add music or sound effects, to

Vision 360: Non-interactive version 55

Warm-up EXPLORE Exercise 3 All hotspots

Vision 360: Interactive version 57

Warm-up Exercise 1 Exercise 2   4.01

Warm-up 3 It can be solid, liquid, or gas. Exercise 6

Warm-up Exercise 3 Circulate and monitor. Point out that

Exercises 3, 5 & 8–11

Assessment for Learning

Warm-up Invite a few students to share their Exercise 6

Warm-up Working in pairs, students discuss the Exercise 3   5.01

Warm-up Exercise 4 have access to and which they use. Ask

Warm-up Exercise 3 Exercise 5  5.14

Warm-up Exercise 1 Check answers as a class. Elicit which

Assessment for Learning

Warm-up Exercise 1 Exercise 6  5.19

Vision 360: Non-interactive version 85

Warm-up Exercise 2 and the hotspots on their own devices. As

appropriate software to produce their STEP 2 Encourage students to add photos or

Vision 360: Interactive version 87

Warm-up Working in pairs, students discuss the Exercise 6   6.02

Warm-up Tell students that they are each going to Transcript

Warm-up the lesson from popular culture – films Exercise 5

Warm-up Exercise 2  6.12

Exercises 4 & 6–9

Student Book contents 4