TG 9780195979435

Teacher’s Guide
James Bean
with Gillian Flaherty
1
Contents
Introduction 4
Scope and sequence 6
Unit 1 Which one? 9
Unit 2 Someone, anyone, everyone, and no one 17
Unit 3 Infinitives of purpose 25
Unit 4 Will 33
Unit 5 Tag questions 41
Test 1 49
Unit 6 Might 51
Unit 7 Gerunds 59
Unit 8 The past continuous 67
Unit 9 The present perfect 75
Unit 10 Passives 83
Test 2 91
Grammar Round-up 93
Test answer keys 95
3
Introduction
Welcome to Grammar Club! In writing this series, we have aimed to make
learning English grammar lively and engaging for primary student. At the
start of the book, students meet four young friends – Ben, Anna, Joe, and
Katie—the members of the ‘Grammar Club.’ These characters guide
students through the book, showing them how to use new grammar
structures in familiar contexts. The delightful illustrations in the book are
designed to make contexts and meanings clear. In Grammar Club, grammar
really comes to life!
How to use Grammar Club

The Student’s Book is divided into ten six-page units. The first page of each
unit provides a lively visual entry point into the unit’s content. An
illustration or photograph puts the language into a clear context, often with
members of the Grammar Club using a sample of the key language to be
presented. Encourage students to talk about this picture. Ask questions such
as Who is in the picture? Where is he/she? Where are they? What is he/she doing?
What are they doing? and What else can you see in the picture? Say the language
that appears in the ‘speech bubbles’ in these pictures. Ask students to repeat
it. Where possible, demonstrate the language using objects in the classroom.
Also on the first page of each unit is a grammar box containing a brief
introduction to the key language structures of the unit, with example
sentences. This is designed as a reference for teachers and students. You
may choose to read through it with the class, but it is not necessary to do
so. The same information is introduced gradually through the unit. You
may find it useful to refer to it throughout the lesson, and some student
may want to refer to it while completing activities.
In each unit, the opening page is followed by four pages of activities. This
is where new structures are presented and students can practise using
them. The activities are graded within each unit, so students can develop
skills and then use the language they have learnt with confidence. Check
the answers after students have completed the activities. You can do this
with the whole class, eliciting answers from students, or ask students to
check their answers in pairs.
The final page of each unit is a review page, covering the main structures
of the unit. Some review pages also contain personalised activities in which
students write about themselves using the structures they have learnt.
4
At the end of the book, students complete ‘Grammar Round-up,’ a review
activity covering all ten units. The answers for ‘Grammar Round-up’ are
provided in the Student’s Book so students can check their own work.
They can then fill out a ‘Grammar Club’ certificate saying they are
members of the club. You might like to sign this certificate for them.
This Teacher’s Guide contains step-by-step guidance to help you use the
Student’s Book effectively with your class. The language structures, sample
language and key vocabulary for each unit are provided as well as the
answers to all questions. There are also two review tests: Test 1 reviews
Units 1 to 5, and Test 2 reviews Units 6 to 10. These tests may be
photocopied for classroom use or self-study.
We hope you find Grammar Club an enjoyable and stimulating resource for
your classroom.
James Bean and Gillian Flaherty
5
Scope and sequence
Structures Sample language Key vocabulary
Unit 1 Questions with Which…?

Short answers
Which balloon do you want?
Which ride do you want to go on?
funfair, game, ride,
balloon, roller coaster,
Page 9 The roller coaster. way, team, channel,
Which one…?
Which one? Which one should we take? flavour
Which ones…?
Which ones should I buy?
one and ones
The black one.
The white ones.
Unit 2
invite, ring, drop, break,
Someone Someone rang the doorbell.
get off, hide, cross, leave,
Anyone in negative I didn’t see anyone.
Page 15 empty, inside
sentences and in Everyone arrived together!
Someone, anyone, There was no one here.
questions
everyone, Somebody is at the door.
Everyone
and no one
No one
Somebody, anybody,
everybody, and nobody
Unit 3 Infinitives of purpose

to answer Why…?
We queued to buy our tickets.
We sat down to watch the film.
cinema, ghost, space,
queue, ticket, counter,
Page 21 popcorn, sit down,
questions Why did you go to the shops?
Infinitives of shopping mall, present,
Infinitives of purpose to To buy some presents for my
purpose mother. You use scissors to cut card, CD, flowers, florist,
say why we use
paper. jewellers, earrings, web
something
page, click on, knife,
spoon, ladle, shampoo,
towel, hairbrush
Unit 4 Will for the future

Contractions: I’ll, you’ll…
Dinner will be ready soon.
Robots will do the housework.
project, future, robot,
housework, holiday,
Page 27 We’ll be home soon. space, the moon, watch,
Won’t
Will In 2070, I’ll be an old man. mobile phone, cold, rain,
Will to predict the
I won’t be at home tonight. snow, windy, sunny, win
weather
“Yes/No” questions It will be cold at the weekend.
Will you be at home on Sunday?
with Will
Who will win the race?
Questions with Who
When will dinner be ready?
will…?, When will…?
Unit 5
Tag questions with isn’t, You’re twins, aren’t you? twins, story, cook, team,
aren’t, wasn’t, weren’t, That’s a big dog, isn’t it? cousin, lock
Page 33 don’t, doesn’t, didn’t, You were ill yesterday, weren’t you?
Tag questions hasn’t, haven’t Ben’s story was the best, wasn’t it?
Tag questions with You like dogs, don’t you?
Joe plays football, doesn’t he?
auxiliary verbs
They went to the zoo, didn’t they?
Answering tag questions You’ve got a white cat, haven’t you?
Joe can run fast, can’t he?
Yes, I am. Yes, she is.
Yes, he does. Yes, we should.
6
Unit 6 Might for possibility

Might for future
It might be Ben.
She might be ill.
ill, lost, thirsty, cold, hungry,
lion, leopard, tiger, snake,
Page 39 possibilities We might go bowling. frog, lizard, skateboard,
Might Might not I might not come to the cinema with you curtain, wardrobe, laundry
this afternoon. basket, toy box, wake, cut,
slip
Unit 7 Gerunds
Gerunds after
Ice skating is fun.
She enjoys reading.
ice skating, swimming,
reading, skateboarding,
Page 45 verbs I love riding my bicycle by the river. making, fishing, skiing,
Gerunds Good at with Do you like dancing? collecting, shopping,
gerunds I don’t like studying late at night. listening, painting, learning,
Go with gerunds He’s good at telling jokes. sewing, riding, singing,
Every winter, my family and I go skiing in studying, sightseeing, surfing,
the mountains. telling jokes, model ships,
stamps, coins, the Internet
Unit 8 Past continuous

with a point in time
At four o’clock, I was walking home from
school.
ride, fall, arrive, hurt, chop,
stroke, bite, drive, start,
Page 51 At half past three, they were playing football. carrot, accident, shark
Questions with
The past What were you doing at twelve o’clock?
What, When,
continuous Where…? Where was he going at four o’clock?
Ben was listening to his CD when the phone
Past continuous
rang.
and past simple Where were you going when I saw you
with when and yesterday?
while The phone rang while Ben was listening to
his CD.
Unit 9 Present perfect

Past participles of
I’ve baked some biscuits.
I haven’t eaten anything today.
clean, finish, bake, count,
invite, make the bed
Page 57 Katie hasn’t finished her breakfast.
regular and
The present Have you brushed your teeth?
irregular verbs
perfect Haven’t and hasn’t Have you ever ridden a horse?
“Yes/No” questions
with Have and Has
Have you ever…?
Unit 10 Passives in the

present simple
The cows are taken into the milking shed.
The milk is taken to the processing plant.
cow, milk, milking shed,
processing plant, heat, kill,
Page 63 tense to talk about The milk is delivered to stores and germs, cool, carton, deliver,
Passives procedures and supermarkets. supermarket, postman, post,
The postman delivers the post every gatekeeper, classroom,
customs
morning. gardener, grass, cleaners,
Past participles of
Rings are sold in the jewellery shop. rubbish, lock, gate, post
regular and
Rice is grown in China. office, bakery, jewellery, rice,
irregular verbs tea, bananas, coffee,
Hockey is played in Canada.
oranges, hockey, cricket,
baseball, football
7
Unit 1 Which one?
Questions with Which…? Which balloon do you want? funfair, game, ride,
Short answers Which ride do you want to go on? balloon, roller coaster,
Which one…? The roller coaster. way, team, channel,
Which ones…? Which one should we take? flavour
Which ones should I buy?
one and ones
The black one.
The white ones.
Page 9
Ask students to look at the two sets of pictures. Ask them which games and
rides they have played or know about. Explain that Ben and Anna are trying
to choose which game to play and which ride to go on. Say the sentence Which
one do you want to play? Ask students to repeat it. Say the sentence Which ride
do you want to go on? Ask students to repeat it.
Page 10
A. Look at the pictures and then complete the questions using Which and a
noun.
Before students begin the activity, ask them to look at the pictures and tell you
what the objects are. Write the words on the board (puppy, bus, hat, film,
camera) in no particular order. Students then complete the sentences with
Which and the correct word from the list on the board.
Page 11
B. Complete these questions using Which and a noun from the box. Then
choose the correct short answer for each question.
Students complete the first sentence in each pair with Which and a noun from
the first box. They then choose one of the short answers from the second box.
Page 12
Students rewrite the underlined sentences on the line below replacing the
C. Rewrite the underlined questions using one instead of the bold words.
bold nouns with the word one.
Students read each dialogue and identify the nouns. If the noun is singular,
D. Write Which one or Which ones.
they complete the second line in each dialogue with Which one. If the noun is
plural, they complete the second line with Which ones. After checking their
work, students can practise the dialogues with a partner.
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Page 13
Students complete the sentences with one or ones, depending on whether the
E. Write one or ones.
noun is singular or plural. After checking their work, students can practise the
dialogues with a partner.
Students read each question and look at the picture beside it to find the
F. Write short answers to these questions using one or ones.
answer. Students could circle the correct object in the picture. They then
identify the colour of the correct object and whether it is singular or plural.
They then write their answer (The [colour] one/ones).
Page 14 Review
Before students begin the task, make sure they know the meaning of the
A. Complete the questions using Which and a noun from the box.
words in the box. Read aloud the first line of the first dialogue, filling in the
missing words, and ask a pupil to read aloud the second line. Explain any
meanings the students do not understand. Then ask students to complete the
questions. After checking their work, students can practise the dialogues with
a partner.
B. Read the conversations. Which words can you replace with one or ones?
Cross them out and write one or ones. Then, at the right, rewrite the
This activity involves two tasks. First students cross out the noun in each line
sentences.
of the dialogues and replace it with one or ones, depending on whether the
noun is singular or plural. They then rewrite the sentences using one or ones
instead of the noun. After checking their work, students can practise the
dialogues with a partner.
10
1
Unit
Which one?
There are a lot of games at the funfair.

Which one do you want to play?
Which ride do you want to go on?
In this unit we look at how to use Which…? and Which one…? when
we want someone to choose one thing from a group of things.
Which ride do you want to go on? Which one do you want to play?
Student’s Book page 9

1 Which one
Which
Which is a question word.
We use it when we want someone
to choose one thing from a group
of two or more things. We use which
with a noun.
Which balloon do you want?
A. Look at the pictures and then complete the questions using

Which and a noun.
Which puppy
1. ____________________ is the sweetest?
Which bus
2. ____________________ goes to the funfair?
Which hat
3. ____________________ do you like the best?
Which film
4. ____________________ do you want to see?
Which camera
5. ____________________ should I buy?

1 Which one
We often give a short answer to a Which…? question.

A: Which ride do you want to go on? B: The roller coaster.
(We don’t need to say I want to go on the roller coaster.)
B. Complete these questions using Which and a noun from the

box. Then choose the correct short answer for each question.
way team hand channel jacket
Short answers
My right hand. Channel Four. The red team. That way. The brown jacket.
1. A: I’m going to turn on the TV.

Which channel do you want to watch?
____________________
Channel Four.
B: ______________________________
Which hand
2. A: ____________________ do you write with?
My right hand.
B: ______________________________
Which jacket
3. A: ____________________ should I wear to the party?
The brown jacket.
B: ______________________________
Which way
4. A: ____________________ should we go?
That way.
B: ______________________________
Which team
5. A: ____________________ is winning?
The red team.
B: ______________________________

1 Which one
Which one…?
Look at these sentences:
There are two buses at the bus stop. Which bus should we take?
Instead of repeating the noun bus, we can use one.
There are two buses at the bus stop. Which one should we take?
C. Rewrite the underlined questions using one instead of the

bold words.
1. There are a lot of rides at the funfair. Which ride do you want to go on first?
Which one do you want to go on first?
_____________________________________________
2. I’ve got a black pen and a blue pen. Which pen do you want to borrow?
Which one do you want to borrow?
__________________________________________________
3. There are three cartoons on the channel. Which cartoon do you want to see?
Which one do you want to see?
__________________________________________________
4. There were six stories in the competition. Which story was the best?
Which one was the best?
__________________________________________________
For plurals, we use ones.

I like the brown shoes and the red shoes. Which ones should I buy?
D. Write Which one or Which ones.

1. A: The red roses are beautiful. The yellow roses are beautiful, too.
Which ones
B: ____________________ are you going to buy?
2. A: I want some apples, please.

Which ones
B: We have red apples and green apples. ____________________ do you want?
3. A: I like the blue jacket and the black jacket.

Which one
B: ____________________ are you going to buy?
4. A: I’m looking for a hat. Have you got any hats?

Which one
B: Yes, we’ve got three. Here they are. ____________________ do you like the
best?
5. A: You’ve got a lot of old toys. You should throw some toys out.
Which ones
B: ____________________ should I throw out?

1 Which one
one and ones

We can also use one or ones when we answer a question.
Which jacket should I wear? The black one.
Which shoes are the cheapest? The white ones.
E. Write one or ones.

1. A: Which ones
grapes do you want? B: The green __________.
2. A: Which one
dog is your dog? B: The little brown __________.
3. A: Which ones
apples should we buy? B: The red __________.
4. A: Which one
car is your parents’ car? B: The blue __________.
F. Write short answers to these questions using one or ones.
1. Which horse is the fastest?

The brown one.
____________________
2. Which socks are the most expensive?

The pink ones.
____________________
3. Which hat is the newest?

The green one.
____________________
4. Which flowers are the cheapest?

The blue ones.
____________________

1 Which one
Review
A. Complete these questions using Which and a noun from the box.
flavour day bus pocket table
1. A: Which pocket
____________________ do you keep your money in?
B: My back pocket.
2. A: Which bus
Excuse me. ____________________ goes to the museum?
B: Number 32.
3. A: Which table
Let’s find a place to sit and eat our lunch. ____________________ do you
want to sit at?
B: The one by the window.
4. A: Do you want an ice cream?
B: Yes!
A: Which flavour
You can have chocolate, strawberry, or vanilla. ____________________ do
you want?
B: I'll have strawberry.
5. A: Which day
____________________ is the football match? Is it Saturday or Sunday?
B: Saturday.
B. Read the conversations. Which words can you replace with one
or ones? Cross them out and write one or ones. At the right,
rewrite the sentences.
1. A: It’s time to go. Put some shoes on.
ones
B: Which shoes should I wear? Which ones should I wear?
➤ B: ____________________________
ones
A: Your black shoes. Your black ones.
➤ A: ____________________________
2. A: Can I borrow a pencil, please?

one
B: Which pencil do you want? Which one do you want?
➤ B: ____________________________
one
A: The red pencil. The red one.
➤ A: ____________________________
3. A: I want some flowers, please.

ones
B: Which flowers do you want? Which ones do you want?
➤ B: ____________________________
ones
A: The yellow flowers. The yellow ones.
➤ A: ____________________________

Unit 2 Someone, anyone, everyone,
and no one
Someone Someone rang the doorbell. invite, ring, drop, break,
Anyone in negative I didn’t see anyone. get off, hide, cross, leave,
sentences and in Everyone arrived together! empty, inside
questions There was no one here.
Somebody is at the door.
Everyone
No one
Somebody, anybody,
everybody, and nobody
Page 15
Ask students to look at the sequence of pictures. Explain that Katie is talking
about a party that she had. She invited her friends and asked them to come at
two o’clock.
First picture: Ask students to look at the clock and tell you what time it is
showing. Ask: Is there anyone at the party? (No.) Say the sentence: At two o’clock
there was no one here.
Second picture: Ask students what Katie and her mother are doing. (Looking
out of the door.) Ask them to look at the faces and tell you how Katie and her
mother are feeling. (Sad, worried, unhappy, etc.). Say the sentence: I looked
outside but I couldn’t see anyone.
Third picture: Ask students to tell you what time it is. (Two fifteen.) Ask them
what they can see through the glass in the door. (Someone is outside.) Ask
them what the musical note near the door means. (It is showing that someone
is ringing the doorbell.) Say the sentence: At two fifteen, someone rang the
doorbell.
Last picture: Ask students to tell you who is at the door (Ben, Anna and Joe.)
Say the sentence: Everyone arrived together!
Page 16
This activity focuses on someone. First do 1 orally with the whole class to make
A. Write sentences using Someone and a phrase from the box.
sure they understand the task. Then ask students to write sentences beside
each picture. They should start each sentence with Someone and then choose a
phrase from the box.
Page 17
This activity focuses on anyone in negative sentences and someone in positive

B. Write someone or anyone.
sentences. Students complete the sentences with someone or anyone.
17
This activity focuses on the use of anyone in questions. Students complete the
C. Complete these questions using a word from the box and anyone.
questions with the correct verb from the words in the box followed by anyone.
Page 18
This activity focuses on everyone and stresses the use of singular verbs after
D. Write sentences starting with Everyone is…
everyone. Students begin each sentence with Everyone is and then choose the
ending that matches the pictures.
Students complete sentences that begin with No one using phrases from the
E. Complete these sentences using phrases from the box.
box. After checking their answers the students could read the sentences to a
partner.
Page 19
This activity focuses on and compares the different meanings of everyone,

F. Write Everyone, Someone, or No one.
someone, and no one. Students look at the pictures and choose the correct word
to match the picture.
Students rewrite the sentences substituting body for one. Make sure students
G. Rewrite these sentences using words with body.
understand that this does not change the meaning. After checking their
sentences, students could work in pairs with one partner saying the sentences
on the left, and the other saying the rewritten sentences on the right.
Page 20 Review
Students can look back at the grammar boxes on pages 16 and 17 before
A. Write someone or anyone.
completing the sentences with someone or anyone.
Students can look back at the grammar boxes on pages 16 and 18 before they
B. Write sentences about sunglasses using no one, someone or everyone.
write sentences that match the pictures.

C. Write some sentences about the students in your class using everyone,
Students make up their own sentences about other students in their class.
someone or no one. Look at the box for some ideas.
There are some suggestions in the box to help them. Before writing their
sentences, students could say their sentences to a partner or the whole class
could do the activity orally together before writing the sentences.
18
2
Unit
Someone, anyone, everyone,
and no one
Saturday was my birthday. I invited my

friends to a party at two o’clock.
At two o’clock, there was I looked outside, but

no one here. I couldn’t see anyone.
At two fifteen, someone rang Everyone arrived together!

the doorbell.
In this unit we look at how to use someone, anyone, everyone,

and no one.
Someone rang the doorbell. I couldn’t see anyone.
Everyone arrived together! There was no one here.

2 Someone, anyone, everyone, and no one
someone
We can use someone to talk
about a person when we don’t
know the person’s name or
who the person is.
Someone is at the door.
A. Write sentences using Someone and a phrase from the box.

dropped these keys is getting off the train is hiding under the bed
broke this window is crossing the road left this umbrella
Someone broke this window.

1. _______________________________________________
Someone left this umbrella.

2. _______________________________________________
Someone is crossing the road.

3. _______________________________________________
Someone is hiding under the bed.

4. _______________________________________________
Someone dropped these keys.

5. _______________________________________________
Someone is getting off the train.

6. _______________________________________________

anyone
In negative sentences (sentences with not, didn’t, isn’t…),
we use anyone.
I didn’t see anyone in the park this morning.
B. Write someone or anyone.

anyone
1. I’m going to tell you a secret. Please don’t tell ______________.
anyone
2. I didn’t enjoy the party. I didn’t know ______________ there.
someone
3. Listen. There’s ______________ outside in the yard. Who is it?
anyone
4. There isn’t ______________ in school at six o’clock in the morning.
someone
5. Mr Ali got angry because ______________ drew pictures on the board.
Someone
6. Those boys are climbing on the roof again. It’s dangerous. ______________ is
going to fall off.
Questions
We use anyone in questions.
Does anyone know what time the bus leaves?
C. Complete these questions using a word from the box

and anyone.
Did Will Can Is Does
Will anyone
1. I’ll bring the books to your house tonight. __________________ be at home?
Is anyone
2. _______________________ hungry? Should I make some sandwiches?
Does anyone
3. I want to write my name on this list. _______________________ have a pen?
Did anyone
4. There was a great film on TV last night. _______________________ see it?
Can anyone
5. Which is the longest river in the world? _______________________ tell me?

everyone
We use everyone to talk about all the people in a group.
We use a singular verb after everyone.
Everyone is playing in the garden.
D. Write sentences starting with Everyone is…
laughing eating ice cream listening to music reading
Everyone is eating ice cream.

1. ________________________________________________
Everyone is listening to music.

2. ________________________________________________
Everyone is reading.
3. ________________________________________________
Everyone is laughing.
4. ________________________________________________
no one
No one means not one person. We write no one as two words.
The house is empty. There’s no one inside.
E. Complete these sentences using phrases from the box.
was late said anything wanted any dinner is awake wants to go home
1. Everyone wants to go home.

wants to stay at the party. No one ______________________________
2. Everyone is awake.
is asleep. No one ______________________________
3. Everyone said anything.
was quiet. No one ______________________________
4. Everyone was late.
came to class on time. No one ______________________________
5. Everyone wanted any dinner.
ate a lot at the party. No one ______________________________

F. Write Everyone, Someone, or No one.

1. 2.
No one
_________________ is singing. Someone
_________________ is wearing a hat.
Someone is singing.
_________________ Everyone
_________________ is wearing a hat.
Everyone is singing.
_________________ No one
_________________ is wearing a hat.
somebody, anybody, everybody, and nobody

We can use these words with body instead of words with one.
They mean the same thing.
somebody = someone everybody = everyone
anybody = anyone nobody = no one
Somebody is at the door. I didn’t see anybody. Everybody is laughing.
G. Rewrite these sentences using words with body.

Everybody arrived at quarter past two.
1. Everyone arrived at quarter past two. _____________________________________
2. No one is at home. Nobody is at home.
_____________________________________
3. I can hear someone. I can hear somebody.
_____________________________________
4. Did anyone hear that noise? Did anybody hear that noise?
_____________________________________

Review
A. Write someone or anyone.
anyone
1. Did ______________ leave a message for me?
someone in the playground on Sunday.
2. I saw ______________
anyone
3. Does ______________ have any questions?
Someone
4. ______________ forgot to turn off the tap. Now there’s water on the floor.
anyone
5. I looked in the living room, but I didn’t see ______________.
B. Write sentences about sunglasses using no one, someone, or

everyone.
Someone is wearing sunglasses.

1. ________________________________________
Everyone is wearing sunglasses.

2. ________________________________________
No one is wearing sunglasses.

3. ________________________________________
C. Write some sentences about the student in your class using

everyone, someone, or no one. Look at the box for some ideas.
…is sitting… …is wearing… …is writing… …has… …is talking…

…is playing…
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
4. ____________________________________________________________
5. ____________________________________________________________

Unit 3 Infinitives of purpose
Infinitives of purpose We queued to buy our tickets. cinema, ghost, space,
to answer Why…? We sat down to watch the film. queue, ticket, counter,
questions Why did you go to the shops? popcorn, sit down,
Infinitives of purpose to To buy some presents for my mum. shopping mall, present,
You use scissors to cut paper card, CD, flowers, florist,
say why we use
jewellers, earrings, web
something
page, click on, knife,
spoon, ladle, shampoo,
towel, hairbrush
Page 21
Ask students about their favourite films. Ask whether they saw them at home
on DVD or video or at the cinema. Which do they prefer, watching at home or
at the cinema? Direct students to look at the pictures. Explain that Ben went to
the cinema last Saturday with Joe. Ask them what is happening in each
picture and ensure they understand the vocabulary (cinema, queue, ticket,
counter, popcorn). Say each sentence and ask students to repeat each one after
you. Ask the following questions to elicit the answers in brackets.
Why did Ben and Joe queue? (To buy their tickets.) Why did they go to the counter?
(To buy popcorn.)
Page 22
In this activity students focus on the infinitive of just one verb (buy). Before
A. Complete these sentences using to buy and words from the box.
students begin this activity, look at the pictures with the class and say the
sentences in the speech bubble. Examine the pictures of the five shops with
students and ensure they know the names of the various shops (music shop,
card shop, florist, bakery, jewellers). Students then complete each sentence with to
buy followed by the appropriate words from the box.
Page 23
This activity is quite challenging as students are required to distinguish

B. Complete these sentences using the phrases in the boxes.
between the phrase that describes the action and the one that gives the
purpose for that action. Read question 1 to the students and ask them to
repeat it. Then ask: Why did you sit at your desk? Elicit the answer: To do my
homework. When students have completed the activity, they can check their
answers in pairs.
To answer the questions, students write the infinitive of the appropriate verbs
C. Write short answers to these questions using To, with words from A and B.
from the first box and then complete the sentence with words from the second
box.
25
Page 24
D. Where should I click? Look at this web page, and then answer the
Explain to students that the picture is of a web page. Students respond to each
questions using Click on...to…
questions using Click on [part of web page] to [activity]. Ask them the first two
questions orally to make sure they understand how to respond. After they
have written their answers, students could check answers in pairs.
Page 25
E. Why do you use these things? Look at the pictures. Then complete the
Students complete the sentences in questions 1 and 2 with to and a phrase

sentences using to and phrases from the box.
from the box.

Page 26 Review
Students complete the sentences with to and a phrase from the box. When
A. Complete these sentences using to and phrases from the box.
they have completed the activity, you could ask questions such as Why did we
go to the art museum? Why did Ben stand on the chair? to elicit responses that use
the infinitive of purpose (T
To look at the paintings. To reach the top shelf.)
Students complete the sentences with to and combinations of words from the
B. Complete these sentences using to and words from the box.
box.
26
3
Unit
Infinitives of purpose
On Saturday, Joe and I went to the We queued to buy our tickets.

cinema to see Ghosts in Space.
We went to the counter to buy Then we sat down to watch the film.
some popcorn.
In this unit we look at how to use the infinitive (to + verb) to say why
we do something.
We queued to buy our tickets. We sat down to watch the film.

3 Infinitives of purpose
Infinitives of purpose
We can use an infinitive (to + verb) to say why we do something.
I went to the shop to get some milk.
Tomorrow is Mother’s birthday. My father and I

are going to the shopping mall to buy some presents.
A. Complete these sentences using to buy and words from the

box.
a CD some flowers a cake a card some earrings
1. We’re going to the to buy a CD.

music shop ______________________________
2. We’re going to the to buy a card.
card shop ______________________________
3. We’re going to the to buy some flowers.
florist ______________________________
4. We’re going to the to buy a cake.
bakery ______________________________
5. We’re going to the to buy some earrings.
jewellers ______________________________

B. Complete these sentences using the phrases in the boxes.

do my homework sat at my desk
sat at my desk
1. I ____________________________ do my homework.
to ____________________________
went outside play football

went outside
2. The boys ____________________________ play football.
to _________________________
listen to some music turned on the radio

turned on the radio
3. Mother ____________________________ listen to some music.
to ____________________________
put on his glasses read the newspaper

put on his glasses
4. Grandfather ____________________________ read the newspaper.
to _______________________
looked in the phone book find your number

looked in the phone book to ____________________________
5. I ____________________________ find your number.
Infinitives of purpose after Why…? questions

We can use infinitives of purpose to give short answers to questions
with Why…?
Why did you go to the shops? To buy some presents for my mum.
C. Write short answers to these questions using To, with words

from A and B.
A borrow eat play see see
B the animals a film some books football lunch
1. Why did you go to the cinema? To see a film.

______________________________
2. Why did you go to the library? To borrow some books.
______________________________
3. Why did you go to the restaurant? To eat lunch.
______________________________
4. Why did you go to the zoo? To see the animals.
______________________________
5. Why did you go to the playground? To play football.
______________________________

D. Where should I click? Look at this web page, and then answer
the questions using Click on...to…
1. I want to play a memory game. Where should I click?

Click on Games to play a memory game.
__________________________________________________________________
2. I want to listen to a song. Where should I click?
Click on Music to listen to a song.
__________________________________________________________________
3. I want to find out about elephants. Where should I click?
Click on Animals to find out about elephants.
__________________________________________________________________
4. I want to read about football. Where should I click?
Click on Sports to read about football.
__________________________________________________________________
5. I want to read a funny story. Where should I click?
Click on Jokes to read a funny story.
__________________________________________________________________
6. I want to find out about the sun. Where should I click?
Click on Science to find out about the sun.
__________________________________________________________________
7. I want to find out what “shank” means. Where should I click?
Click on Dictionary to find out what “shank” means.
__________________________________________________________________
8. I want to write to a friend in another country. Where should I click?
Click on Pen pals to write to a friend in another country.
__________________________________________________________________

We can use an infinitive of purpose

to say why we use something.
You use scissors to cut paper.
E. Why do you use these things? Look at the pictures. Complete

the sentences using to and phrases from the box.
stir the soup wash your hair dry your hair chop vegetables
put the soup into bowls brush your hair
1. Things you use when you are making soup
to chop vegetables.
You use a knife _______________________
to stir the soup.

You use a spoon _______________________
to put the soup into bowls.

You use a ladle _______________________
2. Things you use when you are washing your hair
to wash your hair.

You use shampoo _______________________
to dry your hair.

You use a towel _______________________
to brush your hair.

You use a hairbrush _____________________

Review
A. Complete these sentences using to and phrases from the box.
make a sandwich go to sleep catch the bus finish my project

find a map of Europe reach the top shelf look at the paintings
buy a new bike
1. to finish my project.
I got up early this morning ______________________________
2. to make a sandwich.
Katie took out some bread ______________________________
3. to go to sleep.
I turned off the light ______________________________
4. to buy a new bike.
Anna is saving money ______________________________
5. to look at the paintings.
We went to the art museum ______________________________
6. to catch the bus.
We ran ______________________________
7. to reach the top shelf.
Ben stood on a chair ______________________________
8. to find a map of Europe.
Joe looked in the atlas ______________________________
B. Complete these sentences using to and words from the box.
stick sharpen rub out draw mistakes

straight lines pencils things together
1. to stick things together.

You use glue ________________________
2. to draw straight lines.

You use a ruler ________________________
3. to rub out mistakes.

You use a rubber ________________________
4. You use a pencil sharpener to sharpen pencils.

________________

Unit 4 Will
Will for the future Dinner will be ready soon. project, future, robot,
Contractions: I’ll, you’ll… Robots will do the housework. housework, holiday,
Won’t We’ll be home soon. space, the moon, watch,
Will to predict the In 2070, I’ll be an old man. mobile phone, cold, rain,
I won’t be at home tonight. snow, windy, sunny, win
weather
It will be cold at the weekend.
Will you be at home on Sunday?
with Will Who will win the race?
Questions with Who When will dinner be ready?
will…?, When will…?
Page 27
Study the pictures with the class and explain that the pages at the top are part
of Ben’s school project about life in the future. Read aloud the two predictions
Ben has written (In the future, robots will do the housework. We’ll go on holiday in
space.). Ask student to repeat the sentences. Then focus on the bottom picture.
Explain that while Ben is working on his project his mother calls for him to
wash his hands because dinner will be ready soon. Read aloud the sentences
in the speech bubbles and ask students to repeat after you. Draw attention to
the use of will to express a future event.
Page 28
A. Complete these sentences from Ben’s project about the future. Use will
Students complete the sentences with will and the word or phrase that
and a word or phrase from the box.
matches the picture.

Page 29
B. Add ’ll to the pronouns. Then write be and a word or phrase from the
In this activity, students focus on the use of the contraction’ll when will is used
box.
with a pronoun. They use the verb be in all sentences in this activity.
In this activity, both will not and won’t are introduced. Students rewrite each
C. Rewrite these sentences using won’t.
sentence substituting won’t for will not.

Page 30
This activity is more challenging because students must read the sentences
D. Will or won’t? Add ’ll to the pronouns or write won’t.
carefully and decide whether to insert ’ll or won’t. Read the first two questions
to the students and ensure that everyone understands what they must do.
33
E. Look at the pictures and the days. Then write sentences using It will and
This activity introduces will when predicting weather. Students write

words from the box.
sentences beginning with It will followed by the weather word that matches
the picture. They complete the sentences with the time phrase beside the
picture.
Page 31
F. Put the words in the correct order to make questions. Then complete the
This activity focuses on questions and answers with will. Students first put the
answers by writing he or she and will or won’t.
words in the correct order to form questions. They then complete the answers
with he/she and will/won’t.
The use of question words (what, when, where, who etc.) with will are practised
G. Complete these questions using a question word from the box and will.
in this activity. For each question, students must write the appropriate
question word followed by will.
Page 32 Review
Students read the sentences and decide whether the second sentence is
A. Will or won’t? Add ’ll to the pronouns or write won’t.
negative or positive. They then insert either’ll or won’t after the pronoun.
B. What do you think? Read these questions about life in the year 2060,
Students give their own opinions to the questions by writing either Yes, they
and answer them using Yes, they will or No, they won’t.
will or No, they won’t.
34
4
Unit
Will
Ben! Dinner will be ready

soon! Wash your hands.
I’ll finish my project after dinner.
In this unit we look at how to use will to talk about the future.
Dinner will be ready soon. Robots will do the housework.

4 Will
will + a verb
We put will before a verb to talk about the future.
Ben will finish his project after dinner.
A. Complete these sentences from Ben’s project about the future.

Use will and a word or phrase from the box.
have mobile phones in them
change colour fly
live on the moon be teachers
1. will live on the moon.

People __________________________
_________________________________
2. will fly.
Cars ____________________________
_________________________________
3. will be teachers.
Robots __________________________
_________________________________
4. will have mobile phones

Watches ________________________
in them.
_________________________________
5. will change colour.

Clothes _________________________
_________________________________

4 Will
Contractions
When we use will with a pronoun, we often make a contraction.
I will ➤ I’ll he will ➤ he’ll we will ➤ we’ll
you will ➤ you’ll she will ➤ she’ll they will ➤ they’ll
it will ➤ it’ll
We’ll be home soon. In 2070, I’ll be an old man.
B. Add ’ll to the pronouns and then write be and a word or phrase
from the box.
here at twelve o’clock eleven back on Saturday at my cousin’s house

in Mrs Larsen’s class
1. ’ll be in Mrs Larsen’s class.

Next year I_____________________________________
2. ’ll be eleven.
It’s Angie’s birthday next week. She____________________________________
3. ’ll be at my cousin’s house.
Don’t call me at home tonight. I____________________________________
4. ’ll be back on Saturday.
My father is in Lahore this week. He____________________________________
5. Grandmother and Grandfather are coming for lunch today.
’ll be here at twelve o’clock.
They____________________________________
won’t
We make a negative with will not. We often use won’t (won’t = will not).
I won’t be at home tonight. I’ll be at my cousin’s house.
C. Rewrite these sentences using won’t.

1. I will not be at school tomorrow.
I won’t be at school tomorrow.
________________________________________
2. You will not need any suncream.
You won’t need any suncream.
________________________________________
3. The dog will not bite you.
The dog won’t bite you.
________________________________________
4. I will not be awake at ten o’clock.
I won’t be awake at ten o’clock.
________________________________________

4 Will
D. Will or won’t? Add ’ll to the pronouns or write won’t.

1. I broke my mother’s favourite vase. She ’ll___ be angry.
won’t
2. It’s sunny today. You _______ need an umbrella.
’ll enjoy it.
3. It’s a great film. You ___
won’t pass the test.
4. Taha doesn’t work hard. He ________
’ll be late.
5. Come on! It’s five minutes to nine! We ____
’ll be a famous artist one day.
6. Amir paints really well. He ____
won’t be at the party this afternoon.
7. Anna is away on holiday. She ______
8. This is a good place to hide Katie’s birthday present.
won’t find it here.
She _______
It will to talk about the weather

We often use It will to talk about the weather in the future.
It will be cold over the weekend. It will snow on Friday.
E. Look at the pictures and the days. rain be windy snow

Then write sentences using It will be sunny
and words from the box.
1. tomorrow It will snow tomorrow.

______________________________
2. on Monday It will be sunny on Monday.

______________________________
3. on Sunday It will be windy on Sunday.

______________________________
4. on Friday It will rain on Friday.

______________________________

4 Will
Questions
To make “Yes/No” questions, we put will before the subject. For example:
Will you be at home on Sunday? Yes, I will.
Will they win the match tomorrow? No, they won’t.
F. Put the words in the correct order to make questions.

Complete the answers by writing he or she and will or won’t.
1. coach / Will / next year / Mrs Lee / the netball team
Will Mrs Lee coach the netball team next year?
______________________________________________________
she will.
Yes, _______________
2. Ben / his project / Will / before dinner / finish
Will Ben finish his project before dinner?
______________________________________________________
he won’t.
No, _______________
3. this afternoon / Will / be / Anna / at the party
Will Anna be at the party this afternoon?
______________________________________________________
she won’t.
No, _______________
4. back / on Saturday / father / be / Will
Will father be back on Saturday?
______________________________________________________
he will.
Yes, _______________
We can also make questions by putting a question word (what,

when, where, who…) at the beginning of a sentence, followed
by will. For example:
Who will win the race? When will dinner be ready?
G. Complete these questions using a question word from the box

and will.
When Where Who When Who What
1. Where will
_______________ you stay in Islamabad?
2. Who will
_______________ Atif invite to his birthday party?
3. When will
_______________ it stop raining?
4. When will
_______________ you finish your essay?
5. Who will
_______________ be in the football team next year?
6. What will
_______________ people wear in the future?

4 Will
Review
A. Will or won’t? Add ’ll to the pronouns or write won’t.
1. Joe is the fastest runner. He ’ll

____ win the race.
2. won’t be in school today.

Maheen is ill and has to stay in bed. She _______
3. won’t take a jacket with me.

It’s hot today. I _______
4. ’ll be asleep.
Don’t call me after ten o’clock tonight. I ____
5. ’ll break a
You shouldn’t kick that ball near the house. You ___
window.
6. won’t
Don’t give Rahila any carrot cake. She doesn’t like it, and she _______
eat it.
7. won’t play in the football match tomorrow.

Anwaar hurt his knee. He _______
8. ’ll slip and fall.

Don’t climb that tree. It’s dangerous. One day you ___
9. won’t win many

The Panthers are playing badly this year. They ________
matches.
’ll be tired tonight.
10. Ben and Joe are hiking in the mountains today. They ___
B. What do you think? Read these questions about life in

the year 2060, and answer them using Yes, they will or
No, they won’t.
1. In 2060, will robots do housework for people?____________________
2. Will children go to school? ____________________
3. Will people drive cars? ____________________
4. Will people go on holiday in space? ____________________
5. Will people live on the moon? ____________________
6. Will people live on other planets? ____________________

Unit 5 Tag questions
Tag questions with isn’t, You’re twins, aren’t you? twins, story, cook, team,
aren’t, wasn’t, weren’t, That’s a big dog, isn’t it? cousin, lock,
don’t, doesn’t, didn’t, You were ill yesterday, weren’t you?
hasn’t, haven’t Ben’s story was the best, wasn’t it?
You like dogs, don’t you?
Tag questions with
auxiliary verbs
Answering tag questions You’ve got a white cat, haven’t you?
Joe can run fast, can’t he?
Yes, I am. Yes, she is.
Yes, he does. Yes, we should.
Page 33
First look at each picture and ask students questions without tags. (Is it a big
dog? Are they twins? Can Joe run fast? Is it going to rain?) and elicit short
answers (Yes, it is. Yes, we are. Yes, he can. Yes, it is.) Then explain that in each
picture the questions are asked in another way. Say the questions one at a time
and ask students to repeat. Explain that we use tags when we think we are
right and that the person we are speaking to will agree with us. Then divide
the class in half and have half the class say the question after you and the
other half say the answer.
Page 34
This activity focuses on tag questions with the verb to be in the simple present.
A. Complete these questions using tag questions from the box.
You may want to go through the different tag questions before students
complete the questions. Students can check answers orally in pairs.
This activity focuses on tag questions with the verb to be in the simple past.
B. Complete these questions using tag questions from the box.
You may want to go through the different tag questions before students
complete the questions. Students can check answers orally in pairs.
Page 35
This activity focuses on tag questions where the main verb is not to be.
C. Write don’t or doesn’t.
Students complete the tag questions with the verb to be in the present simple.
Students can check answers orally in pairs.
This activity focuses on tag questions where the main verb is not to be.
D. Write tag questions using didn’t.
Students complete the tag questions with the verb to be in the past simple.
Students can check answers orally in pairs.
41
This activity focuses on tag questions after have got. Students complete the tag
E. Write hasn’t or haven’t.
questions with the verb to have in the present simple. Students can check
answers orally in pairs.
Page 36
In this activity, students practise the more difficult skill of forming tag
F. Complete this table. Then rewrite the sentences with tag questions.
questions using the auxiliary verb. Students first complete the table, which
requires them to identify the auxiliary verb and then form a tag question.
They can then refer to the completed table to write the sentences with tag
questions.
Page 37
This activity focuses on positive responses to tag questions with the verb to be
G. Read A’s questions, and then complete B’s answers.
in the present simple. Students read the questions and write positive
responses. Check answers by saying the question and asking students to give
a positive response.
This activity focuses on positive responses to tag questions with the verb to be
H. Read A’s questions, and then complete B’s answers.
in the present simple. Students read the questions and write positive
responses. Check answers by saying the question and asking students to give
a positive response.
This activity focuses on positive responses to tag questions with auxiliary

I. Write “Yes” answers.
verbs. Students read the questions and write positive responses. Check
answers by saying the question and asking students to give a positive
response.
Page 38 Review
Students have to examine the main verb to decide what is the appropriate
A. Write tag questions.
verb to use in the tags.
Students complete positive responses to the tag questions, choosing the

B. Complete the “Yes” answers.
appropriate verb.
C. Work with a friend. Write down three things about your friend that you
know are true. (For example, He’s got a sister. or She likes maths.) Then ask
Read the task to the students and then examine the example with them. (You
questions. Your friend will answer. First look at the example below.
like maths, don't you? Yes, I do.) You could ask a few more simple tag questions
to individual students. Students work in pairs and first write down three
things they know to be true about their partner. They then ask their partner
tag questions which their partner responds to.
42
5
Unit
Tag questions
That’s a big dog, isn’t it? You’re twins, aren’t you?
Yes, it is. Yes, Yes, we are.

there is.
Joe can run fast, can’t he? It’s going to rain, isn’t it?
Yes, he can.
Yes, it is.
In this unit we look at tag questions and how to use them.

You’re twins, aren’t you? That’s a big dog, isn’t it?

5 Tag questions
Tag questions
When we are talking to people, we often put two words at the end
of a sentence to make a question. These are called tag questions.
You’re Joe, aren’t you? Katie is a good cook, isn’t she?
We use tag questions when we think that we are right and that the person we are
speaking to will agree with us.
A: You’re Joe, aren’t you? B: Yes, I am.
A: Katie is a good cook, isn’t she? B: Yes, she is.
For sentences where the main verb is to be, we make tag questions using the
verb to be + not + subject pronoun.
aren’t you = are + not + you isn’t she = is + not + she
For sentences where the subject is it, this or that, we use it in the tag question.
It’s cold today, isn’t it? This is a nice house, isn’t it? That’s a big dog, isn’t it?
A. Complete these questions using tag questions from the box.
isn’t it? aren’t we? isn’t it? aren’t you? isn’t he? isn’t it?
1. isn’t he?
Joe is eleven, _______________
2. aren’t you?
You are Ben’s sister, _______________
3. isn’t it?
It is hot today, _______________
4. aren’t we?
We are late, _______________
5. isn’t it?
This is Anna’s ruler, _______________
6. isn’t it?
That’s Dave’s new bike, _______________
For sentences in the past simple tense, we use weren’t and wasn’t.
You were ill yesterday, weren’t you?
Ben’s story was the best, wasn’t it?
B. Complete these questions using tag questions from the box.
weren’t they? wasn’t it? weren’t you? wasn’t it? wasn’t he?
1. wasn’t it?
It was windy yesterday, _______________
2. weren’t they?
Anna and Katie were at the party, _______________
3. wasn’t it?
That was a hard test, _______________
4. weren’t you?
You were late this morning, ________________
5. wasn’t he?
Joe was ill yesterday, ________________

5 Tag questions
Tag questions with don’t and doesn’t

For sentences where the main verb
is not to be, we make tag questions
using don’t or doesn’t.
You like dogs, don’t you?
C. Write don’t or doesn’t.

1. doesn’t she?
Your aunt lives in England, __________
2. don’t
You live near the park, __________ you?
3. doesn’t she?
Anna dances very well, __________
4. don’t you?
You know my cousin Taira, __________
Tag questions with didn’t

For sentences in the past simple tense where
cat the main verb is not to be,mouse
we use didn’t. mouse cat
You bought a present for Katie, didn’t you?
D. Write tag questions using didn’t.

didn’t they?
1. They ate in a restaurant last night, _______________
didn’t he?
2. Ben took the bus to school this morning, _______________
didn’t you?
3. You got some milk at the shop, _______________
didn’t she?
4. Katie worked hard today, _______________
didn’t it?
5. The library closed at four o’clock, _______________
didn’t they?
6. Joe and Ben went to the cinema, _______________
Tag questions with hasn’t and haven’t

For sentences with have got or has got, we use haven’t or hasn’t.
You’ve got a white cat, haven’t you?
Mr Mohsin has got a big car, hasn’t he?
E. Write hasn’t or haven’t.

1. haven’t they?
Mr and Mrs Wasim have got a nice house, __________
2. hasn’t
Joe has got a sister, __________ he?
3. haven’t you?
You’ve got a new camera, __________
4. hasn’t she?
That girl has got very long hair, __________
5 Tag questions
Tag questions with auxiliary verbs

Sometimes a sentence has a main verb and an auxiliary verb.
The auxiliary verb comes before the main verb.
AUXILIARY MAIN AUXILIARY MAIN
You are coming with us. Joe can run fast.
With these sentences, we make tag questions using the auxiliary verb.
You are coming with us, aren’t you? Joe can run fast, can’t he?
F. Complete this table. Then rewrite the sentences with tag

questions.
SENTENCE AUXILIARY VERB TAG QUESTION
1. Sally is reading. is isn’t she?
____________
2. We are having fish for dinner. are aren’t we?
3. You will call me tomorrow. will

__________ won’t you?
4. You can sing. can

__________ can’t you?
5. Ben should be here now. should shouldn’t he?

____________
Sally is reading, isn’t she?

1. ________________________________
We are having fish for
2. ________________________________
dinner, aren’t we?
________________________________
You will call me tomorrow,
3. ________________________________
won’t you?
________________________________
You can sing, can’t you?
4. ________________________________
Ben should be here now,
5. ________________________________
shouldn’t he?
________________________________

5 Tag questions
Answering tag questions

When we want to agree with a tag question, we can give a short answer
with Yes + subject pronoun + verb.
When the main verb is a form of to be, we use a form of to be in the answer.
A: Katie is a good cook, isn’t she? B: Yes, she is.
When the subject of the tag question is you (singular), we use I in the answer.
A: You’re Anna’s cousin, aren’t you? B: Yes, I am.
G. Read A’s questions, and then complete B’s answers.

1. A: You’re in the netball team, aren’t you? I am.
B: Yes, _______________
2. A: That’s your house, isn’t it? it is.
B: Yes, _______________
3. A: Nimra is a nice girl, isn’t she? she is.
B: Yes, _______________
4. A: It was cold last night, wasn’t it? it was.
B: Yes, _______________
When the tag question has don’t, doesn’t, or didn’t, we use do, does,
or did in the answer.
A: You ride your bike to school, don’t you? B: Yes, I do.
A: Mr Wasim plays tennis, doesn’t he? B: Yes, he does.
A: You fed the dog, didn’t you? B: Yes, I did.
H. Read A’s questions, and then complete B’s answers.

1. A: They sing very well, don’t they? they do.
B: Yes, _______________
he does.
2. A: Joe plays football on Sunday, doesn’t he? B: Yes, _______________
3. A: You locked the door, didn’t you? I did.
B: Yes, _______________
4. A: Katie wrote a good story, didn’t she? she did.
B: Yes, _______________
To give a “Yes” answer, we use the same auxiliary verb as in

the tag question.
You can swim, can’t you? Yes, I can.
Anna and Tim are sitting together, aren’t they? Yes, they are.
We should go home now, shouldn’t we? Yes, we should.
I. Write “Yes” answers.

1. A: You’ll be home tonight, won’t you? B: Yes, I will.
____________________
2. A: We should leave soon, shouldn’t we? B: Yes, we should.
____________________
3. A: Lubna can draw very well, can’t she? B: Yes, she can.
____________________
4. A: Katie and Anna are watching TV, aren’t they? B: Yes, they are.
____________________

5 Tag questions
Review
A. Write tag questions.
1. won’t you?
You’ll come to my party, _______________
2. We are having dinner with Grandmother, aren’t we?
_______________
3. isn’t it?
This room is dirty, _______________
4. isn’t it?
It's raining, _______________
5. didn’t he?
Ben went to the dentist, _______________
B. Complete the “Yes” answers.

1. A: Ben and Joe were late, weren’t they? B: Yes, they were.
_______________
2. A: Max is coming to the party, isn’t he? B: Yes, he is.
_______________
3. A: The film was funny, wasn’t it? B: Yes, it was.
_______________
4. A: The students worked hard, didn’t they? B: Yes, they did.
_______________
5. A: You’ll bring the tickets, won’t you? B: Yes, I will.
_______________
6. A: Your mother will drive us to the pool, won’t she? B: Yes, she will.
_______________
7. A: Our bus leaves at two o’clock, doesn’t it? B: Yes, it does.
_______________
8. A: You like chocolate, don’t you? B: Yes, I do.
_______________
C. Work with a friend. Write down three things about your friend
that you know are true. (For example, He’s got a sister. or She
likes maths.)
1. ________________________________________
2. ________________________________________
3. ________________________________________
Then ask questions. Your friend will answer. First look at the example below.
You like maths, don’t you? Yes, I do.

Test 1
Test 1
A. Write Which one or Which ones.
1. Both these films are good. _______________ do you want to see?
2. We need some balloons for the party. _______________ do you like best?
3. They are both good teams. _______________ do you think will win?
4. We have time to go on one more ride. _______________ do you want to go on?
5. They have cream biscuits and plain biscuits. _______________ should we buy?
B. Write short answers using one or ones and the

adjective at the right.
1. Which dog do you like best? ____________________ white
2. Which balloons do you want? ____________________ red
3. Which flowers did she buy? ____________________ pink
4. Which table did they sit at? ____________________ round
5. Which bus goes to your school? ____________________ yellow
C. Complete the sentences with someone, anyone,

everyone or no one.
1. Let’s have a party and invite __________________!
2. I waited for Susie at the bus stop, but __________________ got off the bus.
3. I don’t know who did it, but __________________ broke my favourite cup.
4. Did you see __________________ hide my keys?
5. It was half past nine and there wasn’t __________________ in the playground.
__________________ was in class.
6. __________________ came to the party at two o’clock, but then __________________
arrived together at two fifteen.
7. At first I couldn’t see __________________ at the beach, but then I noticed
___________________ swimming.
8. We’ll need a lot of food for the team because __________________ will be hungry.
9. I write in my diary every day, but I don’t show it to __________________
10. There’s __________________ at the front door. Can you answer it, please?
11. __________________ wants to listen to that music, so can you turn it off, please?
12. Our teacher was happy because __________________ in the class passed the test.
49
Test 1
D. Complete the sentences using to and phrases

from the box.
find someone’s number cut paper wash the dog make some soup
buy bread play football chop these onions ask him to pick her up
find the capital city of Spain lock the door
1. You use scissors ______________________________

2. He went to the bakery ______________________________
3. They went to the park ______________________________
4. You use a phone book ______________________________
5. Anna used dog shampoo ______________________________
6. I need a knife ______________________________
7. Raania phoned her father ______________________________
8. Razi bought some vegetables ______________________________
9. Use this key ______________________________
10. Let’s look in the atlas ______________________________
E. Add ’ll to the pronouns or write won’t.

1. It’s cold outside. You ____________ need a coat.
2. I’m sorry I forgot your birthday. I ____________ forget next year!
3. Don’t come to our house before two o’clock. We ____________ be home.
4. This is a great book. You ____________ enjoy it.
5. Saba isn’t feeling well, so she ____________ play netball this afternoon.
F. Complete the questions using tag questions

from the box.
doesn’t she didn’t they wasn’t it don’t you aren’t they
1. Nadir and Nasir are twins, ___________________?

2. That was a great film, ___________________?
3. Katie sings very well, ___________________?
4. They played netball yesterday, ___________________?
5. You like chocolate, ___________________?
G. Read A’s questions and then complete B’s
answers.
1. A: It’s very hot today, isn’t it? B: Yes, ___________________
2. A: You go to my school, don’t you? B: Yes, ___________________
3. A: You’ll come to my party, won’t you? B: Yes, ___________________
4. A: Joe and Ben went to the playground, didn’t they? B: Yes, ___________________
5. A: Katie and Anna can play on Saturday, can’t they? B: Yes, ___________________
50
Unit 6 Might
Might for possibility It might be Ben. ill, lost, thirsty, cold, hungry,
Might for future She might be ill. lion, leopard, tiger, snake,
possibilities We might go bowling. frog, lizard, skateboard,
Might not I might not come to the cinema with you curtain, wardrobe, laundry
this afternoon. basket, toy box, wake, cut,
slip
Page 39
Ask students to look at the four pictures. Explain that Katie and her mother
can see someone at the door but they don't know who it is. They think it is
probably one of Katie’s friends but they are not sure which one. Katie tries to
guess who it is. Say the question (Who is at the door?) and ask students to
repeat after you. Then say Katie’s reply (It might be Anna.) and ask students to
repeat after you. Repeat this procedure for the second and third pictures
Page 40
The focus of this activity is on the use of might be to express a possibility. Read
A. Complete these sentences using might be and an adjective from the box.
the example to the students and ask Does mother know for sure that father is
thirsty? (No.) Students then complete each sentence with might be and an
adjective from the box.
B. Can you guess what these two animals are? First write sentences using It
might be and the names of animals from below. Then turn to page 44 to
Students look at the two photographs and write questions beginning It might
find out what they really are!
be and the names of animals illustrated at the bottom of the page. There are
three possible answers for each. The correct answer is on page 44.
Page 41
C. Help Joe to find his skateboard. Write sentences using It might be. Use
Students write down their guesses about where the skateboard is, using the
phrases and words from the two boxes.
prepositions and nouns in the boxes to help them.

Page 42
D. Answer the question. Write sentences using We might go to and the
This activity focuses on the use of might to express possible plans. The
names of the places in the pictures.
students practise the structure might go to.
51
This activity focuses on the use of might to talk about options. To answer each
E. Write two answers to each question using these words, with I might.
question, students use the words to make two sentences describing two
possible future actions.
Page 43
In this activity the focus is on the use of might to warn of possible accidents or
F. Complete these sentences using might and the verbs in the box.
other problems. Students complete each sentence with might and the correct
verb from the box.
This activity focuses on the negative structure might not. Students complete
G. Complete these sentences using might not and the verbs in the box.
the sentences by writing might not followed by the appropriate verb from the
box.
This activity demonstrates the contrast between the use of will to express
H. Rewrite these sentences using might instead of will.
definite plans and might to express possible plans. Draw student’s attention to
the headings (1 % sure and 5 % sure) and ask them to rewrite the sentences
to express uncertainty.
Page 44 Review
Students practise writing sentences with might by putting the words in the
A. Put the words in the correct order.
correct order.
This activity reinforces meaning and word order for sentences with might.
B. Complete these sentences using might and the verbs in the box.
C. What are you going to do at the weekend? Write four sentences,
Students write sentences about their own possible plans for the weekend,
beginning with I might.
beginning with I might.
52
6
Unit
Might
Who is at the door?
It might be Ben.
It might be Anna.
It’s Joe!
In this unit we look at using might to express things that are possibly true.
It might be Anna. It might be Ben.

6 Might
might
We use might before a verb when we think that something is
possibly true but we are not sure that it is true.
Anna didn’t come to school this morning. She might be ill.
A. Complete these sentences using might be and an adjective

from the box.
lost thirsty cold hungry
1. Your father is working in the garden. Take this glass of water to him. He
might be thirsty.
____________________
might be hungry.
2. Katie is studying. I’ll take these biscuits to her. She ____________________
might be cold.
3. Ben is only wearing a T-shirt. Give this jacket to him. He ____________________
might be lost.
4. Where’s Anna? She should be here now. She ____________________
B. Can you guess what these two animals are? First write
sentences using It might be and the names of animals from
below. Then turn to page 44 to find out what they really are!
1. What is this? It might be a lion.

__________________________
It might be a leopard.
__________________________
It might be a tiger.
__________________________
2. What is this? It might be a snake.

__________________________
It might be a frog.
__________________________
It might be a lizard.
__________________________
a snake a leopard a tiger a frog a lion a lizard

6 Might
C. Help Joe to find his skateboard. Write sentences using

It might be. Use phrases and words from the two boxes.
Where is my skateboard?
under in behind in in
curtain bed wardrobe laundry basket toy box
It might be behind the curtain.

1. __________________________________________________
It might be under the bed.
2. __________________________________________________
It might be in the wardrobe.
3. __________________________________________________
It might be in the laundry basket.
4. __________________________________________________
It might be in the toy box.
5. __________________________________________________

6 Might
might for the future

We can use might to talk about future possibilities.
A: Where are you going tonight?
B: We might go to the cinema. We might go bowling.
D. Answer the question. Write sentences using We might go to

and the names of the places in the pictures.
Where are you going on holiday?
Switzerland Hong Kong Thailand Italy France
1. We might go to Switzerland.
________________________________________
2. We might go to Hong Kong.
________________________________________
3. We might go to Thailand.
________________________________________
4. We might go to Italy.
________________________________________
5. We might go to France.
________________________________________
E. Write two answers to each question using these words,

with I might.
1. Where are you going after school?
I ➤ go ➤ library I ➤ go ➤ park
I might go to the library.
__________________________________ I might go to the park.
__________________________________
2. What are you doing tomorrow?
I ➤ visit ➤ my cousins I ➤ watch ➤ a DVD
I might visit my cousins.
__________________________________ I might watch a DVD.
__________________________________
3. Who are you going to send this postcard to?
I ➤ send it ➤ Grandmother I ➤ send it ➤ Aunty Rehana
I might send it to Grandmother. _________________________________
________________________________ I might send it to Aunty Rehana.
4. When are you going to finish your homework?
I ➤ finish it ➤ tonight I ➤ finish it ➤ tomorrow
I might finish it tonight.
__________________________________ I might finish it tomorrow.
__________________________________

6 Might
F. Complete these sentences using might and the verbs

in the box.
wake up cut slip rain take
1. might slip
Don’t run next to the swimming pool. You ____________________ and fall.
2. might rain
I’ll take an umbrella with me. It ____________________ today.
3. might cut
Be careful with that knife. You ____________________ your finger.
4. might take
Don’t leave your bag on that table. Someone ____________________ it.
5. might wake up your little sister.
Be quiet! You ____________________
might not
We use might not before a verb to say that something possibly
will not happen.
I might not come to the cinema with you this afternoon. I don’t feel well today.
G. Complete these sentences using might not and the verbs

in the box.
like be come finish play
might not come

1. Azka _________________________ to the park with us. She has to help her
mother today.
might not finish
2. I _____________________________ my homework tonight. I’m having dinner with
my grandparents.
might not like
3. The House on the Hill is a horror film. You ___________________________ it.
might not play
4. I _____________________________ football on Saturday. I hurt my knee last week.
might not be
5. Katie felt ill today and she went home early. She ____________________________
in school tomorrow.
H. Rewrite these sentences using might instead of will.

100% SURE (WILL) 50% SURE (MIGHT)
1. We will go swimming today. We might go swimming today.

_________________________________________
2. I will not be in school tomorrow. I might not be in school tomorrow.
_________________________________________
3. It will be hot tomorrow. It might be hot tomorrow.
_________________________________________
4. Mother will not let us watch TV. Mother might not let us watch TV.
_________________________________________
5. We will miss the bus. We might miss the bus.
_________________________________________

6 Might
Review
1. It / be / tomorrow / cold / might It might be cold tomorrow.
______________________________
2. to / the / might / We / go / beach We might go to the beach.
______________________________
3. might / She / be / bedroom / in / her She might be in her bedroom.
______________________________
4. might / be / at / They / supermarket / the They might be at the supermarket.
______________________________
5. come / might / to / I / not / party / your I might not come to your party.
______________________________
B. Complete these sentences using might and the verbs

in the box.
go be read drop scratch
1. might be
Take an apple with you. You ____________________ hungry later.
2. might drop
Carry that bowl carefully. You ____________________ it.
3. might read
Don’t throw away the newspaper. I ____________________ it later.
4. might go
I feel very tired. I ____________________ to bed early tonight.
5. might scratch
Don’t pull the cat’s tail. The cat ____________________ you.
C. What are you going to do at the weekend? Write four

sentences, beginning with I might.
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
Answers to Exercise B on page 40.
1. It’s a tiger. 2. It’s a frog.

Unit 7 Gerunds
Gerunds Ice skating is fun. ice skating, swimming,
Gerunds after She enjoys reading. reading, skateboarding,
verbs I love riding my bike by the river. making, fishing, skiing,
Good at with Do you like dancing? collecting, shopping,
gerunds I don’t like studying late at night. listening, painting, learning,
Go with gerunds He’s good at telling jokes. sewing, riding, singing,
Every winter, my family and I go skiing in studying, sightseeing, surfing,
the mountains. telling jokes, model ships,
stamps, coins, the Internet
Page 45
Look at the photos with the class and ask students what activities are shown
in each photo (ice skating, swimming, reading, skateboarding, making model ships,
fishing). Say the sentences and ask students to repeat after you. Point out that
all the names of many activities end in ing. Tell them that nouns formed by
adding ing to the verb are called gerunds.
Page 46
Students add ing to the verbs in the box to make gerunds and then complete
A. Complete these sentences using gerunds of the verbs at the right.
the sentences by inserting the appropriate gerund in the subject position.
Before setting this task, take students through the spelling rules for gerunds in
B. Write the gerunds of these verbs.
the box above.

Page 47
Students form gerunds from the verbs in the box and insert the gerunds in the
C. Complete these sentences using the gerunds of the verbs in the box.
object position in the sentences.

D. Complete these sentences using I don’t like and the gerunds of the verbs
This activity provides practice in the use of gerunds in the object position in
in the box.
negative sentences. Students write I don’t like followed by a gerund formed

from the verbs in the box.
Page 48
Using the illustrations as cues, student form gerunds to name leisure activities
E. Look at the pictures. Then complete the sentences using gerunds.
and hobbies.
59
Page 49
F. Complete these sentences using is good at and the gerunds of the verbs
The focus of this activity is the use of good at + gerund to say someone does
in the box.
something well. After checking their answers in pairs, students could tell each
other what they are good at using gerunds (for example, I am good at running.)
The focus of this activity is the use of go + gerund for some activities. Students
G. Complete these sentences using the gerunds of the verbs in the box.
complete the sentence using a gerund formed from the words in the box.
Page 50 Review
Students form gerunds that match the picture cues. In this activity they are
A. Complete these sentences using gerunds.
not given the words from which to form the gerund but all words needed to
complete this activity have been introduced earlier in the unit.
B. Answer these questions about yourself. Write Yes, I do, No, I don’t, Yes, I
Students answer questions, which all contain gerunds, about themselves.

am, or No, I’m not.
Before they start, point out that the verb used in the question determines
whether they will use the verb to be or to do in their answer.
C. Now write six different questions beginning with Do you like or Are you
Students write their own questions which they then ask their partner. Point
good at. Use gerunds. Then talk to a friend and ask those questions.
out that they can use the questions in activity B as model for their own
questions but that they must think of different questions using different
gerunds.
60
7
Unit
Gerunds
Ice skating
is fun. Swimming is a good exercise.
He’s good at
skateboarding.
She enjoys reading.
He loves making model ships. They like fishing.
In this unit we look at gerunds and how to use them.

Ice skating is fun. She enjoys reading.

7 Gerunds
Gerunds
A gerund is a form of a verb. It is made up of the verb + ing. Gerunds can
be used as nouns. We use them in the names of many sports, hobbies,
and other activities. For example: swimming, reading, shopping, ice skating,
making model ships.
We can use a gerund as the subject of a sentence.
Swimming is good exercise.
A. Complete these sentences using gerunds of the verbs

at the right.
Listening
1. ___________________ to music is a good way to relax. listen
Collecting
2. ___________________ stamps is an interesting hobby. collect
Fishing
3. ___________________ is fun. fish
Painting
4. ___________________ is my favourite hobby. paint
Skateboarding can be dangerous.
5. ___________________ skateboard
Learning
6. ___________________ English isn’t easy. learn
Some spelling rules for gerunds

• For verbs that end in a consonant + e: take away the e and add ing.
skate ➤ skating
• For verbs that end in a single vowel and a single consonant: double the
consonant and add ing.
swim ➤ swimming
• For verbs that end in a y or w: just add ing.
play ➤ playing sew ➤ sewing
B. Write the gerunds of these verbs.

1. run running
____________
2. sing singing
____________
3. study studying
____________
4. make making
____________
5. ride riding
____________
6. shop shopping
____________
7. get getting
____________
8. draw drawing
____________

7 Gerunds
Gerunds after verbs

We can use a gerund as the object of
a sentence, after a verb such as enjoy,
like, or love.
Do you like singing?
She enjoys playing chess.
I love riding my bicycle by the river.
I don’t like studying late at night.
C. Complete these sentences using the gerunds of the verbs in

the box.
read make shop collect play surf draw
making
1. Anna likes _________________ jewellery.
playing
2. Joe loves _________________ with his dog.
reading
3. Do you enjoy _________________ adventure stories?
shopping
4. Katie loves _________________ at the shopping centre.
drawing
5. I like _________________ pictures with my coloured pencils.
surfing
6. Do you like _________________ the Internet?
collecting
7. My cousin likes _________________ coins. He’s got 148 coins!
D. Complete these sentences using I don’t like and the gerunds

of the verbs in the box.
eat go tidy watch get up
I don’t like getting up

1. ______________________________ early in the morning.
I don’t like going
2. ______________________________ to the dentist.
I don’t like eating
3. ______________________________ onions.
I don’t like watching
4. ______________________________ old films on TV.
I don’t like tidying
5. ______________________________ my room.

7 Gerunds
E. Look at the pictures. Then complete the sentences using

gerunds.
1. playing tennis,
playing
Hi! I’m Sophie. I live in Australia. I enjoy ____________
reading
____________, going
and ____________ to the cinema.
2. playing
Hello. I’m Cameron. I live in Scotland. I like ____________ computer
riding
games, ____________ collecting
my bicycle, and _________________ coins.
3. cooking
I’m Maria. I live in Brazil. My hobbies are ____________,
listening
_________________ painting
to music, and ____________.
4. skating
Hi. I’m Marcus. I live in Sweden. I enjoy ice ____________,
making
_________________ playing chess.
model ships, and ____________

7 Gerunds
good at + gerund
We can use good at + gerund to say that someone does something well.
Uncle Rehman is a funny man. He is good at telling jokes.
F. Complete these sentences using is good at and the gerunds of

the verbs in the box.
paint run sew write cook
1. is good at sewing.
My aunt makes beautiful dresses. She __________________________
2. is good at cooking.
Katie makes delicious meals. She __________________________
3. is good at painting.
Ben won the school art competition. He __________________________
4. is good at running.
Anna finished first in the race. She __________________________
5. is good at writing.
Joe’s stories are always interesting. He __________________________
go + gerund
We can use go + gerund for some activities. We use this pattern if we
have to go somewhere to do the activity. Here are six common examples:
go fishing go running
go swimming go shopping
go skiing go sightseeing
G. Complete these sentences using the gerunds of the verbs in

the box.
fish swim ski run shop sightsee
1. skiing
Every winter, my family and I go ___________________ in the mountains.
2. fishing
My father and I went ______________ on Sunday. We caught three fish.
3. swimming
I live near the beach. In the summer, I often go ___________________.
4. running
Joe wants to get fit. He goes ___________________ in the park
every morning.
shopping
5. My mother and I went ___________________ this morning. We bought some
new clothes.
6. London is an interesting city. We visited our cousins there, and we went
sightseeing
___________________ every day.

7 Gerunds
Review
A. Complete these sentences using gerunds.
collecting dolls.
1. She likes ____________ playing
2. He enjoys ____________ football.
making
3. He’s good at ____________ model
aeroplanes. riding
4. She loves ____________ her horse.
B. Answer these questions about yourself. Write Yes, I do, No, I

don’t, Yes, I am, or No, I’m not.
1. Do you like getting up early in the morning? ____________________
2. Are you good at drawing? ____________________
3. Do you like shopping? ____________________
4. Are you good at playing sports? ____________________
5. Do you like playing computer games? ____________________
6. Are you good at making things? ____________________
C. Now write six different questions beginning with Do you like or

Are you good at. Use gerunds. Then talk to a friend and ask
those questions.
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
5. __________________________________________________________
6. __________________________________________________________

Unit 8 The past continuous
Past continuous At four o’clock, I was walking home from ride, fall, arrive, hurt, chop,
with a point in time school. stroke, bite, drive, start,
Questions with At half past three, they were playing football. carrot, accident, shark
What, When, What were you doing at twelve o’clock?
Where…? Where was he going at four o’clock?
Past continuous Ben was listening to his CD when the phone
and past simple rang.
with when and Where were you going when I saw you
while yesterday?
The phone rang while Ben was listening to
his CD.
Page 51
Ask students to look at all three pictures and explain that these activities are
happening at the same time (that is, at four o’clock). Discuss with students
that the action illustrated in the picture had been going on for some time
before four o’clock. Say the sentences and ask students to repeat them after
you. Draw student’s attention to the form the verb takes and tell them this is
called the past continuous tense. Explain that we use the past continuous to
talk about past actions that continued for some time.
Page 52
Ask students to look at the four pictures. Tell them that each activity
A. Look at what Anna did before school. Then complete the sentences.
happened during the period of time printed below the picture. (We don’t
know how long Anna has been sleeping but she probably went to sleep
sometime in the evening before.) Then read sentence 1 to student and
emphasise the time phrase. Students then complete the rest of the sentences.
This activity focuses on the use of past singular and plural form of the verb to
B. Circle was or were.
be. Students circle the correct form.
Before students begin this activity, discuss with them the spelling rules above.
C. Complete these sentences using the past continuous of the verbs.
Students then complete the activity taking care to use the correct form of the
verb to be and the correct spelling of the present participle.
Page 53
This activity focuses on word order for questions beginning with wh- words
D. Put the words in the correct order to make questions.
(where, what, who, etc.). Before students complete the activity, you may need to
review word order by referring to the grammar box at the top of the page.
Students construct sentences beginning with where and what. The correct word
E. Use the words to write questions and answers.
order is given in the cues but students must decide on the correct form of the
past continuous (that is, singular or plural form, and correct spelling of the
participle).
67
Page 54
As this activity is quite challenging, you may want to spend some time
F. Put the verbs into the past continuous or past simple tenses.
reviewing the grammar before students complete it. Discuss with them the
picture in the grammar box at the top of the page. Ask them to identify which
action happened first (listening to a CD) and ask whether Ben was still doing
this when the phone rang. Then say the sentence Ben was listening to his CD
when the phone rang. Ask students to repeat the sentence after you. Read
question 1 to the students and ask Which action happened first? Then say the
sentence I was riding my bike when I fell onto the road. Ask students to complete
the rest of the sentences using the verbs in the box in the correct tense.
G. Which action started first? In each sentence, put 1 above the action that
This activity focuses on the position of when in front of the past simple clause
started first, and 2 above the action that happened next.
and demonstrates how this clause can be placed either before or after the past
continuous clause. Students read the sentences and indicate which action
happened first and which happened next by placing 1 or 2 above the clauses.
Page 55
H. Use the words to write questions and answers. Use the correct verb
This activity focuses on questions containing both past simple and past
tenses.
continuous. Students write sentences using the cues given and making sure
they use the correct tense and the correct singular or plural form of the past
continuous.
This activity focuses on the position of while in front of the past continuous
I. Put the verbs into the past continuous or past simple tenses.
clause. Read question 1 to the students and ask them to repeat it after you.
Students then complete the sentences using the verbs in the box.
Page 56 Review
A. What were they doing when the storm started? Look at the pictures and
Students complete the sentences using the past continuous of the verb given
then use the words to write sentences.
in the cues below the pictures.
Students cross out the incorrect grammar and rewrite the sentences correctly.
B. Correct the mistakes in these sentences.
Students work in pairs. Taking it in turns, students ask their partners the
C. Talk to a friend. Ask these questions, and then complete the sentences.
questions and write down their answers.
68
8
Unit
The past continuous
At four o’clock, I was walking home from school.
Ben and Joe were playing football.
Mother was cooking dinner.
In this unit we look at the past continuous tense (was/were + verb + ing).
We use the past continuous to talk about an action that continued
for some time in the past.
At four o’clock, I was walking home from school.

8 The past continuous
The past continuous

We make the past continuous tense by using the past simple of the verb
to be (was or were) and adding ing to the main verb of the sentence.
Singular (I, you, he, she, it): At four o’clock, I was walking home from school.
Plural (we, you, they): At half past three, they were playing football.
A. Look at what Anna did before school. Then complete the

sentences.
sleep watch TV eat breakfast walk to school

before 7:00 7:10 to 7:30 7:30 to 7:45 8:00 to 8:20
1. At was sleeping
quarter to seven, she ____________________.
2. At was watching
twenty past seven, she ____________________ TV.
3. At was eating
twenty to eight, she ____________________ breakfast.
4. At was walking
quarter past eight, she ____________________ to school.
B. Circle was or were.

1. At twelve o’clock, we was / were eating lunch.
2. At twenty past eight, he was / were reading the newspaper.
3. At two o’clock, they was / were learning about birds.
4. At seven o’clock, we was / were doing the washing up.
Some spelling rules

• For verbs that end in a consonant + e: take away the e and then add ing.
write ➤ writing
• For verbs that end in a single vowel and a single consonant: double the
consonant and add ing.
get ➤ getting
C. Complete these sentences using the past continuous of the

verbs.
was getting
1. At quarter to eight, I ____________________ dressed. get
was writing
2. At quarter past nine, I ____________________ a story. write
were swimming in the pool.
3. At one o’clock, they ____________________ swim
was baking
4. At half past four, she ____________________ some biscuits. bake

Questions
We can make questions by putting a question word (what, where, who…)
at the beginning of a sentence and putting was or were before the subject
of the question. For example:
What were you doing at twelve o’clock?
Where was he going at four o’clock?
We can also use other ways to talk about points in time. For example:
Who were you sitting with at lunchtime?
Where were you living in 2004?
D. Put the words in the correct order to make questions.

1. talking to / Who / after school / you / were
Who were you talking to after school
____________________________________________________________?
2. she / yesterday / What / wearing / was
What was she wearing yesterday?
____________________________________________________________?
3. was / on Sunday morning / What / he / doing
What was he doing on Sunday morning?
____________________________________________________________?
4. they / What / were / during the lesson / laughing at
What were they laughing at during the lesson?
____________________________________________________________?
E. Use the words to write questions and answers.

1. where ➤ you ➤ live ➤ two years ago
Where were you living two years ago
__________________________________________________?
I ➤ live ➤ in England
I was living in England.
________________________________________
2. what ➤ you ➤ wear ➤ yesterday
What were you wearing yesterday
__________________________________________________?
I ➤ wear ➤ jeans and a red T-shirt
I was wearing jeans and a red T-shirt.
________________________________________
3. what ➤ they ➤ doing ➤ at half past three
What were they doing at half past three
__________________________________________________?
they ➤ wait ➤ for the school bus
They were waiting for the school bus.
________________________________________
4. what➤ you ➤ doing ➤ on Sunday afternoon
What were you doing on Sunday afternoon
__________________________________________________?
I ➤ visit ➤ my grandparents
I was visiting my grandparents.
________________________________________

The past continuous with the past simple

We can talk about two past actions in one sentence.
When one action started and continued for a time
and then another action happened, we can use a
past continuous verb and a past simple verb
in the same sentence. The “past simple” part
of the sentence begins with when. For example:
Ben was listening to his CD when the phone rang.
We use the past continuous tense for the action
that started first. Ben started to listen to his
CD first, and then the phone rang.
F. Put the verbs into the past continuous or past simple tenses.
was riding my bicycle when I ____________
1. I ____________ fell onto the road. ride, fall
were eating dinner when Joe ____________.
2. We ____________ arrived eat, arrive
3. Rob was playing football when he ____________
____________ hurt his knee. play, hurt
were talking when Mr Ahmed ____________
4. The students ____________ came in. talk, come
chopping carrots when she ____________
5. She was ____________ cut her finger. chop, cut
We can also put the “when” part of the sentence first. For example:
When the phone rang, Ben was listening to his CD.
The meaning stays the same. Ben started to listen to his CD first, and then
the phone rang. If we write a sentence like this, we put a comma
after the “when” part of the sentence.
G. Which action started first? In each sentence, put 1 above the

action that started first, and 2 above the action that happened
next.
2 1
1. When Sam called, I was taking a shower.
1 2
2. Murray was waiting for me when I arrived.
1 2
3. I was stroking the dog when it bit me.
2 1
4. When the car stopped, we were driving on the motorway.
2 1
5. When mother and father came home, I was watching TV.

Questions
We can make questions with the past continuous and
the past simple together. For example:
Where were you going when I saw you yesterday? I was going to the pool.
H. Use the words to write questions and answers. Use the correct
verb tenses.
1. what ➤ you ➤do ➤ when ➤ storm ➤ start
What were you doing when the storm started
_____________________________________________________________?
I ➤ walk ➤ home from school
I was walking home from school.
_____________________________________________
2. who ➤ you ➤ talk to ➤ when ➤ I ➤ come in
Who were you talking to when `I came in
_____________________________________________________________?
I ➤ talk to ➤ Ansar
I was talking to Ansar.
_____________________________________________
3. where ➤ Ali ➤ go ➤ when ➤ he ➤ have ➤ the accident
Where was Ali going when he had the accident
_____________________________________________________________?
he ➤ go ➤ to school
He was going to school.
_____________________________________________
While
In sentences with past simple and past continuous
verbs together, we can use while instead of
when. But while goes at the start of the past
continuous part of the sentence. For example:
The phone rang while Ben was listening
to his CD.
or:
While Ben was listening to his CD,
the phone rang.
I. Put the verbs into the past continuous or past simple tenses.
hurt
1. Hunaiza __________ was playing tennis.
her arm while she _______________ hurt, play
found
2. I ____________ was cleaning
my old doll while I ___________________ my room. find, clean
were shopping Rabia ____________
3. While we ___________________, lost her bag. shop, lose
was swimming he ____________
4. While Rahel ___________________, saw a shark. swim, see

Review
A. What were they doing when the storm started? Look at the
pictures and then use the words to write sentences.
Mr Pitt ➤ work ➤ in his garden Sally and Kay ➤ play ➤ badminton

Mr Pitt was working in his garden. 2. Sally
1. ____________________________________ and Kay were playing badminton
________________________________
Father ➤ come ➤ home Dylan ➤ take ➤ dog for a walk

Father was coming home
3. ____________________________________ Dylan was taking the dog for a
4. ________________________________ walk
B. Correct the mistakes in these sentences.

1. What you were wearing yesterday?
What were you wearing yesterday?
____________________________________________________
2. At half past seven, I was have breakfast.
At half past seven, I was having breakfast.
____________________________________________________
3. When the storm started, they were played football.
When the storm started, they were playing football.
____________________________________________________
4. I was running in the park when I was falling over.
I was running in the park when I fell over.
____________________________________________________
C. Talk to a friend. Ask these questions, and then complete the

sentences.
1. Q: What were you doing at nine o’clock last night?
At nine o’clock last night, _______________ was ____________________
(name of your friend)
2. Q: What were you doing at six o’clock this morning?
At six o’clock this morning, _______________ was ____________________
3. Q: What were you doing at half past eight this morning?

At half past eight this morning, _______________ was ____________________

Unit 9 The present perfect
Present perfect I’ve baked some biscuits. clean, finish, bake, count,
Past participles of I haven’t eaten anything today. invite, make the bed
regular and Katie hasn’t finished her breakfast.
irregular verbs Have you brushed your teeth?
Haven’t and hasn’t Have you ever ridden a horse?
with Have and Has
Have you ever…?
Page 57
Ask the class to look at the first pair of pictures. Say the sentences in speech
bubbles and ask students to repeat. Now ask: When did Joe tidy his room?
Explain to the students that we don’t know exactly when Joe tidied his room.
We know only that he did it some time in the past. Repeat this procedure for
the second and third pair of pictures. Draw attention to the form of the verb
(has/have + past participle).
Page 58
A. Complete these sentences using I’ve and the past participles of the
Students complete the sentences using past participles of the regular verbs in
regular verbs in the box.
the box.
Page 59
Before students complete the table, point out that they need to memorise past
B. Complete this table using past participles from the box.
participles of irregular verbs as there are many exceptions.
Students now use the past participles of the verbs in the table to complete the
C. Complete these sentences using past participles from the box.
sentences.
Page 60
Students practise writing negative sentences in the present perfect by

D. Write haven’t or hasn’t.
completing the sentences with haven’t or hasn’t.

E. Complete these questions using the past participles of the verbs in the
Students practise writing questions in the present perfect by completing the

box.
questions with the past participles of the words in the box.
75
Page 61
F. Complete these questions using Have you ever and past participles from
Before completing the activity, ask students to look at the picture above. Say
the box.
the question and answer in the speech bubbles and ask them to repeat after
you. Point out that Ben asked Have you ever… This question does not imply
When did you ride or How often did you ride - only whether at any time in the
past you have ridden a horse. Read the first question to the students and ask
them to repeat after you. Students then complete the rest of the activity by
writing Have you ever and the past participle of the verbs in the box.
G. Now think about your own life. Have you ever drunk coffee? Have you
ever done the other things in F? Answer the six questions from F using Yes,
Students answer the questions posed in activity F about events in their own
I have or No, I haven’t.
lives using Yes, I have or No, I haven’t.

Page 62 Review
A. Complete these sentences using the past participles of the verbs in the
This activity focuses on the past participle of regular verbs.

box. They are regular verbs.
B. Complete the questions using the past participle of the verbs in the box.
In this activity, students complete questions using both regular and irregular
Then write the answers, beginning with Yes or No.
verbs and then write answers beginning with Yes or No.
76
9
Unit
The present perfect
Joe, have you tidied your room? Yes, I have.
Have you done your homework? Yes, I have.
Good! Now come into the kitchen. I’ve baked some biscuits!
Thanks, Mother!
In this unit we look at how to use the present perfect tense.

I’ve baked some biscuits. Have you done your homework?

9 The present perfect
The present perfect

We use the present perfect to talk about something that happened
in the past without saying when it happened. We often use it when
we can see the result of a past action. For example:
Joe is tidying his room. Joe has tidied his room.

To make the present perfect of a verb, we use have or has and the past
participle of the verb.
I have tidied my room. ( or I’ve tidied my room.)
He has tidied his room. ( or He’s tidied his room.)
To make the past participle of regular verbs, we add ed. If the verb ends in e, we
just add d. If a verb ends in a consonant + y, we take off the y and add ied.
clean ➤ cleaned invite ➤ invited tidy ➤ tidied
A. Complete these sentences using I’ve and the past participles

of the regular verbs in the box.
finish bake count invite
I’ve baked
1. ____________________ a cake. 2. I’ve counted
____________________ my
money. I have Rs 15.75.
3. I’ve invited
____________________ nine I’ve finished
4. ____________________ my
people to my party. story. Do you want to read it?

Irregular verbs
A lot of verbs are irregular. To make the past participle of irregular verbs,
we don’t add ed.
For example:
VERB PAST PARTICIPLE VERB PAST PARTICIPLE
go gone make made
Sonia isn’t at home. She’s gone to the library.
Look! I’ve made a birthday card for my mother.
B. Complete this table using past participles from the box.
flown lost done brought broken ridden written

eaten forgotten drunk fed seen read told
IRREGULAR VERBS
VERB PAST PARTICIPLE VERB PAST PARTICIPLE
do done forget forgotten

lose lost write written
bring brought see seen
eat eaten tell told
drink drunk break broken
feed fed ride ridden
read read fly flown
C. Complete these sentences using past participles from the box.

written
1. I’ve __________________ a letter to Grandmother. Now I’ll go and post it.
lost
2. Can you help me find my glasses? I’ve __________________ them.
done
3. I’ve __________________ my homework. Can I watch TV now?
read
4. I’ve __________________ the newspaper. You can have it now.
forgotten
5. Can you tell me your name again? I’ve __________________ it.
brought
6. I’ve __________________ some biscuits to school. Do you want one?
broken
7. Oh! I’ve __________________ your ruler. I’m sorry. I’ll buy you a new one.
8. I put a piece of cake in the refrigerator last night. It’s not there now.
eaten
Somebody has __________________ it!

haven’t and hasn’t

To make a negative sentence, we use haven’t or hasn’t.
(haven’t = have not hasn’t = has not)
I’m hungry. I haven’t eaten anything today.
Katie hasn’t finished her breakfast.
D. Write haven’t or hasn’t.

haven’t
1. You ____________ finished your dinner.
haven’t
2. I’m very thirsty. I ____________ drunk any water today.
hasn’t
3. Katie’s room is messy. She ____________ tidied it.
haven’t
4. I ____________ seen Ghosts in Space. Is it a good film?
hasn’t
5. Ben is lazy. He ____________ done any work today.
haven’t
6. Joe and Ben can’t play football today. They ____________ brought their
trainers.
We make “Yes/No” questions by putting have or has before the pronoun.
Have you brushed your teeth? No, I haven’t.
E. Complete these questions using the past participles of the

verbs in the box.
tell read go feed write meet
written
1. Have you ____________ your name on your test paper?
gone
2. Has Ben ____________ to the park?
fed
3. Have you ____________ the dog?
read
4. Have you ____________ any “Harry Potter” books?
told
5. Has Anna ____________ you about her holiday?
met
6. Have you ____________ my cousin Nabil?

Have you ever...?

We can use ever with the present perfect tense to ask someone
about events and actions in his or her life. Ever means “at any time.”
Have you ever ridden a horse? Yes, I have.
F. Complete these questions using Have you ever and past

participles from the box.
flown stayed sung eaten drunk broken
Have you ever drunk

1. ______________________________ coffee?
Have you ever flown
2. ______________________________ in an aeroplane?
Have you ever stayed
3. ______________________________ in a hotel?
Have you ever broken
4. ______________________________ your arm or your leg?
Have you ever eaten
5. ______________________________ spaghetti?
Have you ever sung
6. ______________________________ in front of a lot of people?
G. Now think about your own life. Have you ever drunk coffee?
Have you ever done the other things in F? Answer the six
questions from F using Yes, I have or No, I haven’t.
Question 1: ____________________
Question 2: ____________________
Question 3: ____________________
Question 4: ____________________
Question 5: ____________________
Question 6: ____________________

Review
A. Complete these sentences using the past participles of the
verbs in the box. They are regular verbs.
mend lock arrive watch start
1. watched this DVD. Do you want to borrow it now?

I’ve ____________
2. started
Quick! We’re late. The film has ____________.
3. arrived
Our train has ____________ at the station. We’re going to get off here.
4. locked
I’ve ____________ the door. No one can come in now.
5. mended
My computer wasn’t working, but my father has ____________ it. Now I can use
it again.
B. Complete these questions using the past participles of the verbs

in the box and then write the answers, beginning with Yes or No.
finish make feed clean
made
1. Has she ____________ the bed? cleaned his bicycle?
2. Has he ____________
No, she hasn’t.
____________________ Yes, he has.
____________________
fed
3. Has he ____________ the dog? finished her lunch?
4. Has she ____________
No, he hasn’t.
____________________ No, she hasn’t.
____________________

Unit 10 Passives
Passives in the The cows are taken into the milking shed. cow, milk, milking shed,
present simple The milk is taken to the processing plant. processing plant, heat, kill,
tense to talk about The milk is delivered to stores and germs, cool, carton, deliver,
procedures and supermarkets. supermarket, postman, post,
customs The postman delivers the post every gatekeeper, classroom,
Past participles of morning. gardener, grass, cleaners,
regular and Rings are sold in the jewellery shop. rubbish, lock, gate, post
irregular verbs Rice is grown in China. office, bakery, jewellery, rice,
Hockey is played in Canada. tea, bananas, coffee,
oranges, hockey, cricket,
baseball, football
Page 63
Explain that the pictures and text describe how milk gets from cows to shops
and supermarkets. Read the text beneath the pictures to the students while
they read silently with you. Say again: The cows are taken into the milking shed.
Ask what the subject of the sentence is (the cows). Then ask: Does the sentence
tell you who takes the cows to the milking shed? (No.) Explain that sometimes it is
not necessary to say who performed the action because it is not as important as
what the action was. When the subject is not the “doer” of the action (the
person or thing that does it), the verbs are in the passive. Ask students to
underline the verbs in each sentence and discuss how they are formed (to be +
past participle). Say each sentence again and ask students to repeat after you.
Page 64
A. Complete this table of past participles. For the irregular verbs, choose
In Unit 9 (Activity B page 59) students were required to complete a table of

past participles from the box.
some common irregular verbs and past particles. The table in this unit
includes more common verbs, including those used in the text on page 63.
Students complete the list by writing the past participles of the verbs. Most of
these are regular verbs so they need to add ed. The past participles for the
irregular verbs are in the box on the right.
The focus of this activity is on the correct form of the verb to be. Students
B. Write is or are.
complete the sentences with is or are.
Page 65
In this activity the active and passive forms are compared. Students complete
C. Write passive verbs, using is.
the passive sentences with the passive form of the verb from the active
sentence.
83
D. Where are these things sold? Complete the sentences using are sold in
Students complete the sentences with are sold in and then the name of the
and the shops from the box.
appropriate shop from the box.

Page 66
E. Where are these things grown? Complete the passive sentences, using
Students write passive sentences beginning with the bold word from the
the bold words as the subject.
active sentence.
F. Where are these sports played? Complete the passive sentences, using
active sentence.
Page 67
G. Where are these languages spoken? Write passive sentences, using the
bold words as the subject.
active sentence.
H. Where are these things worn? Write passive sentences, using the bold
words as the subject.
active sentence.
Page 68 Review
This activity focuses on word order in passive sentences.

B. Write passive sentences. Use the bold nouns, with is or are and the past
Students form passive sentences starting with the bold noun from the active
participle.
sentence followed by the passive form of the verb from the active sentence.
C. Can you name any other countries where these things are done? Write
sentences using these words and the names of countries. Use the past
Students write passive sentences using the noun and verb given, applying
participles of the verbs.
their knowledge of the world to name an appropriate country.
84
10
Unit
Passives
WHERE MILK COMES FROM

This is my
school project.
It’s about milk.
The cows are taken into Then the cows are milked.
the milking shed.
Next, the milk is taken to the processing The milk is heated, to kill germs. Then the
plant. milk is cooled.
The milk is put into cartons. The milk is delivered to shops and
supermarkets.
In this unit we look at how to use passives.

The milk is taken to the processing plant.
The milk is put into cartons.

10 Passives
Passive verbs
The farmer takes the cows into the milking shed.
The subject of this sentence is the farmer
and the verb is takes. We can describe
the same action with a sentence that has
the cows as its subject. To do this, we use
a passive verb. When we use a passive
verb, we don’t need to say who performs
the action.
To make a passive verb, we use the verb
to be with the past participle of the main verb.
SUBJECT TO BE PAST PARTICIPLE
The milk is delivered to shops and supermarkets.
A. Complete this table of past participles. For the irregular verbs,

use past participles from the box.
REGULAR VERBS IRREGULAR VERBS
VERB PAST PARTICIPLE VERB PAST PARTICIPLE taken cut
deliver delivered take taken grown sold put
milk milked put put made spoken
heat heated grow grown
cool cooled speak spoken
clean cleaned make made
play played sell sold
lock locked cut cut
repair repaired
produce produced
B. Write is or are.
are milked in the milking shed.
1. The cows _____
is heated during the winter.
2. Our classroom _____
is delivered to the supermarket every morning.
3. Bread _____
are cleaned every night.
4. The buses _____
is taken away every week.
5. The rubbish _____
are sold in bookshops.
6. Books _____

10 Passives
C. Write passive verbs, using is.
1. The postman delivers the post every morning.

is delivered
The post __________________ every morning.
2. The caretaker cleans our classroom every afternoon.

is cleaned
Our classroom _______________ every afternoon.
3. The gardener cuts the grass once a week.

is cut
The grass _______________ once a week.
4. The cleaners take away the rubbish once a week.

is taken
The rubbish _______________ away once a week.
5. The gatekeeper locks this gate every night.

is locked
This gate _______________ every night.
D. Where are these things sold? Complete the sentences using

are sold in and the shops from the box.
post offices toyshops bakeries bookshops jewellery shop
1. are sold in the jewellery shop.

Rings ________________________________________
2. are sold in toyshops.
Toys ________________________________________
3. are sold in bookshops.
Books ________________________________________
4. are sold in bakeries.
Cakes ________________________________________
5. are sold in post offices.
Stamps ________________________________________

10 Passives
We can use passive sentences to talk about things that happen

in different parts of the world. For example: Rice is grown in China.
E. Where are these things grown?

Complete the passive sentences,
using the bold words
as the subject.
1. Farmers grow tea in Sri Lanka.
Tea is grown
Passive: _____________________
in Sri Lanka.
2. Farmers grow bananas in Ecuador.
Bananas are grown
Passive: _____________________
in Ecuador.
3. Farmers grow coffee in Brazil.
Coffee is grown
Passive: _____________________
in Brazil.
4. Farmers grow oranges in Spain.
Oranges are grown
Passive: _____________________
in Spain.
F. Where are these sports played?

Complete the passive sentences,
using the bold words
as the subject.
1. People play hockey in Canada.
Hockey is played
Passive: _______________________
in Canada.
2. People play cricket in England.
Cricket is played
Passive: _______________________
in England.
3. People play baseball in the USA.
Baseball is played
Passive: _______________________
in the USA.
4. People play football in Germany.
Football is played
Passive: _______________________
in Germany.

10 Passives
G. Where are these languages spoken?

Write passive sentences, using
1. People speak Portuguese in Brazil.
Portuguese is spoken in Brazil.
Passive: _________________________________
2. People speak English in Australia.
English is spoken in Australia.
Passive: _________________________________
3. People speak Spanish in Mexico.
Spanish is spoken in Mexico.
Passive: _________________________________
4. People speak German in Austria.
German is spoken in Austria.
Passive: _________________________________
H. Where are these things worn?

Write passive sentences, using
1. Women wear Kimonos in Japan.
Kimonos are worn in Japan.
Passive: ______________________________
2. Men wear kilts in Scotland.
Kilts are worn in Scotland.
Passive: ______________________________
3. Men wear berets in France.
Berets are worn in France.
Passive: ______________________________
4. People wear fur hats in Russia.
Fur hats are worn in Russia.
Passive: ______________________________

10 Passives
Review
1. every / The / are / trains / cleaned / night
The trains are cleaned every night.
________________________________________________
2. fed / every / animals / day / are / The
The animals are fed every day.
________________________________________________
3. morning / milk / is / delivered / The / every
The milk is delivered every morning.
________________________________________________
4. is / heated / The / winter / office / the / during
The office is heated during the winter.
________________________________________________
B. Write passive sentences. Use the bold nouns, with is or are and
the past participle.
1. People sell shoes in shoe shops.
Shoes are sold in shoe shops.
Passive: ________________________________________
2. People sell CDs in music shops.
CDs are sold in music shops.
Passive: ________________________________________
3. People sell televisions in electronics shops.
televisions are sold in electronics shops.
Passive: ________________________________________
4. People sell bicycles in bike shops.
Bicycles are sold in bike shops.
Passive: ________________________________________
C. Can you name any other countries where these things are
done? Write sentences using these words and the names of
countries. Use the past participles of the verbs.
1. tea ➤ grow
Tea is grown in Sri Lanka.
________________________________________
2. football ➤ play
Football is played in (Chile, Korea, China, etc.)
________________________________________
3. English ➤ speak
English is spoken in (Australia, New Zealand, Canada,
________________________________________ etc.)
4. baseball ➤ play
Baseball is played in (USA, Canada, etc.)
________________________________________
5. rice ➤ grow
Rice is grown in (China, Thailand, etc.)
________________________________________

Test 2
Test 2
A. Complete the sentences using might be and a
word or phrase from the box.
at work under your bed ill cold Hasan thirsty hungry a cat
a present from Grandmother afraid of that big dog
1. Please give the bird some food. It ____________________

2. Ben didn’t come to school today. He ____________________
3. Hold your little sister’s hand. She ____________________
4. Take this bottle of water. You _____________________________ after the game.
5. Take a scarf and coat with you tomorrow. It ____________________
6. A: Where are my shoes? B: I don’t know. They ____________________
7. A: Who’s on the phone? B: I don’t know. It ____________________
8. A: What’s making that noise? B: I don’t know, but it ____________________
9. A: Where’s your father? B: I don’t know. He ____________________
10. A: What’s in that parcel? B: It ____________________
B. Complete the sentences using the gerunds of

the verbs in the box.
swim surf collect drink watch shop go sew fish ski
1. In the winter, we go _______________ in the mountains.
2. I like _______________ films about animals.
3. I enjoy _______________ to the cinema.
4. I don’t like _______________ coffee.
5. I don’t like _______________ at the supermarket.
6. My uncle likes _______________ stamps.
7. I love _______________ in the pool.
8. Gina made this dress. She’s good at _______________.
9. Do you like _______________ the Internet?
10. We went _______________ but we didn’t catch anything.
C. Use the words to make questions in the past

continuous.
1. What ➣ you ➣ wear ➣ on Sunday? ______________________________
2. Where ➣ they ➣ live ➣ two years ago? ______________________________
3. Who ➣ Katie ➣ talk ➣ to after class? ______________________________
4. Where ➣ you ➣ sit ➣ at lunch time? ______________________________
5. What ➣ he ➣ do ➣ before school? ______________________________
91
Test 2
D. Put the verbs into the past continuous or past

simple.
1. When Ben __________________, I __________________ dinner. phone, cook
2. They __________________ tennis when the storm __________________. play, start
3. While we __________________ on the motorway, we __________________
an accident. drive, have
4. We __________________ you when we __________________ yesterday. see, shop
5. What __________________ while Katie __________________ in the park? happen, walk
E. Complete the sentences using Have you ever

and past participles of the verbs in the box.
write play watch fly eat
1. __________________________________________ in a helicopter?
2. __________________________________________ an old black-and-white film?
3. __________________________________________ a kiwi fruit?
4. __________________________________________ a poem?
5. __________________________________________ chess?
F. Write hasn’t or haven’t.

1. We ______________ seen them for a long time.
2. He ______________ brought his trainers.
3. I ______________ done any work today.
4. Ben ______________ finished his project.
5. I ______________ seen Katie this morning?
G. Write passive sentences. Use the bold nouns to

start the sentence.
1. You make cheese from milk. ________________________________________
2. They speak French in France. ____________________________
3. They sell meat in butcher's shops. ____________________________
4. Someone delivers our newspaper every day. ____________________________
5. They play cricket in Australia. ____________________________
92
Grammar Round-up
1.
Check the correct sentences from 1 to 10.
Where hand you write

with? ___
Which hand you write
with? ___
c
Which hand do
✓
you write with? ___
2. Someone is crossing
✓
the road. ___ 3. You use scissors cut
paper. ___
No one is crossing You use scissors to
the road. ___
Everyone is crossing
the road. ___
] ✓
cut paper. ___
You use scissors
cutting paper. ___
[ 5.
4. ✓
It will rain tomorrow. ___
It will tomorrow rain. ___
It tomorrow will rain. ___
You like dogs, aren’t you? ___
You like dogs, don’t you? ___✓ ]
] You like dogs, isn’t it? ___
93
Grammar Round-up
6. 7.
We might to go to He’s good to
Thailand. ___ skateboarding. ___
We might going to
Thailand. ___
We might go to
] He’s good
skateboarding. ___
He’s good at
✓
Thailand. ___ ✓
skateboarding. ___
9.
[
8. At 7:40, she was eating
✓
breakfast. ___
He has clean his bicycle. ___
At 7:40, she was eat
✓
He has cleaned his bicycle. ___
breakfast. ___
At 7:40, she eating
breakfast. ___
] He have cleaned his bicycle. ___
10. The post delivered

[ Well done! Here are the
correct sentences.
every morning. ___

The post is deliver morning.
10. The post is delivered every
every morning. ___ 9. He has cleaned his bicycle.
The post is delivered breakfast.
8. At 7:40, she was eating
✓
every morning. ___ 7. He’s good at skateboarding.
6. We might go to Thailand.
5. You like dogs, don’t you?
4. It will rain tomorrow.
3. You use scissors to cut paper.
2. Someone is crossing the road.
1. Which hand do you write with?
94
Test answer keys
Test 1, pages 49 and 50
Total score: 50
A
1. Which one 2. Which ones 3. Which one 4. Which one 5. Which ones
(5 points)
B
1. The white one. 2. The red ones. 3. The pink ones. 4. The round one.
5. The yellow one. (5 points)
C
1. Lets have a party and invite everyone. 2. I waited for Susie at the bus
stop, but no one got off the bus. 3. I don’t know who did it, but someone
broke my favourite cup. 4. Did you see anyone hide my keys? 5. It was
half past nine and there wasn’t anyone in the playground. Everyone was in
class. 6. No one came to the party at two o’clock, but then everyone
arrived together at two fifteen. 7. At first I couldn’t see anyone at the beach,
but then I noticed someone swimming. 8. We’ll need a lot of food for the
team because everyone will be hungry. 9. I write in my diary every day, but I
don’t show it to anyone. 10. There’s someone at the front door. Can you
answer it, please? 11. No one wants to listen to that music, so can you turn
it off, please? 12. Our teacher was happy because everyone in the class
passed the test. (15 points)
D
1. to cut paper. 2. to buy bread. 3. to play football. 4. to find someone’s
number. 5. to wash the dog. 6. to chop these onions. 7. to ask him to pick
her up. 8. to make some soup. 9. to lock the door. 10. to find the capital
city of Spain. (10 points)
E
1. You’ll 2. won’t 3. won’t 4. You’ll 5. won’t (5 points)
F
1. aren’t they 2. wasn’t it 3. doesn’t she 4. didn’t they 5. don’t you
(5 points)
G
1. it is. 2. I do. 3. I will 4. they did 5. they can (5 points)
95
Test 2, pages 91 and 92
Total score: 50
A
1. It might be hungry. 2. He might be ill. 3. She might be afraid of that big
dog. 4. You might be thirsty after the game. 5. It might be cold. 6. They
might be under your bed. 7. It might be Hasan. 8. I don’t know, but it might
be a cat. 9. He might be at work. 10. It might be a present from
Grandmother. (10 points)
B
1. skiing 2. watching 3. going 4. drinking 5. shopping 6. collecting
7. swimming 8. sewing 9. surfing 10. fishing (10 points)
C
1. What were you wearing on Sunday? 2. Where were they living two years
ago? 3. Who was Katie talking to after class? 4. Where were you sitting at
lunchtime? 5. What was he doing before school? (5 points)
D
1. When Ben phoned, I was cooking dinner. 2. They were playing tennis
when the storm started. 3. While we were driving on the motorway, we had
an accident. 4. We saw you when we were shopping yesterday. 5. What
happened while Katie was walking in the park? (10 points)
E
1. Have you ever flown in a helicopter? 2. Have you ever watched an old
black-and-white film? 3. Have you ever eaten a kiwi fruit? 4. Have you
ever written a poem? 5. Have you ever played chess? (5 points)
F
1. haven’t 2. hasn’t 3. haven’t 4. hasn’t 5. haven’t (5 points)
G
1. Cheese is made from milk. 2. French is spoken in France. 3. Meat is
sold in butcher’s shops. 4. Our paper is delivered every day. 5. Cricket is
played in Australia. (5 points)
96

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Teacher’s Guide

How to use Grammar Club

James Bean and Gillian Flaherty

Unit 1 Questions with Which…?

Unit 3 Infinitives of purpose

Unit 4 Will for the future

Unit 6 Might for possibility

Unit 8 Past continuous

Unit 9 Present perfect

Unit 10 Passives in the

bold nouns with the word one.

There are a lot of games at the funfair.

Which ride do you want to go on?

Student’s Book page 9

Which balloon do you want?

A. Look at the pictures and then complete the questions using

Student’s Book page 10

We often give a short answer to a Which…? question.

B. Complete these questions using Which and a noun from the

way team hand channel jacket

1. A: I’m going to turn on the TV.

Student’s Book page 11

C. Rewrite the underlined questions using one instead of the

For plurals, we use ones.

D. Write Which one or Which ones.

2. A: I want some apples, please.

3. A: I like the blue jacket and the black jacket.

4. A: I’m looking for a hat. Have you got any hats?

Student’s Book page 12

one and ones

E. Write one or ones.

F. Write short answers to these questions using one or ones.

1. Which horse is the fastest?

2. Which socks are the most expensive?

3. Which hat is the newest?

4. Which flowers are the cheapest?

Student’s Book page 13

flavour day bus pocket table

2. A: Can I borrow a pencil, please?

3. A: I want some flowers, please.

Student’s Book page 14

This activity focuses on anyone in negative sentences and someone in positive

sentences. Students complete the sentences with someone or anyone.

This activity focuses on and compares the different meanings of everyone,

completing the sentences with someone or anyone.

write sentences that match the pictures.

Saturday was my birthday. I invited my

At two o’clock, there was I looked outside, but

At two fifteen, someone rang Everyone arrived together!

In this unit we look at how to use someone, anyone, everyone,

Student’s Book page 15

Someone is at the door.

A. Write sentences using Someone and a phrase from the box.

Someone broke this window.

Someone left this umbrella.

Someone is crossing the road.

Someone is hiding under the bed.

Someone dropped these keys.

Someone is getting off the train.