Course logo

Teacher’s Guide 1
Student Book contents 2 Extra practice 84
Component overview 4 Extra communication 85
Introducing Link It! Second Edition 6 Unit 5 86
Assessment for learning 8
10 Unit 6 98
Professional development 11
12 Extra practice 110
Supplementary resources 12
13 Extra communication 111
a unit
Tour of Unit 14 Unit 7 112
Welcome unit 28 Unit 8 124
Unit 1 34 Extra practice 136
Unit 2 46 Extra communication 137
Extra practice 58 Culture 138
Extra communication 59 Student Book audioscripts 146
Unit 3 60 Workbook Answer Key 155
153
Unit 4 72

Philippa Bowen,Bowen
Philippa Denis Delaney & Cathy Rogers
& Denis Delaney
Cathy Rogers

3
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 Contents

Welcome! pp.4–9 Vocabulary Grammar Speaking

1 All about you

pp.10–20
▸ School subjects ▸ Subject pronouns
▸ Possessive adjectives
▸ be: Simple present
▸ Greet people
Skill focus: Produce vowel
sounds

2 Family
pp.22–32
▸ Family ▸ be: Simple present
▸ Question words + be
▸ Demonstratives
▸ Talk about dates and
special days
Skill focus: Use your real-
world knowledge

Review A My progress 1 p.21 My progress 2 p.33

3 Homes
pp.36–46
▸ Rooms and furniture ▸ Prepositions of place
▸ Plural nouns
▸ Talk about quantity
Skill focus: Use question
▸ there is / isn’t, there are / intonation
aren’t
▸ Is there … ? / Are there … ?
▸ some / any
▸ they’re / their / there

4 My favorite
things
▸ My things ▸ have: Simple present
▸ The possessive ’s
▸ Ask and talk about prices
and paying for things
pp.48–58 Skill focus: Talk about prices

Review B My progress 3 p.47 My progress 4 p.59

5 Daily routines
pp.62–72
▸ Daily routines ▸ Simple present
▸ Prepositions of time: at,
▸ Ask for and make
suggestions
in, on Skill focus: Ask for and
▸ Adverbs of frequency make suggestions

6 Lunchtime
pp.74–84
▸ Food and drink ▸ Simple present
▸ Question words +
Simple present
▸ Talk about likes and
dislikes
Skill focus: Write notes
▸ How often … ?
▸ Object pronouns

Review C My progress 5 p.73 My progress 6 p.85

7 Sports
pp.88–98
▸ Sports ▸
▸
can (ability)
Imperatives
▸ Talk about ability
Skill focus: Use can correctly
▸ Adverbs of manner
▸ Why? / Because …

8 Clothes
pp.100–110
▸ Clothes ▸ Present progressive
▸ Question words +
Present progressive
▸ Talk about shopping
for clothes
Skill focus: Focus on lexical
sets

Review D My progress 7 p.99 My progress 8 p.111

Culture pp.114–121 Word list pp.122–125

Workbook Unit 1 pp.W2–W7 Unit 2 pp.W8–W13 Unit 3 pp.W14–W19

two

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 Listening Reading Writing Global skills

Contents
▸ Understand introductions ▸ Understand a blog post ▸ Write a profile ▸ Understand how to
Skill focus: Understand about learning languages paragraph greet people for the
introductions Skill focus: Recognize proper Skill focus: Use pronouns first time
nouns to avoid repetition

▸ Understand an interview ▸ Understand an article ▸ Write a quiz ▸ Understand how to

Skill focus: Recognize dates, about a family tradition Skill focus: Use the recognize unsafe and
days, and months Skill focus: Use pictures and right punctuation and impolite messages
images capitalization

Extra practice p.34 Extra communication p.35 Video Link p.35

▸ Understand an informal ▸ Understand online posts ▸ Write an online post ▸ Understand how
conversation about bedrooms Skill focus: Decide what to to organize your
Skill focus: Predict content Skill focus: Identify parts of include bedroom
speech

▸ Understand people talking ▸ Understand personal ▸ Write a personal profile ▸ Understand how to
about their lives profiles Skill focus: Order points choose a good gift
Skill focus: Understand what Skill focus: Identify relevant
pronouns refer to words

Extra practice p.60 Extra communication p.61 Video Link p.61

▸ Understand people ▸ Understand emails about ▸ Write a message about ▸ Understand a healthy
talking about after-school daily routines your daily routine routine
activities Skill focus: Understand Skill focus: Link ideas
Skill focus: Identify the topic connecting words together

▸ Understand people talking ▸ Understand an article ▸ Write a description of ▸ Understand how to

about their daily meals about eating insects your favorite dinner make a healthy lunch
Skill focus: Predict language Skill focus: Understand Skill focus: Check your
from the topic opinions work

Extra practice p.86 Extra communication p.87 Video Link p.87

▸ Understand people ▸ Understand an article ▸ Write a message about ▸ Understand how
talking about sports about people’s abilities what you can do to generate and
Skill focus: Identify key words Skill focus: Recognize Skill focus: Expand on main evaluate ideas
surprising information points

▸ Understand descriptions of ▸ Understand an article ▸ Write a description of a ▸ Understand how to

appearances and activities about dress codes family photo work on a team
Skill focus: Identify the Skill focus: Use context to Skill focus: Make your
person speaking work out meaning writing interesting

Extra practice p.112 Extra communication p.113 Video Link p.113

Unit 4 pp.W20–W25 Unit 5 pp.W26–W31 Unit 6 pp.W32–W37 Unit 7 pp.W38–W43 Unit 8 pp.W44–W49
three

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 Print components

FOR STUDENTS

Student Book and Workbook

• 8 topic-based units, each including all skill areas
• 4 Extra practice and extra communication lessons
• Further lesson-by-lesson Workbook practice with grammar references
• 8 Culture lessons

FOR TEACHERS

Teacher’s Guide
• An overview of the course and its methodology
• Professional Development support
• Teaching notes for the Student Book
• Ideas for extra activities
• Assessment for learning tips
• Answer keys, and audioscripts
• Access code for Oxford English Hub

4 Course overview: print components

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 Digital components
on Oxford English Hub

The digital materials and resources for this course can all be found at oxfordenglishhub.com

FOR STUDENTS

Student Book and Workbook e-book Student Online Practice

• A digital version of the Student Book and Workbook • Extra interactive practice of all four skills.
with audio and video
Student resources
• Course audio and video

FOR TEACHERS

Teacher’s Guide Course assessment

• PDF version • Editable Unit tests, Progress tests, and End-Year tests as
A, B, and dyslexic-friendly C versions
Classroom Presentation Tools • Diagnostic tests for every level to use as the start of the
Student Book / Workbook course, and Entry tests to help place students at the
most appropriate level.
• Student Book on screen with audio, answer keys,
and videos • Extra exam practice material
• Workbook with audio and answer keys Teacher resources
• Interactive activities
• Photocopiable worksheets: Grammar, Vocabulary,
• Navigate function between Student Book and Workbook Pairwork, Listening, Reading and Writing, Global
Skills projects
• Student Book audioscripts, Workbook audioscripts,
video scripts

Teacher Online Practice

• Extra interactive practice of all four skills.
• Tools to assign and track students’ homework and
progress, and manage classes

Professional Development
• Methodology support, bite-sized training and more to
maximise your teaching
Course overview: digital components 5

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 Introducing Link It! Second Edition
Link It! is a six-level American English course written specifically
for secondary school students, with particular emphasis on
meaningful communication and skills development. It covers
levels A1 through B2 in the Common European Framework of
Reference (CEFR).
Link It! offers you and your students:
• Topics that appeal to teenagers, so that they can identify with
engaging content and will be interested to learn more.
• Communicative practice with plenty of opportunity for
pairwork, groupwork, and presentation practice.
• Global skills lessons in every unit that equip students with
invaluable strategies to become successful global citizens.
• Cultural awareness with a focus on the U.S. and other English-
speaking countries.
• My progress pages in every unit allow students to see how
much they know and what they still need to work on as well
as reflecting on what they learned in the unit.
• Exam practice is provided in a dedicated section in the
Student Book. There are also Workbook revision and exam
practice pages. Listening worksheets and practice tests are on
the Oxford English Hub.
• Inclusivity: integrated throughout the course with dyslexia-
friendly tests, extra support and differentiation ideas in the
teaching notes. A focus on mixed ability with a step-by-step
approach and various optional exercises support the needs of
your students.
• A carefully levelled and consistent grammar and skills syllabus
aligned to the CEFR with development of the four skills with
integrated support.
• Hands-on language presentation where students
immediately interact with the dialogue or text that opens
each unit, check their understanding of meaning and
context, and are given the chance to try out new structures.
• Grammar presented using the discovery approach. Students
explore the meaning and usage of new language before they
move on to practice.
• Vocabulary is presented in meaningful, real-life contexts
which students encounter in their own language with
extension provided in the worksheets. What’s new for Link It!
• Clear four skills development aligned to the Oxford English Second Edition
Learning Framework (OxELF). Link It! Second Edition’s new and refreshed content will help
• A Workbook which provides plenty of extra practice of the motivate and engage today’s learners.
unit vocabulary, grammar, and communication, as well as Improved global skills alignment based on our position paper
overall revision. There is also dedicated exam practice in Global Skills: Creating Empowered 21st Century Learners, which
Levels 3-6. refocuses the syllabus on a wider range of abilities which
• An Assessment for learning (AfL) focus enabling students to students need to become responsible global citizens.
take an active part in their learning. Improved Real English feature that teaches students common
• Professional development through methodology support; expressions and useful colloquial everyday phrases.
this consists of a range of resources to maximise your New Skill Focus feature in every skills lesson, which supports
teaching effectiveness. They can be found here: skills development.
www.oxfordenglishhub.com Improved integration of AfL principles with clear learning
objectives for every lesson, additional writing models and
added Reflect section on My progress pages. This is further
built into the teaching notes which provide AfL teaching
tips throughout.

6 Introducing Link It! Second Edition

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 Key Features Development of global skills
What are Global skills?
Video in every unit
Each unit includes video content which shows students talking Global skills prepare students at all levels of education to become
about topics that matter to them, using the grammar and successful, fulfilled and responsible participants in 21st century
vocabulary featured in the unit. society. Transferable across subjects in school and across work
and social settings, global skills are both desirable outcomes of
There are also communication videos for every unit, so that
learning and an enriching part of the learning process.
students can see everyday transactional language spoken by
teenagers, which is great for modelling language. Global skills can be grouped into five interdependent skills
clusters which are all applicable to ELT settings:
Documentary-style clips in the course also provide students with
an insight into aspects of the English-speaking world. Communication and collaboration
These are closely linked: collaboration requires effective
Communicative competence communication skills, and communication is enhanced when a
Communicative competence refers to the ability to understand person is aware of how they can contribute to the interaction for
situations and select specific language and skills that are the benefit of others.
appropriate to the context. The five main areas of communicative Creativity and critical thinking
competence are: Critical thinking involves being able to analyse information and
• Linguistic: building on grammar and vocabulary knowledge use problem-solving skills. It is a natural partner to creativity,
in combination with pronunciation in order to produce which relies on the ability to think flexibly and generate original
meaningful utterances. ideas and solutions to problems.
• Sociolinguistic: using language that is appropriate to specific Intercultural competence and citizenship
social contexts. Intercultural competence is concerned with the skills needed
• Discourse: communicating in a coherent and logical way. to interact appropriately and sensitively with people from
• Strategic: using strategies to solve communication issues. diverse cultural backgrounds. The notion of citizenship is
• Intercultural: understanding cultural differences concerned with both the local and the global, focusing on
social responsibility.
in communication.
In addition to covering the grammar, vocabulary and the Emotional self-regulation and well-being
four skills, Link It! Second Edition builds communicative Learner-centred approaches in education focus on aspects
competences by providing models of real English through of well‑being such as ways of promoting learner autonomy,
functional language videos and practice on the Speaking enhancing learners’ self-belief and attending to positive learner
pages, Video link sections and vlogs which feature teenagers attitudes. Other aspects of learner well-being include boosting
in relatable scenarios, and Culture videos which widen learner motivation, developing a growth mindset and making
students’ perspectives. learners aware of effective self-regulatory strategies.
Digital literacies
Exam Skills Digital literacies include the ability not only to use a diverse
Link It! Second Edition is built on targeted practice for various range of digital technologies but to employ them in socially
internationals exams, including the Oxford Test of English, appropriate ways across a range of cultural contexts (see section
Cambridge exams, and national school-leaving exams. on digital literacy below).
For Levels 3-6 there is an exam practice section at the end of the
Student Book for the relevant CEFR level and an exam practice Global skills in Link It! Second Edition
section in every unit of the Workbook. Across these sections In every unit there is a lesson focusing on at least one global skill.
all the main exam papers and task types are practiced across:
Listening, Reading, Speaking and Writing. There are also exam The lesson contains the following elements:
exercise types throughout the Student Book and Workbook. • a reading text on the skill, often supported by new
vocabulary.
• one or two speaking activities that enable students to discuss
aspects of the topic.
• a Global Skills project found in the online resources.
To find out more, read our position paper Global Skills:
Creating Empowered 21st Century Learners at
www.oup.com/elt/expert

Introducing Link It! Second Edition 7

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 Assessment for learning
What is assessment for learning? • It develops skills and confidence. AfL can encourage more
flexible and creative approaches to teaching and give you a
Assessment for learning (AfL) is an approach that builds formal and clear sense that you are helping your students succeed.
informal assessment practices into everyday classroom activities to
• It allows you to teach more inclusively. By providing more
directly encourage learning. It is recognized by educators around
tailored support to individual students, you can feel more
the world as a way of improving students’ performance and
confident that no one is being left behind.
motivation and promoting high-quality teaching.
• It enables colleagues to support each other. AfL offers
AfL relies on a constant flow of information between you and
a consistent approach that you and your colleagues can
your students. Students provide evidence of their knowledge,
implement together.
understanding and skills as they engage in learning activities.
Meanwhile, they receive specific and constructive feedback on
their performance and progress, which helps them to move How can I implement AfL in my
forward in their learning. This creates an ongoing cycle of teaching?
gathering information, identifying next steps and supporting
learners to achieve the set objectives. Effective implementation of AfL is grounded in three key
classroom practices: diagnostics (where the learner is), learning
In an AfL approach, it does not need to be only you who gathers
intentions (what the learner needs to learn next, not to be
and interprets evidence about what students know and can do.
confused with the learning objectives in the Student Book) and
Students are also encouraged to do this for themselves and for
success criteria (what success looks like).
each other through self-assessment and peer assessment. This
helps deepen their understanding of what they are learning, why As this diagram illustrates,
they are learning it, and what successful performance looks like. these practices are

Ma
interrelated, and together

Le
ke
The evidence you gather for AfL does not always need to be

cle

arn hat is b
w they lay the foundations for

ar
no
ics

in the form of grades or scores. Often, you will collect quick

w
rs k

ing eing
effective feedback. The next
ost
rne

insights from a warm-up activity that will then inform the rest of

int learne
lea

section explains the three

gn
at

en d an
your lesson; or you will offer a brief comment about a student’s
Dia
wh

Feedback
key practices in more detail
tio d wh
ut

and
performance on a particular task. Nor should comments focus
do

ns
intervention and shows how they can
Fin

only on aspects that students need to improve. It is just as

be put into practice in
y
important to highlight what students have achieved and are Clarify what successful performance looks like the classroom.
already doing well. It can therefore be useful to focus feedback Success criteria
on “medals” and “missions” – what they have done successfully
and how they can move their learning forward.
Diagnostics
Once students have received feedback, they need time
and opportunities to act on it. It is by putting feedback into To be able to provide intentions feedback, you need to find out
action that students can “close the gap” between their current what students already know and can do. You can gather this
performance and their desired performance. So, for example, evidence in a variety of ways – not just through the diagnostic
after students have received feedback on an essay, you could set and progress tests that come with this course, but also through
aside lesson time for students to redraft their work and / or set classwork and homework activities, including those that
specific goals for their next essay. incorporate peer and self-assessment.
For instance, after a speaking activity students could assess
Why is AfL useful? their own and each other’s performance using a set of can-do
statements. This, combined with your assessment, can reveal
For students: what students are already doing well and highlight specific areas
for improvement.
• It improves attainment. Receiving quality feedback has a
positive impact on students’ achievement. Classroom dialogue can also provide valuable insights into
students’ understanding, and there are a number of ways to
• It deepens learning. Students understand not only what
maximize its potential as a diagnostic tool. These include:
they are learning, but also why they are learning it and what
success looks like. • short warmer activities
• It is motivating. AfL emphasizes progress rather than • asking students open questions that require deeper reflection
failure, encouraging students to set goals, recognize their • allowing plenty of thinking time
achievements, and develop positive attitudes to learning. • exploring their answers through follow-up questions
• It prepares students for lifelong learning. By making • providing opportunities for them to ask questions themselves
students more responsible and self-aware, it equips them to
learn independently in the future. Learning intentions
For teachers: Determining what students already know through diagnostics
will enable you to identify appropriate learning intentions.
• It informs teaching decisions. AfL provides valuable Learning intentions tell students what they are learning in a
information about students’ needs, allowing you to decide lesson and why. This helps them understand the rationale and
what to prioritize in your teaching. value of particular activities, making learning more relevant.
8 Assessment for Learning

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 You may choose to present learning objectives at the beginning Oxford English Learning Framework (OxELF)
of a lesson. It can also be effective to wait until after an activity
and then ask students to infer for themselves what skills the What is OxELF?
activity was aiming to develop, why these might be useful, and
OxELF is a set of tools aligned to the CEFR, which inform our
how they might be applied.
course and assessment materials. Our authors and editors
Success criteria use these tools to create learning materials that lay the right
foundations for every classroom, enabling you to maximize each
In order for students to make sense of learning objectives, these student’s potential. OxELF was developed in consultation with
need to be linked to clear success criteria. If students understand our expert panel and it represents OUP’s view of the best way to
and recognize what successful performance looks like, they learn a language. OxELF is composed of a range of tools that are
will be better able to set clear goals, make use of feedback, and designed to ensure that OUP’s English language courses:
measure their own progress.
• are consistently leveled to the CEFR.
When your students have become more familiar with this
approach, it is a good idea to have them negotiate their own
• are informed by evidence-based theories of language learning.
success criteria. This encourages them to feel responsible for the • support learners in meeting CEFR learning objectives in the
quality of their work and to take charge of their own learning. most effective way possible.
Giving and analysing examples of what good writing looks like is The framework is flexible, allowing course materials to be
another way of establishing success criteria. The Teacher’s Guide developed that meet a variety of teacher and learner needs,
includes model answers for speaking and writing activities to cater to mixed abilities, and take local contexts into account.
facilitate this conversation. The resources are used by course developers to develop and
produce material at the right level of challenge for learners. They
Peer and self-assessment are also powerful ways of engaging
focus on the essential elements of language acquisition:
students with success criteria. For example, if students have
grammar, vocabulary, pronunciation, and the four skills –
written a formal email, they can send it to a classmate, who
reading, writing, listening, and speaking. They can be used by
then gives feedback based on the agreed criteria. In addition, in
themselves or adapted to conform with requirements from
the Workbook Assess Your Progress pages, students are asked to
external sources (e.g. ministry syllabus criteria or international
reflect on what they have learned in that unit.
and national exam specifications).
How is AfL different from other kinds of assessment?
The OxELF resources
AfL is often contrasted with assessment of learning (also called
“summative assessment”), which measures the outcomes of Grammar
learning by showing where students are at a given moment The approach to grammar in Link It! Second Edition is based on
in time. In reality, however, the two kinds of assessment can the OxELF grammar syllabus, which recommends at which level
overlap. For example, you might give your students a summative to teach which grammar point for the first time, ensuring that
end-of-term test to measure their achievement. If you then use grammar acquisition is accessible to learners.
their results as feedback on how they can improve, the same test
Vocabulary
can also become a tool for AfL.
The OxELF vocabulary syllabus is based on the Oxford 3000™ and
Is AfL a new approach? Oxford 5000™. This enables learners to focus on the most useful
In many ways, AfL reflects what most teachers have always done words to know at each CEFR level and acquire strategies for using
in the classroom. Finding out what students can do and giving them. Learning objectives relating to vocabulary development are
them feedback are, of course, fundamental and natural aspects aligned to CEFR competences, such as recognizing different parts
of good teaching. However, in an AfL approach feedback of speech and recognizing collocations.
is viewed as part of a continuous cycle of goal-setting and Pronunciation
reflection, with each learning activity feeding into the next. The
AfL framework also supports you in providing feedback in a way Pronunciation is integrated into all areas of language learning
that is systematic and inclusive. and is aligned with CEFR competences. The key goal for learners
is intelligibility, focusing on key pronunciation features such as
In what contexts can I use AfL? consonant sounds, consonant clusters, vowel sounds, word stress,
sentence stress, intonation, and connected speech.
AfL can be used with students of all ages, and it is compatible
with different approaches to language teaching, from grammar- The four skills
based to more communicative methodologies. Research OxELF categorizes reading, writing, listening, and speaking by
indicates that AfL can also be beneficial in exam-oriented key competences, such as understanding text structure in a
contexts. Students are likely to perform better on exam tasks reading text. These break down into specific micro-skills that are
if they understand what skills that task is assessing, why those needed for learners to improve in that skill, such as recognizing
skills are being assessed, and what a successful task response linking words in a reading text.
looks like.
More information
More information
To find out more about OxELF, visit: oup.com/elt/oxelf
Download our position paper Effective Feedback: the Key to
Successful Assessment for learning from: oup.com/elt/expert

Assessment for Learning 9

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 Course assessment The Oxford Test of English practice
Link It! Second Edition assessment material is based on The Oxford Test of English is a general English language
learning objectives from OxELF, which provide a detailed level proficiency test certified by the University of Oxford. Available
of feedback to inform progress. online through a network of approved test centres, it assesses
Link It! Second Edition offers a seamless learning and understanding and communication in speaking, listening,
assessment experience. With regular assessment check-ins, reading, and writing across three CEFR levels: A2, B1, and B2.
the course provides you with the information you need to The reading and listening modules are computer adaptive,
make the right decisions for your students to support which means that the test adjusts the difficulty of questions
better learning. based on the test taker’s responses. This makes the test
more motivating and shorter, and gives a more precise
All test items are written to the specific learning objectives
measurement than traditional proficiency tests. The speaking
covered in the course, informed by OxELF and mapped to
and writing modules use task randomisation, making each
the CEFR. This principled approach gives you the information
test an individualized experience. Further information and free
you need to guide learning progress forward and not leave
practice materials are available at:
students behind.
www.oxfordtestofenglish.com
Most Link It! Second Edition tests are available in three
different versions (A and B, plus a dyslexia-friendly C version)
and are fully editable so that you can adapt them to match Professional Development
your students’ needs. The course also offers dyslexia-friendly
unit tests. Tests can be accessed via Oxford English Hub. Methodology support
Entry test Link It! Second Edition is informed by Oxford’s research and
best practice from leading experts and practitioners in English
This short test aims to recommend the best level for your language teaching and learning.
students to begin at. It ensures that each student is matched To help deepen your understanding of the core methodology
to the right level of Link It! Second Edition. of the course, the Link It! Second edition team have selected a
Diagnostic test range of Professional Development topics:
• Developing Global Skills
The diagnostic test is level specific and offers insights into your
• Teaching Mixed-Ability Classes
students’ strengths and weaknesses. It can be used to create
individual or class learning plans at the beginning of a course • Using Technology to Motivate Learners
of study, and to inform decisions about which language areas The selection includes some of our influential papers
to focus on. as well as Professional Development modules. Built on
research and classroom practice, our position papers offer
Unit tests practical guidance on the major issues shaping language
The unit tests enable you to identify where learning has education today. Our shorter focus papers offer insights and
been successful in a specific unit and where remedial work tips on specific topics for the classroom.
is needed. The content in the test reflects the language The Professional Development modules consist of short
objectives within that particular unit. You and your learners introductions to topics relevant to Link It! Second Edition,
will get feedback on performance in the form of explanatory as well as practical ideas on how to implement them in your
answer keys. You can also download the marking criteria for daily practice. Each module is no more than 30 minutes long.
speaking and writing activities, as well as supplementary To access these resources, visit: oxfordenglishhub.com
exercises to support and stretch your learners.
Explore further
Progress tests If you would like to develop your skills and knowledge
The progress tests enable you to assess the progress made by beyond the content offered with this course, you can find
students in relation to a specific group of units (for example, at a range of options, from further reading to live Professional
the end of term or the end of the year). The content in the test Development events. These are available at:
is restricted to the language areas covered in those specific oup.com/elt/professionaldevelopmentonline
units. They are used to measure the learning that has taken
place in the course of study so far. Oxford Teachers’ Academy
End-of-year test Advance your teaching with online Professional Development
courses certified by Oxford University Department for
The end-of-year test is used to summarize what students have
Continuing Education.
learned during the year, and the content in the test can come
from any material covered during the year. The test reports on Professional Development titles
the students’ overall progress in a course level. Keep up with the latest insights into English Language
Teaching with our Professional Development titles available to
purchase via your local agent.
Topics include:
• Mixed-ability teaching
• Motivational teaching
• Teacher wellbeing
10 Course Assessment

4092821_Link_It_TG_1_2e Book.indb 10 12-Apr-24 15:11:55

 Professional development
Methodology support
Link It! Second Edition is informed by Oxford’s research and best practice from leading experts and
practitioners in English language teaching and learning. Relevant to the course methodology, the Link It!
Second Edition team have selected the following topics to help you teach with confidence:
• Assessment for learning and effective feedback
• Global skills for the language classroom
• Oxford English Learning Framework (OxELF)
Find out more: oxfordenglishhub.com

Position papers Professional development modules

This course-specific selection includes some of our influential The modules consist of short introductions to topics
papers. Built on research and classroom practice, our position relevant to Link It! Second Edition, as well as practical ideas on
papers offer practical guidance on the major issues shaping how to implement them into your teaching. Each module is no
language education today. Our shorter focus papers offer more than 30 minutes long.
insights and tips on specific topics for the classroom.

Explore further
If you would like to develop your skills and knowledge beyond the professional development content offered
with this course, we offer a range of materials from further reading to live professional development events.

Find out more: www.oup.com/elt/professionaldevelopmentonline

Professional development books

Keep up with the latest insights into English language teaching through our professional development books.

Find out more: www.oup.com/elt

ISBN: 978-0-19-420038-7 ISBN: 978-0-19-440629-1 ISBN: 978-0-19-440563-8

Professional development 11

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 Supplementary resources
Here you will find additional resources for your students which best complement Link It! Second Edition.

Oxford Read and Discover Bookworms Library

Enter a world of discovery and adventure – improve your Classics, modern fiction, and non-fiction – the Oxford
English through fact and fiction. Bookworms Library has something for your students. Over
Oxford Read and Discover is perfect for CLIL. Cross-curricular 260 original and adapted texts, graded to ensure comfortable
topics and colour photos bring excitement to learning English reading at every level.
through other subjects. • illustrations, photos, and diagrams support comprehension
• stories connect to non-fiction readers • activities check comprehension and build language skills
• picture dictionaries and glossaries help build vocabulary • audio helps build reading and listening skills
• projects develop critical thinking skills • glossaries teach difficult vocabulary
• activities support Cambridge Young Learners English tests
• audio in American and British English.

Find out more at: www.oup.com/elt/gradedreading

Find out more: www.oup.com/elt/gradedreading

Oxford Reading Club

Dominoes Oxford Reading Club is a digital library from Oxford University
Dominoes’ color illustrations, on-page glossaries, and Press that offers a smart way to read digital Graded Readers.
dramatized audio motivate and support students to read Students can:
in English. Graded to the acclaimed Bookworms syllabus,
Dominoes offer a comfortable read at every level. • choose from hundreds of titles covering all levels
• choose from over 100 books • use an interactive 5-step reading process that helps improve
all areas of learning including listening, speaking, reading
• glossaries, illustrations, and audio support students’ reading and writing
• task-based projects develop language and • use a variety of interactive features and activities including
critical thinking skills word cards, audio with adjustable speed and voice recording
• dramatized audio available for every book • look up Oxford Dictionary definitions for
vocabulary Development
• track their progress in a monthly report and get study
badges the more they read.
Teachers can:
• create classes for learners depending on their level of English
and schedule reading assignments for them using the
Learning Management System
• track individual student activity and progress with; the 5-step
reading process; number of books read; total words read;
time spent reading
• download a report providing a summary of each learner’s
reading activities.

Find out more at: www.oup.com/elt/gradedreading Find out more: oxfordreadingclub.com

12 Supplementary resources

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 Readers on Oxford Learner’s
Bookshelf
Over 400 e-books to choose from:
• slow down audio for easier listening
• record your voice to practise pronunciation
• make notes and highlight on screen
• synchronize across devices.
Oxford Readers Collections
Collections of 25 graded readers available on the
Oxford Learner’s Bookshelf
• available at 4 Levels from A1–B2
• track reading progress in the reading diary.
Reading Diary
• Measure reading progress and award certificates
to students.
• Track the number of books read, words read, and time
spent reading.

Find out more: www.oup.com/elt/gradedreading

Dictionaries
Oxford’s dictionaries are world-famous. Oxford learner’s
dictionaries are written specifically for learners of English and
provide complete vocabulary support, whatever your level.
The Oxford Essential Dictionary is for elementary- to
preintermediate- level learners (A1–A2). The Oxford Wordpower
Dictionary is aimed at intermediate- to upper-intermediate
level students (B1–B2). The Oxford Student’s Dictionary is for
intermediate- to advanced-level learners (B1–C1); in addition
to the most important words, it includes the words students
need to study other subjects (art, computing, science,
geography, history, literature, math, music, sport, and much
more). The Oxford Advanced Learner’s Dictionary, now in its
tenth edition, is for advanced-level learners (B2–C2).
• updated with the latest vocabulary
• new Oxford 3000 and Oxford 5000 word lists show you the
most important words to learn
• skills support helps you improve your writing and speaking,
and prepare for exams
• an American learner’s dictionary, the Oxford American
Dictionary for intermediate- to upper-intermediate-level
students, is available in print, as well as an American edition
of the Oxford Advanced Learner’s Dictionary online.

Find out more at: elt.oup.com/cat/subjects/dictionaries

Visit our FREE online dictionary with vocabulary learning

support at: oxfordlearnersdictionaries.com

Supplementary resources 13

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 Tour of a unit
Unit Opener Student Book

Students are introduced to the topic and key language in context through an appealing story with recurring
characters. The lesson is broken down into steps to guide students through the key language and topic. The
step-by-step approach is designed to encourage inclusivity. which gives students the chance to communicate
with the new language in a personalized context, following carefully-controlled models.

Unit objectives
describe the
language
and skills
that students
acquire in each
unit.

The photo
story characters
appear at the
start of each
unit to give
context to the
dialogue that
follows.

A step by step
approach
breaks down
the lesson for
students to
gain confidence
with the
language they
will use at the
end of the
lesson.
Students then
In Step 1, answer simple
students read questions
and listen to to check
the photo story comprehension
dialogue, which of the story.
contains key
language and
phrases that Real English
they will use in draws students’
later exercises. attention to
the expressions
and useful
colloquial
everyday
phrases
contained in
the dialogue.

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 Key language Student Book

The exercises QR codes link

in the Key to the video
language and audio
section content from
familiarize the unit, so
students with this material
the language is easily
of the unit accessible for
without the lessons.
requiring them
to manipulate
it. Students
focus on the
target language
in relation to
the photo story.

Step 2 picks out

phrases from
the dialogue
for students to
study closer.

There is a
chance for
students to
practice these
short sections
of the dialogue
in a controlled
way.

Step 3 requires
students to use
the language
and grammar
learned in a
personalized Link to life
speaking task. gets students
thinking about
a real life
situation or
topic related to
the idea of the
lesson.

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 Vocabulary Student Book

This page builds on the previous lesson by presenting and practicing a set of vocabulary items associated
with the unit topic. Some of these vocabulary items have already been introduced in the photo story dialogue
from the previous lesson.

The new Vocabulary

vocabulary set strategy boxes
is presented provide
to students students with
through the useful tips on
on-page how to learn
text, pictures and record their
and audio vocabulary.
recordings
to aid
pronunciation.
This multi-
modal
presentation
appeals to
different
learning styles.

The last
exercise
Students have personalizes
the chance the language
to hear the through a
language speaking task.
in context This gives
through a short students an
and appealing opportunity
listening to practice the
exercise. vocabulary,
making it
relevant to
students,
and helps
memorization.

16 Tour of a unit

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 Grammar Student Book

This is the first of two grammar pages in each unit of Link It! Underlying the methodology of Link It! is the
conviction that students understand and remember rules better if they work them out for themselves. As a
result, a guided discovery approach to teaching grammar is adopted throughout the series.

Sentence-level
examples from
the photo story
unit opener
demonstrate
the grammar
clearly in
context.
Students
A grammar practice the
chart models grammar
the form of the through
key structures. controlled
exercises.

Students can
refer to the
more detailed
Grammar
reference in
the Workbook,
where detailed
explanations
and examples
are given.

Look boxes
contain useful
tips, and draw
attention
to potential
problems
and errors.
These include
spelling rules,
exceptions or
irregular forms, Challenge
collocations, boxes are
and notes designed
about English to provide
usage. extension
activities for
fast finishers.

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 Speaking Student Book

Students learn functional language and phrases that will help them communicate in the situation
that is presented at the end of the lesson. Speaking skills are also developed through Skill focus boxes.

Speaking Lesson
lessons present objectives
functional clearly state
language the aims of
through a the Speaking
dialogue that lesson.
students can
watch, listen to
Every
and read.
conversational
dialogue is
available as a
video which is
motivating for
students.

Culture focus Skill focus

boxes present boxes teach
cultural and develop
information Speaking micro
that is relevant skills and are
to the lesson practiced in
context, giving the following
students activity.
real world
knowledge
as well as
language.

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 Speaking Student Book

The key
functional
language from
the video is
presented in
a simplified
dialogue for
students to
practice by
repeating.

Students
create their
own dialogues,
based on the Challenge
original model, boxes provide
and then extension
practice them activities for
in pairs. more speaking
practice or
extension
of the topic
knowledge.

Link to life
gets students
thinking about
a real life
situation or
idea related to
the topic of the
lesson.

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 Grammar Student Book

A second grammar page presents further grammar for the unit in a structured, simple way.

Sentence-level
examples from
the photo story
unit opener
demonstrate Think boxes
the grammar encourage
clearly in students to
context. reflect on
correct usage in
Students can more detail as
refer to the they complete
more detailed the Think
Grammar activity.
reference in
the Workbook,
where detailed
explanations
and examples
are given.

Challenge
boxes are
designed
to provide
extension
activities for
fast finishers.

20 Tour of a unit

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 Listening Student Book

Listening activities extend the topic of the unit. A variety of activity formats are used to help students develop
well-rounded comprehension skills. The speaking exercises give students the opportunity to respond with
their own ideas.

The inclusive Lesson

step-by-step objectives
approach clearly state
means that the aims of
students can the Speaking
gradually build lesson.
up to the final
personalized
tasks. Skill focus
boxes present
and develop
Listening micro
skills.

Real English
draws students’
attention to
expressions and
useful colloquial
everyday
phrases
contained in the
Listening text.
The Listening
skill from the Pairwork tasks
Skill focus box invite students
are applied and to practice and
practiced in the personalize
accompanying the language
activity. they have just
learned.

Presentation
tasks at the end
of the Listening
page give
students the
opportunity
to become
confident users
of the English
language.

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 Reading Student Book

The Reading page helps students improve their comprehension skills through texts and activities that are of
interest to them. Reading skills are also developed through Skills focus boxes.

Engaging and
age relevant
texts.

The text is
recorded so Check it out
that students Encourages
can hear students to find
pronunciation the meaning
of some of new
possibly vocabulary.
unknown
vocabulary. Comprehension
exercises test
understanding
Skill focus of the text.
boxes teach
and develop
Reading
skills and are
practiced in
the following
activity.

22 Tour of a unit

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 Writing Student Book

The Writing page mimics the topic and genre of the Reading lesson. The model can guide students when
producing their own text. A step-by-step approach enables students to confidently expand their writing skills.

The step-by-
step approach
breaks up the
writing process
into a staged
process.

Students are
presented with
a model to help
them write a
similar text.

Students are
encouraged to
Skill focus break down the
explains the writing task by
micro skill and is making notes
practiced in one in preparation
of the activities for the final
and in the exercise.
writing task.

Students write
a product
using the
micro skill and
the language
learned in the
topic.

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 Global skills Student Book

The Global skills page explores global skills through text and exercises. Students develop their understanding of
these skills in context to help them become global citizens. Topic areas include: empathy, thinking about other
people’s feelings, taking care of yourself and others, being a successful communication, and digital literacies.

Categories of
Global Skills
taught in the
lesson are
listed as well
as the learning
objective.

The Global
Skill is taught
through an
engaging text.
New
vocabulary
related to the
topic or skills
is presented
before reading Students work
the text. in groups to
practice the
Global Skill.

Students work
in groups
and practice
the Global
Skill learned.
Students are
referenced
to go to the
project on the
resources for an
extension on
the Global Skill.

24 Tour of a unit

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 My progress Student Book

My progress allows students to review the language and assess learning throughout the unit.

Exercises cover
language
and grammar
practice and
are scored.

Reflect helps
students think
back on the
unit and what
they found
interesting or
enjoyed the
most.

I can...
statements help
students grade
themselves on
what they can
do with the
language.

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 Extra practice Student Book

The first page of each Review section covers the main vocabulary and grammar points from the previous two units.

Artwork and
pictures set
the language
Vocabulary in context and
across two help students
units is visualize the
consolidated structures
allowing being
students to practiced.
practice the
language in a
new context.

Grammar
practice
exercises that
give students
an extra chance
to practice
the grammar
in a different
context.

26 Tour of a unit

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 Extra communication Workbook

The second page provides extra practice from the Speaking and Listening lesson of the previous two units.

A video link
featuring
teenagers
talking about
topics that
matter to them.

Regular Watch or listen

listening exercises allow
opportunities students to do
enable students the task even
to develop their if they do not
listening skills. have access to
the video.

Pronunciation
exercises help
students with
sounds and
gives them
opportunities
to practice and
improve their
pronunciation.

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 Welcome!
Vocabulary
Classroom language
The alphabet
Numbers (0–100)
School things
Telling the time
Days and months
Pets and colors
Parts of the body

Aim
To practice classroom language, the
alphabet, and numbers from 0–100

Warm-up
• Point to familiar objects around the
classroom, e.g. a pen, a book, the board,
the chair. Ask: What’s this? Elicit the
answers, e.g. It’s a pen.
• Point to the objects again and ask
questions using the wrong words, e.g. Is
it a book? Elicit the answer: No, it’s a pen.

Classroom language
Exercise 1
• Students can work individually or in
pairs to match the sentences with the
pictures.
• Check answers, and check that students
understand all the sentences.
• Model and drill pronunciation of the
sentences.

Exercise 2
• Students can work individually or in
pairs to match the sentence halves.
• Check answers with the class and
ensure that students understand all the
sentences.
• Model and drill pronunciation of the • Read through the information in the Exercise 5 Pairwork
sentences. Look box with the class. Explain that • Demonstrate the activity by inviting
it’s more polite to add ‘of course’ and ‘I’m a confident student to ask you one of
Exercise 3 sorry’ with responses, rather than just the questions. Respond with one of the
• Read out the example answer and saying ‘Yes, you can’ or ‘No, you can’t’. phrases.
then read through the words in the • Students then ask and answer in pairs.
box with the class. Check that students Exercise 4  001
understand them. • Play the first part of the audio and point • Monitor and help while they are
out the example answer. Then play the working.
• Check that students understand the
meaning of can in this context of asking rest of the audio for students to listen • Ask some pairs to ask and answer
and write the answers. questions for the class.
permission. Elicit the equivalent verb in
their own language. • Check answers, playing the audio again ANSWERS
• Read out the gapped sentences in turn and pausing for students to hear the 1 Can I talk to my partner? Yes, of
and elicit the correct words to complete answers. course.
them. Check that students understand • Play the audio again for students to 2 Can I go to the board? No, I’m sorry.
all the sentences. repeat, chorally and individually. You can’t.
• Ask individual students how they say Audioscript Teacher’s Guide p146 3 Can I use a red pen? No, I’m sorry. You
the questions in their language. can’t.
4 Can I go to the restroom? Yes, of
course.

28 Welcome!

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 • Allow students to compare their
answers in pairs, then play the audio
again for them to check their answers.
• Check answers with the class, playing
the audio and pausing for students to
hear the answers.
Audioscript Student Book page 5

Exercise 10  006
• Play the audio for students to listen.
• Read through the dialogues with
the class and check that students
understand everything.
• Play the audio again, pausing after each
line for students to repeat.
• Demonstrate the activity by asking a
confident student their name, then
asking them to spell it.
• Students then work in pairs to write a
similar dialogue and practice it.
• Monitor and help while they are
working.
• Ask some pairs to perform their
dialogues for the class.
Audioscript Student Book page 5

Numbers (0–100)
Exercise 11
• Students can work individually or in
pairs to complete the chart.
• Check answers with the class.
• Get students to count to 31 chorally.

Exercise 12  007
• Play the first number on the audio and
point out the circled answer (13).
• Play the rest of the audio. Students
listen and choose the correct numbers.
• Check answers with the class, playing
the audio and pausing for students
to hear the answers. Write the correct
numbers on the board.
Audioscript Student Book page 5

The alphabet • Play the audio again and suggest that

Exercise 13  008
students sing along.
• Read out the question and check that
Exercise 6  002 Audioscript Teacher’s Guide page 146
students understand it.
• Play the audio for students to listen. • Play the audio for students to listen and
Exercise 8  004
• Play the audio again for students to complete the sentences.
repeat, chorally and individually. • Play the first letter and elicit which one
it is (W). • Check answers, playing the audio again
Audioscript Student Book page 5 and pausing for students to hear the
• Play the rest of the audio for students to
listen and choose the letters. answers.
Challenge
• Allow students to compare their Audioscript Student Book page 5
Ask stronger students to work in small
groups with weaker students to model answers in pairs, then play the audio
Exercise 14 Pairwork
the letters of the alphabet and to help again for students to hear the answers.
Audioscript Teacher’s Guide page 146
• Put students into pairs and ask them to
the others in their group pronounce choose numbers to complete the chart.
them correctly.
Exercise 9  005 • Explain that you will read out some
• Explain to students that they will hear numbers. If they hear the numbers on
Exercise 7  003 people spelling some names. their chart, they should cross them off.
• Play the audio for students to listen to • Play the audio for students to listen and • When all their numbers are crossed off,
the song. write the names. they shout Bingo! The first pair to shout
• You could write the final line of the Bingo! wins.
song on the board to help students.

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 Aim
To practice vocabulary for school things,
telling the time, and days and months

Warm-up
• Play a game to revise the alphabet.
• Spell a student’s name, without saying
the name first, e.g. R-E-N-Z-O. Students
race to say the name.
• Invite the first student who guessed
correctly to choose another classmate’s
name to spell. Other students race to
guess it.
• Continue the game for a few more
minutes. Revise any letters that students
can’t remember.

School things
Exercise 15
• Students can work individually or in
pairs to match the words with the
objects in the picture.
• Check answers with the class, then
model and drill pronunciation of the
words.

Exercise 16
• Students can work individually or in
pairs to match the words with the
objects on the desk.
• Check answers with the class, then
model and drill pronunciation of the
words.

Exercise 17
• Focus students’ attention on the
pictures and the words for colors in the
box.
• Students match the words to the
pictures. They can compare their
answers in pairs.
• Check answers as a class and model
pronunciation of the colors. Drill the
pronunciation of each color chorally
and individually. • Check answers with the class, then • Students work individually to write
model and drill pronunciation of the three times in their notebooks.
Extra activity times. • They then work in pairs. They look at
Ask students to cover up all of page 6
the times that they have both written
in their books, except the picture of the Exercise 19  009 and ask and answer questions about
classroom items. They should then work • Students can work individually or in the times.
in pairs and test each other on which pairs to look at the clocks and write the
words they can remember. One student • Monitor and help while students are
times. working.
points to an object, and the other needs
• Check answers with the class. • For feedback, ask some students to
to say the word in English.
• Play the audio for students to repeat, come and write one of their times on
chorally and individually. the board and say it for the class.
• If students need more practice, draw
Telling the time some more clocks on the board and
elicit how to say the times.
Exercise 18
Audioscript Teacher’s Guide page 146
• Focus students’ attention on the list of
digital times, starting with 08:00 and Exercise 20 Pairwork
explain that we say this as eight o’clock. • Read out the example time and
• Students can work individually or in dialogue to check students’
pairs to complete the sentences. understanding.

30 Welcome!

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 Exercise 22
• If you think your students might
struggle with this exercise, drill the
months with the whole class first.
• Students complete the sentences and
find the missing month.
• When you have checked answers,
ask individual students: When’s your
birthday?

Exercise 23
• Students can work individually or in
pairs to match the words with the
pictures.
• Check answers with the class, and
model and drill pronunciation of the
seasons.

Exercise 24 Pairwork
• Demonstrate the activity by asking
individual students the questions and
eliciting their answers.
• Students then work in pairs.
• Monitor and help while they are
working.
• Ask some students to tell the class
something about their partner, e.g.,
Paul’s favorite day is Saturday.

Days and months • Read out the information about the use
of capital letters in the first Look box.
Exercise 21 Ask students how this compares with
their own language.
• Students can work individually or
in pairs to find the words in the • Then read out the information in the
wordsearch. You could make this a race second Look box with the class. Point
to make it more challenging. out that they need to remember that
the month comes first in American
• Check answers with the class, and
English.
model and drill pronunciation of days.
• Ask a few questions using the days, e.g.
• Discuss with the class how dates are
written in their own language, and how
What day is it today? What day comes after
American English is different / the same.
Friday? What day is your birthday this year?
• Students may want to know that it’s the
Look opposite in British English, where the
• Read out the information with the class. day comes first, e.g., in British English,
Elicit other words that are written with 03/04/2024 is the third of April 2024,
capital letters, e.g., names, towns, cities, whereas in American English it’s March
countries. the 4th 2024.

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 Countries and
nationalities
Aim
To practice vocabulary for countries and
nationalities, and parts of the body

Warm-up
• Write the following cities on the board
and elicit the English words for the
country where each city is located: Rio
de Janeiro (Brazil); Toronto (Canada);
Mumbai (India); Berlin (Germany); Athens
(Greece).
• Ask students to write down three more
world cities. They can then work in
pairs to say the country for each of their
partner’s cities.

Exercise 25  010
• Students can work individually or in
pairs to complete the chart with the
countries.
• Play the audio so they can listen and
check.
• Model and drill pronunciation.
Audioscript Teacher’s Guide page 146

Exercise 26  011
• Point out that this time students need
to focus on the nationalities rather than
the countries.
• Students work individually to complete
the chart.
• Ask students to compare their answers
in pairs.
• Play the audio. Students listen and
check. Pause after each answer so that
students can repeat the words.
Audioscript Teacher’s Guide page 146

Extra activity
Ask students to close their books and
divide the class into two teams. Tell
the class that you are going to say a
country and students have to shout out Exercise 27 Pairwork Exercise 29
the nationality of the people from that
• In pairs, students choose a city and • Students can work individually or in
country, e.g., Spain > Spanish. The first
take turns to ask and answer questions pairs to copy the letters with the same
student to shout out the correct answer
about nationality. color and write the words. You could do
with correct pronunciation gets a point
for their team. Warn students that some • Ask some pairs to model their dialogues this as a race.
countries that you will say were not in for the class. • Check answers with the class.
the lesson, so they will have to guess
Exercise 30
if they don’t already know them. Say
countries from this list: Canada, the U.K.,
Parts of the body • Students work individually or in pairs to
France, Japan, Portugal, Mexico, Brazil, read the descriptions and complete the
Exercise 28 sentences with the correct names.
China, Chile, the U.S., Germany, Egypt,
• Students can work individually or in • Check answers with the class.
Australia, India, Greece.
pairs to match the words with the parts
of the body.
• Check answers with the class, then
model and drill pronunciation of the
words.
• For extra practice, point to parts of your
own body and ask: What’s this? Students
race to say the answers.

32 Welcome!

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 • Put students into pairs to practice
Extra activity
introducing themselves.
Ask students to close their books and
• Ask some students to introduce
draw the following in their notebooks:
themselves to the class.
a face, a body with feet, toes, hands, and
fingers visible. Then ask them to label Audioscript Student Book page 9
their drawings with the words for parts
of the body. Encourage them to try and
Consolidation
remember the words, and to leave any Ask students to make a recording of
that they can’t remember. They can then them introducing themselves. They can
compare their drawings in pairs and see then play the recording back and check
if their partner can help them complete their vocabulary and pronunciation.
the labelling. They can then open their
books and check for themselves.

Exercise 31  012
• Play the audio once for students to
listen.
• Play the audio again, pausing for
students to repeat.

Welcome! 33

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 1 All about
you
Vocabulary
School subjects

Grammar
Subject pronouns, Possessive
adjectives, be: Simple present

Skills
Speaking: Greetings
Listening: Understand introductions
Reading: Understand a blog post
Writing: Write a profile paragraph
Global Skills: Communication and
collaboration, Intercultural competence
and citizenship: Understand how to
greet people for the first time

FAST TRACK
Save time by setting some of the
grammar exercises on pages 13 and 16
for homework and by asking students
to do the initial two exercises in the
Reading lesson before class.

Presentation pages 10–11

Aim
To present new language in the familiar
context of school

Story
Emma meets a new student, Ava, at school
and introduces herself. Dev and Logan
run past them and Logan knocks into Ava.
As a result, Ava does not get a good first
impression of Logan.

Warm-up
• Focus students’ attention on the main TEACHING TIP Exercise 2 Comprehension
picture. Ask: How many people are there? Pre-teaching vocabulary: • Ask students to read the three gapped
Where are they? Are they happy? Elicit sentences.
Pre-teaching vocabulary related
answers. to a task provides support for • Students complete the gaps, referring
• Ask: What do you usually do when you students and enables them to focus back to the dialogues to help them.
meet someone new? Elicit a range of on comprehension without being • Check answers with the class and
answers, possibly in students’ first distracted by the number of words ensure that students understand all the
language, e.g. smile, shake hands, high they don’t know. sentences. During feedback, check that
five, fist bump. Once the students have read and students can pronounce dangerous
listened to the audio for the first /ˈdeɪndʒərəs/ correctly.
Step 1 time, have them circle the following
Real English
adjectives in the dialogues: nervous,
Exercise 1  013 friendly, interesting, great, late, slow, • Ask students to read the information
• Read the question to the class and dangerous. Make sure that students in the box and circle the phrases in the
check that students understand the understand the meaning of the words dialogues. Check that they understand
meaning of new. and explain them, if necessary. them by asking in what kind of situation
• Play the audio. Students listen and read, you would use each one. Ask students
then answer the question. to think of equivalent words / phrases
in their own language.
Audioscript Student Book page 10

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 Support
Some students might need extra
practice. Suggest that they listen and
repeat the audio again at home. Tell
them to record themselves on their
phones to listen back and check.

Step 3
Exercise 5
• Ask two strong students to read out the
example dialogue.
• Elicit another example dialogue using
the names in the box.
• Students work in pairs and write
dialogues to say hello and introduce
people. Remind them to use the
names in the box and the dialogues in
exercise 3 to help them.
• Monitor and help as necessary.

Exercise 6 Pairwork
• Students practice their dialogues in
pairs. Monitor and note down any
mistakes to go over at the end of the
lesson.
• Ask some students to perform their
dialogues for the class.

Link to life
• Read out the questions. You may
need to explain the meaning of the
frequency adverbs usually and often.
Teach never and always at the same
time. Ask: Who is usually on time? Tell
students to raise their hands. Then
ask: Who is often late? Who thinks it's
important to be on time?
• Ask individual students to use full
sentences to describe their attitude to
lateness, e.g., I'm never late.
• If possible, ask students to give reasons
for their attitudes towards lateness.
They may need to use their own
language to explain themselves fully.
• Model the four phrases and ask vocabulary from the Welcome unit by
students to repeat them. Check their asking about the hair color of the four Consolidation
pronunciation, particularly the /ɜː/ people. Encourage students to make a note
sound in worry and the /tʃ/ sound in • Ask students to read the dialogues of any new phrases they learned from
watch and ouch. and complete them with the correct the lesson. Suggest that they practice
phrases. Refer students back to the saying the new phrases and recording
dialogue in exercise 1 if necessary. themselves on their phones so that
Key language • Play the audio. Students listen and they can listen back and check their
check their answers. pronunciation.
Aim
To practice the target language in a Audioscript Teacher’s Guide page 146
personalized context
Exercise 4  014
• Play the audio again, pausing after each
Step 2 line for students to repeat.
Exercise 3  014 • Students could then practice the
• Tell students to look at the three dialogues in pairs.
pictures. Use the pictures to help Audioscript Teacher’s Guide page 146
explain or remind students of the
meaning of run, race, and classroom.
If there is time, you could review

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 Vocabulary
School subjects
Aim
To present and practice vocabulary for
school subjects

EXTRA INFORMATION
Note that the words for school subjects
need to be capitalized when they
are course headings, e.g., in a school
schedule, but not in other contexts
(except for languages, which always
need to be capitalized, e.g., French).

Warm-up
• Ask students to close their books. Write
School subjects in a circle on the board.
• Ask if students can remember the
two school subjects that were in the
dialogues in the previous lesson (History
and Science). Draw two lines from the
circle and write those subjects on the
board, creating a spider diagram.
• Invite students to come to the board
and write other school subjects, either
in English if they already know the
word, or in their first language. Give
help with spelling where necessary.

Exercise 1  015
• Ask students to look at the pictures and
the list of school subjects in the box.
• Students write the subjects under the
pictures.
• Students can compare their answers in
pairs.
• Play the audio. Students listen and
check their answers.
• Draw students’ attention to the
Look box and ask them to read the
information. Ask whether students can
think of any more subjects with a short
name, either in their own language or
in English, e.g., ICT = Information and Exercise 3  017 • Students work in pairs to ask and
Communications Technology. answer the questions.
• Ask students to look at the picture of
Audioscript Teacher’s Guide page 146 Lola and her class schedule.
Extra activity
Exercise 2  016 • Point out that Lola’s schedule for
Monday has already been completed. Ask students to look at Lola’s schedule
• Play the audio again, pausing for again and to tell their partner which
students to repeat the subjects chorally • Play the audio. Students listen and of her school days they like and which
and individually. complete the schedule.
they don’t like. Then ask them to say
• Check that students use the correct • Students can compare their answers in which day in their own class schedules
stress and intonation in the longer pairs. they like and which they don’t like.
words, e.g. Geography, Technology. • Check answers with the class.
Audioscript Teacher’s Guide page 146 Audioscript Teacher’s Guide page 146 Workbook p.W2

Challenge Exercise 4 Pairwork

Have stronger students work with • Ask two confident students to read
others to model the pronunciation out the example dialogue. Check that
and help them to practice saying the students understand it.
subjects correctly. • Tell students to think of two subjects
they like and two that they don’t like.

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 Exercise 2
• Read out the example sentence.
Students complete the sentences with
the correct subject pronouns.
• Check answers with the class.

Extra activity
Ask students to think of two famous
people and one famous band. In pairs,
they take turns to say the names. Their
partner must respond with a sentence
about the famous person / band using he,
she or they, e.g., Ed Sheeran: He is British.

Possessive adjectives
Grammar chart
• Read out the grammar examples.
• Point out that in English the choice of
his or her depends on the person being
referred to: That's Marco. Maria is his
sister. That's Ana. Maria is her sister.
• Refer students to the rules on page W2.
Rules p.W2

Think
• Focus students’ attention on the
words in the box and check that they
understand what they need to do.
• Students complete the sentences.
Check answers as a class.

Exercise 3
• Point out the example sentence.
• Tell students to use the grammar chart
rules to help them if necessary. Check
answers as a class.

Exercise 4
• Students complete the sentences with
the correct possessive adjectives.
• Allow students to compare their answers
in pairs, then check with the class.

Challenge
• Ask students to read the task and check
Grammar pronoun, am = verb, a = article, teacher
= noun.
that they understand what they need
to do.
Aim • Students write their descriptions
To present and practice subject pronouns Subject pronouns individually. Ask some students to read
and possessive adjectives their descriptions to the class.
Grammar chart
EXTRA INFORMATION • Read out the grammar examples. Fast Finishers
Unlike in many other languages, there • Go through the grammar chart. Tell students to look back at the
is no formal you in English and students • Point out that in English we have to dialogue on page 11 and underline in
may ask about this. This means that it’s use a subject pronoun before a verb, different colors the subject pronouns
important to use other polite words e.g., I'm a little nervous. NOT Am a little and the possessive pronouns.
(e.g., please, thank you) to show respect nervous.
when talking to someone in authority. • Refer students to the rules on page W2. Consolidation
Rules p.W2 Suggest to students that to help them
Warm-up learn these subject pronouns and
• Write the following sentence on the Exercise 1 possessive adjectives, they could write
board: I am a teacher. • Read out the example answer and elicit two or three descriptions of friends and
• Find out if students know the parts of another example from the class. highlight the subject pronouns and
speech for each word in this sentence. • Students match the remaining nouns possessive adjectives.
Explain the terms in English if they don’t with the subject pronouns.
already know them, e.g., I = subject • Check answers with the class. Workbook p.W2
Online Practice
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 Speaking
Greet People
Aim
To produce vowel sounds

Warm-up
• Say to individual students: Hi (Cristina).
Elicit the reply: Hi. / Hello.
• Ask: How are you? Elicit or teach the
reply: I'm fine. Repeat this with students
around the class.
• Gesture that you are saying goodbye
and say: Bye-bye. Elicit the reply: Bye. /
Goodbye.

Exercise 1  018
• Play the video or audio once for
students to watch or listen to the
dialogues.
• Students complete the dialogues with
the correct words. They can compare
their answers in pairs.
• Play the audio again. Students listen
and check.
• Read through the dialogues with
the class and check that students
understand everything.
Audioscript Teacher’s Guide page 146

Exercise 2  019
• Ask students to look at the Skill focus
box.
• Read the information in the box to
the students and check that they
understand what a vowel is.
• Model the example words Hi and Bye
and point out that the ‘i’ in Hi and the ‘ye’
in Bye sound exactly the same.
• Focus students’ attention on the first
line in the exercise and elicit which
word has the same vowel sound as Hi
(answer: my).
• Ask students to complete the exercise.
They can then compare their answers Exercise 3  020 Exercise 4  021
in pairs.
• Play the audio of the dialogues from • Read out the task and check that
• Play the audio. Students listen and exercise 1 again, pausing after each line students understand what they have
check their answers. for students to repeat. to do.
Audioscript Teacher’s Guide page 146 Audioscript Teacher’s Guide page 146 • Play the audio. Students listen and write
their answers.
Support Extra activity • Play the audio again if necessary for
Some students find it harder to identify Ask students to look at the pictures and students to check and complete their
sounds than others. If you sense that the speech bubbles at the bottom of answers.
some students are finding this exercise the page. Elicit the difference between
hard, play the audio again. • If your students need more practice
the phrases on the left and the right with pronunciation, you could play the
(phrases on the left are for the start of a audio again, pausing for them to repeat
ANSWERS conversation, phrases on the right are the key phrases.
1 my for the end). Ask students to stand up
2 day Audioscript Teacher’s Guide page 147
and walk around the classroom, talking
3 now to different students. They should use Beat the clock
4 cat the phrases in the speech bubbles to
5 put • Explain the task, then time two minutes.
have mini conversations.
Students create their word maps.
• Put students into pairs to compare their
word maps.

38 Unit 1

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 • Refer students back to the dialogues in
exercises 5 and 6. Elicit which dialogue
is formal (exercise 6) and which is
informal (exercise 5).
• Explain to students that they must
choose whether their dialogue should
be formal or informal, and select
suitable phrases.
• Students write their dialogues.
• Students can compare their dialogues
with a partner and then practice.

TEACHING TIP
Diagnostics: Collaborative mistake
correction
Students will progress better if they
work with their peers to correct
common mistakes. This will also help to
reassure weaker students that people of
all abilities can have similar problems.
As students speak, monitor and make a
note of any problems or mistakes. Write
a few common mistakes that you feel
need to be addressed on the board.
Then put students in pairs to read the
mistakes and correct them. Then check
as a class.

Link to life
• Read out the question to students and
brainstorm what else students do when
they greet people. They should think of
body language and what they say.

Consolidation
Suggest to students that they could
record one half of one of the dialogues
that they have practiced in this lesson.
They can then listen to it and practice
responding to each line.

Workbook p.W4
Extra communication p.35
Online Practice

• Draw a word map on the board and Exercise 6  022

invite students to come and add ways • Point out the example answer on the
to say hello and goodbye to it. Ask first line in the dialogue.
them to say each word / phrase as they
• Play the audio. Students listen and
add it.
complete the dialogue.
Exercise 5 Pairwork • They can compare their answers in
• Read through the task with the pairs.
class and make sure that students • Check answers as a class. If necessary,
understand what they have to do. play the audio again.
• Read out the example answer, then • Put students into pairs to practice the
elicit the next line of the dialogue. dialogue.
• Students put the remaining sentences Audioscript Teacher’s Guide page 147
in the correct order.
Exercise 7 Pairwork
• Check answers with the class, then
put students into pairs to practice the • Focus students’ attention on the
dialogue. pictures and the captions underneath
them. Check that they understand the
• Ask two confident students to read out
meaning of aunt, president and cousin
the completed dialogue for the class.
and ask them to choose one of the
people to have a dialogue with.

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 Grammar
be: Simple present

Affirmative
Aim
To present and practice the simple present
affirmative form of be

Warm-up
• Write the names of four famous people
with different nationalities on the
board (two men and two women), e.g.,
Billie Eilish (American), King Charles III
(British), Carlos Alcaraz (Spanish), Salma
Hayek (Mexican).
• Elicit sentences about their nationalities,
e.g. She's American. He's British. Write
them on the board.
• Underline all the forms of be on the
board and explain that the underlined
verbs are all part of the verb be.

Grammar chart
• Read out the examples.
• Go through the grammar chart with
the class.
• Point out that in spoken English the
short forms are much more common
than the full forms.
• Refer students to the rules on page W7.
Rules p.W7

Exercise 1
• Students choose the correct words.
• Check answers with the class.
Exercise 2
• Allow students to compare their
answers in pairs, then check with the
class.
• During class feedback, check that
students are pronouncing the short
forms correctly.
correct sentence and complete the rule,
Exercise 3 Fast Finishers
then check the answers with the class.
• Read out the example sentence. Tell students to write gapped sentences
• Students then complete the sentences Exercise 5 using the verb be. Then they switch with
with the correct short forms. • Write the headings from the chart on a classmate and try to complete each
• Allow students to compare their the board. Elicit some details about a other’s sentences.
answers in pairs, then check with the fictional student.
class. • Using the information on the board, Consolidation
elicit a short description of the fictional Encourage students to write some
Exercise 4 person and write it on the board. personalized sentences in their
• Explain that in this exercise students • Circulate while they are writing and notebooks about themselves and
have to write the subject pronouns and help with spelling and grammar. people they know to help them
the short forms of be. remember the different forms of be.
• Ask some students to read out their
• Allow students to compare their descriptions.
answers in pairs, then check with the Workbook p.W3
class. Challenge
Think • Students write the descriptions
individually. They can then compare
• Read out the task in the Think box with their descriptions in pairs.
the class. Ask students to choose the

40 Unit 1

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 Step 2
Exercise 2  024
• Read the Skill focus box to students
and tell them that this information gives
the kind of details they should expect
to hear during introductions. Explain
that knowing what kind of topics
might arise in these situations will help
them to cope with hearing new words
and may help them to work out the
meaning for themselves.
• Ask students to read the paragraphs
before completing the task.
• Check answers with the class, playing
the audio again and pausing for
students to hear the answers.
Audioscript Teacher’s Guide page 147

Step 3
Exercise 3
• Ask students to look at the list.
• Students then make notes about
themselves in relation to the topics.

Exercise 4 Presentation
• Read out the task and make sure
students understand that they have to
write a presentation about their partner,
using the notes their partner will give
to them.
• Students exchange notes and write
their presentations. Tell them they can
use the paragraphs in exercise 2 as
models to help them.

Exercise 5 Groupwork
• Put students into groups and ask them
to take turns to give their presentations.
Ask other students to listen carefully
and take notes about what their
classmates say.
• Monitor while they are working and
note down any typical mistakes.
• Ask some students questions about
Listening Step 1 their classmates, e.g., What's (Marco's)
favorite color? See if students can use
Exercise 1  023 their notes to answer the questions.
Understand introductions
• Read through the profile with the
class and make sure that students Consolidation
Aim
understand everything. Suggest to students that they could
To understand introductions
• Allow students to compare their make notes about a family member
Warm-up answers in pairs. using the topics in exercise 3.
They could then practice giving a
• Tell the students the following in full • Check answers with the class, playing
presentation to the class about this
sentences: your favorite color, your the audio again and pausing for
person, using he / she forms of be. If
favorite animal, your favorite day of the students to hear the answers.
possible, ask them to share a picture of
week, e.g. My favorite color is green. Write • Draw students’ attention to the Check the family member.
one on the board. it out box.
• Ask individual students: What's your • Model the words / phrases and find out Workbook p.W4
favorite color? Who's your favorite actor? whether students know the meanings. Online Practice
What's your favorite day of the week? If not, ask them to find out using a
Revise vocabulary for colors and days. dictionary if possible, or explain the
meanings to them. Give an example
sentence about you, e.g., My hometown
is São Paulo.
Audioscript Teacher’s Guide page 147
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 Reading
Understand a blog post
about learning languages
Aim
To recognize proper nouns

Warm-up
• Focus on the picture. Ask students to
say what they can see in the picture.
Encourage them to use colors and help
them with vocabulary as necessary.
• Write their answers on the board,
e.g., a girl, a yellow hat, sunglasses, a
skateboard, a yellow T-shirt, a blue shirt.

TEACHING TIP
Learning intentions: Pre-teaching
word combinations
Pre-teaching common word
combinations allows students to feel
more confident when approaching a
reading text.
Once the Warm-up has been
completed, write the following on
the board: I like .... Check that students
understand what it means and then
complete the sentence for you, using an
-ing form, e.g., I like running. Explain that
when you want to talk about activities
that you like, you need to use an -ing
form. Elicit examples from the students
and explain that they will see some
examples of this in the reading text.

Exercise 1  025
• Check that students understand the
question.
• Play the audio. Students read and listen
and write down their answer.
• Check the answer with the class.
Audioscript Student Book page 18

Exercise 2
• Focus students’ attention on the Skill Exercise 5 Pairwork
focus box. Germany and Spain and there were
• Ask students to look at the three questions already Native Americans living on
• Read it out and explain that the first in the last paragraph of Olivia’s blog. the land, so many different languages
example in the text is the name Olivia.
• Students can take turns to ask and answer have always been spoken in the U.S. At
• Ask students to find and underline all those questions in pairs. Encourage them least 350 languages are spoken in the
the other proper nouns in the text. to answer in full sentences. U.S. today but most Americans (239
Exercise 3 • Circulate and monitor, making a note of million) can speak English. Spanish is
any mistakes to focus on at the end of the second-most spoken language (35
• Ask students to complete the sentences the activity. million speakers).
about Olivia. They may need to read the
text again to find the answers. Culture focus Extra activity
• Check answers with the class and point • Refer students to the Culture focus Ask students to do the following before
out the examples of like + -ing form in box. Ask if students are surprised about the next lesson to give them additional
1, 2 and 4. any of the five countries. listening practice: listen to a song they
Exercise 4 like in English and learn one or two
CULTURE NOTES
lines from it. Ask them to look up the
• Focus students’ attention on the chart There isn’t an official language in meaning of any words they don’t know.
and ask them to complete it with the the U.S. Americans speak whatever They can talk about the song and these
languages Olivia mentions in her blog. language they choose to. This is due lines in the next lesson.
• Students can compare answers in pairs. to the history of America. The original
settlers were from Britain, France,

42 Unit 1

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 them how many times they can see his
name (1). Then ask them to find and
underline 4 pronouns (he x3, his x1).
• Focus students’ attention on the
information about Adriana and the first
sentence of the paragraph about her.
• Students complete the profile
paragraph using complete sentences.
• Students can compare their answers in
pairs.
• Check answers as a class.

Step 3
Exercise 3
• Read out the task and refer students
back to the example profile paragraph
in exercise 1.
• Circulate during the task and help as
necessary.

TEACHING TIP
Success criteria: Writing checklists
Students will benefit from creating a
writing checklist so that they can make
sure they have covered everything in
the writing task.
Tell students to look back at the
example profiles and ask them what
information is in each one. Elicit answers
and work with students to write a
checklist similar to the following on
the board: 1 name and age, 2 where the
person is from, 3 favorite school subjects,
4 wants to learn … 5 likes …. When
students have finished writing their
paragraphs, put them into pairs. They
then read their partner’s paragraph
and use the checklist to make sure that
all the necessary information is in the
profile. Ask some students to read their
paragraphs to the class.

Challenge
• Students write their sentences individually.
• Ask some students to read their
Writing Step 1 sentences to the class. Ask other
students if the sentences are also true
Exercise 1
Write a profile paragraph for them.
• Ask students to read Gabriel’s profile
Aim information and the paragraph about Extra activity
him.
To use pronouns to avoid repetition • Students write four sentences about
• Check that students understand the themselves, three true and one false.
Warm-up meaning of wants to.
• In pairs, they read their sentences to
• Ask students if they use any apps to • Then ask students to read Eliza’s profile each other and guess which one is
help them learn, e.g., dictionary app, information. false. During feedback, find out from
and find out if they like them. • Students use this information to students who guessed correctly.
• Ask what students think are the pros complete the paragraph about her.
and cons of using apps for language • Check answers as a class. Consolidation
learning (they may need to do this in
Ask students to write a profile paragraph
their first language), e.g., pros = quick Step 2 for a person in their family or a close
and easy to use, cons = no teacher to give
friend.
feedback. Exercise 2
• Read the Skill focus box with the class Workbook p.W5
and check that students understand it. Culture p.114
• Asks students to look back at the profile Online Practice
paragraph for Gabriel in exercise 1. Ask
Unit 1 43

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 Global skills
Understand how to greet
people for the first time
Communication and collaboration
Intercultural competence and citizenship

Aim
To understand how to greet people for the
first time

Warm-up
• Write the following heading on the
board: Meeting someone for the first time.
Then create two columns, one with a
check mark at the top to show what
you should do, and one with a cross at
the top to show what you shouldn’t do.
• Brainstorm ideas from students for
each column (in their own language if
necessary), e.g., do = listen, don't = look
at the floor.

Exercise 1
• Ask students to look at the pictures and
the words / phrases in the box. They
might not know these words / phrases
but ask them to try to complete the
exercise first and you will explain the
meaning afterwards.
• Students match the words / phrases
with the pictures.
• Check answers as a class and ensure
that students understand the meanings.
• Model how to say the words / phrases
and check that students can pronounce
them correctly.

Exercise 2 Pairwork
• Ask students to work in pairs and talk
about what they usually do when they
meet someone new. Support them
with vocabulary where necessary.
• Ask pairs to provide feedback to the class.

Exercise 3
• Focus students’ attention on the forum Exercise 4 • Circulate and monitor. Make a note of
posts. • Ask students to look at the chart and any mistakes to focus on at the end of
tell them that they need to focus on the activity.
• Point out that Selena is asking for help
and someone has responded. the differences between formal and • Choose two pairs to act out their role
informal situations. Explain that some play to the class.
• Students answer the question.
of the actions / phrases are OK in both
• Check the answer as a class. situations. Consolidation
• Refer students to the Check it out box • Students check the columns. They can If possible, ask pairs to record one of
and point out that all the words in the then compare their answers in pairs. their role-plays on their phone. Then ask
box are adjectives. two pairs to exchange their recordings.
• Check answers as a class.
• Students match the words in the box Students listen to the recordings and
with their opposites. Exercise 5 Pairwork say how friendly / confident the other
• Check answers as a class and model the • Put students into pairs and tell each pair was.
pronunciation of the words. student who is A and who is B.
Global Skills Project (Online resource)
• Ask them to read their roles.
Fast Finishers
• Students then role-play the
Tell students to look back at the forum conversations. Remind them to think
posts and underline all the adjectives about their body language and which
(shy, new, young, informal, older, formal, phrases to use, depending on whether
nice, confident, friendly). the situation is formal or informal.

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 leaving a person, to help them order
the dialogue.
• Students complete the remaining
sentences.
• Check answers as a class.

Exercise 4
• Explain that in this exercise they need
to focus on whether they need singular
or plural pronouns.
• Students underline the correct words.
• Check answers as a class.

Exercise 5
• Remind students that they need to use
short forms rather than full forms and
refer them back to the table on page 16
if necessary.
• Check answers as a class.

Reflect
• Read through the questions and check
that students understand them.
• Ask students to work individually
and note down their answers to the
questions.
• Put students into pairs so that they can
tell each other their answers.
• Circulate and find out what students
learned and enjoyed about the unit.
• Ask individual students to share some
of the words and phrases they learned
from the unit.

I can
• Read the Can do statements to the
students and draw their attention to
the page references for each one.
• Ask students to work individually and
to look back through the unit so they
can check how they feel about each
sentence.
• Circulate and make suggestions for
students who checked the ‘I need
practice’ column.
My progress Exercise 2
Support
• Ask students to read the lines from the
Aim dialogue and point out that the first link Some students will find it harder
To review the key language and reflect will be from speaker A. to remember new vocabulary and
what they have learned from the unit • Elicit which is the first line. grammar forms. Tell these students
to look back at these pages and write
• Students then put the rest of the
five sentences about themselves using
Language practice dialogue in the correct order.
some of the words and structures
• Check answers as a class. presented.
Exercise 1
• Put students into pairs to practice the
• Ask students to read the task and check dialogue. Workbook pp.W2–W7
that they understand what they need
Online Practice
to do.
Grammar practice
• Encourage them to use their memory
and to only look back at the Vocabulary Exercise 3
lesson if they need to. • Ask students to read the task.
• Students can compare answers in pairs. • Elicit the answer to number 1 and
• Check answers as a class. remind students to think about which
sentences are used when meeting
a person and which are used when

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 2 Family
Vocabulary
Family

Grammar
be: Simple present; Question words +
be, Demonstratives

Skills
Speaking: Dates and special days
Listening: Understand an interview
Reading: Understand an article about
a family tradition
Writing: Write a quiz
Global Skills: Digital literacies,
Emotional self-regulation and well-being:
Understand how to recognize unsafe
and impolite messages

FAST TRACK
Save time by skipping the Challenge
activities on pages 25 and 28. You could
also set writing exercise 7 on page 31
for homework.

Presentation pages 22–23

Aim
To present new language in the familiar
context of friends chatting at school and
getting to know new people

Story
Emma introduces the new student, Ava,
to Madison. They look at pictures on their
phones and talk about their families.
Logan looks at the pictures on Ava’s
phone without her permission and she is
angry about it. Madison defends Logan,
explaining that he is her best friend.

Warm-up • Check that students understand all the

TEACHING TIP
• Focus students’ attention on the list sentences.
of what they will do during the unit. Diagnostics: Finding out what
Explain the meaning of appropriately students remember about short Real English
forms
(e.g., in a way that is correct or • Ask students to read the information
acceptable for a particular situation). Drawing students’ attention to a and circle the phrases in the dialogues.
• certain grammar feature allows
Ask students to look at the main • Make sure that students understand
picture. Ask: How many people are there? students to check what they already
the meaning of the phrases by eliciting
Where are they? know from previous units.
examples of each situation.
Once the students have read and
Step 1 listened to the audio for the first time,
ask them to find and circle all the short
Exercise 1  026 forms, e.g., She’s, I’m. Then ask them to
• Ask students to look quickly at the tell you what the abbreviation stands for
names of the characters and say which in each case, e.g., is, am.
they have already met in Unit 1 (Emma,
Ava and Logan). Find out what they can Exercise 2 Comprehension
remember about the characters. • Ask students to read the five gapped
• Check that students understand the sentences and then complete the gaps,
meaning of best friend. referring back to the dialogues.
Audioscript Student Book page 22

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 from your family on the board. Ask a
strong student to play the role of the
friend and model the conversation.
• If possible, ask students to find a picture
of a person or people from their family
on their phone. If not, ask them to
imagine or draw a picture.
• Students work individually and
complete the dialogue about their
family member / members.

Exercise 6 Pairwork
• Put students into pairs so that they can
practice both of their dialogues.
• Circulate and note down any mistakes.
• Ask some students to perform their
dialogues for the class.

Link to life
• Check that students understand similar
and different.
• Write the name of one of your friends
on the board. Then write two headings
(similar / different) and add sentences
underneath each one, e.g., similar: We
are both friendly. We both like music;
different: I am a teacher but they are a
doctor. Elicit the meaning of both and
but. Point out that both comes after be,
however it comes before other verbs.
• Put students into pairs to talk about
their similarities and differences.
Circulate and help with vocabulary as
necessary.
• Ask one or two stronger students to
tell the whole class about how they are
similar to / different from their friend.

Consolidation
Ask students to record themselves on
their phones saying the questions in
their dialogue in exercise 6. They can
then play back their questions and
practice answering them about different
people in their family.

Key language • Check that they understand what they Challenge

need to do (reorder the words) and Encourage stronger students to look
Aim point out that the words in the first line back at the phrases in the Real English
of dialogue 1 have been reordered. box on page 22. Ask them to think of
To present and practice the target
language in a personalized context Audioscript Teacher’s Guide page 147 how they would translate each of these
phrases into their first language. Then
Exercise 4  027 ask them if they can think of other
Step 2
• Play the audio again, pausing after each English phrases with a similar meaning,
Exercise 3  027 line for students to repeat. e.g., Good to meet you, Just a minute,
• Students could then practice the What’s wrong? Give him time.
• Tell students to look at the three
pictures and say who Ava, Madison and dialogues in pairs.
Online Practice
Logan are. Ask if they remember who Audioscript Teachers Guide page 147
the other girl is in the second picture
(it’s Emma who appeared in Unit 1). Step 3
• Ask students why Ava isn’t happy with
Logan (he looked at her phone without Exercise 5
her permission). Students might need to • If appropriate, show a picture of
explain this in their first language. someone from your family on your
phone. Alternatively, draw someone

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 Vocabulary
Family
Aim
To present and practice vocabulary for
family words

CULTURE NOTE
There are lots of different words that
Americans use for their grandparents.
Students may have heard some of them
on U.S. TV series. In many U.S. states,
people call their grandmother grandma,
nana, granny or grammie. Common
words for grandfather include grandad,
papa or pop.

Warm-up
• Point to the family scrapbook on page
24 and teach the word scrapbook.
• Ask students to look back at the
dialogues on page 22 and find five
words to talk about family members.
Invite students to come to the board
and write those words (cousins, brother,
sister, mom, dad).
• Check that students understand these
words by asking them what the words
are in their first language. They can also
check in a dictionary.

Exercise 1  028
• Ask: Where's Lola? Ask students to find
Lola in the family scrapbook.
• Students work individually or in pairs
to complete as much of the family
scrapbook as they can before listening.
Audioscript Teacher’s Guide page 147

Exercise 2  029
• Check that students use the correct
vowel sounds in aunt /ænt/ and cousin
/ˈkʌzn/.
Audioscript Teacher’s Guide page 147

Support TEACHING TIP • Show the family tree you drew to

students and ask them to compare their
Some students may find the Learning intentions: Highlighting
drawings to yours.
pronunciation of family words hard. Tell activity aims
them to play the audio at home and
• Now students work in pairs, and take
To engage students, explain the aims
turns to describe their family trees, to
repeat the words. of the activity before they start.
draw them, and compare them.
Make sure to review grammar and
• Monitor and make a note of any
Exercise 3  030 vocabulary from the previous lesson.
mistakes to go over at the end.
Explain that talking about their family
• Focus on the pictures and elicit which
will help them remember new language Consolidation
one is Luis.
in the future.
• Read out the example answer and Ask students to write short sentences
ask students to find Catrina in the about their own family using the
scrapbook. Exercise 4 Pairwork new vocabulary. They can use Lola’s
• Allow students to compare their • Demonstrate the activity by drawing a sentences in her scrapbook as guidance.
answers in pairs before listening. simple version of your own family tree
on a piece of paper. Then say sentences Workbook p.W8
Audioscript Teacher’s Guide page 147
about your family. Ask students to listen Online Practice
and draw your family tree.

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 Exercise 1
• Remind students that they need to
write two sentences. First, the negative
sentence and then the sentence with
the short form.

Exercise 2
• Students write the sentences. Check
answers with the class.
ANSWERS
1 Ella isn’t in my class.
2 It’s five o’clock.
3 The students aren’t at school.
4 I’m not Japanese.
5 You’re very intelligent.
6 They’re my parents.

be: Simple present

Interrogative and short

answers
Grammar chart and Think box
• Read out the grammar examples and
chart with the class.
• Students complete the Think box rule.
• Reinforce the point that in English, the
verb comes before the subject pronoun
in a question, e.g., Are you a teacher?
NOT You are a teacher?
• Refer students to the rules on page W12.
Rules p.W12

Exercise 3
• Students complete the questions and
answers.
• Check answers with the class.
Exercise 4
• Ask two strong students to read out
the example question and the correct
answer, based on whether you are
American or not.
ANSWERS
1 Are you 11 years old? Yes, I am. / No,
Grammar be: Simple present I’m not.
2 Is it Monday today? Yes, it is. / No, it isn’t.
3 Are you from London? Yes, I am. / No,
Aim Negative I’m not.
To present and practice the simple present
Grammar chart and Think box 4 Are you at school? Yes, I am. / No, I’m
negative form of be
not.
To present and practice yes / no questions • Read out the grammar examples and
5 Is it your birthday in August? Yes, it is. /
and short answers with the present simple go through the grammar chart.
No, it isn’t.
form of be • Students complete the Think box rule.
• Reinforce the point that in English the Challenge
Warm-up word not comes before the verb be, e.g., • Ask some students to read their
• Revise the forms of be by shouting out It is not good. NOT It not is good. questions to the class.
a pronoun, e.g., I, and asking students to • Explain that when we use the negative
shout out the be form, e.g., am. form of be, the short forms are far Consolidation
• Elicit the short forms: I'm, you're, he's, more common than the full forms, Tell students to write four questions that
she's, we're, they're. Write them on the even in written English, e.g., aren't, isn't. someone they don’t know might ask
left side of the board, leaving space for However, we don’t abbreviate am in the them, e.g., Are you Brazilian? Tell them to
more. same way. We say I'm not, NOT I amn't. record the questions on their phone and
• Ask students to come to the board and • Refer students to the rules on page W12. then listen back and answer each one.
write full sentences for the abbreviated Rules p.W12
be forms, e.g., I am 12 years old. Workbook p.W8

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 Speaking
Talk about dates and special
days
Aim
To use your real-world knowledge

Warm-up
• Revise numbers up to 31 by asking
students to count around the class, with
each student saying the next number.
• You could do this as a game, with
students standing up at the start and
sitting down if they make a mistake or
don’t know the next number.
• If students need more practice, go
around again, encouraging them to
speed up this time.
• Revise the months of the year by saying
January. Students put their hands up
to say the next month. Continue with
different students each saying the next
month until they reach December. Write
the months on the board.

Exercise 1  031
• Read out the first two lines of the chart
and check that students understand the
meaning of the ordinal numbers.
• Students could work in pairs to
complete the chart.
• Play the audio for students to listen and
check.
• Play the audio again, pausing for
students to repeat.
Audioscript Teacher’s Guide page 147

Challenge
Since the word stress in thirteenth and
thirtieth is different, have students work
in pairs and stronger students model
the pronunciation of these two words.

Exercise 2  032
• Play the video or audio for students to CULTURE NOTES British English way of saying dates and
listen and choose the correct dates. that in American English, we don’t use
Students might be interested to know
the.
• They can compare their answers in pairs. that Groundhog Day is a tradition in
Audioscript Student Book page 26
• Play the audio again. Students listen the United States and Canada and is on
and check. February 2nd every year. It comes from
Extra activity
• Check answers with the class, playing a 16th Century idea that if a groundhog
With books closed, put students into
the video or audio again if necessary for comes out of its den (the place where
it lives) and sees its shadow on this day, teams. Write a selection of dates on the
students to hear the answers.
it will go back into its den and winter board as numbers, e.g., 7/24, 3/15. Ask
Audioscript Teacher’s Guide page 147 teams in turn to choose a number on
will last another six weeks. However, if it
doesn’t see its shadow then spring will the board and say the date correctly,
come early. e.g., July 24th, March 15th. If they say
the date correctly, they get a point, and
the number is crossed off the board.
Exercise 3  033 If they don’t say the date correctly,
• Play the audio or video again, pausing don’t correct it, but move on to the
after each line for students to repeat. next team. Continue until all dates are
• Read through the Look box with the crossed off. See which team has the
class. If students ask whether you can most points.
say ‘June the 7th’, explain that this is the

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 • Students work in pairs and take turns
to ask and answer questions about the
days / dates in exercise 5.
• Circulate and note any mistakes.

Exercise 7 Pairwork
• Read the task to students and check
that they understand that some special
days are the same date every year, but
that others move.
• Put students into pairs and tell students
who is A and who is B in each pair.
• Ask students to look at the four days
and then find out about the two
days in their list. They should find out
which countries / cultures each day
is connected to and why the day is
special. Allow them to do some online
research. Alternatively, they could do
the research for homework and bring
their notes to the next lesson.
• Provide support with vocabulary and
pronunciation where necessary.

BACKGROUND INFORMATION
• Martin Luther King Jr. Day celebrates
his achievements during the Civil
Rights Movement, when he led
protests against racial discrimination.
• Indigenous People’s Day is a day to
honor the history and traditions of
Native Americans.
• Eid al-Fitr is a Muslim celebration at
the end of a period of fasting.
• Lunar New Year is an Asian
celebration based on the cycles of
the moon, which begins with the first
new moon of the lunar calendar.

Link to life
• Focus students’ attention on the
questions in the box.
• Tell the students a date of the year that
is important to you (e.g., your birthday)
and explain what you like to do on this
day. Write some useful phrases on the
Exercise 4  034 Exercise 5 Pairwork board, e.g., have a party, make a cake.
• Play the first part of the audio and point • Ask a student to read the information • Put students into small groups and
out the example answer. in the Skill focus. Remind them that
ask them to talk about their important
• Play the rest of the audio. Students when they are unsure of some facts,
dates and how they celebrate them.
listen and complete the dates. they can always ask other students or
do some online research to find out
• Play the audio again if necessary for Consolidation
more.
students to check and complete Ask students to focus on one of the
their answers. Remind students that • Point out that the first day has been important days they talked about in the
in American English, the month is matched to its date. Link to life activity. Tell them to write 2–3
mentioned first (unlike in British English, • Put students into pairs so that they can sentences about the day and what they
where the day is mentioned first, e.g., match the days and dates together. If usually do on it.
the 10th of June). possible, allow them to research any
• Check the answers with the class. that they don’t know online. Workbook p.W10
Audioscript Teacher’s Guide page 147 • As a follow-up, ask: Are these dates Extra communication p.35
important in your country? Elicit which of Online Practice
Beat the clock the dates are important.
• Set a timer for two minutes.
Exercise 6 Pairwork
• Students compare their lists and talk
about why the dates are important. • Ask two students to model the example
question and answer.
• Elicit some important dates.

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 Grammar
Aim
To present and practice question words
+ be
To present and practice demonstratives

Warm-up
• Elicit what students know about
question words by writing some
gapped questions on the board: ___ is
your birthday? ___ old are you? ____ are
you from? for them to complete.
• Check answers and explain that they
are question words.

Question words + be
Grammar chart
• Go through the examples and grammar
chart with the class, and check that
students understand the meaning of
the question words.
• Remind students that in questions, the
verb be comes before the subject: Where
are you from? NOT Where you are from?
• Refer students to the rules on page W12.
Rules p.W12

Exercise 1
• Students choose the correct question
words. Check answers with the class.
• Read through the information in the
Look box with the class. Elicit or give a
few more examples of questions with
which and what, e.g., Which is your book?
What's your name? What's the date today?

Exercise 2
• Students complete the questions.
Check answers with the class.

Exercise 3
• Students write the questions.
• Check these, then ask students to write
the answers.
• Students can ask and answer the attention on the four pictures and read
Fast finishers
questions in pairs. out the sentences that match each one.
In pairs, have students look in their bag,
• Students read the Think box and
ANSWERS take out four items and check that they
complete the rules.
1 How old are you? know how to say each item in English
2 Where is your school?
• Refer students to the rules on page W13. (provide help or allow them to look up
3 Who is your best friend? Rules p.W13 the words). Then ask them to put two of
4 When is your birthday? the items on their desk and keep two in
Exercise 5 their hands. They should take turns to
Exercise 4 • Remind students to look at the number point to or hold up each item and say
• Focus students’ attention on the of things in each picture so that they sentences using this / that. If they have
example question. Students then know when to use plural forms and more than one of each item, they can
complete the mini-dialogues. when to use singular forms. also practice these / those.
• Check answers by asking pairs of • Students complete the sentences.
students to read out the mini-dialogues. Check as a class. Consolidation
Challenge Ask students to role-play the mini-
Demonstratives • Students draw a picture and write the
dialogues in exercise 4 with a partner,
giving true answers to the questions.
Think sentences individually.
• Read out the first two grammar Workbook p.W9
examples. Then focus students’

52 Unit 2

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 Step 2
Exercise 2  036
• Ask students to read through the profile
quickly. Elicit some possible answers
to check that they understand the
information they are listening for.
• Play the audio. Students listen and
complete the profile.
• Focus students’ attention on the Real
English box. Read out the phrases
to students and check that they
understand them. You could describe
the meaning of each as follows to see if
they can match the phrases: Someone
famous on a TV or radio show (special
guest). Saying you like something a lot
(That’s really nice.). Saying you like the
same thing as the other person (Ah, me
too!). Interesting information (fun facts).
Audioscript Teacher’s Guide page 147–148

Step 3
Exercise 3 Pairwork
• Focus students’ attention on the
picture and the Celebrity facts. Find out
if students like Billie Eilish and which
songs of hers they know, e.g., “Bad Guy”,
“Lovely”.
• Ask students to read the Celebrity facts.
• Focus on the prompts in the box. Check
that students understand full name.
• With weaker classes, you could focus
on each prompt in turn and elicit the
question that students need to ask.
• Circulate during the task and note
down any repeated mistakes.

Exercise 4 Pairwork
• Monitor while students are working and
note down any mistakes to correct in a
feedback session at the end.
• Ask some students to tell the class
something they learned about their
partner.
Listening Step 1
Consolidation
Exercise 1  035 Suggest to students that they could
Understand an interview
• Focus students’ attention on the Skill record questions from exercises 3 and 4
Aim focus box and read it out to the class. to ask themselves. They could then
To recognize dates, days and months • Write the following words on the listen and practice answering them.
board and elicit which preposition
Warm-up comes before each one: Wednesday Workbook p.W10
• To revise dates, ask students to be ready (on), October 10th (on), December (in). Online Practice
with a pen and their notebook. Remind them that listening out for the
preposition can help them to predict
• Say three dates aloud fairly quickly and
the type of word that will come next.
ask them to note them down, e.g., June
30th, Wednesday 4th November, February • Read out the first question. Play the first
12th. part of the audio and point out that a is
the correct answer.
• Say the dates one more time, then ask
students to compare what they noted • Ask students to read through all the
down with a partner. Check answers. possible answers before listening.
• Check answers with the class, playing
the audio again and pausing to confirm
each answer.
Audioscript Teacher’s Guide page 147
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 Reading
Understand an article about
a family tradition
Aim
To use pictures and images

Warm-up
• Write the following on the board: family
traditions. Then add some examples
from your own life or from families you
know, e.g., movie night every Friday, take
out every Saturday.
• Check that students now understand
what the term family traditions means.
Ask students to work in small groups
and tell each other some of their own
family traditions. They may need to use
their first language to do this.
• Circulate and help with vocabulary as
necessary.

Exercise 1
• Focus students’ attention on the Skill
focus box and read out the information
to the class. Ask students to look at the
pictures and elicit what they think the
text will be about.
• Write their ideas on the board.

TEACHING TIP
learning intentions: Predicting the
content of a text is an important skill
Tell students that if they think about
what the content of a text might be
before they read, this can help them
understand the overall meaning of a
text, even if they don’t understand every
single word. This can be a useful skill for
language exams.

Exercise 2  037
• Before students look at the multiple-
choice questions, tell them you will play
the audio once for them to see whether
Exercise 3
their ideas in exercise 1 were correct. Extra activity
• Play the audio and ask students to read • Ask students to read the questions and • Write the following sentences on the
at the same time. Check their ideas identify the key information they need
board:
from exercise 1. for each question. Then tell them to
read the text again so that they can find 1 I like doing sports … / 2 I like
• Focus their attention on the multiple- their answers. studying … / 3 I like listening to
choice questions and point out the music … / 4 I like watching TV … /
example answer in 1. Remind them Culture focus 5 I like cooking … with friends /
that they need to read the questions alone / with family.
• Refer students to the Culture focus
carefully because the answer options • Check that students understand
box. Read the first section to students
are almost always words that came up all the vocabulary. Then write this
and ask if they are surprised about who
in the text. question on the board as a model:
American teens spend their time with
• Play the audio again and ask them to and for how long. Who do you like doing sports with? Ask
read whilst also selecting their answers. students to work in pairs and take
• Tell students to work individually to
• Focus students’ attention on the Check think about who they spend their time turns to ask and answer the questions
it out box. Ask them to find the words with. Ask them to note the number for the five sentences. Circulate and
/ phrases and then discuss what they of hours for each person / group of monitor. Encourage students to talk
mean with a partner. They can use a people. more about their answers if they can.
dictionary if they are unsure. At the end, find out whether pairs
Audioscript Student Book page 30 gave similar or different answers.

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 • Remind students of the questions they
formed during the Warm-up activity.
• Point out that there are different topics
for questions in exercise 1 (e.g., birthday,
color, movie, month, singer).
• Ask students to stand up and talk to
four or five other students. They should
ask each student a few questions and
note their name and answers.
• Tell students they will use their notes
from this activity later in the lesson.

Exercise 3
• Draw students’ attention to the
example fact and point out the picture
of the Eiffel Tower.
• Ask them to think of other world facts
that they already know and tell them to
note down three or four of them.
• If they’re really struggling to think of
facts, you could allow them to do some
brief online research.

Step 3
Exercise 4
• Focus students’ attention on the Skill
focus box and read out the information
to students. Explain that following these
rules can improve their written English.
• Check that students realize they need
to write eight quiz questions about
their classmates using the information
in exercise 2 and about world facts
using their answers in exercise 3.
• Circulate and provide help where
necessary.

Exercise 5 Pairwork
• Put students into pairs and ask them to
take turns to ask each other their quiz
questions.
• During class feedback, find out who did
well when answering their partner’s quiz.

Challenge
Writing Step 1 • Ask students to think of a family
member they know well.
Exercise 1 • Circulate and help where necessary.
Write a quiz
• Ask students to read the eight
Aim questions. Ask which two questions are Support
about world facts (4 and 8). Have stronger students work with less
To use the right punctuation and
capitalization • Point out that the first question has confident students to help them write
already been matched to its answer. their paragraph.
Warm-up • Ask students to match the other
• Write your favorite color and sport on questions and answers. Consolidation
the board. • Students can check their answers in Ask students to write five more
• Tell students that the words on pairs. Then check as a class. Point out questions about world facts. Then put
the board are your answers to two the picture of the Empire State Building them into groups of four to combine
questions. Elicit the questions, e.g., in case students are unsure of what it their questions to create a quiz of 20
What's your favorite color? What's your looks like. questions. Groups then exchange quizzes
favorite sport? and find out how much they know.
• Check that students remember that the Step 2
's in these questions is the abbreviated Workbook p.W11
form of is. Exercise 2 Culture p.115
• Ask students to read the task. Point out Online Practice
the example for ‘Max’.
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 Global skills
Understand how to
recognize unsafe and
impolite messages
Digital literacies
Emotional self-regulation and well-being

Aim
To understand how to recognize unsafe
and impolite messages

Warm-up
• Write the following questions on
the board and check that students
understand them: 1 Which people do
you send a message to everyday? 2 Which
app do you use to send messages? 3 Do
you get messages from people you don't
know?
• Put students into pairs to discuss (in
their first language if needed).

Exercise 1
• Ask students to look at the picture. Elicit
what they think might have happened.
Then read the questions.
• Tell students about a message you
didn’t like and explain why, e.g., a
message asking you to give your bank
details. Explain in their first language.
• Students might not be comfortable
answering these questions with the
whole class, so put them into pairs to
discuss their experiences.
• Ask some students to share information
with the class.

TEACHING TIP
Learning intentions: Pre-teaching
vocabulary and grammar structures
Pre-teaching language related to a
task enables students to focus on
comprehension and discussion of the
main ideas.
Before students read the article, write • Elicit the meanings and explain if • Put students into groups to read and
the following words / phrases on students aren’t sure (e.g., a neighbor discuss the blog posts.
the board: have to, careful, don’t talk,
block, wait. Find out whether students
is someone who lives near you; if you • Circulate and monitor, making a note of
are angry you dislike something very any mistakes to focus on at the end of
understand the meaning of any of much). Encourage students to make a the activity.
these words / phrases. If not, see if they note of the words and definitions.
can guess what type of word each • Invite one or two groups to share their
one is (e.g., verb, adjective). Explain the ideas with the class.
Exercise 3
meaning of the words / phrases. If you • Students work individually and decide Exercise 5
have a strong class, you might want to which messages are acceptable and
explain that have to is a modal verb and • Students work individually to complete
which are unsafe or impolite. the advice.
don’t talk is an imperative.
• During class feedback, remind them • They can compare their answers in pairs
that using capitals is impolite since it’s before you check as a class.
Exercise 2 the equivalent of shouting. Also remind
• Focus students’ attention on the article them to never send things to people Fast finishers
and check that they understand the they don’t know.
Tell fast finishers to translate the article
three questions underneath it. in exercise 2 into their own language.
Exercise 4 Groupwork
• Ask them to find and underline the Provide help as needed.
words from the Check it out box in the • Focus students’ attention on the blog
articles and messages on the page. posts and remind them how to tell
Global Skills Project (Online resource)
people what they shouldn’t do (e.g.,
Don't + verb).
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 • Students complete the remaining short
answers.
• Check answers as a class, then ask
students to practice saying the
questions and answers in pairs.

Exercise 4
• Students underline the correct words.
• Students can compare answers in pairs.
• Check answers as a class, then ask
students to practice saying the
questions and answers in pairs again.

Reflect
• Read through the questions and check
that students understand them.
• Ask students to work individually
and note down their answers to the
questions.
• Put students into pairs so that they can
tell each other their answers.
• Circulate and find out what students
learned and enjoyed about the unit.
• Ask individual students to share some
of the words and phrases they learned
from the unit.

I can
• Read the Can do statements to the
students and draw their attention to
the page references for each one.
• Ask students to work individually and
to look back through the unit so they
can check how they feel about each
sentence.
• Circulate and make suggestions for
students who checked the ‘I need
practice’ column.

Consolidation
Ask students to look at their ‘I can …’
answers and choose one area that they
would like to work on. Ask them to go
back to that page of the unit. Tell them
to note down any words / phrases from
My progress Exercise 2 that page that they don’t understand.
Then challenge them to find out
• Remind students that dates in
Aim more about these words / phrases for
American English put the month first.
themselves online or in a dictionary.
To review the key language and reflect on Ask students to read the lines from the
what they have learned from the unit dialogue and point out that the first line
will be from speaker A. Workbook p.W8–13
Online Practice
Language practice • Elicit which is the first line.
• Students then put the rest of the
Exercise 1 dialogue in the correct order.
• Ask students to read the task. Students • Check answers as a class.
complete the sentences with family • Put students into pairs to practice the
words. dialogue.
• Encourage them to use their memory
and to only look back at the Vocabulary Grammar practice
lesson if they need to.
• Students can compare answers in pairs. Exercise 3
• Check answers as a class. • Ask students to read the task.
• Elicit the answer to number 1.

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 Extra practice

Vocabulary
School subjects
Family

Grammar
Subject pronouns
Possessive adjectives
be: Simple present
Question words + be
Demonstratives

Vocabulary
Warm-up
• Write the following on the board: What
subjects are on your schedule for today?
Ask students to write down the subjects
and then order them, with 1 being their
favorite.
• Ask students to discuss their answers in
small groups.

Exercise 1
• Ask students to look at the schedule
and the subjects in the box.
• Students use the clues in the pictures to
help them complete the schedule.
• Check answers as a class.
Exercise 2
• Read out the first two lines of the text
and elicit the answers to 1 and 2 (uncles,
cousins).
• Students then complete the text with
family words or school subjects.
• They can compare their answers in
pairs, then check as a class.

Grammar
Exercise 3
• Check that students understand that understand what they need to do and
they need to look for the ex or check to remind them that they need to decide
decide whether the verb form needs to whether to use this / that, these / those
be affirmative or negative. depending on how near someone or
• Students complete the sentences. something is.
Check answers as a class. • Check answers as a class.

Exercise 4
• Students look at the example, complete
the exercise on their own, then check
answers with a partner.
• Check answers as a class.

Exercise 5
• Ask students to cover the vocabulary
box and look at the pictures.
• Elicit which family members the people
in the pictures might be.
• Students can then uncover the
vocabulary box. Check that they

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 • Play the audio for students to hear the
intonation.
• Play the audio again, pausing after each
question for students to repeat, chorally
and individually.
Audioscript Student Book page 35

Extra activity
• In pairs, students could write two
questions to ask their classmates. Go
around monitoring and helping while
they are working. Ask some students
to read their questions to the class.
Correct any mistakes with the
question formation and encourage
them to use suitable intonation.
• Put pairs together into groups of four
to ask and answer their questions.
Remind them to focus on the
intonation as they ask their questions.

Video link
Exercise 3  040
• Give students time to read through the
sentence stems and possible answers.
Check that they understand everything.
• Play the video or audio. Students
watch or listen and choose the correct
answers.
• Play the audio again if necessary for
students to complete and check their
answers.
• Check the answers with the class.
Audioscript Teacher’s Guide pages 148

Consolidation
Suggest to students that they could
practice giving information about
themselves like Lucia, Alex and Olivia
do. Suggest that they make a video of
themselves on their phone, then watch
themselves and think about whether
they can improve anything.

Online Practice
Extra communication Communication
Aim Exercise 1  038
To practice greetings and talking about • Students complete the dialogues with
dates and special days the correct words.
To practice hearing and using the • Play the audio. Students listen and
pronunciation in questions check.
To watch a video in which three people • Check answers with the class.
introduce themselves • Ask two pairs of students to read out
the completed dialogues.
Warm-up Audioscript Teacher’s Guide page 148
• Ask students to close their books,
then write the following two headings Pronunciation
on the board: Saying hello; Saying
goodbye. Exercise 2  039
• Brainstorm different ways to say hello • Demonstrate the idea of intonation
and goodbye. Ask individual students by saying a sentence or question with
to come and write their suggestions exaggerated intonation and using your
on the board under the correct hand to indicate where your voice goes
heading. up and down.

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 3 Homes
Vocabulary
Rooms and furniture

Grammar
Prepositions of place, Plural nouns,
There is / isn’t, there are / aren’t, Is there
…? / Are there …?, Some / any, They’re /
their / there

Skills
Speaking: Talk about quantity
Listening: Understand an informal
conversation
Reading: Understand online posts
about bedrooms
Writing: Write an online post
Global Skills: Emotional self-regulation
and well-being, Creativity and
critical thinking: Understand how to
organize your bedroom

FAST TRACK
Save time by asking students to work
through writing exercises 2 and 3 on
page 45 for homework and to bring in
their online post to check in class.

Presentation pages 36–37

Aim
To present new language in a familiar context

Story
Logan finds out from Dev that Ava is
having a housewarming party and that
he has not been invited. Emma, Dev and
Madison go to Ava’s party and look around
her house. They go to her games room
and Ava asks Madison where Logan is.
Madison thinks he is busy.
Step 1 • Then focus on the words / phrases in the
Warm-up Check it out box. Students should find
• Focus students’ attention on the picture Exercise 1  041 them in the conversations, then check
and ask questions about it: Is it a house • Play the audio. Students listen and read. that they understand their meanings,
or an apartment? Is there a backyard? They then answer the question. using a dictionary if necessary.
What else can you see? Workbook p.W14
Audioscript Student Book page 36
• Elicit answers and provide support with Online Practice
vocabulary as necessary. Exercise 2 Comprehension
TEACHING TIP • Students decide if the sentences are
true or false, referring back to the
Learning intentions: Pre-teaching
conversations to help them.
vocabulary
• Ask students to read the Real English
Pre-teaching vocabulary provides
box and circle the words / phrases in the
support for students and enables them
conversations. You might need to explain
to focus on comprehension without
that dude is an informal and friendly
being distracted by the number of
word, usually used to address a man or
words they don’t know.
boy. Explain that I guess is like I think in
Write the following words on the board: the conversation, whilst come on is used
an invite, couch, tired, rocks, box. Explain as an encouragement to do something.
the meanings of the words they don’t Check that students realize that when
know. Ava says ‘Yeah, sure’, she is being sarcastic.

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 Challenge
Ask stronger students to write a script
similar to conversation 2 in exercise 4
but they should imagine that they are
showing two friends their own bedroom.
They need to think of two or three
interesting things about their bedroom.

Step 3
Exercise 5
• Check that students can remember the
meaning of the word mess.
• Point out the example sentence, then
ask them to complete the rest of the
sentences. Explain that there are no right
or wrong answers, but they do need to
follow the rules of whether the item in
the list is singular or plural, as this will
affect which sentence they use it in.

Link to life
• Discuss the questions as a class. Find
out if people eat certain foods when
they are first in a new home, or whether
particular gifts are given.

Exercise 6 Pairwork
• Put students into pairs and ask them
to use their sentences from exercise 6
to describe their messy bedroom. Their
partner should listen and draw the
bedroom they hear being described.
• They then change roles. When students
finish, they show their drawings to their
partners to check how accurate they
were.

Extra activity
Put some items on and under your desk
in the classroom, e.g., pens, a book, your
bag, some paper, your phone, a bottle
of water. Write there is … / there are …
on the board. Ask: What’s on and under
my desk? Elicit answers that start with
there is … or there are … .
Key language Exercise 4  042
• Play the audio again, pausing after each Consolidation
Aim line for students to repeat.
Ask students to close their books and
To practice the target language in a • Students could then practice the revise some of the new vocabulary by
personalized context dialogues in pairs. describing the words as follows:
Audioscript Teacher’s Guide page 148 • Ava has some in a box. (rocks).
Step 2
Support • This is what you get when someone
Exercise 3  042 wants you to come to their party. (an
Suggest that they listen and repeat the
• Tell students to look at the three invite).
audio again at home. You could also
pictures. Ask: Where are the people in suggest that they listen to the audios for • This is something you sit on with
each picture? (school, Ava’s bedroom, the previous two episodes of the story other people. (a couch).
Ava’s games room). about Ava and her new friends. • This is the kind of celebration some
• Ask students to read the dialogues and people have when they move to a
complete them with the correct phrases. new home. (a housewarming party).
• Play the audio. Students listen and • This is what you call your bedroom
check their answers. when there are things everywhere.
Audioscript Teacher’s Guide page 148 (a mess).
• You can call your friend this,
especially a male friend. (dude).

Online Practice
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 Vocabulary
Rooms and furniture
Aim
To present and practice vocabulary for
house and furniture

Warm-up
• Point to the picture on page 38 and
check that students understand the
words house and furniture. Explain that,
as furniture is an uncountable noun,
it cannot be used in the plural, e.g.,
some furniture NOT some furnitures.
You could also explain the difference
between the word house (which refers
to the building) and home (which is the
house or apartment where you live –
often with your family).
• Ask: Where's the bedroom? Get students
to point to the bedroom. Ask: Is there a
bed in the bedroom? Students answer
the question. Ask students to name any
other things they can see in the picture,
e.g. chair, table, armchair. They might
not know some of the English words for
these things, so they can use their first
language at this point if necessary.

Exercise 1  043
• Students work individually or in pairs to
match the words for places in a house
with the letters in the picture.
• Play the audio twice, pausing the
second time after each word for
students to repeat.
Audioscript Teacher’s Guide page 148

Exercise 2  044
• Students work individually or in pairs to
match the words with the numbers in
the picture.
• Play the audio twice, pausing the
second time after each word for
students to repeat.
• Go through the Look box with the
class. Check that students understand
students at the front one of the words Challenge
in exercise 2. They race to draw the Ask stronger students to write a quiz
upstairs and downstairs, and model
object on the board. The first team to testing the vocabulary on this page.
pronunciation.
guess the object gets a point. They should write 10 questions that
Audioscript Teacher’s Guide page 148
• Choose a different student from describe a word, e.g., Where do you put
Support each team for the next round and dirty clothes? (washing machine). They
continue the game until all the may need to write the questions in their
Pair weaker students with stronger
vocabulary has been practiced. first language. They can then test other
students and ask them to cover the
words in exercises 1 and 2. Tell pairs to students, who should give the English
word as their answer.
look at the picture and try to remember Exercise 3 Pairwork
the English words for the rooms and • Demonstrate the activity by choosing
furniture. Stronger students can help an object yourself. Invite students to ask Consolidation
weaker students with pronunciation. questions and guess the object. Suggest to students that they draw a
• Students then work in pairs to ask and picture of their own house or apartment
Extra activity answer the questions, using the picture and label the rooms and furniture to
• Play a game to revise the vocabulary. on page 38 to help them. help them remember the vocabulary.
Divide the class into two teams. Ask They could also make labels to put on
one person from each team to come their furniture at home to help them
to the front of the class. Show the two learn the words.

Workbook p.W14
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 Exercise 1
• Read out the example answer and elicit
another example.
• Students complete the remaining
sentences with the correct prepositions.
Then check answers with the class.

Plural nouns
Grammar chart
• Go through the grammar charts.
• Point out that in English, most plural
nouns are regular, but that some
regular plurals have spelling variations.
Explain that the spelling of these plurals
often depends on which letters the
noun ends with.
• Then explain that some very common
nouns have irregular plurals and that
students will need to learn these. Refer
them to the third box for examples.
• Refer students to the rules on page W18.
Rules p.W18

Exercise 2
• Check answers with the class, writing
the correct plural forms on the board.
• Model and drill the pronunciation of
people.
ANSWERS
nationalities, books, days, tables, people,
babies, classes

Exercise 3
• Read out the task and the example
answer. Point out to students that they
need to change the words in bold to
the plural form, and they also need to
change is to are.
ANSWERS
1 The buses are red.
2 The shelves are across from the door.
3 The mice are in the kitchen.
4 The boxes are next to the desk.
5 The children are in the backyard.
• Teach the word preposition and explain 6 The fish are green and blue.
Grammar that in sentences like these, the
prepositions say where things are.
Challenge
Aim
• Ask some students to read their
To present and practice prepositions of sentences to the class.
place Prepositions of place
To present and practice plural nouns
Think Fast Finishers
• Read out the grammar example, then Tell students to look back at the picture
Warm-up on page 36 and write sentences using
• Hold up a book and elicit the word go through the pictures with the class
and check that students understand all prepositions of place about the objects
book. Put the book on a desk and ask: they see.
Where's the book? Allow students to the prepositions. Model pronunciation
answer in their first language if they of the prepositions.
• Ask students to look back at the picture Consolidation
are unsure of the correct prepositions.
Elicit: (on the desk / table). Hold the book in exercise 1 on page 36 and then Tell students they could look online
under the desk and ask: Where's the complete the sentences in the Think for more pictures of rooms, e.g., on
book? Elicit: (under the desk / table). box. a vacation booking site. They could
• Check answers as a class. Refer students practice describing them using
• Write the sentences on the board: The
language from this unit.
book is on the desk. The book is under the to the rules on page W18.
table. Underline the prepositions. Rules p.W18
Workbook p.W14
Online Practice

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 Speaking
Talk about quantity
Aim
To use question intonation

Warm-up
• Play a game to revise counting. Put
students into teams of five and ask each
team to choose a runner.
• Write a selection of numbers from
1–100 on the board in a random order
and space them out, e.g., 42, 17, 59, 36.
• Call out numbers in turn. Teams decide
which number on the board it refers
to, and their runner runs to the board
to point to the number. The first runner
to point to the correct number gets a
point for their team.
• Ask teams to change their runner
after every two or three numbers and
continue until all the numbers have
been practiced.

Exercise 1  045
• Students can work individually or in
pairs to complete the numbers.
• Play the audio for students to listen and
complete their answers.
• Students could work in pairs and
practice saying the numbers.
Audioscript Student’s Book page 40

Support
Some students will find it hard to
say the larger numbers. If you sense
that your students are finding this
challenging, play the audio in exercise 1
again and pause after each number for
students to repeat.

Exercise 2  046
• Play the first number and point out the
example answer.
• Play the rest of the audio, pausing to need to pay attention to syllable stress Exercise 4  048
give time for students to listen and to help them differentiate between • Play the audio once for students to
check their answers. Write the correct these similar sounding numbers, e.g., listen.
numbers on the board. fifteen, fifty.
• Play the audio again, pausing after each
• Play the audio again, pausing for • Model pronunciation of the pairs of question and answer for students to
students to repeat. similar sounding numbers and have repeat. Encourage them to copy the
Audioscript Teacher’s Guide page 148 students repeat the words after you, intonation in the questions.
chorally and individually.
Audioscript Teacher’s Guide page 148
Exercise 3  047 Audioscript Teacher’s Guide page 148
• Play the video or audio once for Exercise 5  049
students to watch or listen to the Extra activity • Focus students’ attention on the Skill
dialogue. Check their understanding Ask students to work in pairs and write focus box.
and help with vocabulary if necessary. five numbers over 100. Monitor and • Remind them that yes / no questions
• Students choose the correct answers to make sure that pairs can say their chosen mean that the answer to those questions
the quiz questions. numbers correctly. Put each pair with must be either yes or no, e.g., Are you 13?
• They can compare their answers in pairs. another pair to make a group of four. They
take turns to write one of their numbers
• Model the intonation of a yes / no
• Play the audio again. Students listen
for the other pair. The other pair says the
question with the intonation going
and check. up at the end, and then a different
number. If they both say it correctly, they
• Draw students’ attention to the get a point. At the end, see which pairs
question type with the intonation
Look box and ask them to read the said the most numbers correctly. Audioscript Teacher’s Guide page 148
information. Remind them that they
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 Link to life
• Draw students’ attention to the Link to
life box. Ask them if they can think of
any lucky (or unlucky) numbers, e.g.,
7 = lucky, 13 = unlucky.
• Put students into pairs and ask them to
talk about whether they believe in lucky
/ unlucky numbers, and why / why not.
• Invite pairs to share their opinions with
the class.

Exercise 7
• Focus students’ attention on the picture.
Find out if they know what it is of (the
Burj Khalifa in Dubai).
• Students complete the quiz.
• They can compare their answers in pairs
before they check against the answer
key at the bottom of the page.
• Ask pairs to discuss whether they found
any of the answers surprising, and if so,
why.
• Circulate and monitor, providing help
with vocabulary where needed. Make
a note of any mistakes to correct at the
end of the activity.

Consolidation
Tell students to research a different
famous building online and ask them
to find out three or four number-related
facts about the building, e.g., how tall,
how many rooms / floors / windows,
how many people live / work / study
there. They can then share what they
found out in small groups.

Workbook p.W16
Extra communication p.61
Online Practice

going down, e.g., Are you Mexican? students understand all the prompts in
What's your brother's name? the box.
• Students work individually to select the • Students work in pairs to ask and
correct intonation pattern (falling or answer questions.
rising) for each question. • Check answers by inviting individual
• Students can compare answers in pairs, students to ask a question to the class.
then check answers as a class. Invite another student to answer.
• Play the audio, pausing after each
question so that students can repeat, Extra activity
both chorally and individually. Make Put students into groups of four. Ask
sure that they are using the correct them the following questions and ask
intonation pattern. them to add up their answers to get a
grand total for each: How many books
Exercise 6 Pairwork are there in your bag? How many pens
• Read through the task with the are there in your pencil case? How many
class and make sure that students colors are there in your clothes today? How
understand what they have to do. many children under 16 are there in your
• Read out the example question and family? Circulate and monitor, make sure
answer, then elicit one or two more that students are not saying numbers in
questions from the class. Make sure that their first language.

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 Grammar
Aim
To present and practice there is / isn't, there
are / aren't; Is there …? / Are there …?; some
/ any; they're / their / there

Warm-up
• Write two gapped sentences with there
is and two sentences with there are
about the classroom you are in, e.g.,
There are ___ windows. There are ___
students. There is a ___ door. There is a
___ carpet.
• Elicit the facts to complete the
sentences and underline there is and
there are.

Grammar chart
• Reinforce the point that in English the
form of there is / are changes according
to whether the noun is singular or
plural, e.g., There are three chairs. NOT
There is three chairs.
• Point out that in spoken English the
short forms are much more common.
• Refer students to the rules on page W19.
Rules p.W19

Exercise 1
• Students correct the sentences. Check
answers with the class.
ANSWERS
1 There isn’t one bed in the room. There
are two beds in the room.
2 There aren’t three posters on the wall.
There’s one poster on the wall.
3 There isn’t one lamp on the desk.
There are two lamps on the desk.

Is there … ? / Are there … ?

Grammar chart
• Read out the examples chart. Refer
students to the rules on page W19.
Rules p.W19
• Point out that we use some in Challenge Pairwork
Exercise 2 affirmative sentences and any in • Suggest they ask about a partner’s
• Students decide if the sentences are negative sentences or questions. house / apartment or bedroom.
true or false for them. Monitor and help • Refer students to the rules on page W19.
while students are working. Rules p.W19 Fast finishers
Tell students to write sentences using
Exercise 3 Exercise 4 there is / there are about things in their
• Remind students that they need to • Students complete the sentences. classroom / school.
think about whether they need a plural Check answers with the class.
or a singular and that the short answer Consolidation
needs to reflect that decision too. they're / their / there Write the following sentences on the
• Remind students the three words are all board and tell the students that each
some / any pronounced in the same way, but have one is incorrect: 1 Are there a TV in your
different meanings. bedroom? 2 There is two English teachers in
Grammar chart
• Refer students to the rules on page W19. our school. 3 There aren’t some posters on
• Go through the grammar examples and my wall. Put students into pairs to correct
chart with the class. Rules p.W19
them. Check answers as a class (1 Is there
Exercise 5 …, 2 There are …, 3 There aren’t any …)
Think
• Ask students to complete the task in • Remind students that they're is the short
form of they are. Workbook p.W15
the Think box. Check answers.

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 stronger students you could explain
that question tags perform the same
function as right, e.g., You're new to the
school, aren't you?
Audioscript Teacher’s Guide pages 148–149

Step 2
Exercise 3  050
• Point out the example answer in the
first question.
• Play the audio again, pausing after each
question to allow students to complete
them.
• Check answers by inviting students to
come and write the questions on the
board. Correct any mistakes.
Audioscript Teacher’s Guide pages 148–149

Step 3
TEACHING TIP
Learning intentions: Understanding
aims
Students will benefit from thinking
about the aim of an exercise.
Tell students that the task they’re about
to do will help them revise language
from the unit, e.g., numbers, furniture,
there is / there are, some / any. This will
allow them to practice both speaking
and listening.

Exercise 4 Pairwork
• Ask students to look back at the
questions in exercise 3 and to think
about their ideal house and decide
what their answers would be.
• Put students into pairs to ask and
answer questions about their ideal
house. They should complete the
questionnaire about their partner.

Exercise 5 Presentation
• Read out the task and make sure
• Read out the information in the box students understand what they have
Listening to the students and ask them to look to do. Ask: True or False. You have to
at the picture and the statements in tell the class about your ideal house or
Understand an informal exercise 2. apartment. (False)
conversation • Ask: What do you think you are going to • Invite a confident student to
hear? Write their suggestions on the demonstrate the task by telling the
Aim class about their partner’s ideal house.
board.
To predict content • Allow students time to prepare what
Exercise 2  050 they are going to say, then ask them
Warm-up
• Play the audio. Check back with in turn to tell the class about their
• Tell the students they are going to listen students about their ideas in exercise 1. partner’s ideal house. Ask whose house
to a teenager talking about her home. Were their predictions correct? sounds the best and why.
Ask individual students: Where's your
• Allow students to compare their
home? How many bedrooms are there? Consolidation
answers to exercise 2 in pairs. Play the
What is there in the living room / kitchen? Suggest to students that they could find
audio again for them to check and
complete their answers. Check answers information about a celebrity’s house
Step 1 with the class. online and practice describing it, using the
questionnaire in exercise 3 to help them.
Exercise 1 • Draw students’ attention to the Real
English box and read the information
• Focus students’ attention on the Skill Workbook p.W16
to the class. Explain that this use of right
focus box. Online Practice
is very common in spoken English. With

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 Reading
Understand online posts
about bedrooms
Aim
To identify parts of speech

Warm-up
• Focus students’ attention on the picture.
• Write the following questions on the
board: 1 What do you like about this
bedroom? Why? 2 What don't you like
about this bedroom? Why?
• Put students into small groups to
discuss the questions on the board.

Exercise 1  051
• Tell students to read the chart and
check that they understand neat, poster
and bookcase. Explain that there are
three user names at the top, so they will
read three online posts.
Audioscript Student Book page 44

Exercise 2
• Ask students to read the questions.
Check that they can pronounce the
word clothes /kləʊðz/ correctly. Remind
them that it is one syllable, not two,
despite its spelling.
• Ask students to read the text again and
answer the questions.
• Focus students’ attention on the Check
it out box. Tell students to find and
underline the four words / phrases
in the text. Then check that they
understand what each one means.
Encourage them to look them up in a
dictionary if they are unsure.

Exercise 3 Pairwork
• Ask students to read the Skill focus
box. Point out that if they know most of
the other words in a sentence, this will
help them to work out the meaning of
a new word, and it’s always helpful if board and write some of their answers Culture focus
they can recognize what part of speech under the correct headings. • Ask students to read the information in
the new word is likely to be. the Culture focus box. Find out if they
• To check that they understand the Exercise 4 are surprised about the U.S. statistic.
different word types, ask them to • Focus students’ attention on the Check • Write the following questions on the
translate the example nouns, verbs, it out box again and ask them to note
board and put students into small
adjectives, and adverbs into their own down what part of speech each word /
groups to discuss them: Do you share
language. Can they explain what each phrase is.
a bedroom? If so, do you want your own
type of word does? (e.g., adjectives • You may want to point out that hang room? Why? / Why not? If you have your
describe things / people, nouns are out and come over are phrasal verbs, own bedroom, would you like to share?
things / ideas, verbs describe actions, which means they include a verb plus Why / Why not?
adverbs give more information about a preposition. Tell students that phrasal
verbs or adjectives). verbs often have a distinct meaning
• Write the four categories as headings that does not always match the
on the board (nouns, verbs, adjectives, meaning of the verb on its own. Explain
adverbs). Ask students to work that they are very common in informal
individually to find examples for each in English, so it’s useful to learn them.
the reading text.
• Students work in pairs to compare their
answers. Invite students to come to the

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 Step 2
Exercise 2
• Read the Skill focus box with the class.
Remind them that when they write,
they need to imagine the reader and
think about what that person will want
to read about.
• Ask students to read the questions
about their ideal home and think about
their answers for each one.
• Students work individually and write
down their answers to the questions.

Step 3
Exercise 3
• Ask students to write an online post like
Noah’s about their ideal home, using
the notes they wrote in exercise 2. They
should write about 80 words.
• Circulate and monitor, providing help
with vocabulary, spelling and grammar
where necessary.

Extra activity
Collect students’ online posts and then
distribute them amongst the other
classmates. Students read the online
post you have given them and try to
guess which classmate wrote it.

Challenge
• Ask students to read the Challenge and
think of a famous person they like or
find interesting.
• Ask students to write a paragraph about
their chosen famous person’s bedroom
using the language in the Challenge
box.
• Students can compare their paragraphs
in pairs.

Consolidation
Ask students to write a paragraph
describing a home they know really
Writing Step 1 well. It could be their own home, their
grandparents’ home, their first home,
Exercise 1
Write an online post a holiday home or a friend’s home.
• Ask students to read Noah’s online post Encourage them to use there is / are,
Aim and decide which picture shows his there isn’t / aren’t, some and any, plus
ideal home. vocabulary they have learned in the
To decide what to include
• Check answers as a class. unit.
Warm-up
CULTURE NOTES
• Focus students’ attention on the Workbook p.W17
pictures of the three homes and The American dream is to own a Culture p.116
brainstorm vocabulary for what they detached house with a front porch and Online Practice
can see, e.g., apartment, backyard, a large backyard. Most Americans are
swimming pool. homeowners (66%), although only 44%
of black Americans own their home.
• Write the words on the board and check
Currently, there are not enough affordable
that students understand their meanings.
homes in the U.S. because builders make
Encourage them to make a note of any
more money from larger homes.
new words in their notebooks.

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 Global skills
Understand how to organize
your bedroom
Emotional self-regulation and well-being
Creativity and critical thinking

Aim
To understand how to organize your
bedroom

Warm-up
• Ask which bedroom picture is messy (A)
and which is neat (B).
• Ask students to write down four people
they know who are neat, and four
people they know who are messy.
• Put students into small groups to talk
about the people on their lists. They
should give examples to justify their
opinions of each person.

Exercise 1 Pairwork
• Tell students your own answers to the
questions.
• Put the students in pairs to discuss their
answers to the questions.
• Invite two or three confident students
to share their answers with the class.

Exercise 2
• Ask students to read the questions and
then focus their attention on the two
pictures.

TEACHING TIP
Learning intentions: Pre-teaching
vocabulary
Pre-teaching vocabulary related
to a task provides support for
students and enables them to focus
on comprehension without being
distracted by the number of words
they don’t know.
Write the following on the board: cups,
plates, organized, healthy, make sure.
Find out if any of your students know
• Check understanding. Ask: Which two …, It's a good idea to … because …,
words are opposites, like young and Make sure you …
the meaning of some of these words
/ phrases already. If they do, ask them
old? (clean, dirty) Which word is about • When all groups have finished, ask a
a lifestyle that is good for you? (healthy) student from each group to read out
to explain the meanings to the class.
Which word means fast? (quickly) their reply to the class.
Check that students know the part of
speech for each word (cups = noun,
Fast Finishers Exercise 5
plural; plates = noun, plural; organized =
adjective, healthy = adjective, make sure Ask students to look at the words in the • Ask students to read the advice and
= idiom meaning ‘ensure’). article and identify what part of speech then work individually to complete it.
the words are (e.g., noun, verb, adverb,
adjective) to review what they learned Consolidation
Exercise 3 in the Reading lesson. Ask students to circle all the adjectives
• Ask students to read the question and they can see on this page and to record
the three possible answers. each one in their notebooks, along with
Exercise 4 Groupwork
• Check the answer as a class. Note that
• Put students into groups to write a
an example sentence.
some students might have checked ‘It
reply. If students are struggling to get
helps you to sleep’ … which may be Global Skills Project (Online resource)
started, write the following sentence
true but wasn’t in the article.
stems on the board: It's important to
• Ask students to read the Check it out have a neat and clean bedroom because
box and find the words in the article.

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 • Students complete the remaining
sentences.
• Students can compare their answers in
pairs.
• Check answers as a class.
Exercise 4
• Ask students to read the sentences and
underline the correct options.
• Check answers as a class.

Reflect
• Read through the questions and check
that students understand them.
• Ask students to work individually
and note down their answers to the
questions.
• Put students into pairs so that they can
tell each other their answers.
• Circulate and find out what students
learned and enjoyed about the unit.
• Ask individual students to share some
of the words and phrases they learned
from the unit.

I can
• Read the Can do statements to the
students and draw their attention to
the page references for each one.
• Ask students to work individually and
to look back through the unit so they
can check how they feel about each
sentence.
• Circulate and find out if any students
checked the ‘I need practice’ column.
See if you can answer their questions
about this particular lesson.

Support
Tell students to choose the part of the
lesson they found the hardest based on
their ‘I can …’ answers and ask them to
go back to that page and listen to the
audio or read the texts on that page
again. Encourage them to note down
My progress Exercise 2 any hard words or examples of grammar
structures.
• Ask students to read the lines from the
Aim dialogue and point out that the first line
will be from speaker A. Workbook pp.W14–19
To review the key language and reflect on
Online Practice
what they have learned from the unit • Elicit which is the first line.
• Students then put the rest of the
Language practice dialogue in the correct order.
• Check answers as a class.
Exercise 1
• Put students into pairs to practice the
• Ask students to read the task and check dialogue. Remind them to use the
that they understand they need to correct intonation in the questions.
complete the text with letters to form
words connected to a house and its
furniture.
Grammar practice
• Encourage them to use words and Exercise 3
the letters already in the text to help • Ask students to read the task. Remind
them. They should only look back at the them that with some nouns you can’t
Vocabulary lesson if they need to. just add -s in the plural.
• Students can compare answers in pairs. • Elicit the answer to number 1.
• Check answers as a class.

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 4
My favorite
things
Vocabulary
My things

Grammar
have: Simple present; The possessive ‘s

Skills
Speaking: Ask and talk about prices
and paying for things
Listening: Understand people talking
about their lives
Reading: Understand personal profiles
Writing: Write a personal profile
Global Skills: Communication and
collaboration, Intercultural competence
and citizenship: Understand how to
choose a good gift

FAST TRACK
Save time by setting grammar exercise 3
on page 54 and writing activities 3 and
4 on page 57 for homework.

Presentation pages 48–49

Aim
To present new language in a familiar
context

Story
Madison and Emma are at Ava’s
housewarming party. They are looking at
the things in Ava’s living room and talking
about them. Madison and Emma find out
that Ava has a brother. Emma is surprised
that Logan isn’t at the party, but Ava isn’t • Read the question and check that dialogues. Check that they understand
because she thinks that Logan doesn’t students understand they will need them by asking in what kind of situation
like her. to write two names to answer the you would use each one. You could
question. ask the following questions, perhaps in
Warm-up • Play the audio. Students listen, read and students’ first language: Which phrase
• Focus students’ attention on the picture. write their answers. means I don’t know? (no idea). Which
Brainstorm words for what they can • Check the answer with the class. means I can see something? (Oh, look!)
see. Allow them to make suggestions in Which is used at the start of a question
Audioscript Student Book page 48
their first language if necessary. when you want information about
• Write those words on the board and Exercise 2 Comprehension something? (What about …?)
check that students understand them. • Ask students to read the five gapped • Ask them if they can think of what the
sentences. equivalent phrases would be in their
Step 1 • Students complete the gaps, referring
own language.
back to the dialogues to help them.
Exercise 1  052
• Ask students if they can remember • They can compare answers in pairs.
where the characters were at the start • Check answers with the class, and
of the last Unit (e.g., Ava’s house). ensure that students understand all the
sentences.
• Point out the subheading and check
that they understand the teenagers are • Tell students to read the Real English
now in Ava’s living room. box and circle the phrases in the

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 • Students work individually to complete
the dialogue.
• Monitor and help as necessary.
Exercise 6 Pairwork
• Put students into pairs so that they can
practice both of their dialogues.
• Circulate and note down any mistakes
to go over at the end of the lesson.
• Ask some students to perform their
dialogues for the class.

Support
Some students might need extra
practice. Encourage them to listen to
the audio from this lesson again. Then
suggest that they record the dialogue
they wrote in exercise 6 on their phones,
so that they can listen back and check
their own pronunciation.

Link to life
• Read the information in the box. Ask
students to write the three items in
their notebooks or on a piece of paper.
• Elicit what question students need to
ask their classmates and write it on
the board: Do you have a guitar / game
console / bike? Elicit what the answers
could be: Yes, I do. / No, I don’t.
• Tell students to stand up and walk
around the class, asking and answering
questions about the three items. They
should aim to talk to every student in
the class. Tell them to write down a tally
against each item to show how many
students have each item.
• Circulate and monitor, making a note of
any mistakes to focus on at the end of
the lesson.
• When students have finished, find out
how many students in total in the class
have a guitar, a game console, and a
bike.

Consolidation
Key language been reordered for them. Students read
the dialogues and reorder the words.
Encourage students to draw a bar chart
showing the number of students in
Aim • Play the audio. Students listen and their class who have each item in the
To practice the target language in a check their answers. Link to life survey. Then ask them to write
personalized context Audioscript Teacher’s Guide page 149 six sentences with have or don’t have
under the bar chart, e.g., Ten students in
Step 2 Exercise 4  053 the class have a guitar. / Eighteen students
• Play the audio again, pausing after each in the class don’t have a guitar.
Exercise 3  053 line for students to repeat.
• Tell students to look at the three • Students could then practice the Online Practice
pictures. Ask students to say which dialogues in pairs.
picture includes bikes (2), which Audioscript Teacher’s Guide page 149
includes a guitar (1) and ask whether
students know why Ava looks annoyed Step 3
in the last picture (she’s annoyed that
Logan isn’t at her party – she thinks he Exercise 5
doesn’t like her). • Focus students’ attention on the three
• Ask students to look at the dialogues things on the list.
and check that they understand what • Check that they understand they need
they need to do. Point out that the to imagine a conversation they have
words in the first line of dialogue 1 have when they visit a friend.
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 Vocabulary
My things
Aim
To present and practice vocabulary for
personal possessions

Warm-up
• Tell students four or five things that
are in your bag (or that you often
have in your bag), e.g., a pen, a phone,
sunglasses, headphones, a notebook.
Show the items if possible, and if not,
explain what they are to your students.
• Ask students to work in pairs and say
five things that are in their bags. Allow
them to use their first language if they
need to but monitor and assist with
vocabulary as far as you can.

Exercise 1  054
• Students work individually or in pairs to
match the words with the numbers in
the pictures.
• Play the audio. Students listen and
check their answers.
• Play the audio again, pausing after each
word for students to repeat, chorally
and individually.
Audioscript Teacher’s Guide page 149

Vocabulary strategy
• Read through the Vocabulary strategy
with the class.
• Put the students into pairs. Tell one
student in each pair to write words 1–5
from exercise 1 without vowels, then
tell the other student to write words
6–10 without vowels.
• Students close their books and
exchange words, then try to complete
them. They can look in their books
again to check.
• Ask who wrote all the words correctly.

Exercise 2  055
Extra activity Extra activity
• Point out the example answer for Tasha, Write these questions on the board: Write the following words on the board:
then play the first part of the audio and
1 How old is Tasha? 2 What’s she crazy mum, dad, grandpa, grandma, brother,
elicit what Tasha’s other two favorite
about? 3 Where is Chay from? 4 What sister, cousin, best friend. Ask students
things are.
color is his skateboard? 5 How old is Grace? to choose three of the people on the
• Play the rest of the audio. Students 6 What is a BMX? Put students into pairs board from their own life and write their
listen and complete the lists. to try to answer the questions from three favorite things. Circulate and help
• Check answers with the class, playing memory. Play the audio again for them with vocabulary as necessary. Then put
the audio again and pausing for to listen and check. Check answers with them into pairs to share information
students to hear the answers. the class. (1 13, 2 music, 3 New York City, about the people and their things.
Audioscript Teacher’s Guide page 149 4 black and orange, 5 13, 6 a bike).
Consolidation
Exercise 3 Pairwork Tell students that they could make a
• Allow students time to choose their poster with information about their
favorite things. things. Suggest that they add pictures
to help them remember the words and
• They then work in pairs to ask and leave spaces for extra information they
answer questions.
can add as they learn more vocabulary.
• Ask some students to tell the class
about their partner’s favorite things. Workbook p.W20

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 • Ask students to say a sentence about
themselves or their friends, using have
or has, e.g., I have a brother.

Negative
Grammar chart
• Go through the grammar chart with
the class.
• Point out the different form, doesn’t, for
he / she / it.
• Refer students to the rules on page W24.
Rules p.W24

Exercise 2
• Read out the example sentence, then
elicit the next negative sentence as
another example. Point out that in the
negative sentence, has changes to have:
Cesar doesn’t have a brother. NOT Cesar
doesn’t has a brother.
ANSWERS
1 Cesar doesn’t have a brother.
2 I don’t have a Chilean friend.
3 Our apartment doesn’t have two
bathrooms.
4 They don’t have a new art teacher.
5 Tina doesn’t have my calculator.
6 You don’t have music at school today.

Exercise 3
• Read out the example sentence.
Students look at the picture and write
the sentences.

Challenge
• Students write the sentences
individually, referring to the picture and
prompts in exercise 3 as necessary.

Fast Finishers
Tell students to rewrite the sentences in
exercise 1 in the negative. In pairs, have
students make sentences comparing
what they have in their backpacks. Put
students into pairs to compare their
sentences.
Grammar have: Simple present
Consolidation
Aim Affirmative
To present and practice the affirmative Tell students you want to review the
and negative simple present forms of have Grammar chart and Think box grammar they have just studied. Ask
• Read out the grammar examples. them to close their books and write the
Warm-up following prompts on the board. 1 They
• Go through the grammar chart with / a house in Los Angeles. 2 Marco / brown
• Tell the class one or two things that you the class.
have, e.g., I have a phone. I have a tablet. eyes. 3 We / not / a backyard. 4 Emily / not
• Students read the rules in the Think / a skateboard. Put students into pairs to
Write the sentences on the board. box and choose the correct alternatives write positive and negative sentences
• Write some sentences with have on the to complete them. with have, using the prompts.
board, with names missing, e.g., ____ • Refer students to the rules on page
has a skateboard. ____ has a phone. W24. Workbook p.W21
• Ask students to put up their hands if Rules p.W24 Online Practice
they have one of the things, and add
the names to the board, e.g., Tom has a Exercise 1
skateboard. • Students write the sentences.
• Underline the verbs in the sentences • Check answers with the class.
and elicit how to translate the
sentences into the students’ own
• Read through the Look box with the
class.
language.
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 Speaking
Ask and talk about prices
and paying for things
Aim
To talk about prices

Warm-up
• Play a game to revise numbers.
• Tell the students they are going to
count around the room, but for every
number that divides by three they
should say fizz, and every number that
divides by five they should say buzz.
If a number divides by both, they say
fizzbuzz.
• Ask students to stand up and start
playing. If students make a mistake or
are too slow, they sit down.
• Continue until only a few students are
still standing. They are the winners.

Exercise 1
• Students work individually to match the
prices.
• They can compare answers in pairs
before you check answers with the
class.

Exercise 2  056
• Play the audio for students to listen and
check their answers.
• Play the audio again, pausing for
students to repeat.
Audioscript Teacher’s Guide page 149

Culture focus
• Read through the information in the
Culture focus with the class. Model
how to say the different coins and
quantities. Ask: How many cents are there
in a dollar? (100)
• Make sure that students know that
the pronunciation of cents is /sents/,
despite the fact that it is spelt with a ‘c’.
pausing for students to repeat the students know what ‘ll stands for in I’ll
Exercise 3  057 prices. take it. / I’ll leave it.
• Point out to students that when we say Audioscript Teacher’s Guide page 149 • Tell students to work individually to
prices, we don’t usually say the word complete the dialogues.
CULTURE NOTES
cents at the end when a price is $1 or • Check answers as a class. Then put
above, e.g., $3.50 = Three dollars, fifty. Customer service in America is generally students into pairs so that they can
considered to be better than in most
• Play the video or audio once for practice the dialogues.
other countries. Shop assistants are
students to watch or listen to the
dialogues. Check that they understand
encouraged to be extremely friendly, Exercise 5  058
and you will often be greeted with a • Play the audio once for students to
the situations by asking what
smile and ‘How are you today?’. The rule listen. Check that they understand all
the person wants to buy in each
is generally that the customer is always the questions and sentences.
conversation (1 a bag, 2 a game). Then
right.
ask: Who doesn’t buy anything? Arianna • Play it again, pausing after each
or Dominic? (Dominic). question and sentence for students to
• Students choose the correct prices, Exercise 4 repeat. Encourage them to copy the
then compare their answers in pairs. • Focus students’ attention on the Skill intonation and pronunciation in the
• Play the audio again. Students listen focus box. Read out the information in audio.
and check. Check answers with the the box and model the examples. Audioscript Student Book page 53
class, then play the audio again, • Check that students understand
expensive, take and leave. Find out if

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 • Invite one or two confident pairs to
perform their dialogues to the class.
Provide feedback.

Challenge Pairwork
• Focus students’ attention on the list of
items.
• Ask them to work in pairs and match
the amounts in dollars with the items.
• Check answers with the class. If there
is time, they could find out how much
each amount in dollars would be in
their own currency.
• Then ask students to find the prices for
the five items in their own country. Are
the items more expensive or cheaper
in their country than in Japan, England,
Peru, South Korea, the U.S.?

Link to life
• Focus students’ attention on the Link
to life box and read out the question.
Ask students to raise their hand if their
answer to the question is ‘yes’.
• Put students into small groups then
include some who raised their hand
and some who didn’t. Encourage them
to express their opinions, giving reasons
and examples. They may need to use
their first language at some points to
explain their thoughts.
• Circulate and provide help with
vocabulary as needed. When the
discussions have come to a natural end,
invite some students to share what
their group spoke about.

Consolidation
Ask students to make a note of the
prices of the next five things that
they see in a store or that they buy.
Encourage themselves by saying these
prices in English on their phones. They
can bring their recordings to the next
class and ask a partner to write down
the prices they hear. They can then
check that their partner noted the
TEACHING TIP Exercise 6 Pairwork correct prices.
Success criteria: Focusing on fluency • Check that students understand what
a department store is (a large store, Workbook p.W22
Students will benefit from a relaxed
divided into several different sections Extra communication p.61
approach in fluency-focused speaking
which each sell different things). Then Online Practice
tasks where they can make mistakes
put students into pairs and make sure
and learn from them.
that each pair has decided who is
Before students start Exercise 6, remind Student A and who is Student B.
them that while accuracy is important, it
is also important to be confident when
• Tell Student A to look at the three items
and make a note of a price for each of
speaking and that it is normal to make
them, without telling Student B.
mistakes when learning a language.
Encourage students to relax into the • Point out the speech bubbles that
activity. If they realize that they have model the dialogues. Ask students to
said something wrong during the practice the dialogues in pairs, with
role-play, they can simply self-correct Student B asking Student A about the
and continue. price and then deciding whether to buy
the item or not.
• Ask pairs to write out some of their
dialogues.

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 Grammar
Aim
To present and practice the interrogative
simple present form of have and short
answers
To present and practice the possessive ‘s
Warm-up
• Ask one or two students questions
about things that they have, e.g., Do
you have a tablet? Write an example
question on the board.
• Ask the questions on the board again
and teach the short answers: Yes, I do. /
No, I don’t. Yes (he) does. / No, (he) doesn’t.

have: Simple present

Interrogative and short
answers
Grammar chart
• Read out the examples, then go
through the grammar chart.
• Point out that in the he / she form, we
use have, NOT has, in the interrogative
form, e.g., Does she have a camera? NOT
Does she has a camera?
• Refer students to the rules on page W25.
Rules p.W25

Think
• Go through the grammar chart with
the class.
• Students read the rules and choose
the correct alternatives to complete
them. Check answers with the class.
• Refer students to the rules on page W25.

Exercise 1
• Check answers with the class, referring
back to the rules to explain the answers.
Challenge
• Put students into pairs to ask and
answer their questions. Exercise 2 Challenge
EXTRA INFORMATION • Students complete the sentences. • Ask some students to read their
Check answers as a class. descriptions to the class.
Short answers are common in spoken
English and often use the auxiliary do. TEACHING TIP Fast Finishers
Students may try to use the main verb in Diagnostics: Explaining answers Tell students to look at exercise 3 on
short answers, e.g., Does he have a bike?
Students will benefit from giving page 51 again and make possessive
No, he hasn’t. No, he doesn’t. Be aware of
reasons for their choice of tense as sentences about Sophie.
this and make sure you correct students.
it helps consolidate what they have
learned and gives them confidence. Consolidation
The possessive ‘s When students have completed exercise 2 In pairs, have students ask and answer
and you are checking answers, encourage the questions in exercise 1, changing
Grammar chart and Think box them to explain the choices they made. them to include you in each., e.g., Do
• Go through the grammar examples and you have watch? No, I don’t. / Yes, I do.
chart with the class.
Exercise 3
• Students read the Think box and • Read out the example answer and elicit Workbook p.W25
complete the rule. Online Practice
another example.
• Check the answer with the class. • Students then rewrite the sentences.
• Refer students to the rules on page W25.
Rules page W25

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 refer to something or someone that has
already been mentioned in a previous
sentence.
• Play the audio again and ask students
to choose what each pronoun refers to.
Audioscript Teacher’s Guide page 149

Exercise 3  060
• Allow students time to read through
the chart.
• Play the audio. Students listen and
complete the chart.
• Check answers with the class, playing
the audio again and pausing it for
students to hear the answers.
• Circulate and note down any repeated
mistakes to correct in a feedback
session at the end.
• Focus students’ attention on the
Real English box. Check that they
understand the four phrases and
encourage them to look up the
meanings.
• Model the phrases with natural
intonation and ask individual students
to repeat each one.
Audioscript Teacher’s Guide page 149

Step 3
Exercise 4
• Read out the task to students, then ask
them to create a blank chart (like the
one in exercise 3) in their notebooks.
• Decide who each student will be paired
with, then ask them to try to complete
the chart about their partner without
asking anything at this stage. Tell them
they should guess answers if they don’t
know for sure.

Exercise 5 Pairwork
• In their pairs, students ask and answer
questions about the topics on the list
to see if they were right about their
partner. Refer them to the example
Listening Step 1 questions and answers in speech
bubbles to help them. They should
Exercise 1  059 then ask further questions to find out
Understand people talking
• Allow students time to read through more about their partner.
about their lives the questions and possible answers.
Aim • Play the audio. Students listen and Exercise 6 Presentation
To understand what pronouns refer to choose the correct answers. • Read out the task and example answer.
• Play the audio again and pause for • Allow students time to prepare
Warm-up what they are going to say using the
students to hear the answers.
• Tell students that they are going to Audioscript Teacher’s Guide page 149 information from exercise 5, then ask
listen to some conversations about them in turn to tell the class about their
people’s family, pets, and possessions. partner.
Ask individual students: How many Step 2
Workbook p.W22
brothers and sisters do you have? Do Online Practice
Exercise 2  059
you have any pets? What’s your favorite
game? Encourage them to use full • Ask students to read the instructions and
sentences when they answer. look at the pronouns and answer options.
• Focus students’ attention on the Skill
focus box. Read the information out
and ensure that students know what a
pronoun is. Emphasize that pronouns

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 Reading
Understand personal
profiles
Aim
To identify relevant words

Warm-up
• Write the heading School council on
the board. Ask students if they know
what it is. If they don’t, explain that it’s
a group of students in a school who
work together to organize activities and
improve the way things work.
• Write the following questions on the
board. Explain what they mean if
necessary: 1 Does your school have a
school council? If so, what does it do? If
not, should it have one? Why? 2 Would
you like to be on the school council? Why?
/ Why not?
• Put students into small groups to
discuss (in their own language if
necessary).

TEACHING TIP
Learning intentions: Pre-teaching
vocabulary
Pre-teaching vocabulary related
to a task provides support for
students and enables them to focus
on comprehension without being
distracted by the number of words
they don’t know.
Before students read the text, write the
following sentences on the board and
underline the verbs / phrasal verbs as
shown:
It’s time to choose students for the school
council.
They come up with ideas for sports
competitions.
They also suggest new sports to try in
school.
They decide what music we have.
(Positions and candidates for a School Exercise 4
Tell students that they will read these Council).
sentences in a text about a school
• Point out the example question and
council. Go over the meanings of the
• Then ask them to look back at the text answer to students. Then ask students
and find the words connected to the to read all the questions.
underlined verbs. See if they can think of
topic for each of the three people. • Students read the text again and write a
equivalent verbs in their own language.
• Students write the words. They can name next to each question.
then compare their answers in pairs. • Check answers as class.
Exercise 1  061 • Check answers as a class. During
• Ask students to read the task and check feedback, make sure that students Consolidation
that they understand that a, b, and c are understand all the words and that they Ask students to decide which of the
the names of the positions / jobs on the can pronounce nature /ˈneɪtʃər/ and three positions for the school council in
school council. flowers /ˈflaʊərz/ correctly. the text they would like best. Ask them
• Students listen and decide which to write three sentences explaining why
student would be good for which Exercise 3 they are good for that position. Students
school council position. • Ask students to read the questions. can then compare sentences in pairs.
Audioscript Student Book page 56 Then tell them to read the profiles again
so that they can choose the correct Check it out
Exercise 2 answers.
Ask students to find the words in
• Focus students’ attention on the Skill • Students can compare their answers in the text and make sure that they
focus box and read out the information pairs. understand the meanings.
to them. Elicit the topic of the text • Check answers as a class.

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 to the class. Explain that it’s important
to put information in a logical order
when they write in English, as this helps
the reader to understand what they are
saying and their purpose.
• Ask students to look back at the three
paragraphs in Hayley’s profile and to
identify what she is talking about in
each paragraph. Point out that for each
paragraph, one topic is already listed
and they need to identify the other
topic.
• Allow time for students to look back
and write their answers.
• Check answers as a class.

Step 3
Exercise 3
• Ask students to read the list of
information they need to provide.
Check that they understand the word
passion /ˈpæʃn/ (a strong interest
in something) and that they can
pronounce it correctly.
• Students complete the information
about themselves.
• Circulate and provide help where
necessary.

Exercise 4
• Students write their profile in three
paragraphs. Refer them back to exercise
2 to remind them of how they can
structure their profile.
• Circulate and provide help with
vocabulary, spelling and grammar as
needed.
• When they have finished, encourage
students to read through their own
profile and self-edit their writing,
checking for spelling, grammar and
vocabulary mistakes.

Support
Have stronger students work with less
Writing Step 1 confident students to help them edit
their profile.
Exercise 1
Write a personal profile
• Ask students to read the task and the Consolidation
Aim vocabulary in the box. Check that they Ask students to work in pairs and read
understand what they need to do. each other’s profiles. Tell them to ask
To order points
• Students complete Hayley’s profile with each other questions to find out more
Warm-up words from the box. about their partner’s family, passions,
• Write two headings on the board: • Students can check their answers in and favorite things.
Things I love; Activities I love. Ask pairs before you check as a class.
Workbook p.W23
students to write the headings in their • During class feedback, ask individual
notebooks. Culture p.117
students to read out complete
Online Practice
• Ask students to write three things and sentences from the profile and check
three activities that they love under the their pronunciation.
headings.
• Put students into pairs to compare their Step 2
answers.
• Ask pairs to tell the class about each Exercise 2
other. Did any students have the same • Focus students’ attention on the Skill
things / activities on their lists? focus box and read out the information

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 Global skills
Understand how to choose a
good gift
Communication and collaboration
Intercultural competence and citizenship

Aim
To understand how to choose a good gift

Warm-up
• Write the following questions on
the board and check that students
understand them: 1 When do you get
gifts and who gives them to you? 2 What
kind of gifts do you like best?
• Put students into pairs to discuss the
questions.

BACKGROUND INFORMATION
In the U.S. people give gifts for
birthdays, at Christmas and at weddings.
Americans don’t usually give gifts at
Thanksgiving (the fourth Thursday in
November). The Thanksgiving holiday
is focused more on food, American
football and shopping for Christmas
gifts. Black Friday (the last Friday in
November) is the traditional start to
the Christmas shopping season, when
shoppers can buy gifts at much lower
prices than usual. Black Friday now
also happens in many other countries
around the world.

Exercise 1
• Ask students to look at the pictures and
to match the words in the box to them.
• Students can compare their answers in
pairs.
• Check answers as a class. During
feedback, ensure that they understand
the words and that they can pronounce
poetry /ˈpəʊətri/ correctly.

Exercise 2
Exercise 4 Groupwork
• Ask students to look at the list of things Fast Finishers
and put them in order of importance
• Put students into small groups. Focus Tell students to write down four family
students’ attention on the pictures.
from 1 (most important) to 6 (least members and decide what is a good
important). • Students read the fact files and then gift for each person on the list. Then put
choose a gift from exercise 1 for each
• Students then read the article and circle students into pairs to tell each other
person. about their lists and give reasons for
the things from the list that are in the
article. • Check answers as a class. their choices. You could give them a
• Check answers as a class. During sentence starter to help them, e.g., A
Exercise 5 Groupwork good gift for my sister is a … because … .
feedback, ask students what the final
paragraph of the article is about (finding
• Refer students back to the article in
exercise 2. Focus their attention on the Global Skills Project (Online resources)
out what the person already has).
second paragraph and elicit how they
Exercise 3 should amend these questions to ask
someone in their group, e.g., What do
• Ask students to look at the pictures in
you do in your free time?
exercise 1 again and think about which
gifts are for which category. • In their groups, students ask each other
the questions from the article.
• Elicit an example for each category (a
surprise, fun, useful). • Once they have finished asking their
questions, students suggest gifts for
each person in their group.

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 sentence, which indicates they need an
answer in the affirmative.
• Students complete the remaining
answers.
• Check answers as a class.

Exercise 4
• Ask students to read the task and make
sure that they understand this exercise
is focusing on possessives.
• Students complete the sentences. They
can compare answers in pairs.
• Check answers as a class.

Reflect
• Read through the questions and check
that students understand them.
• Ask students to work individually
and note down their answers to the
questions.
• Put students into pairs so that they can
tell each other their answers.
• Circulate and find out what students
learned and enjoyed about the unit.
• Ask individual students to share some
of the words and phrases they learned
from the unit.

I can
• Read the Can do statements to the
students and draw their attention to
the page references for each one.
• Ask students to work individually and
to look back through the unit so they
can check how they feel about each
sentence.
• Circulate and make suggestions for
students who checked the ‘I need
practice’ column.

Consolidation
Ask students to compare the checks in
their ‘I can …’ charts in pairs. They should
find an area that they are both less
confident in and look at those pages of
My progress Exercise 2 the previous units again together.
• Ask students to read the lines from the
Aim dialogue and point out that the first line Workbook pp.W20–25
To review the key language and reflect on will be from speaker A. Online Practice
what they have learned from the unit • Elicit what the context of the dialogue
is (e.g., shopping) and ask students if
Language practice they can say which is the first line.
• Students then put the rest of the
Exercise 1 dialogue in the correct order.
• Ask students to read the task and check • Check answers as a class.
that they understand they need to • Put students into pairs to practice the
write in the letters to form words for dialogue.
possessions.
• Explain that they should only look back Grammar practice
at the Vocabulary lesson if they need to.
• Students can compare answers in pairs. Exercise 3
• Check answers as a class. • Ask students to read the task.
• Elicit the answer to number 1. Make
them notice the check at the end of the

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 Extra practice

Vocabulary
House and furniture
My things

Grammar
Prepositions of place
Plural nouns
there is / isn’t, there are / aren’t
some / any
they’re / their / there
have: Simple present
The possessive ‘s

Vocabulary
Exercise 1
• Write on the board: pen, classroom,
chair.
• Elicit from students which one is a room
(classroom), which is a possession (pen),
and which is an item of furniture (chair).
Write R beside classroom, P beside pen
and F beside chair.
• Students complete the exercise
individually, then check answers in
pairs.
• Check answers as a class.

Exercise 2
• Ask students to look at the example
sentence.
• Elicit other things that you might find in
a living room.
• Students complete the exercise
individually, then check answers in
pairs.
• Check answers as a class.

Exercise 3
• Read out the example.
• Students complete the exercise
individually, then check answers in Exercise 5 sentence was initially incorrect (it used
pairs. • Focus students’ attention on the picture the possessive form ‘its’ rather than the
and point out the book on the bed. abbreviated form ‘it is’).
• Check answers as a class.
• Students complete the sentence with • Ask students to find and underline the
• Ask students to look at the example
mistakes and then correct them. Check
sentence again and remind them that the correct prepositions.
answers as a class.
the u in guitar is silent. • Check answers as a class.
• Students practice saying the sentences ANSWERS
Exercise 6 1 Where is their mom?
in pairs.
• Point out the example answer on the 2 The children’s teacher is in the
first line of the dialogue. hallway.
Grammar
• Students complete the rest of the 3 There are the boys’ guitars.
Exercise 4 dialogue. They can then compare their 4 There is a games console in my
answers in pairs. brother’s bedroom.
• Draw students’ attention to the
example answers. • Check answers as a class. If there is time,
• Students rewrite the sentences. They students could practice the dialogue
can compare their answers in pairs, with their partner.
then check as a class.
Exercise 7
• Focus students’ attention on the
example answer and elicit why the

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 • Ask pairs of students to read out the
two completed dialogues.
Audioscript Teacher’s Guide page 150

Pronunciation
Exercise 3  064
• Model pronunciation of the /ð/ sound
in isolation, then point out the bold
letters in the sentences.
• Play the audio once for students
to listen and read the sentences.
Encourage them to listen carefully to
the /ð/ sound.
• Play the audio again, pausing after each
sentence for students to repeat, chorally
and individually.
Audioscript Student Book page 61

Extra activity
• Ask pairs to write a sentence that
uses as many ð sounds as possible.
• Ask students in turn to read out their
sentences. Correct any mistakes. See
who managed to use the most ð
sounds.

Video link
Exercise 4  065
• Give students time to read the question
stems and possible answers.
• Play the video or audio. Students
watch or listen and choose the correct
answers.
• Play the audio again if necessary for
students to check and complete their
answers.
• Check answers with the class.
Audioscript Teacher’s Guide page 150

Consolidation
Suggest to students that they look back
over this page and check that they
understand all the language. Suggest
Extra communication they are out of the game if they get a
number wrong or take too long to think
that they could rewrite the dialogues
in exercise 2 using different things
Aim of it. and different prices. They could then
To practice talking about quantity, prices practice reading the dialogues in pairs.
and paying for things Communication
To practice hearing and pronouncing the
Exercise 1  062
sound /ð/
• Play the audio. Students listen and
To watch a video in which three people
choose the correct numbers.
talk about what’s in their bedroom
• Play the audio again for them to listen
Warm-up and check.
• Play a game to revise counting. • Check the answers with the class.
• Go around the class counting, getting Audioscript Teacher’s Guide page 150
each student to say the next number.
Exercise 2  063
• After a minute say: Now count in
threes. Change again a minute later to • Students complete the dialogues with
counting in fours, sevens, tens, etc. the corrects words.
• After a while, make the game • Play the audio for them to listen and
competitive, and tell students that check.
• Check answers with the class.

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 5 Daily
routines
Vocabulary
Daily routines

Grammar
Simple present affirmative, Prepositions
of time: at, in, on, Adverbs of frequency

Skills
Speaking: Ask for and make suggestions
Listening: Understand people talking
about after-school activities
Reading: Understand emails about
daily routines
Writing: Write a message about your
daily routine
Global Skills: Emotional self-regulation
and well-being: Understand a healthy
routine

FAST TRACK
Save time by skipping the Challenge
activities on page 65 and 68 and setting
them for homework instead.

Presentation pages 62–63

Aim
To present new language in the familiar
context of the start of a school day

Story
Logan, Madison and Dev are walking to
school together, but Madison is late to
meet the boys because she is slow eating
breakfast. When they arrive at school,
Logan sees that he has an unread message
from Ava, inviting him to her party last
Saturday. He agrees to find Ava at recess to
Elicit answers, then ask: Do you have and unread /ˌʌnˈred/ correctly and that
say sorry about missing her party.
breakfast every day? Ask individual they understand what the words mean.
Warm-up students what they like to eat for • Ask students to read the Real English
breakfast. box and circle the words / phrases in
• Think about your own daily routine.
Write the heading My day on the board • Play the audio. Students listen and read. the conversations. Check that they
and then write four or five times for Check the answer with the class. understand them by asking in which
different events in your day on the Audioscript Student Book page 62 kind of situation you would use each
board, e.g., 7:00 a.m. (breakfast). one, for example, when someone
• Write or draw a clue next to each time.
Exercise 2 Comprehension arrives late (Oh, there you are); when you
Then elicit what students think you • Focus students’ attention on the think that some information you heard
example answer. Then ask students to sounds good (Oh, nice!); explaining the
usually do at each time.
read the sentences. consequences of something (That's
• Note students’ suggestions on the why …); when you see someone
board and let them know if they were • Students decide if they are true or false,
referring back to the conversations to walking towards you (Here comes …).
right or wrong. Ask students to think of equivalent
help them.
words / phrases in their own language.
Step 1 • Check answers with the class and
find out whether there are any new
Exercise 1  066 or unfamiliar words. During feedback,
• Focus students’ attention on the picture check that students can pronounce
and ask what they think is happening. breakfast /ˈbrekfəst/, recess /ˈriːses/

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 Step 3
Exercise 5
• Check that students can remember the
meaning of the phrase get up and make
sure they know how it differs from wake
up (e.g., get up means that you stand up
from a lying position, whereas wake up
just means you are no longer asleep).
• Point out that the sentences already
start with I, so students just need to use
the phrases and then times that apply
to them.
• Monitor and help as necessary.

Exercise 6 Pairwork
• Put students into pairs and ask them
to use their sentences from exercise
6 to tell each other about their daily
routines.
• During feedback, ask pairs to say what
is similar and different about their
routines.

Link to life
• Focus students’ attention on the Link to
life box and read out the question. Ask
students to discuss the question with
their partner.
• Ask pairs to share their ideas and
encourage them to give reasons for
their answers.

Extra Activity
Ask students to think about a normal
Saturday for them. Ask them to write
four sentences about their Saturday
routine. For the first two sentences they
can use the phrases get up and have
breakfast. For sentences 3 and 4 they
will need to think of two activities that
they typically do on a Saturday. Circulate
and help with vocabulary as necessary.
When they have finished, ask individual
students to read their sentences to the
class. Find out which students have
similar routines on Saturdays.
Key language Exercise 4  067
• Play the audio again, pausing after Consolidation
Aim each line for students to repeat.
Ask students to close their books. Say
To practice the target language in a Encourage them to focus on the
the following times and nominate
personalized context intonation patterns for sentences with
different students to say a sentence
an exclamation mark at the end – these
about what they usually do at that time
Step 2 sentences go up and then down at the
of day, e.g., 7.30 a.m. (I get up at 7.30 a.m.)
end.
Exercise 3  067 • Students could then practice the Online Practice
• Tell students to look at the three dialogues in pairs.
pictures. Ask: Where are the people in • Invite a strong pair to perform the
each picture? (walking to school, just dialogues for the whole class. Provide
outside the school, in the school). feedback on the intonation in the
• Ask students to read the dialogues. sentences ending with an exclamation
Point out the example answer, then ask mark.
students to circle the correct words. Audioscript Teacher’s Guide page 150
• Students listen and check.
Audioscript Teacher’s Guide page 150

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 Vocabulary
Daily routines
Aim
To present and practice vocabulary for
daily routines

Warm-up
• Draw some clocks on the board with
different times.
• Point to each clock in turn and ask:
What time is it? Elicit the answers, and
review telling the time.
• Ask students to draw three clocks with
different times. Put them into pairs to
ask and answer questions about the
time. Ask some students to show the
class their clocks and say the times.

Exercise 1  068
• Students work individually or in pairs to
match the sentences with the pictures.
• Play the audio. Students listen and
check.
• Play the audio again, pausing after each
sentence for students to repeat, chorally
and individually.
Audioscript Teacher’s Guide page 150

Vocabulary strategy
• Read through the strategy with the
class. Explain to students that a page of
new vocabulary is easier to remember if
the words are all different colors, rather
than all being the same color.
• Suggest that students try this next
time they want to learn some new
vocabulary to see if it works for them.

TEACHING TIP
Success criteria: Recording
vocabulary
Students will benefit from noting
down collocations, rather than just
single verbs so that they can learn
useful chunks of language. • Allow students time to think about their
Extra activity
Tell students to record the full daily routines and make notes.
Put the class into two groups so
expressions in relation to daily routines, • They then work in pairs to talk about
that they can play a miming game
e.g., have breakfast, get home (not just their daily routines.
to practice the vocabulary for daily
breakfast and home) so that they know • Ask some students to tell the class what routines. Have a student from each
which verbs collocate most frequently things are the same in their routines group come to the front of the class.
with common nouns. This will help with and their partner’s using we, e.g., We get Whisper one of the daily routine
their fluency as they will be able to use up at six o'clock. activities from exercise 1 (e.g., get
chunks of language to form sentences,
dressed). Each student mimes the
rather than just individual words. Consolidation activity and their teammates have to
Ask students to use the pictures on shout out the correct phrase. The first
Exercise 2 Pairwork page 64 to revise the vocabulary for student to shout the correct phrase gets
daily routines. Tell them that they can a point for their team. Continue with
• Read out the example answer in the cover the words and use the pictures to
speech bubble. Point out the time different students miming the activities
try to remember the vocabulary. until you have used all of the phrases
expressions (during the week, on
weekends). Write these on the board from exercise 1. The team with the most
and elicit or teach a few more, e.g., on points wins.
Saturdays, on Sundays, on Tuesdays and
Thursdays. Add these to the board. Workbook p.W26

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 Exercise 1
• Students read the sentences and add -s
where necessary, then check answers.

Exercise 2
• Read through the verbs in the box and
explain their meanings if necessary.
• Students complete the sentences with
the correct forms of the verbs.

Spelling variations
Grammar chart
• Point out that -y only changes to -ies
when it follows a consonant. Refer
students to the rules on page W30.
Rules p.W30

Exercise 3
• Students rewrite the sentences and
compare answers in pairs.
ANSWERS
1 She studies Spanish.
2 He finishes school at 3:30 p.m.
3 They have breakfast in the backyard.
4 Mom and I watch TV after dinner.
5 My sister and I go to school.

Exercise 4
• Read out the example. Remind students
to use one word from the box in each
of their sentences.
ANSWERS
He plays soccer. He reads comics. He eats
pizza. He studies Spanish.

Exercise 5 Pronunciation  069

• Model pronunciation of the three
sounds. Play the audio for students to
listen and check the correct column.
• Play the audio again, pausing to check
the answers.
Audioscript Student Book page 65

Challenge
• Students write sentences individually,
Grammar • Put students into pairs. Ask them to then compare in pairs.
match the words to make daily routines,
Aim e.g., have breakfast, do my homework, Fast finishers
then check answers.
To present and practice the affirmative Tell students to write true or false
form of the simple present sentences about their family members
To present and practice spelling variations Simple present using the verbs and subject pronouns
of the simple present from the lesson. Ask them to work in
Affirmative pairs and then read their sentences to
Warm-up their partner, who guesses which ones
• With books closed, write two columns Grammar chart and Think box are false.
of words on the board: • Read out the grammar examples. Go
get school through the chart with the class. Consolidation
start dinner • Students read the Think box and Tell students that to help them
finish up complete the rule. Check the answer remember the verb forms on this
have TV with the class. page, they could write some example
watch school • Reinforce that, in English, we add -s sentences about themselves and their
have home to the third person singular form: He daily routine, e.g., I study English on
get breakfast practices every day. NOT He practice Mondays.
do to bed every day.
go my homework • Refer students to the rules on page W30. Workbook p.W26
Rules p.W30 Online Practice
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 Speaking
Ask for and make
suggestions
Aim
To ask for and make suggestions

Warm-up
• With books closed, write a selection of
verbs on the board, e.g., go, have, do,
play, watch.
• Put students into pairs and give
them two minutes to write as many
sentences as they can using the verbs.
• Tell them that some sentences should
start with I, and some should start with
he / she.
• Ask pairs in turn to read out their
sentences. Correct any mistakes as a
class.
• See which pair wrote the most correct
sentences.

BACKGROUND INFORMATION
Students might be interested to know
which activities American teenagers
spend the most money on. According
to recent studies, male teenagers spend
most of their money on food, followed
by clothes and then video games.
This is different for U.S. females - they
spend most of their money on clothes,
with food in second place and beauty
products (e.g., make-up) in third. You
could ask students if they think this is
similar to the behaviour of teenagers in
their own country.

Exercise 1  070
• Focus on each of the three pictures in
turn and elicit what it shows.
• Tell students they will watch or listen to
three conversations, and number the
pictures in the order that they appear.
Audioscript Student’s Book page 66 Exercise 4  071
• Play the video or audio again.
Exercise 2  071 Students watch or listen, then • Play the audio once for students to
complete the dialogues with the listen. Check that they understand all
• Allow students time to read through the questions and sentences.
correct expressions.
the dialogues, and the expressions in
the box. Check if there any words or • Check answers, playing the video or • Play the audio again, pausing after each
audio again and pausing to confirm question and sentence for students to
expressions that they don’t understand,
the answers. repeat. Encourage them to copy the
e.g., they might not know bored, hungry,
intonation and pronunciation.
instead. See if students can work out
the meaning of these words. Audioscript Teacher’s Guide page 150
Exercise 3
Support
• Focus students’ attention on the Skill Extra activity
focus box. • Play a miming game. Tell students
• Some students find it harder to
work out meaning from context.
• Model the question and the two you are going to mime an activity
expressions for making suggestions. Elicit and they must make a suggestion
Ask stronger students to explain the
what the 's might represent in Let's (us). about it. Mime swimming, and elicit
meanings of any unknown words.
They can translate into their first • Repeat the three phrases and ask the phrase Let’s go swimming! or Do
language if this helps. students to repeat them, chorally and you want to go swimming?
individually. • Invite students to mime more
• Ask students to complete the dialogue actions. Other students race to make
then practice it in pairs. the suggestions. Each time, elicit
two different phrases for making
suggestions.
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 encourage stronger students to go
straight into the practice.
• Challenge students to keep repeating
the instructions and see how long they
can continue the conversation.

TEACHING TIP
Diagnostics: Collaborative mistake
correction
Students will progress better if they
learn to work with their peers to
correct common mistakes. This will
also help to reassure weaker students
that people of all abilities can make
mistakes.
As students speak, monitor and make
a note of any mistakes. At the end of
the activity, write these mistakes on the
board. Put students into pairs to find
and correct the mistakes, then check
as a class. This will enable you to check
common mistakes that arise during
productive tasks and will help prevent
mistakes becoming fossilized.

Extra activity
Ask a student at the front of the class
to make a suggestion. Ask the student
next to them to say no and explain
why. This student then makes another
suggestion to the student next to them.
Continue around the class, with each
student giving a reason for saying no
and then making another suggestion.
Other students can help out with ideas
if necessary. See if you can get right
around the class!

Link to life
• Read out the questions and discuss
them as a class. Ask more questions
if necessary to prompt students, e.g.,
What might happen if you are honest?
Might the person be upset? Why? Do you
sometimes agree to do things you don't
want to do? Why?
Exercise 5  072 • Elicit ideas from the class and write
them on the board. Consolidation
• Allow students time to read through
the gapped sentences and the phrases Suggest to students that they could
in the box. Extra Activity record some of the phrases from this
Ask students to use their ideas from lesson on their phones, e.g., I’m bored.
• Play the audio once for students to
the Beat the clock activity to write What do you want to do? Let’s go to
listen and complete the sentences.
a dialogue like the one in exercise 3. the movies. They could then practice
• Check answers with the class. Circulate and help as necessary. When listening and responding with their own
• Read out the question, then play the students have finished, put them into ideas.
audio again. Students listen again and pairs to practice their dialogues.
decide if the people say yes or no to Workbook p.W28
each idea. Extra communication p.87
• Check answers with the class. Exercise 6 Pairwork Online Practice
Audioscript Student’s Book page 67 • Demonstrate the task with a confident
student. Take the role of Student A
Beat the clock and model a dialogue. Encourage
• Explain the task and elicit a few ideas of other students to join in and make
things to do, e.g., go shopping, watch a suggestions on what you could say.
movie. • Students then work in pairs. You could
• Take two minutes. Students work in allow weaker students to prepare
pairs to think of ideas of things to do. their ideas before they practice but

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 Grammar
Aim
To present and practice prepositions of
time: at, in, on
To present and practice adverbs of
frequency

Warm-up
• Ask students questions to elicit different
time expressions, Write some of the
time expressions used on the board,
e.g., at seven o'clock, on the weekend.
• Underline the prepositions. Elicit that
they are prepositions and tell students
they are going to practice using them.

Prepositions of time: at, in, on

Grammar chart
• Go through the grammar chart with the
class. Check that students understand
all the phrases.
• Ask students to read the rule and
complete it with the correct prepositions.
• Refer students to the rules on page W31.
Rules p.W31

Think
• Read out the grammar examples
and go through the grammar chart
with the class. Check that students
understand all the phrases.
• Ask students to complete the rule
with the correct prepositions. Check
answers with the class. Refer students
to the rules on page W31.

Exercise 1
• Students complete the expressions.
They can then compare their answers in
pairs before you check as a class.

Exercise 2
• Students complete the sentences with
information about themselves. ANSWERS Challenge
• Ask some students to read their 1 We usually go to the movies on the • Students do the questionnaire and
sentences to the class. Correct any weekend. write their own answers individually.
mistakes, referring back to the rule. 2 Marcelo sometimes listens to the
radio.
• Ask some students to read their
sentences to the class, saying some that
Adverbs of frequency 3 Aubrey is never happy.
are true and some that are false.
4 I rarely go to bed before 10 p.m.
Grammar chart and Think box 5 Grandpa is always in the backyard. Fast finishers
• Read out the grammar examples. Go Exercise 4 Tell students to draw a timeline with the
through the adverbs of frequency chart adverbs of frequency in the right order
with the class. • Read out the example answer. Point out
and write an activity that they never,
that it relates to item 1.
• Students read the Think box and always, etc. do. Tell them to exchange
complete the rule. Check answers. ANSWERS timelines with a classmate and use the
• Refer students to the rules on page W31. 2 Riley always takes the school bus to information to write sentences.
school.
Rules p.W31
3 Riley is never late for school. Consolidation
Exercise 3 4 Riley often does her homework in the
Students ask family members about
afternoon.
• Students rewrite the sentences. Check their daily routines, writing sentences
5 Riley rarely plays video games in the
answers with the class, referring back to about them, using adverbs of frequency
evening.
the rule in the Think box. and prepositions of time.

Workbook p.W27
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 use the key words in exercise 1 to help
them choose the topics.

Exercise 3  073
• Allow students time to read through
the gapped sentences. Ask them to
circle the key words in each one.
• Play the audio again. Students listen
and complete the sentences.
• Check answers, playing the audio again
and pausing it for students to hear the
answers.
Audioscript Teacher’s Guide page 150

Step 2
Exercise 4  074
• Allow students time to read
through the chart. Elicit the key
words (grandma's house, his house,
Wednesdays, Fridays).
• Draw students’ attention to the
example answer, and point out that it
uses the third person form of the verb.
Tell students that they should use the
third person forms in their answers.
• Play the audio. Students listen and
complete the chart.
• Allow students time to compare their
answers in pairs, then play the audio
again for them to check and complete
their answers.
Audioscript Teacher’s Guide page 150

Step 3
Exercise 5 Pairwork
• Put students into pairs to tell each other
about their after school activities. Make
emphasis on paying attention to the
other person.

Exercise 6 Presentation
• Ask students in turn to tell the class
about their partner’s afternoon and
provide feedback at the end of the
Listening Step 1 activity.

Exercise 1  073 Culture focus

Understand people talking • Elicit what after-school clubs students
• Focus students’ attention on the Skill
about after-school activities focus box. in your class go to. Find out which are
• Read out the information in the box to the most popular clubs.
Aim
the students. Explain that key words
To identify the topic Consolidation
are usually verbs and nouns, and that
they are often stressed when they are Suggest to students that they could
Warm-up
spoken. record themselves talking about their
• Tell students that they are going after-school activities, then listen back
to listen to some people talking • Ask students to read the names and the
and see if they can improve their
about what they do after school. Ask list of words next to each one. Check for
pronunciation.
individual students: What activities do understanding.
you do after school? Audioscript Teacher’s Guide page 150 Workbook p.W28
• Elicit answers then, as a class, Online Practice
brainstorm other possible activities.
Exercise 2
• Students circle the correct topic for
each person.
• Explain that they need to think back to
what they just heard and they can also

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 Reading
Understand emails about
daily routines
Aim
To understand connecting words

Warm-up
• Write the following heading and answer
options on the board. Travel to school =
walk / bus / car / train / bike; Lunchtime
= go home / stay at school, food from
the school cafeteria / lunchbox.
• Ask students the following questions:
How do you usually travel to school?
Where do you go at lunchtime? What do
you eat for lunch?
• Find out what the most common way
to travel to school is, and what most
students do and eat at lunchtime.

Exercise 1  075
• Focus students’ attention on the two
pictures and elicit where they think
each teenager lives.
• Check that the students understand
what they need to do. Play the audio.
Students read and listen to the two
emails and write the correct times in
the chart.
• Students can compare their answers in
pairs.
• Check answers as a class and find out if
their ideas about where each teenager
is from were correct.
• Focus students’ attention on the
Check it out box. Ask them to find and
underline the words and phrases in
the emails. Encourage students to look
up any words they don’t know. Explain
the meanings if they don’t have online
access or dictionaries.
Audioscript Student Book page 70

BACKGROUND INFORMATION
Explain to students that children have • Students complete the sentences with Culture focus
to wear school uniforms in many the correct joining words. They can • Ask students to read the information in
countries around the world, including then compare answers in pairs. the Culture focus box. Find out if they
Britain, Australia, Colombia, India, Japan. • Check answers as a class. Ask individual are surprised about any of the facts
Uniforms are not common in American students to read out the sentences. about U.S. schools.
schools. Check that they can pronounce because • Ask students to work in small groups
/bɪˈkəz/ correctly. and compare these U.S. school facts
with schools in their own country. Tell
Exercise 2 Exercise 3 them to focus on what’s the same and
• Focus students’ attention on the Skill • Ask students to look at the example what’s different.
focus box. Read out the information answers. Explain that they need to
and check that students understand
• Invite groups to share what they
correct false sentences by writing out
discussed. Find out if they think their
the meaning of each of the connecting a complete sentence that corrects the
school system is better or worse than
words. Elicit what the equivalent words mistake.
the system in the U.S. and why.
would be in their first language. Explain • Students can refer back to the emails to
that these words are very useful so they help them with their answers.
should learn them.
• Students can compare their answers in
• Ask students to find and underline pairs before you check as a class.
examples of these words in the two
emails.

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 Step 3
Exercise 3
• Focus students’ attention on the Skill
focus box.
• Remind them that they looked at these
linking words earlier in the units and
that they are useful in both speaking
and writing.
• Ask students to look back at Jessica’s
message to find all the instances of and,
but and because.
• Students can compare in pairs to check
that they have found all the examples.

Exercise 4
• Students use their notes from exercise 2
to write a message about their own
routine. They can look back at Jessica’s
message in exercise 1 for guidance.
• Remind them to use and, but and
because in their message. They can
begin by using the example sentence
provided.
• When they have finished, ask students
to exchange their message with a
partner. They can read each other’s
messages and ask questions and / or
help correct any mistakes.

Challenge
• Ask students to read the Challenge
and to think back to what their daily
routine was like when they were still at
elementary school.
• Tell them to note down answers to the
questions based on what life was like
for them then.
• Students then write a paragraph as if
they were still at elementary school.
• Invite individual students to read out
their paragraphs to the class. Provide
feedback on their use of language and
their pronunciation.

Consolidation
Writing Step 1 Ask students to interview a family
member about his / her daily routine.
Exercise 1 They should find out times for when
Write a message about your
• Tell students to look at the picture. Then they get up, have breakfast, leave home
daily routine focus their attention on Jessica’s notes for school OR work, have a break, have
at the bottom of the message. lunch, leave school / work, any activities
Aim after school / work. Students should
To link ideas together
• Ask students to use those notes to help
them complete the message. take notes and then write a paragraph
about the family member. Remind them
Warm-up to use the third person forms and to use
• Tell students to close their books. Write Step 2 linking words to connect their ideas.
the following words / phrases that They can bring their paragraphs to the
they have already encountered in this Exercise 2
next lesson to share with the class.
unit on the board and ask students to • Ask students to complete the notes
explain their meaning OR to translate about their own school and school day.
Workbook p.W29
them into their first language: cafeteria, • Circulate and help as necessary. Culture p.118
recess, get up, catch the school bus, after- Online Practice
school club, favorite class.
• Encourage students to make a note of
these words / phrases along with their
meanings.

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 Global skills
Understand a healthy
routine
Emotional self-regulation and well-being

Aim
To understand a healthy routine

Warm-up
• Write the following heading on the
board: A healthy day.
• Check that students understand the
meaning of the word healthy /ˈhelθi/
(something that is good for you or a
lifestyle that is good for you) and that
they can pronounce it correctly.
• Tell students to imagine that today is
a very healthy day for them. Ask them
the following questions and write their
suggestions on the board: How long do
you sleep? What do you have for breakfast?
How do you travel to school? What do
you do after school? What do you have for
dinner? What time do you go to bed?

Exercise 1
• Ask students to look at the picture
and elicit suggestions for why the boy
might be tired. Students might need to
answer in their first language.
• Ask students if they ever feel like this at
school.

Exercise 2
• Check that students understand what
they need to do.
• Students read both routines and decide
which one is healthy.
• Check answers as a class. During
feedback, check that they understand
the meaning of have a nap.

Exercise 3
• Ask students to read the habits and
check the healthy ones.
• They can compare their answers in pairs I think you should …) as well as other
• Put students into new pairs. They then
before you check as a class. ask their new partner the questions
useful phrases from the lesson, e.g., go
from exercise 4. When they have heard
• Check that students know what each of to school, have a snack, go to bed, do
their partner’s answers, they should
the phrases means. my homework. Encourage students to
then give them some advice / make
connect the words in a natural way,
Exercise 4 Pairwork suggestions of up to three things they
following your example. The more
could do to have a healthier routine.
• Put students into pairs and ask them to they practice saying these chunks of
read through the list of questions. language, the easier they will find it to
Consolidation
• Check that they understand what each sound confident and natural when they
speak. Ask students to think of someone else
question means. Encourage them to that they know well - a friend or family
note down their partner’s answers. member. They should think about their
• Circulate and help where necessary. Exercise 5 Pairwork lifestyle and identify three unhealthy
TEACHING TIP
• Explain that the phrases in the box aspects of their routine. Ask students to
can be used to give advice / make write a message to this person, giving
Success criteria: Connecting speech suggestions. Model the phrases and advice on how they could improve their
Students will benefit from practicing ask students to repeat them. Check routine.
phrases as a chunk of language. their pronunciation and ensure that
Before students attempt exercise 5, drill they understand the meanings of could Global Skills Project (Online resource)
the phrases in the box below it (You and should (could is used to make
could …, Why don’t you … ? a suggestion, should is used to give
advice).
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 which form of the verb they need and
to consider any spelling issues.
• Students complete the sentences.
• Students can compare their answers in
pairs.
• Check answers as a class.

Exercise 4
• Ask students to read the sentences and
circle the correct options.
• Check answers as a class. During
feedback, check that students know
which of the words are prepositions
(in, on, at) and which are adverbs of
frequency (always, often, sometimes,
never).

Reflect
• Read through the questions and check
that students understand them.
• Ask students to work individually
and note down their answers to the
questions.
• Put students into pairs so that they can
tell each other their answers.
• Circulate and find out what students
learned and enjoyed about the unit.
• Ask individual students to share some
of the words and phrases they learned
from the unit.

I can
• Read the Can do statements to the
students and draw their attention to
the page references for each one.
• Ask students to work individually and to
look back through the unit so that they
can check how they feel about each
sentence.
• Circulate and make suggestions for
students who checked the ‘I need
practice’ column.

Support
Tell students to choose the part of the
My progress Exercise 2 lesson that they found the hardest
based on their ‘I can …’ answers and ask
• Ask students to read the lines from the
Aim dialogue and point out that the first link them to decide three things they can do
To review the key language and reflect on will be from speaker A. to try and improve their ability for this
activity, for example, they could suggest
what they have learned from the unit • Ask students to tell you which two
completing the Workbook activities for
types of food are mentioned (pizza and
this part of the lesson. Ask them to write
Language practice burger) and one type of sport that is
a list. They can then share their list with
mentioned (soccer).
a partner and see if they had similar
Exercise 1 • Elicit which is the first line. Students ideas. Encourage them to follow their
• Ask students to read the task and check then put the rest of the dialogue in the own advice over the next week and see
that they understand what they need correct order. if it helps them to improve.
to do. • Check answers as a class.
• Encourage them to think about the • Put students into pairs to practice the Workbook pp.W26–31
logical order of the day and to number dialogue. Online Practice
the sentences accordingly.
• Students can compare answers in pairs. Grammar practice
• Check answers as a class.
Exercise 3
• Ask students to read the task. Remind
them that they need to think about

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 6 Lunchtime
Vocabulary
Food and drink

Grammar
Simple present negative; Simple
present interrogative and short
answers; Question words + simple
present; How often …?; Object
pronouns

Skills
Speaking: Talk about likes and dislikes
Listening: Understand people talking
about their daily meals
Reading: Understand an article about
eating insects
Writing: Write a description of your
favorite dinner
Global Skills: Emotional self-regulation
and well-being: Understand how to
make a healthy lunch

FAST TRACK
Save time by skipping the Challenge
activities on pages 77 and 80 and
setting them for homework instead.

Presentation pages 74–75

Aim
To present new language in the familiar
context of chatting in the school cafeteria

Story
Madison, Emma and Dev are having lunch
in the school cafeteria. They chat about
Ava’s band practice and what they are
eating for lunch. Emma then reads an
email from the school principal about a
fashion show and tells the others about it.
fashion show (an event where people • During feedback, check that students
Warm-up see new designs of clothes) and raise can pronounce sandwiches
• Focus students’ attention on the picture money (collect or make money for /ˈsænwɪdʒɪz/ correctly.
and ask questions about it: What food is something or someone). Explain the • Ask students to read the Real English
in the picture? What drinks are there? phrases if they don’t understand them. box and circle the phrases in the
• Ask students to point to which items in Audioscript Student Book page 74 conversations. Ask students to look up
the picture are healthy and unhealthy. the meanings of the phrases online or
Exercise 2 Comprehension in a dictionary. Then ask students to
Step 1 • Focus students’ attention on the example think of equivalent words / phrases in
answer. Ask: What does Ava play? Check their own language.
Exercise 1  076 that they understand drums. • Model the four phrases and ask
• Tell students to look at the dialogue • Explain that students need to write students to repeat them. They may find
heading. Ask: Where are Madison, Emma the correct names to complete the it hard to pronounce rather /ˈræðər/, so
and Dev? (They’re in the cafeteria at sentences. model and drill this word a few times to
school). • Ask students to underline the key words give them extra practice.
• Ask students to read the question and in the gapped sentences. Students then
check that they understand what principal write the names, referring back to the
means (the person in charge of a school). dialogue in exercise 1 and looking for the
• Check the answer with the class. Find key words they identified to help them.
out if students know the meaning of

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 Step 3
Exercise 5 Pairwork
• Check that students understand the
words in the box. Then ask them to
look at the speech bubbles. Explain
that all of the food words in the box are
uncountable so you can’t form plurals
with them.
• Ask two confident students to model
the dialogue in the speech bubbles.
• Put students into pairs and ask them to
write down similar dialogues.
• Monitor and help as necessary.

Exercise 6 Pairwork
• Students practice their dialogues from
exercise 5 in pairs.
• You could then ask pairs to exchange
their written dialogues with a
different pair so that they have a new
conversation to practice.

Consolidation
Ask students to record the questions
from the dialogue they wrote for
exercise 6. They can then play these
questions back and practice answering
them.

Online Practice

Key language Audioscript Teacher’s Guide page 151

Aim Exercise 4  077

To practice the target language in a • Play the audio again, pausing after each
line for students to repeat.
personalized context
• Students could then practice the
dialogues in groups of three.
Step 2
Audioscript Teacher’s Guide page 151
Exercise 3  077
• Tell students to look at the three Support
pictures. Ask: What does Emma read on Some students might need extra
her phone in the last picture? (an email listening and speaking practice. Suggest
from the principal). that they listen again to all the previous
• Focus students on the example answer audios for this story, the first unit until
and point out that the words have been this unit for homework. Encourage them
re-ordered. to choose one of the conversations to
record themselves repeating on their
• Students put the words in order to
phone. They can then listen back and
complete the remaining five gaps in the
check how they sound in comparison
conversations.
with the original audio.
• Play the audio. Students listen and
check their answers.
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 Vocabulary
Food and drink
Aim
To present and practice vocabulary for
food and drink

Warm-up
• With books closed, write these gapped
words on the board: c _ ee _ e, s _ l _ d,
c _ _ n, t _ m _ t _ _ s, ch _ ck _ n.
• Say: They are all the same kind of things.
What are they? (kinds of food). Put
students into pairs to complete the
words.
• Elicit the answers and complete the
words on the board (cheese, salad, corn,
tomatoes, chicken). Check that students
understand the words. Find out if they
know the equivalent words in their first
language.
• Tell students that they are going to
learn more words for food and drink in
this lesson.

Exercise 1  078
• Students work individually or in pairs
to match the words for food and drink
with the numbers in the pictures.
• Play the audio. Students listen and
check.
• Play the audio again, pausing after
each word for students to repeat,
chorally and individually. Make sure that
students understand all the words.
Audioscript Teacher’s Guide page 151

Vocabulary strategy
• Read through the Vocabulary strategy
with the class. Remind students
that it is important for them to take
responsibility for their own learning and
find the strategies that work for them to
help them improve.

Exercise 2 Fruit and vegetables: potatoes, peas, Culture focus

• Read through the categories in the pear, fries, corn, grapes, tomatoes, salad, • Read out the information in the Culture
word map with the class and make sure peach focus box. Ask: Where do you usually
that students understand them all by Other: potato chips, eggs, ice cream have lunch? What do you usually eat? Do
eliciting an example for each one. you prefer hot or cold lunches? Why?
• Read through the Look box with Exercise 3 Pairwork
the class and check that students • Read out the task and check that Consolidation
understand everything by eliciting students understand it. Suggest to students that they could
another food / drink example for • Focus on words in exercise 1 again and make a poster with their favorite foods,
each category (e.g., an egg > eggs, a say: I like … Elicit some sentences using using pictures and words.
tomato>tomatoes, cheese (singular singular and plural nouns, e.g., I like
only). potatoes, peas, chicken and corn. Workbook p.W32
• Students work individually or in pairs to • Read out the example questions
complete the word map. and answers. Check that students
• Check answers with the class. understand second-favorite and teach
third-favorite.
ANSWERS
Meat and fish: chicken, tuna
• Students put the lunches in order then
compare their ideas in pairs.
Drinks: orange juice, water
Dairy products: cheese • Ask some students to tell the class what
lunches they both like.

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 • Students read the Think box and
complete the rules.
• Refer students to the rules on page W36.
Rules p.W36

Exercise 1
• Students read the sentences and
choose the correct alternative.
• Check answers with the class.

Exercise 2
• Read out the example sentence. Do
another example with the whole class,
e.g., Tom gets up at 6 a.m. > Tom doesn't
get up at 6 a.m.
ANSWERS
1 Katie doesn’t go to bed at 10 p.m.
2 We don’t visit our uncle on Sundays.
3 My dog doesn’t like fish.
4 My mom doesn’t clean my bedroom.
5 The boys don’t play basketball on
Fridays.
6 I don’t get home at 4 p.m.
7 Matteo doesn’t have lunch at school.
8 Holly doesn’t eat salad.

Interrogative and short

answers
Grammar chart and Think box
• Students read the Think box and
choose the correct words to complete
the rules.
• Reinforce the point that in the
interrogative form the main verb
doesn’t have an -s in the third person
singular: Does he like fish? NOT Does he
likes fish?
• Refer students to the rules on page
W36.
Rules p.W36

Exercise 3
• Students complete the questions and
short answers. Check answers as a class.

Grammar back on page 76 to find them. Check

students’ spelling and that they can
Challenge
• Students write the questions
Aim pronounce all the words correctly. individually then stand up and walk
To present and practice the negative and • Write on the board: I ____ chicken . around the class, asking different
interrogative forms of the simple present, I _____ soda . students their questions.
and short answers • Elicit the verb forms like / don't like and
complete the sentences. Invite students Fast finishers
Warm-up to say similar sentences about food Tell students to write the sentences in
• With books closed, draw the word map they like / don’t like. exercise 2 as questions, e.g., Where do
from page 76 on the board, with the you live? When does Katie go to bed?
categories but no words added. Simple present
• Remind students that they learned 24 Consolidation
words for food and drink in the last Negative Suggest to students that to help them
lesson. Put students into pairs and give learn these verb forms, they could
them two minutes to remember and Grammar chart and Think box write some personalized sentences and
note down as many as they can. • Go over the examples and grammar questions / answers about themselves
• Elicit words from different pairs and chart with the class. Explain that we and their friends or family.
ask students to come and write their usually use the short forms in spoken
answers on the board. If there are English. The full forms are more formal. Workbook p.W32
some words missing, students can look

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 Speaking
Talk about likes and dislikes
Aim
To write notes

Warm-up
• Ask a few questions about the foods
students like, e.g., Do you like salmon
/ corn / fries? Ask students to put up
one hand if they like the food and two
hands if they like it a lot.
• As they answer, write sentences on the
board using like and love, e.g., (Ana)
likes salmon. (Dan) really likes salmon.
(Andrea) loves salmon.
• Add a sentence using doesn’t like, e.g.,
(Paul) doesn't like salmon.
• Elicit the order of the sentences from
not liking to loving (doesn't like, likes,
really likes, loves).
• Tell students they’re going to practice
talking about likes and dislikes.

Exercise 1  079
• Play the video or audio once for
students to watch or listen.
• Students complete the dialogues with
the correct words.
• Play the video or audio again for
students to check their answers.
• Check answers with the class.
• Read through the information in the
Look box with the class. Ask students
to find the phrases in the dialogues. You
could play the video or audio again for
them to hear the phrases in context.
Audioscript Student’s Book page 78

Exercise 2  080
• Play the audio once for students to
listen. Check that they understand all
the expressions. Remind students that
learning and using a variety of expressions
makes them sound more interesting for
Exercise 3  081 • Put students into pairs to compare their
the person they are talking to.
• Point out the example answer, then ideas and see if they love / hate any of
• Play it again, pausing after each the same things.
ask students to match the remaining
expression for students to repeat.
questions and answers. • Ask some students to tell the class
Audioscript Teacher’s Guide page 151 something that is the same as their
• Students could practice asking and
answering the questions in pairs. partner, or something that is different,
Extra activity e.g., We both love potato chips.
With books closed, draw the different Audioscript Student’s Book page 79
(Dan) loves salmon, but I hate it.
clusters of smiley and sad faces from
Challenge
the speech bubbles in exercise 2 on one Extra activity
side of the board. On the other side of Ask student to think about the reasons
Ask students to work individually and
the board, brainstorm words for food for their answers in exercise 3 and
write a dialogue about food and drinks
and drink. Put students into teams. Point encourage stronger students to share
they like and don’t like, using their ideas
to one of the food and drink words on these reasons with the class.
from Beat the clock and the question
the board, e.g., potatoes and then one of in exercise 2. Then put them into new
the symbols or clusters of symbols, e.g., Beat the clock pairs to practice the dialogues they
three sad faces. Teams race to say the have written.
• Explain the task and check that
correct sentence: I can’t stand potatoes.
students understand hate.
Continue until all the food and drink
words and expressions have been • Time two minutes. Students work
practiced several times. individually to write their food words in
the circles.

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 • Demonstrate the task with a confident
student. Ask: Do you like ice cream? Elicit
their answer and encourage them to
ask: What about you? Give your reply.
• Monitor and help while they are
working. Encourage them to use a
range of adjectives and expressions to
express likes and dislikes.

Challenge
• Draw students’ attention to the
Challenge box and ask them to look
at the four pictures of different kinds of
international cuisine.
• Put students into pairs to have
conversations about the different types
of food. Refer them back to the speech
bubbles in exercise 5 to help guide their
conversations.
• Circulate and monitor, making a note of
any mistakes.
• During class feedback, find out which
type of cuisine is most popular with
your class and which is least popular.

Consolidation
Suggest to students that they could
write some personal sentences about
different things they like and dislike,
e.g., bands or singers, movies, sports.
Encourage them to use a range of
adjectives and different expressions to
describe their likes and dislikes.

Workbook p.W34
Extra communication p.87
Online Practice

Link to Life TEACHING TIP

Ask students if it is okay to have Learning intentions: Highlighting
their own preferences, and why it is activity aims
important to value the opinions of Students will engage better with an
others. activity if they understand the aims
before doing it.
Exercise 4 Exercise 5: Explain that exercise allows
them to practice the grammar and
• Focus students’ attention on the Skill vocabulary they have already focused
focus box.
on, e.g., present simple questions and
• Explain that when they speak English, food vocabulary, in addition to the
their brains have to work especially phrases they have just learned for
hard, so making notes on what they expressing likes and dislikes.
want to talk about before they speak
can help them focus on accuracy.
• Give students time to write some notes Exercise 5 Pairwork
saying how much they like or dislike • Read through the task with the
each of the items / people on the list. class and make sure that students
understand what they have to do.

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 Grammar
Aim
To present and practice question words +
simple present
To present and practice How often …?
To present and practice object pronouns

Warm-up
• Ask students to write their favorite color
and sport. Say that they are going to
guess what their classmates like. Ask a
student: (Maria), do you like blue? The
students answer with: Yes, I do. I love it. /
No, I don't. I hate it.
• Put students into groups to take turns
asking questions and making guesses.
They get a point for each correct guess.
See who has the most points.

Question words + simple

present
Grammar chart
• Read out the questions and check that
students understand them.
• Refer students to the rules on page
W36.
Rules p.W36

Exercise 1
• Students complete the questions with
the question words and verb forms.
• They can compare their answers in pairs
before you check as a class.

How often …?
Grammar chart
• Read out the examples and ask students
to read the grammar chart. Check that
they understand the question words
and the expressions of frequency.
• Refer students to the rules on page W37.
Rules p.W37
6 How often do Cole and Amy play Challenge
Exercise 2 sports? They play sports twice a week. • Students write their questions and
• Read out the example question and answers individually.
answer about Amy and point out that
Object pronouns • They can compare their questions and
the answer needs to be a complete
sentence. Explain that Cole is a boy’s answers in pairs.
Grammar chart and Think box
name.
• Read out the grammar examples and Fast finishers
ANSWERS the grammar chart. Tell students to look back at the
1 How often does Cole eat fish? He eats • Students read the Think box and dialogue, in exercise 1 on page 78 and
fish every week. complete the rules. underline all the object pronouns.
2 How often do Cole and Amy drink • Refer students to the rules on page W37.
cola? They drink cola once a week.
Rules p.W37 Consolidation
3 How often does Cole eat fruit
and vegetables? He eats fruit and Tell the students that now they have
Exercise 3 studied all the forms of the simple
vegetables twice a day.
4 How often does Amy eat fruit and
• Students choose the correct pronouns. present, they should check that they
Check answers as a class. know all the rules.
vegetables? She eats fruit and
vegetables five times a day. Exercise 4
5 How often do Cole and Amy buy Workbook pp.W36–37
potato chips? They buy potato chips
• Students complete the sentence with Online Practice
the correct pronouns.
three times a week.
• Check answers as a class.
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 Step 2
Exercise 2  083
• Read out the information in the Skill
focus box. Explain that it always helps
to think in advance about words you
might hear. Students choose the words
from the box that they think they will
hear.
• Play the audio so that students can
check their answers.

Exercise 3  083
• Allow students time to read through
the questions and possible answers.
• Play the audio again so that they can
choose their answers. Check as a class.
Audioscript Teacher’s Guide pages 151–152

Step 3
Exercise 4 Pairwork
• Read out each prompt and elicit a full
question using each one, e.g., Where do
you usually have breakfast? Who do you
have dinner with?
• Allow students time to prepare their
questions, then put them into pairs to
ask and answer them.
• Tell them that they must listen carefully
and make notes about their partner’s
answers so they can tell the class.

TEACHING TIP
Success criteria: Active listening
Students will develop their listening
and language skills if they are given
a good reason to listen carefully in a
speaking activity.
Exercise 4: Tell students to listen carefully
to their partner because they will have
to tell the class what their partner
told them about their meals. This will
encourage them to focus and interact
naturally. They can take notes while their
partner speaks to help them recall the
Listening Step 1 information.

Exercise 1  082
Understand people talking Exercise 5 Presentation
• Focus students’ attention on the • Ask students in turn to tell the class
about their daily meals pictures and elicit what they show
about their partner’s meals. Make a
(e.g., milk, peaches, strawberries,
Aim note of any mistakes.
blueberries, cookies, coffee, waffle,
To predict language from the topic bananas, bread, cheese, an egg, Consolidation
orange juice, croissant, jelly, honey, figs,
Warm-up Suggest to students that they could
croissants).
• Tell the students that they are going take some pictures of their typical or
to listen to some people talking about
• Play the audio. Students listen and favorite breakfast, lunch, and dinner.
match the pictures with the names. They could then practice talking about
what they have for breakfast, lunch and
dinner. Ask individual students: What • Check answers with the class, playing each meal, saying what time they have
do you usually have for breakfast / lunch the audio again if necessary and it, what they have, and what they have
/ dinner? pausing to confirm the answers. it with.
• Elicit a few answers and teach the new • Read through the information in the
vocabulary students need if necessary. Look box. Explain that it’s not incorrect Workbook p.W34
to say ‘eat breakfast / lunch / dinner’, but Online Practice
it’s more usual to use the verb have.
Audioscript Teacher’s Guide page 151

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 Reading
Understand an article about
eating insects
Aim
To understand opinions

Warm-up
• Tell your students about the strangest
thing you have ever eaten. You may
have to explain what it is in their first
language. Show a picture of it if possible.
• Ask students to think of the strangest
food they have ever tried. Allow them
to use their first language, then help
with translation.
• Write the unusual foods on the board.
Ask: Are any of the foods insects? If not,
find out if anyone has eaten an insect,
and if so, what kind.
• Tell students that they will read an
infographic about eating insects in this
lesson.

Exercise 1  084
• Ask students to read the questions.
Check that they understand the verb
mention /ˈmenʃn/.
• Play the audio. Students read and listen
and answer the questions.
• Students can compare their answers in
pairs.
• Check answers as a class.
• Ask students to look at the Check it out
box. Read out the words to model the
pronunciations, then ask: Which four are
nouns? (ant, beetle, caterpillar, sugar)
Which two are adjectives? (delicious,
traditional).
• Students find the words in the text
(or in the pictures). Check that they
understand what each word means.
Encourage students to record the
words in their notebooks.
Audioscript Student Book page 82 Exercise 2
Once the students have read and
Support listened to the audio for the first • Focus students’ attention on the Skill
time, ask them to find and circle the focus box. Read it out to the class, then
Less confident students will benefit from ask them to find and underline those
following verbs in the infographic:
listening while reading a text as this phrases in the text.
feed, contain, collect, might. Model the
helps them to know how to pronounce
the words that they can see. Encourage
pronunciation and find out whether • Students can compare their answers
students understand the meaning of in pairs to check that they have
weaker students to listen to and read the
these verbs and explain the meaning underlined all the examples.
article again at home. They could then
of any that are new to them. Then ask
try to read out one of the paragraphs and Exercise 3
them to find and circle the following
record it on their phone to compare their
own pronunciation with the recording.
nouns and adjectives: farms, department • Focus students’ attention on the first
store, planet, luxury, cheap. Again, question and example answer.
TEACHING TIP
model the pronunciation and check • Students read again and choose the
that they understand these words. Ask correct answers.
Learning intentions: Pre-teaching students to record these words in their
vocabulary • They can compare their answers in pairs
notebooks, along with definitions and / before you check as a class.
Pre-teaching vocabulary related to or translations.
a task provides support for students
and enables them to focus on
comprehension without being distracted
by the number of words they don’t know.

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 • Students write their answer to the
question. They can compare their
answers in pairs before you check as a
class. Ensure that students understand
the adjectives and that they can
pronounce spicy /ˈspaɪsi/ correctly.
• Focus students’ attention on the
Culture focus box and read out the
information to the class. Ask: How often
do you eat curry? What kind of curry do
you like?

Step 2
Exercise 2
• Ask students to read the questions.
Check that they understand them.
• Students work individually and write
down their answers.
• Circulate and help with vocabulary as
necessary.

Step 3
Exercise 3
• Ask students to use their notes from
exercise 2 to help them write a
description of their favorite dinner.

Exercise 4
• Focus students’ attention on the Skill
focus box and read it to the class.
• Explain that it’s really important that
they read their own written work before
they hand it in.
• Ask them to look again at the
description they wrote in exercise 3 and
ask themselves the three questions.
They can check the boxes once they
have completed each one.

Challenge
• Students now think of another type of
food that is popular in their country and
write about it.
• Encourage them to read and edit their
Writing BACKGROUND INFORMATION
own writing. They can then exchange
their descriptions with another student.
Around 9% of the population in Britain
• Collect their written work if possible
Write a description of your are from South Asian heritage (India,
and provide feedback in the next
favorite dinner Pakistan or Bangladesh). People who
lesson.
moved to Britain from these countries
Aim brought their cuisine with them and Workbook p.W35
many opened restaurants showcasing Culture p.119
To check your work
their delicious food. As a result, curry Online Practice
Warm-up became extremely popular in Britain
• Ask: What foods do you know from and you can find excellent curry
other countries? Elicit ideas and restaurants in most towns and cities in
ask more questions if necessary to Britain.
prompt students, e.g., What foods are
traditionally Italian? What foods are
traditionally American? What foods are Step 1
traditionally Indian? Elicit a range of
ideas, e.g., pizza, pasta, burgers, hotdogs,
Exercise 1
popcorn, curry, samosas. • Ask students to read the recipe and the
description. Explain that they need to
look for adjectives.

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 Global skills
Understand how to make a
healthy lunch
Emotional self-regulation and well-being

Aim
Understand how to make a healthy lunch

Warm-up
• Write the following headings on
the board and check that students
understand them: healthy, unhealthy.
• Brainstorm healthy foods and drinks
and unhealthy foods and drinks. Invite
students to come and write their ideas
on the board.
• Provide help with vocabulary, spelling
and pronunciation as necessary.

Exercise 1
• Ask students to read the question and
think about their lunch for today or
what they usually have for lunch.
• Put the students in pairs and ask them
to tell each other about their lunch and
whether it is healthy or not.
• Find out which student in each pair has
the healthier lunch.

Exercise 2
• Ask students to look at the pictures.
Check that they know the words for all
the different items they can see. You
might need to teach tuna, bottle, donut,
can.
• Students choose the healthy lunch.

Exercise 3
• Ask students to read the advice at the
top of the page called A healthy lunch
box.
• Then ask students to look at the chart
and check that they understand the
categories in the left-hand column.
Refer them to the examples of protein,
carbohydrates and dairy products in the Exercise 5 Groupwork suggestions for what their partner
advice text to help explain. • Ask students to read what Gerard and should have in their packed lunch.
Linda say about their likes and dislikes. If there is time, they could write a
• Students then look back at the pictures
three-day meal plan for their partner.
of lunch box A and lunch box B and • Put students into small groups so that
They should aim for it to be as healthy
check the correct columns. they can discuss what they think Gerard
as possible.
and Linda should each have in their
Exercise 4 lunch box. Ask one person in each • Circulate and monitor, making a note of
• Ask students to read the advice again group to write down their suggestions. any mistakes to focus on at the end.
and decide whether each of the • Invite groups to share their ideas for
Consolidation
sentences is true or false. Gerard and Linda’s lunch boxes with
Ask students to use the questions in
• Ask students to read the Check it out the class. Find out if any groups had the
exercise 6 to ask a family member or
box. Students find and underline the same suggestions.
friend about their likes and dislikes. They
words in the advice text. They can
Exercise 6 Pairwork can then write down suggestions for
look up the meanings of the words
• Ask students to read the questions. what that person should have in their
online or in a dictionary. Check their
Then put them into pairs so they lunch box.
understanding of the food categories
by examples (e.g., meat > protein, can take turns to ask and answer the
questions. Global Skills Project (Online resource)
potatoes > carbohydrates, chocolate >
sugary foods). • Encourage them to note down their
partner’s answers. They can then make

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 • Students choose the correct answers to
complete the remaining sentences.
• Students can compare their answers in
pairs.
• Check answers as a class.
Exercise 4
• Ask students to read the sentences and
choose the correct options.
• Check answers as a class.
• Ask which words are question words
(When, How) and which are pronouns
(us, her).

Reflect
• Read through the questions and check
that students understand them.
• Ask students to work individually
and note down their answers to the
questions.
• Put students into pairs so that they can
tell each other their answers.
• Circulate and find out what students
learned and enjoyed about the unit.
• Ask individual students to share some
of the words and phrases they learned
from the unit.

I can
• Read the Can do statements to the
students and draw their attention to
the page references for each one.
• Ask students to work individually and to
look back through the unit so that they
can check how they feel about each
sentence.
• Circulate and make suggestions for
students who checked the ‘I need
practice’ column.

Challenge
Put students into pairs and ask them to
find out which part of the unit one of
them found easy, but the other found
hard. Ask the student who found it easy
My progress Exercise 2 to look back at that part of the unit with
their partner and help explain anything
• Ask students to read the lines from the
Aim dialogue and point out that the first line that was hard.
To review the key language and reflect on will be from speaker A. Elicit what the
what they have learned from the unit conversation is about (food – likes and Workbook p.W32–37
dislikes). Online Practice
• Global Skills Project (Online resource)
Language practice Elicit which is the first line.
• Students then put the rest of the
Exercise 1 dialogue in the correct order.
• Ask students to read the task and check • Check answers as a class.
that they understand they need to • Put students into pairs to practice the
complete the food words. dialogue.
• Encourage them to use their memory
and to only look back through the unit Grammar practice
if they need to.
• Students can compare answers in pairs. Exercise 3
• Check answers as a class. • Ask students to read the task.
• Elicit the answer to number 1.

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 Extra practice

Vocabulary
Daily routines
Food and drink

Grammar
Simple present (affirmative) and
spelling variations
Prepositions of time: at, in, on
Adverbs of frequency
Simple present (negative, interrogative,
and short answers)
Question words + Simple present
How often …?
Object pronouns

Vocabulary
Exercise 1
• Ask students: What is the first thing you
do in the morning after you wake up?
• Students complete the exercise
individually, then check answers in
pairs.
• Check answers as a class.

Grammar
Exercise 2
• Students complete the exercise in pairs.
• Check answers as a class. Note students’
use of the third person singular but
don’t comment on it at this stage.

Exercise 3
• Students read the verbs in the box.
Check understanding of carry and hurry.
• Students complete the exercise
individually, then check answers in
pairs. Check answers as a class.

Exercise 4
• Students read the example, then work • Notice the students’ use of adverbs of Exercise 7
in pairs to write the questions. frequency, but don’t comment on it yet. • Ask students to look at the example.
• Remind students that questions should • Students read the instructions and Ask: What is the object of the sentence?
be in the simple present tense, and that complete the first part of the exercise (the book).
the third person singular is not needed individually. Check answers as a class. • Students complete the exercise
in question form. Check answers as a • Students work in pairs to put the individually. They can then compare
class. adverbs of frequency in order. their answers in pairs.
ANSWERS • Check answers as a class. • Check answers as a class.
2 How often does she play sports?
3 What do they have for lunch? Exercise 6
4 Does he like salmon? • Ask students to cover up the bottom
5 What time does your school start? half of the exercise and look at the
6 How do you go to school? example. Write Carla … on the board.
• Elicit the sentence from the students
Exercise 5 and write it on the board. If students
• Write on the board: How often do you forget to use the third person singular,
go to the cinema? How often do you ask them to check the sentence and
message your best friend? correct any mistakes.
• Ask students to ask and answer the • Students work in pairs to write the
questions with a partner. sentences. Check answers as a class.

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 • Play the audio again, pausing after each
question for students to repeat, chorally
and individually.
Audioscript Student Book page 87

Exercise 3
• Put students into pairs to practice
asking the questions.
• Ask some students to ask the questions
for the class.
• Students could then ask and answer the
questions in pairs.

Extra activity
Put students into pairs. Ask them to
write a short dialogue with a celebrity,
asking at least three questions with Do
you …? Tell them their dialogue could
be about food, daily routines, likes and
dislikes, etc. Students can then practice
their dialogues in their pairs, focusing
on the pronunciation of Do you …?
Ask some pairs to perform their mini-
dialogue for the class.

Video link
Exercise 4  087
• Give students time to read through the
question stems and possible answers.
Check that they understand everything.
• Play the video or audio. Students
watch or listen and choose the correct
answers.
• Play the audio again if necessary for
students to check and complete their
answers.
• Check answers with the class.
Audioscript Teacher’s Guide page 152

Consolidation
Suggest to students that they look back
over this page and check that they
understand all the language. Suggest
that they could rewrite the dialogues in
exercise 1, changing some of the details.
Extra communication and dislikes, e.g. I can't stand doing
homework. I love going to the movies. They could then practice reading the
dialogues again, focusing on using the
Aim
correct pronunciation of Do you …?
To practice asking for and making Communication
suggestions, and talking about likes and
dislikes Exercise 1  085
To practice hearing and pronouncing Do • Students choose the correct
you …? alternatives to complete the dialogues.
To watch a video in which two people talk • Play the audio. Students listen and
about their daily routines check.
• Check the answers with the class.
Warm-up • Ask pairs of students to read out the
• Ask: What do you like doing on the two completed dialogues.
weekend? Elicit a few answers. Audioscript Teacher’s Guide page 152
• Ask some questions about individual
activities, e.g. Do you like doing Pronunciation
homework? Do you like going to the
movies? Elicit answers using different Exercise 2  086
phrases for talking about likes • Play the audio for students to hear the
pronunciation of Do you …?

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 7 Sports
Vocabulary
Sports

Grammar
can (ability), Imperatives, Adverbs of
manner, Why? / Because …

Skills
Speaking: Talk about ability
Listening: Understand people talking
about sports
Reading: Understand an article about
people’s abilities
Writing: Write a message about what
you can do
Global Skills: Creativity and critical
thinking: Understand how to generate
and evaluate ideas

FAST TRACK
Save time by setting the Challenge
activities on pages 94 and 97 for
homework.

Presentation pages 88–89

Aim
To present new language in the familiar
context of school

Story
All the characters are in the school and
they’re talking about the fashion show.
They decide to make a new basketball
uniform and they discuss what each of
them can do to help. Logan is unhappy
because he doesn’t have anything to do.

Warm-up
• With books closed, write the following
heading on the board: Sports. read an email from the school principal
words students don’t know. Model the
• Brainstorm as many different sports about a fashion show in Unit 6.
pronunciation and ask students to repeat
as possible with the class. Help with • Play the audio. Students listen and read. the words. Pay particular attention to the
translating words into English if necessary. They then answer the question. Check pronunciation of throw /θrəʊ/ and tired
• When you have a list of lots of sports the answer with the class. /ˈtaɪərd/. Encourage students to write
on the board, ask questions to help Audioscript Student Book page 88 these words in their notebooks.
categorize them, e.g., Which are ball
sports? Which are for two or more people? TEACHING TIP
Which are expensive? Learning intentions: Pre-teaching Exercise 2 Comprehension
vocabulary • Ask students to read the question and
Step 1 Pre-teaching vocabulary related check that they understand they need
to a task provides support for to write names.
Exercise 1  088 students and enables them to focus • Ask students to read the Real English
• Focus students’ attention on the picture on comprehension without being box and circle the words / phrases in
and ask what they think is happening distracted by the number of words the conversations. Check that they
and ask: Where are they? (the gym). they don’t know. understand them by asking in what
• Focus students’ attention on the Once the students have read and kind of situation you would use each
heading above the conversation and listened to the audio for the first time, one. Elicit equivalent words / phrases in
ask: Where are they? (the gym). ask them to find and circle the following their own language.
• Check that students understand the words in the conversations: throw, tired,
question. Remind them that Emma draw, store. Explain the meaning of the

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 Step 3
Exercise 5
• Ask students to read the list of things
and check that they understand the
vocabulary. Mime some of the verbs
/ activities if they need help with
understanding them.
• Students add their checks and exes.
• Remind them to add one more thing
they can do and one more thing
they can’t do. Circulate and help with
vocabulary if necessary.

Exercise 6 Pairwork
• Ask students to look at the speech
bubbles. Ask two strong students to say
the sentences in the speech bubbles for
the whole class. Point out the word but
to contrast what the second speaker
can and can’t do.
• Put students into pairs so that they can
tell each other what they can and can’t
do, based on their answers in Exercise 6.
• Circulate and make a note of any
mistakes to focus on at the end of the
activity.
• Invite some pairs to share what they
can and can’t do with the whole class.

Link to life
• Focus students’ attention on the
situation and read out the question.
Elicit suggestions of what you could
say in this situation, e.g., Don't worry.
You can learn how to do it. I also can't do
that – it's really hard. You can't draw, but
you can dance!

Consolidation
Ask students to write four sentences
in their notebooks to practice the
language from the lesson. They should
be true sentences about what they can
and can’t do. They should then practice
saying their sentences.

Key language • Play the audio. Students listen and

check their answers.
Aim Audioscript Teacher’s Guide page 152
To practice the target language in a
personalized context Exercise 4  089
• Play the audio again, pausing after each
line for students to repeat.
Step 2
• Students could then practice the
Exercise 3  089 conversations in groups of three.
• Read the instructions and check that • Invite strong groups to perform a
students understand there are incorrect dialogue each for the whole class. Make
words in the conversations that they a note of any issues with pronunciation
need to find and then correct. and intonation to focus on after the
• Focus students’ attention on the activity. Pay particular attention to their
example answer. Point out that Ava is pronunciation of can't /kænt/.
underlined and the whole sentence is Audioscript Teacher’s Guide page 152
corrected on the line below: Throw it to
me, Logan.
• Allow time for students to underline
and correct the other mistakes.

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 Vocabulary
Sports
Aim
To present and practice vocabulary for sports

Warm-up
• Ask: What sports do you like? What sports
can you do? What sports do you watch
on TV?
• Elicit words for sports that students
already know and write them on the
board. Ask: When do you do sports? After
school? On the weekend?
• Encourage students to talk about their
own experiences.

Exercise 1  090
• Students work individually or in pairs to
look at the pictures and complete the
sports phrases.
• Play the audio. Students listen and
check.
• Play the audio again, pausing after each
word for students to repeat, chorally
and individually. Make sure students
understand all the words.
Audioscript Teacher’s Guide page 152

TEACHING TIP
Learning intentions: Mind maps
Students will benefit from using and
being made aware of different ways to
record vocabulary.
Tell students that mind maps are a useful
way to record vocabulary because they
help make connections between words,
either based on category or collocation.
Explain that in Exercise 2, the mind map
will help them remember which verbs to
use with which sports.

Exercise 2
• Draw students’ attention to the Look
box and point out the use of the Vocabulary strategy
different verbs. Consolidation
• Read through the strategy with the Remind students to record the sports
• Students could work individually or in class. Encourage students to write the
pairs to complete the mind map with vocabulary from this unit in their
new sports vocabulary from this lesson
the sports. notebooks, adding the verb that is
in their notebooks, including the verb
used with each sport. Suggest that
• Check answers with the class, then that is used with each noun.
they also add an example sentence
elicit other sports you can add, e.g., play
about themselves, e.g., I play basketball
soccer / field hockey, go swimming, do Extra activity
on Tuesday. Explain that making the
track and field. Mime swimming and ask: What’s the vocabulary personal in this way will also
sport? Elicit the full phrase: go swimming. help them remember it.
Exercise 3 Pairwork Ask students to close their books.
• Read out the task and check that Divide the class into two teams. Invite a Workbook p.W38
students understand it. student from each team to come to the
• Ask two confident students to read out front of the class and show them one
the example questions and answers. of the sports in exercise 1. When you
• Students work in pairs to ask and say ‘Go’ they each mime the sport for
answer questions. Ask them to note their team. The first team to say the full
down which sports their partner does. phrase correctly gets a point. Continue
• Ask some students to tell the class which the game, inviting two new students to
sports they and their partner both do. come and mime each time until all the
phrases have been practiced. See which
team has the most points.
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 Exercise 1
• Students use the prompts to write the
sentences.
• Check answers as a class.

Interrogative and short

answers
Grammar chart
• Read out the grammar examples.
• Go through the grammar chart with
the class.
• Point out that in questions we put can
before the pronoun, e.g., Can you swim?
NOT You can swim?
• Refer students to the rules on page W42.
Rules p.W42

Exercise 2
• Students write the questions and short
answers.
• They can compare their answers in
pairs, then check as a class.
• Ask students to practice saying the
questions and answers in pairs.

Challenge
• Ask students to look at the words and
phrases in the box. Check that they
understand them all.
• Ask two students to practice the
example question and answer. The
second student should give an answer
that is true for them.
• Give students time to write their
questions and answers. Circulate and
provide help as needed. They can then
compare what they wrote in pairs.

Fast finishers
Tell students to look back at the
conversations on pages 88 and 89 and
underline all the examples of can and
can’t. Ask them to write a summary of
the characters’ abilities.

Grammar can (ability)

Consolidation
Aim Affirmative and negative Suggest to students that they could
To present and practice can for ability record some questions using Can
Grammar chart and Think box you …? They could then practice
Warm-up • Read out the grammar examples. answering, and could add more
• Tell the students two things you can do, information to their answer, if possible,
• Go through the grammar chart with the
e.g., I can play the piano. I can dance. e.g., ‘Can you play soccer?’ ‘Yes, I can. I can
class, then read through the Look box
play soccer well. I play on the weekend.’
• Ask: What can you do? Elicit a few answers and explain that we normally use can't
from individual students and write one or in conversations, but it is important to
Workbook p.W38
two sentences on the board. Underline recognize cannot as the full form in case
Online Practice
can on the board and explain that we use they come across it in formal contexts.
can to talk about our abilities. • Point out that we don’t add -s in the
third person singular with can, e.g., He
can swim. NOT He cans swim.
• Students read the Think box and
choose the correct words to complete
the rules.
• Refer students to the rules on page W42.
Rules p.W42

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 Speaking
Talk about ability
Aim
To use can correctly

Warm-up
• Mime playing basketball and ask: What
can I do? Elicit the answer: You can play
basketball.
• Invite a student to mime doing
something, and ask: What can (Ana)
do? Continue with the miming game,
giving a point to the first student who
gives the correct answer.
• At the end of the activity, see who has
the most points.

Exercise 1  091
• Focus on the picture and elicit what it
shows.
• Play the video or audio once for
students to watch or listen.
• Students complete the dialogues with
the missing questions.
• Play the video or audio again for
students to check their answers.
• Check answers with the class.
• Read through the information in the
Look box with the class.
• Ask students to find the phrases in
the dialogues. Model and drill the
pronunciation of pretty /ˈprɪti/ and
quite /kwaɪt/.
• You could play the video or audio again
for them to hear the phrases in context.
Audioscript Teacher’s Guide page 152

TEACHING TIP
Learning intentions: Recycling
Students will benefit from recycling
language from previous lessons in
speaking activities.
Exercise 2: Tell students that the
dialogue in exercise 2 allows them to • Play the first speaker, Matteo. Point out
Extra activity
practice questions and answers with the example answer (play volleyball) and
can that they looked at in the previous With books closed, draw the range of elicit the correct answer (really well).
thumbs up and thumbs down signs
grammar lesson. It also revises the • Play the audio for students to listen and
sports vocabulary they looked at earlier from the Look box on one side of the
complete the chart.
in the unit. board. On the other side of the board,
write some words for abilities, e.g., • Check answers with the class.
sing, dance, play the guitar, play soccer, Audioscript Teacher’s Guide page 152
Exercise 2  092 play tennis, do karate. Put students into
• Play the audio once for students to teams. Point to one of the abilities, e.g., Exercise 4 Pairwork
listen. Check that they understand all sing and then one of the symbols, e.g., • Focus students’ attention on the Skill
the expressions. one thumbs up and one thumbs down. focus box and read the information to
• Play it again, pausing after each Teams race to say the correct sentence: students.
expression for students to repeat. I can’t sing very well. Continue until all • Check that they understand after can
Audioscript Student Book page 92 the abilities and expressions have been we don’t use to with the verb that
practiced several times. follows.
• Ask two strong students to model the
Exercise 3  093 conversation in the speech bubbles.
Point out that the answers include extra
• Explain to students that they will information (very well, (not) at all).
hear three people talking about their
abilities.

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 Link to life
• Ask students to read the Link to life
box. Check that they understand the
question.
• Ask students if they can remember the
expressions for giving opinions from
page 82 of Unit 6, e.g., I think / I don't
think, In my opinion … , Personally … ,
I feel that … . Write them on the board.
• Put students into small groups to
discuss their opinions. Circulate
and monitor, providing help with
vocabulary where necessary.
• Ask groups to share the ideas and
opinions they discussed. Encourage
students to explain their reasons, using
because. Find out if more students
answered yes or no to the question.

Consolidation
Remind students that in the last unit,
they practiced talking about likes and
dislikes. Suggest that they could look
back at Unit 6, then record themselves
talking about their likes and dislikes, and
the things they can do well, e.g., I really
like soccer and I can play pretty well.

Workbook p.W40
Extra communication p.113
Online Practice

• Put students into pairs to ask and in two lists on the board: ball sports and
answer similar questions. Encourage sports that don't use a ball.
them to add information to explain
how well (or not well) they can do each Challenge Pairwork
activity. • Focus students’ attention on the
• At the end of the activity, ask some Challenge box. Ask them to look
students to tell the class what their at the pictures of sports and the list
partner can and can’t do, the how well underneath to check that they know
they can do things. the word(s) for each sport by pointing
to the pictures and eliciting the correct
Beat the clock sports.
• Explain the task and check that • Put students into pairs to discuss which
students understand ball. countries they think each of the sports
• Time two minutes. Students work is popular in. If possible, allow them to
individually to write their lists. check on their ideas by doing some
• Put students into pairs to compare their online research.
ideas and see if they have any of the • Ask pairs to share their suggestions with
same things. the class. Do they agree?
• See which student managed to write
the most sports. Then write the sports

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 Grammar
Aim
To present and practice imperatives
To present and practice adverbs of manner
To present and practice Why? / Because …

Warm-up
• Play Simon Says. Tell students that
you are going to give them some
instructions, but they should only
follow the instructions if you say, 'Simon
says'. Give a demonstration first, e.g.,
Simon says stand up. Simon says close
your books. Sit down. Students who sit
down are out of the game, because
you did not say 'Simon says' before that
instruction.
• Play the game using a mixture of
affirmative and negative imperatives.
• See who is left in the game at the end.

Imperatives
Grammar chart and Think box
• Read out the grammar examples and
go through the grammar chart with the
class.
• Students read the Think box and
complete the rule.
• Check the answer as a class.
• Refer students to the rules on page W42.
Rules p.W42

Exercise 1
• Read through the verbs in the box with
the class and make sure that students
understand them all.
• Read out the example sentence and
point out how it relates to the sign.
• Make sure that students understand
they should use an affirmative or
negative imperative, depending on
what each picture indicates.
• Students complete the sentences with
the correct imperative forms. TEACHING TIP • Students complete the mini-dialogues.
• Check answers as a class. Success criteria: Recording adverbs
and compare their answers in pairs.

Students will benefit from recording

Adverbs of manner adverbs along with the adjective that
Irregular adverbs
they are linked with. Exercise 3
Regular adverbs After they have read the Think box, ask • Read through the adjectives in the
students to write the adjectives and box and make sure that students
Think box
adverbs from the box in their notebooks. understand them all. Students
• Read out the grammar example. Encourage them to add more pairs of complete the sentences with the
• Students read the Think box and words to their lists after they have read correct adverbs.
complete the rules. the rules on page W43.
• Check answers with the class.
• Check answers with the class. Explain to
students that they need to learn these Challenge
irregular forms. Why? / Because …
• Students write their sentences
• Refer students to the rules on page individually. Ask some students to read
Exercise 2
W43. their sentences to the class.
Rules p.W43
• Read out the grammar examples and
check that students understand them. Workbook pp.W42–43
• Read through the questions and
answers in the box and check that
students understand them.
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 • Play the audio. Students listen and
choose the correct alternatives.
• Check answers, playing the audio again
and pausing it for students to hear the
answers.
Audioscript Teacher’s Guide pages 152–153

Step 2
Exercise 3  094
• Allow students time to read through
the gapped questions. Encourage them
to underline key words.
• Play the audio. Students listen and
complete the questions.
• Check answers with the class, playing
the audio again and pausing for
students to hear the answers.
• Check that they understand all the
questions.
• Ask students to read the phrases in
the Real English box. Check that they
understand the meaning by saying
equivalent phrases and asking them
to tell you which phrase they match
with: I don't really like … (Sorry, I'm not
interested in …), Are you happy with that?
(Is that OK?), Of course! (Yes, sure!).
Audioscript Teacher’s Guide pages 152–153

Step 3
Exercise 4 Pairwork
• Allow students time to prepare their
answers to the questions in exercise
3, then put them into pairs to ask and
answer them.
• Tell them that they must listen carefully
and make notes about their partner’s
answers so they can tell the class.
• Monitor and help while they are
working.

Exercise 5 Presentation
• Ask students in turn to tell the class
about their partner.
Listening Step 1 • Make a note of any mistakes and
provide feedback at the end of the
Exercise 1
Understand people talking activity.
• Focus students’ attention on the Skill
about sports focus box. Consolidation
Aim • Read out the information to the Suggest to students that they could
students. Explain that it can help to record the questions from exercise 3,
To identify key words
underline key words in the questions / then practice answering them again
Warm-up statements in an exercise. from memory. This time, suggest that
• Write some sports from page 90 on • Point out that it’s also useful to think they add some extra information to
the board, with the letters in a jumbled about how to say these key words so practice using other language that they
order, e.g., csocer (soccer). that they can recognize them more have learned, e.g., I can play soccer quite
easily in the audio. well. I’m on the school team and I really
• Put students into pairs and give them
two minutes to write as many of the • Students read through the statements like it.
sports as they can. in the exercises and underline the key
words. Workbook p.W40
• Write the sports words on the board,
Online Practice
then elicit which we use with play, go Exercise 2  094
and do.
• Focus students’ attention on the
example answer.

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 Reading
Understand an article about
people's abilities
Aim
To recognize surprising information

Warm-up
• Explain the meaning of the adjective
talented /ˈtæləntɪd/. Tell the students
about a friend or family member who is
very talented. You can invent someone
if there isn’t a person you can think of.
Use the verb can in your description,
e.g., My aunt is amazing. She can speak
three languages – German, French and
Icelandic. She can play the piano really
well. She can also cook really well – I love
dinners at her house.
• Ask students think of someone they
know who is very talented. Tell them
to note down what this person can
do. Circulate and provide help with
vocabulary as necessary.
• Put students into pairs. Students can
take turns to tell each other about the
person they know.
• Ask some students to share their
information with the class. Then tell
students that they will read about three
very talented people.

Exercise 1  095
• Focus students’ attention on the
pictures and elicit what they think each
person can do.
• Check that the students understand
what they need to do. Play the audio.
Students read and listen to the article
and match the people with the abilities.
• Students can compare their answers in
pairs.
• Check answers as a class and find out if
their ideas about what each person can
do were correct.
• Focus students’ attention on the Exercise 2 • Students can compare their answers in
Check it out box. Ask them to find • Focus students’ attention on the Skill pairs before you check as a class.
and underline the words in the emails. focus box. Read out the information
and check that students understand the Challenge
Encourage students to look up any
words they don’t know. Explain the meaning of in fact and even. Elicit what Encourage stronger students to read a
meanings if they don’t have online the equivalent words / phrases would short article in English about a famous
access or dictionaries. be in their first language. person they like who can do something
• really well. It could be a sports person,
• Note that represented is used in the Ask students to find and underline
an actor, a musician, a scientist, an
present perfect form in the article, examples of when the writer gives
surprising information. They should be entrepreneur, or a journalist. Tell them
which students haven’t studied yet. If
looking out for in fact and even. to look up any words that they don’t
students ask about it, explain that it
understand.
refers to what Nathan Crumpton has • Check answers as a class. Ask individual
done in the past up until now. Students students to read out the sentences.
may also want to know the meanings
of reach and rare. Explain the meanings Exercise 3
of these words if necessary. • Ask students to read the questions and
Audioscript Student Book page 97 underline the key words.
• Students read the article again and
answer the questions.

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 Step 2
Exercise 2
• Focus students’ attention on the Skill
focus box.
• Explain that their writing becomes
more interesting when they give more
details, especially when these are
personal reactions.
• Ask students to look at the four main
points that Olivia makes. Students then
complete the details. They can refer
back to the text to help them.
• Students can compare their answers in
pairs before you check as a class.

Exercise 3
• Ask students to read the questions and
check that they understand all of them.
• Students write their answers based on
what is true for them.
• Circulate and help with vocabulary
where necessary.

Step 3
Exercise 4
• Students use their answers from
exercise 3 to write a message to
Talented Kids. Remind them that they
need to add details like feelings or
preferences.
• When they have finished, ask students
to exchange their message with a
partner. They can read each other’s
messages and ask questions and / or
help correct any mistakes.

Challenge
• Ask students to read the Challenge and
to imagine that they are super talented.
• Tell them to use the ideas in the box
if they can’t think of particular talents
they would like to have.
• Students then write a paragraph about
themselves as the super talented
Writing • Explain that the lesson focuses on person they have imagined.
writing a message to a TV talent show • Invite individual students to read out
describing your talents.
Write a message about what their paragraphs to the school. Provide
feedback on their use of language and
you can do Step 1 their pronunciation.
Aim Exercise 1 Consolidation
To expand on main points • Ask students to read the information Ask students to interview someone
about the talent show first. Then tell in their family, using the questions in
Warm-up
them to read Olivia’s message and exercise 3. Tell them to take notes and
• Write the heading: TV Talent shows on complete it, using the fact file at the
the board. then to write a message to a talent
end to help them. show about their family member. It can
• Brainstorm examples of talent shows • Check answers as a class and ask if start like this: My brother Alex is 15 years
that students can watch on TV, e.g., students have any questions about old and he’s very talented. He can …
XFactor, American Idol, Dancing with the vocabulary. They might not know the
stars etc. verb enjoy /ɪnˈdʒɔɪ/, so be prepared to Workbook p.W41
• Ask: What talents do people on these explain its meaning. Culture p.120
shows have? Are they only for celebrities? Online Practice
Would you like to go on one of these
shows? Allow students to give answers
in their first language.

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 Global skills
Understand how to generate
and evaluate ideas
Creativity and critical thinking

Aim
To understand how to generate and
evaluate ideas

Warm-up
• Ask students to think back to the
first lesson in the unit and ask: What
do the characters talk about in their
conversation? Elicit: The school fashion
show and what they can do to help.
• Explain that schools often organize
events to make money for the school
or for charities. Check that students
understand the meaning of charity.
• Ask students what their own school
does to make money. Help with
vocabulary as necessary and write
students’ answers on the board.

Exercise 1
• Ask students to read the questions and
check that they understand them.
• Put students into small groups to
discuss the questions and share their
answers. Circulate and help with
vocabulary as necessary.
• Invite individual students to share their
answers with the class.

Exercise 2
• Focus students’ attention on the picture
and check that they understand what
they need to do.
• Students write their answers.
• Check answers as a class. During
feedback, check that they understand
the meaning of sale and match.

Exercise 3
• Focus students’ attention on the
planning spider diagram and check that Exercise 5 Groupwork • Circulate and monitor. Make a note of
they understand what they need to do. • Put students into groups and focus any mistakes to focus on at the end of
their attention on the phrases in the the activity.
• They can compare their answers in pairs
before you check as a class. box. Check that they understand them.
Model the phrases and ask different Consolidation
ANSWERS students to repeat them. Ask students to choose one of their
They chose: soccer, guitar, cake sale. They fundraising ideas from exercise 5
• Explain that each group needs to think
said no to: singing, book sale and make a poster for it, explaining
of charities they know and to select
one. They should then come up with which charity it’s for and what the idea
Exercise 4 involves.
some ideas and complete the spider
• Read out the task and make sure that diagram.
students understand what they have Global Skills Project (Online resource)
to do. Exercise 6 Pairwork
• Students complete the sentences. • Put students into pairs with someone
• They can compare answers in pairs from a different group. They then take
before you check as a class. Invite turns to tell each other about their
individual students to say the complete charity and their fundraising ideas.
sentences and check pronunciation, Encourage other students to ask
particularly for baking /ˈbeɪkɪŋ/ and questions about the ideas they hear
concert /ˈkɑːnsərt/. about.

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 • Students cross out the extra words.
• Students can compare their answers in
pairs.
• Check answers as a class.
Exercise 4
• Ask students to read the sentences.
They then choose the correct answers.
• Check answers as a class. During
feedback, check that students know
which of the sentence include
imperatives (1 and 2), which includes an
adverb (4) and which gives a reason (3).

Reflect
• Read through the questions and check
that students understand them.
• Ask students to work individually
and note down their answers to the
questions.
• Put students into pairs so that they can
tell each other their answers.
• Circulate and find out what students
learned and enjoyed about the unit.
• Ask individual students to share some
of the words and phrases they learned
from the unit.

I can
• Read the Can do statements to the
students and draw their attention to
the page references for each one.
• Ask students to work individually and
to look back through the unit so they
can check how they feel about each
sentence.
• Circulate and make suggestions for
students who checked the ‘I need
practice’ column.

Support
Tell students to choose the part of the
lesson they found the hardest based on
their ‘I can …’ answers and ask them to
go back to that page and listen to the
My progress Exercise 2 audio or read the texts on that page
again. Encourage them to note down
• Ask students to read the lines from the
Aim any new or difficult language.
dialogue and point out that the first link
To review the key language and reflect on will be from speaker A.
Workbook pp.W38–43
what they have learned from the unit • Elicit which is the first line. Then ask
Online Practice
students to say which three activities
Language practice the conversation mentions (playing
piano, singing, dancing).
Exercise 1 • Students then put the rest of the
• Ask students to read the task and check dialogue in the correct order.
that they understand they need to • Check answers as a class.
write down the correct verb based on • Put students into pairs to practice the
the activities they collocate with. dialogue.
• Students complete the collocations.
• Students can compare answers in pairs. Grammar practice
• Check answers as a class.
Exercise 3
• Ask students to read the task. Make
sure that they understand there is one
unnecessary word in each sentence.

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 8 Clothes
Vocabulary
Clothes

Grammar
Present progressive
Question words + present progressive

Skills
Speaking: Talk about shopping for
clothes
Listening: Understand descriptions of
appearances and activities
Reading: Understand an article about
dress codes
Writing: Write a description of a family
picture
Global Skills: Communication &
collaboration: Understand how to work
on a team

FAST TRACK
Save time by setting grammar exercises
2 and 3 on page 106 and Steps 2 and
3 in the Writing lesson on page 109 for
homework.

Presentation pages 100–101

Aim
To present new language in the familiar
context of a school event

Story
The fashion show is on and it’s going well.
They’re due to show their basketball kit
in 15 minutes, but Ava has it and she’s
late. She arrives and Logan models the
kit. Everyone loves it and they’re all happy
with their teamwork.

Warm-up Step 1 Write the following verbs on the board:

• With books closed, ask students to think wear, worry, change. Check if students
about the characters they see in the Exercise 1  096 understand the meaning and explain.
first lesson of every unit. Ask: What can • Check that they understand what outfit Teach pronunciation and how this
you remember about the people and the and success mean. verbs are used in the -ing form.
story? Write the following questions on • Play the audio. Students listen and read.
the board: 1 Who is the new student at They then answer the question.
the school? 2 Does he / she like Logan? Exercise 2 Comprehension
Audioscript Student Book page 100
3 What is the school event that they are • Explain that students need to write
excited about? 4 What is Logan's job at the TEACHING TIP complete sentences.
school event? • Ask students to read the Real English
Learning intentions: Pre-teaching
• Put students into small groups. vocabulary box and circle the phrases in the
Students discuss the questions and try conversations. Check understanding,
Pre-teaching vocabulary related
to remember the answers. e.g., Which phrase is what you say when
to a task provides support for
• Check the answers as a class (1 Ava, 2 students and enables them to focus you give something to someone? (Here
no, 3 a fashion show, 4 to be a model). on comprehension without being you go)
distracted by the number of words • Model the phrases and ask students to
they don’t know. repeat them.

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 Step 3
Exercise 5 Pairwork
• Focus students’ attention on the
activities in the box.
• Ask two confident students to model
the dialogue in the speech bubbles.
Point out that we use be plus the -ing
form in sentences when we talk about
what we’re doing now. Ask students
to circle the be forms in the speech
bubbles and explain that they will look
at this grammar point in more detail in
the next lesson.
• Mime an activity from the box for the
class as an example. Elicit what you are
doing. Then put students into pairs and
ask them to take turns to mime and
guess the activities.
• Circulate and monitor, making a note of
any mistakes to focus on at the end of
the activity.

Link to life
• Focus students’ attention on the
question and the three statements.
Ask students to think about which
statement is true for them.
• Put students into small groups to
discuss the statement they chose and
encourage them to give reasons and
examples to support their decision.
• Circulate and help with vocabulary as
necessary.

Consolidation
Ask students to record themselves
saying the phrases in exercise 3 and
listen back to see if they can improve
their pronunciation. Then ask them to
write the phrases in their notebooks,
along with a translation of each one into
their first language.

Online Practice

Key language Exercise 4  097

• Play the audio again, pausing after each
Aim line for students to repeat.
To practice the target language in a • Students could then practice the
personalized context dialogues in groups of three.
Audioscript Teacher’s Guide page 153
Step 2
Support
Exercise 3  097 Some students might need extra
• Tell students to look at the three practice. Suggest that they listen and
pictures. Ask: Where is Logan in the repeat the audio again at home. Tell
second picture? (on stage). them to read the dialogue in their head
• Focus students on the phrases in the and record themselves saying the key
box and the example answer. phrases.
• Students complete the conversations.
• Play the audio. Students listen and
check their answers.
Audioscript Teacher’s Guide page 153

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 Vocabulary
Clothes
Aim
To present and practice vocabulary for
clothes

Warm-up
• With these gapped words on the board.
Tell students the words belong to a set:
y_ _ _ _ w, b _ _ e, g _ _ _ n, b _ _ _ k.
• Put students into pairs and give them
two minutes to complete the words
and identify the set. If students are
struggling, you can add a few more
letters (the words are yellow, blue, green,
black, the set is colors).
• After two minutes elicit the words and
the set. Check that students understand
the words and elicit other colors, e.g.,
pink, brown, purple, orange.
• Ask: What color are your clothes today?
What's your favorite color?

Exercise 1  098
• Students work individually or in pairs to
match the clothes in the picture with
the words.
• Play the audio. Students listen and
check.
• Play the audio again, pausing after
each word for students to repeat,
chorally and individually. Make sure that
students understand all the words.
Audioscript Teacher’s Guide page 153

Exercise 2  099
• Read out the task and briefly revise the
four seasons.
• Focus on the fact files and make sure
students understand that they need to
listen for the clothes each person wears.
• Play the audio. Students listen and write
the clothes each person wears.
• Allow students to compare their • Allow students time to prepare their Workbook p.W44
answers in pairs, then play the audio
ideas individually. Encourage them to
again for them to check and complete
use some of the colors they revised in
the answers.
the warm-up.
• Check answers with the class. • Students work in pairs to tell their
Audioscript Teacher’s Guide page 153 partner what they are wearing.
Exercise 3 Pairwork • Ask some students to tell the class what
they are wearing.
• Go through the Look box with the
class, pointing out the use of the Consolidation
different verb forms.
Encourage students to write the clothes
• Read out the task and check that vocabulary in their notebooks. Suggest
students understand it. Tell students that they draw the item of clothing next
that they will study the present to each word.
progressive later in the unit, but for the
moment they just need to focus on the
difference between I wear (= usually)
Extra activity
and I'm wearing (= now). Tell students to write the words for
clothing items on sticky labels and put
• Demonstrate the task by telling the
these labels on clothes in their closet
class what you are wearing today.
when they get home. This will help
them remember the new vocabulary.

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 Exercise 1
• Students complete sentences with the
present progressive form of the verbs.

Negative
Grammar chart
• Read out the grammar examples and
go through the grammar chart with the
class.
• Students read the Think box and
choose the correct word to complete
the rule. Refer students to the rules on
page W48.
Rules p.W48

Exercise 2
• Students complete the sentences with
the negative verbs. Check answers with
the class.

Exercise 3
• Students write the sentences. Allow
them to compare answers in pairs, then
check answers with the class.
ANSWERS
1 The girls aren’t watching a movie.
They are listening to music.
2 Henry isn’t getting dressed. He’s
taking a shower.
3 You aren’t studying. You’re playing
games on your cell phone.
4 Dad isn’t working in the backyard. He’s
chatting to Mom.
5 We aren’t running in the park. We’re
playing soccer.

Challenge
• Students write the sentences
individually. Ask some students to read
their sentences to the class.

Fast finishers
In pairs, have students look at the
pictures on page 101 and write
sentences about what the characters
• Point out that there are two things are doing / wearing, etc.
Grammar to think about with the present
Aim progressive: using the correct form of Consolidation
be and adding -ing to the verb, e.g., Suggest to students that they look back
To present and practice the present
They are talking. NOT They are talk. at the last 10 pictures on their phone
progressive affirmative, with spelling
variations, and negatives • Students read the Think box and and say / write what they or other
complete the rule. people are doing in those pictures,
Warm-up • Refer students to the rules on page W48. using the present progressive.
• Ask individual students: What are you Rules p.W48
wearing today? Remind them to start Workbook p.W44
their answer with ‘I'm wearing …’. Elicit a Online Practice
Spelling variations
range of answers.
Grammar chart
Present progressive • Read through the Look box with
the class and explain that in informal
Affirmative conversations, the short form is much
more common than the full form.
Grammar chart and Think box • Refer students to the rules on page W48.
• Read out the grammar examples. Go Rules p.W48
through the grammar chart with the class.

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 Speaking
Talk about shopping for
clothes
Aim
To focus on lexical sets

Warm-up
• Ask: Do you like shopping for clothes?
How often do you go? What clothes do
you like buying? How much money do you
spend each month on clothes?
• Encourage as many students as
possible to join in and talk about
themselves.

Exercise 1  100
• Play the video or audio once for
students to watch or listen.
• Students complete the dialogues with
the correct words.
• Play the video or audio again for
students to check their answers.
• Check answers with the class.
• Check that students understand the
dialogues.
• Read through the information in the
Look box with the class. Ask students
to find two prices in the dialogues. Elicit
how to say them.
Audioscript Teacher’s Guide page 153

Extra activity
To practice prices, divide the class
into teams. Ask each team to choose
a ‘runner’. Ask teams to have a pile of
small pieces of paper ready. Tell students
you are going to call out some prices. As
you say each price, teams race to write
it down correctly and get their runner
to bring it to you. The first team to bring
the correct price to you gets a point.
Ask the winning runner to write the
correct price on the board and repeat it.
Continue until you have practiced eight
or ten prices. See which team has the CULTURE NOTE • Circulate and provide help with
vocabulary or spelling as necessary.
most points. Clothes are generally cheaper in the
U.S. than in other countries, especially Exercise 4
designer brands. This is often because
Exercise 2  101 • Put students into pairs to practice their
sales tax is lower, but tax rates depend
• Play the audio once for students to dialogues.
on which American state you are buying
listen. Check that they understand all clothes in. • Invite some pairs to perform their
the expressions. dialogues for the class. Provide feedback
• Play it again, pausing after each on language and pronunciation.
expression for students to repeat. Exercise 3 Pairwork
• Ask students to read the task and the Exercise 5 Pairwork
• Put students into pairs and ask them
to use the speech bubbles to practice information in the chart. Check that • Focus students’ attention on the Skill
they understand store clerk, as well as focus box and read out the information
the conversation, choosing one of the
the clothing and sizing vocabulary. to students. Explain that it’s often easier
suggested options when there is more
• Ask two confident students to model to learn vocabulary if it’s organized into
than one possible response.
the start of a dialogue in the speech groups according to lexical set / topic.
Audioscript Student Book page 104
bubbles. • Put students into pairs and ask them to
• Students then work individually to write think of three items of clothing.
two dialogues using the information
in the chart. Refer them back to the
dialogues on page 104 for guidance.

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 Extra activity
Ask students to work in groups and
think of how they can change their
clothes habits to help the environment.
Help with vocabulary as necessary.
Encourage them to choose three tips
and create a poster, e.g., don’t buy so
many new items of clothes, buy second-
hand clothes, don’t throw clothes away
– fix them or give them to a friend.

Consolidation
Encourage students to look back
through this lesson and add useful
words and expressions for shopping for
clothes in their notebooks. Ask them to
write one or two mini-dialogues using
the expressions, so that they remember
them in context.

Workbook p.W46
Extra communication p.113
Online Practice

Exercise 6 Pairwork • Check answers with the class (the

• Keep students in their pairs and ask answers are upside down at the bottom
them to decide who is A (the store of the page). Find out if students were
assistant) and who is B (the customer). surprised about this information.
• Students use their notes from exercise 5 Link to life
to have conversations in a clothes store.
They then think of three more items of
• Read the question in the Link to life
box to the class.
clothing and change roles.
• Circulate and monitor, making a note of
• Brainstorm students’ ideas and write
them on the board. Encourage them
any mistakes to focus on at the end of
to think of the energy used to produce
the activity.
clothes, plus transportation and what
Challenge Pairwork happens to the clothes that are no
longer wanted. Help with vocabulary as
• Focus students’ attention on the
needed.
Challenge box. Ask: How often do you
wear jeans? How many pairs of jeans do
you have? Elicit answers.
• Put students into pairs and ask them to
read the quiz questions and decide on
their answers.

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 Grammar
Aim
To present and practice the interrogative
form of the present progressive and short
answers
To present and practice question words
with the present progressive

Warm-up
• Ask five confident students to stand up.
Tell them that when you say ‘Go!’ they
are going to mime an action.
• Put the rest of the class into pairs. Tell
them that they have one minute to
write sentences saying what each of
them is doing.
• Say: Go! Students race to write the
sentences.
• Stop the activity after a minute. Elicit
sentences from the class and check
with the students miming that they are
correct. Write the correct sentences on
the board.

Present progressive

Interrogative and short

answers
Grammar chart
• Read out the grammar example.
• Go through the grammar chart with
the class. Point out the word order in
questions: Are you reading? NOT You are
reading?
• Refer students to the rules on page W48.
Rules p.W48

Exercise 1
• Students work individually or in pairs.
Check answers with the class.
ANSWERS
1 Are you having lunch? Yes, I am.
2 Is George wearing jeans? No, he isn’t.
3 Are you reading this book? No, I’m not. Exercise 3
Consolidation
4 Is the class starting? Yes, it is. • Students can work individually or Tell students that they have now
5 Are the students taking a test? Yes, in pairs to write the questions and
they are. learned two different verb forms for
answers.
6 Is Megan taking a shower? No, she talking about the present. Suggest
• Check answers with the class. that they should go back and revise
isn’t.
the simple present, then write some
Exercise 4
Exercise 2 personalized examples in the present
• Students work individually to write their progressive to help them remember the
• Students complete the mini-dialogues. own answers to the questions.
Check answers with the class. difference between the two tenses.
• Ask each question in turn to the class
and elicit a range of answers. Workbook pp.W48–49
Question words + present
progressive Challenge
• Students write their questions and
Grammar chart answers individually.
• Read out the grammar examples.
• Go through the grammar chart with Fast finishers
the class. In pairs, have students make questions
• Refer students to the rules on page W49. asking each other what their friends and
Rules p.W49 family are doing right now.

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 Step 2
Exercise 2  103
• Focus students’ attention on the picture
again and check that they understand
what they have to do.
• Ask students to look at the Real English
box. Model and drill the phrases.
Remind them that ph- at the start of
a word (e.g., phew) is pronounced /f/.
Check that students understand what
the phrases mean and ask them if they
can think of equivalents in their first
language.
Audioscript Teacher’s Guide page 153

Step 3
Exercise 3  104
• Check that students understand they
now need to listen out for who the
people are talking about.
• Focus their attention on the picture
again, then play the audio so that they
can write the correct names.
• Students can compare their answers in
pairs before you check as a class.
• Monitor and help while they are
working.
Audioscript Teacher’s Guide pages 153–154

Exercise 4 Pairwork
• Read out the instructions and example
answers.
• Demonstrate the activity by saying: I
am one of the people from exercise 1.
Guess who I am. Invite students to ask
questions to find out which person
from exercise 1 you are. After five
questions, stop them and tell them the
answer.
• Students then work in pairs to play the
game.
• Monitor and help while they are
working.
• Ask who managed to guess correctly.
Listening Step 1
Consolidation
Exercise 1  102
Understand descriptions of Ask students to think about someone in
• Ask students to read the Skill focus box
appearances and activities and explain how listening tasks often
their family who doesn’t go to school.
Tell them to imagine where that person
require them to identify which speaker
Aim is at the moment, what they are doing
is which. Listening for names and
To identify the person speaking and what they are wearing. Then put
different voices is useful, or looking at a
them into pairs so they can tell each
picture of the speakers whilst listening
Warm-up other about their family member using
can also help.
• Say: It's Saturday morning, and it's ten the present progressive.
o'clock. What am I doing? Invite students
• Focus students’ attention on the picture
and ask them to read the information in Workbook p.W46
to ask you questions to find out what
the chart. Point out the example answer Online Practice
you are doing, e.g., Are you at home? Are
and see if students can find Mario in the
you having breakfast?
picture.
• If they guess quickly, invite a student
to imagine that it is Saturday morning
• Play the audio. Students listen and
complete the rest of the chart.
at ten o’clock. See if the class can guess
what they are doing. • Check answers with the class, playing
the audio again if necessary and
• Observe how well students use the
pausing to confirm the answers.
present progressive.
Audioscript Teacher’s Guide page 153
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 Reading
Understand an article about
dress codes
Aim
To use context to work out meaning

Warm-up
• Write the following headings on
the board: a party, a wedding, a job
interview, a beach day. Check that
students understand the headings. Elicit
which two are more formal (wedding,
job interview).
• Put students into small groups and ask
them to say what clothes they usually
wear for each of these situations.
• Circulate and help with vocabulary as
necessary.
• Ask some groups to tell the class about
the outfits they discussed for each
situation. Teach the expression dress
code and explain that there are often
unwritten rules for clothes in different
situations. Tell students that they’re
going to read a text about dress codes.

Exercise 1  105
• Ask students to read the questions.
Check that they understand them. You
might need to explain the meaning of
clean.
• Play the audio. Students read, listen and
answer the questions.
• Students can compare their answers in
pairs.
• Check answers as a class.
Audioscript Student Book page 108

Exercise 2
• Focus students’ attention on the Skill
focus box. Read it out to the class, then
ask them to find and underline the
words in the text.
• Invite students to say what they think
• Ask them to find and underline the
each word means. Ask them to give Extra Activity
words / phrases in the text.
reasons for their ideas. Ask students to find pictures of
• Put them into pairs to discuss the
• Tell students what each of the words
meanings of the words. Then check
themselves or someone else wearing
mean. Use the pictures in the text or the following: 1 a very formal outfit, 2
as a class. Ask students to think of
draw pictures on the board to clarify a party outfit, 3 a very informal / casual
equivalent words / phrases in their first
meaning. outfit. Then put students into pairs
language.
so that they can show each other the
TEACHING TIP • They can compare their answers in pairs pictures and describe what they are
Success criteria: Recording before you check as a class. wearing in each one. They should say
vocabulary why they are wearing that outfit and if
Exercise 3
Students can use visuals in their they like it or not. You could write the
vocabulary notebooks to help them
• Ask students to read the questions and following sentence stems on the board
check that they understand them. to help them: In this picture I’m wearing
remember new words.
Tell students to record new words for
• Students read the article again and …. I’m wearing this outfit because … I like
write their answers. Remind them to / don’t like this outfit because …
clothes that they learn in this lesson,
write full sentences.
along with a drawing of each item.
• They can compare their answers in pairs
before you check as a class.
Check it out
• Focus students’ attention on the Check
it out box.

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 • Students can compare their answers in
pairs before you check as a class.

Extra activity
Put students into small groups to
brainstorm other adjectives they can
use to describe clothes, e.g., smart,
comfortable, baggy, trendy, classic,
sporty, cozy, stripey, spotty. After a few
minutes, ask students to share their
ideas with the class. Encourage students
to note down ones they would like
to remember and use, along with a
definition and / or translation.

Step 3
Exercise 3
• Ask students to find a family picture
on their phone or to think of one they
know well if they don’t have access to
their phone. It could be at an informal
event, such as a party or a barbecue,
or it could be a formal event, such as a
wedding or graduation.
• Allow time for students to make notes
about this picture to answer the three
questions.

Exercise 4
• Students use their notes from exercise
3 to write a description of their family
picture.
• Remind students to use adjectives in
their writing.

TEACHING TIP
Diagnostics: Writing checklist
Students will benefit from using a
writing checklist to edit and improve
their writing. Put the following
sentences on the board with an empty
checkbox next to each.
There are sentences with the present
progressive.
There are words for family members.
Writing is wearing for the class. See who can
guess the correct person first.
There are adjectives to help describe
clothes.
Write a description of a Ask students to read back through their
Step 1
family picture description and check that they have
covered the three areas in the checklist.
Exercise 1
Aim
• Ask students to look at the picture and
To make your writing interesting read the description. Challenge
Warm-up • Students complete the fact file. • Focus students’ attention on the
• Check answers as a class. Ask: What is Challenge box.
• Choose a student in the class and don’t
tell the students who you have chosen. the situation in the picture? (a wedding). • Allow time for students to write about
their ideal uniform. Circulate and help
• Describe what that student is wearing, with vocabulary as necessary.
e.g., Today, this person is wearing black Step 2
jeans, a yellow T-shirt, a blue hoodie, and • When they have finished, invite
white sneakers. See if students can guess Exercise 2 individual students to read their
who the person is that you are talking • Focus students’ attention on the Skill descriptions out to the class. Did they
about. focus box and read the information to have similar or different ideas?
• Ask students to secretly choose another the class. Workbook p.W47
student in the class. Ask individual • Ask students to find and underline Culture p.121
students to describe what that person adjectives in Gabrielle’s description. Online Practice

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 Global skills
Understand how to work in
a team
Communication and collaboration

Aim
To understand how to work on a team

Warm-up
• Write the word Team in the board. Ask:
What makes a good team?
• Elicit answers and write students’ ideas
on the board. Students may need to
use their first language to express their
ideas.
• Check that they came up with the
following and add them to the board
if they didn’t: listen to all the other
people on your team, be polite when you
disagree, make decisions together.

Exercise 1
• Ask students to read the questions
and think about sports teams at their
school.
• Put the students in pairs to discuss their
answers.
• Ask different students to share what
they talked about with the class.
• Find out if any students in your class
belong to a school sports team. Ask
them to describe what they wear to do
that sport.

Exercise 2
• Ask students to look at the picture and
ask: How many people are in the team in
the picture? (4).
• Read the instructions and explain that
the question and the blog posts use the
past simple tense, which they haven’t
studied yet. Explain the meaning of
the irregular past verbs: was, met, had,
wrote.
• Students read the two blog posts and
• Students then work individually to put Exercise 7 Groupwork
decide which team worked better.
them in the correct order. • Ask groups to reflect on how well they
• Check the answer as a class.
• Check answers with the class. worked as a team by looking at the
Exercise 3 statements and checking off what they
Exercise 6 Groupwork did.
• Focus students’ attention on the • Put students into small groups and
pictures. • Find out from the different groups how
check they understand what they need well they worked. Brainstorm suggestions
• Students match the words with the to do. Refer them back to the phrases of how they could improve for next time.
pictures. in Exercise 5, as they may want to use
• Check answers as a class. Model and them in their discussion. Extra activity
drill pronunciation of the words. • Ask them to share their ideas for the • Ask teams to write up a short
basketball kit with the other members proposal for the design they agreed
Exercise 4 of their group. Remind them to listen on for the basketball kit. Tell them to
• Students work individually to choose, to other ideas before they decide on a include the following:
color and design a logo for their school final kit design.
basketball team. Ask them to draw their
• A short description of the kit,
• Circulate and monitor, making a note of including adjectives.
logo design in their notebooks.
any mistakes to focus on at the end of • Reasons for choosing the color and
Exercise 5 the activity. the logo.
• Read the phrases out to the students • A drawing to show what the design
and check that they understand them. looks like.

Global Skills Project (Online resource)

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 • Students complete the remaining
sentences with the correct form of the
verbs.
• Students can compare their answers in
pairs.
• Check answers as a class.

Exercise 4
• Ask students to read the sentences and
choose the correct options.
• Check answers as a class.

Reflect
• Read through the questions and check
that students understand them.
• Ask students to work individually
and note down their answers to the
questions.
• Put students into pairs so that they can
tell each other their answers.
• Circulate and find out what students
learned and enjoyed about the unit.
• Ask individual students to share some
of the words and phrases they learned
from the unit.

I can
• Read the Can do statements to the
students and draw their attention to
the page references for each one.
• Ask students to work individually and
to look back through the unit so they
can check how they feel about each
sentence.
• Circulate and make suggestions for
students who checked the ‘I need
practice’ column.

Support
Now that they have reached the end of
the book, encourage all students to look
back at all the ‘I can’ pages in the book
to see if they can change any of the
‘I need practice’ answers. Give special
praise and positive feedback to weaker
My progress Exercise 2 students for the progress they have
made.
• Ask students to read the lines from the
Aim dialogue and point out that the first link
will be from speaker A. Workbook pp.W44–49
To review the key language and reflect on
Online Practice
what they have learned from the unit • Elicit which is the first line and then
Global Skills Project (Online resource)
ask if students can tell you where
Language practice this conversation is happening (e.g.,
a clothes store). Ask: Who is the store
Exercise 1 assistant? (A) Who is the customer? (B).
• Ask students to read the task and check • Students then put the rest of the
that they understand what they need dialogue in the correct order.
to do and that there is one extra word. • Check answers as a class.
• Encourage them to use their memory • Put students into pairs to practice the
of words for clothes to complete dialogue.
the sentences and to only look back
through the unit if they need to. Grammar practice
• Students can compare answers in pairs.
• Check answers as a class. Exercise 3
• Ask students to read the task.
• Elicit the answer to number 1.

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 Extra practice

Vocabulary
Sport
Clothes

Grammar
can (ability) affirmative, negative,
interrogative, and short answers
Imperatives
Adverbs of manner
Why? / Because …
Present progressive (affirmative,
negative, interrogative, and short
answers)
Question words + present progressive

Vocabulary
Exercise 1
• Students look at the example and
complete the exercise individually.
Check answers as a class.

Exercise 2
• Have students look at the first picture.
Ask people what clothing people wear
when they play tennis.
• Students look at the first paragraph and
complete the gaps. Students complete
the rest of the exercise in pairs. Check
answers as a class.

Grammar
Exercise 3
• Ask students to look at the chart (top
line) and read the example sentence.
• Students work in pairs to complete the
exercise. Check answers as a class.
• Students practice asking and answering
the questions with a partner.

Exercise 4
Exercise 7
• Read the instructions. Ask students
to look at the example sentence and
• Ask a volunteer to read through the
adjective in the box. Students work
corresponding emojis.
through the exercise individually. Check
• Students complete the exercise answers in pairs, then as a class.
individually, and check answers in pairs.
• Check answers as a class. Exercise 8
• Students look at the example sentence.
Exercise 5
• Ask students the tense of the correct
• Ask students to read the example answer (present progressive). Remind
sentence, then complete the exercise them of the grammar rules if necessary.
individually. Check answers as a class. Students work through the exercise
individually, and check answers in pairs.
Exercise 6
• Ask students to look again at their
answers to exercise 2. Ask: Why do
you wear a T-shirt when you're riding
a bike? (Possible answers: Because it's
comfortable. Because I get hot.)
• Students complete exercise 6 with a
partner. Check answers as a class.

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 Pronunciation
Exercise 3  108
• Play the audio for students to hear the
pronunciation of can and can't.
• Play the audio again, pausing after each
sentence for students to repeat, chorally
and individually.
Audioscript Student Book page 113

Exercise 4  109
• Play the audio for students to listen and
choose the correct words.
• Check answers with the class, playing
the audio again and pausing to confirm
each answer.
• Students can then practice saying the
sentences in pairs.
Audioscript Teacher’s Guide page 154

Extra activity
Ask students to work individually and
write five sentences about things
they can and can’t do. Tell them not
to show their partner their sentences.
Put students into pairs. They take turns
to say their sentences to their partner
and their partner writes the sentences.
Students can compare their sentences
in pairs to see if they have pronounced
and heard can and can’t correctly.

Video link
Exercise 5  110
• Give students time to read through the
question stems and possible answers.
Check that they understand everything.
• Play the video or audio. Students
watch or listen and choose the correct
answers.
• Play the audio again if necessary for
students to check and complete their
answers.
• Check answers with the class.
Extra communication Communication Audioscript Teacher’s Guide page 154

Aim Exercise 1  106 Consolidation

To practice talking about ability, and • Students complete the dialogue with Suggest to students that they look back
shopping for clothes the correct words. over this page and check that they
To practice hearing and pronouncing can • Play the audio. Students listen and check. understand all the language. Tell them
and can't • Check the answers with the class. to think of some clothes they want to
buy and write a dialogue with a shop
To watch a video in which three people • Students can practice the dialogue in
assistant. They could then record the
talk about what they are wearing pairs.
assistant’s lines on their phone and
Audioscript Teacher’s Guide page 154 practice the dialogue with a partner.
Warm-up
• Ask: What are you wearing today? Exercise 2  107
• Elicit answers from individual students, • Students complete the dialogue with
then ask: Can you remember how to go the correct words.
shopping for clothes in English? What • Play the audio. Students listen and
do you say to the store assistant? What check.
does the assistant say to you? Elicit what • Check answers with the class.
students can remember.
• Students can practice the dialogue in
pairs.
Audioscript Teacher’s Guide page 154

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 1 Culture
Aim
To read about school subjects around the
world
To learn about different school start and
end times
To prepare a presentation about you and
your school subjects

Warm-up
• With books closed, ask students: How
long is your school day? Elicit answers.
• Write the following three countries on
the board and ask students to order
them according to how long the school
day is (1= the country with the longest
school day): China, the U.S., your country.
Tell students they will find out whether
they are right or wrong during the
lesson.

Exercise 1  111
• Ask students to look at the pictures
in the article. Give them one minute
to scan the article and tell you which
country each teenager is from.
• Focus on the Check it out box. Ask
students to find the words and check
the meanings. Discuss the meanings
with the class and check that they can
pronounce them correctly. They may
find drawing /ˈdrɔːɪŋ/ and weather
/ˈweðər/ hard to say.
• Read the instructions for exercise 1 and
check that students understand what
they need to do.
• Play the audio for students to read and
listen. Students match the people with
the subjects.
• Check the answers with the class.
Audioscript Student Book page 114

Exercise 2
• Ask students to read the school
subjects in the box. • Students could work individually to
Extra activity
• Refer them back to the article. Students prepare their presentation. Encourage
Put students into pairs and ask them them to make notes.
then complete the sentences with the
to calculate the number of hours each
subjects. • Circulate and help with vocabulary
teenager in the text spends at school.
• Students can compare their answers in where necessary.
Then they should calculate the number
pairs before you check as a class. of hours they themselves spend in • Put students into groups of four and
school. Ask pairs to order the people ask them to take turns giving their
Exercise 3 presentations to the students in their
from the longest to the shortest school
• Focus students’ attention on the chart day and tell them to write the country group. Ask students to make notes
and the example answer. next to each person in the chart. If during the other presentations.
• Students find the information in the students did the warm-up activity, find • Ask groups to share what they learned
text and complete the chart. Remind out if their ideas about the Chinese and about other students with the class.
them to write in their start and end American school days were correct.
times for their own school day. Consolidation
• Students can compare their answers in
Exercise 4 Presentation
Suggest to students that they look at
pairs before you check as a class. the text again and circle all the words for
• Ask students to read the three school subjects. Encourage them to note
questions and check that they these subjects down in their notebooks,
understand them. along with definitions or translations.

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 Exercise 3
• Students find the information in the
article and answer the questions.
• Check answers with the class, eliciting
the part of the article which confirms
each answer.
ANSWERS
1 Yes, it is.
2 Yes, they are.
3 No, they don’t.
4 No, it isn’t.

Exercise 4 Presentation
• Students could work individually or in
pairs to do the research and prepare
their presentation.
• Read out the questions, then
brainstorm some ideas for famous
families as a class to give students ideas.
• Encourage them to download pictures
of the family they choose for their
presentations.
• Ask individuals or pairs to present their
famous families to the class. Other
students could listen and note down
how many people are in each family.
• When everyone has given their
presentations, discuss as a class which
families are the biggest and smallest.

Extra activity
As a class, brainstorm some questions
students would like to ask Sue and Noel,
or one of their children, e.g., Is it always
noisy in your house? Are you happy your
family is big? What’s your favorite thing
about your family? Write the questions
on the board. Read out each question
in turn and ask students to think about
how people might answer.

Consolidation
Suggest to students that they look
at the article again and find some
words to describe families, e.g., big,
small, busy, noisy. They can add these

2 Culture
• Read out the questions, then play the to the vocabulary on families in their
audio for students to read and listen.
notebooks and write some example
• Focus on the Check it out box. Ask sentences to help them remember the
Aim students to find the words and phrases meanings.
To learn about the U.K.’s biggest family and check the meanings. Model
To research, prepare and give a the words / phrases and check that Culture video
presentation about a famous family students can pronounce them correctly.
• Students then answer the questions.
Warm-up • Check answers with the class, eliciting
• Ask: How many people are in your family? the parts of the article which confirm
Who are they? Put students into pairs each answer.
to answer the questions. Elicit a few Audioscript Student Book page 115
answers from the class.
• Focus on the picture. Ask: Is this a big Exercise 2
family? (yes) Is a big family good or bad? • Students read the article again and
Why? choose the correct answers.
• Check answers with the class, eliciting
Exercise 1  112 the part of the article which confirms
• Read out the title of the article and each answer.
teach the meaning of biggest.

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 3 Culture
Aim
To learn about typical homes in the U.S.
and Japan
To think about reasons why homes in the
U.S. and Japan are different from each
other
To research, prepare, and give a
presentation on a typical home in another
country

Warm-up
• Focus on the two pictures of homes.
Ask: Which countries do you think they
are from? Elicit a few ideas.
• Ask questions about homes, e.g., What
is there in this home? Is there a couch? Is
there a garden / yard?
• Ask: Is your home the same as this one?
Why? / Why not?
• Elicit a few answers.

Exercise 1  113
• Read out the question, then play the
audio for students to read and listen.
• Focus on the Check it out box. Ask
students to find the words and check
the meanings. Encourage them to use
a dictionary if they are unsure. Drill the
pronunciation of the trickier words, e.g.,
sizes, half, sliding.
• Students then answer the question.
• Check the answer with the class,
eliciting the part of the article which
confirms the answer.
Audioscript Student’s Book page 116

Exercise 2
• Students read the article again and
decide if the sentences are true or false.
• Check answers with the class, eliciting
the part of the article which confirms
each answer.

Exercise 3 • Encourage students to download some

Consolidation
pictures of a home from the country
• Read through the gapped sentences Suggest to students that they look
they choose for their presentations.
with the class and check that students at the article again and find some
understand them all. • Ask individual students or pairs to
useful phrases for talking about
present their homes to the class,
• Students find the information in the homes, e.g., open plan, sliding door,
answering the questions in the box.
article and complete the sentences. sink. Suggest they add these words to
Other students could listen and make a
• Check answers with the class, eliciting note of which homes they like and why.
their notebooks on the same page as
the part of the article which confirms vocabulary for house and furniture that
each answer.
• When everyone has given their they noted down in Unit 3.
presentations, ask students which
Exercise 4 Presentation homes they like and why. Culture video
• Students could work individually or in Extra activity
pairs to do the research and prepare
their presentation. Point out that they Students could make a poster showing
can use the questions in the box to their ideal home. Tell them to make it
help them decide what to include in colorful and give information about
their presentation. the home. You could hang the posters
around the classroom and students
• You could brainstorm some countries
could look at them all. Then you could
they might like to choose as a class first
discuss as a class which homes they like
to give students ideas.
and why.

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 • Check answers with the class, eliciting
the part of the article which confirms
each answer.
• Read out the completed sentence and
check that students understand it.

Exercise 3
• Read through the questions and check
that students understand them.
• Students find the information in the
text and answer the questions.
• Encourage them to write full sentences
for their answers.
• Check answers with the class, eliciting
the part of the text which confirms
each answer.

Exercise 4 Presentation
• Students could work individually or
in pairs to come up with ideas and
prepare their presentation. Point out
that they can use the questions in
the box to help them decide what to
include in their presentation.
• You could brainstorm a few ideas for
traditional games with the class first, to
give students ideas.
• Encourage students to find pictures of
the game they are thinking of online to
show with their presentations.
• Ask individuals or pairs to present
their game to the class, answering the
questions in the box. Other students
could listen and make a note of which
game they would like to play and why.
• When everyone has given their
presentations, ask students which
games they would like to play and why.

Consolidation
Suggest to students that they look at
the text again and make a note of any
useful vocabulary to do with toys and
games, e.g. screen, social media, play a
game, chess board. Suggest they add the
words to their notebooks on the same

4 Culture
• Ask: Are toys and games like these ones page as the words for possessions they
fun? Are computer games better? Why? / learned in Unit 4.
Why not? Elicit a range of answers.
Aim
Exercise 1  114
To read about the Museum of Childhood
in London • Read out the question, then play the
audio for students to read and listen.
To learn about some traditional toys and
games • Focus on the Check it out box. Ask
students to find the words and check
To research, prepare and give a
the meanings. Discuss the meanings
presentation on a fun traditional game
with the class.
Warm-up • Students then answer the question.
• Focus on the pictures of toys and • Check the answer with the class,
games and use them to teach the eliciting the parts of the text which
words toy and game. confirm the number.
• Ask: Do you have these toys and games Audioscript Student Book page 117
at home? What games do you have? Do
you only have computer games, or do you Exercise 2
have some traditional games? Elicit a few • Students read the article again and
answers. choose the correct answers.

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 5 Culture
Aim
To learn about and compare typical school
days in the U.S. and China
To research, prepare and give a
presentation about a typical school day in
another country

Warm-up
• Focus on the pictures and elicit that
they show two schools. Ask: Where do
you think they are? Elicit a few ideas, but
don’t confirm them.
• Ask: What's the same about the two
schools? What is different? Which one
is like your school? Elicit a range of
answers.

Exercise 1  115
• Read out the question, then play the
audio for students to read and listen.
• Focus on the Check it out box. Ask
students to find the words and phrases.
Check their understanding by asking
questions, e.g., Which word / phrase
means in the countryside? (rural) Which
word / phrase is a place where you learn
and sleep? (boarding school) Which
word / phrase shows that someone wants
to look at two different things? (let’s
compare) Which word means rest or do
something you love? (relax).
• Students then answer the question.
• Check the answer with the class,
eliciting the parts of the text which
confirm the number.
Audioscript Student Book page 118

Exercise 2
• Students read the text again and
choose the correct answers.
• Check answers with the class, eliciting
the part of the article which confirms
each answer.
• Read through the completed sentences 5 They have lunch, and they sleep.
Consolidation
with the class and check that students 6 They sometimes finish school at
understand them all. 11:00 p.m. Suggest to students that they look at
the text again and make a note of any
Exercise 3 Exercise 4 Presentation useful words and phrases to do with
• Read through the questions with • Students could work individually or in schools and daily routines, e.g., have
the class and check that students pairs to do the research and prepare classes, boarding school, a long break.
understand them. their presentation. Suggest they could add the words to
their notebooks on the same page as
• Students find the information in the • Encourage them to download pictures
other words for daily routines that they
text and answer the questions. of students in a school in the country
learned in Unit 5. They could use the
• Encourage them to write full sentences they choose.
words to write some sentences about
for their answers. • Read through the questions with their own school.
• Check answers with the class, eliciting the class and make sure that they
the part of the text which confirms understand them. Culture video
each answer. • Ask individuals or pairs to present their
schools to the class. Other students
ANSWERS
could listen and make a note of which
1 They are 50 minutes long.
schools they like and why.
2 They finish school at about 3:30 p.m.
3 They do about an hour of homework. • When everyone has given their
4 They have five classes before lunch. presentations, ask students which
schools they like and why.

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 Exercise 2
• Read the sentences to the class and
check that students understand them.
• Students read the text again and
complete the task.
• Check answers with the class, eliciting
the part of the article which confirms
each answer.

Exercise 3
• Focus students’ attention on the
example question and answer.
• Students find the information in the
text and answer the questions.
• Check answers with the class, eliciting
the part of the text which confirms
each answer.

Exercise 4 Presentation
• Read through the questions with the
class and check understanding.
• Students think of a three-course meal
that they would like to talk about and
prepare their presentations. Remind
them to use adjectives wherever
possible in their presentations.
• Ask individuals to present their meals
to the class. Other students could
listen and make a note of which meal
suggestions they like and why.
• When everyone has given their
presentations, ask students which meals
they want to try and why.

Consolidation
Suggest to students that they look at
the text again and make a note of any
useful words to do with food, e.g., tasty,
spicy, courses, sweet. Suggest they could
add the words to their notebooks on
the same page as other food-related
words they learned in Unit 6. They could
use the words to write some sentences
about their own school.

Extra activity

6 Culture Exercise 1  116

• Read out the question, then play the
audio for students to read and listen.
Ask students to find out more about
Omari McQueen by researching online.
They will find his website with details
Aim • Students answer the question. Check about his dips company. They could
To learn about a very talented British answers as a class. Ask some follow-up also watch some YouTube videos where
teenager questions: Where is Omari from? (the Omari talks about his cooking and his
To read about how and why he is famous U.K.) Does Omari eat meat? (no). dips. Encourage students to note down
To prepare and give a presentation about • Focus on the Check it out box. Ask any interesting facts and vocabulary
a meal students to find the words in the article they hear in the videos to share with
and check the meanings. Discuss the the class.
Warm-up meanings with the class. Model the
• Focus students’ attention on the pronunciation of each word for the
pictures of the three different foods and students. Ask them to repeat the words.
ask students to read the labels. They may need extra help pronouncing
• Ask: Do you eat plantain? Do you eat sweet dairy /ˈderi/, awards /əˈwɔːrdz/, stew
potato? Do you eat jack fruit? Ask students /stuː/, and spicy /ˈspaɪsi/.
who answer yes, to say what they eat the • Check that students also know the
food with and if they like it. Ask students word vegetarian /ˌvedʒəˈteriən/ and
who say no if they would like to try these that they know the difference between
foods and why / why not. vegan and vegetarian.
Audioscript Student Book page 119
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 7 Culture
Aim
To learn about and compare three
different sports from around the world
To research, prepare and give a
presentation on a sport from another
country

Warm-up
• Focus on the pictures. Ask: What do
you know about these sports? Are they
popular in your country? Elicit answers
and ask more questions if possible.
• Ask: What sports are very popular in your
country? Are these sports also popular in
the U.S.?

Exercise 1  117
• Read out the question, then play the
audio for students to read and listen.
• Focus on the Check it out box. Ask
students to find the words and check
the meanings. Discuss the meanings
with the class and ask them to think
of equivalent words in their own
language.
• Students then answer the question.
• Check the answer with the class,
eliciting the part of the text which
confirms the number.
Audioscript Student Book page 120

Exercise 2
• Read out the sentences to the class and
check that students understand them.
• Students then read the text again and
decide which sentences are true and
which are false.
• Check answers with the class, eliciting
the part of the article which confirms
each answer.

Exercise 3
• Focus students’ attention on the chart
and the example answer along the first could listen and make a note of which
Extra activity
row. sports they like and why.
Encourage students to find out more
• Students find the information in the • When everyone has given their
about the three sports in the article. Ask
text and complete the rest of the chart. presentations, ask students which
them to look online for videos of people
• Students can compare their charts in sports they like and why.
playing the three sports. Then tell them
pairs before you check as a class. to decide which of the three sports they
Consolidation
think looks the most fun and why. Ask
Exercise 4 Presentation Suggest to students that they look at
them to share their opinions with the
• Students could work individually or in the text again and make a note of any
class and give reasons.
pairs to do the research and prepare useful words and phrase to do with
their presentations. sports, e.g., score goals, kick, touch, team,
• Encourage them to research pictures of move, gold medals, net, player, break.
the sport they choose to show to the Suggest that they could add the words
class during their presentation. to their notebooks on the same page
as other words connected with sports
• Read through the questions with the
that they learned in Unit 8. They could
class and make sure they understand
use the words to write some sentences
them.
about their own school.
• Ask individuals or pairs to present their
sports to the class. Other students

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 • Check answers with the class, eliciting
the part of the article which confirms
each answer.
• Read out the complete sentences and
check that students understand them.

Exercise 3
• Read through the questions with
the class and check that students
understand them.
• Students find the information in the
text and answer the questions.
• Encourage them to write full sentences
for their answers.
• Check answers with the class, eliciting
the part of the text which confirms
each answer.

Exercise 4 Presentation
• Students could work individually or
in pairs to think of ideas for their thrift
store.
• Read through the questions with the
class and make sure that students
understand them.
• Students then prepare their ideas.
• Ask individuals or pairs to present their
thrift stores to the class. Other students
could listen and note down which thrift
stores they like and why.
• When everyone has given their
presentations, elicit which thrift stores
students like and why.

Consolidation
Suggest to students that they look at
the text again and make a note of any
useful vocabulary for talking about
clothes, e.g., mall, thrift store, second-
hand, the latest fashion, items of clothing.
Suggest that they add it to the clothes
vocabulary in their notebooks that they
learned in Unit 8.

Culture video

8 Culture
• Play the audio for students to read and
listen.
• Focus on the Check it out box. Ask
Aim students to find the words and check
To learn about ‘thrifting’ and how it the meanings. Ask some questions to
benefits people and the environment test their understanding, e.g., Which
To prepare and give a presentation about word means businesses? (companies),
a new thrift shop Which word means 'not new'? (second-
hand), Which word means all over the
Warm-up world? (globally).
• Ask: Where do you usually go shopping • Students then answer the question.
for clothes? Why do you like these places? • Check the answer with the class,
Put students into pairs to discuss the eliciting the part of the article which
questions. confirms the answer.
• Ask some students to share their ideas Audioscript Student Book page 121
with the class.
Exercise 2
Exercise 1  118 • Students read the article again and
• Read out the question and point out choose the correct answers.
that it is also the title of the article.

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 Student Book audioscripts
Track 001 Track 010 music
1 A Can I write in the book? 1 Canada physical education
Teacher No, I’m sorry. You can’t. 2 the U.S. science
2 B Can I go to the restroom, please? 3 Mexico
Teacher Yes, of course. 4 Brazil Track 017
3 C Can I use the dictionary, please? 5 Chile Hi! I’m Lola. Here’s my class schedule. On
Teacher Yes, of course. 6 Portugal Monday, I have history in the morning.
4 D Can I go to the board, please? 7 Spain In the afternoon, I have P.E. The next day
Teacher No, I’m sorry. You can’t. 8 the U.K. is Tuesday. In the morning, I have music
9 Türkiye class. Then, in the afternoon, we have
Track 003 10 China math class. Then, it’s Wednesday. We
A, B, C, D, E, F, G, 11 Japan have art in the morning. I like art. In the
H, I, J, K, L, M, N, 12 Australia afternoon, we have computer studies.
O, P, Q, R, S, T, U The next day is Thursday. On Thursday
V, W, X, Y, Z. Track 011 morning, we have geography class. In the
Now you know your ABCs, come along 1 Canada; Canadian afternoon, I have design and technology.
and sing with me. 2 the U.S.; American I like making things! Finally, it’s the end of
3 Mexico; Mexican the week. On Friday, we have science in
Track 004 4 Brazil; Brazilian the morning. In the afternoon, we have
Example W 5 Chile; Chilean drama.
1 A 6 Portugal; Portuguese
2 E 7 Spain; Spanish Track 018
3 Y 8 the U.K.; British 1 Dominic Hey, Arianna!
4 H 9 Türkiye; Turkish Arianna Hi, Dominic.
5 G 10 China; Chinese Dominic How are you, Arianna?
6 I 11 Japan; Japanese Arianna I’m good, thanks. And you?
7 C 12 Australia; Australian Dominic Not bad, thanks.
8 O Narrator Later …
Track 014 Dominic Bye then. See you later!
Track 005 1 Emma Hi. I’m Emma. Arianna Bye. See you!
Example V-A-N-E-S-S-A Ava Oh, hello. I’m Ava. 2 Mrs. Bauer Good morning, Arianna.
1 J-A-Y-D-O-N Emma How are you, Ava? Arianna Hello, Mrs. Bauer.
2 G-U-I-L-L-E-R-M-O Ava I’m OK. I’m new. I’m a little nervous. Mrs. Bauer How are you?
3 S-T-E-P-H-A-N-I-E Emma Don’t worry! We’re friendly here. Arianna I’m fine, thanks. And you?
4 R-A-F-A-E-L 2 Dev We’re late! Let’s run. Mrs. Bauer I’m very well, thank you.
5 M-O-R-G-A-N Logan OK. Race you! Narrator Later …
Dev You’re slow. Mrs. Bauer Good-bye, Arianna. Have a
Logan No, I’m the winner! good day.
Track 007 Arianna Thanks. Good-bye. See you on
3 Emma He’s Logan. And his friend is Dev.
Example thirteen Monday.
Ava They’re dangerous!
1 forty
Emma And they’re in our class. Let’s go.
2 fifteen
3 sixty
The teacher is here. Track 019
4 seventeen 1 Hi / my
5 eighty Track 015 2 Hey / day
1 English 3 How / now
2 mathematics 4 Have / cat
Track 008 5 Good / put
3 science
1 Interviewer Hi, Lisa! How old are you?
4 history
Lisa I’m 12.
2 Interviewer Hello, Mr. Davis. How old
5 geography Track 020
6 design and technology Arianna Hey.
are you?
7 art Hello!
Mr. Davis I’m 27.
8 music Hi!
3 Interviewer Hi, Sam! How old are you?
9 physical education Good morning.
Sam I’m 19.
10 computer studies Good afternoon.
4 Interviewer Mom … how old are you?
11 drama Good evening.
Mom I’m 37.
How are you?
Track 009 Track 016 I’m very well, thanks.
art I’m fine, thanks.
Example It’s six o’clock. I’m good, thanks.
computer studies
1 It’s one fifty. I’m not bad, thanks.
design and technology
2 It’s twelve fifteen. Dominic Good-bye.
drama
3 It’s three thirty-five. Goodnight.
English
4 It’s three thirty. Bye.
geography
5 It’s eight oh five. Bye then.
history
mathematics See you later!

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 See you on Monday. Adult Yulong Track 030
Have a good day. Yulong I’m Yulong. I’m from China. My Example Catrina is my aunt.
Have a nice weekend. school is big. My school day is from 7:30 1 Oliver, Lola, and Isa are my cousins.
a.m. to 5 p.m. It’s a long day! My favorite 2 My dad’s name is Luis.
Track 021 subjects are math and politics. My brother 3 Jamie is my grandpa.
1 See you later, Gemma. is in my class. We are twins! His favorite 4 Martin is my uncle.
Have a good day! subject is science. 5 Sue is my mom.
Thanks. Bye! Adult Olivia 6 Valerie is my grandma.
2 Hi, Luke! Olivia I’m Olivia. I’m 12. I’m from the U.S. My
school is very big – over 1,000 students!
Hey! How are you? Track 031
Not bad, thanks. And you? My big sister, Holly, is in my school. She isn’t
first twelfth twenty-third
3 Good morning, Mr. Blackwell. in my class. She’s 14. Her favorite school
second thirteenth twenty-fourth
Oh, hello, Sarah. How are you? subject is design and technology. My
third fourteenth twenty-fifth
I’m fine, thank you. favorite is music. My school day is from 7:30
fourth fifteenth twenty-sixth
4 Goodnight, Mom. a.m. to 3 p.m.
fifth sixteenth twenty-seventh
Goodnight, Josh. Adult Diya
sixth seventeenth twenty-eighth
See you in the morning. Diya My name is Diya. I’m from India. My
seventh eighteenth twenty-ninth
5 Bye. See you on Monday. school day is from 9:30 a.m. to 4 p.m.
eighth nineteenth thirtieth
Yes, have a good weekend. After that time, the weather is very hot!
ninth twentieth thirty-first
My favorite subject is history. It’s very
tenth twenty-first
interesting. My best friend is Aditi. Her
Track 022 eleventh twenty-second
favorite subject is English.
Mrs. Brown Good morning, Ben.
Ben Hello, Mrs. Brown. Track 032
Mrs. Brown How are you, Ben? Track 027 1 Dominic Hey, Arianna!
Ben I’m good, thanks. And you? 1 Emma What is it?
Arianna Hey!
Mrs. Brown I’m very well, thanks. See you in Madison It’s a video from my cousins.
Dominic It’s February 2nd. Happy
class tomorrow. Have a good day. They’re brother and sister. They’re in The
Groundhog Day!
Ben Thanks! You too, Mrs. Brown. Good-bye. Likely, a local band.
Arianna It’s not Groundhog Day today!
Ava My family’s very small. There’s just
Dominic What?!
me and my brother.
Track 023 Arianna Look! It’s February 1st today!
2 Logan Who’s that?
Hi! My name’s Flor. I’m 14 years old, and 2 Dominic What’s the date today?
Ava Hey! Stop that!
my hometown is Lima. Lima is a famous Arianna It’s August 13th. My birthday’s in
Logan What’s the matter?
city and it’s the capital of Peru. I like a lot August.
Ava That’s not OK. This is my phone and
of different kinds of music. Adele is good, Dominic Oh! When’s your birthday?
they’re my photos.
but my favorite singer is Taylor Swift. Her Arianna It’s on August 23rd.
Logan OK. Sorry!
songs are fantastic! I’m a fan of the Marvel
3 Ava Who is he?
movies, and my favorite actor is Paul Rudd.
Madison That’s Logan. He’s my best Track 034
friend. Example W  hat’s the date today?
Track 024 Ava Really? We aren’t friends. It’s June 10th.
He’s Ryan. He’s 12 years old, and he’s from Madison He’s OK. Give him a chance. 1 What’s the date today?
Australia. He’s a student at Bundoora It’s December 23rd.
School in Melbourne. His favorite school 2 Is today August 6th?
subjects are science and art. His favorite
Track 028 Yes, it is.
My family
color is blue, and his favorite day of the 3 When’s your birthday?
My grandparents.
week is Friday! He’s a big fan of soccer. It’s on November 13th.
He’s my grandpa, Jamie.
She’s Aiyla. She’s 13 years old, and she’s 4 What’s the date today?
She’s my grandma. Her name’s Valerie.
from Istanbul, in Türkiye. She’s a student at It’s March 2nd.
My parents. Here are my mom, Catrina,
Istanbul International School. Her favorite
and my dad, Martin.
subjects are drama and music. Aiyla is a
They’re my uncle, Luis, and my aunt, Sue. Track 035
fan of the singer Shawn Mendes, and her 1 Is your birthday in June?
These are my little brother and sister. Isa is
favorite song is Stitches. No, it’s in January.
6 and Oliver is 4.
This is me. 2 When’s your birthday?
Track 111 He’s my cousin. His name is Luis, like his It’s on March 12th.
Adult School subjects around the world. dad. 3 Is it your birthday today?
Adult Matt No, it’s on Thursday.
Matt My name is Matt. I’m from Australia. 4 It’s my birthday next week.
My school day is from 9 a.m. to 3:30 p.m.
Track 029 What date’s it on?
grandparents
My class teacher is Mr. Brown. One of my It’s on July 1st.
grandpa
school subjects is surfing! My best friend 5 When’s Francisca’s birthday?
grandma
is Ed. My favorite subject is drama. Ed’s I think it’s on February 9th.
parents
favorite is drama, too! 6 When’s your birthday?
mom
Adult Taniyah It’s in May.
dad
Taniyah My name is Taniyah. I’m from
uncle
Jamaica. I’m 13. My brother’s name is
aunt Track 036
Henry. My favorite school subject is TV host Hello. Welcome to the
brother
computer studies. Henry’s favorite is art. show. Today we are with a special guest.
sister
Henry’s very good at drawing. My school Tell us … What’s your full name?
cousin
day is from 8 a.m. to 2 p.m. Jamie Hi! My name’s Jamie Fernandez.

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 TV host And how old are you, Jamie? Sophia I’m fine. And you? 21 printer 4 poster 14 couch
Jamie I’m 17. James Not bad, thanks. 3 closet 12 table 2 mirror 8 shower
TV host Wow, only 17. OK. When’s your Later … 18 desk 11 washing machine
birthday? James Bye. See you later!
Jamie It’s on December 25th. Sophia Bye. See you! Track 045
TV host Oh, Christmas Day! 2 Mr. Jackson Good morning, Thea. one hundred
Jamie Yes, that’s right … Thea Hello, Mr. Jackson. one hundred seven
TV host Are your friends here with you Mr. Jackson How are you? one hundred twenty-four
today, Jamie? Thea I’m fine, thanks. And you? two hundred ten
Jamie No, they aren’t, but all my family Mr. Jackson I’m very well, thank you. three hundred forty-five
is with me – my dad, my mom, my two Narrator Later … three hundred ninety-nine
brothers, and my sister. Mr. Jackson Good-bye, Thea. Have a six hundred seventy-two
TV host That’s really nice! OK, next, some good day. seven hundred twelve
fun facts. Tell us … what’s your favorite Thea Thanks. Good-bye. See you on nine hundred thirty
color? Thursday. one thousand
Jamie My favorite color? Um … it’s green.
I love it! Track 040 Track 046
TV host Ah, me too! OK, and who’s your Sophie My name’s Sophie. I’m 13. My Example one hundred eight
favorite singer? brother, Pedro, is 14. My birthday is on 1 two hundred ninety-eight
Jamie That’s easy! It’s Billie Eilish. May 3rd. My favorite school subject is 2 three hundred thirty-three
TV host She is popular! OK … last question. computer studies. Pedro’s favorite school 3 nine hundred seventy-six
What’s your favorite sport? subject is math. 4 seven hundred fifteen
Jamie It’s tennis! I’m a big Novak Luke Hi, I’m Luke. I’m 12. My sister’s name 5 four hundred seventy
Djokovic fan! is Sophia. Her birthday is on July 12th.
TV host Thank you for talking to us today. My birthday is on June 20th. Her favorite
Next, … Track 047
school subject is art. My favorite is drama.
Quizmaster Welcome, Dominic. Your topic
Sara My name’s Sara. I’m 13 years old. My
is the Empire State Building, right? Are you
Track 112 birthday is on September 30th. My favorite
ready for your first question?
The U.K.’s biggest family school subject is geography. My sister’s
Dominic Hi! Yes, I’m ready!
What is the average number of children in name is Polly. She’s 12. Her favorite school
Quizmaster How many floors are there in
a family in your country? subject is science.
the Empire State Building?
In the U.S., it’s 1.9 children, and in the U.K.,
Dominic There are 103 floors.
it’s 1.7 children. Of course, some families Track 042 Quizmaster Correct. How tall is the
are very small, and some are very big. But 1 D ev Hey, Logan, there’s a party on building?
one British family is really big, with a mom, Saturday. Dominic It is 443 meters tall.
a dad, and 22 children! Logan A party? Great! Whose party is it? Quizmaster How many windows are in the
Sue and Noel Radford love children. There Dev It’s Ava’s housewarming party. It’s building?
are ten boys and eleven girls. Lots of these at her house. Dominic There are 6,514 windows.
children are uncles and aunts because 2 Ava Hey guys, come and look at my Quizmaster How many hotels are there?
four of the children are parents, too. Sue bedroom. Dominic There’s one hotel.
and Noel Radford now have thirteen Madison Wow! It’s very nice. Look, Quizmaster Sorry, that isn’t correct. There
grandchildren. Four of them are step- Emma, there are some colorful rocks on aren’t any hotels. OK, next question: how
grandchildren. This means Sue and Noel these shelves! many steps are there?
are very busy; they also own and work Emma Oh, they’re beautiful! What’s in Dominic There are 1,872 steps.
at their own pie company! The Radford’s that box? Quizmaster How many elevators are there?
home is a big house in Lancashire, England. Madison More colorful rocks. She has Dominic There are 73 elevators.
At home, the children are always with their a lot! Quizmaster Our time is up! Thanks for
brothers and sisters, so life is never boring. 3 Ava Welcome to the games room! joining us, Dominic …
Perhaps for some people, the Radford’s Dev I don’t believe it! You have a games
lifestyle is too busy and noisy, but it is very room! Come on, Emma! Let’s dance.
interesting to the British public! They are Track 048
Ava Hey, Madison, where’s Logan?
often on TV, and their videos on YouTube Quizmaster How many hotels are there?
Madison He’s busy … I guess.
are very popular. On Instagram, the family Dominic There’s one hotel.
Ava Yeah, sure!
has 515,000 followers. Quizmaster How many elevators are there?
With every new baby, they say that this one Dominic There are 73 elevators.
Track 043
is the last. But is this true? Wait and see!
b bathroom
The Radford family in numbers Track 049
a bedroom
4 loaves of bread a day 1 Do you have a poster? [Up]
f home office
10 bedrooms 2 Where do you live? [Down]
c kitchen
9 liters of milk a day 3 Where’s your bedroom? [Down]
d living room
80 yogurts 4 Is this the dining room? [Up]
e stairs
32 bars of chocolate 5 How old is your house? [Down]
g backyard
6 kg of pasta per week
Track 050
Track 044
Track 038 5 bathtub 6 sink 19 chair
Bea You’re new to the school, right?
1 James Hey, Sophia! Where do you live?
15 armchair 9 fridge 13 bookcase
Sophia Hi, James. Chloe Yes, our new house is in Westlake.
16 painting 20 laptop 1 bed
James How are you, Sophia? Bea Really? Me too! What’s your address?
22 shelf 10 stove 7 toilet 17 lamp
Chloe My address is 176 Lakeside Avenue.

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 Bea Wow! My house is very close. Is it an A va That’s mine and my brother’s. Do 2 D ominic Excuse me. How much is this
apartment or a house? you have a game console? game, please?
Chloe It’s a house. 2 Emma Oh, look! You have bikes outside. Assistant It’s $30.99.
Bea Is it big? Ava Yes. I have a red bike. And my Dominic Oh, that’s expensive! No, thank
Chloe Yes, it is. brother has a blue bike. you.
Bea How many rooms are there in your 3 Emma I’m surprised Logan isn’t here. Assistant No problem. Good-bye.
house? Ava I’m not. He doesn’t like me. Dominic Good-bye!
Chloe Mmm … one, two, three … There Madison That’s not true, Ava!
are five—no, six—rooms in my house. Yes, Ava Where is he, then? Track 059
there are six rooms in my house. Example Savannah How many brothers
Bea How many bedrooms are there? Track 054 and sisters do you have, Jackson?
Chloe There are two bedrooms. skateboard 1 Jackson I have two brothers, John and
Bea And how many bathrooms are there? planner 9 Cameron, and a sister, Piper.
Chloe One. sunglasses 8 1 Tom Who are those children over there,
Bea What’s in the living room? soccer ball 2 Lily?
Chloe There’s a big couch … and there’s a phone 7 Lily They’re my brothers and my sister.
small table in front of the couch. There are tablet 10 Tom Really? What are their names?
two armchairs near the window … Oh yes, camera 6 Lily Well, my brothers’ names are
and a TV. game console 5 Daniel and Logan. My sister’s name is
Bea What’s your favorite room? bike 3 Brooklyn.
Chloe My favorite room is my bedroom. guitar 4 2 Zilda Do you have any pets, Ryan?
Ryan Yes, I do. I have two.
Track 113 Track 055 Zilda What are they? A dog and a cat?
American and Japanese homes Tasha Hi. My name’s Tasha, and I’m 13 years Ryan No, I have a dog and a hamster.
Around the world, homes come in old. I’m from Lincoln, Nebraska, in the U.S. 3 Tom Do you have a music app on your
different shapes and sizes. In some What’s my favorite thing? That’s obvious! phone, Savannah?
countries, like the U.S., typical homes are My favorite thing is my phone! I’m crazy Savannah Yes, I do. I’m crazy about
big – and getting bigger. The American about music, and my second-favorite music!
home is now 56 percent bigger than thing is my guitar. Um … my third-favorite Tom What’s your favorite type of music?
the typical American home from 1973. thing is probably my camera. I’m really into Is it rap?
Normally, Japanese homes are small: photography. Savannah No, it isn’t. It’s hip-hop.
half the size of an American home. Why Chay Hello, I’m Chay, and I’m from New 4 Lily Do you have a bike, Julian?
is there such a big difference in homes York City. I’m a fan of LA Galaxy. They are Julian Yes, I do. I have a great bike.
between the two countries? my team, so my favorite thing is a soccer It’s new.
One of the main reasons is space. There ball. It has the names of all the LA Galaxy Lily What color is it?
is lots of space in the U.S., so it isn’t a players on it! My second-favorite thing is Julian It’s yellow and black.
problem to build a big house. Japan is a my skateboard – it’s black and orange, and Lily Ah, my bike is blue and yellow.
small country with a lot of people, so small it’s really cool. Umm … my friends and I 5 Jackson Do you have a game console,
homes are necessary! are into video games, so my third-favorite Zilda?
One of the big differences between thing is probably my game console. Zilda Yes, I do.
Japanese and American homes is the use It’s great! Jackson What’s your favorite game? Is it
of each room. In an American home, one Grace My name’s Grace. I’m 12, and Just Dance?
room is the bathroom. Another room I’m from Colorado Springs, in the U.S. Zilda Um, no … Just Dance is a
is the living room. Another room is the My tablet is my favorite thing, and then great game, but it isn’t my favorite.
dining room, and so on. Lots of houses my bike. My bike is a BMX. It’s blue and My favorite video game is Super Smash
are now “open plan,” so the kitchen, dining red, and it’s really good. Right now, my Bros. It’s awesome!
room, and sometimes the living room is third-favorite thing is probably my planner.
one big room. I always have a lot of homework and other Track 060
In a Japanese home, things are different! It is activities after school – it’s really useful. Fleur Do you have any brothers and sisters,
possible for one room to be lots of different I always keep it with me! Christopher?
things, for example, a living room by day Christopher Yes, I do. I have a brother, but
and a bedroom by night. With furniture in
Track 056 I don’t have a sister.
different places and sliding doors called Fleur What’s your brother’s name?
Example 6 cents
fusuma, living areas can be different in an Christopher It’s Andrew.
1 $4.55
instant. A typical Japanese bathroom is Fleur Andrew? That’s a nice name. I have a
2 $1.50
also different from an American one. Only cousin called Andrew. What about pets?
3 35 cents
the bathtub is in the bathroom! The sink is Do you have any pets?
4 $2.30
normally in another room, and the toilet is Christopher Yes, I do. I have a cat and a
always in a separate room. dog. My cat’s name is Tiger, and my dog is
Which do you like? The question is simple: Track 057
Banjo. He’s crazy …
is a big house really better, or is a small 1 A rianna Excuse me. How much is this
Fleur Oh, I don’t have any pets …
home beautiful? bag, please?
Fleur What are your favorite things,
Assistant It’s $13.49.
Christopher? Do you have an MP3 player?
Arianna It’s nice. I’ll take it.
Track 053 Assistant OK, that’s $13.49, then.
Christopher No, I don’t! … But I have music
1 Madison Oh, you have a guitar! on my phone.
Arianna Here you are.
Ava Well, no. It’s my brother’s guitar. I Fleur What about a game console? Do you
Assistant Thank you. Here’s 51 cents
don’t have a guitar. have a game console?
change, and here’s your receipt.
Emma What about the game console? Christopher Ah, yes, I do. I love it!
Arianna Thank you. Good-bye.
Fleur What’s your favorite game?

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 Christopher Um … it’s probably Splatoon. Track 063 6 I have lunch at twelve thirty.
It’s a great game! 1 S angwoo Excuse me. How much are 7 I finish school at two forty-five.
Fleur Do you have a bike? those sunglasses, please? 8 I get home at three fifteen.
Christopher Yes, I do. It’s my favorite thing! Assistant They’re $39.50. 9 I do my homework at four fifteen.
Fleur What color is it? Sangwoo They’re nice. I’ll take them. 10 I have dinner at six o’clock.
Christopher It’s black and yellow. It’s a great Assistant OK, that’s $39.50, please. 11 I watch TV at seven thirty.
bike! Sangwoo Here you are. 12 I go to bed at nine thirty.
Assistant Thank you. Here’s 50 cents
Track 114 change and here’s your receipt. Track 071
Toys from the past 2 Jessica Excuse me. How much is this Arianna What do you want to do?
Imagine a time before phones or tablets. skateboard, please? Dominic Let’s play Super Mario.
Imagine a living room or bedroom without Assistant It’s $119.99. Arianna Do you want to have a snack first?
a TV or laptop. This is life for teenagers of Jessica Oh, that’s expensive! No, thanks. Dominic OK, cool!
the past. Instead of playing with a game Assistant No problem. Good-bye. OK, great!
console, teenagers played with games and Jessica Bye. OK, that’s a good idea.
toys. Inside the Museum of Childhood in Arianna No, let’s go to the movies instead.
London, there is everything you need to Track 065 Dominic No, I’m sorry, but I’m busy.
know about old toys and games. It is free Narrator What’s your bedroom like, Sorry, I’m tired.
to go into the museum and you can learn Sophie? Sorry, I have homework.
a lot about the history of games here! Sophie It’s small, but the bed is big. I have
One of the oldest games in the museum a closet next to the bed and a mirror Track 073
collection is marbles. This game is from between the bed and the window. I don’t Ryan I finish school every day at two
ancient Egypt and Rome. The idea is to hit have a TV. I have a laptop on the desk forty‑five. I usually go straight home, but
the other person’s marbles or to shoot them under the window. on Wednesdays, I go to an after-school
into a goal. Narrator And what about your bedroom, dance club. Our teacher, Mr. Hanley, is a
A magic lantern is a gadget that projects Luke? professional dancer, and he’s amazing! We
pictures onto a wall. The first ones are Luke It’s big. It’s my brother’s bedroom, usually learn hip-hop, pop, or street dance.
from the 17th century. They are for stories too. There are two beds, and two desks. It’s a great club!
or for education. The images don’t move, Between them is a window. There’s one Ichiro My favorite sport is volleyball,
but in the past, magic lanterns were very big closet for our clothes. And there are and I’m on the school team. I go to the
popular. shelves and a bookcase for our books, after-school volleyball club for practice
The Slinky is from the U.S. It is a spring that video games, and other things. on Mondays and Wednesdays, and we
can make a walking movement. It’s still Narrator Sara, is your bedroom big? usually have games on Saturday mornings,
fascinating to watch a Slinky “walk” down Sara No, it’s small. But it’s great. I have a too. After the game, we sometimes have
the stairs! TV on a shelf across from my bed and lunch with the other team. Saturday is a
Many people have the game of chess, but there are lots of posters on the walls. great day!
do you know where it comes from? It’s My skateboard and my guitar are next to Olivia I finish school at three fifty-five in
actually from seventh-century India! Today, the bed. the afternoon, and I usually get home
the typical board is black and white, but at about four twenty. Before I do my
the traditional boards are red and white.
Track 067 homework, I usually watch TV. My favorite
Although we usually think that chess has TV shows are comedies. On Tuesdays, I go
1 L ogan Oh, there you are. You’re always
one set of rules, there are in fact a lot of to Computer Explorers. It’s an after-school
late!
different ways of playing it. club. We learn to make video games or
Madison I know, I know.
Now imagine that you are in the past and how to make websites. We write our own
Dev Yeah, then we’re all late because of
you only have these games. Choose one of programs and then test them.
you!
them. Which one is your favorite?
Madison I’m sorry. I always get up at
six thirty and I take a shower and get Track 074
Track 062 dressed, but then I’m slow eating After school, I go to my grandma’s house.
Érico How many students are there in your breakfast. I am also very hungry, so I have a snack.
school? 2 Logan Oh no, I have an unread message I talk to my grandma for a while and I
Daniela There are one thousand two … from Ava! sometimes watch TV for half an hour
hundred. Dev Ava? Ooh … what does it say? or I listen to music. I rarely watch TV for
Érico How many floors are there in the Logan It’s an invite to her party last more than an hour because my grandma
school? Saturday! doesn’t like it if I watch a lot of TV, so at five
Daniela There are four. Madison Logan, that’s terrible! o’clock, I normally start my homework.
Érico How many desks are in each 3 Emma Look, here comes Ava. Go and My parents finish work at five thirty. At
classroom? say sorry about the party. six o’clock, my mom or my dad come to
Daniela There are thirty. Logan Not now – it’s time for class! grandma’s house and we go home. We
Érico How many teachers are there at the Madison OK, but find Ava at recess! have dinner at seven o’clock, and then
school? Logan OK, OK, let’s go. I finish my homework. After that, I usually
Daniela There are one hundred fifty. watch a movie with my family or play
Érico How many girls are there in your class?
Track 068 video games in my bedroom.
Daniela There are twelve. On Wednesdays, it is a bit different
1 I get up at six twenty.
Érico How many computers are there in because I go to basketball practice. Then,
2 I take a shower at six thirty.
your class? I go to another club on Fridays – that’s
3 I get dressed at six forty-five.
Daniela There are five. when I stay at school and go to drama
4 I have breakfast at seven o’clock.
5 I start school at eight o’clock. club. I usually go to bed at ten o’clock.

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 Track 115 3 Dev What does it say? I don’t like him very much.
Narrator American and Chinese school days Emma It says there’s a fashion show to I don’t like him at all.
School days around the world are very raise money for the school! I can’t stand him.
different. So let’s compare the school days Madison A fashion show! When is it?
of two students in two countries: the U.S. Emma It’s in two weeks! Track 081
and China. Madison Two weeks! We don’t have 1 Do you like apples?
Cameron is at a middle school in the U.S., long. No, I don’t like them very much.
with students aged 13 to 16. Yu Yan is at 2 What do you think about LeBron
a high school in China, for students from Track 078 James?
age 12 to 18. Lunch A I really like him!
Cameron lives at home with her parents. 1 milk 3 Do you like Math?
She gets up at about 7:00 a.m., takes a 2 pear Yes, I do. I love it!
shower, and has breakfast. Students at 3 peas 4 Do you like me?
Cameron’s school start classes at about 4 potatoes Yes, I do! I think you’re great!
8:00 a.m. They have four classes before 5 salmon 5 What do you think about Taylor Swift?
lunch, and each class is 50 minutes Lunch B I like her a lot.
long. Lunch is at 11:30 a.m., for half an 6 carrots
hour, and then students have four more 7 corn Track 082
classes. School finishes at about 3:30 p.m. 8 soda 1 Interviewer What do you have for
Students then go home on the school 9 chicken breakfast, Luis?
bus, or do different activities, for example, 10 fries Luis Well, I don’t have a big breakfast on
sports or music. They do about an hour 11 grapes school days. I usually have fruit and a
of homework, and then they relax: they Lunch C glass of milk.
watch TV, play video games, and have 12 ham Interviewer Do you have coffee or tea?
dinner. 13 tomatoes Luis No, I don’t. I don’t like them.
Now let’s look at Yu Yan’s typical school 14 bread 2 Interviewer Where do you have
day. 15 cheese breakfast, Mercedes?
In China, a lot of people live in rural 16 apple Mercedes Well, I usually go to the
areas, so sometimes there isn’t a school 17 potato chips breakfast club at school.
close to their house. For this reason, 18 orange juice Interviewer Really? And what do you
a lot of students go to boarding Lunch D have for breakfast there?
schools. This means they live and go 19 salad Mercedes Well, my favorite breakfast at
to school in the same place. Yu Yan 20 peach school is bread with cheese and ham.
goes to boarding school. Here, they 21 water I love ham! I also love to have an egg
get up and have breakfast at about 22 tuna and a glass of orange juice, too! It’s
6:00 a.m., because their classes start at 23 eggs really fun having breakfast at school.
7:00 a.m. 24 ice cream 3 Interviewer What time do you have
After five classes, students stop for a breakfast, Sophie?
long break at about 12:00 p.m. – they Track 079 Sophie At about seven forty-five.
have lunch, and they sleep, too. In the 1 Arianna What’s on the menu today? Interviewer What do you have?
afternoon, students have four more Dominic It’s chicken with potatoes and Sophie Well, I’m always late, and I don’t
classes, and they have a break at about carrots. Do you like chicken? have a big breakfast. On school days,
5:45 p.m. Then they have dinner and Arianna Yes, I do. I love it. What about I usually have cookies and hot milk.
study time. This is when they do their you? 4 Interviewer Do you have a big breakfast,
homework. On some days, high school Dominic I like it a lot, but I can’t stand Daniel?
students finish school at 11:00 p.m. carrots! Daniel Yes, I do. I’m always hungry in
These are two examples of a typical school Arianna Oh, I really like them! the morning. Breakfast is my favorite
day around the world. What is your school 2 Arianna Do you like Katy Perry? meal! I love it!
day like? Dominic No, I don’t like her very much. Interviewer What do you have for
What about you? breakfast?
Track 077 Arianna I really like her! Her new album’s Daniel Well, usually I have toast with
1 Madison Where’s Ava? great! butter, but sometimes I have toast with
Emma She has band practice. Dominic What do you think about Justin chocolate spread and banana. Then I
Madison Oh, what does she play? Bieber? always have a cup of coffee.
Emma She plays drums. Arianna He’s fantastic! I love him!
Madison Good for her. How often does Dominic Really? I don’t like him at all! Track 083
she practice? Boy What time do you have lunch on
2 Madison Oh, great – I have tuna and Track 080 school days, Stella?
corn sandwiches! Thanks, Mom! Dominic Do you like chicken? Stella We always stop for lunch at twelve
Emma Rather you than me! I don’t like Arianna Yes, I do. thirty.
tuna! Let’s see what I have … a ham No, I don’t. Boy Where do you have your lunch? Do
and cheese salad! Dominic What do you think about Justin you stay at school?
Dev You’re lucky. I have chicken Bieber? Stella Yes, I do. I have lunch with my
sandwiches again. I’m bored with Arianna I like him. friends in the school cafeteria.
chicken sandwiches. I like him a lot. Boy Do you have a hot school lunch?
Madison Ask your mom or dad to make I like him very much. Stella No, I don’t. I don’t like the school
you something different. I really like him. lunch very much.
Dev But I make my lunch! I love him. Boy What do you have for lunch, then?

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 Stella I bring lunch from home. It’s usually Track 087 Arianna What other sports can you play?
a sandwich and fruit. Interviewer Tell us about your day, Mario. Dominic I can play basketball, and
Girl What time do you usually have dinner, Mario Oh, um. Well, I get up at seven fifteen tennis, too. I’m not very good at it, but I
Kyle? and I take a shower. Then I have breakfast. love it.
Kyle Um … we usually eat at about six Interviewer What do you have for Arianna What about soccer?
o’clock. breakfast? Dominic I can’t play soccer at all. I’m
Girl Where do you have dinner? Do you Mario Fruit and a glass of milk – I’m never awful at it! Can you?
eat at home? hungry in the mornings. I go to school Arianna Yes, I can.
Kyle Yes, during the week I always have at eight fifteen, and school starts at eight Dominic Can you play well?
dinner at home. forty-five. Arianna Yes, I can. I’m on the school team.
Girl Who do you have dinner with? Interviewer What do you do after school? 2 Dominic Can you sing?
Kyle Well, dad works late during the week, Mario I play sports, sometimes I see Arianna Yes, I can. I can sing really well.
so I have dinner with my mom and my friends, and on Thursdays I go to I’m in a band.
sister, Caroline. drama club. Dominic Oh, really? Can you play a
Girl What do you usually have? Interviewer Clara, what about you? musical instrument?
Kyle Well, I’m vegetarian, so I don’t eat Clara I get up at six o’clock, but I don’t have Arianna Yes, I can play the piano.
meat. I love pasta, and I often have that breakfast at home – I have it in the cafeteria Dominic How well can you play the
with some vegetables. at school. I usually have eggs – I love them! piano?
Interviewer What time does school start? Arianna I’m pretty good at it.
Track 116 Clara It starts at eight thirty and finishes at Dominic Can you read music?
A very talented teen Omari McQueen is a two forty-five. Then I usually go to music Arianna Yes, I can, but not very well.
young boy with a lot of talent. Omari is a club. It’s really difficult!
vegan, which means he doesn’t eat meat Interviewer How often do you do that?
or dairy. He uses his own ideas to make Clara I go there four times a week! Track 093
meals without meat. He uses vegetables Example
like plantain, sweet potato, and jackfruit to Track 089 Valentina Can you play volleyball well,
make tasty first, second, and third courses! 1 D ev Throw it to me, Logan! That’s it. Matteo?
He is the youngest chef in the U.K. He’s Here goes nothing! Matteo Yes, I can. I’m the captain of the
only 15 years old, and he has awards for Logan And Dev misses. Again! school team. I can play volleyball really
his work. Dev I can’t play basketball today! well.
He also has two cooking shows on Logan You throw too fast. Valentina We normally play some games
children’s TV in the U.K. The first is What’s 2 Emma What can we do for the fashion on the beach on weekends. Do you want
Cooking, Omari? In the show, he teaches show? to come with us?
other children how to make his favorite Madison How about wearing our best 1 Matteo Can you speak French,
meals, such as a spicy bean and sweet clothes? Benjamin?
potato stew. The second show is Meet the Emma That’s not a bad idea. Anyone Benjamin I can’t speak French at all! But
McQueens, all about Omari and his family: else? I study Spanish at school.
Mom, Dad, two brothers, two sisters, and Ava I have an idea. Let’s make a new Matteo Ah, don’t worry. I have French
a cousin. The show is about their lives, and basketball uniform for the school. homework. Ugh, it’s very difficult.
Omari cooks fantastic food for everyone. Madison What a great idea! I love it. 2 Benjamin Valentina?
Omari also has vegan dips for sale online 3 Emma How can we do that, Ava? Valentina Yes?
from his company Dipalicious. Some are Ava Well, you can draw, Emma. Can you Benjamin Can you draw?
sweet, some are spicy, but all are delicious. draw a new basketball uniform for the Valentina Yes, I can. I have art classes
You can also learn how to cook like Omari school? after school every Tuesday.
from his Vegan Family Cookbook. He is a Emma Yes, I can! Benjamin How well can you do it?
cooking star of the future, and he already Madison And my parents have a store. I Valentina I can draw pretty well.
has over 31,000 followers on Instagram. can get material for us. Benjamin Awesome! Can you help me
Omari hopes to have his own restaurant Ava Great! And Dev and I can make the with this?
one day. Omari’s dad is a bus driver, and clothes.
one of Omari’s dreams is to turn a bus into Track 094
a restaurant!
Track 090 Interviewer Hi, Paige! I have some
1 play soccer questions for you. Is that OK?
Track 085 2 play volleyball Paige Yes, sure!
1 K aty I’m bored. What do you want to do? 3 play field hockey Interviewer Great! So, tell me – what sports
Dave Let’s go to the movies. 4 play basketball can you play, Paige?
Katy Mmm … there aren’t any good 5 play baseball Paige I can play volleyball and basketball.
movies in the movie theater right now. 6 play tennis Interviewer How well can you play them?
Do you want to go shopping instead? 7 go skiing Paige I can play volleyball very well, and I
Dave Cool. That’s a great idea. I want to 8 go climbing can play basketball pretty well.
buy some new sunglasses. 9 go swimming Interviewer Are you on a team, or do you
2 Sento Do you like Harry Styles? 10 do track and field play with friends?
Laia No, I can’t stand him! What about 11 do karate Paige I’m on the school volleyball team.
you? 12 do gymnastics Interviewer How often do you play?
Sento I really like him. His music is great! Paige Twice a week. We train on
Laia What do you think about Beyonce? Wednesdays after school, and we play
Track 091
Sento I don’t like her at all. games on Saturday mornings.
1 A rianna How well can you swim,
Laia Really? I like her a lot. I think she’s Interviewer Do you watch sports on TV?
Dominic?
fantastic! Paige Yes, I do. I love sports.
Dominic I can swim quite well.

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 Interviewer Do you have a favorite sports Track 097 Assistant It’s $19.99.
star? 1 D ev It’s going well! Everyone’s wearing Arianna Can I try it on?
Paige I love Christa Harmotto. She’s great great clothes. Assistant Yes, of course. What size are
at volleyball. Emma It’s a big hit! People are you?
Interviewer Hi, Bryson! I have some enjoying it. Arianna I’m a medium.
questions for you. Is that OK? Madison It’s our turn in fifteen minutes. Assistant Here you are. The fitting rooms
Bryson Yes, of course! What’s the first But where’s Ava? She has the new are over there.
question? basketball uniform! What is she doing? Narrator Later …
Interviewer OK, first question: what sports Logan She isn’t coming. It’s a disaster! Assistant Is it OK?
can you play? 2 Commentator Next, it’s Logan. Logan Arianna Yes, it is. I’ll take it.
Bryson Oh, I’m not very good at sports. is wearing a new idea for the school Assistant OK, come with me.
I can play soccer, but not very well. basketball uniform. The designers are 2 Assistant Can I help you?
Interviewer Are you on a soccer team? Emma, Madison, Dev, and Ava. Dominic Yes, please. How much are
Bryson No, I’m not. I sometimes play with Madison: Everyone is clapping! They these jeans?
my friends in the park. love it. Assistant They’re $39.99.
Interviewer How often do you play? Ava: Logan is doing a great job! Dominic Can I try them on?
Bryson Mmm … once a week. 3 Ava You’re a great model, Logan. Assistant Yes, of course.
Interviewer Do you watch sports on TV? Logan Well, it’s easy when you have Dominic Where are the fitting rooms?
Bryson Not very often. I sometimes great clothes! Assistant They’re over there.
watch track and field. I like watching big Ava We make a good team. Dominic Thank you.
competitions, like the Olympic Games or Logan Yeah, we do. Narrator Later …
the World Cup, on TV. Assistant Are they OK?
Interviewer Who are your favorite sports Dominic No, they aren’t. They’re too big.
Track 098
stars? Thanks anyway.
hat 1
Bryson I don’t have a favorite sports star.
baseball hat 14
Sorry, I’m not very interested in sports.
top 11 Track 102
Interviewer What do you like, Bryson? 1 M ario In the picture, I’m near the ice
dress 3
Bryson I’m crazy about music. I love it! cream truck and I’m playing my guitar.
scarf 6
I play the guitar and sing in a band. On I’m wearing jeans, a baggy red T-shirt,
shorts 17
weekends, we always meet up for band and a hat.
pants 9
practice … 2 Mary-Kate I’m with my husband,
T-shirt 16
hoodie 15 Connor. We’re looking at a map.
Track 117 coat 2 I’m wearing my favorite summer dress.
Sports around the world sneakers 18 3 Zac Can you see me in the picture?
Cycle ball skirt 12 I’m wearing a yellow baseball hat, and
Cycle ball is an exciting sport, popular in boots 5 a baggy T-shirt. I’m near the picnic area
Austria, Japan, and other countries. Two leggings 4 and I’m on my skateboard.
teams play it, with two players on each shirt 7
team. The players ride bikes on a court, shoes 13 Track 103
and try to score goals with their bikes. You sweater 8 1 J essica I’m with my friend. We’re next to
can’t move the ball with your feet or your jacket 10 the ice cream truck and we’re buying
hands. You can only use your bike. Also, ice cream. I’m wearing blue leggings
your feet can’t touch the ground. Cycle
Track 099 and a pink top.
ball bikes don’t have brakes. You need to 2 Tony I’m wearing black pants, a green
Ellie People usually say that their favorite
be a very good bike rider! sweater, and a white shirt. I’m not
season is summer, but I love winter!
Sepak takraw walking down the road. I’m sitting on a
I’m really happy when it’s cold outside
This sport is also called kick volleyball. It chair and I’m reading a book. It’s a very
because I can wear all my winter clothes!
is popular in countries such as Thailand, good book!
At home, I usually wear jeans or leggings
Malaysia, and Indonesia. Players try to kick 3 Ellen I’m with my best friend. We’re
with a big sweater. Then, when I go out, I
the ball over the net to the other side. sitting in the picnic area and we’re
wear a winter coat, a hat, and a scarf! I’ve
You can use your feet, knees, shoulders, playing a game and chatting. I’m
got a great black coat for winter. I wear
chest, and head to move the ball, but not wearing red shorts and a blue hoodie.
it with my black boots, and I always feel
your hands or arms. Each team has two or
great!
four players. The sport is part of the Asian
Oscar I love the summer! No school, no Track 104
Games, and Thailand have the most gold
rules, and my favorite clothes! What’s 1 C onnor I’m not sure where we are,
medals.
not to love? My clothes in the summer Mary-Kate.
Kabaddi
are very simple: I wear shorts, a T-shirt, Mary Oh, dear. I don’t understand this
Kabaddi is a team sport without a ball. It’s
and a baseball hat every day. It’s great! map, Connor.
popular in India, and it’s the national sport
I sometimes wear a hoodie, too, and a Connor Maybe we should ask someone.
of Bangladesh. There are seven people on
jacket in the evening … but that’s it! Mary OK. Let’s ask the girl with the red
each team. Each team is in one half of the
Summer rules! skirt who is playing chess.
court and there isn’t a net. A player from
2 Amber Phew! It’s hot, Jessica. After my
one team tries to go to the other half and
touch another player. Then that player tries Track 100 ice cream, I want to relax.
1 Assistant Can I help you? Jessica Me too! Where can we go?
to get back to their team. The other team
Arianna No, thanks. I’m just looking. Amber Do you see that man over there
tries to stop the player!
Narrator Later … wearing glasses and reading a book?There
Arianna Excuse me. How much is this are some deckchairs near him. We can sit
top, please? over there.
Jessica Good idea!
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 3 A lex This is good pizza, Katie. But now Track 106 Track 110
I need some water. William Can you swim fast? Interviewer Tell us about what you’re
Katie OK. Let’s ask someone where Amara Yes, I can. I’m on the school team. wearing today, Clara. And tell us why
we can get water. This boy in the William Really? Can you play other sports you’re wearing it.
blue shorts who is buying a T-shirt well, too? Clara OK, so today, I’m wearing a skirt and a
might know. Amara Yes, I can. I can do track and field. blue shirt. And I’m wearing black shoes. I’m
Alex OK. You ask him and I’ll finish William Are you good at it? wearing these clothes because they’re my
my pizza. Amara Yes, I am. school uniform. I wear the same clothes
William Can you play soccer? every day, but they aren’t my favorite.
Track 118 Amara No, I’m awful at soccer! Interviewer And what about you, Mario?
Thrifting What clothes are you wearing and why are
It’s a sunny Saturday morning in New York Track 107 you wearing them?
City and Annabel and her best friend, Assistant Can I help you? Mario Well, I’m wearing a T-shirt, shorts,
Lucas, are shopping for clothes. They aren’t Amara Yes, please. How much is this dress? a baseball hat and sneakers. I’m wearing
visiting the popular stores on the main Assistant It’s $47.99. them because it’s Wednesday. I play
streets or in malls. Instead, they’re doing Amara Can I try it on, please? baseball on Wednesdays with my friends.
something quite different: they’re thrifting! Assistant Yes, of course. Sneakers are good for playing baseball.
Thrifting means shopping in thrift shops. Amara Where are the fitting rooms? Interviewer And, Ludmila, tell us about
In thrift shops, nothing is new – it’s all Assistant They’re over there. your clothes.
second-hand. This means that everything is Amara Thank you. Ludmila Well, I’m wearing the clothes
cheaper, some items are old, and the pants, Narrator Later … I wear to school every day, and that’s
skirts, shirts, and dresses aren’t always the Assistant Is it OK? leggings and a top. Jeans are my favorite
latest fashion. Why are they doing this? Amara No, it isn’t. It’s too small. Thanks clothes. I normally wear them on
The first reason is that Annabel and Lucas anyway. weekends, though!
are teenagers, so they don’t have a lot of
money. Second, they don’t want to look
Track 109
the same as everyone else. But the third
Example
reason is maybe the most important:
A They can’t ski.
they know about the effects of clothing
1 A We can do gymnastics.
companies on the environment.
2 B Kate can’t dance.
Every year, globally, we buy 80 billion items
3 A He can’t do karate.
of clothing. But we often buy things we
4 B You can swim.
don’t want, or cheap clothes that don’t last
5 A I can’t speak French.
very long. This is bad for the environment.
6 B Roy can do track and field.
Thrifting is one way to help the
environment, and in the U.S. it’s very
popular. Companies like Goodwill and the
Salvation Army have thrift shops all over
the U.S., and money from the shops goes
to charities. Right now, Annabel is holding
a beautiful red jacket, and Lucas is trying
on a pair of black pants. They are helping
the planet – and they’re looking good!

154 Student Book audioscripts

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 Workbook Answer key
UNIT 1 W5 READING EX1
1 13  2 Seattle  3 Westpoint Junior
W9 EX9
1 How old are you?
W2 VOCABULARY EX1 High  4 8th  5 Rachel and Luke   2 When is your birthday?
English  ​Music  ​History  ​Geography  ​ 6 Meghan Trainor   7 Made You Look   3 Which day of the week is your
Design and Technology  ​Mathematics 8 Tom Holland favorite?
The secret word is: Science 4 What is you favorite school subject?
W5 EX2
Students’ own answers.
W2 GRAMMAR EX2 1 F​    2​ F​    ​3 ​F   ​4 ​T   ​5 ​T   ​6 ​F  
1 They’re 2 He 3 She 4 I 5 It 7​ T​    8​ T​ W9 EX10
6 We 1 this  2 that  3 these  4 those
W5 WRITING EX3
W2 EX3 (suggested answers) W9 EX11
1 d  ​2 c/f  ​3 g  ​4 a  ​5 h  ​6 b  ​ Computer studies and science are 1 These  2 That  3 Those
7 f/c  ​8 e Madeline’s favorite subjects.
W9 ROUND UP EX1
Luke is Madeline’s dad.
W2 EX4 1 how old   2 is  3 that’s  4 This
1 her 2 their 3 his 4 her Made You Look is Madeline’s favorite
5 this  6 is  7 these  8 Where
5 their 6 his 7 her 8 their song.
9 aren’t  10 Which
Ms. Trent is Madeline’s computer studies
W3 EX5 teacher. W9 ROUND UP EX2
1 His 2 our 3 their 4 its 5 your The Seattle Mariners are Madeline’s 1 He isn’t 14. He’s 13.
6 Her favorite baseball team. 2 His birthday isn’t May 1st. It’s March 1st.
W3 EX6 Tom Holland is Madeline’s favorite actor. 3 His cousins aren’t in the picture.
1 His 2 Her 3 My 4 Their 5 our 4 His aunts aren’t in the U.S. They’re in
W5 EX4
Mexico.
W3 EX7 Students’ own answers.
5 His cousins aren’t in the park. They’re
1 is 2 are 3 are 4 are 5 is 6 are W5 EX5 at the beach.
W3 EX8 Students’ own answers.
W10 SPEAKING EX1
1 ‘m  ​2 ‘s  ​3 ‘s  ​4 ‘re  ​5 ‘s  ​6 ‘re 1 twelfth  2 thirtieth  3 thirteenth
W3 EX9 UNIT 2 4 second  5 twenty-fifth  6 first
7 eighth  8 third
1 ‘s  ​2 is  ​3 is  ​4 ‘s  ​5 ‘s  ​6 are  ​
W8 VOCABULARY EX1
7 ‘re W10 EX2
1 my grandparents   2 my parents  
W3 EX10 3 my aunt   4 my uncle   5 my sister   1 June 18th
Students’ own answer. 6 my cousin 2 October 13th
3 September 17th
W3 ROUND UP EX1 W8 EX2 4 May 1st
1 ​am   2​ ​I’m   3​ ​I’m   ​4 ​my   ​5 W ​ e’re   ​ 1 grandma  2 dad 3 sister
6 ​It’s   ​7 a​ re   ​8 i​ s   ​9 ​He’s   ​10 O​ ur   ​ W10 EX3
4 grandpa  5 parents
11 ​is 6 grandparents  7 aunt  8 mom 1 February 1st
9 uncle  10 cousin  11 brother 2 August 13th
W4 SPEAKING EX1 3 August 23rd
1 Hey. W8 GRAMMAR EX3
2 Good evening. W10 EX4
1 are not   2 am not   3 is not
3 How are you? 4 are not   5 are not   6 is not 1 It’s August 28th.
4 Hi. 2 When’s your birthday?
W8 EX4 3 It’s on September 18th.
5 Good morning.
6 Bye. 1 Tom and Nick aren’t brothers. 4 How old are you?
7 Goodnight. 2 I’m not from Turkey. 5 I’m 14.
8 See you later. 3 The backpack isn’t cheap.
W10 LISTENING EX1
9 Have a good day! 4 Elliot and I aren’t in 9th grade.
5 My parents aren’t Russian. 1 18
W4 EX2 6 Mr. Jackson isn’t our teacher. 2 23rd
1 I’m good 3 sisters
W8 EX5 4 soccer
2 Bye
3 See you 1 e  ​2 c  ​3 b  ​4 a  ​5 d 5 Harry Styles
4 Good morning W8 EX6 6 Emma Stone
5 How are you 1 Is it cold today? Yes, it is. W11 READING EX1
6 thank you 2 Is your little brother 6? No, he isn’t. 1 F  2 F  3 T
7 Have a good day 3 Are the girls in Canada? No, they
8 Goodbye W11 EX2
aren’t.
1 She is in Stranger Things.
W4 EX3 W9 EX7 2 She is in Godzilla: King of the Monsters
1 a  ​2 b  ​3 b 1 Who  2 What  3 How old and Enola Holmes.
W4 EX4
4 When  5 Which 3 Her mom and dad are Kelly and
Students’ own answers. W9 EX8 Robert Brown.
1 How old   2 Who  3 Which 4 Her brother Charlie is a photographer.
W4 LISTENING EX1 5 Her favorite games are Fortnite and
1 8​ th   ​2 ​math   ​3 ​Science   ​4 ​Thursday  ​ 4 Where  5 What
The Sims 4.
5 ​drama   ​6 ​Friday

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 W11 WRITING EX3 W16 SPEAKING EX1 W20 GRAMMAR EX3
1 Where is he from? 1 one hundred thirty-seven 1 have  2 has  3 has  4 have
He’s from Wales. 2 two hundred eighty-three 5 has  6 have  7 have  8 has
2 What is he famous for? 3 four hundred forty-six
W20 EX4
He’s famous for his roles in movies and 4 eight hundred sixty-seven
1 Charlie
on TV. 5 one thousand
2 Those boys
3 Is he from a big family?
W16 SPEAKING EX2 3 Maria
No, he isn’t.
1 443  2 windows  3 How many 4 We
4 Who are his favorite singers?
4 There’s  5 any  6 are there   7 73 5 You
His favorite singers are Elton John and
6 My new phone
David Bowie. W16 SPEAKING EX3
5 What are his interests? 1 There’s W20 EX5
His interests are drawing, learning 2 There are 1 do not have
Welsh, and singing. 3 There aren’t 2 doesn’t have
3 do not have
W11 EX4 W16 SPEAKING EX4
Students’ own answers. Students’ own answers. W20 EX6
1 Sarah doesn’t have a Chilean cousin.
W16 LISTENING EX1
2 We don’t have science now.
UNIT 3 1 b  ​2 c  ​3 b  ​4 b  ​5 c
3 I don’t have a desk in my bedroom.
W17 READING EX1 4 The book doesn’t have pictures.
W14 VOCABULARY EX1
1 4 / four 5 My brother doesn’t have a new tablet.
1 lamp  2 table  3 laptop  4 armchair
2 1 / one 6 My parents don’t have black bikes.
5 desk  6 (across) stove
3 2 / two
6 (down) shelf   7 bed  8 fridge W21 EX7
4 mirrors (on the wall), bookcases,
1 don’t have
W14 GRAMMAR EX2 closets
1 between 2 don’t have
5 two living rooms, a home office,
2 across from 3 doesn’t have
a dining room, a kitchen
3 under/on 4 have
6 a washing machine and a fridge
4 in front of/behind 5 has
7 stores
5 next to 8 a café W21 EX8
W14 EX3
1 b  ​2 a  ​3 a  ​4 b
W17 EX2
1 windows  2 stoves  3 stories 1 No, they aren’t. Four bedrooms are W21 EX9
4 families  5 nationalities  6 classes large. There are two private bathrooms. 1 Does Ellie have a guitar? Yes, she does.
7 couches  8 heroes  9 shelves 2 Yes, there is. 2 Does Sofia have a skateboard? No, she
W14 EX4
3 The dining table is in the dining room. doesn’t.
1 c  ​2 e  ​3 g  ​4 d  ​5 b  ​6 a  ​7 f 4 The village is next to the beach. 3 Does Jorge have a camera? No, he
5 There’s a café and (nice) stores in the doesn’t.
W15 EX5 village. 4 Do the girls have cameras? Yes, they do.
1 There’s 6 The watersports center is open from 5 Do the boys have guitars? No, they don’t.
2 There aren’t 7 a.m. to 9 p.m. every day.
W21 EX10
3 There are
4 There isn’t W17 EX3 1 What’s the woman’s last name?
5 There are Students’ own answers. 2 Josh’s skateboard’s in the backyard.
3 The children’s homework’s in the
W15 EX6 classroom.
1 A Are, B are UNIT 4 4 That’s Noah’s camera.
2 A Is, B isn’t
W20 VOCABULARY EX1 W21 ROUND UP EX1
3 A Are, B aren’t
1 don’t have   2 has  3 has  4 have
W15 EX7 S U N G L A S S E S A
5 Do  6 have  7 have  8 has
1 some  2 any  3 any  4 any T A B A G A D I A K Q 9 don’t have   10 has
W15 EX8 N C A M E R A F X A W W21 EX2
1 Are there any posters in your bedroom? P V I E P V D Q A T E 1 Olivia’s games console
2 There are some new songs on my 2 Mario’s bike
playlist. H D E C E W B I K E Y
3 Olivia’s game console
3 There aren’t any famous people in my O W V O D T A V T B D 4 Mario’s bike
town. N P J N S M A G L O P W21 EX3
4 Are there any computers in your
E E B S A Q E D W A E 1 What box does Olivia have?
school?
W V D O G U I T A R V She has the original box.
W15 EX9 2 How many games does Olivia have?
1 d  ​2 b  ​3 a  ​4 c T A B L E T W E Q D T She has three games.
W15 ROUND UP EX1 E T A E C D V B D W P 3 How old is Mario’s bike?
1 isn’t  2 There  3 across from   4 On A B W E P L A N N E R It’s two years old.
5 shelves  6 On  7 some  8 Is 4 What problem does Mario’s bike have?
S O C C E R B A L L Y
9 there  10 in  11 in  12 Next to It has a problem with the seat.
13 near  14 some  15 Is there W20 EX2 W22 SPEAKING EX1
16 living room   17 in 1 s​ occer ball   2 ​guitar   3 ​planner   1 I’ll take it.
4 g ​ ame console   5 ​phone   6 ​bike 2 here’s your receipt.
3 It’s expensive.
4 No problem.
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 W22 EX2 W27 ROUND UP EX1 W32 EX5
1 It’s nice   2 you are   3 change 1 She always gets up at 6:30 on 1 c  ​2 d  ​3 e  ​4 b  ​5 a
4 receipt  5 Thank you   6 Excuse me weekdays.
W33 EX6
7 please  8 No  9 Goodbye 2 She always has breakfast at seven
1 Does she live in New York City? No,
o’clock.
W22 EX3 she doesn’t.
3 She always has lunch at school.
1 I’ll take   2 Here’s  3 Thank 2 Does she bake cakes? Yes, she does.
4 She always walks home with Abby.
4 How much   5 No  6 Goodbye 3 Does she make videos for YouTube?
5 She sometimes walks to school.
7 How much   8 Here  9 receipt Yes, she does.
6 She sometimes goes to school in the
10 change 4 Do the winners of the show get
car.
$50,000? No, they don’t.
W22 LISTENING EX1 7 She sometimes has pizza for lunch.
1 b  ​2 c  ​3 b 8 She never goes to school by bus. W33 EX7
9 She never walks home with Polly. 1 What time   2 What  3 Where
W23 READING EX1
4 When  5 How
1 No, they aren’t. W27 ROUND UP EX2
Students’ own answers. W33 EX8
W23 EX2
1 How often do / twice a month
1 She’s in 7th grade. W27 ROUND UP EX3
2 How often do / every day
2 She has a lot of books in her locker. Students’ own answers.
3 How often do / once a week
3 She has pens and pencils in her locker.
W28 SPEAKING EX1 4 How often does / four times a year
4 She has her planner in her backpack.
1 OK, great 5 How often do / once a year
5 She has a snack and a bottle of water
2 a good idea
in her locker. W33 EX9
3 cool
6 She has her money in her pocket. 1 her  2 him  3 us  4 them  5 you
4 watch TV instead
7 She can have her phone at the end of
5 have music club W33 ROUND UP EX1
the school day.
1 Which sandwiches do you like?
W28 EX2
W23 EX3 2 What do you like for lunch?
1 OK, great
Students’ own answers. 3 What flavor of ice cream do you like?
2 do you want to do
4 How often do you eat chocolate?
3 do you want to have
5 What fruit do you love?
UNIT 5 4 that’s a good idea
W33 EX2
5 What do you want to do
W26 VOCABULARY EX1 6 there aren’t 1 ​e   2 ​a   3 ​d   4 ​b   5 ​c
1 lunch  2 dinner  3 dressed  4 up 7 Let’s go W33 EX3
5 home  6 to school   7 to bed   8 TV 8 to see
9 a shower   10 the bus   Students’ own answers.
11 my homework W28 EX3 W34 SPEAKING EX1
Students’ own answers. 1 I really like …
W26 EX2
1 g
​ et   2 ​take   3 ​get   4 ​have   W28 LISTENING EX1 2 I like … a lot / very much
5 g​ o   6 ​have   7 ​go   8 ​do   1 six  2 dinner  3 4  4 always 3 I like …
9 h ​ ave   10 ​watch 5 After  6 has a snack   7 book 4 I don’t like … very much.
8 8:30 p.m.   9 a book   10 10:30 p.m. 5 I don’t like … at all.
W26 GRAMMAR EX3 6 I can’t stand …
1 live  2 listens  3 go  4 starts W29 READING EX1
1 S  ​2 L  ​3 G  ​4 L  ​5 S  ​6 G  ​7 L  ​ W34 EX2
5 sings
8 S  ​9 S  ​10 G  ​11 L  ​12 G 1 Yes  2 really  3 What  4 about
W26 EX4 5 don’t  6 stand them   7 think about
1 reads  2 visit  3 play  4 sleeps W29 EX2
8 like
1 after  2 after  3 then
W26 EX5 4  Before  5 after W34 EX3
1 do  2 have  3 speak  4 finish 1 you like chicken
5 kiss  6 practice  7 get W29 EX3
2 I love it
Students’ own answers.
W27 EX6 3 I can’t stand carrots
1 summer  2 Mondays 4 I don’t like her very much
3 the weekend   4 five o’clock   5 night UNIT 6 5
6
What do you think about
I don’t like him at all
W27 EX7 W32 VOCABULARY EX1
1 usually  2 often  3 sometimes W34 EX4
1 bread  2 orange  3 ice cream
4 rarely  5 never 4 chicken  5 carrots  6 eggs 1 Do you like Monday mornings?
7 milk  8 salmon  9 grapes 2 What do you think about the
W27 EX8 Deadpool movies?
1 We always watch TV after dinner. 10 cheese  11 soda  12 tomatoes
3 What do you think about Drake?
2 Juliana and Ivete are rarely late for W32 EX2 4 Do you like salmon?
school. 1 e ​ ggs   2 ​potatoes   3 ​ham   4 ​corn  
3 We often play baseball on the W34 EX5
5 c​ heese   6 ​apples   7 ​bread   8 ​soda  
weekend. 9 c​ hicken   10 ​tomatoes Students’ own answers.
4 My bedroom is never clean. W34 EX6
W32 GRAMMAR EX3
5 Nilton usually has lunch at school. Students’ own answers.
1 don’t  2 like  3 don’t  4 come
W27 EX9 5 doesn’t W34 LISTENING EX1
1 am always   2 always go   1 ​b   2 ​d   3 ​a   4 ​c
W32 EX4
3 never gets up   4 rarely has
1 doesn’t drink   2 don’t play
5 usually watches   6 rarely goes out
3 doesn’t like   4 doesn’t eat   5 don’t go
7 are always   8 never cleans
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 W35 READING EX1 W39 EX10 W44 EX4
1 is easy to eat 1 early / early 1 using / SV
2 fish 2 badly / bad 2 saying / R
3 easily / easy 3 getting / SV
W35 EX2
4 slowly / slow 4 studying / R
1 sandwiches, fruit, and snacks
5 hard / hard 5 starting / R
2 meat / chicken
6 well / good 6 running / SV
3 listen to music or play games
7 walking / R
4 a barbecue W39 ROUND UP EX1
8 making / SV
5 Zachary’s dad 1 can  2 play  3 Can  4 badly
9 opening / R
6 corn 5 hard  6 Why  7 can’t  8 Tell
10 stopping / SV
9 can  10 can’t  11 can  12 do
W35 EX3
W45 EX5
Students’ own answers. W40 SPEAKING EX1
1 d  ​2 c  ​3 e  ​4 b  ​5 a
1 I can   2 I can’t   3 How well
W35 EX4
4 really  5 pretty well   6 at all W45 EX6
Students’ own answers.
1 They’re sitting in a park.
W40 EX2
2 They’re not studying.
1 quite well
UNIT 7 2 tennis
3 The girl isn’t listening to music.
4 She’s eating an ice cream.
W38 VOCABULARY EX1 3 not very good
5 The boy isn’t chatting to the girl.
4 at all
B S W I M M I N G V 6 He’s looking at his cell phone.
5 play well
Y A R O H E B V R O 6 really well W45 EX7
C E S G I B P D O L 7 the piano 1 Is / sitting / she is
8 How well 2 Am / singing / you are
L W O K A R A T E L 9 Can you 3 Are / having / they aren’t
I E C T E N N I S E 10 Yes, I can 4 Is / starting / it is
5 Are / shopping / we aren’t
M G C V X T X P X Y W40 EX3
Students’ own answers. W45 EX8
B I E O R X B W H B
1 Why  2 What  3 How  4 Where
W40 LISTENING EX1
I P R D B V A A J A
1 guitar  2 can’t  3 are some W45 ROUND UP EX1
N S K I I N G I L L 4 at all   5 really well   6 afternoons 1 ’m having
G M B A S E B A L L 7 two  8 319-555-0317 2 are eating
3 are playing
W38 EX2 W41 READING EX1
4 are winning
1 basketball  2 field hockey 1 They practice for months or years.
5 are watching
3 baseball  4 volleyball  5 tennis 2 He has the world record for juggling
6 ’s feeling
6 climbing  7 swimming  8 skiing eleven balls (at the same time).
9 track and field   10 gymnastics 3 You need fast hand and good eyes. W45 EX2
11 karate 4 She does soccer freestyling. 1 What are Matt’s mom and dad eating?
5 She has thirteen world records. 2 Where are Matt’s mom and dad / they
W38 EX3
6 She can speak Spanish, English, sitting?
with Italian, and French. 3 Who is / Who’s playing soccer?
W38 GRAMMAR EX4 4 How is / How’s Matt’s uncle feeling?
W41 WRITING EX2
1 can’t  2 can  3 can  4 can’t 1 d
​ o   2 ​are   3 ​can   4 ​well   W46 SPEAKING EX1
W38 EX5 5 D​ o   6 h
​ ave 1 Is it OK?
1 Can Nina speak Spanish? Yes, she can. 2 What size are you?
W41 WRITING EX3
2 Can Nina and Pedro dance? No, they 3 Can I try it on?
Students’ own answers.
can’t. 4 How much is this T-shirt?
3 Can Pedro swim? No, he can’t. 5 Where are the fitting rooms?
W38 EX6 UNIT 8 W46 EX2
1 I can   2 Can he   3 can’t  4 play W44 VOCABULARY EX1 1 a  ​2 b  ​3 b  ​4 a  ​5 b  ​6 a
5 Yes, we can   6 can’t 1 scarf  2 pants  3 shorts  4 skirt W46 EX3
W39 EX7 5 shoes  6 sneakers  7 sweater 1
1 Don’t open it! 8 shirt  9 hoodie  10 dress 1 Excuse me. How much is this top,
2 Close it! W44 GRAMMAR EX2 please?
3 Don’t sit down! 1 wearing  2 playing  3 doing 2 It’s $19.99.
4 Stand up! 4 eating  5 going 3 Can I try it on?
4 Yes, of course. What size are you?
W39 EX8 W44 EX3 5 I’m a medium.
1 Don’t use 1 Jamie’s buying some jeans. 6 Here you are. The fitting rooms are
2 Say 2 I’m helping Dad in the kitchen. over there.
3 Close 3 We’re waiting for the bus.
4 Don’t be 4 Gemma’s singing in the shower.
5 Don’t run 5 They’re drinking some soda.
W39 EX9 6 You’re walking very fast.
1 d  ​2 a    ​3 c  ​4 b

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 2
1 Can I help you?
2 Yes, please. How much are these
jeans?
3 They’re $39.99.
4 Can I try them on?
5 Yes, of course.
6 Where are the fitting rooms?
7 They’re over there.
8 Thank you.
9 Are they OK?
10 No, they aren’t. They’re too big. Thanks
anyway.
W46 EX4
Students’ own answers.
W46 LISTENING EX1
1 b  ​2 d  ​3 f  ​4 a  ​5 c  ​6 e
W47 READING EX1
Activities in email: surfing, playing beach
tennis, eating, and fishing.
W47 EX2
I’m on vacation in Sydney, Australia!
I’m writing to you from Bondi Beach! It’s
a cool beach close to the city. People
from Sydney come here to sunbathe.
I’m sending you a picture of it.
I’m here with my mom and dad and
my Australian cousins, Scott and Becca.
My cousins are playing beach tennis.
I think Scott is winning! I’m not playing
at the moment because it’s very hot! It’s
December, so it’s summer in Australia.
I’m having a cold drink and a snack in a
small café.
Mom is fishing on the rocks at the end
of the beach. She likes fishing, but she
isn’t catching any fish at the moment.
Maybe the fish are all keeping cool at the
bottom of the ocean! Dad is in the water,
but he isn’t near the rocks. He’s taking a
surfing lesson. He’s not doing very well.
He’s falling over, but he’s laughing and
enjoying it!
I hope you’re having a good time at
home!
W47 EX3
1 They are playing / They’re playing
beach tennis.
2 Scott is winning (the game of beach
tennis).
3 She’s eating a snack.
4 She’s fishing on the rocks at the end of
the beach.
5 He’s taking a surfing lesson.
W47 EX4
Students’ own answers.

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4092821_Link_It_TG_1_2e Book.indb 160 12-Apr-24 15:13:10