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 18 (communication/rawpixel.com), 18 (smartphone/bigtunaonline), 18 (dog
1 face mask/di bronzino), 18 (smiling man/africa studio), 20 (clouds/
alexgreenart), 20 (planet/suiraton), 20 (staycation/nito), 20 (zip line/ammit
Great Clarendon Street, Oxford,  , United Kingdom jack), 20 (saint basils/volodymyr goinyk), 20 (tourists/alpa prod), 20 (buffet/
(buffet/
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information only. Oxford disclaims any responsibility for the materials silvicora), 55 (DJ/ra2studio), 57 (smiling teen with glasses/ann haritonenko),
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Printed in China
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This book is printed on paper from certified and well-managed sources 58 (running track/annette shaff), 60 (male trainer/michaeljung), 60 (hula
hoops/myimages - micha), 60 (surfboards/kevin hellon), 60 (wooden djembe/
 krsmanovic), 60 (frisbee/ufulum), 62 (sport shoes/marian weyo), 64 (annoyed
Cover photographs reproduced with permission from: Shutterstock; Chichen Itza girl/antonio guillem), 65 (blanket toss/al grillo), 66 (yusra mardini/carolyn
pyramid El Templo Kukulcan temple/age fotostock). kaster), 66 (swim lanes/snapper 68), 68 (cufflinks/v_lisovoy), 68 (tailor dummy/
Back cover photograph: Oxford University Press building/David Fisher. africa studio), 68 (jean pocket/africa studio), 68 (one shoe/homeart), 68 (zip/
Video stills by: Oxford University Press pp.11, 14, 21, 24, 35, 38, 45, 48, 59, 62, alexey laputin), 68 (shirt/sergign), 68 (shoes/richard peterson), 68 (belt buckles/
69, 72. jiang zhongyan), 68 (buttons/natalia
(buttons/natalia golubnycha),
golubnycha), 68 (shirt collar/bogdan
florea), 69 (t-shirts/donatas1205), 69 (girl posing/lithian), 69 (leather jacket/
Illustrations by: Dave Cockburn pp.34, 39, 56, 70, W18; Gisela Bohorquez/
wildzero), 69 (gingham/nys), 69 (ripped jeans/sangkhom sangkakam),
Astound US pp W11; Nathan
Nathan Hackett/Anna
Hackett/Anna Goodson
Goodson pp.39, 97.
69 (baggy trousers/mona makela), 69 (silk scarves/allween), 69 (polka dot
The publisher would like to thank the following for permission to reproduce photographs: fabric/andreja donko), 69 (denim jacket/evgeny hmur), 69 (stripey fabric/
Alamy Stock
Stock Photo pp.17 (workmen/VintageCorner),
(workmen/VintageCorner), 20 (Picking fruit trees/ xiaorui), 69 (blue fabric/sootra), 72 (textile factory/adaco), 73 (map/jacob lund),
Mint images), 20 (Vacation exchange website/Netphotos), 22 (Street art/ 74 (model/fashionstock.com), 76 (thread spools/bogdandimages), 76 (pineapple
hanohikirf), 27 (Studio Ghibli film ‘Laputa: Castle in the Sky’ at Ghibli and banana/yurchello108), 76 (cotton fabric/stockphoto-graf),
fabric/stockphoto-graf), 76 (sewing
museum/Coward lion), 33 (‘The Mount Fuji’. 19th century. Artist: Totoya accessories/elena blakhina), 76 (test tubes/freeprod33), 76 (seaweed/
Hokkei/Heritage image partnership ltd), 41 (Houdini/Everett collection inc), boommaval), 79 (backpack/sebra), 79 (zip/pawel michalowski), 79 (tent/korwat
58 (Drugs in trash can/phanie), 65 (Ear pull contest/Design pics inc), photo shoot), 80 (athlete/sirtravelot), 81 (sports track/maksym dykha),
65 (Knuckle hop competition/Design pics inc), 66 (Yusra Mardini swimming/ 85 (footprint/trifonenkolvan), 86 (london’s docklands/dubassy), 88 (tennis
Aflo co lts), 75 (Yao Minority Women
Women Ping An Village Longsheng China/ player/stratos giannikos), 88 (wood texture/mindmo), 89 (playing tennis/spass),
bdimages), 75 (Yao Long Hair woman tying extremely long black hair beside 94 (harvard university/roman babakin), 94 (oxford university/skowronek), 94
river Huangluo Village Guangxi China/David south), 75 (Long haired Yao canberra university/eqroy), 95 (mexico university/csp), 95 (brasil university/
woman doing her daily hair combing and adding of hair braids to create thiago leite), 96 (happy female/wayhome studio), 96 (digital eye/esb
elaborate manes Guilin China/Dave stamboulis), 95 (Boğaziçi University professional), 14 (collage of photos/tatevosian yana), 15 (woman using phone/
Istanbul Turkey, cultural center, Albert Long hall/Grethe ulgjell), 95 (Courtyard kaspars grinvalds), 28 (machu picchu/emperorcosar), 34 (colourful
of University de Los Andes, MERIDA, Venezuela, South America/Juergen background/grai), 45 (modern city sky/imageflow), 48 (people vector/quinky),
ritterbach), W43 (Adidas jacket/jbsports); Amar Latif pp.28 (Amar Latif); 72 (factory workers/ada co), W5 (stressed girl with devices/guruxox), W7 (pizza
Bridgeman Images pp.32 (Impression: Sunrise, 1872 (oil on canvas)/Monet, photo/k2 photostudio), W8 (biker on beach/eric g evaert), W12 (route 66/
Claude), 32 (The Great Wave off Kanagawa from from the series ‘36 Views of maxym), W14 (salt flats/sl-photography), W14 (NYC/mihai simonia),
Mt. Fuji’, 1831 (hand-coloured woodblock print)/Hokusai, katsushika), 33 (The W15 (kuala lumpur/tcharts), W18 (professional runners/jacob
runners/jacob lund),
Conversation, c.1896 (pastel on paper laid on canvas)/Cassatt, Mary W19 (studying/sebra),
(studying/sebra), W19 (taxi/nerthuz), W22 (playing cards/valeri potapova),
Stevenson), 33 (Sunflowers, 1888 (oilon canvas)/Gogh, Vincent van), W26 (laughing students/jacob lund), W26 (smiling teen boy/f8 studio),
33 (Abstract Head: Easter, 1933 (oil on board)/Jawlensky, Alexej); Getty Images W27 (birthday/halfpoint),
(birthday/halfpoint), W28 (mother and daughter/fixkes), W32 (runners/
pp.4 (Hispanic boy and grandmother/Jose luis pelaez inc), 6 (Google products/ antoniodiaz), W34 (jogging/gpointstudio), W35 (white water rafting/strahil
bloomberg), 31 (Selfie with grandad/Westend61), 69 (Floral fabric/Prasngkh), dimitrov), W36 (golden gate heights mosaic stariway/mariusz s . jurgielwicz),
71 (James dean/John kobal foundation), 71 (Marlon brando/bettman), 91 (street W39 (leather jacket/constantinosZ), W39 (grey jeans/food traveltravel stockforlife),
carnival/pollyana ventura), W4 (Handsome Boy Telling a Joke/ W39 (striped top/irina rogova), W39 (black boots/adisa), W39 (blue shirt/ruslan
AleksandarGeorgiev), W21 (Young (Young couple lost in hedge maze/Floresco kudrin), W39 (blue jeans/chattapat), W39 (sneakers/miss ty), W39 (belt/anna
Productions), W39 (Black leather woman’s bag with gold details/Aefoto), chelnokova), W39 (leather jacket/alexandr vlassyuk), W39 (shoe/ehrman
W39 (Gray
(Gray sweater/Gooddenka), W40 (Scenes Of Samoa/Mark
Samoa/Mark Kolbe/Staff),
Kolbe/Staff), photographic), W39 (shirt/margostock), W43 (cartoon females/mediterraneo7).
W42 (High school students studying at laptop in library/Hero Images); Press
Association pp.26 (Rob greenfield/Matt crossick); Shutterstock
Shutterstock pp.4 (laptop on
lakeside/tagstock1), 4 (female/cookie studio), 4 (group of friends/rawpixel.
com), 6 (light pattern/marymyyr), 6 (amazon echo/aflo), 6 (vr glasses/
westend61), 8 (havard/jannis tobias
tobias werner), 8 (kalamazo/iyd39),
(kalamazo/iyd39), 8 (brunette/
asife), 10 (social media/cienpies design), 10 (girl with flowers/anton zabielskyi),
10 (serious teen/manuela durson), 10 (girl reading/george dolgikh),
10 (environmental activist/mangostock), 10 (playing guitar/snowblurred),
11 (emojis/fim.design), 12 (bungee jump/vitalii nesterchuk), 12 (girl with hat/
look studio), 12 (friends/rido), 12 (girl friends/karelnoppe), 13 (arguing with
mum/speedkingz), 14 (looking at smartphone/olena zaskochenko),
15 (laughing friends/pixelrain), 17 (suman bansal/munish bansal), 17 (black
lives matter protest/max becherer), 18 (cute doodles/balabolka),

© Copyright Oxford University Press

 Contents
Student Book contents ...............................
.................................................
.................................iv
...............iv

Welcome to Link It! 6 .........................

............................................
.....................................
.........................4
.......4

Unit 1...........................................
..............................................................
.....................................
..................................
................10
10

Unit 2 ...................
.....................................
....................................
.....................................
.....................................
......................
.... 20

Review A ..................
....................................
.....................................
.....................................
..................................
................30
30

Unit 3...........................................
..............................................................
.....................................
..................................
................34
34

Unit 4...........................................
..............................................................
.....................................
..................................
................44
44

Review B........................................
...........................................................
.....................................
...............................
.............54
54

Unit 5...........................................
..............................................................
.....................................
..................................
................58
58

Unit 6 ...................
.....................................
....................................
.....................................
.....................................
......................
.... 68

Review
Review C ...................
.....................................
.....................................
.....................................
..................................
................78
78

My progress .................................................
...................................................................
..................................
................82
82

From School
Sc hool to Work ...................................
.....................................................
...............................
.............85
85

Cambridge English B2 First (FCE)

for Schools Practice ................
...................................
.....................................
..................................
................88
88

Projects ..................
....................................
....................................
.....................................
.....................................
.................... 94

Student Book audioscripts

a udioscripts .....................
.......................................
..................................
................98
98

Workbook answer key.................

key....................................
.....................................
..........................106
........106

Audio track list .....................................

........................................................
.....................................
....................110
..110

Contents iii
© Copyright Oxford University Press

Contents
W Welcome pp.4–9 Vocabulary Reading and grammar

• Personality adjectives • Simple present and present progressive

1
My social • Feelings Real English: Talk about annoying habits
media life Vlog: Pet hates • Present perfect and present perfect progressive
p.10–19 Strategy: Improving your
vocabulary

• Vacations • used to, would, and simple past

Life’s an
Life’s
adventure! Real English: Verb and noun formations

2
• Tr
Travel
avel experiences • Narrative tenses: simple past,
Vlog: Time off!
p.20–29 past progressive, past perfect,
past perfect progressive

A Review pp.30–33 Exam practice and review A Extra communication A

• The mind • Modal verbs

3
All in the mind • Phrasal verbs with in and out • Verbs o
off obligation, necessity, prohibition,
p.34–43 Vlog: I had a dream … and permission
Strategy: Learning and • Adverbs of frequency, manner, opinion / attitude,
remembering phrasal verbs and degree
Real English: Using adverbs
• Modals of speculation, deduction, and
obligation in the past
• Future choices • Future tenses: simple present, present progressive,

4
The future • Personal qualities be going to, will / won’t
is bright Vlog: The bigger picture Real English: Adjectives with -self
p.44–53 Strategy: Increasing your • Future progressive
vocabulary: synonyms • Future perfect
• Future perfect progressive

B Review pp.54–57 Exam practice and review B Extra communication B

• Health and fitness • Conditionals: zero, 1st, 2nd, 3rd

5
Fit for life • Phrasal verbs: exercise • I wish … / If only …
p.58–67 Vlog: Do it yourself! Real English: Word building

• Parts of clothing • The passive

6
Looking good • Clothes adjectives Real English: Talking about feelings, beliefs, and opinions
p.68–77 Vlog: Blast from the past! • have / get something done
Strategy: Adjective order

C Review pp.78–81 Exam practice and review C Extra communication C

From School to Work pp.85–87 B2 First (FCE) Exam Practice pp.88–93

Workbook Unit 1 pp.W2–W8 Unit 2 pp.W9–W15 Unit 3 pp.W16–W22 Unit 4 pp.W23–W29

© Copyright Oxford University Press

COMPETENCES
Communication Listening and speaking Reading and writing

Asking follow-up questions • Discussing photography • A very social life

and showing interest Culture focus: How can pictures • A text about the positive impact of social
Strategy: Uses of like represent a culture? media
Strategy: Approaching a listening task Strategy: Using previous knowledge
Strategy: Checking your writing

Filler comments • Talking about unusual museums • See the world through different eyes
Strategy: Conversation fillers Culture focus: Why are museums
important? • Strategy:
An account of a tour
Reading with
for the a blind
main idea traveler
The Newseum
Strategy: Answering comprehension
questions

CLIL A, Art Global skills A My progress A p. 82

Making, accepting, and • Discussing magic tricks and illusions • Keep on dreaming
rejecting suggestions Culture focus: How do magic and • A description and analysis of a dream
Strategy: Checking information illusions differ in other countries? Strategy: Creative writing
Strategy: Interpreting meaning

Asking for opinions and • Talking about the history

histor y and future • Cities of the future
responding of languages • A career goals statement and how you will
Strategy: Intonation for Culture focus: Is language part of your achieve them
agreeing and disagreeing culture and identity? Strategy: Scanning for specific information
Bletchley Park
Strategy: Listening for specific
information

CLIL B, Music Global skills B My progress B p. 83

Asking for and giving advice • Talking about the World • Swim for your life
Strategy: Expressing Eskimo-Indian games • A personal account about a difficult
understanding Culture focus: What traditional sports journey
events represent different cultures? Strategy: Understanding the order of events
Strategy: Activating current knowledge
and vocabulary Strategy: A personal account

Expressing your point of • Describing the Yao tribe and their • Fashion innovations
view and doubt traditions • A proposal for the Global Change
Strategy: Clarifying your Culture focus: Is hair an important part competition
opinion of social identity? Strategy: Understanding text organization:
Junky Styling pronouns
Strategy: Answering multiple-choice
questions

CLIL C, Social Science Global skills C My progress C p. 84

Projects pp.94–97 Word list pp.98–100

Unit 5 pp.W30–W36 Unit 6 pp.W37–W43

© Copyright Oxford University Press

Welcome to
 Link It! 6
Vocabulary
Relationships
Technology
College life

Grammar
Verbs followed by -ing or the infinitive
Reported speech: Statements,
questions, and commands
Tag questions
The passive

Aim
To present and practice vocabulary
vocabulary for
relationships
To review
review use of verb -ing or the infinitive

Warm-up
• Ask students to think of a friend that
they have known for a long time.
• Write on the board: How did you meet
your friend? What do you like about him /
her?
• Have students ask and answer the
questions in pairs.
• Circulate and notice what topic words
students are already using.
• Ask volunteers to talk about their
partner’s friend.

Talk about relationships

pages 4–5

Exercise 1 Read and listen e 002

• Read out the names and relationships,
then play the audio.
• Students read and listen.
• Students answer the questions in pairs. disagree? you like each other’s company? • If students enjoy the activity, have
Audioscript Student Book page 4 you argued with each other? they are
are a them circulate and ask and answer one
new friend? you have similar interests or question with each student they meet.
Exercise 2 personalities?
• Students read the text again, then do
the exercise. Exercise 4 Pairwork
• Check the answers as a class. • Ask two students to read out the
speech bubbles.
Relationships • Have students practice asking the
questions, e.g. Who don’t you always see
Exercise 3 eye to eye with? or Is there anyone you
• Ask students to find the phrases in the don’t see eye to eye with? Who do you
text and complete the quiz with the have a lot in common with? or Is there
words in the box. anyone you have a lot in common with?
• Check the answers as a class. • Drill the questions for each phrase if
• Have students read the phrases in the students need extra support.
text and discuss the meanings in pairs. • Students ask and answer the questions
• Ask questions to check understanding: in pairs. Encourage them to answer in
as much detail as possible.
Which
contactphrase means:
with the youyou
person? have no more
sometimes

4
© Copyright Oxford University Press

• If students find this exercise difficult,

have them match each correct answer
with a rule in the grammar chart in
exercise 5 (1b, 2d, 3a, 4g, 5f).
 Exercise 8
• Students do the exercise in pairs.
• Circulate and assist as needed.
• Check the answers as a class.
Exercise 9
• Students do the exercise individually.
• Check the answers as a class.
• Have students read the dialogue in
pairs. Encourage them to use lots of
expression!

Exercise 10
• Give students time to do the exercise
individually.
• Circulate and assist as needed.
• Ask one or two volunteers to read out
their sentences. Check that they are
using the correct verb forms.

Exercise 11 Pairwork
• Read out the instructions and ask
two students to read out the speech
bubbles to demonstrate the activity.
• Give students plenty of time to do the
exercise.
• Circulate and listen to the verb forms
students use in their answers.
• Write some examples of incorrect
usage on the board while students are
speaking. Change key words to make
them anonymous if possible.
• Ask: Did you find out anything surprising
or interesting about anyone in your
group?
• Have students read the sentences in
pairs and suggest corrections.
• Check the answers as a class.

Challenge
• The writing task can be set for
Verbs followed by -ing or the • Ask a few students for feedback: What
homework or classwork.
infinitive page 5 did you find out about your partner?

Exercise 5 • Students exchange sentences and

make guesses.
Warm-up
• Read out the grammar chart headings. • Tell them that they can ask questions to
• Write on the board:
• Students do the exercise individually,
i ndividually, find out further information.
1 I love in my spare time.
then compare answers in pairs.
2 I’d like when I’m older.
• Check the answers as a class.
3 I think all young people should
.
• Ask students to match the rules with
the sentences in the warm-up (1a, 2d,
• Have students write down the 3g).
sentences and fill in the gaps with their
own ideas. Exercise 6
• Ask one or two volunteers to read out • Students do the exercise individually,
i ndividually,
their sentences. Check that they are then compare answers in pairs.
using the correct verb forms.
• Check the answers as a class.
• Have students compare their sentences
in pairs. Encourage them to find out Exercise 7
more information. • Students do the exercise.
• Circulate and monitor. • Check the answers as a class.

5
© Copyright Oxford University Press

Talk about
technology page 6

Warm-up
• Focus students’ attention on the
 pictures and ask: What technological
products do you use? Have you tried
tried
out any new technology recently? What
was it?
• Have students ask and answer the
questions in pairs, then ask for class
feedback.

Exercise 1 Read and listen e 003

• Tell students that they are going
going to hear
some people reviewing technological
products.
• Students read and listen, then answer
the question in pairs.
Audioscript Student Book page 6

Exercise 2 e
• Students listen again and do the
exercise. Stronger classes can keep the
text covered while they listen.
• Check the answers as a class.
• Elicit the meaning of in real time (with
almost no delay), early adopter (one
of the first people to start using a
new technology), cutting edge (at the
newest, most advanced stage in the

development of something).
Technology
Exercise 3
• Read out the highlighted words in the
text and have students repeat chorally.
• Students do the exercise individually,
then compare answers in pairs.
• Check the answers as a class.
Exercise 4 Pairwork
• Students discuss the questions in pairs
and give reasons for their answers.
• To extend the discussion, write on the
board: Which other devices would you like
to try? Are there any devices that you think
should be invented?
• Ask students to share their ideas with
the class.

6
© Copyright Oxford University Press

Exercise 7
• Students do the exercise individually,
then compare their answers in pairs.
• Check the answers as a class.

Exercise 8
• Students do the exercise in pairs, then
 check the answers as a class.
• Ask students for their own ideas and
write them on the board.
• Test students by saying
saying time
expressions and pronouns for direct
speech and have them convert these
for indirect speech, e.g. here, next year,
yesterday, these, last night, etc.

Exercise 9
• Students do the exercise individually,
then compare their answers in pairs.
• Check the answers as a class.
Exercise 10
• Students do the exercise individually,
then compare their answers in pairs.
• Check the answers as a class.
• For extra practice, have students test
each other. Student A reads out the
answers. Student B tells them the direct
speech, with the exercise covered.

Exercise 11
• Students do the exercise individually,
then compare answers in pairs.
• Check the answers as a class.

Challenge
• This can be set as homework or
classwork.
• Have students make notes using
the prompts before they write the
conversation.
• Ask them to use exercise 11 as a model.
• You could collect students’ work
work and
give individual written feedback.

Reported speech: and told me to ring him if I was going to

Statements, questions, and be late.

page 7 Exercise 5
commands
Warm-up • Tell students that they are going to
review reported speech.
• Draw a large speech bubble on the
board and write the following inside • Students do the exertcise individually.
the bubble: I’m going to Alyssa’s party • Check the answers as a class.
tonight. Are you coming? Ring me if you’re
going to be late!
Exercise 6
• Under the speech bubble, write: Jake • Students do the exercise individually,
said that …
then compare their answers in pairs.

• Ask students to finish the sentence to • Check the answers as a class.

report what Jake said in pairs.
• Have them write down their sentence,
then check the answer as a class.
SUGGESTED ANSWER
Jake said (that) he was going to Alyssa’s
Alyssa’s
party that night. He asked if I was going

7
© Copyright Oxford University Press

Talk about college life page 8

Warm-up
• Ask: What do you think the differences are
between living with your family and living
on your own?
• Have students discuss the question in
pairs, then ask them to share their ideas
 with the class.

Exercise 1 Read and listen e 004

• Tell students they are going to
to hear an
interview about college life, then play
the audio.
• Students read and listen.

• Students answer the question in pairs.

ALTERNATIVE ANSWER
during the second semester
Audioscript Student Book page 8

Exercise 2
• Students read the text again, then do
the exercise.
• Check the answers as a class.
• Ask students to correct the false
sentences.

College life
Exercise 3
• Read out the words in the box and have
the students repeat chorally.
• Students do the exercise in pairs. Have
them find the words in the text and use
the context to guess the meaning if
necessary.
• Check the answers as a class.
Exercise 4 Pairwork
• Ask two students to read out the
speech bubbles.
• Students ask and answer the questions
in pairs. Encourage them to ask follow-
up questions and answer in as much
detail as possible.
• If students enjoy the activity, have
them circulate and ask and answer one
question with each student they meet.

8
© Copyright Oxford University Press

Exercise 7
• Students do the exercise individually,
then compare their answers in pairs.
• Check the answers as a class.
• Ask a student to read the Speaking
strategy box. Use the exercise to model
the intonation, e.g. read question 1 with
rising intonation and ask: Am I asking
because I don’t know, or because I’m
checking?
 • Have students practice reading all the
questions with rising intonation, then
again with falling intonation.
• Circulate and assist as needed.

The passive
Exercise 8
• Students do the exercise individually,
then compare their answers in pairs.
• Check the answers as a class.
Exercise 9
• Students do the exercise individually,
then compare their answers in pairs.
• Check the answers as a class.
ANSWERS
Simple present is performed
Simple past was interviewed, was
invented, was persuaded, was asked
Present perfect ve been given, have
have been
invited, ‘s
‘s been organized
Exercise 10
• Students do the exercise individually,
then compare their answers in pairs.
• Check the answers as a class.
Exercise 11
• Students do the exercise individually.
Ask them to correct the false sentences
if possible.
• Check the passive verb forms as a class,
but do not confirm if the sentences are
true or false at this point.
Tag questions page 9 ANSWERS
1 No, it is made in France. Exercise 12 Pairwork
Warm-up 2 Yes, it was. • Remind students of the general
3 No, they will be held in Los Angeles.
• Write on the board: • Ask: Who got all three answers correct? knowledge questions in the warm-up.
Ask them to add tag questions to the
1 Camembert cheese is in Spain,
? sentences in exercise 11, then ask their
Exercise 5 partner the questions to check their
2 The telephone was by
Alexander Graham Bell, ?
• Tell students that they are going to answers.
review tag questions and the passive. • Circulate and monitor.
3 The 2028 Olympic Games will be
in Paris, ?
• Students do the exercise individually. • Check the answers as a class.
• Have students work in pairs to fill in the • Check the answers as a class.
ANSWERS
missing words, then check the answers Exercise 6 3 Thanksgiving Day is celebrated
celebrated on the
as a class. third Thursday in November, isn’t it?
• Students do the exercise individually,
ANSWERS
4 The first soccer World
World Cup was won by
then compare their answers in pairs.
1 made / produced, isn’t it Uruguay, wasn’t it?
• Check the answers as a class. 5 Despacito has been streamed more
2 invented, wasn’t it
• Ask a student to read the Look! box. than one billion times on Spotify,
3 held, won’t they
hasn’t it?
• Now have students answer each
question in pairs, then check the

answers as a class.
9
© Copyright Oxford University Press

1 My social
media life
Grammar
Simple present and present
progressive
Present perfect and present perfect
progressive
 Vocabulary
Personality adjectives
Feelings

Communication
Asking follow-up questions and
showing interest

Skills
Listening: History of photography
Speaking: Discussing photography
Reading: A very social life
Writing: A text about the positive
impact of social media

Values and cross-curricular

topics
Impact of social media on society

Fast track
The language syllabus is covered in
pages iv–v. The Vlog, Listening and
speaking, and Trending topics pages
offer additional skills practice, so if you
have limited class time you could set
some of these for homework.

Vocabulary page 10

Personality and feelings Exercise 1 e 005 Exercise 4 Pairwork

Aim • Students listen and do the exercise • Ask students to recall their adjectives in
To present and practice vocabulary
vocabulary for individually, then compare their the warm-up.
answers in pairs.
personality and feelings • Students listen and check. • Ask if they from
adjectives couldexercise
add any1.of the
Warm-up • Play the audio again, pausing after each • Read the instructions and call on two
• Tell students that Unit 1 will focus on adjective for students to repeat. students to read the speech bubbles.
personality and feelings. Audioscript Teacher’s Guide page 98 • Give students time to discuss their
• Use three adjectives to describe personalities in pairs.
yourself and illustrate them, e.g. I’m very Exercise 2 • Circulate and monitor.
sociable—I love making friends. • Have students focus on the pictures,
• Have students call out the three then read out the instructions. Link to life
adjectives in your examples. • Students do the exercise indidually. • Students focus on the social media
• Students use three adjectives to pictures again. Ask: Why do you think
Exercise 3 Pairwork they chose these profile pictures?
describe their own personality, and
think of sentences to illustrate them. • Ask volunteers to read out the speech • Ask a volunteer to read the questions.
bubbles to demonstrate the exercise. • Have students discuss the questions,
• Monitor and assist as needed.
• Students discuss their answers in pairs. then ask for class feedback.
• Circulate and assist as needed. Workbook page W4

10
© Copyright Oxford University Press

Exercise 7 Pairwork
• Give students three minutes to make
notes using the prompts.
• In pairs, students take turns to talk
about their person.

Challenge
• Ask students to write questions.
• Students use their questions to role-
play conversations.

Vlog page 11
 Aim
To watch and understand a vlog about the
vlogger’s pet hates

Vlog
The vlog recycles key vocabulary from
the lesson, providing comprehension
practice. You
You can play it after the
vocabulary lesson, or you can also use it
as a fun topic warmer before the lesson.

Warm-up
• Students discuss the question in pairs.
Ask for class feedback.

Step 1
Exercise 1
• Read out the questions. Students
discuss them in small groups.
• Ask: Does anyone in your group use social
media in a different way to you? How?

Step 2
Exercise 2 Watch or listen r e 007
• Watch or listen to the vlog and do the
exercise.
• Students compare answers in pairs.
ANSWERS
1 pretty relaxed, pretty talkative
Exercise 6 2 her pet hates
hates—
—social media posts
Key language page 11
that makes her feel annoyed
• Students do the exercise in pairs.
3 food pictures, people using too many
Aim • Check the answers as a class. Accept hashtags, and people posting too
To practice the target language
language in a answers under different headings, as
controlled and personalized context long as students can justify. many selfies.
Audioscript Teacher’s Guide page 98
SUGGESTED ANSWERS
Exercise 5 e 006
Positive cheerful, cooperative, creative, Exercise 3 r e 007
• Students do the exercise in pairs.
excited, funny, generous, outgoing, • Read the Check it out! box and ask
• Students listen and check. proud, relaxed students to listen for the phrases.
• Clarify the meaning if necessary. Neutral quiet, serious, talkative • Watch or listen again and do the
• Play the audio again, pausing after each Negative annoyed, confused, exercise. Check the answers as a class.
adjective for students to repeat. embarrassed, furious, jealous moody,
Audioscript Teacher’s Guide page 98
Audioscript Teacher’s Guide page 98 stressed, upset
• Brainstorm new words as a class and
Fun fact write them on the board under the
Step 3
Have students read the Fun fact and headings. Exercise 4 Pairwork
answer the question. Ask: Do you think • Read the Study strategy
strategy.. Encourage
emojis make it easier to communicate
• Students ask and answer the questions
students to find an app to help them in pairs.
digitally? Why? Why not? remember new words.
• Get class feedback.
Workbook page W4

11
© Copyright Oxford University Press

Reading and
grammar pages 12–13
Talk about habits, routines,
and emotions
Aim
To read
read and understand an article about
what social media pictures tell us about
people’s personalities
To present and practice the uses of simple
present and present progressive
 Warm-up
• Have students focus on the pictures.
• Call on a student to read out the text
heading and introductory paragraph.
• Elicit the meaning of selfie (a picture you
take of yourself) and avatar (a picture
of a person or animal that represents a
particular computer user).
• Ask: How often do you change your
profile picture and why?
• Students ask and answer the questions
in pairs.
• Ask for class feedback.
Exercise 1 e 008
• Give students time to read the text and
do the exercise.
• Students listen and check their answers.
Audioscript Student Book page 12

Fun fact
Have students read the Fun fact and
ask: How many pictures do you think you
upload every week? What do you share
pictures of and why?

Exercise 2 e 008
• Read out the instructions and ask a
volunteer to read out the sentences.
• Students read and listen, then write
their answers.
• Check the answers as a class.
Audioscript Student Book page 12

Exercise 3 Pairwork

• Students ask and answer the questions

in pairs.
• Ask for class feedback: Which of the fab
four types are you most like?
• Read out the four type headings and
ask for a show of hands.
Workbook page W5
Practice Kit Extra Practice

12
© Copyright Oxford University Press

Exercise 6 Pairwork
• Have students write the questions
individually.
• Check the answers as a class.
ANSWERS
1 Are you smiling in your profile
picture?
2 Do you enjoy looking at other
people’s profile pictures?
3 Do you update your status every day?
• Students ask and answer the questions
in pairs.

Real English
 Talk
Talk about annoying habits
Aim
To practice
practice the target language in a
controlled and interesting context

Warm-up
• Focus on the picture and ask: What is
their relationship? How are they feeling?
What might have happened?

Exercise 7
• Read out the words and have students
repeat chorally.
• Students do the exercise individually.
• Check the answers as a class.
• Model the pronunciation of the words
and have students mark the stress.
Exercise 8 e 009
• Give students time to read the
sentences.
• Students listen and do the exercise.
• Check the answers as a class.
• Explain that the present progressive can
be used to talk about annoying habits
with always
always,, constantly, continually, and
forever.
Audioscript Teacher’s Guide page 98

Think! box Look! box

Exercise 9 Pairwork
• Read out the grammar chart and • Read the Look! box. • Call on two volunteers to read out the
have students match the highlighted • Ask students for more examples of two boxes.
sentences in the text with the uses. stative verbs, e.g. believe
believe,, understand.
• In pairs, have students match problems
•• Check the answers as a class.
Ask students to find more examples in
• Point out that stative verbs are
usually used in the third use of the
with solutions, then suggest a different
solution for each problem.
the text and match them with the uses. ( mental or
simple present in the chart (mental
• In pairs, students use the ideas in the
emotional states).
states).
POSSIBLE ANSWERS box and their own ideas to have mini-
Simple present • Refer students to the rules on page W2. dialogues.
1 … you never follow the crowd; … Rules page W2
you never say no; … you always show Challenge
your face …; Exercise 4 • Students discuss the questions in small
2 It reflects …; … your picture includes • Students do the exercise individually. groups.
…; … they often look older … Check the answers as a class and ask
3 … the things you love doing …; You • Ask for volunteers to share their ideas
students to match each sentence with with the class.
want people to spend time …; You
love going out and you feel great … a use in the grammar chart. Workbook page W5
Present progressive Practice Kit Extra Practice
1 … when everyone is looking at you, Exercise 5
talking about you … • Students do the exercise individually,
2 You
You’re
’re standing on your own then compare answers with a partner.
• Check the answers as a class.
13
© Copyright Oxford University Press

Let’s talk
about … pages 14–15

Communication
competences
Asking follow-up questions
and showing interest
Aim
To present and practice language for
for
follow-up questions and showing interest

Communication video
This is a video of the unit
 Communication
students to watch dialogue. You can
this at home ask
either
before or after the lesson.
lesson . You
You can also
watch this in class.

Warm-up
• Write the headings Follow up questions
and Showing interest on the board.
• Tell students that you are
are going to say
something and that you want them to
react. Example statements:
1 My cousin is a professional boxer
boxer..
2 I’ve entered a TV singing competition.
3 My husband / wife / son broke his / her
arm last week.
• Write a few of the
th e students’ responses
responses
under the correct headings and tell
them they are going to learn useful
language for showing interest and
asking follow-up questions.

Exercise 1
• Give students time to ask and answer
the questions in small groups.
• Ask for class feedback.
Exercise 2 Watch, listen,
or read r e 01
010
0
• Tell students they are going to
to listen to That’s like one picture a second you’re • Ask students to call out their own ideas
Emma and Bruno talking about some getting.) and add them to the list, e.g. That’s
pictures. • Students practice reading the dialogue amazing! Awesome! What a nightmare!
• Ask them to underline language that aloud in pairs. Encourage them to use Audioscript Teacher’s Guide page 98
Bruno uses to show interest as they lots of expression.
listen, but don’t ask for feedback at this
point. Exercise 4 Real English e 01
011
1
• Ask students to close their books and • Students work individually to complete
tell each other everything they can the phrases from the dialogue.
remember about Emma’s pictures. • Students listen and check.
• Have them check the dialogue to see • Play the audio again, pausing after each
how much they remembered correctly. phrase for students to repeat chorally.
Audioscript Student Book page 14 • Ask students to call out any other
language for showing interest in the
Exercise 3 Pairwork dialogue that they underlined in
• Ask students to read the Speaking exercise 2.
strategy box and then underline the • Write the phrases on the board, e.g. Ah,
examples of the uses of like in the text cute. Hilarious! Ah, that’s a shame!
(She’s like three going on 13! Like what?

14
© Copyright Oxford University Press

• Give students time to find one or two

items on their phone that they want to
talk about.
• Students talk about the pictures in turn.
• If students enjoy this activity, have
them change partners and repeat the
exercise.

Extra activity
• Remind students of the “news” that
you gave them at the start of the
lesson. Read out each statement
again or invent some new ones.
• Call on students to show interest and
ask a follow-up question. Respond to
the question.
• Ask students to write one “good
news” statement and one “bad news”
 statement.
• Tell them they can be true or
invented.
• In pairs, students take turns giving
their “news”.
“news”. They should show
sh ow
interest and ask follow-up questions
to develop short conversations.
• If students enjoy this activity, have
them circulate in the class, swapping
their “news” with other students.
• Circulate and listen. Write on the
board any sentences you hear with
correct usage of target language.
When the students have finished,
point out the correct sentences and
praise them.

Consolidation
• Suggest that students watch U.S.
vloggers or social media video clips
on subjects that interest them.
• Ask them to notice when the
speaker uses like as a filler or to focus
attention, and write down some
examples in their notebooks.

Workbook page W7
Exercise 5 • Tell them that their vacation stories can Extra Communication page 31
• Students do the exercise individually. be true or invented. Student B should Practice Kit Extra Practice
ask as many follow-up questions as
• Check the answers as a class.
possible to develop the conversation.
• Students practice reading out the mini-
dialogues in pairs.
• If time allows, have students switch
roles.
Beat the clock • Circulate and assist as needed.
• Read the Beat the clock box and ask
Exercise 6 Pairwork
students to work individually.
• Start the timer. After two minutes, • Read the instructions and situations.
say: Stop! • In pairs, students do the role play, this
time with books closed.
• Have students compared answers and
added their partner’s ideas to their • When students have practiced their
own list. dialogues, ask them to perform it for
another pair.
• Ask students to call out their ideas and
write some examples on the board.
Link it! Pairwork
• In pairs, Student A starts the role play • Read out the instructions and call on
with the statement: I have to tell you two volunteers to read out the speech
about my vacation! bubbles.

© Copyright Oxford University Press 15

Reading and
grammar page 16
Talk about experiences and
ongoing situations
Aim
To present and practice using present
perfect and present perfect progressive
To talk about experiences and ongoing
situations
Grammar link presentation Unit 1

There is a grammar presentation of

Present perfect simple and present
perfect progressive by two presenters:
one in British English and one in
American English to expose students to
both grammatical terms. This is good
 preparation for future exams. You can
ask students to study these at home,
either before or after the lesson. You can
also watch them in class.

Warm-up
• Write on the board:
1 I’ve changed my shoes twice today.
2 I’ve been using social media for about
four years.
• Underline the verbs in the sentences
and ask students to name the tenses.

Exercise 1

• Have a student read the questions.

• Students ask and answer the questions
in pairs.
• Ask volunteers to tell you about their
partners’ phone habits.

Exercise 2 Read and listen e 01

012
2
• Read out the headline question of the
article, then the three titles.
• Check understanding of log off, digital
detox, and go off-grid.
• Students read and listen and choose known; you haven’
haven’t;t; you’ve never 4 Marco has been feeling upset because
the best title. wanted to / as his girlfriend has dumped him.
• Check the answer as a class. Present perfect progressive You’ve been 5 Stella hasn’t been posting online
Audioscript Student Book page 16 thinking; has been traveling this week because / as she’s lost her
• Refer students to the Rules on page W3. phone.
Exercise 3 Rules page W2
• Students do the exercise individually. Rules page W3

Exercise 4 Exercise 6 Pairwork

• Check the answers as a class.
• Students do the exercise individually.
i ndividually. • Read out the instructions.
Think! box • Check the answers as a class. • Help students brainstorm ideas.
• Have students complete the rules. • Students write their sentences in pairs.
• Check the answers as a class. Exercise 5
• Ask volunteers to read their sentences.
• Have students underline examples of • Students do the exercise individually.
i ndividually. Workbook page W6
the present perfect and circle examples • Check the answers with the class. Practice Kit Extra Practice
of the present perfect progressive in ANSWERS
the text. 2 Isa has been doing a digital detox and
ANSWERS she hasn’t used her phone for three
Present perfect have you spent; you’ve days now.
been (worried); haven’t checked; Have 3 They’ve been looking online and
you (ever) done; you haven’
haven’t;
t; have they’ve found some funny videos.

16
© Copyright Oxford University Press

Step 2
Exercise 4 e 01
014
4
• Call on a student to read out the
Listening strategy box.
• Have students read the statements.
• Students listen again and do the exercise.
• Check the answers as a class.
Audioscript Teacher’s Guide page 98

Exercise 5 e 01
014
4
• In pairs, students read the statements
and discuss possible answers.
• Play the audio again and have students
do the exercise.
• Check the answers as a class.
Audioscript Teacher’s Guide page 98

Step 3
 Exercise 6 Culture focus
• Call on a student to read out the
questions.
• Write a few prompts on the board
about different aspects of culture
that might be photographed, e.g.
monuments, famous people.
• Students ask and answer the questions
in pairs.
• Ask volunteers to share their answers.
Exercise 7 Presentation
• Students work in pairs or small groups
to make their timelines.
• First, encourage students to research
the subject online and make notes
about the important developments and
people.
• Next, students design and produce
their timeline and print it if possible.
• Finally, ask students to decide how they
will divide the speaking equally.
• Pairs or groups take turns presenting
their timeline to the class. In large
classes, put groups in larger groups
Listening and Exercise 2 e 01
013
3 to present to each other. Each
• Have students read the chart. presentation should last around five
speaking page 17 • Students then listen and match the minutes.
Aim information with the pictures. • Ask the class or each large group to
• Check the answers as a class. vote for the best presentation and give
To learn how to approach
approach a listening task
reasons for their choice.
To prepare
prepare and give a presentation about Audioscript Teacher’s Guide page 98
the history of photography Digital citizenship
Exercise 3 e 01
013
3
• Give students time to read the • This could be set as homework.
Warm-up
statements. • Remind students that they can choose
• Ask students to brainstorm ways that
• Students listen again and do the photographers from different fields.
photography is used and write their
ideas on the board. exercise. • In pairs or small groups, students take
• Check the answers as a class. turns presenting their images and
talking about their photographer.
Step 1 • Ask students to correct the false
sentences. • If possible, display pictures of some of
Exercise 1 the photographers and their pictures in
Audioscript Teacher’s Guide page 98
• Read out the questions and have the classroom.
students discuss them in pairs. • Ask for class feedback.
• Ask for class feedback. Workbook page W7
Practice Kit Extra Practice

17
© Copyright Oxford University Press

Trending topics pages 18–19

Reading and writing

competences
Aim
To read
read an article and share your opinions
about social media
To write a paragraph
paragraph for an article about
social media

Warm-up
• Ask: On average, how many hours do you
spend on social media a day? How many
tweets or pictures do you share every day?
• Ask for volunteers to share their
answers.
• Have students read the Fun fact on
page 18. Ask: Which answer is the most
surprising?
 Step 1
Exercise 1
• Ask a student to read out the Reading
strategy box.
• Have students discuss the questions in
pairs then ask for volunteers to share
their ideas with the class.
• Write topic vocabulary on the board.

Step 2
Exercise 2
• Ask students to read the headings first,
then read the text and decide where
the headings belong.
• Students check the answers.
Exercise 3
• Ask a student to read out the
instructions and the statements.
• Students read and do the exercise.
• Check the answers as a class.
Exercise 4 Extra activity
• In pairs, have students find the • Students close their books. Write on
highlighted words in the text first and the board: bad press
try to guess the meanings from the • In pairs, students write a sentence
context. containing bad press that

• Students then match the word with a

definition.
demonstrates
bring it to you.the meaning
If the and
sentence
demonstrates the meaning correctly,
• Check the answers as a class.
read it out and award the pair a
point. Do not worry about grammar
mistakes. If the sentence does not
demonstrate the meaning well, send
them away to try again. YouYou could
continue the race until you have first,
second, and third place winners,
• Write the words from exercise 4 on
the board one by one and repeat the
activity.

18
© Copyright Oxford University Press

You can follow local interest groups so you

know what’s on in the local area.

• Tell them that they should write a

paragraph to add to the article on
page 18.
• Give students five minutes to think
of ideas and plan their paragraph.
They should also choose a paragraph
heading.
• Give students a set time to write their
paragraph. Remind them of the word
limit.
• Circulate and assist as needed.
Exercise 8
• With books closed, write the word
proofread on the board and elicit the
meaning.
• Ask: Do you ever proofread your writing?
What areas do you check? Write their
ideas on the board.
• Ask for a volunteer to read out the
Writing strategy box.
• Compare the list with the list on the
 board and highlight any extra ideas.
• Give students time to proofread their
work.
• Ask students to exchange their
paragraphs with a partner.
• Students read the paragraphs and give
each other feedback.
• Ask them to circle three things that they
think can be improved and underline
three things that they think are positive.
• Students then discuss each other’s
paragraphs together and make changes
if appropriate.
• Ask for volunteers to read out their
paragraphs.
Workbook page W8
Practice Kit Extra Practice
Unit test
Resource worksheets
Video

Exercise 5 Pairwork ideas and the text to add to the two

• Ask students to work with a different lists.
partner. • Give them plenty of time to complete
• Students read and discuss the the task.
questions. If time is short, ask • Ask the groups to find another group
students to agree or disagree with the to work with. The groups should

statements in exercise 3 instead of choose

positivealists,
student
thento read outtheir
compare theirideas.
reading the text again.
• Circulate and assist as needed. Students repeat the process with their
negative lists.
Exercise 6 Think critically!
• Ask pairs to find another pair to make a Step 3
group. On the board, draw h on the left
and k on the right. Under the happy Exercise 7
face, write: keep in touch with friends. • Ask students to reflect on their “positive”
Under the sad face, write: can make you lists from exercise 6 and choose a
feel jealous positive area of social media to write
• Ask students to think about their about, for example, Social media helps
discussion in exercise 5 and use their with friends., or
you to organize meet-ups with

19
© Copyright Oxford University Press

2 Life’s an
adventure!
Grammar
used to, would, and simple past
Narrative tenses: simple past, past
progressive, past perfect, past perfect
progressive

Vocabulary
Vacations
Travel experiences

Communication
Filler comments

Skills
Listening: Art museums
Speaking: Talking about unusual
museums
 Reading: See the world through
different eyes
Writing: An account of a tour with a
blind traveler

Values and cross-curricular

topics
Traveling the world; new experiences

Fast track
The language syllabus is covered in
pages iv–v. The Vlog, Listening and
speaking, and Trending topics pages
offer additional skills practice, so if you
have limited class time you could set
some of these for homework.

Vocabulary page 20

Exercise 2 e 01
015
5 Exercise 3 Pairwork
Vacations and travel
• Students do the exercise individually, • Read out the instructions and ask two
Aim then compare their answers in pairs. volunteers to read out the speech
To present and practice vocabulary
vocabulary for • Students listen and check. Clarify the bubbles to demonstrate the exercise.
vacations and travel meaning of the words if necessary, e.g. • Students number the vacations and
A staycation is a vacation
vacation that you spend think about their reasons.
at or near your home. Explain that only
Warm-up
• With books closed, tell students that city break and staycation are used as •• Students discuss their answers in pairs.
Circulate and assist as needed.
Unit 2 will focus on vacations and travel. nouns on their own. The other words
are followed by vacation, e.g. go on
• Ask volunteers for feedback: Would you
• Ask: Why do you think people go on and your partner make good vacation
an adventure vacation / backpacking
vacation? How many different kinds of partners? Why? Why not?
vacation, etc.
vacation can you think of? Workbook page W11
• Play the audio again, pausing after each
• Ask for volunteers to share their ideas. adjective for students to repeat chorally.
Exercise 1 Think back Audioscript Teacher’s Guide page 99
• Have students focus on the pictures.
• Students talk in small groups about
what they see in the pictures, then ask
and answer the questions.
• Circulate and assist as needed.

20
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Vlog page 21

Aim
To watch and understand a vlog about
taking time off

Vlog
The vlog recycles key vocabulary from
the lesson, providing comprehension
practice. You can play it after the
vocabulary lesson, or you can also use it
as a fun topic warmer before the lesson.

Warm-up
• Focus on the picture and ask: Where is
Nick? What do you think his vlog is about?

Step 1

Exercise 1
• Students ask and answer the questions
in pairs.
• Ask for volunteers to share their answers
with the class.

Step 2
 Exercise 2 Watch or listen r e 01
017
7
• Read out the instructions and the places.
• Students watch or listen to the vlog
and do the exercise, then compare their
answers in pairs.
• Check the answers as a class.
Audioscript Teacher’s Guide page 99

Exercise 3re
• Ask students 017
017 the sentences.
to read
Working in pairs, ask students to answer
the questions from memory if possible.
• Read the Check it out! box and ask
students to listen for the phrases.
• Students watch or listen again and do
the exercise.
• Check the answers as a class.
ANSWERS
Key language page 21
Exercise 5
1 to find the perfect vacation
• Students do the exercise individually,
i ndividually,
2 There are too many tourists.
tourists.
Aim then compare the answers in pairs.
3 We’re causing damage to it.
To practice the target language
language in a • Check the answers as a class. 4 He discovers a yak car park.
controlled and personalized context 5 He has visited them by going online.
Exercise 6 Pairwork
6 a staycation
Exercise 4 e 01
016
6 • Read out the instructions and have five
• Students do the exercise in pairs. students read the speech bubbles. • Go through
make thestudents
sure that Check it out! box and the
understand
• Students listen and check. • Ask students to compare opinions on meaning of the expressions. Ask if they
each statement with their partner. remember why Nick used them.
• Check that students understand the
meaning of the expressions. • Circulate and assist as needed. Audioscript Teacher’s Guide page 99
• Play the audio again, pausing after Challenge
each expression for students to repeat Step 3
• Ask students to use the prompts to help
chorally.
them write sentences in the style of the Exercise 4 Pairwork
Audioscript Teacher’s Guide page 99 speech bubbles in exercise 5.
• Students ask and answer the questions
• Students read out their sentences in in pairs.
pairs, and agree or disagree with each
• Circulate and monitor.
other.
• Ask for class feedback: Would you prefer
a staycation or a real vacation? Why?
Workbook page W11
21
© Copyright Oxford University Press

Reading and
grammar pages 22–23
Talk about past states
and habits
Aim
To read
read and understand an article about
an unusual sightseeing destination
To present and practice the uses of the
simple past, used to, and would

Warm-up
• Write on the board: Do you think the
area where you live is good for young
people? Why? Why not?
• Students ask and answer the questions
in pairs.
• Ask for volunteers to share their
opinions with the class.
• Ask: What does the picture show? Tell
students they are going to read an
article about an area that has changed,
and review ways to talk about the past.

Exercise 1 Think back

• Have students do the exercise in pairs.
 • Check the answers as a class.
Exercise 2 Read and listen e 01
018
8
• Check that students understand the
topic headings.
• Have students read and listen, then do
the exercise.
• Check the answers as a class.
Audioscript Student Book page 22

Fun fact
Have students read the Fun fact and tell
them that Medellín is now Columbia’s
second largest city, with a population of
around 2.5 million.

Exercise 3 e 01
018
8
• Read out the instructions and ask a
volunteer to read out the sentences.
• In stronger classes, have students
discuss the answers from memory
before listening again.
• Students read and listen again, then do
the exercise.

Check the answers as a class.

•Audioscript Student Book page 22

Link to life
• Students ask and answer the questions
in pairs.
• Ask for volunteers to share their
opinions with the class.
Workbook page W12
Practice Kit Extra Practice

22
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Real English
Verb and noun formations
Aim
To present and practice noun formations
ending in -tion

Warm-up
• Write on the board: instruct and
ask: What is the noun for this verb?
(instruction)

Exercise 7 e 01
019
9
• Read out verbs 1–10, then have
students read the instructions and do
the exercise.
• Students listen and check the answers.
• Clarify the meaning of any words if
necessary.
• Have students listen to the audio again
and repeat chorally.
Audioscript Teacher’s Guide page 99

Exercise 8
• Students do the exercise individually,
then compare their answers with a
partner.
• Check the answers as a class.
 Exercise 9 Pairwork
• Have students complete the questions,
then check the answers as a class.
• Give students time to reflect on their
answers to the questions and make
brief notes.

• Students ask and answer the questions

in pairs. Alternatively, have students
circulate, asking and answering the
questions until they have surveyed
three other students.
• Circulate and assist as needed.

Challenge
• Ask students to write their lists for
homework or in class. Remind them to
Think! box Exercise 5
include their reasons for the changes.
• Read out the instructions and have • Ask students to read the whole text • Put students in small groups to
students match the highlighted to themselves before completing the
compare their lists, then make a new
sentences in the text with the uses. exercise.
group list of the five best ideas.
• Check the answers as a class. • Have students compare their answers
• Have a student from each group read
• To check students’ understanding, ask with a partner.
out their list.
for some examples of sentences and • Check the answers as a class.
• Ask the class to vote on the best list.
write them on the board. Exercise 6 Pairwork Workbook page W11
• Read the Look! box. Practice Kit Extra Practice
• Refer students to the rules on page W9. • Read out the instructions and have two
students read out the speech bubbles
Rules page W9
to demonstrate the activity.
Exercise 4 • Give students a few minutes to think
• Students do the exercise individually. about the changes and make notes, but
ask them not to write full sentences.
• Check the answers as a class and ask
students to explain why the incorrect • Students ask and answer the questions
alternatives can’t be used. in pairs.

23
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Let’s talk
about … pages 24–25

Communication
competences
Filler comments
Aim
To present and practice using
conversation fillers

Communication video
This is a video of the unit
Communication dialogue. You can ask
students to watch this at home either
before or after the lesson.
lesson . You
You can also
watch this in class.

Warm-up
• Ask: In your language, what are the
phrases or noises you
you use to show you are
paying attention or give you time to
to think?
• Write the students’ answers on the
board under the heading Fillers.
• Tell them that they will be learning
about English conversation fillers.

Exercise 1
 • Read out the Speaking strategy box.
Model the fillers and have students
repeat chorally.
• Have students do the exercise in pairs.
• Ask them to use the fillers in their
discussion:
A Uh … you you could go to
to the local
local sports
center.
B Uh-huh. That’s a good idea.
• Ask students to share their ideas with
the class.

Exercise 2 Watch, listen,

or read r e 020
• Tell students they are going to
to listen • Play the audio again, pausing after each
to Emma and Bruno talking about a phrase for students to repeat chorally.
vacation. Ask them to underline filler
comments and noises as they listen, but
• Ask students to call out any other
conversation fillers in the dialogue that
don’t ask for feedback at this point.
they underlined in exercise 2.
• Have students answer the question.
• Write the phrases on the board: Um, Uh,
• Check the answer as a class. Well, Hmm, You know.
Audioscript Student Book page 24
Audioscript Teacher’s Guide page 99
Exercise 3 Pairwork
• Students practice reading the dialogue
aloud in pairs.
• Encourage them to use lots of
expression.

Exercise 4 Real English e 02

021
1
• Students work individually to complete
the phrases from the dialogue.
• Students listen and check.

24
© Copyright Oxford University Press

• When the point has been won, ask

students for other possible solutions,
then write the next answer on the
board.

Beat the clock

• Read the Beat the clock box and ask
students to work individually.
• Start the timer. After two minutes, say:
Stop!
• Have students compare answers and
add their partner’s ideas to their own
lists.
• Ask students to call out their ideas and
write some examples on the board.

Exercise 6 Pairwork
• Students take turns asking and
answering the questions in pairs.
• For extra practice, ask students to write
three similar questions or statements of
their own.
• Have students circulate and have mini-
dialogues with other students.
• Circulate and listen. Write on the board
any sentences you hear with correct
usage of target language. When
students have finished, point out the
correct sentences and praise them.

Exercise 7 Pairwork
 Ask students to use the dialogue in
exercise 2 as a model to help them with
their role play.
• Give them time to practice it several
times.

• Ask for volunteer

dialogue pairs to perform their
for the class.

Link it! Pairwork

• Ask students to work with a different
partner to do the exercise.
• If students enjoy this activity, have
them change partners and repeat the
exercise, telling each other about a
Exercise 5 different destination.
Extra activity
• Students do the exercise individually. • Circulate and assist as needed.
• Students work in small teams and
• Check the answers as a class. choose a writer.
• Tell students that How come …? is an Consolidation
Write an answer on the board.
informal way of asking Why …? • Students can work in pairs to record
1 Good question! I’m not sure. one of the lesson’s role plays.
• Explain that How come is followed by 2 Can’t argue with that!
a statement structure rather than an • They should then watch or listen
interrogative structure: 3 Really? How come you’ve never told to it to see if they can add fillers,
How come you were late for school? me that? improve pronunciation or correct any
4 Totally! mistakes, then record it again.
NOT How come were you late for school?
5 To be honest, I can’t afford to.
How come your dad didn’t stay? Workbook page W14
6 I guess I was about 8 years old. Extra Communication page 21
NOT How come didn’t your dad stay?
• The teams think of a good question Practice Kit Extra Practice
• Explain that I guess can be used at the or statement to elicit the answer.
beginning of the statement with no
comma, or at the end, with a comma: • When they have written it, a team
member brings it to you. If their
I guess I was about 8 years old.
solution works, read it out and award
I was about 8 years old, I guess. a point. If not, they try again.

25
© Copyright Oxford University Press

Reading and
grammar page 26

Narrative tenses
Aim
To present and practice using narrative
tenses to talk about travel experiences
Grammar link presentation Unit 2

There is a grammar presentation of

Past perfect simple and past perfect
progressive by two presenters: one in
British English and one in American
English to expose students to both
grammatical terms. This is good
preparation for future exams. You can
ask students to study these at home,
either before or after the lesson. You can
also watch them in class.

Warm-up
• With books closed, tell students that
they are going to read an article called
to travel.
Alternative ways to
• In pairs, students brainstorm what the
article could be about.
• Ask for class feedback, then tell them
that the article is about traveling
without money.

Exercise 1
• Encourage students to think of
 enjoyable activities they can do without
spending any money.
• Students make their list in pairs then
compare their list with another pair.
• Ask for class feedback.
POSSIBLE ANSWERS
watch the sunset, meet up with friends,
go for a hike, do online language lessons,
go window-shopping, read a good book

Exercise 2 Read and listen e 022

• Read out the chart headings.
• If students need an extra challenge, • Have this student read out the first
• Students read and listen, then complete ask them to name the tenses in the speech bubble and respond: Really?
the chart.
sentences and match them with the Lucky you! When did you go?
• Check the answer as a class. rules. • Encourage this student to respond,
• Ask for class feedback about the text. then ask another question.
Audioscript Exercise 4 e 023
Student Book page 26 • In pairs, students take turns telling
• Give students time to read the dialogue, each other about their interesting
Think! box then complete it.
experiences.
• Have students complete the rules. • Students listen and check the answers.
• Check the answers as a class. • Have students practice reading the Finished?
• Have students match the rules to the dialogue in pairs. Encourage them to • Ask students to look at the questions
highlighted sentences. use lots of expression. in bold in the text and identify the
Rules page W9 Audioscript Teacher’s Guide page 99 tense in each one. Then have them
write three more questions about the
Exercise 3 Exercise 5 Pairwork information in the text.
• Tell students the exercise is about Tina’s • Read out the instructions and ask a • Have students ask and answer their
trip to Peru. confident student to demonstrate the questions in pairs, from memory if
• Ask them to read all the sentences first. activity with you. possible.
Workbook page W13
• Students do the exercise individually.
Practice Kit Extra Practice
• Check the answers as a class.

26
© Copyright Oxford University Press

• Students listen and do the exercise.

• Check the answers as a class.
Audioscript Teacher’s Guide page 99

Exercise 5 e 025
• Call on a volunteer to read out the
Listening strategy box.
• In pairs, students read the questions
and discuss what type of information
they should listen for, e.g. a name.
• Play the audio again and have students
write answers to the questions.
• Check the answers as a class.
ANSWERS
1 Lidia’s brother
2 It’s about the art and techniques of
animation.
3 She felt a little jealous.
4 He went to Philadelphia.
5 his parents
6 He went to the pizza restaurant and
ate pizza and pizza flavor ice cream.
Audioscript Teacher’s Guide page 99

Step 3
Exercise 6 Culture focus
• Read out the questions.
• Students ask and answer the questions
in pairs.
• Ask volunteers to share their answers.
Exercise 7 Presentation
• Students work in pairs or small groups
to design their museums.
 • First, students brainstorm ideas, using
the prompts. Ask them to choose a

name for their museum.

• Next, ask students to decide how they
will share the speaking equally.
• Give them time to practice.
• Pairs or groups take turns presenting
their museum to the class. In large
classes, put groups in larger groups
to present to each other. Each
Listening and Exercise 2 e 02
024
4 presentation should last five minutes.
• Students listen and answer the • Students vote for the best museum and
speaking page 27 question. give reasons for their choice.
Aim • Check the answer as a class.
Digital citizenship
To listen to and understand
understand a radio show Audioscript Teacher’s Guide page 99
• This can be set as homework or as
about art
Exercise 3 e 02
024
4 classwork. Ask students to work in pairs
To prepare
prepare and give a presentation about or small groups. They can choose a
• Students read the statements.
a museum museum anywhere in the world.
Check that they understand garbage,
Warm-up • frame, basement, and display. • Tell them that there are
are no rules
for their digital advertisement and
• Write on the board: What kind of art do • Students listen again and do the
encourage them to be as creative as
you like / dislike? Where do you
you see art? exercise.
possible.
• Have students discuss the questions in • Check the answers as a class.
• Students take turns presenting their
pairs, then ask for class feedback. Audioscript Teacher’s Guide page 99
advertisements to the class.
• Get class feedback.
Step 1 Step 2 Workbook page W14
Practice Kit Extra Practice
Exercise 1 Exercise 4 e 025.
• Students discuss the question in pairs. • Students read the sentences.
• Ask for class feedback.
27
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Trending topics pages 28–29

Reading and writing

competences
Aim
To read
read an article and share your opinions
about an unusual travel company
To write an account of a tour of your town

Warm-up
• Ask: Have you ever been on a group
vacation? Would you like to? Why? Why
not?

Step 1
Exercise 1
• Have students focus on the pictures
and answer the question in pairs.

• Ask for volunteers to share their ideas

with the class.

Step 2
Exercise 2
• Ask a student to read out the Reading
strategy box.
• Check that students understand skim-
read.
• Tell them that a useful skim-reading
strategy can be to read only the first
and last sentence of every paragraph.
• Students do the exercise individually.
• Check the answer as a class.
 Exercise 3
• Give student time to read the sentences
and alternatives.
• Students read the article, then do the
exercise.
• Check the answers as a class.
Exercise 4
• In pairs, have students find the
highlighted words in the text first and
try to guess the meanings from the
context.
• Students then match the word with a
definition.
• Check the answers as a class.
• Tell students to award
award themselves a
point for each correct answer.
• Ask for volunteers to correct the false
sentences.
ANSWERS
1 True
2 False. He went traveling because he
was taking part in a TV documentary.
doc umentary.
3 False. He gave up his job.
4 True
5 False. It offers many different types of
vacations.

28
© Copyright Oxford University Press

Exercise 6 Think critically!

• Ask pairs to find another pair to make
a group.
• Ask students to think about their
discussion in exercise 5 and use their
ideas and the text to write their lists.
• Give them plenty of time to complete
the task.
• Ask the groups to find another group to
work with.
• The groups should choose a student to
read out their lists, then compare their
ideas.

Step 3
Exercise 7
• Ask students to reflect on their lists from
exercise 6 and use some of the ideas in
their account.
• Tell them to imagine that they are
are
writing for a travel magazine or a travel
blog.
• Give students time to read the prompts
and make some notes for each one.
They should also choose a heading for
their account.
• Give students a set time to write their
paragraph. Remind them of the word
limit.
• Circulate and assist as needed.
• Give students time to proofread their
work.
• Ask students to exchange their
accounts with a partner.
• Ask students to read the paragraphs
and say one or two things they like
 about each other s piece of writing.
• Ask for volunteers to read out their
accounts.
Workbook page W15
Practice Kit Extra Practice
Unit test
Resource worksheets
Video
Exercise 5 Pairwork
Background note
• Students read and discuss the Disabled activists are trying to reduce
questions in pairs.
the obstacles that disabled people face
• Circulate and monitor. in daily life, by changing attitudes in
• Ask students to share their ideas for society. The Social model of disability
each question. For question 2, ask: What says that disability is caused by how
else could travel companies do to make we organize society, rather than the
their vacations more available to people individual’s condition. This way of
with disabilities? For question 3, write thinking takes the focus away from
students’ ideascould
What changes on the b oard
board
society and to
make ask: what is “wrong” with a disabled
dis abled person
and considers what we should all do to
lessen these challenges? remove barriers instead.

29
© Copyright Oxford University Press

Review A
A Exam practice
and review
Vocabulary
Personality adjectives
Feelings
Vacations
Travel experiences

Grammar
Simple present and present
progressive
Present perfect and present perfect
progressive
used to, would, and simple past
Narrative tenses: simple past, past
progressive, past perfect, past perfect
progressive

Vocabulary
Exercise 1
• Have students do the exercise
individually or in pairs.
• Tell them that the exercise
exercise reviews
personality adjectives from Unit 1,
page 10.
• Check the answers as a class.
• Call on students to read out the
sentences.

Exercise 2
 • Have students do the exercise
individually or in pairs.
• Tell them that the exercise
exercise reviews
types of vacation from Unit 2, page 20.
• Check the answers as a class.
• Call on students to read out the
sentences.
Exercise 5 Songs
Exercise 3 Exam • Students do the exercise individually.
i ndividually. I Still Haven’t Found What I’m Looking for by
• Have students do the exercise • If necessary, have students review the U2 (present perfect)
individually or in pairs. rules for present perfect vs present Somebody That I Used to Know by Gotye
• Tell them that the exercise
exercise reviews perfect progressive on page 16. (used to and simple past)
travel experiences from Unit 2, page 21. • Have students compare answers in Mine by Taylor Swift (simple past, past
• Check the answers as a class. pairs. progressive, present perfect)
• Call on a student to read out the • Check the answers as a class. Shotgun by George Ezra (travel)
paragraph. Workbook page W15
Exercise 6 Exam
• Students do the exercise individually.
i ndividually. Practice Kit Extra Practice
Grammar
• If necessary, have students review the
Exercise 4 rules for narrative tenses on page 26.
• Students do the exercise individually. • Have students compare answers
• If necessary, have students review the in pairs and find evidence for their
rules for simple present vs present answers in the text.
progressive on page 13. • Circulate and assist as needed.
• Have students compare answers in • Check the answers as a class.
pairs.
• Check the answers as a class.

30
© Copyright Oxford University Press

ANSWERS
1e seems (a bit moody) (seem
( seem + adjective
phrase)
2c looks (much younger than I thought)
(look + adjective phrase.
3a look like (your brother) (look
( look like +
noun)
4d look as if (they’re having fun!) (look
(look as
if + subject + verb)
5f seem (nice) (seem
(seem + adjective)

Pronunciation
Silent letters

Exercise 3 e 027
• Read out the instructions and play the
audio. Model the difference between
the correct pronunciation of answer
and the incorrect pronunciation.
• Have students listen and write the
answer to question 2, then identify the
silent letter.

• Call on a student to model the correct

and incorrect pronunciation of
grandma (pronouncing /nd/).
Audioscript Teacher’s Guide page 99

Exercise 4 e 028
• Students listen and write the words.
• Check the answers as a class and write
them on the board.
• Have students check their spelling.
Audioscript Teacher’s Guide page 99

Exercise 5 e 028
• Have students compare the phonetic
transcriptions with the spellings and
identify the silent letter in each word.
• If students are unfamiliar with phonetic
transcription, play the audio instead.
 • Play the audio again and check the
answers. Have students listen again and
repeat.
Audioscript Teacher’s Guide page 99

A Extra communication Communication Group chat

Aim Speculating (about people / Exercise 6 e 029

To identify language for speculating about personalities) • Play the audio. Students listen and do
people the exercise.
Exercise 1 e 026
To identify differences
differences between spelling • Check the answers as a class.
• Play the audio. Students do the exercise Audioscript
and pronunciation Teacher’s Guide page 100
individually.
To listen to and discuss
discuss people’s favorite
favorite
• Play the audio again. Students listen Exercise 7 e 029
pictures
and check their answers. • Students read the questions.
Warm-up • Have students read the mini-dialogues • Play the audio. Students listen and do
• Write on the board: Do they seem sad? in pairs. the exercise.
Do they look like each other? Elicit the Audioscript Teacher’s Guide page 99 • Check the answers as a class.
meaning of look like (resemble). Audioscript Teacher’s Guide page 100
Exercise 2
• Focus on picture c in exercise 6 and ask
and answer the questions in pairs. • Have students read each mini- Exercise 8 Groupwork
dialogue again and underline words or
• In small groups, have students ask and
expressions for speculating.
answer the questions.
• Check the answers as a class. • Ask for class feedback on questions 1
• Ellicit and write on the board the and 2.
construction of each expression.
31
© Copyright Oxford University Press

A CLIL
Aim
To learn about artists and art movements;
to discuss your taste in art

Warm-up
• Read the heading and check that
students understand the meaning of
movement (a group of people who
share the same ideas or aims).
• Tell students that impressionism was
an important art movement and ask:
Do you know any famous Impressionists?
(e.g. Monet, Van Gogh, Renoir, Manet,
Degas)

Art movements
Exercise 1 r
• Read the heading and check that
students understand the meaning of
art movements.

• Call on a student to read out the

questions and ask students to make
notes as they watch.
• Students watch the video and then
answer the questions in pairs.
• Check the answers as a class.
ANSWERS
They are taking part in a creative
weekend at an art school.; different
styles of painting; students’ own answers

Exercise 2 e 030
• Students do the exercise individually,
then compare answers in pairs.
• Students listen and check.
• Play the audio again and have students
repeat chorally.
• Give students time to brainstorm extra
words, then ask for their ideas. List their
 ideas on the board.
ANSWERS
Types of painting still life, portrait,
landscape • Have students do an online research Exercise 6 Groupwork
Art movements Impressionism, ukiyo-e to check their answers and fill in the • Put the pairs or small groups into larger
Materials brush, oil, paint, dye missing information. groups and ask them to compare lists.
Audioscript Teacher’s Guide page 100 • Circulate and assist as needed. Encourage them to give reasons for
• Check the answers as a class. their choices.
Exercise 3 Read and listen e 03
031
1
• Ask students to decide on their group’s
• Students read and listen to the text and Exercise 5 Pairwork top five paintings and write down their
do the exercise. • In pairs or small groups, have students new list.
• Students compare their answers in find online images of the paintings in • Circulate and assist as needed.
pairs. exercise 4 and answer the questions.
• Ask groups to read out their lists. See
• Check the answers as a class.
Audioscript Student Book page 32 • Ask:
Why?Which painting
Are there do you like
any paintings youthedon’t
most? what the most popular paintings in the
class are.
like? Why? Are there any paintings that
Exercise 4 you’ve never seen before?
• Call on a volunteer to read out the • Ask for volunteers to share their answers
names of the paintings. with the class.
• Working in pairs or small groups, have • In their pairs or small groups, give
students fill in as many of the artists’ students time to compile a list of their
names and styles as they can. top five paintings.

32
© Copyright Oxford University Press

Exercise 5
• Groups brainstorm the content of their
presentation.
• Give students time to organize their
topics under the headings.
• Circulate and assist as needed.
Exercise 6
• Ask students to read the instructions
and speech bubbles. Have them
allocate the work in the group.

The project
Exercise 7 Groupwork
• Read out the stages and have a student
read out the Speaking strategy box.
• Set a time limit of 20 minutes.
• Have students collate their work, then
edit their finished presentations.
• If possible, they should reduce their
writing to bullet point notes to use in
the actual presentation.
• Give the groups time to practice their
presentations. Remind them of the
advice in the Speaking strategy box.

Exercise 8
• Ask a student to read out the Real
English box.
• Tell students that you want
want them to
listen to each other’s presentations
carefully and prepare at least one
question to ask, using the language
from the box.
• Groups take turns to deliver their
presentations. For larger classes, you
may want to spread the presentations
over several lessons.

• Make
so thatnotes or record
you can the presentations
write group feedback
after the lesson.
• After each presentation, invite the other
 students in turn to ask questions and
encourage the presenting students to
answer as fully as possible.
A Global skills Get thinking
Exercise 9
Exercise 2
A presentation about a • Students ask and answer the questions
• Students do the exercise individually.
i ndividually.
in their groups.
painting
• Check the answers as a class. • Have a class vote on the most
Aim informative and interesting
Exercise 3 Pairwork
To plan the structure for
for a presentation; to presentation.
listen and ask questions after a talk
• Have students discuss the questions in
pairs, then ask for class feedback.
How did you do?
Warm-up
Get involved • Have students read the statements.
Focus
• call onon the list under
volunteers Wethe
to read … and
willpoints. • Ask them to reflect on their own
Exercise 4 Groupwork performance and give themselves a
• As a class, reflect on the meaning of the score.
various goals. • Put students in groups and tell them
that they will be working as a team to • Ask for general class feedback: What did
plan and produce a presentation about you enjoy about this project? What did
What’s up? one of the paintings in exercise 2. you find most difficult? What would help
• Have students choose a painting. you improve your
your score next time?
Exercise 1 Pairwork
• Students discuss in pairs. • Circulate and check the groups’ choices.
• Ask for feedback: Who are your favorite
artists / art movements?
33
© Copyright Oxford University Press

3 All in the
mind
Grammar
Modal verbs
Verbs of obligation, necessity,
prohibition, and permission
Adverbs of frequency, manner,
opinion / attitude, and degree
Modals of speculation, deduction, and
obligation in the past

Vocabulary
The mind
Phrasal verbs with in and out

Communication
Making, accepting, and rejecting
suggestions

Skills
Listening: Magic tricks and illusion
Speaking: Talking
Reading: Keep on dreaming
Writing: A description and analysis of
a dream

Values and cross-curricular

topics
The power of the mind

Fast track
The language syllabus is covered in
pages iv–v. The Vlog, Listening and
speaking, and Trending topics pages
offer additional skills practice, so if you
have limited class time you could set
some of these for homework.
 Exercise 1 Think back your movements well during activities,
Vocabulary page 34 • Call on a student to read out the such as walking or running.
questions. • Play the audio again, pausing after each
The mind • Have students discuss the questions in adjective for students to repeat chorally.
pairs or small groups. Audioscript Teacher’s Guide page 100
Aim
To present and practice vocabulary
vocabulary for • Circulate and assist as needed.
Exercise 3 Pairwork
talking about the mind • Ask students to share their ideas with
the class.
• Ask students to discuss the questions
and write a list of their ideas for
Warm-up • Ask: Can get better at something by question 3. (Example answers include:
• Tell students that Unit 3 will focus on practicing? Can you give me
me an example? memorize a shopping list, solve some

• talking about the mind.

Ask students to cover the lower part of Exercise 2 e 03
032
2 math problems, take a different route to
school, learn to play an instrument).
the page and focus on the picture. • Students do the exercise and compare
their answers in pairs.
• Circulate and assist as needed.
• Model the pronunciation of the brain • Ask for class feedback.
parts (Note: the lobe at the back of the • Students listen and check.
brain is the occipital lobe). • Check that students understand the Fun fact
• Ask: Which brain functions do you think meaning of the words. Have students read the Fun fact and
the pictures stand for? • Note: balance is the ability to keep tell them that 3 pounds is about 1.4
• Have the students discuss the question steady and not fall over, whereas kilograms!
in pairs. coordination is the ability to control
Workbook page W18
34
© Copyright Oxford University Press

Vlog page 35

Aim
To watch and understand a vlog about an
important dream

Vlog
The vlog recycles key vocabulary from
the lesson, providing comprehension
practice. You can play it after the
vocabulary lesson, or you can also use it
as a fun topic warmer before the lesson.

Warm-up
• Focus on the picture and heading and
ask: What will Georgia’s vlog be about?

Step 1
Exercise 1
• Students ask and answer the questions
in pairs.
• Ask for volunteers to share their answers
with the class.

Step 2
Exercise 2 Watch or listen r e 034
• Ask students to read the questions.
• Watch or listen to the vlog and do the
exercise.
• Students compare their answers in
pairs.
• Check the answers as a class.
ANSWERS
1 She used to play guitar.
2 In The Balance
3 on Saturdays
Audioscript Teacher’s Guide page 100

Exercise 3 r e 034
• Have students read the sentences and
decide if they are true or false.
• Before listening to the audio again, read
the Check it out! box and ask students to
phrasal verbs in exercise 4 fit the topic
Key language page 35
(figure out, take in, sink in).
listen for the phrases.
• Watch or listen again and do the
Aim
Exercise 5 e 03
033
3 exercise.
To practice the target language
language in a
• Students do the exercise individually,
i ndividually, • Check the answers as a class.
controlled and personalized context
then compare the answers in pairs. • Go through the Check it out! box and
Exercise 4 • Check the answers as a class. make sure that students understand
• Focus on the heading of the text and • Write students’ extra verbs on the board. the meaning of the phrases. Ask if they
ask: Where doesk this text comes from? remember why Georgia used them.
ANSWERS
(social media platform or chat room) Audioscript Teacher’s Guide page 100
1 take in 2 sink in 3 turn out
• Call on two volunteers to read out 4 pick out 5 hand in 6 check out
the text. 7 give in 8 figure out Step 3
• Students do the exercise, then compare Audioscript Teacher’s Guide page 100
their answers in pairs.
Exercise 4 Pairwork
• Check the answers as a class. Exercise 6 Pairwork • Students ask and answer the questions
in pairs.
• Ask a student to read out the Study • To demonstrate the activity, read out
strategy box. the speech bubble, then ask a confident • Circulate and monitor.
• Give students the example topic of student: How about you? • Ask for volunteers to share their answers
• Students complete the sentences, then with the class.
thought processes and ask which of the
have mini-dialogues with their partner. Workbook page W18
• Circulate and assist as needed
35
© Copyright Oxford University Press

Reading and
grammar pages 36–37
Talk about obligation,
permission, necessity, and
prohibition
Aim
To read
read and understand an article about
escape rooms
To present and practice verbs
verbs of
permission, obligation, and necessity
Grammar link presentation Unit 3

There is a grammar presentation of

modals by two presenters: one in British
English and one in American English to
expose students to both grammatical
terms. This is good preparation for
future exams. You can ask students to
study these at home, either before or
after the lesson. You can also watch
them in class.

Warm-up
• With books closed, ask students to
brainstorm activities that involve
working as part of a team, e.g. playing
football.
• Write their ideas on the board.
• Ask: What qualities do you think you need
to work well in a team?
• Have students discuss the question in
pairs, then ask for feedback.

Exercise 1 Think back

• Have students do the exercise in pairs.
• Check the answers as a class.
• Read out the grammar heading and
ask: What do the verbs in the other two
sentences relate to? (a permission,
b necessity)

Exercise 2 e 03
035
5
• Read out the questions, then have ANSWERS
students read the text and do the 1 a Games Master
Fun fact
exercise. Have students read the Fun fact and ask:
 exercise. 2 usually between 45 and 60 minutes
• Students read and listen, then check 3 You have to locate the key to the
What kind of personality do you think an
the answers. room’s door. escape room champion might have?
Audioscript Student Book page 36 4 four Workbook page W19
5 communication Practice Kit Extra Practice
Exercise 3 e 03
035
5 Audioscript Student Book page 36
• Ask a volunteer to read out the
questions. Exercise 4 Pairwork
• In stronger classes, have students cover • Students ask and answer the questions
the text and discuss the answers from in pairs.
memory before listening again. • Circulate and monitor.
• Students read and listen again, then do • Ask for volunteers to share their answers
the exercise. with the class, then ask for a show of
• Check the answers as a class. hands. Ask: Who would like to go to an
escape room? Who would not like to?

36
© Copyright Oxford University Press

• Ask: What kind of words are these?

• Ask for example sentences for each
adverb and write them on the board.
• Have students match the adverbs on the
board with the headings in exercise 8.

Exercise 8
• Have students fill in the adverbs from
the text, then brainstorm other adverbs
under each heading.
• Check the answers as a class and write
students’ ideas
ideas on the board.
• Note: Remind students that not all
adverbs end with -ly.
• Tell students that some adverbs
adverbs can
be used in more than one way: Sadly,
our team lost the competition. (opinion,
attitude); Our captain left the room sadly.
(manner)
• Refer students to the rules on page
W16.
ANSWERS
Frequency sometimes, never, often, hardly
ever, rarely, occasionally, frequently
Manner well, badly, slowly, quickly,
suddenly, gently, quietly, secretly,
happily
Opinion / attitude unfortunately, obviously,
clearly, sadly, interestingly
interestingly,, regrettably
Degree very, really, quite, incredibly
Rules page W16

Exercise 9 e 036
• Read the instruction and call on two
students to read out the dialogue.
• Students listen and do the exercise.
• Check the answers as a class.
• Ask: Which adverb can be used for both
frequency and degree? (hardly, e.g. hardly
ever: frequency; hardly any: degree)
Teacher’s Guide page 100
Audioscript
Exercise 10 e 036
• Have students read the sentences.
• Students listen again and choose the
Exercise 5 Exercise 7 correct alternatives.
• Students do the exercise individually. • Students do the exercise individually,
i ndividually, • Have students write the adverb types,
• Check the answers as a class. then compare their answers in pairs. then compare answers in pairs.
• Read the Think! box. • Check the answers as a class. Circulate and assist as needed.
• Refer students to the rules on page • Check the answers as a class.
Finished? • Ask students to add new adverbs to the
W16.
• Students write a list of five rules lists in exercise 8.
Rules page W16
for a game they like, using verbs of
Audioscript Teacher’s Guide page 100
Exercise 6 permission, obligation and necessity.
• Students do the exercise individually, • Students compare their rules in pairs. Challenge
then compare their answers in pairs. • This can be set for homework.
• In class, have students compare
•• Check the answers as a class.
If students need more support, go Real English sentences in pairs.
through the exercise together, asking Using adverbs • Circulate and assist.
volunteers to match each correct • You could take in the homework and
answer with a letter in the grammar Aim give individual written feedback.
chart, e.g. “ ‘re allowed to” is an example of To present and practice using adverbs
adverbs Workbook page W20
“f: when something is permitted”. Practice Kit Extra Practice
• For each answer, ask students to come up Warm-up
with an example sentence using the verb. • With books closed, write on the board:
sometimes, slowly, obviously, and very.
37
© Copyright Oxford University Press

Let’s talk
about … pages 38–39

Communication
competences

Making, accepting, and

rejecting suggestions
Aim
To present and practice language
for making, accepting, and rejecting
suggestions

Communication video
This is a video of the unit
Communication dialogue. You can ask
students to watch this at home either
before or after the lesson.
lesson . You
You can also
watch this in class.

Warm-up

• With books closed, tell students to

imagine that the class has been given
some money to spend on an outing.
• Ask: What do you think we should do with
the money?
• Accept some suggestions, but reject
others, and give reasons.

Exercise 1
• Have students ask and answer the
questions in pairs, then ask for class
feedback.

Exercise 2 Watch, listen,

or read r e 03
037
7
• Focus on the picture and ask: What
do you think Emma and Bruno are
discussing?
• Students listen and read, then answer
the question.
• Check the answer as a class.
• Read out the Speaking strategy box. • Play the audio again, pausing after each ANSWERS
• Model the two sentences and have phrase for students to repeat chorally. 1 I think we can work this out.
students repeat chorally. Audioscript Teacher’s Guide page 100 2 We aren’t allowed to do that.
• Have students find the tag questions in 3 All right, then. Let’s go with that
the text and add arrows. Extra activity plan.
 Audioscript Student Book page 38 • Have students work in small teams, 4 I don’t think that’s a good idea.
with closed books. 5 I can’t think of anything better.
Exercise 3 Pairwork • Write the following sentences on the
• Students practice reading the dialogue board:
aloud in pairs. 1 I think we can work this.
• Remind them to focus on tag question 2 We aren’t allowed do that.
intonation and encourage them to use
3 All right, then. Let’s go on that plan.
lots of expression. 4 I think that’s not a good idea.
Exercise 4 Real English e 038 5 I can’t think about anything better.
• Students work individually to complete • Tell students that there is one error
the phrases from the dialogue. in each sentence and ask them to
• In stronger classes, ask students to rewrite the sentences correctly.
cover the dialogue and complete the • Check the answers as a class and award
phrases from memory. one point for each correct answer.
• Students listen and check.
38
© Copyright Oxford University Press

ANSWER
1 Frank and Ruby cross together (two
minutes).
2 Frank runs back across (one minute).
3 Mom and Grandpa cross together (ten
( ten
minutes).
4 Ruby runs back across (two minutes).
5 Ruby and Frank cross together again
(two minutes).
Total:l: seventeen minutes
Tota

Beat the clock

• Read the Beat the clock box and ask
students to work individually.
• Start the timer. After two minutes, say:
Stop!
• Have students compare answers and
add their partner’s ideas to their own
lists.
• Ask students to call out their ideas and
write some examples on the board.

Link it! Pairwork

• Ask students to work with a different
partner to do the exercise.

• Ifthem
students enjoy
change this activity,
partners have the
and repeat
exercise.
• Circulate and assist as needed.

Extra activity
• During exercise 6 and the Link to
life activity, listen and note down
examples of correct and incorrect
language to highlight.
• Focus on students’ usage of verbs
from the grammar chart on page
37, the phrases on page 38, and tag
questions.
• While students are still talking,
write a numbered list of six to eight
sentences on the board. Half the
sentences should be correct and
half should be incorrect. Make them
anonymous by changing key words
if necessary.
Link to life Exercise 6 Pairwork • Give pairs a few minutes to decide
which ones are correct and or
• Students ask and answer the questions • Tell students that you want them to
incorrect before checking as a class.
in pairs. solve a riddle.
• Ask for volunteers to share their • Ask a volunteer to read out the text. • Correct the mistakes and praise the
good usage.
opinions with the class. • Tell them that the time that it takes
takes each
person to cross the bridge is written
Exercise 5 Pairwork under their name. Consolidation
• Have students focus on the pictures and • Check students’ understanding: How
elicit rope, planks of wood, and river, then • Suggest that students work in pairs
long does the family have to cross the
read the instructions. to record one of the lesson’s role
bridge? (seventeen minutes) How many plays.
• Have students take turns reading the people can cross the bridge with
with the
suggestions and accepting or rejecting flashlight at the same time? (two)
• They should then watch or listen
them. to it to see if they can add fillers,
• Circulate and assist as needed. • Ask students to review the phrases in
exercise 4 and use some of them in their
improve pronunciation or correct any
mistakes, then record it again.
• Ask pairs to find another pair to work discussion.
with, then compare their ideas and • Set a time limit for solving the puzzle. Workbook page W21
explain why they accepted or rejected • Circulate and monitor. Extra Communication page 55
the suggestions. Practice Kit Extra Practice
• When time is up, ask for a show of
• Ask for class feedback: Did anyone hands: Who has solved the puzzle?
work out how to cross the river without
touching the water?
• Ask a volunteer pair to explain the solution.
39
© Copyright Oxford University Press

Reading and
grammar page 40
Modals of speculation,
deduction, and obligation in
the past
Aim
To present and practice using modals for
speculation, deduction, and obligation in
the past

Warm-up
• In pairs, ask students to discuss the
possible meanings of the three text
headings, but do not ask for feedback at
this point.

Exercise 1 Think back

• Call on a student to read out the
sentences, then have students do the
exercise individually.
• Check the answers as a class.
Exercise 2
• Have students ask and answer the
questions in pairs.
• Ask for class feedback.
Exercise 3 Read and listen e 03
039
9
• Students read and listen to the audio,
then complete the definitions in pairs.
• Ask volunteers to read out their
definitions.
• Write blame, bias, and hop on the
bandwagon on the board and have
students look for the dictionary
definitions.
• If there is time, have students work in
pairs to look up three more words from
the text that are new for them and write

the definitions.
• Ask for volunteers to read out their
words and definitions.
Audioscript Student Book page 40
Exercise 6 Finished?
Exercise 4 • Have students do the exercise individually,
individually, • Have students think about recent news
• Have students match the highlighted then compare answers in pairs. stories and write sentences about them
sentences to the rules. • Check the answers as a class. using past modals.
• Check the answers as a class. ANSWERS
• Have students compare their sentences
• Refer students to the rules on page in pairs, then agree or disagree with
1 You didn’t need to buy me a present.
W17. each other.
2 Nora can’t have messaged Brad
Workbook page W20
 Rules page W17 yesterday.
Practice Kit Extra Practice
3 They must have been nervous waiting
waiting
Exercise 5 for the results.
• Have students do the exercise 4 Nico should have apologized after he
individually, then compare answers in ignored me.
pairs. 5 You could have seen Esther
E sther yesterday.
• Check the answers as a class.
Exercise 7 Pairwork
• Have students read out the mini-
dialogues in pairs. Ask them to focus on • Read the instructions and the example
using the weak form of have. sentence.
• Circulate and monitor. • Students do the exercise individually,
then compare their sentences in pairs.
• Circulate and assist as needed.

40
© Copyright Oxford University Press

Step 2
Exercise 4 e 041
• Give students time to read the
sentences.
• Students listen and do the exercise.
• Check the answers as a class.
Audioscript Teacher’s Guide page 100

Exercise 5 e 04
041
1
• Give students time to read the
instructions and statements.
• Play the audio again and have students
complete the sentences. If necessary,
pause after each sentence to give
students time to write.
• Have students write F or S, then discuss
their answers in pairs.
• Check the answers as a class.
Audioscript Teacher’s Guide page 100

Step 3
Exercise 6 Culture focus
• Call on a student to read out the
questions.
• Tell students that you will be asking
them to give a presentation on a magic
trick or illusion, so these questions may
help them to think of ideas.
• Students ask and answer the questions
in pairs.
• Ask for volunteers to share their answers
with the class.

Exercise 7 Presentation
• Students work in pairs or small groups.
• Tell them that their presentation should
last around five minutes.
• First, ask students to choose a magician
or illusionist, then do some online
research on a specific trick or illusion.
• You could give suggestions: Derren
Brown, David Copperfield, Penn and Teller
• Next, students discuss their theories
Listening and • Ask for class feedback and write about how the trick was done.
students’ suggestions on the board.
• Ask them to use modals for speculation
speaking page 41 and deduction and make notes.
Exercise 2 e 040
Aim • Students listen and match the people • Next, ask students to decide whether
To listen and understand a radio show with the pictures. to give a “live” presentation or make
m ake a
about magic video of themselves to show the class.
• Check the answer as a class. They may also use pictures, a short
To pepare and
and give a presentation about a Audioscript Teacher’s Guide page 100
video, or a demonstration of the trick.
magic track
• Pairs or groups take turns giving their
 Exercise 3 e 040
Warm-up presentations to the class.
• Students time read the statements.
• Ask: Do you ever go to the theatre? What • In large classes, put groups in larger
• Check understanding of read minds.
kind of shows do you like? groups to present to each other.
• In stronger classes, have students • After each presentation, ask the class:
• Have students discuss the questions in
pairs then ask for class feedback. discuss the answers from memory. How do you think the trick was done? Do
• Students listen again and do the you agree with the presenters’
presenters’ ideas?
exercise. Workbook page W21
Step 1
• Check the answers as a class. Practice Kit Extra Practice
Exercise 1 Note: conman = a man who tricks people
• Have students describe the pictures in into giving him money
pairs, then discuss the questions. Audioscript Teacher’s Guide page 100

41
© Copyright Oxford University Press

Trending topics pages 42–43

Reading and writing

competences
Aim
To read
read an article and share your opinions
about the purpose of dreaming
To write a description
description of a dream
Warm-up
• Ask: Scientists have many theories about
why we dream. Why do you think we dream?

Step 1
Exercise 1
• Have students focus on the pictures
and answer the question in pairs.
• Ask for volunteers to share their ideas
with the class.

Step 2
Exercise 2
• Students read and do the exercise
individually.
• Check the answer as a class.
• For each statement, ask students to
read out the words from the text that
contain the answer.

Exercise 3
• Give students time to read the questions.
• Students read and text, then do the
exercise.
• Check the answers as a class.
ANSWERS
1 to consolidate and process what we
have experienced during the day and
to decide which memories to keep
and which to forget
2 They can help us look at situations
differently,, resolve conflicts and deal
differently
with stress.
Exercise 4
3 They often find creative solutions to to Extra activity
problems. • In pairs, have students find the • Ask students to choose a dream or
4 They prepare us emotionally for for major highlighted words in the text first and try
nightmare that they have had in the
life events. to guess the meanings from the context.
past and write an account of the
5 They can help us cope with difficult or • Students then match the word with a story in three or four sentences.
dangerous situations because we can definition.
• Tell them that the dream doesn’t
doesn’t
experience them safely in our dreams. • Check the answers as a class. need to make any sense!
6 They may have evolutionary
evolutionary origins
Exercise 5 Pairwork • Have students circulate and take
dating back to when cavemen had to
turns reading out their dream
protect themselves from wild animals. • Students read and discuss the questions
accounts to other students.
in pairs.
 in pairs.
• Students should listen, then
• Circulate and monitor.
offer some kind of interpretation,
• Ask students to share their ideas for e.g. I think that could be a sign that
each question. you’re feeling trapped …, You
you’re You might
have been feeling guilty about …
• When students have surveyed four or
five other students, ask: Did any of the
interpretations make sense to you?
• Ask volunteers to give you examples.

42
© Copyright Oxford University Press

• Remind students to proofread their

work.
• Ask students to exchange their
accounts with a partner.
• Students read the paragraphs and
decide whether they agree with the
writer’s dream interpretation. They may
offer alternative interpretations.
• Ask for volunteers to read out their
descriptions.

Extra activity
• Tell students they are going to
to test
another pair on vocabulary they have
learned in Units 1–3.
• Have students look back through
the vocabulary pages of the student
book and choose five words.
• They should write a sentence for
each word with around half the
letters gapped in the target word.
• Two pairs switch sentences and work
on completing each other’s words.
• Tell them to award
award themselves a
point for each correct answer.
• Students can repeat the activity with
different pairs.
• At the end of each round, ask for a
show of hands: Who got 3 points? 4? 5?

Workbook page W22

Practice Kit Extra Practice
Unit test
Resource worksheets
Video

Exercise 6 Think critically! Step 3

• In pairs, have students discuss each
statement and decide whether they Exercise 7
agree or disagree. • Ask students to reflect on their answers
• If they have different opinions, they to exercise 5.
should continue the discussion until • Read out the exercise instructions and
they have reached agreement. ask students to choose a dream.
• Ask pairs to find another pair to make • Their description should start with the
a group. story of their dream.
• The groups then compare their • Ask a student to read out the Writing
decisions and try to reach agreement strategy box.
again. • Remind students to include the four
• Ask for a show of hands for each elements in their story, then reflect on
statement, by asking e.g. Which groups the possible meaning and connection
agree / disagree with number 1? Why? to their life.
• Give students a set time to write their
paragraph.
• Remind them of the word limit.
• Circulate and assist as needed.

43
© Copyright Oxford University Press

4 The future
is bright
Grammar
Future tenses: simple present, present
progressive, be going to, will / won't

Future progressive, future perfect,

future perfect progressive

Vocabulary
Future choices
Personal qualities

Communication
Asking for opinions and responding

Skills
Listening: Language and
communication
Speaking: Talking about the history
and future of languages
Reading: Cities of the future
Writing: A career goals statement and
how you will achieve them

Values and cross-curricular

topics
Preparing our futures

Fast track
The language syllabus is covered in
pages iv–v. The Vlog, Listening and
speaking, and Trending topics pages
offer additional skills practice, so if you
have limited class time you could set
some of these for homework.

Vocabulary page 44

Exercise 1 Think back Exercise 3 Pairwork

Future choices and personal
• Call on a student to read out the • Read the instructions and call on two
qualities questions. volunteers to read out the speech
Aim • Have students discuss the questions in bubbles to demonstrate the activity.
To present and practice vocabulary
vocabulary for pairs or small groups. • Give students time to complete item
• Circulate and assist as needed. 10 (train to be a/an …), then put the
future choices and personal qualities
• Call on volunteers to share their ideas expressions in order.
Warm-up with the class. • Tell students that they do not need toto
• Tell students that Unit 4 will focus include all the items.
on talking about future choices and Exercise 2 e 042 • Have students discuss their choices in
personal qualities. • Have students match the expressions pairs.
• Have students cover the lower part of with the pictures, then compare their • Circulate and assist as needed.
the page and focus on the pictures. answers in pairs. • Ask for class feedback: What was your
 • Ask students to describe the pictures • Students listen and check. Check that first choice? What was your last choice?
in pairs. students understand the meaning of Can anyone share one of their goals with
the words. the class?
• Circulate and notice what topic words
students are using, but do not ask for • Play the audio again, pausing after Workbook page W25
feedback at this point. each expression for students to repeat
chorally.
Audioscript Teacher’s Guide page 101

44
© Copyright Oxford University Press

• Encourage them to use the sentence

stem on the board.
• Circulate and assist as needed.

Vlog page 45

Aim
To watch and understand a vlog about
career choices

Vlog
The vlog recycles key vocabulary from
the lesson, providing comprehension
practice. You can play it after the
vocabulary lesson, or you can also use it
as a fun topic warmer before the lesson.

Warm-up
• Focus on the picture and heading and
ask: What does ”the bigger picture” mean?
(the situation as a whole)

Step 1
Exercise 1
• Students ask and answer the questions
in pairs.
• Ask for volunteers to share their answers
with the class.

Step 2
Exercise 2 Watch or listen r e 044
• Ask students to read the names and
career choices.
• Watch or listen to the vlog and do the
exercise.
• Students compare their answers in pairs.
• Check the answers as a class.
Audioscript Teacher’s Guide page 101

Exercise 3 r e 044

• In pairs, ask students to read the

sentences and decide, from memory if
possible, if they are true or false.
Key language page 45
Exercise 6 Pairwork
• Before listening again, read the Check it
• Ask a student to read out the Study out! box and ask students to listen for
Aim strategy box.
the phrases.
To practice the target language
language in a • Ask them to find exact or close • Watch or listen again and do the
controlled and personalized context synonyms for the words in exercise 4.
exercise.
ANSWERS • Check the answers as a class.
Exercise 4 e 043
adaptable: flexible; reliable: dependable • Go through the Check it out! box. Check
• Tell students that their personal qualities
will influence their career choices. SUGGESTED ANSWERS understanding of the phrases. Ask if
• Ask them to read the ad and do the analytical: scientific, conscientious: they remember why Nick used them.
exercise. meticulous, considerate: thoughtful, Audioscript Teacher’s Guide page 101
energetic: dynamic, hard-working:
• Students listen and check the answers.
industrious, multi-lingual: good with Step 3
• Play the audio again and have students languages
repeat chorally.
• Read out the jobs and write on the Exercise 4 Pairwork
Audioscript Teacher’s Guide page 101 board: To be an [accountant], you need • Students ask and answer the questions
to be … Elicit qualities, e.g. analytical, in pairs.
Exercise 5
conscientious. Encourage students to • Circulate and monitor.
• Students do the exercise individually. add their own adjectives, e.g. careful,
• Check the answers as a class. • Ask for volunteers to share their answers
good with numbers, etc.
with the class.
• Give students time to list qualities for Workbook page W25
the jobs, then compare with a partner
45
© Copyright Oxford University Press

Reading and
grammar pages 46–47
Talk about the future
Aim
To read
read and understand an article about
skills needed for adult life
To present and practice future
future tenses

Warm-up
• Have students focus on the article title
and ask: What do you think this article is
about?
• Tell students that the writer is using adult
as a verb playfully—it is usually a noun.

Exercise 1
• Students do the exercise in pairs.
• Circulate and monitor what future
forms students are already using.
• Make a note of sentences with tense
errors, but do not correct students at
this point.

Exercise 2 e 045
Read out the instructions, then have
• students read the text and do the
exercise.
• Students listen and check the answers.
Audioscript Student Book page 46

Exercise 3 Pairwork
• Read out the questions and call on
two students to read out the speech
bubbles to demonstrate the activity.
• Have students skim read the text and
underline tips on the right side of the
text.
• Students then discuss the tips.
• Ask: What are the most important tips?
Are there any areas you
you already feel
confident about?

Extra activity
• Have students work in small groups.
• Ask them to imagine that they no
longer live with their parents.
• Write on the board: food, work,
housing, personal appearance,
relationships
• Ask groups to choose a topic and
write a list of tips on how to “adult”
“adult”
successfully in that area.
• Have students exchange their list
with another group.
• If the class is small enough, display all
the lists and have students circulate
and read them.

• Ask: Which tips do you think you will

remember?
 Workbook page W26
Practice Kit Extra Practice

46
© Copyright Oxford University Press

• Circulate and listen.

• Write some examples of incorrect
usage on the board while students are
speaking. Change key words to make
them anonymous if possible.
• Have students read the sentences in
pairs and suggest corrections.
• Check the answers as a class.
Challenge
• This exercise can be set for homework.
• Ask students to write two or three
sentences for each time period.
• In pairs, students take turns reading out
their sentences.
• Ask them to ask follow-up questions.
• Circulate and monitor.

Real English
Adjectives with self-
Aim
To present and practice using adjectives
with self-

Warm-up
• Tell students they are going
going to learn a
group of adjectives beginning with self-.
• Ask if students can give you any
examples and write them on the board.

Exercise 7
• Students do the exercise in pairs.
• Check the answers as a class, but do not
ask for feedback on meaning.
ANSWERS
self-taught, self-sufficient, self-confident

Exercise 8 e 046
• Students do the exercise individually,
then compare answers in pairs.
• Students listen and check the answers.
• Ask: Which of these adjectives have
Think! box Exercise 5 negative meanings? (e.g. self-conscious)
• Read the words in the box and have • Students do the exercise individually,
i ndividually, • Play the audio again and have students
students do the exercise. Ask students then compare their answers in pairs. repeat chorally.
to complete the sentences first, then • Check the answers as a class. Audioscript Teacher’s Guide page 101
read the text to check their answers.
ANSWERS Exercise 9 Pairwork
• Check the answers as a class. 1 Do you think any of your friends will
• Read the Look! box. • Read the instructions and call on a
do an apprenticeship?
volunteer to read out the speech
• Refer students to the rules on page W23. 2 Are you going to train to be a
bubble.
Rules page W23 mechanic?
3 What are you doing this Saturday? • Students complete the diagrams, then
Exercise 4 4 What time do your classes begin on a discuss their choices with a partner.
• Students do the exercise individually, Monday? • Encourage them to give reasons for
then compare their answers in pairs. 5 Which new skill will you learn this their statements.
• Check the answers as a class. year? • Circulate and assist as needed.
Workbook page W25
Ask students to be specific about what
• use the example demonstrates, e.g. Exercise 6 Pairwork Practice Kit Extra Practice
The example sentence uses going to to
• Have students ask and answer the
questions in pairs.
 talk about a definite intention / plan
plan..
(1 offer, 2 timetable with a time reference, • Ask them to ask for more information
3 short-term plan, 4 prediction, 5 promise ) and have a conversation.

47
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Let’s talk
about … pages 48–49

Communication
competences
Asking for opinions and
responding

Aim
To present and practice language
for making, accepting, and rejecting
suggestions

Communication video
This is a video of the unit
Communication dialogue. You can ask
students to watch this at home either
before or after the lesson.
lesson . You
You can also
watch this in class.

Warm-up
• Draw a smiley face on one side of the
board and a sad face on the other side.
• With books closed, make some
statements
opinions. and ask for students’
• Tell them they can respond positively or
negatively. Example statements:
I’m thinking of buying a pet rat. What do
you think?
I’m going to try and climb Mount Everest
next summer.
I’m going to organize a huge party for this
class. Is that a good idea?
• Accept all answers.
• Write some of their encouraging
responses under the smiley face and
their discouraging responses under the
sad face.

Exercise 1
• Have students ask and answer
the questions in pairs, then ask for Exercise 3 Pairwork • Have students find the phrases from
volunteers to share their answers with • Students practice reading the dialogue exercise 4 in the dialogue and add
the class. aloud in pairs. downward or upward arrows, then
• practice reading the dialogue again.
Ask: Did you get the response you • Encourage them to use lots of
expected? Was their response helpful? expression. Audioscript Teacher’s Guide page 101

Exercise 2 Watch, listen, Exercise 4 Real English e 048 Extra activity

or read r e 047 • Students work individually to complete • Remind students of the sentences
• Focus on the picture and ask: What the phrases from the dialogue. they wrote for the Challenge on
do you think Emma and Bruno are • In stronger classes, ask students to page 47.
discussing? cover the dialogue and complete the • In pairs, students use the sentences
• Accept all answers. phrases from memory. to tell each other about their plans
• Students listen and read, then answer • Students listen and check. and intentions.
the question. • Read out the Speaking strategy box. • Tell them to use the phrases in
• Check the answer as a class. exercise 4 to ask for each other’s
• Play the audio again, pausing after opinions and respond.
• Check that students understand each phrase for students to listen to the • Circulate and assist as needed.
physical therapy (a physical therapist intonation and repeat chorally.
helps injured or ill people improve their
movement and manage their pain).
 Audioscript Student Book page 48

48
© Copyright Oxford University Press

SUGGESTED ANSWERS
Line 2 I know you’re a great cook, but it
might not be your “thing!”
Line 4 Because there are a lot of exams,
and you don’t like exams.

Exercise 6 Pairwork
• Tell students that you want
want them to
use the dialogues in exercise 2 and 5
as a model for their own dialogue. Call
on two students to read out the steps
for Student A and Students B, then the
speech bubbles.
• Have students choose from the four
topics or think of their own.
• Give them time to prepare their ideas,
then role-play the dialogue.
• Remind them to be diplomatic.
• Ask students to switch roles and repeat
the exercise.
• Ask for volunteers to perform their
dialogue for the class.

Beat the clock

• Read the Beat the clock box and ask
students to work individually.
• Start the timer. After one minute, say:
Stop!
• Have students compare answers
with their partner and discuss the
differences.

Link it! Pairwork

• Ask students to work with a different
partner to do the exercise.
• Have them brainstorm their lists first,
then role-play a dialogue.
• If students enjoy this activity, have
them change partners and repeat the
exercise, using their list of ideas.
• Circulate and assist as needed.

Consolidation
• Have students think about the last
time they asked a friend for their
Exercise 5 e 049 opinion.
Extra activity
• Explain that the dialogue is jumbled • Suggest that they try to remember
• Ask: How do you react if someone
and call on two volunteers to read out the conversation and translate it into
responds negatively to your ideas? How
the parts of Laura and Marco. English.
do you respond to other people’s ideas?
• Students do the exercise individually, • They should then refer to the phrases
• Suggest that you can make a
then compare answers in pairs. in exercise 4 and fit them into the
negative response easier to accept
• Check the answers as a class, then have if you say something positive first. dialogue if possible.
students practice reading the dialogue Have students read the dialogue in
in pairs. exercise 2 and find two examples. Workbook page W28
• Remind them to use upward and (I know you’re hard-working and Extra Communication page 55
downward intonation appropriately. conscientious, but you won’t have any Practice Kit Extra Practice
• Circulate and model correct intonation free time on the weekends.; I think a
if necessary. physical therapy course
course is a good idea,
Audioscript Teacher’s Guide page 101 but you need one that’s more flexible.)
• Have students read Laura’s responses
Link to life
• Students ask and answer the questions in
anyexercise 5sand
of Laura’ ask: Can
responses you change
to make them
in pairs. more diplomatic?
• Ask for students to share their answers
with the class.
 49
© Copyright Oxford University Press

Reading and
grammar page 50
Talk about the future
Aim
To present and practice using the future
future
perfect, future perfect progressive, and
future progressive
Grammar link presentation Unit 4

There is a grammar presentation of

future perfect tenses by two presenters:
one in British English and one in
American English to expose students to
both grammatical terms. This is good
preparation for future exams. You can
ask students to study these at home,
either before or after the lesson. You can
also watch them in class.

Warm-up
• Ask: Can you think of any jobs that didn’t
exist fifteen years ago?
• Have students discuss the question in
pairs, then ask for class feedback.

Exercise 1
• Have students ask and answer the
questions in pairs.
• Ask for class feedback.

Exercise 2 e 050
• Have students read the text and match
the jobs with the ads.
• Listen and check the answers.
• Ask if they can use the context to
tell you the meaning of gamification
(using game-playing as part of another
activity to make it more interesting),
tailor (a person who makes clothes
professionally), and coach (a person
who trains another person or team).
Audioscript Student Book page 50

Think! box • Check the answers as a class. For each 2 Will you be living at home by this time
• Read out the tense names in the sentence, ask students to match the next year?
grammar chart and tell students that correct answer with a use from the 3 Will you have been doing an
these tenses are used to talk about grammar chart. apprenticeship for a few weeks or
actions or activities in the future. months by this time next year?
Have students read the highlighted Exercise 4
• Have students circulate and ask and
sentences and complete the rules with • Have students do the exercise answer the questions. If they find
the words in the box. individually, then compare answers in someone who answers Yes, have them
• Check the answers as a class. pairs. ask for more information.
• Refer students to the rules on page W23. • Circulate and monitor. • Circulate and assist as needed.
• Read the Look! box. • Check the answers as a class. • Ask for information about the students
• Elicit examples of other stative verbs Exercise 5 Pairwork who answered Yes to the questions.
(e.g. love, believe, hear) Workbook page W27
• Read the instructions. Practice Kit Extra Practice
Rules page W23
• Ask students to write the questions that
Exercise 3 they will need for the exercise.

• Have students do the exercise individually,

individually, • Write their answers on the board:
then compare answers in pairs. 1 Will you have passed any important
• Circulate and monitor. exams by this time next year?
50
© Copyright Oxford University Press

• Students listen again and do the

exercise.
• Check the answers as a class.
Audioscript Teacher’s Guide page 101

Step 2
Exercise 4 e 052
• Tell students that they are going to
listen to four teenagers.
• Give students time to read the
sentences.
• Students listen and do the exercise.
• Check the answers as a class.
Audioscript Teacher’s Guide page 101

Step 3
Fun fact
Read the Fun fact and ask: How many
languages are spoken in your area?

Exercise 5 Culture focus

• Have a student read the questions.
• Tell students that you will be asking
them to give a presentation on a native
language, so these questions may help
them think of ideas.
• Students ask and answer the questions
in pairs.
• Ask for volunteers to share their answers
with the class.

Exercise 6 Presentation
• Students work in groups.
• Tell them that their presentation should
last around five minutes.
• First, ask students to do some online
research into native languages and
choose one as a group. If students
cannot decide, ask them to look at
countries with many native languages,
such as Indonesia, Nigeria, and India.
• Next, ask students to use the questions
Listening and Exercise 2 e 05
051
1 as a structure for their presentation.
Advise them to share the research tasks
• Call on a volunteer to read out the
speaking page 51 Listening strategy box. Have students
among the group and take notes as
they read.
read the instructions and statements. If
Aim • Circulate and assist as needed.
there is time, have students guess the
• To listen to and understand a radio numbers in pairs before listening. • Next, ask students to decide how to
program about languages present their findings. Encourage them
• Students listen and complete the
• To prepare and give a presentation sentences. to print off pictures. They may also play
about a native language short recordings of the language in
• Check the answer as a class.
their presentation or teach the class a
Warm-up • Ask: Do any of the numbers surprise you? few basic phrases.
• Ask: How many languages are spoken in Why?
• Pairs or groups take turns presenting
your country? Audioscript Teacher’s Guide page 101
their native language to the class.
• Have a class discussion. Exercise 3 e 05
051
1 • In large classes, put groups in larger
groups to present to each other. Ask the
• Give students time to read the
Step 1 statements.
class to vote on the best presentation
and give reasons.
Exercise 1 • Check that they understand endangered. Workbook page W28
• Have students discuss the questions in • In stronger classes, have students Practice Kit Extra Practice
pairs, then elicit sign language. discuss the answers from memory.

51
© Copyright Oxford University Press
 Trending topics pages 52–53

Reading and writing

competences
Aim
To read
read an article and share your opinions
about the cities of the future
To write a career
career goals statement

Warm-up
• Ask: How has the place where you
live changed since your parents were
children? Do you think the changes are
improvements? Why? Why not?
• Have students discuss the questions in
pairs, then ask for class feedback.

Step 1
Exercise 1
• Have students focus on the pictures
and answer the question in pairs.
• Ask for volunteers to share their ideas
with the class.

Step 2
Exercise 2
• Call on a student to read out the
Reading strategy box.
• Ask students to read the sentences and
point out that the answers will all be
numbers.
• Tell them to scan the first part of the
text to find the answers.
• Students read the first part of the text
and check their answers.

Exercise 3
• Give student time to read the sentences
and options.
• Students read and do the exercise, then
compare their answers in pairs.

• Check the answers as a class. • Tell them to award

award points for correct Exercise 6 Think critically!
guesses. • Put students into groups and read out
Exercise 4
• Circulate and listen. the instructions.
• In pairs, have students find the • Clarify that home life is about how you
highlighted words in the text first and try • Note which students have
successfully illustrated the meaning spend your time at home, whereas
to guess the meanings from the context.
of the word in their sentence. family life is about how you interact as
• Students then match the word with a a family.
definition. • After the activity, ask them to read
out their sentences to the class. • Ask students to brainstorm the changes
• Check the answers as a class. they predict and make notes.

Extra activity
• If time is limited, ask half the groups to
Exercise 5 Pairwork make lists for the first four subjects and
• In pairs, have students choose three • Students read and discuss the half the groups to make lists for the last
words from exercise 4 and write an questions in pairs. three subjects.
example sentence for each, with a
• Circulate and monitor. • Ask a group to present their ideas for
gap in the place of the word.
• Ask students to share their ideas for home life and write them on the board
• Ask pairs to find another pair to work each question. in note form.
with.
• Pairs take turns to read out the • For question 1, write a list of the
students’ ideas in a corner
cor ner of the board • Ask other groups to add their ideas. Ask:
Which of these changes is most likely to
sentences and guess the missing happen? Why?
to refer to later.
words.

52
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 Extra activity
• Put students in pairs and ask them to
role-play a conversation between a
student and a careers adviser.
• Student A should use their career
goals statement to summarize their
future plans, then ask for the adviser’s
opinion. Student B should listen and
show interest, then respond with
some advice. Remind them to be
diplomatic if necessary.
• Set a time limit of five minutes, then
have the students switch roles.
• Circulate and make notes of good
usage of the target vocabulary,
grammar and communication
skills from the unit and write some
examples of the board.
• When students have finished, draw
their attention to the sentences on
the board and praise them.

Workbook page W29

Practice Kit Extra Practice
Unit test
Resource worksheets
Video

• When the classrub

two changes, hasthe
decided on one
other ideas offor
the Step 3
board. Exercise 7
• Repeat the process with the next area, • Ask students to reflect on their answers
with a different group presenting their to exercise 5 and 6.
list. • Read out the exercise instructions and
• Continue the process until the class has ask students to make notes for each
discussed all the areas. topic.
• Keep the pace of the discussion fairly • Give students a set time to write their
quick. career goals statements.
• Ask students to read the final list on the • Remind them of the word limit.
board, then review the list of skills on • Circulate and assist as needed.
the board from exercise 5.
• Remind students to proofread their
• Ask if they want to add any other skills work.
to the list.

53
© Copyright Oxford University Press
 Review B
B Exam practice and
review

Vocabulary
The mind
Phrasal verbs with in and out
Future choices

Personal qualities

Grammar
Modal verbs
Verbs of obligation, necessity,
prohibition, and permission
Adverbs of frequency, manner,
opinion / attitude, and degree
Modals of speculation, deduction, and
obligation in the past
Future tenses: simple present, present
progressive, be going to, will / won’t
Future progressive, future perfect,
future perfect progressive

Vocabulary
Exercise 1
• Have students do the exercise
individually or in pairs.
• Tell them that the exercise
exercise reviews
vocabulary for the mind from Unit 3,
page 34.
• Check the answers as a class.
• Call on students to read out the
sentences.

Exercise 2
• Have students do the exercise
individually or in pairs.
• Tell them that the exercise
exercise reviews
vocabulary for future choices from
• Have students compare answers in • Check the answers as a class.
• Unit 4, page 44.
Check the answers as a class.
pairs and check that they have included
Exercise 7
the word in parentheses.
• Call on students to read out the sentences. • Students do the exercise individually.
• Check the answers as a class.
Exercise 3 Exam • Ask students to name the grammar point • If necessary, have students review the
that is being tested in each sentence. rules for future perfect, future perfect
• Have students do the exercise
progressive, and future progressive on
individually or in pairs.
Exercise 5 page 47.
• Tell them that the exercise
exercise reviews
• Students do the exercise individually. • Students compare answers in pairs.
personal qualities from Unit 4, page 45,
but tell them that not all the answers • If necessary, have students review • Check the answers as a class.
are adjectives. the rules for modals of speculation,
deduction, and obligation in the past on Songs
• Students compare answers in pairs.
page 40. We’re Going to be Friends by The White
• Check the answers as a class. Stripes (future forms)
• Students compare answers in pairs.
• Call on a student to read out the I’ll Be Waiting by Adele (future perfect)
• Check the answers as a class.
paragraph.
Always on my Mind by Elvis Presley (modal
Exercise 6 verbs)

Grammar • Students do the exercise individually.

• If necessary, have students review the
Hand in my Pocket by Alanis Morissette
(personal qualities)
Exercise 4 Exam
rules for future forms on page 47.
• Students do the exercise individually. Workbook page W8
• Students compare answers in pairs. Practice Kit Extra Practice
54
© Copyright Oxford University Press
 Pronunciation
Weak forms and linking

Exercise 3 e 054
• Play the audio. Students listen and do
the exercise.
• Students listen again and repeat.
• Students read the text about linking.
• Model the sentence and have students
repeat.
Audioscript Student Book page 55

Exercise 4 e 055
• Students listen and do the exercise,
then compare answers in pairs.
• Check the answers as a class.
• Students listen again and repeat.
• Have students read out the sentences
again to practice the pronunciation.
• Circulate and monitor.
Audioscript Student Book page 55

Group chat
Exercise 5 e 056
• Have students focus on the picture and
tell them they are going to listen to an
interview.

• Ask: What do you think the interview will

be about?
• Students read the instructions and
questions.
• Students listen and do the exercise.
• Check the answers as a class.
Audioscript Teacher’s Guide page 102

Exercise 6 e 056
• Students read the sentences. In pairs,
they try to remember whether the
sentences are true or false.
• Play the audio. Students listen and do
the exercise.
• Check the answers as a class.
Audioscript Teacher’s Guide page 102
B Extra Communication
Exercise 7 e 056
communication Commenting on experiences and
feelings • Put students in small groups and read
Aim out the instructions.
To present language for commenting on Exercise 1 e 053 • Students listen again and write down
experiences and feelings • Play the audio. Students do the exercise four words that are new to them.
To listen to and practice the pronunciation individually. • In their groups, students compare their
of have as a weak form • Play the audio again. Students listen lists and make some guesses about
To listen to and understand
understand an interview and check their answers. what the words mean.
with a VJ • Students read the mini-dialogues in • Play the audio again, pausing at
pairs. intervals for students to make notes.
Warm-up • In groups, students discuss the words
Audioscript Teacher’s Guide page 102
• Tell students a problem you’re
you’re having, or again and guess the meaning from the
something you’re excited about. Exercise 2 context, e.g. I think it must mean …, It
• Tell students that they are going
going to • Students do the exercise individually.
i ndividually. might mean …
use must or can’t to comment on • Check the answers as a class. • Ask students to call out any words they
experiences and feelings. are still unsure about and clarify their
meaning.
Audioscript Teacher’s Guide page 102

55
© Copyright Oxford University Press

B CLIL
 B CLIL
Music on your mind
Aim
To learn about the effects
effects of music on the
brain; to discuss your taste in music

Warm-up
• With books closed, ask: Why do you listen
to music? Are there any activities you prefer
to do with / without listening to music?
• Have students ask and answer the
question in pairs, then ask for class
feedback.

Exercise 1 r
• Call on a student to read out the
questions and ask students to make
notes as they watch.
• Students watch the video, then answer
the questions in pairs.
• Check the answers as a class.

Exercise 2
• Students do the exercise individually,
then compare answers in pairs. Provide
dictionaries if possible.
• Check the answers as a class.
• Give students time to brainstorm extra
words, then ask for their ideas. List their
ideas on the board.
ANSWERS
Types of music classical, bold, expressive,
melodic, baroque
Things you hear or feel lyrics, beat, rhythms

Exercise 3
• Elicit the meaning of infographic.
• Students do the exercise, then compare
their answers in pairs.
• Check the answers as a class and model
pronunciation of brain parts.
• Note: amygdala: /əˈmɪɡdələ/,
cerebellum: /ˌserəˈbeləm/, auditory:
/ˈɔːdətɔːri/, prefrontal: /priːˈfrʌnt(ə)l/, Exercise 6 Pairwork
cortex: /ˈkɔːrteks/
• Students work in pairs.
Exercise 4 e 57 • Read out the instructions and call on two
students to read out the speech bubbles.
• Students do the exercise individually.
• Listen and check the answers. Have • Students discuss their music
preferences. Encourage them to use the
students correct the false sentences.
word lists in exercise 2.
Audioscript Student Book page 56
• Circulate and assist as needed.
Exercise 5 e 57
Exercise 7 Groupwork
• Students do the exercise individually.
• Put the pairs or small groups into larger
• Check the answers as a class. Note on groups and instruct them to ask and
pronunciation: hippocampus:
answer the questions.
/ˌhɪpəˈkæmpəs/
• Alternatively, have students circulate
• Ask: Do you think you will change and use the questions as a survey, e.g.
your study habits after reading this
Question 1 can be changed to: What is
information? Why? Why not?
your favorite type of music? Ask students
Audioscript Student Book page 56 to note down other students’ answers.
• Ask for class feedback for each question.

56
© Copyright Oxford University Press

Get involved
 Exercise 4 Groupwork
• Put students in groups and read out the
instructions.
• Students read and choose a situation.
• Circulate and check the groups’ choices.
You could persuade groups to change
their choices if too many groups have
chosen the same one.

Exercise 5 Groupwork
• Ask a student to read out the Real
English box.
• Have groups brainstorm possible songs
or pieces of music for the playlist.
• Students can review the text and
infographic on page 56 if appropriate.
• Circulate and assist as needed.

The project
Exercise 6 Groupwork
• Students answer the questions and
make notes. Make sure all students
write notes.
• Students choose songs or pieces of
music from their brainstormed lists and
decide on a playlist
pl aylist order.
• Circulate and monitor.
Exercise 7
• Have students decide how to share
the speaking parts of the presentation
among the group.
• Give them time at home or in the
lesson to practice their presentations.
• Ask students to prepare the first track
on the playlist to play to the class.
• Tell students to listen to each
each other’s
presentations carefully and prepare at
least one question to ask.
• Groups take turns to present their
playlists.
• After each presentation, invite the other
B Global skills • Give students two or three minutes to groups in turn to ask questions.
discuss the questions in pairs.
• Ask for volunteers to share their Exercise 8
Make a playlist • Students vote on the best playlist
answers.
for each situation and give reasons.
Aim
Students may not vote for their own.
To practice working as part of a team; to Get thinking
• Ask: Do you think you will listen to any of
brainstorm ideas and select appropriate
information
Exercise 2 e 58 these playlists?
• Play the audio and have students
Warm-up complete the Type of music column. How did you do?
• Focus students’ attention on the list
l ist • Check the answers as a class. • Students read the statements, reflect
under We will … and call on volunteers • Students complete the other columns on their own performance and give
to read the bulleted points. in pairs. themselves a score.
• As a class, reflect on the meaning of the • Ask students to share their answers with • Ask for class feedback: What did you
various goals. the class. enjoy about this project? What did you
find most difficult? What would help you
Audioscript Teacher’s Guide page 102
What’s up? improve your score next time?
Exercise 3
Exercise 1 Pairwork • Students do the exercise in pairs.
• If possible, tell students about a song • Circulate and assist as needed.
that is special to you and say why.
57
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5 Fit for life

 Grammar
Conditionals: zero, 1st, 2nd, 3rd
I wish …, If only …

Vocabulary
Health and fitness
Phrasal verbs: exercise

Communication
Asking for and giving advice

Skills
Listening: World Eskimo-Indian games
Speaking: Talking about the World
Eskimo-Indian games
Reading: Swim for your life
Writing: A personal account about a
difficult journey

Values and cross-curricular

topics
Loooking after our health and fitness

Fast track
The language syllabus is covered in
pages iv–v. The Vlog, Listening and
speaking, and Trending topics pages
offer additional skills practice, so if you
have limited class time you could set
some of these for homework.

Vocabulary page 58

Health and fitness

Aim
To present and practice vocabulary
vocabulary for
health and fitness
• Students listen and check. • Have them refer to the pictures for
Warm-up • Check that students understand the ideas.
• Tell students that Unit 5 will focus on meaning of the expressions. • Students discuss the questions in pairs.
talking about health and fitness. • Ask: What are the objects in pictures 3 • Circulate and assist as needed.
• Students cover the lower part of the (fitness tracker), 4 (dumb-bells) and 5 • Ask for class feedback: What would you
page and focus on the pictures. They (scales)? advise others to do to improve their health
describe the pictures in pairs. • Play the audio again, pausing after and fitness? Why?
• Circulate and notice what topic words each expression for students to repeat
students are using, but do not ask for chorally. Fun fact
feedback at this point. Audioscript Teacher’s Guide page 102
Read the Fun fact and tell students that
an average adult has a resting heart
Exercise 1 Exercise 3 Pairwork rate of between 60 and 100 beats per
• Have students discuss the questions • Read the instructions and call on two minute, while a well-trained athlete’s
in pairs, then share their ideas with the volunteers to read out the speech may be between 40 and 60.
class. bubbles to demonstrate the activity. Workbook page W32
Exercise 2 e 059 • Encourage them to develop the
conversation: Tell each other about what
• Have students match the expressions you do to get fit and what the benefits are
with the pictures, then compare their
answers in pairs. for you.

58
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Vlog
The vlog recycles key vocabulary from
the lesson, providing comprehension
practice. You can play it after the
vocabulary lesson, or you can also use it
 as a fun topic warmer before the lesson.

Warm-up
• Ask: What kind of new exercise or sport
would you like to try?

Step 1
Exercise 1
• Students ask and answer the questions
in pairs.
• Ask for class feedback.

Step 2
Exercise 2 Watch or listen r e 06
061
1
• Ask students to read the items and
check understanding of cheerleading
(organized support of a sports team
that involves dancing in costume).
• Watch or listen to the vlog and do the
exercise.
• Students compare in pairs.
• Check the answers as a class.
Audioscript Teacher’s Guide page 102

Exercise 3 r e 06
061
1
• In pairs, students read and try to answer
the questions from memory.
• Watch or listen again and do the
exercise.
• Check the answers as a class.
• Read the Check it out! box and have
students discuss what they think the
phrases mean.
• Play the audio again, pausing after each
expression to elicit the meaning.
ANSWERS
1 She’s been feeling down (unhappy).
Key language page 59
Exercise 6 Pairwork 2 Her friend advised her to do some
• Have a student read out the three topics exercise, which releases endorphins,
Aim and the speech bubbles. chemicals that make us feel happier
happier..
To practice the target language
language in a • Have pairs choose a topic and make 3 She didn’t use to like exercise.
controlled and personalized context notes individually. 4 She has been enjoying cheerleading
• Students discuss their ideas in pairs. the most.
Exercise 4 e 060 5 She is sleeping better and has more
• For each topic, have one or two pairs
• Have students read the sentences and energy.
tell the class their best ideas.
complete the advice with the verbs. 6 She encourages them to start doing
Challenge exercise and says that she will support
• Students listen and check the answers.
them.
• Play the audio again and have the • Have students work in pairs or small
groups to brainstorm ideas. Audioscript Teacher’s Guide page 102
students repeat chorally.
Audioscript Teacher’s Guide page 102 • Ask each group in turn for one idea,
until all their ideas have been shared. Step 3
Exercise 5
Exercise 4 Pairwork
• Students do the exercise individually.
• Check the answers as a class. Vlog • Students ask and answer the questions
in pairs.
SUGGESTED ANSWERS Aim • Ask for volunteers to share their
before warm up, try out
o ut for, sign up for, To watch and understand
understand a vlog about a answers.
take up, join in new fitness routine Workbook page W32
during work out, slow down, tone up
after cool down, give up, chill out 59
© Copyright Oxford University Press

Reading and
grammar pages 60–61
Talk about possible and
hypothetical situations
 Aim
To read
read and understand a web page about
unusual forms of exercise; to present and
practice using conditional sentences

Warm-up
• Have students focus on the four
pictures and ask: What are these objects?
Have you ever used them?
• Have students discuss the questions in
pairs, then ask for class feedback.
• Write the names of the objects on the
board (hula hoop, surfboard, drum,
frisbee).
• Ask: What do you think the article title
means?

Exercise 1 e 062
• Read out the grammar heading and
elicit the meaning of hypothetical
(based on situations or ideas which are
possible and imagined rather than real
and true).
• Give students time to read the text and
do the exercise.
• Students listen and check the answers.
Audioscript Student Book page 60

Extra activity
• Write on the board: A swing,
B kindergarten, C abs, D wipeout,
E warrior, F fierce, G stamp, H groove
• Read out the eight definitions below,
twice each.
• Have students listen and write down
a letter for each number.
numb er.
1 showing a heartfelt and powerful
intensity (F fierce)
2 move backwards and forwards or
Exercise 2 e 062 • Point out that the four unusual activities
side to side (A swing)
• Students read the questions, then listen in the text are all based on existing
3 abbreviation for abdominal muscles activities.
(C abs) and read the text again and do the
exercise. • They can adapt an activity or invent a
4 dance to music (H groove) completely new one.
• Check the answers as a class.
5 a class to prepare young children for • Set a time limit.
Audioscript Student Book page 60
school (B kindergarten)
• Ask students to read the text again
6 a brave or experienced soldier or Exercise 3 Pairwork and notice how each one explains the
fighter (E warrior) • Have students discuss the question in health benefits and tries to motivate
7 a fall from a surfboard (D wipeout) pairs. the reader.
8 put your foot down noisily and • Remind them to give reasons for their • Give students time to write a similar
heavily (G stamp) answers. paragraph about their new form of
• Check answers as a class. • Ask for a show of hands for each exercise.
• Have them underline the words activity, e.g. Who would most like to try • Ask for volunteers to read out their
in the text and write their own the hula hoop? paragraphs to the class and ask for
definitions for homework. feedback: Who would like to try this
Challenge exercise? Why?
• Working in small groups, students Workbook page W33
discuss their new form of exercise. Practice Kit Extra Practice

60
© Copyright Oxford University Press

• Have students read the sentences in

pairs and suggest corrections. Check
the answers as a class.
• Ask students to share anything
interesting that they learned about
other students.
 Real English
Word building
Aim
To present and practice forming nouns
from verbs

Warm-up
• With books closed, write on the board:
invent and develop.
• Elicit the nouns for the person and the
activity for each verb, and underline the
endings.

Exercise 8 e 063
• Call on a volunteer to read out the
Vocabulary strategy box, then have
students do the exercise in pairs.
• Have students listen and check and
repeat chorally.
• Ask students to take turns testing each
other by reading out verbs and eliciting
both nouns.

Audioscript Teacher’s Guide page 102

Exercise 9
• Students do the exercise individually.
• In stronger classes, ask students to
cover the box in exercise 8.
• Check the answers as a class.
• Have students read the mini-dialogues
in pairs.

Exercise 10 Pairwork
• Read the instructions and call on a
volunteer to read out the speech
bubbles to demonstrate the activity.
Exercise 4 ANSWERS • Challenge students to make their
• Have students read the highlighted 1 You’ll strengthen your muscles as long “sentence chains” five sentences long.
sentences and do the exercise as you work out every day. Write as long as, unless, and even if
individually, then compare their answers 2 If we’d known about the game, we on the board and challenge them to
in pairs. would have watched it. include one in their chain.
3 I won’t try that new fitness class unless • Circulate and assist as needed.
• Check the answers as a class.
you come with me. Workbook page W32
• Read the Think! box and ask students 4 If I work out, I feel less tired.
to underline examples in the text and Practice Kit Extra Practice
5 Even if it’s raining, I’ll still go to soccer
exercise 1. practice.
• Refer students to the rules on page
W30. Exercise 7 Pairwork
Rules page W30 • Students read the sentences, then
discuss them in pairs. They should ask
Exercise 5 follow-up questions for each one.
• Students do the exercise individually. • Circulate and monitor.
• Check the answers as a class. • Write some examples of incorrect
conditional sentences on the board.
Exercise 6 Change key words to make them
• Students do the exercise individually, anonymous if possible.
then compare their answers in pairs.

61
© Copyright Oxford University Press

Let’s talk
about … pages 62–63

Communication
competences
Asking for and giving advice
 Aim
To present and practice language for
for
asking for and giving advice

Communication video
This is a video of the unit
Communication dialogue. You can ask
students to watch this at home either
before or after the lesson.
lesson . You
You can also
watch this in class.

Warm-up
• With books closed, ask for students’
advice, e.g. My neighbor plays loud music
until midnight and I don’t know what to do
about it. What do you think I should do?
• Notice if any students use the giving
advice phrases from exercise 4.
• Thank students for their advice and tell
them the focus of the lesson.

Exercise 1
• Have students ask and answer
the questions in pairs, then ask for
volunteers to share their answers with
the class.
• Ask: How can you tell if someone is a
good listener?
• Have students discuss the question in
pairs, then ask for class feedback.
• Call on a student to read out the
Speaking strategy box.

Exercise 2 Watch, listen,

or read r e 064
• Students listen and read, then answer • In stronger classes, ask students to
the question. Extra activity
cover the dialogue and complete the
• Check the answer as a class. phrases from memory. • With books closed, write on the
board:
• Check that students
shape (tone understand
up so that your bodyget in
looks • Students listen and check. 1 some advice?
• Write on the board: What (would
fit and strong), and binge-watching happen) if I gave up chocolate? Explain 2 in my situation?
(binging: doing too much of a particular that this second conditional sentence 3 sign up to a dance class?
activity in an unhealthy way, e.g. has been shortened by Bruno, to 4 changed my diet?
binge-watching episodes on digital TV, suggest an idea, but the past tense verb
binge-eating). 5 else?
remains. Rub out the bracketed words.
Audioscript Student Book page 62
• In pairs, challenge students to
• Play the audio again, pausing after remember the phrases for asking for
each phrase for students to listen to the advice from exercise 4 and fill the
Exercise 3 Pairwork
intonation and repeat chorally. gaps.
• Students practice reading the dialogue
• Have students find the phrases from • Check the answers as a class.
aloud in pairs.
exercise 4 and words from the Speaking
• Encourage them to use lots of strategy box in the dialogue and
expression. underline them.
Exercise 4 Real English e 065 Audioscript Teacher’s Guide page 102
• Students work individually to complete
the phrases from the dialogue.
62
© Copyright Oxford University Press

• Have them choose a situation from

each of their lists, then role-play both
dialogues.
• If students enjoy this activity, have
them change partners and repeat the
exercise, using their list of ideas.
• Circulate and assist as needed.

Extra activity
• Put students into small groups.
• Give each student a sheet of paper.
 • Tell them to imagine they are writing
a short post on an online forum,
asking for advice about a difficult
problem they are facing.
• Give them a time limit of five
minutes.
• Students pass their paper to the
student on the left.
• Give students three minutes to write
some helpful advice under the post
they have been given, using some of
the phrases on page 62.
• Next, have students pass their paper
to the left again.
• Repeat the process until all the
students have responded to each
post and the paper has been
returned to the writer.
• Give students time to read the
comments.
• Ask for feedback on the most useful
or the funniest comments.

Consolidation
• Ask students to find a problem page
in a magazine for teenagers in their
own language.
• They should choose one of the
problems and its answer and rewrite
them in English, using some of the
phrases from page 62.

Workbook page W35

Extra Communication page 79
Exercise 5 • Give them time to prepare their ideas,
Practice Kit Extra Practice
• Students do the exercise individually. then role-play the dialogue.
• Check the answers as a class, then have • Ask students to switch roles and repeat
the exercise.
students practice reading the dialogue • Ask for volunteers to perform their
in pairs.
• Have students cover the right-hand side dialogue for the class.
of the page and ask students to read
the sentences on the left again and take
Beat the clock
turns giving advice with their own ideas. • Read the Beat the clock box and ask
students to work individually.
• Circulate and monitor.
• Start the timer. After two minutes, say:
Exercise 6 Pairwork Stop!
• Tell students that you want them to use • Have students compare answers with
the dialogue in exercise 2 as a model for their partner.
their own dialogue.
Link it! Pairwork
• Call on two students to read out the
situations and the speech bubbles. • Ask students to work with a different
partner to do the exercise.
• Have students choose from the two
topics or think of their own.

63
© Copyright Oxford University Press

Reading and
grammar page 64
Talk about wishes and
regrets
Aim
To present and practice using wish and if
only to talk about regrets
Grammar link presentation Unit 5
 There is a grammar presentation of
conditionals and if only/wish by two
presenters: one in British English and
one in American English to expose
students to both grammatical terms.
This is good preparation for future
exams. You
You can ask students
s tudents to study
these at home, either before or after the
lesson. You can also watch them in class.

Warm-up
• Write on the board: Is there anything
about your present or past life that you
would change if you could?
• Students discuss the question in pairs.
• Ask for class feedback.
Exercise 1
• Have students ask and answer the
questions in pairs.
• Call on volunteers to share their
answers with the class.

Exercise 2 Read and listen e 066

• Have students read and listen to the
text and answer the questions.
• Check the answers as a class.
Audioscript Student Book page 64

Think! box
• Have students read the highlighted
sentences and match them with the
meanings.
• Check the answers as a class.
3 If only Dan had told his girlfriend the • In pairs, have students read each other’s
• Point out that would / wouldn’t are not truth. paragraphs and ask questions to find
used to talk about past situations. . 4 They wish they were taking part in the out more about the situation.
Rules page W31 dance competition.

Exercise 3 Finished?
Exercise 5 Pairwork • Have students think about their parents
• Students do the exercise individually. • Read the instructions and give students and siblings and write five sentences
• Check the answers as a class. time to finish their sentences. about them using wish + would /
• Students can match each sentence • Students compare their sentences in wouldn’t .
with a meaning in the grammar chart. pairs. • Have students compare their sentences
• Ask them to respond to each other’s in pairs.
Exercise 4 sentences by showing interest and Workbook page W34
• Students do the exercise individually, giving advice if possible. Practice Kit Extra Practice
then compare answers in pairs. • Get class feedback
• Check the answers as a class.
Challenge
ANSWERS
1 If only we’d listened to our soccer coach. • This activity can be set for homework
2 Jenna wishes she hadn’t stopped or in class.
playing the guitar.

64
© Copyright Oxford University Press

Exercise 3 e 067
• Students read the summary. In stronger
classes, students discuss the answers
from memory.
• Students listen again and do the
exercise.
• Check the answers as a class.
Audioscript Teacher’s Guide page 102

Step 2
Exercise 4 e 068
• Call on a volunteer to read out the
 Listening strategy box.
• Working in pairs, ask students to tell
each other everything they know so far
about the games.
• Tell students they are going
going to listen to
three reporters speaking about events.
• Students listen and do the exercise.
• Check the answers as a class.
Audioscript Teacher’s Guide page 102

Exercise 5 e 068
• Students listen again and do the
exercise.
• Check the answers as a class.
Audioscript Teacher’s Guide page 102

Step 3
Fun fact
Have students read the Fun fact.

Exercise 6 Culture focus

• Call on a student to read out the
questions.
• Tell students these questions may help
them think of ideas for a presentation
on a traditional event.
• Students ask and answer the questions
in pairs.
• Ask for volunteers to share their answers
with the class.
Listening and Exercise 2 e 067
• Have students read the questions, then Exercise 7 Presentation
speaking page 65 listen and do the exercise. • Students work in groups to plan a
• Play the audio again if necessary. website about their traditional sport,
Aim
To listen to and understand
understand a radio show • Check the answer as a class. then present the content.
• First, ask students to use the questions
about an unusual Olympics ANSWERS as a structure for their presentation.
To prepare
prepare and give a presentation about a 1 Twenty-two
Twenty-two countries take part.
• Next, ask students to decide how to
traditional sports event 2 strength, endurance, balance,
present their findings.
coordination, and agility
Warm-up 3 There are athletic games,
games, such as stick-
• Encourage them to print pictures to go
• Ask: Have you ever been to a large sports pull, ear-pulling, knuckle hopping and
with their texts.
event? Were you a spectator or a participant? blanket tossing, and the kneel-jump. • Ask them to share the speaking parts
• Have students discuss the questions in There is also dancing and storytelling.
storytelling. equally among the group.
pairs, then ask for class feedback. 4 Ear-pulling started as a test of strength • Pairs or groups take turns presenting
and endurance, as those qualities their website information to the class.
Step 1 were needed to survive the cold • Ask the class to vote on the best
temperatures and the pain of frostbite. presentation and give reasons for their
Exercise 1 Audioscript Teacher’s Guide page 102 choice.
• Students discuss the questions in pairs. Workbook page W35
• Ask for class feedback. Practice Kit Extra Practice

65
© Copyright Oxford University Press

Trending topics pages 66–67

Reading and writing

competences
Aim
To read
read an article and share your opinions
about a challenging experience
To write an account of a challenging
experience

Warm-up
• Ask: Can you think of any famous
teenagers? Do you admire them?
 • Have students discuss the questions in
pairs, then ask for class feedback.
Step 1
Exercise 1
• Have students focus on the pictures
and answer the question in pairs.
• Ask for volunteers to share their ideas
with the class.

Step 2
Exercise 2
• Call on a student to read out the
Reading strategy box.
• Ask them to find some examples of
sequencing words in the text.
• Students do the exercise, then compare
their answers in pairs.
• Check the answers as a class.
Exercise 3
• Give students time to read the
questions.
• Students read and do the exercise, then
compare their answers in pairs.
• Check the answers as a class.
ANSWERS
1 because she was representing the
Olympic refugee team Link to life
Extra activity
2 because it was no longer safe to stay • Write on the board: resilience and • Write the following numbers on the
there determination. Elicit the meanings of
board: 100, 2015, 45, 25, 2017
3 because the dinghy’s engine failed these words (the ability to recover quickly
• Students discuss from memory what
and Yusra and her sister had to swim from a difficult
continuing to doexperience;
something the quality
even when of these numbers refer to.
with the boat
4 Their father helped by training
training them it is difficult). Elicit the adjectives (resilient, • They open their books and scan the
to swim and making them work hard, determined). text quickly to check their ideas.
so that they had resilience, strength, • Read the questions and have students • Check answers with the class.
and determination. discuss them in pairs. ANSWERS
5 It makes her feel positive. • Ask for volunteers to share their stories. 100 The 100 m butterfly race that
6 Although she wishes that the Yusra won.
experience hadn’t happened, she is Exercise 4 2015 The year that the girls’
girls’ father was
also thankful as it made her realize • In pairs, have students find the arrested and they left Syria.
how strong she is. highlighted words in the text first and try 45 The length of time the boat trip
trip
7 It has helped her focus on her goals. to guess the meanings from the context. should have taken in minutes.
• Students then choose the correct 25 The number
number of days they spent
spent
definitions. traveling before they reached
• Check the answers as a class. Germany.
2017 The year that the UNHRC
appointed Yusra
Yusra as a Goodwill

66 Ambassador.
© Copyright Oxford University Press

Circulate and assist as needed.

•• Remind students to proofread their
work.

Extra activity
• Put students in pairs and ask them
to role-play an interview between
a news reporter and the boat
passengers from the personal
accounts.
• The news reporter should use the
prompts in exercise 7 to make
questions. The boat passenger
should use ideas from their personal
account to answer the questions.
• Set a time limit of five minutes, then
have the students switch roles.
 have the students switch roles.

• Circulate and monitor.

• Ask for volunteers to perform one of
their role plays for the class.

Workbook page W36

Practice Kit Extra Practice
Unit test
Resource worksheets
Video

Exercise 5 Pairwork • Ask groups to share their ideas for each

• Students read and discuss the question with the class.
sentences in pairs.
• Ask them to say whether they agree or Step 3
disagree and give a reason.
• Circulate and monitor. Exercise 7
• Ask students to reflect on what it would
• Ask students to share their ideas with be like to go through Yusra’s experience
the class.
of escaping from Syria.
Exercise 6 Think critically! • Have them read the instructions
and invent the details of another
• Put students into groups and read out
passenger’s life.
the questions.
• For question 1, ask students to think • Ask them to make notes for each of the
prompts.
of examples of other people who
have inspired them because of their • Call on a student to read out the Writing
reactions to challenging experiences. strategy box.
• For question 2, ask students to prepare • Give students a set time to write their
a short statement to read to the class. personal accounts. Remind them of the
word limit.
• Give students time to answer the
questions and write their statements.

67
© Copyright Oxford University Press

6 Looking
good!
Grammar
The passive
have / get something done

Vocabulary
Parts of clothing
Clothes adjectives

Communication
Expressing your point of view and
 doubt

Skills
Listening: The Yao
Yao tribe and their
traditions
Speaking: Describing the Yao tribe
and their traditions
Reading: Fashion innovations
Writing: A proposal for a Global
Change competition

Values and cross-curricular

topics
Image; Social responsibility

Fast track
The language syllabus is covered in
pages iv–v. The Vlog, Listening and
speaking, and Trending topics pages
offer additional skills practice, so if you
have limited class time you could set
some of these for homework.

Vocabulary page 68

Parts of clothing • After two minutes, say: Stop! and ask Exercise 3 Pairwork
pairs to award themselves one point • Read the instructions and have students
Aim
per item. Ask for a show of hands: Who test each other by choosing pictures to
To present and practice vocabulary
vocabulary for
got over 8? 10? 12? elicit definitions.
parts of clothing
• Go round the class, asking each pair to • Circulate and assist with correct
Warm-up call out an item. Keep asking until there pronunciation of the items.
are no new items.
• Tell students that Unit 6 will focus on
talking about fashion and appearance.
• Write the more unusual words on the Consolidation
board. • Suggest that students write the
• Ask: Does your appearance matter to
words from exercise 2 in their
you? What’s your
your personal style? Exercise 2 e 069 notebooks under Clothing.
• Have students discuss the questions in • Have students cover exercise 2 and try
pairs, then ask volunteers to share their
• Suggest that students look through
to name the pictures in pairs. their clothes at home and name as
answers.
• Monitor, but do not give feedback. many parts as they can.
Exercise 1 Think back • Students do the exercise individually, • If they don’t know the name of a
then compare their answers in pairs. part, they should find the word in a
• With books closed, read out the
question and give students two • Students listen and check. dictionary and add it to the list.
minutes to write a list of items, working • Play the audio again, pausing after each
Workbook page W39
in pairs. word for students to repeat chorally.
Audioscript Teacher’s Guide page 103

68 © Copyright Oxford University Press

• Students tell each other about the

items of clothing. Remind students to
use the vocabulary in exercises 2 and 4.
• For each topic, call on a volunteer to
share their description with the class.

Vlog
Aim
To watch and understand
understand a vlog about an
end of term celebration

Vlog
The vlog recycles key vocabulary from
the lesson, providing comprehension
practice. You can play it after the
vocabulary lesson, or you can also use it

as a fun topic warmer before the lesson.

 Warm-up
• Have students read the title of the
vlog and elicit the meaning of the
expression blast from the past.

Step 1
Exercise 1
• Students ask and answer the questions
in pairs. Ask for class feedback.

Step 2
Exercise 2 Watch or listen r e 07
071
1
• Ask students to read the items and
check understanding of dressing up (to
dress more smartly than usual, or wear
a costume).
• Watch or listen to the vlog and do the
exercise.
• Check the answer as a class.
Audioscript Teacher’s Guide page 103

Exercise 3 r e 07
071
1
• Working in pairs, have students read the
sentences and decide, from memory if
Key language page 69
Exercise 5 possible, if they are true or false.
• Students do the exercise individually.
i ndividually. • Watch or listen again, then do the
Aim • Check the answers as a class. exercise.
To practice the target language
language in a • Ask for students’ own ideas and add • Check the answers as a class.
controlled and personalized context them to the lists. • Read the Check it out! box and have
• Call on a student to read out the students discuss what they think the
Exercise 4 e 07
070
0 Vocabulary strategy box and have them phrases mean.
• Elicit the meaning of material, fit, and memorize the adjective order. • Play the audio again, pausing after each
pattern. expression to elicit the meaning.
ANSWERS
• Tell students they are going to
to learn Fit baggy, tight Audioscript Teacher’s Guide page 103
vocabulary for clothing material, fit, and Material cotton, denim, leather, silk
pattern. Pattern striped, flowery, checked, polka Step 3
• Have students look at the pictures and dot, plain, distressed
choose the correct alternatives. Exercise 4 Pairwork
• Students listen and check the answers. Exercise 6 Pairwork • Students ask and answer the questions
• Play the audio again and have the • Have a student read out the four topics. and decide on a celebration.
students repeat chorally. • Check that students understand closet. • Put pairs together to exchange ideas.
Audioscript Teacher’s Guide page 103 • Give students time to think about each • Ask volunteers to share their idea.
topic. Workbook page W39

© Copyright Oxford University Press 69

Reading and
grammar pages 70–71
Talk about processes
Aim
To read
read and understand an article about
how T-shirts are produced
To present and practice using passive
tenses
Grammar link presentation Unit 6

There is a grammar presentation of the

passive by two presenters: one in British
English and one in American English to
expose students to both grammatical
terms. This is good preparation for
future exams. You can ask students to
study these at home, either before or
after the lesson. You can also watch
 them in class.

Warm-up
• With books closed, draw a T-shirt on the
board with a pattern or logo and ask:
What stages of production do you think a
T-shirt goes through before it appears on
the store shelf?
• Have students discuss the question in
pairs.
• Circulate and monitor.
• Ask prompting questions if necessary,
but do not ask for class feedback at this
point.

Exercise 1 Think back

• Read out the grammar heading and
elicit the meaning of processes.
• Tell students that we often use passive
tenses to talk about processes.
• Have students do the exercise, then
check the answers as a class.

Exercise 2 Read and listen e 072

• Students read and listen to the text and
do the exercise. ideas, e.g. How does the process harm the
Background note
environment? (e.g. chemical pollutants
• Have them compare the answers in in dyes, carbon dioxide emissions due Although garment production accounts
pairs. for 80% of Bangladesh’s export trade,
to air travel).
• Check the answers as a class. very little of the wealth is shared with
• Have students cover the text. In pairs, Fun fact the country’s 3.25 million garment
ask them to tell each other as much as Ask a student to read out the Fun fact factory workers, 85% of whom are
they can remember about each stage. and ask them to calculate how many women. The majority of these workers
• If students find this difficult, have them bathtubs of water have been used in are paid far below the living wage
reread the stage, then cover the text making all the T-shirts in their closet. (the amount of money needed to
and try again. provide a family with food, shelter, and
education). Many of them work up to
Audioscript Student Book page 70
sixteen hours a day, seven days a week,
Exercise 3 Pairwork in crowded and dangerous conditions.
Since 1990, over 400 workers have died
• Have students discuss the questions in in major factory fires caused by these
pairs. Remind them to give reasons for
conditions.
their answers.
• Ask for class feedback for each question. Workbook page W40
For question 1, write students’ ideas Pratice Kit Extra Practice
on the board, (e.g. impact on the
environment). Ask them to expand the

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Real English
Talking about feelings,
Talking
beliefs, and opinions
Aim
To present and practice using reporting
verbs in the passive

Warm-up
• Tell students that they will be learning
about using reported verbs in the
passive.
• Ask: What is considered rude in your
country? Have students discuss the
question, then ask for examples.

Exercise 7 e 073

• Call on a student to read out the

instructions and questions.
• Have students discuss the questions, .
• Students listen and answer the
 questions.
• Check the answers as a class.
ANSWERS
1 James Dean and Marlon Brando
2 They are famous movie stars.
stars.
Audioscript Teacher’s Guide page 103

Exercise 8 e 073
• Call on a student to read the Look! box.
Write on the board:
1 People think / say / believe / feel that …
2 It is thought / said / believed / felt that …
• Tell students the meaning is the same.
• Ask: Which one is more formal?
• Tell students that this structure is useful
in news articles and academic English.
• Students listen again and do the
exercise individually.
• In stronger classes, have students
attempt to complete the text before
listening.
• Check the answers as a class.
Exercise 4 Exercise 5 Audioscript Teacher’s Guide page 103

• Students do the exercise individually, • Students do the exercise individually,

i ndividually,
then compare their answers in pairs. then compare their answers in pairs. Exercise 9 Pairwork
• Check the answers as a class. • Check the answers as a class. • Call on a volunteer to read out the
instructions and the speech bubble.
• For extra practice, ask students to
Think! box name the passive tense used in each • Note: The floss is a dance featured in
• Students complete the chart sentence. the video game Fortnite.
individually. • Ask students to think of as many
• Check the answers as a class. Exercise 6 examples as they can think of and write
• Refer students to the rules on page • Students do the exercise individually,
i ndividually, them down.
W37. then compare their answers in pairs. • Ask students to share their ideas with
Rules page W37 • Check the answers as a class. the class.
Workbook page W37
Practice Kit Extra Practice

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Let’s talk
pages 72–73
about …
Communication
competences
Expressing your point of
view and doubt
Aim
To present and practice language for
for
expressing your point of view and doubt

Communication video
This is a video of the unit
Communication dialogue. You can ask
students to watch this at home either
before or after the lesson.
lesson . You
You can also
watch this in class.

Warm-up
 • Say: You’ve
ve just learned about the story of
a T-shirt. How much do you think about
the story of other products before you buy
them?
• Have students discuss the question in
pairs.
• Ask for class feedback.
Exercise 1
• Call on a student to read out the
instructions and phrases in the box.
• Have students complete the exercise
individually, then compare their
answers in small groups.
• Ask them to reach agreement if
possible.
• Circulate and notice what target
language students are already using.
• Ask for class feedback.
• Ask each group: Did you agree with each
other or not?
• Point out the focus of the lesson.
Exercise 4 Real English e 07
075
5
Extra activity
Exercise 2 Watch, listen, • Students work individually to complete • Write on the board:
or read r e 07
074
4 the phrases from the dialogue.
1 To be honest with you,
• Tell students that they are going
going to • In stronger classes, ask students to
listen to Emma and Bruno discussing cover the dialogue and complete the 2 As far as I’m concerned,
sweatshops. phrases from memory. 3 What I’m trying to say is,

• Elicit the meaning of sweatshop (a place • Students listen and check. 4 What I’m getting at is,
where people work for low wages in • Play the audio again, pausing after 5 I’m not convinced by that argument.
poor conditions). each phrase for students to listen to the • Have students recite the phrases
• Students listen and read, then answer intonation and repeat chorally. chorally.
the question. • Read out the Speaking strategy box. • Erase two key words from each
• Check the answer as a class. • Tell students: By “sweatshops,” I’m phrase and have students recite
Audioscript Student Book page 72 referring to places where people work for them again, filling in the missing
low wages in poor conditions. words from memory.
Exercise 3 Pairwork • Ask students to practice using the • Continue until you have erased the
• Students practice reading the dialogue phrase to clarify a T-shirt’s story, distressed phrases completely and students can
aloud in pairs. jeans, etiquette , and the floss in pairs. recite the phrases from memory.
• Encourage them to use lots of • Have students find the phrases from
expression. exercise 4 and underline them.
Audioscript Teacher’s Guide page 103

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Link it! Pairwork

• Read the instructions and call on six
volunteers to read out the speech
bubbles.
• Elicit the meanings of broadens the
mind (increases your experience and
knowledge), chores (housework tasks),
overrated (thought of as more valuable
than it is), and boost (increase).
• Ask students to work with a different
partner to do the exercise.
• If students enjoy the activity, have them
circulate and have one topic discussion
with each student they meet.

Extra activity
• Ask students to review the topics
covered in earlier units of the Student
Book and write three sentences
stating their opinion, e.g. I think
young people should leave home and
be self-sufficient by the time they’re
eighteen.
• Each sentence should be followed
by a list of five responses: I strongly
 disagree / I disagree / I’m not really
sure / I agree / I strongly agree.
• If time is short, have students
complete this task for homework.
• Students walk around and read their
sentence to as many students as
possible.
• They should keep score of how many
students choose each response.
• When students respond, they should
add
e.g. Iadisagree.
sentence Asto
farjustify
as I’mtheir choice,
concerned,
the longer you can live with your
parents, the better.
better.
• Give students plenty of time to carry
out their surveys.
• Then, ask a few volunteers to read
read
out an opinion sentence and say
what the most common response
was.

Exercise 5 • Circulate and monitor.

• Call on four students to read out the • Write down sentences with incorrect Consolidation
speech bubbles. use of the target language and write
Ask students to choose one of the
• Write on the board: exploit and elicit them on the board while students are
topics from the lesson or one of their
the meaning. Ask what the noun is speaking.
own and write a dialogue, using the
(exploitation). Ask: Which speakers do you • Ask for feedback: Did you agree with dialogue in exercise 2 as a model.
think are worried about exploitation? (1, 2) each other, or agree to disagree?
Elicit the meaning of be worse off (have • Have students read the sentences and Workbook page W42
less money). correct them in pairs. Extra Communication page 79
• Give students time to reflect and write • Check the corrections as a class. Practice Kit Extra Practice
their points of view individually. Ask
them to support their opinions with Beat the clock
reasons. • Read the Beat the clock box and ask
• Circulate and assist as needed. students to work individually.
• Start the timer. After two minutes, say:
Exercise 6 Pairwork Stop!
• Have students use the topics in exercise • Have students compare answers, then
to discuss their opinions and doubts. ask volunteers to read out their ideas.
Encourage them to develop each topic
into a conversation.

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Reading and
grammar page 74
Talk about having and
getting things done
Aim
To present and practice using have / get
something done

Warm-up
• Ask: Do you ever buy fashion magazines?
Are you a fashion follower? Why? Why
not?
• Have students discuss the questions in
pairs.

Exercise 1
• Have students ask and answer the
questions in pairs.
• Call on volunteers to share their
answers with the class.

Exercise 2 Read and listen e 07

076
6
• Have students read and listen to the
text and choose the title.
 • Ask: What do you know about bionic
limbs?
• Have students discuss questions in
pairs, then ask for class feedback.
• Have students read the grammar
Think! box and look at the highlighted
sentences to do the exercise.
• Check the answers as a class.
• To check understanding, write
write on
the board: Sally had her hair cut last
week. Ask: Did Sally cut her own hair?
(no) Who cut her hair? (a hairstylist)
Do we care which hairstylist? (no) Was
it an arrangement or an accident? (an
arrangement)
• Read out the Look! box.
• Refer students to the rules on page
W38.
Rules page W38
• Have students imagine that they are
Audioscript Student Book page 74
the principal of their school, and that
they want to make improvements
Exercise 3
to the school over summer vacation.
• Have students do the exercise Have them write a list of jobs in note
individually, then compare answers in form, using have / get something done if
pairs. appropriate.

•• Circulate and monitor.

Check the answers as a class. • Have students compare their lists in
pairs.
• Have students read out the mini-
dialogues in pairs. Consolidation
For homework, have students think
Exercise 4 Pairwork about all the things their family have
• Have students ask and answer the had or got done over the last year and
questions in pairs. write them down.
• Circulate and assist as needed.
Workbook page W41
• For extra practice, have students write Practice Kit Extra Practice
answers to the questions.

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Step 2
Exercise 4 e 07
078
8
• Tell students that they are going
going to
listen to four young people speaking
about their hair.
• Have students read the options and
elicit the meanings of afro and bald.
• Students listen and do the exercise.
• Check the answers as a class.
Audioscript Teacher’s Guide page 103

Exercise 5 e 07
078
8
• Call on a volunteer to read out the
Listening strategy box.
• Ask students to read the multiple-
choice questions and underline the key
words.
• Students listen again and do the
exercise.
• Pause after the first audio clip and ask
which key words they heard ( self-
conscious, pull out, gray, recess). Ask
which words gave them the correct
answer (my friends would help me pull
out the gray hairs).
• Check the answers to the other
 questions as a class.
Audioscript Teacher’s Guide page 103

Step 3
Exercise 6 Culture focus
• Have a student read the questions.
• Tell students that they will be giving a
presentation on the social and cultural
history of hair.
• Students ask and answer the questions
in pairs.
• Ask for volunteers to share their answers
with the class.

Exercise 7 Presentation
• Working in groups, students read the
instructions and the lists of periods,
Listening and Exercise 2 e 077 and discuss what they know about the
• Have students read the choices. Elicit importance of hair in each period.
speaking page 75 the meaning of braids. • Ask them to make a group choice and
• Students listen and do the exercise. tell them that their presentation should
Aim last around five minutes.
• To listen to and understand a radio • Check the answer as a class.
• First, ask students to use the prompts
show about a tribal tradition Audioscript Teacher’s Guide page 103
to decide what to include in their

To prepare
• about and give
the history a presentation
of hair Exercise 3 e 077 presentation. Advise
online research tasks them
amongtothe
share the
group.
• Give students time to read the
Warm-up summary. • Students decide how to present their
findings. Encourage them to print off
• Ask: Do you think your hairstyle is part of • In stronger classes, have students
pictures to show the class. They share
your identity? Why? Why not? discuss the answers from memory.
the speaking parts equally.
• Have students discuss the questions in • Students listen again and do the
• Pairs or groups take turns giving their
pairs then ask for class feedback. exercise.
presentations for the class.
• Play the audio a second time if
• Ask the class to vote on the best
Step 1 necessary.
presentation and give reasons for their
• Check the answers as a class. choice.
Exercise 1 • Ask students to correct the false Workbook page W42
• Students discuss the questions in pairs. statements. Practice Kit Extra Practice
• Ask for class feedback. Audioscript Teacher’s Guide page 103

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Trending topics pages 76–77

Reading and writing

competences
Aim
To read
read an article and share your opinions
about reducing waste in the fashion
industry
To write a proposal
proposal for a competition

Warm-up
• Ask: What should we do with our old
clothes when we don’t want them?
• Have students discuss the questions in
pairs, then ask for class feedback.

Step 1
Exercise 1
• Have students focus on the pictures
and answer the question in pairs.
• Ask for class feedback.

Step 2
Exercise 2
• Students read the text.
 • Call on a student to read out the
Reading strategy box, then look at the
highlighted words and complete the
chart.
• Remind students that possessive
adjectives are not pronouns, but they
are followed by a noun (my, your, his,
her, its, etc.).
• Check the answers as a class.
Exercise 3
• Give student time to read the questions.
• Students read and do the exercise, then
compare their answers in pairs.
• Check the answers as a class.
ANSWERS
1 The main problems are thethe Link to life
production of waste, in particular, • Read the questions and ask students to
chemicals which cause water brainstorm a list of natural resources.
pollution, and waste clothing and Write their ideas on the board.
textiles ending up as landfill. • Have students discuss the questions
2 By changing it into a new sustainable in pairs, then make a list of everyday
material called bio-fiber. changes that we can all make.
3 They will start producing bio-fiber in
large quantities. • Ask students
the class, thentoask
share their ideasWhich
for feedback: with
4 Zippers and buttons are not usually of these things do you already do / will
removed from clothing, making it you start doing / do you think are too
harder to recycle. difficult? Do you think your parents should
5 They will be renewable, degradable,
degradable, make changes?
and good for your skin.
Exercise 4
Fun fact • In pairs, have students find the
Ask a student to read out the Fun fact highlighted words in the text first and
and tell them that the material feels like try to guess the meanings from the
leather, but no animal skin is used. context. Students then choose the
correct definitions.
• Check the answers as a class.
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© Copyright Oxford University Press

Exercise 5 Pairwork
• Students discuss the question in pairs.
• Ask students to share their answers with
the class and give their reasons.
Exercise 6 Think critically!
• Put students into groups and read out
the instructions.
• Call on three volunteers to read out the
fashion ideas.
• Have students work individually to put
the ideas in order.
• Tell students to imagine that the ideas
are entries for the competition for
Global Change and they are the panel
of judges. Tell them that they have to
reach agreement about first, second,
and third place winners.
• Ask each group to announce their
winners and explain their reasons.
• When all the groups have given their
reasons, work out which entry is the
overall winner.

Step 3
Exercise 7
• Read the instructions and ask students
to choose an idea or use one of their
own. Ask them to make notes for each
 of the steps.
• Give students a set time to write their
proposals. Remind them of the word
limit.
• Circulate and assist as needed.
• Remind students to proofread their

• work.
Ask for volunteers to read out their
proposals.
• You could collect the proposals and
give individual written feedback.
Workbook page W43
Practice Kit Extra Practice
Unit test
Resource worksheets
Video
Background notes Extra activity
There are several ways of making • Read out the background note and
industry more sustainable. The first way write the following methods on the
is to prevent waste in the first place board: prevention, reuse, recycling,
by, for example, using less material in productive disposal.
design and manufacture. The second • Have students discuss which
way is reuse—finding ways of repairing methods are used by the three grant-
products or reusing parts of an item.
A third option is to recycle —turning winners (1: recycling,
waste product by turning
into a new a
material,
waste into a new material or product. 2: reuse, by inventing a thread that
The fourth option is to use methods of makes it possible to reuse textiles,
waste disposal that produce energy, like 3: prevention, by using a natural
breaking down biodegradable waste to material that is renewable and
produce biogas fuel. degradable).

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Review C
C Exam practice
and review

Vocabulary
Health and fitness
Phrasal verbs: exercise
Parts of clothing
Clothes adjectives

Grammar
Conditionals: zero, 1st, 2nd, 3rd
I wish …, If only …
The passive
have / get something done

Vocabulary
Exercise 1
• Have students do the exercise
individually or in pairs.
• Tell them that the exercise
exercise reviews
expressions for health and fitness from
Unit 5, page 58.
• Check the answers as a class.
• Call on students to read out the
 sentences.

Exercise 2
• Have students do the exercise
individually or in pairs.

Tell them that the exercise

• phrasal exercise reviews
verbs for health and fitness from
Unit 5, page 59.
• Check the answers as a class.
• Call on students to read out the
sentences.

Exercise 3 Exam
• Have students do the exercise
individually or in pairs. Exercise 5 Exam • If necessary, have students review the
• Students do the exercise individually. rules for have / get something done on
• Tell them that the exercise
exercise reviews
page 74.
vocabulary for parts of clothing from • If necessary, have students review the
Unit 6, pages 68 and 69. rules for wish and if only on page 64. • Have students compare answers in
pairs.
• Check the answers as a class. • Have students compare answers in
pairs and check that they have included • Check the answers as a class.
• Call on a student to read out the
paragraph. the word in brackets.
Songs
• Check the answers as a class.
Grammar If I Were a Boy by Beyoncé (second
Exercise 6 conditional)
Exercise 4 • Students do the exercise individually. If Only by Escape the Fate (I wish … / if
only …)
• Students do the exercise individually. • If necessary, have students review the
rules for passive forms on page 71. She Will be Loved by Maroon 5 (passive: will)
• If necessary, have students review the
rules for conditional sentences on • Have students compare answers in Fashion by Lady Gaga (fashion)
page 61. pairs. Workbook page W43
• Have students compare answers in • Check the answers as a class. Practice Kit Extra Practice
pairs.
Exercise 7
• Check the answers as a class.
• Students do the exercise individually.

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Pronunciation
Polite intonation

Exercise 2 e 080
• Using falling intonation, say: Can you all
stand up, please? Wait until students are
standing then, using rising intonation,
say: Can you all sit down, please?
• Ask: Which question sounded more
polite? Why?
• Read the instructions.
• Play the audio and have students do
the exercise.
• Check the answers as a class.
• Students listen again and repeat
chorally.
Audioscript Student Book page 79

Exercise 3 e 081
• Read the instructions. Play the audio
and have students do the exercise.
• Check the answers as a class.
• Students listen again and repeat
chorally.
Audioscript Student Book page 79

Group chat
Exercise 4 e 082
• Have students focus on the pictures
and cover exercise 5.
• Read the instructions and play the
 audio.
• Have students ask and answer the
question in pairs.
• Ask for class feedback.
Audioscript Teacher’s Guide page 104

Exercise 5 e 083
• Have students read the sentences and
choices.
• Play the audio. Students listen and do
the exercise.
• Play the audio again and have students
It’s hard getting up at six o’clock
clock every
C Extra morning.
check their answers.
• Check the answers as a class.
communication • Accept all responses. Audioscript Teacher’s Guide page 104
Aim • Tell students that they are
are going to
learn some expressions for showing Exercise 6 Groupwork
To present expressions
expressions for showing
empathy. • Put students in small groups.
empathy; to listen to and practice
intonation patterns; to listen to and • Call on a volunteer to read out the
discuss opinions on a radio show about an Communication questions and give students time to
invention Showing empathy think about their answers.
• Have students ask and answer the
Warm-up Exercise 1 e 07
079
9 questions in their groups.
• Read out the heading and elicit • Students read the words in the box, • Ask students to share their ideas with
the meaning of empathy (ability to the class.
then listen and do the exercise.
understand other people’s feelings and • Alternatively, have students circulate
experiences).
• Students listen again and check the
answers. in the class to ask and answer the
• Tell students that you are
are going to say questions.
some sentences and you want them to
• Have students practice the mini-
dialogues in pairs. • Circulate and assist as needed.
express empathy. Say:
I’m fed up with working so hard! Audioscript Teacher’s Guide page 104

I’m so thrilled about winning the trip to

Hollywood!
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© Copyright Oxford University Press

C CLIL
Social Science

Aim
To learn about strategies
strategies used in sports
psychology
To discuss motivational strategies
strategies

Warm-up
• With books closed, ask: Do you do any
competitive sports? How do you motivate
yourself to succeed in sports or in your
your life
in general?
• Have students ask and answer the
question in pairs, then ask for class
feedback.

Exercise 1 r
• Call on a student to read out the
questions and ask students to make
notes as they listen.
• Students watch the video, then answer
the questions in pairs.
• Check the answers as a class.
Exercise 2 e 084
• Have students do the exercise
individually, then compare answers in
pairs. Provide dictionaries if possible.
• Check the answers as a class.
• Have students listen and repeat
chorally.
Audioscript Student Book page 80
 Exercise 3 e 085
• Call on a volunteer to read out
instructions and headings. Elicit the
meaning of heat (one of a series of
races or competitions).
• Students do the exercise, then compare
their answers in pairs.
• Students listen and check the answers.
Audioscript Student Book page 80

Exercise 4
Exercise 7 Groupwork
• Call on a volunteer to read out Extra activity
• Working in pairs, students think about • Students work in pairs.
p airs. Tell
Tell them to
instructions and sentences.
the themes in the text and write
• Students do the exercise, then compare choose three words from the text
questions for other students.
their answers in pairs. that are new or difficult for them.
• Encourage them to practice asking and
• On a piece of paper, have them
• Check the answers as a class. Have answering the questions themselves,
students correct the false sentences. write the definitions for three
then improve the questions if
words, without writing the words
necessary.
Exercise 5 themselves.
• Put pairs together to make groups.
• Have students ask and answer the Students take turns asking and • Pairs now exchange their definitions
questions in pairs. with another pair and find the words
answering the questions.
• Ask for class feedback. that match the definitions.
• Alternatively, have students circulate
Exercise 6 Pairwork and ask and answer their questions.
• Circulate and monitor. Exercise 8
• Give students plenty of time to ask and
• Ask for class feedback: What was the • Call on a few pairs to share with the
answer the questions in pairs.
most interesting or difficult question that class.
• Circulate and assist as needed.
you were asked? What was was the most • Invite students to ask questions and
• For each question, ask one or two make notes on the board.
interesting or surprising answer that you
students to share their answers.
were given?

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Exercise 3 e 086
• Read out the instructions.
• Have students do the exercise, then
compare their answers in pairs.

•• Circulate and assist as needed.

Students listen and check.
Audioscript Student Book page 80

Get involved
Exercise 4 Groupwork
• Put students in groups. Tell them they
will be working as a team to decide on
a group goal. They will then produce a
SMART flow chart to help them achieve
their goal.
• Give students time to brainstorm ideas,
using the prompts in the box.
• Circulate and assist as needed.
• Check that students’ goals are
ambitious enough to provide material
for detailed flow charts.

Exercise 5
• Ask a student to read out the Real
English box.
• Groups read the questions in the chart
and brainstorm possible answers.
• Remind them to use the language from
the Real English box. Circulate and assist
as needed.

The project
Exercise 6 Groupwork
 In groups, students produce their flow
charts. If possible, provide large sheets
of paper and colored pens.
• Circulate and ask each group to tell you
about their decision-making process.
Challenge them if you think their goals
are not SMART enough.

Exercise 7
• Read out the questions.
C Global skills What’s up? • Display the flow charts and give
students time to circulate and read
Exercise 1 Pairwork other groups’ charts. Ask them to make
Design a SMART goals flow notes to answer the questions.
• Give students time to discuss their plans
chart in pairs and brainstorm ideas on how • Bring the class back together and ask
they can achieve them. each group to answer the questions.
Aim
To practice working as part of a team; to
• Ask for volunteers to share their • Ask the class to vote for the flow chart
answers. with the best SMART goals. Students
produce a flow chart
• Ask: Do you usually achieve your plans? may not vote for their own.
Warm-up Why? Why not? Have students discuss • Write group feedback after the lesson.
• Focus students’ attention on the list
l ist the question in pairs.
under We will … and call on volunteers How did you do?
to read the bulleted points. Get thinking • Have students read the statements.
• As a class, reflect on the meaning of the Ask them to reflect on their own
various goals. Exercise 2 performance and give themselves a
• Have students read the flow chart, then score.
answer the question. • Ask for general class feedback: What did
• Check the answer as a class. you enjoy about this project? What did
ANSWER you find most difficult? What would help
to get fit and run a half-marathon you improve your score
score next time?

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A My progress
Speaking competences
Aim
To review
review the language and skills learned
in Units 1 and 2

I can talk about

a bout personality. (p.10)
Exercise 1
• Read out the can-do statement.
• Students do the exercise individually.
• Check the answers as a class.
• If students found the exercise
challenging, refer them back to
exercise 1 on page 10.
• Give students a few minutes to review
the vocabulary.
• Have students cover exercise 1 on
page 82. Read out the sentences again
and elicit the correct adjectives.

I can talk about

a bout feelings. (p.11)
Exercise 2
• Read out the can-do statement.
• Students do the exercise individually.
• Check the answers as a class.
• If students found the exercise
challenging, refer them back to
exercise 5 on page 11.
• Give students a few minutes to review
the vocabulary, then cover the words.
Have students test each other by
pointing to different emojis.

I can ask follow-up questions and

show interest. (p.14)
 Exercise 3
• Read out the can-do statement.
• Students do the exercise individually.
• Check the answers as a class.
• If students found the exercise
challenging, refer them back to
exercise 4 on page 14.
• Call on students to read out the phrases
I can use verb and noun • Call on students to read out the phrases
from the dialogue.
collocations. (p.21) from the dialogue.
• Repeat exercise 3 on page 82 as a class,
Exercise 5 • Repeat exercise 6 on page 82 as a class,
eliciting the correct answers.
• Students do the exercise individually. eliciting the correct answers.
I can talk about vacations and • Check the answers as a class.
travel. (p.20) • If students found the exercise Listening, reading, and
Exercise 4 challenging, refer them back to writing competences
• Read out the can-do statement. exercise 4 on page 21. • Have students think about their
• Students do the exercise individually. • Repeat exercise 5 on page 82 as a class. progress.
• Check the answers as a class. Read out the verbs to elicit the correct • Call on individual students to read out
words. the can-do statements.
• If students found the exercise
challenging, refer them back to • Ask them to judge how well they
I can use filler comments. (p.24) perform the various skills.
exercise 2 on page 20.
Exercise 6
• Give students a few minutes to review • Tell students that if they found
found any
• Read out the can-do statement. of the activities difficult, they should
the vocabulary.
• Students do the exercise individually. reread the relevant page of the Student
• Have students cover exercise 4 on
page 82. Read out the sentences again • Check the answers as a class. Book, use the Workbook for extra
and elicit the correct words. • If students found the exercise practice and make sure they have
challenging, refer them back to noted challenging vocabulary in their
exercise 4 on page 24. vocabulary notebooks.

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• Check the answers as a class.

• If students found the exercise
challenging, refer them back to
exercise 4 on page 38.
• Call on students to read out the phrases

from the dialogue.

• Repeat exercise 3 on page 83 as a class,
eliciting the correct answers.

I can talk about future choices.

(p.44)
Exercise 4
• Read out the can-do statement.
• Students do the exercise individually.
• Check the answers as a class.
• If students found the exercise
challenging, refer them back to
exercise 2 on page 44.
• Give students a few minutes to review
the vocabulary.
• Have students cover exercise 4 on
page 83. Read out the verbs to elicit the
correct words.

I can talk about personal qualities.

(p.45)
Exercise 5
• Students do the exercise individually.
• Check the answers as a class.
• If students found the exercise
challenging, refer them back to
exercise 4 on page 45.
• Repeat exercise 5 on page 83 as a class,
eliciting the correct answers.

I can ask for opinions and respond.

(p.48)
Exercise 6
 • Read out the can-do statement.
• Students do the exercise individually.
• Check the answers as a class.
• If students found the exercise
challenging, refer them back to
exercise 4 on page 48. Call on students
to read out the phrases from the
B My progress I can talk about permission, dialogue.
obligation, necessity, and • Repeat exercise 6 on page 83 as a class,
prohibition. (p.36) eliciting the correct answers.
Speaking competences
Exercise 2
Aim • Read out the can-do statement. Listening, reading, and
To review
review the language and skills learned • Students do the exercise individually.
i ndividually. writing competences
in Units 3 and 4 • Check the answers as a class. • Have students think about their
• If students found the exercise progress.
I can talk about the mind. (p.34)
challenging, refer them back to the • Call on individual students to read out
Exercise 1
• Read out the can-do statement. grammar chart and Think! box on the can-do statements.
page 37. • Ask them to judge how well they can
• Students do the exercise individually. • Repeat exercise 2 on page 83 as a perform the various skills.
• Check the answers as a class. class, eliciting the correct answers. Ask • Tell students that if they found
found any
• If students found the exercise students to explain their choices. of the activities difficult, they should
challenging, refer them back to reread the relevant page of the Student
exercise 2 on page 34. I can make, accept, and reject
Book, use the Workbook for extra
• Give students a few minutes to review
suggestions. (p.38)
practice and make sure they have
the vocabulary. Exercise 3 noted challenging vocabulary in their
• Have students cover exercise 1 on • Read out the can-do statement. vocabulary notebooks.
page 83. Read out the sentences again • Students do the exercise individually.
i ndividually.
and elicit the correct words.
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C My progress
Speaking competences
Aim

ToUnits
in review
review the language
5 and 6 and skills learned

I can talk about health and fitness.

(p.58)
Exercise 1
• Read out the can-do statement.
• Students do the exercise individually.
• Check the answers as a class.
• If students found the exercise
challenging, refer them back to
exercise 2 on page 58.
• Give students a few minutes to review
the vocabulary.
• Have students cover exercise 1 on
page 84. Read out the sentences again
and elicit the correct words.

I can ask for and give advice. (p.62)

Exercise 2
• Read out the can-do statement.
• Students do the exercise individually.
• Check the answers as a class.
• If students found the exercise
challenging, refer them back to
exercise 4 on page 62. Call on students
to read out the phrases from the
dialogue.
• Repeat exercise 2 on page 84 as a class,
eliciting the correct answers.

I can talk about wishes and regrets.

(p.64)
Exercise 3
• Read out the can-do statement.
 • Students do the exercise individually.
• Check the answers as a class.
• If students found the exercise
challenging, refer them back to
exercise 3 on page 64.
I can talk about processes. (p.70) • If students found the exercise
• Repeat exercise 2 on page 84 as a challenging, refer them back to exercise 4
class, eliciting the correct answers. Ask
Exercise 5
• Students do the exercise individually. on page 72. Call on students to read out
students to explain their choices.
the phrases from the dialogue.
• Check the answers as a class.
I can talk about parts of clothing. • Repeat exercise 6 on page 82 as a class,
• If students found the exercise
(p.68) eliciting the correct answers.
challenging, refer them back to
Exercise 4 exercise 4 and exercise 5 on page 71.
• Read out the can-do statement. • Repeat exercise 5 on page 84 as a
Listening, reading, and
• Students do the exercise individually. class, eliciting the correct answers. Ask writing competences
• Check the answers as a class. students to explain their choices. • Have students think about their
• If students found the exercise progress. Call on individual students to
I can express my point of view and read out the can-do statements.
challenging, refer them back to
doubt. (p.72) • Ask them to judge how well they can
exercise 2 on page 68. Give students a
few minutes to review the vocabulary.
Exercise 6 perform the various skills.
• Have students cover exercise 4 on • Read out the can-do statement. • Tell students that if they found
found any
page 84. Read out the sentences again • Students do the exercise individually. of the activities difficult, they should
and elicit the correct words. • Check the answers as a class. reread the relevant page of the Student
Book, use the Workbook for extra
practice and make sure they have
noted challenging vocabulary in their
vocabulary notebooks.
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Discussion
Exercise 2 Pairwork
• Call on a student to read out the
questions.
• Students ask and answer the questions
in pairs.
• Circulate and assist as needed.
• Ask for feedback: Did anything in the
text surprise you? Will you change your
behavior after reading this text? How?

Exercise 3 Groupwork
• Put students in groups and ask a
student to read out the two points.
• Give students time to discuss the
points. Make sure that all the students
write their own notes.
• Circulate and make notes on correct
and incorrect language to highlight.
• Write your language notes on the
board and give feedback. Don’t single

out students
valuable asofthe
for all feedback will be
them.
• Ask a student from each group to share
one or two of their group’s ideas.

Writing
Exercise 4
• Tell students that they are going to
write an essay about social media and
read the instructions and questions.
• Give them time to make notes and plan
their ideas.
• Call on a student to read out the Real
English box, and ask them to use the
linking words to help them structure
their essays.
• Give students time to write their essays.
Remind them of the word limit.
 • Collect the work and give individual
written feedback.

Reflect
• Ask them to share their ideas with the • Ask a student to read out the
1–2 From School to class, but don’t give feedback at this Reflect box.
Work point. • Ask students to write short answers to
• Call on a student to read out the these questions at home.
What’s your digital instructions and the sentences.
• Students read and listen and do the
footprint? page 85
exercise individually.
Aim • Check the answers as a class.
To practice using the language and skills ANSWERS
learned in Units 1 and 2 1 Active and passive digital footprints
To focus
focus on critical thinking are not the same.
2 Websites can save our data without
Reading permission.
Audioscript Student Book page 85
Exercise 1 Read and listen e 087
• With books closed, write on the board:
What is a digital footprint?
• Have students discuss the question in
pairs.

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3–4 From School to

Work
Are you easily
distracted? page 86

Aim
To practice using the language and skills
learned in Units 3 and 4
To focus
focus on time management

Reading
Exercise 1 e 088
• Elicit the meaning of distracted (unable
to pay attention because you are
thinking about something else).
• Call on a student to read out the
instructions and the questions.
• Students read and listen and do the
exercise individually.
• Check the answers as a class.
ANSWERS
1 first studies, then free-time activities,
then your social life
2 You can use it to remind you to
change your study subject and to take
breaks.
3 It helps you feel more organized and
in control, which means that you will
use your time more efficiently.
4 By getting enough sleep, eating
healthily, drinking lots of water, and
exercising for half an hour a day.
5 They can get support by finding a
study group or study buddy, or asking
parents or teachers for help.
Audioscript Student Book page 86

Discussion
Exercise 2 Pairwork
 • Read out the discussion points and call
on two students to read out the speech
bubbles to demonstrate the activity. • Student A advises Student B. Then their presentations, using some of the
Give students time to think about their Student B advise Student A. language.
answers and make notes first.
• Ask: How likely are you to change your • Students present their planners to the
• Students discuss the points in pairs. study habits based on the text and your class or to each other in groups.
• Circulate and assist as needed. partner’s advice? Ask volunteers to share • Ensure students have equal time.
• Ask for feedback: Do you and your their answers and reasons with the class. • Circulate and make notes on correct
partner have similar or different study and incorrect language to highlight.
habits? Has your partner inspired you to Writing • Write your language notes on the board
change any of your habits?
and give anonymous feedback.
Exercise 4
Exercise 3 • Ask students to design a planner that Reflect
• Tell students to imagine that they are
are will work for them as individuals. • Ask a student to read out the
their partner’s study buddy and they are • Read out the instructions and points to Reflect box.
going to give them some advice. include in the planner. • Ask students to write short answers to
• Call on two students to read out the • Students produce their planners, these questions at home.
speech bubbles. making them as visual as possible.
• Students reflect on how their partner • Circulate and assist as needed.
could improve their study habits and
• Call on a student to read out the Real
find tips from the text to help them.
English box and ask students to rehearse

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ANSWERS
1 He has just been accepted at an
important music academy.
4 She will be upset and disappointed.
5 He hasn’t decided what to do yet.

Exercise 3 Groupwork
• Read out the question. Students think
of a situation in the past when they
have felt confused about what to do.
• Encourage students to find out as
much about each other’s situations
as possible, as well as what decision
they made, what they did, and what
happened in the end.
• Write the following prompts on the
board: situation, decision-making, action,
and outcome.
• Students interview each other in pairs.
• Circulate and assist as needed.
• Ask volunteers to tell you about what
happened. Some students may not
want to share their story.

Discussion
Exercise 4
• Put students in groups. Read out
the instructions and the questions.
Students think of answers individually
before starting the discussion.
• Call on a student to read out the Real
English box and ask students to use the
language in their discussion.
• Give students a set time for the
discussion. Make sure that all the
students write their own notes.
• Circulate and make notes on correct
and incorrect language to highlight.
• Write your language notes on the board
and give anonymous feedback.

Writing
Exercise 5
 • Have students work individually to write
problem-solving? Have students discuss
5–6 From School to the question in pairs.
down their group’s solution to Callum’s
problem, using their notes from the
Work • Ask one or two volunteers to share their discussion.
answers with the class. • Circulate and assist as needed.
How do we solve • Call on a student to read out the • One student from each group reads out
instructions and the stages. their group’s solution to the class.
problems? page 87
• Students read and listen and do the • Students vote for the best solution and
Aim exercise individually. give their reasons.
To practice using the language and skills • For extra challenge, ask students to
learned in Units 5 and 6 cover the text while they listen and do Reflect
To focus
focus on problem-solving the exercise from memory. • Ask a student to read out the
• Check the answers as a class. Reflect box.
Reading Audioscript Student Book page 87 • Ask students to write short answers to
these questions at home.
Exercise 1 e 089 Exercise 2
• With books closed, tell students that • Call on a student to read out the
they are going to read an article about instructions and the sentences.
the problem-solving process. Ask: • Students do the exercise individually.
What stages do you think are involved in
• Check the answers as a class.

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Cambridge
English
B2 First (FCE) for
Schools practice pages 88–90

Aim
To prepare
prepare students for the Reading and
Use of English exam paper

Reading and Use of English

Part 5 page 88
• Have students focus on the picture and
the title and ask: What do you expect to
read in this article? Ask volunteers for
their ideas.
• Read out the Exam strategy box on
page 88. Remind students to read the
questions before reading the text.
This will help them predict the type of
content the text will have.
• Students do the exercise individually.
For each question, tell them to read the
choices A, B, C, and D carefully first, then
check the text again and choose the
correct answer.
• When students have finished, read out
the Exam strategy box on page 89 and
give students time to check their work.
• Have students compare answers in
pairs.
• Check the answers as a class.
88
© Copyright Oxford University Press
 89
© Copyright Oxford University Press

Reading and Use of English

Part 2 page 90
• Read out the instruction, then call
on a student to read out the Exam
strategy box.
• Give students time to read the text. Ask
them to think about what kind of word
is required in each blank, e.g. pronoun,
preposition, etc.
• Students do the exercise individually,
then compare answers in pairs.
• If students found this challenging, ask
them to write a list of the prepositional
phrases that are being tested in the
text, e.g. the west coast of …, known for
…, At least, etc.
• Encourage them to write the phrases in
their vocabulary notebook. They could
write example sentences to illustrate
the meaning, and try to learn the
collocations by heart.
• Check the answers as a class.

Reading and Use of English

Part 3 page 90
• Have students focus on the title of the
text and ask: What kind of information
do you expect to read in this article? Ask
volunteers for their ideas.
• Read out the instruction, then call on a
student to read out the Exam strategy
box.
• Tell students they should read the
whole text first, then read it again and
do the exercise.
• Students do the exercise individually,
then compare answers in pairs.
• If students found any of the answers
challenging, ask them to write the
root word and the word form in their
vocabulary notebooks, e.g. life, lifeless.
90
© Copyright Oxford University Press

• Students work individually to write their

answers, keeping the word count in
mind.
• Circulate and assist as needed.
• Collect and offer individual feedback.
Comment on structure and style as well
as content.

Aim • Collect and offer individual feedback.

To prepare
prepare students for the Writing exam Comment on essay structure as well as
paper content.

Writing Part 2 page 91

Writing Part 1 page 91

• Tell students that there is only one • Read out the instructions and call
task in Part 1 of the exam and it is on a student to read out the Exam
compulsory. strategy box.
• Call on a student to read out the Exam • Have students read the context and
strategy box. heading for each question. Write on
the board: Type of content? (e.g. factual,
• Read out the instructions. Have students
opinion, narrative) Formal or informal
read the task and ask: What kind of essay
is required? (for and against) English? Ideas for each question? Have
students discuss the questions in pairs
• Tell students to plan their essay first, and brainstorm some ideas for each of
including all the points on the list and the options.
providing reasons for their opinions.
• Ask for class feedback.
• Students work individually to write their
essays, keeping the word count in mind.
• Tell students that they will need to
assess the requirements of each
• Circulate and assist as needed. question quickly in the exam.

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Aim
To prepare
prepare students for the Listening exam
paper

Listening Part 1 page 92

e 090
• Read out the instructions and call
on a student to read out the Exam
strategy box.
• Give students time to read all the
questions.
• Play the audio and have students do
the exercise.
• Play the audio again and have students
check their answers.
• Check the answers as a class.
• If necessary, play the audio one more
time, pausing to clarify any difficult
points.
Audioscript Teacher’s Guide page 104

Listening Part 2 page 92

091 out the instructions and give

•eRead
students time to read the whole text.
Remind them that they only have 45
seconds to read the text in the exam.
• In pairs, students predict what sort
of word is needed in each gap, e.g.
I think gap number 1 will be a plural or
uncountable noun because of the word
“some”. It might be a type of building or
landscape.
• Students listen and fill in the blanks.
• Call on a student to read out the Exam
strategy box. Play the audio again and
ask students to check their answers.
• Students compare their answers in
pairs.
• Check the answers as a class
Audioscript Teacher’s Guide page 104
92
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• Call on a student to read out the Exam

strategy box, then have the groups do
the exercise.
• After two minutes, say: Stop!
• Ask for feedback: How do you feel about
your performance? How could you
improve it next time?
• Repeat the exercise two more
times. Students take turns being the
“examiner”.
• Circulate and monitor.
ANSWERS
Students’ own answers.

Speaking Part 3
• Tell students that, in this part of the
exam, students have to perform a
collaborative task in pairs, exchanging
ideas and reaching a decision. They
should be prepared to express and
justify their opinions, agree and
disagree, suggest, and evaluate, etc. If
necessary, brainstorm useful functional
language for these skills and write it on
the board.
• Call on a student to read out the Exam
strategy box and give students a few
minutes to prepare their ideas.
• In pairs, give students four minutes to
discuss their ideas.
• Circulate and monitor.
• Combine pairs into groups and have
them discuss the question again.
• Circulate and monitor.
• Ask for feedback: Did you find the second
discussion easier? Why? Why not?
ANSWERS
Students’ own answers.

Speaking Part 4
Tell students that, in this part of the
• exam, they will be asked further
questions by the examiner on the
topics discussed in Part 3. Read out
Aim the Exam strategy box and ask them to
Listening Part 3 page 93
To prepare
prepare students for the Speaking recall language for expressing opinions,
e 092 exam paper agreeing and disagreeing. Remind
students to support their opinions with
• Read the instructions. Reiterate that
reasons during their discussion.
three sentences are not used at all. Speaking Part 1
• • Call on a student to read out the
Call on volunteers to read out • Tell students that, in this part of the
questions and give students one or two
sentences A–H. Remind them that exam, both students are questioned
minutes to think about their answers.
 they only have 30 seconds to read the by the examiner about their interests,
sentences in the exam. studies, etc. They should be prepared to • Students take turns asking and
give information about themselves and answering the questions in pairs for
• Play the audio. Students do the exercise
express their opinions about various four minutes. Remind them to share the
individually. Encourage them to think
topics. speaking time equally.
carefully about context.
• Play the audio again and ask students • In groups of three, have one student • Circulate and take notes of correct and
to check their answers. take the part of the examiner and use incorrect language to highlight.
• Students compare their answers in the questions to interview the other • As a class, read the questions again. Ask
two students. volunteers to share their ideas about
pairs.
• Tell them that the questions in brackets each question.
• Check the answers as a class.
can be used to prompt students to say • Write your language notes on the board
Audioscript Teacher’s Guide page 105
a little more. Ask the “examiner” to try and give anonymous feedback.
and divide the speaking time equally ANSWERS
between the “candidates”. Students’ own answers.
93
© Copyright Oxford University Press

Project Choose your ideal university

We will …

Mid-year Warm up
1 Groupwork Ask each person the questions.
✹
✹ think about
act autonom
different pl
ously and r
aces to stud
esponsibly
y

project pages 94–95

c
je
o
r
p
1
2
3
4
Do you plan to go to university?
If yes, what is your main reason to go?
Do you know what subject(s) you will study?
If yes, what subject(s)?
r
a
e 2 Report your group’s answers to the class.
Choose your ideal y
- Which answers were the most popular?
d
i
university M Read
3 093 Read and listen Read the information about
Aim universities
universities in three English-speaking countries.

To research
research and present a project
project about 4 093 Read and listen again. According to the text,

which country might be best to:

your ideal university
a meet people from lots of different countries? Australia
b play sports? the U.S.
Warm-up c give you an unforgettable experience? the U.K.

Exercise 1 Groupwork
The U.S.
• Explain to students that this project
will challenge them to think about Universities There are many excellent universities in the U.S.—the
hardest part is to choose one. You can enjoy studying in
future study options and set their goals one of the large, exciting c ities, or you could find small-

abroad
town universities where you can access the country’s
independently. incredible natural be auty. In American universities, you
have the freedom to study different subjects, so when you
• Put students in groups to ask and decide the main subject t o study (your “major”), you will
answer the questions. Ask them to be sure that you’ve made the right choice. Most students
share the speaking time equally. live on campus in their first year, and there are lots of
clubs you can join. Sports are a big part of university life,
• As a group, students prepare a brief and if you like them, you will never be bored.
summary of their group’s responses to
The U.K.
present to the class. Going to university in the U.K. will give you an experience
you will never forget and it will also be a great thing
Exercise 2 to include on your resumé when you are preparing to
apply for jobs. Students choose the subject of study to
• Ask each group to choose a specialize in right at the beginning of the course, so you
spokesperson to report the groups’ will develop the expert knowledge you need in the real
world. The country has some of the oldest universities
responses to the class. In larger classes, in the world, and many of your lectures could be in
put groups in larger groups to report historical buildings. Most universities have an active
student union and there will be lots of opportunities to
their summaries. meet new people. There is usually an exciting nightlife.

Read Australia
Warm people, famous universities, and an excellent
Exercise 3 Read and listen e 093 quality of life have made Australia very popular with
international students. The universities are also very
• Play the audio. Students read and listen cosmopolitan with students from all over the world. If
you feel homesick, you will certainly find other students
to the three texts. from your country, but expect to make friends from
Audioscript Student Book page 94 many countries. There’s a lot more to Australia than you
hear about on TV, but you’ll experience plenty of sunny
beaches, barbecues, and friendly, easy-going people.
Exercise 4 e 093 You’re certain to have a good time.

• Students read the questions, then read 94

and listen again and do the exercise.
• Check the answers as a class.
Audioscript Student Book page 94
94
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• Ask students to review their information

and decide what order to present their
information in.

The project
Exercise 8 Groupwork
• Put students in groups and have a
student read out the instructions.

• Read out the Real English box and

encourage students to use the
language in their discussion.
• Students take turns telling their groups
about their chosen university.
• Encourage students to ask each other
questions to find out more.
• Ask students to reflect on the process of
describing the university to their group.
Give them time to make changes to
their mind map content or presentation
order.

Exercise 9
• Tell students that they will have
three minutes each to present their
information to the class.
• Ask them to use their mind map topics
to structure their presentation, but
avoid reading directly from their notes.
• Give students five minutes to rehearse
their presentation. Remind them to use
the language from the Real English box.
• Give each student around three
minutes to present their university.
Make notes or record the presentations
so that you can write individual
feedback for students after the lesson.
After each presentation, invite other
students to ask questions.

How did you do?

• Have students read the How did you do?
statements. Ask them to reflect on their
own performance and give themselves
a score.
• Ask for volunteers to share their scores
Think • Tell students that you would like them and give their reasons.
to work individually to research and
Exercise 5 Groupwork present information about a university
• Ask for general class feedback: What did
you enjoy about this project? What did
• In groups, students discuss the texts in a foreign country.
you find most difficult? What would help
and complete the chart. • Call on a student to read out the you improve your score
score next time?
• Check the answers as a class. instructions. Tell them to briefly research
• Have students discuss their preferred several universities in their chosen
university and give reasons. country, then choose one.
• Ask for class feedback: Did you choose • Set a time limit for this first research
the same or different universities in your stage.
 group? • Note: If time is limited this exercise can
• Call on volunteers to give reasons for be set for homework.
their choice.
Exercise 7
• Read out the topics on the mind map
Prepare and ask students to do further online
research and make brief notes for each
Exercise 6
one. Set a time limit for this second
• Students will need access to computers research stage.
and the Internet at school or at home to
complete this activity.

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Project Design an object of the future

End-of-year t
t c
c
jje
e
Warm up
1 How do you think technology will change the
We will …
✹
learn to use
✹ find s
math, scienc
olutions to p
e, and techn
roblems
ology toget
her

project things in the box in the future? Make one prediction ✹ invent
o an objje
ect of the fu
o
r for each. ture
r
pages 96–97 p
p
r
r food travel and transportation education electronic devices
a
a
e
e
y
y
- 2 Tell the class your predictions.
Design an object of f
f
o
o
-
Read
d
the future E
n
3 94 Read and listen What is Tara’s invention?
a future cell phone
Aim
To collaborate
collaborate on researching and Could this be the future of

communication?
presenting invention

Warm-up These days, we depend on our cell phones for almost everything, but it’s a big
problem when we forget them. The screen can also break easily if you drop it.
Exercise 1 Anotherr issue
Anothe issue is
is that
that the batte
battery
ry dies
dies ifif you don’t plug itit in ever
every
y day.

• Explain to students that this project My invention will solve all these problems. My future cell phone invention
will be a small device inside your body, just behind your eyes. There
will test their abilities to combine ideas won’t be a screen; you will see information as part of your normal
from different subjects and to solve sight. For example, if you look out of a window, you will see people
walking by outside, but you will also see the time in one corner,
problems as a group. maybe the weather forecast in another, and so on.
• In groups, students brainstorm possible You will control apps with your voice or your thoughts. As you look
You
around, the device will give you extra information about the world around
changes for each of the things in the you. If you see someone you know, it will show that person’s name, your
box. Then they decide on their best relationship with them, and common friends.
friends. If you look at a bus stop, it
will tell you when the next bus will arrive.
idea in each area.
The device won’t need a battery because it will change
biological energy into electrical energy, so when you eat, you
Exercise 2 will feed yourself and your phone.
It will benefit society in many ways. It will be super easy to use,
• Ask each group to choose a so older people won’t have a problem learning how to use it.
spokesperson to report the groups’ four four And nobody
nobody will ever leave their cell phone
phone at home
home again
again..
ideas to the class. In larger classes, put
groups in larger groups to exchange
4 094 Read and listen again. Answer
Answer the questions.
ideas.
1 What are the three problems with cell phones today? 3 What are three benefits of Tara’s invention to society?
• Have students vote on the most likely 1 We depend on them for almost 1 It will be easy to use.
predictions for each of the four areas. everything, so if we forget them, it’s
a big problem.
• Ask: Would you be excited or worried 2 Older people won’t have a problem
2 The screens break easily if we drop learning how to use it.
about these changes? them.
3 Nobody will leave their phone at
3 The battery dies if you don’t plug it in
every day. home or lose it ever again.
Read
2 What are the three key features of Tara’s invention? 5 Pairwork Ask and answer the questions.
• How do you feel about Tara’s
Tara’s invention?
Exercise 3 Read and listen e 094 1 The device will be inside our body.
• Do you think it will ever
ever be invented?
• Play the audio. Students read and listen 2 Your voice or thoughts will control it. Why? / Why not?
• Does it make you feel excited or worried? Why?
to the text and answer the question. 3 Power will come from biological energy.
• Check the answer as a class.
Audioscript Student Book page 96 96

Exercise 4 e 094
• Have students read the questions
then read and listen again and do the
exercise.
• Students compare their answers in
pairs.
• Check the answers as a class.
Audioscript Student Book page 96

Exercise 5 Pairwork
• Have students ask and answer the
questions in pairs.
• Ask for class feedback for each question.
 Ask: Can you think of any recent
inventions that make you feel excited or
worried? Why?

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© Copyright Oxford University Press

notes about problems that they made

for exercise 6 and brainstorm possible
solutions to the problems. Tell students
that there is no need to make notes at
this stage.

Exercise 10 Groupwork
• Ask students to choose their strongest
idea, then brainstorm answers to the
questions in exercise 9. Ask all students

in the group to make their own notes.

The project
Exercise 11 Groupwork
• Read out the instructions and have
students focus on the pictures in
exercise 7. Ask them to think of creative
ways to present their information
visually. Ask the group to decide how
h ow
to share the work equally before they
begin.

Exercise 12
• Tell the groups that they will have
have ten
minutes to present their information
to the class. Read out the Real English

box and encourage

the language in theirstudents to use
presentations.
Ask them to use their posters and the
questions in exercise 9 to structure their
presentation, but avoid reading directly
from their notes.
• Give students a set time to rehearse
their presentations.
• Groups take turns presenting their
inventions.
• Make notes or record the presentations
so that you can write individual
feedback for groups after the lesson.
• After each presentation, invite other
students to ask questions.

How did you do?

• Have students read the How did you do?
statements. Ask them to reflect on their
ANSWERS own performance and give themselves
Think a score.
1 clothes and fashion
Exercise 6 Groupwork 2 robots and medicine • Ask for volunteers to share their scores
• Put students in groups. Read out the 3 solar panels and give their reasons.
instructions and the words in the box. 4 houses • Ask for general class feedback: What did
Call on a student to read out the speech 5 sports and exercise, and clothes and you enjoy about this project? What did
bubbles. fashion you find most difficult? What would help
• Ask students to brainstorm as many you improve your score
score next time?
Exercise 8 Pairwork
problems as they can for each thing and
make notes.
• Have students ask and answer the
questions in pairs. Ask them to give
• Ask each group in turn to share one of reasons.
their ideas with the class.
• Ask for class feedback.
 Exercise 7

• Give students time to look at the

inventions and do the exercise. Prepare
Exercise 9
• Check the answers as a class.
• Ask students to work in the same
groups as for exercise 6. Call on a
student to read out the instructions
and questions. Ask them to use the

97
© Copyright Oxford University Press

Interviewer Can I ask you a question? so became famous that way. On May 16th,
Student Book Joel Sure … 2017 Munish Bansal from Gillingham in the
audioscripts Interviewer Do you know anyone with an U.K. gave this giant portrait to his daughter,
annoying habit? You know, something Suman, on her 21st birthday. Munish, a
e 005 page 10, exercise 1
they’re always doing and maybe they don’t proud father, has been taking pictures of his
1 generous
realize it annoys other people, but actually it daughter since the day she was born and
2 cheerful
does … a lot! he hasn’t stopped! So far, he’s taken more
3 outgoing
Joel Um … yes. My brother—he’s forever than 7,600 pictures of her. Suman doesn’t
4 cooperative
borrowing my hair gel without asking … mind and she loves looking at how she has
5 serious
Interviewer Ouch! changed over the years.
6 creative
Joel Yeah and then he just leaves it lying And finally, this picture, from July 9 th, 2016 of
7 quiet
around and I can’t find it. a young woman facing two police officers.
8 moody
Interviewer Does it turn up? Ieshia Evans, a nurse, is standing on the road
109 funny
talkative Joel It’s usually under his bed with dirty socks as the officers are moving quickly toward
and plates and … her. The photographer, Jonathan Bachman,
e 006 page 11, exercise 5 Interviewer Ah, thanks for that, Joel. feels the image tells the story of the peaceful
1 jealous Anything else while we’re all listening? demonstrations in Baton Rouge, Louisiana,
2 annoyed Joel Yes, he’s constantly blaming me for stuff in 2016. The people are angry, but they have
3 embarrassed like not helping do chores. He’s SO lazy—he not used violence, and Ieshia shows this
4 excited never lifts a finger around the house. perfectly. She has become an iconic image
5 upset Interviewer Good luck with your brother. OK. for a generation.
6 confused Hey … hello …
7 furious
e 01
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4 page 17, exercises 4 and 5
Rita Hello. Dean
8 proud Interviewer Who or what has an annoying I haven’t had a phone for very long … only
9 relaxed habit you can share with us today? a year, in fact, and I really don’t use it much. I
10 stressed Rita Hi, everyone. My name’s Rita and, well, message friends or my mom when my plans
e 007 page 11, Georgia’s vlog, exercises 2 and 3 it isn’t so much a habit as just something my change. She likes to know
k now where I am and
Georgia Hi, everyone, and welcome to my parents do … They’re always checking up on who I’m with … you know the sort sor t of thing.
vlog! Just so you know, I’m a pretty relaxed me—you know, asking me things like “Where I take pictures on my phone, but they aren’t
kind of person … I’m also pretty talkative, are you going? What are you doing? Are you very good. I’ve been thinking about getting
hence the vlog, ha! So today it’s
i t’s about eating with us tonight?” That sort of thing. It a real camera, though. I’d like to learn more
pet hates … you know the sort of thing I makes me very stressed. about photography. I’m not that creative
mean … stuff on social media that makes me Interviewer Aw, don’t be too hard on them. so I’ve been considering finding out more
feel annoyed, drives me crazy—no, actually They’re being good parents
parents and it’s because about what makes a good picture, how to
it’s worse than that … it makes me furious! they care about
Rita Hmmm you. well, sometimes it
… Yeah, use the light, and how to capture a moment.
Here goes … Sara
Number 1: Food pictures. doesn’t feel like that. It just makes me feel I’ve always loved photos. I have three
A friend messaged me and she told me she furious, like I want to scream! cameras. I never use my phone to take
had posted some new pictures on her Insta Interviewer OK … Thanks, Rita. Good luck pictures. The cameras on phones these days
stories. I was on it right away to have a look. with that! So moving on … are pretty good, but you can just tell when
So, what had she posted? A picture of her e 01
011
1 page 14, exercise 4 someone uses a real camera. This year, I’ve
dinner. Real English been taking a photography course two
Yes, that’s right, food on a plate. Honestly, Follow-up questions nights a week. It’s so cool. I’ve learned so
did she really think I wanted to see that? Who’s that? much, and this week we’ve been focusing
Since when did a meal begin with a picture? Like what? on techniques for underwater. I know …
I have no interest in your food, dear friend, Who’s that behind you / in front of you in the how cool is that? I’ve never actually taken a
or anyone else’s for that matter. However, if picture? photo underwater, but maybe this summer!
you invite me over to help you eat it, then of What’s she doing in that picture? There’s a first time for everything! The
The course
course, I’ll be right there. Showing interest instructor is great—he’s SO funny and he
Number 2: Hashtag overload. Really? makes us all laugh … We’re learning about
You know the one: using way too many Cool! photography,, but we’re also having fun at
photography
hashtags … It’s just like a giant word Wow! the same time. I’ve made a lot of new friends
puzzle—and in the end it doesn’t say Oh, no! taking the course, too.
anything; it’s just a load of hashtag symbols No way! Nora
in front of words under a picture. Get G et real! I love my phone. I can’t imagine life without
e 01
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3 page 17, exercises 2 and 3
Ifuse
you want meplease,
hashtags, to likeand
yourdon’t
picture,
feeldon’t
stressed In tonight’s episode, we’re talking about the it. No, seriously. I take loads of pictures …
power of photography. so, like, today I’ve taken about 100 pictures
about the number of likes you get. Just show and it’s only midday! I love taking selfies,
People have been taking selfies since 1836,
you’re proud of yourself and those special but I don’t just take selfies. Let’s see … So,
and they’ve been taking pictures for even
moments without the hashtags, if you don’t I’ve taken a picture of the view from my
longer—almost 200 years, since 1826 to
mind! bedroom window early this morning—it’s
be exact. And it’s never been easier than it
Number 3: Constant selfies. amazing—you can see forever. Look. I’ve
is today to take pictures. So tonight, we’re
If I want to know what you look like, I’ll check taken a picture of my breakfast … Yeah,
exploring three pictures that you, the
out your profile picture. OK? Don’t upload I like food pictures. Sometimes I even
listeners, have chosen as iconic images. We
any more selfies, thank you! And breathe … make a video of me making a meal. I’m
think they show how creative photographers
But, after all that, social media isn’t all bad! always uploading pictures and videos
can be and the power of pictures.
What about filters? They’re just the best onto my Instagram page. I post them
The first picture we’ve
we’ve been looking at is from
thing—so good! I adore them. My favorite … immediately—I never wait. I want to share all
September 20th, 1932 … you’ve probably
it’s the dog face. How cute is that? my special moments with everyone. I’ve had
seen it before—it’s black and white and it’s
That’s all for
for today, folks! Thanks for watching
watching 100 likes so far on today’s breakfast picture.
an iconic image of 20th century American
and listening! Bye! Luca
photography.
photograph y. Eleven men are sitting on a
e 009 page 13, Exercise 8 narrow metal beam and they’re eating their Pictures are a big part of my life and I use
Interviewer OK, so we’re out and about lunch—850 feet above Manhattan.
M anhattan. They’re my phone and a digital camera. I like getting
today in Boston and we’re asking people taking a break from building the Rockefeller shots of people when they don’t expect
about annoying habits. You know the kind:
ki nd: Center skyscraper and they all look pretty it, you know,
k now, when they’re annoyed or
your grandpa is always complaining about relaxed. Recently, researchers have identified stressed. I try to look online at other people’s
 something (usually young people), your best two of the men in this picture, but the pictures
works and and learn
what from them
doesn’t. about
I’ve been what
the official
friend is forever posting silly pictures, and in
in identity of the others, and the identity of the
my case, my neighbor is constantly playing photographer,, is still a mystery.
photographer photographer for my family at parties.
the drums when I’m trying to sleep! Right, We’ve selected this second picture of a I have a confession … I’ve never posted
let’s see. Excuse me … young woman’s face. I t’s created with lots a picture online. I just don’t do that.
Joel Yes …? of other pictures of her. It’s definitely a I love looking at pictures—they’re very
personal picture, but one that went viral and important—but I don’t want to upload my
life. Pictures are special and we need to be

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more selective. My favorite picture is this e 02

021
1 page 24, exercise 4 Studio Ghibli is a Japanese animation studio
one: it’s my sister—she’s very moody and she Real English and the museum is all about the art and
hardly ever smiles, but I caught her in
i n a good Filler comments techniques of animation.
mood, and look—she really can smile! Good question! My brother hadn’t been expecting to like
e 01
015
5 page 20, exercise 2 … for like a month or so. it because he isn’t really into Studio Ghibli
A staycation To be
be honest, that was the worst
worst part. movies and stuff—but he loved it! I’m a
B city break Do you know it? Do you know them? Studio Ghibli superfan, by the way, in case
C sightseeing Work and stuff, I guess. you hadn’t guessed already! I just adore their
D working Can’t argue with that! movies. Apparently, there’s an animation
E backpacking How come your dad didn’t stay? studio—a whole floor dedicated to all
F house swap Totally!
Totally! I can see you there right now.
now. the illustration techniques and the whole
creative process. I think he was impressed!
G adventure e 023 page 26, exercise 4
While I was looking at the pictures, I actually
H all-inclusive Erin I saw your pictures this morning. Where
e 01
016
6 page 21, exercise 4 were you?
Brad I went to Cartagena.
felt
Theylike I was
were allthere.
from They were so
the rooftop
the cool! like
garden—
garden—like
1 discover new places a huge yard—and there’s a huge statue of
2 meet new people Erin Wow! Had you been planning that for a
a robot—SO cool … After I’d looked at the
3 go on a trip long time?
pictures, I felt a little jealous. I can’t wait to go
4 escape the crowds Brad No! I decided to go at the last minute!
myself … one day!
5 learn about other cultures Erin What did you do there?
Radio presenter Thanks, and now it’s over to
6 have an adventure Brad I went on a tour, and I learned to dance.
Sanjay.
7 reach a place,
place, reach a destination I met some new people, too, while we were
Sanjay Hi! Well, I went to Philadelphia for
8 get lost dancing on the beach.
a short city break with my parents last
9 get off the beaten track Erin Show me some moves, then …
weekend. They would always drag me to
10 take time off e 02
024
4 page 27, exercises 2 and 3 museums and art galleries when I was a kid,
e 01
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7 page 21, Nick’s vlog, exercises 2 and 3 Radio presenter Welcome to tonight’s edition so it was payback time! I chose the museum
Nick Hey, guys! How’s it going? I hope you’re of Not the Usual. On this week’s show, we’re and they came, too. We went to Pizza Brain—
all having a good time … wherever you are looking at some unusual tourist attractions, it’s a pizza museum and it ’s a celebration
and whatever you’re doing. So, apologies for so whether you’re on a city tour, doing some of pizza and its culture. It isn’t a traditional
the absence. Have you missed me? You’re re sightseeing, or just want to see something a museum because all the exhibits are about—
probably all wondering what I’ve been doing little bit different, we have the place for you. yes, you guessed it—pizza! I’d never thought
for the last few days (or maybe not!). Well, So, first up, it’s our art editor, Sophie Martinez, about pizza this way before.
I’ve actually been traveling quite a bit in an to tell us about a bad museum. Apparently,, a guy named Brian Dwyer
Apparently
attempt to find the perfect vacation. So, Sophie Hi! I’m here outside the Museum of organized an art show about pizza called
Bad Art. It all began in 1993 when an antique “Give Pizza Chance” way back in 2010. It was
where have
Well, I’ve I been?
been to Cairo—well, a place called dealer, Scott Wilson, was walking along the so popular that he started his own personal
Giza just outside, and visited the pyramids. street and he saw a really bad painting in the collection of pizza-related items—books,
The verdict: they’re big and they’re
they’re pretty trash. He took it out because he wanted the toys, music, kitchen stuff—and it ’s just grown
cool, but too busy … If you’re looking to frame. However, before he had removed the from there. It was a slightly weird experience,
escape the crowds, take my travel advice: this frame, he showed it to a friend, Jerry Reilly. but it was really fun. I’m not sure my parents
is not the place for you. Jerry saved the painting and after that, they liked it, but hey, they didn’t complain … just
I’ve discovered new places—well, new to both started looking out for bad art—in the like I wouldn’t grumble as a kid year after
me, like Australia. I’ve seen the Great Barrier trash, at yard sales, and in thrift stores! Once year! It’s also a pizza restaurant, so guess
Reef, but I’ve also seen the damage we’r
we’re
e they had found enough pieces, they started what we ate after we’d seen everything?
causing. Hmmm … note to self: that’s a topic having small exhibitions in the basement of You got it—pizza followed by pizza-flavored
for a future vlog. Anyway, it’s an awesome Reilly’s home. Gradually, they became more ice cream! Yes, really … Delicious …
place at the moment—one of Earth’s natural and more popular, and they needed more Mmmm …
space to display the bad art. ar t. They moved to
wonders, but I’m worried because we’re just
the basement of a theater here in Somerville,
e 026 page 31, exercise 1
not looking after it. Anyway, moving on … 1
Next stop, Machu Picchu. Yes, I’ve climbed it! Massachusetts—and that’s where it is today.
A Have you spoken to your new boss yet?
It was tough, but so worth it for the views. It’s Radio presenter So what can people expect
B Not really, but she seems a bit moody.
like being on top of the world. when they visit?
2
So, after Peru, I wanted to get off the beaten Sophie Well, bad art! There are more than
A So, this is a picture of my grandma. She’s 88.
track on my way to Mount Everest and guess 700 pieces of art in total at the museum,
B Really? She looks much younger than I
what? Not a good idea. Left, right, straight but usually there are between 25 and 35 on
thought.
on … Which way? I’ve got a good sense of display at any given time. You know, when
direction and I never usually feel confused, you really look at what the artists created, I 3A You look like your brother
brother..
but there’s a first time for everything! Now I think they’d all been trying to paint well—
B I know. People sometimes think we’re
know there’s a yak car park on Mount Everest, they’d had a particular intention—but it had
twins.
though. Very handy! I’m sure that will come gone wrong in an interesting or unusual
4
in useful one day. way. They were so bad, they were good! For
A They look as if they’re having fun!
fun!
I know … I k now … you’re all feeling jealous example, there’s the painting, Lucy in the
B I know. It’s a great picture!
and you’re all wondering, “How has he Field with Flowers, which is the one Scott
5
managed to have all those adventures in found back in 1993. But one of my favorites
A Does your sister’s new boyfriend seem nice?
such a short period of time?” Well,
Well, actually, is Charlie and Sheba: a painting of a black
B I don’t know. I haven’t met him yet.
I’ve done it without even leaving home. and white dog sitting next to another animal
6
Look … So, Egypt, Australia, Peru, the that looks a bit like a monkey—who can
A She’s very talkative.
talk ative. Once she starts, she
Himalayas, and Everest—well,
Everest—well, a car park for tell? And does it really matter? At the end of
can’t stop.
yaks—at the click of a button I know I’ve the day, it made me smile and laugh. In fact,
B That’s just like you!
found my perfect vacation—a staycation! when I was looking at some of the paintings,
I laughed so much I almost cried. Actually, I e 02
027
7 page 31, exercise 3
e 01
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9 page 23, exercise 7
think it’s one of the best museums I’ve ever 1 answer
1 regenerate regeneration visited. I left a happier person. 2 grandma
2 transform transformation Radio presenter OK. Thanks, Sophie. So,
3 educate education e 028 page 31, exercises 4 and 5
we want to hear from you about unusual 1 young
4 illustrate illustration museums you’d like to share with us. Give us
5 install installation 2 know
a call, tweet, message, or email us now … 3 friend
6 organize organization
page 27, exercises 4 and 5
7 imagine imagination e 025 4 island