1 Need support?

worksheets
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Vocabulary Exercise 5 Grammar Exercise 4
1.1 1.2
Match 1–6 with a–f to make sentences. There Complete the sentences with the correct form
may be more than one correct answer. of the verbs in brackets. Use the given
verb tense.
1 I feel cheerful every time…
2 I feel disappointed every time… 1  (you/have) lunch now?
(Present Continuous)
3 I feel exhausted every time…
2 When I (listen) to my
4 I feel stressed every time… playlist, I never (feel)
5 I feel surprised every time… stressed. (Present Simple, Present Simple)
6 I feel upset every time… 3  (you/have) any advice
to help us? (Present Simple)
4 I (live) near the school,
a I run fast. so I (usually/not get up)
b I receive a gift. early. (Present Simple, Present Simple)
c I am with my friends. 5  y marks at school
M
d I fail a test. (get) better all the time! (Present Continuous)

e I have lots of homework.

f I watch a sad film.

Reading and Vocabulary Exercise 3

1.3 1.4 Grammar Exercise 5

Read the article again and complete the Choose the correct answer.
sentences with one word.
1 What were you doing / did you do at 8 p.m.
1 The distance between Mumbai and Toronto last night?
is about miles.
2 How many mountains are you climbing /
2 People who move to Canada can find a lot have you climbed?
of help and .
3 Have you ever eaten / Did you ever eat
3 Arjun recommends joining a club or starting packaged food?
a new .
4 Where have you gone / did you go for your
4 Arjan likes living in Canada, but he dislikes summer holiday last year?
some certain .
5 Was it raining / Has it rained when you got /
5 Martina feels like her mother’s parent when were getting up this morning?
she has to in the
shops.
6 Martina and her family are trying to keep
a attitude to the
challenges.

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2 Need support? worksheets
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Vocabulary Exercise 4 Grammar Exercise 5
2.1 2.2
Choose the correct answer. Complete the sentences with the correct past
participle.
1 One large tree can provide enough food
waste / oxygen for 3–4 people. 1 The monkeys were sick because a visitor had
2 Many creatures live in forests, so cutting given / gave them the wrong food.
down trees leads to more pollution / 2 Maria showed me some photos she had
endangered animals. took / taken at the zoo.
3 Sunny areas like the Sahara Desert may be 3 We hadn’t realise / realised how useful
good places for solar power / factory farms. animal waste was until we read that article.
4 Using oxygen / petrol in cars and other 4 They had already fed / feed the animals
vehicles is very bad for the atmosphere. when I got there.
5 A lot of pollution / oil in the sea and rivers 5 Had you hear / heard about biogas before
comes from plastic. you visited the zoo?
6 Wind power / Atmosphere creates energy
from the movement of the air.

Reading and Vocabulary Exercise 3 Listening and Vocabulary Exercise 4

2.3 2.5
Read the article again and choose the correct 2.12 Listen to four dialogues. Choose the
answer. correct answer.
1 What problem did Evan and his friends find 1 What is the date of the student election?
on their trip? a       b
a rubbish in a lovely place
b a traffic jam on the way to the country
2 Who suggested cleaning up the litter? 2 What is the boy going to do?
a everyone in the group a       b
b Amy
3 What is the objective of Leave No Trace?
a to take care of the countryside 3 What did Mark’s dad use to recycle when he
b to persuade people not to go camping was a boy?
4 What did Evan and Amy disagree about? a       b
a banning cyclists from hiking paths
b reducing the number of visitors to the
countryside 4  hat kind of campaign has Sarah joined?
W
5 What is the main purpose of the story? a        b
a to compare hiking in Wales with hiking
on Mount Everest
b to raise a serious environmental issue

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3 Need support? worksheets
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Vocabulary Exercise 7 Reading and Vocabulary Exercise 3
3.1 3.3
Complete the table with be, have or wear. Read the article. For each gap (1–5), choose
the correct sentence (a–e).
1 2 3
pale / dark skin good-looking a costume a Reusing clothes like this means we don’t
painted nails in your thirties jewellery throw things away.
pierced ears slim b However, the machines are expensive and
freckles well-built it’s easier to make shoes than clothes.
dyed / curly / average size / c People wore these items for a short time
straight hair height and then threw them away.
d Others have made plant leather from
pineapples and mushrooms.
e Alternatively, you can rent a few clothes
every month.

Listening and Vocabulary Exercise 6 Speaking Exercise 6

3.5 3.6
3.11 Listen again and choose the correct answer. 3.13 Complete the dialogues with the
missing sentences.
1 Sylvia says the museum
a shows only clothes from the past. You look really smart. Have you had a haircut?
b has both old and modern clothes. Yes, I got it yesterday, but I’m not too sure about the colour.
2 ‘Chopines’ were Yes, it suits you.
a fifteen centimetres high. Thank you. I’m glad you like it.
b in fashion between the fifteenth and A
seventeenth centuries.
3 Who wore very tall chopines? That jacket is awesome. Is it new?
a both men and women 1 
b women who wanted to show their You look good in blue.
social status Do you think so?
4 A ‘ruff’ is a type of collar that was popular 2 
a in the sixteenth and seventeenth
centuries. B
b for men but not for women. 3 
5 Napoleon’s soldiers had buttons on their Yes, I went to the hairdresser’s at the
sleeves weekend.
a to help keep their uniforms cleaner. Honestly, I really like the style. It’s cool.
b to make the uniforms more comfortable. 4 

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4 Need support? worksheets
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Grammar Exercise 4 Reading and Vocabulary Exercise 2
4.2 4.3
Choose the correct answer. 4.6 Answer the questions with one or two
words.
1 They’ve arranged to visit their friend at the
weekend. (arrangement) Fearne

They are visiting / visit their friend at the 1 What kind of surgeon does Fearne want to
be? a specialist in
weekend.
2 Who gave her help during a virtual
2 They’re expecting to be well-paid.
operation? a
(prediction)
3 Which type of training gives better results?
They think they are being / will be well-paid. training
3 The boat is scheduled to leave at 4 p.m. Sean
(schedule)
4 According to Sean, what improves trainees’
The boat leaves / will leave at 4 p.m. results? yourself
4 I’m planning to quit my job. (plan) 5 What has he been learning to avoid
I will / ’m going to quit my job. recently? situations
6 What will the VR training allow him to do?
get a

Answer questions 7–9 about Dylan in your

Student’s Book.

Listening and Vocabulary Exercise 7 Speaking Exercise 6

4.5 4.6
4.12 Listen again and choose the correct answer. 4.14 Choose the correct phrase to complete
the texts. Listen and check.
1 When she was on TV, Claire appeared
pay attention be careful Watch out!
a embarrassed. b calm. Remember not allowed Make sure
2 Claire got her diploma when she was
1 to wash your hands.
a seventeen. b eighteen. your knives are sharp. And
3 Where was Stuart when he designed you don’t burn yourself.
his app? It’s hot.
a in the mountains b at home 2 That camera is worth
a fortune! Now . You’re
4 Stuart’s dad to speak while we’re
a owns a sports shop. filming.
b works in a sports shop.
5 What does Claire consider her mum to be?
a a friend b a colleague
6 How long will Stuart be working with a
famous app developer in New York?
a a week b a month

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5 Need support? worksheets
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Vocabulary Exercise 8 Grammar Exercise 6
5.1 5.2
Match the numbers (1–6) to the words (a–f). Choose the correct answer.

1 745 a five point eight billion 1 If I were you, I will / would study another
2 9,862 b seven hundred and language.
forty-five 2 I don’t / wouldn’t look at the sun unless I
3 3,600,000 c eight hundred million have / had special glasses.
4 5.8 billion d nine thousand, eight 3 What would / will you do if you would win /
hundred and sixty-two won a trip to space?
5 24,222,394 e twenty four million, 4 If I have / had enough time, I would / will
two hundred and show you how to use the telescope.
twenty-two thousand,
three hundred and 5 She wouldn’t / didn’t go into space unless
ninety-four somebody would pay / paid her.
6 800,000,000 f three million, six
hundred thousand

Reading and Vocabulary Exercise 4 Speaking Exercise 7

5.3 5.6
Read the article again and choose the correct 5.17 Choose the correct answer. Listen and
answer. check.
1 What does the article say about people who Ben: I want to build one of the robots from
have been into space? this kit.
a There have been fewer than 500 of Ivy:  First / Second, decide which model
1
them. you want to build.
b The majority prepared for many years.
Ben: Of course. Then 2next / what do I do?
2 Who can become a space tourist?
a people who can afford it Ivy:  fter 3next / that, check you have all
A
the pieces.
b people who work for certain companies
3 How far above the Earth would a space Ben:  K, I’ll check them. That 4seems /
O
plane go? works easy.
a 4,000 kilometres Ivy:  h, and you 5important / have to put
O
b 100 kilometres the batteries in.
4 The author believes that Ben: No problem. I 6hope / get it works.
a the only way to experience space is to
become an astronaut.
b there are lots of affordable alternatives
to enjoy space.

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6 Need support? worksheets
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Grammar Exercise 4 Reading and Vocabulary Exercise 4
6.2 6.3
Read, then choose the correct words to com- Read the article again and complete the
plete the reported speech sentences. sentences. Use one word.
had   were   finished   hurt   if 1 The article states that health-related apps
are popular with people.
1 a ‘What time does the doctor finish?’
2 Lack of sleep, certain foods or can
b I asked what time the doctor finished.
cause migraines.
2 a ‘When are they leaving?’ Rachel asked.
3 Nathan didn’t have enough money to go to
b Rachel asked when they
the .
leaving.
3 a ‘It hurts,’ he told the nurse. 4 Exercising to music can result in much better
.
b He told the nurse that it .
4 a ‘I took the medicine this morning,’ she 5 Luke’s family are now eating much healthier
said. .
b She said that she taken the 6 It’s a good idea to ask other people before
medicine that morning. you choose an .
5 a ‘Did Emma see the doctor?’ I asked.
b I asked Emma had seen the
doctor.
Answer questions 6–8 in your Student’s Book.

Grammar Exercise 5 Listening and Vocabulary Exercise 8

6.4 6.5
Order the words to make reported statements 6.13 Listen again and complete the notes
and questions. with words or numbers.
2 ‘Take a seat.’ Zara’s extreme party!
asked / She / him / take / to / a seat
Where: 1The Climbing Wall opposite the
. 2
l and next to the leisure
3 ‘Please don’t be nervous.’ centre.
not / nervous / him / asked / be / She / to
. When: Saturday, 311. a.m.
4 ‘Relax.’ Tell Zara’s mum about any 4f
relax / told / him / She / to allergies.
.
Must wear: 5l sleeves and
5 ‘Can you tell me what the problem is?’ trousers
tell / asked / what / the problem / him / was /
to / She / her Phone Katy’s mum about lift (mobile no:
. 079 6473 82 6 ).

Answer questions 6–7 in your Student’s Book.

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7 Need support? worksheets
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Grammar Exercise 5 Reading and Vocabulary Exercise 4
7.2 7.3
Complete the second sentence using the Ask and answer the questions in pairs.
correct form of be.
1 What are reliable sources of news in your
1 Bad weather delayed my train. country?
My train delayed by bad weather. 2 What radio stations do you often listen to?
2 They give out some instructions. 3 What TV channels do you watch at the
Some instructions given out. weekend?
3 You must complete the game in an hour. 4 What news stories were in the press
The game must completed in an hour. yesterday?
4 You can’t do it if you don’t share ideas. 5 Do you know any famous journalists in your
It can’t done if you don’t share country?
ideas.
6 What TV channel gets the biggest audience?
5 Someone invited you to an escape room.
I invited to an escape room.
6 My cousin Mike took me there.
I taken there by my cousin Mike.
Answer questions 7–8 in your Student’s Book.

Listening and Vocabulary Exercise 6 Speaking Exercise 5

7.5 7.6
7.12 Listen to four short dialogues. Choose Complete the sentences with the question
the correct answer. tags in the box.
1 You will hear a girl telling her mother about don’t we? are you? isn’t he? haven’t they?
a pair of jeans she wants to buy. What does can he? does she? can’t you?
she say about them?
a She had a pair like that when she was 1 He is from the USA,
younger. 2 She doesn’t like pasta,
b She likes the TV commercial for them.
3 You can swim,
2 You will hear two friends talking about a
restaurant. What does the girl like about it? 4 He can’t speak German,
a You can drink as much as you like for free. 5 You aren’t from Brazil,
b There’s a good choice of salads.
6 They have got two brothers,
3 You will hear two friends talking about a
poster for a music festival. Where do they 7 We live in a big house,
think is the best place to put it up?
a in a supermarket   b at the school
4 You will hear a boy talking to his father. Why
can’t his father take him to football training?
a He’s working that day.
b He won’t be able to use the car at that
time.

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8 Need support? worksheets
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Vocabulary Exercise 3 Reading and Vocabulary Exercise 3
8.1 8.3
8.2 Choose the correct word to complete Match the questions and the answers.
each sentence. Listen and check.
1 Who was in Tyler’s first a at 12
1 Sculpture / Architecture is the art of painting?
creating objects out of stone, wood, metal, 2 What health problems b on social
clay, etc. did Tyler have as a media
2 Film-making / Photography is the art of baby?
producing pictures using a camera. 3 At what age did Tyler c his head
3 Classic / Pop art is a style of painting that first paint a famous teacher
uses objects from ordinary life. It was very basketball player?
popular in the 1960s. 4 Where did other d large
celebrities see Tyler’s
4 Abstract / Classic art is a style of painting
work?
that uses mainly shapes and lines and
does not show people or things in a 5 What size artwork does e He was deaf.
realistic way. Tyler like to paint?
6 What does Tyler do f He creates
5 Design / Architecture is the art of designing
after a bad day at self-portraits.
buildings.
school?
6 An art installation / Impressionist art is a 7 How does Tyler share g in the news
piece of art that is made using light, sound, his art?
etc. as well as objects.

Listening and Vocabulary Exercise 7 Writing Exercise 4

8.5 8.7
8.12 Listen again and choose the correct Complete the sentences with the missing
answer. linkers of contrast.
1 Freddie won second prize in 1 A_ _ _ _ _ _ _ it is an old painting, it looks
a a photography competition. very modern.

b a story competition. 2 I_ s _ _ _ _ o _ all the details, I find this

image relaxing.
2 The first-prize winner was
3 D_ _ _ _ _ _ being one of his early works, it
a unwell.     b  friendly. is brilliant.
3 In the office, Freddie 4 E_ _ _ t_ _ _ _ _ this is a great film, I prefer
a met some journalists. the book.
b watched TV programmes.
4 What was Freddie’s headline about?
a a new brand of crisps
b bad habits of birds
Answer questions 5–6 in your Student’s Book.

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9 Need support? worksheets
✃
Grammar Exercise 3 Grammar Exercise 4
9.2 9.4
Choose the correct answer. Rewrite the questions as indirect questions.
Use the words in brackets.
1 I’m the kind of guy who / where prefers
lying on a warm beach. 1 Would you two like to hang out with us?
2 This is Zac, who / whose favourite hobby is (wondering)
lying down. I was if you two .
3 Lots of people enjoy the Festival of Sleep 2 Where is our hotel? (idea)
Day, which / who is on 3 January. Have you any where our hotel
4 The idea is to help people that / which stay ?
up partying too long. 3 What street is it in? (remember)
5 I know a few people who / which would like Do you what street it ?
to celebrate that day. 4 Did you have a good time? (like)
6 This is the day that / who gives you the I’d to know if you .
chance to be a pirate.
5 When does Mardi Gras start next year?
7 Do you know anyone who / whose idea of (know)
fun is to talk like a pirate?
Do you when Mardi Gras ?
8 My friend Miguel, who / whose lives in
Costa Rica, is crazy about pirates. 6 Can I take a photo of you? (mind)
Do you if I ?
Answer questions 9–10 in your Student’s Book.

Speaking Exercise 5 Writing Exercise 4

9.6 9.7
Choose the correct answer. Complete the sentences with the phrases in
the box.
a Do you happen / appreciate to know where
I should get off for Elm Street? can make it check out do with dress up
b Thanks / Excuse me. Sorry to bother / hang out with kick off
problem you. I was passing / wondering if I
could ask you a question. 1 What time does the surprise birthday party
kick off?
c I’m sorry / welcome I don’t know. I’m not
from here. 2 I my friends at the weekend.
d It’s no alright / problem. It was nice meeting 3 My brother can’t come to the party, but my
you. Bye. best friend .
e Yes, of wonder / course. Go ahead / sorry. 4 It’s a formal dinner, so you should
and wear your best clothes.
5 You should this book. It’s very
interesting.
6 I could a new coat. This one is very
old.

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 Need support? worksheets answer key
UNIT 1 UNIT 4 UNIT 7
1.1 Vocabulary 4.2 Grammar 7.2 Grammar
Exercise 5 Exercise 4 Exercise 5
1 b/c 2 d 3 a 4 e 5 b 6 d/f 1 are visiting 2 will be 3 leaves 1 was 2 are 3 be 4 be 5 was
4 ‘m going to 6 was
1.2 Grammar
Exercise 4 4.3 Reading and Vocabulary 7.3 Reading and Vocabulary
1 Are you having Exercise 2 Exercise 4
2 listen; feel 1 sporting injuries 2 professor 3 VR Students’ own answers
3 Do you have 4 enjoying 5 dangerous 6 good job
4 live; don’t usually get up 7.5 Listening and Vocabulary
5 are getting 4.5 Listening and Vocabulary Exercise 6
Exercise 7 1b 2b 3a 4b
1.3 Reading and Vocabulary 1b 2a 3b 4b 5a 6a
Exercise 3 7.6 Speaking
1 12,000 4.6 Speaking Exercise 5
2 support Exercise 6 1 isn’t he? 2 does she? 3 can’t you?
3 sport 1 Remember; Make sure; be careful 4 can he? 5 are you? 6 haven’t they?
4 stereotypes 2 Watch out!; pay attention; not allowed 7 don’t we?
5 translate
6 positive UNIT 5 UNIT 8
1.4 Grammar 5.1 Vocabulary 8.1 Vocabulary
Exercise 5 Exercise 8 Exercise 3
1 were you doing 1b 2d 3f 4a 5e 6c 1 Sculpture 2 Photography
2 have you climbed 3 Pop art 4 Abstract 5 Architecture
3 Have you ever eaten 5.2 Grammar 6 An art installation
4 did you go Exercise 6
5 Was it raining; got up 1 would 2 wouldn’t; had 3 would; won 8.3 Reading and Vocabulary
4 had; would 5 wouldn’t; paid Exercise 3
UNIT 2 1c 2e 3a 4g 5d 6f 7b
5.3 Reading and Vocabulary
2.1 Vocabulary Exercise 4 8.5 Listening and Vocabulary
Exercise 4 1b 2a 3b 4b Exercise 7
1 oxygen 2 endangered animals 1b 2a 3a 4b
5.6 Speaking
3 solar power 4 petrol 5 pollution 8.7 Writing
Exercise 7
6 Wind power
1 First 2 what 3 that 4 seems Exercise 4
2.2 Grammar 5 have 6 hope 1 Although 2 In spite of 3 Despite
Exercise 5 4 Even though
1 given 2 taken 3 realised 4 fed 5 heard UNIT 6
UNIT 9
2.3 Reading and Vocabulary 6.2 Grammar
Exercise 3 Exercise 4 9.2 Grammar
1a 2b 3a 4b 5b 1 finished 2 were 3 hurt 4 had 5 if Exercise 3
1 who 2 whose 3 which 4 that 5 who
2.5 Listening and Vocabulary 6.3 Reading and Vocabulary 6 that 7 whose 8 who
Exercise 4 Exercise 4
1b 2b 3a 4b 1 young 2 stress 3 gym 9.4 Grammar
4 performance 5 meals 6 app Exercise 4
UNIT 3 1 wondering; would like to hang out with us
6.4 Grammar 2 idea; is 3 remember; is in 4 like; had a
3.1 Vocabulary Exercise 5 good time 5 know; starts next year
Exercise 7 2 She asked him to take a seat. 6 mind; take a photo
1 have 2 be 3 wear 3 She asked him not to be nervous.
4 She told him to relax. 9.6 Speaking
3.3 Reading and Vocabulary 5 She asked him to tell her what the problem Exercise 5
Exercise 3 was. a happen b Excuse; bother; wondering
1c 2a 3e 4b 5d c sorry d problem e course; ahead
6.5 Listening and Vocabulary
3.5 Listening and Vocabulary Exercise 8 9.7 Writing
Exercise 6 2 library 3 .30 4 food 5 long 6 76 Exercise 4
1a 2b 3b 4a 5a 1 kick off 2 hang out with 3 can make it
4 dress up 5 check out 6 do with
3.6 Speaking
Exercise 6
1 Yes, I got it yesterday, but I’m not too sure
about the colour.
2 Yes, it suits you.
3 You look really smart. Have you had a
haircut?
4 Thank you. I’m glad you like it.

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 1.1 Vocabulary
It’s true!
✃
Adjective cards

I feel anxious. I feel calm. I feel confused.

I feel delighted. I feel disappointed. I feel exhausted.

I feel pleased. I feel surprised. I feel upset.

✃
Situation cards

When my Maths
When I have to take When I do yoga or
teacher explains
a difficult exam, … relaxation exercises, …
something, …

When I’m on holiday When I’ve been

When I do really well
by the sea and it rains studying all day
in my exams, …
all the time, … and all evening, ...

When I work out the When someone I haven’t When I lose something
answer to a difficult heard from for a long that is really
Maths question, ... time texts me, … important to me, ...

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Instructions and Answer key
1.1 Vocabulary – It’s true!

Materials: One set of adjective cards and one set of

situation cards for each group of three students
Language: Adjectives of emotion

• Tell students that they are going to practise using

adjectives of emotion and talk about how they feel in
certain situations.
• Put students into groups of three. Hand out one set
of adjective cards to each group, face-down in a pile.
Students take turns to pick up a card and decide when they
might feel that emotion.
• Invite students from different groups to share some of their
ideas with the class.
• Ask students to put the cards back in a pile face down.
Hand out one set of situation cards to each group, also
in a pile face down.
• Students take turns to turn over an adjective card and a
situation card. Whatever the combination of cards, they
must try to convince the other group members that they
would feel this way in this situation, giving an explanation,
e.g. When my Maths teacher explains something, I feel
pleased because Maths makes me happy! This continues
until all of the cards have been used.
• Invite students from different groups to share their most
interesting or funny ideas with the class.

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1.2 Grammar
✃ Your turn

I think … I’m trying to … I usually …

I don’t know … I’m looking at … I often …

I have … I’m thinking I don’t often …

about …

I enjoy … I’m reading … I never …

I want … At the moment, I always …

our teacher is …

At the moment, How often

I prefer … some students do you … ?
are …

Do you want … ? … is wearing … Do you ever … ?

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Instructions and Answer key
1.2 Grammar – Your turn

Materials: One set of cards for each group of three students

Language: Present tenses

• Tell students that they are going to make sentences using

the Present Simple and Present Continuous.
• Put students into groups of three. Hand out one set of
cards to each group and place the cards in a pile face
down on the desk.
• One student picks up the first card and makes a sentence
using the prompt on it. They then pass the card to the
student to their left, who has to make a different sentence
using the same prompt. This continues until a student
either repeats an idea or hesitates for more than five
seconds while trying to think of a sentence. The student
then keeps that card and picks up the next card from
the pile.
• When all the cards have been used, the winner is the
student with the fewest cards.
• Invite students from different groups to share their most
interesting ideas with the class.

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 1.3 Reading and Vocabulary
Match up
✃
Word cards

belong migrants challenges

population stereotype miss

support translate arrivals

✃
Sentence cards

1 2 3
I live in Canada, It’s very difficult for _____ One of the biggest _____
but I don’t always when they can’t speak the they faced was finding
feel as if I here. language of their new home. work and earning money.

4 5 6
It isn’t true that all British The thing I really _____
The _____ of the UK people drink tea at five o’clock. about my home country is
is now over 67 million. It’s just a(n) . the food.

7 8 9
There are a number of I speak three languages, We went to welcome
places in our city where so I often _____ for the new and then found
new arrivals can find people who can’t speak out that they weren’t
help and _____ . English. migrants – they were tourists!

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Instructions and Answer key
1.3 Reading and Vocabulary – Match up

Materials: One set of word cards and one set of sentence

cards for each group of four students
Language: Vocabulary from Lesson 1.3

• Put students into groups of four and hand out one set of
word cards and one set of sentence cards to each group.
The cards should be spread out and placed face-down in
two separate sets.
• One student starts by selecting and turning over a
sentence card. They read the sentence and then select and
turn over a word card. They then read the sentence aloud,
with the word in the gap, e.g. I live in Canada, but I don’t
always feel as if I translate here. If the sentence doesn’t
make sense (as in the example here), the student turns the
cards back face-down on the desk, in the same position
they were in before. If the sentence makes sense, the
student keeps both cards as a matching pair.
• The process is repeated, with students taking turns to
select and match cards in the same way. By remembering
where different cards are, students should be able to find
matching pairs more easily as the game progresses.
• The winner is the student with the most pairs of cards at
the end of the activity.
Answers:
1 belong 2 migrants 3 challenges 4 population
5 stereotype 6 miss 7 support 8 translate 9 arrivals

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1.4 Grammar
Find someone who …

Find someone who: Name

was playing computer games at eight o’clock

1 yesterday evening.

2 went to bed after midnight last Friday.

3 has never watched a reality TV show.

got a text message while they were having

4 breakfast this morning.

5 felt ill last week.

6 has had an interesting dream recently.

met a friend while they were walking to

7 school today.

8 lost something important last month.

9 has just had a great idea.

had an accident while they were playing

10 sport last year.

11 bought a new gadget last week.

12 has never sent a postcard while on holiday.

13 was wearing black jeans at school yesterday.

14 received a strange email last week.

15 has changed their routine recently.

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Instructions and Answer key
1.4 Grammar – Find someone who …

Materials: One worksheet for each student

Language: Past Simple, Past Continuous and Present
Perfect

• Tell students that they are going to try and find out
information about their classmates using different tenses.
• Write these sentences on the board (or dictate them for
students to write down in their notebooks).
- Find someone who went to the theatre yesterday.
- Find someone who was doing their homework at
10 p.m. last night.
- Find someone who has never been to Canada.
- Find someone who has been to Canada.
- Find someone who got some emails while they were
doing their homework yesterday.
• Ask different students around the class to form the
questions which will elicit the information in each of the
sentences on the board. Remind them to use the same
tense as in the statement. Elicit these questions: Did you go
to the theatre yesterday? Were you doing your homework
at 10 p.m. last night? Have you ever been to Canada? Did
you get any emails while you were doing your homework
yesterday?
• Hand out a worksheet to each student. Ask them to read
through all the items and to ask you if there is anything
they don’t understand.
• Demonstrate for the class. Ask a student the first question:
Were you playing computer games at eight o’clock
yesterday evening? If their answer is yes, write their name
next to the question on the worksheet. If their answer is
no, ask a different student the same question.
• Explain to students that they should ask their questions to
different classmates and that two is the maximum number
of questions they can ask any one student.
• When students have finished, elicit the names of people
that students wrote for each statement and ask follow-
up questions, e.g. for question 1: What game were you
playing at that time? How long did you play for? Did you
play any other games?

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 1.5 Listening and Vocabulary
What are you like?
✃
Alex Riley
You are active. You are competitive.
Last week, I played tennis, went swimming, and Last week, I entered a short story competition at
went for a bike ride and a hike. school. I really wanted to win and spent the whole
Yesterday, week writing the story.
Yesterday,

Blake Charlie
You are creative. You are curious.
Last week, I designed a website for my dad. I chose Last week, my parents were having a conversation
some good colours and designs, and made it look about the future. I wanted to know more, so I asked
really cool. them about it.
Yesterday, Yesterday,

Ash Sam
You are patient. You are generous.
Last week, I helped my little brother with his Maths Last week, my aunt in the USA sent me a big packet
homework until he understood everything. It took of sweets. I took them to school and gave some to
three hours, but I didn’t mind. everyone in the class, and to my teacher, of course.
Yesterday, Yesterday,

Chris Angel
You are organised. You are reliable.
Last week, my parents asked me to go shopping. Last week, I was on time for all my meetings, I did
First, I made a list of things to buy. I took three bags. what people asked me to do and I didn’t forget to
In one bag I put cleaning things, in another fruit and do anything.
vegetables, and in the third packets and tins. Yesterday,
Yesterday,

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Instructions and Answer key
1.5 Listening and Vocabulary – What are you
like?

Materials: One card for each student

Language: Personality adjectives

• Write the word sensible on the board.

• Ask students to think of a situation which would show
that someone is sensible. You could give an example:
Somebody is going on a walk in the mountains. Before
they leave, they make sure they have all the right
equipment and waterproof clothes in case of rain. They
let people know where they are going and what time they
expect to return.
• Tell students that they are going to get a card with a
character’s name and a personality adjective. Underneath
is a situation which demonstrates this quality of their
character. In the space provided, students should describe
a second situation which also illustrates the personality
adjective. Explain that they shouldn’t show their card
to anyone.
• When they have finished writing, explain that they should
mingle and take turns to say their character’s name and
read out the two situations without saying the personality
adjective. The student listening should note down the
character’s name and try to guess the personality adjective.
They then repeat the process with a different student.
• Allow enough time for students to talk to several other
students about their characters. Students may talk to two
people with the same character, in which case the second
student only has to read out their second situation.
• Invite different students to read the descriptions they
wrote for their character to the class.

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 1.6 Speaking
Can you help me?
1 Read dialogues 1–4 below quickly and match them to pictures A–D. Don’t worry about the
gaps for now.
A B

C D

1 A: Can you help me?

B: Of 1 . What’s wrong?
A: I can’t find my phone. It’s here somewhere. 2 you help me look for it?
B: Here it is – under your jacket.
A: Oh, great! Thanks, Mum.
2 A: 3 me. 4 you mind helping me?
B: No, of course 5
.
A: I need to take these suitcases to my taxi, but I can’t carry them all.
Could you give me a 6 with them?
B: 7 . Oh wow, this is heavy!
3 A: Good afternoon. May I 8 you?
B: Er … I’m waiting for my friends. Can I sit down?
A: Of course. Can I 9 you anything while you’re waiting? A drink? Something to eat?
B: Yes, that 10
be great, thanks. An orange juice, please.
A: OK, I’ll be 11
you 12 a minute.
4 A: Good morning. What can I 13 for you?
B: I’d like a map of the town centre, please.
A: Of course. Here you are. This shows all the places of interest, bus routes and hotels.
B: Thank you.
A: Do you need anything 14 ? Tickets? Postcards?
B: No, I’m 15 now, thanks.

2 Complete the dialogues in Exercise 1 with one word in each gap. Then choose one of
the dialogues and act it out.

3 Now write and act out your own dialogue. Use the dialogues in Exercise 1 to help you.
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Instructions and Answer key
1.6 Speaking – Can you help me?

Materials: One worksheet for each pair of students

Language: Asking for and offering help

• Tell students that they are going to practise asking for and
offering help.
• Put students into pairs and hand out a worksheet to
each pair.
• Ask students to complete Exercise 1. When they have
finished, elicit the answers.
• Move on to Exercise 2. Give students a time limit to
complete the dialogues, but do not check answers yet.
When they are ready, students choose one of the dialogues
to act out in their pairs.
• To check answers, invite a different pair to act out each
completed dialogue to the class. The rest of the class
should listen, check their own completed dialogues and if
they think the pair has made a mistake, they should say so
at the end of the role play. Confirm the answers for each
dialogue at the end.
• For Exercise 3, students write a similar dialogue in their
pairs, using language for asking for and offering help.
When they have finished writing, give pairs some time to
practise their dialogues, then invite them to act them out
for the class.
Answers:
Exercise 1
A3 B4 C1 D2
Exercise 2
1 course 2 Can/Could 3 Excuse 4 Would 5 not
6 hand 7 Sure 8 help 9 get 10 would 11 with
12 in 13 do 14 else 15 fine

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 1.7 Writing
Another challenge
1 Complete the blog post with the words below. There are three extra words.

about arrived beginning end gradually loved made now problem

realised scream soon sweat when yawned

Where have you always dreamed 1 going?

For me, it’s the desert. So, 2 I heard about a summer camp in the Sahara, I begged
my parents to let me go. The 3
was that it was very expensive. So, how did I pay for
it? I decided to look for a weekend job. I knew it would be difficult as I’ve always 4
staying in bed until late at the weekend! But I knew that a few early mornings would be worth
it. 5 after that, I found a job as a waitress in a restaurant. The restaurant opened for
breakfast, so I had to start at 7 a.m. That meant I had to get up at half past five – that’s early!
My first morning wasn’t fun. When I 6 , the manager welcomed me with a big
smile. I tried to say ‘good morning’, but I was so tired I 7 instead. Good start! At
the 8
it was difficult to be polite and friendly to the customers when I just wanted
to go back to bed, but 9 , I started to enjoy the work and got to know the regular
customers. What have I learned? The experience has 10 me less lazy.
11
, even when I don’t have to go to school or work, I wake up early. My parents
are always shocked when they come downstairs and find breakfast waiting for them! And what
was the Sahara like? I decided not to go after all. I found out there are snakes and scorpions
there. I 12 when I see a spider in the bath!

2 Complete sentence a in each pair of sentences.

1 a I’ve always loved .
b I first realised this when .
2 a I’ve always wanted to .
b The problem is that .
3 a At the beginning .
b Gradually, I .
4 a The experience has made me .
b Now I’m thinking of becoming .

3 Swap worksheets with another pair and complete sentence b in each pair of sentences in Exercise 2.

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Instructions and Answer key
1.7 Writing – Another challenge

Materials: One worksheet for each pair of students

Language: Writing about a personal challenge

• Tell students that they are going to read and complete

a blog post about a challenge.
• Put students into pairs and hand out a worksheet to
each pair.
• Ask students to complete Exercise 1. When they have
finished, elicit the answers.
• Move on to Exercise 2. In their pairs, students now
use their imagination to complete the first sentence
(sentence a) in the four pairs of sentences.
• When they have finished, students do Exercise 3: they
swap worksheets with another pair, read that pair’s
sentences and complete sentence b for each item in
a suitable way.
• As a follow-up, pairs join together with the pair whose
worksheet they have and share their ideas. Invite students
from different groups to share their sentences with the class.
Answers:
Exercise 1
1 about 2 when 3 problem 4 loved 5 Soon
6 arrived 7 yawned 8 beginning 9 gradually
10 made 11 Now 12 scream

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 1.8 Unit 1 Vocabulary
Anagram clues

1 Order the letters to complete the crossword. The first letter of each word is in bold.
1

3 4

8 9

10

11

12

13

Across Down
3 oxsunia 1 eskah
5 tupes 2 gamane
6 aterecvi 4 duecsec
7 visehr 7 desertss
8 tipeatn 10 r s o c u u i
9 awest 12 s p a g
10 f u n d o e s c
11 i g t m n a r
13 s a p e l d e

2 Write the words from the crossword in Exercise 1 in the correct category.
1 Adjectives of emotion: , , , ,

2 Personality adjectives: , ,
3 Verbs that express emotion: , , ,
4 Verbs of success and failure: ,
5 People:

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Instructions and Answer key
1.8 Unit 1 Vocabulary – Anagram clues

Materials: One worksheet for each student or pair

of students
Language: Vocabulary from Unit 1

• Tell students that they are going to rearrange letters to

complete a crossword.
• Hand out a worksheet to each student or pair of students.
Tell them not to open their Student’s Books, but to try
to remember as many words as possible from Unit 1.
Encourage them to start with the easiest words, which will
give them some letters as prompts to help with the rest of
the crossword.
• When students have finished, elicit the answers.
• Students now look at Exercise 2 and write the words in
the correct categories. When they have finished, elicit
the answers.
Answers:
Exercise 1
Across
3 anxious 5 upset 6 creative 7 shiver
8 patient 9 sweat 10 confused 11 migrant 13 pleased
Down
1 shake 2 manage 4 succeed 7 stressed
10 curious 12 gasp
Exercise 2
Adjectives of emotion: anxious, pleased, upset, confused,
stressed
Personality adjectives: creative, curious, patient
Verbs that express emotion: shake, gasp, shiver, sweat
Verbs of success and failure: manage, succeed
People: migrant

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 1.9 Unit 1 Grammar
Correct or not?

Do you think it’s correct? ✓/✗ Write OK or rewrite the sentence. Points
1 What do you think about
extreme sports?
I usually find Maths easy, but
2
I’m not understanding this
exercise.
3 I’m not often watching
television on schooldays.
4 I can’t go out now. I’ve just
started eating dinner.
While my dad was driving
5
to work, he was seeing his
cousin.
6 We’ve been to the cinema
last Friday.
7 You’re very quiet. What do
you think about?
8 I haven’t done anything
interesting recently.
We’re here for three days
9
now and we still haven’t been
to the beach.
10 Did you buy any milk while
you were at the supermarket?
11 I never heard this song
before. Is it new?
12 Did anyone call while I’ve
been out?
We’re trying to make our
13
own website, but we’re
having a few problems.
The students aren’t usually
14
this noisy, but today they’re
very excited.
15 Did you finish your
homework yet?
TOTAL

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Instructions and Answer key
1.9 Unit 1 Grammar – Correct or not?

Materials: One worksheet for each pair of students

Language: Present and past tenses

• Tell students that you are going to give them fifteen

sentences, and that some of them contain errors.
• Put students into pairs and hand out a worksheet to each
pair. Explain that the incorrect sentences have only one
mistake: an incorrect use of the verb tense.
• In their pairs, students decide which sentences are
grammatically correct and which are not, and correct the
sentences they think are incorrect.
• Students should also choose how many points (1–10) they
want to use for each sentence. Explain that the more
confident they are that a sentence is correct or that they
have rewritten a sentence correctly, the more points they
should use. If they are correct, they will win this number of
points, but if they are incorrect, they will lose the points,
so they should be careful. It might be a good idea to set a
minimum and maximum number of points for students to
use for each sentence.
• When pairs have finished, ask them to swap their
worksheet with another pair.
• Go through the answers. If an answer is correct, pairs add
the number of points written. If an answer is incorrect,
they deduct the number of points written. They should
then add up all the points to see which pair got the most.
The pair with the most points are the winners.
Answers:
1 ✓
2 I usually find Maths easy, but I’m not understanding
I don’t understand this exercise.
3 I’m not often watching I don’t often watch television
on schooldays.
4 ✓
5 While my dad was driving to work, he was seeing saw
his cousin.
6 We’ve been We went to the cinema last Friday.
7 You’re very quiet. What do you think are you thinking
about?
8 ✓
9 We’re We’ve been here for three days now and we still
haven’t been to the beach.
10 ✓
11 I never heard I’ve never heard this song before. Is it new?
12 Did anyone call while I’ve been I was out?
13 ✓
14 ✓
15 Did you finish Have you finished your homework yet?

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 1.10 Culture
Project worksheet: a digital poster
Step 1
1 Match the deserts (a–f) to their location on the map (1–6).
a Arabian Desert d Gobi Desert
b Antarctic Desert e Great Victoria Desert
c Arctic Desert f Sahara Desert

4
1
5

2 List the deserts in Exercise 1 in order of size (1–6). Do some research to check your answers.
Then find out about the climate of each desert.

3 In groups, decide which desert you want to make a poster about.

Let’s make a poster about …

It’s an interesting place because …

Good idea./I don’t know. I’d prefer to make

a poster about … because …

4 Decide which of these things you would like to include in your poster. Then decide who is
going to do what.

1 I’d like to include a map of …

2 I’d like to include some photos of …
3 I’d like to include information about people/plants/animals that live in the desert.
4 I’d like to research the climate/temperature and include a temperature graph.
5 I’d like to focus on people’s lifestyles/possible dangers.

Page 1/2

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 1.10 Culture
Project worksheet: a digital poster
Step 2
5 Research the desert you have decided to make a poster about and make notes. Use the
phrases below to help you.

1 The … Desert is in (location).

2 It’s a fascinating place because … (Think about animals/the climate/people’s lifestyles.)

3 The amazing plants and animals that live in this desert include …

4 It’s a very tough place to live near and travel through because … (Think about the
landscape/climate.)
5 An interesting fact about the desert is …

6 The … Desert is dangerous because of (the climate/extreme temperatures/dangerous

animals).

Step 3
6 Create your poster. Use the checklist below to check it.
Are there any maps? Are they accurate and clearly labelled? Tip
Is there an interesting introduction to the poster? • Use interesting colours.
Are all the facts (about plants, animals, etc.) accurate? • Make sure the photos are
Does the poster talk about the people who live in big enough to see from
the desert? a distance.
Are there any suggestions for finding further information?
Are the grammar and spelling correct?

Step 4
7 Display your poster in a class exhibition. Ask questions and comment on the other posters.

I think the fact about … was

very interesting.

Yes, I agree. I also liked …

What about … in the …

Desert? Did you find out
anything about that?

Page 2/2

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Instructions and Answer key
1.10 Culture – Project worksheet: • In Exercise 3, students choose which desert they would
like their poster to be about. Ask them to think about
a digital poster the climate of each desert and what could be interesting
about it. Monitor the groups and encourage students to
Before the lesson: A digital poster is a poster that is not give reasons to support their opinions. Point out that they
printed but shown on a screen. As it is digital, it can also
may have to compromise to find an option that everyone is
include interactive material such as videos or animations.
happy with.
You will need: a computer/laptop with access to the internet; • In Exercise 4, students think about what they would like to
a projector/screen to show the posters, or printer/ paper to focus on and include in the poster. They then decide who
print them and tape/adhesive tack. Free tools are available to
will do each part of the poster.
download (e.g. Canva®). They offer ready-made templates to
• Advise students to think about how much text and how
use, where you work on a drag-and-drop basis.
many pictures they want to include so they can then
A non-digital option: Without access to a computer or the choose the correct template/layout for their poster.
internet, or if you only have limited access, you may prefer
• Point out to students that they should always give the
a non-digital option. Instead of creating a digital poster,
source of the material, e.g. the website address or the
students can make the poster on a large sheet of paper.
name of the photographer if it is known.
Students work in groups and follow the steps as for the digital
option. They create texts and captions for their parts. They Step 2 Individual work
look for photos in magazines or on the internet or do their • Go through the phrases in Exercise 5 and encourage
own drawings. Then they plan the layout of their posters and
students to use them when they write their texts or bullet
stick/draw the elements on.
points for their part of the poster.
You will need: a large sheet of paper for each group; photos • Students then write their texts or bullet points.
of animals printed on paper; coloured pens/pencils; glue; tape/
adhesive tack. Step 3 Group work
• Students create the poster in their groups. Encourage them
to use a free digital poster creator if possible.
Step 1 Class work • Students use the checklist in Exercise 6 to review their
Warm up: poster and decide if there are any parts which can
• Ask students what they know about deserts. Elicit the be improved.
names of famous deserts and their climates. Explain that • Students can print their posters (at home or at school)
not all deserts are hot and sandy. There are cold, icy polar or they can be displayed using a digital projector or
deserts too. whiteboard.
• If possible, show students some examples of digital
Step 4 In class
posters. Then tell them that they are going to create
• Display the posters on the wall or on the whiteboard.
a digital poster about a desert.
• Students do Exercise 7. They discuss and comment on each
Task:
poster, and ask and answer additional questions. Point out
• Put students into small groups and hand out one copy of that when they comment on other groups’ posters, they
the worksheet to each student. should first say what they liked and then focus on the areas
• Students do Exercises 1 and 2. They could use their mobile that could be improved.
phones to quickly look up information to help them decide • Give feedback to each group, praising them for their
if necessary. Point out that they should try to use reliable efforts and highlighting any areas for improvement.
sources/websites as far as possible, and double-check facts
• After all the groups have shown their posters, students
using more than one source/website.
discuss as a class which posters they found the most
Answers: attractive. Ask them if they are inspired to find out more
Exercise 1 about any of the deserts.
1f 2b 3c 4d 5a 6e
Exercise 2
List by size:
1 Antarctic Desert 2 Arctic Desert 3 Sahara Desert
4 Arabian Desert 5 Gobi Desert 6 Great Victoria Desert
Climate (suggested answers):
Antarctic Desert: freezing cold, with temperatures
between -37°C and 10°C
Arctic Desert: freezing cold, with temperatures
between -10°C (by the coast) and -60°C (inland)
Sahara, Arabian and Great Victoria Deserts: subtropical, hot
and sunny, dry, with hardly any rainfall, with temperatures
between over 40°C during the day and 0°C at night
Gobi Desert: cold, with little rain and an average temperature
of 2.8°C, but ranging from 40°C to -40°C

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 2.1 Vocabulary
Get the words
✃
Picture cards

✃
Word cards

electric car food

waste petrol station

wind power solar

power recycling centre

climate change carbon

dioxide endangered animals

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Instructions and Answer key
2.1 Vocabulary – Get the words

Materials: One set of picture cards and one set of word

cards for each group of three students
Language: Compound nouns related to the environment

• Tell students that they are going to match compound

nouns to pictures.
• Put students into groups of three and hand out a set of
picture cards to each group. Each student takes three
cards. Students look at their pictures and think about what
they show. They mustn’t show the other students their
cards.
• Now hand out one set of word cards to each group. Each
student takes six cards. They look at their cards and see if
they can make any compound nouns to match their pictures.
If they can, they put their picture and the two words on the
desk for the other students in their group to check.
• One student now starts by discarding one card which
they don’t need for their pictures. The next student picks
this up and also discards one card. If they make
a compound noun, they put the words and picture on
the desk as before.
• Students continue until one person has found the
compound nouns for all three of their cards. That student
wins the game.
• Elicit the compound nouns from students and ask them to
describe the pictures they match.
Answers:
electric car food waste petrol station wind power
solar power recycling centre climate change
carbon dioxide endangered animals

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 2.2 Grammar
By the time I arrived, …
✃
Group A Group B
You are Sam, Nina, Yasmin and Idris. You are Shruti, Jack, Asim and Abi.
Shruti, Jack, Asim and Abi went to a party. Tom, Mina, Jess and Wei were in their
By the time you arrived, lots of things had classroom. By the time the teacher arrived,
happened. a lot of things had happened.
• Shruti had eaten two large packets of • Tom had drawn some pictures on the
crisps and was feeling very ill. board and was trying to clean them off.
• Jack had • Mina had
and was . and was .
• Asim had • Jess had
and was . and was .
• Abi had • Wei had
and was . and was .

Group C Group D
You are Tom, Mina, Jess and Wei. You are Makiko, Callum, Neal and Fiona.
Makiko, Callum, Neal and Fiona agreed to Sam, Nina, Yasmin and Idris decided to play
meet you at the café. By the time they arrived, football. By the time they got home, a lot of
lots of things had happened. things had happened.
• Makiko had bought lots of clothes and • Sam had fallen over and was having
was having problems carrying all the bags. problems walking.
• Callum had • Nina had
and was . and was .
• Neal had • Yasmin had
and was . and was .
• Fiona had • Idris had
and was . and was .

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Instructions and Answer key
2.2 Grammar – By the time I arrived, …

Materials: One card for each group of four students

Language: Past Perfect

• Tell students that they are going to use their imagination

to say what people were doing at a certain time in the past
and what had happened before that time. Elicit or tell them
which tenses they will need to use (the Past Continuous
and the Past Perfect). Give an example: At seven o’clock
yesterday evening, I was crying. I had chopped an onion
for my dinner.
• Put students into groups of four. Some groups can be
smaller if necessary. If so, some students will have to take
on more than one role.
• Hand out one card (A, B, C or D) to each group. Ask students
to choose one name from their card each. They will need
these later.
• Students look at their situation and the first sentence in
the bulleted list. They discuss ideas together and complete
the other three sentences.
• Choose Group A to start. They give the names of the
people they wrote about and the students with those
names come to the front of the class.
• Group A read out their first sentence. The student at the
front playing the part of Shruti has to act out eating two
large packets of crisps and feeling very ill. Group A then
continue with the other three sentences until they have all
been acted out.
• Repeat with Groups B, C and D. If there are more than one
of each group, allow the additional groups to do the same.

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 2.3 Reading and Vocabulary
You and the world around you

Keeping the countryside tidy: are you part of the problem or the solution?

1 How do you travel to beauty spots? 6 What does a beauty spot look like after
a By car. you’ve visited it?
b You cycle or use public transport. a A mess.
2 What food do you eat on your trip? b As beautiful as it was before.
a A picnic. 7 How do you feel about the environment?
b A barbecue cooked on a campfire. a You respect it.
3 What do you do with your litter? b You aren’t interested in it.
a You pick it up. 8 Where do you camp?
b You leave it behind. a Anywhere you want to.
4 How important do you think it is to keep b At proper campsites.
streams clean? 9 Do you think national parks should be
a Clean water is very important. protected?
b It’s OK if you drop some litter in the water. a Yes, of course.
5 Do you complain when you pick up other b No, not necessarily.
people’s litter? 10 Do you keep to the paths when asked to?
a Yes, it’s not your litter. a No, hardly ever.
b No, we need to keep the countryside tidy. b Yes, usually.

fold here
fold here

Score chart

Question Answer A score Answer B score Your partner’s score

1 0 2
2 2 0
3 2 0
4 2 0
5 0 2
6 0 2
7 2 0
8 0 2
9 2 0
10 0 2
Total

Results
0–10 points: You’re part of the problem. You must try harder.
10–19 points: You’re getting there! You care about the environment, but can still do more!
20 points: Well done! You’re a real environmentalist and part of the solution.

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Instructions and Answer key
2.3 Reading and Vocabulary – You and the world
around you

Materials: One worksheet for each student

Language: Vocabulary related to the environment

• Tell students that they are going to do a quiz to find out

whether they are helping to keep the countryside tidy.
Elicit or explain the meaning of countryside if necessary.
• Put students into pairs and hand out one worksheet to
each student. Ask them to fold the worksheet where
indicated and to look at the quiz.
• Discuss the title of the quiz as a class. Ask: How can you
keep the countryside tidy? Elicit some examples.
• Students do the quiz in their pairs. They ask each other the
questions and mark their partner’s answers (not their own)
on the quiz.
• When they are ready, ask them to unfold the worksheet so
that they can check the quiz results. Explain that first they
need to calculate their partner’s score: they should write
their partner’s score for each question in the fourth column
of the score chart, then add up those numbers to get the
total score, which they then tell their partner.
• Once they both have their total score, they read and
discuss their result.
• As a follow-up, ask students how they think they could
improve their scores. What could they do to become ‘part
of the solution’? Encourage them to use I could/should
and I need to.

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 2.4 Grammar
Spot the changes
✃
Section A
Date: today

Section B
cinema factory farms houses school shops traffic
Date: 1950

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Instructions and Answer key
2.4 Grammar – Spot the changes

Materials: One Section A and one Section B for each pair

of students
Language: used to

• Tell students that they are going to compare two pictures

of a town and make sentences about what it used to be
like compared to what it’s like now. Give an example: There
used to be a toy shop next to the bank, but now there’s
a clothes shop.
• Put students into pairs and hand out a copy of Section A to
each pair.
• Students work together to describe the town today, e.g.
There is a lot of traffic. There is a park. There are lots of
houses. There is a wind farm.
• Set a time limit of two minutes. Then hand out Section B,
which has a picture of the town in 1950 and a word box.
Tell students that they have to compare what the town used
to be like with what it is like now. They should write sentences
about the places/buildings in the box.
• Invite students to share their sentences with the class.
Possible answers:
Cinema: There didn’t use to be a cinema. Now there is one.
Factory: There used to be a factory. Now there is a wind farm.
Farms: There used to be some farms outside the town. Now
there are houses.
Houses: There used to be a few houses in the centre of
town. Now there are a lot of houses on the outskirts
of the town.
School: The school used to be small. Now it is big.
Shops: There used to be a few small shops. Now there is
a big supermarket.
Traffic: There didn’t use to be much traffic. Now there is
a lot of traffic.

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2.5 Listening and Vocabulary
Campaigns

CAMPAI G N QUESTIONNA IRE

1 What is the aim of your campaign?

2 What is the name of your group?

3 Who is the leader of your group? Was there an election to choose him/her?

4 Can anyone become a member of your group?

5 How can you persuade people to join your group?

6 What type(s) of events does your group organise?

7 Are there any activities members can sign up for?

8 Do members of your group ever have to vote for anything? If so, what?

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Instructions and Answer key
2.5 Listening and Vocabulary – Campaigns

Materials: One worksheet for each group of four students

Language: Vocabulary related to elections and campaigns

• Tell students that they are going to discuss some questions

about a campaign group.
• Put students into groups of four and hand out a worksheet
to each group. Ask them to imagine that they are members
of a campaign group.
• Students take turns to read out the questions on the
worksheet. Explain that they should discuss their ideas
and come to an agreement. The student who read out
the question makes a note of the group’s ideas on the
worksheet, then passes it to his/her left.
• The next student repeats the process with the next
question. Students continue in the same way until all the
questions have been discussed and the group has come to
an agreement.
• When students are ready, invite the groups to present their
campaign group to the class.

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 2.6 Speaking
I’ll take that card!
✃
Statement cards

All students over

Schoolwork should
We shouldn’t have sixteen should spend
all be done on
to do homework one month a year
computers to
during the weekend. at a school in
save paper.
a different country.

We could have
exercise bikes for
Students should We should have
PE which are
decide what an afternoon
connected to the
after-school clubs free every week to
electricity supply.
are offered and clean up the school’s
We would make our
help to run them. playing fields.
own energy and get
fit at the same time.

✃
Opinion cards

I think that’s Maybe you’re right. I think so too.

a great idea.

You can say

I totally agree. Absolutely! that again.

I’m not sure

I suppose so. I totally disagree.
about that.

That’s not
True, but … I don’t think so.
always true.

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Instructions and Answer key
2.6 Speaking – I’ll take that card!

Materials: One set of statement cards and one set of opinion

cards for each group of three students
Language: Agreeing and disagreeing

• Tell students that they are going to agree or disagree with

statements made by other students, but they must always
give reasons for their opinions; they can’t just say I agree.
Give an example: I think smartphones can be useful for
students. Ask different students whether they agree or
disagree and why.
• Put students into groups of three. Hand out to each
student two statement cards, face down in front of them
so they can’t see them, and four opinion cards.
• Explain that one student is going to read out a statement
and the other two students have to agree or disagree. To
do this, the two students have to place one of their opinion
cards on the desk and express an opinion beginning with the
word/phrase on that card, e.g. Absolutely! They must follow
up with reasons. The student who read out the original
statement can ask them for more details if they want.
• When both students have either agreed or disagreed,
the first student decides whose answer was the most
convincing and awards that student the statement card.
• Students repeat the process with a different student
reading out a statement. Towards the end of the activity,
students may be left with only one opinion card and have
to agree with a statement which they actually disagree
with (or have to disagree with something they agree with).
Encourage them to try to come up with reasons to support
that opinion, even if it’s not their own.
• When all the statements have been read out and all the
opinion cards have been used, students count their statement
cards. The student with the most cards is the winner.
• Invite different students to share their opinions on the six
statements with the class.

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 2.7 Writing
Do a survey
1 Do a class survey.
Find as many people as possible who: Number of students
1 care about the environment.
2 are worried about air pollution.
3 cycle to school.
4 use public transport.
5 try to save energy.
6 use solar power at home.
7 recycle glass and carboard.
8 support an environmental organisation.

2 Write a suvey report using the information you collected in Exercise 1. Use the phrases below
to help you.

A B

all
1 The objective almost all 100%
The objective of the survey was to … many/most
The aim of this report is to … 75%
three quarters
2 Report findings by question
Look at the phrases in B to help you.
50%
3 Summary conclusions half
To sum up, we found that …
In conclusion, … some 25%
a few/not many

none 0%

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Instructions and Answer key
2.7 Writing – Do a survey

Materials: One worksheet for each student

Language: Writing a survey report

• Ask students: How could you find out how

environmentally-friendly your classmates are? Elicit by
doing a survey.
• Tell students that they are going to do a quick class survey
to find out how their classmates are helping to protect the
environment. Hand out a worksheet to each student and
ask them to look at Exercise 1. They can check that they
understand the vocabulary in pairs.
• Explain that in Exercise 1, students need to ask the survey
questions to as many of their classmates as possible, and
record their results in the table. They could record names,
but using a tally mark ( |||| ) instead of a name would save
time and space. Explain to students how to use tally marks
if they don’t know how to: each tally mark represents one
student. The fifth tally mark is recorded by a cross through
the previous four marks.
• Encourage students to mingle quickly and efficiently
around the classroom, asking as many people as possible
all the questions.
• Once students have completed their survey, move on to
Exercise 2. Explain that they are going to write a short
survey report, summarising their findings from Exercise 1.
Remind them to use the phrases in A and the quantifiers in
B in their report. Go through the diagram in B with them
before they begin.
• If there is time, after students have written their reports,
you could put them in small groups to compare their
findings.

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 2.8 Unit 2 Vocabulary
Looking after the …
1 Read the clues and complete the puzzle.
1

10

11

1 Don’t electricity – switch your computer off when you aren’t using it!
2 We can get from the wind, sun and sea.
3 My parents always for politicians who want to reduce pollution.
4 Don’t drop on the ground – put it in the bin.
5 The air has been much cleaner since the closed down.
6 We’ve got panels on our roof. They give us free warm water on sunny days.
7 We should look after animals like elephants and gorillas.
8 We need to do more to slow down global .
9 Scientists are trying to find a cleaner fuel for cars than .
10 Clean energy from the sun, wind and sea is known as energy because
it never runs out.
11 Most of the in our town is caused by traffic because the roads are so busy.

2 Complete the phrase with the word in the grey squares in the puzzle.
looking after the

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Instructions and Answer key
2.8 Unit 2 Vocabulary – Looking after the …

Materials: One worksheet for each pair of students

Language: Vocabulary from Unit 2

• Put students into pairs and tell them that they are going to
work together to complete a puzzle using clues.
• Hand out one worksheet to each pair of students.
• Explain that if they write the correct words in Exercise 1,
they will find the ‘mystery word’ in the puzzle, which
completes the phrase in Exercise 2.
• Set a time limit, and when students have finished, elicit the
answers.
• Ask fast-finishers to create a similar puzzle using five words
from the Unit 2 Wordlist on p. 30 of the Student’s Book
which contain the letters E-A-R-T-H.
Answers:
Exercise 1
1 waste 2 energy 3 vote 4 litter 5 factory 6 solar
7 endangered 8 warming 9 petrol 10 renewable
11 pollution
Exercise 2
environment

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 2.9 Unit 2 Grammar
✃ Complete the sentence

1 Before last year, I had never .

2 By the time we arrived, they had .

3 Unfortunately, they had already .

4 He looked ill because he had just .

5 When I checked my email, I noticed someone had .

6 I had just when it started to rain.

7 We hadn’t when the teacher said, ‘Stop!’

8 My grandparents used to listen .

9 I didn’t use to be .

10 Our city used to when I was younger.

11 There didn’t use to be .

12 I used to love .

13 She used to go .

14 He didn’t use to .

15 Our teacher never used to .

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Instructions and Answer key
2.9 Unit 2 Grammar – Complete the sentence

Materials: One card for each student, one blank

piece of paper for each student
Language: Past Perfect, question tags, used to

• Write I used to ... on the board. Ask students how they

could finish this sentence. Elicit ideas and write one of
them on the board.
• Tell students that you are going to hand them a piece of
paper with the beginning or end of a sentence or question,
and they have to use their imagination to complete it.
• Hand out one card to each student.
• When students have written their sentences, hand out a
blank piece of paper to each student and ask them to write
the numbers 1–15 down the left-hand side. They write
their completed sentence in the correct place on the paper
(depending on what the number of their sentence is).
• Invite students to mingle with their classmates and to take
turns to tell each other their sentences. They should write
down all the sentences they are told, continuing until they
have written one sentence for each number. If there are
more students in your class than sentences, tell students
that they only have to write down one of the phrases they
hear for each sentence.
• Ask students to decide which of the fifteen sentences they
think is the most interesting, funny or unusual. Have a class
vote to find out which is the most popular sentence.

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 2.10 Set for life
Achieving goals
1 Look at attitudes 1–5 to the goal of learning to play the guitar. What do you think about
them? How open are they?
1 ‘It’s boring, but I’m going to practise every day until I get better.’
2 ‘I’ve tried really hard and done hours and hours of practice, but I’m getting nowhere.’
3 ‘I can’t wait until I’m a famous guitarist and I can play at a music festival.’
4 ‘I haven’t got time to practise. I want to go out with my friends.’
5 ‘I think I’m getting better; practice makes perfect!’

What do you think about I think attitude 1 shows a growth/

attitude 1? fixed mindset because …

2 Choose one of these goals. Then look at your role card and make notes for a role play.

e pass a make
finish som short a
langua run a learn song
get re
artwork ge ce v i de o n a a ady
exam 5K ra desig new
dance write for a
p p
an a histor
y test

Student A Student B
You have a fixed mindset. You don’t think Student A wants to give up on his/her goal.
you can achieve the goal and want to give Give him/her some advice and encourage
up. Think about how to describe difficulties him/her to continue. Use these phrases to
to Student B. Use these phrases to help you. help you.

I can’t … Don’t be so negative!

I don’t have time to … Have you thought about …ing?
I don’t know how to … How about … ?
I need to … If I were you, I’d …
I want to give up … Take small steps. Don’t give up!
… is boring. Why don’t you … ?
It’s too difficult to … You need to …

3 Use your notes from Exercise 2 to role play the discussion. Then swap roles, choose a different
goal and role play another discussion.

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Instructions and Answer key
2.10 Set for life – Achieving goals

Materials: One worksheet for each student

Language: Describing obstacles and asking for advice;
persuasion and encouragement

Self-management: growth mindset/persistence

Persistence is the ability to continue working on a
task despite any obstacle and difficulty in order to
achieve a goal. Having a growth mindset can help
students be more persistent in the face of obstacles.
This lesson asks students to consider how they can
develop persistence and a growth mindset.

• Ask students whether they think learning to play a musical

instrument is easy. Elicit opinions around the class.
• Put students into pairs and hand out a worksheet to each
student. Give them some time to discuss the attitudes
in Exercise 1 in their pairs. When the time is up, invite
students from different pairs to share their opinions with
the class.
Suggested answers:
Exercise 1
1 growth mindset
2 fixed mindset
3 growth mindset
4 fixed mindset
5 growth mindset
• Move on to Exercise 2. Explain to students that they are
going to role play a discussion between two friends, and
assign A and B roles (or let students choose).
• Give students time to read through the goals and their role
cards, and ask them to choose a goal.
• Student As make notes of objections to completing the
goal, while Student Bs make notes on how they can
persuade Student As to develop persistence and a growth
mindset to achieve their goal.
• Give students time to prepare for their role play and make
notes, while you monitor and help as necessary.
• Remind students that they will need to use appropriate
intonation to communicate their attitudes. Student As
should try to sound pessimistic and negative. Student Bs
should try to sound optimistic and positive.
• When students are ready, ask them to role play their
conversations in their pairs.
• During the role plays, move around the classroom and
make notes for a brief feedback session afterwards, but do
not interrupt students.
• At the end of the role plays, give feedback, praising
students for their efforts and highlighting any areas for
improvement.
• Invite pairs to act out their conversations to the class.

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 3.1 Vocabulary
✃ Draw them

Section A

Section B

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Instructions and Answer key
3.1 Vocabulary – Draw them

Materials: One Section A or one Section B for each pair of

students; one blank piece of paper for each student
Language: Vocabulary related to appearance and clothing

• Tell students that they are going to describe pictures of

people and what they are wearing.
• Put students into pairs and hand out Section A or Section B
to each pair. Students work together to think about how to
describe the people in the pictures on their section of the
worksheet.
• Put students into groups of four: a Section A pair with
a Section B pair. Tell them not to show each other their
pictures. B students each take a blank piece of paper. The
two A students each describe one of the people in their
pictures. The B students must draw the person being
described.
• When they have finished, the pairs swap roles.
• Students show each other the original pictures and what
they have drawn to see whose picture is the closest to
the original.

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 3.2 Grammar
Make a sentence
✃
Make a sentence Make a sentence Make a sentence Make a sentence
using the Present using the Present using the Present using the Present
Perfect Continuous. Perfect Continuous. Perfect Continuous. Perfect Continuous.
It doesn’t have It doesn’t have It doesn’t have It doesn’t have
to be true! to be true! to be true! to be true!
USE USE USE USE
think about / for ages try / since last Friday revise / all night worry / for a long time

Make a sentence Make a sentence Make a sentence Make a sentence

using the Present using the Present using the Present using the Present
Perfect Continuous. Perfect Continuous. Perfect Continuous. Perfect Continuous.
It doesn’t have It doesn’t have It doesn’t have It doesn’t have
to be true! to be true! to be true! to be true!
USE USE USE USE
save / since my write / since last listen / for two years do / for three months
birthday summer

Make a sentence Make a sentence

Make a sentence using the Present using the Present Make a sentence
using the Present Perfect Continuous. Perfect Continuous. using the Present
Perfect Continuous. It doesn’t have It doesn’t have Perfect Continuous.
It doesn’t have to be true! to be true! It doesn’t have
to be true!
USE USE to be true!
USE
watch / since the work / since the USE
look for / for five beginning of beginning of practise / for a week
minutes the lesson the school year

Make a sentence
Make a sentence Make a sentence Make a sentence using the Present
using the Present using the Present using the Present Perfect Continuous.
Perfect Continuous. Perfect Continuous. Perfect Continuous. It doesn’t have
It doesn’t have It doesn’t have It doesn’t have to be true!
to be true! to be true! to be true!
USE
USE USE USE
playing / since
read / for three days use / all day take / since January I was young

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Instructions and Answer key
3.2 Grammar – Make a sentence

Materials: One set of cards for each group of four students

Language: Present Perfect Continuous

• Tell students that they are going to use their imagination to

make sentences in the Present Perfect Continuous using a
verb and time expression written on a card, and any extra
information they can think of. Tell them that the sentences
don’t have to be true. Write an example on the board:
sleep / all day: My dad has been sleeping all day. He
works during the night.
• Put students into groups of four and hand out a set of
cards to each group, face-down in a pile.
• One student starts by turning over a card and reading the
verb and time expression. They then make a sentence. The
other students can ask for extra information if they wish.
• The next student then repeats the process with the
next card.
• When students have made all sixteen sentences, invite
groups to share some of them with the class.

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 3.3 Reading and Vocabulary
✃ Young people and fashion

Section A
In pairs, look at the picture and discuss
the questions.
1 Do young people dress like this in your
country?
2 If not, how do they dress when they are
hanging out with friends?
3 Describe the two people in the picture.
4 What do you think about the way they
are dressed?
5 What would you change if you were them?

Section B
In pairs, look at the picture and discuss
the questions.
1 Do young people dress like this in
your country?
2 If not, how do they dress when they are
going out in the evening?
3 Describe the two people in the picture.
4 What do you think about the way they
are dressed?
5 What would you change if you were them?

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Instructions and Answer key
3.3 Reading and Vocabulary – Young people and
fashion

Materials: One Section A or one Section B for each pair

of students
Language: Talking about trends in fashion

• Explain to students that they are going to discuss some

questions about people in pictures.
• Put students into pairs and hand out one Section A or one
Section B to each pair. Ask them to read the questions and
discuss them in their pairs. Set a time limit of five minutes.
• When the pairs have discussed the questions, put them
into groups of four: a Section A pair with a Section B pair.
• The pairs show each other their picture and tell each other
what they discussed. The other pair can also add their own
comments on the pictures.
• When students have finished, invite students from different
groups to share their ideas with the class.

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 3.4 Grammar
Who’s got the answer?
✃
Sentence cards

A B
Dana and Megan / eat / burgers Mark / drive / four hours
they / eat / two each he / drive / 320 kilometres

Tom / read / the newspaper Alex and his sister / bake / cakes
he / read / four articles they / bake / twenty-four cakes

Ellen / write / emails Simon and his dad / fish / all night
she / write / two they / not catch / any fish

C D
Mel and Nina / walk / in the mountains the students / study / History
they / walk / ten kilometers this morning they / learn / lots of important dates

Nick / talk / to friends on his phone Sandra / tidy / her room

he / make / seven calls she / tidy / her desk, wardrobe and shelves

Jon’s parents / shop Mr Jones / mark / exam papers

they / buy / lots of clothes he / mark / twelve / so far

✃
Question cards

A B
where / Mel and Nina / walk / ? who / Nick / talk to / on his phone / ?
how far / they / walk / this morning? how many calls / he / make / ?

what / Jon’s parents / do / ? what / the students / study / ?

what / they / buy / ? how much / they / learn / ?

what / Sandra / do / ? what / Mr Jones / do / ?

what / she / tidy / so far / ? how many / he / mark / so far / ?

C D
what / Dana and Megan / eat / ? what / Tom / read / ?
how many / they / eat / ? how many / articles / he / read / ?

what / Ellen / write / ? how long / Mark / drive for / ?

how many / she / write / ? how far / he / drive / ?
what / Simon and his dad / do /
what / Alex and his sister / cook / ? all night / ?
how many / they / cook / ? how many fish / they / catch / ?

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Instructions and Answer key
3.4 Grammar – Who’s got the answer? D
What has Tom been reading? How many articles has he read?
Materials: One set of sentence cards and one set of question How long has Mark been driving for? How far has he driven?
cards for each group of four students What have Simon and his dad been doing all night? How
Language: Present Perfect Simple and Present Perfect many fish have they caught?
Continuous
Answers
A
• Remind students when we use the Present Perfect Simple Dana and Megan have been eating burgers. They have eaten
(to focus on the result of an action) and the Present Perfect two each.
Continuous (to focus on the duration of an action or on the Tom has been reading the newspaper. He has read four
fact that it is still ongoing). Give an example of each: I’ve articles.
done my homework, so I can go out now. (result) I’ve been Ellen has been writing emails. She has written two.
doing my homework since four o’clock and I still haven’t B
finished! (focus on the duration; still ongoing). Mark has been driving for four hours. He has driven
• Tell students that they are going to get some cards with 320 kilometres.
prompts, which they will use to create sentences using the Alex and his sister have been baking cakes. They have baked
Present Perfect Simple and Continuous. twenty-four cakes.
• Put students into groups of four and hand out one Simon and his dad have been fishing all night. They haven’t
question card (A, B, C or D) to each student. Tell them caught any fish.
not to show it to the other members of the group. Each C
student should work alone to write full sentences using the Mel and Nina have been walking in the mountains. They have
Present Perfect Simple and Continuous. walked ten kilometres this morning.
Nick has been talking to friends on his phone. He has made
• When students are ready, hand out one question card
seven calls.
(A, B, C or D) to each student. Make sure each student gets
Jon’s parents have been shopping. They have bought lots
a different letter, i.e. if a student has a set of A sentence
of clothes.
prompts for the first part of the activity, they should get a
D
set of D question prompts for the second part of the activity.
The students have been studying History. They have learned
• Students now write questions using the Present Perfect
lots of important dates.
Simple and Continuous.
Sandra has been tidying her room. She has tidied her desk,
• When they are ready, move on to the next part of the wardrobe and shelves.
activity. Student A starts by asking their first question: Mr Jones has been marking exam papers. He has marked
Where have Mel and Nina been walking? The other twelve so far.
students look to see if they can answer the question.
Student C should find the answer and give it: They have
been walking in the mountains. A then asks the second
question about Mel and Nina: How far have they walked
this morning? Student C answers: They have walked ten
kilometres this morning.
• Student B repeats the process by asking their first question.
Students continue until they have asked and answered all
their questions.
Answers:
Questions
A
Where have Mel and Nina been walking? How far have they
walked this morning?
What have Jon’s parents been doing? What have they bought?
What has Sandra been doing? What has she tidied so far?
B
Who has Nick been talking to on his phone? How many calls
has he made?
What have the students been studying? How much have
they learned?
What has Mr Jones been doing? How many has he marked
so far?
C
What have Dana and Megan been eating? How many have
they eaten?
What has Ellen been writing? How many has she written?
What have Alex and his sister been cooking? How many have
they cooked?

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 3.5 Listening and Vocabulary
Spot the differences
✃
Section A
Describe your picture
to your partner. Try to
find eight differences
between your picture
and your partner’s.
Use the words below
to help you.
buttons heels hood laces
pocket sleeve sole zip

Section B
Describe your picture
to your partner. Try to
find eight differences
between your picture
and your partner’s.
Use the words below
to help you.
buttons heels hood laces
pocket sleeve sole zip

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Instructions and Answer key
3.5 Listening and Vocabulary – Spot the
differences

Materials: One Section A and one Section B for each pair

of students
Language: Vocabulary for parts of clothes and shoes

• Tell students that they are going to look at a picture of

two people and, by describing them, they are going to find
eight differences between their picture and their partner’s.
• Put students into pairs and hand out Section A or Section B
to each student. Tell students not to show their pictures to
their partner.
• Ask students to look at the words in the box and think
about how they can make sentences about their picture
using those words.
• Student A starts by making a sentence about their picture.
Student B responds by saying how their picture is different.
• Student B repeats the process by making a sentence about
their picture.
• Students take turns to make sentences until they have
found all eight differences.
• Students look at each other’s pictures to see the
differences.
• Elicit the answers.
Suggested answers:
1 The boy in A has got four buttons on his shirt; the boy in B
has got five buttons on his shirt.
2 The girl in A is wearing high heels; the girl in B is not – she’s
got flat shoes.
3 The girl in B has got a hood on her top / is wearing a
hoodie; the girl in A hasn’t / isn’t.
4 The boy in A has got laces on his shoes / is wearing shoes
with laces; the boy in B hasn’t / isn’t.
5 The boy in A has got two pockets on his shirt; the boy in B
has got one pocket on his shirt.
6 The boy in A is wearing a shirt with short sleeves; the boy in
B is wearing a shirt with long sleeves.
7 The boy in A has got a hole in the sole of his shoe; the boy
in B hasn’t.
8 The girl in A has got a zip on her top; the girl in B hasn’t.

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 3.6 Speaking
You look great!
✃
1A 1B
1 Your friend is wearing a great 1 You are wearing a new T-shirt.
new T-shirt. Compliment him/her Respond to Student A.
and ask questions about where 2 Your friend played the guitar in
he/she bought it, how much it front of the school yesterday. It
cost, what other new clothes was brilliant. Compliment
he/she has bought recently, etc. him/her and ask questions about
2 You played the guitar in front of how long he/she has been
the school yesterday. Respond to playing, how often he/she
Student B. practises, how he/she felt
yesterday, etc.

2A 2B
1 Your friend has dyed his/her hair. 1 You have dyed your hair. Respond
He/She looks amazing. Compliment to Student A.
him/her and ask questions about 2 Your friend has just won a prize
why he/she decided to do it, what for a drawing in a competition.
his/her parents said, where he/she The drawing is awesome.
had it done, etc. Compliment him/her and ask
2 You have just won a prize in a questions about how long he/she
drawing competition. Respond to has been drawing, whether he/she
Student B. has ever entered a competition
before, what sort of things he/she
likes drawing, etc.

3A 3B
1 You have just received your exam 1 You have just received your exam
results. Your friend has come top results and have come top of the
of the class in every subject. class in every subject. Respond
Compliment him/her and ask to Student A.
questions about how much 2 Your friend is wearing really cool
studying he/she did, what he/she new boots. Compliment him/her
would like to study at university, and ask questions about where
whether he/she has any private he/she bought them, how much
lessons, etc. they cost, what other clothes and
2 You are wearing new boots. accessories he/she has bought
Respond to Student B. recently, etc.

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Instructions and Answer key
3.6 Speaking – You look great!

Materials: One pair of cards for each pair of students

Language: Giving and responding to compliments

• Remind students about how to give and respond

to compliments.
• Put students into pairs. Hand out a pair of cards, A and B,
to each pair; give one student card A and the other card B.
• Ask students to read the first set of instructions on their
card. Student A starts by giving a compliment to B.
B responds and the students ask and answer as instructed.
• When they have finished, the two students look at the
second set of instructions. This time Student B starts.
• To extend the activity, students can exchange cards with
a pair with a different number and repeat the process with
the new instructions.
• Invite pairs to act out one of their conversations in front of
the class.

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 3.7 Writing
The fashion show
1 Complete gaps 1–10 in the email with the words below. There are four extra words.

ages back come doing let long make news now sooner tell theme up way

Hi Lisa,
I haven’t heard from you for 1 . What have you been 2 to?
Sorry I didn’t write 3
, but I’ve been busy. We’ve been organising a
fashion show at school. It went really well.
The 4 of the fashion show was cool clothes from the past.
I wore a and
I had b .
By the 5 , I’ve made friends with two new students. There’s a girl
from the Czech Republic called Dana. She’s
c
.
She was in the fashion show, too. She wore d
and had e
. There’s also a boy called Juan from Spain. He’s
f
. At the
fashion show, he wore g
. He looked h
.
I’ve got some amazing 6 . My brother is getting married next month!
I can invite a friend and I would love you to come. I’m going to wear
i
.
It’s going to be a great day. I hope you can 7
it.
Write 8 soon and 9 me know if you can come.
Bye for 10 ,
Alison

2 Now use your imagination to complete gaps a–i in the email.

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Instructions and Answer key
3.7 Writing – The fashion show

Materials: One worksheet for each pair of students

Language: Writing emails

• Tell students that they are going to complete an email with

words given in a box and their own ideas.
• Put students into pairs and hand out a copy of the
worksheet to each student. Explain that they should
complete gaps 1–10 with the words given in the box, and
point out that there are four extra words which they don’t
need to use. Also point out that there are gaps lettered a–i.
Students should ignore these for now.
• The pairs work together to choose the correct words for
gaps 1–10.
• When they have finished, elicit the answers.
• Move on to Exercise 2. Explain that students can write any
information they think is suitable.
• When they have finished, invite students from different
pairs to read out their answers.
Answers:
Exercise 1
1 ages 2 up 3 sooner 4 theme 5 way 6 news
7 make 8 back 9 let 10 now

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 3.8 Units 1–3 Vocabulary
Spell it!
✃
Ask your group Ask your group to Ask your group to Ask your group to
to spell the noun spell the adjective spell the adjective spell the adjective
made from arrive. made from create. made from cheer. made from rely.
(arrival ) (creative) (cheerful) (reliable)

Ask your group Ask your group

Ask your group to Ask your group to
to spell the noun to spell the noun
spell the adjective spell the adjective
made from made from
made from sense. made from renew.
succeed. connect.
(sensible) (renewable)
(success) (connection)

Ask your group Ask your group to Ask your group to

Ask your group
to spell the noun spell the noun for spell a word the
to spell the noun
made from a person made noun made from
made from pollute.
organise. from council. appear.
(pollution)
(organisation) (councillor) (appearance)

Ask your group to

Ask your group Ask your group Ask your group to
spell the adjective
to spell the noun to spell the noun spell the adjective
made from
made from collect. made from extend. made from flower.
fashion.
(collection) (extension /extent) (flowery)
(fashionable)

Ask your group to

Ask your group to Ask your group Ask your group to
spell the negative
spell the adjective to spell the noun spell the adjective
adjective made
made from colour. made from high. made from check.
from comfort.
(colourful) (height) (checked)
(uncomfortable)

Ask your group Ask your group to

Ask your group to Ask your group
to spell the noun spell an adjective
spell an adjective to spell the noun
made from meaning in danger
made from stress. made from electric.
confident. made from danger.
(stressful / stressed) (electricity )
(confidence) (endangered )

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Instructions and Answer key
3.8 Units 1–3 Vocabulary – Spell it!

Materials: One set of cards for each group of four students;

one blank piece of paper for each student
Language: Vocabulary from Units 1–3

• Tell students they are going to play a game where they

race to be the first student to write a word with the correct
spelling. To do this, they are going to have to think of word
families, i.e. related nouns, verbs and adjectives.
• Give an example. Invite two students to come to the
board. Ask a different student to spell the noun formed
from happy. The two students have to race to be the first
to correctly spell happiness.
• Put students into groups of four and hand out a set of
cards to each group, face-down in a pile. Each student also
needs a blank piece of paper.
• One student starts by picking up the first card and reading
the instructions. The other three students have to write the
correct word. The first to write it correctly takes the card.
If all three students finish writing at almost the same time,
the person who has the card decides who is the winner.
• The next student repeats the process with the next card.
• When students have finished, the one with the most cards
is the winner.

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 3.9 Units 1–3 Grammar
Talk about it

★ ★ ★ ★ ★
24

Talk about
25

Talk for
26

Ask someone
27

Talk about
28

Talk for
someone you thirty seconds about their last something you thirty seconds FINISH
have known about a job you holiday. have wanted about something
for more than used to want to do to do since that usually
five years. which you don’t last year. happens
want to do now. at school.

★ ★ ★ ★ ★ ★
23

Talk for
22

Ask someone
21

Talk for
20

Talk for
19

Talk for
18

Talk for
thirty seconds about what they thirty seconds thirty seconds thirty seconds thirty seconds
about the weather do every day. about the clothes about something about what other about something
in your town you are wearing that has been people in your you used to
since last today. happening in your family had done by believe which you
weekend. town for several the time you woke now know
weeks. up this morning. is untrue.

★ ★ ★ ★ ★ ★
12
Talk for
thirty seconds
13
Talk about
something you
14
Talk for
thirty seconds
15
Ask someone in
the group about
16
Talk for
thirty seconds
17
Talk for
thirty seconds
about music you have had for over about something their family. about a film you about what you
used to like when two years. you had never saw after you had did last Sunday.
you were done before read the book.
younger. this school year
started.

★ ★ ★ ★ ★ ★
11
Talk for
thirty seconds
10
Talk for
thirty seconds
9
Talk for
thirty seconds
8
Talk for
thirty seconds
7
Ask someone in
the group about
6
Talk for
thirty seconds
about a sports about something about something about what you their interests. about someone
team you have you used to do at you were doing ate yesterday. new you have
supported for more primary school before the lesson recently met.
than a year. which you don’t do started.
now.

START
★ ★ ★ ★ ★
1
Talk for
thirty seconds
2
Talk for
thirty seconds
3
Talk for
thirty seconds
4
Talk for
thirty seconds
5
Talk for
thirty seconds
about something about something about what about something about something
you taught you do regularly. you think you would like you haven’t
yourself to do. someone in your to do but haven’t done for at least
family is doing at done yet. a year.
the moment.

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Instructions and Answer key
3.9 Units 1–3 Grammar – Talk about it

Materials: One worksheet, four counters and a dice for each

group of four students
Language: Grammar from Unit 3

• Tell students that they are going to work in groups to

play a board game where they throw a dice, move that
number of squares and follow the instructions written on
the squares.
• Decide with the class about the finishing rules. Do they
need to throw the exact number to land on the final
square or can they finish by throwing any number larger
than the number of squares left to go?
• Put students into groups of four and hand out a
worksheet, a dice and four counters to each group.
• When the groups have finished, invite students to report
to the class about something they said during one of
their turns.

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 3.10 Culture
Project worksheet: an infographic
Step 1
1 What do you know about fast fashion? Look at the pictures. Cross (✗) the problems and
tick (✓) the solutions. Are there any which could be both problems and solutions?

A B C

Overconsumption Production process Recycled fibres

D E F

Second-hand clothes Sewage Shipping pollution

G H I

Upcycling Useful life Zero waste

2 In groups, look at the questions in step 1 of Project Time on page 47 of the Student’s Book.
Decide who is going to find answers to each question.

I could find out about our OK, and Lara, you could research the
classmates’ shopping habits. next question. What do you think?

Page 1/2

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 3.10 Culture
Project worksheet: an infographic

Step 2
3 Do the research for your part of the infographic. Use the tips below to help you.
Tips
• Think of key words and questions to type into the internet search box. This is
the quickest way to find useful information quickly.
• Look for photos to illustrate the information.
• Think about how you can use the information in your text for the infographic.

4 Create your part of the infographic. Use the phrases below to help you.
1 Most of the/Almost all/Many/A lot of the/A few/Some/Very few students in our school/class …
2 The problem/issue with (fast fashion) is that …
… is one of the problems created by …
(Clothes production) can (cause/create/affect/harm) …
3 We can help by …
… is one way to help (improve/increase/reduce) …
One possible solution is …
4 Alternatives to fast fashion which are less harmful to the environment include …
… is an alternative to fast fashion which …

Step 3
5 In your group, create your infographic. Put all the texts and photos together and decide on
the best layout. Use the checklist below to check your infographic.
Is there a title?
Have you included all the information?
Are there photos to illustrate the information?
Is the layout clear and easy to follow?
Are the grammar and spelling correct?

Step 4

6 Share your infographic with the class. Answer questions about your infographic. Ask questions
and comment on the other groups’ infographics.

I really liked your idea about … Yes, I also found that really
I think it can really help reduce the interesting. Can you tell us
effect of clothes production on the a bit more about … ?
environment.

Page 2/2

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Instructions and Answer key
3.10 Culture – Project worksheet: Step 2 Individual work
an infographic • Explain to students that they now have to research their
part of the project. Point to the tip box and show students
Before the lesson: An infographic is a single digital how to use key words and search boxes to search the
page that presents information about a topic in a highly internet if they don’t already know.
visual way. Short texts are used to label and/or explain • Go through the phrases in the table and encourage
illustrations. Infographics can also contain symbols, icons, students to use them in their infographics.
graphs and maps to help explain any facts or statistics.
• Ask students to write short texts (or bullet points) and
There are ready-made templates online, where students remind them to find or draw any illustrations, diagrams or
can drag and drop text, illustrations and other design graphs needed for their part of infographic.
elements. Students can also use SmartArt in Word. • Students think of information they want to include and
You will need: a computer / laptop with access to the work individually, at home or in class, doing their research
internet; a projector/screen to show the infographics or and individual preparation for the infographic.
a printer/paper to print them and tape / adhesive tack.
Step 3 Group work
A non-digital option: Without access to a computer or the
internet, or if you only have limited access, you may prefer • Students share their individual research with their group.
a non-digital option. Instead of creating a digital infographic, They think about the best way to combine the information
students can make an infographic on a large sheet of paper. to create their infographic and decide on the best layout.
Students work in groups and follow the steps as for the Encourage them to consider using a free digital template.
digital option. They create texts and captions for their parts. • Advise students to think about how much text and how
They look for photos in magazines or on the internet or many illustrations, diagrams or graphs they want to include
draw their own pictures. They then plan the layout of their before they decide on which template to use.
infographics and stick the elements on. • Before students create their infographic ask them what
You will need: a large sheet of paper for each group; makes a good infographic. Elicit some ideas, e.g.
coloured pens/pencils; glue, tape/adhesive tack. • It has a clear message – the title is visible and it is clear
what the infographic is about.
• It looks good – the illustrations are clear. Point out
Step 1 Class work that sometimes a diagram or a graph conveys more
Warm up: information than an illustration.
• Ask students what they know about fast fashion. What • The information is presented clearly (e.g. in bullet
problems does it cause? Elicit answers around the class. points).
See if anyone can come up with any solutions to the • There isn’t too much text.
environmental damage caused by fast fashion. • Point out that students should always give the source of
• If possible, show students some examples of infographics. any facts, diagrams or images they use.
If you don’t have access to the internet, you can ask • Students design their infographic. Encourage them to use
students to look for examples of infographics on their the checklist in Exercise 5 to review it and decide if there
mobile phones or show them infographics in textbooks, are any parts which can be improved.
on posters or on leaflets. Explain to students that they are
• Students can print their infographics (at home or at school)
going to prepare an infographic about fast fashion.
or they can be displayed using a digital projector or a
Task: whiteboard.
• Put students into groups and hand out a worksheet to
each student. Step 4 In class
• Students do Exercise 1. Explain that they have to look at • Display the infographics on the wall or on the whiteboard.
each picture and decide if it is part of the solution, part of • Students do Exercise 6. They discuss and comment on each
the problem or both. Elicit the answers. infographic, and ask and answer additional questions.
Point out that when they comment on other groups’
Suggested answers:
infographics, they should first say what they liked and then
Exercise 1 focus on the areas that could be improved.
Problems: overconsumption, sewage, shipping pollution • Give feedback to each group, praising them for their
Solutions: production process, recycled fibres, second-hand
efforts and highlighting any areas for improvement.
clothes, upcycling, zero waste
Both: production process, useful life • After all the groups have shared their infographics,
students discuss as a class which one they found the most
• Students work in their groups and do Exercise 2 to choose eye-catching and thought-provoking. Then they decide
which aspect of fast fashion to focus on. Refer them to if they are inspired to do something to help reduce the
p. 47 of the Student’s Book. Monitor the groups and negative effects of fast fashion on the environment.
encourage students to give reasons to support their choice.
Point out that they may have to compromise to find an
option that everyone is happy with.

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 4.1 Vocabulary
Find your job
✃
Job cards

librarian cleaner influencer

interpreter mechanic plumber

psychologist lab assistant blogger

personal trainer flight attendant travel agent

music critic fashion designer film director

✃
Description cards

You enjoy making things

You like organising and You are a social media
look nice. You always tidy
tidying. You are interested in expert, a good communicator
your room and never let
literature and books. and someone people listen to.
shelves get dusty.

You speak more than one

You love cars and You’re good at fixing
language and can translate
motorbikes and enjoy things, especially sinks,
quickly from one language
fixing things. washbasins and toilets.
to another.

You enjoy working with You love working in You love writing your
people and understand how a laboratory and helping thoughts, opinions and ideas
their minds work. scientists with experiments. for other people to read.

You are good with people and You like working with
You love keeping fit and
also like travelling. You can
helping other people people and helping them to
calm down people who are
get fitter and healthier. book the perfect holiday.
nervous.

You love going to concerts,

You love clothes and are You enjoy making videos
listening to new artists
good at creating new styles of your friends acting out
and writing your opinions
which look amazing. stories.
about them.

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Instructions and Answer key
4.1 Vocabulary – Find your job

Materials: One card for each student

Language: Vocabulary for jobs

• Tell students that they are going get a card which will
either have a job written on it or a description of someone
who would be good at a specific job.
• Give each student a card. Tell students not to show each
other their cards. If there are fewer than thirty students in
the class, remove some of the matching pairs.
• Ask all the students with description cards to stand up and
come to the front of the class.
• Tell the students with description cards that they are going
to go to someone with a job card and tell them about
themselves. Elicit that they should change you to I and
your to my when describing themselves.
• The person with the job card doesn’t say what their job is.
If they think the person would be right for their job, they
ask them to sit down and then show them the job card. If
they don’t think the person would be right, they just say,
‘No, sorry,’ and the person with the description card has to
go to someone else instead.
• When all students have found their partners and sat down,
invite pairs to read out their description and see if other
students can guess the job.
Answers:
The matching pairs are shown in order on the worksheet.

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 4.2 Grammar
✃ My plans

Section A
Student A: You are going to talk about the summer holidays.

Arrangements: spend a month in Spain; stay with cousins

Transport: plane; fly from London 23 July, 08.30; fly home from Malaga
21 August, 15.15
Plans: visit Granada; try Spanish food; write a blog; walk along the
Caminito del Rey
Predictions with evidence: hot; amazing
Predictions without evidence: sure – get on well with cousins; probably –
spend a lot of money; don’t think – get homesick
Able to: practise Spanish
Have to: take a lot of sun cream

• Phone Student B and ask how he/she is.

• When he/she asks you about your plans, tell him/her everything about your holiday to Spain.
• Then ask about his/her plans for the weekend.

Section B
Student B: You are going to talk about next weekend.

Arrangements: spend the weekend in Scotland; stay in a castle near

Loch Ness
Transport: train; leave from London Friday 21.00; get to Edinburgh 06.00;
leave Edinburgh Sunday 22.30
Plans: walk in the mountains; eat haggis; buy a kilt; try to find the
Loch Ness Monster
Predictions with evidence: tiring; exciting
Predictions without evidence: sure – amazing views; probably – not like
haggis; don’t think – see the monster
Able to: sleep on the train
Have to: do homework in the castle

• When Student A phones you, answer his/her question.

• Then ask about his/her plans for the summer.
• When he/she asks you about your plans, tell him/her everything about next weekend.

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Instructions and Answer key
4.2 Grammar – My plans

Materials: One Section A and one Section B for each pair

of students
Language: Future forms

• Tell students that they are going to role play a phone call.
• Elicit which future forms are used to talk about
arrangements (Present Continuous), plans (be going to),
timetables (Present Simple), spontaneous decisions and
predictions with no evidence (will), predictions with
evidence (be going to), future abilities (will be able to) and
future obligation (will have to).
• Put students into pairs and hand out Section A or Section B
to each student. Tell them not to show it to their partner.
• Ask students to read their cards, and explain anything they
don’t understand. Make sure they understand that they are
going to role play two conversations.
• Give students some time to prepare for the activity and
think about what they are going to say. When they are
ready, Student A ‘phones’ Student B.
• At the end of the activity, invite different pairs to act out
their phone calls in front of the class.

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 4.3 Reading and Vocabulary
VR vet training
1 In pairs, take it in turns to define one of the words below.

experience opportunities skills specialists take part virtual work workshops

2 Complete the online article with the words in Exercise 1.

Training to be a vet using virtual reality

It is not only some doctors who use virtual reality (VR) in their training.
Universities around the world are starting to plan veterinary medicine
courses which include 1 training as part of trainees’
2
experience. So some vets can do operations using virtual
reality as part of their veterinary medicine training and to improve their
3
. Interestingly, vets training to be 4 who took
part in training 5
enjoyed the training provided and frequently
gave positive feedback on the virtual reality experience. Here’s what some of
them had to say.

Feedback

a It’s great there is no limit on the number of times trainees can get virtual
experience before their exams.
b It’s exciting to get 6 to practise on VR models of animals.
c Experienced veterinary surgeons can guide trainees to do online operations
for the first time.
d As a specialist vet, I can practise my skills quickly using VR before doing a
difficult operation.
e As a trainee vet, I can 7 in virtual training workshops.
f It’s a safe, cheap way of getting practical 8 .

3 In groups, put the advantages (a–f) mentioned in the feedback in Exercise 1 in order of
importance (1 = most important). Discuss.

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Instructions and Answer key
4.3 Reading and Vocabulary – VR vet training

Materials: One worksheet for each student

Language: Vocabulary from Lesson 4.3

• Ask: What do vets do? Elicit that they look after animals.
Elicit or say that vets study veterinary medicine at
university.
• Tell students that they are going to complete a text
about a training programme for vets and then discuss its
advantages.
• Put students into pairs and hand out a copy of the
worksheet to each student.
• Ask students to do Exercise 1. They need to take turns to
define one of the words in the box for their partner to guess.
• Move on to Exercise 2. Students could do this activity in pairs
or you could ask them to work individually first and then
compare their answers in their pairs.
• When students are ready, elicit the answers.
• Move on to Exercise 3. Join pairs together into groups of four
and explain the activity: they need to discuss the advantages
mentioned in the feedback in Exercise 1, and put them in
order of importance. Remind them to give reasons.
• When groups are ready, you could invite students from
different groups to share their decisions (and reasons) with
the class.
Answers:
Exercise 1
1 virtual 2 work 3 skills 4 specialists 5 workshops
6 opportunities 7 take part 8 experience

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 4.4 Grammar
What will you be doing?
✃
Question cards

What will you Will you be using Will you be

be doing … ? social media … ? sleeping … ?

What sort of music

Where will you Who will you
will you be
be living … ? be talking to … ?
listening to … ?

What sport will What will you Will you be doing

you be playing … ? be wearing … ? homework … ?

Will you be Will you be Will you be tidying

watching TV … ? working … ? your room … ?

✃
Time cards

… at seven o’clock
… in two years’ time? … at midnight?
tomorrow morning?

… after the
… when you are thirty? … when you are fifty?
lesson finishes?

… this weekend? … tomorrow? … on Friday evening?

… at eight o’clock
… on Saturday? … in the future?
this evening?

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Instructions and Answer key
4.4 Grammar – What will you be doing?

Materials: One set of question cards and one set of time

cards for each group of three students
Language: Future Continuous

• Tell students that they are going to make some questions

using the Future Continuous by combining the beginning
of a question with a time phrase. They then have to answer
the question, making up the answers if necessary.
• Put students into groups of three and give each group a set
of question cards and a set of time cards in two separate
piles, face down.
• One student starts by picking up a question card and
reading it out, and then picking up a time card and
completing the question. The other two students have to
answer the question appropriately, even if the combination
of question and time phrase is quite strange.
• The next student then repeats the process for the other
two to answer.
• Students continue until they have used all the cards.
• Invite students to share the strangest questions and
answers with the class.

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4.5 Listening and Vocabulary
Tell your group
✃
Student A Student B
You have won an award. Before you talk You are a candidate for a job vacancy.
about it with the rest of the group, use Before you talk about it with the rest of
your imagination to think of answers to the group, use your imagination to think of
these questions: answers to these questions:
• What was it for? • What is the job?
• What did you get? • Why do you want the job?
• Was there a special presentation? • What happened at the interview?
• Who gave you the award? • Were there any other candidates there?
• Did anyone else win one? • Do you think you will get the job? Why?/
• Did you have to make a speech? Why not?
• What will you do if you don’t get it?

Student C Student D
You are trying to choose a career. Before You have received a diploma. Before you
you talk about it with the rest of the group, talk about it with the rest of the group, use
use your imagination to think of answers to your imagination to think of answers to
these questions: these questions:
• What kind of career are you interested in? • What course did you complete?
• What subjects do you need to be good at • What were the exams like?
for this career? • Was the course interesting? Why?/
• Why is this career attractive? Why not?
• Do you know anyone who has this job? • What did you learn?
• Where would be the best place to live? • What were the teachers like?
• Is it a stressful career? Why?/Why not? • How will the diploma help you with your
future work?

Student E Student F
You own a business. Before you talk about You have recently made a speech. Before
it with the rest of the group, use your you talk about it with the rest of the group,
imagination to think of answers to use your imagination to think of answers to
these questions: these questions:
• How many employees have you got? • Who did you speak to?
• What kind of business is it? • What was the speech about?
• Have you had any problems with any of • How did you feel before and after
your employees? the speech?
• How do you find and choose applicants? • Did you use any multimedia?
• Do you think employees like working for • How did you start the speech to make
you? Why?/Why not? everyone listen to you?
• What plans have you got for your • What advice would you give to anyone
business in the future? else giving a speech?

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Instructions and Answer key
4.5 Listening and Vocabulary – Tell your group

Materials: One card for each student

Language: Vocabulary from Lesson 4.5

• Tell students that they are going to get a card with a

situation and some questions on it. They are going to work
individually to think of answers to the questions, and then
talk to other students in the group about their topic.
• Put students into groups of up to six and hand out one
card (A–F) to each student.
• Set a time limit for students to read their card and think
about the answers to the questions. They don’t need to
write anything.
• When they are ready, students turn their cards face down
so they aren’t looking at them. Student A starts by telling
the group about their situation. When they have finished,
the other members of the group can ask questions and
Student A has to make up answers.
• The other students repeat the process in order (B–F).
• When they have finished, invite students to tell the class
about their situation.

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 4.6 Speaking
Don’t forget to …
✃
Phrase cards

Remember to … Try not to …

Firstly, … Secondly, … After a few minutes, …
Be sure to … The last thing you need to do is …
Whatever you do, don’t … You’re not allowed to …

Don’t forget to … You need to …

After that, … Never …
Always … Try to …
You mustn’t … Next, …

✃
Situation cards

You’re training a new teacher.

You’re training a new shop assistant.
Give him/her instructions and reminders
Give him/her instructions and reminders
so that they can do their job well and
so that they can do their job well and
keep the students interested
keep the customers happy.
and motivated.

You’re training a babysitter who has

You’re a sports instructor training
to look after two children aged seven
someone who has never tried this sport
and nine. Give him/her instructions and
before. Think of a sport and give him/her
reminders so you can go out for the
instructions and reminders so that they
evening and not worry about
can learn quickly and don’t get hurt.
your children.

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Instructions and Answer key
4.6 Speaking – Don't forget to …

Materials: One phrase card and one situation card for each
pair of students
Language: Giving instructions and reminders

• Tell students that they are going to be given a card

telling them about someone who needs instructions and
reminders. They are also going to get a card with four
phrases, which they have to use to give instructions/
reminders to that person. They can use more phrases if
they wish.
• Put students into pairs and hand out one phrase card and
one situation card to each pair. Students work together
to think of what they would say to the person on their
situation card.
• When students have finished, invite a pair to come to the
front of the class. They choose a person to give instructions
and reminders to. This person also comes to the front of
the class and is told who they are (new teacher, beginner
at a sport, babysitter or new shop assistant).
• The pair give the other person instructions and reminders.
The other person replies appropriately and can also ask
questions if they want.
• Allow other pairs to come to the front and repeat the
process with a different ‘volunteer’.

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 4.7 Writing
Make it formal
1 Read the job application letter. Find language that is too informal and write it in the second
column of the table below.

JOB APPLICATION
LE T T E R
Hi Mrs Thompson,
I saw your job ad and I really want the part-time shop assistant job.

You know, I love shopping. I do online shopping every week. You can ask my friend;
she says I’m polite and good at maths.

Can you give me a job now? Thanks!

Let me know soon. Bye!

Sarah Davies

Function Informal language Formal language

Greeting Hi Mrs Thompson, Dear Mrs Thompson,
Reason for
writing
Description of
experience
Description
of personal
qualities
Giving thanks
Ending

2 Now think of formal language that could replace the informal language you identified in
Exercise 1. Write it in the third column of the table. You can use some of the phrases below.

I am available … I am interested in applying for … I am keen on …

I am writing in response to/regarding the post of … I have a working knowledge of …
I have some experience in … Yours faithfully/sincerely,

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Instructions and Answer key
4.7 Writing – Make it formal

Materials: One worksheet for each student

Language: Informal and formal language

• Tell students that they are going to read and improve a job
application letter.
• Hand out the worksheets. Allow students time to read the
letter before they complete the task.
• Ask: What’s the aim of the letter? Elicit ‘to apply for/get a job’.
Ask: What’s wrong with the letter? Elicit that the language is
too informal. (You could ask students to compare this letter
with the letter on Student’s Book, p. 57.)
• Explain that in Exercise 1 they have to match the informal
language in the letter to the functions in the table. Go
through the example with the class.
• Before doing Exercise 2, remind students that we use
formal language in job application letters and emails as
it is important to use polite, more formal language when
addressing people we don’t know.
• Ask students to complete Exercise 2. Refer them to
Student’s Book, p. 57 if they need help.
• When students have finished, put them in pairs and ask
them to swap letters and make suggestions to their partner
on how to improve their letter. You could then give them
time to make changes following their partner’s feedback.
• Invite a few students to read their finished letter out to
the class.
Answers:

Exercise 1 Exercise 2: suggested answers

Function Informal language Formal language
Greeting Hi Mrs Thomson, Dear Mrs Thomson,
Reason for writing I saw your job advert and I really want the I am writing in response to your advert for
shop assistant job. a part-time shop assistant. I am interested in
applying for the job.
Description of You know, I love shopping. I do online I have some experience with dealing with
experience. shopping every week. customers as well as being very interested
in fashion.
Description of You can ask my friend; she says I’m polite and I am polite and I am good at maths, so I think
personal qualities. good at maths. I would be suitable for the position.
Thanks Can you give me a job now? Thanks! Thank you for reading my application. I am
available for an interview anytime.
Ending Let me know soon. Bye! Sarah Davies I look forward to hearing from you soon.
Yours sincerely,
Sarah Davies

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 4.8 Unit 4 Vocabulary
Find the words

Find twenty words in the word search and write them below. Find:
1 five jobs: , , , ,
2 five words for people: , , , ,

3 five other nouns related to work: , , , ,

4 five adjectives related to work: , , , ,

B O R T C A N D I D A T E X S
A V A I L A B L E S M E N I T
S C L E A N E R D T R M T P A
L U C O E V T I E U P P B R F
I S M A N A G T R N E L L O F
B T E C D C O R K E R O O M O
R O M A T A F A V M M Y G O E
A M S R O N T I O P A E G T N
R E L E M C R N L L N R E I G
I R A E E Y A E U O E R R O I
A E S R R G P E N Y N A U N N
N E E T O O K A T E T W T S E
O V E R T I M E A D M A N S E
W I I N T E R P R E T E R O R
T E M P O R A R Y O A W A R D

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Instructions and Answer key
4.8 Unit 4 Vocabulary – Find the words

Materials: One worksheet for each student or pair of students

Language: Vocabulary from Unit 4

• Tell students that they are going to do a word search

puzzle to find words they learned/studied in Unit 4.
• Hand out the worksheet to individual students or pairs
of students.
• Ask students to look at the word categories and try to
guess what the words might be before they look for them
in the word search.
• When students have finished, go through the answers and
check pronunciation.

Answers:
Five jobs: cleaner, interpreter, librarian, blogger, engineer
Five words for people: candidate, customer, trainee,
employer, staff
Five other nouns related to work: overtime, award, career,
vacancy, promotion
Five adjectives related to work: available, temporary,
voluntary, unemployed, permanent

B O R T C A N D I D A T E X S

A V A I L A B L E S M E N I T

S C L E A N E R D T R M T P A

L U C O E V T I E U P P B R F

I S M A N A G T R N E L L O F

B T E C D C O R K E R O O M O

R O M A T A F A V M M Y G O E

A M S R O N T I O P A E G T N

R E L E M C R N L L N R E I G

I R A E E Y A E U O E R R O I

A E S R R G P E N Y N A R N N

N E E T O O K A T E T W E S E

O V E R T I M E A D M A N S E

W I I N T E R P R E T E R O R

T E M P O R A R Y O A W A R D

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 4.9 Unit 4 Grammar
My future
✃
This weekend Your studies
Future plan: Future plan:

Future arrangement: Future arrangement:

Future ability: Future ability:

Prediction without evidence: Prediction without evidence:

Prediction with evidence: Prediction with evidence:

Future obligation: Future obligation:

Timetabled future event: Timetabled future event:

Spontaneous decision: Spontaneous decision:

Activity in progress at a certain time in the future: Activity in progress at a certain time in the future:

Negative plan: Negative plan:

Your next summer holidays This evening after school

Future plan: Future plan:

Future arrangement: Future arrangement:

Future ability: Future ability:

Prediction without evidence: Prediction without evidence:

Prediction with evidence: Prediction with evidence:

Future obligation: Future obligation:

Timetabled future event: Timetabled future event:

Spontaneous decision: Spontaneous decision:

Activity in progress at a certain time in the future: Activity in progress at a certain time in the future:

Negative plan: Negative plan:

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Instructions and Answer key
4.9 Unit 4 Grammar – My future

Materials: One card for each student

Language: Future forms

• Elicit the different future forms and when we use each

one: will for predictions made without evidence or
decisions made at the time of speaking, be going to for
plans or predictions with evidence, Present Continuous for
arrangements, Present Simple for timetabled events, will be
able to as the future form of can, will have to as the future
form of must/have to, Future Continuous for an activity in
progress at a certain point in the future. Refer students to
the grammar sections in the Student’s Book if necessary.
• Tell students that they are going to get a card with a future
time on it and different types of future functions such as
plans, arrangements, predictions, etc. They have to write
sentences about themselves, which can be true or made up
for each function.
• When students have written their sentences, put them into
groups of four so that each person in the group has a card
with a different future time on it.
• Students take turns to read out their sentences and the
other students ask questions, e.g. Who are you meeting?
Why do you think your next summer holidays will be
boring? Why aren’t you going to play any computer games
this evening?
• Invite students to share some of their sentences with the
class and check that they have used the correct future form
in each case.

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 4.10 Set for life
Job interviews
1 How is a job interview different from a normal conversation? Think about:
1 the topic of the conversation.
2 where the conversation takes place.
3 the length of the conversation.

2 How do you make a good first impression at a job interview? Thik about body language. In pairs,
discuss the questions and make notes.
1 How do you walk in?
2 How do you sit?
3 Should you make eye contact?

3 Now think about online job interviews. Tick (✓) the things it is important to do before the
interview. In pairs, compare and discuss your ideas.
1 Make sure you can use the technology and software.
2 Make sure you know how to travel to the interview location.
3 Check that the microphone and camera work.
4 Choose a suitable background.
5 Put your mobile phone on silent unless you are using it for the interview.
6 Don’t forget to bring an umbrella in case it rains.
7 Wear suitable clothes.
8 Make sure you know how long your journey to the interview location will take.

4 Look at the part-time jobs in A. What skills and experience from B would be useful for each job?
Discuss in pairs.
A
shop assistant dog walker café assistant cook cleaner baby sitter librarian

B
I’m good at maths / cooking / cleaning / reading / first aid.
I’m good with babies / children / animals / pets / dogs / people.
I enjoy walking / cooking / cleaning / reading.
I have previously worked in / used to work in a café / a supermarket / a library / a school / pet shop.
I know how to cook / walk a dog / clean / classify books / look after a baby.

5 In pairs, role play a job interview for one of the jobs in Exercise 4. Ask these questions when you
take on the role of interviewer. Then swap roles, choose another job from Exercise 4 and role play
a second interview.
1 Can you tell me a little about yourself?
2 What are your strengths?
3 What are your weaknesses?
4 Why do you want this job?
5 What have you done in the past that will help you in this job?
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Instructions and Answer key
4.10 Set for life – Job interviews • Students do Exercise 2 in pairs. Elicit answers from
different pairs when they have finished. More confident
Materials: One worksheet for each student students could demonstrate some of the body language.
Language: Talking about strengths and weaknesses, taking
Suggested answers:
about experiences
Exercise 2
1 confidently
2 You should sit up straight.
Self-management: Self-control
3 Yes, look straight at the interviewer in a relaxed way.
Self-control is the ability to manage one’s behaviour
and emotions to achieve a task or to find a solution to • Ask students to do Exercise 3 in pairs. After they have
finished, elicit some answers.
a problem. The activities are aimed to help students
understand the benefits of work experience and the Answers:
students’ possible future instead of pursuing more Exercise 3
immediate, more gratifying activities Students should tick 1, 3, 4, 5 and 7.
• Move on to Exercise 4. Ask students to look at the jobs in
• Ask students to consider the benefits of work experience A and check they understand all of them. Give them some
and getting a part-time job. Ask: Has anyone had a job time to discuss in their pairs, then elicit some suggestions.
interview or a part-time job? Elicit answers around the class. • For Exercise 5, students role play job interviews in their
• In pairs or small groups, students talk about a job interview pairs. Give them time to prepare for each interview before
or recall their parents’ or friends’ experiences. Ask them they begin.
to think about how people need to make a good first • If time allows, you could ask different pairs to act out their
impression in a job interview, carefully managing their interviews for the class. The class can then say whether
behaviour and emotions. they think the candidate would/should get the job.
• Hand out a copy of the worksheet to each student. Do
Exercise 1. Ask students to think about the questions in
pairs or individually. Elicit answers from different students.
Suggested answers:
Exercise 1
1 Conversation topics are limited to the job and talking about
skills and experience and possible interests of the candidate.
A normal conversation can be about anything.
2 Usually at the place of work, unless it is an online interview.
A normal conversation can take place anywhere.
3 The interviewer decides on the length of the conversation.
Usually there is a specific time limit.

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 5.1 Vocabulary
✃ Hear it, say it!

Student A
Hear it Say it
START 745
8.2 billion 6.7 million
525 3,907
818,361 12,491
1,104,220 891
708 15,210,361
125,789,651 153,685
693 1,452,000

Student B
Hear it Say it
12,491 16,666
6.7 million 1,104,220
745 1,365
2,789,420 1,655
172,907,318 STOP
21,499 693
7,801 125,789,651
15,210,361 4.8 million

Student C
Hear it Say it
1,452,000 818,361
3,907 7,801
4.8 million 8.2 billion
891 2,789,420
1,655 525
1,365 21,499
153,685 172,907,318
16,666 708

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Instructions and Answer key
5.1 Vocabulary – Hear it, say it!

Materials: One set of cards for each group of three students

Language: Large numbers

• Tell students that they are going to practise saying

large numbers.
• Put students into groups of three and hand out one card
(A, B or C) to each student in a group. Tell students not to
show it to anyone else in their group.
• Explain the activity. On the board, write the following
headings in two columns: Hear it and Say it. Under Hear it
write Start and under Say it write 1. Tell students that they
each have a card, and only one of the cards has the word
Start on it. That student begins by saying the number next
to Start in the Say it column – for example, they say one
for the number 1. The other two students in the group
have just heard one, so they look for that number in their
respective Hear it columns. If they see the number 1 on
their card, they look at the number next to it in the Say it
column and say that number. Students continue until one
of them says Stop. Again, only one student’s card has the
word Stop on it.
• To begin the activity, say Start. The student whose card has
the word Start on it begins.
• When students have finished, elicit some of the numbers
from the class.

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 5.2 Grammar
If …
✃
Condition cards Result cards

✃
If you could go anywhere in the world, … … where would you go?

If you had a million dollars, … … what would you buy?

If you could do any job you wanted, … … what would you do?

If you could change places with a famous person, … … who would you change places with?

If you could change one thing about your

… what would you change?
appearance, …

If you could have one talent, … … what would you like to be able to do?

If the weather is nice this weekend, … … what do you think you will do?

If your friends suggest going to the cinema this

… will you go with them?
weekend, …

If your mum asks you to tidy your room on

… will you do it without arguing?
Saturday, …

What will you do this evening … … if you finish your homework quite quickly?

Who will you phone this evening … … if you want to chat?

If you have problems with friends, … … who do you go to for advice?

What do you usually do … … if you’re bored at the weekend?

Who do you ask for help … … if you can’t do your English homework?

How do you feel … … if you have an argument with your friends?

If something goes wrong with your electronic

… do you always know how to fix them?
gadgets, …

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Instructions and Answer key
5.2 Grammar – If ...

Materials: One set of condition cards and one set of result

cards for each group of four students
Language: Zero, First and Second Conditionals

• Tell students that they are each going to get the

beginnings of four conditional questions and try to match
them to the correct question endings.
• Put students into groups of four. Hand out four condition
cards to each student and ask them to place the result
cards, face-down in a pile. Tell them not to show their
condition cards to anyone in the group.
• Individually, students look at their condition cards and
think about a) what type of conditional each card has and
b) a possible way to complete the question.
• When ready, one student turns over a result card from the
pile. The four students look at their condition cards to see
if they can make a question with that ending. The others
can agree or disagree. If someone makes a question, they
keep the two cards and then turn over the next result card.
• When students have each got four full questions, they
take turns to ask the other three people in the group the
questions.
• Invite different students to tell the class one question they
asked and the most interesting answer they were given.

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 5.3 Reading and Vocabulary
✃ In space

Section A
1 In pairs, complete the sentences with the words below. There are three extra words.
afford attend interested mission require suits travel waiting list

1 Some people in my class asked our IT teacher if he could start a training programme
for learning how to write computer code. It seems that a lot of my friends are
in computer science.
2 When I was ten years old, I was really keen on space . I read a lot of books about
exploring unknown planets.
3 I’d love to be an astronaut, but it requires a lot of training and I don’t think I’m
dedicated enough. I also don’t think I’ll be able to the training course.
4 Astronauts need to wear special space which look really cool. I would like to
try wearing one of them some day.
5 I’d love to become a space traveller one day. But I think there are already a lot of people on
the , including many celebrities.

2 Join a Section B pair and read your sentences to them. Don’t say the words you added.
Say ‘blank’ instead. The other pair tries to guess the missing words.

Section B
1 In pairs, complete the sentences with the words below. There are three extra words.
affordable certificate flight gravity pass reach space suits virtual

1 My mum went on an advanced driving course. It wasn’t to help her get a better job or
anything – she just loves driving. The course also included reality training.
She was thrilled!
2 When I this test, I can finally focus on what interests me the most: learning
how to direct films and then moving to Hollywood.
3 It would be cool to have this zero- experience. Imagine floating like an
astronaut!
4 There are lots of alternatives to space travel. You can download VR apps and
even use your smartphone to learn how to fix a spaceship!
5 My brother really wants to learn how to fly a spaceship. He often visits space centres and
tries simulators.
2 Join a Section A pair and read your sentences to them. Don’t say the words you added.
Say ‘blank’ instead. The other pair tries to guess the missing words.

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Instructions and Answer key
5.3 Reading and Vocabulary – In space

Materials: One Section A and one Section B for each group

of four students
Language: Vocabulary from Lesson 5.3

• Tell students that they are going to work in pairs and try to
complete some sentences with words given in a box.
• Put students into pairs and hand out Section A to half the
pairs, and Section B to the other half. Ask students to read
the sentences and complete them with the words in the
box. Point out that there are three extra words.
• When students have finished, join together a Pair A and a
Pair B into a group of four.
• Students take turns to read out their sentences, but say blank
instead of the gapped word. The other pair guesses the
missing word. If they guess incorrectly, the first pair helps with
a clue e.g. the word begins with the letter ‘a’. If the second
pair guesses the word without having been given a, they get
two points. If they need a clue, they get one point. If they
can’t guess at all, they don’t get any points.
• When students have finished, elicit all the answers and see
who got the most points.
Answers
Section A
1 interested 2 travel 3 afford 4 suits 5 waiting list
Section B
1 virtual 2 pass 3 gravity 4 affordable 5 flight

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 5.4 Grammar
Kelly’s space trip
1 Match paragraphs a–d with pictures 1–4. Then choose the correct option to complete
the paragraphs.
a Kelly’s on her way to the moon. She nearly has an accident. A 1comet / satellite / planet nearly hits
her 2parachute / space station / spacecraft. She’s not lucky – she’s a great pilot! She saw it coming
and moved out of the way.
b Kelly made it. Now she’s meeting the President of the USA. He’s giving her a medal and the
people are cheering. She’s a famous 3space tourist / astronaut / skydiver now, but she doesn’t
want to go back into space.
c Kelly is now on the 4land / ground / surface of the moon. She’s found some interesting rocks and
moon dust. Now it’s time to leave, but there’s a problem with the lander. If she can’t fix it, she
won’t be able to leave and she’s only got enough 5gravity / oxygen / helium for a few days.
d It’s time to take off, but where is Kelly? Here she comes. She nearly forgot her 6helmet / suit /
hat! Hurry up, Kelly, or you’ll miss the take-off and you’ll never have another chance to go into
space again!

A B

C D

2 Make third conditional sentences about the story.

1 if Kelly / forget / her helmet / she / miss / the take-off

2 if Kelly / not be / such a good pilot / the meteorite / crash / into her spacecraft

3 if the meteorite / hit / the spacecraft / it / destroy / it

4 if Kelly / not fix / the lander / she / not be able to / leave / the moon

5 Kelly / run out / oxygen / if she / not fix / the lander

6 Kelly / not meet / the President / if she / not go / into space

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Instructions and Answer key
5.4 Grammar – Kelly’s space trip

Materials: One worksheet for each pair of students

Language: Third Conditional

• Tell students that they are going to read a story about a

trip to the moon, and also practise the third conditional.
Remind them how the third conditional is formed (if + Past
Perfect + would have + past participle), and when it is used
(to talk about unreal past situations).
• Put students into pairs and hand out a copy of the
worksheet to each pair.
• Ask students to complete Exercise1 and when they have
finished, elicit the answers.
• Tell students to look at the jumbled words in Section B.
Elicit that students have to write Third Conditional
sentences to show what would have happened if the
situation had been different.
• Elicit the answers to Section B.
Answers:
Section A
1d 2a 3c 4b
1 comet 2 spacecraft 3 astronaut 4 surface
5 oxygen 6 helmet
Section B
1 If Kelly had forgotten her helmet, she would have missed
the take-off.
2 If Kelly hadn’t been such a good pilot, the meteorite would
have crashed into her spacecraft.
3 If the meteorite had hit the spacecraft, it would have
destroyed it.
4 If Kelly hadn’t fixed the lander, she wouldn’t have been able
to leave the moon.
5 Kelly would have run out of oxygen if she hadn’t fixed
the lander.
6 Kelly wouldn’t have met the President if she hadn’t gone
into space.

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 5.5 Listening and Vocabulary
Space science

Read the clues and complete the puzzle.

1
s
2
p
3
a
4
c
5
e
6
s
7
c
8
i
9
e
10
n
11
c
12
e

1 All elements are either solid, liquid or a .

2 The part of a spacecraft in which people travel.
3 Children have these on special occasions. You blow them up and hang them for decoration.
4 A power which causes an object to move or change the way that it moves.
5 To break the sound , you have to go faster than the speed of sound.
6 The layer of gases surrounding the Earth or other planets.
7 The journey downwards from a higher point to a lower point – for example, from space to the
surface of the Earth.
8 The force which stops things on Earth floating away. Newton discovered it when an apple
fell on his head.
9 A machine with moving parts that converts power into motion – for example, in a car.
10 The gas that we need to survive.
11 People can jump out of planes wearing one because it makes them fall more slowly.
12 A very light gas.

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Instructions and Answer key
5.5 Listening and Vocabulary – Space science

Materials: One worksheet for each pair of students

Language: Vocabulary related to space science

• Tell students that they are going to work with a partner

to use clues to complete a word puzzle. Explain that one
letter of each word is shown in the shaded squares.
• Put students into pairs and hand out a worksheet to each
pair. Set a time limit. When the pairs have finished, elicit
the answers.
Answers:
1 gas 2 capsule 3 balloons 4 force 5 barrier
6 atmosphere 7 descent 8 gravity 9 engine
10 oxygen 11 parachute 12 helium

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 5.6 Speaking
What do I do next?
Section A

A B
First, … Second, … After that, … Then … Next, … That seems fun/easy. Now what?
Finally, …. You/We need to … I/We have to … Then what do I do? I hope it works/I get it right.
It’s important (not) to … Try (not) to …

✃
Section B

A B
First, … Second, … After that, … Then … Next, … That seems fun/easy. Now what?
Finally, …. You/We need to … I/We have to … Then what do I do? I hope it works/I get it right.
It’s important (not) to … Try (not) to …

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Instructions and Answer key
5.6 Speaking – What do I do next?

Materials: One Section A and one Section B for each student;

scissors for each student or pair of students
Language: Giving and responding to instructions

• Tell students that they are going to do a tangram puzzle.

Show them an example and ask them if they have seen
one before. Explain that a tangram is a Chinese puzzle.
• Put students into pairs and hand out Section A and Section
B to each student. Tell students not to let their partner see
their worksheet.
• Ask students what shapes make up the tangram on their
worksheet (a square, five triangles and a parallelogram).
Explain that these shapes can be moved around to make
different shapes/patterns.
• Ask students to cut out the tangram pieces.
• First, students look at the pattern on their worksheet and
take turns to give their partner instructions so that they can
recreate that pattern and guess the animal. The student
giving the instructions should use phrases from box A, and
the student receiving the instructions should respond using
the phrases in box B.
• Students work individually to make a pattern of their
own using the seven pieces on their tangram. Point out
that they shouldn’t let their partner see it. When they are
ready, they take turns to give their partner instructions for
recreating that pattern. Again, they should use the phrases
in boxes A and B.

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 5.7 Writing
An essay

1 Read some sentences from different essays about contacting alien life forms.
Complete them with the words below.

addition advantage because believe besides but conclusion disadvantage example

moreover one opinion other reason seems sum that what worth

Introduction
• Many people 1 that aliens would want to destroy us.
• 2
would it be a good idea to make contact with other life forms?
• Is it 3 trying to contact other life forms to see if we can learn from them?
Advantages
• I believe 4 any life forms that have the technology to reach the Earth would be
peaceful and friendly. 5 , it is likely that we could learn a lot from them.
• On the 6 hand, it 7 likely that it would be positive for the Earth.
• The main 8 is that, even if we don’t make contact, the research helps
communications on Earth. In 9 , it helps our understanding of space and the
universe.
Disadvantages
• On the 10 hand, it would be a huge risk.
• The main 11 is that we may contact aliens who aren’t friendly. 12
this, it could cause fear and instability around the world.
• One 13 for worrying is that history shows that explorers and invaders rarely
bring benefits to the places they discover. For 14 , many Indians in South and
Central America died of diseases they caught from European explorers.
Giving opinions and justifying them
• In my 15 , it isn’t worth trying to contact other life forms. This is 16
anyone who has the technology to get to Earth should be able to contact us much more easily.
17
is more, we cannot be sure that the aliens we contact are friendly.
Summary
• To 18 up, I think it is a great idea.
• In 19 , I think we should use the money to help the environment instead.

2 Write your own essay in answer to the question below. Use the ideas in Exercise 1 to
help you.
Should we try to make contact with life forms on other planets?

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Instructions and Answer key
5.7 Writing – An essay

Materials: One worksheet for each student

Language: Writing an essay

• Remind students about how to organise an opinion essay.

• Tell students that they are going to get several sentences
that could have been written for an essay on contacting
alien life forms. They aren’t all from one essay.
• Put students into pairs and hand out a copy of the
worksheet to each student. The pairs work together to
complete the sentences.
• When they have finished, elicit the answers. Then tell
students that they are going to write their own essay. They
should do this individually, in class or as homework, each
referring to their own worksheet.
Answers:
1 believe 2 But 3 worth 4 that 5 moreover 6 one
7 seems 8 advantage 9 addition 10 other
11 disadvantage 12 besides 13 reason 14 example
15 opinion 16 because 17 What 18 sum 19 conclusion

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5.8 Unit 5 Vocabulary
✃ Get rid of the words

astronaut astronomer atmosphere

discovery billion balloon

calculation comet data

engine Earth experiment

force gravity height

length moon orbit

oxygen planet record breaker

robot satellite scientific

speed spacecraft surface

Venus visible width

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Instructions and Answer key
5.8 Unit 5 Vocabulary – Get rid of the words

Materials: One card for each student

Language: Vocabulary from Unit 5

• Tell students that they are going to work individually to

find a definition of a word. If students are in a monolingual
group, they could find a translation instead. They shouldn’t
tell anyone else their word.
• Hand out one card to each student. If there are more cards
than students in your class, you could divide the cards
equally between the students and hand out more than one
card to each student.
• Give students time to come up with a definition for their
word (or think of the translation). Then explain that
students are going to mingle and give another student
a definition or translation of the word on their card. That
student has to say the word and spell it correctly. If they
can do this, the student with the card has to keep it. If the
other student can’t think of the word or spell it correctly,
they take the card.
• The idea is for students to get rid of their card(s).
• Set a time limit and, when the time is up, find out who
managed to get rid of their card.
• Elicit the words and a definition or translation of each one.

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5.9 Unit 5 Grammar
On condition that …

Zero First

1 If I get home before 1 If I need help with my

my parents, … homework this evening, …

2 If I get up too late for 2 If my parents let me go out

breakfast, … on Friday evening, …

3 If a teacher is absent, … 3 I’ll go shopping on Saturday

unless …
4 If my favourite sports team
loses, … 4 If we don’t get any
homework tonight, …
5 If I see an interesting
advert on TV, … 5 I’ll enjoy the weekend
unless …

Second Third

1 If my best friend moved 1 If we had left home sooner, …

away, …
2 If I had known the answer, …
2 If I could go back in time, …
3 If you had phoned from
3 If I could meet anyone in the station, …
the world, …
4 If the plane had left on
4 If our school offered us the time, …
chance of a two-week
foreign exchange trip, … 5 If we had read the hotel
reviews online, …
5 If I didn’t have to go to
school tomorrow, …

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Instructions and Answer key
5.9 Unit 5 Grammar – On condition that …

Materials: One worksheet for each pair of students

Language: Zero, First, Second and Third Conditionals

• Tell students that they are going to work in pairs to

complete different conditional sentences.
• Put students into pairs and hand out a copy of the
worksheet to each pair.
• Give students time to think of a suitable ending for each
sentence beginning on their worksheet.
• When they have finished, put pairs together into groups of
four. Pairs take it in turns to read out one of their endings
(to make it easier, they can tell the other pair what type of
conditional it is if necessary). The other pair has to guess
which sentence beginning it matches. They can also point
out any grammatical mistakes if they notice them.
• Invite students to share some of their sentences with the
class and encourage peer correction where necessary.

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 5.10 Culture
Project worksheet: an online advert
Step 1
1 What makes a good holiday advert? What kinds of things does it show?
2 In groups, discuss the questions about the activities below. Then say which of the activities you
would like to do on a day trip to the tabletop mountains and why.

abseiling exploring the caves photographing nature walking in the jungle

Which activity do you think is:

• the most exciting/fun? • the most relaxing? • the cheapest?

3 In groups, think about an advert for a day trip to the tabletop mountains which includes the
activities above. Think about these questions and decide who is going to do what.
1 What does the advert need to say about the mountains?
2 What should it say about each activity?
3 What else should you include in the advert?
4 Assign tasks in your group: who is going to do what?

I think we should include/say … I’d like to write about/research …

Yes, that‘s a great idea! We could I’m not sure about that./Why don‘t
also … we … ?/How about … ?

Step 2
4 Prepare your part of the advert. Follow the steps below.
a Make notes and write your text. Use the phrases below to help you.
Information about the The mountains are located in …
tabletop mountains They are famous for …
People visiting the mountains often …
Things to see and do there include …
Preparing for an To prepare for (the activity) you need to …
activity You also need to think about …
Equipment/Time You will need …
needed for an activity You don’t need any special equipment for (the activity).
(The activity) will take about …
What you can gain It’s wonderful/fantastic/amazing to … in such an amazing location/
from the experience beautiful surroundings. What makes it special is …
By doing (the activity) you will/can … (think about the experience/
new skills the activity will offer).

b Research music, photos and/or videos for your part of the advert.
Page 1/2

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 5.10 Culture
Project worksheet: an online advert

Step 3

5 Put all the texts and other elements together and create your advert. Use the checklist below
to check it.
Does your advert have an interesting title? Tip
Is the information in the texts enough/correct? • Link your texts and visuals
Have you answered all the questions? together – this needs to feel
like one advert.
Are there (enough) photos?
• You could also add a map of
Are the grammar and spelling correct? the location to your advert.

Step 4

6 Share your advert with the class. Ask and answer questions. Use these questions to help you
and add two more.
1 Which activity would you like to do most? Why?
2 Which day trip would you most like to go on?
3 What was the most persuasive advert? Why? What did you like about it?
4
5

10.00–12.00: Kayaking

Explore the beautiful mountain surroundings.

Amazing scenery all around you.

An unforgettable two-hour trip.

A five-star experience!

Page 2/2

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Instructions and Answer key
5.10 Culture – Project worksheet: Step 2 Individual work
an online advert • Before students start preparing their advert, talk about
what research they will need to do and encourage them to
Before the lesson: An online advert can be made using make efficient notes.
an online ad creator or a presentation programme like • Explain that they need to use their notes to write their
Microsoft PowerPoint®. It contains templates where titles, texts for the advert.
text and images can be added in. It can also contain other • Encourage them to use lots of positive adjectives and
embedded elements, like videos and music.
persuasive language to encourage viewers to want to go
You will need: a computer/laptop; digital presentation on the day trip.
software; access to the internet; a projector/screen to • Ask students to think about what things would be good
show the adverts. If students don’t already have access to to include in their advert such as photos, maps, music and
presentation software, there are tools online that can be
reviews.
downloaded for free. Make sure at least one student in
• Remind students that they should always give the source
each group has access to presentation software at home.
of the material, e.g. a website address or the name of the
A non-digital option: Without access to a computer or photographer if it is known. There are websites available
the internet, or if you only have limited access, you may which publish photos which are free to download and use.
prefer a non-digital option. Instead of creating a digital
• Students work individually, at home or in class, to do
advert, students can prepare a fact file or tourist brochure.
their research on the internet. They research their chosen
Students work in groups and do Exercises 1, 2 and 3. They
write texts for their parts of the fact file/brochure and look question, write their texts and look for other elements to
for images. They can use materials printed from magazines accompany them (images, music, etc.).
or the internet, or draw pictures to illustrate their fact files. Step 3 Group work
You will need: printed materials (information and photos); • Students decide how they will create their advert: they can
paper; coloured pens/pencils.
a) finalise their part of the advert separately and then have
one person in the group put all the parts together or b)
Step 1 Class work prepare and finalise their ideas as a group.
Warm up: • Students use the checklist in Exercise 5 to check their
• Do Exercise 1 as a warm up. Elicit ideas around the class adverts.
(e.g. nice photos, interesting videos/music, reviews). Step 4 Class work
• If possible, show students an example of an online advert. • Each group shares their online advert with the class.
Tell them that they are going to make an online advert for • When they have watched all the adverts, refer them to
a day trip to the tabletop mountains. Ask them if they have Exercise 6 and give them time to think of two additional
ever visited a mountain and what activities they think they questions they would like to ask other groups.
could do in the surroundings. Elicit ideas around the class.
• Allow some time for students to discuss their adverts and
Task: ask and answer questions.
• Put students into small groups and hand out a copy of • Give feedback to each group, praising them for their
the worksheet to each student. efforts and highlighting any areas for improvement.
• Students do Exercise 2 in their groups. Give them some • Have a class discussion about which advert students found
time to discuss the activities and questions, then if time the most interesting and which day trip they would like to
allows, elicit a few ideas from different groups. go on. Encourage them to give reasons.
• Move on to Exercise 3. Students start thinking about their
advert and decide who is going to do what for it.

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 6.1 Vocabulary
Health and sickness
✃
Vocabulary cards

allergic asthma painful infection

operation prescription deaf describe

lost insect plaster temperature

medicine appointment broken treatment

✃
Sentence cards

1 2 3 4
I sometimes
have problems Wash the cut or you
I’m to cats. Ow! That’s .
breathing because might get a(n) .
I suffer from .

5 6 7 8
The doctor Mum says I’ll
Dad had a four-hour be when I’m The doctor asked
gave me this ,
on his leg after older because me to my
so now I have to go
the accident. I listen to symptoms to her.
to the chemist´s. loud music!

9 10 11 12
I my Nathan got I’ve got a The nurse is
appetite after seeing a(n) bite when sticking that
going to take your
that documentary he was camping in you can put on
your cut. now.
about diseases. the forest.

13 14 15 16
Take this Call an
I’d like to make My arm really
cough three ambulance or go to
a(n) to see the hurts but I don’t think
times a day hospital if you need
doctor, please. I have a bone.
before meals. emergency .

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Instructions and Answer key
6.1 Vocabulary – Health and sickness

Materials: One set of vocabulary cards and one set of

sentence cards for each group of four students
Language: Vocabulary related to health problems

• Tell students that they are going to work in groups to

match words to gapped sentences.
• Put students into groups of four and hand out a set of
vocabulary cards and a set of sentence cards to each
group. They should be spread out face down on the desk
in two separate groups. The back of each card should be
visible. They shouldn‘t be in a pile or overlapping.
• One student starts by picking up a sentence card. He/
She reads the sentence aloud and thinks about the word
needed to complete it. He/She then picks up a word card
and reads it aloud. If the word can be used to complete the
sentence, the student wins both cards as a matching pair. If
not, he/she turns them back face-down in the same place
that they were in before.
• Students in the group take turns to do the same. By
remembering where different cards are, they should
be able to find matching pairs more easily as the game
progresses.
• The winner is the student with the most pairs of cards at
the end of the game.
• When the game is finished, tell students to turn over the
pairs they won. Invite students to tell the class a sentence
which they won during the game and elicit the missing
word for it from a different student.
Answers:
1 allergic 2 asthma 3 painful 4 infection 5 operation
6 prescription 7 deaf 8 describe 9 lost 10 insect
11 plaster 12 temperature 13 medicine 14 appointment
15 broken 16 treatment

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 6.2 Grammar
✃ Interviews

Section A
1 You are going to interview a doctor. Think of four more questions to ask. Role play the
interview and note down the doctor’s answers.
1 What’s the most difficult thing about your job?

2 Write a report of your interview in your notebook.

I interviewed Dr (name) about his/her work. I started by asking him/her what the most difficult
thing about his/her job was. He/She said that …
3 Now imagine you are an astronaut. Answer the interviewer’s questions.

Section B
1 You are going to interview an astronaut. Think of four more questions to ask. Role play
the interview and note down the astronaut’s answers.
1 What’s the most difficult thing about your job?

2 Write a report of your interview in your notebook.

I interviewed Commander (name) about his/her work. I started by asking him/her what the most
difficult thing about his/her job was. He/She said that …
3 Now imagine you are a doctor. Answer the interviewer’s questions.

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Instructions and Answer key
6.2 Grammar – Interviews

Materials: One set of cards for each pair of students

Language: Reported statements and questions

• Tell students that they are going to role play interviews and
then report them.
• Put students into pairs and give each student one card, A or
B. They shouldn’t show their cards to their partner. Students
look at the instructions for Exercise 1 and the first question,
and work individually to think of four more questions.
• When they are ready, students look at the instruction
at the bottom of their card telling them who they are.
They then interview each other and make notes of their
partner’s answers.
• Students then write the interview in reported form, using
the example to help them.
• When they have finished, invite them to report their
interviews to the class.

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 6.3 Reading and Vocabulary
Health apps
1 Complete the words 1–8 in the texts.

A Do you want to get fit?

Try Pacer, a new running app. It can help

you plan your training programme, track
your progress and 1m your B You are what you eat.
speed as you run.
Munchbetter is a great new app that can
help you identify which foods are good
for you and which aren’t. It will get to
know your diet, your health, and then
suggest which foods to eat and which to
2
a .
C Do you feel stressed? Are you having
problems sleeping?
Chillspace is a new app designed to help
you stay 3c even in stressful
situations. Its guided meditation sessions
D Do you need to get up and out more?
can also help you sleep better and see the
world differently. Do you spend too much time sitting down
in front of a screen? It’s time to use the
i-Walkabout app. It checks how long you’ve
been inactive and tells you when to get up.
It also 4c your steps when you
walk and gives you a daily target. It’ll help
E Do you sometimes need to talk to you do more, become healthier and have
someone? more 5e every day. It’s fun
and free to use!
You can ask our app any question you
like and we will quickly send it to one of
thousands of experts online. They will
share their knowledge and give you
6
a . It’s a great way to help
you deal with a difficult situation and can
make a big 7d to your F Get well soon!
mental health.
This app will help you when you’re feeling
unwell. It checks on your health three times
a day and gives you the chance to record
how you feel. It’s a great way to help you
manage your 8s when you
aren’t feeling 100%.

2 Which app do you think is the most and least useful? Why?

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Instructions and Answer key
6.3 Reading and Vocabulary – Health apps

Materials: One worksheet for each pair of students

Language: Vocabulary from Lesson 6.3

• Tell students that they are going to read adverts for

health apps.
• Put students into pairs and hand out a copy of the
worksheet to each pair. Ask students to do Exercise 1: they
read the adverts and complete the gapped words. Point
out that the first letter of each word is given.
• Elicit the answers.
• Students do Exercise 2. They read the adverts again and
discuss which app they think is the most and least useful.
• Invite students from different pairs to share their answers
with the class.
Answers:
Exercise 1
1 measure 2 avoid 3 calm 4 counts 5 energy 6 advice
7 difference 8 stress

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 6.4 Grammar
✃ Smile, please!

Section A
Give instructions to the other group so that they are standing and sitting in the same positions
as the people in the picture. Don’t show them your picture until you have finished.

Section B
Give instructions to the other group so that they are standing and sitting in the same positions
as the people in the picture. Don’t show them your picture until you have finished.

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Instructions and Answer key
6.4 Grammar – Smile, please!

Materials: One section A or one Section B for each group of

four students
Language: Reported commands and requests

• Put students into groups of four. Tell them that they are
going to get a picture of four people and they are
going to give instructions to another group so that they are
standing or sitting in the same positions as the people in
the picture.
• Hand out Section A to half the groups, and Section B to
the other half. Ask students to work together to think of
what instructions they will give to the other group. Each
student is going to instruct one person from the other
group, so they must know what to say.
• When students are ready, put groups A and B together.
Group A starts by instructing the students in B how to
pose. When they are happy with the results, they show
Group B their picture.
• The groups swap roles and Group B instructs Group A.
• Students then go back to their original groups and report
the instructions they were given, e.g. They told me to lift
one leg off the ground.
• Invite students to report the instructions they were given
to the class.

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 6.5 Listening and Vocabulary
✃ Extreme sports

You are You are You are

abseiling. BMXing. ziplining.

❱ Where are you? ❱ Where are you? ❱ Where are you?

❱ What do you have to do? ❱ What do you have to do? ❱ What do you have to do?
❱ What can you see? ❱ What can you see? ❱ What can you see?

You are You are You are

getting ready to do free running. hang-gliding.
a bungee jump.

❱ Where are you? ❱ Where are you? ❱ Where are you?

❱ What do you have to do? ❱ What do you have to do? ❱ What do you have to do?

❱ What can you see? ❱ What can you see? ❱ What can you see?

You are You are You are

ice climbing. kitesurfing. parachuting.

❱ Where are you? ❱ Where are you? ❱ Where are you?

❱ What do you have to do? ❱ What do you have to do? ❱ What do you have to do?
❱ What can you see? ❱ What can you see? ❱ What can you see?

You are You are You are

paddleboarding. sandboarding. whitewater rafting.

❱ Where are you? ❱ Where are you? ❱ Where are you?

❱ What do you have to do? ❱ What do you have to do? ❱ What do you have to do?
❱ What can you see? ❱ What can you see? ❱ What can you see?

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Instructions and Answer key
6.5 Listening and Vocabulary – Extreme sports

Materials: One card for each pair of students

Language: Vocabulary for extreme sports

• Discuss helmet webcams with students and how some

people make a film of what they can see and provide a
commentary about what is happening, how they feel, etc.
while they are doing a sport or activity. Tell them they are
going to do something similar.
• Put students into pairs and hand out one card to each
pair. Explain that they should look at the extreme sport
and questions on their card, and work together to prepare
a webcam commentary. Point out that they should not
mention the name of their sport in their commentary.
• When students are ready, invite pairs to act out their
commentary in front of the class. One student should start
and they should swap half way through. The class has to
guess what the extreme sport is.

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6.6 Speaking
What do you suggest?
✃
Student A Student B

You are having problems seeing what the You are always tired in the mornings
teacher has written on the board. and have no energy.

You go first to ask the other students for When it is your turn, ask the other students
advice. for advice.

Listen to the other students. Give advice. Listen to the other students. Give advice.
• When talking to Student B, use: • When talking to Student A, use:
I’m afraid I can’t really help you. You ought to …
• When talking to Student C, use: • When talking to Student C, use:
If I were you, … I wish I could suggest something, but I …
• When talking to Student D, use: • When talking to Student D, use:
You should … Have you thought about … ?

Decide which student gave you the best Decide which student gave you the best
advice and why. advice and why.

Student C Student D

You feel ill after eating some out-of-date You stayed out in the sun too long and
yoghurt. have got painful, red shoulders.

When it is your turn, ask the other students When it is your turn, ask the other students
for advice. for advice.

Listen to the other students. Give advice. Listen to the other students. Give advice.
• When talking to Student A, use: • When talking to Student A, use:
Have you tried … ? I don’t know what to advise, I’m afraid.
• When talking to Student B, use: • When talking to Student B, use:
I’d recommend … I’d suggest …
• When talking to Student D, use: • When talking to Student C, use:
I wish I could help, but I … You’d better …

Decide which student gave you the best Decide which student gave you the best
advice and why. advice and why.

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Instructions and Answer key
6.6 Speaking – What do you suggest?

Materials: One set of cards for each group of four students

Language: Asking for and giving advice

• Tell students they are going to practise asking for and

giving advice.
• Put students into groups of four and hand out one card
(A, B, C or D) to each student. Tell students not to show
their card to the other members of the group.
• Give students time to read their cards and ask you any
questions they make have. When they are ready, Student
A starts by telling the others about his/her problem. The
other three follow their instructions in order (B first). If B
suggests going to an optician, C has to think of something
different.
• When all three students have spoken, A gives his/her card
to the student who gave them the best advice. B then
repeats the process, with Student C giving advice first.
• When all four students have asked for and been given
advice, ask students to share with the class the best advice
they were given.

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 6.7 Writing
Who said what?
1 Think about people you respect. It can be anyone (e.g. a parent, a teacher, a celebrity). Write
eight short forum posts reporting interesting things they have said. In each post, think about
these questions.

1 Who said what? 2 When did they say it? 3 Why did they say it?

1 a piece of advice 2 a question

3 something encouraging 4 an explanation

5 something persuasive 6 a reminder

7 an interesting comment 8 a warning

2 Take turns to read your posts to your partner. React to your partner’s posts.
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Instructions and Answer key
6.7 Writing – Who said what?

Materials: One worksheet for each student

Language: Writing a forum post about an experience

• Tell students that they are going to write some forum

posts, which they are then going to share with a partner.
• Ask students to think about people they respect and why.
Elicit some answers around the class.
• Hand out one copy of the worksheet to each student.
• Go through the instructions for Exercise 1 with the class
and make sure students understand what they have to do.
• Before they begin, ask them what verbs they can use in
their posts to report what other people have said. Elicit
answers around the class and write them on the board for
students to refer to during the activity (e.g. advise, ask,
encourage, explain, persuade, remind, tell, warn).
• Give students time to write their posts, while you monitor
and help them as necessary.
• When they have finished writing, put them into pairs for
Exercise 2. Depending on the time available, they can
discuss some or all of their posts.
• If time allows, you could invite a few students to share
their posts with the class.

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 1.2
6.8 Grammar
Units 4–6 Vocabulary
✃ Half a crossword

Section A
All the missing words are verbs or nouns. Some of them can be both.
1 2
c
3
o
4 5
a m
6 7 8
f l a n k l e
9
e l t
10 11
v u n i v e r s e
e n r
12
v i r u s f g
e y
13 14
r c
15
a t
s
h
16
a w a r d

Section B
All the missing words are verbs or nouns. Some of them can be both.
1 2
s
3
r o b o t
4 5
c a
6 7 8
b a f
9
c a r e e r p f
10 11
u s
i u
12
s l
e e
13 14
s
15
p l a n e t
e
e
16
d

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Instructions and Answer key
6.8 Units 4–6 Vocabulary – Half a crossword

Materials: one Section A or one Section B for each pair

of students
Language: Vocabulary from Units 4–6

• Write on the board: deaf. Ask students to define the word

or to give other clues to identify it.
• Tell students that you are going to give them a crossword
that contains half of the answers; they have to make clues
for these answers.
• Put students into pairs and hand out Section A or Section B
to each pair. The pairs work together to make clues.
• When students are ready, join a Pair A with a Pair B into
a group of four.
• Pairs take turns to give clues for one of their words and
the other pair add that word to their crossword. During
the process, they should not use L1 nor tell each other the
correct words. The pairs repeat the process until they have
given clues and guessed all of the words in the crossword.
• When they have finished, they check their answers by
looking at each other’s crossword.
• Invite pairs to choose one of the words in the crossword and
to give clues for the rest of the class to guess the word.

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 1.2
6.9 Grammar
Units 4–6 Grammar
Follow the instructions

★ ★ ★ ★ ★
24
Complete this
25
Ask the other
26
Tell the rest of the
27
Tell the rest of the
28
Ask the other
sentence:
My parents won’t
members of the
group about their
group about two
interesting things
group about two
questions you
members of the
group about FINISH
be happy plans for this people have told have been asked an arrangement
unless … evening. you recently. today. Use reported they have made
Use reported speech. for the weekend.
speech.

★ ★ ★ ★ ★ ★
23
Talk for
thirty seconds
22
Talk for
thirty seconds
21
Talk for
thirty seconds
20
Ask the other
members of the
19
Ask the other
members of the
18
Report this
sentence:
about your plans about a prediction about where you group for group a first ‘I’ve never failed
for the summer. about your life for would like to be advice using: conditional an exam before.’
which you have right now if you What would you question. He said that …
some evidence. could be anywhere do if you were me?
in the world.

★ ★ ★ ★ ★ ★
12
Complete this
sentence:
13
Ask the other
members of the
14
Make a second
conditional
15
Report this
command:
16
Report this
question:
17
Talk for
thirty seconds
If I hadn’t been ill, group a second sentence using ‘Don’t fall asleep!’ ‘What’s your about a command
I would have … conditional wouldn’t. Our teacher told … name?’ someone gave you
question. She asked me … or a request
someone made
to you.

★ ★ ★ ★ ★ ★
11
Make a third
conditional
10
Complete this
sentence:
9
Talk for
thirty seconds
8
Talk for
thirty seconds
7
Use the verb go
in a first
6
Complete this
sentence:
sentence. If I were you, … about something about what you conditional I’ll phone you
you would change would wish for if sentence. later unless …
about your you had one wish.
character if you
had the chance.

START
★ ★ ★ ★ ★
1
Use the Future
Continuous form
2
Talk for
thirty seconds
3
Talk for
thirty seconds
4
Talk for
thirty seconds
5
Make a zero
conditional
of the verb sit in about your plans about a prediction about a future sentence.
a sentence. for the weekend. about your life for arrangement.
which you have no
evidence.

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Instructions and Answer key
6.9 Units 4–6 Grammar – Follow the instructions

Materials: One worksheet, four counters and a dice for each

group of four students
Language: Grammar from Units 4–6

• Tell students that they are going to play a board game

where they throw a dice, move that number of squares and
follow the instructions written on the squares.
• Decide with the class about the finishing rules. Do they
need to throw the exact number to land on the final
square or can they finish by throwing any number larger
than the number of squares left to go?
• Put students into groups of four and hand out a
worksheet, a dice and four counters to each group.
• When the groups have finished, invite students to tell the
class something they said during one of their turns.

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 6.10
1.2 Grammar
Set for life
Will you sign my petition?
1 In pairs, take turns to choose and define one of the words below. Can your partner guess the word?
audience campaign impact petition signature volunteer

2 Have you ever signed an online petition? What was it for? What did you think of it? Discuss in pairs.

3 Why are online petitions useful? Put the reasons in order of importance for you (1 = most
important).
Online petitions are useful because they are:
a a good way to find and get contact information from future volunteers.
b an easy way to share campaign information quickly.
c a quick and cheap way to find out a lot of people’s opinions about a topic.
d a good way to help you make a decision about something.

4 Imagine that you want to make an online petition. Think about your answers to these questions.
1 What would you campaign about? Think of something that needs to change or someone who
needs help. How could a petition be useful? Why?

I would like to campaign for …

A petition would help/be useful because it would make people think about/it would encourage people to …

2 What would you focus your petition on so that it had the most impact? Think about the present
situation. How could you describe the problem? What would you like to change?

It’s terrible/sad/a shame that there is/are … It’s sad that …/It’s a shame that …
At the moment …/The problem is …/I think we should change …

3 Who would your audience be? Who do you want to sign your petition? Who do you want to
send the petition and signatures to?

I’d like young/old/retired people/students to sign my petition.

I would send the signatures to the government/local authorities/public institutions.

5 In pairs, tell you partner about your ideas for your petition. Use the phrases in Exercise 4 to
help you. Comment on your partner’s petition. Would you sign it? Why?/Why not?

What would you campaign about? I am worried about … , so I would

start a petition to …

That sounds interesting/useful.

Would you sign my petition?

Yes, I would. I think it’s a very good

idea because …/No, I’m very sorry.
I wouldn’t because …

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Instructions and Answer key
6.10 Set for life – Will you sign my petition?

Materials: One worksheet for each student

Language: Suggesting, responding to other people’s
suggestions, talking about plans

Social responsibility: Civic competence

The activities are aimed to help students think
about the importance of being an active citizen and
engaging in civic participation.

• Hand out one copy of the worksheet to each student.

• Put students into pairs and ask them to do Exercise 1. Elicit
definitions from different students for the words in the box.
• Students do Exercise 2. Ask volunteers to tell the class about
a petition they have signed and to say why they thought it
was (or wasn’t) a good idea. You could ask students who
have never signed a petition if they have ever read one. Did
they think it was a good idea? Why?/Why not?
• Ask students to think about why online petitions are
important. Then ask them to look at the reasons in Exercise 3
and, in their pairs, number them in order of importance. Invite
students from different pairs to share their ideas and reasons
with the class.
• Students do Exercise 4 individually. Go through the
questions with them and give them time to think about
their answers. You could ask them to make notes. Tell
them not to worry about the phrases in the boxes for now.
• In Exercise 5, students tell a partner about their ideas
from Exercise 4. Encourage them to use the phrases in
Exercise 4. Once they have shared their petition ideas,
they say whether they would sign their partner’s petition.
Encourage them to give reasons, and point out that they
should be polite when giving their opinion and reasons
(especially if they decide against signing the petition).
• Invite different students to share their petition ideas with
the class. You could then do a class vote for the best/most
interesting/most socially responsible petition.

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 7.1 Vocabulary
✃ Communicate

Student A Student B

Conversation 1 Conversation 1
Start a conversation about school. Join in Student A’s conversation about school.
Several times during the conversation, while While Student A is talking, look someone in
the others are talking, shrug your shoulders. the eye.

Conversation 2 Conversation 2
Join in Student B’s conversation about health. Start a conversation about health. Several times
While you are talking, start to raise your during the conversation, while the others are
voice. Don’t make it too obvious. talking, nod your head.

Conversation 3 Conversation 3
Join in Student C’s conversation about space. Join in Student C’s conversation about space.
While the others are talking, shake your While you are talking, start to lower your
head. Do it more than once. voice. Don’t make it too obvious.

Conversation 4 Conversation 4
Join in Student D’s conversation about Join in Student D’s conversation about
communication. While the others are talking, communication. While you are talking, define
stop paying attention to show you are two or three words which you use.
bored.

Student C Student D

Conversation 1 Conversation 1
Join in Student A’s conversation about school. Join in Student A’s conversation about school.
While Student A is talking, make eye contact While Student A is talking, raise your
with someone. Do it more than once. eyebrows. Do it more than once.

Conversation 2 Conversation 2
Join in Student B’s conversation about health. Join in Student B’s conversation about health.
While you are talking, point your finger. Do it Express your opinion whenever you like.
more than once.
Conversation 3
Conversation 3 Join in Student C’s conversation about space.
Start a conversation about space. While the Pronounce some words incorrectly. Don’t
others are talking, shake your head to show make it obvious that it is deliberate.
disagreement, but don’t say anything.
Conversation 4
Conversation 4 Start a conversation about communication.
Join in Student D’s conversation about Several times during the conversation, explain
communication. Talk about your family and something you’ve said.
describe everyone’s appearance and
character.

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Instructions and Answer key
7.1 Vocabulary – Communicate

Materials: One set of cards for each group of four students

Language: Vocabulary related to communication

• Tell students that they are going to discuss different topics,

following instructions as they do so.
• Put students into groups of four and hand out one card
(A, B, C or D) to each student. Tell students not to show
each other their cards.
• Ask students to read the instructions for conversation 1.
When they have, Student A starts. While the group are
talking, each student has to follow their instructions although
they should try not to be too obvious.
• Set a time limit of two minutes. When the time is up,
students try to guess each other’s instructions.
• Repeat the process with conversations 2–4.
• At the end of the activity, ask different students which
instructions they managed to guess.

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 7.2 Grammar
✃ What do you want to know?

Section A
1 In pairs, write questions in the passive.
1 when / the first photo on Instagram / post / ?
2 who / it / post / by / ?
3 what / the company / originally / call / ?
4 why / the name ‘Instagram’ / choose?
5 how many photos / post / since it began / ?
6 how many people / Instagram / use by / every day / ?
2 Read the text and discuss the information. Underline the information you think you will be
asked about.
The first mobile phone call was made on 3 April 1973. It was made by a man named Martin Cooper,
who worked for Motorola, the makers of the mobile phone. He phoned Dr Joel S. Engel, who worked
for a different phone company, and told him he was talking on a mobile phone.
The phone looked a bit different to today’s phones. It weighed 1.1 kilos and was nearly twenty-three
centimetres long. The phone was never sold to the public, but ten years later Motorola made the
DynaTAC 8000X, which they sold for $3,995!
More and more mobile phones are sold every year, and in 2014 newspapers reported that there were
now more mobile devices than people in the world!

3 Join a Section B pair. Take turns to ask and answer the questions about your text. Use full
sentences to answer the questions.
Section B
1 In pairs, write questions in the passive.
1 when / first mobile phone call / make / ?
2 who / it / make / by / ?
3 who / the phone call / make / to / ?
4 the first mobile phone / sell / to the public?
5 when / the DynaTAC 8000X / make / ?
6 how much / it / sell for / ?
2 Read the text and discuss the information. Underline the information you think you will be
asked about.

The first Instagram photo was posted on 16 July 2010. The co-creator of Instagram, Mike Krieger,
posted a photo of South Beach Harbor in San Francisco. Later that day, the other creator, Kevin
Systrom, posted a photo of a dog and his girlfriend’s foot.
Instagram’s original name was Burbn. But when they changed the focus of the platform to photo-sharing,
they changed it. The name was chosen because it was a combination of ‘instant camera’ and ‘telegram’.
Nowadays, Instagram is one of the most popular social media sites in the world. More than 50 billion
photos have been posted on it since it began, and around 2 billion people use it every day – a number
which is still climbing.

3 Join a Section A pair. Take turns to ask and answer the questions about your text. Use full
sentences to answer the questions.

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Instructions and Answer key
7.2 Grammar – What do you want to know?

Materials: One Section A and one Section B for each group

of four students
Language: The passive

• Tell students that they are going to read a short text and
then answer questions about it.
• Put students into groups of four and divide each group into
two pairs. Hand out Section A to one pair and Section B
to the other pair. Tell them that they shouldn’t show each
other their cards.
• Pairs work together to write the questions in Exercise 1.
Explain to them that these are questions about the other
pair’s text.
• When they have finished, allow them to read their text and
discuss the information they found out in their pairs. They
can underline key information that they think they will be
asked about.
• Students then take turns to ask and answer their questions.
Point out that they need to use full sentences in their answers.
• Elicit the correct questions and answers from the class.
Answers:
Section A
1 When was the first photo on Instagram posted? It was
posted on 16 July 2010.
2 Who was it posted by? It was posted by the co-creator of
Instagram, Mike Krieger.
3 What was the company originally called? It was (originally)
called Burbn.
4 Why was the name ‘Instagram’ chosen? It was chosen
because it was a combination of ‘instant camera’
and ‘telegram’.
5 How many photos have been posted since it began? About
50 billion photos have been posted (since it began).
6 How many people is Instagram used by every day? It is used
by around 2 billion people every day.
Section B
1 When was the first mobile phone call made? It was made
on 3 April 1973.
2 Who was it made by? It was made by (a man named)
Martin Cooper (who worked for Motorola).
3 Who was the phone call made to? It was made to Dr Joel S.
Engel (who worked for a different phone company).
4 Was the first mobile phone sold to the public? No, it wasn’t
(sold to the public).
5 When was the DynaTAC8000X made? The DynaTAC8000X /
It was made in 1983/ten years later.
6 How much was it sold for? It was sold for $3,995.

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 7.3 Reading and Vocabulary
An April Fool’s story
1 In pairs, take it in turns to define one of the words below for your partner to guess.
journalist listeners printed radio stations reported reporter the media the press TV channels viewers

2 Research or invent an April Fool’s story in the media. Make notes in answer to these questions.
Think about how you can use the words in Exercise 1 in your answers.
1 When and where was the joke first mentioned in the media?
2 What was the joke?
3 Where was it reported?
4 How did viewers/listeners/readers react?
5 How did the press react?

3 In pairs, ask and answer questions about your story. Then discuss/react to the story together.

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Instructions and Answer key
7.3 Reading and Vocabulary – An April Fool’s story

Materials: One worksheet for each student

Language: Vocabulary related to the press and the media

• Tell students that they are going to talk about April Fool’s
jokes.
• Put students into pairs and hand out a copy of the
worksheet to each student.
• Students do Exercise 1 in their pairs. When they have
finished, invite different students to share their definitions
with the class and correct/check understanding as
necessary.
• Students do Exercise 2 individually. Explain the activity and
allow students plenty of time to do their research/invent
the details of their story. You could also ask them to do
their research at home before class, to save time. Point out
that they should try to use vocabulary from Exercise 1 in
their answers. While they are working, monitor and help as
necessary.
• When students are ready, move on to Exercise 3. In their
pairs, they now tell each other about their stories and then
comment on/react to them.
• Invite different students to share their stories with the
class, and encourage the class to react to each one.

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 7.4 Grammar
Predictions
1 In pairs, complete the sentences with the correct passive form of the verbs in brackets.
Then discuss the predictions and choose the option you think is most likely.
1 Life on other planets (will/discover)
A in 10 years. B in 50 years. C in 100 years. D in more than 100 years.
2 Chinese (will/teach) in all schools
A next year. B in the next few years C in 10 years. D in 20 years.
3 The football World Cup (will/win) by the USA
A in 0–5 years. B in 0–10 years. C in 10–15 years D in 15–20 years.
4 One day, the Olympics (will/hold)
A in India. B in Chile. C in the Arctic. D on the moon.
5 One day, the 100 m (will/run) in less than
A 9 seconds B 8 seconds C 7 seconds D 6 seconds
6 One day, the winning goal in the World Cup final (will/score) by
A a woman. B a robot. C an alien. D an Englishman.
7 James Bond (will/play) by a woman
A in 0–5 years. B in 5–10 years. C in 10–20 years. D in 20+ years.
8 Microchips (will/place) inside all newborn children
A in the next 10 years B in 10–50 years C in 50–100 years D never
9 Cars that people can drive (won’t/build) after
A 2030. B 2040. C 2050. D 2060.
10 In 2100, a single pill (will/develop) that can
A cure cancer. B cure heart disease. C cure all diseases. D stop the ageing process.

2 Think of four predictions of your own and give four possible choices for each one, as in Exercise 1.
Then join another pair and discuss your predictions.
11

12

13

14

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Instructions and Answer key
7.4 Grammar – Predictions

Materials: One worksheet for each pair of students

Language: The passive with will

• Remind students how we form the passive with will (will +

be + past participle).
• Tell students that they are going to get ten predictions
about the future. First, they have to complete each one with
the correct passive form of the verb given. Then they will
decide which one of four options they think is most likely.
• Put students into pairs and hand out a copy of the
worksheet to each pair. Give them time to complete
Exercise 1.
• Elicit the answers for the gapped passive verbs, then invite
students from different pairs to tell the class which option
they chose for each item and why.
• Move on to Exercise 2. Give students time to write their
predictions while you monitor and help them as necessary.
• When they are ready, pairs join another pair and discuss
each other’s predictions.
• Invite students to share some of their ideas with the class.
Answers:
Exercise 1
1 will be discovered 2 will be taught 3 will be won
4 will be held 5 will be run 6 will be scored
7 will be played 8 will be placed 9 won’t be built
10 will be developed

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 7.5 Listening and Vocabulary
Advertising campaign
1 In groups, you are going to plan an advertising campaign for a product. First, decide these things
about your product.
1 product:
2 brand name:
3 slogan:
4 target audience for product:

2 In your group, choose one of these forms of advertising each. Draw or write ideas for
your product.

Poster for a billboard Online advert

Leaflet TV commercial

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Instructions and Answer key
7.5 Listening and Vocabulary – Advertising
campaign

Materials: One worksheet for each group of four students

Language: Vocabulary related to advertising

• Tell students that they are going to work together to plan

an advertising campaign.
• Put students into groups of four and hand out a copy of
the worksheet to each group.
• Refer students to Exercise 1 and tell them that before
planning their campaign, they need to decide on the
details of their product. Allow plenty of time for them to
discuss and complete the exercise.
• When they have done this, they each choose one of the
four forms of advertising in Exercise 2 and draw or write
ideas for their product. They could then discuss their ideas
in their groups and make changes.
• Invite students to share their ideas with the class. The class
can then vote for the best advertising campaign.

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 7.6 Speaking
It‘s you, isn’t it?
1 In pairs, match the sentence beginnings 1–12 with the endings a–l.
1 You love video games, a haven’t you?
2 Your parents’ car is red, b isn’t he?
3 You’re older than me, c doesn’t she?
4 You’ve got a younger sister, d do they?
5 You can play a musical instrument, e don’t you?
6 Your parents don’t like your favourite band, f have you?
7 Your house hasn’t got a pool, g can you?
8 Your parents like gardening, h aren’t you?
9 Your dad’s a good cook, i has it?
10 You haven’t got a pet, j isn’t it?
11 You can’t speak French, k don’t they?
12 Your mum works in a school, l can’t you?
2 For each question in Section A, write the name of a person in the class who you think would
say that it was true for them. You must write twelve different names.

Name ✓/✗
1
2
3
4
5
6
7
8
9
10
11
12

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Instructions and Answer key
7.6 Speaking – It’s you, isn’t it?

Materials: One worksheet for each pair of students

Language: Question tags

• Put students into pairs and tell them that they are going to
work together to match some question tags to question
stems. Elicit the rules for forming question tags.
• Hand out a copy of the worksheet to each pair and ask
them to complete Exercise 1.
• Elicit the answers.
• Now ask students to look at the first question in Exercise 1:
You love video games, don’t you? Ask them to think of
someone in the class they think loves videogames. Tell
students that if they don’t know, they should guess.
• Refer students to Exercise 2 and tell them that they should
do the same for all the questions in Exercise 1, and write
a name for each one in the table.
• When students are ready, they mingle and find out if their
guesses are correct.
• Invite different students to share their guesses with the
class, saying whether they were correct or not.
Answers:
Exercise 1
1e 2j 3h 4a 5l 6d 7i 8k 9b 10 f
11 g 12 c

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 7.7 Writing
Reviews
1 In pairs, look at the useful language for reviews. Which underlined words and phrases can be
replaced with the words and phrases below?

best exciting most talked about my classmates my friends useful

A What you are reviewing and why

1 Lots of people have asked me about …
2 … is one of the most popular …
3 … , but is it as good as they say?

a bit messy especially expensive really sadly surprisingly unsatisfactory user-friendly

B Advantages and disadvantages

1 It’s/It looks easy to use.
2 I particularly like …
3 The only disappointing thing about …
4 Unfortunately, …

most disappointing on the whole overall read worst wouldn’t seen

C Personal opinion and recommendation

1 All in all, I think …
2 I would recomend it.
3 This is one of the best … I have ever used.

2 You are going to write a review. In pairs, decide what you are going to review. You are each going
to write your own review, but one of them will be positive and one will be negative.

a band/song a book a film a place a website something else

3 Write your review. Use the phrases in Exercise 1 to help you.

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Instructions and Answer key
7.7 Writing – Reviews

Materials: One worksheet for each student

Language: Writing a review

• Tell students that they are going to write a review.

• Put students into pairs and hand out a copy of the
worksheet to each student.
• Do Exercise 1. Point out headings a–c for the main sections
of a review. Allow time for students to do the exercise in
their pairs.
• Elicit the answers.
• Ask students to look at Exercise 2. Explain that they are
each going to write their own review. In their pairs, they
should both choose the same topic, then decide who is
going to write a positive review and who is going to write
a negative one.
• Before students begin writing, tell them that they can
use the review on Student’s Book p. 89 as a model.
The students writing negative reviews will need to list
more disadvantages than advantages. Then, in the final
paragraph, they should say that they wouldn’t recommend
the item (but may suggest people that would like it).
• Allow students plenty of time to write their reviews while
you monitor and help them as necessary.
• When they have finished, you could ask them to swap
reviews in their pairs (or with another pair) for some peer
correction.

Answers:
Exercise 1
a
1 my classmates, my friends 2 best, most talked about
3 exciting, useful
b
1 a bit messy, expensive, user-friendly 2 especially, really
3 unsatisfactory 4 Sadly, Surprisingly
c
1 On the whole, Overall 2 wouldn’t
3 most disappointing, worst; read, seen

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 7.8 Unit 7 Vocabulary
✃ Missing vowels

Section A
1 Try to guess what the words are, but don’t write anything yet. When Student B tells you how
many times each vowel can be used, check your ideas and complete the words.
1 __dv__rt 7 c__mm__n__c__t__
2 c__mm__rc__ __l 8 l__ __ __fl__t
3 d__sc__ss 9 p__st__r
4 __xpl__ __n 10 r__d__
5 d__scr__b__ 11 r__p__rt
6 __xpr__ss 12 v__ __c__

2 When Student B is ready, tell him/her how many of each vowel he/she can use.
Student B needs:
5 A’s 11 E’s 4 I’s 9 O’s 4 U’s

Section B
1 Try to guess what the words are, but don’t write anything yet. When Student A tells you how
many times each vowel can be used, check your ideas and complete the words.
1 __ttr__ct__v__ 7 m__scl__
2 d__f__n__ 8 p__rf__m__
3 __y__br__w 9 pr__n__ __nc__
4 f__ll__w 10 r__s__ __rch
5 gr__ph__cs 11 sl__g__n
6 l__g__ 12 s__gg__st__ __n

2 When Student A is ready, start telling him/her how many of each vowel he/she can use.
Student A needs:
5 A’s 13 E’s 6 I’s 5 O’s 3 U’s

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Instructions and Answer key
7.8 Unit 7 Vocabulary – Missing vowels

Materials: One Section A and one Section B for each pair of

students
Language: Vocabulary from Unit 7

• Tell students that they are going to work alone to try to

recognise some words from the unit that have had their
vowels removed.
• Put students into pairs and hand out one Section A and
one Section B to each pair. Tell students not to show each
other their worksheets. Set a time limit for them to try and
guess their words. Tell them not to write anything yet.
• When the time is up, each student tells their partner how
many As they should have in their words. Students write As
where they think they should go. They then do the same
with E, I, O and U.
• Students should now have all their words completed. If
they can’t think of any of their words, they can ask their
partner to help.
• Elicit the words and their definitions.
Answers:
Section A
1 advert 2 commercial 3 discuss 4 explain
5 describe 6 express 7 communicate 8 leaflet
9 poster 10 rude 11 report 12 voice
Section B
1 attractive 2 define 3 eyebrow 4 follow
5 graphics 6 logo 7 muscle 8 perfume
9 pronounce 10 research 11 slogan 12 suggestion

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7.9 Unit 7 Grammar
✃ Active to passive

A: Our teacher gives us

A: They make glass A: My friend has told me
homework every day.
from sand. a secret.
P: We are given homework
P: Glass is made from P: I have been told
(by our teacher)
sand. a secret by my friend.
every day.

A: Our school gives

A: The Vikings first
prizes to the best
discovered Canada.
students. A: People fry chips in oil.
P: Canada was first
P: The best students P: Chips are fried in oil.
discovered by the
(at our school) are
Vikings.
given prizes.

A: Thieves broke into A: Our teacher wrote the

A: They make these
the museum. answers on the board.
sweets in Japan.
P: The museum was P: The answers were
P: These sweets are
broken into (by written on the board
made in Japan.
thieves). (by our teacher).

A: The police stop a lot

A: My parents won’t
A: My uncle has bought of motorists in our
allow me to go out
our old car. street.
this weekend.
P: Our old car has been P: A lot of motorists are
P: I won’t be allowed to
bought by my uncle. stopped in our street
go out this weekend.
(by the police).

A: Nobody has taught

A: Somebody took all A: Nobody has installed
us sign language.
the billboards down. this app yet.
P: We haven’t been
P: All the billboards were P: This app hasn’t been
taught sign language
taken down. installed yet.
(by anybody).

A: We can wear jeans to

A: They will send details
A: We must choose next school on
of the school trip
year’s subjects soon. non-uniform days.
soon.
P: Next year’s subjects P: Jeans can be worn to
P: Details of the school
must be chosen soon. school on
trip will be sent soon.
non-uniform days.

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Instructions and Answer key
7.9 Unit 7 Grammar – Active to passive

Materials: One card for each pair of students

Language: The passive

• Tell students that they are going to get a pair of sentences,

one active and one passive, which have the same meaning.
Where the subject is in brackets, it means that the
sentence would be acceptable without it, but also sounds
correct with it.
• Put students into pairs and hand out one card to each pair.
• Students mingle and tell another pair the active sentence
on their card. The second pair have to try to give the
passive form. If they make mistakes, the students with the
card can help them.
• When students have talked to at least six other pairs, finish
the activity and ask students how easy or difficult other
pairs found it to transform their sentence.

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 7.10 Culture
Project worksheet: a digital presentation
Step 1

1 Where are the languages below spoken? Write them in the correct places on the map.
Cornish Greenlandic Hawaiian Māori Nepali Sardinian

1 2 3

4 5

2 Choose an endangered language for your digital presentation. You can use one of the
languages in Exercise 1 or your own idea.

Why don’t we choose … ? It I’m not sure. How about … ?

would be interesting to discuss/ We could research/focus on/
find out about/look at … include information about …

3 Assign tasks in your group. Decide who is going to research each topic area.

Step 2

4 Research your chosen area. Take notes and write your text(s)/bullet points for each slide.
Use the phrases below to help you.
1 (Language) is spoken in …
2 It is still spoken by about (number) people in (location).
3 The number of speakers of (language) has increased/decreased since (time reference)/by (number).
4 (Language) is part of the cultural identity of the people in (location). It is used (in celebrations/
on special occasions/with family members).
5 (English/Greek) has had a lot of/little influence on this endangered language. A lot of the
words come from/are borrowed from/have their origins in (English/Greek) – for example, …

Page 1/2

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 7.10 Culture
Project worksheet: a digital presentation
Step 3

5 Create your digital presentation. Use the checklist below to check it.
Is there a title at the beginning and on each slide? Tip
Are there slides for each of the research areas in Step 1? • Don’t include too many slides.
Are there enough photos/visuals? • Smile and make eye contact
Have you included some interesting facts? with your audience.
Are the grammar and spelling correct? • Think about the tone of our
voice and your body language.
Step 4

6 Think about four questions to ask other groups about their presentations and write them below.
1
2
3
4

7 Share your presentation with the class. Then answer questions about your presentation.
Ask questions and comment on the other presentations. Use your questions from Exercise 6.

Page 2/2

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Instructions and Answer key
7.10 Culture – Project worksheet: Step 2 Individual work
a digital presentation • Go through the phrases in Exercise 4 and encourage
students to use them when they write their texts or bullet
Before the lesson: A digital presentation can be points for their part of the presentation.
made using a presentation programme like Microsoft • Students work individually, at home or in class, to do their
PowerPoint®. It contains slides with titles, text and research on the internet.
images. It can also contain other embedded elements
• They research their chosen area from p. 99 of the Student’s
like videos. Many students will probably be familiar
Book and take notes.
with the technology as it is a popular way to produce
• They research images that could accompany the
school projects.
presentation. They save the pictures and other materials
You will need: a computer/laptop; digital presentation
they have found that they would like to use.
software; access to the internet; a projector/screen to show
the presentations. If students don’t already have access to Step 3 Group work
presentation software, there are tools online that can be
• Before students prepare their presentation, go through the
downloaded for free. Make sure at least one person in each
checklist in Exercise 5.
group has access to a presentation tool at home.
Note: since this is a very popular way to do many school
A non-digital option: Without access to a computer or
projects, it’s worth spending some time teaching students
the internet, or if you only have limited access, you may
what a digital presentation should look like as it can bring
prefer a non-digital option. Instead of creating a digital
presentation, students can prepare a fact file about a them real benefits in the future.
language of their choice. In a good digital presentation:
You will need: printed materials (information and photos); • there is a separate slide for each topic/subtopic/piece
paper; coloured pens/pencils. of information.
• The slides don’t contain too much information.
• each slide has a title, a photo/image and a short text or
Step 1 Class work
bullet points.
Warm up:
• the titles are short and catchy.
• Ask students if they have ever made a digital presentation.
What was it about? What did they find difficult? Elicit • the font size is big enough to read from a distance.
answers around the class. • Students decide how they will create their presentation:
• If possible, show students an example of a digital they can a) prepare their slides separately and then have
presentation. one person in the group put them together or b) prepare
and finalise their slides as a group.
Task: • Students rehearse giving the presentation as a group.
• Put students into small groups and hand out a copy of the • Students use the checklist in Exercise 5 to check their
worksheet to each student. presentations.
• Ask students what languages they speak. Do they know of • Encourage students to think about their body language
of any endangered languages? while giving their presentations.
• Explain to students that they are going to create a digital
presentation about an endangered language. Step 4 Class work
• Students do Exercise 1 in their groups. Alternatively, you • Groups give their presentations to the class.
may decide to do this as a whole-class activity. If students • Students do Exercise 6.
work in groups, check the answers with the class before • Allow some time for students to discuss their presentations
moving on to Exercise 2. and ask and answer their questions from Exercise 6.
• Give feedback to each group, praising them for their
Answers:
efforts and highlighting any areas for improvement.
Exercise 1
1 Greenlandic • Have a class discussion about which language students
2 Sardinian found the most interesting and might like to learn, and why.
3 Nepali
4 Hawaiian
5 Cornish
6 Maori
• Students do Exercise 2. Point out that they can choose a
language from Exercise 1 or another language they would
like to find out more about.
• In Exercise 3, students decide who will research each area
on p. 99 of the Student’s Book.

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 8.1 Vocabulary
✃ Art and literature

Section A 1
c l a s s i c
2
Art: p o r t r a i t
Give Student B clues for your words. 3
p a i n t i n g
Listen to his/her clues and complete 4
the puzzle. a
5
n
6
m o d e r n
7
l
8
i
9
t
10
e
p o p a r t
12
a
13
t
14
s c u l p t u r e
15
a b s t r a c t
16
i m p r e s s i o n i s t

Section B 1
a
2
Literature: r
Give Student A clues for your words. 3
t
Listen to his/her clues and complete 4
the puzzle. c h a r a c t e r
5
n o v e l
6
d
7
p l o t
8
b i o g r a p h y
9
p o e t
10
c o v e r
11
r
12
p l a y w r i g h t
13
c h a p t e r
14
u
15
r
16
e

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Instructions and Answer key
8.1 Vocabulary – Art and literature

Materials: One Section A and one Section B for each group

of four of students
Language: Vocabulary related to art and literature

• Tell students that they are going to work in pairs to think of

clues for a puzzle with words related to literature and art.
• Put students into pairs and hand out one Section A or one
Section B to each pair. Point out that all the Section A words
are related to art and all the Section B words are related to
literature. Set a time limit for students to think of clues for
their words.
• Join pairs into groups of four: a Section A pair with a
Section B pair. The pairs take turns to give a clue for one of
their words. The other pair tries to find the word so they
can complete their puzzle. If they can’t think of the word,
the other pair should give them extra clues.
• When students have finished, elicit the meanings of all the
words in the puzzle.

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8.2 Grammar
✃ Abilities

Section A
Complete the questions with your own ideas. Then, in pairs, ask and answer the questions.
1 At what age could you first ?
2 When you were five, were you able to ?
3 Can you ?
4 Did you manage to last weekend?
5 Did you manage to finish last year?
6 Will you be able to by the time you are twenty?
7 How old will you be when you are able to ?
8 Do you think you will manage to by the end of this year?
9 When do you think you will manage to ?
10 Can you and at the same time?

Section B
Complete the questions with your own ideas. Then, in pairs, ask and answer the questions.
1 At what age could you first ?
2 When you were three, were you able to ?
3 Can you ?
4 Did you manage to last month?
5 Did you manage to finish last night?
6 Will you be able to by the time you are eighteen?
7 How old will you be when you are able to ?
8 Do you think you will manage to by the end of this year?
9 When do you think you will manage to ?
10 Can you and at the same time?

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Instructions and Answer key
8.2 Grammar – Abilities

Materials: One Section A and one Section B for each pair

of students
Language: Modal verbs for ability

• Tell students that they are going to get a card with ten
gapped questions on it. They should work alone to
complete the questions with their own ideas.
• Put students into pairs and hand out one Section A and
one Section B to each pair. Tell students not to show their
cards to their partner. Students complete their questions
individually.
• When they are ready, students ask and answer their
questions in their pairs.
• Invite different students to share one or two of their
questions and their partner’s answers with the class.

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8.3 Reading and Vocabulary
✃ Ask and answer

When do you Tell me about a novel

experiment with Do you prefer modern or a short story which
different ideas apart art or classic art? Why? you found
from in Art classes? disappointing.

Which do you
Tell me a character in
Name three books prefer: fiction or
a novel you can
you really enjoyed. non-fiction?
relate to.
Why?

Which singers/
Tell me about a film which
writers/politicians/
combines two genres Tell me the plot
bloggers have
(e.g. science fiction and of your favourite story.
ideas which inspire
comedy).
you in some way?

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Instructions and Answer key
8.3 Reading and Vocabulary – Ask and answer

Materials: One set of cards for each group of three students

Language: Vocabulary from Lesson 8.3

• Tell students that they are going to get some cards with
questions written on them. In groups, they have to ask and
answer the questions.
• Put students into groups of three and hand out one set of
cards to each group. The cards should be placed face down
in a pile.
• One student starts by picking up the first card and asking
the other two students the question on it. They answer in
as much detail as possible. The student asking the question
can ask follow-up questions if necessary. When they have
finished, the student asking the question awards the card
to the student who gave the best answer.
• The next student repeats the process with the next card.
Students continue in the same way until all the questions
have been asked and answered.
• The student with the most cards at the end of the activity
is the winner.
• Invite students from different groups to share some of their
answers with the class.

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1.2
8.4 Grammar
Our club

Ideas for our after-school club

Name of club:
What kind of club it is:
Rules of the club:
Members have to:
1
2
3
4
5
Members don’t have to:
1
2
3
4
5
Members aren’t allowed to:
1
2
3
4
5

Report on the club’s activities:

Last year we managed to

We hope that next year we will be able to

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Instructions and Answer key
8.4 Grammar – Our club

Materials: One worksheet for each pair of students

Language: Modal verbs for obligation and prohibition

• Put students into pairs. Tell them that they are going to use
their imagination to think of an after-school club and some
rules for it.
• Hand out a copy of the worksheet to each pair and give
them time to look through it. Set a time limit for them to
brainstorm ideas and write on their worksheet.
• Collect in the worksheets and display them around the
room for students to look at.
• Ask students to vote for the most interesting ideas (apart
from their own).

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 8.5 Listening and Vocabulary
Journalism
Complete the words. Then write the correct heading for each group of words.

What is in the news Where you read the news Who makes the news

A 1 r__p__ __t __r 2 j__ __ __n__l__ __t

3 e__ __t__r 4 p__p__r__z__ __

5 n__t__ __n__l 6 w__ __th__r

n__w__ f__ __ec__ __t

8 c__l__b__ __t__
7 l__c__ __ n__ __s
g__ss__ __

9 n__w__p__ __ __r 10 n__ __s a__ __

11 o__l__ __e
12 m__g__z__ __e
n__ __s s__ __e

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Instructions and Answer key
8.5 Listening and Vocabulary – Journalism

Materials: One worksheet for each pair of students

Language: Vocabulary related to the press

• Tell students that they are going to get three sets of words
(A, B and C) related to the press. By completing the words,
they will be able to match headings given in a box to each
group of words.
• Put students into pairs and hand out one copy of the
worksheet to each pair.
• Students work together to complete the words. Once they
have found one or two in each group, they will be able to
match the headings, and this may make finding the other
words easier.
• Set a time limit for the activity and when students have
finished, elicit the answers.
Answers:
A Who makes the news: 1 reporter 2 journalist
3 editor 4 paparazzi
B What is in the news: 5 national news
6 weather forecast 7 local news 8 celebrity gossip
C Where you read the news: 9 newspaper 10 news app
11 online news site 12 magazine

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 8.6 Speaking
✃ Different opinions

Section A
Complete the words to make phrases for expressing opinions. Then make sentences comparing
ideas and expressing your opinions.
1 Music
In my o , .
2 Literature
P , I think .
3 Languages
is the most useful language to learn b .
4 Clothes
As I s it, .
5 Places in our town
As far as I’m c , .
6 Computer games
If you a me, .

Section B
Complete the words to make phrases for expressing opinions. Then make sentences comparing
ideas and expressing your opinions.
1 Art
In my o , .
2 Sport
P , I think .
3 Education
is the most useful language to learn b .
4 Food
As I s it, .
5 Holidays
As far as I’m c , .
6 Cars
If you a me, .

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Instructions and Answer key
8.6 Speaking – Different opinions

Materials: One Section A and B for each pair of students

Language: Comparing ideas and expressing opinions

• Tell students that they are going to get a card with some
topics on it and a way of starting a sentence giving their
opinions.
• Put students into pairs and hand out one Section A and
one Section B to each pair. Students work together to
complete the missing words in both sections (these are the
same in both sections).
• Elicit the answers and then ask students to look at their
topics alone and write one sentence for each, starting with
the given phrases.
• When they have finished, students take turns to read out their
sentences. Their partner has to express their own opinion,
agreeing or disagreeing with what they have just heard.
• When students have finished, elicit some sentences from
students and allow other members of the class to respond.
Answers:
1 opinion 2 Personally 3 because 4 see
5 concerned 6 ask

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 8.7 Writing
Two self-portraits
1 In pairs, compare the self-portraits below. Which one do you prefer? Why? Use although, despite,
in spite of and even though to express your opinion.

A B

Although the self-portrait of … Despite the self-portrait of …

looks … , I think the self-portrait being … , I prefer the self portrait
of … is … of … because …

2 Write a comparison of two self-portraits that you like.

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Instructions and Answer key
8.7 Writing – Two self-portraits

Materials: One worksheet per student

Language: Writing comparisons, using linkers of contrast

• Hand out one copy of the worksheet to each student.

• Ask the class what people did before cameras and
smartphones. How did they record images of other
people? Of themselves? Elicit/Teach self-portrait, then
refer students to the self-portraits on the worksheet.
Ask them which one they prefer and elicit opinions from
a few students.
• Put students into pairs and ask them to do Exercise 1.
• Move on to Exercise 2. Explain the activity and tell students
that they could look for self-portraits to write about online.
• Students write their comparisons. Remind them to use
the linkers in Exercise 1 and refer to the model text on
Student’s Book p. 107 if necessary.

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8.8 Unit 8 Vocabulary
✃ Which group?

biography novel graphic novel

short story fiction advert

celebrity gossip local news national news

weather forecast editor journalist

reporter author poet

paparazzi designer rap artist

pop art photography sculpture

abstract art architecture film-making

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Instructions and Answer key
8.8 Unit 8 Vocabulary – Which group?

Materials: One set of cards for each group of four students

Language: Vocabulary from Unit 8

• Put students into groups of four. Tell them that they are
going to get twenty-four cards and should work together
to put them into four groups.
• Hand out one set of cards to each group and set a time
limit. To make the activity easier, you could give students
the four categories (see answers below) before they begin.
To turn this into a game, you could tell students that the
first group to finish are the winners.
• When students are ready, elicit the answers.
Answers:
Types of book: biography, novel, graphic novel,
short story, fiction
Types of publishing/press/Journalism: advert, celebrity
gossip, local news, national news, weather forecast
People: editor, journalist, reporter, author, poet, paparazzi,
designer, rap artist
Types of art: pop art, photography, sculpture, abstract art,
architecture, film-making

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8.9 Unit 8 Grammar
✃ Tell your group about …

something you
something you something you
don’t have to do
could do when have to do every
that some of your
you were five day at home
friends have to do

something you something

aren’t allowed to difficult that you something you
do that some of managed to tried to do but
your friends are work out by couldn’t
allowed to do yourself

something you
something you’d three things aren’t allowed to
like to be able to you mustn’t do do at school that
do soon in lessons you can do
outside of school

something you something most

something you
weren’t able to of your friends
can do but not
do until someone can’t do that you
very well
showed you how can do

a level in something one something you

a computer game of your parents won’t allow your
that you haven’t allows you to do teenage children
managed to but the other to do when you
complete yet parent doesn’t are a parent

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Instructions and Answer key
8.9 Unit 8 Grammar – Tell your group about …

Materials: One set of cards for each group of three students

Language: Modal verbs for ability, obligation and prohibition

• Tell students that, in groups, they are going to pick up

cards and tell their group about what is written on them.
• Put students into groups of three and hand out one set of
cards to each group. The cards should be placed face down
in a pile.
• One student starts by picking up the first card, reading
it aloud and telling the rest of the group about what’s
written on it. The other students can ask them questions to
find out more information if necessary.
• Students repeat the process until all the cards have
been used.
• Invite students to talk about one of the topics in front of
the class.

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 8.10 Set for life
Think about it!
1 Is seeing believing? Look at the photo and news
headlines below. Could all four headlines be
true about the same photo?
1 Climate protesters clean up park
2 Climate protesters leave rubbish after protest
3 Rubbish left in beautiful park in Australia
4 Rubbish left in beautiful park in the UK

2 In pairs, check the meaning of the words below.

Then read the text and check your answers to
Exercise 1.

accurate chaos coincidence confusion conclusion distortion evidence lies rumours

This photo of a famous park in England was shared millions of times on social media
to discredit climate protesters. The stories that were shared with the photo spread
false rumours that climate protesters had left the rubbish in a park in the UK after a
demonstration. Another story, on a different date, used the same photo saying that
it showed rubbish left behind by climate protesters in a park in Australia. Was it just a
coincidence that the same photo was used to discredit people who campaigned and cared
for the environment? Or was it a deliberate distortion of facts designed to cause confusion?
Of course, both news stories couldn’t be true. Actually, they were both fake! Luckily, people
didn’t believe that climate protesters would leave so much litter behind. Fact-checkers did
research to see how accurate the story was and found evidence that the photo wasn’t taken
in Australia. A reverse image search showed that the ‘Australian’ photo was actually taken in
the UK at an earlier time, proving that story was a lie. In fact, local reporters found out that
climate protesters in the UK actually volunteered to help clean up the park!

3 Why is fake news a problem? How can we stop it? Discuss your ideas in pairs. Use the words in
the box and the words in bold in the text in Exercise 2 to help you.
4 Complete the tips for identifying fake news with the words below.
accurate beliefs images purpose source

1 Look at the . Research where, when, and why they were taken.
2 Find out who wrote the text. Is it from a reliable ?
3 Look for any bias in the story. Does the writer have any specific ?
4 Think about the of the story. Is it to give news, to endertain or to advertise?
5 Fact-check the evidence. Is it ?

5 Find an online story. Use the tips in Exercise 4 to identify any evidence that can help you
confirm if it is real or fake.

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Instructions and Answer key
8.10 Set for life – Think about it!

Materials: One worksheet for each student

Language: Speculating, responding to suggestions,
expressing critical thinking

Critical thinking: Accumulate and interpret

The activities are aimed to help students realise
that in order to reach a logical conclusion about
something, they have to identify and make sense of
any evidence available.

• Ask students why it is so important to look at news

stories carefully.
• Elicit the term fake news. Remind students that as they saw
in the Student’s Book, it is important to identify and make
sense of any evidence available.
• Put students into pairs and hand out a copy of the
worksheet to each student.
• Refer students to the photo and ask them if they have seen
it before. Where do they think it was taken?
• Students do Exercise 1.
Answers:
Exercise 1
No, they can’t all be true because the facts are different.
• Move on to Exercise 2. Students could check the meaning
of the words in the box in their pairs or you could do this
with the whole class.
• Give students time to read the text and check their ideas
from Exercise 1. Elicit responses from different students.
Answers:
Exercise 2
1 and 4 are true headlines.
2 and 3 are fake headlines.
• Ask students to do Exercise 3. Encourage them to expand
on their ideas/opinions. Also point out that they should try
to use vocabulary from Exercise 2.
• Invite students from different pairs to share their answers
with the class.
• Students do Exericse 4, individually or in pairs. Elicit
the answers.
Answers:
Exercise 3
1 images 2 source 3 beliefs 4 purpose 5 accurate
• Students do Exercise 5. They could look for a story online
or you could give them one to research.
• If time allows, students could present their research to
the class.

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9.1 Vocabulary
✃ Match up

school prom

blow out candles

fancy- dress party

family get- together

street party

wedding reception

stay up late

bring bad luck

celebrate birthday

light fireworks

put up decorations

turn eighteen

unwrap presents

Independence Day

follow a tradition

special occasion

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Instructions and Answer key
9.1 Vocabulary – Match up

Materials: One card for each student (up to a total of

32 students)
Language: Vocabulary related to celebrations

• Tell students that they are going to get a card which makes
half of a word friend. If the card is white, they have the
first part of the word friend. If the card is grey, they have
the second part.
• Hand out the one card to each student and ask students
with first words to stand up. They go to one of the seated
students and tell them their word. The seated student says
their word. If they think the two words can be matched
to make a word friend, they sit together. If they don’t,
the student with the first word moves to another seated
student and tries again.
• When everyone has found their partner, the pairs define
their word friend and other students try to guess it.

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 9.2 Grammar
✃ Great/Terrible party!

Section A
In pairs, use your imagination to complete the sentences. They should show that the party
was great.

A great party!
1 We had a DJ who .
2 We hired a limo which .
3 The person whose birthday it was .
4 I wore some clothes which .
5 Some people who we hadn’t invited .
6 The hall where the party was held .
7 My friends, who .

Section B
In pairs, use your imagination to complete the sentences. They should show that the party
was terrible.

A terrible party!
1 We had a DJ who .
2 We hired a limo which .
3 The person whose birthday it was .
4 I wore some clothes which .
5 Some people who we hadn’t invited .
6 The hall where the party was held .
7 My friends, who .

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Instructions and Answer key
9.2 Grammar – Great/Terrible party!

Materials: One Section A and one Section B for each group

of four students
Language: Defining and non-defining relative clauses

• Talk to students about what makes a party good or bad.

Elicit ideas and tell them that they are going to complete
some sentences about either a great party or
a terrible one.
• Put students into pairs and hand out Section A to half the
pairs, and Section B to the other half. Pairs work together
to complete their sentences.
• When ready, join pairs together into groups of four: a
Section A pair with a Section B pair. The pairs take turns to
read out their sentences.
• Invite students to share their sentences with the class.

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 9.3 Reading and Vocabulary
Let’s celebrate!
1 Complete the questionnaire for you. Use the phrases below when giving your opinion.
I have a passion for … I love … I’m a big fan of … I’m crazy about … I’m into … Recently, I really got into …

QUESTIONNAIRE
What do you Someone
Your opinion
think about: who agrees

1 music?

2 dancing?

3 music festivals?

4 camping?

5 sport?

6 football?

7 zorbing?

8 films and going to

the cinema?
9 going to a restaurant?

10
(your favourite
celebration activity)?

2 Find someone who agrees with you. Write their name in the questionnaire in Exercise 1.

3 Use the information in Exercise 1 to decide who would be the best person to plan a shared
celebration with. Tell the class.

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Instructions and Answer key
9.3 Reading and Vocabulary – Let’s celebrate!

Materials: One worksheet for each student

Language: Giving opinions, expressing likes and dislikes

• Ask: How did you celebrate your last birthday? How would
you like to celebrate your next birthday? Elicit answers
around the class.
• Tell students that they are going to complete a
questionnaire about celebrations and then try to find
someone who they could share a celebration with.
• Hand out a copy of the worksheet to each student.
• Students do Exercise 1 individually. Point out that they
should use the phrases in the box to express their opinions.
Monitor and help as necessary.
• Move on to Exercise 2. Explain to students that they should
mingle, ask different students the questions and when
they find someone who agrees with them, they should
write their name in the last column of the questionnaire.
Encourage students to speak to as many people as
possible. Explain to them that the aim is to find out who
has the most similar opinions to theirs.
• Move on to Exercise 3. Give students time to think about
who they would share a celebration with and why. Then
invite different students to share their decisions with
the class.

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 9.4 Grammar
✃ I was wondering if …

Section A
1 Complete the indirect questions.
1 Hi. What’s your name?
Hi. Could you tell ?
2 Whose party is it?
Do you know ?
3 Who are those people over there?
Do you have any idea ?
4 Where did you get that pizza?
I was wondering ?
5 Are there going to be any fireworks later?
Do you know ?
6 What’s the weather going to be like this evening?
Do you have any idea ?
7 Can I have a bite of that pizza?
Do you mind ?
2 Work with Student B. You are both at a party. Ask him/her your indirect questions from
Exercise 1.
3 Work with Student B. You are the mother/father of Student B’s friend. Use your
imagination to answer his/her questions.

Section B
1 Complete the indirect questions.
1 Hello, Mr/Mrs Green. Is John at home?
Hello, Mr/Mrs Green. Could you tell ?
2 What time will he be back?
Do you know ?
3 Can I wait for him?
Do you mind ?
4 Thanks. Excuse me. Where’s the bathroom?
Could you tell ?
5 Thanks. Can I use your phone?
I was wondering ?
6 Thanks. I have to go home now. Can I come to see John later?
Thanks. I have to go home now. Do you mind ?
7 Great, thanks. Oh, no, it’s raining! Where’s the nearest bus stop?
Great, thanks. Oh no, it’s raining! Do you know ?
2 Work with Student A. You are both a party. Use your imagination to answer his/her questions.
3 Work with Student A. You are at a friend’s house talking to their mother/father.
Ask him/her your indirect questions from Exercise 1.

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Instructions and Answer key
9.4 Grammar – I was wondering if …

Materials: One Section A and one Section B for each pair

of students
Language: Indirect questions

• Remind students how to form indirect questions.

• Tell students that they are going to get seven direct
questions which they have to rewrite as indirect questions.
• Put students into pairs and hand out one Section A and
one Section B to each pair. Students work individually to
complete the indirect questions.
• Elicit the answers.
• Tell students that they are now going to role play two
conversations using their questions from Exercise 1. The
first conversation takes place at a party. The second one
takes place at a friend’s house.
• Refer students to the instructions for Exercises 2 and 3, and
when they are ready, ask them to begin their role plays.
• When students have finished, invite pairs to act out their
conversations in front of the class.
Answers:
Exercise 1
Section A
1 Could you tell me what your name is?
2 Do you know whose party it is?
3 Do you have any idea who those people over there are?
4 I was wondering where you got that pizza.
5 Do you know if there are going to be any fireworks later?
6 Do you have any idea what the weather is going to be like
this evening?
7 Do you mind if I have a bite of that pizza?
Section B
1 Could you tell me if John is at home?
2 Do you know what time he will be back?
3 Do you mind if I wait for him?
4 Could you tell me where the bathroom is?
5 I was wondering if I could use your phone.
6 Do you mind if I come to see John later?
7 Do you know where the nearest bus stop is?

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9.5 Listening and Vocabulary
Find someone who …

Find someone who … Name

feels excited when a firework display is about

1 to begin.

feels scared when they hear loud,

2 sudden bangs.

3 thinks fireworks look incredible.

thinks people often look and sound terrified

4 during firework displays.

5 thinks fireworks are too noisy.

6 loves fireworks, but only when they’re quiet.

thinks the air smells terrible during

7 firework displays.

likes how quiet it gets when a firework

8 display ends.

would like to have a firework display at their

9 next birthday party.

thinks firework displays should only be held at

10 certain times of the year.

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Instructions and Answer key
9.5 Listening and vocabulary – Find someone
who …

Materials: One worksheet for each student

Language: Adjectives to describe sights and sounds,
sense verbs

• Ask students what they think about fireworks and what

they like/dislike about them. Elicit a few answers around
the class.
• Tell students that they are going to ask their classmates
questions to find out what they think about fireworks.
• Hand out a copy of the worksheet to each student. Ask
them to read through all the items and to ask you if there
is anything they don’t understand.
• Demonstrate for the class. Ask a student the first question
and if their answer is yes, write their name next to the
question on the worksheet. If their answer is no, ask the
same question to a different student.
• Explain to students that they should ask their questions to
different classmates until they find someone who answers
‘yes’ to each question.
• When students have completed their worksheets, for
each item on the worksheet, elicit names of people who
answered ‘yes’ to each question.
• If there is time, you could put students in pairs or small
groups and ask them to tell their partner(s) about the best
firework display they have been to.

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 9.6 Speaking
✃ Be polite!

Section A Section B
Situation 1 Situation 1
Make a polite request. Respond to a request.
Ask your classmate for some help with some Your classmate asks you for some help with
difficult homework. Thank him/her for his/her some difficult homework.
help.

Situation 2 Situation 2
Make a polite request. Respond to a request.
Ask your mum/dad to buy some food for a You are going to the shops and your son/
packed lunch for your school trip. Say what you daughter asks you to buy some food for their
would like them to buy. Thank him/her. school trip.

Situation 3 Situation 3
Make a polite request. Respond to a request.
Ask the school librarian to help you find a book You are a school librarian. A student asks you to
for your history project. Thank him/her for his/ help him/her find a book for his/her history
her help. project.

Situation 4 Situation 4
Respond to a request. Make a polite request.
A friend asks you to feed their cat while they Ask your friend to feed your cat while you are
are away for the weekend. away for the weekend. Say where you are going.
Thank him/her for his/her help.

Situation 5 Situation 5
Respond to a request. Make a polite request.
A tourist asks you when the next bus You are a tourist. Ask a passer-by when the next
to the town centre is. bus to the town centre is. Thank him/her for his/
her help.

Situation 6 Situation 6
Respond to a request. Make a polite request.
You are at the dinner table. Your brother/sister You are at the dinner table. Ask your brother/
asks you to pass the salt. sister to pass you the salt.

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Instructions and Answer key
9.6 Speaking – Be polite!

Materials: One Section A and one Section B for each

pair of students
Language: Being polite

• Tell students that they are going to practise language for

being polite.
• Before they begin, you could review the language from the
Speaking box on p. 118 of the Student’s Book. Ask students
to give you useful language for the following – you could
write the phrases on the board for students to refer to
during the activity: making polite requests, responding
to polite requests, giving thanks, responding to thanks.
Alternatively, go through the Speaking box in the Student’s
Book with the class.
• Put students into pairs and hand out one Section A and
one Section B to each pair.
• Explain that students will role play six different situations
in which they make requests, respond to requests, give
thanks and respond to thanks. Point out that they will
swap roles for the last three situations (i.e. it will be
Student B making the requests and Student A responding
to them). Remind them to use the language on the board/
in the Speaking box.
• When they have finished, invite different pairs to act out
the different conversations.

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 9.7 Writing
Hi, Max!

Choose the correct option to complete the email.

From: Jason
To: Max
Subject: Birthday party

Hi, Max!
How are 1things / you up to? 2Where / How are your summer holidays going? My
sister’s turning eighteen on 15 August. Do you 3fancy / want coming? I’m allowed to
invite one friend so that I don’t get bored, but I don’t think there’s much danger of
that! One of my sister’s friends is a DJ and he’s going to be playing the music. He’s
really good! The party is going to 4take / make place at a big restaurant near our
town. I 5hope / wish the weather is good because there are large gardens where we
can sit and eat and play Frisbee.
Mum and Dad said that you could stay at our house aer the party. We probably
won’t do much on the day aer the party as we won’t get home until about 2 a.m.,
but my uncle has 6suggested / invited us all to his house in the evening. I’d also
7
like / want to introduce you to some of my new school friends.
8
On / By the way, my sister doesn’t want everyone to wear formal clothes, but I think
it would be a good idea if you wore a shirt. Sorry, I know you hate looking smart!
I 9wish / hope you can come. Please 10tell / let me know as soon as possible.
11
Speak / See soon,
Jason

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Instructions and Answer key
9.7 Writing – Hi, Max!

Materials: One worksheet for each student

Language: Writing an informal email of invitation

• Explain that students are going to get an email of

invitation, which they are going to complete by choosing
the correct options.
• Hand out a copy of the worksheet to each student.
• Ask students to work alone and give them time to
complete the activity.
• When they have finished, get them to compare answers
in pairs.
• Elicit the answers.
Answers:
1 things 2 How 3 fancy 4 take 5 hope 6 invited
7 like 8 By 9 hope 10 let 11 Speak

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 9.8 Units 7–9 Vocabulary
✃ Half a crossword

Section A
1
f
2 3
e w n
4 5
s c e e
t o a w
i s t s
6 7
v t h d p
8
a u e e a
9
l m r t s p
10 11
t e f p r i e
e o a a g r
r r r d n
r e a i e
i c d t r
12
b a e i
13
l s o
e t n

Section B
1

2 3

4 5
d e l i c i o u s

6 7
a d v e r t d i s p l a y
8
c e r e m o n y
9

10 11
t e r r i f i e d p a p a r a z z i

12
h e a d l i n e
13
g o s s i p

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Instructions and Answer key
9.8 Units 7–9 Vocabulary – Half a crossword

Materials: One set of cards for each pair of students

Language: Vocabulary from Units 7–9

• Tell students that you are going to give them a crossword

that contains half of the answers; they have to make clues
for these answers.
• Put students into pairs and hand out Section A or Section
B to each pair. Point out that half the pairs have got all the
‘across’ words, and the other half all the ‘down’ words. The
pairs work together to make clues.
• When students are ready, join a Pair A with a Pair B into
a group of four.
• Pairs take turns to give clues for one of their words and
the other pair add that word to their crossword. During
the process, they should not use L1 nor tell each other the
correct words. The pairs repeat the process until they have
given clues and guessed all of the words in the crossword.
• When they have finished, they check their answers by
looking at each other’s crossword.
• Invite pairs to choose one of the words in the crossword and
to give clues for the rest of the class to guess the word.

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 9.9 Units 7–9 Grammar
Grammar-go-round

10 Modal verbs of ability

Finish this sentence in
three different ways.
11 Indirect questions By the time I am twenty,
Complete these indirect I will be able to …
questions and ask other
members of the group.
I was wondering if … 9 Relative clauses
Do you know … ? Talk to your group about
Could you tell me … ? a person who has had a big
influence on your life.
12 Modal verbs of
obligation and
prohibition 8 Indirect
Ask each member of your questions
group a question. Think of three indirect questions
Are you allowed to … ? you might ask your teacher
Do you have to … ? during a lesson.
Will you be allowed to … ?
7 Modal verbs of
13 Relative clauses obligation and
Complete this sentence in prohibition
three different ways. Make three sentences about rules in your
Tom Holland, who … , home. Two should be true and one should
is my favourite actor. be false. See if the others can guess
which sentence is untrue.
14 Modal verbs of
obligation and
prohibition 6 Modal verbs of ability
Make three true sentences
Make three sentences starting about yourself using these phrases.
with these phrases.
I can’t … I managed to …
I’m not allowed to … I will be able to …
I don’t have to … I have to …

The pasive 5 The pasive

15 Complete the questions
Make these sentences
passive. about exams in your country
and answer them.
Our teacher tells us what to do.
Someone gave my friend a lift When will I (tell) my results?
to school this morning. Will they (send) to my house?
Will I (give) a chance to take
the exams again if I fail?
16 Modal verbs of ability
Ask each person in the
group about something 4 Relative clauses
he/she can do well. Talk to your group about
something you own which you
couldn’t live without.
17 The pasive
Complete these questions
with passive forms and ask 3 Modal verbs of
people in your group. obligation and
How often (you/take) to 1 The pasive prohibition
school by your parents? Make sentences using Make rules for a younger
START

How often (you/give) clothes these phrases. brother or sister.

you don’t like by relatives? … will be given … You mustn’t … You have to …
… can be written … You aren’t allowed to …
… must be paid …
18 Indirect questions
Tell the student on your 2 Modal verbs of ability
left to ask you a question. Imagine your teacher is
Then ask the same question indirectly talking about you.
to the student on your right. Complete their sentences.
Use: Could you tell me … ? … can … very well.
… could … if he/she tried harder.
Last month he/she managed to …

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Instructions and Answer key
9.9 Units 7–9 Grammar – Grammar-go-round

Materials: One worksheet, four counters and one dice for

each group of four students
Language: Grammar from Units 7–9

• Tell students that they are going to play a board game

in which they move around a board and follow the
instructions on the squares.
• Put students into groups of four and hand out to each
group a copy of the worksheet, a dice and four counters.
The students place the counters at the start point.
• One student starts by throwing the dice and moving his/
her counter the appropriate number of spaces. He/She
then follows the instructions on the square he/she lands
on. When he/she has done what was required, he/she
marks the square with his/her initials.
• Students take turns to continue from where the previous
student landed.
• There is no finishing point in the game. Students continue
around the board as many times as is necessary. If a
student lands on a square which already has their initials
on it, they can nominate another student to carry out the
instructions on that square, and this student’s initials will
also be added to the square. If a student lands on ‘START’,
they don’t have to do anything on that turn.
• Set a time limit and stop the activity when the time is up.
Ask the student who is having his/her turn at the time to
complete their turn and then to stop.
• Invite students from different groups to share some of their
sentences with the class.

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 9.10 BBC Culture
Project worksheet: a digital leaflet

Step 1

1 Look at the ideas below for activities for a festival of street art. In groups, add more ideas
to the list.

• parkour
• street dancing
• street painting
• BMX biking

2 Think about your leaflet for the festival. How can it attract more people to the festival? Discuss
your ideas in your group.

How about including a contest Yes, that’s a great idea! We

for free tickets? could also …

3 Look back at the list of activities in Exercise 1. Choose four to include in your leaflet. Think
about these questions and discuss any other points you think are important.
1 Which activities are the most interesting to watch?
2 Which are the most fun to do?
3 Which do you think would be popular with younger/older people?
4 Which might attract people to the festival?

4 Decide who will write about each of the activities you chose in Exercise 3.

Step 2

5 Prepare your part of the leaflet. Find information about your activity for the leaflet and make
notes below.
• Where/When the activity will take place:

• Skills/Techniques the performers will present:

• Attractions prepared for the participants:

• Other information:

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 9.10 BBC Culture
Project worksheet: a digital leaflet
6 Write your text for the leaflet. Use your notes from Exercise 5 and the phrases below to help
you. Then find photos.
1 Have you tried/seen … before? Tip
2 … will take place in (place) at (time). • Remember that the layout of
3 The performers will present … (think about different a leaflet is very important.
skills and techniques). Think carefully about where
4 Do come and try/watch the attractions prepared for the to put your text and photos.
participants, which will be … • Think of a catchy title for your
5 You’ll really enjoy … leaflet and if appropriate,
add headings to make the
information easier to follow.
Step 3
7 Create your leaflet. Use the checklist below to check it.
Does the leaflet say where and when the festival is?
Do you talk about all four activities? Is this the best order to talk about those activities?
Does the leaflet include all the necessary information about the activities visitors can try?
Are there enough photos? Are they the right size?
Have you thought about the layout?
Is the information clear and easy to follow?
Are the grammar and spelling correct?

Step 4
8 Share your leaflet with the class. Answer questions about your leaflet. Ask questions and
comment on the other leaflets.

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Instructions and Answer key
9.10 Culture – project worksheet: Step 2 Individual work
a digital leaflet • Refer students to Exercise 5 and point out the different
items they will need to include information about.
Before the lesson: A digital leaflet is a leaflet that is not • Go through the phrases in Exercise 6 with the class and
printed but shown on a screen. As it is digital, it can also encourage students to use them when they write their
include interactive material such as videos or animations. texts.
You will need: a computer/laptop with access to the • Students work individually, at home or in class, to create
internet; a projector/screen to show the leaflets, or printer/ their part of the leaflet.
paper to print them and tape/adhesive tack. There are a
lot of free, ready-made templates for leaflets/brochures Step 3 Group work
which are available to download. A good place to look for • Students create their leaflet in their groups. Encourage
a suitable template is canva.com, which has leaflets, or them to think about how much text and how many photos
postermywall.com, which has flyer templates that can be they want to include before they decide on the layout or
used to make leaflets. Most ready-made templates are easy find an online template that will allow them to include
to use – students can drag and drop in their chosen photos what they want.
and texts.
• Remind students that they should always give the source
A non-digital option: Without access to a computer or the of photos and/or illustrations.
internet, or if you only have limited access, you may prefer • Students use the checklist in Exercise 7 to review their
a non-digital option. Instead of creating a digital leaflet,
leaflet and decide if there are any parts which can be
students can make the leaflet on a large sheet of paper.
improved.
Students work in groups and follow the steps as for the
digital option. They write their texts and look for photos in • Students can print their leaflets (at home or at school)
magazines or on the internet. They then plan the layout of or they can be displayed using a digital projector or
their leaflets and stick the elements on. a whiteboard.
You will need: a large sheet of paper for each group; Step 4 In class
coloured pens/pencils; glue, tape/adhesive tack.
• Display the leaflets on the wall or on the whiteboard.
• Students do Exercise 7. They discuss each leaflet, give
Step 1 Class work comments and ask and answer additional questions. Point
out that while giving comments, they should first say what
Warm up: they liked about the leaflet and then focus on the areas
• Ask students about street art festivals they have been to or that could be improved.
heard about. Ask them if they would they like to go to one • Give feedback to each group, praising them for their
and why/why not. Elicit answers around the class. efforts and highlighting any areas for improvement.
Task: • After all the groups have shown their leaflets, students
discuss as a class which leaflets they found the most
• Explain that students are going to prepare a digital leaflet
attractive. They then decide if they would like to go to one
about a festival of street art. If possible, show them some
(or more) of the festivals presented in the leaflets.
examples. Look together at what information leaflets
contain, e.g. location, timings, activities.
• Put students into groups of four and hand out a worksheet
to each student.
• Students do Exercise 1 in their groups. If you think they will
struggle to come up with ideas, this can also be done as a
whole-class activity.
• Refer students to Exercise 2 and ask them to discuss in
their groups. Again, you could do this activity with the
whole class, to help students with ideas.
• Students do Exercises 3 and 4 in their groups. They
choose four activities to include in their leaflet and then
assign one activity to each member. Monitor the groups
and encourage students to give reasons to support their
choices. Point out that they may have to compromise so
that everyone has an activity they are happy to research
and write about.

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