Project Explore Level3+ Teachers Guide

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Oxford University Press

is the world’s authority
Projec� Explore 3+ Teacher’s Pack

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on the English language.
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As part of the University of
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Oxford, we are committed to
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furthering English language
learning worldwide.
We continuously bring
together our experience,
expertise and research to
Discover the world of Project Explore, with brand new
create resources such as
colourful characters, exciting stories and student
this one, helping millions of
support. Every lesson is underpinned by the familiar
learners of English to achieve
Project methodology and its tried and tested approach
their potential.
to grammar and vocabulary. With Project Explore your
students will become confident communicators ready for
the world beyond the classroom.
The Teacher’s Pack gives you everything you need to Lynne White
deliver exciting lessons with confidence:
Teacher’s Guide: Detailed lesson plans, ideas and

activities to provide extra support or challenge,
audio scripts and Workbook answer key
DVD-ROM: 25 videos and 3 songs with
accompanying worksheets
Classroom Presentation Tool: Interactive
Student’s Book and Workbook content including
audio, video and answer keys, available online or
offline for tablets, computers or IWBs
Teacher’s Resource Centre: All Project Explore
teaching resources in one place, including audio,
answer keys, photocopiable materials, tests,
wordlists, and access to Online Practice with the
Learning Management System
Lynne White
Teacher’s Guide
3 ISBN 978-0-19-420467-5 DVD-ROM

Classroom Presentation Tool
5
Teacher’s Resource Centre with Online Practice

9 780194 204675
www.oup.com/elt
4204675 Cover TG3+.indd All Pages 06/06/2019 13:46

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Te
Lynne White
Based on an original concept

3 by Tom Hutchinson
4204682 Project Explore TB3+.indb 1 05/06/2019 15:05

Tretiakova, recycling bank/Ocwo, chimneys/Ying Feng Johansson); Alamy
1 Images pp.12 (skyscraper platform/Witold Skrypczak), 17 (zip line/Kevin
Nicholson, man in suit/Oote Boe 1, girl actress/Michael Dwyer), 22 (tech
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom club/Panther Media GmbH), 24 (Sa Sartiglia Carnival/Marka, Lewes parade/
Oxford University Press is a department of the University of Oxford. Slawek Staszczuk, bonfire/Paul Cox), 31 (fujara/Janusz Gniadek), 38 (boy
It furthers the University’s objective of excellence in research, scholarship, and dog/I.Glory), 43 (comicbook/Simon Cochran), 50 (phone charger/Sonia
and education by publishing worldwide. Oxford is a registered trade Dubois), 53 (geocache/Taplight), 54 (PBWPIX), 56 (Eton students waking/
mark of Oxford University Press in the UK and in certain other countries Jeff Gilbert), 57 (Marconi/Josse Christophel, Morse’s telegraph/Ladi Kirn),
60 (dinner on crane/Xinhua), 64 (Harrods/Panagiotis Kotsovolos), 69 (library/
© Oxford University Press 2019
Paulo Amorim/VWPics, trainer shop/RosaIreneBetancourt 7), 70 (charity
The moral rights of the author have been asserted shop top and bottom/Alex Segre, Oxfam Shop exterior/Maurice Savage),
First published in 2019 71 (Lydia coin/www.BibleLandPictures.com), 79 (orchestra/Blend Images),
2023 2022 2021 2020 2019 86 (Manchester United/Action Plus Sports Images); Ardea.com pp.81 (otter/
10 9 8 7 6 5 4 3 2 1 squirrel/David Chapman, eagle/Lisa Louise Greenhorn/nature), 82 (tiger/
Charles McDougal), 83 (Emanuele Biggi/Imagebroker); Getty Images pp.6 (dad
No unauthorized photocopying in wetsuit/Erik Buraas/The Image Bank), 12 (shark cage/ullstein bild, zip
All rights reserved. No part of this publication may be reproduced, stored line/Figure8Photos/E+), 18 (kayaking/Aabejon/E+, recycling/Fstop.123/E+),
in a retrieval system, or transmitted, in any form or by any means, without 22 (film making/Sturti/E+), 24 (St Patrick’s floats/NurPhoto, dancers/Richard
the prior permission in writing of Oxford University Press, or as expressly Levine/Corbis News), 30 (Glastonbury tents/Felix Kunze/Redferns, festival
permitted by law, by licence or under terms agreed with the appropriate crowd/Ki Price), 51 (snowy street/Simon J Byrne/Moment Open), 55 (Tara
reprographics rights organization. Enquiries concerning reproduction outside Moore/DigitalVision), 56 (Eton art students/Tom Stoddart Archive/Hulton
the scope of the above should be sent to the ELT Rights Department, Oxford Archive), 60 (Ice Bar/Tim Whitby/WireImage), 64 (dalek/Ferdaus Shamim/
University Press, at the address above WireImage), 70 (woman in shop/Lechatnoir/E+); iStock pp.8 (Ottokalman),
You must not circulate this work in any other form and you must impose 18 (trombone player/Monkeybusinessimages), 36 (acting/Goodynewshoes,
this same condition on any acquirer Nadia/FatCamera), 38 (girl moving/friends hugging/YinYang), 44 (tube map/
Links to third party websites are provided by Oxford in good faith and for Izusek), 51 (café/RichieChan, autumn girls/Gradyreese), 53 (Treasure chest/
information only. Oxford disclaims any responsibility for the materials Raif Geithe), 69 (milkshakes/So-CoAddict, pizza/shironosov), 71 (cash/
contained in any third party website referenced in this work georgeclerk, ATM/Anouchka), 72 (boy/SolStock), 76 (desert island/LordRunar),
77 (lost girls/PeopleImages), 86 (Maria/Nikada), 87 (festival/SolStock, Kenji/
isbn: 978 0 19 420462 8 Teacher’s Guide Hero Images); naturepl.com p.74 (bear/Peter Cairns); Oxford University Press
isbn: 978 0 19 420471 2 Teacher’s Online Practice Access Card pp.24 (fireworks/Shutterstock), 27 (Colin Watson), 50 (belt, mirror, backpack,
isbn: 978 0 19 421287 8 Teacher’s Online Practice zip/light bulb/torch/battery/brush/shutterstock), 62 (coins/Shutterstock);
isbn: 978 0 19 421236 6 Classroom Presentation Tool: Student’s Book Shutterstock pp.11 (Monkey Business Images), 12 (zorbing/Jaroslav Moravcik,
isbn: 978 0 19 421250 2 Classroom Presentation Tool: Workbook haunted house/Razvan Inout Dragomirescu, paraglider/Vadim Zakharishchev),
isbn: 978 0 19 421281 6 DVD-ROM 13 (spider/Tamara Fesenko, dentist/Olena Yakobchuk, snake/Worraket),
17 (steak tartare/Lisovskaya Natalia), 17 (abstract technology/Panuwatccn),
Printed in China
19 (chemical background/Viktoriya), 22 (band/Kar Tr, orienteering/Rawpixel.
This book is printed on paper from certified and well-managed sources com), 29 (abstract technology/Panuwatccn), 31 (celtic harp/Pavel L Photo
and Video, table/Nila Newsom), 36 (typewriter/nito, medal/tomertu, laptop/
acknowledgements Oatawa, Oliver/Africa Studio), 43 (geek/Creatista, koala/Yatra, happy teen/
Based on an original concept by Tom Hutchinson Peter Fuchs, chessboard/sirtravelalot), 43 (abstract technology/Panuwatccn),
Nightmare Island by: Paul Shipton (pp.32–33, 58–59, 84–85) 44 (telephone box/William Allum), 48 (homework/guitar/Comodigit),
Tests by: Jane Hudson 50 (button/Donatus 1205, wallet/Tatiana Popova, perknife/Billion Photos,
tin opener/Levent Konuk, toothbrush/Ilya Akinshin, scissors/Hurst Photo),
Photocopiable worksheets by: Barbara Mackay
51 (Miami street/Just dance), 53 (cardboard box/Africa Studio), 55 (abstract
Culture video scripts by: Kiki Foster technology/Panuwatccn), 57 (Alexander Graham Bell and telephone/Granger/
Online Practice exercises by: Peggy Cheung Rex), 60 (dark dining/EmmepiPhoto), 64 (Camden market/Will Rodrigues),
The authors and publishers are very grateful to all the teachers who have offered their 69 (abstract technology/Panuwatccn), 71 (stones and shells/Pieternella Busink,
comments and suggestions which have been invaluable in the development of Project dollar/Andrey Lobachev, bitcoin/Wit Oiszewski, UK coins/Claudio Divizia,
Explore. We would particularly like to mention those who have helped by commenting on credit card/Davizro Photography), 72 (green background/Phordi Hinthong),
Project Explore: 74 (wolf/Holly Kuchera, mammoth/Pavel Masychev), 79 (Bratislava centre/
Emperorcosar, Danube/RastoS, Devin Castle/PHB.cz (Richard Semik)),
Eva Kubová
80 (rubbish/Maxstockphoto, petrol pump/bunyarit, Earth and thermometer/
Linda Kĺbiková
Rommma), 81 (Cairngorms National Park/johnbraid), 81 (abstract technology/
Michal Bodorík
Panuwatccn),82 (Protest by Eiffel Tower/Sipa Press/Rex).
Miriama Voľanská
Radka Majerová The authors and publisher are grateful to those who have given permission to reproduce
Zuzana Bočková the following copyright material: p.31 Sound clip from Fujara by Ondrosik,
3 January 2017, www.freesound.org. © 2017. This work is licensed under a
The authors and publisher are grateful to those who have given permission to reproduce
the Creative Commons Attribution 3.0 Unported License.
the following extracts and adaptations of copyright material: p.31 Sound clip from
Fujara by Ondrosik, 3 January 2017, www.freesound.org. © 2017. This work is
licensed under a the Creative Commons Attribution 3.0 Unported License.
The authors would like to thank the editorial and design teams at Oxford
University Press who have contributed their skills and ideas to producing this
course.
Back cover photograph: Oxford University Press building/David Fisher
Cover photographs reproduced with permission from: Getty Images (Teens in a tree/
PeopleImages).
Commissioned photography by: MM Studios pp.4, 5, 6, 14, 26, 40, 52, 53, 66, 78.
Illustrations by: Sophie Eves/Lemonade Illustration Agency p.29; Guillaume
Gennet/Lemonade Illustration Agency p.72; Andrew Hennessey pp.7(boat/
camping), 10, 28, 37, 77, 86 (ex 4B), 87 (ex 4B); Tom Hughes p.19; Kerry La
Rue p.34; Mike Love/The Bright Agency pp.20, 21; Stu McLellan/Beehive
Illustration pp.25, 86 (ex 5A), 87 (ex 5A); Luke Seguin-Magee/The Bright
Agency pp.7 (family in car), 39; Carl Morris/Beehive Illustration pp.8, 46; Isabel
Muñoz/The Bright Agency pp.15, 54, 86 (ex 3A), 87 (ex 3A); Carl Pearce/Beehive
Illustration p.12; Mark Ruffle pp.45, 81, 83; Amit Tayal/Beehive Illustration
pp.32, 33, 58, 59, 84, 85; Dan Widdowson/The Bright Agency pp.41, 67.
The publisher would like to thank the following for permission to reproduce
photographs: 123RF pp.13 (cliff edge/Daniel N Ross, flying/Phanuwat
Nandee, dog/Waldemar Dabrowski), 36 (gig audience/Anna Om), 44 (bus/
Marek Slusarczyk, taxi/Stocksnapper), 62 (notes/Vladimir Engel, credit
cards/Takashi Honma), 64 (Covent Garden/Konstantinos Michail, Oxford
Street/IR Stone), 71 (bank notes/Mkos83), 80 (plastic bottles/Zhanna
Tii Project Explore

© Copyright Oxford University Press

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Contents Te
Student’s Book Contents Tiv
Introduction Tvi
Level planner Txiii
Teaching notes
Introduction T4
Unit 1 T8
Unit 2 T20
Unit 3 T34
Unit 4 T46
Unit 5 T60
Unit 6 T72
Student’s Book audio scripts T86
Workbook answer key T94
Workbook audio scripts T104
Project Explore Tiii


Student’s Book contents
Page Grammar Vocabulary
Introduction
4 A Welcome back Present simple and present continuous Personality adjectives
6 B Holiday photos Past simple and past continuous
1 Experiences
8 A I’ve done that! Present perfect and past simple Experiences
10 B What are you interested in? Question forms Adjectives with prepositions
12 C Scary or fun? Question tags
14 D It’s the capital of… Everyday English: Suggestions
Revision: 16 My project: A blog post 17 Culture: Duke of Edinburgh Award 18
2 Out and about

20 A Holidays of the future Future predictions with will and may / might Compound nouns
22 B My free time be going to and will
24 C Festivals Expressing the future Festivals

26 D What’s our target? Everyday English: Talking about the future
Revision: 28 My project: A web page 29 Culture: Glastonbury festival 30
Nightmare Island Episode 1 32
3 Choices
34 A My tribe Verb + -ing form Collocations
36 B Ambitions and dreams Verb + to + infinitive Nouns and adjectives
38 C Moving be + adjective + to + infinitive / Verb + preposition + -ing form
40 D Don’t panic! Everyday English: Requests
Revision: 42 My project: A crossword 43 Culture: British design icons 44
4 Day-to-day
46 A Not fair! Talking about obligation, prohibition and permission House rules
48 B School life Talking about ability
50 C Everyday objects Expressing modality Useful things
52 D Let’s do it! Everyday English: Offering help
Revision: 54 My project: A poster 55 Culture: Eton College 56
5 Time out
60 A Eating out Indefinite pronouns with some-, any-, no, every- Strong adjectives
62 B Money matters Review of negative forms Money verbs
64 C Shopping in London Adverbs of degree
66 D Perhaps… Everyday English: Apologizing
Revision: 68 My project: A tourist guide 69 Culture: Charity shops in the UK 70
6 Our planet
72 A How to be green Zero conditional, First conditional The environment
74 B Save our wildlife Second conditional Animals in danger
76 C Survival challenge! should / shouldn’t
78 D Next stop, Bratislava! Everyday English: Giving advice
Revision: 80 My project: A brochure 81 Culture: Saving the planet 82
Tiv Project Explore


Reading / Writing Listening / Speaking Pronunciation
R A dialogue: Back to school S Asking and answering questions
R A dialogue: Holidays / W Describing past events S Describing past events
R W A blog: Ultimate experiences L Dialogues: Talking about experiences
L A discussion: Answering the quiz

R Quiz: The Happiness Challenge
L S Dialogues: Finding out about people
L A dialogue: Scary or fun? / S Fact-finding

R A dialogue: Scary or fun?
L A radio interview: Phobias and fears
R A dialogue: A trip to Bratislava L S Making suggestions Silent ‘r’
Song: 19 e Learn through English: The chemistry of fear (Biology) 19
R An article: The future of holidays / W An article: The future L A dialogue: Future predictions
L Discussion: Which club are you going to join?

R A website: Cool camps
L S Dialogues: Talking about your holiday plans
R A tourist leaflet: Top three festivals L S A dialogue: Making arrangements
R A dialogue: The garage sale L S Talking about future plans /ŋ/
Learn through English: How musical instruments work (Music) 31
R An article: A guide to teen tribes L S Talking about free time activities
R An article: Follow your dream / W Social media profile L A teen forum: Ambitions and dreams
R An article: The Moving Blues L A radio programme: Moving
R A dialogue: The lost bag L S Making and responding to requests Silent letters in linking
Song: 45 e Learn through English: Migration (Geography) 45
R W An online discussion forum: Rules at home L A monologue: Rules at home
R An article: Education with a difference! L A discussion: Different schools / S Abilities
W Description: Speculating about different places S Making riddles
R A dialogue: The clean-up treasure L S Offering help Intonation in questions
Learn through English: Great inventors (IT) 57
R An online review: Must-do eating experiences S Spot the difference!
R The big money quiz L S Talking about money
R W A tourist guide: Great places to go shopping L Interviews: Asking and answering about shopping
R A dialogue: Robyn’s job L S Apologizing Stress for emphasis
Song: 71 e Learn through English: The story of money (Economics) 71
R An article: Eco-friendly Teens S Discussion: How to be a green teen
L A dialogue: Talking about wild animals

R A magazine article: Rewilding Europe
S What would you do if…?
R A game: Survival Challenge / W A notice: Giving advice
R A dialogue: Getting ready to leave S Giving advice Sentence stress
Learn through English: Ecosystems (Science) 83
Activities for student A and B 86
Project Explore Tv

Introduction and methodology
Overview Skills development
Project Explore is a five-level course aimed at international From the outset, a high profile is given to the development
English language students aged 10–14 / 15 years old. of skills. To recreate authentic usage of language, skills are
The course combines the tried and trusted, successful often integrated. For example, students read and complete
methodology and structure from previous editions of Project a quiz and then listen to check their answers. Not only is
with 100% brand-new content from a new author team. It this blending of skills more natural, but it also helps keep
offers clearly structured, bright, dynamic lessons, and students curious and engaged.
exciting new characters and stories. A systematic approach has been taken to developing written
Project Explore engages students with its diverse, motivating and oral skills. Students first spend time on the ‘Get ready
topics and realistic, relatable contexts. It systematically to…’ stage, working with a model or preparing notes. This
develops students’ linguistic and 21st century skills, to help support and preparation means students are then able
prepare them for the world beyond school. to accomplish the main productive task effectively and
confidently. With the writing tasks, students also have the
option to complete Workbook exercises, which provide
Methodology further guidance and practice, prior to writing their own text.
Project Explore is an easy-to-use course, with a syllabus In addition to the main speaking tasks, there are numerous
based on a traditional structural progression. It guides and opportunities to practise oral skills and, to further enhance
supports both students and teachers, by providing a highly spoken language, each unit has a dedicated pronunciation
structured learning environment. In each unit, grammar focus in the form of an entertaining, memorable chant.
and vocabulary is broken down into manageable chunks
and presented through engaging, meaningful tasks. The
language acquired is then assembled and applied to a Revision, Project, Culture and
real-world, communicative outcome: the project. The focus
on progressive language development is coupled with a
Learn through English
systematic focus on skills development. The lesson contexts
are contemporary, diverse and entertaining, which ensure Revision
that student interest and involvement are maximized. These pages serve to review and consolidate each unit’s
Vocabulary, Grammar and Everyday English expressions. The
exercises can either be integrated into class time or assigned
A flexible approach as homework. They can be used as an indicator of how well
Project Explore is designed to include a high level of flexibility students have assimilated the new language and highlight
to help meet the individual needs of all students. Each any areas which may require further reinforcement.
component of the Student’s Book has a tangible outcome,
meaning that you can choose what to include, in which Project
order, and also which elements may be better suited to These pages give students the opportunity to use the
homework tasks. unit’s language to complete a personalized, creative task.
To supplement the Student’s Book, there is a wide range The projects focus on a variety of means of presenting
of additional material to select from, such as the closely information and call upon students to exercise research, IT,
integrated Workbook exercises, varied photocopiable written and oral communication skills.
worksheets, online practice material and extensive video
content. Culture
Each Culture page centres on an aspect of the English-
Improved grammar and speaking world connected to the topic of the unit.
These sections aim to broaden students’ knowledge and
vocabulary support understanding of diverse cultures and invite them to draw
The vocabulary and grammar input in the course is comparisons with their own. There are also related short
structured in a way that allows students to gradually films for extension purposes.
progress from understanding to acquiring and finally to
using the language with confidence. Each Vocabulary Learn through English
section starts with visual and audio input, often These pages provide a cross-curricular focus and give
accompanied by a short task, followed by a communicative students the chance to learn about a range of other school
activation task. In the Grammar sections, the target language subjects through English.
is first seen in a real context. The subsequent exercises then
encourage students to take an active role and discover the
grammar for themselves. Students then complete tasks
which allow for controlled and freer practice of the new
language.
Tvi Project Explore


Student’s Book and Workbook EXTRA IDEAS These notes include practical suggestions for
how a task may be extended, to allow for further practice of
integration the focal language point or vocabulary. There are also ideas
The Workbook provides extensive additional write-in for how some tasks could be approached in an alternative
activities to reinforce and consolidate the content of the way and some suggestions for ways to encourage students
Student’s Book. The course is designed so that the two books to respond personally to the input.
can be used in close tandem in the classroom. The Workbook In addition, after each Writing and Project task there is
exercises mirror not only the unit and section structure of the a suggestion for what could be done with the work the
Student’s Book, but also each discrete stage of the lesson. students have produced. Ensuring that students’ writing has
To ensure a seamless transition between the two resources, a readership is important, as it gives them a real purpose
at the appropriate points, there is clear signposting in the and can motivate them to try harder. Seeing their work on
Student’s Book to direct learners to the relevant Workbook display in the classroom or elsewhere can give students a
exercises. Once they have completed these exercises, there is sense of achievement and pride.
signposting back to the Student’s Book.
EXTRA SUPPORT These notes offer tips on how to stage,
To support differentiation, the Workbook tasks are graded
adapt or follow up a task to cater to the needs of weaker
by difficulty and clearly marked with between one and
students or classes. In a mixed-ability class, these graded
three stars, with one being the easiest. This ensures that in a
tasks will help lower-level students to participate more
mixed-ability class, all students can tackle a task and gain a
actively and confidently.
sense of accomplishment.
EXTRA CHALLENGE These notes suggest ways in which a
task may be exploited to ensure that more able students or
Characters and context classes remain engaged and challenged. In a mixed-ability
In Project Explore Level 3+, there are two sets of characters class, these tasks will help to ensure that stronger students
who appear regularly throughout the course. maximize their potential and, by keeping them actively
Students will quickly get to know friends Robyn and Lottie, involved, will also limit the possibility of boredom and
and their classmates Oscar and Joey. We encounter them in disruption to the lesson.
the unit photostories, whose function is to present Everyday
LANGUAGE NOTE These notes provide clear explanations
English language in contexts students can comfortably
relate to, such as visiting the park, or completing school and support for dealing with grammatical, lexical or
assignments. pronunciation points which students may find difficult or
confusing.
Students will also grow familiar with the characters in the
three-part mysterious adventure story Nightmare Island. CULTURE NOTES These comprehensive notes provide
The episodes appear at the end of every two units and additional background information related to the content
consolidate the language students have learned. The fact of each Culture page. They can be used to further broaden
that the story is told in parts adds to students’ feelings of students’ knowledge and understanding of aspects of
anticipation and excitement. culture in the English-speaking world, with which they may
be unfamiliar.
Tour of the Teacher’s Guide There are also shorter notes at times which highlight
potential cultural differences between the way things are
For ease of use, the Teacher’s Guide notes are interleaved
said or done in English-speaking countries and in your
with the corresponding Student’s Book pages. In addition to
students’ home country.
task instructions, answer keys and audio scripts at the back
of the book, the Teacher’s notes also include the following Additional grammar notes
features for each unit.
These are extended grammar explanations which fine-tune
Unit objectives or supplement those given in the grammar summary pages
The main aims of each unit are clearly stated at the start. of the Workbook. They will be useful when addressing the
This allows you to see at a glance what your students will be problem areas of particular grammar points and also provide
working towards in the coming lessons and will be able to something additional for higher-level, more aspirational
do on completion of the unit. classes.
Language summary Additional pronunciation notes

This is a clear list of the grammatical structures, vocabulary These are extended explanations which focus on the
and Everyday English expressions which are presented in discrete pronunciation point being taught. They offer
the unit. Also outlined here are the themes for the Project, practical advice on how to assist students in understanding
Culture and Learn through English pages. and correctly producing the relevant sounds.
Q Reference to supplementary materials Additional subject notes
A list of the related Workbook pages and photocopiable These in-depth notes are included in the page
worksheets and online practice material are supplied at the corresponding to the cross-curricular Learn through English
beginning of each lesson to help you prepare all the material lessons. They expand on the school subject the page relates
you need for class. There are also further references within to and equip the teacher with extra knowledge of and useful
the notes, to indicate at what stages in the lesson these lexis related to the focal subject area.
exercises and activities may best be used.
Project Explore Tvii


Suggested activities for using the The Project pages in every unit are also very well suited to
classes with mixed-ability learners. Students can work at
video in class their own pace, in their own way, towards an achievable goal
1. When playing the video through for the first time, pause and produce something purposeful and personalized.
it at appropriate moments and ask students to predict The Tour of the Teacher’s Guide section on page Tvii outlines
what’s going to happen next. You could divide the class further how mixed-ability classes are supported.
into teams to discuss the options, watch the next scene,
and then award a point to the team with the closest
prediction to what actually happened. This is a good way 21st Century skills
to focus students’ attention and generate interest in the In addition to academic knowledge and understanding,
story. students these days require a broad spectrum of skills which
2. Get students to sit in pairs, one facing the screen and the they can apply to a wide range of real-life situations. The
other with their back to the screen. Turn the sound off and tasks in Project Explore are designed to help students develop
play a section of the video. The person facing the screen some of these vital skills, such as collaboration, creativity,
describes to their partner what’s happening. Students communication and critical thinking. The Level Planners
then swap places, so they both get a turn at describing indicate the tasks and activities in each unit which require
and listening. They can then watch the whole section and these skills to be utilized.
see how good their partner’s description was. This is a fun
activity and a great way to practise present continuous
verb forms.
Special Educational Needs in the
3. Play the video and get the students to say ‘Stop!’ every ELT classroom
time a new character appears. Pause the video and get Adapted from the original material by Marie Delaney
students in pairs to describe what the character looks like
and what he/she is wearing. This is a good way to review What is SEN?
appearance language and clothes. Special Educational Needs (SEN) is the term used to refer
4. Pause the video after each section and give a false to the requirements of a student who has a difficulty or
sentence, e.g. Nightmare Island Episode 1: ‘Hannah has disability which makes learning harder for them than for
never flown in a plane before.’ Students have to correct other students their age. Note that gifted and talented
the false information. With stronger classes, this could be students are also considered to have special needs as they
done as a pair activity. require specialized, more challenging materials.
5. Pause the video at intervals and get students in pairs to
ask and answer questions. Strengths, not just weaknesses
6. Students work in a group and choose a scene from the Of course, students make progress at different rates and vary
video to act out. Give them time to practise and then get widely in how they learn most effectively. Although students
each group to present to the class. Alternatively, allocate with special needs may have difficulties in some areas, there
a different scene to each group and then the class acts will also be areas of strength. Recognizing and utilizing
out the whole story. This is a dynamic, creative activity these strengths is important to the students’ academic
and a good way for students to practise some of the key development as well as their self-esteem. Your daily contact
language and grammar from the previous two units. with these students will help you understand what works
best for each individual student and determine your choice
of the most appropriate techniques.
Mixed-ability support
In every class, students learn at varying paces and present You can do it!
a range of learning styles, needs, interests and motivations.
You might be worried about trying to include students
In classes where the scope of abilities is broad, this can pose
with SEN in your class. It can feel like it requires specialist
a challenge for the teacher. For this reason, Project Explore
knowledge and extra work for you, the teacher. This does not
offers strategies and materials to help teachers tailor lessons
have to be the case. As a teacher, you are used to dealing
to meet the needs of individual students.
with different personalities and abilities in your class. You are
In the Student’s Book, at the end of every A, B and C lesson probably continually adapting to the widely differing needs
in each unit, there is an Extra task. These can be given to fast of your students each day. Students with SEN are simply
finishers in class and can mostly be done either individually part of this variety and challenge. In addition, the teaching
or in pairs as a communicative addition. Alternatively, these techniques which help to support students with SEN are
tasks can be set as homework. At the end of lesson D, good, practical techniques which will benefit all the learners
students are signposted to an extended Reading page and in your class.
related exercises in the Workbook. Similarly, these could be
assigned to fast finishers, while slower students focus on
Top tips for creating an inclusive
completing the Student’s Book tasks.
classroom
In addition to the core material, the course also includes
supplementary worksheets and online practice with You do not need to be an expert in SEN to teach students
reinforcement and extension activities, to be used as and with SEN. You do need to want to work with these students
when required. and to be prepared to learn from them.
Tviii Project Explore


Tip 1: Be a role model Tip 7: Work on classroom management
Students will take their lead from their teacher. It is Clear, consistent classroom management is a key
important to show that you respect and celebrate consideration for students with SEN. They often have
differences between people. For example, if you notice some problems understanding and following rules and
students do not want to work with a particular member of instructions, so it is important to think about the best way
the class, ensure you talk to those students privately about to present these. For example, considering your seating plan
their behaviour. Draw attention to appropriate behaviour by carefully can help with general class discipline.
giving positive reinforcement to students who are working
well together. Tip 8: Work cooperatively with adults and
students
Tip 2: See the person not the label Teamwork is the best approach to teaching students with
It is very important to get to know each student individually SEN. It is particularly important to work with parents /
and to not label them according to their SEN. If you have carers, as they know their child best and will often have
students who wear glasses in your class, you do not assume helpful strategies to suggest. Other people who can help
that they have all got the same personality. In the same way, you include school psychologists, counsellors, speech
you should not assume every student with SEN is the same. and language therapists, occupational therapists, and SEN
Find out their interests and their strengths. Remember also organizations and charities. Try to find out what’s available in
that the range of SEN is wide, so take time to find out the your local area and keep a list of useful contacts.
level of a student’s difficulty. Do not assume, for example,
that a visually impaired person cannot see anything – they Tip 9: Work with students’ strengths
may have some sight.
Try to find out what each student’s strengths and interests
are and include these where possible in your teaching.
Tip 3: Avoid judgements of behaviour Students who have problems reading may have strong
Do not label a student as lazy or not trying. Students with creative skills and excel at project work. Students who find
SEN are often trying really hard and get criticized unfairly it difficult to sit still might be good at role-play or problem-
by teachers. They might look like they are daydreaming in solving activities. Learners who are struggling academically
class, but their brains might be overloaded with information might be very kind and helpful to other students. Identifying
which they cannot process and they need a short brain and exploiting individuals’ strengths can help boost
break. These students also need positive feedback on motivation and self-esteem and also create a cooperative,
appropriate behaviour, so make sure that you notice when productive classroom environment.
they are behaving appropriately. Many students with SEN
and behavioural difficulties only get noticed negatively by
the teacher.
Tip 4: Celebrate difference and diversity

The classroom and the world would be a boring place
if everyone was the same. You can use the differences
between students to learn from each other and about each
other.
Tip 5: Cater to different learning styles

As students with SEN tend to find it difficult to learn in
traditional ways, it is important to integrate different
approaches into lessons to help each student maximize
their potential. Visual learners relate well to illustrated tasks,
picture stories, video input and clear board work. Those who
favour an auditory style benefit from listening to the teacher,
as well as varied audio input, such as dialogues, stories and
songs. Kinaesthetic learners are innately active students, who
tend to find it difficult to sit still for extended periods. They
respond well to hands-on involvement in activities like role-
plays and mime games.
Tip 6: Plan ways to adapt your lesson plan

You will need to sometimes adapt your lesson plans. This
is called ‘differentiation’. Differentiation means planning
and teaching to take account of all students in the class,
whatever their level or capability. The students can make
progress in their learning wherever they start from. All
students should achieve the same main aim, but may do this
in different ways.
Project Explore Tix


Course overview
For students
S
AS
Welcome to Project Explore.
IN CL
Here’s how you can link learning
in the classroom with meaningful
preparation and practice outside.
Student’s Book
All the language and skills your
students need to improve their
English, with grammar, vocabulary
and skills work in every unit.
Also available as an e-book.
AUDIO ACTIVITIES VIDEO WORDLISTS
Workbook
Exclusive practice to match
the Student’s Book, following
Online Practice
the grammar, vocabulary and Extend students’ independent learning. They can do extra
Everyday English sections for Grammar, Vocabulary and Skills activities, and Test
each unit. Students can use yourself with instant feedback. Students can also access
their Workbook for homework all the Workbook audio on the Online Practice.
or for self-study to give them
new input and practice.
Workbook audio
Full Workbook audio is available
projectexploreonline.com
on the Online Practice.
Tx Project Explore

For teachers
Teacher’s Guide
Prepare lessons with full teaching
notes for each unit and get ideas DVD-ROM
on how to adapt and extend the
All the videos and songs,
Student’s Book material, access
plus photocopiable
photocopiable activities, and deal
activities to help you
with potential problems.
exploit the songs and
videos.
ACTIVITIES TESTS TRACKING RESOURCES
Online Practice
Teacher’s Resource Centre

Classroom Presentation Tool
All your Project Explore resources, stored in one place
to save you time. Resources include: Use in class to deliver heads-up lessons and to
engage students. Class audio, video and answer
Student’s Book and Workbook audio, videos, scripts,
keys are available online or offline, and updated
photocopiable activities, tests, wordlists and more.
across your devices.
Use the Learning Management System to track your
students’ progress.
Class Audio
Full course audio is available
on the Teacher’s Resource
To log in for the first time, teachers use the Access Card
Centre, and on audio CDs.
in the front of the Teacher’s Guide for the Teacher’s
Resource Centre, and students use the Access Card
in the front of the Workbook for Online Practice.
Project Explore Txi


Project Explore Classroom Presentation Tool
Deliver heads-up lessons
Engage students in your blended learning classroom with easy-to-use digital features. Download to your tablet
or computer, connect to an interactive whiteboard, projector or screen, and teach lessons that run smoothly –
every time.
Play audio and video at the touch of a button, launching activities straight from the page. Answer keys reveal
answers one-by-one or all at once to suit your teaching style. Capture your students’ attention with the Focus
tool – activities fill the screen so that everyone can participate, even in large classes.
Take your classroom presentation tool with you and plan lessons online or offline, across your devices. Save
your weblinks and make notes directly on the page – all with one account.
• Focus your students’ attention on a single activity.
• Play audio and video at the touch of a button.

• Speed up or slow down the audio to tailor
lessons to your students’ listening level.
• Save time in class and mark answers all at once.

• Reveal answers after discussing the activity wasn’t
with students.
• Try the activity again to consolidate learning.
• Save your weblinks and other notes for quick

access while teaching.
• Save your notes, and access across devices using
one account so that you can plan your lessons
wherever you are.
• Work on pronunciation in class: record your
students speaking and compare their voices to
Project Explore audio.
Txii Project Explore Classroom Presentation Tool


Planner – Project Explore Level 3+
Introduction
Topics, Culture overlap with other
Curriculum Outcomes subjects, competencies
Vocabulary Receptive Skills Collaboration
• personality adjectives • follow a series of dialogues • write a dialogue about an event in
• find information in reading and listening the past
Grammar
texts and use it to answer questions
• present simple and present • read and complete sentences about
Collaboration
continuous
personal information
• testing each other on new
• past simple and past continuous • understand the main points and ideas
vocabulary
• while + past continuous from reading or listening to a dialogue Creativity
• when + past simple • listen to and understand short dialogues • contrasting routine events and
Text types events happening now
Productive Skills
• dialogues with photos • listen to and repeat words and Creativity and collaboration
Communication
dialogues using the correct • role-playing past events
pronunciation and spelling
• conversational gambits –
reactions
• present information about your
experiences
• asking and answering questions
about people and events
• complete sentences with missing words
• exchanging information about
• ask and answer questions about
personal routines
routine actions and actions
happening now • use prompts to write questions about
past events
• talking about actions that
happened in the past Interactive Skills
• presenting a short dialogue • ask and answer questions about
personal information
• take part in simple conversations
• ask and answer questions about
routines
• ask and answer questions about actions
happening now
• ask and answer questions about actions
that happened in the past
PHOTOCOPIABLE © Oxford University Press Project Explore Txiii


Unit 1
Vocabulary Receptive Skills Critical thinking
• experiences • understand the difference between • analyse input to determine
• adjectives with prepositions present perfect and past simple grammar rules
• past time expressions: last, ago, • understand the difference between the
Creativity
later, etc. past simple and past continuous
• understand simple personal information • write a blog about experiences
Grammar
• read simple information from a short Creativity
• contrast present perfect and past passage
simple
• project – write about memorable
• follow illustrations and photo stories experiences using past time
• question forms • find information in reading texts and expressions
• question tags use it to answer questions
Critical thinking
Pronunciation • understand the main points and idea
from reading or listening to a story • project – analyse and evaluate
• silent ‘r’ others’ work to understand what
• seek detailed information from simple makes a good project
Text types reading or listening texts
• short texts • read and decide whether statements Collaboration
• websites about what you have read are true • discuss and work out a programme
• quiz or false for the Duke of Edinburgh Award
• dialogues Productive Skills Civic studies / critical thinking
• picture story • listen to and repeat words, phrases • youth awards – the Duke of
• blog and dialogues using the correct Edinburgh Award
• article pronunciation
• diagram • describing what is / was happening in Biology
pictures • fight or flight – the chemistry of fear
Communication • make questions from prompts
• exchanging information about Learning to learn
• check predictions by reading and • learning irregular verbs
yourself and your experiences listening to text
• exchanging information about • present information about yourself and
hobbies and interests others to a partner in speaking and in
• describing how people are writing
feeling • present information about experiences
• role-play making and responding • describe people’s emotional and
to suggestions physical reactions to experiences
• writing and performing a short • write a blog about experiences
dialogue
Interactive Skills
• discuss life experiences
• discuss people fears and phobias
• exchange information about yourself
and others in writing and speaking
• check information using question tags
• deliver a presentation and respond to
questions
• listen to presentations and ask questions
to the presenters
Txiv Project Explore PHOTOCOPIABLE © Oxford University Press


Unit 2
• holidays – compound nouns • read and understand an article • analyse input to determine
• festivals • read and decide whether statements grammar rules
about what you have read are true
Grammar Creativity
or false
• predictions with will and may / • listen to information and use it to • make prediction about life in the
might future
answer questions
• be going to and will • follow photo stories Creativity
• expressing the future • find information in reading texts and • write an article about the future
use it to answer questions
Pronunciation Creativity
• /ŋ/ • seek detailed information from reading
or listening texts • role-play talking about plans
Text types Creativity
Productive Skills
• dialogues • project – create a webpage about
• listen to and repeat words and
• articles a dialogue using the correct ‘My town in the Future’
• webpages pronunciation
• short texts Critical thinking
• complete sentences with missing words
• cartoon story • analyse and check use of grammar
• write about what you are going to do and vocabulary, start process of
Communication • write sentences that are true for them drafting work
• discussing how life will / may • give a personal response to a
reading text Civic studies / critical thinking
change in the future
• choose the correct word or phrase to • music festivals comparison between
• discussing next holidays and
UK and own culture
making plans complete sentences
• talk about arrangements • describe people’s plans for the future Music
• making and responding to • write a short article about the future • musical instruments
invitations Interactive Skills Learning to Learn
• write and perform a short • asking and answering questions about
dialogue • collocations
what they plan to do
• discuss free time activities
• ask and answer questions about festivals
• discuss festivals in your country
• talk about the future
• asking and answering questions
about what you are planning to do at
university
questions
to the presenters
• give your own and listen to others’
opinions
PHOTOCOPIABLE © Oxford University Press Project Explore Txv


Unit 3
• collocations – free time • guess the meaning of words from the • analyse input to determine
• nouns and adjectives context grammar rules
• find information in reading texts and
Grammar Collaboration
use it to answer questions
• verb + -ing form • matching people and activities • work with a partner to describe
• verb + to + infinitive people from their likes and dislikes
• understand the main points and idea
• be + adjective + to + infinitive from reading or listening to a text Creativity
• verb + preposition + -ing form • read and decide whether statements • write about personal goals
about what you have read are true
Pronunciation or false Collaboration
• silent letters in linking • seek detailed information from simple • work with a partner to exchange
reading or listening texts information about different
Text types
• listen and check predicted answers situations
• articles
• cartoon Productive Skills Creativity
• short text • listen to and repeat words and numbers • project – writing a crossword and
• photo story using the correct pronunciation making up the clues
• dialogues • complete sentences with missing words Critical thinking
and phrases • project – analyse and evaluate
Communication
• write simple sentences using adjectives others’ work to understand what
• discussing different kinds of with -ing or to + infinitive form makes a good project
people
• write a social media profile about
• asking and answering questions ambitions and dreams Civic studies / critical thinking
about interests and hobbies • British design icons – what makes a
• discuss popular designs
• discussing hopes and ambitions design iconic
• making and responding to Interactive Skills
Geography / Social studies
requests • ask and answer questions about what
people like and dislike doing • migration – the reasons people
migrate
• discuss and decide on answers to quiz
questions Learning to learn
• deliver a presentation and respond to • word families
questions
to the presenters
• exchange opinions and personal
responses to reading text content
• compare icons in UK and your own
country
Txvi Project Explore PHOTOCOPIABLE © Oxford University Press


Unit 4
• house rules • find information in reading and listening • analyse input to determine
• useful things texts and use it to answer questions grammar rules
• listen to and understand a short passage
Grammar Creativity
• talking about obligation, from reading or listening to a story
• take part in role-play activities
prohibition and permission
• understand and analyse an interview Collaboration
• talking about ability • read and decide whether statements • write a description from a picture
• expressing modality – about what you have read are true
speculating or false Creativity
Pronunciation • seek detailed information from reading • project – write a poster about a
or listening texts dream school
• intonation in questions
• listen and check predicted answers Critical thinking
Text types
Productive Skills • using mind maps
• dialogues
• short texts • listen to and repeat words using the Critical thinking
correct pronunciation
• web pages • project – analyse and evaluate
• complete sentences with missing words others’ work to understand what
• photo story
• make definitions for new words makes a good play
• blog
• write simple sentences about
• cartoon story prohibition, obligation and ability Civic studies / critical thinking
Communication • predict what is coming next in a story • private education – Eton College
• offering help and responding to • write about rules in your life History / collaboration
offers • talking about what you could and • analyse great inventions of the last
• taking part in a discussion about couldn’t do in the past century
a dream school • describing everyday objects
• asking about and answering • writing sentences speculating about Learning to learn
questions about great inventors real-life possibilities • guessing the meaning of
• write a description of a photograph unknown words
Interactive Skills
• ask for and give opinions about rules at
home and at school
• talk about everyday objects
• work out messages from Morse code
• take part in discussion on inventions
PHOTOCOPIABLE © Oxford University Press Project Explore Txvii


Unit 5
• strong adjectives • read information in a text and give an • analyse input to determine
• money verbs opinion grammar rules
Grammar Collaboration
from reading or listening to a story
• indefinite pronouns with some-, • find information in reading texts and • take part in role-play activities
any-, no-, every- use it to answer questions Creativity
• review of negative forms • listen and complete missing information • write a tourist guide
• adverbs of degree • listen and check predicted answers
• follow photo stories Creativity
Pronunciation
• seek detailed information from reading • project – write a guide using strong
• stress for emphasis adjectives and phrases to create
or listening texts
Text types interest
Productive Skills
• quiz Critical thinking
• • listen to and repeat words and
dialogues
questions using the correct • project – analyse and evaluate
• article pronunciation and intonation others’ work to understand what
• blog posts • complete sentences using indefinite
makes a good project
• photo story pronouns Civic studies / critical thinking
• short texts • making sentences negative • charity shops in the UK
Communication • talking about money
Collaboration
• discussing ideas about eating out • write about places to shop in your town
using adverbs of degree • exchanging specific information
• comparing photographs about charities
• discussing money Interactive Skills
• describing the last time you did History
• ask and answer questions about money
something • ask and answer questions about • the story of money
• apologizing pictures Learning to learn
• roleplay apologizing in different • personal learning styles
situations
• share information about cool places to
visit
• working out exchange rates
Txviii Project Explore PHOTOCOPIABLE © Oxford University Press


Unit 6
• the environment • find information in reading texts and • analyse input to determine
• animals in danger use it to answer questions grammar rules
• linkers for adding information • seek detailed information from simple
Creativity / collaboration
and giving examples reading or listening texts
• follow photo stories • imagine how to be a green teen
Grammar
• understand the main points and idea Creativity / collaboration
• zero conditional from reading or listening to a story • imagining actions and reactions in
• first conditional • checking predictions about a story different hypothetical situations
• second conditional • listen and decide whether statements
• should / shouldn’t about what you have heard are true Creativity / collaboration
or false • project – write a brochure for a
Pronunciation national park using linkers for adding
• understand quiz questions and give the
• sentence stress correct answers information and giving examples
Text types Productive Skills Critical thinking
• dialogues • listen to and repeat words, phrases • project – analyse and evaluate
• short story and dialogues using the correct others’ work to understand what
• cartoon story pronunciation makes a good project
• photo story • write and talk about being green and Civic studies / critical thinking
• web pages trying to save the planet • looking at organizations whose aim
• article • complete sentences and dialogues with is saving the planet
• quiz missing words
• making predictions about a story Ecology
• diagrams
• predicting the future using if • looking at food chains and
Communication ecosystems in gardens and other
• express hypothetical situations
• talking about how to be green areas
• talking about rewilding Europe Interactive Skills
Learning to learn
• a survival quiz • ask and answer questions about
achieving green goals
• scanning a reading text for specific
• express ideas of certainty and information
uncertainty using conditional • ask and answer questions about
sentences hypothetical situations
• giving and responding to advice • giving advice to hikers
• advising people what to do on a visit to
your town
questions
to the presenters
• read and exchange information about
Greenpeace and the WWF
• describe how species interact in
ecosystems and food chains
PHOTOCOPIABLE © Oxford University Press Project Explore Txix



Introduction
b
Unit objectives
• Give Sts time to complete the task, then elicit answers.
describe people’s personalities
talk about what you do at home and what you’re doing 1 first 2 know 3 has 4 plan 5 Oscar 6 late
at the moment
2a
describe what people did in the past
• Ask Sts to find the expressions in the dialogues and ask
who says them.
Language
• Ask Sts what they think the expressions mean and how
Grammar: present simple and present continuous; past they would say them in their own language. Ask them
simple and past continuous; while and when with past to explain why Robyn, Lottie, Oscar, Joey and Mr Curtis
tenses said them.
Vocabulary: personality adjectives
Cool! = It means you like or approve of something. Robyn likes
Mr Curtis and the way he teaches.
Come on! = Hurry up! Robyn and Lottie have to hurry or they’ll
A Welcome back be late for class.
Supplementary materials See you around. = Bye. / See you later. (Informal) Oscar’s going
to a different class now, but he’ll see them later.
Photocopiable worksheets: Grammar and Vocabulary,
Thank you for asking. = Polite response. Mr Curtis is chatting to
Communication
the students.
Online practice Nice to see you! = Generally a polite greeting, but here Mr
Curtis is being a bit sarcastic because Joey is late.
Note
Sorry I’m late. = An apology. From what Robyn and Lottie said
The story can be used in class as a reading and listening earlier, Joey is often late.
task, a video task or both.
LANGUAGE NOTE Cool is very informal and is generally used
EXTRA IDEA Set a time limit, e.g. one minute, and tell Sts, in with friends, and by younger people.
pairs, to write a list of as many hobbies / favourite activities Come on! can have several meanings. It can mean Hurry up,
as they know or do. Get feedback and write the names of or you can say it when you want to persuade someone to
any interesting ones on the board. do something, for example: Let’s go to the cinema. Come on –
you’ll enjoy it.
You First
Sts answer the questions with a partner. Tell Sts to discuss EXTRA IDEA In pairs, Sts take turns practising dialogue 1
each activity, why they like it, and why and when they where the expressions are. If necessary, play dialogue 1 again
started doing it. Get feedback and write any useful for them to hear how the expressions are used. Ask Sts to
vocabulary on the board. copy the intonation they hear.
If you have time, tell Sts to form groups of three and groups
1a e 1•02 r
can decide which part they act out. Make sure all three
• Tell Sts to look at the photos and say what the people are dialogues are acted out by at least one of the groups. The
doing. Introduce them to the characters: Robyn, Lottie, whole class can listen to each dialogue once.
Oscar and Joey. (Robyn and Lottie are chatting in school; a
friend – Oscar – arrives; Robyn and Lottie are in Science class.) EXTRA IDEA Ask Sts about the first day back at school after a
Tell Sts these characters will be in all of the units, and they holiday. How do they usually feel? Who do they talk to first?
will also meet some other people, for example Mr Curtis, What do they talk about? Are they happy to come back?
their Science teacher. What is the best thing about being back at school? What is
EXTRA SUPPORT Pre-teach or elicit technically, chat, brain. the worst thing?
• Play the audio for Sts to listen and follow the story. b
• Elicit the answer to the question. • Sts take parts and act out the dialogues in groups.
Robyn helps Joey. She tells Mr Curtis that Joey isn’t technically Note
late, because the Science class hasn’t started. To further exploit the video in class, you could use some
or all of the suggested activities from page Tviii.
EXTRA SUPPORT Check Sts understand by asking them
questions about the text: What are Robyn and Lottie doing?
(They’re chatting about the first day back at school.) Which class
are they going to? (Science) Who’s late? (Joey) Why does Robyn
say that Joey isn’t late? (Because Mr Curtis hasn’t started to
teach the Science class.)
Project Explore T4

A
3a 1 present simple 2 present continuous
• Tell Sts to look at the photo and answer the questions Present simple: It looks like we have Science…, I like Mr
with a partner. Ask for feedback. Curtis., he makes the lesson interesting, Where do we go…?,
I don’t know, I’ve got a music lesson, I’m not sure I understand.
Students’ own answers. Present continuous: We’re chatting…, You aren’t really
teaching, your brain is working…
b e 1•03 r Audio script pT86
• Play the audio for Sts to check the answer. If you have 7a
access to the video, play the video. • Sts complete the sentences. Check answers.
• Ask Sts how they think each student in the photo feels.
1 have 2 makes 3 don’t
Joey didn’t get into trouble. He realizes he left his lunch at home.
Robyn shares her lunch with him. b
• In pairs, Sts complete the rule. Check answers. Ask Sts to
4 give examples.
• In pairs, Sts discuss the questions.
-s / -es
• Ask some pairs to share what they discussed with the class. Examples: Paul plays tennis on Tuesdays. Mr Smith teaches
Students’ own answers. Maths.
c
Vocabulary Personality adjectives • Tell Sts to answer the question and give an example of
5a each. Check answers.
• Write the three names on the board: ‘Robyn’, ‘Oscar’, ‘Joey’. We make questions in the present simple using do / does, e.g.
Tell Sts to put the adjectives under each name and then Do you like Science? Does Robyn like Science?
compare their ideas with a partner. We make negatives in the present simple using don’t / doesn’t,
e.g. I don’t know. Robyn doesn’t know where the lesson is.
EXTRA CHALLENGE Ask Sts to give reason for their choice.
• Check answers as a class. d
• Ask Sts to think about the verbs and spell the -ing forms.
Suggested answers
What changes do they notice?
Robyn = confident, cheerful, friendly, funny
Oscar = shy • Check answers and help Sts work out the rules.
Joey = lazy, easy-going
chatting, giving, learning, working, running, trying, waiting
b
LANGUAGE NOTE We double the consonant when the
• Give Sts time to complete the task. word ends in one consonant following one vowel letter, e.g.
• They compare answers with a partner. chat – chatting; travel – travelling; When we add -ing to a verb
1 funny 2 lazy 3 sporty 4 cheerful 5 confident that ends in -e we drop the -e, e.g. make – making;
6 friendly 7 easy-going 8 shy like – liking; note - noting. When a verb ends in -y, we simply
add the -ing, e.g. try – trying, say – saying.
EXTRA IDEA Give Sts a set of cards with the adjectives on 8
them. Sts mime the adjectives one by one, taking turns in
their groups.
• Tell Sts to complete the task and then check their answers
with a partner.
c • Check answers as a class. Ask Sts why they chose the verb
• Ask Sts to say which adjectives they think are positive and forms. Refer them back to the rules in exercises 6c and 7b
which negative. Which adjectives depend on the situation? if necessary.
• In pairs, Sts decide which two or three adjectives describe
1 usually goes, ’s walking. 2 ’m listening, prefer
them and give reasons and examples. 3 don’t usually go, ’re watching 4 often plays, ’s playing
5 don’t usually eat, ’re eating
Grammar Present simple and present
continuous
6a
Speaking
9a
• Tell Sts to complete the task. Check answers.
• Tell Sts to complete the task individually.
1 feel 2 ’re chatting b
b • In pairs, Sts ask and answer their questions.
• Give Sts time to complete the task. • Monitor and correct, making sure they are using the
correct present form.
1 present simple 2 present continuous
• Feedback by getting some pairs to do the task.
c
Extra
• In pairs, Sts complete the tasks. Check answers. Sts can do this task in class or as homework.
T5 Project Explore



B
B Holiday photos 2a
• Tell Sts to do the task in pairs or, alternatively, do it as a
EXTRA IDEA Ask Sts to write down on a piece of paper the
class activity. Ask Sts what they think the expressions
names of a place that is important to them. Then, in pairs,
mean and how they would say them in their own
they ask questions to find out the reason their partner chose
language.
the place. They can ask questions, but the partner can only
answer Yes / No, e.g. Is the place near here? Do you visit the That sounds fun! = I think I’d enjoy it.
place often?, etc. You could model the activity yourself, by It was awesome. = It sounds fantastic, wonderful, etc.
writing the same information on the board about yourself I bet. = I’m sure you’re right. (informal)
and Sts then take turns to ask you a question. As in the How boring! = I know I wouldn’t enjoy it.
activity, you can only answer Yes / No until they guess the That’s a bit unfair. = That’s not right.
For a change! = That’s not unusual. (sarcastic)
answers.
I don’t believe you. = Wow!
It’s true. = Honestly, it really happened.
You First
Sts discuss the question in pairs. Get feedback and write Sts’ EXTRA SUPPORT You could play the audio again and ask Sts
suggestions on the board. to mark the sentence stress on each expression.
EXTRA IDEA In pairs, Sts make a list of holiday activities, e.g. b
going to the beach, surfing, etc. Then tell Sts to compare lists • Sts practise saying the dialogues from the photo story in
and find the top three activities for the class. groups.
EXTRA IDEA It’s a good idea to check Sts all have vocabulary EXTRA SUPPORT Write a mini-dialogue on the board and ask
notebooks from the start of the course. Get Sts to decide Sts to practise. They can then write two more mini-dialogues
which way they want to organize their notes, alphabetically, using the expressions and the correct sentence stress.
by lesson or by topic. Discuss what information they Monitor and correct where necessary.
should include – word, part of speech, definition, example, A: I went to Disneyland last summer.
translation. E.g. to complain, (regular verb) = to say you are B: That sounds fun!
unhappy or not satisfied about something – I complained
3a
because the soup was cold. [translation]. You could write up
one page on the board to help Sts organize their work. It is • Ask Sts where Joey went on holiday and what he enjoyed
a good idea to check regularly that they are keeping their and didn’t enjoy. (He went to Italy. He enjoyed meeting the
vocabulary notebooks up to date. footballer, he didn’t enjoy visiting museums.)
• Ask Sts what else they think Joey did in Italy.
1a e 1•04 r
EXTRA SUPPORT Pre-teach / Check Sts understand sort Possible answers
He went to the beach. He swam. He sunbathed. He took lots of
through (something), surround, stand around, wetsuit,
photos / selfies. He ate Italian food.
complain.
• Tell Sts to look at the photos. Elicit the young people’s b e 1•05 Audio script pT86
names (Robyn, Lottie, Oscar). Ask Sts to say where they • Play the audio for Sts to listen and check their ideas.
are and what they are doing. (They are at home, looking at EXTRA IDEA In the previous lesson ask Sts to bring in one
holiday photos on a smartphone). or more holiday photos. Work with those in this part of the
• Play the audio, then check the answer. lesson. They can use the photos to extend their dialogues, by
He went camping in France. adding information about what they did on holiday.
EXTRA SUPPORT You could help them by asking some
b
questions, e.g. What did you do? Where did you go? When
• Give Sts time to do the task and compare answers. did you go? Who did you go with? Where did you stay? What
• Check answers. activities did you do? How long did you go for?
1 Lottie 2 Robyn 3 Lottie (and) her EXTRA CHALLENGE Tell Sts to make dialogues about
mum 4 Joey 5 Robyn their holiday photos using the expressions. How many
expressions can they use in one dialogue? Ask the other Sts
EXTRA SUPPORT You could check Sts understand by asking
to count as they listen.
more questions: Where did Robyn go on holiday? (Scotland)
What did Lottie enjoy on her holiday? (Surfing and fishing in Note
Ireland.) Why did they have to sit on the rocks for three hours?
To further exploit the video in class, you could use some
(The sea came in and surrounded them.) Why did the people in
the next tent complain about Oscar? (He was playing his violin.)
Project Explore T6

B
Grammar Past simple and past continuous 5
4a • Sts complete the task and then check their answers with
• Give Sts time to complete the task. a partner.
• Elicit answers and write them on the board. • Check answers and ask them why they chose the tenses.
1 climbed = past simple; were sitting = past continuous; 1 happened 2 was sleeping 3 broke 4 were waiting
came = past simple 5 ran 6 was chasing 7 fell 8 cut 9 arrived 10 slept
2 was surfing = past continuous; had = past simple;
EXTRA SUPPORT Check the pronunciation of regular past
was standing around = past continuous
forms. Write ‘/d/’, ‘/t/’, and ‘/ɪd/’ in columns on the board. Say
b the present forms of the verbs from the dialogues and tell
• Check the answer. If necessary, draw a time line to Sts to put them in the correct past column:
demonstrate. /d/ climbed, happened, answered, complained
/t/ chased (slept is spelled differently as it sounds like burnt,
Past continuous learnt)
were sitting
/ɪd/ surrounded, waited
was surfing, was standing around
Ask Sts in pairs to add two regular verbs to each column, e.g.
-----------------------------
past ________X________X_________________ present opened, lived; stopped, worked; wanted, needed.
came in surrounded EXTRA IDEA To give Sts extra practice with the regular and
had
irregular past tense, play Past Tense Bingo.
Additional grammar notes Writing and Speaking

Past simple is used to describe: 1 short, quickly finished EXTRA SUPPORT If necessary, ask Sts to translate the
actions; 2 longer situations; 3 repeated situations. E.g. sentences with while and when into their mother tongue.
1 I fell off my bike yesterday.
6a
2 I lived in London for three years.
• Tell Sts to read the Look! box.
3 I travelled to school by train every day.
• Give Sts time to do the task, then check answers.
Past continuous is used to describe: 1 something that
was going on around a particular time in the past; 2 Possible answers
something that was in progress when another action 1 I was reading a book. / I was watching TV.
happened in the past. E.g. 2 she met her brother. / she found a £10 note on the street.
1 While we were fishing on the rocks, the sea came in. 3 my dad was cooking dinner. / I started to do my homework.
4 Tom fell into the river. / it started raining.
2 We were fishing on the rocks when the sea came in. 5 I was in Paris. / I looked through the microscope.
6 the cat jumped onto the bed. / someone stole our car.
c
• Give Sts time to complete the task. b
• Elicit the answers. • Sts ask and answer the questions.
We use the past continuous to describe an action in progress • Monitor and make sure Sts are using the correct tenses
when another action happened in the past. and forms.
We use the past continuous to talk about something that was in • Ask different pairs to say their questions and answers in
progress at a specific time in the past. front of the class. Sts can compare their different answers.
We use the past simple to talk about completed actions in 7a
the past.
• Tell Sts to look at the pictures and make notes using the
d prompts.
• Ask Sts to read the dialogues in exercise 1 again and find • Tell Sts to compare their notes in pairs, and make
examples of both tenses. In pairs, they decide on how questions about the story.
questions are formed. b
Past continuous: we were sitting there, was standing around, • Tell Sts to imagine they are one of the characters in the
was complaining picture, and answer their partner’s questions.
Past simple: went to Scotland, went to Ireland, did some • They can then swap roles and ask and answer the same
surfing, climbed on to some rocks, the sea came in and questions about the other picture.
surrounded us, just sat there for two hours until the sea went out
EXTRA CHALLENGE Ask Sts to write up the story behind the
again, went camping, complained, went to Italy, saw a footballer,
took a photo pictures in 50-word mini stories as optional homework.
We form past simple questions using the auxiliary did and the
infinitive (without to), e.g. Did he go to France? Extra
We form past continuous using the auxiliary was / were and the Sts write the sentences in class or for homework.
present participle, e.g. Were you sitting on the rocks? Was he
wearing a wetsuit?
T7 Project Explore



1 Experiences
/fluː/; ride – rode /rəʊd/; win – won /wʌn/; climb –
Unit objectives
climbed /klaɪmd/; act – acted /æktɪd/.
talk about experiences / things that you have done or
haven’t done yet b e 1•06
talk about actions in the past • Tell Sts to listen and check their answers.
talk / ask and answer about feelings • Tell them to mark the stress on the expressions. Play the
audio again if necessary for them to check.
check or confirm information
make and respond to suggestions do a parachute jump win a competition
go snorkelling climb a mountain
write a blog post about your experiences
go on a rollercoaster
travel to a foreign country
fly in a plane sleep in a tent
Language ride a horse act in a play
Grammar: present perfect and past simple; question be on TV take a selfie with a celebrity
forms; question tags
Q Workbook page 2, exercises 1–3
Vocabulary: experiences; adjectives with prepositions
Everyday English: making and responding to
Reading
suggestions
2a
Project: A blog post
• Tell Sts to read the comments and discuss the question
Culture: Duke of Edinburgh Award
in pairs.
Learn through English: The chemistry of fear (Biology)
• Check answers.
go on a rollercoaster, climb a mountain, sleep in a tent, do a
1A I’ve done that! parachute jump, take a selfie with a celebrity, travel to foreign
countries, go snorkelling, fly in a plane, ride a horse, act in a play
Supplementary materials
Workbook pages: 2–3, exercises 1–7 b
Workbook: Grammar summary Unit 1 • Check answers. Check pronunciation of new expressions.
Communication go white-water rafting, ride a motorbike, hold a snake
OPTIONAL LEAD-IN Write three or four important numbers
EXTRA SUPPORT Check Sts understand the comments by
about yourself on the board (your birthday, number of pets, asking questions, e.g. Which activities are Jared’s favourites?
children or brothers and sisters you have, an important year (White-water rafting and riding a motor bike) What hasn’t Harry
in your life, the number of your house or flat). Ask Sts to ask done yet? (Taken a selfie with a celebrity) What did Harry do in
you Yes / No questions to find out what the numbers signify. Australia last summer? (He went snorkelling on the Great Barrier
Ask Sts to do the same thing in small groups. Reef.) What’s the best thing Rosie has done? (Held a snake)
You First 3a
Sts complete the task. Think of activities that are exciting, • Give Sts time to do the task individually.
e.g. a ride in a hot-air balloon, going windsurfing. Tell Sts to Students’ own answers.
write a list of the exciting / special / different things they
have done. Is there anything they haven’t done yet that they b
would like to do? • In pairs, Sts compare lists and agree on three things they
want to do.
Vocabulary Experiences • Monitor and check they are using the expressions
1a correctly. Ask Sts to give feedback about their partners.
• Tell Sts to look at the pictures and decide where each of EXTRA SUPPORT Tell Sts to write three sentences based on
the activities are taking place, e.g. in a plane, on the beach, the example.
at a fair, at home, etc.
• Tell Sts to complete the task and check their answers with EXTRA CHALLENGE Ask Sts to explain why they want or don’t
a partner. want to have these experiences.
2 go 3 go 4 fly 5 be 6 win 7 climb 8 travel EXTRA IDEA You could do a class survey and find the five
9 sleep 10 take 11 act 12 ride most popular things Sts in the class want to do. Ask Sts to
find out how many people want to do each activity. They
EXTRA SUPPORT Quickly check Sts know the past can then make a poster for the classroom. Ask them to find
forms of the verbs. Check they can spell and pronounce photos of the activities for the poster and put it up on the
them correctly: travel – travelled /ˈtrævld/; fly – flew noticeboard.
Project Explore T8

1A
Grammar Present perfect and past simple EXTRA SUPPORT Tell Sts to write down one or two four-line
dialogues before doing the exercise.
4a
• Give Sts time to complete the task, then elicit answers. c
• Ask Sts to work in pairs and make dialogues.
1 I’ve also climbed a mountain.
Q Workbook pages 2–3, exercises 4–6
2 My sister has done a parachute jump.
3 I haven’t met one (a celebrity) yet. Q Photocopiable Grammar and Vocabulary
4 I can’t believe you’ve never travelled to a foreign country.
5 I’ve already ridden a horse. Listening
6 Have you ever held a snake? 7a e 1•08 Audio script pT86
7 I went on a rollercoaster a few days ago.
8 She didn’t like it at all. • Tell Sts they are going to listen to four dialogues where
9 I flew to Australia last summer. people talk about experiences they have had. They tick
10 Last month, I held a snake. the ones they hear about.
We form the present perfect with have / has + past participle. • Tell Sts to listen to the complete dialogue before they tick
We form the past simple with the past form of the verb. It can be the answers.
regular or irregular.
1 f 2 – 3 f 4 f 5 f 6 –
b
• Sts decide which expressions go with each tense. b e 1•08 Audio script pT86
• Check answers. • Tell Sts to look at the table and decide what information
they are listening for.
Present perfect: yet, ever, never, already • Play the audio for Sts to complete the task.
Past simple: last (month), (a few days) ago
Activity Extra information
c
1 Liz go white- Done it once; in Italy last summer
• Give Sts time to work out the rules. Tell them to look at the water with her sister; she didn’t enjoy it
examples. rafting because she fell into the cold river.
• Check answers. 2 Aarav go camping Been a few times; last time was last
We use the past simple when we know when a past action July; went with his family to Wales;
happened. stayed in a campsite by the beach;
We can use past time expressions with the past simple to say enjoyed the first four nights but
when things happened. didn’t enjoy it after it started to rain.
We use the present perfect when we don’t know when a past
3 Rosie travel to Three days in Alicante; drove to
action happened.
Spain Valencia; two years ago when she
We can use ever and never with the present perfect to talk about
was twelve; she wants to go again.
experiences.
4 Leo ride a horse Started lessons when he was little;
5 stopped lessons two years ago; last
• Tell Sts to complete the task, then elicit answers. went riding last August in France on
a beach; it was great fun.
be – been; climb – climbed; do – done; go – been / gone; hold –
held; ride – ridden; sleep – slept; take – taken; travel – travelled c
Irregular verbs: be – been; do – done; go – been / gone; hold • Sts compare answers in pairs. Ask pairs to tell the class what
– held; ride – ridden; sleep – slept; take – taken each speaker did and any extra information they heard.
Sts can find the Irregular verbs table at the back of the Workbook.
6a Writing
• Tell Sts to read the Look! box. Remind Sts that go has 8
two past participle forms and their use depends on the • Tell Sts to look at the activities and write sentences that
situation. are true for them, adding any extra information, e.g.
EXTRA SUPPORT Check Sts understand the difference. You where, when, with whom, if they like it, etc.
could ask some questions about example sentences, e.g.: Q Workbook page 3, exercise 7
Peter’s gone to London. Where’s Peter now? (in London) Alex has 9
been to Rome. Is he still in Rome? (No, he isn’t.) • Tell Sts to follow the instructions and write their blog post.
• Give Sts time to complete the task and check their EXTRA IDEA Tell Sts to swap their blogs with a partner and
answers with a partner. give feedback on their partner’s blog.
• Check answers as a class.
b e 1•07 Extra
• Play the audio for Sts to listen and check their answers. Sts can do this in pairs in class or individually as a
homework task.
• Sts practise the dialogues in pairs.
1 Have you ever visited / haven’t / ’ve been / did you go / went
2 Have they ever been / have / went / were / Did they enjoy / loved
T9 Project Explore



1B
1B What are you interested in? b
• Ask Sts if they think the key is right about them. Why /
Supplementary materials Why not?
Workbook: pages 4–5, exercises 1–7
c
Workbook: Grammar summary Unit 1
Photocopiable worksheets: Grammar and Vocabulary, • Put Sts in small groups to compare their answers to
Communication the quiz.
• Find out how many have similar answers, and how many
EXTRA IDEA Ask Sts to list different activities and household
have different answers.
chores. Write their ideas on the board.
Possible ideas: • Ask each group to report back who has similar answers
tidying their bedroom going camping to the class. Ask them if they were surprised by anyone’s
riding a horse being at the top of a high answers.
building or cliff EXTRA IDEA Give each group a set of additional questions
flying to another country diving which they can answer in their groups.
singing in front of people taking an exam 1 If you answered B or C, tell your group what you did.
speaking English going to the dentist’s 2 If you answered B or C, say where you went last weekend.
listening to the news on TV visiting relatives 3 Collect / Count how many different sports you do in your
Ask Sts to decide how they feel when they do them: happy, group.
bored, excited, nervous, etc. In pairs, they discuss how 4 If you answered C, tell the others what your favourite
they feel and say why, e.g. I feel really happy when I visit my dance music is.
grandparents. My grandma makes wonderful cakes, and my 5 When do you think we will be able to travel to Mars?
grandad plays chess with me. 6 List the things your group gets excited about.
7 Has it ever happened to you? Tell your group what
You First happened that weekend.
Set a time limit, e.g. one minute, and tell Sts, in pairs, to write 8 Which sentence is mostly true for the group? If none, write
a list of as many things they do to make them feel happy as a sentence which best describes you all in the group.
possible. Ask them to discuss in pairs what they do to make 3a e 1•10 Audio script pT86
them feel better / happy when they are nervous, upset, • Tell Sts they are going to hear two people talking about
angry, frightened, lonely, sad, etc. You could give an example, their own responses to the quiz.
e.g. When I’m alone in the house at night, I put on music so that
I don’t feel frightened or alone. Elicit ideas from the class.
• Play the audio for Sts to answer the question.
• Check answers.
Reading and Listening Mel and Alex give the same answer to question 5.
1a
b e 1•10 Audio script pT86
• Elicit what Sts can see in the pictures and how they think
the people feel. • Play the audio again for Sts to note whose answers are
similar to theirs.
Possible answers • Tell Sts to compare their answers in their groups.
1 excited, happy – watching your team play football
2 happy, proud – winning a cup / prize
• Find out whose answers were similar in class.
3 scared, worried – going to the dentist’s EXTRA CHALLENGE Tell each group to think of one more
4 scared, nervous – doing a bungee jump question to put into The Happiness Challenge, with three
5 excited, happy – at a concert alternative answers. They should also decide what each
6 scared, nervous – acting in a school play answer means, as in the key.
Each group then asks the class their question. When all the
b
questions have been answered, each group then gives their
• Ask which situations Sts have been in and how they felt at key. The class decides if they think they are right.
the time.
EXTRA IDEA Give each student a slip of paper. Tell them to
Students’ own answers.
write one sentence that describes them. You could give an
EXTRA CHALLENGE Sts think of some other situations in example about yourself, e.g. I don’t like being on my own, I
which they felt happy, nervous, scared, etc. and tell the class always want to be with my friends.
about it. Collect in the slips of paper and read them out one at a time
2a e 1•09 for Sts to guess who the person is. Alternatively, put the Sts
into groups, and give them some of the slips of paper. The
• Sts read and listen to the quiz. group decides who they think it is.
• Give them time to complete the quiz, and then check
the key.
EXTRA SUPPORT Stop after each question and help with
vocabulary if necessary.
Project Explore T10


1B
Vocabulary Adjectives with prepositions 7
4a • Tell Sts to complete the task in the time allocated. Set the
• Ask Sts to try to do the exercise without looking back at time limit – two minutes.
the quiz. • Check answers as a class.
• Give Sts time to complete the task. Possible questions
b Who are you waiting for?
• Tell Sts to look back at the quiz to check their answers. Who are you going with?
What are you looking at?
• Check answers as a class. Who were you talking to?
2 of 3 on 4 about 5 at 6 about 7 about Where are you travelling to?
8 in 9 about 10 about 11 with 12 of Who are you travelling with?
Where did you travel from?
EXTRA SUPPORT Get Sts to write these in their vocabulary
notebooks. You could have a section for ‘words that go EXTRA CHALLENGE Tell Sts to make five question with verb +
together’ or ‘collocations’. Get Sts to put them together preposition or adjective + preposition, e.g. Who were you
where it makes sense for remembering, e.g. good at / bad at; talking to at lunchtime? What are you interested in doing after
scared of / afraid of; or where a number of adjectives take the class today? Then give them time to ask and answer the
same preposition, e.g. crazy / nervous / stressed out / excited / questions with a partner.
worried about. When new adjectives with prepositions come Q Workbook pages 4–5, exercises 4–6
up, remind Sts to put them in the ‘words that go together’ Q Photocopiable Grammar and Vocabulary
section.
c e 1•11 Listening and Speaking
• Play the quiz again for Sts to check and listen to the 8a e 1•12 Audio script pT86
answers. • Elicit where Sts think David is from.
• Sts practise saying the phrases. Model and drill if
David is Spanish.
necessary.
5 b e 1•12 Audio script pT86
• Tell Sts to practise making and answering questions using • Tell Sts to read the sentences and decide what
the adjectives with prepositions. information they are listening for.
EXTRA SUPPORT Sts may want to write down the short • Play the audio again and check answers.
dialogues. Give them time to do so. 1 Spain 2 the school year 3 British family 4 English
Q Workbook page 4, exercises 1–3 5 school 6 school uniform 7 football 8 Barcelona
9a
Grammar Question forms
6a
• Give Sts time to complete the task, then elicit the
questions.
• Give Sts time to do the task.
• Check answers as a class. 1 Where does David come from?
2 How long is he staying in the UK for?
EXTRA CHALLENGE Sts can do the task without looking back 3 Who is he living with?
at the quiz first and then check by reading the questions in 4 Why is he in Britain?
the quiz. 5 What does he really like?
6 What doesn’t he like?
1 How many new things have you done this month? 7 What is he crazy about?
2 How much sport do you do? 8 Which club is he a fan of?
3 When did you last dance?
4 Why are you holding back? b
5 What are you waiting for? • Sts ask and answer the questions about David.
The auxiliary verb (do, have, be) usually goes before the subject.
• Ask some pairs to ask and answer the questions in front of
b the class.
• Tell Sts to complete the task, then elicit answers. EXTRA IDEA Tell Sts to pick two adjectives + prepositions
and two verbs + prepositions and make questions to ask
When you have a question with a verb + preposition, the
their classmates. Tell Sts to mingle with the other Sts asking
preposition goes at the end.
their questions and noting down the answers. Tell Sts to
When you have a question with an adjective + preposition, the
preposition goes at the end. report back at least one interesting fact they discovered,
e.g. Tom and Jack travelled to France last summer. Paula and
Mike are interested in ancient history.
Extra
Sts can do this task as homework.
Q Workbook page 5, exercise 7
T11 Project Explore




1C
1C Scary or fun? CULTURE NOTE Alton Towers is an extremely popular
amusement park in Staffordshire, central England. It contains
Supplementary materials some of the biggest and scariest rides and attractions in
Workbook: pages 6–7, exercises 1–6 the UK, including Oblivion, a ride with a 55-metre drop; The
Workbook: Grammar summary Unit 1 Smiler, a rollercoaster which holds the world record for the
Photocopiable worksheets: Grammar and Vocabulary, number of inversions on a rollercoaster – 14; and Nemesis,
Communication an inverted rollercoaster which has a top speed of 80.5 kph.
Alton Towers has approximately 2.5 million visitors a year.
You First
Sts discuss the question in pairs. Get feedback and write Sts’ b
experiences and how they felt on the board. • Tell Sts to do the task in pairs or, alternatively, do it as a
class activity.
EXTRA IDEA Tell Sts to tell you the names of adventurous
activities they like doing in their free time. Say the names • Check answers.
of three activities, e.g. climbing, surfing, snorkelling. Sts say 1 Ella 2 Sam 3 Sam 4 Lucy 5 Lucy 6 Lucy
which is the scariest. Sts then continue in the same way 7 Ella 8 Sam
with the names of other activities To extend this, Sts then
continue the same way with the names of other activities 3 e 1•14
and add adjectives to describe what they think of the • Tell Sts to look at the picture and say where the three
activities in pairs, e.g. washing dishes, tidying your bedroom, friends are and what is happening.
doing Chemistry homework – which is the most boring or • Play the audio for Sts to complete the task.
exciting, etc.
She’s very scared. She wants to get off, but the rollercoaster has
already started to move, so she can’t.
Reading and Listening
1 4 e 1•15 Audio script pT87
• Sts look at the photos and describe what they can see. • Ask Sts what they think will happen. How will Lucy feel at
Then they answer the questions. Ask them to give reasons the end of the ride?
for their answers. • Give Sts time to answer the questions.
EXTRA CHALLENGE Teach Sts some new vocabulary that • Check answers as a class. Were Sts’ ideas correct?
they can use to describe the experiences in the pictures. Lucy loved the rollercoaster. Ella hated it.
Write the definitions and then the words in random order on
the board: EXTRA IDEA Sts read the dalogues in groups of three.
– ‘something that could injure or hurt somebody’ Encourage them to copy the intonation from the original
(‘dangerous’) dialogue. For this they might want to listen to the dialogues
– ‘very aggressive or violent, like a wild animal’ (‘ferocious’) again.
– ‘feeling dizzy or sick when you look down from a high
5
place’ (‘vertigo’)
– ‘high places’ (‘heights’) • In groups Sts talk about their experiences of rollercoasters
– ‘something that makes you feel very tired’ (‘exhausting’) and scary rides.
– ‘a place where someone thinks they have seen a ghost’ • Ask Sts to report back to the class what the experience
(‘haunted’) was like, and who enjoys really scary rides and
– ‘the image of someone who is dead that you can see’ experiences.
(‘ghost’) EXTRA CHALLENGE Ask Sts to think of a time when they
– ‘causing a feeling of fear or horror’ (‘creepy’) were nervous about doing something, e.g. speaking in
– ‘so frightened you can’t move’ (‘scared stiff’) public, doing an exam, meeting someone important.
Sts in pairs match the words and definitions. Ask Sts to use In pairs, they discuss the experience and how they felt
these words when talking about the pictures. afterwards. Were their fears justified? Did it work out all right
2a e 1•13 in the end? Ask some pairs to tell the class what the situation
• Play the audio for Sts to listen and do the task. was and what happened in the end.
• Check answers. EXTRA IDEA Ask Sts if they have been to an amusement
park. Ask them to describe the different rides and how they
Alton Towers
felt when they rode on them. Were there any that they were
EXTRA SUPPORT Ask questions to check Sts understand the too frightened to go on? Do they like scary rides? Do they
dialogue, e.g.: know what an ‘adrenaline rush’ is, and do they like it?
How are Sam and Ella feeling? (Bored, they have nothing Q Workbook page 6, exercise 1
to do.)
Where does Ella suggest going? (Alton Towers)
When did Sam go to Alton Towers? (Last year)
Does Lucy want to go on the rollercoaster? (No, she thinks it
looks terrifying.)
When are they going to go? (Saturday)
Project Explore T12


1C
Grammar Question tags 8 You watched the football on TV last night, didn’t you?
6a 9 You’ve passed the Music exam, haven’t you?
• Give Sts time to complete the task and read the Look! box. 10 You didn’t tidy your room yesterday, did you?
11 You went swimming at the weekend, didn’t you?
• Elicit answers and write the questions on the board.
b
1 haven’t you? 2 did you? 3 can’t we?
• In pairs, Sts ask and answer to confirm the information.
b Monitor and check pronunciation and intonation.
• Elicit the answers from the examples.
Listening
a We use negative tags with positive sentences.
b We use positive tags with negative sentences. 10a
• Tell Sts to match the words and photos. Check answers.
c
1 spiders 2 the dentist 3 heights 4 snakes 5 flying
Sts do the task. Play the audio again for the last part and tell 6 dogs
Sts to find an example there, too.
We don’t often do anything exciting, do we? (part 1) EXTRA IDEA Ask Sts if they are scared of anything else, e.g.
You’ve been there, haven’t you? (part 1) Maths tests, clowns, or if they know anyone with strange
I know it’s silly, because rollercoasters aren’t dangerous, are they? fears. Write any new words on the board.
(part 1)
You’re going to come, aren’t you? (part 1) b e 1•17 Audio script pT87
You enjoyed it, didn’t you? (On the audio) (part 3) • Before the Sts listen, ask if they have any ideas about the
difference.
7 • Play the audio for Sts to listen and answer the question.
• Give Sts time to complete the task and compare their
answers in pairs, then elicit the answers. Fear is something everyone feels when we are in danger.
A phobia is an extreme fear and the sufferer loses control.
2 isn’t it? 3 was it? 4 have you? 5 didn’t she?
6 can’t I? 7 don’t they? 11a e 1•18 Audio script pT87
• Ask Sts to look at the photos and exercise 10a.
EXTRA IDEA Sts write a statement similar to the ones • Play the audio for Sts to answer the question.
in exercise 7 on slips of paper. Collect them in and then
redistribute the slips. Sts turn the statement on their slip Fear of heights is not mentioned.
of paper into a question by adding the right question tag.
Sts then mingle in class and ask their question to as many b e 1•18 Audio script pT87
people as they can. • Tell Sts to read the questions and try to answer them
before they listen again. They can discuss their ideas
Q Photocopiable Grammar and Vocabulary in pairs.
Pronunciation Intonation with
question tags 1 Fear of spiders or snakes.
2 Fear is important because it helps keep us safe.
8a e 1•16 Audio script pT87
3 Bad experiences as a child.
• Draw Sts’ attention to the examples of question tags in 4 It can help with animal phobias.
exercise 7. Sts answer the question. 5 It starts with the specialist showing the person photos, then
videos of the animal. Then they look at real animals, and
The intonation goes up.
sometimes touch them.
EXTRA CHALLENGE Sts can summarize what the interview
• Write one of the examples on the board and mark the was about in their own words. They can use the questions in
intonation going up on the question tag.
exercise 11b as help.
• Tell Sts to listen and repeat.
12
• Monitor and correct intonation if necessary.
• Put Sts in small groups to discuss the questions.
EXTRA IDEA You could make a chart of the phobias / fears in
Speaking the class and how people manage them.
9a Q Workbook page 7, exercise 6
• Give Sts time to do the task, then check answers.
Extra
Possible answers Sts do the task in pairs.
2 Your birthday’s in April, isn’t it?
Write their ideas on the board. Ask Sts to explain their newly
3 You’ve got three brothers and sisters, haven’t you?
4 You like basketball, don’t you?
invented phobias.
5 You don’t like Physics, do you?
6 You can’t speak Swedish, can you?
7 You’re going to the cinema this evening, aren’t you?
T13 Project Explore




1D
1D It’s the capital of… 2a
• Tell Sts to find the expressions in the dialogues.
Supplementary materials • In pairs, they work out what they mean.
Workbook: page 8–9, exercises 1–8
Workbook: Grammar summary Unit 1 • Check answers as a class. Mark the stress and intonation
Photocopiable worksheet: Everyday English, Pronunciation on the expressions.
Online Practice
That’s it? = Is that the only reason?
Note
The story can be used in class as a reading and listening What’s wrong? = What’s the matter? / What has happened?
task, a video task or both.
What are you up to? = What are you doing?
You First
Nothing much. = I’m not doing anything interesting.
Give Sts time to write their list. Tell them to choose three
cities and add two things they like about each city and What about it? = What do you think of the idea?
one thing they don’t like. Sts compare their lists and ideas.
Monitor and help with unknown vocabulary. Elicit ideas and
write useful vocabulary on the board. b
EXTRA IDEA You might want to turn it into a competition. • Give Sts time to practise the dialogues in groups.
Set a time limit and ask Sts to write down the names of as • Then different groups can role-play the dialogues in front
many capital cities as possible, working in pairs. Help them of the class.
with the correct English names for the cities if necessary. See EXTRA CHALLENGE Tell Sts to cover the page. Write prompts
which pair can collect the most. on the board and tell Sts to recreate the dialogues in groups
or pairs, e.g. dialogue 3:
EXTRA CHALLENGE Do a short places quiz with the class:
Robyn Hey, / up to?
1 Which city is the Eiffel Tower in? (Paris)
Lottie much. / trip / Bratislava?
2 Which city is the River Thames in? (London)
Robyn about?
3 What’s the highest mountain in Slovakia? (Gerlachovský štít)
Lottie Oscar / wants / all / go. / probably excited / but /
4 What’s the longest river in Europe? (The Volga in Russia)
stressed out about / too
5 Where are the Pyrenees Mountains? (Between Spain and
Robyn know. / sure / wants / friends / him. / Bratislava /
France)
really cool!
Ask Sts in pairs to write three more questions to ask the rest
Lottie call Joey / persuade?
of the class. If possible, let them check their facts online or in
Robyn idea! / wait! / can’t / football night / turned / off.
an encyclopaedia.
EXTRA CHALLENGE Tell Sts to work in pairs and write two
1a e 1•19 r
mini-dialogues, using at least one of the expressions in
• Ask Sts who they can see in the pictures. (Robyn and Joey
each. Tell Sts to practise them, using the correct intonation.
are looking at a message on his phone; Oscar meets them;
Monitor and help by modelling the intonation for them if
Robyn and Lottie are at home, talking on their phones.)
necessary. Then each pair can read one of their dialogues to
• Play the audio for Sts to listen and answer the question. the class.
• Elicit the answer to the question. Ask Sts if they remember
which instrument Oscar plays. (violin) Q Workbook page 8, exercise 1
His orchestra is going to Bratislava. Note

EXTRA SUPPORT Check Sts understand the dialogues by or all of the suggested activities from page Tviii.
asking questions, e.g. Why has Joey been on time this week?
(His dad bought him an alarm clock.) What does Oscar want
all of them to do? (Go on holiday together) Why can’t Lottie call
Joey this evening? (It’s his football evening.)
b
1 T
2 T
3 F She’s never been there.
4 F He wants to do the trip with his friends.
5 F Oscar says they could go somewhere together this year.
6 T
EXTRA SUPPORT Play the audio for Sts to listen and read.
Pause after each section and elicit the answer to the
question. Clarify the meaning of any unfamiliar vocabulary.
Project Explore T14


1D
3a c e 1•23
• Give Sts time to discuss the question, then elicit ideas. • Play the audio for Sts to listen and check their answers.
b e 1•20 Audio script pT87 EXTRA IDEA Sts brainstorm other words with an ‘r’ in them,
• Sts listen and check their ideas. Were they right? e.g. running, another. Write them on the board, then ask Sts
to pronounce them one by one. As a group, Sts can decide if
Robyn, Lottie and Joey tell Oscar that they have agreed to go to
they belong in the silent ‘r’ or pronounced ‘r’ column.
Bratislava with him during the summer holiday. He explains that
they will be camping, and that they need to raise money to help d
with the cost of the trip. • Tell Sts to look at the answers and complete the rule.
4 We don’t pronounce ‘r’ after a vowel.
• In pairs, Sts write a list of questions they might ask.
Possible questions Q Photocopiable Pronunciation
Where are we going?
When are we going?
How are we travelling?
Listening and speaking
What should we bring with us? 7a e 1•24 Audio script pT87
Who’s coming on the trip? • Tell Sts to look at the pictures and describe what they see.
Where are we staying? • Play the audio for Sts to do the task, then elicit answers.
Will we have time for rehearsals on the trip?
Conversation 1: Picture d – go skateboarding
EXTRA IDEA Sts take turns to role-play asking and answering Conversation 2: Picture c – go for a pizza
the questions. They can be as imaginative as possible, e.g. Conversation 3: Picture b – go to the cinema
A Where are we going? The picture we don’t need is Picture a – swimming
B To the moon.
• Sts give reasons for their decision about going on the trip. • Play the audio again for Sts to listen and complete the task.
• Elicit answers.
Everyday English Suggestions
5a Dialogue 1: Shall we…? / I don’t like that idea. / Why don’t
we…? / Good idea!
• Give Sts time to complete the task, then elicit answers. Dialogue 2: How about …? / I’m not sure about that.
Dialogue 2 Dialogue 3 Dialogue 3: Why don’t we…? / We can’t do that. / Let’s … /
How / What about…? Shall we…? Shall we…? / That sounds great!
I’m not sure about that. Good idea!
Why don’t we…? We can’t do that. EXTRA SUPPORT Pause the audio after each dialogue for Sts
That sounds great! Not in a dialogue to decide on and write down answers in pairs.
You / We could… All right.
8
Let’s… I don’t like that idea.
OK. I’d prefer… • Give Sts time to make their mini-dialogues.
EXTRA SUPPORT If necessary, elicit one example on the
b e 1•21 Audio script pT87 board, and get two Sts to say it in front of the class, e.g.:
• Play the audio for Sts to listen and copy the intonation. A Why don’t we go running?
Play the audio as many times as necessary for Sts to get B I’m not sure about that. I think it’s going to rain.
the intonation right.
9
• Sts use the flowchart to make a suggestion and continue
Q Photocopiable Everyday English
the conversation.
Pronunciation Silent ‘r’ • Sts practise the dialogue, first with the flowchart. Then tell
them to cover the flowchart and repeat.
6a e 1•22
• Monitor and correct language and pronunciation. Make
• Tell Sts to look at the words in the box. Play the audio for sure Sts are using the correct intonation. Model and drill if
Sts to listen and decide which words have a silent ‘r’. necessary.
• Model pronunciation for Sts if necessary. EXTRA CHALLENGE In groups of four, plan what to do next
b Saturday. Each person makes a suggestion, and someone in
• Sts complete the columns. the group rejects it. Someone else can then make another
suggestion. Try to find something that everyone wants to
Silent ‘r’ Pronounced ‘r’ do. Report back to the class what your group is going to do
sure great on Saturday.
turned Friday Q Workbook page 9, exercises 6–8
Saturday trip
Extra
summer stressed
Sts role-play in pairs. They can then change pairs and roles
and repeat the activity.
T15 Project Explore




1
Revision Learning to learn Learning irregular verbs
There is an irregular verbs table at the back of the
Workbook. You can give Sts activities which may help
them to learn and remember irregular past simple forms by
Online Practice
looking at pattern. As well as the three ideas here, you could
Unit test 1
adapt revision / learning activities.
Vocabulary Experiences • Tell Sts to find pronunciation pairs, i.e. past tense
forms and past participles which have similar
1 pronunciation patterns such as catch, caught, caught
1 tent 2 parachute jump 3 competition 4 TV /kætʃ/ /kɔːt/; buy, bought, bought /baɪ/ /bɔːt/; write,
5 mountain 6 snorkelling 7 plane wrote, written /raɪt/ /rəʊt/ /ˈrɪtn/; drive, drove, driven
/draɪv/ /drəʊv/ /ˈdrɪvn/.
• You could give the class a quick test. Read out 10–15
Adjectives with prepositions infinitives and ask them to write the past simple form
2 of each. Check answers together or ask Sts to check
1 in 2 of 3 at 4 about 5 on 6 about 7 of 8 at independently using the irregular verbs table at the back
of the Workbook.
• Remind them to make a note of any which they didn’t
Grammar Present perfect and past simple know in their vocabulary notebooks and try to learn them
3 as homework. Making personalized lists of this kind means
that Sts can target the gaps in their own knowledge.
1 I’ve never visited Italy.
2 What did you do yesterday? Q Workbook pages 10–11, exercises 1–8
3 My parents have gone out. They’re at the cinema. Q When Sts have finished the Revision page, tell them to
4 Joe has ridden a horse twice. go to the Workbook Progress Check p. 11 and complete
5 She had a party on her birthday. the Your progress table.
6 Have you ever been to Paris?
7 When did you see Lucy?
8 We finished school two days ago.
Question forms
4
1 Where does Lucas come from?
2 Who is Mary looking for?
3 How often do you play football?
4 What time do they finish school?
5 When do you go to the swimming pool?
6 Whose bike is it?
Question tags
5
1 have you
2 doesn’t she
3 do they
4 isn’t it
5 wasn’t he
6 can you
7 are they
8 didn’t you
Everyday English Suggestions

6
Jill 1
Why don’t we go to the museum?
Sam I’m not 2sure about that. I think museums are boring.
Jill Well, 3let’s watch a video, then.
Sam I’d 4prefer to go to the cinema.
Jill Good 5idea! Let’s see what film is on.
Project Explore T16


1
My project c
• Sts answer the question. Tell them to check their answers
Project checklist in the blog.
Before the lesson Zip line – last summer; ghost – two months ago; eating raw
• Arrange for Sts to be able to use computers with access to meat – last February; acting in a play – last September
the internet.
2
• If you cannot arrange for computer access, Sts can look for
extra information or pictures on the internet at home. • Give Sts time to complete their notes.
• Tell Sts to compare their experiences in pairs.
Materials for the lesson
• Monitor and help with grammar and spelling. Remind Sts
• Sts create their presentation on paper. You will need A3 which tenses they should use: present perfect to describe
paper, colour pens and pencils.
the experience initially, past simple for the details / events
• If you have access to computers, Sts could write their blog and past continuous for the background.
posts online.
3
You First • Give Sts time to read the Look! box and find the past time
Tell Sts, in pairs, to answer the question and give details, e.g. expressions in Lisa’s blog.
when this happened, where it happened, who they were last summer
with, why it is so memorable. two months ago, the next day
EXTRA IDEA Write ten experiences on the board and get last February
Sts, in pairs, to rate them from 10 (least exciting) to 1 (most last September, on the last night
exciting). Then get a pair to compare with two other pairs • Tell Sts to think about which past time expressions they
and come up with a list for that group. Finally, while each want to use with their experiences.
group gives their list, you write their scores beside the
4
activity. Add up the scores, and the class works out what
the class list is. Possible activities: going diving, going wind • Sts start writing their own blog post. Tell Sts to have one
surfing, going for a walk, meeting a celebrity, winning a race, text for each experience.
singing in public, seeing a wild animal in the forest, climbing • Encourage Sts to use the time expressions they collected
a mountain, going paragliding, going skiing. in exercise 3.
1a • Monitor and help with grammar and spelling where
necessary. Where Sts make mistakes, encourage them to
• Sts discuss the question in pairs. self-correct.
EXTRA SUPPORT Pre-teach or check Sts understand
5
vocabulary before reading, e.g. zip line, in the country,
• Sts find pictures to illustrate their blog.
great-grandfather, raw, disgusting, school exchange, speciality,
replace. • Ensure Sts select images which are directly relevant to the
information in their posts and can aid understanding.
b 6a
EXTRA IDEA Check Sts know what a blog post is. Ask them • Give Sts time to either write the blogs online or put all
what blogs they read and why. Ask them if they would their texts and illustrations on a large piece of paper.
recommend any. b
• Sts read Lisa’s blog post and answer the question. • Sts present their blog posts and discuss the questions as
• Sts check answers in pairs. Tell them to say why they chose a class.
the adjectives to describe each. • After the presentations, tell Sts to discuss the questions
• Check answers as a class. and which presentations and blogs they thought were
the best, giving reasons why.
A zip line – scary and exciting.
(Lisa says ‘I was scared at first. / I loved it / the views were EXTRA IDEA Before giving the class presentation, Sts practise
amazing / I want to do it again.’) in pairs. As they practise, circulate, monitor and help with
A ghost – scary and stressful. pronunciation and delivery as required.
(Lisa says ‘A strange man was standing there… / he climbed Elicit ideas on how to engage an audience when giving a
into a picture… / the man was in the picture / he was [my presentation, e.g. make eye contact, gesture to the visuals,
grandfather’s] his great-grandfather.’) look enthusiastic, ask the audience a question, explain
Raw meat – horrible unfamiliar words.
(Lisa says ‘[the family] served me ‘steak tartare’ / I ate it / it was
Remind Sts of the importance of active listening. Tell them to
horrible.’)
Act in a play – embarrassing, stressful and exciting.
ask a question during the presentations.
(Lisa says ‘I’m very shy, I didn’t want to. / Surprisingly, I loved it. /
I’ve decided to act in the next play.’)
T17 Project Explore




1
Culture • Play the audio for Sts to do the task and then compare
answers in pairs.
Supplementary materials • Elicit answers for the level Sarah has completed.
Photocopiable worksheets: Culture, Video
Sarah
CULTURE NOTES Below are some additional details about
the initiatives mentioned in the lesson, if you want to give Country Canada
your Sts some more information. Level Bronze
The Duke of Edinburgh Award is a youth awards Volunteering Helped at a computer club for elderly
programme set up in 1956 by the Duke in the UK. It now people
runs in 144 countries worldwide, including India, Australia,
Physical Joined a girls’ football team and learned
Canada, New Zealand, South Korea, South Africa, the to play
fitness
Netherlands and Swaziland. Originally it was for boys only,
but by 1958 girls had been allowed to join. From the initial Skill Joined a theatre group and acted in a play
7,000 boys who took part annually, around 300,000 young Expedition Went on a four-day hiking trip in Ontario
people participate annually. The programme has three
EXTRA SUPPORT Play the audio again if Sts need a second
levels: Bronze which leads to Silver and finally to Gold. All
listen, pausing for Sts to have time to complete the table.
participants are between the ages of 14 and 24.
Under the guidance of adult leaders, participants select and EXTRA CHALLENGE Ask Sts to make notes of some extra
set their objectives for each of the sections: volunteering, information for each section. If necessary, play the audio
physical fitness, skills, expedition. again. They compare notes in pairs. Then check as a class.
The Duke of Edinburgh is the husband of Queen Elizabeth
II of the UK. He was born in Corfu in 1921. He is a member Age 15
of the Greek and Danish royal families. He married Queen City Toronto
Elizabeth in 1947. Although in his late 90s, he is still very Level (now) She’s starting her Silver and wants to do
active, particularly keen on horses and yachting. He has a the Gold.
reputation for being very blunt at times.
Volunteering Shows people how to use a computer
and go online. She goes once a week, and
You First thinks it’s cool to help people.
Sts discuss the question in pairs. Elicit ideas and write the Physical She’s not good at sports in general, but
names of the clubs and groups on the board. In pairs, Sts fitness loves football.
discuss what they have done. Areas they could think about
are sport / physical fitness, the environment, volunteering Skill Learned to speak in front of a lot of people.
This has helped her at school, too.
with the young or the elderly or learning a new skill.
Expedition Carried canoes between lakes and
1
camped. It was amazing.
• Sts read the text quickly. You could give them a time limit
so they quickly skim the article to get the answer. 4a
It is a personal development programme for young people
• Give Sts time to do the discussion task. Remind Sts about
between the ages of 14 and 24.
the different sections and the activities they could do.
b
2 • Tell pairs to compare their programmes.
EXTRA SUPPORT Check Sts understand the new vocabulary: • Find out which activity is the most and least popular and
founder, exist, worldwide, difficulty, commitment, expedition, ask Sts for their reasons.
elderly, kayaking. c
• Sts read the article again more carefully and answer the • Sts discuss what they know about youth programmes
questions. they have heard of.
• Sts compare their answers in pairs, then check answers as EXTRA IDEA Tell Sts to find out what youth programmes
a class. there are in their country. As homework, ask them to report
1 You need to be 14 years old. back in the next lesson.
2 It started in 1956. EXTRA CHALLENGE In groups, Sts write their own plan for
3 Because the Duke of Edinburgh is the founder of the
a level of the award. Each group can then present their
programme.
plan to the class. Finally, Sts can decide which programme
4 You can do the DofE Award in 144 countries.
5 It is very popular in the UK, Canada and Australia. presented by the other groups they would join.
6 Eight million people have received the award worldwide.
7 The three levels are: Bronze, Silver and Gold. r Video The Tall Ships Race
8 The four different sections are: volunteering, physical fitness, As an extension to the Culture topic, watch a short film
skills, expedition. about the Tall Ships Race and do the exercises on the
accompanying photocopiable worksheet. You can either
3 e 1•25 Audio script pT88
do this in class or set it as optional homework. The film is
• Tell Sts to look at the table to be clear about the available on the DVD-ROM or on the Online Practice.
information they are listening for.
Project Explore T18


1
Learn through English 2 e 1•26
EXTRA SUPPORT Pre teach or check Sts understand
automatic reaction, protect, signal, hormone.
Photocopiable worksheets: Song
• Tell Sts to read and listen to the text.
Additional subject notes
It is our physical reaction to fear.
Below are some additional details about fear and what
happens to the body when we are really frightened or in 3a
danger.
• Tell Sts to read the questions to see what information they
The fight or flight response, sometimes called the acute are listening and reading for. Check they understand the
stress response, is a physiological reaction which occurs title Fight or flight.
when someone feels they are in danger, may be attacked
• Sts complete the task and compare answers in pairs.
or that their survival is threatened in some way. The
person who feels threatened either flees (runs away from) • Check answers as a class.
the danger or fights whatever it is that threatens them. 1 It helps protect us from danger.
The response originates in the sympathetic nervous 2 It sends a signal to the adrenal glands.
system, which is one of the two main divisions of 3 So that you are ready to move.
the autonomic nervous system (the other being the 4 The pupils become larger (dilate).
parasympathetic nervous system). Basically, the brain 5 They enjoy the physical reaction to fear.
6 No, some people really don’t like it.
perceives the threat and the body is flooded with a
number of hormones from the adrenal glands, such b
as norepinephrine and epinephrine. Other hormones,
• Tell Sts to discuss the question.
including oestrogen, testosterone, cortisol, dopamine and
serotonin, are also involved in the body’s reaction to stress 4
and threat. EXTRA IDEA You could write some situations on the
Many external physical changes occur: for example, heart board and ask Sts to discuss how they would react, e.g.
rate and breathing speed up, a person can go very pale encountering an aggressive wild animal, being in a car when
or very red, the pupils in our eyes dilate (grow bigger), you think the driver is driving too fast or in difficult weather
people might start to cry, or to sweat or to shake. There conditions, walking through a cemetery alone at night,
are also many internal reactions in the stomach, muscles being alone in an old or remote house at night. Ask them to
and blood vessels. describe the situation and then say how they would react
and what they might do.
OPTIONAL LEAD-IN In pairs, Sts discuss a time when they felt
• Give Sts time to do the discussion task, then elicit answers.
really frightened. Tell them to give details: when, where, why,
EXTRA IDEA Tell Sts to write about the situation they
what happened.
discussed with their partner. If necessary, write questions on
You First the board to help with the structure:
‘When did this happen?’
Give Sts time to discuss the questions. Elicit ideas and write
‘Where were you?’
any useful vocabulary on the board.
‘What were you doing?’
EXTRA SUPPORT You could briefly revise parts of the body. ‘Who were you with?’
Bring in a picture of a body and ask Sts to write down as ‘What was the threat / danger?’
many body parts, organs and limbs as they can in two ‘How did you react?’
minutes. Write the names on the board. ‘What did you do next? / What happened in the end?’
1 Monitor and help Sts with the grammar and vocabulary.
• Tell Sts to check they understand the words in the box Help with mistakes, encouraging them to self-correct, if
and look at the picture. possible.
When they have a corrected copy, ask them to read out their
• Sts complete the task and check answers in pairs.
experience either in groups or to the whole class. You could
• Check answers as a class. put the stories up on the wall for everyone to read.
1 brain 2 glands 3 Breathing 4 heart e 1•27 Song I’m like a Bird
5 muscles 6 pupils 7 skin
• Play the audio for Sts to listen to the song and complete
the Song Photocopiable worksheet.
• Check answers.
T19 Project Explore




2 Out and about
If you want to give Sts extra help, add the paragraph for
Unit objectives
them to find the word in:
describe holidays • the feeling of being tired and slightly confused after a
talk about festivals long plane journey [Virtual Reality holidays (VRH)] (jet lag)
talk about the future • having painful red skin because you have spent too much
write an article about the future time in the sun [VRH] (sunburn)
• a sudden feeling of fear that you can’t control and stops
Language you thinking clearly [VRH] (panic)
Grammar: future predictions with will and may / might; • a place where a lot of people go on holiday [Undersea
be going to and will; expressing the future holidays (UH)] (resort)
Vocabulary: holidays – compound nouns; festivals • imagine that something is true [UH] (pretend)
Everyday English: Talking about the future b e 1•28
Project: A web page • Play the audio for Sts to read and listen to the article.
Culture: Glastonbury festival • Sts complete the task in pairs.
Learn through English: How musical instruments work • Check answers as a class.
(Music)
day trips to space; underwater resorts
2
2A Holidays of the future • Tell Sts to discuss the question in pairs, and check their
Supplementary materials answers in the article.
Workbook: pages 12–13, exercises 1–8 • Check answers with the class.
Workbook: Grammar summary Unit 2 1 To test holidays before they choose where to go.
Photocopiable worksheets: Grammar and Vocabulary, 2 Amazing views of colourful fish through huge windows.
Communication 3 Probably after 2100.
4 Plane journeys will be shorter and planes will be bigger.
You First 5 The internet, credit cards and mobile phones.
Sts complete the task. Tell Sts to spend a couple of minutes
thinking about their dream holiday, e.g. Where? What time of 3
year? Who with? What activities? • Give Sts time to complete the task.
Then tell them to write six questions about a dream holiday Students’ own answers.
to ask their partner. They take turns asking their questions
and answering from their notes. Get some pairs to report EXTRA CHALLENGE Divide the class into three groups: A, B
back on their dream holidays to the class. and C. Give each group one of the holidays from the text
EXTRA IDEA Sts complete the sentence ‘If I could go to ‘sell’ to the rest of the class. Give Sts time to think of the
anywhere for a holiday, I’d like to go to…because…’ and then selling points of each holiday, e.g. it’s cheap, you’ll see things
read it to a partner. Find out which place is the most popular you’ve never seen before, you’ll travel in a huge plane, etc. Tell
choice and why. them to add in information about accommodation, price,
facilities, etc. to make the holiday attractive. Make sure they
all make notes on why it is the best holiday to try.
Reading Then regroup so that there is at least one person from A, B
1a and C in the new groups. Sts try to sell their holiday to the
• Tell Sts to look at the title, headings and the pictures. Give rest of the group. When everyone has had a chance to sell
them time to discuss what the article is about, and which their holiday, everyone in the groups chooses which holiday
of the holiday options already exist. they would like to try, and explains why.
• Check the answer as a class.
EXTRA IDEA If possible, bring in a map of the world and ask
travelling by plane; underwater holidays Sts to decide what sort of unusual holiday they might like
to have. You could help Sts by giving prompts for different
EXTRA SUPPORT Pre-teach or elicit jet lag, replace, sunburn, holidays, e.g. in remote places on Earth, such as Antarctica
panic, resort, pretend, destination. or the Gobi desert; in dangerous situations such as visiting a
EXTRA IDEA Before Sts read and listen to the article, dictate
volcano or storm chasing; environmentally helpful holidays,
or write the definitions of the words above on the board and such as cleaning up beaches, looking after the habitat of
ask Sts to find the words in the text in pairs. You could set a endangered species, counting fish on coral reefs, etc.
time limit: the first pair to get all the words are the winners. Ask Sts to present their ideas, explaining why they chose
their holiday, and why these holidays are different from the
usual holidays we take today.
Project Explore T20


2A
Vocabulary Compound nouns Listening
4a EXTRA SUPPORT Tell Sts to look at the pictures and say what
• Give Sts time to complete the task, then elicit answers. they can see in each. Try to feed in useful vocabulary for
the task from the pictures: polar bear, solar panel, dinosaur,
2 sightseeing tour 3 day trip 4 holiday resort
climate change, recreate.
5 package holiday 6 low-cost flight 7 city break
8 coach tour 9 train journey 10 sunburn 8a e 1•29 Audio script pT88
b
• Play the audio for Sts to complete the task.
• Tell Sts to complete the task individually and then check • Elicit the answers.
their answers with a partner. 1 d 2 c 3 f 4 a 5 e 6 b
b day trip c train journey d jet lag e sunburn b e 1•29 Audio script pT88
f sightseeing tour g city break
• Before Sts listen again, tell them to try to fill in as much as
5 they remember and check their notes with a partner.
• Tell Sts to complete the task. Monitor and correct • Then play the audio again for them to complete their
vocabulary and pronunciation if necessary. notes.
EXTRA IDEA Tell Sts to choose five of the compound nouns
• Check answers.
and write a sentence for each. They then take turns reading
their sentences, without saying the compound noun to a will happen won’t happen might happen
partner, who guesses the missing words, e.g. I had terrible solar panels save polar bears control weather
_________ after the 20-hour flight from Sydney. It took me days clean air flying cars make it rain in hot
to feel OK again! (jet lag) more tall buildings eat meat countries when
in towns it’s too dry
Q Workbook page 12, exercises 1–3 travel on fast trains eat insects
eat a lot more
Grammar Future predictions with will and vegetables
may / might
6a Q Workbook page 13, exercises 6–7
• Tell Sts to complete the task, then check answers.
Writing
1 will have 2 won’t replace 3 may not need 4 might be
9
• Draw Sts’ attention to the use of the contracted form of • Sts complete their sentences.
will. Ask them to find an example in the article. EXTRA IDEA Sts can discuss their ideas in small groups. Tell
we’ll enjoy city breaks them to give reasons for their choices and explain to the
other Sts how they feel about their predictions, e.g. angry or
b sad about polar bears, happy about clean air, etc.
• Ask a student to come to the board and write the forms. Q Workbook page 13, exercise 8
• Ask the other Sts to find examples in the text. 10
questions with will: will + subject + verb – Will we still go on • Sts complete their articles individually.
coach tours or train journeys? • Monitor and correct Sts’ writing, encouraging
negative of will: subject + will not / won’t + verb – VR travel
self-correction where possible.
certainly won’t replace holidays.
• When they have finished writing, put Sts into small groups
c where they read out their predictions. The group decides
• Sts look for sentences with may / might and answer the whether they think the predictions will happen or not.
question. EXTRA IDEA Make a class prediction poster. Bring in some
large pieces of paper. Take four or five headings and ask each
To express possibility: …it may be a great way to ‘test’ holidays
before you choose where to go. / …large underwater resorts might group to come up with ideas on one of the headings, e.g.
start offering cheaper package holidays. Climate, Food, Animals and their environment, Transport, Work,
School, etc. They then present their ideas in their groups and
7 create their poster.
• Give Sts time to complete the task, then elicit the answers.
Extra
2 won’t go 3 ’ll have 4 will change 5 will work
Sts can do this individually or in pairs, either in class or as a
6 won’t drive 7 won’t be 8 will do 9 won’t need
homework task. Ask them to give reasons for their choices.
Q Photocopiable Grammar and Vocabulary
T21 Project Explore




2B
2B My free time 1 Joe loves music, plays the guitar and writes poetry. He’d
probably like to write songs.
Supplementary materials 2 Charlotte is interested in the theatre, cinema and
Workbook: pages 14–15, exercises 1–8 photography. She can learn how to make films from the
Workbook: Grammar summary Unit 2 beginning.
Photocopiable worksheets: Grammar and Vocabulary, 3 Amelia is sporty and loves the outdoors. She’s very fit, she
Communication runs and cycles, so she’d like to go into the countryside and
go for long, challenging walks.
OPTIONAL LEAD-IN Revise activities vocabulary from earlier
4 Tom loves science and is into computers. He’d like to work
lessons by writing some anagrams on the board. You can on games, etc. and learn the basic physics behind the
help Sts by writing the number of words in the activity technology.
in brackets: ‘gniiks’ [1] (skiing); ‘nnniisasplgy’ [2] (playing
tennis); ‘aaruephtcpguipmjn’ [2] (parachute jumping); c e 1•31 Audio script pT88
‘aniplseegnnitten’ [4] (sleeping in a tent), ‘bngrzoi’ [1] (zorbing), • Play the audio for Sts to listen and check their ideas.
‘gckooni’ [1] (cooking). In pairs, Sts work out the anagrams.
The pair to work out all six first are the winners. Tom – Tech Club
Amelia – Orienteering Club
Joe – Pop Club
You First
Charlotte – audio doesn’t say
Sts make a list of their free time activities individually and
then compare their list with a partner. Get feedback and EXTRA IDEA Ask Sts to tell a partner whether they would
write the names of any unusual activities on the board. like to try any of the activities. Get feedback and find out Sts’
reasons.
Reading and Listening 3
1a
• Sts complete the task.
• Elicit what the Sts are doing in the photos.
• Ask Sts if they belong to any after-school clubs, and if so, Charlotte is going to join the Movie Academy.
On the course, she’s going to make a fantasy film with the other
which ones?
students.
a film-making b making a gadget c playing in a rock band
d orienteering 4a
• Brainstorm different clubs that Sts can join after
EXTRA SUPPORT Write the names of the clubs on the school, e.g. sports like judo, karate; activities like
board and ask Sts to discuss with a partner what they think chess, computing; volunteering – helping the elderly,
happens in each club. What do they think they can do sick children, etc.; environmental clubs – helping to
in each club? Try to make sure they cover the necessary clean parks, canals, organizing a school recycling
vocabulary for each club: gadget, basic physics, filming programme, etc.
techniques, special effects, challenging, navigate, compass, • Give Sts time to decide which they would like to do and
countryside. why they would like to do it.
b e 1•30 b
• Play the audio for Sts to read and listen. • Put Sts in pairs. Elicit how to make and respond to
• Give Sts time to complete the task, then elicit answers. suggestions, e.g. Why don’t you…? You could…
What about…? That sounds great. I don’t like that idea.
1 b 2 a 3 c 4 d
• Sts do the task in pairs.
EXTRA IDEA Ask Sts to cover exercises 2 and 3. Then ask • Ask different pairs to present their conversations to the
them to decide, in pairs, what sort of person might like to class.
join each club. What do they like doing? What can they do EXTRA CHALLENGE Tell Sts they are going to write about
already? What do they want to learn to do? their plans on an online message board, working in pairs.
2a Each student chooses a club, either from the text or one
they are a member of, or would like to be a member of.
• Give Sts time to complete the task.
Using Charlotte’s online message board as an example, tell
• Check answers. each student to write their first message, explaining their
Joe – Pop Club plans about joining the club and why they want to join. They
Charlotte – Movie Academy swap their message with their partner who replies, telling
Amelia – Orienteering Club them what will happen in the club, and asking a question
Tom – Tech Club about their plans. The other student replies, giving more
information about their plans. They swap again to each
b make a final comment.
• Sts explain to a partner which club they have chosen for Ask some pairs of Sts to read out their messages to the class.
the teenagers.
• Elicit the answers. Ask Sts to give as much information as
they can.
Project Explore T22


2B
Grammar be going to and will EXTRA CHALLENGE Sts write two true sentences and one
5a false sentence about themselves using will / be going to and

probably / definitely to talk about predictions or future facts
• Give Sts time to complete the task, then elicit answers. and their plans or intentions. Then they read their sentences
1 ’m going to join 2 ’re going to make 3 ’ll learn to a partner who tries to guess which one is false. To make it
4 ’s going to 5 ’ll meet more challenging, tell Sts they can only ask Yes / No questions
and must only answer Yes / No / Probably / Definitely / Maybe.
b
Questions: be + subject + going to + verb
Are you going to do the course at half-term?
Negatives: subject + be + not + going to + verb
Listening
I’m not going to join the Movie Academy this year,… 7a e 1•33 Audio script pT88
• Tell Sts they are going to listen to four people talking
c about their plans for the Christmas holidays.
• Sts categorize the sentences with a partner. • Play the audio for them to answer the question.
• Check answers.
1 Mia’s going to do a street dance course in the Christmas
Plans or intentions: holidays.
I’m going to join the Movie Academy. 2 Tim’s going to stay with his grandparents for three days after
Are you going to do the course at half-term? Christmas.
We’re going to make a fantasy film. 3 Katie’s going to spend two days in Paris with her family after
I’m not going to join the Movie Academy this year,… Christmas.
Predictions or future facts: 4 Max is going to spend the Christmas holidays at home with
You’ll learn lots of filming techniques. his cousins.
You’ll learn a lot about special effects.
Maybe you’ll meet him. b e 1•33 Audio script pT88
• Tell Sts to read the statements and ask if they remember
d any of the correct words that should replace the mistakes.
• Give Sts time to complete the rules, then check answers. • Play the audio again for them to correct the mistakes.
We use be going to to talk about plans and intentions. • Check answers.
We use will to talk about predictions and future facts.
1 dances 2 best friend, Lily, and her family 3 three days
6a 4 in the evenings 5 family 6 by train 7 cousins 8 fun
• Give Sts time to complete the dialogue. c
b e 1•32 • Give Sts time to practise the dialogues with a partner,
• Play the audio for Sts to listen and check their answers. using questions and answers as in the example. Then get
some pairs to role-play the conversations in front of the
1 are going to 2 are you going to 3 will probably
4 ’ll 5 will class.
d
c • Give Sts time to complete the task.
• Tell Sts to read the Look! box. Ask them to find probably or • In pairs, Sts read their notes to each other.
definitely in the dialogue.
• Give Sts time to practise the dialogue in pairs. Speaking
EXTRA CHALLENGE Sts can change as many things as they 8a
want / can in their dialogues, e.g. film title, time, meeting • Give Sts time to complete the task.
where and when, adjective (to describe the film), and create
EXTRA SUPPORT You might want to write some prompts on
completely new dialogues.
the board: ‘Where?’ ‘Who with?’ ‘How long?’, etc. Encourage
Additional grammar notes Sts to use will / be going to / definitely / probably.
Sts sometimes find the position of adverbs confusing. In b
future forms, they come after will and before won’t, and • Give Sts time to complete the speaking task. Encourage
after be and before not be in be going to sentences. them to ask questions to find out more information about
their partner’s holiday plans.
EXTRA IDEA Write the following sentences on the board.
EXTRA IDEA Monitor and note errors during the task. Write
Tell Sts to read the Look! box and use definitely / probably to
any common or major errors on the board and encourage
complete them:
Sts to correct the mistakes.
1 ‘We’ll [definitely] visit the Eiffel Tower when we’re in Paris.
I can’t wait to see the view from the top.’ Q Workbook page 15, exercise 8
2 ‘I [probably] won’t visit Paul in London in July as I don’t
think I’ve got enough money to travel abroad this summer.’ Extra
3 ‘We’ll [probably] eat in the garden, if it doesn’t rain.’ Sts can do this task in class or as homework.
T23 Project Explore




2C
2C Festivals St Patrick’s Day Festival: Originally, this was a religious and
national festival held only on St Patrick’s Day, 17th March.
Supplementary materials However, since 2006 the festival has been five days long,
Workbook: pages 16–17, exercises 1–7 with concerts, theatre performances and fireworks. People
Workbook: Grammar summary Unit 2 come from all over Ireland, and many other countries
Photocopiable worksheets: Grammar and Vocabulary, including the UK, Australia, Canada, the USA and Japan, to
Communication take part in the parades and events. During the festival in
Ireland, there is also a great emphasis on the Irish language,
You First its history and literature. While there are big celebrations in
Ask Sts about different festivals they have heard of, e.g. food, Dublin, there are also parades in Cork, Belfast, Derry, Galway
arts, literary, dance, music, fitness. If possible, tell them about and many other cities. Some of the biggest celebrations are
a festival you’ve been to. Get feedback and write Sts’ festival in the USA, where in Chicago they dye the river green.
suggestions on the board. Bonfire Night: Normally called Guy Fawkes Night, this
commemorates the Gunpowder Plot of 1605, when there
Vocabulary Festivals was a conspiracy to blow up the Houses of Parliament and
1 e 1•34 King James I by Guy Fawkes, Robert Catesby and several
• Tell Sts to look at the photos and describe what they see. other people. It failed and all the plotters were executed
• Play the audio, pausing for Sts to repeat. for treason. This was during the religious troubles between
Catholics and Protestants in England from the 16th to the
• Ask Sts to find and describe examples of the words in the
19th century. From the early 18th century, the traditional
photos.
celebrations have included a bonfire, where an effigy of
EXTRA IDEA Ask Sts to try to use each word in a sentence, Guy Fawkes is burned, and huge firework displays. During
e.g. I love Christmas decorations. They make me feel excited. the festival in Lewes, there is a parade where people burn
2a e 1•35 effigies not only of Guy Fawkes, but also more modern
political figures. Recent effigies include Donald Trump (2016),
• Play the audio for Sts to listen and do the task.
Vladimir Putin (2014), Kim Jong-un (2013) and Angela Merkel
• Check answers. (2012).
2 costumes 3 masks 4 floats 5 dancers 6 bands 3a e 1•36
7 decorations 8 bonfires 9 firework display
• Play the audio for Sts to answer the questions.
b Evie’s taking part in the St Patrick’s Day Festival parade in Dublin
• Tell Sts to do the task in pairs or, alternatively, do it as a on Friday. She’s staying with her cousin for the weekend.
class activity. Sam decides to ask his parents if he can go to the parade.
• Check answers.
b
1 Bonfire Night in Lewes (5th November) • Sts practise the dialogue with a partner.
2 St Patrick’s Day Festival (five days)
EXTRA CHALLENGE Sts can write a similar dialogue in pairs
3 Sa Sartiglia Carnival (Games started in the 12th century)
4 Bonfire Night in Lewes about the festival they talked about in exercises 4c and 4d.
5 St Patrick’s Day (bands play music in the streets) EXTRA SUPPORT Ask Sts some questions about the dialogue
6 St Patrick’s Day (colourful floats)
to check understanding: When does the Festival start?
c (Thursday) What time is Evie’s train? (6.35 p.m. on Thursday)
• Give Sts time to make their notes about a festival. When is the parade? (Friday) When is Evie coming home?
(Monday afternoon)
d
• In pairs, Sts take turns asking and answering questions Q Workbook page 16, exercises 1–2
about their festivals.
EXTRA SUPPORT Give Sts time to write down a few
questions they might want to ask about their partners’
festival.
CULTURE NOTES Sa Sartiglia Carnival: According to some,
this exciting and unusual Sardinian festival originated when
knights returned from the second crusade in the 12th
century. Some say it is an ancient rite of spring from pre-
Christian times, while others think it has Spanish origins,
from when Spain ruled Sardinia. Whatever its origins, it takes
place in the city of Oristano on the three days just before
Lent, ending on Shrove Tuesday. People wear medieval
costumes and masks and perform daring exploits on
horseback. The more successful the exploits are, the more
successful the following year will be. It ends in a spectacular
medieval joust. It’s very popular with both local people and
tourists.
Project Explore T24


2C
Grammar Expressing the future • Sts practise the drills with a partner. Then pairs can
4a perform the dialogues for the class.
• Give Sts time to complete the task, then elicit answers. EXTRA IDEA Give Sts three minutes to learn the dialogues
by heart. See how many they can recall correctly. Make it a
1 ’m taking part 2 ’m meeting 3 leaves 4 ’m staying competition. The winner is the pair with the most correctly
5 ’ll ask
recalled dialogues.
The sentences refer to the future.
b Q Photocopiable Grammar and Vocabulary
• Check Sts know the tenses of the answers to exercise 4a.
Sentences 1, 2 and 4 = present continuous; sentence Listening
3 = present simple; sentence 5 = will future 6a e 1•38 Audio script pT88
• Ask Sts to look at the pictures and discuss what is
c
happening in each. Make sure they know (school) uniform,
• Sts complete the rules and then check their answers with (football / sports) stadium.
a partner.
• Play the audio for Sts to listen and match the dialogues to
• Check answers as a class. the photos.
We can use will / ’ll for a decision made at the moment of speaking.
1 c 2 d 3 a 4 b
We can use the present simple to talk about timetables.
We can use the present continuous to talk about future b e 1•38 Audio script pT88
arrangements.
• Tell Sts to complete the travel arrangements.
• Ask Sts to say which rule explains the use of tenses in
exercise 4a. Where? Transport When? Departure
type? time?
Additional grammar notes 1 Manchester Coach Saturday eight o’clock
There are several ways of expressing the future in English, morning
not only with will + infinitive. Subject + will + infinitive can 2 Oxford Car Saturday five o’clock
express a number of different functions: night
Spontaneous decision: I’ve just got a text from Sam. 3 Natural Coach Thursday 8 a.m.
I’ll answer it later. History
Willingness: Museum
A Can someone answer the door? London
B I will. 4 Film festival Train Sunday 6 a.m.
Requests: Will you open the window, please? Liverpool
Offers: I’ll pick you up at 6.00 p.m.
EXTRA SUPPORT Play one of the dialogues for the Sts to
Prediction: The weather forecast says it will rain tomorrow.
practise. You could write some prompts on the board:
Orders: All students will use the main entrance to school only.
A ‘what / do / weekend?’
EXTRA CHALLENGE Dictate or write the following sentences B ‘go / Manchester / cousin. / tickets / football match.’
on the board and ask Sts to decide which function of will A ‘go / train?’
each demonstrates: B ‘no / get / coach / Saturday morning. / leave / eight
1 A ‘That box looks heavy, I’ll help you carry it.’ o’clock.’
B ‘Thanks.’ (Offer)
2 ‘Roger Federer won’t win Wimbledon again this year.’ Speaking
(Prediction) 7a
3 A ‘As you’re going to the Post Office, will you post this • Tell Sts to read their information to find out what they are
parcel for me, please?’ doing at the weekend.
B ‘Of course.’ (Request)
EXTRA SUPPORT Give Sts time to make notes on the
5a questions they are going to ask their partner.
b
b e 1•37
• Sts take turns asking and answering the questions and
• Play the audio for Sts to listen and check their answers. completing the notes in the notepad.
• Elicit answers. Play the audio again for Sts to listen and 8
repeat what they hear, chorally and individually.
• Sts talk about their partner’s plans and arrangements with
• Draw Sts’ attention to the examples of the verb forms. somebody from another pair.
1 ’ll meet Q Workbook page 17, exercise 7
2 ’m looking
3 leaves Extra
4 ’re having, ’ll bring Sts do the task either for homework or in class.
5 ’m going, Are you flying, leaves
T25 Project Explore




2D
2D What’s our target? EXTRA CHALLENGE Put Sts in small groups of 4–6, and tell
them they have to do something to raise money for a
Supplementary materials charity / good cause.
Workbook: pages18–19, exercises 1–7 First they choose the cause, e.g. new kit for a local sports
Workbook: Grammar summary Unit 2 team, an amateur theatre group, toys / play equipment
Photocopiable worksheet: Everyday English, Pronunciation for young children, a treat for old people, etc. They should
Online Practice decide how much they want to raise.
Then they decide exactly what each person in the group is
Note
going to do or make and how they are going to organize it.
The story can be used in class as a reading and listening Next, they design a poster for their event, with the date,
task, a video task or both. place and activities that will take place.
Finally, each group presents their event and its target to the
You First whole class. The class decides which one they think will be
Give Sts time to discuss their ideas. Monitor and help the most successful and why.
with unknown vocabulary, e.g. sponsorship, charity events, (If you prefer, do this activity at the end of Lesson 2D, and tell
crowdfunding, street collections, fairs. Elicit ideas and write Sts to use it to write about in the Extra activity.)
useful vocabulary on the board. You could tell Sts about EXTRA IDEA Ask Sts to find out about crowdfunding,
a charity event you have been to or helped to organize.
telethons, charity runs, etc. in their country or the UK.
Ask Sts if and why they think raising money for events and
They can look online for details of some well-known
activities is a good idea.
crowdfunding websites (e.g. justgiving.com and gofundme.
EXTRA IDEA Ask Sts who they can see in the photos and com), telethons (e.g. Children in Need and Comic Relief ),
what the people are doing. Suggested answers are: charity runs (e.g. London Marathon, Race for Life), etc.
1 Lottie’s sticking up a poster.
2 Oscar and Joey are looking a bit worried. Note
3 Joey, Robyn and Lottie are sitting in the kitchen; they are To further exploit the video in class, you could use some
making plans. or all of the suggested activities from page Tviii.
1a e 1•39 r
• Play the audio for Sts to listen and follow the story.
• Elicit the answer to the question.
Originally Oscar suggests £200, but then they think around £100
or a bit more.
b
1 They’re raising money for the orchestra.
2 Robyn’s going to get some strawberries and raspberries to go
with her mum’s brownies. She’s going to sell lots of books.
3 Lottie got the flour, salt and cooking time wrong.
4 People can sponsor him to do a cycle ride.
EXTRA SUPPORT Help Sts to hear the difference between

the present simple and ’ll for decisions made at the time of
speaking. Write these pairs of sentences on the board and
tell Sts to listen and repeat:
1 A ‘This is heavy.’ 2 A ‘What do you do?’
B ‘I’ll help you.’ B ‘I help people with their
computer problems.’
Then tell them to look in the text to find some examples
of decisions made at the time of speaking: 2 Lottie I’ll make
some scones. 3 Joey I’ll do a cycle ride.
Then say short sentences at random. Sts have to say if they
hear ’ll or not, e.g. I have some cake. / I’ll have some cake. – I
take the bus. / I’ll take the bus. – I send you a text. / I’ll send you
a text.
Then tell Sts to write four sentences, at least two with ’ll. They
take turns saying their sentences to a partner who decides if
he / she hears ’ll or not.
Project Explore T26


2D
2a b e 1•42
• Tell Sts to read the dialogues again and elicit what the • Sts listen and repeat the words.
expressions mean. Check answers as a class. c e 1•43
You’re joking! = You can’t be serious! (informal) Joey doesn’t • Play the audio for Sts to listen and choose.
think it will be possible to raise £200.
1 go in 2 running 3 looking 4 come in 5 stay in
Is that a good idea? = I’m not sure that’s a good idea. Joey
6 buying
doesn’t think Lottie can bake because of her previous efforts.
Wait a minute. = Let’s think carefully about this. Robyn says this
EXTRA IDEA Tell Sts to draw three columns and put
because Lottie’s last attempt at baking was a disaster.
Very funny! = That’s not funny. (informal) Lottie says this /n/ /ŋ/ /nk/ at the top of each. Then randomly say six to nine
sarcastically to dismiss their criticism because she thinks she’ll do words with the different endings, e.g. thing, thin, think; run,
better now. rung, rink; wing, win, wink; ban, bank, bang, etc. Sts write the
Nice one. = That’s a good idea. (informal) Oscar thinks Joey’s words in the correct column. They then check their answers
idea to do a cycle ride to raise money is a good idea. with a partner. Elicit the answers in class feedback.
b Alternatively, you could prepare some Bingo cards for them
to play with the words.
• Put the Sts in groups of 4 and tell each group to practise
one of the dialogues (1–3). Q Workbook page 19, exercises 4–5
EXTRA SUPPORT Before they practise, you could play the
Q Photocopiable Pronunciation
dialogues again. Stop the audio for Sts to repeat some of the Listening and Speaking
sentences and copy the intonation.
6 e 1•44 Audio script pT89
Q Workbook page 18, exercise 1 • Tell Sts to read the questions in the chart.
3a • Play the audio for them to listen and answer.
• Sts discuss their ideas with a partner. • Check answers.
Students’ own answers. Do you think you’ll go to university?
What do you think you’ll study (at university)?
b e 1•40 Audio script pT88 Where do you think you’ll live (when you’re older)?
• Play the audio for Sts to listen and check their ideas. Do you think you’ll get married?
Yes, they made £111. 7a e 1•45 Audio script pT89
• Play the audio for Sts to listen and repeat.
• Point out how to say do you think /d(ə)jəˈθɪŋk/.
Everyday English Talking about the future EXTRA SUPPORT You could get Sts to write one of each
4a type and mark the stress on them. (Do you think you’ll live in
• Give Sts time to complete the task, then elicit other another country?)
examples. b
Dialogue 1 • Sts write the answers for the questions that are true for
I don’t think it’ll rain. / I hope it won’t. / We’ll need to do them. Monitor and check the language. Encourage Sts to
something else. self-correct any mistakes they make.
Dialogue 2 c
I’ll make some scones. / You’ll make scones? • With a partner, Sts take turns doing the task.
Dialogue 3 8
I’ll do a cycle ride. • Sts change partners and report what their first partner
said, as in the examples.
b e 1•41
• When they have completed the survey, they can report
• Play the audio for Sts to listen and repeat. Tell them to interesting facts they have found out about their classmates.
copy the intonation as closely as possible.
EXTRA IDEA Tell Sts to work with a partner and take one of
c
the questions from exercise 6 each. They each ask half the
• In pairs, Sts take turns making sentences about their class the question, and find out more information by asking
weekend. more questions.
• Ask Sts to report what their partner says.
Extra
Q Photocopiable Everyday English
Sts can write about their event for homework.
Pronunciation /ŋ/
5a e 1•42
• Play the audio for Sts to listen and notice the /ŋ/ sound.
Check they can hear it.
• Ask Sts to spell the sound. (ng)
T27 Project Explore




2
Revision Expressing the future
5
Workbook: pages 20–21, exercises 1–8 Tim What 1are you doing on Saturday, Sal?
Online practice Sal I2’m meeting my cousin Lucy in the morning. Her coach
Unit test 2 3
arrives at 10 a.m.
Tim 4
Is she staying all weekend?
Sal Yes, she is. Her band 5are playing on Saturday evening at
Vocabulary Compound nouns the Apollo. I6’m going with my brother. Do you want to
1 come?
1 A city break is a short holiday in a city. Tim Yes, I’d love to! But I haven’t got a ticket.
2 Everything is included in a package holiday. Sal Don’t worry. I7’ll ask Lucy for one.
3 We saw some fantastic places on the sightseeing tour of Tim What time 8does the concert start?
London. Sal At 7 p.m. I9’ll meet you outside.
4 Don’t stay in the sun. You’ll get sunburn. Tim Great! See you then.
5 We went on a day trip to the seaside. It was a long day!
6 The train journey from London to Paris only takes 2½ hours.
Everyday English Talking about the future
6
Festivals Liam Who do you 1think will win the orienteering race?
2 Chris I 2hope someone from our school will 3win. Julie Barker,
1 decorations maybe.
2 dancer Liam I 4don’t think she will win it again. There are a lot of
3 costume competitors.
4 float Chris J ulie 5doesn’t think she’ll win either. She says that she
5 band hasn’t practised enough. But she 6hopes that she will be
6 mask in the first five.
Liam Well, I hope she’ll do well, too.
Grammar Predictions with will and

Learning to learn Learning collocations
may / might
• Sts can improve their vocabulary by learning and using
3 collocations. In this unit, the collocations are noun +
1 Jessica is scared of flying. She definitely won’t do a parachute noun, e.g. day trip. It is a good idea to learn collocations
jump. by topic, rather than individually. Having a link helps Sts
2 Everything will be fine – don’t worry! remember them.
3 We might not have enough money. Let’s ask how much the • Ask Sts to list all the noun + noun collocations they have
tickets are first. learnt in the unit (day trip, etc.). What was the common
4 It might rain later. It’s getting cloudy.
topic? (going on holiday)
5 She’ll probably do well in the test.
• Explain to Sts that there are many types of collocation,
including verb + noun, e.g. make a mistake; adjective +
be going to and will noun, e.g. fast car; adjective + preposition, e.g. interested in.
4 • Ask Sts to go through the lessons in the unit and see if
they can find some other collocations. Possible examples
1 are you going to do
2 ’m going to do
they can come up with: underwater holiday, teen musician,
3 are going to stay outdoor sports, firework display, weather forecast. Encourage
4 ’re going to see them to identify the different types.
5 ’ll be • Tell Sts that different types of collocations will be
6 ’s going to take introduced in later units.
7 won’t be Q Workbook pages 20–21, exercises 1–8
8 won’t have
9 ’s going to see Q When Sts have finished the Revision page, tell them to
10 won’t go go to the Workbook Progress Check p. 21 and complete
the Your progress table.
Project Explore T28


2
My project People will living / people will live – verb tense / form
There will be also / There will also be – word order
Project checklist There won’t be no shops. / There won’t be any shops. – incorrect
word
Before the lesson
They will buy other things…will deliver it. / …will deliver
• Arrange for Sts to be able to use computers with access to them. – incorrect word
the internet. There will be parks anywhere. / …everywhere. – incorrect
• If you cannot arrange for computer access, Sts can look for word
extra information or pictures on the internet at home. …where you can to play / where you can play – verb form
Crime will still exist probably…/ Crime will probably still
Materials for the lesson exist… – word order
• Sts create their presentation on paper. You will need A3 So people won’t to carry money / so people won’t carry
paper (one piece per ‘slide’ for each presentation), colour money – verb form
pens and pencils.
5a
• If you have access to computers, then Sts can create the
presentation on slides. • Sts work in pairs. Tell them to agree on the headings and
who is going to work on which heading. Then tell them
You First to think of two or three points for each heading, as in
Tell Sts, in pairs, to answer the question and give a reason. Gareth’s project.
Get feedback and find out the positive and negative things b
Sts think will happen in their town. • Tell Sts to write their texts. Encourage them to reread their
EXTRA IDEA Divide the Sts into two groups. Ask them to own work when they have finished and self-correct, using
stand in two lines facing the board. One member of each the categories they used to correct Gareth’s work.
group takes turns writing up things that they think there will c
be in their town; the other group member writes things that • Sts swap their texts with their partner and, using the
will be missing from the town. Write two headings at the categories from the Look! box, they check for mistakes.
top of the board: ‘There will be…’ / ‘There won’t be any…’ The If they find any, tell Sts to only underline the mistake.
game goes on until Sts have no more ideas to add to their • When they have finished, they get their own work back
list. Finally, Sts can compare their lists and give reasons for and look at the mistakes their partner has underlined.
their choices. They try to correct their own mistakes.
1 • Monitor and help with any problems.
• Put Sts into pairs. Give out the paper for the web pages or 6a
set up the computers for them to work on. • Help Sts obtain online maps or paper maps, and pictures
2 to illustrate their project.
• Give Sts time to complete the task in pairs, then elicit b
some ideas. • Sts either put their web pages on a large piece of paper
• If Sts find it hard to think of ideas, help them with some with the map and any pictures they have. If you have
prompts, e.g. transport – electric vehicles, moving access to computers, they can make slides to illustrate
pavements, no cars; houses – smart technology in houses, their presentation.
efficient recycling; crime – CCTV in all streets, robot police EXTRA SUPPORT Before Sts give their presentations, they can
officers, etc. practise in pairs. Elicit ideas on how to engage an audience
3 when giving a slide presentation, e.g. make eye contact,
• Give Sts time to read the project and answer the question. gesture to the slides, look enthusiastic, ask the audience a
• Put two pairs together to compare their ideas with question, explain unfamiliar words. As Sts practise, circulate
Gareth’s and each other’s. and help as required.
4a c
• Tell Sts to read the Look! box. • Sts take turns to deliver their presentation to the class.
• In pairs, Sts analyse the first three mistakes. • Remind Sts of the importance of active listening. Tell
1 will to be / will be – verb form
them to try to think of a question to ask during the
2 be some cars / any – incorrect word presentations.
3 buses electric / electric buses – word order • After the presentations, ask Sts what information about
the future towns was the most interesting and which
b presentations they thought were the best and the reasons
• Sts read the whole project, identify the mistakes and why. Sts can vote for the best idea in each web page, and
correct them. build up ‘the future town of the class.’
• They compare their answers with their partner.
T29 Project Explore




2
Culture EXTRA IDEA Divide the class into groups of four or five.
Tell Sts they are going to research a famous festival. Some
Supplementary materials are music festivals, some are film festivals, and some are
Photocopiable worksheets: Culture, Video for special times of the year. Let each group decide which
CULTURE NOTES Below are some additional details about festival they want to collect information about, e.g.
festivals in the UK, if you want to give your Sts some more • Carnival in Venice / Rio de Janeiro / Mardi Gras in New
information. Orleans, all held in February
Music Festivals in the UK: During the 1960s and 1970s, • Cannes Film Festival held in May
several big music festivals were set up. Glastonbury is • Roskilde Festival held in Denmark in July
perhaps the most famous in the UK. There are about 14 • Sziget Festival held in Hungary in August
other big festivals held each summer. Here are three other • Notting Hill Festival held in London in August
famous festivals young people go to over the summer in • Reykjavik International Festival held in Iceland in
England. (You could find photos of these festivals online to September / October
make the information more interesting for Sts.) Groups find out:
The Isle of Wight Festival is held in late June for three days • how and when the festival started
on the Isle of Wight, off the south coast. It is as famous and • how many people go
popular as Glastonbury. There are lots of stages with music, • what you can see and do
comedy, theatre, films and even a football field. The festival • how long it lasts
celebrated its 50th anniversary in 2018. Tickets cost £65.00. • how much it costs
Parklife is held in early June through one weekend in • one other interesting or unusual fact about their festival.
Manchester. It takes place on a huge site, over 600 acres, Sts write a short presentation and, if possible, bring in
with lots of stages. The festival includes music and comedy, photos. The group then presents their festival to the class.
and it is famous for having fantastic street food. Tickets cost EXTRA IDEA Sts watch the video and complete the culture
about £95.00. worksheet.
British Summer Time takes place in Hyde Park in the centre
of London over two weekends in July. It features the best r Video The Edinburgh Festival
in popular music, and has a Great Oak Stage. Tickets cost
As an extension to the Culture topic, watch a short film
£59.50 per day.
about The Edinburgh Festival and do the exercises on the
accompanying photocopiable worksheet. You can either
You First
Sts discuss the question in pairs. Elicit ideas and write what available on the DVD-ROM or on the Online Practice.
people saw and did on the board.
1
It is a music festival, in a small town called Glastonbury,
Somerset, England.
2a
• Give Sts time to read the article and complete the task.
They then take turns asking and answering the questions.
Student A
1 170,000 2 1970 3 5,000 4 £1 5 £500,000
Student B
1 1,500 2 5 days 3 900 4 2.5 km 5 £248
b
• Give Sts time to do the task, then elicit answers.
1 170,000 2 1,500 3 5 days 4 1970 5 900 6 £1
7 2.5 km 8 5,000 9 £500,000 10 £248
3
• Give Sts time to do the discussion task.
• Find out which festival is the most and least popular and
ask Sts for their reasons.
Project Explore T30


2
Learn through English c
• In pairs, Sts list the instruments mentioned in the text.
Additional subject notes
Percussion: drum, maracas, triangles, cymbals, xylophones,
Below are some additional details about traditional tambourines
musical instruments. String: guitar, violin, harp, double bass, cello
Some musical instruments are associated with the Wind: clarinet, oboe, saxophone
traditional music of several countries, e.g. the violin 15 in total
and the music of Ireland, Scotland, and the Nordic
countries; others are associated mostly with one country,
Note
e.g. the bagpipes and Scotland. Sometimes similar
instruments are played in neighbouring countries, e.g. A piano is classified as both a string instrument (because
the Northumbrian pipes and Irish or Uilleann pipes, both it has strings) and a percussion instrument (because the
of which are not blown but played with the elbow. Types strings are hit with hammers and vibrate).
of bagpipes can also be found in Brittany, France (the d
biniou kozh), in Galicia, Spain (the gaita), and in Greece
(the tsampouna). All bagpipes are wind or woodwind
• Put Sts into groups. Give each group a type of musical
instrument and see how many they can name in that
instruments.
category.
The guitar is associated with Spain, Italy and South
America, but it is thought to have developed from
• Get feedback from the class.
the more ancient lute. There are many similar string 2a
instruments throughout the world, e.g. the oud from the • Sts complete the task, then check the answers.
Middle East and North Africa, and the shamisen from
1 C 2 B 3 A
Japan.
Some instruments have crossed into classical music, such b e 1•47
as the violin and the guitar, but others are only heard in
tabla (percussion) photo B
the traditional music of certain countries, e.g. the Uilleann
fujara (wind) photo C
pipes and bodhrán drum in Ireland, bagpipes in Scotland, Celtic harp or clarsach (string) photo A
the banjo in the USA, and the fujara in Slovakia.
3 e 1•48
You First • Play the audio for Sts to do the task.
Give Sts time to discuss the question. Elicit ideas and write • Check answers.
any useful vocabulary on the board. Ask Sts if they play any
1 tabla 2 fujara 3 harp
musical instruments and how they feel about practising. Ask
them if they have a favourite artist who plays the instrument. 4a e 1•49
Ask why they like him / her. • Ask Sts what sort of music they think of when they think
EXTRA SUPPORT Bring in pictures of musical instruments, of the three countries.
and ask Sts to think of words to describe them, how they are • Play the audio for Sts to listen and do the task.
played and the sound they make. Make sure you cover the
vocabulary for the text: shake, vibrate, a bow, tube, reed. 1 the USA 2 Scotland 3 Jamaica
1a e 1•46 b e 1•49
• Play the audio for Sts to read and listen. • Play the audio again, pausing after each instrument to get
• Elicit the answer and ask for one example of each type. the answers.
percussion – drum 1 banjo 2 bagpipes 3 steel drums

wind – clarinet
string – harp c
• Tell Sts to classify the instruments.
b
Banjo – string
• Sts complete the task, then compare answers with a partner. Bagpipes – wind
• Check answers as a class. Steel drums – percussion
1 The instrument vibrates when you hit or shake it to produce a 5
sound.
2 You use a bow or your fingers. • Sts do the discussion task with a partner.
3 Short, thin strings produce a high sound. • Open up the discussion in class feedback.
4 You blow air into a tube, making a reed vibrate. EXTRA IDEA Bring in your favourite piece of music and ask
5 You change the sound by covering the holes in the tube.
Sts to identify the instruments they hear. They could also say
6 Those made of wood (woodwind) and those made of brass.
how they feel while listening to the music. Encourage Sts to
bring in their favourite music, too, and play it to the class.
T31 Project Explore




1
Nightmare Island Episode 1 4 Describe the island. (It has a lovely beach, there are palm
trees, a forest and mountains.)
Supplementary materials 5 Who do they meet first at the hotel? (A mystery man who
Workbook: pages 22–23, exercises 1–8 tells them to go back to the plane.)
Online Practice
6 Why can’t they leave? (The plane has just left.)
Progress test 1
7 How does the hotel look? (The furniture is broken and the
Note room looks messy.)
The story can be used in class as a reading and listening 8 What did they discover in the kitchen? (There’s no food.)
task, as a video task or both. 9 Who decides to be the leader? (Josh)
10 What is Hannah sure of? (That they are not alone on the
EXTRA IDEA Ask Sts if they have ever travelled to an exciting
island.)
place on holiday. They can tell their partner what happened.
Tell them to make a list of the things they always take with • Elicit parts of the story from different pairs.
them when they go on holiday, e.g. a passport, sun cream, a EXTRA SUPPORT Sts listen to the audio and read the story a
swimsuit, goggles, etc. They compare lists with a partner. second time before doing the task. They could also retell the
story with their books open, using the pictures to help.
EXTRA SUPPORT Ask Sts questions to check the vocabulary
for the story: logo, shake hands, passengers, clipboard, narrator. EXTRA TASK In a group, Sts each take a part and act out the
1 What do we call a design or symbol a company or story.
organization uses to identify itself, e.g. the Nike tick or the
EXTRA CHALLENGE Tell Sts to close their books. In pairs, Sts
McDonald’s M? (A logo)
take turns to say what happened in the story so far, using the
2 What do you do when you meet someone for the first time?
present simple, past simple, present perfect, future forms,
(Shake hands)
etc.
3 What do we call people who travel on a plane, a bus, a boat
or a train? (Passengers) Q Workbook pages 22–23, exercises 1–8
4 If you want to write while you are walking about, what useful
thing can you use? (A clipboard) Note
5 Who is the person who tells the story? (The narrator) The story can be further exploited by doing the tasks from
these pages in the Workbook. These can be done in class
1 e 1•50 r or set as homework.
• Ask Sts to look at the first three pictures. Ask who and The tasks in the Workbook review the following language
what they can see. points covered in Units 1–2 in the Student’s Book:
1 There around 15 / 16 passengers inside a plane. They are • Experiences (p. 9)
wearing clothes that are for a sunny holiday. The narrator • Present perfect and past simple (p. 9)
is Hannah, who looks happy and excited. She is talking to
Dermot, who looks a bit stressed.
• Adjectives with prepositions (p. 11)
2 Dermot and Hannah are chatting. We can see the sea and • Question forms (p. 11)
blue sky through the window. • Question tags (p. 13)
3 A smartly dressed woman starts speaking to the passengers. • Suggestions (p. 15)
We can see she is from a TV company. On the clipboard she
is holding, we can see a name: ‘Dream Island’. There is also a • Holiday compound nouns (p. 21)
cameraman filming the passengers, who are listening very • Future with will and be going to (p. 23)
attentively. • Talking about the future (p. 27)
• Play the audio for the first three frames for Sts to listen and EXTRA IDEA Write the names of the characters on the board.
follow the story. Say sentences about them and get Sts to say who you
• Ask Sts questions about the story. are talking about, e.g. He is sitting beside Hannah. (Dermot)
1 Who is the story about? (Hannah and Dermot) She tells them about the show. (the TV producer). After a few
2 Why is Hannah excited? (She is starting her adventure.) sentences, Sts can take over and say the sentences about the
3 Why does Dermot feel a bit stressed? (He’s never been on a characters.
plane before.) EXTRA SUPPORT Review the meanings of the words in the
4 Where are they flying? (Over the sea) box before Sts complete the task.
5 Why are they going to Dream Island? (To be on a TV show) 1
6 How does Dermot feel about being on the show? (Happy, • Sts look at the pictures in the Student’s Book and
he’s always wanted to be on TV.) complete the summary of the episode.
• Play the rest of the story and ask Sts questions: • Check answers.
1 How long are the passengers going to stay on the island?
(A month) 2 stressed out 3 feeling 4 holiday
5 game 6 explaining 7 shout 8 confident
2 How does the programme work? (The viewers vote for their
favourite person, and every day someone leaves the island.) EXTRA CHALLENGE Write the eight missing words on the
3 Who thinks he’s going to be the winner? (Josh) board and ask Sts to give the summary using these words,
with their Student’s Books and Workbooks closed.
Project Explore T32


1
2 2 He doesn’t describe himself as confident.
• Tell Sts to discuss with a partner what they can see in the 3 He’s scared of nothing / isn’t scared of anything.
pictures, and where this happens in the story. 4 A news reporter once interviewed her at a music festival.
• Sts complete the task. 5 She saw a shark.
6 She says that she’s easy-going.
• Check answers.
7 He’s always wanted to be on a game show.
1 (e) Dermot 2 a Hannah 3 d TV producer 8 He once took a selfie with a celebrity / famous actor at a train
4 b Josh 5 c Hannah station.
9 He’s more afraid of snakes.
3
• Sts complete the questions and find the hidden word. EXTRA SUPPORT Do the listening task together as a class. Tell
Sts to say Stop! when they hear an answer. Pause the audio
2 snorkelling 3 gameshow 4 seaplane and elicit the answer.
5 competition
vertical word = dream 7
• Tell Sts to think about their answers to the gameshow
EXTRA IDEA In pairs, Sts make a similar crossword (without questionnaire. Then, with a partner, they take turns asking
the hidden word) with other words from the story. They and answering the questions. They should ask at least one
write simple definitions or a gapped sentence for each clue. follow-on question for each to get more information to
Sts swap the crosswords with another pair and complete report back to the class, e.g.:
them. A Have you ever been on TV before?
4 B No, I haven’t.
A Would you like to be on TV?
• Put Sts in pairs to discuss their ideas about the answers to B Yes, I would.
the questions. Ask Sts to make notes of their answers to
A What sort of programme would you like to be on?
the questions so they can check in the next episodes. You
B Well, I’ve always wanted to…
could discuss their answers in class, but don’t tell them if
OR
they are correct yet.
A Have you ever been on TV before?
EXTRA IDEA Ask Sts to think of adjectives to describe B Yes, I have.
Hannah, Dermot and Josh. In small groups, they can A When were you on TV? What sort of programme was it?
compare their ideas about the characters. B Well, it was a special…
EXTRA IDEA In pairs, Sts take turns to point to something • Elicit different conversations from different pairs.
in the story and ask a question about it, and their partner 8
answers it, e.g. Why is Dermot feeling nervous? (Because he’s • Sts discuss the questions in small groups.
never flown before.) EXTRA IDEA Put Sts in small groups and tell them to imagine
5 a reality TV show where competitors have to survive in a
• Sts complete the questions. particular situation, e.g. on an small island, in the forest /
jungle, somewhere very hot, or very cold, etc. The last
2 travelled 3 experience 4 describe 5 scared survivor will get a prize. What is it?
6 something Tell them to describe where the people will sleep and live
6a e 11 Workbook Audio script pT104 during the day, what they will eat, what sort of tasks or
activities they will have to do in order to win points or get
• Tell Sts to read the questions and circle the correct person viewers to vote for them.
they think may have done the things.
When they have decided on the details of their programme,
• Play the audio for Sts to listen and check their answers. tell them to make a poster for it, and include some pictures
2 Dermot 3 Hannah 4 Josh 5 Hannah 6 Dermot which they can get from the internet.
7 Dermot 8 Hannah Each group then presents their programme to the class. Tell
the listeners to think of questions to ask the presenters, e.g.
b e 11 Workbook Audio script pT104 Will the competitors have their phones with them? What sort of
• Tell Sts to read the questions and with a partner, try to animals are there in the forest / on the island?
answer them. The class votes for the programme most people would like
• Play the audio for Sts to listen and check their answers. to watch or take part in.
T33 Project Explore




3 Choices
1a
Unit objectives
• Tell Sts to look at the pictures and discuss the questions
describe free-time activities with a partner.
use nouns and their adjective forms • Sts then answer the question.
talk about likes and dislikes b e 2•02
talk about hopes and ambitions • Play the audio for Sts to read and listen to the web page.
use verbs that are followed by a preposition +-ing forms • With a partner, they complete the task.
correctly
make and respond to requests
write a social media profile about your ambitions and 1 They have one big interest – it could be computers, Star Wars,
dreams Harry Potter or comics. Their clothes aren’t fashionable. They
aren’t interested in clothes.
2 They like listening to music. They wear dark clothes. They
Language
don’t wear bright colours.
Grammar: verb +-ing form; verbs + to + infinitive; 3 They love sport and wear sporty clothes. They wear tracksuits
be + adjective + infinitive verb + preposition + -ing form and trainers most of the time.
Vocabulary: Collocations: free time; nouns and 4 They like to be different and wear clothes from the past and
adjectives mix styles. They look for unusual things like art and books, and
musicians that other teenagers don’t like.
Everyday English: requests
Project: A crossword c
Culture: British design icons • Give Sts time to discuss the question in pairs, then check
Learn through English: Migration (Geography) their answers in the article.
1 Geeks 2 Emos 3 Sporty types 4 Hipsters
3A My Tribe
d
Workbook: pages 24–25, exercises 1–9 • Give Sts time to discuss the question.
Workbook: Grammar summary Unit 3 • Ask them to give feedback and describe the people they
Photocopiable worksheets: Grammar and Vocabulary, know and what they wear.
Communication 2a e 2•03
• Play the audio for Sts to read and listen to the comments
You First after the article.
Sts answer the questions with a partner. Tell Sts to make a • Sts match the comments and tribes and check answers
list of their favourite clothes and say when they wear these with a partner. Tell them to say exactly which words gave
clothes, e.g. I wear jeans and a T-shirt when I’m hanging out them the answers.
with friends.
• Check answers.
EXTRA IDEA Tell Sts to write the clothes they mention
as they answer the questions. Check spelling and 1 Julie – Hipster 2 Jared – Geek 3 Emily – Emo
pronunciation. Ask Sts which items of clothing we can use a 4 Jack – Sporty type
pair of with, e.g. jeans, shorts. b
Ask Sts to describe what they would wear on different
occasions, e.g. a trip to the beach on a hot day or a family
• Give Sts time to answer the questions.
wedding. • Check answers.
1 Emily 2 Julie 3 Jared 4 Jack 5 Julie and Jared
Reading 6 Emily 7 Julie 8 Julie
EXTRA SUPPORT Pre-teach / Elicit hang out, hairstyles, c

vintage, mix, can’t stand, obsessed. Check by asking Sts to • Ask Sts if they are like any of the types, and if so which.
complete the following:
• Sts discuss their style in clothes and music.
1 If you can only think about one special thing you are…
(obsessed) EXTRA IDEA In pairs or small groups, Sts write a short
2 The way you have your hair is your… (hairstyle) description of a teen tribe, real or imaginary, based on the
3 Things that are old but people like to collect, for example descriptions in the article, e.g.
cars, clothes, are described as… (vintage) Pop princesses: They wear pink, silver and baby blue, plus
4 When I spend time with my friends, I…with them. (hang out) lots of rings and bracelets and things in their hair. They often
5 If I really don’t like something, I…it. (can’t stand) send photos of their clothes and make-up to each other on
6 If I put things together that are different, I…things. (mix) Instagram or Snapchat. They like listening to pop music.
Project Explore T34


3A
Vocabulary Collocations e
3a e 2•04 • Give Sts time to complete the task.
• Ask Sts if they can remember any of the collocations for • Tell Sts to read their sentences to a partner.
free-time activities from the article. • Elicit sentences from the class for feedback.
• Give Sts time to complete the task. Students’ own answers.
• Play the audio again for Sts to listen and note the
collocations, then elicit answers. Q Workbook page 25, exercises 5–7
2 chat 3 collect 4 download 5 watch 6 go 7 do
8 hang out 9 read 10 play
Listening
EXTRA SUPPORT You could remind them what they learnt 5a e 2•05 Audio script pT89
about collocations in Unit 2 (travel words). • Tell Sts they are going to listen to six people talking about
b the activities they enjoy doing.
• Tell Sts to complete the task individually and then check • Play the audio for Sts to complete the task.
their answers with a partner. • Elicit the answers.
• Model and drill pronunciation of the collocations. 1 f 2 h 3 a, c 4 e 5 b, g 6 d
play computer games watch films
read magazines hang out with your cousins
collect stamps take the bus • Before Sts listen again, tell them to try to fill in as much as
go swimming chat online they remember and check their notes with a partner.
do judo play the guitar • Then play the audio again for them to complete their
chat on social media watch TV notes.
c • Check answers.
• Tell Sts to complete the task. 1 Raj 2 Billy 3 Jamie 4 Rose 5 Layla 6 Chloe
• Monitor and correct vocabulary and pronunciation if
necessary. c
• Tell Sts to do the task with a partner.
EXTRA CHALLENGE Tell Sts to choose three more
collocations and write sentences about themselves. • Remind them to find out extra information.
• Elicit the questions and answers from pairs around the
Q Workbook page 24, exercise 1–4 class as feedback.
Grammar Verb + -ing form Speaking

4a 6a
• Tell Sts to complete the task, then check answers. • Ask Sts to decide who is A and who is B in their pairs, and
1 wearing 2 chatting 3 being then tell them to follow the instructions.
b
b
• Tell Sts to look at the examples and complete the rule. c
We use an -ing form after the verbs like, enjoy, and mind. • Sts work with a partner, using as many verbs from the box
as they can.
c
d
• Sts find the verbs on the web page.
• Sts complete the task. Elicit what Sts have found out
prefer, can’t stand, love, hate about the two people.
EXTRA IDEA Give each student a question to ask the other
LANGUAGE NOTE After many verbs expressing likes and
members of the class, e.g. Do you like playing chess? They
dislikes, we use the -ing form, e.g. I really don’t like washing
walk around and ask everybody their question and then
dishes. Paul can’t stand listening to hip hop music. Some of the
report back the class answer, e.g. Only four people in the class
most common expressions are:
enjoy playing chess. / Most people prefer playing video games.
(f) love, like, enjoy, prefer ¦
(–) don’t mind ¦ + -ing Q Workbook page 25, exercises 8–9
(g) hate, can’t stand, dislike ¦
Extra
d Sts can do this either in class or as a homework task. If Sts do
• Sts complete the sentences with the -ing forms. this for homework, you could give them time at the start of
• Check answers. the next lesson to share their description and ask the class to
guess who it is.
1 going; playing 2 being 3 hanging out 4 listening
5 driving; taking 6 going
T35 Project Explore




3B
3B Ambitions and dreams • Elicit what ambitions the photos show.
• Ask Sts if they share any of these.
Workbook: pages 26–27, exercises 1–9 playing at a rock concert, computer programming, wiring a
Workbook: Grammar summary Unit 3 book, acting on stage, winning an Olympic gold medal
b e 2•06
Communication
• Play the audio for Sts to read and listen.
OPTIONAL LEAD-IN Revise jobs vocabulary from earlier
lessons by dictating work verbs and nouns and tell Sts, in
pairs, to decide on the name of the person who does the Oliver wants to become a computer programmer.
job: Nadia wants to be a writer.
teach (teacher) medicine (doctor)
music (musician) design (designer) 2
cook (cook / chef ) psychology (psychologist) • Give Sts time to complete the task in pairs.
art (artist) reception (receptionist) • Check answers.
invent (inventor) act (actor)
1 T
history (historian) politics (politician) 2 F He’s already been on two coding courses.
science (scientist) write (writer) 3 F He’s learning to design websites at school. (…his IT teacher
EXTRA SUPPORT Help Sts with pronunciation for says…)
4 T He designed a spelling app when he was thirteen.
describing their ambitions, e.g. I want to be a doctor
5 F He won an award when he was thirteen.
/aɪwɒn(t)əbijəˈdɒktə(r)/. Practise using I want to be a 6 T
/aɪwɒn(t)əbijə/ with the job vocabulary. Also check Sts’ 7 F She writes ideas on a special app on her phone.
pronunciation of the unstressed suffixes for jobs: 8 F She gets help from an online community.
-er / or /ə(r)/ – actor, inventor, farmer 9 T
-ist /ist/ – scientist, psychologist, receptionist 10 T
-ian /n/ – musician, politician
Then open the practice out to what else they want to do, 3
e.g. where they want to visit (I want to go to Paris.), what skills • Sts explain their ideas to a partner.
they want to learn (I want to learn to cook.), etc. • Tell Sts to give as much information as they can.
EXTRA SUPPORT Help Sts with ideas on how they can make
You First
their ambition come true. You could give them an example,
Sts write down some of their plans for when they leave e.g.:
school. What will they do immediately after they leave I want to be an engineer. I have to pass exams in Maths, Physics
school – studies / travel / training? What job would they like? and IT. I’ll have to go to university and I’ll have to study very hard.
Where would they like to live and work? I’ll have to work as a trainee in an engineer’s office to finish my
They discuss their ideas with a partner. Elicit some of their qualifications. I think I’ll succeed because it has always been my
plans. dream to be able to solve problems using Science and Maths / to
design new products using technology.
Reading
1a
EXTRA SUPPORT To check the vocabulary for the text,
write the following words on the board in random order:
‘ambition’, ‘energy’, ‘coding’, ‘passionate’, ‘optimistic’. Then give
the definitions and ask Sts to say which word it is and give an
example sentence, e.g.:
1 something you want to do very much – ambition (One of
my ambitions is to visit Brazil.)
2 putting lots of effort and enthusiasm into work / activities
energy (My new puppy has lots of energy – he’s always
running and jumping.)
3 a system of computer programming instructions – coding
(We are learning about coding in IT next term.)
4 showing very strong feelings about something –
passionate (Tom is passionate about his football team.
He watches every match.)
5 always expecting good things to happen – optimistic
(I’m optimistic about the result of the exam.)
Project Explore T36


3B
Vocabulary Nouns and adjectives LANGUAGE NOTE We use verb + to + infinitive with many
4a common verbs, e.g. have to (do), need to (do), want to (do).

Here are some of the most common: begin, choose, forget,
• Give Sts time to complete the task, then elicit answers. learn, manage, offer, promise, refuse, seem, try.
2 success 3 passionate 4 difficulty 5 determined Q Workbook page 26, exercises 4–6
6 luck 7 colourful 8 enthusiasm 9 optimistic 10 artistic
b
• Tell Sts to complete the task, then check answers. Listening
7a
1 colourful 2 passionate 3 determination, luck
4 determined 5 successful • Tell Sts to discuss their ideas with a partner.
a space travel b going skiing c visiting Egypt
c
d visiting Australia e going on safari in Africa
• Tell Sts to look at the adjectives in 4a and underline the f sailing round the world in a yacht
endings (-ous, -ful, -ed, -y, -ic).
• Sts make adjectives from the nouns in the box and put b e 2•07 Audio script pT89
them into categories according to the endings. • Play the audio for Sts to complete the task.
• Check answers, and point out spelling changes, e.g. y i 1 d (Jessie) 2 b (Stefan) 3 f (Lilly) 4 a (Joe)
in beautiful, double n in funny. You could also point
out which adjectives that end in -ful usually make their EXTRA SUPPORT If necessary, play the audio again, pausing
opposites using -less: helpless, colourless. for Sts to note down the answers.
-ous: adventurous, dangerous c
-ful: beautiful, helpful, useful • With a partner Sts answer the question.
-ed: interested, talented
-y: funny, rainy 1 Jessie needs to go to Australia to hold a real koala.
-ic: pessimistic 2 Stefan needs to save up to pay for skiing lessons.
-ing: interesting 3 Lilly needs to do a sailing course at the seaside.
4 Joe needs to go to university and study for a long time.
d
• Sts complete the task. d
• Check answers by asking Sts to give their descriptions for • Sts discuss the question with a partner.
the class to guess who the person is. Q Workbook page 27, exercise 7
Q Workbook page 26, exercise 1–3
Writing
Grammar Verb + to + infinitive 8a
5a • Give Sts time to write sentences about their ambitions
• Give Sts time to complete the task. and dreams.
• Check answers as a class. • Monitor and correct. Encourage Sts to self-correct as they
write.
1 to become 2 to create 3 to write
b
b • Sts write their ideas.
• Ask Sts to complete the rule. EXTRA SUPPORT Remind Sts about useful verbs that they
can use to write about their ambitions: want to, would like to,
We use to + infinitive after verbs like decide, would like, and hope.
decide to, learn to, need to, be determined to, hope to.
c Q Workbook page 27, exercises 8–9
• Give Sts time to complete the task, and then elicit 9
answers. • Sts complete the task.
Oliver EXTRA IDEA Tell Sts to bring in a photo of themselves and
he’s learning to design; he’ll need to study to write the corrected version of their social media profile
Nadia about their ambitions and dreams. They put their photo
she wants to be; I refuse to give up
on their profile and put them on the classroom wall so that
6 everyone can read them.
• Sts complete the task and check their answers with a EXTRA CHALLENGE Sts write interview questions, and then
partner. ask some other Sts about their ambitions. Then they can give
• Check answers as a class. feedback to the class.
2 to travel 3 to visit 4 to canoe 5 to go 6 to be
Extra
7 to have 8 to study
Sts can do this task in class or as homework.
T37 Project Explore




3C
3C Moving 2
• Give Sts time to do the task individually and compare
Supplementary materials answers in pairs, then check as a class.
Workbook: Grammar summary Unit 3 1 Rosie moved to a big city, Manchester, from a small town in
Photocopiable worksheets: Grammar and Vocabulary, Wales.
Communication 2 At first she was very angry about moving.
3 The worst thing for Rosie was living in a big city and starting a
OPTIONAL LEAD-IN Tell Sts to describe their home to a new school.
partner, e.g. what sort of place, how many rooms, etc. What 4 Everyone was very friendly and she soon met Anna and her
do / don’t they like about where they live? Make sure you friends.
cover vocabulary necessary for the lesson tasks: flat, (semi-) 5 Alex moved from the capital city, London, to a small country
detached house, cottage, villa, etc. If possible, bring in pictures town.
of different houses. 6 They moved because his parents couldn’t afford a house with
a big garden in London.
7 He was lonely because he didn’t know anyone but joined a
You First
swimming club to meet people.
Find out if anyone in the class has moved or changed 8 He’s getting used to living in a small town. He likes having a
school. The class can interview anyone who has. If nobody garden and a dog.
has moved and changed schools, ask them what could be
possible good points about changing, and what are the bad CULTURE NOTE London is the capital of the UK, with a
points. Discuss their ideas with the class. population of around 9,000,000. Greater London has an area of
1,500 km2 approximately. It is in the southeast of England, on
Reading the River Thames. It is the centre of government, commerce,
1a banking and the arts in the UK.
• Tell Sts to look at the photos and title and say what they Manchester is the third biggest city in the UK, with a
think the article is about. population of over 2,750,000. Greater Manchester covers an
approximate area of 1,200 km2. It is in northwest England.
• Ask Sts to describe what they can see. Once dependent on the cotton industry, Manchester has
A girl carrying a box of her belongings from a car. She’s in a city. diversified its economy to include manufacturing, wholesale
Friends saying goodbye and feeling very sad. and retail trade, information processing, and the service
A boy and his dog. industries.
Wales is a separate country within the UK, with its own
EXTRA IDEA Bring in a map of the UK and show where the parliament, language and culture. It has a population of over
places are. Photos of Manchester, Welsh mountains, Trafalgar 3,000,000. It has two official languages: Welsh and English.
Square / Oxford Street in London, and Ludlow (Shropshire) Ludlow has a population of around 10,000. It is a market town
would show distances they have moved (Wales and Ludlow) in Shropshire famous for its medieval castle and black-and-
and the city (London and Manchester). Ask Sts to make a white Tudor buildings (16th century). It is close to the border
list of four or five things that would be very different in the between England and Wales. It is a popular tourist centre.
country and the city, e.g. transport, entertainment, shopping,
environment, facilities.
Listening
EXTRA SUPPORT Pre-teach or elicit feel lost, cope with, react, 3a e 2•09 Audio script pT89
run away, can’t afford, motivation, get used to + -ing. You could • Play the audio for Sts to answer the question.
write the words on the board, and tell Sts while they are
listening and reading to underline them when they hear / Clare hasn’t moved yet.
read them. They can then work out what they mean from
the context.
• Give Sts time to read the questions and make notes on
b e 2•08 what they can remember.
• Play the audio for Sts to listen and do the task. • Play the audio again for Sts to listen and complete their
• Check answers. answers.
Rosie moved to Manchester because her dad got a new job. 1 Nina moves house every two years.
She was very angry at first. Then she was worried about all the 2 She’s been to six different schools.
changes and sad to leave her friends. 3 She thinks it’s interesting to discover new places, but she
Alex moved from London to Ludlow. He was very unhappy (it doesn’t have many close friends.
felt like the end of the world). He didn’t want to live in a small 4 Dev has just moved to London.
town and was scared of losing his friends in London. 5 He was sorry to leave his house in the country for a city flat.
He can’t get used to living in London.
c 6 He’s made one good friend, also a new boy.
• Sts discuss their reactions to moving in small groups. 7 Clare’s mum is German and dreams of going back to
• Ask each group to feed back with one negative or positive Germany.
point that was raised in their discussions. 8 She’s worried about the language because her German is
terrible.
Project Explore T38


3C
Grammar be + adjective + to + infinitive c
4a • Tell Sts to do the task.
• Give Sts time to complete the task. • Check answers.
• Elicit answers. 1 My parents dreamt of having a house with a garden…
2 I’m getting used to living in a small town.
1 sad to leave 2 easy to keep 3 determined to be
b LANGUAGE NOTE Sts are sometimes confused by used to,
• Give Sts time to do the task and compare their answers as it has two forms, e.g. used to + infinitive = a past habit or
with a partner. state which is now finished (I used to live in London, but now
I live in Oxford.) and be / get used to + -ing form = to be or to
• Check answers.
become familiar with an action or state (I’ve lived in London
Possible answers for years, so I’m used to travelling on the underground. / I moved
2 It’s dangerous to swim with sharks. to Paris last month, and now I’m (getting) used to speaking
3 It’s difficult to survive on the moon. French every day.)
4 It’s hard for him to do well in the test.
5 It’s boring to watch football. EXTRA IDEA Tell Sts to write two sentences, one for used to
6 It’s easy to learn to ski. + infinitive = past action / habit and one for be / get used to +
-ing form = to be familiar with an action or state. You could
EXTRA CHALLENGE Tell Sts to look at the photos again and use suggest a list of areas in which they can think of where there
a different adjective for each and add extra information, e.g.: have been changes in their lives (sport, daily routine, friends,
1 It’s frightening to ride a horse for the first time. clothes, food, etc.) Check the answers as a class.
2 It’s safe to swim with sharks if you are in a cage. d
3 It’s impossible to survive on the moon without oxygen.
4 It’s easy for him to do well in the test because he’s very
clever. • Check answers.
5 It’s depressing to watch football if you team isn’t doing well. 1 c 2 e 3 a 4 b 5 f 6 d
6 It’s hard to learn to ski when you are an adult.
Sts take turns reading their sentences to a partner, who agrees EXTRA CHALLENGE Tell Sts to close their books. Dictate or
or disagrees. write the following prepositions in columns on the board:
5a ‘for’ / ‘about’ / ‘with’ / ‘of’ / ‘to’. Tell Sts to cover exercises 6 and
7. Dictate the following ten verbs at random and tell them to
• Sts complete the sentences.
put them in the correct column:
b
• They compare them with a partner. for about with of to
• Check answers as a class. thank talk cope take care look forward
Additional grammar notes apologize think agree dream get used
When we want to talk about someone else, we use verb
+ for + object / object pronoun + to + infinitive, e.g. It’s Q Workbook page 29, exercises 4–8
hard for him to pass the test. / It’s important for everyone to Q Photocopiable Grammar and Vocabulary
exercise every day.
Dictate or write the following prompts on the board and Speaking
tell Sts to complete the sentences. 7a
1 ‘difficult / guests / arrive / before six.’ (It’s difficult for the • Give Sts time to think of their ideas and tell them to make
guests to arrive before six o’clock.) brief notes for each.
2 ‘dangerous / us / walk alone in the forest.’ (It’s dangerous b
for us to walk alone in the forest.) • Sts work in pairs and take turns making short dialogues
3 ‘great / Michael / win / the competition.’ (It’s great for using the verbs and adding extra information, as in the
Michael to win the competition.) example.
• For feedback, ask some pairs to perform their
Verb + preposition + -ing form conversations in front of the class.
6a Q Workbook page 29, exercise 9
• Sts complete the sentences. Extra
• Tell them to check the answers in the article. Sts do the task in class. Monitor and correct written
1 moving, changing 2 moving sentences, or encourage Sts to self-correct. Sts take turns to
tell a partner their sentences.
b
• Sts complete the rule. Check the answer.
After verbs with prepositions we use the -ing form.
T39 Project Explore




3D
3D Don’t panic! EXTRA IDEA Tell Sts you are going to read out five sentences
and that each one has a mistake. Sts write down only the
Supplementary materials mistake. Then in pairs they try to remember the sentences
Workbook: pages 30–31, exercises 1–7 correctly. You could make it a competition to see who
Workbook: Grammar summary Unit 3 remembers most sentences correctly.
Photocopiable worksheet: Everyday English 1 Robyn was able to catch the bus and get her bag. (She
Online Practice couldn’t catch the bus because it drove away too fast.)
2 Robyn calls her mother first. (She calls the bus company
Note
first.)
The story can be used in class as a reading and listening 3 Robyn wants her mother to phone the bus company.
task, a video task or both. (Robyn wants her mother to give her a lift to the bus
company.)
You First 4 The bus company closes at four o’clock. (It closes at five
Give Sts time to discuss their ideas. Ask Sts to tell a partner o’clock.)
about the strategies they have to find something when they 5 Robyn left her bag on the number 32 bus. (She left it on
lose it. You could feed in some useful expressions: remember the number 4A bus.)
having / doing, retrace my footsteps (go to all the places I went EXTRA IDEA Play the Lost Property Office game. In groups of
to since I last had it). You could tell Sts what you do when
two or three, Sts collect items they pretend to have lost. One
you’ve lost something, e.g. I try to remember what I was doing.
of them is going to be the assistant and the others come
/ I try hard to picture in my mind where I was and what I was
and describe their object to get it back. They can only get it
doing when I had it last. / If possible, I try to retrace my footsteps,
back if they describe it in as much detail as possible. If they
starting where I remember having it. Ask some Sts to tell the
use similar objects (pencil cases or water bottles), it will be
class their strategies.
more challenging for them to describe it accurately.
EXTRA SUPPORT Check Sts know the necessary vocabulary.
EXTRA CHALLENGE Tell Sts to close their books. Play the
Where do they go if they leave something on a bus or train?
(NOT forget something on the bus) (To the ‘lost property office’) audio. Sts try to remember what the sentence coming up is.
This can help with recognizing intonation.
1a e 2•10 r
• Ask Sts what they can see in the photos. Ask them what EXTRA IDEA Ask Sts what they do if they:
they think has happened. 1 leave their jacket or sweater in the classroom overnight
2 leave their school bag on the bus or train going home
Photo 1: Robyn and Lottie are standing at the bus stop talking. 3 lose their mobile phone while they are out
Photo 2: Lottie is keying a number into her phone. 4 leave their sports kit at home, when they have PE in
Photo 3: Robyn is talking on the phone. school
Photo 4: Robyn and Lottie are at the bus company office,
5 lose something that belongs to a friend or member of
where a woman is listening to what they are saying.
their family.
• Play the audio for Sts to listen and follow the story. Tell Sts to find out who they should see, or contact, and, if
• Elicit the answer to the question. there is a special phone number for a company, what it is.
They may have to check school rules, or check online who to
The lost property office at the bus company. contact. Sts report back in the next class.
b Note
• Give Sts time to complete the task, then elicit answers. To further exploit the video in class, you could use some
1 She last had her bag on the bus. or all of the suggested activities from page Tviii.
2 Her purse, her phone, everything.
3 Lottie suggests that Robyn phones the lost property office at
the bus company.
4 Robyn’s mum is a doctor.
5 She goes on the bus, with Lottie.
6 Robyn’s bag is blue.
Project Explore T40


3D
2a Pronunciation Silent letters in linking
• Tell Sts to read the dialogues again and then say what 5a e 2•13
these mean and when they would say them: • Play the audio for Sts to listen and underline which letters
1 What’s wrong? = What’s the problem? You say it if your friend they don’t hear. Then check answers.
looks worried or upset.
I can’t find my bag.
2 Don’t panic. = Stay calm. You say it if your friend seems very
You need to call the bus company.
upset and doesn’t seem to know what to do.
3 …think carefully. = Try to remember. You say it if your friend Would you mind not doing that?
thinks they can’t remember what happened.
b e 2•13
4 That’s a surprise! = That’s not a surprise. You say it if what
you expected to happen actually happened. It’s rather • Sts listen and repeat the phrases.
sarcastic. (In this context it is sarcastic, but it can be a surprise • Model and make sure the Sts are linking the phrases.
in some situations. Sts have to listen for the intonation, and c e 2•14
then decide.)
5 Here you are. = Take this. You say it when you hand • Sts say the phrases aloud.
something to another person. • If necessary, model and drill. Make sure they say the
6 You’ll be fine. = Don’t worry, it’ll be OK. You say it when you phrases as one chunk.
don’t think there is a problem. • Play the audio for Sts to listen and check.
b 1 I can’t wait. /aɪˈkɑːnweɪt/
• Put the Sts into pairs to practise. 2 She hasn’t been /ʃiːˈhæznbiːn/
3 I don’t like /aɪdəʊnlaɪk/
Q Workbook page 30, exercise 1
4 I haven’t got /aɪˈhævngɒt/
3a 5 He didn’t come /hiːdɪdnkʌm/
• Sts discuss their ideas with a partner.
b e 2•11 r Audio script pT90 LANGUAGE NOTE We generally drop the ‘t’ in negative
• Play the audio for Sts to listen and check their ideas. auxiliary verbs, e.g. doesn’t, don’t, hasn’t, haven’t, didn’t, wasn’t,
weren’t, won’t, wouldn’t, mustn’t, etc. before consonants but
• Check answers. not before vowels, e.g. I won’t go. /aɪwəʊngəʊ/; I didn’t ask
The woman brings a blue bag and tells Robyn that’s the second her. /aɪdɪdntɑːsk hɜː/.
blue bag in the lost property office that day. When she goes out
Robyn looks in the bag, she realizes it’s not her bag, but the lost
property office has closed. Then the phone in the bag rings, and
Robyn makes an appointment to meet the owner of the bag in Listening and Speaking
the city centre in half an hour. EXTRA SUPPORT Pre-teach or check Sts know reach, shelf,
pocket money, embarrassing.
Everyday English Requests 6a e 2•15 Audio script pT90
4a • In pairs, Sts describe what they see in the pictures.
• Give Sts time to complete the task, then elicit other • Play the audio for Sts to listen and match.
examples. • Check answers.
Asking for something 1 b 2 c 3 d 4 a
Could you lend me your phone, please? (2)
I need some help. (2) b e 2•15 Audio script pT90
Can you give me a lift to the lost property office? (3) • Working with a partner, Sts write the requests they heard
Can you describe the bag? (4) for each photo.
Would you mind not doing that? (4) [Robyn tapping her nails on
the desk.]
• Sts listen and check their answers. Ask Sts to repeat them
chorally and individually.
Responding
Sure. Here you are. (2) 1 Could I have my pocket money, please?
Robyn, I’m afraid I can’t. (3) 2 C
an you stop posting personal photos on social media? It isn’t
OK. (3) safe.
Yes, of course. (4) 3 Can you help me with it, please?
4 Could you help me, Mr Brown?
• Play the audio for Sts to listen and check. 7
c • Sts read the situations and prepare their requests.
• Tell Sts to look at the examples in the dialogue and do the 8
task. Check answers. • Sts take turns making and responding to requests.
• Monitor and help with grammar and pronunciation.
1 Could is more polite than can.
2 Would you mind + -ing…? is more formal than can and could. Q Workbook page 31, exercise 7
Q Workbook pages 30–31, exercises 2–4 Extra
Q Photocopiable Everyday English Sts do the task in class.
T41 Project Explore




3
Revision Everyday English Requests
6
Workbook: pages 32–33, exercises 1–8 A Can you 1lend me the money for a bus ticket please, Bob?
Online Practice B I’m 2afraid I can’t. I don’t have any money, sorry. Ask Jamie.
Unit test 3 A Hey, Jamie! 3Could you lend me some money, 4please?
C Yes, of 5course. How much?
A £1.50.
Vocabulary Collocations C 6
Here you are.
1 A Thanks.
1 What comic are you reading?
2 I hang out with my friends in the park.
3 Shush! My sister is doing yoga.
Learning to learn Word families
4 Bob never goes running. He hates sport. • This is an area that Sts often find confusing, in that they
5 I sometimes play chess with my dad. have the ‘right’ word but they use the wrong form.
6 Who took this photo of us? • It might be a good idea to get them to work on word
families as revision for various vocabulary topics, and to
record the word families in their English notebooks with
Nouns and adjectives examples of how they are used:
2
Travel
1 b (ambitious) We _________ 40 kilometres a day on our bikes. (travelled)
2 a (passion) The _________ spent the night camping near the beach.
3 a (determination) (travellers)
4 b (optimistic) Jobs
5 a (luck)
6 b (successful) Verb/noun person job
build builder building (trade)
Grammar Verb + -ing form act actor acting
3 science scientist science
1 We love watching videos online. (to) • You can also help Sts by getting them to note the
2 Do you enjoy playing chess? (play) difference between nouns, adjectives and adverbs by
3 Joe can’t stand eating salad. (do) looking at the endings (suffixes).
4 She doesn’t mind walking to school. (not)
5 I like visiting new places. (to) verb noun adjective adverb
6 I hate reading fashion magazines. (doesn’t)
hope hope hopeful hopefully
act activity active actively
Verb + to + infinitive fly flight flying
4
collect collection collective collectively
1 I’d like to visit Australia one day. energy energetic energetically
2 She hopes to win the art competition at school.
3 You need to work harder to pass your exams. • Encourage Sts to write example sentences with the
4 I forgot to do my Geography homework. different word forms to help them use their vocabulary
5 Do you want to play chess? more accurately.
6 My uncle decided to move to the USA when he was a
student.
Q When Sts have finished the Revision page, tell them to
go to the Workbook Progress Check p. 33 and complete
be + adjective + to infinitive; Verb + the Your progress table.
preposition + -ing form
5
1 c He apologized for arriving late.
2 a It’s impossible to survive in space.
3 f We were lucky to get tickets for the match.
4 e I’m looking forward to going to the concert.
5 b He was sad to say goodbye to his friends.
6 d She dreams of visiting China.
Project Explore T42


3
My project 2a
• Tell Sts to work in pairs.
Project checklist b
Before the lesson • Give Sts time to choose their words working through the
• Arrange for Sts to be able to use computers with access to Vocabulary in earlier units: Student’s Book Unit 1 pages 8,
the internet. 11; Unit 2, pages 21, 24; Unit 3 pages 35, 37.
• If you cannot arrange for computer access, Sts can do the 3a
task on paper. • Individually, Sts write clues for each of the words.
Materials for the lesson • Remind them to check the clues in exercise 1a to see how
• Computers with internet access and a programme to to use relative pronouns.
make crosswords. • Monitor and correct as they write, encouraging Sts to self-
• Without computer access, Sts can create their crossword correct where possible.
on paper. You will need A3 paper, rulers, coloured pens b
and pencils. • Working with a partner, Sts compare their words and clues
and choose the best ones for the puzzle.
You First
EXTRA IDEA There are several crossword creating sites
Tell Sts, in pairs, to answer the questions and explain how to
online. If you have access to computers, tell Sts to use one of
do their favourite puzzle. Get feedback. Ask them to say why
these to help them write their crossword.
they do or don’t like doing crosswords and puzzles.
4a
EXTRA IDEA Write a long word or phrase from the unit on
the board, e.g. ‘computer programmer’, ‘energetic’, ‘social • Tell Sts to create their crossword.
media’, etc., or divide the class into small groups and give • Remind Sts they need some clues for Across and a similar
each group a different word. Tell Sts they have two minutes number for Down to balance the puzzle.
to make as many words of three or more letters as they can • Sts number the clues and try out the crossword to make
in the time. Get class feedback. Alternatively, Sts could write sure it works.
their list in big letters on big sheets, so that everybody can b
see the words when Sts hold the sheet up or stick it up on • Tell Sts to draw their crossword on a large sheet of paper,
the wall. The winners are the group / individuals with the with the Across and Down clues.
most correctly spelt words.
5
EXTRA SUPPORT Pre-teach or check useful vocabulary: clue, • Sts swap their crosswords with another pair’s crossword.
hint, solution, do a puzzle, solve a clue / a puzzle. • With a partner, they try to solve the clues and complete
1a the crossword puzzle.
• Let Sts solve the crossword clues individually. • When all the crosswords have been completed, they
b decide which clues were the most difficult to solve.
• Give Sts time to complete the task in pairs. EXTRA CHALLENGE Tell Sts to work with a partner and
• They can then check the answers in the key at the bottom choose eight to ten words, either from the Vocabulary
of the page. sections, or other sections in the unit. Then tell Sts to make
a grid and write the words in, leaving some squares blank.
EXTRA SUPPORT If Sts find the task too challenging, tell
When they have put all the words in, tell them to add
them all the words come from the unit vocabulary, or give letters randomly to disguise the words. After swapping their
them the first letter of each clue. wordsearches, Sts find the words in someone else’s puzzle.
c As a further challenge, they can write definitions for the
• Give Sts time to read the Look! box. words they have found, using relative pronouns.
• In pairs, Sts do the task. You can find examples of wordsearches on pages 48 and 58
of the Workbook.
WHO
9 Across A type of person who is always positive.
4 Down A type of person who wants to be successful.
6 Down A person who has one big interest and knows
everything about it.
WHICH
1 Down An animal which only lives in Australia.
7 Down A magazine which has stories with funny drawings.
THAT
5 Across An activity that helps relax my mind and body.
10 Across A game that only two people can play.
2 Down Emos like wearing clothes that are this colour.
8 Down Things that you put on envelopes.
T43 Project Explore




3
Culture b
• Sts take turns asking and answering the questions.
Photocopiable worksheets: Culture, Culture video double- telephone tube map black cab
decker bus box
other British icons, if you want to give your Sts some more Who London Sir Giles Harry Beck Austin (car
designed Transport Gilbert Scott manufacturer)
information. it?
British icons include those that date from the Stone Age
When 1956 1935 1933 1948
(e.g. Stonehenge) and more recent icons from the end of
were the
the 20th century (e.g. the London Eye and the Angel of the first ones
North). Here are some of the best known. If you want to tell produced?
Sts about these, it would be a good idea to bring in photos. How They have They had a It hasn’t, There have
The Houses of Parliament are where the two houses of the have they become new design but other been many
government of the UK meet: the House of Commons, which changed electric and to celebrate under- different
is elected, and the House of Lords, where the members are over the modern. the Jubilee ground models
either appointed or have hereditary titles. It is located beside years? of King networks because of
George V have used improved
the River Thames, in central London. The original building and it hasn’t it as a technology,
dates from the 11th century, 1016, but what we see today changed model. but the basic
was built after a fire devastated the building in 1834. Big Ben since then. design is still
is the clock tower beside the Houses of Parliament. the same.
Fish and chips is considered one of the UK’s national dishes, How many around 1,000 around around
alongside roast beef in England and haggis in Scotland. Its are there 46,000 21,000
origins are sometimes disputed. Many say it is English, but today?
others believe it arrived in England with Western Sephardic What will They are They are The next
Jews in the 17th century. It consists of white fish covered happen replacing the disappearing generation of
to them in buses with as mobile cabs will be
in batter and deep fried. It is usually accompanied by chips, the future? clean electric phones electric.
mushy peas and vinegar. It was the number one take-away buses that replace the
meal eaten in the UK in the past, but as Indian and Chinese have a modern telephone /
take-aways have become more popular, it is eaten less than design. landlines.
it was 50 years ago.
The London Eye is seen in many views of central London. 3a
It is a giant Ferris wheel situated by the River Thames. It is • Give Sts time to do the task, then elicit answers.
Europe’s tallest Ferris wheel. It stands 135 metres tall, and the
wheel has a diameter of 120 metres. When it opened to the
public in 2000, it was the tallest Ferris wheel in the world (the b
Star of Nanchang in China is now the tallest). It is the most • Give Sts time to do the discussion task.
popular paid tourist attraction in the UK. Around 3.75 million
• Find out which icon is the most popular and ask Sts for
people visit it annually. It gives some of the best views of
their reasons.
London and the river. You can see the Houses of Parliament,
Westminster Bridge and Buckingham Palace. 4a
• Give Sts time to do the task.
You First b
Sts discuss the question in pairs. Ask Sts to share the British • Take a class vote on the favourite.
design icons they have seen. Where did they see them, and EXTRA CHALLENGE Put Sts into small groups. Tell Sts to look
what were their impressions. online or in books to find out about icons from different
1 countries and prepare a short presentation on them. They
• Ask Sts to identify what is in the photos. should write a paragraph and get some photos to present to
• Give Sts time to complete the task, then elicit answers. the class. Icons could be:
the USA – the White House / hamburgers
A red double-decker red bus – a Routemaster. You can see it in France – the Eiffel Tower / the baguette
London.
Brazil – the Amazon Forest / the Maracaña Stadium
A red telephone box. You don’t see these very often at all now.
Japan – manga comics / judo
A map of the London underground – known as the Tube. You
see the map in every underground station, and in guide books When each group has presented their icon, the class can say
and printed maps. which one they found most unusual, most interesting, and
A black London taxi / taxi cab / cab. These are seen all over which one they want to find out more about.
London.
r Video A British fashion icon
2a As an extension to the Culture topic, watch a short film
• Put Sts into pairs, A and B. about a British fashion icon and do the exercises on the
• Allow Sts to read their paragraphs and complete the task. accompanying photocopiable worksheet. You can either
available on the DVD-ROM or on the Online Practice.
Project Explore T44


3
Learn through English 2
• Sts complete the task, then compare answers in pairs.
Supplementary materials • Check answers as a class.
Photocopiable worksheet: Song
1 Immigration means coming to a country; emigration means
Additional subject notes leaving a country.
This topic may bring up racial or religious stereotypes and 2 The push factors are negative things that make people
so needs to be handled carefully. want to move, such as unemployment, crop failure, natural
Here are some points that politicians, statisticians and disasters, war, poor healthcare and education.
3 The pull factors are positive things that attract people to a
commentators often mention about the effects of
country, such as job opportunities, a better standard of living
migration:
or better education or healthcare.
Some advantages for countries people emigrate from: 4 An economic migrant is someone who emigrates to another
1 Money is sent home to families. country to find work.
2 It decreases pressure on jobs and resources at home. 5 A refugee is someone who is forced to leave their homes
because of war or persecution.
3 Migrants come home with new skills.
Some disadvantages for countries people emigrate from: 3a e 2•17 Audio script pT90
1 It reduces the size of the country’s workforce. • Tell Sts they are going to listen to three people who have
2 It can cause a gender imbalance as more men migrated.
emigrate. • Play the audio for Sts to answer the question.
3 It can result in a ‘brain drain’, where skilled and qualified • Get feedback from the class.
workers emigrate to better-paid jobs abroad.
1 A refugee
Some advantages for countries people immigrate to: 2 An economic migrant
1 It creates a richer, more diverse culture. 3 An economic migrant (better education)
2 It reduces labour shortages.
b e 2•18
3 Migrants often do low-paid, low-skill jobs that are
difficult to find workers to do.
• Tell Sts to try to remember the answers.
Some disadvantages for countries people immigrate to:
• Play the audio for Sts to do the task.
1 There can be increased costs and pressures on
• Check answers.
resources, e.g. hospitals, education, housing. A nearly a year; safe; the war
2 There can be overcrowding in housing / B Slovakia; doctor; money; three years; married
accommodation. C Kenya; to study; universities; a job
3 There can be a negative effect on the wages of existing c
workers, leading to conflict and prejudice.
You First A Amira – the war in Syria (push)
B Juraj – better salary (pull)
Give Sts time to discuss the question. Elicit ideas and write C Faith – better education (pull)
any useful vocabulary on the board. Ask when the person
moved, and where to. Do they come back to visit? Did they 4
find it easy moving to another town / country? • Put Sts into small groups to discuss the questions.
EXTRA IDEA Ask Sts to work in pairs and make three lists: • Then ask a spokesperson to report their group’s ideas to
1 the reasons people move abroad the whole class.
2 the benefits of moving abroad EXTRA CHALLENGE Put Sts into groups and ask them to
3 problems people have when they move abroad.
research migrations in history, for example to the USA,
Ask Sts to compare their ideas in a whole-class activity.
Australia, South Africa, South America, etc. or from countries,
1 e 2•16 the UK, Ireland, France, Sweden, Germany, etc.
• Ask Sts to look at the pictures and titles and discuss with a Ask them to find out about a place or city, e.g. Brazil, Toronto,
partner what the topic is. New York, Sydney, etc.
• Play the audio for Sts to read and listen. • When did immigration start there?
• Where were the migrants from? / Where did the migrants
• Sts answer the question, then elicit the answer and ask for
go to?
one example of each type.
• Why did they migrate?
1 Economic 2 Social 3 Political 4 Environmental • What are the different communities in the country / city
they moved to?
• What happened to the native population in the country?
e 2•19 Song Fill My Little World
• Play the audio for Sts to listen to the song and complete
the Song photocopiable worksheet.
• Check answers.
T45 Project Explore




4 Day-to-day
EXTRA IDEA Help Sts with linking in the phrases. Tell them to
Unit objectives
mark the stressed syllables:
talk about rules at home wear what you like stay out late
describe useful things dye your hair help with the housework
talk about obligation go to bed late have friends round
talk about permission make your bed spend a lot of time online
tidy your room play loud music
speculate
Tell Sts to repeat, concentrating on the stress. You could get
make offers and respond to offers Sts to clap the stress, e.g. wear (loud clap) what you (two
write a post for an online discussion board about the little claps) like (loud clap). Then, in pairs, Sts clap the phrase
rules in your home and their partner guesses which one it might be (three are
the same: stay out late, make your bed, dye your hair).
Language 2
Grammar: talking about obligation, prohibition and • Tell Sts to discuss the question in pairs.
permission; talking about ability; expressing modality • You could get some feedback from the class here.
Vocabulary: house rules; useful things • Find out if everyone has the same rules, or if some are very
Everyday English: offering help different.
Project: A poster Students’ own answers.
Culture: Eton College
Learn through English: Great inventors (IT) EXTRA SUPPORT Pre-teach or elicit furious and plenty.
3a e 2•21
• Play the audio for Sts to read and listen to the online
4A Not fair! discussion forum.
Supplementary materials • Sts decide on the answer.
Workbook: pages 34–35, exercises 1–7 • Check answers.
Chloe is not a teenager.
Communication b
You First • Give Sts time to answer the questions, then check their
answers with a partner.
Sts answer the questions with a partner. In pairs, Sts discuss
whether the rules are fair or too strict, and give a reason for • Check answers as a class.
their answers. 1 Kelly, Lucas 2 Nathan 3 Kelly, Lucas 4 Lucas
EXTRA IDEA Check Sts understand obey / disobey. Ask Sts 5 Chloe 6 Nathan 7 Lucas 8 Nathan, Lucas
where they have to follow rules, e.g. at school, in the library,
c
etc. Ask them if it’s easy to obey rules and ask them to give
you a reason for their answer. • Ask Sts to decide with a partner which rules they think
are fair.
• Have a class discussion.
Reading and Vocabulary House rules
1a Students’ own answers.
• Tell Sts to look at the pictures and match them to the
EXTRA CHALLENGE In pairs or small groups, Sts write a list of
phrases with a partner.
rules for home (for parents and for children) and for school
b e 2•20
(for teachers and for students) from different perspectives,
• Play the audio for Sts to read and listen to the phrases. e.g. Group A from the parents’ point of view; Group B from
• Check answers as a class. the children’s point of view; Group C from the teachers’ point
• Give Sts time to practise saying the phrases. of view; Group D from the students’ point of view.
Then change groups to pairs A / B and C / D. They compare
a 2 b 8 c 10 d 6 e 1 f 5 g 4 h 3 i 7 j 9
the groups’ rules and A / B decide on five or six rules for
home and C / D decide on five or six rules for school.
EXTRA SUPPORT As an example, say the first word and ask
Each pair reads out their rules and the class picks five rules
Sts to give the rest of the phrase, e.g. dye – your hair, then
for home and five for school.
repeat the full phrase: dye your hair. Give Sts time to do
the same for each phrase in pairs. Then tell Sts to write a Q Workbook page 34, exercises 1–2
sentence for three of the phrases. As a few volunteers to read
out their sentences to the class.
Project Explore T46


4A
Grammar Talking about obligation, Listening
prohibition, and permission 6a e 2•23 Audio script pT90
4a • Tell Sts they are going to listen to Cathy talking about
• Ask Sts if they can remember any of the verbs people rules at home.
used in the article to talk about the rules they have. • Tell Sts to read the rules and think about which ones she
• Tell Sts to read the rules. must, mustn’t or doesn’t have to follow.
• Give Sts time to complete the task, then elicit answers. • Play the audio for Sts to complete the task
1 have to 2 must 3 don’t have to 4 can’t 1 MN 2 D 3 M 4 D 5 M 6 MN 7 MN 8 MN
5 ’m not allowed to 6 mustn’t 7 can 8 are allowed to
b • Then play the audio again for them to check their answers.
• Tell Sts to complete the task individually and then check • Elicit Sts’ answers to the questions.
their answers with a partner.
• Model and drill pronunciation of the sentences from the Q Workbook page 35, exercise 6
online forum.
Kelly
Writing
I can’t stay out late. 7a
Nathan • Give Sts time to complete the sentences about rules in
I have to make my bed every day. their home.
Lucas • Ask Sts to think of rules that haven’t been mentioned so
I can’t spend a lot of time online.
far in the lesson, e.g. taking care of a pet, looking after
I have to help with the housework on Saturday morning.
I’m not allowed to stay out after 6 p.m. in the evening.
their bike, skateboard, etc. I have to take the dog for a walk
before I go to school. I’m not allowed to skateboard indoors.
c b
• Give Sts time to do the task and check answers. • In groups, Sts discuss the rules they have to follow at
home and answer the question.
Chloe
I had to go to bed before 10… • Ask groups to report what they discussed.
I couldn’t have friends round except on my birthday! EXTRA IDEA Ask Sts how the rules at home have changed as
I wasn’t allowed out without my parents! they got older. What rules did they have when they were five
years old and ten years old that they don’t have now?
• Model and drill pronunciation of past forms:
I wasn’t allowed out /aɪ wɒzntəˈlaʊdaʊt/ Q Workbook page 35, exercise 7
I had to go /aɪ hætəgəʊ/ 8
I couldn’t have /aɪ kədntæv/ • Tell Sts to write their post for the online discussion forum.
5 e 2•22 Tell them to look back at exercises 3 and 7a for ideas
• Tell Sts to complete the task, then check answers with a about rules, and exercise 4 for grammar rules.
partner. • Monitor and help with vocabulary and grammar,
• Play the audio for Sts to listen and check their answers. encouraging self-correction where possible.
• Check answers as a class. EXTRA IDEA Tell Sts to write out the corrected draft and put
the posts up in the classroom for the other Sts to read. For
1 have to 2 have to 3 can 4 doesn’t have to 5 can
6 don’t have to 7 isn’t allowed to 8 can’t 9 have to feedback, ask Sts to say whose list was the most similar to or
10 mustn’t the most different from theirs.
EXTRA CHALLENGE Put Sts in small groups. Ask them to Extra

think of rules their parents or grandparents had to obey. Sts can do this either in class or as a homework task.
Ask each group to come up with something their parents /
grandparents had to do, were / weren’t allowed to do, and
could / couldn’t do, e.g. My grandfather had to walk to school.
My grandparents weren’t allowed to play outside in their best
clothes. My grandmother couldn’t stay out after 8 o’clock until
she was 18.
• Alternatively, if Sts cannot come up with any rules, ask
them to interview their parents and grandparents at
home and report back to the class in the next lesson.
Then ask Sts to compare their rules with their parents’ or
grandparents’ rules.
T47 Project Explore




4B
4B School life c
• Ask Sts to think about a normal day in school. They could
Supplementary materials write out their whole day, starting at 7 .00 a.m. (get up, have
Workbook: pages 36–37, exercises 1–8 a shower, etc.) and ending at 9 .00 p.m. (brush teeth and go
Workbook: Grammar summary Unit 4 to bed). Ask them what the differences would be if they
Photocopiable worksheets: Grammar and Vocabulary, were being schooled like Amy.
Communication
• Sts discuss with a partner and report back to the class.
OPTIONAL LEAD-IN Write the following anagrams on the
board and tell Sts they are school subjects: ‘greophgya’ Students’ own answers.
(Geography), ‘mhcseiytr’ (Chemistry), ‘lsieghn’ (English). Ask Sts
EXTRA IDEA Ask Sts to make a list of the benefits and
to list other school subjects. Write them on the board. Check
drawbacks of homeschooling. Ask them to think of three to
the pronunciation. Alternatively, you could ask Sts to come
four points for each, e.g. What can you do if you are learning
to the board one by one and write up the names of other
at home that you can’t do in school? And what can’t you do at
school subjects. Ask Sts to say what their favourite school
home that you can do in school? Who teaches you? Can they
subjects are, explaining why.
teach all the subjects?
School + You have different teachers so you have more
You First
variety.
Ask Sts if they know the answers to the questions. If not, Homeschool + Students can work at their own pace.
then tell them the ages. Do they think the ages are the School – You have to go at the speed of the class, even if
right ages to be in school? You could give them some you don’t understand the lesson.
comparisons to help them decide, e.g. in England they start Homeschool – It’s difficult for students to do subjects that
at five and can leave at sixteen, but have to stay in some sort require special equipment, like Chemistry.
of training or education until they are eighteen; in the other
countries in the UK (Scotland, Wales and Northern Ireland), it 3
is different. In France and Norway, school is compulsory from • Sts work with a partner.
six to sixteen. In the USA, it’s from five to sixteen. Sts discuss • Sts have a conversation about why they would / wouldn’t
their ideas with a partner. Elicit some of their opinions in like to be schooled at home.
class.
EXTRA CHALLENGE Divide the class into two sections, those
for homeschooling and those against it. In small groups,
Reading prepare a short presentation for why you think it is / isn’t a
1a good idea. Tell one section to think of some points for their
• Ask Sts to look at the photos and the title and decide what argument that it is better to educate children in schools,
the ‘difference’ might be. with their friends and classmates, and tell the other section
to think of some points against educating children in large
Teens not wearing uniform; people seem to be very relaxed; it
looks as if they may not be in school.
classes, and why it is better to be educated at home.
You could write a set of expressions on board that Sts can
EXTRA SUPPORT Ask Sts to brainstorm school-related words use in their discussion, e.g. ‘I partly agree, but…’, ‘In my
(other than names of subjects) in two minutes, e.g. timetable, opinion,…’, ‘I totally disagree’, ‘I see your point, but…’ ‘I don’t
test, uniform, exam, etc. Sts give their suggestions and you think…’, etc.
write them on the board, possibly in a mind map format. When Sts have prepared the arguments, each section of
the class has five minutes to put all their arguments for and
b e 2•24 against. Give Sts the opportunity to respond to what the
• Play the audio for Sts to read and listen and check their other group says.
answer. At the end of the discussion, Sts can vote to say whether
The people in the photos and article don’t go to school, they
they think homeschooling is a good idea.
learn at home.
2a
• Give Sts time to read the questions and complete the task
in pairs.
• Check answers.
1 b 2 a 3 b 4 b 5 a 6 a
b
• Sts discuss the question. If they are not sure about the
answer, tell them.
Project Explore T48


4B
Grammar Talking about ability Listening
4a 5a e 2•25 Audio script pT90
• Give Sts time to complete the task, then elicit answers. • Tell Sts they are going to listen to three people talking
about their schools.
1 weren’t able to 2 couldn’t 3 ’m able 4 can 5 can’t
6 be able to • Play the audio for Sts to complete the task.
• Check the answers.
b
1 Matt 2 Rachel 3 Amber
a Sentences 4 and 5 b e 2•25 Audio script pT90
b Sentence 2 • Ask Sts to fill in as much as they can remember from the
c Sentences 1, 3 and 6 audio.
c
• Play the audio for Sts to complete the task.
• Tell Sts to look at the examples in the text, and write how • Check the answers.
to form the tenses. Amber
• Ask a St to come to the board and write the forms. 1 She was unhappy at her old school / boarding school
because she couldn’t go home after school.
Past 2 She couldn’t speak German when she started her new
I, he, she it was / wasn’t able to + infinitive school.
we, you, they were / weren’t able to + infinitive 3 Soon she hopes she’ll be able to speak three languages.
Future
I, you, he, she, it, we, you, they will be / won’t be able to + infinitive Matt
4 Students can join the BRIT school when they are fourteen.
d 5 When he started he could sing and play the piano, but he
couldn’t dance very well.
• Sts complete the task. 6 He’s having acting lessons because he wants to act in
• Check answers. musicals one day.
I can wear what I want. Rachel
I’ll be able to take my GCSE Maths exam next year. 7 There were only about 200 students at her last school.
I can start later if I want. 8 The only language at her old school was French.
Are there any things that you can’t do at home? 9 There are lots of interesting after-school activities at her
Yes, but I can make my own timetable, and visit museums… new school.
I can’t do lab work in Science, for example.
When I was at school I could practise speaking French with other EXTRA SUPPORT If necessary, play the audio again, pausing
students. for Sts to note down the answers.
I can’t do that at home.
I can also chat online to other people like me. c
• Give Sts time to answer the question in pairs.
e • Get some feedback. You could ask if there are any subjects
• Give Sts time to do the task, then check their answers with they don’t have at school that they would like to be able
a partner. to study.
1 can’t 2 couldn’t 3 will be able to 4 Could
5 could 6 Were you able to 7 are able to 8 can Q Workbook page 37, exercises 7–8
LANGUAGE NOTE In the past we use could or was / were Speaking

able to to express ability. We use could for general ability, 6a
e.g. I could swim when I was four, but not when we are • Tell Sts to follow the instructions.
talking about one occasion, e.g. I wasn’t able to finish the race
b
yesterday.
In the future we can use can if we have the ability now, e.g. • Give Sts time to make their notes for the task, using the
I can drive you home after the party. Otherwise we use will be prompts.
able to, e.g. I’ll be able to pass the exam when I finish this course. c
• Using their notes, Sts complete the task.
EXTRA IDEA Ask Sts to work in pairs. Tell them to read the
Look! box. Ask them to think of three things that they can • For feedback, ask some pairs to perform their conversation
do now, that their grandparents couldn’t do when they were in front of the class.
the Sts’ age, e.g. They couldn’t look things up on the internet. EXTRA CHALLENGE Sts write four other activities and ask
Then they can think of three things their grandchildren will their partner if they can do it now or could do it when they
be able to do that they can’t do now, e.g. My grandchildren were eight. They can either give feedback to the class or
will be able to travel to Mars. write four sentences about their partner’s abilities.
Extra
Sts can do this task in class or as homework.
T49 Project Explore




4C
4C Everyday objects a toothbrush b torch, light bulb c tin opener
d zip, button e wallet, backpack f phone charger
Supplementary materials g belt h scissors, penknife i hairbrush
Workbook: Grammar summary Unit 4 EXTRA SUPPORT Before Sts do the exercise, revise using
Photocopiable worksheets: Grammar and Vocabulary, preposition + -ing. Tell Sts to cover the page and then say
Communication close your backpack. Sts respond: It’s for closing your backpack.
It’s a zip. Do several examples.
OPTIONAL LEAD-IN Quickly revise the rooms of a house
(bedroom, kitchen, dining room, living room, etc.) and what b
furniture you find in each (kitchen: cooker, fridge, washing • Tell Sts to cover the names of the objects.
machine, dishwasher, etc.). Check pronunciation and • Tell Sts to practise talking about the object, as in the
spelling. Ask one of the stronger Sts to come to the board example.
and write up the words as they are listed by the other Sts. • They can check their answers by looking at exercise 2a.
You First 3a
Tell Sts to work in pairs and to make a list, dividing the • Explain to Sts what a riddle is.
home into different rooms, and coming up with at least • Tell them to read the riddle and work out what the
three objects per room, e.g. kitchen: tin opener, bread knife, object is.
toaster. Then tell Sts to compare their list with another pair. 1 tin opener
Vocabulary Useful things b

EXTRA SUPPORT Ask Sts which objects they always have in • Give Sts time to read the dialogue.
their bag or pocket. Ask them why. • Ask them why it can’t be a plate. (It’s made of metal.)
1a • Ask what they need to make a tuna sandwich. (Bread,
butter / spread, a tin of tuna) How do they open a tin?
• Tell Sts to look at the photos and match the objects. (With a tin opener)
b e 2•26
EXTRA IDEA To help Sts with the pronunciation of phrases
• Play the audio for Sts to listen and check answers. with modals verbs, tell them to mark the stress:
• Sts practise saying the words. Model and drill A It could be a spoon.
pronunciation or play the audio again for them to listen B Or it might be a fork or a knife.
and say.
c
• Tell Sts that all the words are countable and so we say
a belt, a button, etc., apart from scissors, which is a pair of • Sts practise the dialogue in pairs.
scissors. 4
1 belt /belt/
• Tell Sts to read the other riddles (2–5) and work out what
2 zip /zɪp/
the answers are.
3 light bulb /ˈlaɪtbʌlb/ 2 zip 3 wallet 4 toothbrush 5 torch
4 torch /tɔːtʃ/
5 mirror /ˈmɪrə(r) EXTRA IDEA Tell Sts to close the Student’s Book.
6 phone charger /fəʊnˈtʃɑːdʒə(r)/ Demonstrate what you want Sts to do with two stronger Sts.
7 hairbrush /ˈheəbrʌʃ/
Say I went to the supermarket and I bought a torch. Then tell
8 button /ˈbʌtn/
9 wallet /ˈwɒlɪt/
the first student to repeat your sentence and add a useful
10 penknife /ˈpennaɪf/ object, e.g.:.
11 tin opener /ˈtɪnəʊpnə(r)/ Student A: I went to the supermarket and I bought a torch and
12 toothbrush /ˈtuːθbrʌʃ/ a penknife.
13 backpack /ˈbækpæk/ Student B: I went to the supermarket and I bought a torch, a
14 scissors /ˈsɪzəz/ penknife and a brush.
15 battery /ˈbætri/ Put Sts into groups of five or six. Student 1 starts by saying
the sentence with one object, then the next student repeats
EXTRA SUPPORT Tell Sts to work out which words have: the sentence and adds their own, and so on. If someone
One syllable: belt, zip, torch can’t remember all the objects, they are ‘out’. If they manage
Two syllables: mirror, hairbrush, wallet, penknife, backpack, to cover all fifteen objects, they can start to add other useful
scissors (stress on 1st syllable) objects they know. The winner is the student who can say
Three syllables: phone charger, tin opener (stress on 1st the longest sentence.
syllable)
Then tell them to mark the stress on each word. EXTRA IDEA Ask Sts to write their own riddles for homework.
Then they can try them out on a partner in class.
• Give Sts time to do the task individually. Q Workbook page 38, exercises 1–2
• Play the audio for Sts to check their answers.
• Check answers.
Project Explore T50


4C
Grammar Expressing modality Writing
5a EXTRA SUPPORT You could ask Sts to describe what’s in
• Give Sts time to complete the task. the photos before they do the task. Elicit / Check Sts know
• Elicit answers. the vocabulary necessary for the speculating task: 1 dogs
on leads, walking on a promenade by the sea, palm trees; 2
1 could 2 might 3 can’t 4 must cobbled streets, eating al fresco (outside); 3 Gothic architecture,
b wintery weather; 4 autumn leaves.
• Give Sts time to do the task and compare their answers 8
with a partner. • Sts complete the task with a partner.
• Check answers. Students’ own answers.
We use can’t to say something is impossible.
We use could or might to say something is possible. Q Workbook page 39, exercise 6
We use must to say when we think something is certain. 9
• Sts write their own short descriptions using the ideas from
c exercise 8.
• Sts complete the sentences. Then they compare them • Monitor and correct the writing, encouraging self-
with a partner. correction where possible.
• Check answers as a class. • When they have finished writing, put Sts into small groups
• With a partner, Sts practise the dialogues, taking turns where they read out their descriptions. The group decides
being A or B. which descriptions are the most likely.
1 could / might 2 must 3 could / might, can’t EXTRA IDEA Alternatively, when Sts have written the
corrected version you can collect them in. Make copies of
Q Workbook pages 38–39, exercises 3–5 the photos and put a selection of their description below or
Q Photocopiable Grammar and Vocabulary around each photo, making four posters. Sts can then read
what other people in the class wrote about the photos.
Speaking
EXTRA IDEA Ask Sts to do a similar description of a picture
6a
they chose for themselves as homework.
• Tell Sts to read Riddles 2 and 3 in exercise 3a.
• Give Sts time to complete the task. Extra
1 could / might 2 can’t 3 must 4 could / might Sts do the activity with a partner.
5 can’t 6 must
b
• Tell Sts to practise the dialogues with a partner.
• Monitor and help with sentence stress and grammar, if
necessary.
7
• Tell Sts to practise their dialogue, as in the example.
• You could get two or three pairs of Sts to perform their
dialogues for the class.
EXTRA CHALLENGE Teach or elicit some adjectives to
describe things: hard, soft, round, square, sharp, straight, etc.
Bring in a bag with several objects from the lesson, and
some other objects they already know in it. Ask a student
to put their hand in the bag, and hold onto an object. The
student doesn’t take it out of the bag yet. Other Sts ask
questions:
A What’s it made of?
B It’s hard. I think it’s made of metal and plastic.
A What is it used for?
B It’s used for cutting things.
A It could be a knife. It might be a pair of scissors. Is it a
knife?
B No, it has two parts.
A Then it must be a pair of scissors.
B Correct – here they are. (showing the scissors)
T51 Project Explore




4D
4D Let’s do it! b
Workbook: pages 40–41, exercises 1–7 1 Correct.
Workbook: Grammar summary Unit 4 2 The friends collect litter from the park.
Photocopiable worksheet: Everyday English, Pronunciation 3 They are all wearing gloves.
Online Practice 4 They have already collected thirty-four bags of rubbish.
5 Oscar says he can write for the school website.
Note
The story can be used in class as a reading and listening
EXTRA IDEA Sts work in small groups. Each group decides
task, a video task, or both. on a project, its aims, how they are going to set it up, when
people can join and how much time they want them to give,
what activities the group will carry out, what equipment
You First they will need.
Give Sts time to discuss their ideas. Ask Sts what they They agree on a title for the project, e.g. something like
understand by ‘community project’. Ask them why people ‘Don’t be a litterbug!’ or ‘Keep Bratislava tidy’. They design
get involved in community projects (to help to improve a web page for their project. Tell them to find photos and
the community for others). Ask Sts to list different kinds of perhaps real objects to bring in.
community projects, and say if they have heard of any in Each group presents its project to the class and the class
their area in those categories, e.g. collecting litter / plastic; decide which projects are worth doing, and which as a class
animal / wildlife / ‘greening’ a city; charities for the elderly / they would like to do.
disabled / children; conservation of old buildings, rural areas, As a follow-up, ask them to find out what community
etc.; helping children to learn to swim, etc. projects are going on in their town / city.
EXTRA SUPPORT Write any new words that come up in the
discussion on the board. Check pronunciation. Note
LANGUAGE NOTE Sts may have heard a lot of words to or all of the suggested activities form page Tviii.
describe what we throw away. We can use one of several
nouns, e.g. litter /ˈlɪtə(r)/ – smallish things we leave in
public places such as the street, the beach, the park; rubbish
/ˈrʌbɪʃ/ – things we throw away because we don’t want
or need them; refuse /ˈrefjuːs/ – waste material that has
been thrown away; garbage /ˈɡɑːbɪdʒ/ / trash /træʃ/ –
words used in North America for rubbish or refuse. People
who throw things on the ground and not in bins are often
referred to as litterbugs.
We can throw away rubbish, put it in the bin and generally
once a week in the UK we take out the rubbish bins for the
refuse collectors /ˈrefjuːs kəlektə(r)z/ to collect it. They used
to be known as binmen or dustmen, but nowadays they
prefer to be called refuse collectors, which sounds better.
1a e 2•28 r
• Ask Sts what they can see in the photos. Ask them what
they think has happened.
Photo 1: Lottie and Robyn’s mum are talking next to a poster
about a community clean up.
Photo 2: Robyn, Joey and Robyn’s mum are in the street,
wearing yellow jackets. Robyn’s mum hands gloves to Robyn.
Photo 3: Robyn has found a box. Lottie, Oscar and Joey stop
what they are doing and look at her.
Robyn finds a box.
Project Explore T52


4D
2a 1 Can I do anything? – rising
• Tell Sts to read the dialogues on page 52 again, then 2 What sort of thing? – falling
discuss the expressions. 3 Do you need some help? – rising
4 What’s going on? – falling
Let’s do it. = Why don’t we do it? You say it to persuade
someone to do something with you. b
What’s going on? = What’s happening? • Sts complete the rule from the examples.
Here you go = Take this. You say it when you hand something to
another person. 1 In Wh- question the intonation is falling.
What are you up to? = What are you doing? You say it when 2 In Yes / No questions the intonation is rising.
you think someone is doing something interesting or unusual, or
perhaps something they shouldn’t be doing. c e 2•32
Over here! = Come here! Look over here! • Sts say the phrases aloud.
Look what… = Look. I’ve found something interesting. • If necessary, model and drill. Then Sts mark the intonation.
• Ask Sts how they could say them in their own language. • Play the audio for Sts to listen and check.
1 Have you seen Robyn? – rising
2 What’s that? – falling
b 3 Why don’t we do something? – falling
4 Would you like some help? – rising
• Put the Sts into pairs to practise. 5 Can anyone play it? – rising
• Monitor and correct pronunciation.
Q Workbook pages 40, exercise 1 Q Workbook page 41, exercise 5
3a Q Photocopiable Pronunciation
• Tell them to describe the boxes and guess what they Listening and Speaking
might find in them. EXTRA SUPPORT Pre-teach or check Sts know reach, shelf,
• Ask them which box they think Robyn found. pocket money, embarrassing.
b e 2•29 r Audio script pT91 6a e 2•33 Audio script pT91
• Play the audio for Sts to listen and check their ideas. • Ask Sts to discuss what people would say in each of the
• Check answers. situations, e.g.:
A What’s wrong? You look upset. Can I do anything?
They found a box with a ring, some coins and a notebook –
‘Geocaching logbook’. B I’ve lost my cat. Can you help me look for her?
Robyn puts her name in the notebook and a key in the box. • Play the audio for Sts to listen and decide which situations
the people are talking about.
• Check answers.
Everyday English Offering help
4a 1 e 2 a
• Give Sts time to complete the task, then elicit other b e 2•33 Audio script pT91
examples.
• Working with a partner, Sts write the expressions they
Would you like us to help you here? (Lottie) heard for each situation.
If you want, I can write about this. (Oscar) • Sts listen and check their answers.
Thanks, Oscar, that would be brilliant. (Robyn’s mum)
Don’t worry. We’ll do this street. (Robyn’s mum)
• Sts repeat them chorally and individually.
1 Would you like some help?
b e 2•30 Audio script pT91 If you want, I can make their bed.
• Play the audio for Sts to listen and repeat. Thanks. That would be great.
• Tell Sts to listen and mark on the phrases where the voices 2 Do you need some help?
go up and down, e.g.: Yes, please.
Would you like me to ask at the shop down the road?
Thanks. That would be great.
Look what I’ve found.
• If necessary, model and drill intonation. 7
Q Workbook pages 40–41, exercises 2–4 • Sts read the situations and prepare their sentences for
Q Photocopiable Everyday English offering help.
8
Pronunciation Intonation in questions • Sts role-play the dialogue using the flowchart.
5a e 2•31 • Monitor and help with grammar and pronunciation.
• Play the audio for Sts to listen and answer the question. Q Workbook page 41, exercises 6–7
• Check answers. If necessary, play the audio again.
Extra
Sts do the task in class.
T53 Project Explore




4
Revision Everyday English Offering help
6
Workbook: pages 42–43, exercises 1–7 Adam What time are we 1leaving?
Online Practice Mum When we’re ready, Adam.
Unit test 4 Adam Can I do 2anything to help? If you 3want, I can make
sandwiches.
Mum Don’t 4worry, I’ll do it.
Vocabulary House rules Adam 5Would you like me to put things in the car?
1 Mum Thanks. That would be 6great.
1 d Sylvia has dyed her hair green!
2 f Tom often helps with the housework.
3 a I spend a lot of time online.
Learning to learn Guessing the meaning
4 b We don’t play loud music. of unknown words
5 c They stayed out late last night. • Sts often want to read things online in English. Help them
6 e I hate tidying my room. become more confident, by helping them to develop
strategies for guessing unknown words.
Useful things • When they read an article, blog or web page, tell them
to note the words they don’t know. It’s a good idea to tell
2
them to limit the words to five or six. If they end up with
1 backpack 20, they will get bored looking things up and become
2 phone charger demotivated.
3 torch • The Sts go through Steps 1–3 in the Learning to
4 hairbrush learn box.
5 scissors
6 belt • They can check their guesses in a dictionary. They can
7 penknife make a note of the word, its form, its pronunciation, part
8 toothbrush of speech, what grammar goes with it, e.g. verb – past
form, noun – plural, a preposition, -ing form, to + infinitive,
and then look at the example sentences.
Grammar Talking about obligation, • You could tell Sts to find synonyms and antonyms. They
prohibition and permission could also look for other forms of the word, the noun,
3 verb, adjective, adverb.
1 ’m not allowed to • You could give them three sentences with one unknown
2 have to word in each. They can go through the whole guessing
3 can’t / dictionary work procedure above in class. Possible
4 have to examples for the unit topic are:
5 have to household chore – hoover / vacuum (v)
6 can’t household object – blender (n)
7 mustn’t homeschooling – hard-working / motivated (adj)
8 don’t have to
9 won’t have to
Q When Sts have finished the Revision page, tell them to
go to the Workbook Progress Check p. 43 and complete
Talking about ability the Your progress table.
4
1 She couldn’t dance at all when she was younger.
2 Now Molly can dance and sing very well.
3 We won’t be able to work next week. We’re going away.
4 Children will be able to study at home in the future.
5 I can’t see. There’s a tall man in front of me.
Expressing modality
5
The cars are driving on the left, so it 1can’t be a town in Slovakia.
It 2must be / could be a town in the UK. It 3can’t be winter
because it’s hot and sunny. The people with uniforms 4must be
students so it 5can’t be July or August. It 6might be / must be
June.
Project Explore T54


4
My project 4a
• Sts write their text, using their mind map notes. Monitor
Project checklist and correct Sts’ use of grammar and vocabulary,
Materials for the lesson encouraging self-correction where possible.
• Sts can create their mind map on paper. You will need A3 EXTRA SUPPORT Sts can read and comment on their
paper, rulers, coloured pens and pencils. partner’s text, helping them if necessary with grammar,
• If you can arrange for Sts to be able to use computers with spelling or vocabulary.
internet access and a programme to make mind maps, 5a
they could do the activity onscreen. • Tell Sts to complete their project by finding pictures to
illustrate their ideas.
You First
b
Tell Sts to work in pairs to answer the question and give
reasons for their answers, e.g. I don’t like History – I can never • Sts put their completed projects on a large sheet of paper,
remember all the names of the kings and queens, or the dates! or if you have access to a computer, in a PowerPoint
presentation.
You can extend this by asking questions in a class discussion.
What is your favourite school subject? What is your least EXTRA IDEA Sts can work in groups of four. They can follow
favourite? Why? Which subjects are necessary for your future the same procedure: each of them chooses a topic to make
career? Apart from academic subjects, what other things a mind map about, then they discuss their ideas as a group.
about school do you think are important? They write their text individually but before putting it on the
poster, they read and comment on the text of the others.
EXTRA SUPPORT Pre-teach or check useful vocabulary: give
up, drop, compulsory, vocational, academic, discipline, strict, ICT EXTRA SUPPORT Tell Sts to practise giving their presentation.
(Information and Communication Technology). Sts take turns to deliver their presentation to their partner.
1 Before Sts practise in pairs, elicit ideas on how to engage
an audience when giving a slide presentation, e.g. make
• Sts work with a partner to discuss the topics in the box.
eye contact, gesture to the pictures, look enthusiastic, ask
• Tell them to think about which and how many subjects the audience a question, explain unfamiliar words. Then
the school would offer; what lessons would be like, etc. the partner comments on how they made eye contact,
Ask them to think of at least one or two points for each explained unfamiliar words etc.
topic.
• Tell them to make brief notes on each. 6
• Join two or three pairs so they can compare their ideas. • Sts give their presentation to the class or group.
2a • Remind Sts of the importance of active listening. Tell
them to think of two or three questions during the
• Give Sts time to complete the task and decide on the presentations to ask afterwards.
answer in pairs.
• Sts then discuss the questions.
• Check answers.
All of them, apart from discipline
b
• Give Sts time to read the Look! box.
• In pairs, Sts do the task.
• Check answers.
learning, timetable, subjects, lessons
EXTRA SUPPORT Help Sts by starting off a mind map, e.g.

write ‘discipline’ in the middle of the board. Add three or
four lines around the word and ask Sts for suggestions of
headings, e.g. ‘clothes’, ‘behaviour’, ‘homework’, ‘lessons’. Now
tell them to work in pairs and come up with some ideas for
each heading, e.g. lessons – arrive on time. Give them time
to make notes. Write their suggestions under each heading.
3a
• Tell Sts to work in pairs. They choose two topics to write
about.
• Each student writes about one topic using the mind map.
b
• Sts exchange their mind map with their partner.
• They discuss the ideas and agree about the dream school.
T55 Project Explore




4
Culture 1a
• Ask Sts to identify what is in the photos. What are their first
Supplementary materials impressions of the students?
Photocopiable worksheets: Culture, Culture video
British private schools and their influence on British life. The photos show students in very old-fashioned uniforms, and
students doing pottery in a class. The students are boys between
In the UK, approximately 7% of the population goes to private
the ages of thirteen and eighteen.
schools. Private education, or independent education, means
attending a fee-paying private school. These differ from state b
schools, having fewer students per class, and they don’t have • Sts complete the task.
to follow the same regulations or curriculum. There are about
2,500 private schools in the UK, where about 650,000 students
• Check answers.
are educated. In 2017, the average cost of private or ‘public’ 1 D – History
school was £14,000 per year (€15,750) for a day school and 2 A – Admissions
£32,000 per year (€36,000) for a boarding school. 3 B – School life
Before state and private schools existed, all education was 4 C – Developing students
carried out by the Catholic Church, the earliest school in the
2a
UK being the King’s School in Canterbury, which was founded
in AD 597. These schools have a long history and are known • Put Sts into pairs, A / B.
as ‘public school’. This was because when they were founded, • Allow Sts to read their paragraphs and complete the task.
they were for clever boys from poor backgrounds, who were b
educated to become part of the government administration. • They then take turns asking and answering the questions.
The English aristocracy did not begin to send their children
to school until the 19th century. Then these schools became Student A
more expensive and exclusive. 1 Eton was founded in 1440.
The most famous public (private) schools are Eton College, 2 In the early days, 70 students went to Eton.
3 Prime ministers and members of the Royal Family studied at
Harrow School, and Rugby School (where the game rugby
Eton.
originated in 1832). Before boys go to public schools like 4 They have an interview when they are eleven, they must pass
Eton, they might attend private primary or elementary an exam when they are thirteen, plus have to pay the fees.
schools known as ‘prep schools’. These are also exclusive and 5 They have to do over an hour of personal study every
expensive. evening.
Many famous people including nineteen prime ministers 6 Various activities such as sports, drama, music and discussions
and many politicians (David Cameron, Boris Johnson), actors are important.
(Hugh Laurie, Tom Hiddleston, Damien Lewis), and writers (Ian Student B
Fleming, Percy Bysshe Shelley, George Orwell) went to Eton. 1 Over 1,300 go to Eton today.
Eton’s rival school, Harrow, boasts of famous former students 2 King Henry VI founded Eton to provide free education to poor
such as Prime Minister Sir Winston Churchill, actor Benedict boys.
Cumberbatch and writer Richard Curtis. 3 The fees today are about £40,000 a year.
Most private school students, (around 78%) attend religiously 4 Exceptionally clever boys can get a scholarship.
affiliated schools, known as ‘Faith schools’, e.g. Catholic, 5 Both students and teachers must wear a uniform.
Protestant, Jewish and, more recently, Islamic schools. 6 Eton develops qualities of leadership.
The term ‘public school’ is particularly confusing as in
c
the USA a public school is a state school, with education
provided by the state, and not a fee-paying school. • Give Sts time to do the task, then elicit answers.
State education in the UK is normally in comprehensive Students’ own answers.
schools where there is no entry qualification. All children
can enter at eleven years old. The majority of the school 3
population is educated in comprehensive schools, which • Give Sts time to do the discussion task.
often have large classes. There are also state grammar • Ask Sts what they think of public schools like Eton and the
schools, where the school selects the children who can influence they have on British society.
enter, generally by passing an exam at the age of ten or
EXTRA CHALLENGE Each school has its own history. If Sts are
eleven.
interested, they can do some research and write a paragraph
or two about the history of their own school.
You First
Sts discuss the question in pairs. Ask Sts what they have r Video Redroofs Theatre School
heard about the school and why it is so famous.
EXTRA SUPPORT Either pre-teach / elicit boarding school, about Redroofs Theatre School and do the exercises on the
reputation, to found, former, prestige, or tell Sts to underline accompanying photocopiable worksheet. You can either
up to five words they don’t know while they are reading. Ask do this in class or set it as optional homework. The film is
them to guess what the words mean from the context. available on the DVD-ROM or on the Online Practice.
Project Explore T56


4
Learn through English EXTRA SUPPORT Ask Sts to look up the following words in
a dictionary, and give a definition for each: wireless, radio
Additional subject notes waves, signals, transmit, patent, dot, dash, click.
Perhaps the technology that affects our daily lives most 2a e 2•34
nowadays is the internet. • Sts complete the task.
The internet first appeared in the late 1960s with a • Check answers as a class.
US Defense Department Network. It continued to be
developed throughout the 1970s and 1980s, with the radio, telephone, telegraph
development of a ‘network of networks’, still in the domain
of the military. b
What people often confuse with the internet is the World • Tell Sts to complete the task.
Wide Web. This was invented by Sir Tim Berners-Lee, • Check answers.
an English engineer and computer scientist. The World 1 The telephone transmits a person’s voice along a wire.
Wide Web first came online in 1991 at CERN, in Geneva, 2 The radio transmits sound through the air.
Switzerland, and has been expanding and influencing 3 The telegraph transmits electric signals along a wire.
our lives ever since. The first web server outside Europe
was at Stanford University, USA, in 1992. In that year, there 3
were only ten known web servers around the world. The • Tell Sts to discuss the question and think of at last two
World Wide Web brought the internet out of the military reasons for their answers.
domain and into daily life. The websites we use today are • Get some feedback from the class.
dependent on the World Wide Web.
Websites are composed of pages which are linked by
hypertext links. The use of three main technologies (HTML,
URL and HTTP) mean that all computers can understand Listening
each other. 4a e 2•35
Working on operating systems, Apple introduced Mac OS • Tell Sts they are going to hear some Morse signals.
in 1984 and Microsoft introduced Windows in 1985.
• Check Sts know dot and dash. Play the audio for Sts to look
Today it is hard to imagine life without the internet, and listen.
whether it’s with Windows or Apple. It connects everyone,
b e 2•36
not just the military and scientists, in ways that were
unimaginable just 30 years ago. Anyone in the world who • Tell Sts to listen and write the letters.
has access to a computer or smartphone can share their • Check answers. Play the audio again, if Sts have problems
ideas through social networking sites, email, blogs and working out the sequence. Ask Sts what the letters mean.
vlogs. What should they do if they receive an SOS message?
SOS
You First
Give Sts time to discuss the question. Ask Sts to make a list of c e 2•37
how their parents and grandparents communicated when • Tell Sts to listen and write the letters.
they were young. Elicit ideas and write any useful vocabulary • Check answers.
on the board: ‘letters’, ‘landline (phone)’, ‘fax’, ‘telegram’, ‘radio’.
SO, SET, TOE, TOO, TEST
EXTRA IDEA Ask Sts what the benefits and drawbacks of
today’s connected society are. Ask them to imagine a week 5a
without their phone or internet. What would they do for • Put Sts into small groups to do the task.
communication, entertainment and information? b
EXTRA CHALLENGE Ask Sts to find out what the prefix • Sts exchange messages and work them out.
tele- means and to think of as many tele- words as they can, EXTRA IDEA Tell Sts there are other forms of communication
e.g. telephone, telegram, telegraph, television, teleportation, used in history and in special circumstances. Put Sts into
telepathy, teleconferences, telemarketers, telekinesis. What are small groups and ask each group to find out more about
they all and how do they influence our lives today? Are some one of the following, e.g. What is it?; Who uses / used it?;
of them obsolete (out of date) now? Do they believe they all Why is / Was it useful? Write an example of a message, e.g.
exist? hieroglyphs, semaphore, the Nato phonetic alphabet.
1 Sts present their research to the class, and ask the class to
decipher their message.
• Ask Sts to look at the pictures and titles and discuss with a
partner what the topic is.
• Sts answer the questions, then elicit the answers.
1 Students’ own answers.
2 The oldest are mail, telegram, telegraph, telephone and radio.
3 The most recent are television, internet, mobile phone and
email.
T57 Project Explore




2
Nightmare Island Episode 2 EXTRA SUPPORT Monitor and help with vocabulary if
necessary. You can also write the words on the board as they
Supplementary materials come up. Words that Sts might need include: ‘bossy’, ‘furious’,
Workbook pages 44–45, exercises 1–8 ‘fold (your) arms’, ‘determination’, ‘hide’, ‘crouch’, ‘terrified’,
Online Practice ‘escape’, ‘chase’, ‘cable’.
Progress test 2
EXTRA IDEA In a group, Sts each take a part and act out the
Note story.
The story can be used in class as a reading and listening
EXTRA CHALLENGE Sts listen to the audio again, then
task, as a video task or both.
recreate the dialogue in pairs. Make it clear the wording does
OPTIONAL LEAD-IN To recap on Episode 1 of the story from not have to be the same, but the general content does.
pages 32–33, do a team quiz. Ask questions about the story EXTRA CHALLENGE Tell Sts to close their books. In pairs, Sts
so far, e.g. Who are the main characters? (Hannah, Dermot and take turns to choose a character, other than Hannah, from
Josh), Where are they? (On ‘Dream Island’), Why are they on the story and tell the story from their perspective adding
the island? (For a reality TV programme), (see more questions how they felt, what they were thinking etc.
below). If a team knows the answer, one person stands up as
quickly as possible. If he / she gives the correct answer, the Q Workbook pages 44–45, exercises 1–8
team gets a point. If the answer is wrong, they lose a point Note
and another team has the chance to answer the question.
The story can be further exploited by doing the tasks from
The winning team has the most points at the end of the
these pages in the Workbook. These can be done in class
quiz.
or set as homework.
EXTRA IDEA As an alternative to the team quiz, write The tasks in the Workbook review the following language
questions on the board for Sts to discuss in pairs, then as a points covered in Units 3–4 of the Student’s Book:
whole class. • Verb + -ing form (p. 35)
1 ‘What are the names of the characters in the story?’ • Verbs + to + infinitive (p. 37)
(Dermot, Hannah, Josh and there are about twelve more
going to the island.)
• Be + adjective + to+ infinitive (p. 39)
2 ‘How did they get to the island and how long are they • Verb + preposition (p. 39)
going to stay?’ (They flew, one month) • Obligation, prohibition and permission (p. 47)
3 ‘Why are they on the island?’ (For a reality TV show) • Ability (p. 49)
4 ‘Who decides he’s going to be the leader?’ (Josh) • Requests (p. 41)
5 ‘Who do they meet first at the hotel?’ (A mystery man who • Nouns and adjectives (p. 37)
tells them to leave)
6 ‘Why can’t they leave?’ (The plane they came on has
• Silent letters in linking (p. 41)
already left.) • Useful things (p. 50)
7 ‘What is the hotel like?’ (Chaotic – furniture upturned and • Expressing modality – speculating (p. 51)
broken, and there’s no food.) • Offering help (p. 53)
8 ‘What does Hannah think?’ (That they are not alone on the
island) 1
• Sts look at the pictures on pages 58–59 of the Student’s
EXTRA IDEA Ask Sts to describe their ideal island for a
Book and correct the sentences.
holiday: climate, vegetation, who or what is on the island.
• Check answers.
Then ask Sts to say what’s different about the island Hannah
and Dermot are on. 2 Josh told Dermot to go and find other people.
3 The man told Hannah and Dermot to hide.
1 e 2•38 r
4 The man jumped up and ran away.
• Ask Sts to look at the first three pictures. Ask who and 5 The robots were going towards the hotel.
what they can see. 6 Hannah wanted to tell Josh about the robots.
7 Dermot found a TV camera at the bottom of a tree.
1 The group of teenagers is standing in front of the hotel,
Hannah is looking round for other people, and Josh is giving
EXTRA CHALLENGE Sts summarize the events without
orders.
2 Only Hannah stays with Dermot, all the others support Josh,
looking back at the story.
who is smiling nastily at Hannah and Dermot. EXTRA SUPPORT Elicit what Sts can see in the pictures
3 Dermot and Hannah look unhappy, Dermot looks angry or
before they do the task.
stressed, his hands are tense, Hannah seems to be explaining
something. 2
• Sts put the words in the correct order to make sentences.
• Ask them to work in pairs and tell each other what 2 We don’t have to go!
happened in the story. 3 One of them has already seen us!
4 We have to tell Josh and the others, don’t we?
• Elicit parts of the story from different pairs, e.g. Part 1 –
until Hannah and Dermot leaves the others, Part 2 – until
the man from the hotel runs away, Part 3 – until the end.
Project Explore T58


2
3 b e 21 Workbook Audio script pT107
• Sts complete the sentences with an adjective. • Tell Sts to try to answer the questions.
2 lucky 3 colurful 4 determined 5 difficult • Play the audio again for Sts to listen and check their
answers.
EXTRA IDEA Sts write sentences about themselves or people • Elicit different conversations from different pairs.
they know using the adjectives. They can then compare
2 They enjoy playing chess.
what they have written with a partner and see if they have 3 She is a police officer.
any similar ideas. 4 They have one day / 24 hours.
4 5 A housework robot first says ‘No!’
6 It refuses to make breakfast.
• Sts complete the sentences with the correct form of 7 It is called Day of the Machines.
the verb.
2 giving 3 having 4 to find 5 leaving 6 being 8
7 returning • Sts discuss the questions in small groups.
• Tell Sts to read the questions and discuss their answers in EXTRA CHALLENGE Put Sts in small groups and tell them
pairs.
to think about what life could be like if we had robots in
• Have a class discussion and get feedback. our homes or working alongside us. Ask them to design /
Students’ own answers. describe a robot they would like to have at home. Sts can
say what the robot can and can’t do, and how it would help
EXTRA IDEA In pairs, Sts take turns to point to something their life. Then ask them to decide what the benefits and
in the story and ask a question about it, e.g. Picture 1: Why is drawbacks of having a society with robots are. Would they
Hannah looking around? (She heard a noise and wants to know feel secure? Why? / Why not?
what it was.); Picture 2: Why is Dermot looking angry? (Josh is
telling him and Hannah what to do.) Note
6
• Sts complete the dialogue.
• If they’re working in class, give Sts time to practise role-
playing it. Tell them to try to sound frightened.
2 didn’t have to 3 must 4 can’t 5 want 6 might
EXTRA IDEA Focus on the language of obligation,

prohibition and permission in the sentences. Elicit other
phrases, e.g. be allowed to / not be allowed to. Refer the Sts
back to pages 46–47 of the Student’s Book if necessary.
In pairs, Sts take turns asking and answering about what
they are and aren’t allowed to do. Encourage them to use
the expressions for house rules from page 46, e.g. Are you
allowed to stay out late? No, I have to be home before 7.00.
EXTRA SUPPORT Before doing the listening task, elicit what
Sts can see in each of the four pictures.
7a e 21 Workbook Audio script pT107
• Tell Sts to listen and order the list of films.
• Play the audio for Sts to listen and check their answers.
1 B 2 D 3 A 4 C
EXTRA SUPPORT Before playing the audio again, tell Sts

to read the questions and elicit what information they are
listening for, e.g. 1 the reason Arthur is living alone, etc.
T59 Project Explore




5 Time out!
b e 3•02
Unit objectives
• Play the audio for Sts to read and listen to the online
talk about eating out and special occasions reviews. Then they answer the question in exercise 1a.
talk about money
All three restaurants are in unusual places.
talk about shopping
review negative forms c
use modifiers really and very • Sts do the task and compare their answers with a partner.
apologizing, expressing regret and responding • Check answers as a class.
write a short guide about shopping places in your town
1 b 2 b 3 c 4 b 5 a
Language EXTRA SUPPORT To help Sts understand, ask the following
Grammar: indefinite pronouns with some-, any-, no-, comprehension questions:
and every-; review of negative forms; adverbs of degree 1 Which restaurant is in London? (The Ice Bar)
Vocabulary: strong adjectives; money verbs 2 Which restaurant did someone complain about hearing
Everyday English: apologizing other people eating? (Dans le Noir)
Project: A tourist guide 3 Which restaurant is very small? (The Ice bar)
4 Which restaurant was someone very frightened in?
Culture: Charity shops in the UK
(Dinner in the Sky)
Learn through English: The Story of Money
(Economics) EXTRA IDEA Tell Sts to imagine they are going to have a very
special meal with some people. Tell them to work in pairs
and decide:
5A Eating out 1 who they want to invite to the meal (it can be friends
or anyone famous or a character from a book or film)
Supplementary materials 2 where they are going to have the meal – what sort
Workbook: pages 46–47, exercises 1–8 of restaurant, where the restaurant is, what is special
Workbook: Grammar summary Unit 5 about it
Photocopiable worksheets: Grammar and Vocabulary, 3 how many courses they will have, what they will have
Communication for starters, main course and dessert, what they will have
OPTIONAL LEAD-IN Sts work with a partner. Ask them to to drink.
describe their favourite food. Who makes it for them? What Put two or three pairs together. Then each pair presents their
are the main ingredients? When / How often do they eat it? meal to the group. You could ask the groups to choose the
Is it only for special occasions? Can they make it? Ask Sts to most exciting / special meal and report back to the whole
report back to the class, and make sure you elicit or pre- class.
teach useful food words like ingredients, recipe, fried, boiled, d
roasted, baked. You may also need to check words for meats, • In small groups, Sts discuss the question.
e.g. beef, pork, chicken, and some vegetables, e.g. aubergine,
EXTRA CHALLENGE Put Sts into groups of three. Ask Sts to
carrots, beans.
read the reviews again. Each student chooses one of the
You First restaurants and tries to persuade their group members to go
with them for a meal. Sts should think of all the good points
Ask Sts if they have a favourite restaurant and discuss the
about their restaurant and the dining experience, and think
questions as a class. Ask Sts to share the most unusual thing
of reasons why they might not want to go to the restaurant
they have ever eaten when at a restaurant. Ask them if there
recommended by the members of their group.
is any food they would never try.
Reading
1a
• Tell Sts to look at the photos, describe what they can or
can’t see and discuss the question.
EXTRA SUPPORT Elicit or write on the board vocabulary for

describing the photos, e.g. ‘in the dark’, ‘suspended’, ‘at a great
height’, ‘overcoats’.
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5A
Vocabulary Strong adjectives • Check answers as a class.
2a 1 somebody 2 somewhere 3 anything 4 anywhere
• Ask Sts to close their books and ask them if they can 5 everyone 6 everything 7 everywhere 8 nobody
remember any of the highlighted adjectives in the article. 9 nothing
• Tell Sts to write strong adjectives they can remember next b
to the base ones.
• Tell Sts to read the examples and complete the rules.
We use some- in positive sentences.
1 cold – freezing We use any- in negative sentences and questions.
2 interesting – fascinating We use no- with the positive form of the verb.
3 exciting – thrilling
4 funny – hilarious c
5 crowded – packed
6 strange – weird
• Tell Sts to complete the task.
7 surprising – astonishing • Check answers.
8 good – fantastic
1 Yes, we can. 2 singular verb
9 small – tiny
10 frightened – terrified d
b e 3•03 Audio script pT91 • Tell Sts to check the review with a partner.
• Play the audio for Sts to listen and check their answers. You can’t see anyone or anything…
• Model and drill word stress in the strong adjectives. Everything is complicated in the dark.
I poured water everywhere…
c
There was somebody sitting opposite me…
• Tell Sts to work in pairs. I was with someone…
• Give Sts time to do the task and check answers. Everyone wears a safety belt…
• Model and drill the pronunciation of the strong adjectives. Nobody can leave the table…
There’s nothing like it!
Possible answers …it’s something you should try once.
awful – bad, unpleasant furious – angry, cross …everything in the bar is made of ice…
boiling – hot huge – big, large They give everyone warm clothes before they go in.
delicious – tasty starving – hungry I’ve never been anywhere like it.
exhausting – tiring terrible – bad, unpleasant
filthy – dirty e
• Sts complete the task. Check answers.
d
• Tell Sts to do the task. 2 someone / somebody 3 No one / Nobody
4 everyone / everybody 5 anything 6 anyone / anybody
• Ask some pairs to mime the adjectives for the whole class 7 nothing 8 somewhere 9 something 10 everywhere
to guess.
3 Q Workbook pages 46–47, exercises 3–6
• Sts work with a partner and do the task. Q Photocopiable Grammar and Vocabulary
• Ask some pairs to act out their dialogues for the class.
Speaking
1 Was the restaurant big? No, it was tiny.
5a
2 Was the journey tiring? Yes, it was exhausting.
3 Was the show funny? Yes, it was hilarious. • Tell Sts to follow the instructions.
4 Was the food tasty? Yes, it was delicious. b
5 Was the film interesting? Yes, it was fascinating. • Give Sts time to write their questions.
6 Was the room warm? No, it was freezing.
c
EXTRA IDEA Write some prompts on the board and ask Sts • Sts ask and answer questions about their picture. Ask
to write sentences or questions with strong adjectives. Then some pairs to ask and answer questions for the class.
they read their sentence to their partner, but don’t say the
Possible answers
strong adjectives. They could clap the stress for the missing Is anyone wearing a hat? Yes, a girl reading a book is wearing a hat.
word. Possible prompts: ‘horror film’, ‘cake’, ‘TV programme’, Is anybody taking a photo? Yes, a man is taking a photo of the
‘outdoors’, ‘your birthday present’, ‘hotel room’, etc. sandcastle.
Q Workbook page 46, exercises 1–2 Is anyone reading a book? Yes, a girl in a hat is reading a book.
Is anybody swimming? Yes, a girl is swimming.
Is anyone playing with a ball? No, no one is playing with a ball, but
Grammar Indefinite pronouns with some-, a boy is building a sandcastle.
any-, no-, every- Is anybody sleeping? Yes, a woman is sleeping under an umbrella.
4a
• Tell Sts to complete the task, then check answers with a
partner. Extra
Sts can do this either in class or as a homework task.
T61 Project Explore




5B
5B Money matters b e 3•04
• Play the audio for Sts to read and listen and choose their
Supplementary materials answers.
Workbook: Grammar summary Unit 5 Students’ own answers.
c
Communication
• Sts check the key.
OPTIONAL LEAD-IN Tell Sts to think about the previous week.
What did they buy? Did they buy anything they didn’t really
• Ask Sts to say why they agree or disagree.
need? Which shops did they go to? Why did they choose Students’ own answers.
those shops?
Ask Sts where they like to buy clothes, shoes, make-up / 2a
toiletries, books, gadgets, sports clothes and equipment. • Give Sts time to read the questions and complete the task
Elicit or pre-teach words and phrases about shopping, e.g. in pairs. They discuss what they think with a partner.
cheap, expensive, a reasonable price, careful, extravagant, cost, • Discuss the answers as a class.
look for a bargain, shop in the sales, to have my size, can / can’t
afford something. Students’ own answers.
EXTRA SUPPORT Write the following questions on the board

You First
to help their conversation: ‘Do you find it easy to save?’ ‘Why
Tell Sts to discuss the questions, e.g. Who buys the food? Who / Why not?’ ‘How often do you get your pocket money?’ ‘Do
buys gadgets like tablets and smartphones? Who buys your you spend it all every week / month?’ ‘Have you ever saved
clothes? Can you choose what you want? up for something?’ ‘What was it?’ ‘How long did it take?’
Vocabulary Money verbs b

1a • Sts discuss the question. Ask Sts to make a list of what
they have spent it on in the last month. Does anything
• Tell Sts to complete the task and check their answers with
surprise them about what they have spent?
a partner.
• Check the vocabulary in feedback. Students’ own answers.
EXTRA SUPPORT Ask Sts to say which money verbs can be Q Workbook page 48, exercises 1–2
opposites: borrow / lend; buy / sell; save / waste; owe / pay back
Check Sts know which verbs are regular and irregular in past Speaking
and past participle:
3a
regular: afford afforded afforded
borrow borrowed borrowed • Give Sts time to make notes on each of the topics.
earn earned earned • Monitor and check spelling. Help with vocabulary where
owe owed owed necessary.
save saved saved EXTRA SUPPORT Tell Sts to think about each occasion and
waste wasted wasted make sure they cover these questions: Where were they?
irregular: buy bought bought Who were they with? What happened? How did they feel in that
lend lent lent situation? How did the other person feel?
pay paid paid
sell sold sold b
spend spent spent • Sts make conversations about each topic, as in the
example. Tell Sts to extend the conversation. They could
• Tell Sts to read the Look! box. ask questions like:
EXTRA SUPPORT Ask Sts to think of situations where they A How much did it cost?
use the verbs pay and save and the phrasal verbs, e.g.: B €2
• pay someone – give someone money when you pay for a
A Why did you choose that comic?
thing or a service (pay the assistant in a shop, pay the waiter
in a restaurant, pay the receptionist in a hotel) B It has lots of competitions where you can win prizes,
• pay for something – when you buy something specific and I love doing competitions.
(pay for a pair of jeans) • Ask some pairs of Sts to act out their conversations in front
• pay money back – give someone money you owe them, of the class.
or a company gives you money for something that was
unsatisfactory (pay your friend back)
• save money – not spend or waste money (save €50)
• save up for – when you want something and have to wait
until you have enough money to buy it (save up for a new
bicycle)
Project Explore T62


5B
4a Q Workbook page 48–49, exercises 3–4
• Give Sts time to complete the task, then elicit answers. Ask Q Photocopiable Grammar and Vocabulary
them to explain their answer.
Listening
Chloe: Mostly As
Jim: Mostly Cs
Ellie wasn’t able to answer most of the questions in the quiz. As • Tell Sts they are going to listen to two people talking
a result, we cannot draw any conclusions from what she says about how they spend their money.
because we don’t know what she would do in certain situations. • Tell Sts to read the topics in the box and then play the
audio for Sts to complete the task.
b
• Check the answers.
• Tell Sts to complete the task.
1 shopping 2 eating out 3 cinema and TV 4 a concert
Eight
Chloe: I don’t get a lot of pocket money. I’m not careful with it. b e 3•05 Audio script pT91
Then I can’t buy anything for the rest of the week.
Jim: I haven’t bought anything this week. But I won’t have
• Ask Sts to correct as much as they can remember from the
enough money for ages! audio.
Ellie: I didn’t get any pocket money last week. So I couldn’t buy • Play the audio for Sts to complete the task.
anything. I don’t get enough money to save any. • Check the answers.
Conversation 1
Grammar Review of negative forms 2 Joe had no money.
5a Conversation 2
• Give Sts time to complete the task, then check answers. 3 None of Joe’s friends wanted to go to the pizza place.
4 Joe didn’t eat anything at the burger restaurant.
1 don’t get 2 can’t buy 3 haven’t bought 4 won’t have 5 There weren’t any vegetarian dishes on the menu.
5 didn’t get
Conversation 3
b 6 There wasn’t anything Mel wanted to see at the cinema.
7 Joe never goes out on weekdays.
• Ask Sts to look at the sentences and answer the question. 8 There was nothing good on TV after the film.
not Conversation 4
Remember you may need an auxiliary to form the negative, e.g. 9 Joe didn’t go to the concert because he had no money.
don’t, didn’t. 10 Tara and Jane didn’t buy any tickets. / Tara and Jane bought
no tickets. / Neither Jane nor Tara bought tickets.
c
• Give Sts time to complete the task and compare answers EXTRA SUPPORT If necessary, play the audio again, pausing
in pairs, then check as a class. after each conversation for Sts to note down the answers.
1 I don’t spend a lot of money. c
2 She can’t buy a new mobile. • Sts check their answers in pairs.
3 He hasn’t paid back the money he owes me.
4 He hasn’t got a credit card. 8
• Give Sts time to read the topics in exercise 7a again.
6a • Then they write sentences that are true for them.
• Sts read the Look! box, do the task, then compare their Q Workbook page 49, exercises 5–6
answers with a partner. Check as a class.
EXTRA IDEA Put Sts in groups of three and tell them to
…you have no money… / …say you aren’t thirsty… / I spend discuss their sentences. Sts ask each other questions to find
none of it. / Your friend hasn’t got any money… / …say you out more information, e.g.:
haven’t got enough money? / …but you can’t afford it. / Nobody A ‘I never eat out with my friends.’
will lend you the money. / I often waste money on things that I
B ‘That’s a shame! Why not?’
don’t need. / I sometimes buy things that I don’t need. / I never
A ‘I’m saving up because I want to go to Paris in the
buy unnecessary things.
summer.’
b C ‘That’s fantastic. How much have you saved?’
• Tell Sts to read the information. A ‘I’ve saved about €110. I don’t spend any of my
pocket money on going out, sweets, or comics.’
c
• Give Sts time to complete the task. Check answers. Extra
2 I never borrow money from friends. Sts can do this task in class or as homework.
3 There wasn’t anybody here this morning.
4 There are no shops open today.
5 There is nothing interesting to buy.
6 He didn’t save any of his birthday money.
7 There was nowhere to sit.
8 They were no interesting comics.
T63 Project Explore




5C
5C Shopping in London which they can show the place on the map and show better
and larger pictures of the place itself.
c
Workbook: Grammar summary Unit 5 • Tell Sts to do the task.
Photocopiable worksheets: Grammar and Vocabulary, • Then they can check their answers in the text.
Communication • Check answers as a class.
OPTIONAL LEAD-IN Do a quick review of the names of shops. 1 T
You could put some anagrams on the board and ask Sts, in 2 F In the past it was, but now it has lots of shops for gifts,
pairs, to work out what they are, e.g. ‘ooopsbkh’ (bookshop); crafts and food.
‘werlejles’ (jewellers); ‘sshhoope’ (shoe shop); ‘ltsphhoosce’ 3 T
(clothes shop); ‘trmkae’ (market); ‘mcehisst’ (chemist’s); 4 F It’s always busy, but it’s especially busy on Saturdays.
‘rbkeya’ (bakery); ‘ptrossspoh’ (sports shop); ‘ptredantemreost’ 5 F It is more than 180 years old.
(department store). Ask Sts which of the shops they have 6 F They don’t often shop there because it’s very expensive.
been to in the past week and what they bought. 7 T
d
You First
• Tell Sts to find the words in the text.
Ask Sts to discuss the questions. Get feedback and write the
shops that they mention on the board.
• Give Sts time to compare answers in pairs, then check as
a class.
EXTRA IDEA Ask Sts to think of three family members or
friends. Tell them it’s their birthday or a special occasion such 2 accessories 3 homeware 4 window shopping
as an anniversary or passing an exam. Ask them to think of 5 luxury 6 crafts 7 spending spree 8 canal 9 cult films
a present for each of them and say where they would buy
EXTRA CHALLENGE Ask Sts to work in pairs and give some
it and why. Sts take turns telling their partner about the
examples of:
present, who it’s for and where they would buy it.
something you pick (fruit, a pair of shoes, a comic);
an accessory (jewellery, a hat, gloves);
Reading and Listening homeware (china, cutlery, towels);
EXTRA SUPPORT Ask Sts to look at the photos. Give them luxury (perfume, jewellery, expensive clothes);
the following pairs of words and ask them which pictures crafts (knitting, wooden objects, embroidery);
they go with: spending spree (at Christmas, before or on a holiday);
street performers, spectators – 3 canal (Suez Canal, Panama Canal);
robot, Dalek – 5 cult films (‘Star Wars’ series, ‘Star Trek’ series, ‘Jurassic Park’ series)
double decker (bus), street lights – 4 You could make this a competition and the winners are the
lock, canal – 2 pair who get the answers first.
showcases, pillars – 1 2a e 3•07 Audio script pT91
1a • Tell Sts they are going to listen to four people talking
• Tell Sts to look at the photos and answer the question. about shopping and match what they say to the places in
the article.
• Check answers.
b e 3•06 1 Camden Market 2 Oxford Street 3 Harrods
• Play the audio for Sts to listen and check their answers. 4 Forbidden Planet
• Sts then match the photos. Ask them to describe what
they see in the photos.
• Check answers. • Play the audio again for Sts to answer the question.
1 Simon bought a belt for his dad.
1 Harrods
2 Amanda bought clothes and shoes.
2 Camden Market
3 Margaret bought sunglasses and chocolate.
3 Covent Garden
4 Raj bought a comic.
4 Oxford Street
5 Forbidden Planet
EXTRA IDEA You could ask Sts what negative things the four
EXTRA IDEA Bring in a map of central London and show people said about each place. If necessary, play the audio
Sts where the places are: Harrods is on Brompton Road in again to check the answers.
Knightsbridge; Camden Market is in Camden, not far from 1 Simon – nothing negative, Camden Market is ‘fantastic’
Primrose Hill and London Zoo at Regent’s Park; Covent 2 Amanda – Oxford Street is ‘too crowded’
Garden is near Leicester Square, and has many theatres 3 Margaret – Harrods is ‘so expensive’
nearby; Oxford Street runs from Marble Arch past Regent 4 Raj – the graphic novels are ‘quite expensive’
Street to Tottenham Court Road; Forbidden Planet is on Q Workbook page 51, exercises 5–6
Shaftesbury Avenue.
Alternatively, you could ask some of the Sts to research one
of the places each. They then do a mini-presentation in
Project Explore T64


5C
Grammar Adverbs of degree LANGUAGE NOTE In parts of the UK, people can be reluctant
3a to give a strong negative opinion and so use a bit or quite

when actually they are being really negative and could
• Give Sts time to complete the task. easily have used extremely or really. You have to look at the
• Elicit answers. adjective or adverb to see how strongly they feel. It’s a bit
1 very 2 extremely 3 too 4 very 5 really 6 really busy here, isn’t it? is actually expressing a strong criticism –
7 quite i.e. There are far too many people here and I think I’d like to go
somewhere else! This is an area that can be rather confusing
b for many people when they visit the UK, including non-
• Give Sts time to look at the sentences then do the task British native English speakers!
and compare their answers with a partner. 5a
• Check the answer. • Sts complete the sentences so they are true for them.
We can use adverbs of degree to modify adjectives.
c b
• Sts match the words, then compare their answers in pairs. • Give Sts time to compare their answers.
• Check answers as a class. Q Workbook page 50, exercises 1–4
1 a bit – quite Q Photocopiable Grammar and Vocabulary
2 really – very
3 so – extremely Writing
4a EXTRA SUPPORT Help Sts by revising / eliciting the
• Tell Sts to read the Look! box. vocabulary for each question:
• Sts then do the task and compare their answers with a 1 It’s in the centre of the city. / It’s on the main shopping
partner. street. / It’s in an arcade.
2 It’s a jewellery shop. / It’s a gift shop. / It’s the best cake
• Check answers as a class. shop in the city. / It’s a very famous department store.
1 The shops were extremely crowded. 3 It’s a bit / extremely / not very cheap. / The prices are
2 There are some really good street performers. reasonable.
3 Yesterday the department store was quite busy. / 4 It’s never / always / too crowded.
The department store was quite busy yesterday. 5 You can have lunch there. / There’s a hairdresser
4 The clothes department in Harrods is so big. there. / You can buy luxury items.
5 The clothes in that shop were a bit disappointing. 6 I don’t go often because it’s so expensive. / It isn’t very
6 I bought a very cheap watch.
expensive so I often go there to shop.
7 The hand-made jewellery was too expensive.
8 I am not very interested in comics. 6
• Sts complete the task, then compare ideas with a partner.
b
• Tell Sts to look at the sentences and then use a different Students’ own answers.
adverb, but keep the same meaning.
• Give Sts time to compare their choices with a partner.
7
• Check answers.
• Sts write their own tourist guides using the ideas from
2 There were some very good street performers. exercise 6, and as many adverbs of degree as they can.
3 Yesterday the department store was a bit busy. / The • Monitor and correct the writing, encouraging self-
department store was a bit busy yesterday. correction where possible.
4 The clothes department in Harrods in extremely big.
• When they have finished writing, ask Sts to find some
EXTRA IDEA Model and drill the use of stress with adverbs of photos to illustrate their guide.
degree. Generally they are stressed: • In small groups, Sts read out their guides to each other.
The shops were extremely crowded. / The shops were so The group decides which guides are the most convincing.
crowded. EXTRA IDEA When Sts have a correct draft with the photos,
Tell Sts to make two-line dialogues using the sentences in tell them to put the guides onto a large (A3) piece of paper.
exercises 4a and 4b, stressing the adverbs of degree, e.g. Put them up in the classroom for everyone to read.
A Did you enjoy shopping in London?
B Yes, I did, but the shops were extremely crowded. Extra
Ask some pairs to perform their dialogues for the class. Sts can do the task in class or as homework.
T65 Project Explore




5D
5D Perhaps… EXTRA IDEA Put Sts in groups of three and tell them to look
at dialogue 3. Give each person a part and ask each student
Supplementary materials to look at what they say and mark the stress. Then they
Workbook: pages 52–53, exercises 1–7 practise the dialogue.
Workbook Grammar summary Unit 5 When they have practised it a couple of times, tell Sts
Photocopiable worksheet: Everyday English, Pronunciation to close their books and try to recreate the dialogue. If
Online Practice necessary, write the prompts on the board:
UJ ‘order / counter / table / that?’
Note
R ‘Yeah / fine’
The story can be used in class as a reading and listening C ‘look / done’
task, a video task, or both. R ‘sorry / happened’
C ‘make / worse’
You First R ‘sorry / mean’
Give Sts to discuss the questions in small groups. Ask if UJ ‘apologize / new’
anyone has a part-time / Saturday job. Tell them to say why C ‘right’
they decided to have a part-time job. Are they saving up for UJ ‘clean / fresh coffee / cake’
something? Tell each student to describe their perfect part- EXTRA CHALLENGE Dictate or write the questions on the
time job.
board and tell Sts to discuss them in pairs or small groups:
EXTRA IDEA Ask Sts to make a list of possible part-time jobs ‘What does a waiter / waitress have to do?’
for young people. Ask them to think of the pros and cons of ‘What do they normally wear?’
each job, e.g.: ‘How should they speak to the customers?’
• working on a farm – f working outside, working with ‘What things can make the job difficult?’
animals; g get up very early; hard physical work. ‘What are the best parts of the job?’
• shop assistant – f meet new people, start at a reasonable ‘Have you ever worked as a waiter / waitress?’ ‘Did you enjoy
time; g sore feet, complaining customers it?’ ‘Why / Why not?’
1a e 3•08 r ‘Would you like to work as a waiter / waitress?’ ‘What sort of
restaurant would you like to work in?’
they think is happening.
Note
Photo 1: Robyn and her mother are talking at home. Robyn has To further exploit the video in class, you could use some
information about Bratislava and the orchestra trip. or all of the suggested activities from page Tviii.
Photo 2: Lottie and Robyn are talking in school.
Photo 3: Robyn is working in a café. It looks like she’s dropped
something on a woman’s top and she is trying to clean it. The
woman is very angry.
Photo 4: Robyn and her uncle are cleaning up the mess. Robyn
looks very sorry.
Robyn tries working in a café.
b
1 Robyn’s mum apologizes because she can’t afford to pay for
the holiday to Bratislava.
2 Lottie can pay for the trip because she has saved up.
3 The café belongs to Robyn’s Uncle Jim.
4 The woman customer is angry because Robyn has dropped
the coffee and cake on her top.
5 Uncle Jim suggests Robyn helps in the kitchen.
Project Explore T66


5D
2a • Play the audio for Sts to listen and check.
• Tell Sts to read the dialogues again, then say what the 1 He’s so clever! 2 I was really pleased.
expressions mean and how they would say them in their 3 It was extremely boring. 4 She’s very late.
language:
EXTRA CHALLENGE Tell Sts to think of a three- or four-line
1 …we just can’t afford it… = We don’t have enough money.
2 That’s not a bad idea. = That’s a good idea. conversation for each of the phrases.
3 It can’t be that difficult. = I think it’ll be pretty easy. Q Workbook page 53, exercise 4
4 Look what you’ve done! = You’ve done something wrong /
Q Photocopiable Pronunciation
made a mess / broken something.
5 I’ll deal with… = I’ll fix…
Listening and Speaking
EXTRA SUPPORT Dictate or write on the board one-word EXTRA SUPPORT Pre-teach or check Sts know use up your
prompts, e.g. 1 ‘afford’; 2 ‘bad’; 3 ‘difficult’; 4 ‘look’; 5 ‘deal’. In credit (on a phone), kidding, prohibited, fault.
pairs, Sts take turns to give the prompt and then the phrase.
b • Ask Sts to discuss what people would say in each of the
• Put the Sts into groups to practise the dialogues. situations, e.g.:
• Before they practise, you could play the dialogues again A Martin, you are late again. This is the third time
and tell each group to mark which words are stressed in this week.
their dialogue. B I’m really sorry, Miss Willis. My alarm clock is broken.
• Monitor and correct pronunciation. A Well, I think you need to buy a new one!
3a • Play the audio for Sts to listen and decide which
• Sts discuss their ideas with a partner. conversation matches which situation. Tell them there are
b e 3•09 r Audio script pT92 two extra situations.
• Play the audio for Sts to listen and check their ideas. • Check answers.
• Check answers. 1 f 2 c 3 b 4 e
1 No, she won’t. Uncle Jim doesn’t think it’s a very good idea.
2 Yes, she will because Uncle Jim paid her £40 for four b e 3•13 Audio script pT92
hours’ work. • Working with a partner, Sts write the expressions they
heard for each situation.
Q Workbook page 52, exercise 1 • Sts listen and check their answers.
• Sts repeat them together and individually.
Everyday English Apologizing
4a 1 I apologize. 3
2 I’m afraid I’ve broken your hairdryer. 4
• Give Sts time to complete the task, then elicit the answers. 3 I’m really sorry. 1
I’m afraid… (1) I apologize… (3) 4 I don’t know how it happened. 4
I’m really / so sorry. (3) I feel terrible… (4) 5 Did you know that this is a private car park? 3
I didn’t mean to. (3) I don’t know how it happened. (4) 6 I didn’t say you could use it! 1
It’s all right. (3) Never mind. / Don’t worry. (4) 7 I didn’t mean to. 2
b e 3•10 Audio script pT92 7

• Play the audio for Sts to listen and repeat. • Tell Sts to practise two of the situations.
• If necessary, model and drill intonation. 8
Q Workbook page 52, exercises 2–3 • Sts read situations a and d in exercise 6a and prepare their
Q Photocopiable Everyday English apologies.
• Sts role-play the dialogue using the example as a model.
Pronunciation Stress for emphasis • Monitor and help with grammar and pronunciation.
5a e 3•11 • You could ask some of the pairs to act out their dialogues
• Play the audio for Sts to listen and answer the question. for the class.
• Check answers. If necessary, play the audio again for them • Encourage Sts to listen actively and write down /
to hear the rise and fall. remember the expressions for apologizing that the others
use in their dialogues.
1 I’m so sorry. 2 That’s really silly. 3 She’s extremely angry.
EXTRA CHALLENGE Tell Sts to think of a situation of their own
The adverb has the strongest stress.
where they have to apologize, e.g. in school, at home, etc.
b e 3•11 They write a dialogue with their partner. They can perform
• Play the audio for Sts to listen and repeat. their dialogue to another pair.
c e 3•12 Q Workbook page 53, exercises 5–7
• Sts practise saying the sentences. Tell them to underline
the stressed word.
Extra
• If necessary, model the stress for Sts.
T67 Project Explore



5
Revision Adverbs of degree
5
Workbook: pages 54–55, exercises 1–8 1 This book is extremely boring.
Online Practice 2 It’s really cold outside.
Unit test 5 3 They can play tennis quite well.
4 The shops are a bit busy today.
5 I’m very interested in street dance.
Vocabulary Strong adjectives 6 This film is too scary.
1
1 There’s a hilarious film on TV tonight.
2 He’s terrified of flying.
Everyday English Apologizing
3 The shops are packed today. 6
4 People look tiny from up here.
Teacher You’re late again, Emma!
5 It was freezing in the tent.
Emma I’m 1so sorry, Mr Brown. It’s not my 2fault. My mum’s car
6 The programme about virtual reality was fascinating.
didn’t start.
Teacher Never 3mind. Can I have your essay, please?
Emma Er…I’m 4afraid I’ve left it at home. I didn’t 5mean to.
Money verbs Teacher This is the second time you’ve forgotten your
2 homework. Don’t do it 6again.
1 borrow
2 spend
3 afford
Learning to learn Personal learning styles
4 lend • Think about the way your Sts learn best. Help them
5 waste to organize vocabulary in ways that will help them to
6 earn remember it. Use the suggestions in the box when doing
7 pay the vocabulary sections of the lessons, or afterwards as
8 save revision / recycling.
• You could use mind maps if they help. Some people
Grammar Indefinite pronouns with some- find them helpful, some don’t. Here are a couple more
suggestions:-
any- no- and every-
–– Try organizing vocabulary by topic, not alphabetically,
3 e.g. WEATHER – foggy, cloudy, sunny, windy, etc. You
1 Everyone in my class is going to the concert, Dad. Why can’t I could also do weather by season:
go? SUMMER – sunny, hot; winter – snowy, freezing.
2 I didn’t know anyone at the party. –– Another way to learn new vocabulary like phrasal verbs
3 There is nothing interesting on TV. I’m going to bed. or idioms is by topic. They could group some phrasal
4 Are you going anywhere next weekend? verbs together by particle. For example, up can mean
5 I’m bored! Let’s do something. increasing, making bigger or growing: Prices are going
6 Someone answered the phone, but it wasn’t Alex.
up. The rocket lit up the sky. He built up the business from
7 I arrived early and there was nobody there!
8 I’ve looked everywhere, but I can’t find my wallet.
nothing. Or it can mean to complete or finish: Eat up
9 I’m starving! Is there anything to eat? your dinner before it gets cold. The petrol tank can’t be
10 I’m bored with everything. I need a holiday! empty; I filled it up last week. They’re away on holiday, so
the house is all locked up.
Review of negative forms Q When Sts have finished the Revision page, tell them to
4 go to the Workbook Progress Check p. 55 and complete
1 Nobody from my class is here. I’m not staying. the Your progress table.
2 I never save my pocket money. I spend it all.
3 There aren’t any good shops in this street.
4 I’ve got no money for the bus.
5 Neither of my parents speak English. But they both speak
Spanish.
6 We haven’t done anything interesting today.
Project Explore T68


5
My project EXTRA SUPPORT Ask Sts these questions to quickly check
comprehension:
Project checklist 1 Where can you buy football boots? (The sports store)
2 Where can you spend a really cheap afternoon? (The
Before the lesson
media centre)
• Arrange for Sts to be able to use computers with access to 3 Which place is really tiny? (The Funky Shake Shop)
the internet. 4 Which place has comfortable sofas? (The media centre)
• If you cannot arrange for computer access, Sts can look for 5 Which place is opposite the cinema? (Pizza Box)
extra information or pictures on the internet at home. 6 Where can you meet new people? (The Funky Shake Shop)
Materials for the lesson b
• Computers with internet access and information on the • Ask Sts to discuss the questions in pairs.
places Sts would like to visit.
EXTRA IDEA If you have access to computers, tell Sts to
• Without computer access, Sts can create their guide on check information about the places they have chosen
paper. You will need A3 paper, rulers, colour pens and
online. If not, you could ask them to find out for homework
pencils.
before they start writing.
You First 4a
Tell Sts to answer the questions in pairs. Ask them to • Encourage Sts to write about different places so the
describe the places and what is special or different guides don’t all look the same, perhaps places they have
about them. visited on holiday.
EXTRA IDEA Ask Sts to make a list of the things people can • Sts write their tourist guide. Remind them to use the
do and see in their town. Ask them if they do the following adjectives and phrases they have collected / found
things and where they can do them: go ice skating (a rink); to make the places sound interesting, exciting and
go roller skating; go to a zoo or wildlife park; visit a castle somewhere worth going to see.
or museum; go on the river; go to a water park; go go- b
karting (a circuit); go paintballing (indoors or outdoors), go on • Monitor and correct grammar and vocabulary,
climbing walls or to high-rope centres. encouraging self-correction where possible.
EXTRA SUPPORT Pre-teach or check Sts know cool, 5a
fashionable, trendy. • Tell Sts to find pictures to illustrate their ideas.
1a b
• Sts discuss the topics in the box in pairs. • Sts create their guides on a large sheet of paper, or if you
have access to a computer, in a PowerPoint presentation.
• Tell them to extend the suggestions in the box if they can.
b EXTRA SUPPORT Give Sts time to practise giving their
presentation. Sts take turns to deliver their presentation
• Sts rate the places from the coolest to the least cool.
to their partner. Before Sts practise in pairs, remind them
c of techniques to engage an audience when giving a slide
• Sts choose their places and decide who writes about presentation, e.g. make eye contact, gesture to the pictures,
which place. look enthusiastic, ask the audience a question, explain
EXTRA IDEA Join two or three pairs together and tell them to unfamiliar words. Sts provide feedback on how their partner
come up with a group list of the five coolest places to visit. made eye contact, explained unfamiliar words, etc.
2 6
• Give Sts time to complete the task. • Sts give their presentation to the class or group.
• Monitor and help with vocabulary and grammar. • Remind Sts of the importance of active listening.
3a Encourage them to ask a question during the
presentations.
• Tell Sts to read the guide and the Look! box and find the
strong adjectives. • Sts discuss the questions.
EXTRA IDEA Put the tourist guides on the wall for everyone
amazing, tiny, packed, fantastic, extraordinary, huge, delicious,
fascinating, starving to read. Tell Sts to go around and stand next to the most
interesting / effective guide. Encourage them to concentrate
EXTRA IDEA Ask Sts to find other interesting phrases the on the language as well (e.g. how many adjectives and
writer uses to make the guide interesting: phrases have been used). Ask Sts to explain their choice.
Adjectives: laid back, trendy, memorable, relaxed, classic,
easy-going, helpful
Phrases: It doesn’t cost a fortune; it’s a great way to…; there
is everything you can imagine; it’s really cheap; it’s a good idea
to…; this is a fan’s paradise
T69 Project Explore




5
Culture 2a
• Put Sts into pairs, A and B.
Supplementary materials • Allow Sts to read the article and complete the task.
b
• Sts take turns asking and answering the questions.
charity shops in the UK, if you want to give your Sts some
more information. Student A
The Charity Retail Association estimates there are currently 1 There are over 170,000 official charities in the UK.
around 10,500 charity shops in the UK (2018). These 2 Nearly three quarters (75%) of the British population gives
generally sell second-hand clothes, books, toys, etc. and money to charities.
bought-in goods where profits go directly to the maker and 3 It is a charity, and it’s now the UK’s largest charity shop chain.
not to a big company. 4 It was founded in 1942 and it launched an appeal in 1948 to
help Greece after World War II.
The benefits of charity shops include fundraising for medical,
5 87% of goods in charity shops are donations.
social, environmental and animal welfare causes, and each
year charity shops raise more than £270 million (€300 Student B
million). Having an Oxfam or Age UK shop on a town high 1 Over 20.4 million adults do some voluntary work in the UK.
street means people give more to these causes. 2 There are over 9,000 charity shops in the UK today.
3 On the main streets of most UK towns.
Another benefit is that the goods are cheap and so there
4 The first modern charity shop was opened in 1948.
is a steady supply of low-cost, but reasonably good-quality 5 There are 730 Oxfam shops nationwide today.
items. This also helps the environment by recycling goods
that would otherwise have ended up in landfill. 3
Many people (over 13,000 in 2017) volunteer to work in the • Give Sts time to do the discussion task.
shops and find they can make friends and gain some retail
• Have class feedback. Ask Sts what they think of charity
experience at the same time as helping people.
shops and the place they have in 21st-century life. Ask
The leading charity shops in the UK in 2016/7, based on their
them to list the benefits of using charity shops, and if
income, were:
there are any drawbacks.
1 British Heart Foundation
2 Oxfam EXTRA CHALLENGE In small groups, Sts think about
3 Cancer Research UK organizing a charity fair at their school. They can decide
4 Barnardo’s (children’s charity) what items they want to ask for and then sell, what cause
5 Sue Ryder (for people affected by life-changing illnesses) they want to support, and when and where they want to
6 Salvation Army (homeless and vulnerable people) hold the fair. The end product could be a poster advertising
7 Age UK the event. (The aim is to sensitize Sts to the idea that this
8 British Red Cross could be done on a small scale to support causes they feel
9 Scope (disability) strongly about.)
10 Marie Curie (cancer charity) EXTRA IDEA Sts watch the video and complete the culture
You First worksheet.
Sts discuss the question in pairs. Ask what they have bought
r Video TRAID
that was second-hand.
EXTRA SUPPORT Either pre-teach / elicit donate, volunteer, about the charity TRAID and do the exercises on the
promote, founded, launch, appeal, (shop) chain or tell Sts to accompanying photocopiable worksheet. You can either
underline up to five words they don’t know while they are do this in class or set it as optional homework. The film is
reading. Then ask them to guess what the words mean available on the DVD-ROM or on the Online Practice.
from the context and then check the meanings in their
dictionaries.
1
• Ask Sts to identify what is in the photos. What are their first
impressions of the shop?
b
• Check answers.
It’s a second-hand shop / charity shop. It sells clothes,
books, ornaments, bags, shoes, etc. It also sells vintage
clothes and unusual items, and new items , such as cards
and gifts.
Project Explore T70


5
Learn through English • Check answers as a class.
Supplementary materials 1 It wasn’t practical. It only works if you have something the
other person wants.
Photocopiable worksheet: Song
2 Animals (cows, sheep or camels) and salt.
Additional subject notes 3 In the 6th century BC in a region called Lydia, now western
Turkey.
Something none of us can do without – money!
4 In the 13th century in Venice.
The dollar is the name of the currency used in more 5 It’s a digital currency.
than 20 countries, including the US, Canada, Australia,
New Zealand, Jamaica, Singapore and Taiwan. The value c
of each country’s dollar is different, for example a US • Sts complete the task.
dollar = € 0. 89 while a New Zealand dollar = €0. 59 and a • Check answers.
Singapore dollar = €0. 66. (May 2019)
barter, money (in the form of cows, sheep, camels, salt, stones,
The word dollar comes from the Czech tolar, a coin first
shells, gold / silver coins, paper), bank notes, bank card,
made in the early 16th century in Bohemia. It eventually
smartphone, bitcoin
came into English as the dollar through the Dutch daler.
The dollar became popular in what is now the US in 2a
the 17th and early 18th century. It is now the major • Tell Sts to find the information in the text.
international business currency.
• Check answers.
The pound is generally associated with the currency of
the UK, the pound sterling, but several other countries use pound (sterling), euro, French franc, Bitcoin, American dollar
the pound as their currency, including Egypt, Lebanon,
b
Gibraltar and Sudan. As with the dollar, the value of the
pound varies in different countries, e.g. the Egyptian • Ask Sts if they remember.
£1 = UK £0. 045, and the Lebanese £1 = UK £=0. 00051. Slovakia – koruna
(May 2019)
The pound was a unit of currency as early as 775AD in 3a
Anglo-Saxon England, and was equivalent to 1 pound • Tell Sts to look at the symbols and match the currencies.
weight of silver. • Feedback with the whole class.
The euro is the official currency of the European Union.
1 b 2 a 3 c 4 d
Many, but not all, EU countries use the euro in what is
known as the Eurozone. These countries include Finland, b
Germany, Italy, the Netherlands, Slovakia and Slovenia. • Tell Sts to read the Look! box and answer the questions.
EU countries that currently don’t use the euro include
Denmark, Sweden, Hungary, the Czech Republic, Poland, 1 €0.85 2 £0.91 3 $1.28
Croatia, Bulgaria and Romania.
c
OPTIONAL LEAD-IN Tell Sts to find out what the currencies of • Tell Sts to work out the exchange rates with a partner.
these countries are: Mexico (peso); Japan (yen); Turkey (lira); • Check the answers.
Russia (ruble); China (yuan / renminbi); Brazil (real).
Note
You First As they change so frequently, it’s a good idea to check
Tell Sts to discuss how they and their parents pay for things, exchange rates for the US dollar, the UK pound and the
e.g. the weekly food shop, presents, filling up the car, big euro before class and write them on the board for Sts to
household items and bills (gas, electricity, water), holidays. Is be able to work out the task.
it always the same way? Do they use cash, cheques, cards or
pay online? £0.5 = €0.55 $5 = €4.25 $1,000 = € 850
1a £2 = €2.2 $10 = € 8.5
£6 = €6.6 £100 = €110
• Ask Sts to look at the pictures and titles and discuss with a
partner what the topic is.
EXTRA IDEA Check Sts know that pounds have pennies, and
• Sts match the words to the photos. that dollars have cents! In pairs, Sts work out what they spent
• Elicit the answers. yesterday in pounds and dollars, e.g.:
1 notes 2 coins 3 cash 4 cash machine (ATM) A I bought a sandwich and a drink for lunch – that came to
5 bank card (cashless) €4.50.
B OK. €4.50 is £4.01 or $5.27.
EXTRA SUPPORT Ask Sts to look up the following words You will need to check exchange rates beforehand to get an
in a dictionary: exchange, grain, practical, symbol, currency. accurate answer. Write these on the board.
Stronger Sts can give a definition for them. e 3•15 Song We Gotta Get Out of this Place
b e 3•14 • Play the audio for Sts to listen to the song and complete
• Sts complete the task. the Song photocopiable worksheet.
• They compare their answers with a partner. • Check answers.
T71 Project Explore




6 Our planet
To do this task, tell Sts to make a mind map in the Vocabulary
Unit objectives
notebook as instructed on page 55, Unit 4, in the Student’s
talk about the environment Book. They can write a sentence for each circle to show an
talk about animals in danger example of how to use them in a sentence.
talk about facts and habits that are always true Q Workbook page 56, exercises 1–2
talk about a future situation and its result EXTRA SUPPORT Elicit or pre-teach some useful vocabulary:
talk about an unreal or imaginary situation and its result aluminium, a rubbish tip / landfill site, leave on standby,
give advice eco-friendly.
write a national park brochure
EXTRA IDEA In pairs, Sts think of one thing they can do for
Language each of these ways of helping to improve the environment:

1 something they can reduce, reuse and recycle
Grammar: zero conditional; first conditional; second 2 a way they could use less electricity
conditional; should / shouldn’t 3 a way they could save water
Vocabulary: the environment; animals in danger 4 a way they could use less fuel when they travel
Everyday English: giving advice When they have read the article, ask them if any of their
Project: A brochure ideas were mentioned.
Culture: Saving the planet 2a e 3•17
Learn through English: Ecosystems (Science) • Sts do the task and compare their answers with a partner.
6A How to be green 1 The 3 Rs – reduce, reuse, recycle 2 Save electricity

3 Save water 4 Transport
Workbook: pages 56–57, exercises 1–7 LANGUAGE NOTE Traditionally ‘the 3 Rs’ are ‘Reading, wRiting
Workbook: Grammar summary Unit 6 and aRithmetic’ (they all sort of begin with the /r/ sound),
Photocopiable worksheets: Grammar and Vocabulary, and they were considered to be the basic skills necessary for
Communication a reasonable education.
OPTIONAL LEAD-IN Tell Sts to think about what they have b
thrown out during the past week. Make a list, then put it into • Sts do the task and compare their answers with a partner.
different categories, e.g. packaging, rubbish, recycling, etc. • Check answers as a class.
You First 1 We need to reduce fossil fuels because huge amounts of
carbon dioxide gas go into the air when burning fossil fuels.
Sts could discuss the question in pairs or small groups, or
This gas heats up the planet and causes global warming,
you could lead a brief class discussion. Do they ever think climate change and pollution.
about how much rubbish they create? 2 Most of our rubbish comes from packaging.
3 You should turn off the TV at the wall in order to save
Vocabulary The environment electricity.
1a 4 You can save water by taking short showers or by turning off
the tap while you’re brushing your teeth.
• Tell Sts to look at the pictures and discuss what they 5 Cars are bad for the planet because they cause air pollution,
can see. which leads to global warming.
• They do the task, and check answers with a partner.
• Check answers as a class. 3
• Tell Sts to discuss the question. Ask them if they will do
1 recycling bank 2 climate change 3 fossil fuel more after reading the article, and to tell you what they
4 carbon dioxide 5 pollution 6 rubbish
have decided to do to become more eco-friendly.
7 global warming 8 packaging
EXTRA IDEA Put the Sts into small groups. Ask each group
b e 3•16 to come up with a list of at least five things they will do as
• Play the audio for Sts to listen and check. a class to become more eco-friendly. Sts can then make a
• Give Sts time to practise saying the words. poster and people can tick when they have done anything
from the list. The poster with the final list should go up the
EXTRA CHALLENGE Tell Sts to use their dictionaries to find
wall and should be big enough for everyone to see which
words that go with rubbish:
activities they have ticked. At the end of one month, you
1 noun + rubbish – garden rubbish, household rubbish
could check what the Sts have done, and ask whether they
2 noun + of rubbish – a bag of rubbish, a pile of rubbish
think they have become more eco-friendly.
3 rubbish + noun – rubbish bag, rubbish bin, rubbish tip
4 verb + rubbish – put out the rubbish, collect the rubbish
5 rubbish + verb – rubbish rots, rubbish decays
Project Explore T72

6A
Grammar Zero conditional d
4a • Tell Sts to check the examples and complete the rule.
• Give Sts time to complete the task, then elicit answers. Check the answer as a class.
1 save, recycle 2 have, take The first conditional describes a real future situation and its
result.
b
7
• Tell Sts to complete the task and check answers.
• Tell Sts to match the sentence halves. Remind them about
1 If + present simple, + present simple. using a comma where necessary.
OR
Present simple + if + present simple. 1 f I’ll be sick if I eat all that chocolate.
2 We use a comma at the end of the if clause to separate it from 2 a If Tom doesn’t revise for the test, he won’t get a good mark.
the following clause. We use the comma when we start the 3 a If we go on the next bus, we’ll get home at 6 p.m.
sentence with an if clause. 4 e She won’t go jogging if it rains tomorrow.
5 d If you make a noise, you’ll wake the baby.
c 6 d They’ll be late if they don’t leave soon.
• Give Sts time to do the task and check the answer.
EXTRA CHALLENGE In pairs, Sts write the situations on cards
5
and pass them on after they have discussed each one. You
• Tell Sts to do the task. should give an example first.
• Check answers. 1 It’s your birthday on Saturday, and you love parties
outdoors. You aren’t sure about the weather. (If it’s sunny
2 Ice melts if you heat it.
3 If we have short showers, we save water. on Saturday, we’ll have a party in the garden.)
4 I don’t walk to school if I get up late. 2 You really want a new bike but you don’t have enough
5 If we turn off the light, we save electricity. money.
6 If you don’t revise, you don’t get good marks. 3 You don’t do much exercise and you don’t feel very fit.
4 You’re out shopping with a friend and you see something
EXTRA IDEA Say or dictate the first half of the sentence and you want to buy, but you haven’t brought enough money
Sts finish it individually or in pairs: to buy it. Your friend has money.
1 If you heat water to 100oC,… 5 You’re in class and you and your friend have been talking
2 You’ll get fitter… during the lesson. Your teacher is getting cross.
3 If we burn fossil fuels,… Q Workbook page 57, exercises 5–6
4 You’ll feel hungry all day…
5 If you press that switch on the cooker,…
Q Workbook page 57, exercises 3–4 Speaking
8a
First conditional • Tell Sts to follow the instructions.
6a
EXTRA SUPPORT Give Sts time to make notes or write their
• Tell Sts to complete the task, then check answers with a
sentences if necessary.
partner.
• Check answers as a class. b
• Sts discuss the ideas they came up with in small groups.
1 do, will make 2 take, won’t end up 3 ‘ll be, walk, ride
Possible answers
b I’ll save electricity if I turn off the lights before I go to school.
• Tell Sts to read the examples and complete the rules. If I have a shower instead of a bath, I’ll save water.
If we turn down the heating by 2oC, we’ll save fossil fuels.
We make the first conditional with: If everybody uses less packaging, we’ll reduce the amount of
If + present simple, + will / won’t + verb. rubbish.
OR We’ll save trees if we use less paper.
will / won’t + verb + if + present simple. If we use reusable bottles, we will reduce plastic pollution.
If we use our cars less, we’ll reduce global warming.
c
• Tell Sts to complete the task. Q Workbook page 57, exercise 7
• Check the answer as a class.
Extra
We use a comma at the end of the if clause to separate it from Sts can do this either in class or as a homework task.
the following clause. We don’t use a comma when the if clause
comes second.
T73 Project Explore




6B
6B Save our wildlife 5 Have any species been hunted to extinction and then
reintroduced? (Beaver)
Supplementary materials In groups, Sts decide on one of the questions and make a
Workbook: pages 58–59, exercises 1–6 poster to show the information they have discovered about
Workbook: Grammar summary Unit 6 it. Tell them to find photos to illustrate their information.
Photocopiable worksheets: Grammar and Vocabulary, They can then present their poster to the class.
Communication
EXTRA IDEA In pairs, Sts come up with a list of the animals
OPTIONAL LEAD-IN Do a quick revision of animals. Write they would most like to see in the wild or in a zoo. They
the following anagrams on the board and tell Sts they should give reasons for their choice.
have one minute to identify as many animals, living
and extinct, as possible: ‘iceoclodr’ (crocodile), ‘souaidnr’ 2a e 3•19
(dinosaur), ‘rrpbloeaa’ (polar bear), ‘napzimeech’ (chimpanzee), • Give Sts time to read the questions.
‘thmmmoa’ (mammoth), ‘ooeirrhncs’ (rhinoceros), ‘rolliga’ • Play the audio and tell them to complete the task in pairs.
(gorilla), ‘thalpeen’ (elephant), ‘fgfaeir’ (giraffe). To help Sts you Check the answers as a class.
could bring in pictures of some of the animals.
Hunting and disappearing habitat.
You First b
Tell Sts to discuss the questions, e.g. Where did you see the • Sts discuss the questions.
animals? How many did you see? Were you with anyone else at
the time? Did you take any photos?
• Check the answers as a class.
1 Because of hunting, and because its habitat disappeared as
Vocabulary Animals in danger farming developed.
1a 2 The wolf survived in national parks and wild areas.
3 There are around 12,000 in Europe today.
• Give Sts time to do the task and compare answers in pairs. 4 22 countries in Europe have bear populations.
• Check the pronunciation of vocabulary in class feedback. 5 Some scientists would like to use genetics to recreate ancient
(extinct) animals.
1 hunting 2 habitat 3 endangered species
4 extinction 5 native 6 wildlife 7 national park 3a
EXTRA SUPPORT Tell Sts to mark the stressed syllables in the
• Give Sts time to answer the questions about each of the
animals in groups.
words and phrases. Model and drill if necessary.
• If you have access to computers, allow Sts to find the
EXTRA IDEA Ask Sts to think of: information online. If not, they need to check their ideas in
1 what people use to hunt (guns, nets, traps) a textbook or encyclopaedia.
2 different habitats (jungle, forest, desert, countryside, cities, b
oceans) • The groups compare their ideas with the class.
3 any animals they can think of that are either endangered
or have become extinct (endangered – tigers, polar bears, EXTRA IDEA Ask each student to write a short paragraph on
whales; extinct – dinosaurs, mammoths) one of the animals for homework.
b e 3•18 EXTRA CHALLENGE Ask Sts to choose a different animal and
• Play the audio for Sts to read and listen and practise use an encyclopaedia, or look online, to find out about the
saying the words. animal – its habitat, what it eats, etc. If it is endangered, they
c could find out why. They can also find or draw a picture of
the animal. They then present their animal in small groups or
• Sts discuss the questions. to the whole class.

EXTRA IDEA Ask Sts to find the answers to the following
questions online or in encyclopaedias:
1 Is hunting permitted in Slovakia? What can you hunt,
where and when? Is there anywhere you are never
allowed to hunt? (Yes, hunting is permitted if you have a
licence. You can many species, including bears, wolves, wild
boar and deer. You can only hunt in hunting areas and
during the hunting season. You cannot hunt in national
parks.)
2 Which of these animals are native to Slovakia? Otter, wolf,
cheetah, bear? (Otter, wolf and bear, not cheetah)
3 In what sort of habitat do you find wolves and bears?
(mountains)
4 Are any species endangered in Slovakia? (Several species of
birds and bats, and larger animals such as the European Bison)
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6B
Listening 8
4a • Give Sts time to complete the task, then check answers.
• Give Sts time to complete the task, then elicit answers. 1 became 2 ’d see, visited 3 had, ’d call
4 won, ’d go 5 didn’t kill, wouldn’t disappear
1 What would you do if you met a bear in the forest?
6 ’d scream, found 7 wouldn’t recreate, was 8 was, ’d be
2 How would you feel if you saw a wolf in the wild?
3 What animal would you recreate if you were a scientist?
LANGUAGE NOTE It is now common to use if I was in second
4 How would you feel if you saw a wolf?
5 Where would you go if you wanted to see wild bears? conditional clauses. Although if I were is absolutely correct
grammatically, it is now beginning to sound a bit old-
b e 3•20 Audio script pT92 fashioned and is falling out of use. This is particularly true for
• Tell Sts to read the question and then play the audio. young people, who rarely, if ever, use if I were.
• Check the answers. 9
a Billy b Ava • Sts complete the sentences with answers for them.
c e 3•20 Audio script pT92
• Tell Sts to read the comments in exercise 4 again. EXTRA CHALLENGE Write the following prompts on the
• Play the audio again for Sts to match the comments. board and tell Sts to make questions using the second
conditional, e.g.:
1 A 2 B 3 B 4 A 5 A
1 ‘be a colour’
5 If you were a colour, what colour would you be? Why?
• Tell Sts to discuss the questions in pairs. 2 ‘be a fruit’
3 ‘be a car’
EXTRA IDEA Sts can discuss the questions in small groups.
4 ‘can live anywhere in the world’
Then one person from each group can report back what the 5 ‘can have any job’
group said. When they have reported back, the class decides 6 ‘can have any superpower’
which animals most people would like to see in the wild and 7 ‘be famous’
where they would go to see them. 8 ‘be someone from a book, film or game’
Then have a mingling exercise where Sts ask each other one
Grammar Second conditional of the questions and make a note of the answers. They can
6a then report back to the class: Lucas would be a Ferrari because
• Give Sts time to complete the task, then check answers. he loves doing everything really fast.
1 saw, ’d 2 ’d, was
b
• Give Sts time to complete the task, then check answers. Speaking
10a
We make the second conditional with
If + past simple, + would / wouldn’t + verb. • Tell Sts to follow the instructions.
OR b
would / wouldn’t + verb + if + past simple. • Give Sts time to think of answers, and if necessary make
c some notes.
• Sts complete the task. Check answers as a class. c
• Tell Sts to find out what their partner would do, and
When the sentence begins with the if clause, we use a comma compare with their answer.
to separate it from the following clause.
d
d • Each pair reports back to the class.
• Give Sts time to complete the task, then check answers. EXTRA IDEA Write the sentences on the board. Tell Sts each
We use the second conditional to talk about unreal or

sentence has a mistake and they have to find it and correct
imaginary situations in the present or future. it. One sentence has two mistakes.
1 ‘If I find a €100 note on the street, I’d keep it.’ (found)
7 2 ‘If a dog followed me home, I’ll call the police.’ (I’d)
• Give Sts time to complete the task and compare answers 3 ‘If I heard a wolf, I was very scared.’ (would be / ’d be)
in pairs. 4 ‘If I not liked my friend’s jacket, I wouldn’t tell him.’
• Check answers as a class. (didn’t like)
2 The air would be cleaner if there weren’t so many cars. Extra

3 If you had lots of money, where would you go on holiday? Sts can do this task in class or as homework.
4 If the programme was on TV earlier, we would watch it.
5 I’d write to Jane if she answered my emails.
6 If they knew the answer, would they tell us?
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6C
6C Survival challenge! 3 e 3•22 Audio script pT93
Supplementary materials • Ask Sts how many they got right, and if they are survivors.
Ask them if anything they heard surprised them.
Photocopiable worksheets: Grammar and Vocabulary, EXTRA CHALLENGE To make Sts aware of the different
Communication possible collocations for each verb, tell Sts in pairs to think of
other words that can go with the verbs in exercise 1, e.g.:
OPTIONAL LEAD-IN Do a quick revision of the names of TV
1 hear – a sound, something / somebody
programme genres:
2 pick – flowers, a colour, a number, a card
1 A programme where you see animals in their habitat –
3 catch – a train, a ball, a cold
nature documentary
4 build – a wall, a house
2 A programme where you find out what’s happening in
5 climb – a mountain, the stairs, a wall
the world – the news
6 wave – a flag, at somebody, goodbye
3 A programme set in space and the future – science
If necessary, they can check in a dictionary and make notes
fiction
in their notebook. Tell them to write a sentence for one of
4 A programme with animated drawings – a cartoon
the new expressions. They then share their sentence with a
5 A programme where ordinary people have to do a real-life
partner. Tell them to learn one or two expressions they like
task and are filmed all the time – reality TV
to build up their vocabulary.
You First EXTRA IDEA Divide Sts into groups. Tell Sts they have been
Ask Sts to discuss the questions. Ask them to think of three on a beautiful yacht, but after a storm the yacht has sunk
different kinds of reality TV programmes, e.g. Superstar, and they are now stuck on a desert island. Dictate these 21
Masterchef, The Farm, My Mom Cooks Better Than Yours, etc. items. Tell them that before they get to the island they can
Tell them to describe what happens in each, and what they only choose ten items to take with them from the boat. Each
think about the choices the contestants make. item they take has to have a use, e.g. If we took a sheet, we
could make a flag.
Reading The items are:
1 e 3•21 matches rope / cord sunglasses
a compass a water bottle a camera
• Tell Sts to look at the phrases and think of possible verbs a penknife a torch some tinned food
they could use in each.
a book a mobile phone a magnifying glass
• They compare their ideas with a partner. a pen a sheet a tent
• Play the audio for Sts to check and then work out the sunblock a fishing net a jacket
meaning from the Desert Island Survival Challenge. first aid kit a mirror a blanket
1 pick fruit 2 catch fish 3 climb a tree 4 build a shelter
Each group explains what it has decided to take and why.
5 hear a noise 6 wave your arms The other groups can agree or disagree, and give their
reasons.
EXTRA SUPPORT Make sure Sts have access to dictionaries. There are various answers, but the ten items most agree
Tell Sts they are going to teach their partner some of the on are:
words they need for the listening. They must check the a penknife (hundreds of uses)
meaning, give a definition and an example sentence. Divide a torch (to see at night)
Sts into As and Bs. Put the As together and tell them to work a fishing net (to catch something to eat)
on exhausted, rely on, option; Bs work on sunburnt, source, matches (to start a fire)
separate (v). When they have the definitions and sentences, sunblock (to protect you from the sun)
put Sts into A and B pairs, and they teach each other their a compass (to find your way)
words. a first aid kit (for emergencies)
a mirror (for signalling and also to start a fire)
2 a water bottle (to carry water)
• Put the Sts in small teams and give them time to read the a blanket (it can be cold at night)
introduction and rules.
• Check everyone understands.
• Give time for each group to do the challenge and come to
an agreed answer.
• Monitor and help with vocabulary where necessary, but
don’t help with the answers.
• Have a very brief feedback session where each group
gives the answer it chose and the reason for their choice.
Don’t say if it’s right or not.
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6C
Grammar should / shouldn’t 7a
4a • In pairs, Sts decide what advice to give.
• Give Sts time to complete the task. Possible answers
• Elicit answers. You should wear walking boots, you shouldn’t wear sandals.
You should take plenty of water with you.
1 should 2 shoudn’t leave 3 should You shouldn’t go near wild animals, they might be dangerous.
You shouldn’t leave any rubbish, you should take your litter
b home with you or put it in a bin.
• Give Sts time to do the task and compare their answers You shouldn’t pick any flowers, they might be endangered or
with a partner. poisonous.
• Check the answer. You shouldn’t go hiking alone.
You should wear sunblock and a hat.
We use the infinitive without to after should / shouldn't.
You should always stay together.
b
• Give Sts time to compare their ideas and come up with
c other useful advice, e.g. You should check the weather
• Sts complete the rule. Check the answer. forecast before you start. You shouldn’t go off the main paths.
We usually use should and shouldn’t to give advice.
d
• Tell Sts to find more examples. Play the audio again, Writing
pausing for Sts to note the answers if necessary. 8
What should you take with you? (1) • Sts complete the task.
The first thing you should do is…(2) EXTRA SUPPORT Sts can use some of the ideas from
What should be your priority? (3) exercise 7a.
You should pick fruit. / You should eat insects. (4)
Where should you spend the night? (5) • They can compare ideas with a partner.
How should you do this? (6)
Two of you should explore the island… / You should all
explore the island together. / You should all go in different Q Workbook page 61, exercises 6–7
directions… (6)
Should you…try and kill it with your shoe? (7) 9a
What should you do? (8) • Sts write a notice for a national park. Tell them to think
of a title for the notice and follow the instructions.
EXTRA CHALLENGE Ask Sts if they remember any of the • Monitor and correct the writing, encouraging
sentences without looking back at the text. self-correction where possible.
5 • When they have finished writing, ask Sts to find some
• Give Sts time to complete the task. photos to illustrate their notice.
• Check answers as a class. b
• Sts read out their notices in small groups. Each group
1 You should wear a coat. (to)
decides which notices are the most useful.
2 They shouldn’t make a noise. (making)
3 We should take a torch. (make) EXTRA IDEA When Sts have a correct draft with the photos,
4 They shouldn’t swim in the lake. (do) tell them to put several of the notices onto a large (A3)
5 They shouldn’t sleep on the beach. (to) piece of paper to make a poster with several sections, e.g.
what to wear, what to carry, how to behave in the park. They
6 should design the poster to put at the entrance to the park,
• Tell Sts to look at the notices and complete them with the with advice and photos. Put them up in the classroom for
words and should / shouldn’t. everyone to read.
• Sts can compare their choices with a partner.
EXTRA IDEA Sts write advice for one of the situations:
• Check answers.
1 Moving to a new city
2 should wear 3 should see 4 shouldn’t 2 Travelling in a country that is very hot or very cold
sunbathe 5 should keep 6 should drink 7 should read 3 Going skiing
8 shouldn’t go 9 shouldn’t swim 10 should tell
Extra
Sts can do the task in class or as homework.
T77 Project Explore




6D
6D Next stop, Bratislava! EXTRA CHALLENGE Tell Sts to think of a city they have always
wanted to visit – anywhere in the world. If you have access
Supplementary materials to computers, let them look up information online. If not,
Workbook: page 62–63, exercises 1–7 tell Sts to use encyclopaedias, or look up the information at
Workbook: Grammar summary Unit 5 home. They should answer the following questions:
Photocopiable worksheet: Everyday English, Pronunciation 1 Which city do you want to visit, and why?
Online Practice 2 Do you speak the language? If not, how are you going to
get around?
Note
3 What are the most interesting sights to visit?
The story can be used in class as a reading and listening 4 What are the most interesting things to do there?
task, a video task, or both. 5 Where would you like to stay?
Ask Sts to make a poster of their chosen city, write a short
EXTRA SUPPORT Ask Sts to make a list of places they like to
paragraph for each question and, if possible, find photos to
visit when they go to somewhere they have never been to
illustrate their poster. Then put the Sts in groups or five or six
before, e.g. museums, cathedrals, castles, shopping streets,
and tell them to present their cities to the group.
cafés and parks. Ask them to think of three things they
After each student has presented their city, each group
would like to see if they visited London, (perhaps the Houses
decides which city sounds the most interesting or the most
of Parliament and Big Ben, Trafalgar Square, the London
fun to visit.
Eye), Paris (the Louvre, the Eiffel Tower, Champs Elysees), or
Budapest (Buda Castle, the Houses of Parliament, Váci Street). Note
You First
Tell Sts to work in small groups and discuss the questions.
Tell them to think about which places they would show
someone their age, and which places they would show
someone their parents’ age. What is different about the two
sorts of places, and why?
1a e 3•23 r
they think is happening.
Photo 1: Joey, Robyn and Lottie are in Joey’s kitchen.
Photo 2: Joey is talking.
Photo 3: Robyn and Joey are talking.
Photo 4: Lottie is back home and is talking on her phone.
Robyn’s passport is in the front pocket of her bag.
b
1 F Oscar has texted Lottie.
2 T
3 F Lottie promises to ring Joey and Robyn on Saturday
morning.
4 F Oscar is rehearsing in London.
5 T
6 F Oscar advises Lottie, Joey and Robyn to take a guide book.
EXTRA IDEA Sts work individually to make a list of what

they normally pack before they go on holiday, e.g. clothes,
documents, personal items, etc. Help with vocabulary if
necessary.
When they have their list, ask them to compare with a
partner and explain why they pack those items. Does their
partner bring anything that surprises them?
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6D
2a EXTRA SUPPORT If necessary, play the audio again for Sts to
• Tell Sts to read the dialogues again and then say what the hear the sentence stress.
expressions mean and how they would say them in their b e 3•27
language. • Play the audio for Sts to listen and repeat.
1 I hope nothing’s wrong. = I hope nothing bad happened.
1 Oscar didn’t take the photo.
2 That’s very odd. = That’s strange. I don’t understand.
2 We went on a boat trip to Vienna.
3 Oh, stop nagging! = Stop telling us what to do. (informal)
3 I can’t play the violin or the guitar.
4 I’ll ring you. = I’ll phone you.
4 Where did you stay?
5 I promised… = I told him / her I’d do it.
5 If I were you, I’d go to bed early.
6 Calm down. = Keep calm, don’t panic.
LANGUAGE NOTE As this is a piece of advice for ‘you’, we
b
generally stress you and not the verb were.
• Put the Sts into pairs to practise the dialogues.
• Monitor and correct pronunciation. c
Q Workbook page 62, exercise 1 • Sts look at the examples and answer the question.
3 • Ask Sts to say which words are stressed (verbs, nouns,
adjectives, wh- question words – content words).
• Tell them to describe what they can see in the pictures. The words that aren’t stressed are pronouns, prepositions,
4 e 3•24 r Audio script pT93 auxiliary verbs, articles, conjunctions, – grammar words.
• Play the audio for Sts to listen and check their ideas and Q Workbook page 63, exercise 5
answer the questions. Q Photocopiable Pronunciation
• Check answers.
Photo 4 of the orchestra. Joey didn’t take the photo because Speaking
he was sightseeing at the time. Oscar didn’t get to the photo 7
session because he woke up late. Joey, Lottie and Robyn didn’t • Ask Sts to follow the instructions and make a list.
know that.
• Make sure the Sts have something for their partner to do
on each of the three days.
Everyday English Giving advice • Monitor and help with grammar and vocabulary where
5a necessary.
• Give Sts time to complete the task, then elicit the answers. EXTRA SUPPORT To help Sts come up with some interesting
ideas, tell them to think about these questions:
Asking for advice
What do you two suggest I do? (3)
1 What’s a traditional dish that you would recommend a
foreign visitor tries?
Giving someone advice 2 Is there a main square in your town? What can you see
I (don’t) think you should… (2) there?
It might be a good idea… (2)
3 What are the oldest, the biggest, the most modern
If I were you, I’d / I wouldn’t (4)
buildings in your town?
Why don’t you… (4)
4 Are there any museums in your town? What can you see
Responding to advice in them?
Right. 5 What sorts of things can you do in your town – sports,
You’re right.
concerts, etc.? Where can you do these activities?
Yes, I’ll do that. (2)
6 Are there any special events or festivals in your town, for
LANGUAGE NOTE Although we often use was in if clauses
music, art, food, films, etc.? When are they held?
7 Are there organized tours of your town? Where do they
(e.g. if I was a scientist / if I was older), when we give advice we
take the tourists?
use the fixed phrase if I were you.
8a
• Play the audio for Sts to listen and repeat. • Sts tell the partner their suggestions for the three days.
• If necessary, model and drill intonation. • When they have done that, they come up with
suggestions for the three days, which include ideas from
Q Workbook pages 62–63, exercises 2–4 both Sts.
Q Photocopiable Everyday English b
• In their pairs, Sts share their suggestions with the class.
Pronunciation Sentence stress The class decides on the best ideas.
6a e 3•26
• Play the audio for Sts to listen and answer the question.
• Check answers. Extra
I’ve / to / him. I’ll / you. You’ll / Bratislava. I’m / he won’t /
T79 Project Explore




6
Revision Everyday English Giving advice
7
Workbook: pages 64–65, exercises 1–8 Lynn h, no! I’ve got a 1bad mark in Science again. What 2do
O
Online Practice you think I should do?
Unit test 6 Carl I think you 3should work harder.
Lynn I work very hard! But I don’t 4understand it.
Carl If I 5were you, I’d speak to the teacher.
Vocabulary The environment Lynn You’re 6right. I’ll do that.
1
1 packaging Learning to learn Scanning a reading text
2 rubbish for specific information
3 recycling bank
4 fossil fuel • Scanning is something we all do every day, for example
5 global warming when we look at a timetable to find out when our bus
6 pollution or train arrives. The idea here is to transfer skills Sts use in
their own language to reading in English. They have to
get away from the idea of reading each word carefully
Animals in danger and understanding it. These exercises are often done with
2 a tight time limit to get Sts used to scanning naturally, as
1 The rhinoceros is an endangered species. they do every day.
2 The tigers’ habitat is disappearing. • It is a good idea to provide a variety of texts, and here
3 Yellowstone in the USA was the world’s first national park. you can use authentic texts from online news, schedules
4 Kangaroos are animals native to Australia. and other materials that provide factual information.
5 People have caused the extinction of many species.
For example, you could start with simple bus or train
6 European wolves disappeared because of hunting.
timetables and get Sts to plan a journey that includes
either a very firm arrival time, or a change of trains / buses
Grammar Zero conditional to get to a destination. You could also provide sports
3 results and ask Sts to find out particular information, such
as who scored the first goal, who was sent off, what the
1 If we use clean energy, we reduce pollution.
2 I always take a book if I go on the bus.
final score was, etc. Later, you could move on to historical
3 If my brother gets hungry, I buy some chocolate. information or current affairs, asking Sts to scan texts to
4 She always wears a hat if she goes hiking. find out when / where something happened, who was
5 If we don’t use plastic bags, we reduce pollution. present, the order in which events happened, etc.
First conditional Q When Sts have finished the Revision page, tell them to
4 go to the Workbook Progress Check p. 65 and complete
the Your progress table.
1 If he works harder, he’ll get good marks.
2 If you leave now, you won’t be late.
3 If I do more sport, I’ll get fit.
4 If she gets home late, her mum will be angry.
5 If you don’t come with me, I won’t go.
6 They won’t come if it rains.
Second conditional
5
1 If I saw a lion, I’d take a photo of it.
2 I’d go swimming every day if I lived by the sea.
3 If the children ate more fruit, they’d be healthier.
4 If I won a lot of money, I’d go travelling.
5 I wouldn’t be scared if I did a parachute jump.
6 What would you do if you won a lot of money?
should / shouldn’t
6
1 ‘Mia is very tired this morning.’ ‘She shouldn’t stay up late.’
2 ‘I’m really hungry.’ ‘You should have a sandwich.’
3 ‘I don’t feel well.’ ‘You should go home.’
4 ‘Matt’s school results aren’t very good.’ ‘He should work
harder.’
5 ‘There’s a fantastic film on TV tonight.’ ‘You shouldn’t miss it.
Project Explore T80


6
My project 3a
• Sts read the text and identify the animals in the pictures.
Project checklist • Sts read the Look! box.
Before the lesson b
• Arrange for Sts to be able to use computers with access to • Ask them to very quickly underline all the linking words in
the internet. the text.
• If you cannot arrange for computer access, Sts can do the Location: and
task on paper. Wildlife: for example, as well as
Materials for the lesson Activities: but, or, including
When to visit: and, but, because
• Computers with internet access and information on the
The weather: but, and
places Sts would like to visit.
Advice to visitors: and
• Without computer access, Sts can create their brochure
on paper. You will need A3 paper, rulers, coloured pens 4a
and pencils. • Tell Sts to start organizing their notes into complete
sentences under headings, using the text as a model.
You First
• Ask Sts to read through the brochure and find adjectives
Give Sts time to answer the questions in pairs. Tell them to and expressions the writer has used to make it interesting.
describe the places and what is special or different about
them. Ask if they have ever seen bears, wolves or deer in fantastic for wildlife, rare birds, a nature lover’s paradise, historic
the wild. sites, amazing, friendly
EXTRA IDEA Ask Sts to make a list of the things people can • Monitor and help with grammar and vocabulary if
do and see in national parks. Ask them if they have done necessary.
these things and where they did them. Ask them to think b
about national parks in other countries. What do they think
they are like? What would they expect to see and do there?
• Tell Sts to read their sentences and join them using the
linkers.
1a • Sts write the text for their brochure, using interesting
• Sts work with a partner to discuss how to make a adjectives and phrases.
brochure. • Monitor and correct grammar and vocabulary,
• If you can, bring in some brochures to show them what encouraging self-correction where possible.
they look like and how text and photos are laid out in a
EXTRA CHALLENGE Encourage Sts to use a variety of
brochure.
adjectives to make the places sound interesting, exciting and
b somewhere worth going to see.
• The pairs choose a national park in their country.
5
• Encourage them to write about different parks so the
brochures don’t all look the same.
• Tell Sts to find photos and maps to illustrate their ideas in
the brochure.
• Give Sts time to find information and photos, either in
class or as homework.
• Sts create their brochures on a large sheet of paper, or on
a computer programme for making brochures.
2
6
• Sts make notes under the headings given.
• Sts give their presentation to the class or group.
EXTRA SUPPORT You could help by asking some questions:
• Remind Sts of the importance of active listening. Tell them
Location: Is it in the mountains? How high are they? Is it in the to ask one question during the presentations.
countryside? What sort of scenery can you see there? What is the
nearest town?
• Sts then discuss the questions.
Wildlife: What animals can you see? What should you do if you EXTRA IDEA If there isn’t enough time to listen to all the
see the wildlife? presentations, Sts can pass their brochures around and read
Activities: What can you do there? Do you need to take any what the others have produced. They can choose the place
special equipment? that they would most like to visit.
When to come: When is the busiest time of year? Which season
EXTRA IDEA Sts take a photo of the brochure / place they
is the best to visit? Are there a lot of tourists?
would like to visit (or take someone else’s brochure home)
Weather: What happens in the different seasons?
and write a blog entry about having visited the place. Set
Advice to visitors: what to do, what not to do, what to bring;
the number of words you expect them to write.
what clothes to wear; what happens if you have a problem
EXTRA SUPPORT Pre-teach or check useful vocabulary,
e.g. the Highlands (Scotland), moorland, wildcats, squirrels
/ˈskwɪrəlz/, waterproof (clothes / shoes).
T81 Project Explore




6
Culture 1a
• Ask Sts to identify what they see in the photos.
Supplementary materials • Give Sts time to complete the task, then elicit answers.
b
some well-known environmental organizations, if you want
to give your Sts some more information. • Check answers.
Friends of the Earth is an international network of The animal is a tiger. There are people in boats protesting about
environmental organizations in 75 countries. It was founded environmental issues.
in 1969, and now has its headquarters in Amsterdam,
Netherlands. Originally it was an anti-nuclear organization, 2a
but now prioritizes economic justice, forests and biodiversity, • Give Sts time to complete the task in pairs.
food sovereignty and climate justice. Its three core aims are
1 1961
1) protecting human and environmental rights; 2) protecting 2 150
the planet’s disappearing biodiversity; 3) the repayment of 3 wildlife
the ecological debt owed by rich countries to those they 4 China
have exploited. 5 national parks
Young Friends of the Earth Europe was established in 6 non-violent
2007 and has its headquarters in Brussels, Belgium. It is a 7 Canada
network of young people and youth organizations working 8 nuclear
together on social and environmental issues at the local, 9 companies
national and European level. It raises awareness among 10 Eiffel Tower
young people through networking, educational activities
b
and direct action.
Climate Action Network has its headquarters in Beirut, • Sts discuss the questions and their ideas.
Lebanon. It is an umbrella group of non-governmental c
organizations active on issues of climate change. It has over • Ask Sts to give a reason for their choice.
1,100 NGOs in around 120 countries working to promote
individual and government action to limit human-induced
climate change to ecologically sustainable levels. 3
Earthwatch was founded in 1971 and has its headquarters • Give Sts time to do the discussion task.
in Boston Massachusetts, USA. It is one of the largest
organizations supporting citizen scientific research in
• Have a brief feedback session. Ask Sts how important they
think these organizations are. Ask what they think the
archaeology, palaeontology, marine life, biodiversity,
organizations can achieve.
ecosystems and wildlife. It raises funds and recruits people to
research nature’s response to accelerating global change. EXTRA CHALLENGE Put Sts in small groups. Get them time to
think of an organization they would like to create to help the
You First environment. Ask them to consider the following questions:
Sts discuss the question in pairs. Ask what they have heard 1 What are the main aims of the organization? What do you
about various organizations. Ask if they belong to any or do want to protect or conserve?
any volunteering to help the environment. 2 Who do they want to join the organization?
3 What sort of campaigns, activities and events will they
EXTRA IDEA To help with the discussion in the lesson,
organize to make the organization known?
ask Sts to give a definition for, and if possible examples of, Ask them to present their organization to the class.
the following: alternative energy, biodiversity, eco-system,
desertification, deforestation. They can use dictionaries if r Video Bureo Skateboards
necessary.
EXTRA SUPPORT Either pre-teach or elicit founded, about skateboards made out of recycled fishnets and do the
destruction, protest, campaign, practices, publicity, spectacular exercises on the accompanying photocopiable worksheet.
or tell Sts to underline up to five words they don’t know You can either do this in class or set it as optional homework.
while they are reading. They can guess what the words The film is available on the DVD-ROM or on the Online
mean from the context and then check the meanings in Practice.
their dictionaries.
Project Explore T82


6
Learn through English b e 3•28
• Sts complete the task, then compare answers in pairs.
Additional subject notes • Check answers as a class.
Ecosystems: There are six main ecosystems:
1 There are plants and animals in an ecosystem.
Forest ecosystems: The climate can be tropical, 2 Plants and animals need each other to survive.
temperate or boreal (northern). In tropical rainforests 3 Animals and plants have to adapt to changes in the
you find more diverse flora and fauna than in any other ecosystem.
ecosystem. 4 Human activity is the main cause of ecosystem destruction.
Grassland ecosystems are found in savannas, prairies 5 A biome is a large ecosystem.
and steppes. These are ideal environments for grazing
animals. 2
Desert ecosystems are defined as having less than 25 • Give Sts time to do the task.
centimetres of rain a year. All deserts tend to be very • Check answers.
windy, and vegetation is sparse.
Tundra ecosystems are another harsh environment for Suggested answers
plants and animals. They are frozen for several months of – using fossil fuels and creating pollution and global warming
– waste creating problems for animals, for example plastic
the year.
rubbish left in the sea and on the land
Freshwater ecosystems are rivers, lakes, springs bogs – hunting causing species to become endangered or even
and swamps. Here you find fish, amphibians, insects, extinct
plankton and underwater plants. – pollution, intensive farming and population growth destroys
Marine ecosystems contain salt water and support the animal / plant habitat
most abundant ecosystems in the world. These cover
oceans, seas, estuaries, coral reefs, etc. 3a e 3•29
Food chain refers to the sequence of events in an • Tell Sts to look at the food chain and describe what
ecosystem, where one organism eats another and then is it shows.
eaten by another organism, and so on. For example: • Check the answer as a class.
In water: plankton / insects – fish – humans The food chain shows that each living thing (animal or plant)
On land: grass – cows – humans depends on another to survive. The herbivore eats plants,
the carnivore eats herbivores. When they die, their bodies
You First decompose in the soil and with sunlight and rain the plants start
to grow and the chain continues.
Give Sts time to discuss the questions. Ask them to make
a list of the plants and animals that they can see in those b
spaces. How many plants do they know the name of? Which • Tell Sts to label the diagram.
plants are important to us? Ask Sts what they can do in the
green or open spaces near them. 1 nutrients 2 herbivore 3 carnivore 4 soil 5 sunlight
EXTRA IDEA Before Sts read the texts, ask them to find 4a
out what biomes /ˈbaɪəʊmz/ are (the characteristic plants • Tell Sts to work out the food chain with a partner.
and animals that exist in a particular type of environment,
for example in a forest or desert). Ask them to give some
examples of biomes. You can give them an example, e.g. 5, 1, 3, 2, 4
the Sahara Desert in the northern part of Africa. The Sahara
contains rocky plateaus, gravel-covered plains, and shifting b
sand dunes. The desert has little vegetation or water. Animals • Give Sts time to complete the task in pairs..
found there include camels, jackals, snakes, lizards and • They can then present and explain their diagram to
rodents. Insects include scorpions and locusts. Vegetation is another pair, or to the whole class.
limited to cacti, apart from in oases where palms and other EXTRA IDEA Ask Sts to pick one animal in the food chain
trees and plants can thrive.
and find out about it:
1a 1 Where does it live?
• Ask Sts to complete the task. 2 What does it eat?
3 Do any animals eat / kill it?
It is a lake, probably in the countryside. 4 How long does it usually live in the wild?
Heron, frog, snake, tadpole, snail, fish.
EXTRA CHALLENGE Sts can look for news reports (printed
EXTRA SUPPORT Ask Sts to look up the following words in a or online, text or video) about how humans are destroying
dictionary: depend, survival, adapt, nutrients, decompose. ecosystems. They can summarize the report orally in class or
in writing at home.
T83 Project Explore




3
Nightmare Island Episode 3 • Play the audio for Sts to listen and follow the story.
• Ask them to work in pairs and tell each other what
Supplementary materials happened in the story.
Workbook: page 66–67, exercises 1–8
• Elicit parts of the story from different pairs.
Online Practice
Progress test 3 EXTRA SUPPORT Write key words related to the story on
End-of-course test the board, e.g. ‘weird’, ‘robots’, ‘camera’, ‘everywhere’, ‘real’,
‘hilarious’, ‘reveal’ (Josh is a robot), ‘rock’, ‘fell’, ‘Virtual Reality
Note holiday’, ‘Nightmare Island’, ‘thrilling’, ‘not want’, ‘scary,’ ‘wrong
The story can be used in class as a reading and listening disk’, ‘boring’, ‘outside’, ‘How do we know?’ In groups, Sts retell
task, as a video task, or both. parts of the story, using the words to help.
OPTIONAL LEAD-IN To recap Episode 1 and Episode 2, on EXTRA IDEA In a group, Sts each take a part and act out
pages 32–33 and 58–59 in the Student’s Book, give a quick the story.
summary of the story so far but with some mistakes. Sts EXTRA CHALLENGE Tell Sts to close their books. In pairs, Sts
listen carefully, then discuss the mistakes they noticed in take turns to choose a character from the story and tell the
pairs. Elicit the mistakes and the correct information. story from their point of view. As their partner is listening,
EXTRA IDEA Write the words from the last speech bubble he / she can guess which character’s point of view he / she
in Episode 2 on the board in random order. In pairs, Sts is listening to. It could be Hannah, Dermot, a VR worker, a
reconstruct Hannah’s two sentences. Elicit the answer and robot.
write the sentences on the board in the correct order. Q Workbook pages 66–67, exercises 1–8
EXTRA IDEA Alternatively, ask Sts to tell you what happened Note
in Episodes 1 and 2. You could ask some questions to help The story can be further exploited by doing the tasks from
them retell the story: these pages in the Workbook. These can be done in class
1 What are the names of the characters in the story? or set as homework.
(Dermot, Hannah, Josh and there are about 12 more
The tasks in the Workbook review the following language
going to the island.)
points covered in Units 5–6 in the Student’s Book:
2 How did they get to the island and how long are they
going to stay? (They flew, one month) • Strong adjectives (p. 61)
3 Why are they on the island? (For a reality TV show.) • Indefinite pronoun with some-, any-, no-, every- (p. 61)
4 What’s the island like? (A tropical island, with palm trees • Review of negative forms (p. 63)
and forests) • Modifiers: adverbs of degree (p. 65)
5 What happens when they arrive? (Things start to go wrong, • The environment (p. 72)
they see people running away from the hotel, etc.)
6 Why do Dermot and Hannah go into the forest? (To try to find
• First conditional (p. 73)
help) • Second conditional (p. 75)
7 What do they find in the forest? (Robots) • should / shouldn’t (p. 77)
8 Are they friendly? (No) • Apologizing (p. 67)
9 What does Dermot discover? (A camera) • Giving advice (p. 79)
10 What does Hannah think? (That someone is controlling the
robots) 1
EXTRA IDEA Ask Sts to discuss whether they would go and • Sts read the sentences and put them in order.
explore the forest like Hannah and Dermot did. What would • Check answers.
the dangers in a tropical forest be? 2 g 3 e 4 a 5 h 6 f 7 b 8 d
EXTRA SUPPORT Ask Sts questions to check their
EXTRA SUPPORT Ask Sts to choose the most interesting
comprehension of the vocabulary in the story, giving
synonyms (S) and opposites (O) for the following adjectives: scene. Play the audio of that scene again, pausing regularly
1 weird (S strange – O normal) for Sts to repeat the dialogue. Sts then try to remember the
2 terrified (S scared – O relaxed) dialogue in pairs.
3 stupid (S silly – O clever) EXTRA CHALLENGE Sts summarize the events without
4 hilarious (S funny – O serious) looking back at the story.
5 thrilling (S exciting – O boring)
6 fascinating (S interesting – O boring) 2
• Sts complete Hannah’s diary.
1 e 3•30 r
• Ask Sts to look at the first row of pictures and say what 2 sitting 3 real 4 apologized 5 stop 6 were 7 would
they can see. 8 hilarious 9 afraid
1 Hannah is angry so she and Dermot decide to tell the others. EXTRA CHALLENGE Sts can write a similar diary entry for
2 As they get near the hotel, they see everyone is running away Dermot about the adventure.
and they are all terrified.
3 A girl warns Dermot and Hannah to run away.
Project Explore T84


3
3 8
• Sts make the sentences and match to the pictures. • Sts discuss the VR trip with a partner.
1 (If you don’t run, the robots will get you!) D EXTRA IDEA Sts write a blog about their VR trip. It can be
2 You’ve just finished your Virtual Reality holiday. C about a VR trip they enjoyed or one they weren’t happy with.
3 I didn’t want a scary holiday. B They can then put their blogs on the class website or on
4 There’s another camera in that rock. E posters on the classroom wall for everyone to read.
5 Are you feeling OK now, Hannah? A
Note
EXTRA IDEA In pairs, Sts take turns to ask and answer To further exploit the video in class, you could use some
questions about Episode 3, e.g. Why is everyone terrified? or all of the suggested activities from page Tviii.
(Because they don’t know it is just a TV programme.)
4
EXTRA IDEA In pairs, Sts choose one of the scenes and

recreate the dialogue. Make it clear it does not have to
be exactly the same as the audio script, but it must be
linguistically correct. Pairs can then act out the scene for the
class.
5
• Tell Sts to read the descriptions and match them to the
titles in pairs.
2 B 3 E 4 F 5 C 6 A
6
• Sts discuss the questions.
7a e 31 Workbook Audio script pT108

• Tell Sts to listen and number the pictures in the order they
hear them.
1 d 2 f 3 a 4 g 5 e 6 b 7 c
EXTRA SUPPORT Before playing the audio again, tell Sts

to read the sentences and try to work out what they are
listening for. They could underline the words they think are
not correct.
b e 31 Workbook Audio script pT108
• Tell Sts to correct the sentences.
1 The speaker has always wanted to see a dinosaur.
2 The speaker sold his bike to pay for the VR trip.
3 He looked at some flying dinosaurs in the sky with his
binoculars.
4 The next dinosaur he saw was eating plants.
5 The T. Rex was behind him.
6 The VR machine pulled him out because he was
terrified / too afraid.
7 His second VR trip was a bit boring.
T85 Project Explore



Student’s Book audio scripts
Introduction Interviewer Did you enjoy it?
Liz No, I didn’t! I fell in the river and the
Alex Nothing. You know I hate doing
new things.
water was very cold. Mel Yes, I know! Question 2…How often
1.03 p5 Exercise 3 2 do you go out with friends?
Joey Hi guys. Interviewer Have you ever been camping, Alex I never go out on school days. So B.
Robyn Did you get into trouble? Aarav? And you?
Joey No. Thanks, Robyn…Oh, that looks Aarav Yes, I have. I’ve been a few times. Mel All the time. I hate staying at home.
good. What are you having, Lottie? Interviewer When did you last go What’s the next question? C again. I love
Robyn It’s what she always has for lunch camping? sport.
on Mondays: cheese and avocado Aarav In July. I went camping with my Alex I don’t. I only do sport at school.
sandwich. family. Mel Question 4. When did you last
Oscar What are you having, Joey? Interviewer Where did you go? dance? Last Saturday! With Jake! And
Joey Oh no! My lunch box isn’t in my Aarav To Wales. We stayed in a campsite you, Alex?
bag. I think I left it at home. by the beach. Alex I never dance – I’m not very good
Oscar Really? Again? Interviewer Was it fun? at it! Question 5. Where do you most
Robyn Well, I have an extra sandwich Aarav We had a great time for the first want to travel to? My answer is B. How
today. You can have it. four nights. But then it started to rain and about you?
Joey Great, thanks, Robyn! it was terrible! Mel Yeah, me too. I’m not interested
Oscar You’re so lucky to have a friend like 3 in space travel – travelling to other
Robyn. It’s the second time today she’s Interviewer Have you ever travelled to countries in Europe is enough for me!
helped you out! Italy, Rosie? What kind of things do you get excited
Lottie Hmm. The Year of Robyn, eh? Rosie No, I’ve never been to Italy. But I’ve about? I get excited about lots of things.
been to Spain. My answer is C. And you?
1.05 p6 Exercise 3 Interviewer Really? Where did you stay in Alex I don’t often get excited about
Spain? things, so my answer is A. Question 7.
Robyn So who was he – this footballer?
Rosie We stayed for three days in B…because I haven’t got a dog!
Joey I’m not sure. Dad recognized him, so
Alicante. Then we drove to Valencia. Mel I’ll have a party with all my friends!
I took a photo. He doesn’t play any more.
Interviewer When was that? The last question. Which sentence
Robyn You can tell.
Rosie Two years ago. When I was twelve. describes you best? I’m a ‘go out and get
Lottie What do you mean?
Interviewer Did you like Spain? it person’. How do you see yourself?
Robyn Look at him!
Rosie Yes, I did. Valencia was fantastic. I’d Alex I’m happy on my own.
Lottie Yeah, I see. Oh, I think that’s
like to go there again one day. Mel I don’t know why we get on so well.
Rembrandt.
4 We’re completely different!
Joey No, no, it was an Italian name.
Interviewer Have you ever ridden a
Lottie Not the footballer, Joey. The
horse, Leo?
painting behind your dad and the 1.12 p11 Exercises 8a & b
Leo Yes, I have. I started riding lessons
footballer. Aisha Hi David. My name’s Aisha, and this
when I was little. But I stopped having
Oscar You’re right, Lottie. It’s a self-portrait is Jamie. We’re in Class 3B with you. It’s
lessons two years ago.
by Rembrandt from 1669. nice to meet you.
Interviewer Really? When did you last go
Robyn Congratulations, Joey. You and David Hello. It’s nice to meet you, too.
riding?
your dad were standing in front of a Aisha Our form teacher told us you’re
Leo Last August.
world-famous painting. Spanish. Where do you come from in
Interviewer Where did you ride?
Oscar Probably worth about thirty million Spain?
Leo I was on holiday in France and
pounds. David I’m from Alicante.
we rode horses on the beach. It was
Lottie And you took a photo of your dad Jamie Alicante! I’ve been to Alicante. I
great fun.
with a fat ex-footballer! went there on holiday two years ago. It
was great!
1.10 p10 Exercises 3a & b
Unit 1 Mel Hey Alex, do you want to try
Aisha How long are you staying here for?
David I’m here for the school year.
this quiz? Jamie Are your parents here, too?
1.08 p9 Exercises 7a & b Alex ‘The Happiness Challenge – How David No, they aren’t. I’m on my own.
1 happy are you with your daily routine?’ Jamie Who are you living with?
Interviewer Have you ever ridden a Yeah. OK. David I’m living with a British family.
horse, Liz? Mel OK, Question 1. How many new They take exchange students every year.
Liz No, I haven’t. I’m scared of horses. things have you done this month? They’re really nice and they help me a lot.
Interviewer What about white water A – nothing, B – one or two things. Aisha Why are you spending a year in
rafting? Have you tried that? C – I’ve done lots of things. My answer the UK?
Liz Yes, I have. I’ve been once. is B: one or two things but I’ve done David It’s to improve my English. My
Interviewer When did you go? nothing really exciting. But that’s OK. parents think it’s very important to speak
Liz Last summer in Italy. I went with my What about you? it fluently.
sister. Aisha What do you think of our school?
T86 Student’s Book audio scripts


David I really like it here. Everyone is
friendly. But there’s one thing I don’t like. 1.18 p13 Exercises 11a & b 1.21 p15 Exercise 5
Aisha What’s that? Part 2 Let’s talk about it tomorrow.
David The school uniform. We don’t wear Interviewer Do we know what causes Why don’t we all go somewhere different
uniforms in Spain. phobias? this holiday?
Carol Jones Some common phobias, like How about going there this summer?
Jamie You’re lucky! What sports are you
fear of spiders or snakes, may be very Shall we call Joey and persuade him?
interested in?
ancient human reactions. A long time You could visit the city.
David I’m crazy about football.
ago, humans developed the instinct to We can’t do that.
Jamie Really? Me too. I’m an Arsenal fan. I’m not sure about that.
What club are you a fan of? keep away from these animals because
they were really dangerous. We have I don’t like that idea.
David Barcelona. I’d prefer…
Jamie Cool! Who’s your favourite player? kept this fear and, as I said before, fear
Good idea!
Teacher Jamie, it’s lunchtime. I’m sure helps keep us safe.
OK.
David is hungry and tired of all your Interviewer What about things like going
That sounds great!
questions. Why don’t you and Aisha take to the dentist’s and flying? They didn’t
All right.
him to the cafeteria? exist a long time ago, did they?
Jamie Yeah, of course, Mrs Finch. Sorry, Carol Jones These types of phobias
probably develop because of a very 1.24 p15 Exercises 7a & b
David. It’s this way. So, who did you say is
bad experience as a child. Dog phobia 1
your favourite player?
is quite common and it often starts like Tim Hi Amber. It’s me, Tim.
this too. Amber Hi.
1.15 p12 Exercise 4 Interviewer Is it possible to help people Tim What are you doing?
Sam That was absolutely awesome, with phobias? Amber Nothing much. I’ve finished my
wasn’t it? Did you enjoy it, Lucy? Carol Jones Yes, it is. One type of homework.
Lucy Oh! Wow! Yeah. I’m so pleased I did treatment called exposure therapy works Tim Do you want to go out?
it. But I’m glad it’s over. It was amazing! well with animal phobias. Amber Yeah! Shall we go to the
Sam Ella? What’s the matter? You Interviewer How does it work? swimming pool?
enjoyed it, didn’t you? Carol Jones The specialist starts by Tim I don’t like that idea. I know, why
Lucy She can’t speak! Hey, Ella? Are you showing the person with the phobia don’t we go to the skatepark? We could
OK? photos of the spider or snake, or take our skateboards and practise.
Ella It was…It was horrible! I hated it! whatever animal they have a phobia of. Amber Good idea! How about three
Then, they look at videos of the animal. o’clock?
1.16 p13 Exercises 8a & b The next step is to look at real animals, Tim Yes, OK. I’ll see you there.
You went to bed late again last night, and sometimes touch them. This 2
didn’t you? sometimes takes a few weeks. Ava I’m fed up with sitting around here.
It’s Mia’s birthday today, isn’t it? Interviewer I’m scared of spiders. I can’t Let’s do something.
The rollercoaster ride wasn’t very scary, imagine ever touching one! Maybe Joe I haven’t finished my science project.
was it? exposure therapy can help… Ava You can do it tomorrow, can’t you?
You haven’t met my brother, have you? How about going for a pizza? We could
Alice saw a TV celebrity yesterday, phone Rich and Ellie and see if they want
1.20 p15 Exercise 3b to join us.
didn’t she?
I can leave early today, can’t I? Robyn Hi Oscar. Joe I’m not sure about that. I haven’t got
They like sport, don’t they? Oscar Hi guys…How about it? Bratislava? any money.
Lottie It sounds great. Ava I’ll pay, and you can pay me back
Oscar So, you’re coming?! next month.
1.17 p13 Exercise 10b Joey Yeah, we are. Joe All right.
Part 1 Oscar Thanks, guys. It means a lot. Have 3
Interviewer Hello there, and welcome to you got tents and sleeping bags? Beth I’d like to go out. Why don’t we go
The Science of Life. This week we’re going Robyn What? swimming?
to talk about fear and phobias. Our guest Oscar Didn’t I tell you? All the orchestras Sam We can’t do that. It’s swimming club
today is psychologist Carol Jones. She’s are staying at one campsite in the at the pool on Fridays.
here to answer your questions. Carol, festival. Beth I forgot. Well, let’s go to the cinema.
what is fear and does everyone feel it? Robyn We have to sleep in a tent?!? Sam All right. I’ll look on the website and
Carol Yes, everyone feels fear. It’s a You’re kidding. see what’s on. Hey, The Last Jedi is on at
basic human feeling, isn’t it? Fear is very Oscar And we also need to raise some 6.30. Shall we go and see it?
important because it helps keep us safe. money. Beth That sounds great! Let’s get the bus.
It tells us to keep away from dangerous Joey What for? Sam OK.
things. Oscar The orchestras need to pay to
Interviewer What’s the difference enter the festival and every musician
between a fear and a phobia? needs to help with the cost. Let’s talk
Carol A phobia is an extreme feeling about it at lunch.
of fear. A person with a phobia loses Robyn That sounds…great.
control. These people often need help
because phobias can make their lives
difficult.


Boy Yes. I think there’ll be more tall with me. I get on well with them, so it
1.25 p18 Exercise 3 buildings in towns and people will travel definitely won’t be boring! We’ll probably
My name’s Sarah. I’m fifteen years old and on fast trains. They won’t drive flying cars. go skateboarding in the park and we’ll
I’m from Toronto in Canada. The Duke I think that’s a silly idea. definitely go to the cinema. I think we’ll
of Edinburgh Award is one of the best Girl What about food? What do you think have fun!
things I’ve ever done. I did the bronze level
we’ll eat in the future?
last year and it took me eight months to
Boy I’m not sure. But I don’t think people 1.38 p25 Exercises 6a & b
complete it. It was a fantastic experience.
will eat meat. I think we’ll eat a lot more
It’s given me confidence and I’ve learned 1
vegetables. And we’ll probably eat
new skills and started a new sport. I’ve also Ryan What are you doing at the
become a volunteer and I’ve made a lot of insects! There will be big insect farms.
weekend, Sophie?
friends. Girl Yuck! I definitely won’t eat insects!
Sophie I’m going to Manchester with my
For the volunteering section, I helped at a cousin. We’ve got tickets for a football
computer club for elderly people. I showed 1.31 p22 Exercise 2c match.
people how to use a computer and how to Amelia Hey Tom, have you seen this Ryan Are you going by train?
go online. I still go there once a week. It’s website with after-school clubs? Sophie No, we’re getting the coach on
cool to help people! Saturday morning. It leaves at eight
Tom Yeah! It’s great. There are loads of
I’ve never been good at sports, so the
interesting things. I fancy the Pop Club o’clock.
sports section wasn’t my favourite. But I
and the Tech Club, but they’re on the 2
joined a girls’ football team and learned to
same evening so I had to choose one. Sam Are you doing anything this
play. I’ll never be a champion, but now I
Amelia So? weekend, Joe?
love football.
Tom I’m going to join the Tech Club. Joe Yes. Three of us are going to a
For the skills section, I joined a theatre
group and acted in a play. I learned to It’s on Thursdays from six to eight. How concert on Saturday night. It’s in Oxford.
speak in front of a lot of people. That’s about you, Amelia? Sam Are you getting the train?
helped me a lot at school. Amelia I’m going to join the Orienteering Joe No, we’re driving. Do you want to
For my expedition, I went on a four-day Club. It sounds fun. It’s on Friday come?
hiking trip with two friends in Algonquin evenings, and sometimes on Saturdays. Sam What time are you leaving?
Park in Ontario. We carried our canoes Here are Joe and Sam. I wonder what Joe Five o’clock. The concert starts at
between lakes and camped. It was hard they’ve chosen. Hi Joe! Are you going to eight.
sometimes, but we had an amazing time. join a club this year? Sam OK, that sounds great!
Now I’ve started the Silver Award and I’d Joe Yes, I’ve joined the Pop Club. I want 3
like to do the Gold Award next year, too. to improve my guitar skills and write Maria Are you doing anything special
songs. We’re going to record a CD at the this week, Anna?
Anna Yes. My class is going on a school
Unit 2 end of the year. We’re going to be stars!
Amelia Yeah, right! What about trip on Thursday. We’re visiting the
Charlotte? Is she going to join you and Natural History Museum in London.
1.29 p21 Exercises 8a & b become a star at Pop Club? Maria How are you getting there?
Girl Did you see the programme on TV Anna We’re travelling by coach. We leave
about climate change last night? at 8 a.m.
1.33 p23 Exercises 7a & b 4
Boy No, I didn’t. Was it good?
Mia Hi! I’m Mia. I’m going to do a street Isla Joshua, are you going to the film
Girl Yes, it was interesting. It was about
dance course in the Christmas holiday. festival in Liverpool?
controlling the weather.
I hope I’ll learn a lot of new dances and Joshua I’m playing basketball on
Boy You mean, making it rain in hot
meet new people. My best friend, Lily, is Saturday, so I can’t go then. But I’m going
countries when it’s too dry? That sort of
going to do the course, too. It’s near her on Sunday.
thing?
house, so I’m going to stay with her and Isla Are you driving?
Girl Yes. But they can’t do it yet. It might
her family. It’ll be fantastic! Joshua No, I’m going by train. Do you
be possible one day.
Tim My name’s Tim. I’m going to stay want to come?
Boy It’s a good idea.
with my grandparents for three days after Isla When does it leave?
Girl Have you ever thought about things
Christmas. They live on a farm, so I’ll help Joshua At six o’clock in the morning.
that will be different in the future? With
them with the animals. I love animals, Isla No, thanks. That’s too early for me!
new technology a lot of things will
so I’ll enjoy that. But I think the evenings
change. It’s already happening.
will be boring because my grandparents
Boy I agree. For example, I think scientists
never go out. 1.40 p27 Exercise 3b
will recreate dinosaurs. Oscar OK. That’s twenty pounds and fifty-
Katie My name’s Katie. I’m going to
Girl Like Jurassic Park! I’d love to see real one pence.
spend two days in Paris with my family
dinosaurs! Lottie Nice work, Oscar. Joey?
after Christmas. We’re going to visit
Boy I think there might be dinosaurs Joey Forty-six pounds and fifty-seven
Disneyland! We’re going to travel by train
again, but it will be impossible to save pence!
and stay in a hotel. It’ll be awesome!
polar bears. That makes me sad. Robyn OK. From all the food, we have a
Then I’m going to spend the rest of the
Girl Me too. I think they’ll disappear soon. total of…thirty-three pounds and ninety-
holiday at home. I’ll probably hang out
But there will be some good things. two pence. And from the books, a total
with my friends.
For example, there’ll be solar panels for of ten pounds.
Max Hi! My name’s Max. I’m going
electricity, so the air will be clean. Do you Oscar That’s not bad. What’s the grand
to spend the Christmas holidays at
think towns will be different? total?
home. My cousins are going to stay


Lottie Hang on. That’s one hundred and too much time on the computer! What dream: I want to travel into space. I’m
eleven pounds exactly. do I hate most of all? Tidying my room, determined to make it come true. I work
Robyn That’s good. of course. hard at school because I need to get into
Joey Shame about the scones, Lottie. Rose university and study for a long time. It
Lottie Yes. I’m not sure what the problem Hi! I’m Rose. I love clothes and fashion. will be difficult but nothing will stop me.
is. I did everything in the recipe. I like reading fashion magazines and
Joey I’ll buy them. Dad and I are building shopping. I love buying new clothes. I
2.09 p38 Exercises 3a & b
a wall in the garden tomorrow. I’m sure want to go to art college. I’m not a sporty
Interviewer Good afternoon and
we can use these as extra bricks! person. I don’t like doing sport, but I
welcome to Hot Topics on Radio 99. Our
Joey I was only joking! enjoy watching tennis on TV.
Billy
topic today is ‘moving’. We want to hear
Hi! I’m Billy. I’m a very active person and about your experiences and how you
1.44 p27 Exercise 6 coped with moving. Our first caller is…
I love doing sport. My favourite sport is
Gareth What do you want to do when Nina Nina. I’m calling from Liverpool.
basketball, and I play in a team. I also like
you leave school? Do you think you’ll go
baking cakes, especially chocolate cakes! Interviewer Hi, Nina! Have you moved
to university? recently?
I sometimes cook meals at home. I don’t
Sue Yes, I want to go to university. Nina Yes. I moved again last summer.
mind doing that.
Gareth What do you think you’ll study? Layla Interviewer Again?
Sue I want to be a doctor so I hope I’ll Hi! I’m Layla. I like hanging out with Nina Yes, again! You see, my parents
study medicine. But you need excellent my friends most of all. When I’m on my move every two years for work. I’ve
exam results for that and I don’t think my own, I enjoy watching videos online. I already been to six different schools.
results will be very good. love videos because they’re short and Interviewer Six schools! Is it hard to move
Gareth Where do you think you’ll live some are very funny. I don’t often go to so often?
when you’re older? the cinema because I have too much Nina Not really. In fact, it’s interesting to
Sue I hope I’ll live in the country. I don’t homework. discover new places. The only negative
want to stay in London. thing is that I don’t have many close
Gareth Do you think you’ll get married? friends. It isn’t easy when you move all
Sue I don’t know. I haven’t thought 2.07 p37 Exercise 7b the time.
about it. 1 Interviewer I can see that. Thanks, Nina.
Jessie My name’s Jessie and I’m fifteen. We’ve got Dev next. Hi Dev! You recently
There are lots of things that I’d like to moved to London, didn’t you?
1.45 p27 Exercise 7a do in my life. But there is one thing that Dev Yes, that’s right.
Do you think you’ll live in another country? I want to do more than anything else.
Do you think you’ll go to university?
Interviewer So how was it? And how is it
I want to hold a real koala! I collect toy now?
Do you think you’ll get married?
koalas and I’ve got twenty-six, but I want Dev It was really hard. I was sorry to leave
What do you think you’ll study at
to hold a real one! Mum says it’s a silly my friends and our house in the country
university?
Where do you think you’ll live in the
dream, but I don’t care. One day, I’m for a city flat.
future? going to travel to Australia and hold a Interviewer That’s a lot of big changes!
When do you think you’ll leave school? koala. Dev Yeah. I can’t get used to living in
When do you think you’ll get married? 2 London. It’s horrible. I dream of going
Stefan My name’s Stefan and I’m back to the country.
fourteen. I’m passionate about sport, all Interviewer How about your new school?
Unit 3 sports. I’ve tried lots of different sports Dev It’s OK. I’ve made one good friend.
like surfing, climbing and diving. I play He’s a new boy, too!
2.05 p35 Exercises 5a & b in a football team and I like cycling. But Interviewer Your experience doesn’t
Jamie I’ve never been skiing, and I’d really like sound very positive, Dev. I hope things
Hi! I’m Jamie. I like spending time to do that. I hope to go to the Alps next will get better.
outdoors. I love hiking and going winter and learn to ski. My cousin has Dev Thanks.
camping with friends. Most people I invited me to go with his family. Dad says Interviewer We’ve got one more caller,
know like playing video games, but I it’s too expensive, but I’m saving money Clare from Oxford. So, when did you
don’t. I’m not interested in computers, to pay for my lessons. I’m determined to move, Clare?
and I never read books. I don’t like become a skier. Clare Oh, I haven’t moved yet. I’m
reading. 3 moving to Germany next summer.
Chloe Lilly Hi! I’m Lilly and I’m fourteen. My My mum’s German and she dreams of
Hi! I’m Chloe. My passion is music. I passion is sailing. I go to a club and we moving back home.
download a lot of pop songs. I also like go sailing on a lake near my home. It’s Interviewer That’s a big move. How do
watching films, especially fantasy films fun, but my true dream is to sail around you feel about it?
like Lord of the Rings. I watch films on TV, the world – on my own. Next summer, Clare I’m scared, but excited at the same
but I love going to the cinema. It’s better I’m going to do a sailing course at the time. I’m worried about the language
than watching videos. seaside because there’s a lot I need to because my German is terrible. But I’m
Raj learn. I know it will be difficult, but I’m sure things will be OK.
Hi! I’m Raj. I love photography. I take a lot optimistic. I hope to achieve my dream. Interviewer Well, thanks Clare. And good
of photos of the city. I also enjoy playing 4 luck to you.
computer games. My mum says I spend Joe Hi! I’m Joe. I want to do lots of
different things in life, but I have one big


2.11 p41 Exercise 3b
Harry Which exercise?
Tom The last one. Can you help me with
Unit 4
Woman You’re in luck. Can you sign here? it, please?
Popular bag. Harry Sure. 2.23 p47 Exercises 6a & b
Lottie Sorry? 4 Cathy There are quite a lot of rules in my
Woman That’s the second one like that Cathy Excuse me, Mr Brown. home, but it’s the same for most of my
today. Teacher Yes, Cathy? What’s wrong? Can I friends. I must be home by six o’clock
Robyn Thank you! help you? on school days, but I can go to a friend’s
Lottie What’s the matter now? Cathy I’m trying to get the dictionaries off place after school. I must ask my parents
Robyn It’s the wrong bag! the shelf, but I can’t reach them. Could first. On Saturday night, I can go out
Lottie What? you help me, Mr Brown? Teacher Yes, of but I must be home early, before nine
Robyn This isn’t my purse and this isn’t course. Here you are. o’clock. My brother is lucky. He doesn’t
my phone. Cathy Thank you. have to get home so early. At weekends
Robyn Hello…Yes, this is Robyn Foster… my brother and I help our parents in
You’ve got my bag! Can we meet?… the house. I have to tidy my room and
That’s brilliant…See you there!
2.17 p45 Exercise 3a
the living room, but Mum and Dad
Lottie Where are we going now? 1
cook dinner so I don’t have to. During
Robyn She wants to meet me in the city Amira My name’s Amira and I’ve lived in
the week, everyone works so we have a
centre in half an hour. England for nearly a year. I left my home
regular routine. I must go to bed early,
Lottie The year of Robyn, eh? in Syria because of the war. Before the
before ten. This isn’t fair because I don’t
war started, life there was lovely. We were
have to get up early. I walk to school
safe and we had everything we needed.
2.12 p41 Exercise 4b But the war was terrible. When a plane
and it’s only ten minutes away. And I
Can I help you? must make my bed every morning! In
crashed on our neighbour’s house, we
Can you give me a lift to the lost property the evening, I must do my homework
escaped to Lebanon and spent two years
office, please? before I’m allowed to go online or watch
in a refugee camp there. After that we
Could you lend me your phone, please? TV. My parents worry about what I do
came here to the UK. I miss my home,
Would you mind not doing that, please? on the internet and I mustn’t use it a lot.
but I feel safe here. I hope I’ll go home
I need some help, please. I download music, but I mustn’t listen to
when the war ends.
Sure, here you are. it in bed. That’s another stupid rule. My
2
Sure. mum says it’s a bad habit. Clothes are
Juraj My name is Juraj and I’m from
OK. another problem. Some of my friends
Slovakia. I’m a doctor and I work in a
Yes, of course. can wear anything they like, but I can’t. I
hospital here in Manchester. I’ve been
I’m afraid I can’t. mustn’t wear make-up. My mum says I’m
here for three years now. Why did I
too young!
come? Doctors earn more money in the
2.15 p41 Exercises 6a & b UK than in Slovakia. At first, I only wanted
1 to stay two years then go home. But 2.25 p49 Exercises 5a & b
Bobby Mum? that was before I got married. My wife Amber When I was ten, my parents had
Mum 1 Yes, Bobby? is British and she’s a doctor in the same to move to Germany for work and they
Bobby Could I have my pocket money, hospital as me. sent me to a boarding school in the UK.
please? I want to go to the cinema with 3 I was unhappy there because I couldn’t
my friends. Faith My name’s Faith and I’m from go home every day. I missed my family
Mum 1 Dad gave it to you yesterday, Kenya. I’ve been in Britain for four years. and my grades were awful. The following
didn’t he? When I finished secondary school, I September, my parents decided to send
Bobby Um, well, he gave me some decided to study business. I chose this me to a German school. At first, it was
money for a pizza. But he didn’t say it was university in London because of its very difficult, because I couldn’t speak
my pocket money. international reputation. I finished my German! But I made a lot of friends and
Mum 1 Oh, all right. But don’t spend it all course last year and now I’m looking for a had extra lessons, and I’ve managed to
today. job. I’ll work here for a few years, then I’ll learn German quickly. Now I can speak
2 go back to Kenya and work there. German fluently. I can also read and write
Mum 2 Julie, I’m not happy about this. in German. This year, I’m studying French
Can you stop posting personal photos at school. Soon, I’ll be able to speak three
on social media? It isn’t safe. languages!
Julie It’s fine, Mum. I’m very careful what Matt I go to a private school called the
I put online. I never post embarrassing BRIT School. It’s a special performing
photos. arts school for students who want to
Mum 2 I don’t care. Just stop doing it. be actors and singers. A lot of famous
3 people like Adele and Jessie J went
Harry Have you done all your homework, there. Students have classes in dancing,
Tom? acting, music and singing as well as
Tom I haven’t finished the Maths. There’s ordinary subjects. Young people can join
an exercise I don’t understand. the school at the age of fourteen. It’s
very difficult to get into the BRIT School
because you have to be talented. I was


lucky because I was able to get into Robyn Oh I see. OK! Well I found this
the school last year. Before that I went key earlier. I’m sure it’s the key to buried 3.05 p63 Exercises 7a & b
to a normal secondary school. When I treasure! 1
started, I could sing and play the piano, Joey I doubt it! Now what do we do? Joe Did you buy anything in the sales?
but I couldn’t dance very well. Now I Oscar We shut the box and we leave it Mel No. I was looking for a new jacket,
can dance really well, and I’m having here. but there was nothing I really liked. I saw
acting lessons. I hope I’ll be able to act in Lottie Yes, for the next person. some nice shoes but they didn’t have my
musicals one day! Robyn Right. Let’s go and find some real size. How about you?
Rachel I moved to London from a small litter! Joe Well, I didn’t buy anything because I
village in the countryside in September had no money. Mum forgot to give me
and now I go to a very big secondary my pocket money!
2.30 p53 Exercise 4b Mel That’s a shame.
school with nearly two thousand
Would you like some help? 2
students. It’s very different from the Would you like us to help you here?
small school I was at before. Because Mel Did you and your friends go to the
If you want, I can write about this. pizza place last night?
there were only about two hundred Do you need some help?
students, we weren’t able to do a lot Joe No, we didn’t. None of my friends
Can I help you?
of subjects, and the only language we wanted to eat pizza.
Can I do anything?
could study was French. Here we’re able Mel So where did you go?
Thanks, Oscar. That would be great!
to choose from six different languages. Joe We went to the new burger
Yes, that would be brilliant.
I’ve chosen Chinese. We can also do lots restaurant in East Street. But I didn’t eat
Don’t worry, we’ll do this street.
of interesting after-school activities. I’ve Yes, please. anything.
joined the coding club and I’ve created a It’s OK, I can do it. Mel Why not?
game with my friends. Joe There was nothing on the menu that
I could eat. There weren’t any vegetarian
2.33 p53 Exercises 6a & b dishes.
2.27 p50 Exercise 2a 1 Mel Poor you!
a It’s for cleaning your teeth toothbrush Ben What time are Grandma and 3
b It’s for seeing in the dark. torch light Grandad coming, Mum? Joe Did you go to the cinema yesterday?
bulb Mum They’ll be here for lunch and I Mel No, I didn’t. There wasn’t anything I
c It’s for opening tins of food tin opener haven’t done anything yet. wanted to see. I watched a DVD instead.
d It’s for closing your jacket. zip button Ben Would you like some help? Did you go anywhere interesting?
e It’s for keeping things in. Mum Yes, please. Joe No. I never go out on weekdays. I’m
wallet backpack Ben If you want, I can make their bed. not allowed to. I stayed in and watched
f It’s for charging a battery. phone Mum Don’t worry, I’ll do that later. But TV.
charger you can help me with lunch. Mel Was there anything interesting on?
g It’s for holding up your trousers. belt
Ben OK. Shall I make the fruit salad? Joe There was a film about space travel
h They’re for cutting things.
Mum Thanks. That would be great. at eight o’clock. But after that, there was
scissors penknife
2 nothing interesting, so I went to bed.
i It’s for brushing your hair. hair brush
Clare What are you doing? 4
Lady I’m looking for Tipsy. I haven’t seen Mel I didn’t see you at the concert last
2.29 p53 Exercise 3b her since yesterday morning. I’m really night.
Robyn There’s a notebook, a ring and worried because she’s never stayed out Joe I wanted to go but I had no money
some coins. all night before. for the ticket. Did you go with Tara and
Lottie What does the notebook say? Clare Oh dear. Do you need some help? Jane?
Joey It says ‘Geocaching Logbook’. Lady Yes, please. Mel No, they didn’t come. Neither of
Oscar / Lottie Oh Geocaching! Clare Would you like me to ask at the them could afford the ticket!
Robyn What’s that? shop down the road? Maybe someone Joe So who did you go with?
Oscar It’s a game. has seen her. Mel I went with my brother. He paid for
Lottie It’s a bit like a treasure hunt. Lady Thanks. That would be great. me.
Oscar People hide boxes or caches in
different places around the world. They
put the GPS positions on to a website
Unit 5 3.07 p64 Exercises 2a & b
1
and other people search for them.
Lottie And when you find a cache, you 3.03 p61 Exercise 2b Richard Excuse me, please. I’m
1 cold freezing interviewing people about their London
write your name and the date in the
2 interesting fascinating shopping experiences. Could I ask you a
logbook and you can also leave an
3 exciting thrilling few questions, please?
object.
4 funny hilarious Simon Sure.
Robyn So, do we have to put it back
5 crowded packed Richard Great…and your name is…?
then?
6 strange weird Simon Simon.
Lottie Yes, but you write in the book first.
7 surprising astonishing Richard Do you often shop here at
Robyn Me?
8 good fantastic Camden Market?
Oscar You found it.
9 small tiny Simon Yeah. It’s a really fantastic place to
10 frightened terrified shop. I often come here on Saturdays to


eat a kebab. They’re very good, and quite Raj No, I just come and read the graphic 3
cheap. novels. They’re quite expensive so I read Man Excuse me. Did you know that this
Richard Have you bought anything them in the shop. is a private car park?
today? Richard Have you bought anything Boy No, I didn’t.
Simon Yes. I’ve bought this belt. It’s a today? Man Look! There’s a sign up there.
birthday present for my dad. Raj Only this comic. Skateboarding and cycling are
Richard Well, thanks, Simon. prohibited. Didn’t you see it?
2 3.09 p67 Exercise 3b Boy No, I didn’t see it. I apologize. I didn’t
Richard Excuse me. I’m Richard Bond and realize.
Joey Forty pounds? For four hours?
I’m talking to people about their London Man It’s OK. But please don’t do it again.
Oscar Are you going back to the café?
shopping experience. Can I interview 4
Robyn No. Uncle Jim doesn’t think it’s a
you, please? Sarah Mum?
very good idea.
Amanda Er, yes…of course. Mum Yes, Sarah? What is it?
Lottie Really?
Richard First, can you tell me your name Sarah I’m afraid I’ve broken your
Robyn But now I can go to Bratislava,
and if you’re a local or a tourist? hairdryer.
because I’ve got half the money. Mum is
Amanda My name’s Amanda and I’m Mum How did you do that?
going to pay the other half.
from London. Sarah I don’t know how it happened.
Oscar Cool!
Richard Right, Amanda. I can see you’ve It got very hot and stopped working. It
Lottie Perhaps her uncle is paying her
been on a spending spree today. Have wasn’t my fault.
not to go back?
you bought all those things here in Mum Oh, well. Don’t worry. It’s a very old
Joey It’s probably cheaper than having
Oxford Street? one.
her in the café. Forty pounds! For four
Amanda Yes. I bought these clothes
hours!
from a really big clothes shop where
everything is extremely cheap. I also got
Lottie Perhaps it is the year of Robyn, Unit 6
after all!
some shoes. They weren’t too expensive.
Richard How often do you come 3.20 p75 Exercises 4b & c
shopping here? 3.10 p67 Exercise 4b Ava It says in this article that someone
Amanda I don’t often come to Oxford I’m afraid we can’t pay for your holiday, saw a wolf in Belgium. Not far from their
Street because it’s too crowded. But it’s Robyn. town.
very easy because all the shops I like are I’m really sorry. Billy A wolf! You’re kidding. I thought
here. I’m so sorry. they were extinct.
Richard Well, thanks Amanda. I apologize about that. Ava There are wolves in lots of countries
3 I feel terrible. again, but not in Britain. I’d be very happy
Richard Excuse me, madam. My name’s I didn’t mean to. if I saw a wolf in the wild.
Richard Bond and I’m doing a survey I don’t know how it happened. Billy Really? If I saw a wolf, I’d be very
about the London shopping experience. It’s all right.
scared. Wolves can’t climb. I’d climb a tree
Never mind.
Could I ask you a few questions, please? if I saw a wolf!
Don’t worry.
Margaret Yes, certainly. Ava Why? Wolves don’t attack people.
Richard Firstly, what’s your name, please? Anyway, if a wolf saw you it would run
Margaret Margaret. 3.13 p67 Exercises 6a & b away!
Richard Could I ask you if you are a 1 Billy I’d like to see a wild bear.
Londoner? Girl Hey, that’s my mobile phone! I didn’t Ava I wouldn’t. Bears are more dangerous
Margaret No. I’m here for the weekend. say you could use it! than wolves, especially mother bears. I’d
Richard I notice that you’ve been to Boy But mine’s broken and I had to speak run away if I met a wild bear.
Harrods. Is it your first visit? to Jamie. Billy That would be silly! If you ran away,
Margaret Oh, no! I always go. I don’t buy Girl Well, you should ask. You’ve used up the bear would chase you. They can run
a lot because it’s so expensive. I bought all my credit! very fast, especially if they’re hungry!
some sunglasses and these chocolates. Boy I’m really sorry. Ava Well, I’d make a lot of noise if there
They’re a present. A very expensive Girl You’re horrible. I’ll tell Mum. were bears around.
present! 2 Billy You wouldn’t see them if you made
4 Girl I’m afraid I’ve done something really a noise.
Richard Excuse me. My name’s Richard. silly, Alex. Ava If I wanted to see wild bears, I’d go
Can I ask you about your London Alex What! to the Tatra Mountains in Slovakia. I think
shopping experience, please? Girl I’ve left your history textbook at there are wildlife tours there to see bears.
Raj OK. home. Bears are a tourist attraction in some
Richard Are you from London…er, your Alex You’re kidding, I hope. I’ve got a places.
name is…? test tomorrow and I have to revise this Billy Wolves are, too. I think that wildlife
Raj My name’s Raj and I’m from South evening. tourism is the only way to save all these
London. Girl I’m so sorry. I didn’t mean to. endangered species. If the local people
Richard Is Forbidden Planet your Alex Well, I need it. made money from tourists, maybe they
favourite shop? Girl I’ll ask my mum to drive me to your wouldn’t shoot them.
Raj Yeah. It’s brilliant. There are some place this evening. Ava The article also talks about
really amazing comics and videos here. recreating extinct animals like woolly
Richard Do you buy a lot here?


mammoths and dinosaurs. Apparently,
scientists will be able to do it soon. 3.24 p79 Exercise 4
Billy I’d recreate dinosaurs if I was a Robyn The concert was awesome, Oscar!
scientist! It would be really amazing! Have you got any photos?
Ava I don’t think farmers would be Oscar Well, I didn’t take any. But there’s
pleased if dinosaurs walked on their land! an official photo of my orchestra from
yesterday’s ceremony. Here it is.
Lottie Wow! Everyone looks really smart
3.22 p76 Exercise 3 and serious.
You should only take things that will be Oscar What did you guys do yesterday
useful. If you take matches, they’ll get wet while I was at rehearsal?
and be no use at all. The same is true for
Robyn Have a look. Joey took lots of
mobile phones. And of course, you can’t
photos.
charge a phone without electricity. So you
Joey Yes, on my phone. This is the
should take clothes and a water bottle.
After such a bad experience you’d be
historic centre of Bratislava.
exhausted, but you shouldn’t sleep on the Lottie It’s really beautiful.
beach. You might get sunburned. And Joey And here’s one of the Danube. We
forget your mobile phone. It wouldn’t went on a boat trip. The scenery was
work if it fell in the sea. A wet phone is a fantastic. We visited Devin Castle on the
dead phone. The best thing to do is get same trip. There’s a great view from the
dressed if you’ve taken your clothes and castle.
rest somewhere out of the sun. You need Robyn Hey, I can’t see you anywhere in
to get your energy back, not sunbathe. the photo, Oscar. Where are you?
The most important thing is to find water. Oscar Er, well, er, in fact, I’m not in it.
You can survive a long time without food, Robyn What do you mean, not in it?
but not without water. And you may be Oscar Well, I did something silly. I was
on the island for a few days before a boat tired and I, er, didn’t hear my phone
comes. alarm and I woke up really late. When I
You should be careful what you eat. If you got to the rehearsal, the photo ceremony
don’t know the fruit, don’t eat it. It might was over.
be dangerous, even if it isn’t red. It’s very Lottie Oh, shame.
difficult to catch fish with your hands, so Oscar It’s fine – I hate photos and anyway
you shouldn’t rely on that source of food.
we all had a great time in Bratislava,
Eating insects is probably your best option.
didn’t we?
Sleeping in trees is dangerous. You might
Robyn Yes – the best holiday. You lot
fall and there could be snakes up there.
definitely made it ‘the year of Bratislava’
And how would you light a fire without
matches? I think you should build a shelter for me!
to keep dry. You’d be safer from wild
animals, too. 3.25 p79 Exercise 5b
You need to explore the island. There may What do you two suggest I do?
be a better place for your camp. But you I think you should definitely pack sunblock.
shouldn’t separate. You should always stay It might be a good idea to ring Robyn and
together. If one of you had an accident, Joey.
you wouldn’t be able to find your friend If I were you, I’d look in my bag.
again. Why don’t you look in the front pocket?
You should be very careful of snakes You’re right.
because some are very dangerous. Snakes Yes. I’ll do that.
don’t usually attack humans, if you leave Right.
them alone. So walk away and keep your
distance.
The boat is far away so nobody would
hear you if you shouted. You could run up
and down the beach, but they probably
wouldn’t see you. The best option would
be to signal from a high place. You should
make a big flag and wave it when you see
a boat.
If you have over four points at the end of
the game, you are a survivor. But if you
have under four points, your chances of
surviving are very small.


Workbook answer key
Unit 1 Experiences 6 2
3
did you go
has Tina bought
1A I’ve done that! 4 are you staying with
5 are you a fan of
1 2 climb 3 fly 4 do 5 win 6 sleep 6 does Lucie come from
7 act 8 travel 7 is Tom walking
2 2 country 3 tent 4 snorkelling 5 competition 8 is Amy interested in
6 rollercoaster 7 mountain 8 TV 7a She is in London on a school exchange.
3 2 travel to a foreign country 7b 2 When did you arrive
3 go snorkelling 3 How long are you staying for / How long are you staying
4 climb a mountain here for
5 do a parachute jump 4 Who are you living with
6 is on TV, win the competition 5 Why are you doing
7 ride a horse 6 What do you think
8 take a selfie with a celebrity
4 2 already 3 last night 4 ever 5 yesterday
1C Scary or fun?
6 yet 7 three times 8 two days ago 1a 1 f 2 b 3 d 4 a
5 2 ridden 3 gone 4 went 5 met 6 been 1b 2 F She has climbed mountains.
7 flew 8 acted 9 took 10 held 3 F Joe isn’t scared of snakes.
4 T
6 2 Have you ever climbed a mountain?
5 F Lily’s grandparents live on a farm.
3 Did you go to a café last week?
6 T
4 When did your mum get home yesterday?
7 F Sam has flown in a plane once.
5 What new things have you tried this year?
8 F He isn’t scared of spiders. He likes them.
6 Have you done your homework yet?
2 2 i 3 e 4 a 5 c 6 h 7 j 8 d 9 b 10 f
7a 2 already 3 last Christmas 4 ago 5 in August
6 already 7 never 8 yet 3 2 b 3 b 4 a 5 a 6 b 7 b 8 b
7b She has done four things from her list. 4 2 aren’t they 3 did she 4 can’t we 5 don’t you
7c 2 No, she hasn’t.
6 didn’t we 7 weren’t you 8 was I 9 have you
3 She went white-water rafting last August. 5 2 They live in London, don’t they?
4 No, she hasn’t. 3 She can speak French, can’t she?
5 She rode a horse last week. 4 You’ve met Sarah, haven’t you?
7d Students’ own answers. 5 The post office closes at 5 p.m. on Saturdays, doesn't it?
6 She acted in the school play, didn’t she?
1B What are you interested in? 6a Paul had a phobia of spiders. He tried a special phone app.
1 2 a 3 d 4 d 5 a 6 b 6b 2 aren’t there 3 are they 4 isn’t it 5 don’t they
2 crazy about 3 good at 4 bad at 6 was it / wasn’t it 7 can’t you 8 do you / don’t you
5 nervous about 6 interested in
6c 2 bathroom 3 garage 4 rats and snakes
2 2 afraid of 3 good at 4 interested in 5 cute and friendly 6 realistic
5 nervous about 6 bad at
3 2 Mum is scared of flying. 1D It’s the capital of…
3 Jim is keen on tennis. 1 2 Nothing much. 3 What’s wrong?
4 Allie is stressed out about her exam. 4 That’s it? 5 What about it?
5 Steve is bad at Maths.
2 2 h 3 g 4 a 5 d 6 e 7 c 8 f
6 Jane is excited about the concert.
3 2 We could
4 2 h 3 a 4 f 5 g 6 b 7 e 8 d
3 I’m not sure about that
5 2 to 3 with 4 from 5 at 6 in 4 How about
5 Let’s phone
6 Good idea
4c Silent ‘r’: concert, park, Saturday, start, sure, word
Pronounced ‘r’: right, bring, celebrity, friend, great, street,
terrible
T94 Workbook answer key


5a 1 I’d prefer to go to the skatepark.
2 There’s a concert in the park on Saturday.
Unit 2 Out and about
3 The weather’s terrible. 2A Holidays of the future
6a b 1 2 f 3 a 4 j 5 b 6 h 7 e 8 d 9 i 10 g
6b 2 has done 3 Natalie 4 nice 5 cycling 6 meet 2 jet lag 3 sunburn 4 train journey 5 package
holiday 6 city break 7 sightseeing tour 8 low-cost
7 2 let’s play 9 holiday resort 10 coach trip
flight
3 I’m not sure about that
4 How about 2 2 break 3 journey 4 burn 5 resort 6 flight
5 I don’t like that idea 7 trip 8 tours 9 holiday 10 trip
6 I’d prefer 3 2 low-cost flight
7 Why don’t we 3 jet lag
8 That sounds great! / Good idea! 4 sightseeing tour
8 Students’ own answers. 5 day trip
6 train journey
1 Progress check 4 2 You will have an amazing holiday.
1 2 a 3 h 4 e 5 c 6 b 7 g 8 f 3 They might not win the match.
2 2 of 3 at 4 about 5 on 6 about 7 at 8 about 4 Will you stay in a hotel?
5 I won’t meet my friends on Saturday.
3 2 did you fly 6 When will Sam arrive?
3 I’ve never ridden 7 I think people might have flying cars.
4 Have you ever slept 8 We definitely won’t go on a coach trip.
5 didn’t meet
6 hasn’t had 5 2 won’t get 3 will travel 4 won’t go 5 will win
7 have already acted 6 won’t exist, will study
8 finished 6 A 2 B 4 C 1
9 She’s gone
7 1 They’ll have lessons at home on the internet.
10 haven’t made
2 By 2100, students won’t study languages.
4 2 Lily hasn’t done a parachute jump. 4 They might become dangerous!
3 Lily has ridden an elephant. She rode it / one last summer. 5 The seaside won’t be the only tourist destination.
4 Lily has flown in a helicopter. She flew in it / one in March. 6 These big ‘ships’ in the air won’t damage the environment.
5 Lily has slept in a tent. She slept in it / one two months 7 Inside, they will have hotel rooms, cafés, restaurants and
ago. swimming pools.
6 Lily hasn’t run a marathon.
8a 2 will plant
5 2 have you been to Germany 3 will be
3 does Diego come from 4 won’t drive
4 do you get worried about 5 will transport
5 did you last see your grandma 6 won’t give
6 do you want to travel to 7 won’t end up
7 are you waiting for
8b 2 will be 3 will be; won’t drive 4 will live 5 won’t go
8 new things have you done this month
6 2 have I 3 didn’t he 4 hasn’t he 2B My free time
5 can’t you 6 won’t she
1 1 Helen 2 - 3 Jody 4 Max 5 -
7 2 were you
2 2 T
3 didn’t we
3 T
4 can’t he
4 F Max will have an audition next Wednesday.
5 have you
5 F Helen is going to take part in a race next Saturday.
6 doesn’t he
6 F She is going to do a training course to teach young
7 won’t she
people next year.
8 are you
9 hasn’t she 3 2 She thinks she’ll / she will play in competitions next year.
10 weren’t they 3 Max’s teacher is encouraging him to join the orchestra.
4 Max is going to orchestra practice for an audition.
8 2 Why don’t we
5 It meets on Tuesdays and at weekends.
3 I’m not sure
6 Because she will have to run up and down hills.
4 How about
5 We could 4 2 ‘re 3 aren’t 4 isn’t 5 is 6 are 7 ‘re
6 Let’s phone
7 Good idea!


5 2 am going to stay 2D What’s our target?
3 are you going to spend
4 will probably stay 1 2 You’re joking!
5 are you going to have 3 Very funny!
6 ‘ll visit 4 Nice one.
7 Is your family going to camp 5 Wait a minute.
8 are going to camp 2 2 e 3 a 4 c 5 g 6 d 7 f
9 won’t rain
3 2 I don’t think
6 2 is going to take 3 you’ll do
3 will come 4 I hope I’ll get into
4 will make 5 do you think you’ll live
5 ‘m going to start 6 I hope I won’t live
6 will be
7 probably won’t practise 5b 2 moving 3 put in 4 travelling 5 look in 6 staying
8 won’t forget 6 2 a tour guide
7 2 is going to fly 3 languages
3 is going to visit 4 around the world
4 is going to have 5 a big city
5 are going to camp 6 thinks
6 is going to speak 7 wants
8 happy
2C Festivals
2 Progress check
1 1 mask 3 costume 4 float 5 dancers
6 decorations 7 bonfire, band 8 parade 1 2 burn 3 break 4 resorts 5 journey 6 tour
7 flights 8 lag
2 2 costumes 3 floats 4 bands 5 dancers
6 costumes 7 parade 8 bands 9 bonfire 2 2 parade 3 dancer 4 band 5 costume 6 bonfire
10 firework display 7 firework display 8 mask
3 2 ‘ll help 3 2 We might be late.

3 ‘re visiting 3 We won’t be here this evening.
4 ‘ll lock 4 I might not have time to go shopping.
5 ‘ll drive 5 Our team probably won’t win the match.
6 ‘s getting 6 What will life be like 20 years from now?
7 ‘ll show 7 Tom might not come on Saturday.
8 are you doing, ‘m playing 4 2 will be 3 will have 4 won’t drive 5 will be
9 does your coach arrive 6 won’t be 7 will transport
4 1 opens, closes 5 2 ‘s going to be
2 does the next train leave, leaves 3 Are you going to have
3 does the match start, starts 4 will have
4 does their plane arrive, arrives 5 are you going to get
5 2 ‘m doing 3 ‘m meeting 4 ‘re going 5 ‘s playing 6 won’t do
6 ‘ll ask 7 Are you doing 8 does it start 9 starts 7 are going to stay
10 ‘ll look 11 ‘ll send 8 ‘m going to make
9 will find
6 2 ’s climbing the Eiffel Tower.
3 ’re going on a sightseeing tour. 6 2 I’ll do 3 starts 4 Are you coming 5 closes
4 ’re staying in a hotel. 6 is camping 7 are you doing 8 I’ll answer
5 ’re taking a bus to Disneyland. 7 2 What will you do this weekend?
6 ’s having lunch with cartoon characters. 3 What time does your next lesson start?
7 ’re seeing a Star Wars show. 4 Where will you go on holiday next summer?
8 leaves at nine o’clock. 5 What will you do when you finish school?
7a She’s going to a concert with her brother. 8 2 I’ll get a job
7b 2 c 3 b 4 b 5 b 6 a 3 you’ll do
4 I’ll become
5 I hope you’ll succeed
6 Do you think
7 What about you
8 I hope


Nightmare Island Episode 1 6 2 love winning
3 hate losing
1 2 stressed out 3 feeling 4 holiday 5 game 4 can’t stand eating
6 explaining 7 shout 8 confident 5 enjoy travelling
2 2 a 3 d
4 b 5 c 6 don’t like flying
1 I’ve never flown in a seaplane like this. 7 like doing
3 You’ll be on the island for a month. 8 like sleeping
4 The plane’s just left! 9 enjoy watching
5 We’re not alone on this island. 7 Students’ own answers.
3 2 snorkelling 3 game show 4 seaplane 8 2 can’t stand playing chess.
5 competition 3 doesn’t like reading books.
The vertical word is: dream 4 She loves reading manga comics.
4 Students’ own answers. 5 She hates playing football.
6 She enjoys / likes swimming.
5 2 travelled 3 experience 4 describe 5 scared
6 something 9 2 Her mum says that she spends too much time online.
3 She likes reading manga comics.
6a 2 c 3 b 4 a 5 b 6 c 7 c 8 b
4 He loves playing football.
6b 2 He doesn’t describe himself as confident. 5 She prefers individual sports like swimming and running.
3 He is scared of nothing / isn’t scared of anything. 6 She goes swimming after school.
4 A news reporter once interviewed her at a music festival.
5 She saw a shark. 3B Ambitions and dreams
6 She says that she is easy-going. 1 2 A 3 N 4 N 5 A 6 N 7 A 8 A
7 He has always wanted to be on a game show.
8 He once took a selfie with a celebrity at a train station. 2 2 ambition 3 successful 4 optimistic 5 difficult
9 He is more afraid of snakes. 6 determination 7 lucky 8 passionate
7 Students’ own answers. 3 2 enthusiastic 3 passion 4 ambitious 5 successful
6 determined 7 lucky
4 2 to come 3 to do 4 to buy 5 to visit 6 to eat
7 to do 8 to meet
Unit 3 Choices
5 2 ‘d like to study
3A My tribe 3 forgot to do
4 need to buy
1 2 collect 3 go 4 hang out 5 watch 6 download 5 doesn’t want to go
7 play 8 chat 9 do 10 read 6 tried to find
2 2 chat 3 do 4 take 5 hang out 6 watch 7 read 7 you want to watch
8 go 9 collect 10 play 8 hopes to travel
3 do: yoga 6 Students’ own answers.
watch: films, videos
7a 1 b 3 f 4 d
play: computer games, chess, the guitar
read: comics, magazines 7b 2 director 3 sightseeing 4 old buildings 5 his cousin
go: running, swimming 6 can’t swim 7 it rained 8 to visit London
4 2 download 3 collect 4 yoga 5 comics 6 chat 8a Sally wants to visit China and Australia. Her big ambition is
7 hang out 8 play 9 go 10 videos to learn to make all her own clothes and become a fashion
designer.
5 2 Do you enjoy playing football?
3 He can’t stand eating salad. 8b 2 want 3 ‘d like 4 learn 5 want 6 hope
4 She doesn’t mind walking to school. 7 decided 8 need
5 I like visiting new places. 9a for example
6 They hate listening to classical music.
7 I don’t like reading long books. 9b too
8 Does he like collecting stamps? 9c 2 For example 3 and 4 also 5 too 6 What’s more


3C Moving 3 Progress check
1 C 1 2 collect 3 go 4 hang out 5 watch 6 download
2 2 F 3 DS 4 T 5 DS 6 F 7 T 8 DS 7 play 8 chat 9 do 10 read
3a a 2 b - c 1 2 2 passion 3 colourful 4 determination

5 enthusiastic 6 talented 7 success 8 optimistic
3b 2 near 3 after 4 house 5 two months ago
6 far from
7 find 8 car 3 2 playing 3 losing 4 listening 5 being
6 hanging out 7 watching 8 chatting 9 reading
4 2 to play 3 to have 4 to find 5 to cross 6 to miss
4 2 to come 3 to do 4 to buy 5 to visit 6 to stay
5 2 Anna was lucky to win the competition.
3 Are you pleased to visit London?
5 2 would like to learn
4 It is important for teenagers to do a sport.
3 forgot to take
5 It was great to see our cousins.
4 need to buy
6 We were sorry to leave our friends.
5 want to camp
6 tried to find
6 2 for 3 with 4 to 5 of 6 about 7 hope to visit
7 2 apologize for 3 get used to 4 cope with 8 refuses to listen
5 dream of
6 think about 6 2 to meet 3 to do 4 to run 5 to learn
8 2 b 3 a 4 d 5 b 6 c 7 b 8 a 6 to get 7 to find 8 to pass
9 Students’ own answers. 7 2 have, having

3 travel, travelling
3D Don’t panic! 4 to buy, buying
5 drink, drinking
1 2 Don’t panic. 6 to be, being
3 Think carefully. 7 to change, changing
4 That’s a surprise! 8 speak, speaking
5 Here you are. 9 go, going
6 You’ll be fine. 10 live, living
2 2 a 3 h 4 c 5 d 6 g 7 b 8 e 11 to move, moving
12 spend, spending
3 2 could you ask
3 would you mind 8 2 Sure
4 OK 3 Would you mind driving me there
5 I need some help 4 I’m afraid I can’t
6 Can you help me 5 can you give me some money
7 Yes, of course 6 here you are
7 I need some help
4a 2 I use your mobile
8 Yes, of course
3 you mind tidying your room
4 I go to the cinema, please
5 help with an exercise Unit 4 Day-to-day
4b 1 I’m afraid I can’t.
3 Yes, of course. / Sure. / OK.
4A Not fair!
4 No, I’m afraid you can’t. 1 2 g 3 a 4 f 5 b 6 h 7 i 8 d 9 j 10 c
5 Yes, of course. / Sure. / OK.
2 2 help with the housework
6a 2 They haven’t gone. 3 wear what you like
3 I don’t want to. 4 stay out late
4 We haven’t got it. 5 dye your hair
5 He didn’t go. 6 have friends round
6 She hasn’t done it. 7 go to bed late
8 make your bed
7a a 2 b 4 c 1 d 3
9 play loud music
7b is the response negative? 1, 4 10 spend a lot of time online
is a teacher making a request? 2
does someone ask for money? 1, 3 2 2 make 3 tidy 4 help 5 go 6 spend 7 listen
does someone need transport? 1 3 3 f 4 f 5 g 6 g
4 2 must wash 3 mustn’t swim 4 must stop
5 mustn’t use 6 mustn’t eat


5 2 We aren’t allowed to wear jeans to school. 3b 1 Rosie’s 2 Tom’s
3 I can’t watch TV after 10 p.m.
4 2 b 3 a 4 b 5 b 6 b 7 a 8 b
4 Lucy is allowed to have friends round on weekdays.
5 You can’t / aren’t allowed to use your dictionaries in 5 2 could 3 must 4 can’t 5 might
the test. 6 could 7 must
6a 1 in a park 2 on a beach 3 in a library 4 at the zoo 6 2 They can’t be at home. They might be at judo.
3 She can’t be 16. She must be 17.
6b A 3 B 4 C - D - E 2 F 1
4 He might (not) be the doctor. He could be a nurse. /
6c Students’ own answers. He might be a nurse.
5 It can’t be a toothbrush. It must be a hairbrush.
7a 2 aren’t allowed 3 have to 4 are allowed 5 mustn’t
6 don’t have to 7 can’t 8 can 4D Let’s do it!
7b Students’ own answers.
1 2 What are you up to?
3 Any ideas?
4B School life
4 What’s going on?
1 2 couldn’t 3 could 4 can 5 couldn’t 6 can’t 5 Look what
2 2 couldn’t 3 could 4 couldn’t 5 could 6 can’t 6 Over here!
7 can 8 can 9 couldn’t 7 Here you go.
3 2 won’t be able to 2 2 d 3 g 4 i 5 c 6 b 7 e 8 a 9 h

3 could, could responses: 7e, 8a, 9h
4 will be able to 3 2 That would be
5 Can, can’t 3 I help
6 couldn’t 4 can do it
7 can, can’t 5 I can
4 2 Lucy could sing when she was four years old. She can’t 6 please
sing now. 7 you like some
3 Lucy couldn’t use a computer when she was four years 8 I’ll do it
old. She can use a computer now. 9 you like me to
4 Lucy could count to ten when she was four years old. She 10 please
can count to ten now. 11 Can I do
5 Lucy could stand on her head when she was four years 4 Suggested answers
old. She can’t stand on her head now. 1 Yes, please.
6 Lucy couldn’t read when she was four years old. She can 2 Would you like me to do that?
read now.
3 Can we help you?
5 2 They were able to read when they were only four. 4 Would you like some help?, that would be great
3 She’s able to speak three languages.
5b 2 ➚ 3 ➘ 4 ➘ 5 ➚ 6 ➘ 7 ➚
4 He wasn’t able to do sports until he was 16.
5 I wanted to go to the theatre, but I wasn’t able to get any 6 Students’ own answers.
tickets. 7a 2 c 3 a 4 e 5 f 6 b
6 Students’ own answers. 7b 2, 5
7 c
4 Progress check
8 2 They can go home at weekends or in the holidays.
3 They have to pass a special test. 1 2 help 3 dye 4 spend 5 play 6 tidy
4 Because his father studied there. 7 have 8 make
5 He will be able to go into town on Saturdays. 2 2 phone charger 3 torch 4 mirror 5 penknife
6 He could chat to his parents online and say hello to 6 scissors 7 belt 8 battery 9 zip 10 backpack
his dog.
7 Because he couldn’t talk to his parents on the internet. 3 2 ‘m not allowed to do
3 ‘m allowed to go
4C Everyday objects 4 don’t have to get up
5 mustn’t play
1 2 wallet 3 toothbrush 4 backpack 5 battery
6 must tidy
6 button 7 torch 8 scissors
7 have to be
2 2 mirror 3 hairbrush 4 penknife 5 zip
4 2 a, b 3 c 4 b 5 b 6 a, b
6 phone charger 7 light bulb 8 scissors
5 2 f 3 e 4 a 5 c 6 d
3a items ticked: a map, a tin opener, apples a toothbrush, a
torch, water bottles, a penknife, chocolate, tins of food 6 2 can’t 3 must 4 can’t 5 could / might
6 can’t 7 must 8 could / might


7 2 would be 5B Money matters
3 Would you like me
4 I can 1a 2 pay back 3 borrow 4 waste 5 lend 6 save
5 you need me 7 earn 8 afford 9 buy 10 sell 11 owe 12 pay
6 I’ll do it 1b 1 buy 2 save 3 waste 4 pay, earn
7 If you want 5 borrow, owe, pay, back 6 afford, sell
7 lend
8 do anything
2 2 owe 3 pay, back 4 borrow 5 buy 6 spend
Nightmare Island Episode 2 7 waste 8 save up for
1 2 Josh told Dermot to go and find other people. 3 2 None 3 no 4 Neither 5 nothing 6 Nobody
3 The man told Hannah and Dermot to hide. 7 any 8 never
4 The man jumped up and ran away. 4 2 I never lend my sister any money.
5 The robots were going towards the hotel. 3 I’m going nowhere this year on holiday.
6 Hannah wanted to tell Josh about the robots. 4 Jake ate nothing yesterday.
7 Dermot found a TV camera at the bottom of a tree. 5 I saw nobody I knew at Ethan’s birthday party.
2 2 We don’t have to go! 6 Joe was interested in two DVDs, but he bought neither.
3 One of them has already seen us! 5 2 Beth 3 Magda 4 Dan 5 Magda 6 Beth
4 We have to tell Josh and the others, don’t we? 7 Beth 8 Magda, Jamie 9 Dan 10 Jamie
3 2 lucky 3 colourful 4 determined 5 difficult 6 Students’ own answers.
4 2 giving 3 having 4 to find 5 leaving
6 being 7 returning
5C Shopping
5 Students’ own answers. 1 2 very 3 quite 4 really 5 too 6 so
7 bit 8 very
6 2 didn’t have to 3 must 4 can’t 5 want 6 might
2 2 so 3 very 4 too 5 really 6 too
7a A 3 B 1 C 4 D 2 7 a bit 8 really 9 quite 10 a bit 11 very
7b 2 They enjoy playing chess. 12 very 13 quite
3 She is a police officer. 3 2 c 3 b 4 a, b 5 a, c 6 b
4 They have one day / 24 hours.
5 A housework robot first says, ‘No!’ 4a 2 a 3 e 4 f 5 b 6 c
6 It refuses to make breakfast. 4b 2 She can speak Spanish really / very well.
7 It is called Day of the Machines. 3 I arrived too / very / really / extremely late. Sorry.
8 Students’ own answers. 4 There was too much traffic in the city.
5 There are too many people in town today.
6 He can swim quite / very / really / extremely fast. I’m sure
Unit 5 Time out! he’ll win.
5 2 T
5A Eating out 3 F Millions of Americans are going to buy things on Black
1 2 funny 3 crowded 4 small 5 interesting Friday this year.
6 exciting 7 surprising 8 strange 9 frightened 4 F Many people visit the shops a few days before Black
10 good Friday.
5 T
2 2 hilarious 3 huge 4 furious 5 exhausting 6 T
6 starving 7 terrible 8 delicious 9 tiny 10 filthy 7 F He left the store at 9.30 a.m.
3 2 body 3 where 4 body 5 thing 6 where 8 F He didn’t buy anything. / He bought nothing.
7 body 8 thing 9 where 6a 1 120 2 210 3 35
4 2 b 3 c 4 a 5 c 6 b 7 a 8 b 9 a 6b
10 a 11 c
Things they bought
5 2 everywhere 3 everyone 4 everything Carl (a tablet), a shirt, a jacket
5 everywhere 6 everything 7 Everyone Kirsty a coat, a dress, a watch, some
6 Students’ own answers. shoes
Gareth some trainers, a skateboard
7 1 e, i 2 c, d, h 3 a, f, g


7a Suggested answers 5 Progress check
1 It’s in the centre of Manchester, in the Northern Quarter.
2 There are music and clothes shops, cafés, and a market. 1 2 hilarious 3 freezing 4 fascinating 5 packed
3 The writer mentions Affleck’s Palace. 6 tiny 7 thrilling 8 weird
4 It is a cheap place to shop. 2 2 afford 3 save 4 spend 5 pay for 6 lend
5 It gets extremely crowded. 7
pay it back 8 borrow
6 You can buy presents, crafts, jewellery, vintage clothes,
music and retro games. 3 2 nothing 3 no one 4 no one 5 nowhere
7 The writer goes there once a week. 6 everything 7 everyone 8 something 9 anywhere
8 She likes it because there is so much to see. 10 somewhere
7b really cool (the streets in the Northern Quarter) 4 2 Nobody 3 someone 4 anywhere 5 anything
very popular (the cafés in the Northern Quarter) 6 anyone 7 something 8 nothing
very old (the indoor market building) 5 2 where 3 thing 4 one 5 thing 6 where
really vintage (clothes, music and retro games at the indoor 7 one 8 thing / one
market)
too expensive (crafts and jewellery at the indoor market) 6 2 no 3 None 4 nothing 5 any 6 Neither
extremely crowded (the indoor market) 7 anything 8 never
so much to see (the Northern Quarter)
7 2 It’s a bit late to go shopping now
5D Perhaps… 3 The clothes in this shop are quite expensive
4 This is a really big shopping centre
1 2 We just can’t afford it. 5 The shops are too crowded today
3 I’ll deal with him. 6 That TV show was so funny
4 It can’t be that difficult.
5 That’s not a bad idea. 8 2 I’m really sorry
6 Perhaps 3 Don’t worry
4 I’m really sorry
2 2 didn’t mean 5 I didn’t realize
3 really sorry 6 There nothing I can do
4 how it happened 7 terrible
5 worry
6 apologize
7 didn’t mean to Unit 6 Our planet
8 all right
6A How to be green
3 2 f 3 b 4 h 5 a 6 c 7 g 8 e
1a 2 climate change 3 fossil fuels 4 carbon dioxide
4a 2 He’s so tired. 5 pollution 6 rubbish 7 recycling bank 8 packaging
3 We’re extremely worried.
4 It was very interesting. 1b 2 rubbish 3 carbon dioxide 4 global warming
5 She was so angry! 5 packaging 6 climate change 7 recycling bank
6 They were really pleased. 8 pollution
5a 2 c 3 b 4 e 5 d 6 f 2 2 Rachel 3 Karl 4 Kid 5 Karl

6 Sal 7 Rachel 8 Karl
5b b has forgotten the DVD
c has lost the house keys 3a 2 b 3 f 4 c 5 a 6 e
d has burned the food 3b 1 We produce carbon dioxide if we burn fossil fuels.
e has arrived late for class 2 I always take a book if I go on a long journey.
f has damaged the / her mum’s car 3 If we recycle our rubbish, we reduce pollution.
6a 1 b 2 c 3 f 4 a 4 If we burn rubbish, we pollute the air.
5 If I have a headache, I usually take an aspirin.
6b 2 Billy’s house 6 Water boils if you heat it.
3 in his jacket pocket
4 the neighbour 4 2 miss, have 3 are, take 4 press, come
5 cycling too fast / going too fast on her bike 5 stays, gets 6 don’t go, have
6 to repair it / the car 5 2 have, ’ll go
7 was chatting to a friend 3 won’t stop, use
8 another phone / mobile 4 drive, will reduce
7 Students’ own answers. 5 will get, keep
6 forget, won’t be


7a 5 Students’ own answers.
Stan Ros Matt 6 1 S 2 M 3 – 4 M 5 S 6 (M) 7 M
air pollution f 8 S 9 – 10 – 11 – 12 S
electricity f
7a National park rules: 5, 7, 8, 9
transport f f Personal safety: 1, 2, 3, 4, 10
rubbish f
7b 2 You should wear a hat.
fossil fuels f
3 You shouldn’t carry a heavy backpack.
plastic pollution f 4 You shouldn’t drink water from the river.
global warming f 5 You should leave pets at home.
recycling bank f 6 You should take a map.
7 You shouldn’t leave rubbish.
7b 2 fossil fuels 3 Air pollution 4 cars and lorries
8 You shouldn’t frighten wild animals.
5 rubbish 6 recycling banks
9 You shouldn’t pick flowers.
6B Save our wildlife! 10 You shouldn’t eat wild fruit.
1 2 native 3 endangered 4 national 6D Next stop, Bratislava!

5 extinction 6 habitat 7 wildlife
1 2 I hope nothing’s wrong.
2 2 hunting 3 extinction 4 endangered 3 I promised
5 habitats 6 wildlife 7 national 4 Calm down.
3 2 F Hunting for fur caused the extinction of beavers. 5 I’ll ring
3 F They disappeared from Slovakia in 1900. 6 Oh, stop nagging
4 F They reappeared in a river. 2 2 think 3 were 4 should 5 don’t
5 T 6 might 7 think
6 T
3 2 It might be
7 F Beavers’ dams help to control flooding.
3 You’re right
8 T
4 I should do
4 Sentences ticked: 4, 5, 7 5 if I were you
5 2 saw a wolf in the forest, she’d climb a tree. 6 I don’t think
3 won a lot of money, he wouldn’t spend it all. 7 I wouldn’t do that
4 found a wallet in the street, I’d take it to the police station. 8 Why don’t you ask
5 came into the house, my cat would jump on the table. 9 I’ll do that
6 2 f 3 e 4 a 5 b 6 d 4 2 I think you should keep out of the long grass
2 If they visited Alaska, they’d see a lot of wildlife. 3 I don’t think you should stand so close to the edge
3 If you didn’t live near the park, you wouldn’t go running 4 I don’t think you should climb that tree
every day. 5 I don’t think you should open the gate
4 If I didn’t have a lot of homework, I’d go to the cinema. 6 I don’t think you should drink that water
5 If it were possible to go anywhere, she’d visit the USA. 5b 1 We’re staying with our grandparents.
6 If we lived in the country, we’d have a cat and a dog. 2 He’s wearing a helmet.
3 A snake has bitten him.
6C Survival challenge! 4 She’s with Tessa in the park.
1 2 e 3 a 4 f 5 d 6 b 5 We’re staying in Bratislava.
2 2 shouldn’t 3 should 4 should 5 shouldn’t 6a b 3 c 2 d 5 e 4

6 shouldn’t 6b b you should cycle across the park
3 2 shouldn’t miss c you should eat less junk food
3 should stay d you should walk on it / the log
4 shouldn’t leave e I’d wear your sandals
5 should buy 7 Students’ own answers.
6 shouldn’t take
7 should go
8 should wear
4 2 You shouldn’t spend all your pocket money
3 You should speak to your teacher
4 They should take it to the recycling bank
5 You should tidy your room
6 The students shouldn’t make a noise in class


6 Progress check Nightmare Island Episode 3
1 2 fossil fuels 3 Carbon dioxide 4 rubbish 5 pollution 1 a 4 b 7 c (1) d 8 e 3 f 6 g 2 h 5
6 packaging 7 global warming 8 recycling bank
2 2 sitting 3 real 4 apologized 5 stop
2 2 habitat 3 native 4 national park 5 extinction 6 were 7 would 8 hilarious 9 afraid
6 hunting 7 wildlife
3 1 D
3 2 don’t have, have 2 You’ve just finished your Virtual Reality holiday. B
3 bite, frighten 3 I didn’t want a scary holiday. C
4 heat, melts 4 There’s another camera in that rock. E
5 goes, plays 5 Are you feeling OK now, Hannah? A
6 don’t play, is
4 1 won’t get
5 2 B 3 E 4 F 5 C 6 A
2 will give, help
3 is, will go 6 Students’ own answers.
4 leave, will steal 7a 1 d 2 f 3 a 4 g 5 e 6 b 7 c
5 won’t have, eats
6 have, ‘ll invite 7b 1 The speaker has always wanted to see a dinosaur.
2 The speaker sold his bike to pay for the VR trip.
5 2 won 3 won 4 ‘d travel 5 would you visit 6 went 3 He looked at some flying dinosaurs in the sky with his
7 ‘d visit 8 ‘d see 9 were 10 wouldn’t see binoculars.
6 2 would have a dog if she didn’t live in a small flat 4 The next dinosaur he saw was eating plants.
3 Harry wasn’t rude to his mum, she wouldn’t get angry 5 The T. Rex was behind him.
with him 6 The VR machine pulled him out because he was terrified /
4 wouldn’t have problems with her teeth if she didn’t eat a too afraid.
lot of sweets 7 His second VR trip was a bit boring.
7 2 should take 3 shouldn’t play 8 Students’ own answers.
4 should wear 5 should wash
8 2 It might be
3 I’ll do that
4 if I were you
5 I think you should tell him
6 I don’t think you should
7 You’re right


Workbook audio scripts
02 p6 Exercises 1a & b 06 p9 Exercises 6a & b 10 p19 Exercise 6
1 Rachel Hi Natalie. It’s Rachel. Lily What do you want to do when you
Interviewer What are you afraid of, Jess? Natalie Oh, hi! Are you at home? leave school, Leo? Do you think you’ll go
Jess Spiders. I can’t stay in a room with Rachel Yes. What are you up to? to university, or get a job?
a spider. I can’t even look at a picture of Natalie Nothing much. I’ve just finished Leo I hope I’ll go to university.
one. Argh! They’re horrible. my homework. Lily What do you think you’ll study?
Interviewer That sounds like a phobia. Rachel Me too. Let’s go somewhere this Leo I’d like to be a tour guide, so I want
What about heights? Are you nervous afternoon. I’m bored at home. to study languages.
about high places? Natalie All right. We could go into town. I Lily Do you think you’ll travel a lot?
Jess No, not at all. I’ve climbed want to buy some new trainers. Leo Yes. I want to travel around the
mountains and I’ve never been afraid. Rachel I’m not sure about that. I don’t world. I also hope I’ll live in different
2 want to go shopping. I’d prefer to go out. countries. I’d really like to live in Australia
Interviewer Do you ever get nervous It’s a lovely day. or Canada for a year.
about things like heights or snakes, Joe? Natalie You’re right. Why don’t we go Lily Do you think you’ll travel into space
Joe Not really. But I’m scared of going to cycling? one day?
the dentist’s. I get really nervous when I Rachel Good idea! I need some exercise. Leo No! I don’t want to do that. I don’t
go to the dentist’s. Natalie Shall we cycle to the park? want to be an astronaut!
Interviewer That isn’t really a phobia, is it? Rachel That sounds great! Lily Where do you think you’ll live when
I mean, not many people like going to Natalie What time shall we leave? you’re older?
the dentist’s, do they? Rachel How about meeting there in an Leo I hope I’ll live in a city like London
Joe You’re right. I suppose it isn’t a real hour? or Geneva. I don’t want to live in the
phobia. Natalie OK. See you in a bit! country.
3 Lily Do you think you’ll have children?
Interviewer Is there anything that you’re 07 p17 Exercises 7a & b Leo I hope I’ll have children one day.
really afraid of, Lily? Lily So, you think you’ll get married,
James Are you going to Tom’s party
Lily Oh, yes. I’m afraid of mice. I can’t go then?
tonight? I think he’s having a barbecue in
into places where there are mice. Leo Yes, but not for a long time!
the garden.
Interviewer It sounds like a real phobia. Lily Do you think you’ll be rich one day?
Ellie No, I can’t. My brother and I have
Lily Yes, it is. My grandparents live on a Leo No, I don’t think I’ll be rich, but I
got tickets for a concert at the Super
farm and there are mice in the buildings. hope I’ll be happy!
Dome.
I can’t go in them.
James Who’s playing there?
Interviewer So, that’s why you’ve got two 11 p23 Exercises 6a & b
Ellie It’s a band called Buzz. They
cats, is it?
aren’t famous, but they’re my brother’s Producer Contestant interviews for Dream
Lily Yes. I love my cats because I feel safe
favourite band at the moment. Island, number 1. What’s your name?
with them.
James I think I’ve heard of them. They Josh I’m Josh.
4
play rock music, don’t they? Producer Have you ever been on TV
Interviewer Is there something that you’re
Ellie No, they don’t. I’ve downloaded before, Josh?
really afraid of, Sam?
some of their songs. They play really cool Josh No, I haven’t.
Sam Yes. I’m scared of flying.
pop music. Producer Have you travelled to a foreign
Interviewer Have you ever flown in a
James Oh! Well, what time does the country?
plane?
concert start? Josh Yes, I have. When I was little, I went
Sam Yes, once. It was terrible. I felt ill. I’m
Ellie It starts at 8 p.m., but I’m meeting to the United Kingdom.
not going again.
the others there at half past seven. Anna Producer What’s your most memorable
Interviewer What about spiders? Are you
and Robin are going, too. experience?
scared of them?
James Brilliant. I’ll come with you. Josh Hmm. I’ve done a lot of memorable
Sam No, I like spiders.
Ellie OK, but you haven’t got a ticket, things…I’ve done a parachute jump.
James. How about that?
04 p9 Exercise 4c James I’ll buy one at the door. How are Producer Describe yourself in three
Silent ‘r’ you getting there? words.
bored, concert, park, Saturday, start, sure, Ellie My dad’s taking me there. Josh OK, I’m sporty, I’m strong and…I’m
word James Do you think he’ll take me, too? a winner.
Pronounced ‘r’ Ellie No, I’m really sorry. He’s taking me Producer What are you most scared of?
right, bring, celebrity, friend, great, street, on his motorbike. My brother is going on Josh I’m not scared of anything.
terrible his own earlier… Producer What do you do when you’re
James OK, never mind. I’ll get the bus. scared?
Ellie OK, we’ll meet you outside at 7.30. Josh Didn’t you just hear me? I’m never
James Great! See you later. scared. But when something is scary for
other people, I get angry.
T104 Workbook audio scripts


Producer Contestant interviews for Dream
Island, number 2. What’s your name? 12 p27 Exercises 7a & b 13 p28 Exercises 3a & b
Hannah Hello. My name’s Hannah. 1 1
Producer Have you ever been on TV Interviewer Have you made any plans for My name’s Evie. My family moved to a
before? next summer, Adam? new house last July. I was pleased to move
Adam No, I haven’t. But I know what I’d because we lived in a flat and our new
Hannah I was on the news once. A
like to do. house is bigger and it has a lovely garden.
reporter interviewed me about one of
Interviewer What’s that? Also, it’s only a few kilometres from our
the bands at a music festival.
Adam I hope to spend a week at a old home. But our dog, Spot, didn’t like
Producer Have you been to a foreign moving at all. On the day of the move,
country? holiday camp and learn how to make
videos. we put Spot in the car and Dad drove us
Hannah Yes, I’ve travelled to a few to the new house. When we arrived, Spot
countries with my parents. Interviewer You’re into film-making, then?
went into the garden, and then he ran
Producer What’s your most memorable Adam Yes, I’m passionate about the
away. We all called him but he didn’t come
experience? cinema and I want to be a film director
back. Later in the afternoon, Mum drove
Hannah I went snorkelling and saw a when I leave school.
back to the old house and she found Spot.
shark. It was incredible! 2
He was sitting in front of the door. She
Producer Describe yourself in three Interviewer Have you got any plans for brought him back to the new house. I was
words. next summer, Rachel? so happy to see him. We kept him in the
Hannah Let’s see…I’m cheerful, friendly Rachel Not yet. My parents always take house for a week, just taking him out for
and…easy-going, I think. me on sightseeing holidays but I don’t walks. He likes his new home now, and he
Producer What are you most scared of? want to do that again. I hate looking at hasn’t run away again.
Hannah I’m terrible with scary movies. I old buildings.
2
can’t stand watching them! Interviewer So what would you like to do
My name’s Dan. Two months ago, we
Producer What do you do when you’re instead?
moved house for Mum’s work. Our new
scared? Rachel I’d like to do nothing in the sun for home was over a hundred and fifty
Hannah I just close my eyes and tell a week. kilometres away so I was sorry to leave my
myself, ‘This isn’t real!’ Interviewer At the seaside? school and friends. Anyway, on the day
Producer Contestant interviews for Dream Rachel Yes. I love sunbathing and of the move, a big lorry came to take all
Island, number 3. What’s your name? swimming, but I don’t want to have a our things. At two o’clock, we were ready
Dermot I’m Dermot. very active holiday this year! to leave. We called our dog, Bella, but she
Producer Have you ever been on TV 3 didn’t come. We looked everywhere for
before? Interviewer What do you want to do next her. Mum drove around and we called and
Dermot No – no, I haven’t. But I’ve always summer, Phil? called her name. After a bit, we stopped
wanted to be on TV! I’ve always wanted Phil I don’t know. My parents haven’t looking for her. Mum asked the neighbour
to be on a game show like this. made any plans yet. I want to stay with to phone if she saw Bella.
my cousin for a week because we get on We drove to our new house and arrived
Producer Have you ever travelled to a
really well. there at 6 p.m. We were very sad and my
foreign country?
Interviewer Do you want to go to the brother was crying. The lorry was waiting
Dermot No, I haven’t. I’ve never flown in
seaside? outside. When we arrived, the driver said
a plane and I’ve never been to a foreign he had a surprise for us. Inside the lorry
country. Phil No, I don’t like seaside holidays. I
can’t swim, and I get really bored on the was Bella! She was sitting in her basket!
Producer What’s your most memorable She looked happy to see us.
experience? beach. I’d like to go cycling in Scotland.
Dermot Once I saw a famous actor at a But my dad isn’t keen on that because it
train station. I got a selfie with him. might rain! 16 p31 Exercises 7a & b
4 1
Producer Describe yourself in three
Interviewer What about you, Sophie? Sam I’ve got a football match this
words.
Do you want to go camping again next afternoon, Mum. Could you drive me to
Dermot I’m friendly, a little bit shy and…
summer? the sports centre, please?
um…I suppose I’m nervous, too.
Sophie No, I don’t. Last year, we went Mum What time is it?
Producer What are you most scared of?
camping and it rained all the time. It was Sam I need to be there at half past one.
Dermot Spiders. I absolutely hate spiders.
horrible! Mum I’m afraid I can’t. I’m having lunch
No, wait – snakes! I hate snakes even
Interviewer So what do you hope to do? with your grandma.
more than spiders!
Sophie I’d like to visit London. I’ve never Sam Oh, I forgot.
Producer And what do you do when
been and I want to see the Tower of Mum You’ll have to get the bus.
you’re scared?
London and Big Ben. Sam OK. But can you give me the money
Dermot Well I’ve never actually seen a
snake. When I see a spider, I usually run! for the bus?
Mum Sure, here you are.


2 3
Teacher Hey James. I need some help Luke I’m hungry! 20 p41 Exercises 7a & b
with these chairs, please. We have to take Chloe Me too. I’ve got some biscuits. 1
them to the film room. Here, have one. Man 1 Oh, no! How am I going to get
James Sure, Mr Lloyd. Luke Thanks. Uh oh! Hide the packet. Mrs them now?
Teacher Can you ask some other students Price has seen us. Boy 1 Hi. Are those your keys down
to help us? Mrs Price Hey, what are you doing? You there?
James Yes, of course. I’ll go and get them can’t bring food into the library. It isn’t Man 1 Yes. My car keys.
now. allowed. Boy 1 Would you like me to dive in and
Teacher Thanks, boys. Could you carry Luke I’m sorry, Mrs Price. We didn’t know. get them?
the chairs downstairs to the film room, Mrs Price There’s a sign on the wall over Man 1 That would be great!
please? there. Please don’t do it again. Boy 1 Here you are.
Boys OK. 4 Man 1 Thanks. That’s really kind of you.
3 Zoe Look at that lovely monkey. He’s 2
Evan Mum, I want to go to the cinema, beautiful. Annie What time are Uncle Joe and
but I haven’t got any money. Can you Max He’s looking at your sandwich. Auntie Cath coming, Mum?
give me my pocket money today, please? Zoe I think he’s hungry. Give him a bit. Mum They’ll be here in a few minutes,
Mum Well, I asked you to mend your Zookeeper Excuse me! What are you and I haven’t finished the sandwiches.
brother’s bike and you haven’t done it doing? Annie If you want, I can finish them for
yet, have you? Zoe We were just giving the monkey a you.
Evan I’m sorry. I’ll do it tomorrow. I bit of sandwich. He’s hungry. Mum It’s OK, I can do them. Here they
promise. Zookeeper You mustn’t feed animals at are. Can you go and open the door while
Mum OK. I’ll give you half your pocket the zoo. It’s really bad for them. I finish this, please?
money now and half when you’ve Zoe I’m sorry. Annie OK.
mended the bike. 3
Evan Thanks, Mum. Boy 2 Do you need some help?
18 p38 Exercises 3a & b Girl 1 Yes, please. I can’t reach that bottle
4
Tom Hi Rosie. Are you ready? of orange juice on the top shelf. Could
Izzy Can I go bowling this evening, Dad?
Rosie Nearly. I wanted to check the you get it for me?
Dad Have you got any homework, Izzy?
things I’m taking with you first. Boy 2 Here you are.
Izzy Yes, but…
Tom Well, the teachers said we won’t Girl 1 Thank you very much.
Dad No, I’m afraid, you can’t. Your school
need a lot because we’re only going for 4
work comes first.
two nights. We don’t want to carry heavy Girl 2 Do you need some help?
Izzy But I can do it when I get back.
backpacks, so we can share some things. Man 2 Yes, please. That would be great.
Dad It’ll be too late and you’ll be tired.
Rosie OK. Well, I’ve got a mirror, a I’m looking for Willow Bookshop. It’s on
Izzy It’s not fair. Everybody else is going!
hairbrush and a toothbrush. East Street.
Tom We won’t need a mirror! We aren’t Girl 2 You need to go to the traffic lights
17 p35 Exercises 6a & b going to a party! We’re going camping! and turn right. It’s about fifty metres
1 Rosie Oh! Well I’ll take the mirror out. down there on the right.
Tom This is a great place for a picnic. But I’m not sharing my toothbrush or Man 2 Thank you very much.
Jamie Yeah. And there’s a lot of wood hairbrush with you. 5
around. Let’s make a fire. Tom Fine! Girl 3 What are you doing?
Tom OK. Rosie Have you got a map? Boy 3 I’m trying to get my rabbit Bunny.
Man 1 Hey, you two. What do you think Tom Yes, I have. I’ve also got a torch, a He’s hiding somewhere under here.
you’re doing? You mustn’t light a fire in bottle of water and some things to eat – Girl 3 Can I do anything?
the park. It’s against the law. chocolate bars, and some tins of food. Boy 3 It’s OK, I can get him. He’ll come
Tom I’m sorry. We didn’t realise. Rosie What about a tin opener? out when he sees this carrot.
Man There’s a huge sign over there – Tom Oh, I forgot that. Can you put it in 6
look! Put that fire out, immediately. your bag? Man 3 Where do I pay? Oh, it’s so
Jamie Yes, of course. We’re very sorry. Rosie OK. I’ve got some apples and a confusing.
2 bottle of water. Woman 3 Can I help you?
May This is a fantastic place for surfing! Tom Good. Oh, we’ll need a penknife. I Man 3 Yes, please. I’ve never used this
Dewi Yeah! Come on, let’s go! haven’t got one but I think we can share. thing before.
Man 2 Hey, you two! You mustn’t surf Rosie Right, I’ve got my penknife, so Woman 3 You choose the drink you want
here! that’s OK. Er…Will I need my phone here.
Dewi Er. There’s a man shouting at us. charger? Man 3 I’d like a black coffee.
He’s pointing to a sign. Tom No, you won’t. Woman 3 And the price shows here. Then
Man 2 Surfing isn’t allowed on this beach. you put your money in here. There you
It’s very dangerous! are.
May Thanks. We didn’t see the sign. Man 3 Thank you very much.


21 p45 Exercises 7a & b twenty dollars. I’m extremely careful Lisa I’m really sorry.
1 with my money and I try not to waste it Mum Well, there’s nothing we can do
Female speaker Welcome to our science because I don’t have a lot. about it now. Go and put that bike away!
fiction film blog. Today we’re giving a list 2 4
of our top four science fiction films about Hi, I’m Kirsty. I went to the store the week Lucy Er…Joey, I’m afraid I’ve done
before Black Friday and made a note of something stupid.
robots.
everything I wanted. Then I got up really Joey Nooo! You’ve broken my phone!
Male speaker Our first choice is a gentle
early today and queued outside. I was able Lucy I’m really sorry.
comedy about friendship. Are Friends
to buy all the things on my list and more. I Joey I don’t believe it! It’s completely
Electric? After his wife dies, Arthur can’t got a new coat, a dress, a watch, and some
stand living alone. He isn’t interested in broken! You’re so clumsy, Lucy. You’re
shoes. I spent quite a lot of money – two
meeting new people, and he isn’t happy always breaking things.
hundred and ten dollars in all – but I saved
when his grown-up daughters give him Lucy That’s not true. It was an accident. I
up for today. I always go shopping on Black
Buddy, a new robot companion. But was chatting to a friend on our balcony
Friday because everything is so cheap. I
soon the two hang out and play chess love sales, but I have to be a bit careful not
and I dropped it. I didn’t mean to.
every day in the park. Is it possible for to spend all my money. Joey I can’t afford a new phone.
man and machine to become friends? 3 Lucy Don’t worry. I’ll get you another one.
2 Hi, I’m Gareth. I bought some trainers and
Female speaker Next we’ve picked the a skateboard on Black Friday. The store was 27 p57 Exercises 7a & b
crime film, Robo-Detective. Programmed really packed so I was very lucky to get Interviewer What do you think is the
to protect and serve, Z-9000 is the first them. They were extremely cheap. They most serious environmental problem
police robot in the city to become a cost me a total of thirty-five dollars in the
today, Stan?
detective. Jess is a police officer and sale, so I saved about thirty dollars. My dad
Stan I think it’s global warming. If we
Z-9000’s new partner and she isn’t crazy lent me some money because I didn’t have
don’t stop it, terrible things will happen
about working with a robot. She prefers enough. I’m still at school so I don’t earn
to our planet. The climate is already
doing things the human way. But when any money. I only get pocket money. I try
not to spend too much, but it isn’t easy! changing. But there are some things
criminals kidnap the child of a wealthy that ordinary people can do to help. For
family, Jess and Z-9000 have just twenty- example, if we save electricity at home
four hours to work together and find the 26 p53 Exercises 6a & b and take the bus or cycle, we’ll reduce
missing boy. 1 the fossil fuels we burn. If everyone does
3 Bella Did you take my Blue Planet DVD, something, it will make a difference.
Male speaker No! is the next film in our Jake? But the government has to do more to
list of movie robots, and this movie looks Jake Umm…yes, Billy and I watched it reduce the use of fossil fuels.
at the effect robots might have on our last night. Interviewer What problems are there in
everyday lives. It takes place not very Bella Well, where is it? your town, Ros?
far in the future, where the Smith family Jake It’s in the DVD player. Ros A serious problem in my town is air
enjoy an easy life. They don’t have to do Bella No, it isn’t. I looked. pollution. It makes people ill, especially
any housework, they don’t have to do Jake I mean, the DVD player at Billy’s young children. There are too many cars
any shopping. They don’t have to drive house. and lorries in my town. Even the buses
anywhere. Robots do it all for them. Bella What! are dirty. Some towns have electric buses
But then one morning, Frank Smith Jake Look. I’m really sorry. I forgot to and the air is cleaner. If we keep lorries
asks for breakfast and the housework bring it back. out of the town centre, we’ll reduce air
robot answers, ‘No. Why don’t you make Bella Yeah, and you forgot to ask if you pollution. We need big car parks outside
breakfast?’ And that’s only the beginning could borrow it. Don’t do it again! town and electric buses.
in a film that asks – if robots could think, 2 Interviewer Are there any environmental
should they have rights? Susie Have you got the keys, David? problems in your town, Matt?
4 David Yes. Er…Oh dear, I think I’ve done Matt Rubbish is still a huge problem in
Female speaker Our final choice is also the something really stupid. my town. A lot of it goes to a big dump
most exciting – and worrying. It’s Day of Susie What? Have you left them at your outside town. Most people don’t realise
the Machines. In this movie, robots and office? that you can recycle paper, cans and
computers have taken over the world. Man No. I remember putting them in my plastic bottles now – we should put
Humans have to hide and run away from jacket pocket. But there’s a hole in my this rubbish in the recycling banks in
them! pocket. I forgot. our towns. But things are getting better.
Susie So you’ve lost them, have you? They’re talking about stopping shops
23 p51 Exercises 6a & b Man Yeah. I didn’t mean to. from using plastic bags. If that happens,
1 Susie Don’t worry. I left a key with the it’ll reduce plastic pollution.
Hi, I’m Carl. I bought a really cheap tablet neighbour. I’ll go and ask her for it.
on Black Friday. I’m so pleased! I’ve wanted 3
one for ages, but I didn’t have enough Mum Lisa!! Look what you’ve done!
money. Before the sale it cost $200, but You’ve damaged the side of the car.
I only paid 95. I also bought a shirt and Lisa I’m so sorry, Mum. I don’t know how
a jacket. Everything is very cheap in the it happened.
Black Friday sale. I wanted quite a few Mum I do. You were going too fast on
other things, but I couldn’t afford to buy your bike! It’ll cost a lot of money to
anything else. I only spent hundred and repair, and I just can’t afford it.


4
28 p61 Exercises 6a & b Molly I’m going to get some drinks. I’ll be
Max back in a minute.
Hi! My name’s Max Collins. I’m here to give Billy OK. But be careful, there’s broken
you some advice before you go hiking glass on the ground.
in our fantastic region. Firstly, you should Molly Where?
always go with another person into the
Billy By that table. If I were you, I’d wear
mountains. It’s dangerous to go alone. You
your sandals. You might cut yourself
should take a bottle of water and some
badly.
food, and don’t eat wild fruit because it
may be dangerous. And remember, you
Molly Right. I’ll do that. And I’ll get a
shouldn’t leave any rubbish. brush to clear away the glass.
Sally 5
My name’s Sally Sims and I work here in the Amy How are we going to get across
national park. Before you go camping in the river?
the park, you should think carefully about Luke There isn’t a bridge anywhere.
what you’re going to take. Your backpack Amy Hey, we can cross on that log.
shouldn’t be too heavy, so only take things Luke It doesn’t look very safe.
you really need. It can be very hot in Amy Come on! I’ll go first.
August, so you should wear a hat and use Luke I don’t think you should walk
sun cream. And remember, you can’t take on it…
dogs into the park. So please leave your Amy Aaaagh!
pets at home.
31 p67 Exercises 7a & b
30 p63 Exercise 6 I went on the Dinosaur Safari at Virtual
1 Reality Holidays. I’ve always wanted to see
Jack I’m going for a swim. Are you a dinosaur! Of course, those VR trips aren’t
coming? cheap. I didn’t want to save up for it and
Ollie OK. Hey, look! There’s a jellyfish. I didn’t want to borrow money, so I sold
Jack I can see it. I’ll be careful. my bike to pay for the trip. I was feeling
Ollie But there’s another one. There are excited as the VR worker connected me to
lots. I don’t think you should swim here. the machine.
Jellyfish can be dangerous. But then I opened my eyes and I was
Jack Yeah, you’re right. Let’s go outside! At first I couldn’t see much, but
somewhere else. then I remembered my binoculars. Those
2 little dots in the sky weren’t birds – they
were flying dinosaurs.
Lewis What do you want to eat?
Next I saw a huge dinosaur with a long tail
Erin Let’s have a burger and chips.
and a long neck. It was eating plants next
Lewis Well, you can. But I’m having a
to the water!
salad and pasta. I need to get fit for the
But I was getting a little annoyed. If you
10K race. went on a trip to see dinosaurs, you’d want
Erin Me too. But I love chips. to see the most famous dinosaur of all –
Lewis Well, if you’re going to run it, I think the T. Rex, wouldn’t you?
you should eat less junk food. Then I heard a noise behind me. Slowly I
Erin Oh, stop nagging! I’m having chips. looked around, just in time to see a huge
3 mouth with lots and lots of teeth. The T.
Sue Are you going to your grandparents’ Rex! I was terrified!
house? And then I was back in the VR holiday
Adam Yes. It’s my grandma’s birthday. I’m shop. The worker apologized and
cycling there. explained to me. If someone becomes
Sue Are you going along the main road? too afraid on the VR trip, the machine
Adam Yes. It’s the shortest way. automatically ends the adventure and
Sue But it’s dangerous. If I were you, I pulls them out. My trip was over!
wouldn’t cycle along it. The VR worker was going to send me
Adam I didn’t think about that. back on the Dinosaur Safari, but I was too
Sue I think you should cycle across the afraid to go back. I changed my mind and
park. It’s safer. went to the Happy Rabbit Park. It was a bit
Adam Right. I’ll do that. boring but at least it wasn’t frightening!




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4

Oxford University Press

Projec� Explore 3+ Teacher’s Pack

Teacher’s Guide: Detailed lesson plans, ideas and

3 ISBN 978-0-19-420467-5 DVD-ROM

Teacher’s Resource Centre with Online Practice

4204675 Cover TG3+.indd All Pages 06/06/2019 13:46

Based on an original concept

4204682 Project Explore TB3+.indb 1 05/06/2019 15:05

Tii Project Explore

4204682 Project Explore TB3+.indb 2 05/06/2019 15:05

Project Explore Tiii

4204682 Project Explore TB3+.indb 3 05/06/2019 15:05

12 C Scary or fun? Question tags

14 D It’s the capital of… Everyday English: Suggestions

Revision: 16 My project: A blog post 17 Culture: Duke of Edinburgh Award 18

2 Out and about

22 B My free time be going to and will

24 C Festivals Expressing the future Festivals

Revision: 28 My project: A web page 29 Culture: Glastonbury festival 30

Nightmare Island Episode 1 32

36 B Ambitions and dreams Verb + to + infinitive Nouns and adjectives

38 C Moving be + adjective + to + infinitive / Verb + preposition + -ing form

40 D Don’t panic! Everyday English: Requests

Revision: 42 My project: A crossword 43 Culture: British design icons 44

Revision: 54 My project: A poster 55 Culture: Eton College 56

Nightmare Island Episode 2 58

Revision: 68 My project: A tourist guide 69 Culture: Charity shops in the UK 70

74 B Save our wildlife Second conditional Animals in danger

76 C Survival challenge! should / shouldn’t

78 D Next stop, Bratislava! Everyday English: Giving advice

Revision: 80 My project: A brochure 81 Culture: Saving the planet 82

Nightmare Island Episode 3 84

Tiv Project Explore

4204682 Project Explore TB3+.indb 4 05/06/2019 15:05

R A dialogue: Back to school S Asking and answering questions

R A dialogue: Holidays / W Describing past events S Describing past events

R W A blog: Ultimate experiences L Dialogues: Talking about experiences

L A discussion: Answering the quiz

L A dialogue: Scary or fun? / S Fact-finding

R A dialogue: A trip to Bratislava L S Making suggestions Silent ‘r’

Song: 19 e Learn through English: The chemistry of fear (Biology) 19

L Discussion: Which club are you going to join?

R A tourist leaflet: Top three festivals L S A dialogue: Making arrangements

R A dialogue: The garage sale L S Talking about future plans /ŋ/

Learn through English: How musical instruments work (Music) 31

R An article: A guide to teen tribes L S Talking about free time activities

R An article: The Moving Blues L A radio programme: Moving

Song: 45 e Learn through English: Migration (Geography) 45

R W An online discussion forum: Rules at home L A monologue: Rules at home

R An article: Education with a difference! L A discussion: Different schools / S Abilities

W Description: Speculating about different places S Making riddles

R A dialogue: The clean-up treasure L S Offering help Intonation in questions

Learn through English: Great inventors (IT) 57

R An online review: Must-do eating experiences S Spot the difference!

R The big money quiz L S Talking about money

R A dialogue: Robyn’s job L S Apologizing Stress for emphasis

Song: 71 e Learn through English: The story of money (Economics) 71

R An article: Eco-friendly Teens S Discussion: How to be a green teen

L A dialogue: Talking about wild animals

Projec� Explore 3+ Teacher’s Pack