Starter A B C D Unit overview

Vocabulary Language objectives

● Classroom objects: apple, bag, book, calculator, chair, ● To revise vocabulary related to numbers (page 4)
clock, computer, desk, door, folder, orange, pen, pencil classroom objects (page 4), days and months (page 5)
case, picture, rubber, ruler, scissors, umbrella, whiteboard, ordinal numbers (page 5), dates (page 5), animals (page 6)
window colours (page 7) and clothes (page 7)
● Days and months: Monday, Tuesday, Wednesday, ● To use a, an, this, that, these and those correctly (page 4)
Thursday, Friday, Saturday, Sunday, January, February, ● To revise subject and object pronouns (page 5), possessives
March, April, May, June, July, August, September, October, (page 6) and plurals (page 7)
November, December
● To revise be (page 5) and have got (page 6)
● Ordinal numbers: 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th,
● To use there is / there are (page 7) correctly
10th, 11th, 12th, 13th, 14th, 20th, 30th, 40th, 100th
● Animals: ant, bee, butterfly, cat, cow, dog, dolphin, eagle,
elephant, goat, hamster, monkey, parrot, pig, pigeon, rabbit,
sheep, tiger, tortoise, whale Skills objectives
● Colours: black, brown, dark blue, green, grey, light blue,
orange, pink, purple, red, white, yellow ● To read and understand text message invitations to a
● Clothes: boots, cap, coat, dress, earrings, hoodie, necklace, birthday (page 5) and a message board about pets
jacket, jeans, jumper, scarf, shirt, shoes, skirt, socks, (page 6)
sunglasses, T-shirt, trainers, trousers, watch ● To listen to students introducing themselves (page 4) and
friends discussing clothes in a bedroom (page 7)
● To talk about your classroom (page 4), your birthday (page
5), to spell words correctly (page 6) and to ask and answer
Grammar questions about clothes and colours (page 7)

● a / an
● this / that / these / those
● be
● Subject and object pronouns
● have got
● Possessives
● Plurals
● there is / there are

Pronunciation
● The alphabet

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 Assessment criteria Key competences
● Students can use subject and object pronouns, Linguistic competence
possessives and plurals correctly. Page 7
● Students can use a / an, this / that / these / those, be,
subject and object pronouns, have got, possessives, plurals
Mathematical competence and basic
and there is / there are correctly.
competences in Science and Technology
● Students can recognize and use vocabulary about
Pages 4, 5
classroom objects, days, months and ordinal numbers,
animals, colours and clothes correctly.
● Students can read and understand invitations to a Digital competence
birthday and a message board about pets. Page 5
● Students can listen to and understand students
introducing themselves and friends discussing clothes in Social and civic competence
a bedroom.
Pages 6, 7

Cultural awareness and expression

Resources
● Teacher’s i-book
● Student’s Book CD 1 Competence in learning to learn
Pages 4, 6

Sense of initiative and entrepreneurship

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 A Starter B
LISTENING READING
1 1
2

a / an
GRAMMAR this / that 1
these / those

a picture an orange
Numbers This is a picture. That’s a clock.
VOCABULARY Classroom objects These are my friends. Those are his football boots.
Grammar reference page 113
4 3
2
5 7

1, 3, 5, 7, 9, 11 ... 11, 22, 33, 44 ... an apple, ...

8 VOCABULARY
2, 102, 202, 302, 402 ... 15, 30, 45, 60 ...

50, 100, 150, 200 ... 100, 96, 92, 88 ... 4 3

6

5 4

9 1st 2nd 3rd 4th 5th

26th 33rd 42nd 54t

What’s that? 6
That’s a whiteboard.
What are these?
Those are my pens.
WORD
ZONE

FAST FINISHERS

Key competences
Mathematical competence This starter unit focuses on checking
is developed by finishing the how much students remember
sequences in exercise 5. This involves about vocabulary, structures
the ability to develop and apply and communication skills. Doing
mathematical thinking and basic this requires effective learning
operations and concepts. management.

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 Starter A

Starter A, B, C and D are optional, self-contained lessons that

5 Carry out the first sequence as a class so that students understand
the exercise.
revise basic language and give students an introduction to the
methodology of the course. Choose which language, if any, you As you go through the answers, invite students to the board to
feel your students would benefit from revising, and cover those complete the sequences. Get other students in the class to correct
lessons only. the sequence if necessary.
As a class, practise saying the numbers in each sequence.

Warmer Answers

Have students work in pairs. Explain that they are going to 1, 3, 5, 7, 9, 11, 13, 15, 17, 19
11, 22, 33, 44, 55, 66, 77, 88, 99, 110 (or 111)
introduce their partner to the rest of the class. Ask students to find
2, 102, 202, 302, 402, 502, 602, 702, 802, 902
out three things about their partner by asking them questions. 15, 30, 45, 60, 75, 90, 105, 120, 135, 150
Elicit some example questions from the class, e.g. How old are you? 50, 100, 150, 200, 250, 300, 350, 400, 450, 500
Do you have brothers and sisters? What are your hobbies? 100, 96, 92, 88, 84, 80, 76, 72, 68, 64
Encourage students to think of other questions and get them
to ask and answer questions with a partner. After five minutes, 6 Ask the students: What things can you see in the photo? Elicit some
invite various students to introduce their friend to the class. answers, then get them to complete the exercise.

Answers
1 Count the number of students together as a class. Get the student
closest to the front to begin the count (one), then point to the next In the photo: book, calculator, chair, clock, desk, folder, pen, pencil case,
student to carry on (two). Continue like this until all students have window
said a number. Missing: apple, bag, computer, door, orange, picture, rubber, ruler,
scissors, umbrella, whiteboard
Answers Students’ own answers 7 There is one word in exercise 6 that can’t be used with a or an. Ask
students which word it is and why (scissors – because it’s plural).
2 1.2 Transcripts page 28 Tell students to listen carefully for the
names of the people on the right-hand side of the page. Answers
an apple, a bag, a book, a calculator, a chair, a clock, a computer, a desk,
Answers a door, a folder, an orange, a pen, a pencil case, a picture, a rubber, a
1 Sara 2 Miss Campbell 3 Andy 4 Paul 5 Sally … Paul ruler, scissors, an umbrella, a whiteboard, a window

3 1.2 Transcripts page 28 Invite students to see if they

remember the answers before playing the track.
Teaching tip
Point out that we use an before a word where the first letter
Answers is pronounced as a vowel, even if it is a consonant. Provide an
example: an hour.
2 lunch 3 12 4 8B 5 31
Explain that because the ‘h’ is silent in hour, we pronounce the
first letter as ‘o’, therefore, we use an.
4 1.3 Transcripts page 28 Use the opportunity to highlight the
differences between numbers ending in -teen and -ty.
Play the track again and ask students which syllable is stressed in 8 Provide some examples before students complete the exercise:
each word: Pick up your bag and say: This is my bag.
sixteen / sixty. Point to a student’s bag and say: That is [Andrew’s] bag.
Write other ‘-teen’ and ‘-ty’ numbers on the board (e.g. 15 / 50) and Provide further examples using these and those until students are
get students to practise while being aware of the syllable stress. familiar with the difference.

Answers Answers
1 85 2 22 3 19 4 16 5 60 6 210 A 3, this B 4, that C 1, this D 2, those

9 Go round the class and monitor the activity.

Answers Students’ own answers

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 B
READING

1
2

Ellen,
Please come to my beach party! It’s Ben’s birthday next
Meet at my house at 1.15. Bring Friday (31st October). Let’s
your swimming things. Text me give him a big surprise – a
now if you can come! It’s on party at my house! Call me
Saturday August 23rd. And is your
sister free? Please ask her to if you think it is a good idea.
come too. Dave
Rosa

be
GRAMMAR Subject and
ose object pronouns 1
I’m 13. I’m not 11.
You’re cold. Are you Sam?
s football boots.
He’s in class. She isn’t at school.
reference page 113 Is it an umbrella?
3 2
We’re sad. Those boys aren’t with me.

VOCABULARY Days and months

Ordinal numbers | Dates
Grammar reference page 113
4
7
3

1st 2nd 3rd 4th 5th 8th 10th 13th 14th 19th 8
26th 33rd 42nd 54th 61st 77th 98th 100th

6 Text me now if you can come!

hiteboard. 9

my pens.
WORD 4
ZONE

FAST FINISHERS

Key competences
Mathematical competence is Digital competence involves
developed by learning and practising knowing and using technology for
saying the ordinal numbers in work, leisure and communication,
English and mathematical thinking like the text messages in exercise 2.
in everyday situations by saying the
dates in two different ways.

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 Starter B

Starter A, B, C and D are optional, self-contained lessons that

revise basic language and give students an introduction to the
Teaching tip
methodology of the course. Choose which language, if any, you Take the time to practise pronunciation of days and months.
feel your students would benefit from revising, and cover those Model the words and get students to repeat. Then invite
lessons only. students to the board to underline the stressed syllable in each
word. Correct any mistakes and get students to practise saying
the words again:
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,
Warmer Sunday.
Tell the class to form a line, starting with the youngest student January, February, April, July, August, September, October,
and ending with the oldest student. They have to ask questions November, December.
to find out the information. Elicit questions that they might use
(e.g. How old are you? When is your birthday? What time were you
born?) 5 Before or after completing the activity, tell students to write one
Tell students to stand up. Then get them to ask and answer the sentence using one of the ordinal numbers, e.g. I was born on 13th
questions to each other until a line begins to form in the class. February. / I am the third oldest girl in my class.
When students think they are ready, get each student to say the Invite a number of students to read out their sentences.
date they were born.
Answers

1 With students still standing, you could ask this question to each 1st = first 10th = tenth 42nd = forty second
2nd = second 13th = thirteenth 54th = fifty fourth
student and get them to sit down only after they have answered.
3rd = third 14th = fourteenth 61st = sixty first
4th = fourth 19th = nineteenth 77th = seventy seventh
Answers Students’ own answers 5th = fifth 26th = twenty sixth 98th = ninety eighth
8th = eight 33rd = thirty third 100th = hundredth
2 1.4 The text is available to listen to.
6 1.5 Invite some students to the board to write their birthdays in
Before students read the texts, ask them which word or words they the same format as in Word Zone. Point to the dates in the exercise
are looking for to help them find the answer (e.g. beach party). Get and get students to say which month is in each date (August,
students to skim each text quickly to find the information. December, January, November, May).

Answers Answers
3 1 13/11 2 22/08 3 05/12 4 30/05 5 29/01

3 Go through the answers by asking students to read out the 7 Ask students to write both contracted and full forms of be, if both
information in the text that gave them the answer. can be used.

Answers Answers
1 text 1 2 text 3 3 text 4 4 text 2 1 are / ’re 2 Is 3 are / ’re 4 Is 5 am / ’m 6 is / ’s … is / ’s

8 Write the answers on the board and use them to revise the
Extra activity difference between subject and object pronouns: Object pronouns
Ask the class: Which party would you like to go to? Tell students refer to a person / persons who are the direct or indirect object of a
to discuss the question with a partner and invite students to verb. Subject pronouns refer to the person who is ‘doing’ the verb.
feedback their ideas.
Answers
4 You could carry this out as a class activity by inviting individual My Dad can take us there.
students to the board to write a list of months and days. Get other Please ask her to come too.
students in the class to correct any words that are out of sequence. Let me know soon!.
Let’s give him a big surprise
Do you know it?
Answers Call me if you think it is a good idea.
Days: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday (There is no example of ‘you’ (as an object pronoun) and ‘them’)
Months: January, February, March, April, May, June, July, August,
September, October, November, December 9 Invite individual students to read out an answer and ask the rest of
the class if they are correct.

Answers
1 her 2 it 3 them 4 her 5 us

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 C Starter D
READING VOCABULARY Animals | The alphabet LISTENING

1 4 1

pets farm animals insects wild animals birds

3
5

Today’s message board topic: A B E F X I O Q R

H C T L Z W
J D V N

6
VOCABULARY
How do you spell rabbit?
R-A-double B-I-T 4 1
have got
GRAMMAR Possessives

Have you got any pets? Yes, I have. I’ve got an iguana.
Paul has got a rabbit, but Sara hasn’t got a pet.
Have they got a dog? No, they haven’t.
2
my your his her its our their
Jerry is my friend’s dog.
Grammar reference page 113 5

6
3
3 8 What colour is t

Wha

FAST FINISHERS

Key competences
Use the reading text about pets By learning to apply strategies to
to encourage a critical discussion remember, expand and consolidate
about how we treat animals, their vocabulary by, for example,
especially our pets, and our categorizing animals into groups,
responsibilities to other members students develop this competence.
of the public, particularly for dog
owners.

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 Starter C

Starter A, B, C and D are optional, self-contained lessons that

4 Elicit one example of each type of animal from the class before
getting students to complete the activity alone.
revise basic language and give students an introduction to the
methodology of the course. Choose which language, if any, you Ask questions to check comprehension: Where do farm animals live?
feel your students would benefit from revising, and cover those Are insects big or small animals? Where do wild animals find their
lessons only. food?
Get any fast finishers to add more animals to each group.

Answers
Warmer
pets: cat, dog, hamster, rabbit
Play a game to practise talking about possession: farm animals: cow, goat, pig, sheep
Invite a student to the front of the class and tell him or her to insects: ant, bee, butterfly
close their eyes. wild animals: dolphin, elephant, monkey, tiger, tortoise, whale
Choose one item from five students and place them in front of birds: eagle, parrot, pigeon
the student at the front of the class. Tell the student to open his/
her eyes and ask: What have you got? Get them to tell you, e.g. 5 1.7 You could help students by first getting them to identify the
I’ve got a pencil, two books and three rulers. missing letters of the alphabet. Write them on the board, and then
Then ask: Whose are they? get students to match them to the groups.
Get the student to guess who each item belongs to, e.g. I think
this is Mike’s pencil. Repeat the activity as a class, or tell students Answers
to form small groups and get them to repeat the activity in their K G, P M, S Y U
groups.
6 You could carry this out as a class activity:
Invite a student to the front of the class and tell him or her to spell
1 You could set a challenge by asking students to find an animal for an animal out loud. Get the rest of the students to write down the
every letter in the alphabet (e.g. ant, bird, cat). Write the alphabet letters as they are said.
on the board and invite different students to fill in the letters in any Ask the class which animal was spelt and if the student spelt the
order until the animal alphabet is complete. Allow them to use their word correctly.
dictionaries if necessary.
Repeat the activity as desired.

Answers Students’ own answers

Answers Students’ own answers

2 1.6 The text is available to listen to.

7 Ask students to write both contracted and full forms, for the gaps
Encourage students to skim the text quickly to find the answers. where both can be used.
Get them to discuss the answers with a partner.
Answers
Answers
2 haven’t got / have not got 3 ’s got / has got 4 haven’t got / have
Jerry the parrot bites and takes Tony’s family’s food. not got 5 Have … got 6 Has … got
Ivor the cat and Ifan the dog fight a lot.
Coco the hamster makes lots of noise running on his wheel at night. 8 To help students understand the different uses of ’s, write the
Pepper the rabbit and Snowball the rabbit eat the plants in Tracey’s
following sentence on the board: My brother’s dog is called Paddy.
mum’s vegetable garden.
He’s very big and he’s got a long tail. Ask students to identify
3 Get students to copy the sentences in their notebooks and to write the three occurrences of ’s, and to say why we use it each time
corrected versions of the false sentences. (possessive, contraction of is, contraction of has).

Answers Answers

1 true 2 false (Ifan wants to be Ivor’s friend, but Ivor doesn’t.) 1 has 2 is 3 possessive 4 has 5 possessive ... is
3 true 4 false (Pepper and Snowball belong to Tracey’s little sister.)
5 false (Tracey’s mum doesn’t like the rabbits because they eat the
plants in her vegetable garden.) Teaching tip
Point out to students that an ‘s’ that signifies possession should
always been followed by a noun. Get students to find another ’s
Extra activity for possession in the Reading text (Ivor’s friend).
Set a writing task: Write about your pet or a pet you would like to
have.
Tell students to write about their pet. Tell them to include the
name and type of animal, and the things that they do and do not
like about their pet.
For students who do not have a pet, get them to write about
why they would like to have a pet. Get students to read their
paragraphs to their partner.

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 D
The alphabet LISTENING
1

d animals birds
3

I O Q R
W

1
VOCABULARY Colours | Clothes

-double B-I-T 4

Plurals
es GRAMMAR there is / there are 2

e. I’ve got an iguana. a T-shirt – two T-shirts

asn’t got a pet. a dress – two dresses
ven’t. a party – two parties
a scarf – two scarves
a pair of sunglasses – two pairs of sunglasses
ts our their There’s a scarf on the floor. There isn’t a jacket.
There are two dresses in the wardrobe.
rammar reference page 113 5 There aren’t any socks.
Is there a jumper? Yes, there is.
Are there any gloves? No, there aren’t. 3
Grammar reference page 113

What colour is this coat?

4
What colour are these trousers? 8

There are eight posters on the wall.

There’s a pair of scissors on my desk.

FAST FINISHERS

5
Key competences
The grammar and vocabulary Look at the picture and remind
exercises will help students to learn students of the importance of order
and interiorize grammar rules and and cleanliness in our daily lives. Tell
review old vocabulary. them that it's our responsibility to
tidy up our rooms and help around
the house.

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 Starter D

Starter A, B, C and D are optional, self-contained lessons that

6 Elicit the options to reply: It’s (green) / They’re (red).
revise basic language and give students an introduction to the Ask students: Do we refer to a pair of trousers as single or plural?
methodology of the course. Choose which language, if any, you (plural).
feel your students would benefit from revising, and cover those
lessons only. Answers Students’ own answers

Extra activity
Warmer
Get students to play a memory game in pairs. Tell them to study
Put students into pairs and hand out a piece of plain paper to the picture carefully for one minute. Then tell one student in
each student. each pair to close their books.
Get student A to describe their bedroom for student B to draw. Tell the other student to describe an item by saying where it is in
Tell them to describe what is in their room and where it is the picture for their partner to guess, e.g. It’s on the chair, on top
located. Provide an example: In my room, I’ve got a cupboard on of a pair of orange trousers (green T-shirt). Swap roles and repeat
the left. Next to the cupboard is a window. Below the window is a the activity.
chest of drawers. There is a picture above the bed.
Then get students to swap roles. Ask the class: Did your partner
draw your picture accurately? 7 Tell students that some words are already plural (e.g. boots) and
they don’t need to make plurals for those.

1 Elicit from the class words to describe Debbie’s room (e.g. messy, Answers
untidy, disorganized). If necessary, clarify the difference between
dirty and messy. caps jackets shoes
coats jumpers skirts
dresses necklaces T-shirts
Answers Students’ own answers
earrings scarves watches
hoodies shirts
2 1.8 Transcripts page 28 Before playing the track, make sure 1 dresses, scarves, watches
students are familiar with the different items of clothing (e.g. dress, 2 jeans, sunglasses, trousers
trousers, jumper, scarf). 3 boots, earrings, jeans, shoes, socks, sunglasses, trainers, trousers
Ask questions to check, e.g. Where is the red dress? (under the bed). 4 scarves
How many pairs of trousers can you see? (three).
Teaching tip
Answers
Point out that not all plurals are formed using ‘s’ or ‘es’. Provide
1 Debbie wants to find her red dress.
an example: man / men. In groups, get students to find the
2 She finds it under the bed.
plurals of these words: child, person, sheep, woman, tooth, foot,
3 1.8 Transcripts page 28 Tell students to complete the exercise mouse.
from what they remember. Then play the track again and get
students to check their answers.
Answers
Answers children, people, sheep, women, teeth, feet, mice

1 blue dress 2 party 3 green / on the chair 4 jumpers … socks 8 As an option, tell students to write five sentences that are true
5 boots
and five sentences that are false. At the end of the exercise, invite
4 After students complete the exercise, help build vocabulary by students to read out a sentence, and ask the rest of the class if their
pointing to other colours in the classroom and eliciting the name sentence is true or false.
(e.g. turquoise, silver, gold, navy blue).
Answers Students’ own answers
Answers
1 red, E 2 light blue, C 3 dark blue, F 4 green, G 5 orange, D
6 brown, J 7 yellow, K 8 grey, L 9 white, B 10 black, H
11 purple, I 12 pink, A

5 Encourage students to use their dictionaries to look up items of

clothes they don’t know.

Answers
boots, dress, jacket, jumper, scarf, shirt, socks, T-shirt, trainers, trousers

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 Starter TRANSCRIPTS

1.2 Student’s Book page 4, exercises 2–3 1.8 Student’s Book page 7, exercises 2–3

A = Andy, M = Miss Campbell, Sar = Sarah, Sal = Sally, P = Paul K = Kim, D = Debbie

A Hello, Miss Campbell. K Hello?

M Good morning Andy. How are you? D Hi Kim. It’s Debbie here. Have you got my red dress?
A I’m fine thanks. And you? K Your red dress? No, I’ve got your blue dress, remember. Why?
M Fine, thanks. Um, Andy, this is Sara. She’s a new student in your D I can’t find my red dress and I want to wear it tonight.
class. K Oh that’s right, it’s Jack’s party tonight, isn’t it? Well, look in your
Sar Hi Andy. wardrobe. Is it in there?
A Hi Sara. Come with me. So, this is our classroom. And these are D No. There are two dresses in the wardrobe but not my red one.
my friends. Everyone, this is Sara. She’s new. K Is it on your chair?
Sal Hi Sara. D Er, no. There are two pairs of trousers here, oh and my favourite
P Hi Sara. green T shirt! That’s good! But no red dress.
Sar Hello. K Maybe it’s in your chest of drawers.
A This is Sally ... D Let me see – there are some jumpers and lots of pairs of socks in
Sal Hello. here. But no red dress.
A … and that’s Paul. K What about on the floor? There are always lots of things on your
P Hi. bedroom floor!
A That’s my desk over there. I sit next to Paul. He’s really messy! D Er – there’s a scarf…and a pair of boots. Oh.. wait a minute.
Those are his football boots on my desk and that’s his lunch on There’s something under the bed.
my chair! K What is it?
Sar And are those his books and pens all over the floor? D My dress! Thanks Kim. You’re brilliant. Mum, can you wash my
A Yes! red dress please …
Sal How old are you, Sara?
Sar I’m 12. What about you?
Sal I’m 13. Paul is 13 too, and Andy is 12.
Sar How many students are there in our class?
P I don’t know. Count the chairs! 1, 2, 3, 4, 5, 6 ....
Sal I know, there are 31.
A No, there are 30. Remember that Mike isn’t in the class now.
He’s in 8B.
Sal Yes, but now Sara’s here! So that makes 31.
A Oh yes, so 31 students.
P ... 28, 29, 30, 31 chairs. Sara, there are 31 students in the class!
S Thanks, Paul!

1.3 Student’s Book page 4, exercise 4

1 My granddad is 85 years old.

2 There are 22 students in our class.
3 We live at number 19, Church Street.
4 16 people prefer this film.
5 Jack wants 60 sandwiches for the birthday party.
6 There are 210 animals in the zoo.

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 Starter WORKBOOK Answers

Workbook page 4 Workbook page 7

1 1 six 2 twenty-two 3 ninety 4 fourteen 5 one hundred 1 1 yellow 2 white 3 pink 4 blue 5 black 6 brown
6 fifty-five 7 purple
2 1 31 2 12 3 17 4 365 2 1 pink 2 blue 3 purple 4 black 5 brown 6 white 2
3 In a pencil case: pen, rubber, scissors 7 yellow
On a desk: book, computer, folder 3 1 sunglasses 2 trainers 3 earrings 4 necklace 5 trousers
On a classroom wall: clock, picture, whiteboard 6 jumper 7 cap
4 1 chair 2 window 3 door 4 orange 5 umbrella 4 1 watch 2 socks 3 hoody 4 shirt 5 dress 6 scarf
6 calculator 7 jeans 8 jacket
5 1 a 2 a 3 a 4 an 5 an 6 a 5 1 watches 2 pairs of socks 3 hoodies 4 shirts
6 1 This 2 This 3 These 4 These 5 This 6 These 5 dresses 6 scarves 7 pairs of jeans 8 jackets
7 1 Those 2 those 3 that 4 that 5 those 6 those 6 1 are 2 ’s 3 Are 4 aren’t 5 are 6 Is 7 is 8 ’s
9 isn’t 10 ’s
8 1 this 2 ruler 3 That 4 these 5 pens 6 Those
7 a 8 an 7 1 is 2 hoodies 3 dark 4 ’s 5 are 6 Are 7 there are
8 pairs
Workbook page 5
1 2 Tuesday 3 Wednesday 4 Thursday 5 Friday
5 Saturday 7 Sunday
2 1 April 2 May 3 June 4 August 5 September 6 November
7 January 8 February
3 1 tenth 2 seventh 3 fourteenth 4 fifth 5 first 6 third
4 2 Twenty-seventh of June
3 Nineteenth of November
4 First of February
5 Thirtieth of April
6 Twelfth of September
5 1 ’s 2 are 3 aren’t 4 ’s 5 ’s 6 ’m not 7 ’m
6 2 you 3 him 4 she 5 it 6 we 7 them
7 1 It 2 She 3 me 4 us 5 It 6 you 7 them 8 He
9 him
8 1 aren’t 2 are 3 it 4 ’s 5 February 6 him 7 it 8 he
9 40th 10 tenth

Workbook page 6
1 1 parrot 2 tiger 3 ant 4 dolphin 5 whale 6 pigeon
7 elephant 8 butterfly
2 no legs: dolphin, whale
four legs: tiger, elephant
six legs: ant, butterfly
two legs: parrot, pigeon
3 A T L Y Q
K D N I U
4 1 I haven’t got a big family.
2 Have they got a cat?
3 It’s got four legs.
4 Have you got a computer?
5 She hasn’t got an orange ruler.
6 Ana and Laura have got a book.
5 1 his 2 my 3 our 4 their 5 friend’s 6 Ana’s
6 ’s = is: 2, 6
’s = has: 4, 5
’s = possession: 1, 3
7 1 have you got 2 ’s got 3 wild animal 4 pet 5 have got
6 their 7 ’ve got 8 its

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 1 It’s my life Unit overview

Vocabulary Language objectives

● Family: aunt, brother, child, cousin, dad, daughter, ● To learn vocabulary related to family (page 9) and
grandparents, grandma, grandson, great-grandparents, everyday activities (page 13)
husband, mum, nephew, niece, only child, parents, son, ● To learn and use the present simple (page 10), adverbs of
stepfather, uncle, wife frequency and expressions of frequency (page 14) to talk
● Everyday activities: brush your teeth, do sport, do the about everyday activities
housework, do your homework, get dressed, get ready for ● To use can / can’t to talk about ability (page 14)
bed, go online, go to school, go to the cinema, have a shower,
● To use conjunctions correctly in writing (page 17)
have a snack, have breakfast, have dinner, have lunch, visit
relatives
● British and American English: flat / apartment, garden /
yard, lift / escalator, neighbourhood / neighborhood, shop /
store
Skills objectives
● Phrasal verbs: get up, wake up, take away, go out ● To read and understand a text about an American
● Face 2 Face: No worries. Sure! I mean teenager’s life (page 8)
● To discuss personal information about family (page 9) and
everyday activities (page 13)
● To listen to and understand an interview with a teenager
Grammar about his life (page 11)

● Present simple ● To read and understand a text about an average British

family (page 12)
● Adverbs of frequency
● To make a questionnaire and interview classmates (page 15)
● can / can’t
● To introduce yourself and other people (page 16)
● To exchange phone numbers (page 16)
● To write a message about yourself for a website (page 17)
Pronunciation
● Third person -s
● can and can’t Assessment criteria
● Students can use the present simple, adverbs of frequency
and can / can’t correctly.
Recycled language ● Students can recognize and use vocabulary about families
and everyday activities correctly.
● Starter unit content
● Students can pronounce third person -s endings and can
and can’t correctly.
● Students can read and understand a text about an
American teenager and a typical British family.
● Students can listen to and understand an interview with a
teenager in Canada.
● Students can produce a questionnaire and interview each
other.
● Students can meet and get to know new people in an
appropriate way.
● Students can write a description of themselves.

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 Resources Go Digital!
● Teacher’s i-book Teacher’s i-book
● Student’s Book CD 1
Use the Richmond i-tools to complete the activities
● Teacher’s Resource Book: with the students on the IWB.
Vocabulary Support Worksheet Unit 1, page 12 offers additional IWB practice to reinforce the lesson
Vocabulary Consolidation Worksheet Unit 1, page 13 content:
Grammar Support Worksheet Unit 1, page 36 Reading
Grammar Consolidation Worksheet Unit 1, page 37 The IWB Reading activities are designed to focus on real
Speaking Worksheet Unit 1, page 60 language in use within the reading texts.
Test Consolidation Unit 1, page 82 The hot spots are designed to highlight potentially difficult
Test Extension Unit 1, page 86 words or cultural information before doing the reading
activities.
Speaking Test Unit 1, page 217
● Reading extra, pages 8 and 12

Listening
The IWB Listening activities are designed to help students
Key competences explore the listening dialogues in greater depth.
Linguistic competence ● Listening extra, page 11
Pages 8, 10, 13, 14, 15, 16 Writing
The IWB Writing activities are designed to give students
Mathematical competence and basic controlled practice in building a text before they do the free
competences in Science and Technology writing tasks in Your turn to write.
Pages 14, 16 ● Writing extra, page 17

Digital competence More provides extra interactive practice which can be

practice
used for fast finishers or as a wrap-up activity.
Page 10
Alternatively, it can be used as homework.
● Grammar, pages 10 and 14
Social and civic competence
● Vocabulary, pages 9 and 13
Pages 8, 9, 11, 12, 15, 16
● Pronunciation, pages 10 and 14
Cultural awareness and expression Grammar provides a step-by-step visual grammar
presentation
Pages 11, 13, 17 presentation with a focus on form and use.
● Grammar, pages 10 and 14
Competence in learning to learn
The High Achievers game: London
Pages 8, 9, 10, 11, 12, 14, 17
Remind students to complete the games for the unit
at home. If they achieve 80% or more correct answers
Sense of initiative and entrepreneurship throughout the unit, they will be given a question about a
Pages 9, 12, 13, 17 famous London landmark. If they answer correctly, they will
receive the first clue out of nine to solve the final challenge.

For a detailed description of the Key competences and

how they support students’ learning, go to page 15.

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 1

Key competences
Exercise 3 will help the students to Students reflect on cultural Students use the box at the
understand different types of text. differences and lifestyles, learning to beginning of each unit to see what
Check that they tell you which type understand multi-cultural identities they will be doing. That will help
of text it is (a profile) and why they and different socioeconomic them to organize their own learning.
think so. positions within society.

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 Unit 1 Reading

Warmer Extra activity

Focus on the profile, and ask: Where can you see profiles like this? Ask students the following questions. They can answer from
Do you have an online profile? What information does it have memory, then check their answers in the text. Encourage them
about you? Elicit a range of replies. to scan the text to find the answers quickly.
1 How many beaches are there in Chicago?
2 Is Jacob older than his sister?
1 Elicit some example answers from the class. Point out that after I
3 What does Jacob do with his dad?
like, I’m interested in and I’m good at we use a noun or an -ing form.

Answers Students’ own answers Answers

1 33 2 No, he’s the youngest. 3 He watches the Chicago White Sox.
2 Point out that Me too! expresses agreement.
Elicit ways to express disagreement:
I’ve got a pet. – I haven’t.
I like sport. – I don’t.
I’m interested in music. - I’m not.
After the pairwork, ask some students to tell the class what they
learnt about their partner.

Answers Students’ own answers

Extra activity
Teach We both ... (+ plural verb) and Neither of us ... (+ singular
verb).
Ask students to tell the class something that is true for them and
their partner, e.g. We both like football. Neither of us is interested
in music.

3 1.9 The text is available to listen to.

Point out that students should write notes, not full sentences, and
they should not copy directly from the text.

Answers
Name: Jacob Rossi
City: Chicago
Home: He lives in a house in Hollywood Park
Family: An older sister, both parents work in the business district
Pets: A dog called Jackson Go Digital!
Interests and activities: Jacob likes playing the drums, going to
Millennium Park, baseball and reading Hot spots: heart, baseball
Use the hot spots to highlight potentially difficult vocabulary or cultural
Teaching tip information before the reading activities.
● Touch the Reading text to access the hot spots.
If you are not using the audio, you could set a time limit for the
first reading of a reading text. This will encourage students to Extra activity: Adjective focus
read quickly for general meaning. You can gradually reduce the This activity can be done as a whole class activity or in two teams. Give
time limit as students’ reading skills improve. each team one minute to do as much as possible in their turn at the IWB.
● Touch to open the extra activity.
● Ask students to close their books or screens.
● Nine adjectives have been taken out of the reading text. Students
have to drag them back using the context and their knowledge of the
text to make decisions.
● When the activity is completed, use the Check button to show the
correct answers.
● Encourage students to compare their attempts with the correct
answers.
Suggested use: after exercise 5, page 9

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 4
CAMBRIDGE
Exam Practice

Key competences
The ability to ask for and give personal Use Word Zone in exercise 5 and Students show interest and
information is an important skill for successful the Study Skill in exercise 11 to initiative by creating their
interpersonal and social participation. check how well students learn own family tree and writing a
Monitor the conversations in exercise 13 to vocabulary. description of their family.
make sure students are communicating well,
without worrying about accuracy.

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 UNIT 1 READING AND VOCABULARY

4 Ask stronger students to correct the false sentences.

Warmer
Answers Put students into pairs. Give them two minutes to write as many
words for family members as they can. See which pair got the
2 true 3 true 4 false. They hate his drums.
5 false. It’s in the heart of the city. 6 true
most correct words.

5 Point out that a lot of words are different in British and American 9 1.11 You could set a time limit for this exercise, and tell students
English, or sometimes the word is the same but has a different it is a kind of puzzle they have to solve. See who managed to get all
spelling. Elicit other pairs of British and American words that the answers right.
students know (see ideas below).
Answers
Answers
2 Lucia 3 Maria 4 Dan 5 Natalie 6 Flora
1 apartment 2 yard 3 neighborhood
Other pairs students might know: biscuit/cookie, pavement/sidewalk,
10 After you have checked answers, point out in items 5 and 7 that
trainers/sneakers.
where a possessive refers to two people, we only use ’s after the
second person’s name: Dan and Helen’s children, NOT Dan’s and
6 1.10 Transcripts page 52
Helen’s children.

Answers
Answers
TOBIAS ANNI 1 Dan 2 Noah 3 Max 4 Noah, Nick and Andrew 5 Maria
COUNTRY Austria Finland 6 William and Flora 7 Noah and Mia 8 Max
AGE 13 13
FAMILY no brothers or sisters two sisters 11 Point out that it is a good idea to record extra useful information
CITY Vienna Helsinki about vocabulary, e.g. irregular plurals (wife/wives) and unusual
pronunciation (cousin, aunt, nephew).

Teaching tip Answers

If you are not using the audio, you could set a time limit for the ♂ uncle, husband, son, brother, stepfather, nephew, grandsons
first reading of a reading text. This will encourage students to ♀ aunt, wife, daughter, grandma, niece
read quickly for general meaning. You can gradually reduce the ♀♂ grandparents, only child, cousins, children, great-grandparents
time limit as students’ reading skills improve.
12 Encourage students to add interesting information about some of
their family members in their descriptions.
7 Remind students to think about the he/she forms of verbs when
they write their sentences. Answers Students’ own answers

Answers 13 Before students work in pairs, brainstorm some questions they

Tobias is thirteen years old. He hasn’t got any brothers or sisters. He might ask, e.g. How old is your ...? Where do/does your ... live?
lives in Vienna in Austria. Ask some students to tell the class something they learnt about
Anni is thirteen years old. She has two sisters. She lives in Helsinki in their partner.
Finland.
Answers Students’ own answers
8 Allow students time to think about their answers and look up any
vocabulary they need before they work in pairs.
Ask some students to tell the class what they learnt about their Continuous assessment
partner.
Teacher’s Resource Book
Vocabulary Support Worksheet: page 12, exercises 1–3
Answers Students’ own answers Vocabulary Consolidation Worksheet: page 13, exercises 1–2

Go Digital!
Vocabulary
More practice
Students match definitions with family words. This can be set for
homework: give students a quick demonstration of the game and show
them where to find it. Alternatively, you can play it at the end of class.

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 2

Key competences
By listening and repeating sentences Students use the Visual grammar Sentence correction, as in exercise
in exercise 3, pupils can imitate presentation and the More practice 2, encourages students to use
the pronunciation, intonation and game for additional practice of the reference material such as the
stress of the language. Listen to the grammar. If possible get the students grammar explanation box and
students individually to help them to to manipulate the Visual grammar makes students aware of their own
develop natural-sounding English. presentation in front of you. ability to learn.

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 UNIT 1 GRAMMAR

GRAMMAR OPTIONS Teaching tip

● The grammar box gives a summary of the grammar areas that Encouraging students to notice errors – both their own, and
students will practise on this page. fellow students’ – and correct them is a good way to reinforce
● The grammar is presented in a complete grammar reference grammar points.
on page 114.
● Visual grammar presentation
5 Before students complete the interview, ask them to read it first,
ignoring the gaps. Ask: What do you learn about this person? Would
you like to do this job? Why?
Warmer
Ask students questions about their family, e.g. Where do your Answers
grandparents live? How many cousins have you got? Where do 2 Where is your office? 3 Who do you work with?
your cousins live? As students answer, write affirmative and 4 When/What time do you start work? 5 Why do you start so late?
negative sentences on the board, e.g. My grandparents live in 6 How do you spend your free time?
Santiago. (Maria’s) grandparents don’t live in Madrid. (Pedro) has
got four cousins. One cousin lives in Berlin. Underline the verbs 6 Monitor while students are working, pointing out errors and
and ask: Do they refer to the past, present or future? (the present). encouraging students to self-correct.

Answers Students’ own answers

Answers
7 Set a time limit, to encourage students to work quickly, and make
2 have got 3 studies 4 doesn’t go 5 lives 6 don’t work
the activity into a challenge. See who manages to find out the
7 stay 8 don’t swim 9 cooks 10 eat
correct information within the time limit.
2 Remind students to think about whether the negative form should
be don’t or doesn’t. Point out that in English collective nouns such as Answers Students’ own answers
family are often followed by a plural verb:
Laura’s family have got ... (as well as has got).
Continuous assessment
Answers Teacher’s Resource Book
Grammar Support Worksheet: page 36, exercises 1–4
2 Javier doesn’t study at secondary school. He studies at University. Grammar Consolidation Worksheet: page 37, exercises 1–2
3 Laura’s family haven’t got a house in Seville. They have a flat.
4 They don’t stay in their house in the mountains in winter. They stay
in the summer.
5 They don’t swim in the afternoons. It’s too hot.
6 Laura’s mum doesn’t cook all the meals. Laura’s dad cooks some too.

3 1.12 As students listen and repeat, point out the three different
pronunciations for the -s ending: s, z, and iz.
There is more practice – both listening and speaking – on page 127.

Extra activity
Write these verbs on the board: practise, write, open, close, chat,
prefer. Ask students to write sentences about a family member
using the verbs, e.g. My brother watches TV every day. Ask Go Digital!
students to read out their sentences. Focus on the pronunciation
of the third person -s, and correct any errors as a class. Grammar
Visual grammar presentation
4 Point out the word order in the example question.
More practice
To check answers, ask a student to choose one of their classmates
and ask them the first question. The classmate answers, then Students order words in sentences which helps them consolidate the
chooses another student to ask the second question, etc. learning points for the present simple. This can be set for homework:
give students a quick demonstration of the game explaining to them
Answers that the objective is to free the prisoner. Alternatively, you can play this
game in class and use it to reinforce points of form and use.
2 Do your family go to the mountains in summer?
3 Do you help to cook dinner at home? Pronunciation
4 Do your cousins visit you every weekend? More practice
5 Does your best friend like sunbathing?
This listening activity gives students more practice identifying the three
6 Do your parents work in the afternoon?
different sounds associated with the third person -s.
Students’ own answers

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 1

2
CAMBRIDGE
Exam Practice

6
Key competences
Students learn, understand and Doing a quiz about Canada helps To develop this competence, ask
compare other people from students to increase their cultural students to look at the pictures
throughout the world. Ask them if understanding and gets them and headings before they listen.
they know anything about other thinking about similarities and Ask them to comment how much
countries where the wrong answers differences with their own culture. information they can guess about
in exercise 5 might be true. Alberto.

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 Unit 1 Listening

Warmer
With books closed, ask: What do you know about Canada? Put
students into pairs and give them two minutes to write down as
many ideas as they can. Bring students’ ideas together as a class.

1 Tell students that they can use might and could to speculate before
students discuss in pairs. Give them some examples, e.g. It might be
about a very cold country.

Answers Students’ own answers

2 1.13 Transcripts page 52 Allow students time to read the

questions and study the pictures before you play the audio.

WORDS TO KNOW
Check that students know the following words and expressions:
ice hockey, goldfish, and rat.

Answers
1 A 2 C 3 B 4 B 5 A

3 1.13 Transcripts page 52 Stronger classes could answer the

questions from memory, then listen again to check their answers.

Answers
1 Alberto’s father is a scientist.
2 His brother is eight years old.
3 Alberto loves the snow in winter.
4 He eats Mexican food at home.
5 His sister’s got a cat. His brother’s got a pet rat.

4 1.14 These expressions are all common idiomatic expressions

in spoken English. They are highlighted in the audio script. Before
students go to page 126, ask students which one means:
It’s not a problem. (No worries.)
Of course. (Sure!)
What I want to say is ... (I mean)
Ask students if there’s an equivalent in their own language. Go Digital!
Answers
Extra activity: Question focus
1 No worries 2 sure 3 I mean Students work in pairs or in small groups.
● Touch to open the extra activity.
5 You could set a time limit for students to complete the quiz, to
● Ask students to close their books or screens.
make it competitive.
● Seven answers from the text are presented on IWB. From their
knowledge of the text and the context, students predict the
Answers
questions.
1 2nd biggest 2 35 million 3 Ottawa 4 French ● Play the audio and ask students to write down the exact questions
5 The British Queen or King 6 Justin Bieber they hear.
● Pause the audio to give students time to confer and to write down
6 1.15 Transcripts page 52
the questions.
● When the activity is completed, use the Check button to show the
correct answers.
● Encourage students to compare their attempts with the correct
answers.
Suggested use: after exercise 4

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 1

Key competences
Pairwork activities like exercise Activities like exercise 1 encourage Telling other students what they
1 will help your students to students to think about what they know about a topic and discussing
work appropriately in pairs, know about a topic without relying it gives students the opportunity to
understanding codes of conduct and on the text to find information. improvise, reinforcing autonomy,
good manners such as respecting self-esteem and personal identity.
the ideas of others.

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 Unit 1 Reading

Warmer
Ask: In what ways do you think life for a British teenagers is
the same as your life? In what ways do you think it is different?
Discuss the questions as a class.

Teaching tip
During class discussions, encourage students to use expressions
for expressing their opinion, and for agreeing and disagreeing.
If necessary, write useful expressions on the board to remind
students to use them.

1 Point out to students that there are no right and wrong answers,
but they should guess some possible answers if they don’t know
them.

Answers Students’ own answers

2 1.16 The text is available to listen to.

If you are not using the audio, set a time limit, to encourage
students to read quickly. Remind them to stay focused on finding
the answers to the questions, rather than reading every word of the
text in detail.

Answers
1 On average, people in the UK wake up at 6.57am.
2 On average, people in the UK have dinner at 5.54pm. They eat
spaghetti bolognaise on Monday, chicken pie on Wednesday, and
often have take-away fish and chips on Friday.
3 On average, people in the UK watch two hours of TV in the evening.
4 On average, people in the UK play football and netball.
5 On average, people in the UK go on holiday in their own country.

Extra activity
Ask students to look at the article again and find all the numbers. Go digital!
Check they understand am (morning) and pm (afternoon). Point
out that times are pronounced just as two numbers (6.57 = six Hot spots: take-away, common
fifty-seven), but decimals are pronounced with the word ‘point’ Use the hot spots to highlight potentially difficult vocabulary or cultural
(1.5 hours = one point five hours). Check students know how to information before the reading activities.
say the % sign (per cent). ● Touch the Reading text to access the hot spots.
Extra activity: Food and meal words
Choose two class representatives to do the activity on the IWB.
Alternatively, this can be set up as a competition between two teams.
Give each team one minute to do as much as possible in their turn at the
IWB.
● Touch to open the extra activity.
● Ask students to close their books or screens.
● Students use the Richmond i-tools to highlight the food and
meal words.
● Reinforce the meaning of the words and make comparisons with
students’ own eating habits as you do the activity.
● When the activity is completed, use to show the correct
answers.
● Use the feedback stage to reinforce different word categories: types
of food: fish, chips etc; meals: breakfast, take-away etc.
Suggested use: after exercise 5, page 13

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 3

Key competences
Reading and answering Making comparisons will get Exercise 7 will help your students
comprehension questions will help students thinking and reflecting on to show a spirit of cooperation
students to search for, compile and similarities and differences between when working with others and also
process information. This can be other cultures and their own. That to develop personal qualities like
checked by assessing the students’ can be the basis for an open attitude initiative and autonomy.
performance in exercises 3 and 4. and respect for cultural diversity.

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 UNIT 1 READING AND VOCABULARY

3 Check that students understand unusual before they complete the

task. Warmer
After you have checked the answers, have a brief class discussion Put students into pairs and ask them to write down ten things
about why the Smith family don’t exist (the facts about them are they do every day. Bring students’ ideas together on the board.
not real, but are based on averages and statistics). Write get up on the board to get students started.

Answers
8 When you check answers, check that students understand the
2 They eat chicken pie. difference between homework and housework.
3 They throw away 15% of their food.
4 They go to bed at 10.39pm.
5 They spend 1.5 hours a day online. Answers
6 They stay in the UK. 2 have a snack 3 get ready for bed 4 have a shower
7 They don’t exist. 5 get dressed 6 do your homework 7 have lunch
8 do the housework 9 have dinner 10 go to the cinema
4 Check that students know once, twice, three times, four times, etc 11 have breakfast 12 do sport 13 go to school
before they complete the task.
9 Encourage students to write some sentences about themselves and
Answers some sentences about other family members, to practise different
forms of the verbs.
2 once a week 3 once a month 4 twice a year 5 twice a week

5 Point out that phrasal verbs or multi-part verbs are verbs that are Answers Students’ own answers
followed by a preposition or adverb.
After you have checked answers, point out that a lot of phrasal 10 Check students understand once and twice.
verbs in English use the most common verbs: get, take, go, give. Tell
students they can either try to remember phrasal verbs by topic, Answers Students’ own answers
e.g. phrasal verbs to do with home and family, or they could also list
them and learn them according to the verbs (take, give, go, get, etc.) 11 Ask students to note down any interesting differences between
their daily life and their partner’s daily life. When they have finished
Answers speaking, ask students to tell the class about these differences.

2 wake up 3 throw away 4 go out Answers Students’ own answers

6 Check that students understand popular before they make their
notes. Continuous assessment
Teacher’s Resource Book
Answers Students’ own answers
Vocabulary Support Worksheet: page 12, exercises 4–6
Vocabulary Consolidation Worksheet: page 13, exercises 3–5
7 Monitor while students are working and have a brief feedback
session at the end.

Answers Students’ own answers

Teaching tip
When students are talking in pairs, monitor what they are
saying and note down common errors and also examples of
good language that you hear. Write some examples on the
board. Encourage students to correct the errors, and point out
the good language for students to use in the future.

Extra activity
Go Digital!
If fast finishers have written a description of a typical family
from their region, ask them to read their descriptions to the Vocabulary
class. Ask other students: Do you agree this is a typical family?
More practice
What information would you change/add?
Students take a quiz choosing the correct verbs which collocate with
everyday activities. This can be set for homework: give students a
quick demonstration of the game and show them where to find it.
Alternatively, this game is an ideal extra class activity and could be set
up between two or more teams.

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 1

Key competences
Grammar exercises will help your Using the table in exercise 1 about It is good practice for students
students to internalize and reflect percentages (adverbs of frequency) to check their answers after
on the way languages are organized. helps students to interpret and completing an activity such as
express information and data, exercise 5, to cement the grammar
developing the mathematical in their minds.
competence.

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 UNIT 1 GRAMMAR

GRAMMAR OPTIONS Teaching tip

● The grammar box gives a summary of the grammar areas that Getting students to read a text through before they complete an
students will practise on this page. exercise gives them a general understanding of the text, which
● The grammar is presented in a complete grammar reference will help them to use the language correctly in context.
on page 114.
● Visual grammar presentation
6 1.18 When you check answers, point out that in English, many
vowels that aren’t stressed change to a weak form, such as /ə/.

Warmer Answers
With books closed, write the verbs do, get, go and have on the In sentences 1 and questions 3 and 4, can is pronounced with a weak
board. Put students into pairs and give them two minutes to vowel. In the short answer in 3, it is pronounced with the full vowel. The
pronunciation of can’t doesn’t change.
write down as many everyday activities as they can, using the
verbs. Elicit answers, and write them on the board under the
appropriate verbs. Ask students to spell the more difficult words Teaching tip
as they say them. Check that get up and go out are on the board.
Point to the lists and ask: Which expressions are phrasal verbs? When getting students to listen and repeat, ask them to repeat
both as a whole class and individually.

1 Check students understand why answers 2–3 and 4–5 are on the
same line (because they mean roughly the same thing). 7 Before students ask and answer in pairs, elicit one or two questions
with can. Encourage students to use the weak pronunciation in
Answers questions.

2/3 rarely / hardly ever 4/5 not often / occasionally Answers Students’ own answers
6 sometimes 7 often 8 usually 9 always

2 Tell students to refer to the examples in the grammar box to help Continuous assessment
them decide on the word order and the position of the adverbs of
frequency. Teacher’s Resource Book
Grammar Support Worksheet: page 36, exercises 5–6
Grammar Consolidation Worksheet: page 37, exercises 3–5
Answers
2 My parents hardly ever listen to music.
3 I always do my homework in the evening.
4 Rosie doesn’t go swimming very often.
5 My brother never does the housework.
6 Lisa is often tired on Monday morning.

3 Remind students to think about the third person -s when they write
their sentences. Encourage them to use five different adverbs of
frequency in their sentences.

Answers Students’ own answers

4 Give students a few more expressions for confirming that their

partner is right or wrong: Yes, that’s true. Yes, that’s right. No, that’s
wrong. Encourage them to use a range of expressions in their
conversations.

Answers Students’ own answers

Go Digital!
Grammar
5 1.17 Before students complete the task, ask them to read the
conversation through, ignoring the gaps. Ask: What languages can Visual grammar presentation
Sam and Erika speak?
More practice
Students find the adverbs of frequency hidden in a word search puzzle.
Answers
This can be set for homework or alternatively as a quick class time filler.
2 can 3 can learn 4 can speak 5 can say 6 can’t have Pronunciation
7 can … teach 8 can do 9 can practise
More practice
This listening activity gives students more practice identifying the
strong and weak forms of can and the pronunciation of can’t.

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 1

CAMBRIDGE
Exam Practice
3

Key competences
Learning to communicate means Encourage students to think about the Groupwork like in exercise 5
establishing links with other people consequences of different lifestyles encourages students to cooperate
and cultures and stimulates interest on their health and well-being. Use and teaches important social skills,
and curiosity. the paragraphs they write in exercise such as turn-taking and sharing
6 to assess their understanding of this ideas and tasks within a group.
competence.

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 UNIT 1 CHALLENGE

In this lesson, students produce a substantial questionnaire

5 To reorganize the groups, ask students to decide in their groups
which of them is A, which is B and which is C. Ask the A students
with their own ideas, then work in small groups to exchange
to remain in their place, and ask the B students to move to a new
information, complete their questionnaires and compare their
group. When they have sat down, ask the C students to move to a
results.
new group, but not the same group as student B.
Monitor while students are working, and note whether students
are using and pronouncing the third person -s correctly.
Warmer Ask some students to tell the class some interesting facts about
With books closed, write on the board the headings: everyday their classmates.
activities, abilities, family, free time, sport, food and drink. Ask
individual students: Tell me something about you. Elicit an Answers Students’ own answers
answer, e.g. I can play the guitar. Go round the class, asking
students to say something about themselves. Tell them they 6 When students have finished, you could ask some students to read
cannot repeat an idea that has already been used. Continue their paragraph to the class, omitting the name. See if the class can
going round the class until all students have participated. guess which student it is describing.

Answers Students’ own answers

1 Students can work individually or in pairs for this activity. Bring
students’ ideas together as a class and brainstorm more vocabulary
for each topic. You could write all the vocabulary on the board, to Fast finishers
help students with exercise 2.
Fast finishers could imagine that they are interviewing a famous
person they like. They should make a note of their answers and
Answers Students’ own answers write the interview up. At the end of the lesson, you could ask
students to read their answers, and see if the class can guess
2 Encourage students to use ideas from all the different topics in who the famous person is.
their questions.
If necessary, brainstorm some ideas for questions with the whole
class first.
Monitor while students are working, and help them with ideas if
Exam Practice

necessary.
Ask some students to read their questions to the class. Correct any
errors in the question formation.

Answers Students’ own answers

3 Tell students they should take it in turns to ask one of their

questions in their groups. Make sure that they ask and answer
the questions orally, rather than showing each other the written
questions and writing their answers.

Answers Students’ own answers

4 Write useful expressions on the board for students to use when

they compare answers, e.g. What about you? Me too. Really?
To help students report what they have in common, write on the
board the expressions: All of us ..., None of us ..., (Maria) and I ...
Point out that none of us is followed by a singular verb: None of us
goes to bed late.

Answers Students’ own answers

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 1

CAMBRIDGE
Exam Practice

Key competences
This section will help students to In exercises 5 and 6, pupils will The whole lesson will help students
learn and apply expressions and recognize numbers and use them to work appropriately in small
functional language, make them to express numerical information. groups and develop the ability to
aware of different types of verbal Check how well they can use communicate constructively in
interaction, and learn language numbers by asking them to give different environments.
rules. their house/flat number, postcode,
ages of family and friends, etc.

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 UNIT 1 INTERACTION

4 When you have checked answers, you could play the audio of the
The Interaction lessons in this Student’s Book feature David,
Express yourself expressions again (1.19), for students to hear the
Leon and Lily, three students from different countries who
stress and intonation patterns of the expressions. Ask them to
become friends while studying English in the UK.
repeat, copying the stress and intonation on the audio.

Answers
Warmer
1 Hello. Hi!
Ask: Have you ever been to a language school abroad? Where 2 Bye. See you. See you later.
did you go? Did you enjoy the experience? Why? / Why not? 3 Good morning.
Where would you like to go in the future? Why? What would you 4 Good bye. Bye.
enjoy? What do you think would be difficult? Have a brief class 5 Good morning. Good afternoon. Good evening. Good night.
discussion.
5 1.21 Transcripts page 52 Before you play the audio, point
out that phone numbers in English are read as individual numbers:
1.19 Express yourself contains a variety of useful expressions for seven, eight, one etc.
the situations in the dialogue. Some of them (but not all of them) When you have checked answers, read out the information in the
are used in the dialogue. They are available on the audio if you want box in exercise 6.
students to hear how they are pronounced.
Answers
1 1.20 Transcripts page 52 Elicit answers to the questions from
Leon 07781 998450
the whole class before you play the audio.
David 0034 694 49023

Answers Students’ own answers 6 Tell students they can use real phone numbers they know, or they
can invent some.
2 1.20 Transcripts page 52 Stronger students can complete the Point out that when they work in pairs they should not show their
sentences from memory, then listen again to check. partner the numbers they have written, but should dictate them.
They can then check if their partner has written them correctly. Ask:
Answers Who wrote all the numbers correctly?
1 Vigo (in Spain) 2 Paris (in France) 3 Stuttgart (in Germany)
4 aunt Answers Students’ own answers

3 1.20 Transcripts page 52 When you check answers, ask who

uses each expression. Extra activity
If students need more practice of phone numbers, they can
Answers repeat exercise 6 with a different partner and different phone
Hi, I’m ... (David and Leon) numbers.
How are you? (Leon)
Great, thanks. (David)
Do you know ... ? (David) 7 Tell students they can invent an identity, or they might like to
This is ... . (David) choose a celebrity identity to take on. Encourage them to use their
Exam Practice

Nice to meet you. (Lily) imagination to invent a fun character, so they will enjoy exercise 8.
You too. (Leon)
Answers
Extra activity Students’ own answers
Ask: What other questions do David, Leon and Lily ask? Play the
audio again if necessary for students to note the questions.
8 If there is space in your classroom, you could do this as a mingle
activity. Students stand up and move around, introducing
Tell students they can use similar questions when they do the
themselves to their classmates and arranging to meet. Write the
speaking exercise 8.
instructions from exercise 8 on the board for students to refer to.
Alternatively, students could do the activity at their desks, working
Answers in small groups.
Stop the activity after a few minutes. Ask individual students: Who
Where are you from? (Leon)
is at your language school? Who are you going to meet later?
Where do you live in Paris? (David)
Can you see ...? (David)
Are you from Spain as well? (Leon) Answers Students’ own answers

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 1

Key competences
Students learn about other cultures, This competence is developed when The final writing activity develops
like Denmark, which helps them to students learn and use the writing students’ skills in planning,
understand about the heritage and skill: using conjunctions. Check that execution and checking. Check that
culture of other countries in the they have used this properly when they understand the importance of
world and reflect on their own. correcting their texts. the planning box and that they have
checked and corrected their work.

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 Unit 1 writing

5 Suggest that students should choose four or five topics to include in

Warmer their message.
Ask: Do you chat to friends online? How often? Do you sometimes You could brainstorm some ideas as a class before students work
chat to people you don’t know? Do you chat to people from other individually.
countries? Would you like to? Why? Elicit a range of answers. Students could do this section at home, as homework.

Answers Students’ own answers

1 Check that students understand hobbies before they read.
6 Tell students to use the key information words in their notes
Answers without worrying about creating sentences yet.
1 B 2 C 3 D 4 A
Answers Students’ own answers
2 Before students answer, check they remember the meaning of
occasionally. 7 You could give students a time limit of 15–20 minutes to write their
Read out question 3 and check they know because for giving reasons messages.
and why for asking questions.
Read out question 8 and point out that it uses the past simple. Elicit Answers Students’ own answers
the correct form for asking: She wrote this message because ...
8 When students check each other’s work, encourage them to give
Answers positive feedback as well as pointing out errors.
2 No. She hasn’t got any brothers or sisters.
3 She walks to school because she lives near the school. Answers Students’ own answers
4 She goes to dance classes twice a week.
5 She occasionally wins competitions.
6 No. She can’t play the guitar. Fast finishers
7 No. She doesn’t watch TV very often.
Students could write a description of a friend, family member or
8 She wrote the message because she wants to chat to people from all
a famous person
over the world.

3 Read out A-E and check that students understand everything

before students do the matching.
When you check answers, point out the position of also after the
subject.

Answers
2 A 3 C 4 B 5 D

4 Tell students they can use the position of the conjunctions, as well
as the meaning, to help them complete the exercise.

Answers Go Digital!
1 also 2 or 3 but 4 so 5 and Extra activity: Writing preparation
This activity is better done as a collaborative whole class activity or in
groups.
● Touch to open the extra activity.
● Ask students to close their books or screens.
● Choose two class representatives to do the activity on the IWB.
● The activity has prompts taken from the model writing text in the
order they appear in the original text. Incomplete prompts are given
to encourage students to complete them with their own ideas and/
or some of the words in the box. All ideas are valid as this is a creative
activity.
● The two representatives plot ideas on the IWB.
● Use the activity to reinforce learning points and the organization of
paragraphs in the writing model and to discuss ideas.
● Use to show a complete model text for this exercise.
● Get students to assess the model and to compare it with their own
attempt.
Suggested use: after exercise 4

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 UNIT 1 TRANSCRIPTS

1.10 Student’s Book page 9, exercise 6 1.15 Student’s Book page 11, exercise 6

A = Anni, T = Tobias Ginny

A Hi! Are you Tobias? Hey, this is Ginny. So, what do you know about Canada? Well,
T Hi! Yes, I am. And you are…? Canada is enormous – it’s the 2nd biggest country in the world, Only
A Oh, I’m Anni. I recognise you! Russia is bigger. But, we’ve only got about 35 million people and
T Me too! almost all of them live in the South, near the USA. The biggest city
A Where are you from, Tobias? in Canada is Toronto. But it’s not the capital – that’s Ottawa. Did
T I’m from Austria. What about you? Are you from Sweden? you know that some people in Canada speak French? That’s right,
A No, I’m not. I’m from Finland! in Quebec. French is one of the official languages, with English, of
T Oh sorry! Um …How old are you? course. What else? Canada isn’t a republic, but we don’t have our
A I’m thirteen. What about you? own king or queen. Our head of state is the king or queen of Great
T I’m thirteen, too. Britain. Finally, there are lots of famous Canadians! For example, do
A Cool. And have you got any brothers and sisters? you like Justin Beiber? Why not?! He’s a great singer! So, I hope you
T No, I haven’t. What about you? know a bit more about Canada now. Come and visit us!
A Yes, I have. I’ve got two sisters. Where do you live?
T I live in Vienna.
A Great! I’d love to go there.
T It’s a nice place. And where do you live? 1.20 Student’s Book page 16, exercises 1–3
A In Helsinki. It’s the capital of Finland.
T Oh that’s the bell for classes. Nice talking to you, Anni. D = David, Le = Leon, Li = Lily
A Yeah! See you
D Hi, I’m David.
Le Hi, I’m Leon. How are you?
D Great, thanks. This is a nice party.
1.13 Student’s Book page 11, exercises 2–3 Le Yeah. Where are you from?
D I’m from Vigo, in the north of Spain. What about you?
G = Ginny, A = Alberto Le Paris. In France.
D Oh cool. Where do you live in Paris? Can you see the Eiffel Tower
G Hey Alberto. from your house?
A Hi Ginny. Le No, I can’t. I live in the suburbs. But it’s a nice neighbourhood.
G Alberto, I want to ask you some questions about your life here in Li Hi, David.
Canada, for the school magazine. Is that OK? D Hi! Leon, do you know Lily?
A Sure! That sounds fun. Le No.
G Cool. OK, some easy questions first. Where are you from? D This is Lily. And this is Leon.
A I’m from Mexico City. In Mexico! Li Hi, Leon. Nice to meet you.
G And why are you here in Canada? Le You too. Are you from Spain as well?
A Well, my dad’s a scientist and he’s working here at the moment. Li Spain? No. I come from Germany.
So I’m here too with my mum, my sister, who’s 10, and my little Le Oh! I’ve got an aunt in Stuttgart.
brother, who’s only eight.
G Is life very different here?
A Oh yeah. The big difference is the weather. I mean, in Mexico, the
weather is usually quite warm, or really hot! But here... it’s cold. 1.21 Student’s Book page 16, exercise 5
G Is that a problem for you?
A No way. Snow is the best thing about Canada! I love it! L = Leon, D = David
G What other differences are there?
A Well, back in Mexico I play football all the time. But here, L Let’s meet later.
everyone plays ice hockey. D Good idea. What’s your phone number?
G Do you play ice hockey? L 07781 998450.
A Sure! I love it! I practise at lunchtime and after school. D Sorry, can you say that again?
G What about food? Do you eat Mexican food here? L 07781 998450. And what’s yours?…David. And your number is…?
A Yes, we do. We eat Mexican food at home. But I like Canadian D 0034 694 49023.
food too, like hamburgers and hot dogs, too! [laughs] Oh, and the L OK! You’re in my contacts list!
ice cream is great in Canada! D Great. I’ll send you a text. It was great to meet you.
G That’s right! I see you’ve got a guitar with you. Do you play it? L You too. See you later.
A No, I don’t. It’s my sister’s. But I play the piano quite well. D Bye.
G And my last question. Have you got a pet?
A Yes, I have, I’ve got a dog – a retriever. My sister’s got a cat. And
my brother’s got a pet rat.
G Really? And are they here with you?
A No, they’re with my grandparents in Mexico. They live in the
countryside. And they’ve got a lot of animals.
G Thanks, Alberto.
A No worries.

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 UNIT 1 WORKBOOK ANSWERS

Workbook page 8 Workbook page 11

1 A 1 1 computer science 2 gamer 3 software 4 computer-literate
2 3 5 computer programmer 6 screen 7 game designer
3 A 5 B 2 C 3 D 1 E 4 2 1 an interview 2 on the radio 3 games designer
4 1 B 2 D 3 F 4 C 5 E 6 A 3 1 C 2 B 3 A 4 A 5 C 6 A
5 House 4 1 F 2 T 3 T 4 F 5 T 6 F
A two bedroom house in a quiet neighborhood 30 minutes away 1 Jake is fifteen.
from the center of the city. Small front yard. Close to a large park and 4 He goes to school by bus.
freeway into the city. 6 He wants to work in America in the future.
5 Students’ own answers
Workbook page 9
6 1 stepfather 2 dad 3 mum 4 sister 5 only 6 children Workbook page 12
7 parents 8 husband 1 favourite food, favourite TV programme
7 1 Sam is my nephew. 2 1 woman 2 home 3 money 4 positive 5 negative
2 His grandfather’s ninety. 6 children
3 Their great-grandparents aren’t alive.
4 I like my aunt.
3 1 He works in a bank in the centre of London.
2 She puts away the breakfast things and turns on the dishwasher.
5 I’ve got the same name as my grandmother.
3 3.7 million people are homeworkers.
6 They haven’t got a daughter.
4 She describes how people can save money.
7 Our cousins live in the USA.
5 She works outside in the garden.
8 Is Sue your niece?
6 She usually communicates by email.
8 A 3 B 1 C 2 7 Yes, she does.
9 1 baby 2 toddler 3 schoolchild 4 teenager 5 young adult 4 1 away 2 on 3 off 4 out 5 up
6 middle-aged 7 elderly
5 1 look up 2 turn off 3 find out 4 turn on 5 put away
10 1 teenager 2 toddler 3 schoolchild 4 middle-aged
5 elderly 6 baby
Workbook page 13
11 Students’ own answers
6 have: breakfast, dinner, a shower, a snack
go: to the cinema, online, to school
Workbook page 10
get: dressed, ready for bed, to school
1 1 doesn’t come 2 goes 3 walks 4 doesn’t like 5 carries do: the housework, your homework, sport
6 plays 7 practise 8 win 9 haven’t got 10 think 7 1 has 2 brushes 3 does 4 tidies 5 meet 6 visit
11 don’t live 12 works 13 teaches 14 don’t come 15 see
16 use
8 Students’ own answers
2 1 Thierry and his parents live in England.
9 1 E 2F 3H 4B 5C 6D 7A 8G
2 Thierry doesn’t go to school by bus. 10 1 get a letter 2 do the washing up 3 goes shopping
3 He plays a musical instrument. 4 have a drink 5 get pocket money 6 go to sleep 7 has a rest
4 Liesel hasn’t got an Italian name. 8 do the ironing
5 Mr and Mrs Brown don’t like English names. 11 Students’ own answers
6 Chiara doesn’t work in an office.
3 1 Does Workbook page 14
No. He goes to school in a small town near Oxford.
2 Do 1 never, hardly ever, not often, sometimes, usually
No. Thierry walks to school. 2 1 I never get up early on Saturday mornings.
3 Do 2 You are not often late for school.
Yes, they do. 3 It is rarely cold in the summer.
4 Does 4 My mum always visits my grandma on Sundays.
No. Liesel lives in London. 5 We aren’t usually hungry after school.
5 Does 6 Ann occasionally goes online.
No. Chiara teaches English. 7 The children hardly ever do the housework.
6 Do 3 1 hardly ever 2 Sometimes 3 always 4 never 5 usually
Yes, they do.
4 1 can’t wait 2 can’t eat 3 can cook 4 can’t find
4 1 Why do you study history? 5 can’t brush 6 can use 7 can’t do 8 can come 9 can help
2 What do you like doing in your free time?
3 When does the first lesson start?
5 1 Can you eat two big pizzas?
2 Can your best friend count in Portuguese?
4 Where does your dad work?
3 Can you and your friends speak English well?
5 What time do you get up in the morning?
4 Can you buy stamps in a newsagent’s?
6 How do you get to school?
5 Can your mum play rugby?
5 Students’ own answers 6 Can your teacher cook paella?
Students’ own answers

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 UNIT 1 WORKBOOK ANSWERS

Workbook page 15
Extra Challenge
Students’ own answers
Webquest
1 Illinois
2 The Chicago Bulls
3 Vancouver
4 It’s an ice hotel near Quebec City.
5 Jones
6 Students’ own answers.
Puzzle
Where does your best friend live?
How often do you tidy your room?
What time do you usually have dinner?
Do you prefer books or computer games?
Can you speak Chinese?
Students’ own answers

Workbook page 16
Suggested answers
1 1 Hi!
2 Good afternoon
3 How are things?
4 Hello. My name’s…
5 Nice to meet you./ Pleased to meet you.
6 Good night.
2 1 Good 2 about 3 actually 4 Do 5 meet 6 too 7 How
8 Not 9 See
3 1 F 2 F 3 F 4 T 5 F 6 T
4 1 Hello. My name’s…
2 Nice to meet you too.
3 I’m fine, thanks. How are you?
4 Students’ own answers
5 See you.
5 Students’ own answers

Workbook page 17
1 1 E 2 A 3 D 4 F 5 C 6 B
2 1 I live in Birdsville with my parents and my brother, Riley.
2 It isn’t close to any towns or cities.
3 it hasn’t got a cinema or a shopping mall.
4 We play football and table tennis.
5 They live near the beach, so we often go surfing.
6 I’ve got a lot of e-friends, but I’d love to have more.
3 1 No. He has a brother called Riley.
2 About 150 people live in Birdsville.
3 The Birdsville Races are in September.
4 No, he can’t go to the cinema in his town.
5 Yes he enjoys visiting his grandparents because they live near
the beach.
6 In his free time he goes online.
7 He has a lot of online friends, but he’d love to have more.
4 Students’ own answers

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 UNIT 1 WORKBOOK TRANSCRIPTS

1.2 Workook page 11, exercises 2–3

I = Interviewer, J = Jake

I Welcome to Top Games – the radio programme for computer

gamers. Jake Smart is with me in the studio today. Jake designs
brilliant computer games. Hello, Jake.
J Hi.
I Thanks for coming today.
J No worries.
I So Jake ... you’re very young to be a games designer. I mean, you’re
only fifteen.
J I know, but my age isn’t important. I’m good at my job and people
like my games. That’s the important thing.
I Can you tell us about yourself?
J Sure. I come from Brighton in the south of England. I live in a
small house with my parents and our dogs, Mario and Luigi.
I Do you go to school in Brighton?
J Yeah, my school is in the centre of the town. I get the bus there.
I When do you design your computer games?
J In the evenings and at weekends. I do my homework first and
then I start work.
I What time do you finish?
J One or two in the morning. I’m lucky. I don’t need a lot of sleep!
I Have you got an office?
J No. I work in my bedroom. I’ve got a desk and a computer in
there.
I Where do you get your ideas from?
J Things I watch on TV or things I see in magazines.
I Are you a computer programmer too?
J No, I design the games and then someone writes the programs
for me. It’s my computer science teacher at school!
I What do you want to do in the future?
J To live and work in America.
I Well, good luck, Jake.

1.4 Workook page 16, exercise 5

1 Good morning!
2 How are you?
3 Pleased to meet you.
4 Do you know Valerie?
5 See you later.

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