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• Divide the class into pairs or small groups. Focus their

Vocabulary Aim

• Revise common phrases connected with holidays. Warm-up

• Divide the class into small groups and ask them to think of five •

things they do on holiday that they don’t do at home, e.g. buy souvenirs. Elicit ideas and write interesting or new words on the board.

Exercise 1

• Ask students to copy the phrases 1–11 into their notebooks. •

Check they understand the words. Elicit the difference between a hotel, a hostal and a B and B (bed and breakfast). Focus their attention on the verbs in the box and ask them to match a verb to each phrase.

ANSWERS

1 2 3 4 5 6 7 8 9 10 11

Aim

• Read a text about holiday plans and answer questions on it. Exercise 4  $ 1.02

Explain that Matt is chatting to his friend on the internet.

•

recording, and to answer the two questions. Check answers with the class.

ANSWERS

Matt is in Icaria, Greece. Konnie is going to Portugal.

Culture note

Tests and Resources Multi-ROM.

Exercise 2 Learn it!

• Focus students’  attention on the Learn it! box. Read the

information out to the class. Ask students to copy the sentences into their notebooks and then translate them into their own language. Discuss translations as a class.

Speaking

Foreign holidays It is common for British people to go abroad for their main holiday. Spain and France are by far the most popular overseas holiday destinations. Most working people have around four weeks holiday per year and take two weeks of this holiday allocation during July or August.

Research it!

• Read the Research it! box with the class. Ask students to • •

Aim

• Ask and answer questions to describe what is happening in a holiday photo.

Exercise 3

• With books closed, ask students how many phrases they can remember from exercise 1.

• Students open their books and check. • Ask them to name some other things you do on holiday: take a photo, go to a café, eat ice cream, etc.

discuss which countries they think come top in the list of most popular holiday destinations and why. Give them the research task to do for homework. Encourage them to use the internet, encyclopaedias and other resources. Remember to have a follow-up discussion in class when they have done the research.

ANSWER

France Figures for 2012 show that France was the top holiday destination with over 83 million tourists, followed by USA with around 63 million. China was third, closely followed by Spain (both with just under 58 million tourists) and the UK, with around 29 million tourists, was 8th on the list.

Further practice

Vocabulary, Workbook page 6



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Reading

• Ask students to read and listen to the text as you play the

Vocabulary practice

•

SUGGESTED ANSWERS

A man is having a drink. A woman is taking a photo. People are buying souvenirs.

• Focus students’  attention on the text and the photo of Matt.

go explore buy meet lose miss have get send hire book

• 1–3 star tasks to practise the vocabulary. Also available on the

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attention on the photo and point out the example question and answer. Ask them to take it in turns to ask and answer similar questions about the actions of the people in the photo. Conduct class feedback, asking questions about the photo and eliciting answers from individual students.

Starter unit

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Exercise 5

• Ask students to read the sentences 1–6 and find out if they • •

are true or false by reading the text again. Ask them to correct any false sentences in their notebooks. Check answers with the class.

ANSWERS

1 2 3 4

False. Matt promises to send Konnie a postcard. True. True. False. He isn’t having problems because everyone speaks really good English. 5 False. Konnie and her family want to go abroad because they really like the coast. 6 True.

Grammar – Present simple and present continuous

Exercise 7

• Ask students to write the numbers 1–7 in their notebooks. • Tell them that they must decide which verb is needed to •

complete each gap, choosing the present simple or present continuous form. Allow students to compare their answers in pairs before checking them with the class.

ANSWERS

1 2 3 4 5 6 7

don’t go spend take explore ’m trying ’m reading ’m not looking Grammar practice

• 1–3 star tasks to practise the present simple and present continuous. Also available on the Tests and Resources Multi-ROM.

Aims

• Revise how to use the present simple and present continuous. • Revise how to use adverbs of frequency with the present

Writing

•

Aim

simple. Complete a text with verbs in the present simple and present continuous.

Exercise 6

• Ask a student to read out the instruction. With a weaker • •

group, ask them to find the blue sentences and copy them into their notebooks. Encourage all students to refer to the blue sentences as they answer the questions in their notebooks. Check answers with the class.

• Write a paragraph about typical summer holidays. Exercise 8

• Divide the class into pairs or small groups and ask them to tell •

ANSWERS

1 Present simple: Why do you always go abroad?; We often come to Greece; I don’t like long journeys Present continuous: What are you doing?; We’re exploring the port; I’m not learning much Affirmative: Present simple: We often come to Greece; Present continuous: We’re exploring the port Negative: Present simple: I don’t like long journeys; Present continuous: I’m not learning much Question: Present simple: Why do you always go abroad?; Present continuous: What are you doing? 2 The present simple sentences talk about habits. 3 The present continuous sentences talk about activities that are happening now. 4 always, often. In the text: usually, sometimes. We use them with the present simple tense.

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• • •

each other about their summer holidays. Encourage them to use the questions in the instructions for exercise 8. Ask students to read the instructions carefully and write their paragraph in their notebooks. With a stronger group, students could write about their partner’s / classmates’  holidays from their discussions. This means they would be practising the third person s, which is useful. With a weaker group, remind them to use adverbs such as usually, always, never, often and sometimes. Go round monitoring and giving assistance while they are writing. Set them a time limit to complete the activity if necessary. When they have finished, invite some students to read their paragraphs aloud to the class or ask students to compare their paragraph with another student from a different pair / group.

Further practice

Grammar, Workbook page 6 Grammar and vocabulary reference, Workbook pages 80–83 Grammar and vocabulary worksheets, Tests and Resources Multi-ROM

Starter unit

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Vocabulary and Listening

ANSWERS

Aims

• Revise vocabulary about food. • Listen to a telephone conversation about food and answer questions about it.

Warm-up

• Divide the class into pairs. Ask each pair to choose a letter of • •

the alphabet. (The letters k, q, v, x, y and z should be avoided.) Now tell them that they have two minutes to write a list of all the food and drink words they can think of starting with this letter. When the time is up, conduct class feedback. Encourage them to teach each other any new words. Drill pronunciation of any problem words.

Exercise 1

• Focus students’  attention on the photos A–I and ask if they know the English words for any of them.

1 2 3 4 5

He describes the café as the best in the country. He isn’t eating rabbit. Ella doesn’t like cheese very much. He thinks it is one of the tastiest meals that you can eat. Ella thinks that Spanish food is healthier than what Nathan is eating. 6 She is going to try Welsh rarebit after the holidays.

Grammar – Comparative and superlative adjectives Aims

• Revise how to use comparative and superlative adjectives. • Complete a text with comparative and superlative adjectives. Exercise 5

• Ask students to copy the table into their notebooks. Then ask them to complete the table.

ANSWERS

• Ask students to check that the words they thought of are in

1  sweet  ​ 2  hotter  ​3  tastier  ​ 4  the most horrible   ​ 5  the worst   ​ 6  better  ​7  the best  

•

Exercise 6

the box. Ask them to match the food words to the photos and write their answers in their notebooks. Check answers with the class and check pronunciation.

ANSWERS

A chicken D sugar G carrots

B pepper E chilli sauce H salt

write the answers in their notebooks.

C cheese F beans I yoghurt

ANSWERS

1  most important   ​2  warmer  ​3  healthier  ​4  best Vocabulary and grammar practice

Exercise 2

• Encourage students to study the adjectives in the box. Check •

• Invite a student to read the instruction aloud. Ask students to

pronunciation together if necessary. Ask them to write these adjectives next to corresponding foods in exercise 1. They could then compare answers in pairs.

SUGGESTED ANSWERS

crunchy: carrots healthy: beans, carrots, cheese, chicken, yoghurt spicy: chilli sauce sweet: carrots, chilli sauce, sugar, yoghurt tasty: beans, carrots, cheese, chicken, chilli sauce, yoghurt

• 1–3 star tasks to practise comparative and superlative adjectives. Also available on the Tests and Resources Multi-ROM.

Speaking Aim

• Compare food using comparative and superlative adjectives. Exercise 7

• Divide the class into pairs or small groups. Ask them to read

Exercise 3  $ 1.03  Audio script pT135

• Ask a student to read the instruction aloud. • Play the recording and ask students to listen for the answers •

to the two questions. Discuss answers as a class.

ANSWERS

Nathan is visiting Wales. He describes the food there as very healthy food and the cakes are really nice.

Exercise 4  $ 1.03  Audio script pT135

• Ask students to read the questions. Play the recording again •

for them to answer the questions in their notebooks. Check answers with the class.



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• •

the instructions and to choose at least two dishes from their country which they can compare. Ask them to make sentences using comparative and superlative adjectives. They should try to give reasons wherever possible. Point out that they can include any of the adjectives on page 8. With a stronger group, encourage them to use all the adjectives they know about food (delicious, disgusting, etc.). Conduct class feedback. Elicit comparisons from a number of students. You could also conduct a class poll about which dish is the tastiest, the spiciest, the healthiest, etc.

Further practice

Vocabulary, Workbook page 7 Grammar, Workbook page 7 Grammar and vocabulary reference, Workbook pages 80–83 Grammar and vocabulary worksheets, Tests and Resources Multi-ROM

Starter unit

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Time for change Unit summary Vocabulary Vocabulary (practised and tested in 1–3 star tasks and tests) Adjectives: behaviour: acceptable, badly-behaved, common, compulsory, direct, dishonest, easy-going, fair, familiar, honest, indirect, rare, strict, unacceptable, unfair, unfamiliar, voluntary, well-behaved Adjectives: personal qualities: active, adventurous, ambitious, artistic, confident, creative, curious, hard-working, logical, mathematical, organized, sociable Extra vocabulary (practised and tested in 2 and 3 star tasks and tests) feel at home (v), feel homesick (v), miss (v), settle into (v), ceremony (n), hunt (v), status (n), tattoo (n), tribe (n), warrior (n) Word builder: achievement, arrival, protection, survival Learn it!: career, degree

Grammar have to and must: modals of obligation and prohibition can: modals of ability and permission in the present could: modals of ability and permission in the past will be able to: modals of ability and permission in the future should and ought to: modals of advice

Functional language Explaining and reacting to change (practised and tested in 1–3 star tasks and tests) How awful / surprising / exciting! That’s fantastic / dreadful / understandable. Oh dear! / no! / really? What a pity / shame! That sounds nice / terrible! What is / was it like? I really like / liked it. In the end, it was a good move. How do / did you feel? I was angry / anxious / excited. That was sad. What happened next? Well, when I was …

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Warm-up Vocabulary Aims

• Learn vocabulary about different life events. • Describe events, people and rules. •

Vocabulary presentation Interactive task to present the vocabulary with definitions and audio.

Exercise 1

• Allow students time to look at the words in the box. Check •

they know the meaning of exchange programme. Divide the class into pairs to ask each other the questions. Then invite them to report back to the class.

Exercise 2

• Encourage students to talk about their experiences in exercise 1, using the words in the word cloud.

•

Vocabulary practice 1–3 star tasks to practise the vocabulary. Also available on the Tests and Resources Multi-ROM.

Optional activity If necessary, tell students about events from your own life and ask them to write in their notebooks any words from the word cloud which apply to your experiences. Then discuss as a class.

Culture note Exchange programmes In the UK, some schools organize visits, where students studying a foreign language stay with a host family in a country where that language is spoken. In return, a student from that country stays at the British student’s home for the same period of time, usually one or two weeks..

Exercise 3

• Play the video for students to watch and interact with. Interactive video Round up: Unit 1 Episode 1: Growing up • Duration: 4.29 minutes • Topic: The events that make people feel grown up. • Task: Answer the interactive question. • Video scripts are available in the iPack Resources tab and on the Tests and Resources Multi-ROM.

Unit 1

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1.1 We have to go to school on Saturdays! Vocabulary and Reading Aims

• Learn pairs of words which are opposites. • Identify topics and speakers in blogs.

ANSWERS

1 2 3 4 5 6 7

Reading extension

• A short reading comprehension about a blog.

Warm-up

• Ask students to look at the word cloud on page 9, identify all the adjectives and write them in their notebooks.

Exercise 4

• Focus students’ attention on the text and the highlighted

Exercise 1

• Ask students to find opposite pairs within their list of •

adjectives from the Warm-up. Check answers with the class.

•

ANSWERS

words that they need to complete the sentences. Point out that they may need to change the form of the words. Ask them to write the answers in their notebooks. Check answers with the class. Drill the pronunciation of home and homesick if necessary.

ANSWERS

easy going – strict compulsory – voluntary dishonest – honest well-behaved – badly behaved direct – indirect unfair – fair unfamiliar – familiar unacceptable – acceptable rare – common

•

Sean Alison Sean Alison Sean Sean Alison

1 2 3 4

missed settled into felt at home felt homesick

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Vocabulary practice Interactive vocabulary task.

Further practice

Reading preparation Interactive task to pre-teach vocabulary for the blog.

Exercise 2  $ 1•04

Language summary, Student’s Book page 19 Vocabulary, Workbook page 8 Vocabulary reference, Workbook pages 86–87 Vocabulary worksheets, Tests and Resources Multi-ROM

• Focus students’  attention on the topics in the box. Play the •

recording for students to listen and read. Ask them to make a note of the three topics that the exchange students mention. Check answers with the class.

ANSWERS

food, people and home life, school life

Exercise 3

• Ask students to write the numbers 1–7 in a list in their •

notebooks. Then set them a reasonable time limit to scan the blogs for the correct name. After checking their answers, ask students which experience they think is better, Sean’s or Alison’s, and why.



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Unit 1

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Grammar – Modals of obligation and prohibition

Exercise 8

• Ask students to read the text in exercise 8 and to find one

Aims

• Revise how to use have / had to, must, mustn’t, don’t have to. • Learn how to use the past forms had to and didn’t have to. • Complete the sentences in a text about studying in the UK with modals of obligation and prohibition.

•

Grammar animation Presentation of modals of obligation and prohibition in context.

• Write have to, had to, don’t have to, didn’t have to, must and

• • •

• •

Exercise 5

•

•

mustn’t on the board. Elicit that these are modal verbs. Ask students to look back at the blogs on page 10 to find example sentences which contain these modal verbs and write them in their notebooks. Elicit and check their example sentences. Ask students to copy the rules into their notebooks and to complete them with the words in the box. Check answers with the class.

ANSWERS

Example sentences in the blogs: I have to be home by 10 p.m.! We have to go to school on Saturdays … We don’t have to do that in Denver. I had to memorize a whole unit for a History exam. You mustn’t wear shoes inside, you must wear slippers! I didn’t have to stay in school. 1 obligation 2 obligation 3 prohibition 4 no obligation 5 no obligation

ANSWERS

1 2 3 4

must / have to had to mustn’t must / have to

•

Grammar practice 1–3 star tasks to practise modals of obligation and prohibition. Also available on the Tests and Resources Multi-ROM.

School uniform in the UK The UK government encourages schools to have a school uniform and most schools do, at least until the age of 16. Each school decides how strictly their uniform rules will be enforced. It is important for uniforms to be available at a reasonable cost and to allow for religious freedoms.

Language in action Aims

• Practise using present and past forms of the modal verbs. • Talk about rules and the differences between primary and

example with the class. Ask students to complete the sentences in their notebooks. Check answers with the class. You could ask questions to test their understanding and encourage speaking, e.g. Which words tell you this? or How do you know this?

Exercise 9

• Ask students to look at the topics in the box. Encourage them •

ANSWERS

4 mustn’t 5 mustn’t

Exercise 7

• Students choose their own endings for these sentences. With •

a stronger group, students could write two sentences for each sentence beginning. Monitor students, giving assistance as necessary. Allow plenty of time to conduct class feedback.

T11

must / have to don’t have to don’t have to didn’t have to

secondary school.

• Invite a student to read out the instruction. Go through the

1 don’t have to 2 don’t have to 3 mustn’t

5 6 7 8

Culture note

Exercise 6

• •

adjective which means you can do something and one adjective which means you can’t do something (acceptable, forbidden). With a weaker group, give them the first letter of each word. Ask students to complete the text using the modal verbs in the correct form. For early finishers, focus their attention on the instruction: Sometimes there is more than one correct answer. Ask them to write down all the options in these cases. When they have finished, check answers with the class.

• •

to think about their primary school years and the rules that they had to follow. Invite a student to read out the example sentence. Point out that their sentences can start with the rule at primary school or at secondary school, but they should pay close attention to the tenses they use. Go round monitoring and giving assistance. Correct any errors, and praise sentences which use the modal verbs well. You could conduct class feedback or students could compare their sentences in pairs or small groups.

Further practice

Language summary, Student’s Book page 19 Grammar, Workbook page 9 Grammar reference, Workbook pages 84–85 Grammar worksheets, Tests and Resources Multi-ROM

Unit 1

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