Choices Teachers Elementary

Components for the student Choose a paper Workbook or a blended solution

Students’ Book

Workbook with Audio CD

Students’ Book with MyEnglishLab Online learning for students, instant marking and monitoring for teachers www.MyEnglishLab.com/choices

Components for the teacher

Teacher’s Book with Teacher’s Resources DVD Multi-ROM Includes photocopiable resources, video and tests

Class CDs

ELEMENTARY TEACHER’S BOOK

TEACHER’S BOOK with Resources DVD Multi-ROM

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CHOICES with Resources DVD Multi-ROM

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Flexibility in Choices caters for all your students’ needs and encourages them to be independent learners, equipped with skills for the 21st century. No student is left behind!

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Choice motivates. Motivation creates successful learners.

ELEMENTARY

ELEMENTARY

CHOICES

CHOICES

ActiveTeach Interactive Whiteboard software and Teacher’s resources

The perfect blend of print and digital.

A2 B1

Elementary

For further teacher development we recommend:

www.pearsonELT.com

SZLACHTA

CEFR A1

Pre-intermediate Intermediate

B2

Upper Intermediate

C1

Advanced

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CHOICES ELEMENTARY TEACHER’S BOOK

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with Resources DVD Multi-ROM

CONTENTS

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Students’ Book Contents

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Introduction

Teacher’s Notes

Get Ready Module

Module 1: Lifestyles

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Module 2: At Home

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Module 3: Downtown

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Module 4: Memories

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Module 5: Fitness

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Module 6: Age

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Module 7: Cinema

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Module 8: Food and Drink

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Module 9: Countries

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Module 10: Gadgets

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Irregular Verbs

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Culture Choice

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Skills Builders

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Student A and B Activities

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Word List

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Language Choice

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Students’ Book Audioscript

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Workbook Audioscript

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Workbook Answer Key

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INTRODUCTION Choices is a five-level course for secondary students, taking learners from Elementary to Advanced level. Choices Elementary offers eighty lessons of core material but because of the in-built flexibility of the course, this could be extended considerably.

2 WHY CHOICE? Choice for learners When you have an element of choice in what you do, you are more likely to be motivated, and motivation is fundamental for teenage learners. People have different learning styles and need to work in ways best-suited to them. The ability to make choices when learning is an important strategy in itself and is a crucial element of life-long learning skills which will become more and more important in the 21st century as technology and jobs change rapidly.

Choice for teachers

Every teacher has his/her own ideas about learning and teaching.

3 CHOICE IN CHOICES

• C ulture Choice: These optional lessons at the back of the book include cultural input, literature, songs and projects. They are related to pairs of modules but can be done at any time. The extensive reading can also be done by students on their own and is a good way of introducing students to guided readers (see the Penguin Readers collection). • S ound Choice (Workbook): Different language learners have different problems according to their own language and according to their own personal difficulties. A short diagnostic exercise is followed by a choice of exercises on problem sounds.

4 APPROACH In addition to the learner-development features of Choices that are related to the central concept of choice, the course contains other key elements:

a Educational Content

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Teachers work in very different contexts (e.g. number of hours, facilities, equipment) with very different groups of learners (e.g. numbers in classes, previous learning experience, interests).

• L earning Links: There are references throughout the book to extra activities which provide a further element of choice. At the end of each module, students are directed to further cultural input (Culture Choice at the back of the book), plus extra revision, practice and self assessment (in the Workbook/MyLab).

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1 THE COURSE

b Cultural Input

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In an educational context, choice must be guided to avoid chaos in the classroom. Choices introduces these elements of guided choice:

The strong content syllabus covers the key areas in the Common European Framework of Reference (CEFR), has systematic crosscurricular input and includes up-to-date and challenging topics. Each topic-based module is introduced in the Topic Talk, then the lessons include input on different thematic strands related to the main topic.

• G et Ready: This section gives teachers the choice of teaching key starter language before beginning the core modules.

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• T opic Talk Networks: Using a language is a creative activity and involves constant choice and options. Vocabulary networks provide guided choice by marrying functional exponents with lexical items. • Y our Choice: These exercises give students the opportunity to choose between different topics to discuss. • G rammar Practice: Grammatical structures are first compared and contrasted, then students are trained in choosing forms that best express given meanings or intentions. • L isten or Watch: Target functional language is presented through dialogues which can be watched DVD 1 or listened to 1.39 , depending on the equipment available.

• L istening Choice: The teacher can choose between two levels of difficulty in the listening CDs. One is slower ( 1.2 ), without accents. The other is faster and more natural ( 1.3 ), with different regional accents. This feature gives the teacher a choice, depending on the level of the students, and the option of listening to the more difficult version after students have listened to the easier level.

Choices not only provides systematic cultural input about Englishspeaking and other cultures but gives frequent opportunities for students to talk and write about their own culture, thus strengthening their own cultural identity. In main lessons, Your Culture spots relate the topics to the students’ own culture. The five Culture Choices at the end of the coursebook have input about English-speaking culture and cultural awareness, literature (poems and stories) and songs, and My Culture Projects allow students to research information about their own culture and then talk or write about it.

c A Broad Approach to Language Rather than establish a false dichotomy between vocabulary on the one hand and grammar on the other, the language syllabus in Choices integrates different strands of linguistic input in both grammar and skills lessons through a comprehensive focus on morphology, syntax, word grammar, lexical features, text grammar, functions, conversational grammar and phonology. Features in Choices that enable the course to cover this broad scope of language are: • V ocabulary Networks: They combine key functional language with useful lexical sets and enable students to talk about common exam topics in a personal way.

• L anguage Choice: This booklet, which provides options for extra practice related to new language and language reference, comes in a convenient, fold-out section at the back of the book.

• S entence Builders: They focus on difficult areas of syntax which often cause students problems and systematically cover written linkers.

• S kills Builders: Teachers and learners have the choice of using this section while doing communicative tasks and when revising; it gives support in terms of both strategies and language, with examples of linkers, explained text models and model dialogues.

• W ord Builders: They look at lexical features such as plurals and multi-part verbs. • T ext Builders: They cover text organisation and style in written language.

• L anguage Review/Self Assessment: Students do language revision exercises, listen and check their answers and use a feedback guide to choose what they need to practise more.

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d Integrated Skills

At the back of the Students’ Book, there are the following:

As in real life, where communication usually involves more than one channel at a time, skills in Choices are always developed together. For example, in the main skills lesson, there are always at least three out of four of the main skills:

• Skills Builder (a section of support strategies and model language and texts)

• O ral Production: Every Topic Talk has an activity in which learners can talk about their own lives. There are other such tasks in the main skills lessons and Speaking Workshops.

• Language Choice booklet (which provides further language practice of both vocabulary and grammar and also has a reference section for each language point that is presented)

• L istening (Watching): There are four or five listening tasks in each module with a wide variety of text types: monologues, stories, dialogues, interviews and radio documentaries. Watching tasks centre on functional dialogues in realistic situations. Pronunciation activities involve intensive listening with tasks to develop learners’ ability to distinguish sounds, words and expressions. There is further listening in the Culture Choices and there is one song. • R eading: There is one major reading text per module and other shorter ones in the grammar lessons and the workshops. Text types include articles, book reviews, adverts, letters, notes, a postcard, websites, magazine interviews, a magazine letter page and blogs. There are also five further reading texts in the Culture Choice sections (one review, one article and three stories).

e Critical Thinking and Information-handling

After every second module, there is an Exam Choice zone with practice tests for reading, listening, use of English and writing. The Sound Choice section allows students to work on their pronunciation.

3 MyLab This online resource allows teachers and students to interact beyond the classroom. It has all the practice exercises of the Workbook, which can be automatically graded, and instant feedback can be sent to the student. Teachers can use MyLab to assign homework and see their students’ progress in the gradebook.

4 Teacher’s Handbook The Teacher’s Handbook contains reduced pages from the Students’ Book, along with teaching notes, answers, teaching tips, suggestions for extra exercises and background information about the contents of each spread. It also contains the Students’ Book tapescript, the Workbook tapescript and the answer key.

5 ActiveTeach

This DVD-ROM is a teaching resource, providing everything needed both for the classroom and for preparation. It contains: • a n interactive whiteboard of the Students’ Book with integrated audio and DVD, interactive activities and zoomable areas

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Elements of critical thinking are introduced in reading and listening tasks: inference of non-explicit information, analysis of textual elements such as author’s style or context, evaluation of content or arguments in the text, application and discussion of knowledge or ideas from texts.

f Communication Strategies

The Workbook gives further practice of the language introduced in the Students’ Book. Each module directly reflects the content of the corresponding module of the Students’ Book. At the end of each module, there is a revision section followed by a Module Diary where students assess their progress.

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• W riting: There is writing in every module. In even-numbered modules, there is a focus on written syntax, reference and linking followed by a short writing task: descriptions, advert, blog post and instructions. In odd-numbered modules, there are more text types in the Writing Workshops: an invitation, an informal letter, a formal email, a postcard and short notes. Clear models are provided and there are staged tasks, plus work on text organisation and style. Further models of text types are given in the Skills Builder, which illustrates target features and language.

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• O ral Interaction: There are interactive speaking activities throughout the book, especially in the oral skills lessons and the Speaking Workshops.

• Culture Choice (optional lessons which present reading texts, and songs with projects related to the students’ own culture)

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There is a systematic focus on communication strategies in the Skills Builders for both receptive and productive skills. For reading and listening, there are both general processing strategies such as working out the meanings of new words, plus exam task strategies such as doing matching or multiple-choice tasks. Writing strategies are embedded in the tasks in the Writing Workshops and explicit speaking strategies appear in the Speaking Workshops.

g Guided and Staged Production Both shorter and longer productive tasks are guided in Choices. For example, in main skills lessons Your Choice tasks contain brief preparation stages. In the longer Writing Workshop and Speaking Workshop, there are explicit stages followed by feedback activities to enable students to reflect on or react to their partners’ writing or what they have said. The Skills Builder acts as a back-up when learners are doing these tasks, providing model texts and dialogues.

5 COMPONENTS The components of the course are as follows:

1 Students’ Book The Students’ Book consists of ten thematic modules and a Get Ready section. Each module is clearly divided into sections: Topic Talk (opening page of the module), Grammar, Skills, Writing Workshop, Speaking Workshop. There is a one-page Language Review after Modules 2, 4, 6, 8 and 10.

• photocopiable activities to use in the classroom • t eacher development workshops on diff erent elements of language teaching • a comprehensive mapping of Choices to the CEFR.

6 Class Audio CDs The Class Audio CDs contain all the listening activities recorded in the two levels of difficulty, plus recordings of all the reading texts.

6 CHOICES AND THE COMMON EUROPEAN FRAMEWORK OF REFERENCE Choices covers most of the descriptors of the Common European Framework of Reference (CEFR) at each level, except some of those related to work and other adult contexts:

Choices Elementary Pre-Intermediate Intermediate Upper-Intermediate Advanced

CEFR A1–A2 A2–B1 B1–B2 B2 B2–C1

UCLES KET PET PET FCE

For a complete breakdown of the descriptors covered at this level, see the Teacher Development Workshop entitled Evaluation: European Framework of Reference on the Choices ActiveTeach.

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TOPIC TALK These boxes contain the learning objectives of each module.

The Topic Talk introduces the module topic.

Systematic practice of pronunciation (e.g. unstressed words, word stress, contractions).

Vocabulary networks present key lexical sets and functional language to talk about the topic.

The Language Choice booklet provides extra practice and reference.

GRAMMAR

Students read texts containing target grammar in context and do simple reading tasks.

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Warm Up sections introduce the lesson topic.

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Students have the chance to personalise the topic and talk about themselves.

Practice activities check concepts and provide oral and written practice.

Grammar Alive sections link grammar with functional areas and provide practice in everyday contexts.

Presentations encourage students to work out rules in a guided way.

The Language Choice booklet provides more grammar practice and reference.

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SKILLS READING / WRITING Word Builders systematically present lexical features (e.g. plurals/multi-part verbs).

Warm Up activities introduce the topic of the lesson.

Sentence Builders focus on linkers and sentence structure.

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No Comment boxes include quotes about the lesson topic.

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Skills Builders at the back of the book provide useful reading strategies.

Your Choice activities give students an element of choice.

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SKILLS READING / LISTENING

Language Choice activities provide reference and further practice.

SKILLS BUILDERS

Listening 1 Matching with pictures (the main idea)

4 Matching (qu text)

Page 5, Exercise 2

Page 49, Exercise

• Before you listen, look at the drawings or pictures. Try to answer these questions: What is in the picture? Where is it? Who is in it? What is happening? • Make a list of possible words and expressions (e.g. wake up/alarm clock/feel tired). • When you listen to something, listen out for these words to help you identify the main idea. Then match the people with the pictures.

There is a variety of reading texts (e.g. articles, adverts, websites).

• Look at any pictu listening to help • Read the questio them (e.g. Where – downloading/bu • Think of words re questions (e.g. g CDs/sharing). • When you listen, word. Listen out similar words (e.g • Remember that t to different topic • If you are not sur guesses.

2 Multiple choice (specific information)

Skills Builders at the back of the book have useful listening strategies.

Page 17, Exercise 8 • Before you listen, read the questions carefully. • Try to guess answers to the questions when possible. Use your knowledge of the world or any pictures there are. • The first time you listen, listen out for the information. Sometimes it is in a different form (e.g. ¼ and not 25 percent). • When you listen again, try to get the rest of the information. • When you don’t know an answer, make a guess.

5 Multiple choi

Page 65, Exercise

3 True/false (specific information) Page 33, Exercise 7

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• Read the statements. Identify important words or expressions (e.g. treasure/rescue). • Read them again. Guess if the statements are true or false. Use any pictures there are to help you or use your general knowledge (e.g. about science fiction films). • Listen the first time. Get the general idea and identify the important words or expressions or 05/10/2012 words with similar meaning.

• Look at the word before you listen - Are there any w look similar? - Do you think th • When you listen, these things to h - the context (e.g kinds of shirts: - your general kn when they are back legs.). • Look at the three best one.

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SKILLS SPEAKING

Students can listen to or watch everyday functional dialogues.

Pronunciation activities focus on intonation.

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WRITING WORKSHOPS

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Talk Builders present functional language. Skills Builders provide further reference.

There are reading activities with model texts.

Skills Builders provide model texts with explanations.

Skills Builders give communication strategies. Learning Links direct students to Culture Choices and Workbook activities.

Staged writing tasks are provided.

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LANGUAGE REVIEW Exercises test knowledge of language from the previous two modules.

Revision of Grammar

Revision of the Vocabulary network Revision of the Talk Builder Revision of the Word Builder Students listen, check their answers and decide on further practice.

Revision of Grammar

Learning Links direct students to the Workbook.

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Revision of the Sentence Builder

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CULTURE CHOICES

Reading tasks include inference (reading between the lines) and evaluation.

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Culture Choices are optional lessons at the back of the coursebook.

Texts include stories, novel extracts and songs.

Your Culture activities relate the topic to the students’ own culture.

Glossaries provide meanings of new words.

Listening texts provide cultural background.

Projects get students writing and talking about their own culture.

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1 Give students five minutes to work out the answers in pairs. If they are unsure, encourage them to guess.

Answers: Countries: Bulgaria, Britain, Poland, Hungary, Spain, Italy Numbers: thirtythree, fifty-five, fifteen, eight, twenty-two, forty-nine Tip: Try to give all of your instructions in English but keep them simple and always try to use the same instruction for the same activity. If your class is not very confident, then to begin with, say the instruction in English, followed by the L1 equivalent. As students get used to this, you should then be able to use only English. Elicit descriptions of the photo, e.g.There is a computer. There are two people. The girl is happy. Tell students they will hear two people talking.

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Write up the countries and the number words from the vocabulary box on the board and, as you check the pronunciation, mark the stress pattern on each word. Check thirteen/thirty, fourteen/forty and fifteen/fifty carefully and mark the stress on the words as necessary. 4

sixteen

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Answers: Student page

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3 Read the sentences with students and highlight what they are listening for in each gap (an age, the number of a house and a telephone number).

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Answers: Student page

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Extra Exercise Bingo Ask students to write down six numbers between 1 and 30. Tell them that you will read out various numbers and they should tick a number if they hear it. Anyone who hears their six numbers should shout Bingo.

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5 Once students have matched the information, try to elicit any other information they may have understood, e.g. Where is Mr Roberts from? (Australia) Where is Mario from? (Argentina) Where is Eirka from? (Hungary)

Answers: 2 Italy 3 Australia 4 Argentina 5 Hungary

For practice, students turn to LANGUAGE CHOICE 1.

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9 Give students a few minutes to complete individually. Ask two confident students to read each of the dialogues for a class check.

My I'm are

Answers: Student page We

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their His

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Tip: If you feel students won’t be happy sharing personal information, ask them to choose a famous person and make up the information. You could also use this idea for an extra exercise.

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to be and I/my, you/your etc. Give students five minutes to complete the table. Ask students to check their answers in pairs. 6

Answers: Student page 7 Do this as a class activity, pausing the recording as necessary to allow the class to repeat.

For practice, students turn to LANGUAGE CHOICES 2 AND 3.

Give students a few minutes to complete the sentences. Monitor by walking round the class and checking. Elicit individual answers from students who you know have the correct answers. 8

Answers: Student page Extra Exercise Put students in A/B pairs. Ask them to read through the dialogue twice, taking turns to be the secretary and the student. Monitor and make a note of problems with pronunciation. Write up these words on the board and check them as a class. For practice, students turn to LANGUAGE CHOICE 4.

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10 Give students a minute to write down what they need. Having a written note will help them when it comes to the next task.

11 Let students stand up and walk around the class to do this. They can practise the language and also meet other students in the class who they may not know. Monitor and help where necessary. 12 Play the recording and pause it after each word if necessary, to give students time to write the answer.

Answers: 2 secretary 3 fourteen 4 twelve 5 teacher 13 Do this as a class exercise using choral drilling. Pause the recording and encourage the class to repeat. 14 Model the exercise by asking a confident student (or a volunteer) the first question and another student the second question. Give students two or three minutes in pairs to do the same.

Now your students can: • use numbers from 1–55 • give and ask for personal information • recognise the form of the verb to be and use it in simple sentences • recognise subject pronouns and possessive adjectives.

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1 Select different students to read one sentence each (a–g). Give students time to check their answers in pairs before the class check.

Answers: Student page 2 Students work in pairs to complete the text. 3 Play the recording twice if necessary, so students have time to check their answers to Exercise 2.

Answers: Student page Tip: Use L1 to explain grammatical terms if you think it will help students.

Imperatives Pause the recording to give students time to repeat. 4

For practice, students turn to LANGUAGE CHOICE 5.

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read

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Answers: 2 Don’t use your language in English class. Use English. 3 Use a dictionary in class. Don’t use a dictionary in exams. 4 Don’t write sentences in the coursebook. Write sentences in your notebook. 5 Listen to your teacher in class. Don’t listen to your MP3 player in class. 6 Do your homework at home. Don’t do your homework in the lesson.

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Encourage students to use the vocabulary box in Exercise 1 to help them. Elicit the answer to cue 2 from the class and write it up on the board. Give students five minutes to complete the rest of the exercise. 5

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Divide the class into groups of five or six. If you have a small class, divide them into two groups. For a less confident class, model the activity first, using two or three of the instructions. 6

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7 Write up the sentences on the board and draw intonation lines so students can see where to rise and fall. Do this as a class exercise using choral drilling to start. Then choose a few students to repeat individual sentences.

Now your students can: • use imperatives to give instructions • ask for repetition.

8 Put students into A/B pairs. To make sure students are confident about their instructions, give them a few minutes to write down five instructions in their notebooks before they practise.

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4 Play the recording and pause it to give students time to repeat as a class. Focus on the weak form of can, making sure students say /kən/, not /kæn/.

For practice, students turn to LANGUAGE CHOICE 6. 5 Refer students back to the dialogue in Exercise 2 to help them do this. Check by asking individual students to read their sentences.

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Answers: 2 She can’t play the piano. 3 She can sing. 4 Jack can speak French. 5 He can’t ski. 6 He can play football. 6 Students work in pairs. Give them five minutes to ask and answer questions about their abilities. Monitor and help where necessary.

Extra Exercise Give students more practice by allowing them to walk around the class asking various students about their abilities. If you have a particularly large class, divide it into two, allowing the groups to question each other. For more confident classes, you may want to extend the vocabulary set. Elicit any other abilities students may have that aren’t in the Abilities box. Elicit the English words for them and write these up on the board. 7 Pause the recording to give the class time to repeat the questions.

Ask students to read the words in the box and underline any words they don’t know. In pairs, students can then compare and help each other. Monitor and help where necessary. Write up on the board any words the students don’t know, and explain them. 1

Tip: Make a personal note for yourself of these new words. You can use this list to test students in future lessons. Answers: Student page

Listen and read the dialogue and elicit class feedback on Tracy’s and Jack’s abilities. Give students a further two minutes to read the dialogue in pairs. 2

Answers: Tracy: play tennis, sing, dance, upload photos, download music Jack: speak French, count to 100 in Russian, ride a bicycle, play football

8 Do a couple of examples first, before students work in pairs. Ask: What’s ‘paint’ in (Polish)? It’s (malowac).

Now your students can: • talk about their abilities • use can/can’t for ability • ask for meaning.

can/can't 3 Give students five minutes to complete the table. Give students time to check their answers in pairs before the class check.

Answers: Student page

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1 Elicit the answers as a class and use other objects in your classroom if possible to check the meaning of the remaining objects. Use the photos on the page and objects in your classroom to check the meaning of the adjectives and colours, e.g. Is the photo special or beautiful? (special) What colour is the scarf? (pink and grey) Finally, elicit students’ favourite things, write them up on the board and check their meaning in English.

Answers: a photo b poster c earrings d scarf

Play the recording and pause it to allow time for students to repeat the sentences, using choral drilling and individual repetition.

those these

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Answers: 2 The photo is of her granddad. 3 The earrings are blue. 4 The poster is of Eminem.

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2 Students work in pairs. Give them five minutes to find the differences. When discussing the answers, encourage them to use full sentences.

Extra Exercise To consolidate the difference between this/that and these/ those, bring your own objects into class or simply use objects already in your classroom. Place the objects so that it is clear that this/these is nearer to you and that/those is further away. Students can use their objects to do the same thing in pairs. Keep the language simple as in the box in Exercise 3. Tip: Visual exercises like the one above are often more memorable to students (particularly for students who learn more visually). Use them in conjunction with more traditional exercises to aid learning.

4 Check understanding of over there. How does it help students to choose the correct word? (It indicates distance away from the speaker.) Give students two minutes to complete and to check in pairs.

Answers: Student page 5 Put students into new pairs for this activity, It will work better if at least one of the students is not at their desk.

For practice, students turn to LANGUAGE CHOICE 7.

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Possessive pronouns 10

Give students two minutes to complete the lists. Ask individual students to read out what belongs to each person or do a class check. his hers ours theirs

mum's Chris's Tessa's Our

parents' mine

hers yours

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Possessive ’s 6 Once students have listened to the recording, write up dad’s paintings, Chris’s guitar and my parents’ books on the board. Drill the pronunciation as a class. Check understanding by asking: Are they mum’s paintings? (No, they aren’t. They are dad’s paintings.) Is it Tess’s guitar? (No, it isn’t. It’s Chris’s guitar.)

Answers: Her mum: CDs Her parents: books Chris: guitar Tess: shoes

Answers: Chris: tennis racquet, football Her grandparents: piano Her mum: old computer, CDs 11 Encourage students to use Exercise 10 to help them. In feedback, read the full sentence. Point out the difference in sentence structure but explain that the meaning is the same. Ask: Where is the noun in the sentence? (After the possessive adjective but before the possessive pronoun.)

Answers: Student page Tip: It is a good idea to start to introduce students to simple grammatical terms in English and then always refer to them in English, e.g. a noun, an adjective, etc. For practice, students turn to LANGUAGE CHOICE 9. 12

Encourage students to use the table in Exercise 11 to help them. In feedback, check if the answer is a possessive adjective or a possessive pronoun. Answers: Student page 13 Use choral drilling to say the sentences. Play the recording to help with the correct polite intonation.

7 Give students two minutes to complete the table individually, before the class check.

Answers: Student page 8 Practise the possessive endings, using choral drilling. Once students are confident, use a mixture of choral drilling and individual repetition.

For practice, students turn to LANGUAGE CHOICE 8. 9 Encourage students to use Exercise 6 to help them. Give students time to check their answers in pairs before the class check.

Answers: Student page

14 Check students know which objects they are using before giving them five minutes to practise. Monitor and check pronunciation and intonation.

Now your students can: • use this, that, these and those to refer to objects • describe family and possessions using the possessive ’s • use possessive pronouns to describe who objects belong to.

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1 Divide the class into groups. Give students five minutes to work out who the people are using the family words from the box. Rather than the traditional class feedback, ask one student from each group to come and write up one of the sentences on the board. Start to do this as students begin the exercise to move things along.

After students have listened to the recording, put them into pairs to read the dialogue again. Monitor and help with pronunciation where necessary.

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Extra Exercise If you have flashcards that represent colours and appearance, then use these. If not, use pens to colour on white paper and find pictures from magazines to represent the hair colours. Hold each flashcard up, encouraging students to say what they can see (blue, black, red hair). Go through the flashcards a few times, focusing on any that give difficulty.

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Answers: Emma is Jamie’s sister. Eric is Jamie’s dad. Claire is Jamie’s sister. Dave is Jamie’s granddad. Alice is Jamie’s grandmother. Ruby is Jamie’s sister.

Extra Exercise Check hair and eye colour with students. You will need to make statements rather than ask questions as the forms of have got come up next – Marco’s hair is black. No, it isn’t. It’s blond./Yes, it is. Ask students if the adjectives are positive or negative (positive). Make a statement about one of your students, e.g. Anna is hard-working. Elicit meaning and ask students to make similar statements, checking meaning as they do so.

Answers: Jamie’s sister, Ruby: blond hair, blue eyes Jamie’s sister, Emma: blond hair, blue eyes Jamie’s sister, Claire: tall, brown eyes and long, brown hair

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5 Give students five minutes individually to complete the task.

Answers: 2 No, they haven’t. Eric and Sarah have got three daughters. 3 No, he hasn’t. Dave has got three granddaughters. 4 No, he hasn’t. Ruby’s brother has got blond hair. 5 No, they haven’t. Claire and Eric have got brown hair. 6 No, they haven’t. Eric and Jamie have got short hair.

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Have 6 Encourage students to use contractions when possible. Check answers as a class and then put students in pairs to read the dialogue.

Has hasn't

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Answers: Student page

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7 Give students five minutes to complete their notes, using the information on the page to help them. Monitor and help where necessary. 8 Put students into A/B pairs. Try to pair students so that they are sitting with someone they don’t know so well. It will make the conversation more meaningful. Check by asking students about their partners: Has Filip got a brother? 9 Ask for a volunteer to come to the board and tell students to help him/her to write the days in the correct order. When they have finished, check and make corrections as necessary. 10 Pause the recording so that students can repeat each sentence.

have/has got 3 Encourage students to use the dialogue in Exercise 2 to help them complete the table.

Answers: Student page It is important with beginners to practise the pronunciation within the lesson as shown. Use a mix of choral drilling and individual repetition. 4

Tip: Repetition and drilling are one of the best ways to help grammar and vocabulary stay in students’ memories if they are beginners. Use choral drilling to build confidence, and select stronger students to begin with for individual drilling. As students get used to this, they should all be happy to repeat in open class. For further practice, students turn to LANGUAGE CHOICE 10.

11 Tell students to make up different information. Monitor and help where necessary.

Now your students can: • talk about their family and describe their appearance • use have got to describe family members.

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1 Give students two minutes to do this matching exercise individually before the class check. Check the remaining vocabulary items and help with stress and pronunciation as necessary.

Answers: b history c science d geography 2 Decide which speed recording is best for your class. Don’t worry if students don’t understand every word – a few words should be enough to work out the answers.

Answers: 1 history 2 English 3 maths

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Extra Exercise Students ask and answer in pairs, e.g. A: What is your favourite subject? B: My favourite subject is maths. Extend the activity by encouraging students to ask other people in their class. Check as a class. Ask: What is Ana’s favourite subject? Her favourite subject is history.

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4 Give students five minutes to complete the lesson times for the day. Monitor and help where necessary. In feedback, ask students to say which are their favourite lessons and encourage full sentence answers.

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3 Use the recording to encourage students to repeat the time phrases. Focus on the weak form in to which is pronounced /tə/ and not /tu:/: (/twenti/ /tə/ /ten/).

For practice, students turn to LANGUAGE CHOICE 11.

Object pronouns 5 Use the sentences in the box as part of choral drilling. Ask students to write the translated sentences in their notebooks.

For practice, students turn to LANGUAGE CHOICE 12.

6 Encourage students to use the table in Exercise 5 to help them. Give students time to check their answers in pairs before the class check.

8 Give students five minutes to repeat their dialogues in pairs, making sure they are both student and teacher. Monitor and help where necessary.

Answers: Student page

Now your students can:

7 Use choral drilling before choosing individual students to listen and repeat.

• recognise a variety of school subjects • tell the time • use object pronouns in simple sentences • ask for permission.

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Tip: Collect and keep pictures that you see in magazines or fl ashcards that you make. Once you have a useful collection, lesson preparation will be quicker the next time. Play the recording twice if necessary. Give students time to check their answers in pairs before the class check. 2

Suggested answers: a chat online, watch TV, films, go to discos and parties b football, tennis, running and swimming, listen to music, use the internet c fashion, computer games, use the internet, chat online, listen to music, watch films, buy things online Play the recording twice if necessary. Remind students that all the answers are in the network. 3

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chat with friends online go to discos and parties go to the cinema

Background Interests and free time activities: dance, drama, music and art are popular as out-ofschool activities, in addition to sport. Most schools and colleges in the UK off er afterschool clubs focused on particular activities that teenagers can attend. These clubs provide an opportunity to make friends as well as enter competitions or perform for a wider audience. Most teenagers have mobile phones, MP3 players and computers at home (75 percent of UK households have a home computer); downloading and listening to music is popular as well as chatting on social networking sites.

TOPIC TALK 1 Make sure students know where to find the words they need in the network. Elicit suggestions and write them up on the board.

Suggested answers: a computer games, computers, chat with my friends online, use the internet b sport, go running c fashion, go shopping Extra Exercise Bring in photos or pictures from magazines to match the other activities and interests in the network boxes. Drill the vocabulary items chorally and individually.

Answers: Student page 4 Play the recording once or twice as necessary. Give students time to write and check the sentences in pairs before the class check. Then play the recording once again, allowing time for students to repeat individually.

Answers: 2 My name’s Kate. 3 I like dancing and films. 4 On Sunday, I go to the cinema. 5 On Sunday, I relax at home. For practice, students turn to LANGUAGE CHOICE 13. Tip: If you are not confi dent about modelling pronunciation, use recordings as a model to encourage students to listen and repeat. Play the recording as many times as necessary for students to copy. 5 Go round the class to monitor and help students in their groups where necessary. Write up any new words on the board. Elicit information from students to check what they have found out.

Now your students can: • talk about their interests • say when they do things.

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Background Super-rich: to be super-rich, you have to have money in the millions or billions. According to one source, you aren’t rich if you have to spend capital: you must be able to live off the interest. London is home to 36 of the world’s richest billionaires.

Warm Up 1 Put students into groups of three for this activity. In feedback, find out from each group if they all had the same answers. 2 Elicit how much money students think is ‘superrich’ (thousands, millions or

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Extra Exercise Before opening books, choose two students (A and B) to sit on chairs with their backs to the board. Divide the class into two teams down the middle of the classroom. Choose words from the Get Ready lessons and include the words here in Exercise 1. Write one word at a time on the board. Students have to describe the word (without saying it) to their team member on the chair. Whoever guesses first (A or B) gets a point for their team. At this level, students can mime as well as trying to describe the word in English.

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Private education: super-rich parents generally send their children to private schools. In the UK, the cost of these schools has risen faster than most people’s incomes. There are 1,200 private schools in the UK and they educate about 6 percent of the nation’s children. These schools are also popular with rich families world-wide because they have smaller class sizes, more varied extracurricular activities and better facilities than most schools.

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Kensington Gardens: a road which borders Hyde Park in London, known as ‘Billionaires’ Row’.

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billions of pounds). Ask them to read the opening paragraph of the text to check. Give students two minutes to read through the text. Ask: How old is Robert? (nineteen) What days does he work in the bookshop? (Friday and Saturday) What does Lindsay do in the morning? (swimming) Don’t worry about eliciting full sentences.

Present Simple 3 Ask students to underline the sentences in the text as well as completing the table. Check the rule below the table with the class.

Answers: Student page

4 Students match the sentences with the uses and find further examples.

Answers: a 2 b 1 Regular events (Robert): they cook; Robert always goes to college; my day starts; I cycle; I work; I often play football (Lindsay): she goes swimming; goes shopping, plays golf; goes out with her friends Things that are true (Robert): he lives; they like shopping; he doesn’t use a car; my family is rich; my teachers and friends don’t know; my life is very ordinary (Lindsay): never starts her day; doesn’t do housework; my friends come from rich families; we don’t study or work; we love parties and go to discos; I don’t want to work; they’re always tired

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Extra Exercise Before the lesson, make a note of three sentences about yourself. One sentence should be false and the others true, e.g. I always go swimming on Saturday. I often go to discos. I never eat breakfast. Read your sentences to the class. Write them up on the board if necessary. Students guess the false sentence. If you have a confi dent class, encourage them to ask you questions to fi nd the answer. In pairs, students play the same game.

go don’t like eats doesn’t understand

doesn’t talk live works doesn’t work

For practice, students turn to LANGUAGE CHOICE 15.

goes plays

Once students have completed the sentences, give them three minutes to discuss their answers with their partner. 8

go out Josh Josh Katie

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Tip: Discussing answers in pairs or groups encourages students to become independent learners.

Practice 5 Give students a few minutes to complete the sentences. Give students time to check their answers in pairs before the class check.

Answer: Student page For practice, students turn to LANGUAGE CHOICE 14.

6 Check understanding of private school and home-cooked dinners.

Answers: Student page 7 Encourage students to use the text to help them complete the Sentence Builder. Do the exercise together as a class activity.

Grammar Alive 9 Play the recording twice if necessary, to allow students time to complete and check their answers.

Answers: Student page 10 Go through the example with the class to make sure that students understand what to do. Students work in pairs. Give them five minutes to complete the sentences. 11 Divide the class into groups to complete the activity.

Extra Discussion Depending on how confi dent students are, you could ask them what they think of Robert and Lindsay. For less confi dent students, you could ask more targeted questions, e.g. Do you like Lindsay’s/ Robert’s life? Is Lindsay/Robert a hard-working person?

Now your students can: • recognise form and meaning of the Present Simple • use adverbs of frequency to talk about habits.

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Background Aborigines: Australian Aboriginal culture is one of the world’s longest surviving cultures. There are over 200 distinct languages and differing groups across the continent. In 1976, the Aboriginal Land Rights Act gave nearly 36 percent of Northern Territory back to the Aborigines. Manyjilyjarra: in 2004, there were estimated to be less than 500 speakers of the Manyjilyjarra language, a highly endangered language. Jigalong: is part of Martu country in the central part of the Pilbara region.

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Parnngurr: is a medium-sized Aboriginal community in the Pilbara region.

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Read the definitions to help students with the pronunciation of unfamiliar words like didgeridoo. Match the pictures as a class. Write ˈdidgeriˈdoo, Aboˈrigines, tra ˈditional and ˈboomerang up on the board, indicating the stress. Say the words using choral drilling. 1

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Part 1 Extra Warmer Draw an outline of Australia on the board. Ask what country it is. Elicit language relating to Australia and write it up on the board. This can be simple sentences or single words, e.g. It’s a hot country, English, boomerang.

Warm Up

Answers: Student page

Reading 2 Go through SKILLS BUILDER 7 and check students understand the strategies.

Answers: Student page Check understanding of camel, gun, desert and modern. 3

Answers: Student page

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4 Write up Traditional and Modern on the board. Students work in pairs. Choose individual students to write the answers on the board, under the correct heading.

6 Go through the example with the class. Elicit which part of the second sentence isn’t needed in the new sentence. Students then complete the exercise.

Answers: Traditional: paint pictures, hunt animals, get food from the desert, make fires, sing songs, play the didgeridoo Modern: MP3 players, guns, live in modern houses, shop

Answers: 2 At school they play sports, like football. 3 The men hunt animals, like wild camels. 4 They use modern technology, like MP3 players and mobile phones. 5 Martu artists paint pictures of animals, like lizards, kangaroos and birds.

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Elicit the translated sentences.

Answer: They speak five Aboriginal languages, like Manyjilyjarra. For practice, students turn to LANGUAGE CHOICE 16.

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8 Ask students what kind of words these are (nouns). Highlight the different plural spellings for different nouns. Give students a few minutes to find the answers.

Answers: Student page 9 Repeat several times as necessary, especially if students are struggling with pronunciation.

For practice, students turn to LANGUAGE CHOICE 17. 10 Tell students to use the Word Builder to help them. Give them three minutes to complete individually. Students check in pairs before the class check.

birds

stories women

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Answers: Student page

school life man women

stories

Part 2

Listening Choose the speed that is appropriate for the class. Play the recording once for students to listen only. They can make notes on the second (and third) listening. 7

Tip: You can be flexible with the different speed recordings that are provided. You could use the slower one on a first listen and then the faster one the second time (or the other way round). They can be used to build confidence or to challenge more able classes.

11 Give students five minutes to complete the sentences individually. Monitor and help where necessary. Remind students that they can turn back to Lesson 1 for ideas and help. 12 Tell students that they should read all of their sentences from Exercise 11 before their partner guesses.

No Comment Ask students what the difference is between the Aboriginal man and the ‘white’ man. (The Aboriginal man doesn’t try to change the environment to suit his needs, he accepts what he has, the white man exploits it to make his life better.)

Now your students can: • use like as a comparison • recognise a variety of plural nouns.

Answers: 2 It is the size of Britain. 3 They speak two Aboriginal languages. 4 It hasn’t got a shop. 5 The women and children usually hunt kangaroos. 6 Then people tell stories, sing songs and watch TV.

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Background Blog: a personal diary published on the internet. Facebook: a social networking site. People can write messages, put photos on their page and chat to other Facebook members.

Extra Exercise Divide the class into four or fi ve groups. Prepare about fi ve words taken from the previous lesson, e.g. didgeridoo, boomerang, Australia, traditional, kangaroo. Dictate letters from each word as an anagram. The fi rst team to work out the word and spell it correctly, holding it up on a sheet of paper, wins a point.

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Does Does

do

Extra Exercise Before students open their books, write up Technology on the board. Elicit as many words as students know and write them up on the board.

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Warm Up

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Skype: a service that allows people to communicate on the internet with both voice and video. The service is free between Skype users.

1 Students read through the interview. Elicit one way Christie uses technology first, before asking students to underline other words and phrases.

Suggested answers: She has a laptop, writes a blog, uses the internet to buy things, watch films and for her studies. She goes on Facebook and Skype with friends. They share music and read blogs.

Present Simple: questions Students can use the interview with Christie to help them complete the table. 2

Answers: Student page

3

In feedback, check the question forms.

Answers: 2 Do your parents write blogs? 3 Do you read books? 4 Does your English teacher use technology in class? 5 Does your grandmother use the internet? 4

Ask: Is do/does needed for 2?

Answers: 2 What does your mother buy online? 3 What films do you watch online? 4 How do you contact your friends? 5 What websites do your friends visit regularly? 6 How often do your family chat online?

Grammar Alive 5

Play the recording twice if necessary.

Answers: 2 Do you use a mobile? 3 How do you contact your friends? 4 And what do you do? 6 Give students five minutes to prepare the questions before the class check. 7

Students work in pairs.

Now your students can: • form questions and give short answers using the Present Simple.

For practice, students turn to LANGUAGE CHOICE 18.

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3 Allow students to check in pairs before listening. Go through SKILLS BUILDER 29. They read the dialogues in pairs.

Answers: Student page 4 Play and pause the recording. Do this as a class exercise using choral drilling. 5 Look at question 1 and elicit why a and c are incorrect (a is when you meet a person and c is when you say goodbye). Students then complete the rest of the exercise individually.

Answers: Student page 6 Encourage students to personalise the dialogues. Monitor and help with intonation.

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7 Go through SKILLS BUILDER 29. They can also turn back to page 9 to find ideas on sporting abilities. Give students five minutes to make notes individually. Monitor and help where necessary.

Give students time to prepare, referring them to SKILLS BUILDER 30 for support. Check students understand the strategies. Students then need to turn to page 116 as a guide for each of the dialogues. Make sure students are confident before asking for volunteers to act out their dialogues to the class.

Now your students can: Extra Exercise If you are using the DVD, play it the first time without sound. Ask students to look at the people and the surroundings to get an idea of the situation. They can make notes in the form of sentences or just words. Elicit ideas from students about what they see. Tip: This approach helps students to relax, knowing that they don’t have to understand any language the first time round and simply have to familiarise themselves with the situation.

1 Go through SKILLS BUILDER 1 and check students understand the strategies.

• use polite phrases to meet people, introduce friends and say goodbye.

Elicit descriptions of the photos. Give students five minutes in pairs to read the questions, think about the answers and make notes. Answer: Student page 2 Give students one minute to read through the sentences first. Students check in pairs before the class check.

Answers: Student page

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Background Perth: the capital city of Western Australia. The summer in Perth is hot and dry and runs from December to March. February is usually the hottest month of the year. London in comparison is usually very cold in February.

Extra Exercise Ask students to look at the letter and find all the sports and free time activities they can (swimming, surfing, football, basketball, etc.). Elicit what sport the girl in the photo is doing.

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1 Give students five minutes to answer the questions. Encourage them to write full sentences.

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Text Builder Once students have completed the exercise, recap the introductions and saying goodbye from the Speaking Workshop on page 21. Elicit whether they are the same or different from those in the letter. (Hi and How are you? are the same but she ends with Write soon, not Bye.) Answers: Student page Refer students to SKILLS BUILDER 8 for more examples of starting and ending an informal letter. 3

Answers: Student page 4 Refer students back to the text for sentence 1 to see the full context. Students read through the sentences. Elicit the answers as a class. Refer students to SKILLS BUILDER 15 for more examples.

and or or/and and

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Answers: 2 She’s from London. 3 It’s very relaxed. Surfing is great. 4 She goes swimming and surfing. 5 Her school is hard work. 6 In the evening she swims, does her homework, plays computer games and chats with her friends online.

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5 Go through the example and sentence 2 with the class. Give students a further five minutes to complete the exercise individually before the class check.

dancing

New York

basketball

Answers: Student page Go through SKILLS BUILDER 16. It provides a complete model for students to refer to. Elicit a place where students would like to live. Get them to suggest which sports and free time activities that they could do there. Write up their ideas on the board in the form of a spidergram: 6

Tip: This is a more interesting way of focusing those students who are less confident about making notes. 7 Students talk about their partner’s new life. Monitor and help where necessary with third person forms.

Now your students can: • write an informal letter to a friend.

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2 Play the recording once, then ask students to check their answers in pairs.

Answers: 1 a 2 b 3 Give students one minute to read through the sentences first before playing the recording.

Answers: Student page

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4 Pause the recording after each word to give students time to write it. Students check their words and the spelling in pairs. In feedback, check any problem words. Then play the recording again for students to underline the main stress. Finally, play it again, encouraging them to repeat the words.

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Topic Talk Background The old English saying An Englishman’s home is his castle expresses the idea that a person’s home is their private place, and nobody else may enter it unless invited. It is also another way of saying that the government has no right to interfere in people’s private lives! Today, however, many people like to show off their homes (and furniture) in magazines and other media. TV shows about interior design and home improvements are very popular.

Extra Exercise Collect flashcards of the items in the network. (You could simply draw them yourself or find pictures in a magazine.) Hold up each picture and elicit the word in English. Don’t write anything up on the board at this point. Use choral drilling to help students remember the words.

Answers: furniture, cupboard, carpet, kitchen, wardrobe, modern, armchair, dishwasher, bookshelf, computer, microwave For practice, students turn to LANGUAGE CHOICE 19. 5 Put students in groups of three or four to discuss. Monitor and help where necessary, and make a note of any mistakes as you go round.

Extra Exercise With the notes you have made, write up the sentences on the board (or read them out if time is an issue). Don’t say who made the mistake, but simply ask students to correct them orally as a class. Tip: When you are correcting mistakes, only select a few of the most common ones or focus on specific areas, e.g. the verb to be. Always tell students first that you heard a lot of good language.

Now your students can: • describe their homes.

1 Give students a few minutes to find the words. Tell them that there are eight words in the network that they can’t match (desk, wardrobe, shower, toilet, computer, dishwasher, stereo system, washing machine).

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Background Bedrooms: most people like to stamp their own personality on a room. The use of colour, posters and objects gives rooms a personal feel. Teenagers in Britain are often given more freedom to make their bedroom their own space.

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Extra Warmer To recap vocabulary from the last lesson, divide the class into two teams. Choose two students to come to the board and sit on chairs facing the class. Write up a word from the Topic Talk page on the board so that the class can see it (but the two students can’t). The teams have to describe the word without saying it. The first team to correctly guess the object wins a point.

Is

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Suggested answers: a The person in room a is a boy. He is messy. He is interested in music. He likes playing the guitar. He likes rock music. c The person in room c is tidy. He/She likes reading/ books. He/She is interested in photos/animals.

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Elicit descriptions of the photos. Ask students to also describe the furniture they can see, as well as to recap what they have learnt in the last lesson. 1

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Warm Up

Once students have read the questionnaire, ask them to check their answers from Exercise 1 as well. Then ask students to find the plural form of bookshelf (it’s irregular – bookshelves). Also check understanding of borrow. 2

Answers: a Justin’s room c Lena’s room

there is/are, some/any 4 Encourage students to use the text to help them. Give them a few minutes to complete the sentences individually. Ask how we can contract There is (There’s). Practise the first sentence using choral drilling.

5 Have individual students read the sentences aloud and elicit the completed rules from the class.

Answers: Student page

Answers: Student page

3 Elicit ideas by first telling students which room you like, and why (I like ... because). Refer students back to the main title of the lesson, My zone, and ask what they think this means.

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Extra Exercise Ask students to write a short description of what they can see in their classroom.

Grammar Alive 9 Check the items in the table first. Play the recording twice if necessary.

Answers: Student page 10 Give students five minutes to ask and answer questions. Monitor and help where necessary. 11 Monitor and correct where necessary.

Now your students can: • use there is/are and some/ any to describe their rooms.

Is Are Is Are Are Is

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Practice 6 Do question 2 with the class and give students three minutes to complete the sentences. Check answers with the class.

Answers: Student page For practice, students turn to LANGUAGE CHOICE 20. 7 Encourage students to use the dialogue to help them. Students check in pairs before the class check.

For practice, students turn to LANGUAGE CHOICE 21. Tip: Asking students to check in pairs gives them a chance to peer-correct and promotes independence. Also, if many students still get the same item wrong after checking together, then you know there is a problem. 8 Elicit a couple of examples and write them up on the board. Give students a few minutes individually to make notes before they ask and answer.

Answers: Student page

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Background Robots: are not common in domestic life and there are only a few limited models, but robots that clean the house are real. In Japan, the robotics revolution is regarded as vital. With more than a fifth of the population aged sixty-five or older, the country is banking on robots to replenish the workforce and care for the elderly. g

Warm Up

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Discuss the photos as a class and elicit ideas on the questions in the rubric.

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Part 1 Extra Warmer Divide the class into two groups. Draw a household object on the board, e.g. a fridge, and ask students to call out what they think it is. The team that guesses correctly wins a point. Other items could include a coffee machine, sofa, bed, shower and a computer. It doesn’t matter if your drawing skills are basic.

Extra Exercise Students have one minute to skim the text and underline any furniture/home items and rooms they can find (rooms: bedroom, bathroom, living room, furniture: curtains, shower, fridge, oven, home cinema). Elicit individual answers as part of the class check. Check understanding of look after, order food, temperature and intelligent before reading. 2

Answers: Student page Discuss with the class. Write up I like ... because ... on the board as a prompt if necessary. 3

Extra Exercise You may need to do a quick revision activity on time. Ask students to draw six blank clock faces in their notebooks. Dictate: five o’clock, half past eight, quarter past four, quarter to six, five past ten, twenty past seven. Students draw the time on their clocks. Draw a clock on the board and add the clock hands for, e.g. quarter to six. Elicit the answer from the class, and repeat with the other times. 4 Students do the exercise individually. Encourage students to use the text to work out the meaning of the multi-part verbs in the Word Builder. Get them to look at the time and what is happening.

For practice, students turn to LANGUAGE CHOICE 22. Tip: Students simply need to study and remember multi-part verbs. They can organise their vocabulary notebooks either by grouping all the get or go multi-part verbs together or perhaps by writing in different colours if they prefer. 5 Briefly recap adverbs of frequency. Students complete in pairs. Monitor and help where necessary.

Answers: Student page

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9 Encourage students to use the ideas in the texts from the page to help them. Check how many houses students have to write about (1) and how many sentences (8).

Tip: Don’t assume, especially with beginners, that students understand the rubric in the book or your oral instructions. Always recheck simply, so they are clear what they have to do. 10 Students work in pairs. Give them a few minutes to compare before they ask and answer questions. Monitor and help where necessary. in

No Comment

in on on in in on in

Now your students can: • use multi-part verbs to talk about daily routine • use prepositions of place to describe their rooms.

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at

at

Ask students what the proverb means – that people feel the most comfortable in their own homes.

Part 2

Writing 6 Ask a variety of confident students to read one sentence from the text each. Check the use of can here – how is it different to can in the Get Ready lesson? (This is can for possibility.) Ask: How is the coffee maker special? (It’s automatic, it makes the coffee on its own.)

Answers: automatic coffee maker, home computer

7 Look at the Sentence Builder with the class and give students five minutes to read the text in Exercise 6 again individually. Students can check their answers in SKILLS BUILDER 17.

Answers: Student page For practice, students turn to LANGUAGE CHOICE 23. 8 Elicit the second answer to question 1 from the class (in my room). Students complete the sentences individually and check in pairs. Monitor and help where necessary.

Answers: Student page

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Extra Warmer Dictate fi ve sentences. Read the sentences slowly so that students can write them down. Leave a gap (or make a ‘beeping’ sound to indicate students must fi ll in a word). Ask them to look at the sentences in pairs and fi ll the gap. 1 I wake (up) at six o’clock. 2 I look (after) my mother on Saturday. 3 I (get) back home at six o’clock. 4 I get (up) at seven o’clock. 5 I (go) to sleep at half past ten.

b

a b a b

Tip: Short dictations can bring focus to a lesson as well as helping students to revise previous language.

How much a a lot of

Warm Up

an no no

How many

Elicit ideas and discuss as a class. Encourage students to use ideas from the last lesson. 1

How much

n

Students check in pairs before discussing as a class.

a lot of

Pe

Countable/ Uncountable nouns and a lot of/no

ar

Answers: Rooms: one room (with kitchen), mini-bathroom Furniture: table, chairs Machines: microwave, fridge

a lot of

so

2

3 Students complete the lists individually first. They then complete the rules as part of the class check.

Answers: Countable nouns: table, chairs, armchairs, kitchen, microwave, fridge, oven, mini-bathroom, shower, cups, plates, books, bookshelves, friends Uncountable: glass, electricity, gas, people Student page

Go through the example. Students work in pairs, using the text to help them where necessary. In feedback, make sure students understand that a lot of and no can be used with plural and uncountable nouns. 4

Answers: Student page

Uncountable Countable Uncountable Uncountable

5 Ask: Is ‘furniture’ countable or uncountable? (uncountable) Students look at Exercise 4. Ask: What question words do we use with uncountable nouns? (How much?) Students complete, then in pairs check answers by reading the interview. Check answers together.

7 Elicit the question words that match the first two or three nouns. Put students into pairs.

Answers: How many books/pens/CDs/ notebooks/pencils? How much money/light/ space?

Answers: Student page For more practice, students turn to LANGUAGE CHOICE 24.

Grammar Alive

Now your students can: • recognise countable and uncountable nouns • recognise various expressions that go with countable and uncountable nouns.

6 Students write full sentences. Check the sentences for cola and juice (uncountable).

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6 Before starting the pair work, check the prompts with the class. Ask students if they can think of any more ‘suggestions’ for things that they do in their own spare time.

Extra Exercise Ask students to write their dialogue in their notebooks. Refer students to SKILLS BUILDER 31 to help them. Most of the vocabulary they need is in Exercise 6, although they may also need study and library for situation c. Monitor and help where necessary. 7

8 Ask a few students to read out their ideas to the class. Correct pronunciation where necessary.

n

5 3

4

so

8

6

Pe

ar

2

1 Look at the photo and do the exercise as a class. Check understanding and pronunciation of any words that aren’t mentioned. 2 Play the DVD/recording once. Students check in pairs before the class check.

Answers: Emma is tired and bored. Zoe is hungry. 3 Give students a minute to read through the sentences first. Tell them to think about the order first before playing the recording again. Play it twice if necessary.

Extra Exercise Ask for a pair of volunteers (A/B) to act out their dialogue to the class. As they are doing this, make sure the rest of the class have a task. Write these questions on the board for them to answer: 1 How does (A) feel? 2 What does (B) suggest? 3 Does (A) say yes or no? Repeat with further pairs.

Now your students can: • make suggestions and accept or reject them.

4 Give students a few minutes in pairs to work out the meaning before the class check. Go through SKILLS BUILDER 31 and ask students to read the dialogue in pairs. Monitor and help with pronunciation. 5 Once you have practised the replies, you could go back to SKILLS BUILDER 31 and ask students to read through again. When you monitor, only focus on the replies.

Answers: Student page

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This review focuses on the vocabulary and language areas covered in both Module 1 and Module 2. 1 and 2 Answers: Student page 3 Answers: 16 do you do 17 read 18 go 19 don’t go 20 watch 21 Do you like 22 plays 23 doesn’t like 24 Does he watch 25 love

isn’t

water

are

stories children

many are any

up

no

out at

or much

back

isn’t

in

this

Nice How

n

fine

b a c

Pe

Self Assessment

name

and to

so

– 8 Answers: Student page 5

like on

ar

Answers: 26 We often stay at home on Sunday. 27 I always start school at 8.30. 28 My parents are usually tired in the evening. 29 My friends never chat online in the morning. 30 I am sometimes tired at school. 4

are

• Students check their answers by listening to the recording. Check spelling where necessary.

• When they have finished, get them to look at their scores for each section and decide what language areas they need to do more work on. Ask them to use the table to find practice exercises. • Give students time in class or at home to complete the practice exercises they identify. • Direct students to the Learning Links at the bottom of the page to complete either in class or at home.

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TOPIC TALK Students find the places. In feedback, check understanding and pronunciation, including new words. 1

Answers: b outdoor cafés c theatres, cinemas Extra Exercise Ask students what they know about each city. Have they been there? Do they know someone who has been there? Did they like it? Where did they go?

3 2 1

Tip: Try to personalise exercises when you can. It gives students the chance to have meaningful communication with you.

art galleries amusement parks skate parks

n

art galleries

so

friendly

Pe

ar

busy

Background Dublin: said to be one of Europe’s most youthful cities, with a large student population and a vibrant nightlife. The city is a focal point for live music and the arts and there are several famous theatres in the centre, as well as a range of galleries. The best area for nightlife is called Temple Bar. Bands which have formed and played in Dublin include U2, Westlife, Boyzone, Thin Lizzy and The Script. Prague: the largest city in the Czech Republic and one of the cultural centres of Europe. There are many world-class museums in

the city along with three opera houses and numerous concert halls, galleries, cinemas and jazz and folk music clubs. Several Hollywood movies have been fi lmed in Prague, including Mission Impossible, Blade II and The Chronicles of Narnia. New York: often described as the cultural capital of the world, as the city has more than 2,000 arts and cultural organisations and more than 500 art galleries of all sizes. Times Square is at the centre of the entertainment district and leading through it, Broadway is home to the city’s 39 largest theatres. It is famous for its plays and musicals.

2 Do this as a class activity. Read through the places (a–c) so that students know what to listen out for. Choose the appropriate recording speed.

Answers: Student page 3 Choose the appropriate recording speed and let students listen twice if necessary. Students check in pairs before the class check.

Answers: Student page For practice, students turn to LANGUAGE CHOICE 25. 4 Use the recording to model the words as many times as you need to practise the pronunciation. Write up the more difficult words on the board and mark the stress, e.g. restaurant, comfortable.

Answers: Student page 5 Give students five minutes to talk about their town/city in groups.

Extra Discussion Ask students to choose a city that they have visited. In groups, they discuss it, using the network vocabulary.

Now your students can: • describe and talk about cities.

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Background

n

Nightclubs: are also known as clubs (or discos/discothèques) and are usually open much later than pubs (up until 2005 in the UK, pubs had to close at 11 p.m.). The ‘clubbing’ culture started in the 1980s, originally in the form of allnight unofficial dance parties or ‘raves’, often announced at short notice. Today, clubs operate in established venues in most towns and cities. There is usually a live DJ and many clubs specialise in certain music genres; others cater for younger groups such as the under-18s. Many nightclubs enforce a dress code, for example no trainers or jeans, or smart dress only.

so

Warm Up 1 Elicit ideas from students about where they like to go to meet their friends. Discuss as a class.

Pe

ar

2 Give students a few minutes in pairs to read and discuss the adverts before feedback. Check understanding of alcohol and hoods. Ask: How much are tickets to Dance Fusion? (£15) What time is Stardust open? (3 p.m. to 11 p.m.) and Can you smoke at Dance Fusion? (No)

Tip: Even with small texts, make sure you ask a few checking questions to make sure students have understood. It also gets them used to hearing questions in English and gives them a little extra speaking practice.

busier friendlier more expensive more exciting better worse

4 Discuss as a class. Don’t expect students to use comparatives at this stage – simple questions are fine, e.g. What time are they open? What music do they play? Can you wear jeans/hoods? Do they play live music?

Give students up to five minutes to read the comments individually. In feedback, try not to focus on the comparatives, but encourage students if they try to use them.

Comparatives

Answers: DJ99, poshhh and qreator like Dance Fusion; outsider likes Stardust

Answers: Student page

3

bigger

Give students five minutes to complete the table. Students check in pairs before the class check. 5

6 In feedback, check the L1 translation as a class.

more less

7 Give students one minute to complete. Check the answers as a class.

Answers: Student page Extra Exercise Now that students have looked at the comparative form, ask them some questions about the advertisements and text, encouraging them to try and use full sentences in their answers, e.g. Which club is more expensive? (Dance Fusion is more expensive.) Which club has better food? (Outsider thinks Dance Fusion has better food.) Which club is smaller? (Stardust is smaller than Dance Fusion.)

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Grammar Alive 11

Make sure that students understand what to do. Play the recording twice if necessary. Give students time to check their answers in pairs first. In the class check, ask individual students to say whole sentences. Answers: Student page

✓ ✓ ✓ ✓

better less exciting older

ar

so

n

worse more interesting

Pe

bigger

nicer

older

less expensive

less friendly more interesting

Practice For practice, students turn to LANGUAGE CHOICE 26. Give students five minutes to complete the sentences. Encourage students to read the full sentence in individual feedback. 8

10 Give students five minutes to complete the text and allow them to check in pairs. Monitor and help where necessary.

Answers: Student page

12 Recap pronunciation of expensive, comfortable and interesting. Make sure students understand that they must say the sentences, using the cues in the table. Monitor and help where necessary.

Suggested answers: Jake’s Burgers is less expensive/ noisier than Green Café. The tables are bigger./The coffee is worse./The food is less interesting than at Green Café. Green Café is more expensive/quieter than Jake’s Burgers. The chairs are less comfortable./The tables are smaller./The coffee is better./ The food is more interesting than at Jake’s Burgers. 13 Encourage students to refer back to the Topic Talk page for more adjectives and to use places they know. Try to elicit a couple of examples first before students start. Once again, make sure they do this orally, either in pairs or as a whole class activity.

Extra Exercise You can follow up Exercise 13 by asking students to write four or five sentences about their chosen places.

Now your students can: • use comparatives to describe a place.

For practice, students turn to LANGUAGE CHOICE 27.

Answers: Student page 9 Students write down their ideas individually before class feedback.

Possible answers: Stardust is older/nicer/ more comfortable than Dance Fusion. Dance Fusion is bigger/more modern/darker/ nicer than Stardust.

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Background National Theatre: on the South Bank of the River Thames in London. It hosts a variety of plays from Shakespeare to modern plays, concerts and exhibitions. HMV (His Master’s Voice): has 250 music stores around the UK. Covent Garden Market: is famous for its street performers. Science Museum: founded in 1857 as part of the South Kensington Museum. Today, it is world-famous for its historic collections, interactive galleries and inspirational exhibitions.

Covent Garden

Tate Modern: one of the most visited art galleries in the world and based in a former power station. It houses works of international modern and contemporary art dating from 1900 until today. It also presents films, videos, installations and performances made by artists and filmmakers.

n

Who am I?

Pe

Trafalgar Square: named after the Battle of Trafalgar (1805), a British naval victory in the Napoleonic Wars against France. The square is also used for political demonstrations and popular celebrations.

Buckingham Palace: every year, 50,000 guests are invited to garden parties, receptions and banquets at this royal palace. The forecourt is used for the Changing of the Guard. Portobello Market: a street market in Portobello Road, Notting Hill, West London, famous for its second-hand clothes and antiques.

Part 1

Warm Up Refer students to the photos to help with meaning of vocabulary. 1

to to to to in at around

ar

so

Tate Modern Trafalgar Square Hyde Park

Reading 2 Give students four or five minutes to read the text and check. Alternatively, ask for volunteers to read a paragraph each.

Answers: concerts, museums, art galleries, sightseeing, running and skating, films, street performers, plays Tip: Asking students to read aloud improves confidence and can also provide better focus for the reader and listeners. Try to encourage them with smaller reading tasks initially. 3

come stay

go walk listen

4 Give students five minutes to discuss their preferences in pairs. Ask a few students to tell the class their choices. 5

Students complete the Word Builder.

Answers: Student page For practice, students turn to LANGUAGE CHOICE 28. 6 Check understanding of outdoor. Students check in pairs before the class check.

Answers: Student page

Students complete individually.

Answers: Student page

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Extra Exercise Ask students to write in, on and at on three separate pieces of paper (this can be scrap paper). Read out a phrase, e.g. the morning. Students have to hold up the correct preposition. They can also do this in pairs or groups.

the afternoon the summer Fridays Sunday afternoons the weekend six o’clock night

in

10

five o’clock

at

on at

at

On In at

ten six Saturdays

Sunday

Pe

eight th irty

ar

sixteen

so

n

on

If you live in a small town, tell students to choose the nearest town or city. Elicit some ideas to start them off and write them up on the board. Give students time to make notes. Monitor and help where necessary. 11

Listen as students discuss, and make notes of good ideas. Make sure students are using the correct verbs and prepositions, too. In feedback, ask those students with nice ideas to speak.

No comment Ask students why someone would not be tired of London. (There is so much to do and see.)

Now your students can: • use verbs and prepositions to talk about places • use time prepositions • talk about what to do in their town/city.

five

running

games

Part 2

Listening 7 Ask students to read through the information first and, as SKILLS BUILDER 2 suggests, encourage them to think about the missing words. For example, in question 3, ask: What should you listen for, a place, a preposition or a time? (a time) Play the recording again as necessary. Check students have all the correct answers before doing Exercise 8.

8 Complete the Sentence Builder as a class activity.

Answers: Student page For practice, students turn to LANGUAGE CHOICE 29. 9 Give students a few minutes to complete the description. They check in pairs before the class check.

Answers: Student page

Answers: Student page

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Background Skate parks: the fi rst skate park was designed and built in 1976 in California. The Skate Park on the South Bank is one of the most distinctive and colourful locations in London. Originally unused and intended to just be an architectural feature, the area was adopted by skaters in the early 1970s and adapted for their own use.

the nicest best the most beautiful the most exciting

least most

Warm Up most

Give students a few minutes to read the text. Ask them to underline the interesting things to see or do. Ask some checking questions: Is it a nice place to go? (Yes, people are friendly.) 1

n

Superlatives Give students five minutes to complete the table. They discuss in pairs before doing the class check. 3

Answers: Student page

the coolest the nicest

the busiest

the most famous the most difficult

Pe

For practice, students turn to LANGUAGE CHOICE 30.

so

Elicit ideas.

ar

2

most

the best

4 Read the words on the scale and elicit the answers.

Answers: Student page

Ask students to read the sentences. Check understanding of spot (a more colloquial word for place). Give them three minutes to complete the sentences. Students discuss their answers in pairs before the class check. 5

Answers: Student page Give students five minutes to complete the sentences. Students discuss their answers in pairs before the class check. 6

Answers: Student page

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the least friendly

the most friendly

Grammar Alive 7 Make sure students know what information they are listening for. Play the recording once. In pairs, they check what they have got. Play the recording again for them to check and/or add more information.

Answers: Edinburgh has got the most beautiful castle/ the most exciting theatre festival. Cardiff has got the friendliest people/the most exciting night life/the most famous rugby team/ the best restaurants. Cambridge is the most interesting city. It’s got the best university/ the most interesting bookshops/the nicest old cafés/the friendliest guy!

8 Go through the example. Ask two students to model the question and answer. Students do the exercise orally.

Answers: 2 A: Athens is the oldest town in Europe. B: Okay, but Rome is the most beautiful. 3 A: Hollywood is the most famous town in the world. B: Okay, but Buenos Aires is the most exciting. 4 A: Tokyo is the biggest city in the world. B: Okay, but London is the coolest. 5 A: New York has the best restaurants in the world. B: Okay, but Paris has the best shops. 9

Elicit ideas. Students discuss in groups.

Now your students can: • use superlatives to describe towns and places.

04/10/2012 14:09

7 Go through SKILLS BUILDER 32 and check students understand the strategies. Check the two ways presented to check information. Do the example together as a class. Give students five minutes to practise their dialogues in pairs. Monitor and help where necessary.

50 Friday

25

8 Make sure that students understand what to do for step 1, and that they can refer to SKILLS BUILDER 33 to help them. If they are unable to think of concerts in their town, tell them to make the information up. Check that students have made appropriate notes before they move on to steps 2 and 3. Monitor and help where necessary.

Friday seven

P G P G G G

6 7 3 5 2

9 Students tell the class about one of their partner’s concerts.

Now your students can: • ask for information • ask for confirmation.

Pe

ar

4

so

n

TA

1 Encourage students to say what they can see in the photo.

Answer: a ticket office 2 Give students a few minutes to read through the information in the table before listening to the dialogue/watching the DVD.

Answers: Student page Once again, give students a few minutes to read through the sentences. Play the DVD/ recording twice if necessary. 3

4 After checking the answers, put students in pairs to ask and answer the questions. Refer students to SKILLS BUILDER 33 to read through the model dialogue in pairs.

Answers: Student page 5 Do the activity, using choral drilling. Then ask individual students to repeat the questions. 6 Encourage students to refer to the Talk Builder for help if necessary.

Answers: Student page

Answers: Student page

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1 Ask students to look directly at the texts first. Ask: What sort of texts are they? (emails) Look at the start and end. Ask: Are they formal or informal? (informal) Check understanding of collect (sentence 5) before giving students five minutes to complete the matching exercise.

Georgina Chloe Georgina Georgina

Answers: Student page and

Text Builder

but

Give students a few minutes to complete the exercise. They check in pairs before the class check. 2

but and

Answers: Student page Go through the sentences with the class. Write up these three headings on the board: A suggestion to go out; Reply – agree/make arrangements and Reply – a different suggestion. Ask students to match the headings to the three emails. Refer students to SKILLS BUILDER 18 to check their answers.

so

Pe

ar

Give students five minutes to complete the sentences. They check in pairs before the class check. 4

n

3

Answers: Student page

5 Make sure students know what to do. Refer them to SKILLS BUILDER 19 for help. Monitor and help as students write their first note. Make sure all students are ready to give their note to their partner before moving on to the reply in step 3.

What are you up to? Do you fancy going … ? Call me. Thanks for …

In pairs, students use their answers to Exercise 5 to write the details for their chosen weekend activity, as in the example. Allow five minutes for this, before class feedback. 6

Now your students can: • write short informal notes to make suggestions • use and and but to link sentences.

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3 Give students a few minutes to read through the sentences in the network first. Play the recording twice if necessary.

Answers: Student page 4 Play and pause the recording to give students time to write. Practise the dates using choral drilling and individual repetition.

so

n

Answers: (written) 2 22 May 2007 3 13 June 2010 4 30 December 2012 5 15 May 2014 6 12 August 2019

Pe

ar

1 a    2 c    3 b

2001

last year

Extra Exercise Bingo Play Bingo with a mixture of dates and years. Tell students to choose six items from the network boxes to limit the amount. For practice, students turn to LANGUAGE CHOICE 31. Give students five minutes to make notes first before putting them in pairs to discuss. 5

Tip: Give students time to prepare, even for small exercises. They will find it easier when they have to speak if they already have an idea of what they want to say.

Now your students can: • say and write dates and years in relation to birthdays • use time words with last and ago to place an event at a time in the past.

Extra Exercise Write the date of your birthday up on the board (without the year, if you prefer). Ask students to guess why that is a special date for you.

Topic Talk Ask students to write the dates in their notebooks. In pairs, they guess which date is which. 1

2 Elicit information about the photos. Vocabulary or short phrases are fine, e.g. He has got a guitar./She is in the park./She is happy./They are at a birthday party. Write up students’ ideas on the board. After listening to the recording, go back to the ideas on the board and check which ones came up in the listening text.

Answers: Student page

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Background School sizes: many state secondary schools in the UK have more than 1,000 students; 200 of them have over 1,600 students. Although schools find ways of breaking down these numbers into smaller units, it is perfectly possible that a teacher may not be known to an individual student and vice versa, as the story in the lesson shows.

Warm Up

so

n

1 Elicit more details about the photos, e.g. What class is it? (science/biology/chemistry) How old are the students? Are the students happy? Which teacher is older/younger? Elicit ideas about their favourite teacher as a class. Write up any extra adjectives on the board.

ar

Tip: Use the photos in the Students’ Book to elicit as much language as you can from students. It can help you to work out what they know and also gives them more speaking practice.

didn’t

Pe

2 Give students a few minutes to read the text. Check understanding of head teacher and sense of humour before they read.

Answers: young, relaxed, attractive, friendly, funny

Extra Exercise Check understanding by asking students true/false questions. Tell them that you will read a statement and they must say true or false: 1 The class was history. (T) 2 The teacher was strict. (F) 3 They got a lot of homework. (F) 4 Miss Sage wasn’t angry with the boy. (T) By asking students to simply say true/false, you won’t be asking them to use the Past Simple before presenting it.

wasn’t

were

weren’t

3 Elicit ideas from the class. If students feel confident enough to share a memory in English, then encourage and help. If not, allow students to use L1 to quickly bring the introduction of the lesson to an end.

Past Simple Give students a few minutes to copy and complete the table. They discuss in pairs before the class check. 4

5 Read the sentences to students as a class and elicit the missing word.

Answers: Student page 6 Give students a few minutes to read and complete the table. They discuss in pairs before the class check.

Answers: Student page

Answers: Regular: asked, laughed, talked, answered Irregular: came, went, told, saw, sat, knew

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Grammar Alive Read through the sentences first before listening. 9

Answers: Student page Extra Exercise Write up the following sentences from the listening text on the board. Students copy them into their notebooks. 1 You my mobile! 2 I didn’t it, Emma. 3I it on my desk. 4 you it in your bag? F F T went came saw closed

n

was stayed

had/ didn’t have

went/ didn’t go

Pe

were/weren’t

ar

so

had didn’t come

did/didn’t do

laughed/ didn’t laugh asked/ didn’t ask

Play the recording again, telling students to fill in the gaps. Students can then read the dialogue in pairs. 10 Ask two students to model the example. Elicit the answer for 2 to check students know what to do. Give students five minutes to ask and answer. 11 Check that students know what to do and give them a few minutes to read through the cues. Elicit ideas for excuses and write them up on the board.

Now your students can: • use a variety of regular and irregular verbs to talk about a past event • make excuses and give explanations.

was/wasn’t

Practice For practice, students turn to LANGUAGE CHOICE 32. 7 Check understanding of to have a cold before students complete the text. They check their answers in pairs before the class check.

Answers: Student page For practice, students turn to LANGUAGE CHOICE 33.

8 Check the example with the class. Ask: Did you like your teachers at (primary school/ your last school)? Ask around the class until you get a variety of yes and no answers. Make sure students understand that they must answer for themselves. Monitor and help where necessary. Encourage students to add their own information if they want to, e.g. Our (science) teacher was very strict. Discuss answers with the class.

Answers: Student page

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Background Legal age of marriage: at the time of the story in this lesson (1930s), the minimum legal age for marriage in England and Wales was 16, but only with written parental agreement. Without this agreement, the legal age was 21. Today, parental agreement still applies from 16 up to the age of 18, except in Scotland where there is no restriction on marriage at 16.

Part 1

Warm Up

d c

Discuss the first topic (a) with students as a class and write up on the board any different time phrases that students might need, e.g. last month, last week, three years ago, when I was eight. Give them a further five minutes to discuss the remaining topics (b and c) in pairs. 1

so

n

b

Go through SKILLS BUILDER 9 and check students understand the strategies. Then follow the instructions to approach this text. Give students two minutes to read quickly through the text to get a general idea. Tell students to underline no more than three words they don’t know. Agree as a class which three words to check. Ask some general checking questions: What were their names? (Angus and Maggie) How old were they when they met? (16 and 17) When did they meet again? (1951) Now give students five minutes to re-read the text and complete the matching exercise.

ar

Reading

F

2

T

F

Pe

T

Answers: Student page

T

Extra Exercise Ask students to underline any other words they don’t know. Encourage them to work out the meaning from the context, then ask a friend. Finally, provide dictionaries for students to check. 3

4 Give students a few minutes to complete the exercise individually. They check in pairs before the class check.

Answers: Student page

Elicit ideas and discuss as a class.

Suggested answers: In the picture, Maggie hasn’t got a hat/she drops her bag/there are books and papers on the floor/ they meet in a supermarket. In the story, she has got a red hat/she drops her shopping bag/there are apples and eggs on the floor/they meet in a bank.

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8 Ask students to read the story first before trying to complete it. After they have finished, check comprehension of the story as well as the linkers.

Answers: Student page 9 Give students up to ten minutes to make notes. Encourage them to use the language from the page as well as from the last two lessons.

nervously sadly

happily

well hard

10 Give students five minutes to discuss.

when and then Then After

n

Before well Sadly

so

fast angrily

No Comment Ask students why this is true. Ask them how the story in the lesson relates to the quote.

Now your students can: • use adverbs to talk about feelings • use time linkers in a short anecdote • talk about a memory.

Pe

ar

hard

Extra Exercise Ask individual students about their partner. What do they remember? (Who did he/she meet? When was it?)

Once students have completed the Word Builder, check the pronunciation and stress of the adverbs. 5

Answers: Student page For practice, students turn to LANGUAGE CHOICE 34. Give students a few minutes to complete the sentences individually. They check in pairs before the class check. 6

Part 2

Writing 7 Go through the sentences together as a class. Go through SKILLS BUILDER 20 for more examples of time linkers in a different story.

For practice, students turn to LANGUAGE CHOICE 35.

Answers: Student page

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Background

Elicit descriptions of the photo. Discuss ideas as a class. 1

In pairs, students read the interview. Ask checking questions, e.g. Who is Kate? (a witness)

Past Simple: questions

did you see was the man was it

were

Did Did

Pe

2

so

Warm Up

ar

Extra Exercise Write up Witness on the board. Give a simple explanation, e.g. I saw a crime and told the police. Elicit the word in L1. Ask in what other situations you might be a witness (witness a crime/a signature, be a witness at a wedding).

n

Witness: in English law there are three kinds of witness who can be called to a criminal trial: a witness for the prosecution, e.g. someone who saw the crime happen; a witness for the defence, e.g. someone who speaks up for the good character of the accused; an expert witness, e.g. someone who can give a professional view about what might have happened, based on the evidence available.

did did

3 Give students a few minutes to complete the table individually. They check their answers in pairs before the class check.

Answers: Student page Students complete the questions individually, using the table to help them. They discuss their answers in pairs before the class check. 4

Answers: 2 How old was the woman? 3 Did you know the woman? 4 Did your friend call the police? 5 What did the man do? 6 When did the man get in the car?

5 Students complete the interview individually. Remind students to use the table to help them. They ask and answer the questions in pairs before the class check.

Answers: 2 What did you see? 3 Did you see the man? 4 Where was she? 5 Was she young? Extra Exercise Write up a selection of the questions on the board. Check intonation using choral and individual drilling. For practice, students turn to LANGUAGE CHOICE 36.

Grammar Alive 6 Students read through the sentences. Play the recording twice if necessary. Students check their answers in pairs before the class check.

Answers: Student page 7 Divide the class into A/B pairs. Use the first cue with a student (A) as an example. Ask: Where were you? Student A: I was at the post office. In pairs, Student A answers Student B’s questions, then they swap roles. Monitor and check intonation.

Now your students can: 44

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• make questions using the Past Simple.

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4 Ask individual students to read aloud one sentence from the Talk Builder. They shouldn’t worry about the gaps. Students then read individually and complete the sentences. Play the recording for students to listen and check their answers. Refer students to SKILLS BUILDER 34 for more practice. Monitor and check pronunciation as students role-play the dialogue in pairs.

Answers: Student page 5 Divide the class into A/B pairs. Play the recording again, and ask individual pairs to repeat each A/B dialogue from the Talk Builder.

c

that

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before

ar

so

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a

that because then

after

1 Look at the photo and Exercise 1 with the class. Elicit ideas and any other information about what students can see. Make sure students understand that they are making guesses at this stage.

3 Ask students to read through the questions first. Encourage them to try answering from what they remember. Then play the recording/DVD to check or complete their answers.

2 Play the recording/DVD once and ask students to say what their guesses were.

Answers: 1 meet her friend 2 birthday cake, presents, rock concert, dancing, meeting a girl, home 3 She’s a different girl 4 They like the same group.

Answers: Student page

6 Divide the class into A/B pairs. Students refer to SKILLS BUILDER 34 for help. Go through the instructions for steps 1 and 2 with the class. Students make notes. Monitor and help with vocabulary. When they have completed their notes, turn to SKILLS BUILDER 35 and ask them what they say in their language. Elicit the equivalent English expressions. Write these up on the board, and encourage students to use them in their dialogues. Monitor and help where necessary as students act out their dialogues in pairs

Extra Exercise Students write 1 Really? 2 Okay. 3 Yes? 4 Yes in their notebooks. Prepare four or five statements and read them out, eliciting, e.g. 1 I went to the cinema last night. (Yes?) 2 I saw a burglary yesterday. (Really?) 3 I’ve got the tickets. (Okay.) 4 Our English test is tomorrow. (Really?/Yes.) Some phrases can match more than one statement. Encourage intonation and expression. Students write their own statements and do the exercise in pairs. In feedback, ask a few students to tell their memories to the class. 7

Now your students can: • talk about memories and show interest.

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This review focuses on the vocabulary and language areas covered in both Module 3 and Module 4. pool 1 – 4 Answers: Student page

galleries restaurant cinema park

5 Answers: 26 smaller 27 the most exciting 28 the worst 29 more/less modern 30 less/more comfortable 31 the best 32 better 6 Answers: 33 did you do 34 stayed 35 went 36 didn’t like 37 was 38 Did she leave 39 wasn’t

hard quickly slowly well Sadly fast

in

n

to On

and 8 Answers: Student page

at to

• Students check their answers by listening to the recording. Check spelling where necessary.

to In

c d b

at

On

go to

a

Pe

• When they have finished, get them to look at their scores for each section and decide what language areas they need to do more work on. Ask them to use the table to find practice exercises.

in

ar

Self Assessment

at

so

7

• Give students time in class or at home to complete the practice exercises they identify. • Direct students to the Learning Links at the bottom of the page to complete either in class or at home.

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2 Check understanding of fit before you play the recording. Play it again if necessary, so students can complete the exercise.

Answers: Student page 3 Give students two minutes to read through the network first. Explain that the gaps refer to the girl, not the boy. Then play the recording again.

Answers: Student page

N S

skateboarding playing hockey

playing volleyball

Pe

ar

take the lift

so

n

N

4 Do this as a class exercise. Play and pause the recording, encouraging students to repeat, using choral drilling. Repeat any words that students struggle with. Play the recording again, giving students time to write the words down. Finally, play it again, telling students to underline any letters they can’t hear.

Answers: 2 cycling 3 dancing 4 horse riding 5 running 6 skateboarding 7 skiing 8 surfing For practice, students turn to LANGUAGE CHOICE 37. 5 Do an example with students first based on your own exercise (this can be invented if necessary). Give students five minutes to discuss.

Now your students can: • talk about exercise and activities.

Topic Talk Extra Exercise If you think students know some sports vocabulary already, remind them about what they know by playing a game. Choose three sports you think they will remember or know, e.g. football, cycling and tennis. Mime each activity for them to guess. Ask students to write four more activities in their notebooks individually. Then ask students to work in pairs. They then mime the activities to their partner to guess.

Tip: A lively activity for the beginning of a class can wake up sleepy students and get them ready for your lesson! 1 Ask students to work in pairs. Give students one minute to match the photos and sentences.

Answers: a beach volleyball (2) b yoga (3) c ice hockey (1)

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Background Oscar Pistorius: born 22 November 1986 in Johannesburg, South Africa. He was born with problems in his legs and they were both amputated below the knee when he was a baby. He was always interested in sport and played water polo and rugby in secondary school. He won his first Olympic gold at the Athens games in 2004 in the 200 metres. At the 2012 Paralympics in London, Oscar won gold medals in the 400 metres and in the 4 x 100 metres relay. He also took silver in the 200 metres.

are

n

‘m not

Is

so

Are

are

ar

Natalia Partyka: born 27 July 1989 in Gdansk, Poland. She was born without her right forearm. She started playing table tennis when she was seven and she also started to play in the para table tennis club. She won a gold medal at the London 2012 Olympic games as well as a bronze medal in the women’s Team Table Tennis Class 6–10.

is

b

a

Warm Up

Pe

1 Ask students if they watch sport on TV. What do they watch/like? Do they watch the Olympics or the Paralympics?

b

Answers: a athletics (running) b table tennis

2 After listening and reading, ask checking questions: 1 What competition is it? (the men’s 400 metres) 2 What is Oscar called? (the fastest man on no legs) 3 Where is he from? (South Africa) 4 How many medals has he got? (three)

Answer: He has artificial legs, but he can run very fast. 3 Do this as a class activity. Elicit simple ideas in English if possible, but if your class is keen to discuss further, allow them to express themselves in L1 in order to bring the introduction of the lesson to a close.

Present Continuous 4 Ask students to complete the table individually, using the text to help them. Check answers with the class.

Answers: Student page 5 Give students a few minutes to complete the rule individually. Check answers with the class.

Answers: Student page

Extra Exercise Have ready a variety of flashcards/pictures showing activities, e.g. sport, watching TV. If possible, get a variety of men, women and groups. Hold up each card, eliciting the affirmative sentence, e.g. He is running. Keep drilling until students are confident. To practise the negative form, hold up a card, e.g. a girl reading. Say: She is running. Students correct the sentence: She isn’t running, she’s reading a book. For question forms, hold up a picture eliciting Is he running?

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8 Put students in A/B pairs. Monitor and check as students ask and answer the questions.

For practice, students turn to LANGUAGE CHOICE 38. 9 Ask students to read through the interview first before completing it. Give students time to read the completed version in pairs to check their answers before the class check.

Answers: 2 isn’t winning 3 is getting 4 Are you having a good time 5 is playing 6 are enjoying For practice, students turn to LANGUAGE CHOICE 39.

Pe

ar

so

n

Grammar Alive

Practice 6 Do the example with the class and question 2 as well, if necessary. Give students five minutes to complete the remaining sentences. In feedback, try to encourage the contracted form, which is more natural.

Answers: 2 I’m running. 3 My friends are playing football. 4 I’m doing an exercise. 5 It’s raining. 6 The teacher is watching us. 7 My best friend is sleeping. 8 We’re listening to a song.

Once again, go through the example and question 2 with the class if necessary. Give students time to check their answers in pairs before the class check. 7

Answers: 2 Is your class watching English films this month? 3 Are you preparing for an exam? 4 Are you learning to drive? 5 Are your friends doing a lot of tests this week? 6 What are you planning for your holidays? 7 Are we working on a project this month? 8 Am I working hard this week?

10 Play the recording and ask students to make notes as they listen. When they listen again, tell them to fill in any missing words so that they have full sentences. In feedback, elicit full sentences.

Answers: Polly is looking after her brother. Julia is watching Martha. Martha is playing rugby. Chris is doing yoga. 11

Divide the class into A/B pairs. Make sure students understand that Student A asks questions about Oscar Pistorius, for B to answer. Student B asks questions about Natalia Partyka, for Student A to answer. Give them five minutes to prepare their questions before they ask and answer. 12 In pairs, refer students to the picture on page 119. Student B closes the book and Student A asks questions about what the people in the picture are doing. Student A can correct Student B if he/she doesn’t remember correctly.

Now your students can: • use the Present Continuous to talk about events happening now and around now.

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Background Tower running: runners climb skyscrapers, towers and outdoor staircases. There is a tower running World Cup and in 2011 there were more than 130 events in 26 countries. Zumba: Zumba was accidentally created by Alberto ‘Beto’ Perez in the 1990s. It is a Latin-inspired dance fi tness class. Zumba has become the world’s largest – and most successful – dance-fi tness program with more than 12 million people of all shapes, sizes and ages taking weekly Zumba classes.

Part 1

Warm Up

Reading

3

3

so

2

n

1

Pe

Discuss the questions with the class. Elicit information about what they do to keep fit and what they would like to do. 1

1 2

ar

Kinect Sports: Microsoft’s Kinect Sports is a hands-free games system where sportsthemed mini-games are played without the need for controls. Players can use motion, gestures and spoken commands to play it. The game features whole-body activities based on beach volleyball, bowling, boxing, table tennis, soccer and track and fi eld.

3

2 Go through SKILLS BUILDER 10 and check students understand the strategies. Ask what they should look at before reading a text (the pictures, what type of text it is). Give students a few minutes to match the texts and then ask who are each of the texts aimed at, e.g. 1 someone buying a computer game, 2 someone who wants to get fit and dance, 3 someone who wants to get fit. They do not need to read the texts in detail at this stage.

Answers: Student page

3 Give students time to read in more detail this time. In feedback, ask students to tell you why they chose a particular activity for the person, e.g. Fred is fit because he runs marathons and tower running is a different running activity.

Answers: Student page

5 Go through the example with the class and elicit the answer for question 2 by asking: Is the game fast? (No, it isn’t.) Give students a few more minutes to complete the sentences individually.

Answers: 2 not fast enough 3 not big enough 4 too expensive 5 not fit enough 6 too slow

4 Go through the sentences with the class. Point out that too slow means the same as not fast enough and ask if they can make another match, e.g. not big enough – too small.

For practice, students turn to LANGUAGE CHOICE 40.

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e d a

ar

so

n

c

1

Pe

3

T

T

F

F

T

9 Put students in A/B pairs. Ask them to read the dialogue first as it is. Monitor and check intonation. Elicit ideas of what you could change watching TV to (doing homework, listening to music, playing computer games). Ask students to think of other ideas. They can use the Topic Talk page to help them, if necessary. Students should role-play the dialogue again with different activities. They can do this a few times, using different vocabulary for practice. 10 Give students five minutes individually to work out the questions. Model the exercise first by asking individual students to ask you the questions. Then encourage the class to think of a sport for you. Give students enough time to ask and answer each other.

Tip: Always try to model speaking activities first. Invent answers if you have to. Students will feel more confident before attempting it themselves if they have been given a good example. It will also help weaker students to be clear about what they are doing.

No Comment Ask students why this is funny. (She doesn’t do the exercise.)

Now your students can: • use too and not enough to describe situations

Part 2

Listening 6 Go through SKILLS BUILDER 3 and check students understand the strategies. Ask them to do the first point before you go on to listen to the recording. Once students have listened, ask them about the remaining points of the SKILLS BUILDER (what they could hear and who the conversation was between). Play the recording again if necessary and check the answers.

Answers: Student page

Give students a few minutes to read through the sentences first. Play the recording twice if necessary. 7

• use multi-part verbs as colloquial expressions.

Answers: Student page 8 Read through the sentences in the Word Builder with the class. Students work in pairs. Give students five minutes to complete before the class check.

Answers: Student page For practice, students turn to LANGUAGE CHOICE 41.

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Background Fitness freak: a person who is obsessed about keeping fi t and healthy.

Warm Up 1 Write up Fitness freak on the board. Elicit ideas, e.g. what students think a fitness freak does each day. Refer students to the questionnaire on page 116. They can work in pairs, but write their answers individually. This should be fun. 2 Play the recording first, then students work in pairs.

Pe

Answers: Student page Go through the example. Elicit the answer to 2 before students complete the rest of the dialogue. Check understanding again: What is the school doing? (having a swimming competition) When? (on Saturday) Is this in the past or in the future? (the future) Can they change the day or time? (No, it’s planned.) 4

so

Read through the sentences with the class. Ask: What is Helen doing on Friday night? (playing tennis) Is this in the past or the future? (the future) When did she arrange this? (before Friday/in the past) 3

Answers: Student page Do the first two items with the class. Students complete the sentences individually. 5

Answers: He is having dinner with Lily on Tuesday. He is meeting Sandra on Wednesday. He is having a Zumba class on Thursday. He is meeting friends at Tom’s café on Friday. He is going to see the Arsenal game on Saturday. He is going on a trip with Julia on Sunday.

Nina’s going to the theatre. Nina’s visiting her granny. Nina’s free.

ar

Present Continuous: arrangements

n

Answer: Helen because she does a different sporting activity (or more) every day.

are you going

is having

‘m going are you coming

For practice, students turn to LANGUAGE CHOICE 42.

8 Give students a a few minutes to ask and answer a question about the weekend.

Grammar Alive

Extra Exercise Expand Exercise 8 by letting students get up and walk around the class asking the question. Tell them they must remember as many plans as they can. In feedback, elicit information about other students.

6 Play the recording and remind students to listen carefully for what Nina is doing on the different days. They check their answers in pairs. Elicit full sentences.

Answers: Student page

Now your students can:

7 Model the first two items, getting different students to ask you the questions. In pairs students ask and answer the questions.

• use the Present Continuous to talk about future arrangements.

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5 Go through the example with students. Make sure they understand that a–e are reasons, not responses.

Answers: Student page 6 Model an example first by getting a student to ask you question I from Exercise 5, Can you lend me your dictionary, please? and responding with a reply from the Talk Builder box, e.g. Sure, no problem. Students work in pairs. Give them five minutes to ask and answer the questions. Monitor and help where necessary. Encourage them to include one or two refusals.

F F F F

ar

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d a

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1 Ask students to say what they think the people in the photos are doing. 2 Give students a few minutes to read the sentences before playing the recording/DVD. In feedback, ask students if they like the idea of playing tennis like this. Have they ever played a computer sports game? Did they enjoy it?

Answers: Student page

7 Put students in A/B pairs. Go through each situation in step 1, eliciting examples of what students could ask for. Write up their suggestions on the board. Encourage students to use SKILLS BUILDER 36 as a model to help them with their own dialogues. Monitor and help where necessary.

Tip: At this level, some students feel more confident if they can write their dialogues down. Even though this is a speaking task, allowing them to make notes is fine. 8 In feedback, highlight any useful vocabulary that comes up and correct any common errors.

Now your students can: • use polite requests to ask for items and respond to them.

4 Play the recording to model the intonation for the requests. Do this as a class activity using choral and individual drilling.

Extra Exercise Play the recording again, asking students to mark the intonation of the requests either in their Students’ Books or in their notebooks, writing the sentence first, e.g. Can you lend me some shorts, please?

3 Go through the Talk Builder with the class. Go through SKILLS BUILDER 36 and ask students to act out the dialogue in pairs. Focus on pronunciation as you monitor and help.

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Tip: In today’s technological world, students still write notes to each other, usually in the form of text messages or emails. You can remind students that even though the ones here are written ‘paper’ notes, the messages they contain are the same. For those students who are planning on taking exams in English, note-writing is a valuable skill. Ask students to look at the notes and say what sorts of things the writers are discussing, e.g. going to the cinema, playing sport, going to a café. Give students five minutes to read and answer the true/false questions. Ask checking questions: Who is organising the volleyball game? (Tom) When is it? (on Saturday at 11 a.m.) What is Lucy doing on Saturday? (She’s going to her cousin’s party.) What is Oliver’s friend’s name? (Harry)

F T F

Pe

2 Go through the example with students. Which notes can they find each of the examples in (Hi – Oliver’s note; Hi there – Lucy’s and Tom’s notes)? Give students three minutes individually to complete and then check in pairs.

so

Text Builder

ar

Answers: Student page

n

1

Answers: 2 See you; Cheers 3 Please, send me a text or call me. 4 Would you like to come? 5 I’d like to come but I can’t … ; I’m sorry but I can’t come … 6 I’d love to come to the game! 3 Go through the example sentences in the Sentence Builder with the class and refer students to SKILLS BUILDER 21 for further examples of the language.

4 Go through the example with students, checking they understand what to do (re-order the sentence parts). Give them five minutes to complete the sentences and then check in pairs.

Answers: 2 I can’t come because I’m going shopping. 3 It’s my birthday so I’m having a party. 4 We’re going to that club because there’s a concert. 5 I want to be fit so I’m going to dance classes.

5 Ask students to use the notes on the page and SKILLS BUILDER 22 to guide them. Go through step 2 with them, making sure they know what information to include. If possible, hand out small pieces of paper for students to write on to make it more authentic. 6 Give students another five minutes to complete their replies.

Now your students can: • write short notes of invitations and replies • use because and so to link their ideas.

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2 Play the recording and ask students to make a note of their correct guesses.

Extra Exercise Dictate the following questions: 1 How old is Granddad? (seventy) 2 Where is Janet from? (Scotland) 3 What does Charlie do? (He’s a student.) 4 What sport does Charlie like? (football) 5 How old is Amanda? (nine) 6 What instruments can she play? (piano and violin)

ar

so

n

Play the recording again. Ask students to listen carefully for the answers. Give students time to check their answers in pairs before the class check.

kind

Pe

seventynine gardener

friendly

Background Age: attitudes to age in the UK vary. According to a recent survey, most people under twenty-five think that old age begins at fifty-four, but older people do not share this view! The actual pension age in the UK is in the process of rising from sixty to sixty-five for women, to equalise with men.

Topic Talk 1 Give students five minutes in pairs to discuss the photos. They can use words from the network to help them. In feedback, write up any useful language on the board.

Suggested answers: b The woman is about thirty. She is a doctor – probably a doctor of children (paediatrician). The baby is about eighteen months. c The boy is about seventeen. He is a student. He is studying art/ sport/maths. He is friendly. d The girl is about nine. She is at primary school. She is moody/ unhappy.

3 Play the recording twice if necessary, to help students complete the sentences in the network. Ask students what word (preposition) we use with interested to say we like something – interested in.

Answers: Student page The class repeat the words from the recording using choral drilling. Play it again for students to listen to the last syllable. Point out that the last syllable isn’t stressed and the r isn’t pronounced – it is the shwa /ə/. 4

For practice, students turn to LANGUAGE CHOICE 43. Extra Exercise Students use the network to describe the other three people in the photos. Don’t play the recording again, but encourage students to discuss in pairs, using the information they remember hearing. 5 Before students discuss, check any remaining vocabulary in the Occupations box that they don’t know.

Now your students can: • describe their family and people they know.

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Background Other brain facts: • It is estimated that the human brain produces 70,000 thoughts on an average day. • The human brain is still developing in the teenage years, and even into the twenties. It is a time when connections among neurons that are not used wither away, while those that are used remain into adulthood. • Albert Einstein’s brain weighed 1,230 grams (2.71 lbs), significantly less than the human average of 1300 grams to 1400 grams (3 lbs). • Laughing at a joke is no simple task as it requires activity in five different areas of the brain.

True

n

True True

ar

so

• The left side of your brain controls the right side of your body; and the right side of your brain controls the left side of your body; 89.06 percent of people write with their right hand, 10.6 percent with their left and 0.34 percent with either hand.

Present Continuous

Present Simple

Pe

• There are no pain receptors in the brain, so the brain can feel no pain.

• A study of one million students in New York showed that students who ate lunches that did not include artificial flavours and preservatives did 14 percent better on IQ tests than students who ate lunches with these additives.

Warm Up Give students a few minutes to read the quiz. Check understanding of neurons, connections and energy. Allow two minutes for them to check their answers. Find out if they are surprised by the answers. 1

Answers: Student page

Present Continuous Present Simple

2 Elicit descriptions of the photos (b and c) with the class. Check vocabulary from the reading text at this point through discussion. Ask: Are the students concentrating in class? Do you think the boy is bored or moody? Are you moody sometimes? When you stay out late, what are the consequences? If students are unable to answer, give examples to explain the language.

Give students five minutes to read the text and check their guesses. Re-check any vocabulary as necessary. 3

Answers: Student page

4 Encourage students to say what they do as teenagers.

Present Simple and Continuous Ask students to complete the table individually and then check with the class. 5

Answers: Student page 6 Students complete the exercise individually. This should give you an idea of how much they have understood from previous lessons.

Answers: Student page

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9 Go through the example with the class, so that students understand what to do. Give students five minutes to complete their sentences. In feedback, check understanding.

Answers: 2 He goes to school. He’s playing football. 3 She works in a hospital. She’s writing an email. 4 She studies languages. She’s drinking tea. For practice, students turn to lANGUAGE cHoicE 45.

Grammar Alive Play the recording twice if necessary. Encourage students to write full sentences. In feedback, elicit full sentences.

Pe

ar

so

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10

Answers: Mary is reading a book about the brain. Jim usually reads football magazines, but now he’s reading a girls’ magazine. Reasons: Mary is preparing a presentation for her biology class. Jim is getting information for a project about sleep. Model the example either with a student or ask for two volunteers to read it. Make sure students understand what to do. Give them time to ask and answer questions using all the cues. Monitor and help where necessary. In feedback, correct any common errors on the board. 11

Do a couple of examples based on your own family and friends. Give students five minutes or so to write about themselves. Monitor and help where necessary. Elicit sentences from individual students where possible. 12

practice 7 Go through the example with the class. Ask: Where is the student? (He’s in front of the TV.) Is he studying? (No, he’s watching TV.) When does he study? (every day/ regularly) Give students five minutes to complete individually. Monitor and help where necessary. In feedback, check understanding by asking similar questions to those suggested above.

8 Students read through the interview first to get the sense of the interview before reading again and completing the dialogue. Encourage them to think about whether the answers are ‘around now’ or always true/ regular events as they complete. Students can act out the dialogue in pairs to check.

Answers: 2 don’t go 3 get up 4 revise 5 aren’t studying 6 are you doing 7 ’m waiting 8 are you drinking 9 don’t like 10 drink

Now your students can: • recognise and use the Present Simple and Present Continuous appropriately.

Answers: Student page For practice, students turn to lANGUAGE cHoicE 44. Remind them that they need to choose the correct verb form each time.

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Background Other laws in the UK include: Age 12: legally buy a pet Age 13: legally work up to five hours a day on Saturdays or during the school holidays

b

Age 14: responsible for wearing a seatbelt in a car or bus. They can be given a fine if they don’t. 

c a

Age 16: get a licence to drive a moped. You can join the army, but you can’t go on active service until eighteen. You can drink wine, beer or cider with a meal in a restaurant. Age 17: give blood and get a full driver’s licence

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Age 18: get a credit card, be called for jury service and change your name 

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Part 1

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Extra Exercise To revise the Present Simple and Continuous, look at the photos. Write up vote, driving lesson and in love on the board. Students match the words to the photos. Tell students to think of two sentences to describe each photo – one with the Present Simple and the other the Present Continuous, e.g. a He’s voting. He votes every five years.

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Warm Up

1 If you don’t do the Extra Exercise, put students into pairs to discuss the photos. Elicit ideas and go through any vocabulary students don’t know.

Answers: Student page 2 Give students five minutes to discuss in pairs first, then put pairs together in groups of four to compare their answers.

Extra Discussion Depending on the level of your class, extend Exercise 2. Ask what students think about the law, e.g. should you be older before you can smoke?

Reading 3 Ask students to look at the title and elicit what they think a ‘campaigner’ is. Encourage them to look at the main headings to help them. Give students time to read the article and make notes about when young people can do things. Elicit answers from individual students and encourage them to use full sentences.

Answers: 2 leave school and get a job – 16 3 get the same pay as an adult – 21 4 go into the army – 16 5 get married – 16 6 vote in national and local elections – 18 7 smoke cigarettes - 16

4 Go through SKILLS BUILDER 11 stepby-step and check students understand the strategies. Give students two minutes to read through to get the general idea and ask only general checking questions, e.g. What is the text about? (campaigning for teenage rights) How many teenagers are mentioned? (two) In feedback after each Skills Builder stage, ensure all the class is at the same point.

Answers: Student page

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Part 2

Writing 7 Give students five minutes in pairs to discuss the sentences. Go through SKILLS BUILDER 23 for more examples of the language in context. Elicit and check answers.

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8 Go through the example with students first. Encourage them to use the Sentence Builder and SKILLS BUILDER 23 to help them complete the sentences.

Answers: 2 My sister is a student in Year 7. 3 She is a person with a friendly personality. 4 My mum is a teacher in a primary school. 5 My cousin is a teenager from Scotland. 6 He is an athlete with a lot of medals. For practice, students turn to LANGUAGE CHOICE 47. 9 Monitor and help with vocabulary that students may need as they do this exercise. In feedback, encourage students to read out one sentence each. 10 Model the activity yourself by describing someone the students will know. This could be another teacher, a student in your class or maybe another member of non-teaching staff. If students can’t work out who it is, give some physical clues. 11 Once students have guessed the person in pairs, you could open up the exercise so that students can share in a larger group.

5 Go through the sentences from the text with the class, eliciting the L1 equivalent.

6 Model some example answers based on yourself or a family member first.

No Comment

For practice, students turn to LANGUAGE CHOICE 46.

Tip: When appropriate, try to share a little personal information about yourself with your students. It helps to create trust.

Ask students what rights they think Bob Marley was fighting for. (freedom and social justice)

Now your students can: • use modifiers to add interest to sentences • use prepositions to give additional information about people.

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Background Ancient Rome: life expectancy in Rome was low because of disease and poverty. The oldest tree: the world’s oldest recorded tree is a 9,550-year-old spruce in the Dalarna province of Sweden. Going grey: each hair follicle contains pigment cells. These pigment cells continuously produce a chemical called melanin. As we get older, the pigment cells gradually die.

examined

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life expectancy: women generally live five to ten years longer than men. One reason is because men tend to develop cardiovascular disease earlier and also have strokes.

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Babies: a newborn baby may sleep for up to sixteen hours a day, this decreases as they grow.

Warm Up

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1 Check ancient, go grey and lose your memory. Do question 1 with the class. Students work in pairs to discuss their answers. Discuss answers with the class.

What Where Who Why

How big Who Who When do you What do you do How often do you do you go

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Questions

examine

2 Students check in pairs before the class check.

Which Why

Answers: 1 people: who Things: which/what place: where Time: how long/ when Reason: why 2 how old; how long 3 How; How; How

4 Ask two students to read the dialogue. Write up Who examined the teenagers? and Who did you examine? on the board. Ask: In which question does the word order change? (the object question) In object questions, the word order must change.

Grammar Alive

Answers: Student page

Answers: Student page

Answers: Student page

Extra Exercise Ask students to answer questions 2 and 5. Elicit ideas and write up any useful vocabulary on the board.

Students complete the sentences individually. Encourage them to use the quiz and Sentence Builder to help them.

Tip: Ask students to bring a photo of their friends or family to their next lesson (see Speaking Workshop 6, Exercise 7).

Answers: 2 are you examining 3 do you like 4 have grey hair 5 do they like

Now your students can:

Students complete the questions individually. Elicit answers. Check understanding of signs and help with pronunciation if necessary. 3

For practice, students turn to lANGUAGE cHoicE 48.

5

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Students compare their notes in pairs.

7 Students read through the questions. Encourage them to fill some of the gaps before listening again. They ask and answer in pairs.

• form subject and object questions • share personal information using question forms.

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Extra Exercise Prepare five simple sentences before class e.g. 1 I like that T-shirt. 2 My dad is the dad on the left. 3 He is the tall boy at the back. 4 Which hat did you buy? I bought the red hat. 5 Is that your bag? No, my bag is the blue bag. You can either write these up on the board or dictate them to students. Ask them to replace the appropriate nouns with one. First, ask students to read through the dialogue before using the Talk Builder to help them complete it. 6

middle next

In case students don’t have a photo, make sure you have a selection of pictures ready – these could be from magazines. Divide the class into groups. Allow them ten minutes to discuss and make notes. Encourage them to use SKILLS BUILDER 37 for guidance. Monitor and help where necessary. 7

Which

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Answers: Student page

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For step 3, go through SKILLS BUILDER 38 and check students understand the strategies. Regroup the students and encourage them to use Lesson 18 to help them with question forms. As students ask and answer questions in their groups, monitor and help where necessary. Elicit a few opinions from individual groups. 8

Now your students can: Give students a few minutes in pairs to talk about what the people in the photo are wearing. Encourage them to use the words in the box to help, and remind them to use the Present Continuous.

Ask students to read through the dialogue in pairs first before matching. Elicit the L1 equivalent from the class. Go through SKILLS BUILDER 37 for further examples of the language.

2 Give students one minute to read through the questions first before playing the recording/DVD.

5 Give students a few minutes to complete and elicit answers from the class. Ask students why we use one, and when (we use it instead of repeating a singular countable noun).

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Answers: Student page 3 Elicit what students remember about who is who before playing the recording/DVD again.

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• identify and describe people in photos.

Answers: Student page

Answers: Mark: 4 Sandra: 2 Sam: 5 Isabel: 1

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This review focuses on the vocabulary and language areas covered in both Module 5 and Module 6. – 3 Answers: Student page

times

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does walks

takes plays

4 Answers: 20 Are you working 21 ’m trying 22 ’m doing 23 ’re having 24 ’s studying 25 isn’t doing 26 ’m going out 27 Are you meeting 28 ’m not meeting 29 ’m playing

up out into on

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Answers: 30 work 31 are studying 32 ’s sleeping 33 doesn’t like 34 go out 35 ’m working 5

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because I'm interested in football

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so I invited him

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too slow today

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Answers: 36 Why is Julia crying? 37 Who cooked lunch? 38 What did you buy? 39 Who does your sister love? 40 What time did you get up? 41 How tall is your brother? 6

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Self Assessment • Students check their answers by listening to the recording. Check spelling where necessary. • When they have finished, get them to look at their scores for each section and decide what language areas they need to do more work on. Ask them to use the table to find practice exercises.

• Give students time in class or at home to complete the practice exercises they identify. • Direct students to the Learning Links at the bottom of the page to complete either in class or at home.

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Extra Exercise Refer students to the network. In groups, students discuss and write down the names of films that match each of the genres. Help with any film types they don’t know. Students read the bullet points. Play the recording for students to check their guesses from Exercise 1. Play it again if necessary to elicit answers about what the people like. 2

Answers: action films: 2 great dialogues: 1 romantic comedies: 3 Johnny Depp: 1 westerns: 2 Reese Witherspoon: 3 Students read the network and guess the gaps from what they remember. Students can substitute animation with nouns from the penultimate box. Play the recording again for them to check. 3

comedies

horror films

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Background Toy Story 3 (2010): a 3D computer-animated comedy-adventure film. The plot focuses on the toys Woody, Buzz Lightyear and their friends dealing with an uncertain future as their owner, Andy, prepares to leave for college. Water for Elephants (2011): a film starring Robert Pattinson and Reese Witherspoon, based on the 2006 bestseller by Sara Gruen. Pattinson plays Jacob, a young man who joins the circus and is the trainer for their new elephant. Witherspoon plays Marlena, the star of the troupe, in this romantic drama.

True Grit (2010): a film directed by the Coen brothers. A tough US Marshal (Jeff Bridges) helps a stubborn young woman (Haliee Steinfield) to track down her father’s murderer.

Topic TAlk After checking the film types from the network, ask students if they have seen the films. Are they good? Who stars in them? Do they like the films? 1

Answers: a animation b romantic drama c western

Answers: Student page For practice, students turn to lANGUAGE cHoicE 49. Play and pause the recording, giving students time to write their sentences. Students check in pairs before the class check. Play the recording again to listen for the unstressed words. 4

Answers:. 2 It’s a film for children. 3 It’s got some great action scenes. 5

Students discuss in pairs.

Extra Discussion If students are capable of more, ask them to describe a film they have seen recently, e.g. Last week, I saw ‘Sherlock’. It starred Robert Downey Jr. It was an action thriller. I liked it because the special effects were brilliant, but I didn’t like the end. Give students the main structure of the sentences to complete: Last … , I went to see … It starred … and it was a(n) … I liked it because the ... were … but I didn’t like …

Now your students can: • describe types of films and give simple opinions on them.

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Background Video sharing: there are many websites where you can upload and share videos, but YouTube is the most popular website. People upload their own amateur videos and anyone can watch and comment on the posting.

Warm Up 1 Check understanding of unicyclist from photo b as this comes up in the following reading text.

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Answers: a films about unicyclists b amateur videos c a film about eccentric people in New York

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2 Ask students to read the 3-line introduction first. Ask them what the interview is about (film makers putting their films online) and who the interview is with (Paula Harmon). Give students two minutes to read the text to get the general idea. Give them a further four minutes to read and answer the questions. Explain eccentric /ɪkˈsentrɪk/ if necessary, and elicit examples. Check understanding of amateur.

3 Do this as a class discussion.

Future: be going to

4 Encourage students to underline the examples in the text as well as completing the table.

Answers: Student page

6 Give students a few minutes to find and underline the phrases. Discuss as a class.

Extra Exercise Write up a positive, negative and question sentence on the board. These can be from the table. Drill these chorally, making sure that students use the contracted form of I’m, She’s, etc. 5 Read through as a class, and elicit the answer.

Answer: Student page

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Grammar Alive Read through the phrases and check understanding of lend. Students check in pairs before the class check. 9

Diane Pete

Answers: Student page Diane 10 Put students in A/B pairs. Give them time to be both A and B. Ask one pair to model the first dialogue. Elicit the language for question 2, too. Monitor and help with pronunciation and form. 11

If students don’t have any plans, tell them to think about the weekend. They should not share their ideas at this stage. Put students in A/B pairs. Remind students to ask their partner about the weekend if necessary

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Practice 7 Go through the example with the class. Encourage students to use the table in Exercise 4 to help them complete the sentences. Students check in pairs before the class check.

Answers: 2 Are you going to put 3 are going to make 4 isn’t going to watch 5 is going to become 6 Are you going to watch For practice, students turn to LANGUAGE CHOICE 50.

Extra Exercise Instead of keeping students in their seats for Exercise 12, have them walk around the class and ask other students about their plans. Give them a strict time limit (five minutes) and tell them to remember as many plans as possible. When students sit down, ask the class what different people are doing, e.g. What is Ana doing tonight/ next weekend? She is …

Now your students can: • use be going to to talk about future plans.

8 Ask students to match the sentences first. Check answers with the class. Once you know that students have matched them correctly, they should then go on to write the sentences.

Answers: 2 c I want to be an actor. I’m going to start acting school next year. 3 a I love cinema. I’m going to become a film critic. 4 e I’m bored. I’m going to watch a thriller. 5 f My camera is old. I’m going to buy a new camera. 6 d I’ve got no time for my friends. I’m going to stop watching TV. For practice, students turn to LANGUAGE CHOICE 51.

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Background Sundance Film Festival: widely considered the premier platform for American and international independent film. Amazonas Film Festival: the festival was set up to showcase Manaus and to raise its profile and establish it as a destination for the arts. Cannes Film Festival: the festival was set up in 1946 to establish an international cultural event in France to rival the Venice Film Festival.

c e

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Warm Up

infinitive -ing

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2 Go through SKILLS BUILDER 4 and check students understand the strategies. Do the first point by going through each item, asking students what sort of information they will need to listen for, e.g. for question 2, elicit film types. Play the recording twice. Check how students are listening each time.

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1 Check understanding of fan . Students complete the questionnaire. They work in pairs, but answer the questions individually. They check their answers and discuss.

3 Play the recording of the complete dialogue for students to check their answers. Elicit reasons why students think Toby is a real film fan, e.g. He watches a lot of films. He likes old films and films from different countries (not just from Hollywood).

Answers: Student page 4 Go through each sentence with the class. Make sure students know when to use to (after would like) and when to use the -ing form (after like).

Answers: Student page For practice, students turn to LANGUAGE CHOICE 52.

5 Go through the example with the class. Remind students to use the Sentence Builder.

Answers: 2 Do you like watching foreign films? 3 Would you like to go to the cinema with me tomorrow? 4 Do you like talking about films with your friends? 5 Do you like eating popcorn in the cinema? 6 Would you like to watch a DVD with me? 6 Put students with a different partner to ask and answer the questions.

Reading 7 Students skim through the text. They should check a maximum of three words they don’t know with their partner. Elicit the most common four words the class don’t know and check meaning. Go through SKILLS BUILDER 12 and check students understand the strategies. Ask them to read the text again, underlining important words. When checking the answer, ask students why the other options aren’t correct.

Answer: Student page

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2 3

11 Check understanding of produces, award and trilogy. Give students a few minutes to choose and read through their questions individually. Give them a further three minutes to write one more question. Monitor and check as students ask and answer.

No Comment -ing -ed

Ask students what Samuel Goldwyn thinks of television.

Now your students can: • recognise how to use like and would like

exciting relaxed

• use -ed/-ing adjectives to describe situations and feelings.

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8 Give students two minutes to complete the matches.

Answers: Student page Give students three minutes to complete the Word Builder, then check in pairs. Give them a minute to match the adjectives to a and b. In feedback, check answers with the class. 9

10 Go through the example with the class and elicit the answer to question 2 as well. Ask: Is it a situation or a feeling? (a situation)

Answers: Student page

Answers: Student page For practice, students turn to LANGUAGE CHOICE 53.

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Background Film crews: other jobs within the film industry include production assistant, location manager, director, casting director, camera operator, editor, make-up artist, 3D animator, producer, sound assistant, screenwriter, special effects and stunt artist.

✓ ✓

have to have to don't have to do

have to

Warm Up

has to

1 Give students two minutes to skim the dialogue. They check in pairs.

have to

Answers: Student page

have to/not have to First, ask students to find the sentences in the text and underline them. Go through the example with the class. Students do the exercise individually. In feedback, elicit answers from individual students.

Go through the example, so students understand how to make the sentences. They complete the sentences before the class check.

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Answers: 2 An actor doesn’t have to choose his/her clothes. 3 An actor has to learn his/her words. 4 An actor doesn’t have to move the equipment. 5 An actor doesn't have to pay for food and drinks. 4 Students complete the dialogue. They check their answers by reading the interview in pairs.

Answers: Student page For practice, students turn to lANGUAGE cHoicE 54.

Grammar Alive 5 Explain that obligations are things that we have to do. Encourage students to put a tick or a cross the first time they listen to the recording, to remind them what Tom does or doesn’t have to do. Students work in pairs. Ask them to try to make sentences from the cues. Play the recording again so students can check their sentences.

Answers: 2 Tom has to take a camera. 3 He has to film important places. 4 He doesn’t have to talk to old people. 5 He doesn’t have to film the interviews.

6 Go through the example with the class, so they understand what to do with the cues. Put students in A/B pairs. Give students five minutes to ask and answer the questions. Monitor and help where necessary. Write up and correct any common grammar errors on the board. 7 Give students a few minutes to complete their sentences. In feedback, ask a few individual students to read one have to sentence and one don’t have to sentence.

Now your students can: • use have to/not have to to talk about things that are necessary or not necessary.

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Tip: Getting students to explain why the wrong answers are incorrect is just as valuable as getting the correct answer from them. It helps them to get to the right answer, if they are able to understand why the others are wrong.

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Extra Discussion Ask students what is on at the cinema at the moment – elicit the type of film and the main stars. Ask them what the last film was that they saw either on DVD or at the cinema. Write ideas and vocabulary up on the board.

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6 Give students a few minutes to prepare individually. Tell students to use ideas from your discussion or simply elicit a few ideas at this point. 7 Encourage students to refer to SKILLS BUILDER 39 and the Talk Builder on this page as they discuss their choices. Once students have all chosen their five films, give them a further ten minutes to make notes based on step 1. Wait until the whole class is ready to move on to step 2 before proceeding. Monitor and help with vocabulary. When doing the class check on common errors, focus only on agreeing/disagreeing language.

Now your students can: • use simple phrases to agree or disagree with statements.

1 If students have seen the films, ask them which is their favourite, and why. 2 Give students one minute to read through the sentences. If you are listening to the recording (and not watching the DVD), tell students that Patsy is a girl before you start.

Answers: Student page 3 Students complete the Talk Builder exercise. Ask them to read the statements and responses in pairs and check their answers. Refer students to SKILLS BUILDER 39 for further examples.

Answers: b disagree c agree d agree e disagree

4 Pause the recording/DVD, allowing the class to repeat the replies chorally. Repeat and when they are more confident, drill individually. 5 Give students a few minutes to complete the exercise individually. Check answers by reading the sentence and eliciting the correct response. Check why the other answers aren’t correct, e.g. ask: Is ‘I like romantic films’ a positive or negative sentence? (positive) Why is a negative response not correct? (Because the statement is positive.) When do we use ‘good idea’. (When someone makes a suggestion.)

Answers: Student page

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Extra Discussion Ask students if they like competitions. What sort of competitions do they enter? Did they win a prize? What was it? Why is it good to enter competitions?

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Give students five minutes to read and complete the exercise individually, then check in pairs. 1

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Answers: Student page Give students a few minutes to skim the email and check general understanding by asking, e.g. Who wrote the letter? (Freya Williams) What does she want to do? (to enter the competition) What sports does she like to film? (skateboarding and basketball) Give students a few minutes to find the information. In feedback, elicit answers from individual students.

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Answers: She asks about a, b, c, e, f.

Text Builder

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3 Ask students if the email is formal or informal (formal). How do they know? (Because it starts Dear Sir/Madam and ends Yours faithfully.) Students match individually, then check in pairs.

Answers: Student page

4 Read through the sentences with the class, eliciting the L1 equivalent.

Answers: I would also like more information; to ask about the prizes, too. Go through the example with the class. Encourage students to use the email to help them. 5

Answers: 2 I would like information about prices. I have got some questions about dates, too. 3 I play football. I also like swimming and running. 4 My sister watches a lot of films at home. She goes to the cinema a lot, too.

6 Give students one minute to read through the choice of adverts in step 1. Elicit ideas for each, checking they remember that Zumba is dance exercise. Make sure all students have made a decision before moving on to step 2. Give them a further five minutes to make questions. Monitor and help where necessary. Go through SKILLS BUILDER 24 for another example email to help them. Encourage them to use linkers. You can also refer them to Skills Builder 21 to remind them of other linkers they can use. 7

Now your students can: • write a formal email asking for information • use the linkers also and too to add further information.

Students read each other’s emails.

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3 Give students time to read the information in the network before playing the recording. When they have completed the network sentences about Toby, do a class check. Check other networks for words that students don’t know.

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cheese

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vegetables coffee

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biscuits

Extra Exercise Basic practice: If your class needs to revisit a lot of this vocabulary, bring in flashcards of as many of the food items as possible in the networks. Practise by holding up the cards and getting students to repeat what they see. Extension practice: To help students remember the food items, use flashcards of the food items and ask, e.g. Do you like pasta? Pass the flashcards around the class, encouraging students to ask and answer about the pictures. 4 Pause the recording if necessary in order to give students time to find the words and practise pronunciation through choral drilling. If necessary, stop and repeat more difficult words, e.g. vegetables, salmon and yoghurt.

Answers: Student page For practice, students turn to LANGUAGE CHOICE 55. 5 Put students with a new partner to complete this exercise.

Now your students can:

Topic Talk 1 Elicit words for the food items in the photos and write them up on the board. Ask students which food in the photos they like or don’t like.

2 Write up the headings Healthy and Unhealthy on the board, then play the recording. Elicit ideas for types of healthy and unhealthy foods. Ask students to tell you if they think they are healthy or not. Play the recording again if necessary.

Answers: a tomatoes b broccoli c cake d strawberries e kiwi f cheese g ice cream h milk i egg j sardines k chicken l sausage

Answers: Chris is more healthy. He eats fruit and vegetables and nuts and fruit for snacks. He doesn’t drink coffee.

• talk about food they eat.

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Background Sushi: it first came from Southeast Asia, and spread to south China before coming to Japan. Sushi means ‘sourtasting’. The small parcels of raw fish and rice are traditionally eaten with the fingers or chopsticks and often served on a small platter with a side dish for dipping. Spaghetti bolognese: is spaghetti pasta served with a meat-based sauce which originally comes from Bologna in Italy.

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Extra Exercise Students work in pairs. Ask them to write five countries and their traditional dish. Open this into a class discussion about their favourite foreign dish and maybe what foreign restaurants are available in your town. Ideas can include India (curry), Italy (pasta and pizza), China (rice and noodles), Mexico (enchiladas and burritos), Spain (paella and tapas) and Poland (pierogi).

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Answers: a salad b sushi (Japan) c spaghetti bolognese (Italy)

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1 Discuss what dishes students can see in the photos and in what country they think they are popular. Ask students to look at the ‘future food’, too. What do they think it might be?

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Warm Up

Students discuss their answers in pairs. Elicit class feedback. Check understanding of eating habits, vitamins, lifestyle and home-cooking. 2

Predictions will/won’t 3 Ask students to look at the table and underline the sentences from it in the interview text. Elicit the completed rule from the class.

in ten years' time next year

Extra Exercise To focus on form, write an affirmative sentence, a negative sentence and a question form (use the sentences from the grammar table) on the board. Elicit what students need to form the sentence – will/won’t + verb. Ask checking questions, e.g. What form of the verb do we use? (the base form) Do we need ‘to’ with the verb? (no) Does ‘will’ change with different subjects? (no)

4 Read through the time expressions with the class and ask students to find two more. Ask individual students for the answers.

Answers: Student page

Tip: Write the parts of the sentence that you want to focus on in different colours, e.g. meat will be more expensive.

Answers: Student page

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7 Put students in A/B pairs. Give students sufficient time to ask and answer all the questions. Model the task first with a student.

Answers: 2 Yes, it will. 3 No, they won’t. 4 No, they won’t. 5 No, it won’t. 6 Yes, they will. 7 No, they won’t. 8 Yes, they will. 8 Students complete the predictions individually. Ask individual students to come and write up the answers on the board. Students check that their answers match those on the board.

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won't will won't won't will won't

practice 5 Go through the example. Students find the appropriate sentence in the text that tells us this (Fast food won’t disappear). Students complete the sentences, then check in pairs.

Answers: Student page For practice, students turn to lANGUAGE cHoicE 56.

Recap on how to form a question by going through the example with the class and doing question 2 together. Write up the answer on the board. Students then complete the questions individually. 6

Answers: 2 Will Italian food still be popular? 3 Will fast food restaurants disappear? 4 Will people eat a lot of sweets? 5 Will our national food become popular in the world? 6 Will people stop eating meat? 7 Will traditional dishes change? 8 Will young people cook at home?

Answers: 2 We won’t go out very often. We will learn to cook at home. 3 Schools won’t sell sweets. Children will drink more water. 4 We will eat more fruit and vegetables. Hamburgers won’t be popular. For practice, students turn to lANGUAGE cHoicE 57.

Grammar Alive Write up fortune-teller on the board. Ask: Does this person tell you about the past or the future? (the future) Check understanding of chef. Ask: What is a chef’s job? (They cook food in restaurants.) Play the very first part of the recording. Stop the recording and ask: Where is it? (at a fair) 9

Answers: She will work a lot, have four children, be famous. Her life will be exciting. She won’t be rich. 10 Explain that they are going to be fortune-teller and customer. Ask two students to volunteer to model the first two cues. Monitor and help with language. Discuss any common errors related to grammar.

In pairs, students complete their predictions before they discuss. 11

Now your students can: • use will/won’t to form simple sentences and questions about the future.

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Background Roof gardens: these gardens are beginning to change the roof landscape in a number of North American, European and Asian cities. They increase private outdoor green space at home, they support urban food production, improve air quality and reduce CO2 emissions. They delay stormwater runoff, increase habitat for birds and insulate buildings. Switzerland, Austria and Germany all have a long tradition of using green roofs. The Swiss government has just passed a bylaw which states that new buildings must be designed to relocate the green space covered by the building’s footprint to their roofs. Even existing buildings, including historical buildings, must now ‘green’ 20 percent of their rooftops.

3 2

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organic hens honey grow C02 bees owner

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Part 1 Extra Warmer Choosing food items from the Topic Talk page, dictate the letters of the words to the class in the wrong order (as an anagram). The first student to work out the food item wins a point. You could put students in teams to do this. It will help practise letter sounds as well as revise vocabulary.

Warm Up

1

1 Elicit some ideas for fruit and vegetables that are available locally. Students work in pairs. Give them five minutes to discuss where they come from.

2 Give students a strict time limit when they do this exercise (two minutes). They only need to skim the text at this stage to match the topics. Stress that they shouldn’t read every word in detail.

Students will need to read in more detail to complete this task. Give them sufficient time to read through more thoroughly and ask some general checking questions, e.g. In which country are the gardens? (England) What is a flat roof? (A picture on the board may help for this question.) Which countries do a lot of fruit and vegetables come from? (South Africa, Kenya, Thailand, etc.) Go through SKILLS BUILDER 13 and check students understand the strategies before they complete the exercise. Students check in pairs before the class check.

Answers: Student page

Answers: Student page

Reading

3

Tip: Students can write their own definitions for words in other texts, as in Exercise 3. They choose four words and then swap their definitions with their partners. 4 Ask students to underline the part in the text where they find the answer. This may be a good point to break your lesson.

Answers: Student page Extra Discussion Ask students if they or their parents grow fruit or vegetables in their gardens or if they have an allotment (a small piece of ground in or just outside a town that a person rents for growing vegetables, fruit or flowers). What do they grow? Who eats the food?

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7 Look at the example with the class. Ask: Does the last part of the cue have a verb? (no) So do you use ‘because’ or ‘because of’? (because of) Students should be able to work out their answers to the remaining questions in the same way.

c, g, j a, d, f e, h, i

Answers: 2 Those vegetables are fresh because they come from our garden. 3 Omelettes in that café are good because of the fresh eggs. 4 That honey is expensive because it comes from Fortnum & Mason. 5 We don’t go to that restaurant because of the prices. 6 That market is good because the vegetables are cheap.

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For practice, students turn to LANGUAGE CHOICE 59. 8 Give students time to look through the questions first. Put students in different pairs for this task, so the questions and answers will be fresh and more meaningful. 9 Ask individual students to repeat some of their partner’s answers in the third person, as shown in the example.

No Comment Ask students what the joke is. (A play on words between snails which are slow and fast food.)

Now your students can: • use strategies to work out unknown words

5 Make sure students understand that sentences 2–4 have more than one match. The Topic Talk page will help with the meal answers. In feedback, discuss answers.

Answers: Student page For practice, students turn to LANGUAGE CHOICE 58.

Part 2

• use because and because of to add to and link sentences.

Writing 6 Look at the Sentence Builder with the class, eliciting the L1 equivalent. Bring students’ attention to the form in brackets as this is the key difference (verbs don’t follow because of). Go through SKILLS BUILDER 25 for further examples.

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Background Healthy hearts: overweight and obesity directly affect the health of the heart. Salt: health experts recommend a maximum of 5 grams of salt per day for a healthy diet; processed foods are often high in salt content.

Present Simple

Sugar: recent research from the US shows that people eat more than 100 grams extra sugar daily, hidden in breakfast cereals, soft drinks, fruit jams, etc.

a: fish

Fat: healthy fats (unsaturated) are found in oily fish, nuts and vegetable oils. Unhealthy fats (saturated and transfats) are found in fatty meats, fried foods, dairy products, tropical oils and some margarines.

+

d: tomatoes

e: onions

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b: lemon

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hot dog, burger a meal in a fast food restaurant pasta, fish, vegetables sandwiches, pizza

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1 Elicit the food vocabulary (a–e). Write the words up on the board. Students say which they like, using full sentences, e.g. I like tomatoes in salad. Ask: Is the food healthy or unhealthy?

Pe

Answers: Student page 2 Check understanding of nutrition, concentrate, fresh products and regularly. Students read, then discuss in pairs. Ask, e.g. How many times a day can we eat? (five or six)

b

a

Answers: Student page 3 Ask a few questions to get the discussion going. Ask, e.g. When do you feel hungry? Do you enjoy a snack in the morning/afternoon?

present conditional 4 Students work this out individually. If necessary, guide them asking: When are you talking about? (now/the present)

Answers: Student page

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5 Write up the form on the board. Elicit the answer. Elicit examples from the text. Highlight that the if part of the sentence can go at the end.

Answers: Student page Elicit the first part of the answer to question 2. 6

Answers: 2 If children eat a lot of sweets, they have problems with (their) weight. 3 If you don’t sleep eight hours every night, you feel moody. 4 If you eat chocolate, you feel happy. 5 If you don’t eat fruit and vegetables, you have health problems. For practice, students turn to lANGUAGE cHoicE 60.

Grammar Alive 7 Students listen the first time to find out what two people the teenager talks about (his girlfriend and his mum). Encourage full sentences in feedback.

Answers: Student page 8 Students write their questions down individually before they complete the question and answer dialogues in pairs. 9 Students discuss their answers in pairs before class feedback.

Now your students can: • recognise the Present Conditional.

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5 Say the questions, using choral drilling. Encourage students to use the polite intonation.

customer waiter

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customer waiter customer waiter customer customer customer waiter customer waiter

menu

like

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please drink

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Extra Exercise In groups of three, students read through either the Talk Builder or SKILLS BUILDER 40. Encourage them to focus on using the polite intonation. Tip: Use the SKILLS BUILDER and Talk Builder dialogues as much as you can – they provide good models and provide lots of valuable practice. 6 Give students a few minutes to complete the dialogue, then check in pairs. Do a class check before students use it to form and role-play their own dialogues. Encourage students to refer back to the menu for ideas of what to order.

Answers: Student page Students use SKILLS BUILDER 40 as a guide. Go through the steps with the class first, to check instructions. Give students ten minutes to complete in their groups. 7

Tip: If you have access to a video camera, you could film students acting out their situations as part of a longer term project. The films can then be played at the end of term. 8 In feedback, ask for one sentence from each group.

Now your students can: Give students a few minutes to discuss the menu in pairs. In feedback, check any dishes that students don’t know. Ask two or three students to say what they would like.

Give students a few minutes to look through the statements first. Try to elicit some answers that they may remember from the first listening/watching.

Extra Exercise Play the recording/DVD and ask: Where is it? (in a café) and Who is there? (two friends and a waitress)

Answers: Student page

1

2 Play the recording/DVD. Students check in pairs before the class check.

Answers: Zac: pizza, cola Michelle: tuna salad, water

3

• use polite language to order food in a café or restaurant.

4 Give students five minutes to work out the speakers individually. Students check answers in groups of three and read through the dialogue. Refer students to SKILLS BUILDER 40 for another example dialogue.

Answers: Student page

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This review focuses on the vocabulary and language areas covered in both Module 7 and Module 8. 1 – 3 Answers: Student page

have to have to

4 Answers: 20 I like Italian restaurants. I also cook Italian food. 21 I often go to the cinema. I watch DVDs, too. 22 Everyone loves this café because of their fantastic cakes. 23 He made his last film in New Zealand because there are beautiful mountains there.

have to

work don't cook eat don't do

interesting tired boring exciting

feel

interested

like like

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would like Do Would like

feel

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6 Answers: 29 Cinema tickets will be very expensive. 30 People won’t go to the cinema. 31 DVDs will disappear. 32 Will people watch all films online? 33 Will cinemas exist?

don't have to

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5 Answers: 24 My parents are going to buy a new car. 25 Is Jane going to make a film about Venice? 26 I’m not going to spend the summer in the city. 27 Mike is going to cook lunch at home. 28 Are you going to watch this film?

don't have to

– 9 Answers: Student page 7

Self Assessment • Students check their answers by listening to the recording. Check spelling where necessary. • When they have finished, get them to look at their scores for each section and decide what language areas they need to do more work on. Ask them to use the table to find practice exercises.

• Give students time in class or at home to complete the practice exercises they identify. • Direct students to the Learning Links at the bottom of the page to complete either in class or at home.

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2 Play the recording twice if necessary. Students check their notes in pairs before the class check.

Answers: 1 China 2 China 3 South Africa 4 All the countries have variable climates – South Africa is relatively dry. 5 Brazil 3 Give students a few minutes to read through the network first. Ask if they can fill in any of the gaps from what they remember.

winter cold

rainy

north national parks

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fifty Pretoria

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Answers: Student page

Background China: China’s mainland population (the world’s largest) was 1,347,350,000 in 2011. It is 9,596,960 km² in size. China has a climate dominated by dry winter seasons and wet monsoon summers but climates differ from region to region. In the southwest of the country, it is pleasantly warm and green all year round. Brazil: Brazil’s population is 193,364,000. It is 8,511,965 km² in size. The vast majority of Brazil has a tropical climate, although portions of the country have a range of climates. Its coastline is over 7,491 kilometres long with thousands of different beaches.

South Africa: South Africa’s population is 49,991,300. It is the 25th largest country in the world in terms of population. It is 1,219,912 km² in size. The climate varies considerably regionally but it is a relatively dry country. There are approximately 2500 kilometres of coastline with surfing and swimming beaches, and nineteen national parks, including the famous Kruger Park.

4 Students listen and repeat first, then write the word in their notebooks. Play the recording again, giving them time to underline the stress. Practise the words, using choral drilling, and encourage students to repeat words they have problems with. Play the track several times or repeat words if necessary.

Answers: autumn, winter, cloudy, national, capital For practice, students turn to LANGUAGE CHOICE 61. 5 Give students time to discuss the information. In feedback, discuss any different views.

Extra Exercise Students can write about other countries they have visited or if they have access to computers they can use them to research other countries or your country.

Now your students can: • describe the climate and geographical features of a country.

Topic Talk 1 Give students five minutes to discuss their answers in pairs. Check largest and biggest before they start.

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Background Studying abroad: the number of students choosing to study abroad has risen sharply over the past few years. In May 2011, the number of international students rose to 3.43 million – an increase of 12 percent. The US is the top destination with the number of Chinese students in the US rising by almost 30 percent in a single year. The UK is the second biggest destination for overseas students.

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Give students a few minutes to read the text. Ask some general checking questions, e.g. What isn’t ‘cool’? (philosophy and politics) Where does Mel cook? (at home) What language do they write essays in? (English) 2

so

Pe

Extra Exercise Before reading the text, students look at the list in Exercise 2. Ask them what they would have problems with if they studied abroad. Elicit ideas and write up any useful vocabulary on the board.

ar

1 Look at the photo with the class and elicit ideas. What age do they think the students are? What do they think is a good age for studying abroad? Then ask them where they would like to study, and why. What would they like to see or do there?

n

Warm Up

Answers: Student page

a/an/the 3 Give students five minutes to complete the rules individually. Make sure they understand that they have to circle the correct alternative in each rule. Students check their answers in pairs before the class check.

Answers: Student page

home

dinner home

breakfast

4 Give students time to read the sentences before choosing a or the in a and b. Students check in pairs. Highlight the difference by asking: In sentences 1 and 4, what is the specific thing or person? (the world and the teacher) In sentence 3, are there other Chinese restaurants? (Yes. This is one of many.)

Answers: Student page 5 Give students a few minutes to find the expressions and complete the sentences.

Answers: Student page

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Grammar Alive Play the recording first and ask students to listen for answers to these questons: Who are the people? (students) Are they friends? (No, they have just met.). Students then complete the exercise. Play the recording again to check. 9

an the

a

an a the the

the

Answers: Student page

the the classrooms library have a (cup) of coffee office toilet

10 Put students in A/B pairs. Ask one pair to read the example. Elicit ideas for question 2 to model the exercise. Give students plenty of time to ask and answer. Monitor and help where necessary. Make a note of common errors relating to articles.

Put students in groups of three or four to complete the exercise orally. Monitor and help where necessary.

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practice 6 Go through the example with the class and help them with item 2. Encourage students to refer to Exercises 3 and 4 to help them.

Answers: Student page For practice, students turn to lANGUAGE cHoicE 62. 7 Go through the example with the class. Ask: Does the person asking the question know how many cathedrals there are in London? (no) For question 2, ask: Is there more than one Moscow? (no)

Answers: Student page

8 Give students five minutes to complete the dialogue individually. Ask students to read it in pairs to check their answers. Ask checking questions, e.g. (question 3): Does Jim know which living room his friend is talking about? (Yes. It’s specific.)

Answers: Student page For practice, students turn to lANGUAGE cHoicE 63.

Extra Exercise Ask students to choose three of the places from the list in Exercise 11 and write their sentences. Students swap notebooks for their partner to check. Tip: Students don’t always recognise their own mistakes, but they often see mistakes in other people’s work. Peer correction is a useful tool to help them recognise their own mistakes. Extra Exercise Students close their books. Choose four or five sentences from the Students’ Book page which contain various articles (or none). Dictate the sentences with the articles missing. Students write them in their notebooks then work in pairs to correct the sentences, e.g. I have dinner in (a) local restaurant. Moscow is (the) capital of Russia. I had cornflakes for breakfast (no article).

Now your students can: • recognise and use indefinite and definite articles appropriately.

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Background Costa Rica: is a country bordered by Nicaragua and Panama. There are two major mountain ranges, The Cordillera Volcanica and the Cordillera de Talamanca. One fifth of the country is covered in forests. The country has focused on developing ecotourism.

Part 1

Warm Up

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1 Read through the sentences with the class, eliciting students’ guesses. Write up their suggestions on the board, and check the vocabulary in the box. (Students will need this for the next practice exercise.)

For practice, students turn to LANGUAGE CHOICE 64.

Give students sufficient time to read the text and check their guesses. Add their feedback to the answers you wrote up on the board. 2

Answers: Student page

T

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3 Put students in A/B pairs. Monitor and help where necessary.

T

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Reading

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Answers: A: 2 coffee 3 go hiking, go white-water rafting, swim/surf, take photos 4 monkeys, sloths, sea turtles, birds B: 2 ecotourism 3 rainforest, volcano, river, sea/ocean, Puerto Viejo, Cahuita and Tortuguero National Parks, San José 4 November–April

Extra Exercise Ask students to choose three words they don’t know. Refer them again to SKILLS BUILDER 13 to work out what the word is. Provide dictionaries for students to work out words they still don’t know. Students then share the words in pairs.

4 Put students in A/B pairs. Student A writes the questions for Student B, and vice versa. Give students a few minutes to prepare their questions. Wait until all students are ready with their questions before they ask and answer. Monitor and help where necessary. Make a note of any incorrect question forms and correct them on the board.

Answers: 2 What is the national drink? 3 What things can you do? 4 What animals can you see? 1 What is the population? 2 What type of tourism is there? 3 What places can you visit? 4 When is the best time to go?

5 Elicit sentences from a few students about what they would like to do.

Part 2 6 Highlight the way the countries are grouped in the Word Builder to help students with spelling. Once they have completed the adjectives, play the recording. When they have listened, to check their answers, play the recording again, encouraging students to repeat and practise pronunciation.

Answers: Student page For practice, students turn to LANGUAGE CHOICE 65.

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9 Read through the sentences with the class, then play the recording. Go through SKILLS BUILDER 5 and check students understand the strategies. Ask if they remember hearing any of the phrases in point 2. In feedback, ask what language or intonation students noticed.

Answers: Student page

Lucy Adam Lucy

n

American Canadian

so

Spanish Turkish Polish Japanese Chinese

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Greek French

7 Put students in A/B pairs. Students divide the list so that they each choose about four people to ask about. Choose one pair to model the conversation first. Monitor and help with pronunciation and question forms. Give students two minutes to check their answers. Allow students to use additional people if they prefer.

Listening Give students one minute to read through the questions before you play the recording. Elicit ideas for the type of answers they need to listen for, e.g. question 3 could be bus, train or car. Encourage them to make notes as they listen, and to answer in full sentences. 8

10 Elicit some more ideas of things to do and write them up on the board as suggested below. Give students a further five minutes to discuss ideas. As students are writing their notes, ask one or two to come and write up their ideas under the appropriate heading. Once students have finished discussing, have feedback.

Tip: Use spidergrams on the board to order ideas. In this case, write My country in a circle in the middle with the headings from Exercise 10 spaced around it. Include students’ ideas under the different headings. (You can also use different colours.) 11 Put students in A/B pairs. They use the question forms they wrote for Exercise 3 to help them as well as their notes from Exercise 10. Monitor and help where necessary. In feedback, ask one or two pairs to repeat their dialogues to the class.

No Comment Ask students why this statement is true. Is it true for them?

Now your students can: • recognise a variety of nationalities • ask and answer questions about their country.

Answers: 2 She went for three weeks. 3 She travelled by bus. 4 Her favourite animals were the turtles. 5 She had sunny, dry weather./ The weather was sunny and dry. 6 She did white-water rafting, surfing and swimming.

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Warm Up Give students one minute to read the advertisement and name the places they have visited. Ask: What did you see? What did you like? 1

No one anywhere everywhere everything

Play the recording so that students can listen and read. They then read again, answering the questions. Ask: Why don’t they know where they are? (Perhaps they fell asleep on the bus. Perhaps they aren’t very good at geography.) 2

anything

anyone

Answers: They are in Austria. They think they are in Germany because the cars are German and everyone is speaking German.

everyone something someone everything

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4 Encourage students to read each sentence and guess the context. Go through the example with the class. Ask: Is the sentence about people, places or things? (People – they are friendly.)

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Answers: Student page

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someone, anyone, everyone, no one 3 Give students five minutes to complete the table. Students check in pairs before the class check. Ask: What is the ending for places? (-where) What is the ending for things? (-thing) What is the ending for people? (-one)

everywhere anything

no one anyone anything everyone everything someone something

Answers: Student page For practice, students turn to lANGUAGE cHoicE 66. Give students one minute to read through first (without filling the gaps). Ask: Where was the man? (in Rome) What did he do? (He went for long walks.) Who did he meet? (a pretty girl) Who is she now? (his wife) Students read again, completing the gaps. 5

Answers: Student page

Grammar Alive 6 Students listen as you play the recording once. Ask: Where are they? (on holiday in the mountains) Who did they meet? (two Australians) Play the recording again. Students check in pairs before the class check.

Answers: Steve wants to do something exciting. He wants to cook something exotic. He wants to invite someone interesting to dinner. Jim only likes the ‘dinner’ idea.

7 Put students in A/B pairs. Ask one pair to read the example dialogue.

Extra Exercise Put students in A/B pairs. Ask them to write a similar dialogue to Exercise 2. Write up some situations on the board. Make sure students are confident before asking for volunteers to act out their dialogues to the class.

Now your students can: • use someone, anyone, everyone, no one to refer to general things, people and places.

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4 Give students a few minutes to read through the dialogue, then elicit the L1 equivalents of the instructions. Refer students to SKILLS BUILDER 41 and ask them to read the dialogue in pairs. They can draw a small map to help them with the directions vocabulary if they wish. 5 Students practise the questions, using choral drilling and individual repetition. Check that they use polite intonation. 6 Encourage students to use the Talk Builder in Exercise 4 to help them choose the correct alternatives.

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Answers: Student page

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Ask students to turn to page 119. Students answer the questions individually. 1

2 Play the recording/DVD twice. Students listen or watch the first time to get an idea of what is happening. Ask: How many people does he speak to? (three) Where does he want to go? (an internet café) Play the recording again as students trace the route on the map and compare in pairs.

Give students one minute to read through the sentences first, before playing the recording/DVD again. Students match the people and actions. In feedback, ask individual students to read out whole sentences. 3

Answers: Student page

7 Monitor and help where necessary, focusing on the questions and directions vocabulary. 8 Students work in pairs. Ask: How did Sean check the instructions? (He repeated the directions and also said Sorry can you repeat that, please?) Refer students to SKILLS BUILDER 41 to check this. Give students five minutes to make notes on step 1, then elicit ideas from the whole class and write them up on the board. Students can draw a small map to help them visually if they wish. Encourage students to use SKILLS BUILDER 42 and the other information on the page. Monitor and help where necessary.

Tip: When students make notes in pairs, write up their ideas on the board when possible. Getting everyone’s ideas together on the board helps to keep up the momentum in the exercise and gives them plenty of ideas to work with. 9 In feedback, ask two or three students for their answers.

Now your students can: • give and check directions.

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1 Check if students know the English words for the things in the postcard photos (waterfall, penguin and a building).

Answer: Brazil 2 Give students a few minutes to read the postcard. Also ask: Who is the postcard from? (Charlie) What show did he see? (a tango show) What’s a tango? (a dance) What are Argentinian people like? (friendly)

Answers: a Iguazu Falls b Valdes Peninsula c Buenos Aires

Text Builder Check the example with the class. Students check in pairs before the class check.

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Answers: Student page

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2 5

Ask students to find and underline the sentences in the postcard. Elicit the equivalent in L1, then refer students to SKILLS BUILDER 26 for further examples. 4

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5 Go through the example with the class. Give students five minutes to complete and check in pairs.

Answers: 2 She bought a camera to take photos of animals. 3 We went to the national park to see the turtles. 4 They visited London to go shopping. 5 I got up at six o’clock to finish my homework. 6 He bought postcards to send to his family.

Elicit countries and regions in your country to get some ideas and write them up on the board. Give students five minutes to make notes first (step 1). Monitor and help where necessary. Write up any information on the board. Students work individually. Give them ten minutes to write their postcard. Tell them to use SKILLS BUILDER 27 and the postcard in Exercise 2 to help them. For step 3, you could ask students to swap their postcards with a partner to check for mistakes. 6

Divide the class into groups. Give students five minutes to discuss the postcards in their groups and report back to the class. 7

Extra Exercise This can be done as an alternative to Exercise 7. Put students’ postcards up around the classroom (or leave books open on desks). Students walk round and read the postcards – limit their time, they don’t have to read them all. As they are walking round, do the same yourself and make a note of a few questions, e.g. Where did (Peter) go on holiday? What town did (Alice) visit? In feedback, ask the questions to find out who has the answer.

Now your students can: • write a postcard • use infinitives of purpose to link sentences.

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3 Give students time to read the network before listening. Check vocabulary. Ask: Do you use Facebook? What do you download? (If students know what these things are, they should be able to answer you.)

Answers: Student page

download music

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4 Say the words, using choral drilling first. Repeat them when necessary. Play the recording for students to write the words in their notebooks. Give them a few minutes to underline the stress and then play again to check. In feedback, ask individual students to say the words and write them up on the board.

use Facebook tablet

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digital camera

Topic Talk 1 Give students five minutes to check their answers in pairs before the class check. In feedback, ask which gadgets they think are useful and which they would like to have.

Answers: b a dog video camera c a TV bag

Answers: 2 video camera 3 laptop 4 mobile phone 5 net book 6 smart phone 7 MP3 player 8 USB For practice, students turn to LANGUAGE CHOICE 67. Extra Exercise Tell students to choose four or five words from the network that they don’t know. Distribute dictionaries for students to check the meaning. Students then write a sentence containing the word to show its meaning. In feedback, ask a few students to read their sentences. Tip: Telling students to write down target vocabulary in a sentence helps them remember the word, especially if they can make it personal. Check any remaining words in the network that are new to students before they discuss in pairs. 5

Play the recording twice if necessary. Students compare their notes in pairs. Check the gadgets by asking, e.g. Where do you have a Sat Nav? (in your car) What is the difference between a net book and a desktop? (A net book is hand-held; a desktop is a computer that sits on your desk.) 2

Now your students can: • talk about gadgets they like and don’t like.

Answers: 1 She would like a new digital camera. 2 His favourite gadget is his Sat Nav; he would like a new mobile phone. 3 Her favourite gadget is her net book; she would like a new desktop.

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Background Sat Nav: stands for Satellite Navigation System. Some reports indicate that widespread use of Sat Nav devices in vehicles has contributed to an increase in road accidents because drivers pay less attention to road signs and other road conditions. 2

E-books: books produced in digital form, consisting of text, images or both. The process started with the Gutenberg Project in the 1970s; over 100,000 books that were out of copyright were retyped into digital form as e-books.

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Safe sandals: Also known as ‘stash sandals’. They are comfortable enough to wear on the beach, but a secret tray in the sole slides out to hold personal items.

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Before students open their books, write up the heading Gadgets on the board, and give an example, e.g. video camera. Ask students what gadgets they have or would like to have and which they think is the most important gadget for them. Tip: It helps to find out what students know before opening books. If students are able to come up with some of the vocabulary before they read a text, they will feel more confident.

Warm Up Give students a few minutes to discuss in pairs. Check what gadgets c and d are called. 1

Answers: 2 c Sat Nav 3 d e-book 4 b mobile phone hammock

2 Give students a few minutes to read through the text. Give students time to check their answers in pairs before the class check. Ask general checking questions: Can you read an e-book in the bath? (no) Are gadgets cheap? (no) Does Pete’s mum travel? (no) What’s the problem with Sat Navs? (They are often wrong.)

Present Perfect

Answers: Student page

5 Give students time individually to read the box and complete the rule. Check form by writing up one affirmative, one negative sentence and one question on the board. Ask students what they need to make the Present Perfect (subject + have/has + verb in the third form).

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Elicit ideas as a class.

4 Give students a few minutes to complete the verb forms. The list on page 95 will help them to recognise the irregular forms. Draw their attention to the regular -ed form, and the change in spelling in stop – stopped.

Answers: Student page

Answers: Student page

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9 Look at the example with the class and give students five minutes to complete the sentences individually. Give students time to check their answers and the position of never in pairs before the class check.

Answers: 2 I’ve bought a lot of books online. 3 My girlfriend hasn’t heard about net books. 4 We’ve tried a lot of online games. 5 My mother has never downloaded a film. 6 My granddad has never surfed the internet.

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Play the recording first, asking students just to make note of the gadgets they hear (laptop, MP3 player, digital camera). Ask: What have the two people done? and elicit anything they remember. Play the recording again for students to check. Answers: Jamie has won a photo competition. Sandy has written some poems and two short stories. 11

Put students in A/B pairs. Ask one pair to read aloud the example dialogue. Elicit the answer to number 2 to check students understand what to do. Monitor and help, focusing on form and word order. Write up and correct any common errors on the board. 12

Give students a few minutes to complete.

Practice 6 Encourage students to use the information in Exercise 5 to help them complete the sentences.

Answers: 2 ’ve sold; ’ve bought 3 haven’t used; ’ve used 4 ’ve read; haven’t heard For further practice, students turn to LANGUAGE CHOICE 68. Ask a student to read the two sentences aloud before eliciting the L1 equivalent and checking the rule for never. 7

Answer: Student page

Look at the example with the class and elicit the answer to number 2. You may want to continue with the full form as in the example, or elicit the contracted form if you feel students will manage this. 8

Answers: 2 ’ve never used 3 ’ve never bought 4 have never been 5 ’ve never sent 6 has never played For further practice, students turn to LANGUAGE CHOICE 69.

Extra Exercise Tell students to choose one achievement from Exercise 11 (or a different one) and to write it on a piece of paper. Collect all of the pieces of paper and mix them up. Read each one and the rest of the class have to guess whose it is.

Now your students can: • use the Present Perfect to talk about achievements • use the Present Perfect with never.

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Background Online activity: in the UK, adults with internet access spend an average of fifteen hours a week online, and online shopping in particular has increased in both the UK and USA. Some psychologists have become concerned that the internet can be compulsive for individuals who find they can’t stop themselves from playing games, surfing, shopping or talking to their online friends rather than their real friends and family.

Give students five minutes to complete the questionnaire on page 118. Check understanding of nervous as this is an often misused word in English. In feedback, discuss results.

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Part 1 Extra Warmer Write up the heading Addict on the board. Elicit what type of person this is, e.g. a person who can’t say ‘no’ or can’t stop doing something. Ask: What can you be addicted to? (e.g. chocolate, work, smoking).

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2 Give students a strict time limit of one minute. They only need to skim the text to get a sense of what is in each paragraph. Allow them a further two minutes to match the paragraph headings individually and elicit the answers as a class.

Answers: Student page Go through SKILLS BUILDER 14 and check students understand the strategies. Look at the example with the class and encourage them to do as the SKILLS BUILDER suggests, underlining words and phrases that help match the sentence with the text around it. e.g. 3

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ask students to underline the words that link sentence c to gap 1 (Because of that). Students use the same technique to complete the remaining gaps.

Tip: Where you haven’t got direct comprehension questions on the page, this is a good extra task to check understanding and practise question formation.

Answers: Student page

4 Give students a few minutes to write two or three sentences before discussing.

Extra Exercise Ask students to write five comprehension questions about the text. Elicit one question to get them started, e.g. When does Jonathan go to bed? Monitor and help with question formation where necessary. Students then swap questions with their partner and answer them.

5 Students work in pairs. Give them five minutes to look at the Word Builder and work out the L1 equivalents. Then do a class check.

For practice, students turn to LANGUAGE CHOICE 70. Read through the questions first, checking any unknown words. Give students five minutes to discuss. Monitor and help where necessary. In feedback, look at any common errors to do with the verb have. 6

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9 Go through the example with the class. Check that students understand that they have to reorder the words to match the order in the Sentence Builder.

Answers: 2 Please send me an email. 3 Ask me a question. 4 Let’s write her a letter. 5 I sent her a message about the party. 10 Encourage students to use the notice on this page and the one in SKILLS BUILDER 28 to help them. Ask them to make notes first against each of the headings before they write their final notice on a piece of paper. They do not sign it. Monitor and help where necessary.

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11 Divide the class into groups of four or five so that students aren’t sitting with their usual partner. Ask one student in each group to collect the notices and mix them up. Give them five minutes to discuss the notices and guess who has written each one.

No Comment Ask students why this is funny. What is surfing usually?

Now your students can: • recognise the verb have in different forms and meanings • use indirect objects to refer to people • write a lost property notice.

Part 2

Writing 7 After you have checked the main question, ask: Does Alice have her phone? (No, it’s lost.) Who should you contact if you find it? (the school secretary) Refer students to SKILLS BUILDER 28 for another example notice.

Answer: Her grandma gave it to her for her birthday.

8 Check the sentences with the class. Ask: Where is the indirect object – before or after the verb? (after the verb) Is it before or after the direct object (the phone)? (before) Do ‘me’ and ‘her’ refer to things, places or people? (People – indirect objects usually refer to people.)

For practice, students turn to LANGUAGE CHOICE 71.

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Warm Up Elicit ideas about the photo and write them up on the board. 1

Students read the interview and choose the correct gadget. Ask: Does Charlie have a dog? (yes) Who designed dog sunglasses? (his partner) What gadget won a competition last year? (his dog mobile phone) 2

Answer: Student page

Extra Exercise Write up on the board:

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3 Ask students to find the questions in the interview and elicit the answer. Write up an example of a Wh- question on the board: What other gadgets have you invented? and a Yes/No question: Has anyone bought it? Write the third form in a different colour to show where it is used in the different question types.

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Draw arrows as shown here to show that the order of these words changes when we form a question. Elicit the question for each answer: Have you tested it on a dog? Have you designed a gadget for cats? Go through the example with the class and elicit the answer to cue 2. 4

Answers: 2 Have people bought his gadgets? 3 Have his gadgets become popular? 4 Has he made a lot of money? 5 What gadgets has he tested on his dog? 6 Has he designed a mobile phone for dogs? For practice, students turn to lANGUAGE cHoicE 72. Read the sentences with the class and elicit the L1 equivalents. Highlight the position of ever in the sentences. 5

6 Give students five minutes to complete the questions individually. In feedback, check these with the class. Students then ask and answer in their pairs.

Answers: 2 Has your best friend ever bought you a gadget? 3 Have your friends ever uploaded photos? 4 Have you ever tested gadgets? 5 Has your grandfather ever used a smart phone? 6 Have your teachers ever sent you emails? Extra Discussion Ask students if they have pets. Do they have any gadgets or special things for their pets?

Grammar Alive 7 Check the instructions before listening, so students know what they are listening for. Students check in pairs before the class check. Ask: Is Chris’s friend interested? (no)

Answers: a pet, a kitchen and a car gadget show 8 Give students a few minutes to work out the questions first. Check for any mistakes with third forms, and correct these on the board.

Now your students can: • form Wh- and Yes/No Present Perfect questions.

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3 Go through SKILLS BUILDER 6 and check students understand the strategies. Ask students if they remember any polite language from the recording/ DVD. Play it again as students make notes.

Answers: (formal features) Good morning, sir. Can I help you? Of course, sir. Could you show me a cheaper one, please?

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4 Ask students to complete the Talk Builder exercise. Play the recording/DVD again if necessary to check answers, or refer students to SKILLS BUILDER 43 where they can also check against a slightly different dialogue.

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Background GPS (Global Positioning System): a space satellite navigation system developed and maintained by the US government. Gigabyte: a unit of computer information, consisting of 1,024 megabytes. Megapixels: one million pixels (i.e. small points that form the image on a computer), used to describe the amount of detail in images made by a digital camera or a computer.

1 Go through the instructions with students, but don’t check vocabulary at this point. Monitor as students discuss their preferences, and make a note of the words they don’t know. In feedback, help them to work out the meaning of the words in the box. 2 Give students a minute to read through the questions before they listen to the recording or watch the DVD. Ask: Where do you think the conversation will be?

Answers: 1 The ten megapixel camera. 2 He doesn’t buy it because it’s too expensive. 3 It hasn’t got any features. 4 He’s unhappy because the customer only bought a cheap phone.

5 Play the recording, pausing it to allow students to repeat chorally. Ask individual students to repeat also, working your way round the class. 6 Students complete the dialogue individually. Check answers chorally in preparation for the next activity.

Answers: Student page 7 Put students in A/B pairs. Remind students to use polite intonation as they role-play the dialogue in Exercise 6. Monitor and help where necessary. 8 Give students five minutes to make notes for step 1. Go through SKILLS BUILDER 43 as a class. Give students ten minutes to role-play their dialogues. Go through SKILLS BUILDER 44 and check students understand the strategies. Monitor and help where necessary. 9 In feedback, elicit individual answers.

Now your students can: • use polite language to ask about objects in a shop.

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This review focuses on the vocabulary and language areas covered in both Module 9 and Module 10. 1

Answers: Student page

2 Answers: 16 I came here to get some information. 17 We bought a dictionary to learn more words. 18 She is taking her laptop to work on the train. 19 They went to Greece to do some sightseeing.

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Answers: 36 I’ve had a lot of accidents. 37 My grandfather has never been abroad. 38 Have you ever bought an expensive gadget? 39 My dog has never eaten fruit. 40 We haven't spent a lot of money on gadgets. 41 Has your class won a competition? 42 Our teachers have travelled a lot. and 8 Answers: Student page

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3 Answers: 20 My grandmother buys me expensive presents. 21 Don’t give her your new camera. 22 I sometimes lend her my computer. 23 I gave him an interesting book. 4

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Self Assessment • Students check their answers by listening to the recording. Check spelling where necessary. • When they have finished, get them to look at their scores for each section and decide what language areas they need to do more work on. Ask them to use the table to find practice exercises.

• Give students time in class or at home to complete the practice exercises they identify. • Direct students to the Learning Links at the bottom of the page to complete either in class or at home.

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IRREGULAR VERBS

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Background

Give students five minutes to discuss in pairs. Encourage them to talk about what they see in the photos (a–c) and to match these with the sentences. Students then read the sentences carefully to decide which one of them is false.

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O. Henry (1862–1910): most of O. Henry’s 400 or so short stories are set in his own time, the early twentieth century. Many take place in New York City and deal for the most part with ordinary people: clerks, policemen and waitresses. Many of his stories first appeared in newspapers and magazines. Cabbages and Kings (1904) was his first published collection. O. Henry’s work is often humorous and his stories frequently have surprise endings. In 1952, five of them, (including the one about Soapy retold here) were made into a film anthology called O. Henry’s Full House, starring among others, Marilyn Monroe. There are various explanations for his pen name; according to one, he wanted to choose a name when he first started writing in case his work wasn’t considered good; another theory was that he knew a prison guard called Orrin Henry from whom he took the name and the initial O.

Play the recording. Give students time to check their answers in pairs before the class check. Play the recording again if necessary. Students need to listen carefully for questions 1 and 4. 2

Answers: Student page Give students a few minutes to read through the questions. Then play the recording for students to listen and choose the answers. 3

Answers: Student page

4 Monitor and help as students discuss the questions in pairs before class feedback. Encourage some discussion by asking what languages people speak and where they might see homeless people in their town. If not, perhaps students can name a city where there is more homelessness. 5 Ask students if they have heard of O. Henry and elicit any information they have, e.g. ask: What was his real name? (William Sydney Porter) Do you think he had a happy life? Why/Why not?

Answers: funny stories about everyday life in the USA

6 Ask students to look at the picture. Ask: Who is the man? (a homeless person) How does he feel? (cold) Where is he? (on a park bench) What is the policeman doing? (talking to him) Either give students five minutes to read the story individually, or play the recording so that students can listen and read. In pairs, they work out the order of events.

Answers: Student page Tip: With longer texts, it helps to play the recording as well as reading it as this focuses students’ attention. They are also able to listen to words that they may not know how to pronounce.

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Extra Exercise Write a short description of your own home. Read it out to students so that it acts as a model. Pin the description up on the board so that students can come to check if they need to. Give students sufficient time to complete their descriptions either in class or at home. Remind them to include two false things. 9

Put students with different partners for reading and guessing the false information.

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7 Give students a few minutes to revisit the story and complete the matching exercise. Give students time to check their answers in pairs before the class check.

Answers: Student page Extra Discussion Ask students what they think of Soapy. Do they feel sorry for him? Do they think he was wrong to try and do a bad thing? What happens to homeless people today?

My Culture Project The project element of this lesson can be set as work to complete outside the classroom where students have access to books or the internet to help them. 8 Give students five minutes to complete their notes individually. Help with vocabulary where necessary.

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Background Gerald Durrell (1925–1995): a well-known naturalist, conservationist, TV presenter and writer. His first book, The Overloaded Ark, was published in 1953. It is a description of his trip to Cameroon where he collected so many species of reptiles, birds and mammals that it required over one hundred cages and crates to transport them. My Family and Other Animals (1956) is his most famous book and documents his childhood on the island of Corfu in the 1930s. Other books include the autobiographical Beasts in My Belfry, A Zoo in My Luggage and the fictional The Fantastic Dinosaur Adventure.

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Extra Exercise Write up the heading Pets on the board and add some different types of common or more unusual pets, e.g. rabbit, hamster, turtle and spider. Elicit further suggestions and adjectives to describe the pets.

2 Check if students know any of the animals (a–e) in the pictures. Play the recording once for students to match the names with the pictures. Give students time to check their answers in pairs before the class check.

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In 1945, Durrell became a student zookeeper at the Whipsnade Zoological Society Park and in 1959 he founded the Durrell Wildlife Conservation Trust out of a desire to show that conditions could be improved for animals in captivity and that zoos should be reserves for rare and endangered species.

1 Elicit answers from the class. Use the words already on the board or add to them if students don’t know the English words for pets they remember. Encourage full sentences as in the example.

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Give students a few minutes to read through the questions. Play the recording twice if necessary. Ask students to correct the false sentences. 3

Answers: Student page 4 Give students five minutes to read and listen to the extract. Elicit the answer as a class.

Extra Exercise Students find the glossary words in the text and underline them. Ask them to choose three words that they are still unsure of and check with a partner. Monitor as students discuss and make a note of any words they are still struggling with. Write these words up on the board and ask for class feedback, giving the L1 equivalent if necessary.

Answer: Student page

Answers: Student page

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My Culture Project The project element of this lesson can be set as work to complete outside the classroom where students have access to books or the internet to help them. Give students sufficient time to complete their profiles either in class or at home. Give students time to check their answers in pairs before the class check. Extra Exercise Students can write questions based on the information they have collected in Exercise 7. They will need these for Exercise 8, e.g. 1 Who is it? 2 When was he/she born? Did he/she have any brothers or sisters? 3 Did he/she go to university? 4 When did he/ she become famous? 5 What did he/she do? 6 When did he/ she die? 8 Students work in pairs. Give them ten minutes to discuss.

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Remind students to read all the sentences carefully before ordering. Direct students to the part of the text where sentence 1 is. Give students time to check their answers in pairs before the class check. 5

Answers: Student page

Tip: It is important particularly with authentic texts that you give students plenty of time to discuss their answers. Students can help each other out with general meaning as well as vocabulary. 6 Give students five minutes to discuss. Monitor and make a note of any errors or interesting language to share with the rest of the class.

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Background Lewis Carroll (Charles Dodgson): Dodgson was not only an author, but a mathematician, Anglican deacon and photographer. From a young age, he wrote poetry and short stories. He published his first piece of work in 1856 under the pseudonym Lewis Carroll (a play on his real name). He studied at Christ Church College at Oxford University and also went on to work there. He wrote a sequel to Alice in Wonderland called Through the Looking Glass.

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Alice in Wonderland: the full title is Alice’s Adventures in Wonderland. It is about a girl (Alice) who falls down a rabbit hole into a fantasy world. The author illustrated the manuscript himself, but the published version was illustrated by John Tenniel (as shown on Students’ Book page 101). The book has been adapted for television and film, including a silent film in 1903, a traditional animated film (Disney, 1951) and Tim Burton’s most recent 2010 film which combined animation with live action. It has also been widely translated.

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Look at the pictures with the class and find out what they know about the film or book, e.g. ask: What kind of story is it? (fantasy) Who was in the film? (Johnny Depp) What is the girl’s name? (Alice) Who says, ‘I’m late, I’m late.’? (the white rabbit) Elicit examples of other stories too, as suggested. 1

Tip: With authentic texts, try to elicit as much information as you can about the story and author. It will help students when they come to read the text if they already know something about it. 2 Play the recording once and allow students to discuss in pairs. Play it again so that they can recheck their answers.

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Extra Exercise Put students in A/B pairs. Tell them to read the text by sharing it, e.g. Student A reads the first ten lines, then Student B the next ten lines. Encourage them to help each other with pronunciation.

Ask students if they know anything about Lewis Carroll. Give students five minutes to read, check their ideas and match the sentences.

Tip: Asking students to read in pairs means that they don’t have the stress of reading in open class and in pairs, they can help each other discreetly.

Give students a few minutes to read through the phrases and give help with vocabulary if needed. Then play the recording, repeating it if necessary. 3

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Answer: Student page

Answers: Student page

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My Culture Project The project element of this lesson can be set as work to complete outside the classroom where students have access to books or the internet to help them. Give students sufficient time to make notes either in class or at home. If you feel they may struggle, put them in pairs to complete. 7

Give students ten minutes to discuss their characters in their groups. Follow this up with a class discussion on favourite stories and characters.

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Give students five minutes to read and discuss their answers in pairs before the class check. 5

Answers: Student page 6 Give students five minutes to match the sentences. Take a vote on which thing they find the strangest.

Answers: Student page

Extra Exercise Use the text to focus on groups of words, e.g. ask students to find all the adverbs they can (politely, angrily, sadly) or food words (wine, tea, butter, bread, tea). Extra Discussion Ask students if they have read this story in their language. What did they think of it? Have they seen any films based on the book? What was the best film?

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Background Chocolate: although the cacao plant has been cultivated for more than three thousand years in Central and South America, the main area of cultivation today is West Africa, with the Ivory Coast producing nearly two-thirds of world production. As the cacao bean made its journey eastwards, Europeans added sugar and milk, and today consume it almost entirely as a sweet chocolate food or drink, rather than in its original, bitter form. Chocolate is considered to have health-giving properties such as reducing blood pressure and stress.

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Joanne Harris: her first three novels, The Evil Seed (1989), Sleep, Pale Sister (1993) and Chocolat (1999) were published while she was working as a teacher, but it was the third that brought her success, both as a book and a film. She continues to write novels and cookery books. Although she lives in England, she has strong links with France and her earliest memories include making pancakes with her greatgrandmother in Brittany.

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Chocolat: unlike the book, which was set in a very rural part of south west France, the film of this name was shot in the village of Flavigny-surOzerain in Burgundy. Some changes were made, making the film slightly different from the book. It was nominated for five Academy Awards and won a Screen Actors Guild Award. 1 Give students five minutes to discuss the questions. Monitor and make a note of any useful vocabulary or phrases. Write these up on the board and refer to them in feedback.

2 Refer students to the photos and remind them to listen for these things. Play the recording once. Give students time to check their answers in pairs before the class check.

Answers: Student page Give students a few minutes to read through the sentences. Encourage them to try and guess some of the answers (or maybe they can remember). Play the recording twice, if necessary, to check. 3

4 Give students a couple of minutes to read the information. To help them focus, ask: Where was her mother from? (France) What was her job? (teacher) What other sorts of books has she written? (a cookery book)

Answer: Food because her grandparents had a sweet shop./She is interested in food./She writes about cooking food.

Answers: Student page

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7 Do this as a class activity, and encourage students to say what they think.

My Culture Project The project element of this lesson can be set as work to complete outside the classroom where students have access to books or the internet to help them. 8 Give students ten minutes to make notes in class or find out information at home. 9 Re-group students so that they don’t sit with their usual partners. Monitor and help where necessary.

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Extra Exercise Ask one or two groups to make a short presentation on a chosen film.

Extra Exercise Ask students to look at the title of the text and the pictures. Elicit what they know about the people and the film. 5 Play the recording of the review and give students five minutes to listen and follow the text. Give students time to discuss their answers in pairs before the class check.

Answers: Student page

6 Give students five minutes to complete their answers. Give students time to check and discuss their answers in pairs before the class check.

Answers: 1 They can’t because it’s the period before Easter. 2 They go there because the chocolates are so good. 3 He thinks the shop is a temptation and also Vianne doesn’t go to church. 4 She helps people in the village with their problems. 5 He is an Irish traveller called Roux. 6 The story is predictable. 7 The acting is great and the photography is amazing. 8 You want to eat them when you leave the cinema!

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Background Mobile phones: Dr Martin Cooper of Motorola invented the first mobile phone in 1973. It was released by Motorola and was called the DynaTec phone. It cost $3,500. Over half the world’s population is currently subscribed to a mobile phone service. Hello! Ma Baby: is a Tin Pan Alley song written in 1899 by the team of Joseph E. Howard and Ida Emerson (Howard and Emerson). Its subject is a man who has a girlfriend he knows only through the telephone. The song was first recorded by Arthur Collins. F F

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Lady Gaga (1986): an American singer-songwriter. Lady Gaga is her stage name. (Her real name is Stefani Joanne Angelina Germanotta.) The song Telephone comes from the album The Fame Monster (2009). Other singles from the album include Bad Romance and Alejandro.

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Stevie Wonder (1950): is an American singer-songwriter, multi-instrumentalist, record producer and activist. His best-known singles include Superstition and Sir Duke. I Just Called to Say I Love You is a song, produced, written and performed by Stevie Wonder. It was one of his most commercially successful singles. In 2009, Wonder was named a United Nations Messenger of Peace.

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1 Look at the photos with the class. Ask students to describe who they think the people are and where they are. Give them a few minutes to read the quiz individually. Divide the class into groups of three or four to discuss. They can choose more than one answer if they wish.

2 Elicit group feedback with the class as a whole to see how similar or different the answers are. 3 Give students a few minutes to read through the sentences first, and suggest that they try and guess some of the answers. Play the recording for them to check. Repeat if necessary.

4 Play the recording again and ask students to make notes as they listen. Give students time to check their answers in pairs before the class check.

Answers: Student page

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7 Give students a few minutes to complete the matching exercise. Ask them if they know any other songs that contain different seasons of the year.

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Answers: 1 c 2 d 3 b 4 a

5 Look at the title Telephone Songs and the photos (Stevie Wonder and Lady Gaga). Ask students to predict what the text is about. Give students five minutes to listen and read, and discuss their answers in pairs. Do class feedback.

6 Give students five minutes to read and listen to the song lyrics. Give them time to answer individually and further time to discuss in pairs. Do class feedback.

Answers: 1 The line is bad. 2 the operator 3 USA, Britain, Germany, Italy 4 soul music 5 She doesn’t answer because she’s having fun.

Extra Exercise Photocopy the song and blank out two words from each verse. Students first try to guess what the missing words are. Play the recording for them to check. Alternatively, photocopy the song and cut the verses up. Students have to order the song as they listen.

Answers: Student page

Extra Exercise Students write an extra verse for the song. They can start by looking at the existing verses as a class. Ask: What is the same about the first few lines? (They all start with No.) How is each verse linked in theme? (They all talk about seasons.) In pairs, students brainstorm and write notes about what month/event to use. Encourage them to use the same structure to write new verse. Monitor and help where necessary. Ask for volunteers to read their new verse.

My Culture Project The project element of this lesson can be set as work to complete outside the classroom where students have access to books or the internet to help them. 8 Students compile their own questionnaire about mobile phone use. Elicit another question from the class to help students get started and help them to devise a–d option answers. If you are doing this activity in class, give students ten minutes in their pairs to complete five questions with different option answers. Monitor and help where necessary. 9 Divide the class into groups of four to six. Give students ten minutes to answer the questions. Ask a few students to tell the class about their findings, as shown in the example. They could also present their findings in chart form or write them up as a short paragraph.

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is

are

not is 'm

What's your address

Who is your teacher

How old are you

What's your name

What's your telephone number

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years

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address

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answer match

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can paint can't play the guitar

can't ski can't ride a bicycle

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Read Listen to

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can speak French can't speak Spanish

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'

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That

These

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Our names are Juana and Monica. We are from Spain

They are language students. Frances is their teacher

She's sixteen years old. Her name is Alice

' '

'

half past eleven

nine o'clock

twenty past six

twenty-five to four

quarter to two

I haven't got blue eyes. Have you got brothers or sisters? We've got a new teacher. Ken and Stuart haven't got long hair. Has your sister got dark hair?

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16 2 I play sports, like basketball and golf. 3 In my bag I've got things, like my mobile phone and my MP3 player. 4 We study interesting subjects, like English and history. 5 Australia has got interesting cities, like Sydney and Melbourne. 6 They are from different countries, like Spain and Italy.

My teacher sometimes uses the computer.

I often speak English.

He's never tired in the evening.

My parents are usually at home on Saturday.

We sometimes go to parties.

My brothers often watch football on TV.

My friend never studies.

You don't know me.

My dog doesn't like cats.

I don't live in a big city.

My sister doesn't do housework.

My mother works in a bank.

Young people love sport.

We go out at weekends.

go go to play use watch

What does your dog love?

When do your sisters play tennis?

Who does your cousin meet in a café?

What do you like?

When do your teachers start work?

Where do you spend weekends?

What does your father buy online?

women people

classes parties books

up

to

back

any

some

there are

machine

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any some any

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place

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27

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lot

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the most famous the newest

the busiest

the biggest the highest

at

in

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at

to

at

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in with

asked was/were closed came did found got gave went had laughed liked made played read said saw spoke took told thought worked wrote

great wasn't

went did

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walking

playing volleyball

39 2 are playing 3 are singing 4 are eating 5 are drinking 6 isn't playing 7 is doing 8 are you listening 9 are you doing 10 are watching

38 1 are walking 2 is playing 3 is the teacher watching 4 are doing 5 Are you doing 6 'm not chatting; 'm using 7 Are the players wearing

cycling

playing dancing running once doing three times riding horses

into

visits

's staying 's sleeping

live doesn't come

44 2 'm writing 3 isn't playing 4 works 5 are you going 6 don't like 7 are having 8 Does she eat

likes doesn't feel

go

n

so

ar

42 2 'm meeting 3 aren't going; 're having 4 Is your brother coming 5 aren't playing; 're practising 6 'm doing

come round

come on

go out

Pe vet primary school student hard-working moody office worker kind

bus driver

Why does your grandmother often go to the cinema? Where does your grandmother often go?

Who often watch soap operas? What do old people often watch?

Who do you visit every weekend? How often do you visit your grandparents?

How long does Mike sleep?

with in with from

at

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51 2 is going to need 3 are we going to see 4 'm not going to watch 5 are you going to do 6 'm going to buy

My grandmother is going to watch Star Wars.

We are going to learn photography.

I am going to write an essay about Hollywood.

Is he going to be an actor?

They are not going to see this film.

Westerns

Action

Documentaries

Horror

Science fiction

has to carry doesn't have to work has to be

have to make don't have to prepare have to bring

don't have to arrive

juice

Will children be overweight?

People won't eat less.

n Will we be will eat won't be

won't be will have will be Will my girlfriend work won't

will become

We will live longer.

will write

Schools will teach about healthy eating.

Will people be interested in cooking?

Will shops sell ready meals?

We won't buy food in supermarkets.

so

ar

Pe breakfast

meat

fish

meal

don't lose

cook is

drink don't sleep are

feel

are

because of

because

don't have

because

because of

work

because

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The

a

an

–

–

a

a

an

–

–

the

a

–

a

a

parks

–

an

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the

a

a

–

the

–

–

–

–

the

the

capital winter summer

a a

the

population

Everyone anything

everything

nothing something

online

69 2 We have never talked about our families. 3 Our neighbours have never sent us an email. 4 You have never learned Spanish. 5 My English teacher has never showed us a film. 6 I have never been to Africa. 7 You have never met my sister. 8 My sister has never played the guitar.

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has worked

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haven't lost

download upload

check smart

haven't used 've written hasn't seen

use

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sightseeing

surfing hiking

American Japanese French Italian

Spanish

plane

somewhere

sloth

by

us my girlfriend

me

my dog

72 2 Have you ever used a mobile phone? 3 Has your sister ever lent you her laptop? 4 Has your brother ever given you his PSP?

him

fun

breakfast

problems

Students’ Book AUDIOscript

CD 1, Track 10

CD 1, Track 2

C = Cristina   S = Secretary C:  Hello, … er, are you a teacher? S:  Hello, I’m Barbara. I’m not a teacher – I’m the school secretary. C:  Oh, … hi. S:  What’s your name? C:  My name’s Cristina Conti. S:  Where are you from? C:  I’m from Italy. S:  How old are you? C:  I’m sixteen years old. S:  And what’s your address? C:  It’s 21 San Vitale Street, Bologna, Italy. S:  What’s your telephone number? C:  My phone number is 39-351-267-7172. S:  Okay, thanks, Cristina. C:  Who is my teacher? S:  Your teacher is Mr Roberts. His name is Tom. C:  Is he from Britain? S:  No, he isn’t. He’s from Australia. He’s really nice. C:  Good! S:  Now come and meet two students – they are in your class. Their names are Mario and Erika. Mario’s from Argentina and Erika’s from Hungary. 1  fifteen 2  fifty 3  thirty 4  thirteen

5  forty-one 6  Britain 7  Australia 8  The USA

9  Brazil 10  Argentina

CD 1, Track 6

CD 1, Track 22

A:  What’s notebook in French? B:  Cahier. A:  What’s caballo in English? B:  Horse.

This is my favourite thing. It’s not expensive, but this scarf is special for me. It’s a birthday present from my boyfriend, Tom. Green and grey are my favourite colours. That’s a photo of my grandma and me. It is from my birthday. These are my earrings. I really like earrings! These red earrings here are from our holiday in Greece. They’re beautiful! Those are my posters over there. Those posters are of my favourite singers – Beyoncé and Rihanna.

CD 1, Track 14

1  This is my favourite thing. 2  This scarf is special. 3  That’s a photo of my grandma. 4  That photo is from my birthday. 5  These are my earrings. 6  These red earrings here are from our holiday. 7  Those are my posters over there. 8  Those posters are of my favourite singers.

Pe

A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, P, Q, R, S, T, U, V, W, X, Y, Z 1  Britain: B-R-I-T-A-I-N 2  secretary: S-E-C-R-E-T-A-R-Y 3  fourteen: F-O-U-R-T-E-E-N 4  twelve: T-W-E-L-V-E 5  teacher: T-E-A-C-H-E-R A:  Can you spell your name, please? B:  T-H-O-M-A-S A:  Can you spell address? B:  A-D-D-R-E-S-S

CD 1, Track 7

Good morning. Please open your books on page thirty-two. Okay, now look at the photos of three sports stars. Who is your favourite star? Now read the text and match the photos with the sentences. Don’t use a dictionary. Good. Now, listen to the dialogue and answer the questions about football. Now work in pairs. Ask and answer questions about your favourite football club. Don’t speak Spanish!

CD 1, Track 8

1  Use a dictionary. 2  Look at your books. 3  Speak English. 4  Don’t use a dictionary. 5  Don’t look at your books. 6  Don’t speak Spanish.

CD 1, Track 9

I don’t understand. Can you repeat that, please? Sorry, can you play the CD again, please?

CD 1, Track 15

These paintings are my dad’s – he can paint fantastic pictures. These CDs are my mum’s – she’s very musical. And those are my parents’ books over there. That guitar is Chris’s – he’s my brother and he can play the piano and the guitar. Those are Tess’s shoes – she’s my sister and she’s twenty years old.

CD 1, Track 16 1  my dad’s 2  my mum’s

3  my parents’ 4  our teachers’

5  Chris’s 6  Tess’s

CD 1, Track 17

Okay, those things over there are my grandparents’ – that old piano’s theirs. These things are ours. This tennis racquet is mine and that racquet is Chris’s. And that football’s his. This is my mum’s old computer and those CDs are hers.

CD 1, Track 18

A:  Can I use your pencil, please? B:  Sorry. I need it. C:  Of course you can. Here you are.

CD 1, Track 19

K = Kathy  ​J = Jamie 1  J:  I’ve got three sisters. 2  J:  But I haven’t got a brother. 3  J:  No, she hasn’t. 4  J:  We’ve got blond hair. 5  J:  She’s got brown eyes. 6 K:  He hasn’t got blond hair. S = Student  ​T = Teacher S:  Have we got homework? T:  Yes, you have. S:  What is it? T:  Do Exercise 6 on page twenty-one. S:  When’s it for? T:  For Friday.

ar

CD 1, Track 5

CD 1, Track 20

CD 1, Track 21

CD 1, Track 12

CD 1, Track 13

CD 1, Track 4

1  I’m sixteen years old. 2  We’re from Argentina and Hungary. 3  He’s from Australia. 4  I’m not a teacher. 5  You aren’t from Italy. 6  She isn’t from Britain.

T = Teacher  ​Tr = Tracy 1  Tr:  I can swim and ski. 2  Tr:  I can’t play an instrument. 3 T:  Can he ski? Tr:  No, he can’t. 4 T:  Can you play tennis? Tr:  Yes, I can.

so

CD 1, Track 3

CD 1, Track 11

K:  Are your sisters at this school? J:  Claire and Emma are at this school. Claire’s seventeen and Emma is fifteen. Ruby’s at primary school. She’s five and she’s got blond hair. K:  And Claire – has she got blond hair? J:  No, she hasn’t. Claire’s different from Emma, Ruby and me. We’ve got blond hair and blue eyes. Claire’s tall and she’s got brown eyes and long, brown hair. She’s very sporty. Look, I’ve got a family photo. K:  Ah, is this your grandma? She’s got a nice smile. J:  Yes, she’s very friendly. K:  And your granddad, he hasn’t got blond hair. J:  No, he’s got grey hair.

S1 = Student 1  ​T1 = Teacher 1  ​S2 = Student 2  ​ T2 = Teacher 2  ​T3 = Teacher 3 1 T1:  Okay, this a picture of a famous king and queen. Look at them. What are their names? S1:  King Henry the Eighth and Catherine of Aragon. King and Queen of England. 2 T2:  Read the Shakespeare poem and answer the questions about it in your book. Now, work in pairs. Talk to your partner about the poem. Ask him or her questions about it. 3 T3:  Okay. What’s the answer to this question? What is ax plus bx plus c? John? S2:  I don’t understand. Can you tell us the answer? T3:  No, you tell me!

n

Get Ready Module

T = Teacher  ​Tr = Tracy T:  So, Tracy, what sports can you do? Tr:  Well, I can swim and ski. T:  Can you play tennis? Tr:  Yes, I can. T:  Can you play a musical instrument? Tr:  No, I can’t play an instrument. But I can sing and dance. T:  And computers? What things can you do? Tr:  I can upload photos and download music. T:  Tell the class about your partner, Jack. Tr:  He can speak French. And he can count to a hundred in Russian. T:  Can he ski? Tr:  No, he can’t. But he can ride a bicycle and play football.

K = Kathy  ​J = Jamie K:  So what are your parents’ names, Jamie? J:  Sarah and Eric. K:  Have you got brothers or sisters? J:  Yes, I’ve got three sisters. But I haven’t got a brother.

CD 1, Track 23 twenty to ten quarter to eleven five to twelve twelve o’clock five past one quarter past three half past four

CD 1, Track 24

me   you   him   her   it   you   us   them

CD 1, Track 25

S = Student  ​T = Teacher S:  Can I go to the toilet, please? T:  Of course you can. S:  Can I close the window, please? T:  Sorry, you can’t.

Module 1: Lifestyle CD 1, Tracks 26 and 27

K = Kate  ​B = Ben  ​M = Mandy 1 K:  Hi, my name’s Kate. I like dancing and films. And I like people! In the afternoon, I chat with my friends online. And I watch films on TV. On Saturday, I go to discos and parties. On Sunday, I go to the cinema. I go with my friends, Alice and Lucy. 2 B:  I’m Ben. I like football and tennis. They’re my favourite sports. In the morning, I go running. Then, in the afternoon, I play tennis or go swimming. On Saturday, I play football. I’m in the school team! In the evening, I go out with my friends. On Sunday, I relax at home. In the morning, I go running and in the evening I listen to music and use the internet.

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Hi, my name’s Kate. I like dancing and films. And I like people! In the afternoon, I chat with my friends online. And I watch films on TV. On Saturday, I go to discos and parties. On Sunday, I go to the cinema. I go with my friends, Alice and Lucy.

CD 1, Track 30

K = Kate  ​B = Ben  ​M = Mandy 1 M:  In the evening, I use the internet. 2 K:  My name’s Kate. 3 K:  I like dancing and films. 4 K:  On Sunday, I go to the cinema. 5 B:  On Sunday, I relax at home.

CD 1, Track 31

I am here in the desert of Western Australia with the Martu people. There are two thousand Martu in a very big area – it is the size of Britain! They speak two Aboriginal languages, like Manyjilyjarra and English is their second language. They live in small villages, like Jigalong and Parnngurr. Yunkurra’s group comes from Parnngurr – it has modern houses, a school, a clinic with a nurse but it hasn’t got a shop. The Martu people still have a traditional lifestyle – Martu artists paint beautiful pictures and the Martu get food from the desert. The women and children usually hunt kangaroos and collect fruit. The men usually hunt animals, like kangaroos, birds and wild camels. Eight p.m.: We are at our camp in the desert. We make a fire and cook the camel meat. Yunkurra’s dad shares the meat with the people. Then people tell stories, sing songs and watch TV. Now, the Martu people do not use boomerangs and they live in modern houses but their lives are very different from the lives of white Australians.

CD 1, Track 36

houses buses families men villages churches stories women birds parties lives children

CD 1, Track 37

people

S = Speaker  ​R = Robert  ​C = Christie S:  Today Robert Evans talks to Christie, an eighteen-year-old student from Boulder University, about her lifestyle. R:  Do you like student life, Christie? C:  Yes, I do. I like reading books and studying. R:  Where do you study? C:  Usually, I study at home but I sometimes take my laptop to a café. R:  How often do you go online? C:  I’m always online. I write a blog, I buy things, I watch films … R:  How does the internet help you in your studies? C:  I find information on the Net. R:  How do your friends contact you? C:  We go on Facebook or Skype. We share music and our read blogs. R:  Your mother is a teacher. Does she use technology at work? C:  Yes, she does. She makes presentations for her classes. R:  And your family? Do they work with computers? C:  My father does but my brother, Brian, doesn’t. He’s an artist. He hates technology – he hasn’t got a mobile phone!

CD 1, Track 32

Pe

ar

London is the word capital of the super-rich. A lot of billionaires live there. Meet two of London’s richest teenagers. Robert, nineteen, is a history student at University College London. He lives in a small house with four good friends. They like shopping in the local market and they cook their dinners together. Robert always goes to college on his bike. He doesn’t use a car. He says, ‘My family is rich, but my teachers and friends don’t know about it. My day starts at six thirty in the morning. I cycle to college and to work. I work in a bookshop on Fridays and Saturdays and I often play football in the park. My life is very ordinary.’ Lindsay, eighteen, never starts her day before 9 a.m. In the morning, she goes swimming in her private swimming pool and then she usually goes shopping in her Range Rover. She doesn’t do housework and she doesn’t like studying. In the afternoon, she sometimes plays golf and in the evening, she goes out with her friends. She says, ‘My friends come from rich families, too. We don’t study or work. We love parties and often go to discos. I don’t want to work. My parents work hard and they’re always tired.’

CD 1, Tracks 34 and 35

J = Josh  ​K = Katie J:  Hi, Katie! Is this your tennis racquet? K:  Yes, I always play tennis before school. J:  Really? How can you do that? K:  It’s okay. I like sport. J:  I like sport, too. I sometimes watch tennis on TV. And I play football at weekends. K:  I usually go out with my friends at weekends. J:  Oh, I don’t often go out. I usually play computer games.

CD 1, Track 33

Seven a.m.: It is very hot and we are in a Land Rover. Yunkurra Taylor, seventeen, has got rock music on his MP3 player. We see a wild camel! We follow it and the men hunt the camel with guns. I am here in the desert of Western Australia with the Martu people. There are a thousand Martu in a very big area – it is the size of Greece! They speak five Aboriginal languages, like Manyjilyjarra and English is their second language. They live in small villages, like Jigalong and Parnngurr. Yunkurra’s group comes from Parnngurr – it has modern houses, a school, a clinic with a nurse and a shop. The Martu people still have a traditional lifestyle – Martu artists paint beautiful pictures and the Martu get food from the desert. The women and children usually hunt lizards and collect fruit. The men usually hunt animals, like kangaroos, birds and wild camels. Eight p.m.: We are at our camp in the desert. We make a fire and cook the camel meat. Yunkurra’s

B:  I’m sixteen. D:  Can you swim? B:  Yes, I can. D:  Good. This is Michelle. Our new teacher here. M:  Hi there! G:  Nice to meet you, Michelle! B:  Hi, good to meet you. M:  Okay, Gary? Bob? Come with me! Okay, Gary, here’s your boat. G:  That’s great! M:  See you later! Bob, you’re with me today. B:  Great! M:  Here’s our boat. B:  Bye, Gary! Have a good time! G:  And you.

CD 1, Track 40

B = Bob  ​G = Gary  ​D = Dave  ​M = Michelle 1 D:  Good morning, Gary, how are you? G:  I’m fine, thanks. 2 G:  This is my friend, Bob. D:  This is Michelle. 3 D:  Hello, Bob. My name’s Dave. B:  Hi there. Nice to meet you. M:  Hi there. B:  Hi, good to meet you. 4 M:  See you later! B:  Bye, Gary! Have a good time! G:  And you.

n

CD 1, Tracks 28 and 29

dad shares the meat with the people. Then people tell stories, sing songs and Yunkurra’s uncle plays the didgeridoo. Now, the Martu people do not use boomerangs and they live in modern houses but their lives are very different from the lives of white Australians.

so

3 M:  My name’s Mandy. I like fashion and computer games – and now I’ve got a new computer! In the evening, I use the internet. I chat with friends online and play computer games. On Saturday, I go shopping. Then I relax at home. I play computer games, listen to music and watch films online. On Sunday, I use the internet and buy things online.

CD 1, Track 41

B = Bob  ​G = Gary  ​D = Dave  ​M = Michelle D:  Good morning, Gary, how are you? G:  I’m fine, thanks. G:  This is my friend, Bob. D:  This is Michelle. D:  Hello, Bob. My name’s Dave. B:  Hi there. Nice to meet you. M:  Hi there. B:  Hi, good to meet you. M:  See you later! B:  Bye, Gary! Have a good time! G:  And you.

Module 2: At Home CD 1, Tracks 42 and 43

I = Interviewer  ​B = Brian I:  Brian, you are an artist. Do you use a computer? B:  No, I don’t. I hate computers. I:  Do you use a mobile? B:  Yes, I do. I sometimes use my sister’s mobile. I:  How do you contact your friends? B:  I don’t phone them. We meet every evening in a café. I:  And what do you do? B:  We talk and laugh a lot. We have fun.

1 A:  Our flat’s not very big but it is new. Our flat has got three bedrooms. It’s got a big hall, two bathrooms, a small kitchen and a big living room. My favourite room is the living room. It has got modern furniture and white walls. It’s got two sofas and a table. Ah, it’s got a big TV and a good stereo system, too. It’s a great place to relax. I often listen to music there and read. Sometimes I study there, too. I like my home because it’s modern. 2 B:  Our house has got three bedrooms. And it has got a bathroom, a small living room and a big kitchen. My favourite room is the kitchen. It’s got white walls and things on them. It’s got cupboards and a big fridge. The room’s got a big table, too. We have breakfast and dinner there and lunch at the weekends. It’s a great place to study in the evenings. It is not very tidy or modern but I like my home because it’s very comfortable.

CD 1, Track 39

CD 1, Tracks 44 and 45

CD 1, Track 38

B = Bob  ​G = Gary  ​D = Dave  ​M = Michelle B:  Do you know her? G:  No, I don’t. Maybe she’s a new member ... It’s a very good club. I often come at the weekend. D:  Good morning, Gary, how are you? G:  I’m fine, thanks. This is my friend, Bob. It’s his first time today. D:  Great. Hello, Bob. My name’s Dave. B:  Hi there. Nice to meet you. D:  Bob – can you write your name and address here, please? B:  Okay. D:  How old are you?

Repeat of Speaker 1 from the tracks above.

CD 1, Track 46

favourite comfortable furniture cupboard

carpet kitchen wardrobe modern

armchair dishwasher bookshelf computer

microwave

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CD 1, Track 48

B = Ben  ​S = Sharon B:  My room is usually not very tidy. There are always books on the carpet and there aren’t often any clean T-shirts in the wardrobe. My desk is big but there are always books and papers there. There aren’t any posters on the walls but there are some photos. There isn’t a computer in my room – I use the computer in my mom’s study. S:  I share my room with my sister. There is a beautiful green carpet. There are two beds and two desks with our computers. We’ve got one wardrobe and it’s always a bit untidy. We are big Star Wars fans so there are some posters with Darth Vader and Luke Skywalker on the walls.

CD 1, Track 49

CD 1, Track 51

M = Mum  ​J = Joanna M:  How is your party, Joanna? J:  Oh, it’s okay, Mum. Don’t worry! M:  How many people are there? J:  Twenty-five. Only girls! M:  Twenty-five people! How much food have you got for them?! J:  Fifteen big pizzas. M:  What about drinks? J:  I’ve got ten bottles of cola and some orange juice. M:  Any water? J:  No, I haven’t got any. We don’t drink water. Look, Mum, I can’t talk now. See you later!

CD 1, Track 52

E = Emma  ​Z = Zoe  ​M = Mum E:  Here’s a text from Mum. Home at six. Pizza for dinner. Mmm! Do your homework, please. Zoe. I’ve got an exam on Monday. You’ve got your homework. So, let’s start. E:  No, I don’t want to. I’m tired. Z:  Where’s my schoolbag? E:  I’m bored. Hey, let’s go on the computer. Z:  Where’s my laptop? E:  There – on the chair. Z:  And here’s your history homework! E:  Tom is so funny! There’s a photo of him on the computer. Come and look! Z:  I’m not interested. Why don’t you chat to your friends online? Or listen to music? Or read a book? E:  Hmm, I’m not sure. I’m thirsty. Do you want anything from the fridge? Some juice? Z:  No, thanks. … Why don’t you play a computer game? That new one you’ve got. E:  Yeah. Good idea. Z:  Emma, it’s nearly six o’clock. And I’m hungry! Why don’t you lay the table for dinner? E:  All right. E:  Let’s have some flowers ... ta da! M:  I’m back. How’s the homework? M:  Oh, well done, Emma! That’s great! Z:  Yes, Emma. You’re fantastic!

Pe

ar

S = Speaker  ​M = Michiko S:  A day in the life of … a home of the future. Dr Michiko Ishiguru describes a typical day at her smart home in Tokyo. M:  Seven o’clock: I wake up. The lights are on and I can hear my favourite music. The curtains open automatically, too – it is cold outside but my bedroom is warm. Five past seven: I get up and go to the bathroom. I watch the TV in my intelligent shower – it knows my favourite water temperature. Twenty past seven: My mother and I have breakfast. We have fruit – my intelligent fridge orders food from the internet. It knows when we need food, like milk or fruit. Quarter to eight: I program my vacuum cleaner, Homebot, to clean the floors. I put tonight’s dinner in the intelligent oven. I can check the dinner with my mobile phone. Eight o’clock: I go out. I go to work in my PIVO 2 car – it talks and gives me traffic information. My mother stays with Wakamaru, our intelligent robot. It looks after her and phones me when she is not well. Six o’clock: I get back home. I ride my exercise bike – it has got a computer. I can choose different routes and today I go cycling in the Alps! Seven o’clock: Dinner is ready in the intelligent oven. Great! Eight o’clock: I watch a film on the home cinema in the living room. Half past eleven: I go to bed and read an e-book. Then I go to sleep.

I:  How much space is there in the house? T:  There isn’t much space. But there is some space for cups and plates. I’ve got a lot of books but there are no bookshelves! I:  Do you like this house? T:  Yes, it is comfortable. But I’ve got a lot of friends and I can only invite three people!

CD 1, Track 50

I = Interviewer  ​T = Thomas I:  We talk to Thomas Meier from Munich Technical University about his micro home. Is this house different from your family home? T:  Yes, there are no carpets and there is a lot of metal and glass. There is a table and chairs but I haven’t got any armchairs. I’ve got electricity but there’s no gas. In the kitchen there is a microwave and a small fridge but there isn’t an oven. I:  How many rooms have you got there? T:  There is one room and a mini-bathroom with a shower.

3 I’m from Prague in the Czech Republic. In my city, there are a lot of good theatres. There are fifty theatres in the city and a lot of good cinemas. There are a lot of good cafés, clubs and markets, too. But there aren’t a lot of good sports centres in my area. I love theatres and cafés. My favourite place is a café. I like it because it is very comfortable. I don’t like our local cinema because it is very small.

CD 1, Tracks 57 and 58

Repeat of Speaker 1 from the tracks above.

CD 1, Track 59 theatre restaurant centre comfortable

modern outdoor market friendly

favourite galleries park

CD 1, Track 60

I = Interviewer  ​DJ = DJ99  ​O = Outsider 2  ​ P = Poshhh  ​Q = Qreator  ​ I:  Dance Fusion or Stardust – what do you think? DJ:  Dance Fusion is really cool. It is more expensive than Stardust but the music is better. It is bigger, too – there are three different rooms with hip hop, rock and house. O:  Stardust is cheaper and it is better for young people. The atmosphere is more relaxed there. There are really good drinks and the food is better than at Dance Fusion (fantastic hamburgers!!). P:  I think Stardust is less interesting. It’s smaller than Dance Fusion and the DJ is worse. Dance Fusion is busier and the music is more exciting. The people at Dance Fusion are friendlier than at Stardust. Q:  I prefer Dance Fusion. The atmosphere is nicer than at Stardust – the people are older and more interesting than at Stardust. It’s quieter and you can talk to your friends.

n

I = Interviewer  ​L = Lena  ​J = Justin I:  Can you describe your room? L:  It’s dark because there is only one small window but it’s very big. J:  My room’s big and light. I:  What furniture is there in your room? L:  There is a big bed, a desk, a wardrobe and a chair. There are some bookshelves, too. And there is my pet tarantula. J:  There is only my bed, a desk and a chair. There isn’t a wardrobe, I keep my clothes on the shelves. There aren’t any CDs – I buy my music online. There are two guitars – I am in a rock band. I:  Is there a TV in your room? L:  No, there isn’t. And there isn’t a computer. I don’t like technology. J:  Yes, there is. There is also a stereo system and a computer. I:  Are there any posters on the walls? L:  No, there aren’t. There aren’t any posters but there are some photos – photography is my hobby. J:  Yes, there are. There are posters of Kings of Leon and The Killers – they’re my favourite groups.

so

CD 1, Track 47

CD 1, Track 53

E= Emma  ​S = Speake 1 E:  All right.    Okay.    Good idea. 2 S:  No, I don’t want to.    No, I’m tired.    I’m not sure.

Module 3: Downtown CD 1, Tracks 55 and 56

1 I’m from New York City. In my city, there are a lot of good art galleries – like the MOMA, the Museum of Modern Art. There are a lot of great theatres, cinemas, clubs and cafés, too! But there aren’t a lot of good amusement parks. I love art galleries and skate parks. My favourite place is a skate park – it’s near Central Park. I like it because it’s friendly. I don’t like our local shopping centre because it’s very busy. 2 I’m from Dublin in Ireland. In my city, there are a lot of good shops. There are a lot of good clubs, pubs and restaurants, too but there aren’t a lot of good skate parks. I love outdoor markets and night clubs. My favourite place is a club in the centre of Dublin. I like it because it’s exciting. I don’t like our local club because it is very noisy.

CD 1, Track 61

W1 = Woman 1  ​W2 = Woman 2  ​ W1:  Julie, how about a coffee after school? W2:  Great idea. W1:  There are two cafés near the station – Samba and Ristretto. W2:  Oh, I know them. Let’s go to Ristretto. I think it is nicer. W1:  But there are only five tables there. Samba is bigger and busier, a lot of people go there. W2:  Yes, but it’s more expensive than Ristretto. W1:  Okay, you’re right. Ristretto’s probably better – it’s got great sandwiches and coffee.

CD 1, Track 62

London for free London is expensive but you can have a lot of fun for free. Don’t stay at home! Go out and enjoy the city! There are free concerts at the National Theatre and you can sometimes listen to famous pop groups at the HMV Music Store. People under twenty-five can get free tickets at two hundred London theatres. In the summer, there are free concerts, plays and films at the More London Free Festival. There are great street performers, like musicians and acrobats at Covent Garden Market in the evenings. A lot of London’s museums and art galleries are free. At the Science Museum you can see modern technology and old machines. There are great interactive exhibitions like Who am I?, an exhibition about biology. Tate Modern has a good collection of modern art and fantastic exhibitions. Millions of tourists come to London every year to see the sights. Go to Trafalgar Square and see Nelson’s Column. Then walk to Buckingham Palace – the Queen lives in the palace when she is in London. Go to Portobello Market at the weekend. It is not cheap but it is a great place to visit – you can look at the old objects and the cool clothes there. Sports centres in London are not free but you can go running in parks like Hyde Park. And on Friday evenings, five thousand people put on their roller skates and go around the streets of London.

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CD 1, Track 65

The South Bank is one of the busiest places in London. It has got museums and theatres but it also has the oldest and the most famous skate park in London, with lots of concrete steps and artistic graffiti. There are always a lot of people here – tourists and Londoners come to watch. The skaters here can do the most difficult skating tricks. But the skate park welcomes even the least experienced skaters. ‘I’m not a great skater but here I can learn the coolest tricks from the best people in the world. Everybody is really friendly, we are a big family and this is our second home,’ says sixteen-year-old Ben. The London City Council plan to close the South Bank skate park and build shops there. But for now, skaters can still use the nicest skate spot in the city.

CD 1, Track 66

1 A:  Can we have some information about concerts for this weekend, please? B:  Of course. 2 A:  What kind of music do they play? B:  Rock. 3 A:  How much are the tickets? B:  They cost from fifteen to thirty pounds. 4 A:  What other concerts are there? B:  There’s a rap concert. 5 A:  Where is the festival? B:  In the Southbank. 6 A:  What time does it start? B:  Saturday at eight o’clock. 7 A:  Can we have two tickets, please? B:  Of course.

CD 1, Track 69

Can we have some information about concerts for this weekend, please? What kind of music do they play? How much are the tickets? What other concerts are there? Where is the festival? What time does it start? Can we have two tickets, please?

Module 4: Memories CD 2, Tracks 1 and 2

T = Tom  ​M = Mary  ​S = Sarah  ​ 1 T:  My birthday is on the twenty-second of July. My earliest birthday memory is my fourth birthday in two thousand and one. I was with my family at home. My grandmother and grandfather were there, too. My best birthday ever was last year. It was the first week of the school holidays. There was a party on the beach with my friends. It was a fantastic day and a friend played his guitar. The music was great! I was really happy! 2 M:  My birthday is on the fifteenth of November. My earliest birthday memory is my fifth birthday in nineteen ninety-nine. I was at school and there was a cake at lunch. But my best birthday was in twenty eleven. It was my seventeenth birthday. There was a big lunch at a restaurant with my family. My family from Australia were here and there were thirty people at the restaurant! The food was great! 3 S:  My birthday is on the tenth of May. My earliest birthday memory is my sixth birthday in two thousand and two. I was with my mum and dad and my grandparents at home. But my best birthday was this year. There was a picnic in the country with my boyfriend and two or three friends. It was a really good day. In the evening, there was a small party at home. The dancing was great!

CD 1, Track 67

Pe

ar

E = Ewan  ​S = Sian  ​R = Robert  ​ E:  For me, Edinburgh is the most interesting place in the UK. It’s got the best night clubs and the most beautiful castle. And in August we’ve got the most exciting theatre festival in the world. S:  Cardiff is the capital of Wales – it’s got the friendliest people in the world and the most exciting night life. The Cardiff rugby team is the most famous in the UK. And the restaurants are the best in Britain. R:  Cambridge is the most interesting city in the UK. It’s got the best university in the world, the most interesting bookshops and the nicest old cafés in England. And the friendliest guy in the world … me!

CD 1, Track 68

T = Ticket agent  ​P = Patsy  ​G = Gary  ​ T:  Hi. Can I help you? P:  Yes, can we have some information about concerts and shows for this weekend, please? T:  Of course. Well, there is a big rock concert on Saturday – with five groups. P:  Perfect! What kind of music do they play? G:  How much are the tickets? T:  The tickets cost from thirty-five to fifty pounds. P:  Fifty pounds? G:  Are there any cheaper shows? T:  Sure. There’s a comedy and music night this Friday. It’s very funny. Billy Baker and his Band. They’re the best. P:  I love comedy! G:  Okay, Can we have two tickets, please? T:  The tickets cost twenty-five pounds each. G:  Twenty-five pounds? P:  Sorry! G:  What other concerts are there? You know, with local bands? T:  The tickets are all twenty pounds – or more… G:  Excuse me. Where is this festival? T:  In the City, near London Bridge. G:  What time does it start? P:  Friday at seven! G:  That’s tonight! Let’s do it! Thanks for all your help. T:  You’re welcome.

CD 2, Tracks 3 and 4

Repeat of Speaker 1 from the tracks above.

CD 2, Track 5

1  the fifth of February 1999 2  the twenty-second of May 2007 3  the thirteenth of June 2010 4  the thirtieth of December 2012 5  the fifteenth of May 2014 6  the twelfth of August 2019

CD 2, Track 6

One day in her lesson, a stu­dent from a different class came in. He saw Miss Sage on the desk and asked her: ‘Hey, the head teacher wants to talk to Sage. Where is she?’ Miss Sage wasn’t angry, she answered: ‘She went to the teachers’ room’. The boy left the classroom and we all laughed. Miss Sage had a good sense of humour.

CD 2, Track 7

E = Emma  ​M = Mark  ​ E:  Mark, you took my mobile! M:  No, I didn’t, I didn’t use it, Emma. E:  So where is it?! I left it on my desk before the break. M:  I don’t know. I didn’t see it! E:  Did you put it in the cupboard? M:  I didn’t put it in the cupboard! Did you put it in your bag? E:  No, it’s … Right … Sorry, Mark. It’s in my bag …

CD 2, Track 8

W1 = Woman 1  ​W2 = Woman 2  ​ W1:  Family memories. Readers send us stories and memories about their families. Lucy Macdonald A W2:  My granddad, Angus, was a teenager when World War Two started. He was in love with a beautiful girl called Maggie. She was sixteen and he was seventeen but he wanted to go into the army. Before he left, Angus bought a ring and then went to Maggie’s house. B W2:  Maggie’s parents opened the door and said, ‘We’re sorry but Maggie doesn’t want to see you.’ Angus was angry and went home but he did not know one thing; Maggie loved him but her parents did not like him because his family was poor and they lied to him. C W2:  In the war, Angus was in Italy. In 1945, Angus went to London and finished his studies. Then he went to university and studied economics. He worked hard and did well in his exams. After he left university, Angus got a good job in a bank but he did not get married because he was still in love with Maggie. D W2:  One day, Angus was in the bank when a woman came in. She had a red dress and hat – it was Maggie! He quickly walked over to her and said, ‘Hello, Maggie, do you remember me?’ Maggie nervously looked at him and dropped her shopping bag. There were apples and eggs on the floor! They got married that year and had four children. Sadly, they died in 2009 but they lived happily together for fifty-eight years.

n

For information about free concerts, press one. There are free concerts at the National Theatre at a quarter to six every day. There are no free concerts on Saturdays and Sundays. There are sixteen different buses to the theatre and two underground stations near the theatre: Waterloo or Embankment. For information about Tate Modern, press two. Tate Modern is open from ten o’clock to six o’clock from Sunday to Thursday. It closes at ten o’clock at night on Fridays and Saturdays. For information about St Paul’s Cathedral, press three. St Paul’s Cathedral is open for sightseeing from half past eight to four o’clock in the afternoon every day. There are free concerts at a quarter to five every Sunday afternoon. For information about Hyde Park, press four. Hyde Park is open from five o’clock in the morning until twelve o’clock at night every day of the year. You can go running or cycling in the park and you can play games, like football and volleyball, especially in the summer.

so

CD 1, Tracks 63 and 64

My history teacher, Miss Sage, was young and pretty. We loved her because she wasn’t very strict and her lessons weren’t boring. She didn’t talk about boring things and she didn’t give us a lot of homework – she showed us films and told us stories. She knew a lot of stories from history and her classes were often funny. She often sat on her desk and we just talked about the past.

CD 2, Track 9

O = Officer  ​K = Kate  ​ O:  I phoned you last night about the burglary in your street. Can we talk now? K:  Yes, of course. O:  So when did it happen? K:  It happened five days ago, at nine p.m. O:  Last Friday. Okay, where were you? K:  I was in the kitchen with a friend. O:  What did you see? K:  It was dark but I saw a young woman in a green sports car. The woman was very slim, with long, blond hair. O:  Was she worried or nervous? K:  Yes, she was. O:  Did you see the burglars? K:  Yes, I did. I saw a tall, young man. He had a black bag. He got into the car and then they left very quickly. O:  Did your friend see the man? K:  No, she didn’t. But she saw that woman yesterday in the shopping centre.

CD 2, Track 10

O = Officer  ​MC = Mrs Collins  ​ O:  Mrs Collins, where were you yesterday at five p.m.? MC:  I was at the bus stop. O:  Who did you see? MC:  I saw a tall man outside the post office.

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CD 2, Track 17 1  climbing 2  cycling 3  dancing

4  horse riding 5  running 6  skateboarding

7  skiing 8  surfing

CD 2, Track 18

M = Mum  ​P = Pete  ​ M:  What are you doing, Pete? Are you watching football again? P:  No, I’m not watching football. It’s a running competition – the men’s four hundred metres. Do you see that runner in the green shirt? That’s Oscar Pistorius from South Africa. They call him ‘the fastest man on no legs’. M:  Is he wearing artificial legs? P:  Yes, he is. Oscar won three gold medals in the Beijing Paralympics with them. And now he is taking part in regular competitions. M:  Amazing! P:  Yes, Oscar can run really fast on those legs. M:  Look, it’s starting now! Wow! He’s good! P:  Yes, his legs are very high tech. M:  How do you know all this about him? P:  We are doing a project about the Paralympics at school so I’m reading a lot about disabled athletes.

CD 2, Track 19

P = Polly  ​J = Julia  ​ P:  Hi, Julia. J:  Hi, Polly. P:  Can you talk now? Where are you? J:  I’m in a park. Remember? It’s the International Fitness Festival today. P:  So what are you doing? J:  I’m resting now after an aerobics class and I’m watching Martha. She’s playing rugby. P:  Rugby?! Are you serious?! J:  Yes. She’s quite good at it. And Chris is doing yoga. P:  Yoga? He hates it. J:  Well, he’s enjoying it. The yoga teacher is very pretty. P:  Oh, I see. J:  Polly, why don’t you come here? It’s great. P:  I can’t. I’m looking after my brother. J:  Oh, okay – see you! P:  Bye.

ar

Z = Zoe  ​G = Gary  ​A = Angie  ​ Z:  Come on, Gary! Let’s go to the café. G:  Let me guess, Zoe ... to meet one of your friends? And who is it this time, little sister? Z:  Okay ... Do you remember when we went to that rock concert in January? It was your birthday. G:  Oh, yes. I remember that. Z:  And before the concert, we had your birthday cake and gave you presents ... G:  Yes ... and the concert was brilliant. We danced a lot, too. Z:  And do you remember the very tall girl, Angie? G:  Oh, yes. I don’t remember her name but very tall, attractive. Z:  Yes … G:  … she had dark hair. And she was very friendly and a fantastic dancer! Z:  I don’t remember that. Angie’s not a great dancer. G:  She was that night ... amazing. You don’t remember because you were with George all evening. Z:  Was I? G:  Yes! And then you went out for a pizza. And after that you went home. Z:  Yes. Anyway, guess who’s at the café ... G:  Angie? Z:  Ye-e-e-s. She really wants to meet you. G:  Are you sure? Z:  Hey, Angie! Do you remember Gary ... ? G:  She’s got blond hair... A:  Hey ... Gary! We met at that rock concert on your birthday! I loved that group - The Dream - it’s my favourite group! G:  And it’s my favourite! A:  Come on guys ... let’s get a drink. Thanks for doing this, Zoe. G:  Yeah, Zoe, thanks – I like this Angie more!!

CD 2, Track 12

Pe

Z = Zoe  ​G = Gary  ​ Z:  Do you remember when we went to that rock concert? G:  Oh, yes. I remember that. Z:  And before the concert, we had your birthday cake. G:  Yes ... and the concert was brilliant. Z:  Do you remember the very tall girl? G:  I don’t remember her name. She was a fantastic dancer. Z:  I don’t remember that. G:  You don’t remember because you were with George all evening. And then you went out for a pizza. And after that you went home.

CD 2, Track 13

Repeat of the track above.

Module 5: Fitness CD 2, Tracks 15 and 16

S = Sue  ​N = Nick  ​ S:  Do you like sport, Nick? N:  Yeah, I like watching football on TV. I’m a Manchester United fan. They’re great! S:  No, I mean do you do sport? I do sport five times a week. And I go running every day after school. For about thirty minutes. N:  Running? Every day? Thirty minutes? That’s a lot. S:  Not really. N:  Mm, I sometimes play football with my friends at the weekends. We play in the park. And I like skateboarding. That’s good fun. S:  Mm, I don’t like skateboarding because it’s dangerous. But I like playing hockey and I love playing volleyball – I’m in the school team! N:  Well, I don’t like school sport and I don’t like PE lessons at school. They’re boring and I don’t really like doing exercise.

CD 2, Track 20

Registration: £20 / £10 (students). The money goes to Save the Children. Contact: Alice Barker, tel: 01585 8775234 For more information: www.alphatowerrun.com

CD 2, Tracks 21 and 22

A = Alan  ​L = Linda  ​J = Jamie  ​C = Colin  ​ P = Pamela  ​ Dialogue one A:  Hi, my name’s Alan. L:  Hi, nice to meet you. I’m Linda. A:  I’m Tom’s friend. We’re in the athletics club together. Do you like athletics? L:  Not really but I’m a good dancer. Do you want to dance? A:  Well, I’m not very good. L:  Come on! It’s good exercise. A:  Okay. Dialogue two J:  Hello? C:  Hi there, Jamie. What are you up to? J:  Me? I’m playing my new exercise game. C:  Well, I’m bored. Do you want to go out? Let’s go to the skate park. J:  No, I’m not into skateboarding these days. C:  Well, let’s go to the cinema. J:  I don’t know. I’m very busy. C:  Oh, come on, Jamie! There’s a great film on. J:  Oh, all right. Come round here in twenty minutes. C:  Okay! Dialogue three P:  Hello, Alison. How are things? A:  Okay, thanks, Pam. I’m finishing that exercise from the French class. P:  What time is that new Zumba class? A:  Four o’clock. It’s in the school gym. P:  Well, it’s four o’clock now. A:  Oh, no! We’re late! Let’s go to the gym.

n

CD 2, Track 11

S:  No? It’s very good for you. N:  I know but it’s different for you. You do a lot of exercise so you’re very fit. S:  Yes, I am very fit. I always cycle to school and walk up the stairs. And I never take the lift. N:  Well, I go to school by car and I always take the lift. Can you walk more slowly, Sue? S:  Okay, Nick. Ha ha!

so

O:  How old was the man? MC:  He was young, about twenty-five years old. O:  Did he have a bag? MC:  Yes, he did. He had a big sports bag. O:  What colour was it? MC:  Black, I think. O:  Thank you.

M = Mike  ​K = Karen  ​A = Alice  ​ M:  KINECT SPORTS by Microsoft. For Xbox 360. Price: £17.99 A lot of exercise games are too slow or not realistic enough but Kinect Sports is FANTASTIC! It’s got volleyball, table tennis, football and athletics. It’s not too difficult – my daughter is six and she can play the games. You can play against the computer, with family or friends or online. It’s great fun. You move a lot and it’s good exercise. My only problem is my living room – it’s not big enough and I’m too tall! K:  Zumba with Karen. Have fun and get fit! Do you hate exercise but love dancing and parties? Well, Zumba is for you – it combines great Latin dancing with hard exercise (a thousand calories an hour). I am an experienced Zumba trainer and there are usually twenty people in my classes. Classes are only five pounds an hour. Karen Cooksey: [email protected] Tel: 05848 76628890 Ashford Health and Fitness Centre, 5 Cliff Road Classes: 4 p.m. to 10 p.m., Monday to Friday A:  Fifth Alpha Tower Run When? From half past seven to twelve o’clock on the 9th of April 2012 Where? Alpha Tower, 12 Broad Street, Dinham What? Run up thirty floors (93 metres) in under 15 minutes Who? Fit people from 15 to 75 – it’s very hard exercise!

CD 2, Track 23

M = Mark  ​H = Helen  ​ M:  Hi, Helen, do you want to go to the cinema on Friday night? H:  I can’t. I’m playing tennis with my brother at seven o’clock. M:  What about Saturday? Are you doing anything on Saturday? H:  Yes, I’m going swimming in the afternoon and in the evening I’m doing a three-hour yoga session. M:  Wow! You are sporty! What about Sunday? H:  Well, in the morning, my dad is taking me to a horse-riding lesson. Then we’re going running together. And in the afternoon I’m going to a Zumba class. You can come with me. M:  Er … no. No, thanks.

CD 2, Track 24

P = Phillip  ​N = Nina  ​ P:  Nina, what are you doing on Friday night? N:  I’m going to a basketball game with my friends. P:  Okay. And what are you doing on Saturday night? I’d like to see the new film with Brad Pitt. N:  I love Brad Pitt but I’m busy on Saturday. I’m going to the theatre with my parents. What about Sunday? P:  I’m visiting my granny in the morning but I’m free in the afternoon. N:  So let’s go on Sunday afternoon. P:  Great! Let’s meet at half past six in front of the cinema.

CD 2, Track 25

Z = Zara  ​P = Patsy  ​ Z:  Hi, Angela. ... Patsy’s coming to play tennis this afternoon. She doesn’t play very often, so I’m helping her practise. … Why don’t we play tomorrow? Great. Bye. P:  Hey, Zoe! I’m here! Z:  Patsy! I’m in the garden! P:  Ooh! Look at you! Sorry, I haven’t got any tennis clothes. Can you lend me a T-shirt, please? Z:  Sure. No problem. Try this one. P:  Can you lend me a pair of trainers, please? I forgot to bring mine. Z:  Sorry, but I need them. Your shoes are fine. P:  All right. Back in a minute! … How do I look? Z:  Fantastic.

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P:  Can you lend me a racquet, please? Z:  Okay … Okay. Here we are! P:  Oh ... Z:  And here’s the tennis court! P:  Computer tennis! Fantastic! Great idea! But, I’m not very good … Z:  That’s okay. Okay, Let’s practise! P:  Yes! … I’m enjoying this! It’s better than normal tennis! … Yes! Z:  Okay … Let’s stop now - I’m tired. P:  Could we play again tomorrow? Z:  I’m sorry I can’t because I’m playing tennis with Angela. Chocolate? P:  Thanks! Tennis is great, isn’t it? And I love chocolate!

CD 2, Track 26

CD 2, Track 33

J = Jim  ​M = Mary  ​ J:  What are you doing, Mary? M:  I’m reading a book about the brain. J:  The brain? You only read fashion magazines! M:  True, but right now I’m preparing a presentation about the teenage brain for my biology class tomorrow. J:  That’s interesting! M:  And what are you looking for in my room? J:  … This magazine. M:  It’s a magazine for girls, Jim! You only read football magazines! J:  Yes, but I’m doing a project about teenagers’ sleeping habits and there’s an article here about sleep.

CD 2, Track 34

Can you lend me some shorts, please? Could we play again next Saturday?

CD 2, Tracks 29 and 30

CD 2, Track 35

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CD 2, Tracks 27 and 28

1  bus driver 2  student 3  doctor

4  lawyer 5  shop assistant 6  police officer

CD 2, Track 32

C = Claire  ​J = Janet  ​ C:  How old are you, Janet? J:  I’m seventeen. C:  How big is your family? J:  I’ve got three brothers. We live in a big house with our parents and grandparents. C:  Who does the housework in your home? J:  We all clean and wash our clothes. C:  And who cooks? J:  My grandmother or my father. He loves cooking. C:  When do you finish school? J:  I usually finish at three p.m. C:  What do you do in your free time? J:  I read books and watch films. C:  How often do you go out? J:  I go out every Saturday. Sometimes I go out on Friday night, too. C:  Where do you go? J:  I usually go to the cinema.

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Repeat of description 1 from the tracks above.

CD 2, Track 31

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Module 6: Age

7  teenager 8  teacher

B1 = Boy 1  ​M = Man  ​G = Girl   ​B2 = Boy 2  ​ B1:  It’s the first lesson today and I can’t concentrate. Two people are sleeping! What is the problem? M:  It’s normal, your biological rhythm is changing – you wake up later and go to bed later. Also, teenagers need nine and a half hours of sleep. When they sleep less than six hours, they can’t concentrate and become moody. Some teens sleep longer at weekends but the brain needs sleep to ‘work on’ new information. G:  My teenage brother has got an exam tomorrow and he’s going out to a party. Is this normal? M:  Your brother is a teenager. His brain is still developing. He probably doesn’t plan things or think of the consequences of his actions. The ‘planning’ part of our brains develops less quickly and a lot of teenagers can’t organise their time well or control their emotions. B2:  My sister watches TV all day. She is watching a silly programme right now. Is this healthy? M:  The teenage brain has billions of neurons and brain connections. When teenagers do a lot of things like science or sport, their brain develops the connections for these activities. When they watch a lot of TV, the brain doesn’t use these connections and loses them. So a lot of TV isn’t great for teenagers.

Module 7: Cinema CD 2, Tracks 38 and 39

W1 = Woman 1  ​M = Man  ​W2 = Woman  ​ 1 W1:  My favourite types of films are animations and comedies but I don’t like horror films. My favourite actor is Johnny Depp – I think he’s great … and very funny too in some of his films. My favourite film is Toy Story Three because it’s got great dialogues and brilliant animation. It’s a film for children but adults love it, too. 2 M:  My favourite types of films are action films and westerns but I don’t like romantic comedies. My favourite actor is Matt Damon – he’s really great. And my favourite director is Quentin Tarantino. My favourite film is a western called True Grit because it’s got a brilliant story and some great action scenes. I think it’s a fantastic film. 3 W2:  I love dramas and romantic comedies but I don’t like watching science fiction films and westerns. They’re really boring. My favourite actress is Reese Witherspoon – she is a brilliant actress. My favourite film is Water for Elephants because it has got a fantastic story and some good photography. And I love the elephant, Rosie. She’s the star of the film!

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A My grandfather is a pensioner. He is seventy-nine years old. His name is Eric and he is my dad’s father. He was a gardener and he loves plants. He is interested in reading and there are lots of books in his house. He is very kind and friendly. I love my granddad. B Janet is our neighbour and she is Mum’s friend. She is about thirty-five and is from Scotland. She’s a doctor and works at a local hospital. She is interested in music and can play the piano. She is very outgoing and talkative. She never stops! C My older brother’s name is Charlie. He is a teenager – well, he is nineteen so he is an adult now, too. He is a university student. He is at Cambridge University and he studies computer technology. He’s interested in sport and he loves football. He’s very shy and hard-working. He is different from me! D My cousin’s name is Amanda and she’s a child. She is nine – her birthday was last month. She is a primary school student and she is very interested in music. She can play the piano and she’s studying the violin. She’s a very friendly person but she is sometimes moody – especially in the mornings!

In Britain, when you are sixteen you can leave school and work but you don’t get the same pay as adults. When you are seventeen you can drive a car but you can’t vote. Two young campaigners are angry about this and wrote to our magazine. Same job, same pay Rajiv Gupta is a student at Nower Hill School in London. He was a representative in the UK Youth Parliament when he was fourteen. Rajiv’s campaign is about teenage pay. Teenage workers only get sixty percent of adult pay when they are sixteen or seventeen and eighty percent when they are eighteen, nineteen or twenty. ‘We do the same jobs – why can’t we have the same pay?’ he asks. Rajiv visits shops and offices and talks about teenage pay. He is quite happy about his campaign – some local businesses now pay teenagers the same as adults because of his visits! Where’s our vote? Alice Coates is a teenager from Bristol with an outgoing personality. She is a student in Year Ten, is studying politics at school and wants to be a lawyer. Alice’s campaign is to get votes for people when they are sixteen and seventeen. ‘When you are sixteen,’ she says, ‘you can smoke, get married and go into the army – but you can’t vote. It’s really unfair!’ A lot of young people are not very interested in politics but Alice’s campaign is very popular with Britain’s one point seven million sixteen- and seventeen-year-olds. What does Alice want to vote for? ‘I want less traffic and more space for people and bicycles!’

B:  Which of the girls is his girlfriend? S:  That’s Sandra. She’s standing next to him. She’s the one in the jeans and the brown top. B:  Who are those guys at the back? S:  They’re his university friends. The one in the middle with the blond hair is Matt’s best-friend – Mark. He’s the one in the brown shirt and the white T-shirt. B:  And who’s that guy in the orange shirt on the right? Is that your friend Sam? S:  Yeah, you remember him? The girl in the middle of the group is Isabel. She’s very outgoing ... B:  Yes, she is. She’s at university in London, studying biology … S:  But her parents live in Oxford. B:  How do you know that? S:  We had a long talk at the party – and a few dances. … It’s Isabel! She wants to meet this Saturday. She’s coming to Oxford. B:  Oh, very nice! Lucky you. S:  Okay, why don’t you come for a coffee with us? B:  No thanks, Steve. I’m meeting a friend in town. Have fun!

CD 2, Track 36

B = Bob   ​S = Steve  ​ B:  Hey, Steve. Where are you? S:  I’m in the living room. … Hey, Bob! B:  How are things? S:  Great. I’ve got the photos of that amazing party we went to in London. B:  Let’s have a look. S:  This is the best one. It’s a photo of my cousin, Matt, and his friends. Did you meet them? B:  I’m not sure. Which one’s your cousin? S:  Matt’s the guy on the left in the green jumper and the grey jacket. He’s standing at the front next to the girls.

CD 2, Tracks 40 and 41

My favourite types of films are animations and comedies but I don’t like horror films. My favourite actor is Johnny Depp – I think he’s great … and very funny too in some of his films. My favourite film is Toy Story Three because it’s got great dialogues and brilliant animation. It’s a film for children but adults love it, too.

CD 2, Track 42

W2 = Woman 2  ​M = Man  ​W1 = Woman 1 1 W2:  She is a brilliant actress. 2 W1:  It’s a film for children. 3 M:  It’s got some great action scenes.

CD 2, Track 43

I = Interviewer  ​P = Paula  ​ I:  A lot of amateur film makers put their original films online. We talk to Paula Harmon from New York. What films do you make, Paula? P:  My friends and I film unicyclists here in New York. They do amazing things! We put our videos online and we watch amateur videos so we can learn things from them. We’re going to show our best films at a special unicyclists’ meeting in four months’ time. I:  Do you watch videos online? P:  Yes, I do. A lot of people put fantastic things online! Now I’m looking for travel documentaries from India because I’m going to visit the country next year. I:  Why do people upload their films?

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P = Pete  ​D = Diane  ​ P:  Diane, are you making a film about people in our school? D:  Yes, I am. But I’ve got problems with my camera. P:  What are you going to do? D:  I’m going to use my father’s camera but it’s not very good. Why? P:  My camera is fantastic – you can use mine. D:  Ok, great, you’re very kind. P:  So … who are you going to interview? D:  I don’t know. P:  Are you going to interview me? D:  You? Er, not really … P:  Well, you’re going to borrow my camera …

CD 2, Tracks 45 and 46

A  I’d like to go more often but the cinemas in my town are expensive. And they usually have those big Hollywood films so I don’t go very often – about once every two weeks. B  I like talking about films so I always go to the cinema with friends. We usually go to a café after we leave the cinema and talk about the film. I often write about films on my blog. C  Well, I watch a lot of films – about three or four films a week. My dad buys films online and there are some good films on TV, too. D  That’s not a problem for me – some good films are slow. When a film is very slow, I enjoy the film – you know, the photography, the dialogues or the acting. E  I don’t really like those big Hollywood films. I like films from different countries and I really love those old black-and-white films.

CD 2, Tracks 47 and 48

I = Interviewer  ​J = Jake  ​ I:  Jake, you are a camera operator. What exactly do you do? J:  Well, I use the camera and film the scenes. Sometimes I have to decide about the lighting. And of course I have to listen to the director’s instructions. I:  Do you have to move all this equipment? J:  No. The camera operator doesn’t have to do a lot of physical work. The crew is usually quite big – some people move the equipment and an assistant has to move the camera. I:  Do you have to work fast? J:  Yes, we often have to do a lot of things quickly. But I’ve got a good team and usually we don’t have to film one scene many times.

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K = Kathy  ​T = Toby  ​ K:  Hey, Toby. I’m doing a questionnaire here. You really like films. Would you like to do it? T:  Okay, Kathy. K:  Question one. How many films do you watch every week? T:  Well, I watch a lot of films – about three or four films a week. My dad buys films online and there are some good films on TV, too. K:  Next question. What types of films do you like watching? Look, here are the answers. You can choose more than one answer for this question. T:  I don’t really like those big Hollywood films. I like films from different countries and I really love those old black-and-white films. K:  Question three. How often do you go to the cinema? T:  I’d like to go more often but the cinemas in my town are expensive. And they usually have those big Hollywood films so I don’t go very often – about once every two weeks. K:  Next question. What do you do when a film is very slow and there is no action in it? You can choose more than one answer. T:  That’s not a problem for me – some good films are slow. When a film is very slow, I enjoy the film – you know, the photography, the dialogues or the acting. K:  Final question. What do you do after a film? You can choose more than one answer. T:  I like talking about films so I always go to the cinema with friends. We usually go to a café after we leave the cinema and talk about the film. I often write about films on my blog. K:  Okay, let’s look at the results at the end.

CD 2, Track 50

CD 2, Track 51

M = Mike  ​T = Tom  ​ M:  What are you doing with my camera, Tom? T:  I have to take it to school today. We’re doing a project about important places in our town and I have to film them. M:  Are you going to interview any people? T:  Not me. Bob has to find some people and talk to them about the history of our town. And he has to film the interviews. I don’t have to talk to people. M:  Please be careful, Tom! This camera is really expensive. T:  Sure, Dad. I have to go. The class starts at a quarter past eight. I don’t want to be late.

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CD 2, Track 49

1 Sundance Film Festival Where? Park City in the Utah Mountains in January. Film festivals are sometimes tiring but at Sundance you can go skiing between films! The festival started in 1978 with the help of the actor, Robert Redford. Clothes? It’s very cold so take warm clothes. It’s not very formal in the evenings.

P:  ‘Where are you going, Jack?’ G:  ‘I have to find my ship, The Black Pearl. Come with me, my sweet ... ’ Gr:  Shhhhhhhh! P:  Shush ... The film’s starting.

CD 2, Track 53

G = Gary  ​P = Patsy  ​ G:  Me too. I don’t like it. P:  That’s true. G:  Me neither. G:  I don’t agree.

Module 8: Food and Drink CD 3, Tracks 1 and 2

T = Toby  ​C = Chris T:  Mm, I really love food! I usually eat a lot of meat and cheese. I love cheese. I don’t eat a lot of vegetables. I don’t like beans and I really hate cabbage. The cabbage at school is horrible! I drink a lot of coffee – I don’t like tea. My favourite meal is dinner. We have dinner at about seven o’clock. When I’m hungry I often eat snacks, like biscuits. My favourites are chocolate biscuits – I love them! C:  I love fruit and vegetables. I eat a lot of bananas and oranges. My favourite vegetable is broccoli. I don’t eat a lot of meat or eggs but I like cheese. I drink a lot of water – about two litres a day. I don’t like coffee because I can’t sleep very well when I drink it. My favourite meal is breakfast. I usually have a lot of cereal, fruit and orange juice. I often eat snacks, like fruit and nuts. I always have some in my bag when I go to school.

CD 3, Tracks 3 and 4

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CD 2, Track 44

Celebrities? A lot of big Hollywood names go to Sundance. And the films? The best new independent American films – it’s easy to get tickets for them. 2 Amazonas Film Festival Where? Manaus in the Amazon rainforest in Brazil. This festival is in a beautiful, old opera house, the Teatro Amazonas. Clothes? Informal and relaxed – this is Brazil! Celebrities? There aren’t a lot of big stars but it is a small festival so you can meet stars, like Martin Scorsese at the hotel swimming pool. And the films? There are interesting Brazilian, South American and international films. You can watch the films at bus stations in the city and in hospital and prisons. The local people love films and are very friendly so you never get bored at this festival! 3 Cannes Film Festival Where? The relaxing city of Cannes is in the south of France – it’s the oldest and most elegant festival. And you can go to the beach when you are tired! Clothes? Formal in the evenings – long dresses for women and dinner jackets for men. Celebrities? Lots! You can see them on the red carpet or in the town’s cafés and restaurants. But it’s not easy to get an invitation to an exciting celebrity party! And the films? French, European and international films – but it’s difficult to get tickets.

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P:  They want to share them. I’ve got a friend in Kenya. He films everyday life in Nairobi. This year, he’s going to film the poor areas of the town. I:  Are you going to study at a film school? P:  No, I’m not. I’m not going to be a film maker. But films can communicate things better than books so I’m going to make films about eccentric New Yorkers and put them online.

CD 2, Track 52

G = Gary  ​P = Patsy  ​Gr = Grumpy person  ​ G:  Hey, Patsy. Look, there’s a new film club this Saturday. P:  Mm, that’s really interesting. G:  Yeah. P:  I love watching those old films. G:  Me too. What have they got? P:  Casablanca! It’s my number one favourite. It’s so romantic! It’s a brilliant film. G:  I don’t like it. It isn’t in 3D so I’m not interested! But real old classics like Back to the Future, or Gremlins, I love them! P:  Those are all special effects! I prefer films with great actors, like Johnny Depp! G:  He is a brilliant actor. P:  That’s true. He’s in some really good films. But I don’t like his new film. G:  Me neither. P:  And that new Pirates film was really boring. G:  I don’t agree. I love all the Pirates of the Caribbean films. And Depp is fantastic. ‘I’m Jack Sparrow, the maddest ‘pirate of the seas!”

Repeat of Speaker 1 from the tracks above.

CD 3, Track 5 1  vegetables 2  chocolate 3  yoghurt

4  biscuits 5  salmon 6  strawberry

7  fruit juice 8  breakfast

CD 3, Track 6

I = Interviewer  ​E = Expert I:  Eating in the future. Our eating habits change all the time. What will people eat in ten years’ time? E:  There will be less food around and some people will eat very little. Meat and fish will be more expensive so there will be more vegetarians. I:  Will we buy more vitamins? E:  Yes, we will. We will probably take more vitamins and minerals because there won’t be a lot of them in our food. I:  What will happen to fast food? E:  Oh, fast food won’t disappear because our lifestyle will be very fast. But it will change – we’ll buy salads and fresh sandwiches, not chips and burgers. I:  Will we go to restaurants? E:  Yes, we will but home-cooking will be more popular because it’s cheaper. I:  What will people cook? E:  It’s difficult to say. This year, Japanese food is the most popular because it’s quick and healthy but this fashion will probably change. Maybe next year we’ll eat South American food. I:  Will we all eat the same dishes? E:  No, we won’t. Food is an important part of our culture and people will always eat their traditional local dishes. Italians will always eat pasta and the Japanese will always eat sushi. Some things won’t change.

CD 3, Track 7

F = Fortune-teller  ​J = Janet F:  You will become a chef. You’ll work a lot but your life will be very exciting. J:  Will I have a family? F:  Yes, you will have four children. J:  Really? Will I be rich? F:  No, you won’t. You won’t have a lot of money but you’ll be famous all over the world. People will know your name. J:  Will I be happy? F:  I don’t know. The cards don’t say anything about happiness.

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CD 3, Track 9

CD 3, Track 12

W = Waitress  ​M = Michelle W:  Can I help you? M:  What have you got for lunch? W:  What would you like? W:  What would you like to drink? M:  How much is that?

Module 9: Countries CD 3, Tracks 14 and 15

W = Woman  ​M1 = Man 1  ​M2 = Man 2 1 W:  Well, my country’s very big. It is 1.2 million square kilometres – South Africa’s more than four times the size of Britain. The population is fifty million. Our capital city is Pretoria but it’s not a very big city. The biggest cities are Durban, Johannesburg and Cape Town. I live in Cape Town. In the winter, it is often quite cold and rainy. But in most of the country it is usually hot and dry. It doesn’t rain a lot. In the north, there are some lovely national parks, like the Kruger National Park with fantastic animals, like elephants and lions. 2 M1:  My country has the best football team in the world, usually. Brazil’s the fifth biggest country in the world. It’s 8.5 million square kilometres – my country’s very big. The population is about 190 million. Our capital city is Brasilia but the biggest cities are São Paulo and Rio. I live in Rio and we don’t really have seasons and it is always quite hot. But from December to March it is rainy. In the east, there are some fantastic beaches. We’ve got 8000 kilometres of coast and thousands of great beaches. Come and visit us! 3 M2:  My country is very big – China’s the fourth biggest country in the world, with its 9.6 million square kilometres. And we’ve got the most people in the world – the population is 1.3 billion. Our capital city is Beijing but the biggest city is Shanghai with seventeen million people – yes that’s right seventeen million. And there are a hundred and sixty cities in China with more than a million people! In the summer, it is very hot and rainy. In the west, there are some beautiful mountains like the Himalayas. They’re the biggest in the world!

CD 3, Track 10

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This week’s nutrition tips. 1  Eat five or six times a day. If you are hungry, you feel moody and you can’t concentrate. 2  Popular snacks, like crisps or biscuits, aren’t healthy. If we eat a lot of these foods, we have problems with our weight. Choose healthy snacks, like fruit. 3  Cook your meals at home from fresh products. If you use fresh products, your meals don’t have a lot of bad chemicals and are healthier. 4  Fish is good for the brain. When you don’t eat fish, your memory gets worse. 5  Broccoli and tomatoes have a lot of vitamins and minerals. They help us to stay healthy if we eat them regularly.

W:  What would you like to drink? M:  A small bottle of water for me, please. Z:  A large cola for me, please. Yes, I know it’s not good for me. M:  How much is that? W:  Pizza, salad, drinks ... that’s thirteen pounds fifty, please. M:  Here you are. W:  Thanks. Take a seat. Z:  I’ve got a text from James. He wants to meet us in the park. M:  Oh, no, I don’t like him. Or his friends. Z:  Why not? M:  They talk about football all the time. Z:  Football is great exercise! M:  But watching it is boring. W:  Here you are ... The salad? M:  For me thanks. Mmm, lovely. Z:  Mmm. Fantastic pizza. W:  Enjoy your meal! Z:  Oh, I have to call James. Excuse me a minute. M:  Fine. … Just one small piece. Mmm, mmm. Nice and hot! Z:  Hey – You’re eating my pizza!! M:  You can have some of my salad. Try it! It’s delicious. Z:  So you were hungry! M:  No. I’m just helping you to be healthy! Z:  Thanks!

I = Interviewer  ​J = Jason I:  Jason, how often do you eat fast food? J:  Every day. I always buy a hot dog or a burger when I leave school. And if I go out in the evening, I usually have a meal in a fast food restaurant. I:  Do your friends eat the same things? J:  Yes, well, my girlfriend doesn’t like fast food, she’s a healthy type so when we go to a restaurant together, she has a salad and drinks only water. I:  And what do you eat at home? J:  If my mum cooks, we have pasta or fish with vegetables. I:  And what do you do when she’s away? J:  I eat sandwiches. If I’m very hungry, I buy a pizza.

CD 3, Track 11

W = Waitress  ​M = Michelle  ​Z = Zac W:  Hello, can I help you? M:  What have you got for lunch? Mmm. Looks good. W:  Here’s the menu. We’ve got some specials, too. Vegetarian lasagne, tuna salad, but I’m sorry there’s no lamb curry. Z:  Oh, I’d like a large pizza, please. M:  That’s the least healthy thing on the menu! And you want to be slimmer! Z:  But we danced a lot last night, so I’m hungry! W:  What would you like? M:  Mmm. For me, a small tuna salad, please. Z:  A small tuna salad? M:  Tuna is really good for you. And I’m not very hungry.

CD 3, Track 19

W1 = Woman 1  ​M1 = Man 1  ​W2 = Woman 2  ​ M2 = Man 2 W1:  There are thousands of students from around the world at American universities. Read some Chinese students’ opinions about their life in the USA. M1:  It is difficult to make friends here. I’d like to have an American friend but they only talk about boring things like eating or sleeping and tell jokes. Serious topics, like philosophy or politics are not ‘cool’. I know a lot of people at university but I haven’t got American friends. Actually, a lot of Chinese students go home after classes and go out with their Chinese friends. Li W2:  I like the parties here and I think American students are friendly but … I don’t like American food. At the beginning, I had cornflakes for breakfast and a hamburger for lunch and dinner. I felt horrible. Now I cook at home or have dinner in a local Chinese restaurant. Mei M2:  I am really good at maths and ICT and the teachers here are great. The teacher says I am his best student and I’m learning a lot. But some subjects are very difficult because I have to read and write in English. Now I have to write an essay for my philosophy class so I am studying a lot. Kang

CD 3, Track 20

C = Chen  ​J = Jason  ​ C:  Excuse me, where is the office? J:  The office is on the second floor. Are you an exchange student? C:  Yes, it’s my first day here. My name is Chen. I’m from Shanghai. J:  I’m Jason. I can show you round. C:  That’s nice, thank you. J:  So, here are the classrooms and the library is there. Look, here is the café. Why don’t we have a cup of coffee? C:  I don’t drink coffee. We drink tea in my country. And I have to go to the office first. I have to see the professor. J:  Professor Jones? He left a few minutes ago, he’ll be back about one o’clock. Let’s go and have tea and then you can go to the office. C:  Okay. But first … where is the toilet?

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M = Man  ​A = Anita M:  Food from the sky. London has thousands of buildings with flat roofs and people are now growing food on some of them. Anita Morgan reports. 1 A:  Azul-Valerie Thorne lived in a small village. When she moved to London, she had a good idea – to grow fruit and vegetables on the roofs of buildings. Azul-Valerie met the owner of a North London supermarket and they started a project called Food from the Sky. 2 A:  Now, local people help in the roof garden and grow organic fruit and vegetables. For example, a group of students from a local school are growing mushrooms. People also go there to learn about urban gardening and there are a lot of interesting birds and insects on the roof. The project sells the fresh food in the supermarket; it is not cheap but it is very popular. The food is healthy and good for the planet because it is organic and does not have to travel. A lot of fresh fruit and vegetables in British supermarkets come from Africa or South America and this makes a lot of CO2. 3 A:  There are similar projects to produce organic food with hens and bees. The roof of an old factory in East London has hens and downstairs there is café with fantastic omelettes because of the fresh eggs from the roof. Fortnum & Mason, the most famous and expensive food shop in London, has bees on its roof in Piccadilly. It sells the honey in the shop; it is expensive but very good. You can visit the bees or watch them on a special webcam.

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CD 3, Track 8

CD 3, Tracks 16 and 17

Repeat of description 1 from the tracks above.

CD 3, Track 18 population autumn

winter cloudy

national capital

CD 3, Track 21

W1 = Woman 1  ​W2 = Woman 2  ​M = Man W1:  Introducing Costa Rica Costa Rica has beautiful beaches, amazing animals and friendly people. You can walk in a rainforest, go hiking up an active volcano, go white-water rafting on a mountain river and swim or surf in the Pacific and Caribbean. Two million tourists visit this small Central American country every year and Costa Rica is the world’s best place for eco-tourism with thirtytwo national parks. Fast Facts: Population: four million Area: fifty-one thousand square kilometres (thirty percent is protected) Animals: monkeys, sloths, sea turtles and lots of birds Happy and green: Costa Rica is first in the Happy Planet Index. It has the happiest people and is one of the ‘greenest’ countries in the world. Climate: The winter season is from May to October. It rains a lot and is very hot. The summer is from November to April and it is sunny and dry. Coffee: This is the national drink and is the best coffee in the world. Traveller’s Blogs: W2:  Puerto Viejo We are relaxing here on the Caribbean. Puerto Viejo is a party and surf town so we love it! We go to the beach every morning by bike (they are cheap to rent). Yesterday, we went to the Cahuita National Park – the monkeys are amazing and I took some great photos! fionaGH. M:  Leaving Costa Rica. I am in San José, the capital and I am leaving tomorrow. The best things in my three weeks here? White-water rafting on the Pacuare River and visiting Tortuguero National Park by boat – I saw the sea turtles. They’re really cool. eriktheblue.

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CD 3, Tracks 23 and 24

CD 3, Track 28

1  Excuse me? Do you know the Green Parrot café? 2  How do you get to it from here?

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A = Adam  ​L = Lucy A:  Hi, Lucy. Have you got a moment? L:  Yes, sure. A:  You went to Costa Rica last year, right? L:  Yes, we did, in January. We were there for three weeks. A:  Did you like it? L:  Yes. I think it’s a beautiful country. We travelled around by bus. The people are great and there are lots of things to see. A:  What kind of things? L:  Well, they’ve got great rainforests and mountains. There are some amazing animals like turtles. We went to Tortuguero National Park and we saw the turtles on the beach. It was fantastic and I’ll always remember it. I took some great photos of the turtles. You have to go there! A:  When’s the best time to go? L:  In our winter, from November to March. When we went, the weather was sunny and dry. It was lovely. A:  What is there to do? L:  Well, we went white-water rafting in the mountains. It was great! And we went surfing and swimming in the Pacific. The beaches there are beautiful. I remember we went to a small town called Montezuma. A:  Have you got a book about Costa Rica? L:  Yes, I have. It’s good and it’s got information about places to go and things to do. A:  Can you lend it to me? L:  Sure, no problem. I’ll bring it into school tomorrow. A:  Thanks a lot, Lucy! That’s great.

S:  I can’t hear you! Where are you? P:  On the train. See you at three o’clock. S:  Excuse me. Do you know the Green Parrot café? Z:  Yes. S:  How do you get to it from here? Z:  Erm. Cross the street. Turn right ... Go past the cinema and then turn left. S:  Okay. Cross the street. Go past the cinema. Turn right. Z:  No, no. Turn left. Go along the street ... And then you’ll see it on your right. Oh, no, that’s The Blue Moon café ... Oh, I don’t know ... Sorry! S:  Excuse me. I’m looking for the Green Parrot café. Do you know it? J:  The Green Parrot? Sorry, mate. No idea. Ask somebody else! S:  Excuse me. Do you know the Green Parrot café? B:  Yes, I do. It’s an internet café. S:  That’s right! How do you get there from here? B:  It’s this way. You cross the street, turn left, then … (he spots that Tim’s looking worried.) I’m going that way, too. I can show you! S:  Great! Thanks a lot. B:  Where are you from? S:  East London! I don’t know this area of London. And you? B:  I’m not from London but I’ve got a good map! I’m stopping here but go along this street for about 100 metres. You’ll see the station in front of you, and the Green Parrot is next to it. S:  Sorry, can you repeat that, please? B:  Go along this street for about 100 metres. You’ll see the station in front of you, and the Green Parrot is next to it. S:  Thanks. Brilliant. S:  Excuse me! Hi, Patsy! P:  It’s three o’clock and I’m at the café. S:  Sorry. P:  Where are you? S:  I’m nearly there. See you soon!

CD 3, Track 25

Module 10: Gadgets CD 3, Tracks 29 and 30

W1 = Woman 1  ​M = Man  ​W2 = Woman 2  ​ 1 W1:  Well, I’m into technology – I really love it! I’ve got a lot of gadgets – a smart phone, a laptop and a tablet. I often download music and I use Facebook. I’m online six or seven hours a day. My favourite gadget is a tablet. I like it because it’s so cool – I watch films and play games on it. I’d like to have a new digital camera. My camera is a bit old now and I’d like a new model – but they cost three hundred pounds! 2 M:  I’m not really into technology. It changes a lot and I have problems with new gadgets. I use my desktop a lot – I often send emails to my friends and I buy things online, too. My favourite gadget is my Sat Nav in my car. I like it because it’s so useful and I don’t have to ask for directions. I’d like to have a new mobile phone because mine is very old – but it’s okay. It hasn’t got a camera or internet but it is very easy to use! 3 W2:  I am into technology and I use it a lot. I like writing and I’ve got a blog. I often upload photos and information and I use Facebook a lot, too. I check my messages five or six times a day. My favourite gadget is my net book – I like it because it’s so useful. It’s not very big and I can take it anywhere. I’d like to have a new desktop because mine is a bit old and it’s very slow But they’re very expensive – maybe next Christmas!

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B = Bill  ​M = Mike B:  Mike, can you see our guide anywhere? M:  No, I can’t see anyone from our group. I think we are lost. B:  Where are we? M:  Somewhere in Germany, I think. Everyone is speaking German and there are German cars everywhere – Volkswagens, Mercedes. B:  Let’s ask someone. Can you say anything in German? M:  Well, danke … it means ‘thanks’, I think. But it’s not very useful now. B:  Well, we’ve got nothing to do so let’s go to this café and eat something. Let’s look at the menu. Oh, no, everything is in German. M:  Look at that sign! Vienna fifty kilometres! We’re in Austria! B:  That’s strange! No one mentioned Austria.

CD 3, Track 26

S = Steve  ​J = Jim S:  Jim, I’m bored. Let’s do something exciting. J:  We’re in the mountains, Steve. We can go skiing. S:  Well, there’s nothing exciting about skiing. I know! Let’s cook something exotic. I’m hungry. J:  We can’t cook. And there’s nothing exotic about cooking. We can go to a restaurant. S:  I’ve got an idea! Let’s invite someone interesting to dinner. J:  That’s a good idea. Remember the two Australians from our hotel? We can invite them somewhere nice.

CD 3, Track 27

S = Sean  ​P = Patsy  ​Z = Zoe  ​B = Bob S:  Where are we meeting? P:  The Green Parrot. It’s the new internet café. Everyone knows it. It’s near ...

CD 3, Track 33 1  flash drive 2  video camera 3  laptop 4  mobile phone

5  net book 6  smart phone 7  MP3 player 8  USB

CD 3, Track 34

M = Man  ​L = Linda  ​P = Pete  ​C = Chris M:  Gadget Zone! What are your opinions on gadgets? Write your comments here! 1 L:  I haven’t used an e-book reader but my friend has got one and I have learned a lot about them. She’s got an e-book reader and she loves it. It’s small so she can put it in her pocket and it’s got a lot of books in it. The only problem is that you can’t read in the bath! Linda, 21, Leeds 2 P:  A lot of gadgets are expensive and not very useful. My mother has bought a lot of new travel gadgets like a mobile phone hammock and ‘safe sandals’. She has spent a lot of money on them. It’s funny because she doesn’t travel a lot so she hasn’t used any of them. Pete, 17, Manchester 3 C:  People are less intelligent and creative because of gadgets – they have stopped using their brains. I always use paper maps and I have never wanted a Sat Nav. I’ve never had a car with a Sat Nav and I’m not going to buy one. They are often wrong and sometimes dangerous because you have to look at the screen when you are driving. Chris, 53, Brighton

CD 3, Track 35

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Costa Rica, Costa Rican America, American Canada, Canadian Britain, British Spain, Spanish Turkey, Turkish Poland, Polish Japan, Japanese China, Chinese Greece, Greek France, French

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CD 3, Track 22

CD 3, Tracks 31 and 32

Well, I’m into technology – I really love it! I’ve got a lot of gadgets – a smart phone, a laptop and a tablet. I often download music and I use Facebook. I’m online six or seven hours a day. My favourite gadget is a tablet. I like it because it’s so cool – I watch films and play games on it. I’d like to have a new digital camera. My camera is a bit old now and I’d like a new model – but they cost three hundred pounds!

J = Jamie  ​S = Sandy  ​ J:  Sandy, I’ve won a photo competition. I took a photo of an old woman in the park, with a laptop and an MP3 player. S:  Really?! Did you get a prize? J:  Yes, a digital camera. It’s really cool. S:  That’s great, Jamie! I’ve never taken any good photos. But I have written some poems. J:  Poems?! Wow! S:  Yes, and I’ve written two short stories, too.

CD 3, Track 36

M = Man  ​W = Woman  ​ M:  Nowadays, we spend hours online but is it good for us? Sally Evans investigates. W:  Kevin’s internet use Kevin McDonald checks his emails when he is having breakfast. He uses his smart phone on the train to work and gets nervous in tunnels where there is no internet connection. At his office, he uses two computers and his phone and checks his messages every minute. Because of that he does not concentrate and has problems at work. In the evening, he plays computer games and goes to sleep with his net book on the bed. When the family are on holiday, Kevin uses his smart phone to check his emails on the beach. Janet and Jonathon’s internet use Kevin’s wife, Janet, does not like his internet use but she spends four hours online every day, too. She sometimes forgets to do things because she is busy on Facebook. Their son, Jonathan, has got two computers in his bedroom and plays online computer games, sends messages and does his homework at the same time until late at night. Because of that, he is often tired and has problems at school. He sometimes stays at home and plays games on the computer when his friends have parties. Problems of internet use Psychologists think some people are ‘internet addicts’. Between five and ten percent of users have problems because of their internet use. Some experts also think ‘normal’ use causes concentration problems and stress. People also have more online friends than in the real world. Suggestions for internet use If you are worried about your internet use, count the hours you spend online and reduce them. Take a break every hour when you are online. Go out with friends and join clubs to meet new people. The internet is useful and you can have fun online but it can be bad for you, too.

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CD 3, Track 38

C = Chris  ​E = Ellen  ​ C:  Ellen, have you ever been to a gadget show? E:  No, I haven’t. Have you? C:  Yes, I love gadgets and gadget shows are really exciting. You can see all the new inventions. This year I’ve been to a pet gadget show, a kitchen gadget show and a car gadget show. E:  Really? And have you ever found a really useful gadget? C:  Of course! I’ve seen a lot of … E:  Oh, Chris, come on! Can we talk about something more interesting?

CD 3, Track 39

I = Interviewer  ​T = Tom  ​M = Miriam I:  We are in New York for our second programme about this fantastic city of more than eight million people. First, we have a homeless man of fortyseven years old. There are about forty thousand homeless people in New York. Ninety-five percent of them sleep in shelters. Tom, where do you sleep? T:  When it’s cold, I sleep in shelters for homeless people or in the subway. But I usually sleep in the street or in parks. I:  And how do you get money? T:  Well, I haven’t got a lot of money. I play guitar in parks and in the streets and people give me money. There are a lot of tourists in New York and that’s good – they give me a lot of money. I:  Do you ever have problems with the police? T:  Sometimes, but they’re okay. I:  And do you like New York? T:  Well, it’s a hard city but it’s my city. I’m a New Yorker. I:  Thanks, Tom. T:  No problem. I:  About thirty percent of New Yorkers are Hispanics – they come from countries like Mexico, Colombia and Ecuador. Our second interview is with Miriam Fernandez who is seventeen. Hi, Miriam. M:  Hi there! I:  Where do you live? M:  We live in Queens. It’s not in the centre of New York. We live near JFK airport. But I often come into Manhattan. I:  Do you live in a house or a flat? M:  I live in a small house. It’s got three bedrooms. I live with my mum and dad, my brother Fernando, and my sister Cristina. I:  And where is your family from? M:  My dad is from Colombia and my mum is from Bolivia. We’re Americans now but our culture is important. I:  Do you like New York? M:  Yes, I love it! It’s my city. I like it because there are people from a lot of different countries. People speak 138 different languages in New York! I’ve got friends from a lot of different countries: China, India, Mexico, Korea. It’s great! I:  Thanks, Miriam. M:  Not at all.

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S = Steve  ​SA = Shop assistant S:  Good morning, sir. Can I help you? SA:  Yes, I’m looking for a new mobile phone. S:  Of course, sir. We have the latest models. How about this one? A beautiful phone, it’s got a great design. A Lemon xphone 7SG. It’s got MP3, GPS and FM radio. SA:  Has it got a camera? S:  Of course sir. A ten megapixel camera! SA:  Sorry, what does that mean? S:  It means it takes amazing photos. SA:  Mmm. Is it easy to use? S:  Simple! It’s got a brilliant touch screen. You can listen to music on your MP3 player. You can use the GPS for directions in your car and you can make video calls, too. SA:  Mm, I don’t always want to see people. S:  How about this one, sir? Our most popular model. It’s got a ten-hour battery life, a fantastic internet connection with GPRS, WAP and HSCD. And an amazing one hundred gigabytes of memory. SA:  What does that mean? S:  It means that you can put hundreds of songs and films on your phone. SA:  Is that good? S:  Of course, sir! Because your phone is your life! And this phone has everything! SA:  Really? How much is it? S:  Two hundred and fifty pounds. SA:  Two hundred and fifty pounds! Could you show me a cheaper one, please? S:  Yes, this one’s thirty-six pounds. It’s a Blokia 100. A very boring little phone. It hasn’t got MP3 or internet. You can phone people. That’s it. SA:  That’s perfect. I’d like that one, please. Here you are. Twenty, thirty, thirty-five, thirty-six. Thank you. S:  Thank you.

CD 4, Tracks 1 and 2

CD 4, Track 3

Soapy hasn’t got a home and lives on the streets of New York. He likes the sun and trees and doesn’t like houses or jobs. For nine months of the year, Soapy is a happy man. Then the first week of December comes and it gets very cold. Soapy has the same plan every December – to do a bad thing and go to prison for three months. First, Soapy visits an expensive restaurant and wants to have a big lunch and then say ‘Sorry, I haven’t got any money.’ But when Soapy walks into Sanborn’s Restaurant the waiter says, ‘You can’t come in here. Sorry.’ Soapy thinks of a new plan. He goes to an expensive shop and takes a bottle. He hits the window with the bottle. A policeman comes but at that moment he sees a man running away from the shop. No prison for Soapy this afternoon. That evening, Soapy goes to a street with a lot of theatres. Rich men and women in expensive clothes are going into the theatres. Soapy starts to sing and dance and talk to the people. There is a policeman but he says to the people: ‘He’s a student from a theatre school. Don’t worry about him.’ Soapy is angry and unhappy. How can he get into prison for the winter? He sees a man in an office and goes in and takes his pen. The man goes after him. ‘Stop! That’s my pen.’ ‘Call the police then,’ says Soapy. But the man doesn’t call the police because he has problems with them. ‘Okay, maybe it is your pen,’ he says to Soapy. Soapy sits down and makes a new plan. Maybe he can get a job and some money. Then he can get an apartment and some good clothes. Maybe he is too old for the street. Tomorrow he decides to find a job.

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CD 3, Track 40

S = Steve  ​SA = Shop assistant S:  Good morning, sir. Can I help you? SA:  Yes, I’m looking for a new mobile phone. SA:  Has it got a camera? SA:  Is it easy to use? SA:  How much is it? SA:  Could you show me a cheaper one, please? S:  This one’s thirty-six pounds. SA:  I’d like that one, please.

Then Soapy hears a person next to him. ‘Excuse me,’ a policeman says. ‘What are you doing here? What’s your address? Where do you work?’ ‘I haven’t got a home but I want to get a job tomorrow,’ says Soapy. ‘No address. Come with me. Three months in prison for you, ’ the policeman says.

CD 4, Tracks 4 and 5

I = Interviewer  ​T = Tom  ​M = Miriam Gerald Durrell was born in 1925 in India. When he was ten, he went to Corfu in Greece with his family – his mother, his older brother Leslie and his older sister, Margo. Gerald loved animals and he found some very interesting animals. One day, Gerald bought a tortoise. He called the tortoise Achilles and he was very friendly but he died. Then Gerald got a young pigeon. The pigeon’s name was Quasimodo. It was yellow and very fat. Quasimodo liked music and people. One day they found an egg on the sofa – Quasimodo was a girl! Then the family moved to a bigger house. The garden was great and Gerald found new animals, like a family of scorpions. After that, Gerald got a seagull called Alecko. Alecko was very big and Gerald’s brothers and sister did not like him. One day, Gerald found snakes in the garden but they were not very well. Gerald put the snakes into the bath. But then his brother Leslie wanted a bath. He went to the bathroom and saw the snakes and was very angry. Gerald loved Corfu and the animals there. But in 1939 the family went back to Britain. When Gerald left school, he worked in a zoo. He wrote a lot of books. His most famous book was My Family and Other Animals about his life on Corfu. Gerald started a new zoo in Jersey and it is now famous. He died in 1995.

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R = Reporter  ​CL = Charlie Liu  ​ R:  We are at the Pet Gadget Show in Los Angeles. We’re talking to a famous inventor, Charlie Liu. Charlie has designed a lot of pet gadgets. This box is a dog shower. Have you tested it on a real dog? CL:  Yes, I have. My dog loves it! R:  Has anyone bought it? CL:  No, but a lot of people have asked about it. R:  What other gadgets have you invented? CL:  Oh, a lot. I have invented a life jacket for a dog. And my partner has designed dog sunglasses. R:  You’ve done a lot of work for dogs! Have your gadgets ever won a competition? CL:  Oh, yes, my dog mobile phone won last year. R:  Have you ever designed a gadget for cats? CL:  No, I haven’t. I’ve never designed anything for other animals. I love dogs!

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CD 3, Track 37

CD 4, Track 6

W = Woman  ​M = Man W:  My Family and Other Animals Gerald and his family moved into a new villa with a big garden. An old man worked in the garden and his wife, Lugaretzia, helped in the house. There were always a lot of Larry’s friends – writers and painters – in the house and Gerald had a lot of time to look for new animals. M:  One day, I found a female scorpion with a lot of little babies on her back. I was excited by this new family and I decided to take them to my bedroom. I put them carefully into a matchbox and went to the villa. Lunch was ready, so I left the matchbox on the table in the sitting-room and went into the diningroom for a meal. Larry finished eating and went to find his cigarettes. I watched him when he opened the matchbox. With her babies still on her back, the female scorpion climbed out and walked on to Larry’s hand. Larry felt a movement and looked down. Then he screamed. Lugaretzia dropped a plate and Roger ran out from under the table. Larry shook his hand and the scorpion landed on the table between Margo and Leslie. The babies went everywhere. The scorpion was angry and ran towards Leslie. He jumped up, knocked his chair over and the scorpion ran towards Margo. She screamed. While Mother put on her glasses to see what the problem was, Margo threw a glass of water over the scorpion. The water hit Mother. Now the scorpion was under Leslie’s plate and the babies were everywhere. ‘It’s that boy again!’ shouted Larry. ‘Be careful. They’re coming!’ screamed Margo. ‘We need a book,’ cried Leslie. ‘Hit them with a book!’ ‘What’s happening?’ asked Mother. ‘One’s coming towards me.’ Roger thought that we were in danger. Since Lugaretzia was the only stranger in the room, he bit her on the leg. When everyone was a little calmer again, all the babies were under the plates, knives and spoons. The family left the room and I found the scorpions and took them to the garden.

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CD 4, Track 9

CD 4, Tracks 10 and 11

Today’s cooking programme is about chocolate, mm, and we have some great ideas for chocolate cake, chocolate biscuits and some delicious chocolate ice cream. But first, let’s have some interesting facts about chocolate. For example, did you know that people in Europe eat 40 percent of the world’s chocolate and the biggest chocolate eaters in the world are the Swiss? Swiss people eat eleven and a half kilos of chocolate every year. That’s a lot of chocolate! But, of course, chocolate doesn’t originally come from Switzerland. Mexico is the first place where people started making chocolate. The Aztecs didn’t eat it, they drank it - it was a very expensive drink for rich people and it wasn’t sweet. Chocolate is still very important in Mexico - Mexicans cook fantastic dishes like chicken with chocolate mole sauce. The Spanish were the first people to put sugar in it when they took chocolate to Europe in the sixteenth century. Now sweet hot chocolate is a very popular breakfast drink in Spain. People started eating chocolate in the nineteenth century after Fry and Sons made the first chocolate bar in 1847. A Swiss businessman, Daniel Peter, made the first milk chocolate in 1887. People loved it and milk chocolate soon became popular in countries like France, Belgium and Britain. Is chocolate good or bad for you? It’s bad to eat a lot of chocolate, especially milk chocolate because it’s got a lot of sugar and fat. And white chocolate is bad too because it has got more sugar and fat than milk chocolate. But dark chocolate is very healthy – 100 grams of dark chocolate every day is good for you! So now the ideas for chocolate cake …

CD 4, Track 12

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A mad tea party There was a big table with a lot of chairs round it. But there were only three at the table: the Mad Hatter, the March Hare and a large brown mouse. The Mouse sat between the Mad Hatter and the March Hare. It was asleep, so they talked over its head. When they saw Alice, they cried, ‘No, no, you can’t sit here! There isn’t a place for you!’ ‘There are lots of places,’ Alice said. She sat down in a chair at one end of the table. ‘Have some wine,’ the Mad Hatter said politely. Alice looked round the table but there was only tea. ‘I don’t see any wine,’ she answered. ‘There isn’t any,’ said the March Hare. ‘Then why did you say, ‘Have some wine’? It wasn’t very polite of you,’ Alice said angrily. ‘We didn’t invite you to tea, but you came. That wasn’t very polite of you,’ said the March Hare. The Mad Hatter opened his eyes very wide, but he didn’t speak. Then he took out his watch and looked at it. ‘What day is it?’ he asked. Alice thought for a little. ‘Wednesday, I think,’ she said. ‘My watch says Monday,’ the Mad Hatter said. ‘You see I was right. Butter isn’t good for a watch.’ He looked angrily at the March Hare. ‘But it was the best butter,’ answered the March Hare. ‘Yes, but you put it in with the bread knife. Perhaps some bread got in.’ The March Hare took the watch from the Mad Hatter and looked at it sadly. Then he put it in his tea. He took it out and looked at it again. Alice looked at the watch. ‘It’s a strange watch!’ she said. ‘It tells you the day, but it doesn’t tell you the time.’ ‘So? Does your watch tell you the year?!’ asked the Mad Hatter. ‘No,’ Alice answered, ‘but it’s the same year for a very long time.’ ‘And my watch doesn’t tell the time because it’s always tea-time.’ Alice thought about that. ‘I don’t really understand you,’ she said politely. She looked around the table. There were a lot of teacups on the table.

‘We move from place to place,’ said the Mad Hatter. ‘Don’t you wash the cups?’ asked Alice. ‘No, we don’t have the time,’ said the Mad Hatter. ‘Why not?’ asked Alice. ‘It’s a long story,’ said the Mad Hatter. ‘Time was my friend, you see. But he and I aren’t friends now. So he doesn’t help me and now I have no time.’ ‘I see,’ said Alice and smiled politely. But she didn’t really understand.

P:  Mobile phones are the most popular form of communication in the world. But does every culture use mobile phones in the same way? Studies show that there are some important differences. Japanese people don’t usually answer calls when they are in public – for example on a train, in a meeting or with friends. In Japan, that is rude. In the USA or Britain, people answer their mobile when they are on buses and trains but not in formal situations, like meetings. In some Latin or Arab cultures, people always answer the phone – even in a meeting or formal situation. In a lot of Latin countries, people often talk loudly and about private things in public but in places like Sweden they talk more quietly and move away from other people. The use of mobiles is different, too. The Americans talk a lot on their mobiles but the Japanese talk a lot less and send more text messages and the Chinese use their phones for playing games. There are differences in the types of phones people like. In some countries, for example China, people like phones with big screens and lots of memory. In Japan, they prefer small smart phones and in the USA they like functional phones. In places like India or Japan, people decorate their phones with stickers but in Europe and the USA people don’t. Finally, there are differences in the rules of mobile use in schools. In Saudi Arabia, you can’t bring a mobile into a school or a university. In schools in the USA and Britain, you can usually use mobiles in breaks but not in classes.

CD 4, Track 15

Telephone Songs The first telephone song appeared in 1899 and was called Hello my Baby. In the song, a man phones his girlfriend every morning to talk to her. But first he has to speak to the operator and he has to talk very loudly because the line is so bad. Phone calls appeared in a lot of pop songs in the 20th century like Stevie Wonder’s I Just Called to Say I Love You in 1984. The famous American soul singer’s song was number one in countries, like the USA, Britain, Germany and Italy and won an Oscar for best original song in 1985. In the last few years, phone songs have been about mobile phone calls. The most famous is Lady Gaga’s Telephone. A woman is dancing at a club when her boyfriend calls. ‘I can’t hear you and I’m busy,’ she says. The boyfriend rings again and again but the woman doesn’t answer because she is dancing and having fun. What will pop songs be about in the future? There will probably be more songs about social networking like New Friend Request by Gym Class Heroes. But they will still be about love!

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I = Interviewer  ​T = Tom  ​M = Miriam 1  This character is quite moody and he often gets angry. He’s got a big head and long red hair and he is about forty-five years old. He wears formal clothes and wears a jacket and a very big hat. He has problems with time and, for him, it is always six o’clock so he is always having tea. He talks a lot and is often not very polite to other people. 2  In the book, this character is young – she is only about seven. But in some films she is older and in Tim Burton’s film she is about nineteen. She is pretty with long, blond hair and blue eyes and she wears a pretty blue dress. She is a polite girl and she is usually quite friendly – but sometimes she gets angry because the characters in Wonderland are so strange. 3  This character often has tea with his friend, the Mad Hatter. He has got very big ears. He talks a lot and is not always polite to people. For example, he asks Alice lots of strange questions. He wears formal clothes but hasn’t got a hat. He is mad and often does strange things. For example, he puts the Mad Hatter’s watch into his tea when it doesn’t work. 4  Alice sees this character at the start of the story and follows him into Wonderland. He is a very nervous character and is always looking at his watch – he is worried about the time and says ‘Oh dear, oh dear, I am going to be late!’ He’s white and has got long ears and sad, pink eyes. He always wears a jacket and tie. He is scared of important people but he is not very kind to normal people. 5  This character sits in a tree and smiles a lot. He has got a very big smile. He is clever and relaxed and he tells Alice about the strange world of Wonderland. But she sometimes gets angry because she doesn’t understand him. He has a very big head and big blue eyes and he sometimes changes. For example, sometimes parts of his body disappear.

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CD 4, Tracks 7 and 8

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Chocolat In 1959, Vianne Rocher (Juliette Binoche) and her young daughter move into a small French village and Vianne opens a chocolate shop. It is the period before Easter when people can’t eat things, like meat and sweets but some villagers start to go to Vianne’s shop because her chocolates are so good. The local mayor, Comte de Reynaud (Alfred Molina), is very angry. For him, the chocolate shop is a temptation for the villagers and he does not like Vianne because she does not go to church. Gradually, more people start to come to the shop and try Vianne’s delicious chocolates. She is a fantastic cook, she knows the best type of chocolate for every person and she helps people in the village with problems. Vianne also meets a good-looking Irish traveller, Roux (Johnny Depp), and falls in love with him. With Roux’s help, she organises a big chocolate festival on Easter Sunday. The story of the film Chocolat comes from the novel by Joanne Harris and the director is Lasse Hallström. The main actors are Juliette Binoche (Vianne Rocher) and Alfred Molina (Comte de Reynaud); Johnny Depp and Judi Dench are also in the film. The story is interesting but very predictable. It is also strange because it happens in a French village where the people speak English! One of the best things about this film is the great acting; Juliette Binoche and Alfred Molina are fantastic. There are also some good dialogues and the photography is amazing, too. Because the photography is so good, the real stars of the film are the chocolates – when you are watching it, you want to eat them and when you leave the cinema, you feel hungry!

CD 4, Tracks 13 and 14 P = Presenter  ​ A:  Hi, how are things? B:  Digame. C:  Moshi moshi.

CD 4, Track 16

No New Year’s Day to celebrate No chocolate covered candy hearts to give away No first of spring No song to sing In fact here’s just another ordinary day. No April rain No flowers bloom No wedding Saturday within the month of June But what it is, is something true Made up of these three words that I must say to you. I just called to say I love you I just called to say how much I care I just called to say I love you And I mean it from the bottom of my heart. No summer’s high No warm July No harvest moon to light one tender August night No autumn breeze No falling leaves Not even time for birds to fly to southern skies. No Libra sun No Halloween No giving thanks to all the Christmas joy you bring But what it is, though old so new To fill your heart like no three words could ever do.

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Workbook Audioscript

  9   Sound Choice 1, Exercise 3, page 21 1  swim 4  small 2  sport 5  school 6  study 3  story

Speaking Workshop 1, Exercise 3, page 19   3 

1  A:  Have a good time. 2  A:  How are you? 3  A:  This is my friend, Ed. 4  A  See you later.

1  A:  Have a good time. B:  And you. 2  A:  How are you? B:  I’m fine, thanks. 3  A:  This is my friend, Ed. B:  Hi there. Pleased to meet you. 4  A:  See you later. B:  Bye.

  12  Sound Choice 1, Exercise 6, page 21 1  How are you? 2  See you later. 3  My name’s Tom. 4  This is my friend, Chris. 5  Have a good time. 6  And you.   13  Sound Choice 1, Exercise 7, page 21 racket, earrings, Wednesday, online, quarter, fashion, tennis, fifteen, relax   14  Speaking Workshop 2, Exercise 4, page 29

1  Emma:  Here’s a text from Mum. Home at six. Pizza for dinner. Mmmm! Do your homework, please. Zoe:  I’ve got an exam on Monday. You’ve got your homework. So, let’s start. Emma:  No, I don’t want to. I’m tired. Zoe:  Where’s my schoolbag? Emma:  I’m bored. Hey, let’s go on the computer. 2  Emma:  Tom is so funny! There’s a photo of him on the computer. Come and look! Zoe:  I’m not interested. Why don’t you chat to your friends online? Or listen to music? Or read a book? Emma:  Hmm, I’m not sure. 3  Zoe:  Why don’t you play a computer game? That new one you’ve got. Emma:  Yeah. Good idea. Zoe:  Emma, it’s nearly six o’clock. And I’m hungry! Why don’t you lay the table for dinner? Emma:  All right. Emma:  Let’s have some flowers ... ta da!

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  4   Speaking Workshop 1, Exercise 3, page 19

  11  Sound Choice 1, Exercise 5, page 21 1  swimming 5  shopping 2  running 6  worried 3  granddaughter 7  pizza 4  tennis 8  football

  5   Speaking Workshop 1, Exercise 4, page 19

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Dave:  Good morning, Gary, how are you? Gary:  I’m fine thanks. This is my friend, Bob. It’s his first time today. Dave:  Great. Hello, Bob. My name’s Dave. Bob:  Hi there. Nice to meet you. Dave:  Bob – can you write your name and address here, please. Bob: Okay. Dave:  How old are you? Bob:  I’m sixteen. Dave:  Can you swim? Bob:  Yes, I can. Dave:  Good. This is Michelle. Our new teacher here. Michelle:  Hi there. Gary:  Nice to meet you, Michelle! Bob:  Hi, good to meet you.

  6   Sound Check, page 21 a  plays, works, relaxes b  we’re, they’ve, don’t c  swim, sport, story d  bad, sad, am, men, when, bed e  swimming, running, village f  How are you? See you later! g  earrings, Wednesday, fifteen   7   Sound Choice 1, Exercise 1, page 21 /s/ wakes, works, looks /z/ plays, goes, buys /ɪz/ relaxes, watches, uses   8   Sound Choice 1, Exercise 2, page 21 1  we’re 5  can’t 2  they’ve 6  doesn’t 3  don’t 7  I’ve 4  haven’t

  16   Exercise 4, page 37   Woman:  Good morning, ladies and gentlemen. This morning I want to tell you about a few ideas for free activities in New York. Summer is here and Shakespeare in the Park is a great summer activity. You can see great Shakespeare plays for free in Central Park all summer in the evening. The Guggenheim Museum is a great place to go and after quarter to six, on Saturdays, you pay what you want. You can pay nothing or twenty dollars. The museum is beautiful and it is full of paintings by people like Pablo Picasso. There are great free concerts at the Brooklyn Academy of Music every Friday and Saturday evening and the Brooklyn Botanical Garden is free on Tuesdays and also on Saturdays for two hours from ten o’clock in the morning until midday. It’s very quiet and there are lots of beautiful plants there. For children, the Bronx Zoo is a very special place and it is free all day on Wednesdays. It’s much bigger than Central Park Zoo and it has got over 4,000 animals. Finally, a lot of tourists like seeing New York from the water. This can cost a lot of money so why don’t you go on the Staten Island Ferry? You get a great view of Manhattan and the Statue of Liberty and it’s free all day, every day, 365 days a year, twenty-four hours a day.

Speaking Workshop 3, Exercise 4, page 39

  17 

Zac:  Hi. Can I help you? Patsy:  Yes, can we have some information about concerts and shows for this weekend, please? Zac:  Of course. Zac:  Well, there is a big rock concert on Saturday – with five groups. Patsy:  Perfect! What kind of music do they play? Gary:  How much are the tickets? Zac:  The tickets cost from thirty five to fifty pounds. Patsy:  Fifty pounds? Gary:  Are there any cheaper shows? Zac:  Sure. There’s a comedy and music night this Friday. It’s very funny. Billy Baker and his Band. They’re the best. … Gary:  Excuse me. Where is this festival? Zac:  In the City, near London Bridge. Gary:  What time does it start? Patsy:  Friday at seven! Gary:  That’s tonight! Let’s do it! Thanks for all your help. Zac:  You’re welcome.

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  2   Exercise 5, page 17 Girl:  I am here in Arizona. It is in the USA near Canada. Today, I’m at a pow wow with the Yuma people. There are six hundred thousand Native American Indians in the USA but they live in different groups and they speak about one thousand languages. Some of them live in big cities but some live in special Native American areas but in modern homes. They really try to keep their traditions. They have schools, colleges and museums in their homeland. The Yuma students learn about their history and music. These are very important for the Yuma people. Not many of the Yuma people speak the Yuma language every day. I think there are only about 400 people who speak Yuma as their first language but the young people learn it at school and can understand it. Some of the men hunt small animals like dogs but I think the food here is from a supermarket.There are a lot of people here at the pow wow. There is traditional singing and there are traditional sports. Oh, and there’s great traditional food to eat!

  10  Sound Choice 1, Exercise 4, page 21 bad, men, woman, had, pen

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Module 1

Module 3

  15  Exam Choice 1, Exercise 4, page 30 Man:  This is the house. Here we are in the hall and over here is the kitchen. Woman:  Oh. It isn’t blue, it’s green. Man:  Yes. A very nice green colour and white cupboards. Here is the fridge. It’s very big. Woman:  Yes, but it’s very old. Man:  Well, yes but the cooker is very modern. Woman:  Oh yes. It’s a lovely cooker. The kitchen isn’t very big. There is space for a table here and … one, two, three four chairs. Man:  Not six? Woman:  Six? No way. Man:  Well, let’s go to the living room. It’s very light. Woman:  Yes, it is. It’s a nice room. That’s a nice sofa. Are there any armchairs? Man:  Er. No. There aren’t but there are some shelves here. Woman:  Yes. Can I see the bedrooms? Man:  Yes, of course. This is the big bedroom. There’s lots of space here for a wardrobe. Woman:  Is there a wardrobe? Man:  No, but there is a bed. Woman:  Is there a wardrobe in the other bedroom? Man:  No, that room is very small. You can’t have a wardrobe in there. Woman:  Oh. Man:  It’s a nice area here. There’s a school one hundred metres from here. Woman:  I haven’t got any children. Man:  Oh. Woman:  Is there gas and electricity? Man:  There’s electricity. The cooker and hot water use electricity. There isn’t any gas. Woman:  Oh. Gas cookers are good.

  18  Sound Check, page 41 a  bigger, nicest, longer b  bathroom, Thursday, maths c  he’s, his, cheap d  cheap, street, read e  Why don’t we play a video game? How much are the tickets? f  outdoor, art, theatre   19  Sound Choice 2, Exercise 1, page 41 1  big – bigger 4  busy – busiest 5  old – older 2  nice – nicest 3  long – longer 6  small – smallest   20  Sound Choice 2, Exercise 2, page 41 1  bathroom 4  theatre 2  birthday 5  Thursday 3  thirsty 6  maths   21  Sound Choice 2, Exercise 3, page 41 1  he’s 5  cheap 2  his 6  big 3  this 7  sleep 4  these 8  machine   22  Sound Choice 2, Exercise 4, page 41 1  cheap 5  green 2  street 6  sightseeing 3  read 7  leave 4  speak 8  sixteen   23  Sound Choice 2, Exercise 5, page 41 1  Why don’t we play a video game? 2  How much are the tickets? 3  Let’s go home.

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Speaking Workshop 4, Exercise 4, page 49   25 

1 A:  Do you remember when our class had a picnic on the beach? B:  No, I don’t remember that. A:  You don’t remember because you weren’t there. B:  Oh yes. I was really sad when you told me about it the next day. 2 A:  Do you remember when I bought this CD? B:  Yes I remember that. B:  You didn’t have any money. B:  I gave you ₤10. A:  I don’t remember that. B:  I know!

1  Okay. Here we are! 2  That’s okay. Okay, Let’s practise! 3  Sure. No problem. Try this one. 4  I’m sorry I can’t because I’m playing tennis with Angela. 5  Okay … Let’s stop now - I’m tired. 6  Fantastic! 7  Sorry, but I need them. Your shoes are fine.

Speaking Workshop 5, Exercise 4, page 59

  29 

Patsy:  Hey, Zoe! I’m here! Zoe:  Patsy! I’m in the garden! Patsy:  Ooh! Look at you! Sorry, I haven’t got any tennis clothes. Can you lend me a T-shirt, please? Zoe:  Sure. No problem. Try this one. Patsy:  Can you lend me a pair of trainers, please? I forgot to bring mine. Zoe:  Sorry, but I need them. Your shoes are fine. Patsy:  All right. Back in a minute! Patsy:  How do I look? Zoe:  Fantastic. Patsy:  Can you lend me a racket, please? Zoe:  Okay. Zoe:  Okay. Here we are! Patsy:  Oh ... Zoe:  And here’s the tennis court! Patsy:  Computer tennis! Fantastic! Great idea! But, I’m not very good … Zoe:  That’s okay. Okay, Let’s practise! Patsy:  Yes! Patsy:  I’m enjoying this! It’s better than normal tennis! ... Patsy:  Yes! Zoe:  Okay … Let’s stop now - I’m tired. Patsy:  Could we play again tomorrow? Zoe:  I’m sorry I can’t because I’m playing tennis with Angela. Chocolate? Patsy:  Thanks! Tennis is great, isn’t it? And I love chocolate!

Module 5

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  26  Exam Choice 2, Exercise 3, page 50 Welcome to the Big Red Bus School information line. We have three courses for English language students this year here at the Big Red Bus School, beginner, elementary and advanced. Our courses start on September 21st. There are two lessons a week, on Mondays and Thursdays. Beginners lessons start at half past three and finish at five o’clock. Elementary lessons are from quarter past five until quarter to seven and advanced lessons are from seven o’clock until half-past eight. Lessons are ₤50 a month and we have twenty places for each level. For students who studied with us last year, lessons are only ₤40 a month. Our school is open from ten o’clock in the morning. There are three computers free for our students to use and we have a lot of English language books that our students can take home to read. We don’t have any lessons at the weekend but the school is open from ten o’clock on Saturday mornings until twelve o’clock. Thank you for calling. We are always happy to answer your questions about our courses and the English language. You can find more information on www.bigredbusschool.co.uk.

  28  Speaking Workshop 5, Exercise 3, page 59

  27  Exercise 6, page 57 1  Fay:  Hello, how are you? Debbie:  Hi, I’m fine, thanks. Fay:  Where are you going? Debbie:  I’m going to my brother’s school. It’s his sports day. Fay:  Where is he? Debbie:  Oh, he went in the car with my parents. What are you doing? Fay:  I’m going to the shopping centre to buy some new clothes. Debbie:  Oh that’s more interesting than a sports day. Wait a minute. Fay:  What are you doing? Debbie:  I’m phoning my mum to say I’m not coming. I’m going shopping with you. 2  Jack:  Hello? Mr Davies:  Hello. I’m Mr Davies from number 23. I work with your dad. Is he in? Jack:  Er, yes. He’s in the bathroom. Why? Mr Davies:  Well, it’s No Car Day today so I don’t want to drive to work ... Jack:  Right? Mr Davies: … but it’s raining and too cold to cycle or walk. Jack:  And?

  33  Sound Choice 3, Exercise 3, page 61 1  shower 6  English 2  share 7  Russia 8  bookshelf 3  special 4  short 9  Spanish 5  fashion   34  Sound Choice 3, Exercise 4, page 61 car, say, party, make, last, table, wake, start   35  Sound Choice 3, Exercise 5, page 61 /aː/ car, March, bath, laugh, party, art, after, hard /ei/ say, day, wait, late, May, stay, great, play   36  Sound Choice 3, Exercise 6, page 61 1  Can I borrow your phone, please? 2  Could we leave soon? 3  Do you remember Mrs Smith? 4  And then you went home. 5  Sorry, I can’t. 6  Sure, no problem.   37  Sound Choice 3, Exercise 7, page 61 1  sixth 5  rugby 2  fifth 6  February 3  twelfth 7  friends 4  athletics 8  ninth   38  Speaking Workshop 6, Exercise 4, page 69

A:  This is a photo of my family. B:  Who is that next to you? A:  That’s my cousin. Her name is Sandra. B:  Where are your parents? A:  They are at the back and my brother is at the front. B:  Which one is your brother? A:  The one on the left. The boy next to him is his friend. B:  Have you got any more photos? A:  Yes, I took this one last summer …

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  24  Sound Choice 2, Exercise 6, page 41 1  outdoor 6  centre 2  art 7  chair 8  mirror 3  theatre 4  internet 9  carpet 5  floor

Mr Davies:  So, I came to ask your dad … Jack:  Yes? Mr Davies:  Well, can I go to work with him in his car? 3  Derek:  Hello? Amy:  Hello, is that Derek? Derek:  Yes. Who’s that? Amy:  It’s Amy. I’m going to the shopping centre. Do you want to come? Derek:  What do you want to buy? Amy:  I’m not going shopping. I’m going walking with my club. I met a woman at a party and she invited me. I can bring a friend. Derek:  It’s too cold to go walking. Amy:  We walk in the shopping centre. We walk all around it and then have a cup of tea. Derek:  Okay. See you at the shopping centre.

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4  Good idea. 5  What kind of music do they play? 6  What time does it start?

  30  Sound Check, page 61 a  lived, worked, wanted b  singing songs, thinking about, doing homework c  shower, share, dishwasher d  car, party, say, make e  laugh, late, bath, wait f  Can I borrow your phone, please? Could we leave soon? g  sixth, fifth, rugby   31  Sound Choice 3, Exercise 1, page 61 live – lived, work – worked, want – wanted, chat – chatted, love – loved, ask – asked, download – downloaded, laugh – laughed, show – showed, answer – answered, talk – talked, invite – invited   32  Sound Choice 3, Exercise 2, page 61 ing, singing, singing songs ing, thinking, thinking about ing, doing, doing homework ing, working, working hard ing, listening, listening to music

  39  Exam Choice 3, Exercise 3, page 70 1  Rosy:  Hello, there. Where are you going? Dana:  I’m going to the gym. I do exercise there twice a week. Rosy:  I went to a gym last month but I didn’t like it. It was full of noisy teenagers. Dana:  You can’t join this gym before you’re eighteen. It’s nice and quiet. Rosy:  Really? Where is it? Dana:  On Church Road. Why don’t you come and see it? Rosy:  Okay, great. Let’s go. 2  Frank:  Hi, there. My name’s Frank. Lisa:  Hello, I’m Lisa. Frank:  Pleased to meet you. How do you know Nigel? Lisa:  I’m his cousin. Frank:  Oh right. So do you live near here? Lisa:  No. I’m from Banbury but my family are staying here this week so Nigel invited me here to his birthday party. Frank:  I’m very glad. Hey, Lisa. Do you play tennis …? 3  Simon:  Hello. Are you new here? David:  Yes, I am. My name’s David. Simon:  Hi, David, I’m Simon, the teacher here. So, you’re interested in judo. David:  Yes, I am. I love watching it on the TV and I saw your poster in the shopping centre. Simon:  Great. Well, there are nine other people who come here every week so you’re the tenth. Let me introduce the others to you. David:  Oh right. Thanks. Sorry, I’m a bit nervous. Simon:  Don’t worry, there aren’t any exams today!

Module 7   40  Exercises 1 and 2, page 77 A I got the job two months ago and I really like it. I work on Fridays from six o’clock in the evening and

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  49  Sound Choice 4, Exercise 6, page 81 1  That’s true. 2  Me too. 3  I’m on the right. 4  Me neither. 5  Who’s that in front? 6  I don’t agree.   50  Sound Choice 4, Exercise 7, page 81 /ə/ work, worker dance, dancer teach, teacher engine, engineer pension, pensioner teenage, teenager drive, driver wait, waiter

Speaking Workshop 8, Exercise 3, page 89

  51 

Waiter:  Good evening, can I help you? William:  Yes. what have you got for dinner? Waiter:  Here’s the menu. William:  Thank you. Waiter:  What would you like? Hilary:  I’d like chicken, please. Waiter:  I’m sorry but there’s no chicken. Hilary:  Oh dear. Have you got any fish? Waiter:  Yes, we’ve got salmon. Hilary:  Okay. I’d like salmon and rice with a salad, please.

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Gary:  Hey, Patsy. Look, there’s a new film club this Saturday. Patsy:  Mm, that’s really interesting. Gary:  Yeah. Patsy:  I love watching those old films. Gary:  Me too. What have they got? Patsy:  Casablanca! It’s my number one favourite. It’s so romantic! It’s a brilliant film. Gary:  I don’t like it. It isn’t in 3D so I’m not interested! But real old classics like Back to the Future, or Gremlins, I love them! Patsy:  Those are all special effects! I prefer films with great actors, like Johnny Depp! Gary:  He is a brilliant actor. Patsy:  That’s true. He’s in some really good films. But I don’t like his new film. Gary:  Me neither. Patsy:  And that new Pirates film was really boring. Gary:  I don’t agree. I love all the Pirates of the Caribbean films. And Depp is fantastic.

  48  Sound Choice 4, Exercise 5, page 81 1  cupboard 2  twelfth 3  talkative 4  dialogues 5  scenes 6  write

  52  Speaking Workshop 8, Exercise 4, page 89

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  42  Sound Check, page 81 a  We aren’t going. He isn’t dancing. I’m working. b  I have to. We’re going to. c  children, chat, watch d  food, too, run, some e  cupboard, twelfth f  That’s true. Me too. I’m on the right. g  teacher, pensioner, driver

  43  Sound Choice 4, Exercise 1, page 81 1  We aren’t going. 2  He isn’t dancing. 3  I’m working. 4  They’re leaving. 5  It’s raining. 6  She’s learning English.

  44  Sound Choice 4, Exercise 2, page 81 1  I have to tidy my room. 2  I’m going to work harder. 3  We’re going to have a party. 4  She has to do her homework now. 5  They have to go home. 6  He’s going to phone later.

Sound Choice 4, Exercise 3a, page 81

  45 

1  wash, watch 2  chair, share 3  ship, chip 4  sheep, cheap

Sound Choice 4, Exercise 3b, page 81

  46 

children, chat, picture, church, furniture, March, watch, much

Module 9   54  Exercise 4, page 97 Matt:  Hi, Nicola. Good to see you. When did you get back? Nicola:  Last night. Matt:  Did you have a good holiday? Nicola:  Yes, brilliant. I went to Cabarete. Matt:  Where? Nicola:  Cabarete. C-A-B-A-R-E-T-E. It’s in the Dominican Republic. Matt:  Is that the same as Dominika? Nicola:  No, that’s a different island. It’s very small. The Dominican Republic is quite big. We were there for three weeks but there was a lot we didn’t see. I wanted to walk to the top of Pico Duarte but we didn’t have enough time. We walked for one day, up to about a thousand metres and then went back. We also went on a jungle river tour. Matt:  Did you see any strange animals? Nicola:  Not really. A few monkeys, some snakes and a lot of birds. I wanted to see a manatee. Matt:  A what? Nicola:  A manatee. Some people call them sea cows. They look very strange. They are about three metres long but they eat plants, not people. Matt:  Vegetarians. That’s why you like them! Did you like the local food? Nicola:  I loved the red beans and rice but it’s not easy for vegetarians. They eat a lot of meat and fish. Matt:  Why don’t you eat fish? You love it. I remember last summer you ate fish every day. Nicola:  I know but I don’t like eating living things. Matt:  They aren’t living when you eat them! Nicola:  Matt! Matt:  Sorry. Was the weather good? Nicola:  We had two dry days but it was sunny for a few hours every day. Do you want to see my photos? Matt:  Later. I have to go to my tennis lesson now. Nicola:  Okay, come round later. They’re on my laptop.

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Speaking Workshop 7, Exercise 4, page 79

  41 

  47  Sound Choice 4, Exercise 4, page 81 I want to go too. My shirt is blue. That’s true. I’ve got some. He is very young. This is my son and this is my daughter.

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I finish at eleven o’clock. On Saturdays I start at one o’clock in the afternoon and finish at eight o’clock. B We’ve got a cool uniform. We’ve got black trousers and a black jacket and red shirts. They clean the uniform for us. I’d like to take mine home and wear it when I go out but I can’t! C I stand by the door and collect the tickets. Then I go into the cinema when the film is on and watch the people. I stop them from using their mobile phones. I sometimes help children go to the toilet. D The best thing is that I see films for free. Not when I’m working. I’m too busy to watch the film. I get two free tickets every week. I like going to the cinema so that’s great. We also get pizza at the end of our work. E There are five people working here. I know two of the other girls from school. The other two women are older and I don’t know them very well but they’re quite friendly.

Waiter:  And for you? William:  For me, a vegetarian pasta, please. Waiter:  What would you like to drink? Hilary:  A bottle of water, please. William:  A cola for me, please. How much is that? Waiter:  That’s ₤18.80, please. William:  Here you are. Waiter:  Thank you.   53  Exam Choice 4, Exercise 3, page 90 1 Girl:  I’m lucky. My mum is a great cook and she loves cooking. She likes teaching me and my brother too so I can cook quite a lot of dishes. My mum’s are better but mine are okay. 2 Girl:  I eat most things. I was a vegetarian for a few months last year but I love meat so I stopped. I don’t like food with a lot of salt or fat in it. Oh, I know, mushrooms. I hate them. They are awful! 3 Girl:  That’s a difficult question. We always go on holiday to a different country and, every year, I come home and say that the food was the best in the world! Our last holiday was to Greece so now I love Greek food but I love Spanish food, too. 4 Girl:  I try to eat good food and I try not to eat unhealthy snacks. If I’m hungry, I eat carrots, not sweets. But at the weekend, my mum always makes cakes and I always eat a lot. I love them. 5 Girl:  Last week, my boyfriend took me to a very nice restaurant for my birthday. The food was great but the restaurant was very formal. Next year, I want to go to the Beach Restaurant. They are very friendly and the food is good. I think that’s my favourite.

  55  Speaking Workshop 9, Exercise 3, page 99

Sean:  Excuse me. Do you know the Green Parrot café? Zoe:  Yes. Sean:  How do you get to it from here? Zoe:  Erm ... Cross the street. Turn right ... Go past the cinema, and then turn left. Sean:  Okay. Cross the street. Go past the cinema. Turn right. Zoe:  No, no. Turn left. Go along the street ... And then you’ll see it on your right. Oh no, that’s the Blue Moon café ... Oh, I don’t know ... Sorry! Sean:  Excuse me. I’m looking for the Green Parrot café. Do you know it? Jim:  The Green Parrot? Sorry, mate. No idea. Ask somebody else!

  56  Speaking Workshop 9, Exercise 4, page 99

Sean:  Excuse me. Do you know the Green Parrot café? Bob:  Yes, I do. It’s an internet café. Sean:  That’s right! How do you get there from here? Bob:  It’s this way. You cross the street, turn left, then … I’m going that way too. I can show you! Sean:  Great! Thanks a lot. Bob:  Where are you from? Sean:  East London! I don’t know this area of London. And you? Bob:  I’m not from London, but I’ve got a good map! I’m stopping here, but go along this street for about a hundred metres. You’ll see the station in front of you, and the Green Parrot is next to it. Sean:  Sorry, can you repeat that, please? Bob:  Go along this street for about a hundred metres. You’ll see the station in front of you, and the Green Parrot is next to it. Sean:  Thanks. Brilliant.

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  57  Sound Check, page 101 a  a computer, an apple, the cinema, the airport b  We’ll go, They’d like, I’ll be c  the, there, then d  north, go, phone, walk e  right, caught, bought f  Do you know the Park Hotel? How do you get to it from here? Can I help you? g  biscuits, juice, fruit

Sound Choice 5, Exercise 1a, page 101   58 

5  /thi:/ 6  a 7  an 8  /thi:/

  59  Sound Choice 5, Exercise 1b, page 101 1  the end 2  a computer 3  an apple 4  the cinema 5  the airport 6  a sandwich 7  an icy day 8  the autumn

Exam Choice 5, Exercises 3 and 4, pages 110–111

  67 

Sound Choice 5, Exercise 2, page 101   60 

Sound Choice 5, Exercise 3, page 101

  61 

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the, there, then, this, that, these, mother, brother, father   62  Sound Choice 5, Exercise 4, page 101

north, go, phone, walk, snow, shorts, bored, coast

Sound Choice 5, Exercise 5, page 101

  63 

Pe

6  chat 7  yoghurt 8  design 9  sightseeing 10  salmon

Oliver:  Hi, Gina, what are you doing? Gina:  Hi, Oliver. I’m shopping. On the internet. I’ve bought an MP3 player. Oliver:  Why didn’t you buy it in the town centre? Gina:  I like buying things online. They’re cheaper. Oliver:  You really love your gadgets. Gina:  I know. I’ve got a smart phone. I can check my emails on it. I check them about five times an hour. Oliver:  I only get one or two emails a day. I check them in the evening. Gina:  And I download music. That’s why I want a new MP3 player. Oliver:  I never download music. I like buying CDs. I’ve got them on a shelf in my bedroom. Gina:  I know. You wrote about them on your blog. Oliver:  Oh, yes. When are you going to write a new blog? Gina:  Never. I’m bored with blogs. I only wrote two. I started a third but didn’t finish it. I put all my news on Facebook. Oliver:  How many Facebook friends have you got? Gina:  Four hundred and twenty-one. Oliver:  Four hundred and twenty-one! I’ve got fifty-three. You don’t know four hundred and twenty-one people. Gina:  I know but it’s fun to have online friends. They come from all over the world. It’s great. I love Facebook but the best thing online is Skype. Oliver:  I know. I talk to my grandparents on Skype every week. Gina:  and now you’re talking to me …

n

1  We’ll go later. 2  They’d like to see the show. 3  I’ll be late. 4  You like horror films. 5  He’ll be here soon. 6  She’d like something to eat.

1  right 2  caught 3  bought 4  alphabet 5  photo

SA:  Good morning, sir, can I help you? C:  Yes, I’m looking for an MP3 player. SA:  We’ve got these. C:  I don’t like the colour. Do you sell them in different colours? SA:  Yes, you can have black, white, red or blue. C:  How much are they? SA:  These are ₤14.50. C:  That’s not much. How big is the memory? SA:  They have a 1 gigabyte memory. You can get about 250 songs on that. C:  Is it easy to use? SA:  Yes, very. Here, have a look. C:  Hmm. It’s a present. Have you got something nicer and more expensive? SA:  We’ve got these for ₤80. They are MP4s. You can also watch films on them. C:  Oh, yes. They’re nice. I’d like the black MP4, please. My son will like that.

so

1  /thi:/ 2  a 3  an 4  /thə/

Speaking Workshop 10, Exercise 3, page 109   66 

  64  Sound Choice 5, Exercise 6, page 101 1  Do you know the Park Hotel? 2  What have you got for lunch? 3  Can I help you? 4  How much is that? 5  What would you like to drink? 6  How do you get to it from here?

Sound Choice 5, Exercise 7, page 101

  65 

1  biscuits, juice, fruit, 2  salmon, yoghurt, lamb 3  favourite, cucumber, strawberry 4  lettuce, lunch, yoghurt 5  bread, cereal, beans

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WORKBOOK Answer Key Get Ready A

1  2 twenty f  ​3 thirty-three a ​4 zero h ​5 fiftyfive g ​6 fifteen b ​7 fourteen e ​8 forty-nine i ​ 9 twelve d 2  2 Is ​3 aren’t ​4 isn’t ​5 am (‘m) not ​6 Are, am ​ 7 Is, isn’t ​8 Am, are 3  2 your ​3 our ​4 Her ​5 his ​6 We’re ​7 My ​ 8 She ​9 He’s ​10 They’re 4  2 I’m ​3 Her ​4 She ​5 Our ​6 We ​7 He’s 5  2 c ​3 e ​4 h ​5 d ​6 g ​7 a ​8 f ​9 b 6  2 Argentina ​3 Spain ​4 Czech Republic ​ 5 Romania ​6 Australia ​7 Bulgaria ​8 Hungary ​ 9 Ukraine ​10 Brazil 7  2 His name’s Tom. He’s from Prague. ​3 Their names are Josie and Maria. They’re from São Paulo. ​4 Her name’s Andrea. She’s a student. She’s seventeen years old. ​5 His name’s Ed. He’s thirty-four years old. He’s a teacher. ​6 Their names are Erika and Suzi. They’re students. They’re sixteen years old. 8  2 She is seventeen years ​3 She´s (is)from ​ 4 Her address is 28 Castle Street ​5 Her phone number is 9  Students´ own answers.

F

1  2 information and computer technology ​ 3 science ​4 maths ​5 geography ​6 history ​ 7 physical education 2  2 quarter past ​3 quarter to ​4 half past ​5 five past ​6 ten to ​7 o’clock ​8 half past eleven 3  2 We ​3 him ​4 me ​5 her ​6 us ​7 my ​8 it ​ 9 She ​10 her ​11 her 4  2 f ​3 a ​4 g ​5 e ​6 e ​7 b ​8 c

MODULE 1 Topic Talk

C

Lesson 1 Grammar

1  2 live ​3 goes ​4 do ​5 use ​6 chat ​7 love ​ 8 listens 2  2 plays ​3 does ​4 reads ​5 relaxes ​6 meets ​ 7 goes ​8 uses ​9 chats ​10 listens 3  2 My friend doesn’t like maths. ​3 My dad goes swimming in the morning. ​4 They don’t know my cousin. ​5 You work hard. ​6 Paul doesn’t go to a private school. ​7 My mum likes pizza. 4  2 My sister doesn’t like computer games, she likes films. ​3 My parents don’t work in London, they work in Glasgow. ​4 We don’t learn Spanish at school, we learn French. ​5 Your day doesn’t start at 6 o’clock, it starts at 7 o’clock. ​6 Our teacher doesn’t go to the cinema on Sunday, he (she) goes to the cinema on Saturday. ​7 I don’t do my homework at school, I do my homework at home. ​8 I don’t chat online with my brother, I chat online with my friends. 5  2 My dad is often tired. ​3 My sister sometimes buys things on the internet. ​4 Our teachers are usually friendly. ​5 My mum often goes out. ​ 6 Discos are never fun. ​7 My friends always use the internet. ​8 My parents are often busy. 6  2 My brother always chats online. ​3 My dad usually eats breakfast. ​4 My mum never goes to discos. ​5 My sister often watches TV. 7  2 I often use the internet. ​3 Sophie and Emma sometimes use the internet. ​4 You never play tennis. ​5 Leo sometimes plays tennis. ​6 Callum often plays tennis. ​7 My parents usually go shopping at the weekend. ​8 My sister always goes shopping at the weekend. ​9 I never go shopping at the weekend. ​10 My friends sometimes watch horror films. ​11 My mum never watches horror films. ​12 My dad often watches horror films.

Pe

1  2 c ​3 d ​4 b ​5 a 2  2 c ​3 a ​4 b ​5 c ​6 b 3  2 Peter can sing but he can’t play a musical instrument. ​3 My brother can draw and (he can) paint. ​4 Tom can use a computer but he can’t find information on the internet. ​5 Anna can dance but she can’t sing. ​6 My parents can speak French and (they can speak) German. 4  2 Yes, she can. ​3 No, we can’t. ​4 Yes, they can. ​ 5 No, he can’t. ​6 No, I can’t.

1  2 book ​3 earrings ​4 guitar ​5 mobile phone ​ 6 tennis racket ​7 shoes ​8 T-shirt 2  2 yellow, green ​3 black, grey ​4 yellow, orange ​ 5 blue, purple 3  2 new ​3 expensive ​4 cheap ​5 big ​6 small 4  2 That is ​3 Is that ​4 Are these ​5 These aren’t ​ 6 Those aren’t ​7 That is ​8 These are 5  2 Those are his shoes. ​3 That is her MP3 player. ​ 4 These are our books. ​5 These are their photos. ​ 6 That is my scarf. 6  2 a ​3 b ​4 a ​5 c ​6 c ​7 c 7  2a friend’s ​2b friends’ ​3a grandparents’ ​ 3b grandparents ​4a teachers ​4b teachers’ ​ 5a brothers ​5b brother’s 8  2 his ​3 theirs ​4 hers ​5 yours ​6 ours 9  2 yours ​3 My ​4 Mine ​5 his ​6 His ​7 hers ​ 8 her ​9 ours ​10 Our ​11 theirs ​12 Their

E

1  2 dad ​3 wife ​4 brother ​5 grandmother ​ 6 daughter ​7 granddaughter 2  2 brown ​3 green ​4 grey ​5 long ​6 short ​ 7 blond ​8 fair ​9 tall ​10 slim ​11 overweight ​ 12 short 3  2 Mark´s got/has got long hair. ​3 Julie´s got/ has got a sister. ​4 My parents have got a red car. ​5 We´ve got/have got a nice English teacher ​ 6 They´ve got/have got red hair.

5  2 six hundred ​3 one thousand ​4 modern homes ​5 museums ​6 music ​7 four hundred ​ 8 dogs ​9 pow wow ​10 sports 6  2 There are six hundred thousand Native Americans ✗ five hundred thousand. ​3 They speak about one thousand languages ✗ one hundred ​ 4 They learn about their history and music ✗ lifestyle ​5 They hunt animals like dogs ✗ rabbits ​ 6 You can see traditional singing and sports ✗ dancing 7  2 languages ​3 homes ​4 people ​5 stories ​ 6 men ​7 Girls, women, parties ​8 buses ​ 9 children 8  2 sports ​3 films ​4 parties ​5 families ​6 men ​ 7 phones ​8 children

Lesson 3 Grammar

1  2 e ​3 d ​4 f ​5 a ​6 c 2  2 Where does your father work? He works in London. ​3 When do you and your friends meet? We meet on Saturday afternoons. ​4 What do you do on the internet? I play games and chat with friends. ​ 5 How does your mum relax? She reads. ​6 How often does your sister go online? She always goes online in the evening. ​7 What does your dad do in the evenings? He watches TV. ​8 What time do you go to school? I go to school at eight o’clock. 3  2 Does your brother buy things, No, he doesn’t. ​ 3 Do your parents watch, Yes, they do. ​4 Does your mum play, Yes, she does. ​5 Do your friends go out, No, they don’t. ​6 Do you and your brother play, Yes, we do. ​7 Do you go, No, I don’t. 4  2 do you play football ​3 do you contact your friends ​4 do you do your homework ​5 do you play ​6 do you buy online

n

1  2 photography ​3 reading ​4 tennis ​ 5 computer games ​6 fashion ​7 films ​8 music 2  2 chat ​3 do ​4 go ​5 listen ​6 play ​7 relax ​ 8 watch 3  2 to ​3 the ​4 go ​5 use ​6 games ​7 to ​ 8 On ​9 do ​10 play ​11 to ​12 at 4  2 In the, go running ​3 In the, play computer games ​4 On, I go out with my friends ​5 On, I do my homework and (or) read

ar

1a  2 Do ​3 Use ​4 Complete ​5 Read ​6 Ask, answer ​7 Open 1b  b 4 ​c 6 ​d 5 2  2 Look at ​3 Watch ​4 Match ​5 Speak ​6 Ask ​ 7 Tell ​8 Answer 3  2 Don’t watch ​3 Don’t open ​4 Don’t tell ​ 5 Don’t do ​6 Don’t use ​7 Don’t look at ​8 Don’t write 4  2 Work in pairs. ​3 Don’t use a mobile phone in class. ​4 Can you repeat that, please? ​5 Complete the table. ​6 Don’t write your name. ​7 Can you play the CD again, please?

so

B

D

4  2 My parents haven’t got a new car. They’ve got an old car. ​3 Our English teacher hasn’t got a new bag. He’s got an old bag. ​4 My friends haven’t got CDs. They’ve got MP3 players. ​5 I haven’t got a sister. I’ve got a brother. ​6 You haven’t got English homework. You’ve got French homework. 5  2 Have your friends got big families? No, they haven’t. ​3 Have your parents got grey hair? Yes, they have. ​4 Have you got a sister? Yes, I have. ​ 5 Have you got green eyes? No, I haven’t. ​6 Have I got a nice smile? Yes, you have. 6  Friday, Saturday, Sunday, Thursday, Tuesday, Wednesday. ​2 Tuesday ​3 Wednesday ​ 4 Thursday ​5 Friday ​6 Saturday ​7 Sunday 7  2 tall ​3 has ​4 is ​5 got ​6 have ​7 are ​ 8 write ​9 do ​10 for 8  1 slim ​2 has got short, brown hair ​3 has got brown eyes ​4 has got a nice ​5 are short ​6 have got blond hair ​7 blue eyes ​8 They are

Lesson 2 Skills

1  1 2  2 F ​3 F ​4 F ​5 F ​6 T 3  2 d ​3 e ​4 a ​5 c 4  2 like basketball and tennis ​3 like vegetables and meat ​4 like Mexico and Peru

Speaking Workshop 1

1  2 fine ​3 there ​4 meet ​5 See ​6 Bye ​ 7 Have ​8 And 2  2 d ​3 f ​4 a ​5 e ​6 b 3  1 d ​2 a ​3 b ​4 c 4  2 fine ​3 This ​4 there ​5 meet ​6 old ​7 Hi ​ 8 to ​9 good

Writing Workshop 1

1  2 D ​3 A ​4 C 2  2 or ​3 and ​4 and ​5 or 3  2 h ​3 b ​4 c ​5 a ​6 g ​7 e ​8 f 4  2a car ​2b walk home ​3a play sports at school ​3b do my homework ​4a drink cola with them ​4b the swimming pool ​5a Monday or Friday ​ 5b Monday and Friday 5  2 and have eight lessons every day ​3 and a television ​4 or a football match ​5 and go shopping ​6 or they visit us 6  Students´own answers.

Sound Choice 1

1  /s/ looks, works ​/z/ plays, goes, buys ​ /ɪz/ relaxes, watches, uses 2  2 they’ve ​3 don’t ​3 haven’t ​4 can’t ​ 5 doesn’t ​6 I’ve 3  2 sp ​3 st ​4 sm ​5 sc ​6 st 4  2 men ​3 woman ​4 had ​5 pen 5  2 n ​3 d ​4 n ​5 p ​6 r ​7 z ​8 l 6  Repeat only. 7  Oo: earrings, Wednesday, quarter, fashion, tennis ​ oO: online, fifteen, relax

Check Your Progress 1

1  1 buy ​2 games ​3 chat ​4 sports ​5 out ​ 6 listen ​7 play ​8 relax ​9 watch ​10 use 2  1 loves ​2 do you listen ​3 Does your mum ​ 4 don’t play ​5 go ​6 watches ​7 doesn’t speak ​ 8 do you watch ​9 don’t know ​10 hunts 3  1 We usually start school at 9 o’clock. ​ 2 Our lessons are always interesting. ​3 My dad sometimes comes home late from work. ​ 4 My friends are never happy on Monday morning. ​ 5 I usually drink coffee in the morning. 4  1 children ​2 houses ​3 buses ​4 lives ​ 5 parties 5  1 How ​2 meet ​3 there ​4 Have ​5 See

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1  2 cupboard ​3 wardrobe ​4 window ​5 chair ​ 6 table ​7 curtains ​8 floor ​9 desk 2  2 kitchen ​3 bathroom ​4 dining room ​ 5 bedroom ​6 hall 3  2 a ​3 c ​4 b ​5 c ​6 a ​7 b ​8 a 4  2 comfortable ​3 favourite ​4 relax ​5 walls ​ 6 windows ​7 carpet ​8 bookshelves

Lesson 4 Grammar

1  2 2  1 d ​2 c, e ​3 f ​4 b ​5 a 3  1 F ​2 T ​3 T ​4 F ​5 F ​6 T 4  1 green ​2 S ​3 S ​4 S ​5 four (chairs) ​6 S ​ 7 no armchairs (none) ​8 S ​9 no wardrobe (none) ​ 10 100 metres ​11 electricity 5  1 How are you ​2 This is ​3 Pleased to meet you ​ 4 Why don’t you ​5 I’m not sure ​6 Let’s meet ​ 7 See you ​8 Have a good time ​9 And you 6  1 a ​2 c ​3 a ​4 b ​5 c ​6 b 7  1 up ​2 and ​3 is ​4 get ​5 In ​6 or ​7 to ​ 8 lot ​9 any ​10 out ​11 much ​12 some 8  1 There is a kitchen, a living room and three bedrooms. There isn’t a dining room. ​2 There are a lot of posters on the walls in my bedroom. ​ 3 I have got a big desk in my room. ​4 There aren’t any shelves in my room. My books are on the floor. ​ 5 It’s a great place to relax. 9  Students´ own answers.

Check Your Progress 2

1  1 cooker ​2 fridge ​3 shower ​4 mirror ​5 sofa ​ 6 armchair ​7 wardrobe 2  1 Are there any pens ​2 there aren’t ​3 there are some ​4 Is there a microwave ​5 there is  ​6 there is ​7 Are there any books in the living room? ​8 there are ​9 there aren’t any 3  1 wake up ​2 get up ​3 go out, get back ​4 go to sleep ​5 look after 4  1 at, in ​2 on, in ​3 at, at ​4 on, in ​5 in, on 5  1 many ​2 are ​3 are ​4 much ​5 no ​6 lot ​ 7 Is ​8 any

MODULE 3 Topic Talk

1  2 e ​3 b ​4 f ​5 a ​6 d 2  2 pool ​3 centre ​4 café ​5 park ​6 club ​ 7 centre ​8 park 3  2 a ​3 b ​4 a ​5 c ​6 b ​7 a ​8 c 4  1 good cafés ​2 aren’t any ​3 I love ​4 My favourite place ​5 because it is ​6 our local, busy and expensive

ar

1  2 There is ​3 There are ​4 There are ​5 There are ​6 There are ​7 There are ​8 There is 2  2 any ​3 any ​4 a ​5 a ​6 a ​7 any ​8 a 3  2 There is a ​3 There aren’t any ​4 There aren’t any ​5 There isn’t a ​6 There isn’t a ​7 There is a ​ 8 There are some 4  2 There is a pen on my desk. ​3 There aren’t any clothes on my floor. ​4 There isn’t a mirror in the living room. ​5 There is an MP3 player in my bag. ​ 6 There aren’t any CDs on the desk. ​7 There are some people in the kitchen. ​8 There isn’t a clock on my wall. 5  2 a ​3 are ​4 there ​5 any ​6 some ​7 isn’t ​ 8 aren’t 6  2 a ​3 c ​4 c ​5 a ​6 b ​7 a ​8 a ​9 b ​10 a 7  2 There aren’t any dictionaries on the bookshelf. ​ 3 Is there a mobile phone in your bag? ​4 There is a guitar on your bed. ​5 There isn’t a teacher in the classroom. ​6 Is there a new fridge in the kitchen? ​ 7 Are there any songs on your computer? ​8 There are some good shoes in this shop. 8  2 Are there any posters on your walls? Yes, there are three posters (on my walls). ​3 Are there any chairs in your room? Yes, there is one chair (in my room). ​4 Is there a plant in your room? No, there isn’t. ​5 Are there any books on your desk? No, there aren’t but there are some on the shelves. ​ 6 Is there a guitar on your bed? Yes, there is a red guitar (on my bed). ​7 Is there a TV in your room? No, there isn’t but there is a computer. ​8 A: Is there a table in your kitchen? B: Yes, there is and there are six chairs. ​9 A: Is there a mirror in your bedroom? B: No, there isn’t but there is one in the bathroom.

Exam Choice 1

Lesson 5 Skills

Pe

1  2 f ​3 b ​4 a ​5 d ​6 h ​7 c ​8 g 2  2 e ​3 b,f ​4 a, i ​5 g ​6 c, h 3  2 wakes ​3 after, out ​4 back ​5 to ​6 up 4  2 goes out ​3 wake up ​4 get back ​5 go to bed 5  In: Spain, the fridge, my bedroom At: school, work, a party, home On: the shelves, my desk, the wall, the floor 6  2 On ​3 in ​4 On ​5 on ​6 on ​7 in ​8 at ​9 at 7  1 2c 3a ​2 1c 2a 3b ​3 1a 2c 3b 8  2 There aren’t any books on my desk in my bedroom. ​3 At the moment, my dad isn’t at work. ​ 4 There is some food in the fridge in our kitchen. ​ 5 At the moment, I am at home. ​6 There isn’t a mobile phone in my bag. ​7 At the moment, my mum is at the shops. ​8 There aren’t any clothes on the floor in my bedroom.

Lesson 6 Grammar

1  Countable: children, men, people, rooms Uncountable: food, furniture, space, time, water 2  2 Is ​3 are ​4 no ​5 many ​6 is ​7 Are ​ 8 much 3  2 much ​3 lot ​4 no ​5 a ​6 are ​7 many ​ 8 much ​9 of 4  2 How many CDs have you got in your room? I’ve got seventeen CDs in my room. ​3 How much water is there in your fridge? There is a lot of water in my (our) fridge. ​4 How much money have you got in your bag? I’ve got ₤10 in my bag. ​5 How many books are there on your desk? There are two books on my desk. ​6 How much time have you got before you go to bed? I’ve got an hour before I go to bed. ​ 7 How many boys are there in your class? There are twelve boys in my class.

Speaking Workshop 2 1  2 e ​3 d ​4 a ​5 f ​6 b 2  1 c ​2 c, a ​3 b

Lesson 8 Skills

1  Always free: Musée Carnavalet, The Pantheon, Place Georges Pompidou Free on some days: The Louvre, The Vatican Museum Free at some times of the day: Museo del Prado 2  2 six o’clock (6 p.m.) ​3 eight o’clock (8 p.m.) ​ 4 7000 ​5 the first Sunday of every month ​6 the history of Paris ​7 two thousand/2000 ​8 the last Sunday of every month ​9 April 3  2 to ​3 to ​4 to ​5 at ​6 round ​7 to ​8 in 4  2 f ​3 a ​4 c ​5 e ​6 b 5  2 quarter to six ​3 Saturdays ​4 Friday ​ 5 Saturday ​6 Tuesday ​7 Saturday ​8 ten o’clock ​ 9 Wednesday ​10 365 6  In: the summer, the evening, the winter At: night, the weekend, eight o’clock, half-past five On: Saturdays, Friday mornings, Tuesday afternoons, Sunday evenings 7  1 weekends ​2 summer ​3 at, the morning, seven o’clock ​4 On, the winter ​5 night, at, in

Lesson 9 Grammar

1  2 best ​3 busiest ​4 most famous ​5 biggest ​ 6 most difficult ​7 quietest ​8 worst ​9 most expensive 2  2 least ​3 least ​4 most ​5 most ​6 most 3  2 Italy is the most expensive ​3 the friendliest people ​4 Greece is the most relaxing ​5 has the nicest food ​6 Italy is the noisiest ​7 is the best 4  2 Rome is the most famous city in Italy. Yes, but Venice is the most beautiful Italian city. ​3 New York is the busiest city in the USA. Yes, and it is the coolest city in the world. ​4 Athens is the most dangerous city in Greece. Yes, but Greece is one of the safest countries in Europe. ​5 Canberra is one of the most modern cities in Australia. Yes, but it is the most boring city in the country. ​6 London is the most exciting city in Britain. Yes, but it is the most expensive city in the country.

n

Topic Talk

3  2 right ​3 Why ​4 you ​5 sure ​6 want ​7 idea 4  2 I don’t want to ​3 I’m tired ​4 I’m bored ​ 5 let’s go ​6 I’m not interested ​7 Why don’t you chat ​8 I’m not sure ​9 Why don’t you play ​ 10 Good idea ​11 Why don’t you lay ​12 All right ​ 13 Let’s have

so

MODULE 2

Lesson 7 Grammar

1  2 more interesting ​3 cheaper ​4 noisier ​ 5 more expensive ​6 more boring ​7 more relaxed ​ 8 more modern 2  2 than ​3 more ​4 are ​5 busier ​6 quieter ​ 7 more ​8 better 3a  2 h ​3 a ​4 b ​5 d, i ​6 e,g ​7 c 3b  2 is cheaper than ​3 is more modern than ​ 4 is quieter than ​5 is better than ​6 is lighter than ​ 7 is noisier than ​8 is older than 4  2 It is more exciting than the old shopping centre. ​3 It is more modern than the old shopping centre. ​4 It is busier than the old shopping centre. ​ 5 It is more expensive than the old shopping centre. ​6 It is noisier than the old shopping centre. ​ 7 The seats are more comfortable than in the old restaurant. ​8 The people are friendlier than in the old restaurant. ​9 The coffee is better than in the old restaurant. ​10 The food is worse than in the old restaurant. ​11 The rooms are darker than in the old restaurant. ​12 The pizzas are smaller than in the old restaurant. 5  2 are cheaper than drinks in the Multi-screen Cinema ​3 is bigger than the Royal Cinema ​ 4 is smaller than the Multi-screen Cinema ​5 are less comfortable than the seats in the Multi-screen Cinema ​6 are more comfortable than the seats in the Royal Cinema ​7 are less friendly than the people who work in the Royal Cinema ​8 are friendlier than the people who work in the Multiscreen Cinema ​9 is better than the Multi-screen Cinema ​10 is worse than the Royal Cinema

Speaking Workshop 3

1  2 c ​3 a ​4 b ​5 a ​6 c 2  b 5 ​c 3 ​d 2 ​e 4 3  2 b ​3 b ​4 c ​5 a 4  2 Of course. Well, there is a big rock concert on Saturday – with five groups. ​3 The tickets cost from thirty five to fifty pounds. ​4 Sure. There’s a comedy and music night this Friday. It’s very funny. Billy Baker and his Band. They’re the best. ​5 In the City, near London Bridge. ​6 You’re welcome!

Writing Workshop 3

1  2 e ​3 d ​4 b ​5 a 2  b but c and d but 3  2 but ​3 and ​4 but ​5 and ​6 and, but 4  2 There is a comedy show (on) at the theatre. ​ 3 (The) Tickets are only ₤2 (only cost ₤2). ​4 Do you fancy going? ​5 Call me. ​6 Thanks for your (the) message. ​7 Yes, that’s a great idea. ​8 Why don’t we meet at my place? ​9 We can walk to the theatre. ​10 See you (at) about six o’clock on Friday.

Sound Choice 2

3  2 /ɪ/ ​3 /ɪ/ ​4 /iː/ ​5 /iː/ ​6 /ɪ/ ​7 /iː/ ​8 /iː/ 4  2 ee ​3 ea ​4 ea ​5 ee ​6 ee ​7 ea ​8 ee 6  2 art ​3 theatre ​4 internet ​5 floor ​6 centre ​ 7 chair ​8 mirror ​9 carpet

Check Your Progress 3

1  1 restaurant ​2 nightclub ​3 shopping centre ​ 4 outdoor market ​5 art gallery ​6 cinema ​ 7 swimming pool ​8 sports centre 2  1 quiet ​2 boring ​3 expensive ​4 comfortable ​ 5 busy ​6 friendly 3  1 The shopping centre is bigger than the market. ​ 2 The market is more interesting than the shopping centre. ​3 The market is cheaper than the shopping centre. ​4 The shopping centre is busier than the market. ​5 The park is more relaxing than the amusement park. ​6 The amusement park is noisier than the park. ​7 The amusement park is more exciting than the park. ​8 The park is better than the amusement park for children. 4  1 at, on ​2 to, at ​3 in, in ​4 to, at

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Topic Talk

1  2 twenty-first of December. ​3 fifteenth of April. ​ 4 thirtieth of November. ​5 eighth of August. ​ 6 eleventh of January. ​7 twelfth of February. 2  2 b ​3 b ​4 c ​5 a 3  2 last year ​3 last summer ​4 five months ago ​ 5 last month 4  2 e fourth ​3 a thirteenth, two thousand and six ​ 4 b ninth ​5 g sixteenth ​6 c fortieth ​7 f

Lesson 10 Grammar

Check Your Progress 4

1  1 January ​2 thousand ​3 second ​4 third ​ 5 September ​6 tenth ​7 twentieth ​8 twelfth 2  1 wasn’t ​2 bought ​3 didn’t know ​4 didn’t have ​5 was ​6 left ​7 told ​8 weren’t 3  1 A: Were you in the bath when I phoned? B: No, I wasn’t. I was asleep. ​2 A: Did you like the present I gave you? B: Yes, I did. It was great. ​3 A: Where did you go on holiday last year? B: We went to France. We had a great time. ​4 A: How many people were at the party last night? B: There were about ten people. It wasn’t a very good party. 4  1 hard ​2 angrily ​3 quickly ​4 well ​5 noisily 5  1 and ​2 Before ​3 when ​4 then ​5 that ​ 6 After

MODULE 5 Topic Talk

1  2 exercise ​3 athletics ​4 surfing ​5 volleyball ​ 6 climbing ​7 trekking ​8 skiing ​9 hockey ​ 10 horse riding 2  2 plays ​3 playing ​4 does ​5 does ​6 did ​ 7 played 3  2 by ​3 walk ​4 take ​5 lift ​6 walk ​7 up ​ 8 stairs 4  2 b ​3 b ​4 a ​5 b ​6 c ​7 c

ar

1  2 were ​3 was ​4 was ​5 were ​6 were ​ 7 were ​8 was ​9 were ​10 were 2  2 wanted ​3 asked ​4 hated ​5 showed ​ 6 talked ​7 stayed ​8 laughed 3  2 had ​3 left ​4 bought ​5 did ​6 ate ​7 sent ​ 8 knew 4  2 wasn’t bored, was tired ​3 wasn’t strict, was friendly ​4 wasn’t interesting, was boring ​ 5 weren’t open, were closed ​6 wasn’t serious, was very relaxed ​7 wasn’t there, was on ​8 wasn’t cold, was hot 5  2 didn’t use ​3 didn’t go ​4 didn’t have ​5 didn’t invite ​6 didn’t want ​7 didn’t do ​8 didn’t know 6  2 had ​3 didn’t ​4 had ​5 have ​6 stayed ​ 7 was ​8 wasn’t ​9 didn’t ​10 weren’t ​11 were ​ 12 go ​13 were ​14 was ​15 went ​16 saw 7  2 I didn’t go inside. ​3 I ate real Italian pizza. ​ 4 I didn’t like it. ​5 I went to an art gallery. ​ 6 I didn’t see any paintings by Leonardo Da Vinci. ​ 7 I didn’t write to my friends. ​8 I sent them emails. 8  2 A: You used my phone. You didn’t ask me. B: You weren’t here. I only talked for one minute. ​3 A: You laughed at my hair. B: I didn’t want to laugh. Sorry. ​ 4 A: You were late for school yesterday. B: I went by bus. It was late. ​5 A: You didn’t say hello to me yesterday. B: Sorry. I didn’t see you.

1  A 2 ​B 5 ​C 1 ​D 3 2  1 240 ​2 110 ​3 8 a.m.–10 p.m. ​4 9 a.m.–5 p.m. ​ 5 8 a.m.–10 p.m. ​6 Closed ​7 four ​8 seven ​9 one 10  cinema, children’s play area, (small) art gallery 3  1 Red Bus School ​2 September 21st ​ 3 Mondays ​4 Thursdays ​5 3.30 (half past three) ​ 6 6.45 (quarter to seven) ​7 ₤50 ​8 10.00 (10 a.m.) ​ 9 12.00 (twelve o’clock) 4  1 Where ​2 How much ​3 time does (it) start ​ 4 kind ​5 remember ​6 then ​7 after 5  1 restaurant ​2 nightclub ​3 pub ​4 art gallery ​ 5 museum ​6 skate park ​7 outdoor market 6  1 c ​2 b ​3 a ​4 c ​5 c ​6 a ​7 c ​8 a 7  1 d ​2 f ​3 b ​4 e ​5 g ​6 c ​7 a 8  Students’ own answers.

Lesson 13 Grammar

Lesson 11 Skills

1  2 coming ​3 playing ​4 climbing ​5 running ​ 6 dancing ​7 riding ​8 skiing ​9 trekking ​ 10 cycling ​11 walking ​12 going 2  2 is reading ​3 is shopping ​4 are working ​5 is playing ​6 is listening ​7 are buying ​8 is sleeping 3  2 is dancing ​3 is buying ​4 am listening ​5 is sleeping ​6 are watching ​7 are doing ​8 are walking 4  2 is doing ​3 is skateboarding. ​4 are playing. ​ 5 is cycling. ​6 is driving. 5  2 We aren’t doing an exam. We are working in groups. ​3 They aren’t playing tennis. They are playing volleyball. ​4 She isn’t working. She is writing a letter. ​5 He isn’t walking. He is sitting on the bus. ​6 You aren’t studying for your exams. You are surfing the internet. ​7 You aren’t listening to me. You are looking out of the window. 6  2 Are your parents planning; Yes, they are. ​3 Is your sister working; No, she isn’t. ​4 Is your brother studying: Yes, he is. ​5 Are we working; No, we aren’t. ​6 Am I sitting; No, you aren’t. ​7 Are you waiting; Yes, I am ​8 Are we winning; No, we aren’t. ​ 9 Is Mr Davies watching; Yes, he is. 7  2 Is the girl surfing? Yes, she is. ​3 Is the man climbing? No, he isn’t. (He’s swimming.) ​4 What sport are the girls playing? They are playing volleyball. ​5 What is the woman doing? She is reading. ​6 Is the dog swimming? No, it isn’t. (It is running.)

Pe

1  B 5 ​C 1 ​D 4 2  2 F ​3 F ​4 T ​5 F ​6 T ​7 T 3  2 c ​3 a ​4 c ​5 b 4  2 well, good ​3 happy, happily ​4 hard, hard ​ 5 angry, angrily 5  2 Before ​3 then ​4 After ​5 and 6  2 then ​3 and ​4 After ​5 when 7  2 d ​3 f ​4 b ​5 e ​6 c 8  2 g ​3 a ​4 d ​5 f ​6 b ​7 e

Lesson 12 Grammar

1  2 Was she ​3 Were your keys ​4 Was my dad ​ 5 Was the film ​6 Was their party ​7 Were your teachers ​8 Was your brother’s friend 2  2 did you talk ​3 did she buy ​4 did they get ​ 5 Did your dad see ​6 did you do ​7 did Helen get ​ 8 did Tom invite 3  2 Were you hungry ​3 did you invite to your party ​4 did they get back home ​5 were your parents ​6 Did your (our) English teacher give you (us) 4  2 A: What did you eat for breakfast? B: I didn’t eat any breakfast. ​3 A: Where were you at ten o’clock? B: I was at school. ​4 A: Did you have an exam yesterday? B: Yes, we did. We had an English exam. ​ 5 A: Was it easy? B: No, it wasn’t. ​6 A: What did you do in the evening? B: I watched a film on TV.

Speaking Workshop 4

1  2 h ​3 b ​4 f ​5 a ​6 g ​7 c ​8 d 2  1 a ​2 b, c ​3 b, c, b 3  2 that ​3 that ​4 because ​5 then ​6 after 4  1 B: No, I don’t remember that. A: You don’t remember because you weren’t there. B: Oh yes. I was really sad when you told me about it the next day ​2 A: Do you remember when I bought this CD? B: Yes I remember that. You didn’t have any money. I gave you ₤10. A: I don’t remember that.

Lesson 14 Skills

5  2 am too short ​3 is too cold ​4 wasn’t difficult enough ​5 are too young ​6 isn’t fast enough 6  1 b ​2 d ​3 a 7  2 F ​3 T ​4 F ​5 F ​6 T 8  2 Come round ​3 not into ​4 come on ​5 go out 9  2 Do you want to go out? ​3 Oh, come on ​4 I’m not into ​5 come round

Lesson 15 Grammar

1  2 ‘m (am) meeting ​3 ‘re (are) going ​4 are playing ​5 ‘re (are) having ​6 are starting ​ 7 ‘m (am) not going ​8 is taking ​9 isn’t having ​ 10 ‘re (are) having 2  2 Where are they going? ​3 What sport are Nick and Tom playing? ​4 When are they playing? ​ 5 Who are they meeting for lunch? ​6 Is Nick doing yoga with Tom and Sam? ​7 Where is his dad taking him? ​8 Is Nick’s mum having a big birthday party? ​ 9 Where are they having lunch? 3  2 He is taking him to a basketball match. 7 ​3 No, he isn’t. 6 ​4 They are going to the cinema. 2 ​ 5 They are playing on Saturday morning., 4 ​6 They are having lunch at a nice restaurant., 9 ​7 No, she isn’t., 8 ​8 They are meeting Sam., 5 ​9 They are playing tennis., 3 4  2 A: Who are you going with? B: I’m going with Laura and Beth. ​3 A: How are you getting there? B: We’re going by bus. ​4 A: Where are you meeting? B: We’re meeting at my house. ​5 A: Are you coming home by taxi? B: No, we aren’t. My dad is collecting us at 11 p.m.

Speaking Workshop 5

1  2 tell me ​3 help me ​4 show me ​5 give me ​ 6 play ​7 have ​8 go ​9 watch ​10 meet 2  2 f ​3 a ​4 d ​5 b ​6 e 3  2 let ​3 No ​4 sorry ​5 Let ​7 but 4  2 Sorry, but I need them. Your shoes are fine. ​ 3 Fantastic! ​4 Sure. No problem. Try this one. ​ 5 That’s okay. Okay, let’s practise. ​6 Okay. Let’s stop now - I’m tired ... ​7 I’m sorry I can’t because I’m playing tennis with Angela.

n

MODULE 4

Exam Choice 2

so

5  1 Sky Amusement Park is the least expensive ​ 2 Fun City Amusement Park is the least busy ​ 3 Fun City Amusement Park is the most exciting ​ 4 Sky Amusement Park is the least exciting ​ 5 Wild Amusement Park is the most expensive

1  2 in a shopping centre ​3 cycling or walking ​ 4 to work or school ​5 playing sports and doing other activities ​6 at a school 2  b 3 ​c 1 ​d 2 ​e 1 ​f 2 ​g 3 3  2 am not fit enough ​3 is too fast ​4 am not rich enough ​5 is too difficult ​6 isn’t big enough 4  2 g ​3 f ​4 a ​5 d ​6 b ​7 e

Writing Workshop 3

1  2 Natalie ​3 Dan ​4 Tina ​5 Mel’s brother ​ 6 Mel 2  2 d ​3 g ​4 e ​5 a ​6 c ​7 f 3  b because c because d because e so 4  2 a ​3 f ​4 c ​5 b ​6 d

Sound Choice 3

1  /d/ loved, showed, answered /t/ asked, laughed, talked /ɪd/ chatted, downloaded, invited 3  2 B ​3 M ​4 B ​5 M ​6 E ​7 M ​8 M ​9 E 4  /aː/ last, start /eɪ/ make, table, wake 5  ar party, art, hard ay day, May, stay, play 6  2 leave ​3 Smith ​4 home ​5 can’t ​6 problem 7  2 fifth ​3 twelfth ​4 athletics ​5 rugby ​ 6 February ​7 friends ​8 ninth

Check Your Progress 5

1  1 – cycling ​2 does yoga ​3 plays ice hockey ​ 4 did judo ​5 – surfing ​6 do, exercise ​7 do, athletics ​8 play table tennis 2  1 is watching ​2 is reading ​3 are cooking ​4 is walking ​5 are talking ​6 am drinking 3  1 A: What are you reading? B: I’m reading ​ 2 A: Where are you going now? B: I’m going ​ 3 A: Who is he talking to on his mobile phone? B: He is talking ​4 A: I’m waiting B: What’s he doing? A: He is buying A: He is going 4  1 because, too ​2 enough, so ​3 too, so ​ 4 because, enough ​5 because, too ​6 enough, so 5  1 a ​2 b ​3 c ​4 b ​5 c

MODULE 6 Topic Talk

1  1 months ​2 child ​3 teenager ​4 fifty-one ​ 5 about, pensioner 2  2 f ​3 i ​4 g ​5 c ​6 a ​7 b ​8 h ​9 e 3  2 clever ​3 friendly ​4 kind ​5 hard-working ​ 6 outgoing ​7 moody ​8 shy ​9 talkative 4  Eric: 2 ​  d ​3 e ​4 a ​5 c ​Erica: ​1 c ​2 e ​3 d ​ 4 b ​5 a

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Lesson 17 Skills

1  2 eighteen ​3 80% ​4 48 ​5 73% 2  2 a ​3 c ​4 b 3  2 not very ​3 not very ​4 quite ​5 very ​ 6 quite ​7 very ​8 not very 4  1 from ​2 in, in ​3 in, in ​4 at, at ​5 in, in 5  2 with ​3 with ​4 at ​5 in ​6 in ​7 in 6  2 He is a boy with a moody ​3 He is short with brown hair and ​4 He is a student at Castle Secondary ​5 He is in Year ​6 He is in the Dover Under-21 rugby ​7 He is interested in Italian culture and

Lesson 18 Grammar

MODULE 7 Topic Talk

1  Opinions: funny People: actress, director Types of film: science-fiction, animation Parts of a film: dialogues, action scenes 2  2 horror ​3 dramas ​4 romantic comedy ​ 5 action ​6 fantasy ​7 thriller ​8 westerns ​ 9 documentary 3  2 e ​3 g ​4 d ​5 f ​6 a ​7 c 4  2 action ​3 comedies ​4 actor ​5 actress ​ 6 Pirates of the Caribbean ​7 scenes ​8 funny ​ 9 story ​10 acting

Lesson 19 Grammar

1  2 f ​3 h ​4 a ​5 e ​6 g ​7 c ​8 b 2  2 am not going to spend ​3 is not going to use ​4 are not going to eat ​5 are not going to stay ​6 am not going to chat ​7 is going to practise ​ 8 am not going to watch 3  2 Mark is not going to watch a lot of television. ​ 3 Mark is going to go swimming every morning. ​ 4 Mark is not going to be nervous before exams. ​ 5 Mark is going to do his homework every day. ​ 6 Mark is not going to play computer games. ​ 7 Mark is going to learn French. ​8 Mark is not going to do badly at school. ​9 Mark is going to cycle on Saturdays. ​10 Mark is not going to go to school by car. 4  2 I’m not going to go ​3 I’m going to do ​4 I’m going to buy ​5 I’m not going to forget ​6 I’m going to tidy ​7 I’m going to visit ​8 I’m going to learn 5  2 I’m going to make a film. ​3 are you going to make ​4 it isn’t going to be ​5 Are you going to upload ​6 I am ​7 Are you going to watch ​8 Is you brother going to study ​9 he isn’t. ​10 He is going to study ​11 Are your parents going to buy ​ 12 they are. ​13 they are going to give ​14 I’m going to buy ​15 We are going to watch ​16 What film are you going to watch? ​17 We are going to go 6  2 A: I did badly in my French exam last week. B: What are you going to do? A: I’m going to find a private teacher. ​3 A: I saw a great video camera in the shopping centre last Saturday. B: Are you going to buy it? A: Yes. I’m going to get a Saturday job and save some money. ​4 A: Guess what I’m going to do tonight. B: Are you going to watch a film? A: No, I’m not. B: Are you going to do some work? A: No, I’m not. B: Are you going to use the computer? A: Yes, I am. B: Are you going to upload your photos? A: Yes, I am. I’m going to upload my holiday photos to my website.

Pe

ar

1  2 When ​3 How ​4 Who ​5 What ​6 What ​ 7 How ​8 Who 2  1 ​2 Ann ​3 Sam ​4 Ian ​5 Ann ​6 Cathy ​7 Ian ​ 8 Sam 2 1 Paul ​2 Annie’s house ​3 Nigel ​4 Paul’s house ​ 5 Annie ​6 Nigel’s house 3  2 wrote ​3 did she send ​4 did Will ​5 did he phone ​6 answered 4  2 How many people live in your home? ​3 What time do you start school? ​4 Who teaches you English? ​5 Which teacher gives you the most homework? ​6 How much homework do you usually get? ​7 Where did you go last summer? ​8 Who took this photo of you? ​9 Where did you buy that CD? ​10 Who gave you that T-shirt?

2  1 shy ​2 hard-working ​3 kind ​4 tidy ​ 5 talkative ​6 clever 3  1 doesn’t often eat, is eating ​2 Is Sam watching, watches ​3 don’t usually, are starting ​4 are you going, Do you often go ​5 doesn’t usually play, is playing 4  1 Who sent ​2 What did they say ​3 does she live ​4 does Pauline live ​5 invited ​6 did she meet ​7 told ​8 does Pauline like 5  1 coat ​2 skirt ​3 dress ​4 top ​5 shorts

Speaking Workshop 6

1  2 skirt ​3 dress ​4 coat ​5 shirt ​6 jumper ​ 7 jacket ​8 hat 2  2 e ​3 a ​4 b ​5 d 3  2 on ​3 right ​4 to ​5 at ​6 front ​7 one 4  2 Who is that next to you? ​3 That’s my cousin. Her name is Sandra. ​4 Where are your parents? 5  They are at the back and my brother is at the front. ​6 Which one is your brother? ​7 The one on the left. The boy next to him is his friend. ​8 Yes, I took this one last summer.

Exam Choice 3

1  1 b ​2 a ​3 e ​4 c 2  1 b ​2 c ​3 b ​4 c 3  1 d ​2 a ​3 b 4  1 F ​2 T ​3 T ​4 F ​5 F ​6 T 5  1 Could ​2 problem ​3 one ​4 next ​5 left ​ 6 middle ​7 one ​8 front 6  1 enough ​2 because ​3 one ​4 is ​5 from ​ 6 with ​7 to ​8 on 7  1 b ​2 c ​3 a ​4 c ​5 a ​6 c ​7 b ​8 a 8  1 there ​2 call ​3 Send ​4 like ​5 but, because ​ 6 sorry ​7 Cheers 9 and 10  Students’ own answers.

Check Your Progress 6

1  1 driver ​2 engineer ​3 teacher ​4 officer ​ 5 assistant ​6 waitress

2  2 don’t have to ​3 have to ​4 don’t have to ​5 doesn’t have to ​6 has to ​7 doesn’t have ​ 8 has to ​9 doesn’t have to ​10 has to ​11 has to ​ 12 doesn’t have to 3  2 have to do ​3 have to go ​4 have to get up ​ 5 don’t have to get up ​6 has to help ​7 have to wash ​8 have to make ​9 has to take ​10 have to take ​11 have to tell 4  2 A: Do you have to help your parents in the kitchen? B: Yes, I do and I have to do the shopping on Saturdays. ​3 A: Do you have to tidy your room? B: Yes, I do and I have to clean the living room. ​ 4 A: Do you have to wear a uniform at school? B: No, I (we) don’t but we have to wear a white shirt. 5  A: Do you have to play rugby at school? B: No, we don’t but we have to do gymnastics.

Speaking Workshop 7

1  2 them ​3 too ​4 agree ​5 her ​6 true ​7 him ​ 8 neither 2  2 c ​3 c ​4 a ​5 a ​6 b 3  2 it ​3 true ​4 neither ​5 agree 4  2 e ​3 b ​4 a ​5 d

Writing Workshop 4

1  2 I am writing ​3 I would like ​4 How long ​ 5 closing date ​6 I would also ​7 Do I have to ​ 8 I look forward ​9 Yours faithfully, 2  2 also like to know the closing date ​3 like thrillers and I also like comedies ​4 can meet actors and you can win great prizes, too 3  2 I enjoy going to the cinema and I would love the chance to win a free ticket. ​3 I’d like to ask about the competition. ​4 What do I have to do to win a ticket? ​5 When is the closing date for the competition? ​6 I would also like some information about the tickets. ​7 Which films are the tickets for? ​ 8 I am only fourteen so I can’t go to all the films. ​ 9 I can also only go on Fridays or at the weekend. ​ 10 I look forward to hearing from you.

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1  3 d ​4 c ​5 f ​6 e ​7 g ​8 h ​9 j ​10 i 2  2 go ​3 are doing ​4 is working ​5 have ​ 6 doesn’t work ​7 am reading ​8 is playing ​ 9 watches ​10 am talking 3  2 often feel ​3 never goes ​4 isn’t working ​ 5 wakes up ​6 are shopping, are buying ​7 am cycling ​8 doesn’t often have ​9 often play ​ 10 isn’t doing 4  2 watches ​3 do ​4 ‘m (am) doing ​5 ‘re (are) eating ​6 don’t usually eat ​7 doesn’t often go ​ 8 is going ​9 is going ​10 doesn’t usually read ​ 11 ‘s (is) reading ​12 is using ​13 doesn’t often 5  2 usually go ​3 don’t go ​4 read ​5 ‘m (am) reading ​6 When does your father usually get up? ​ 7 usually gets up ​8 he is getting ​9 he is working ​ 10 doesn’t usually work ​11 are having ​12 Are your parents sleeping at the moment? ​13 don’t often go ​14 So what are you doing now? ​15 Are you making breakfast for them? ​16 I’m cooking ​ 17 don’t eat 6  2 Are you doing anything this evening? Yes, I am. I’m working. Where are you working? Do you always get a lot of homework? No, we don’t but our teacher is preparing us for exams. ​3 Are you cooking? Yes, I am. My mum is working late today so I’m helping her. What are you making? Do you often cook? No, I don’t.

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Lesson 16 Grammar

Lesson 20 Skills

1  b 4 ​c 1 ​d 5 ​e 6 2  2 1 p.m. ​3 jacket ​4 red ​5 tickets ​6 pizza ​ 7 five ​8 school 3  2 like, ‘d like ​3 like, ‘d like ​4 ‘d like, like ​5 like, ‘d like 4  2 Would you like to go to the cinema on Friday? ​ 3 Do you like reading about actors and actresses? ​ 4 Would you like to meet Johnny Depp? ​5 Do you like going to the cinema alone? ​6 Would you like to be an actor? 5  3 6  b 3 ​c – ​d 1 7  1 boring ​2 tired, exciting ​3 tiring, relaxing, relaxed 8  2 relaxing ​3 tired ​4 boring ​5 excited ​ 6 interesting

Lesson 21 Grammar

1  2 don’t have to ​3 have to ​4 have to ​5 has to ​6 doesn’t have to ​7 doesn’t have to ​8 has to ​9 have to ​10 don’t have to ​11 don’t have to ​ 12 have to

Sound Choice 4

1  2 isn’t ​3 I’m ​4 They’re ​5 It’s ​6 She’s 3a  2 chair ​3 ship ​4 sheep 4  /u:/ blue, true  /ʌ/ some, young, son 5  2 f ​3 l ​4 u ​5 c ​6 w 7  engineer

Check Your Progress 7

1  1 romantic comedy ​2 dialogues ​3 acting ​ 4 actor ​5 actress ​6 director ​7 photography ​ 8 special effects ​9 science-fiction 2  1 are Joe and Kate going to do on ​2 are going to watch ​3 is Sam going to do on ​4 is going to play ​ 5 What are your mum and dad going to do on ​6 are going to relax in ​7 are you going to do on ​8 am going to listen to my new 3  1 boring, bored ​2 interested, interesting ​ 3 excited, exciting ​4 tiring, tired ​5 relaxed, relaxing 4  1 What time does Jo have to get up in the morning? ​ 2 He has to get up at six o’clock. ​3 Do you have to wear a uniform at school? ​4 Yes, we do. We have to wear a jacket and trousers. ​5 Does your mum have to work on Saturdays? ​6 No, she doesn’t but she has to work on Mondays. ​7 How much homework do you have to do every day? ​8 We have to do one hour of homework every day. 5  1 neither ​2 agree ​3 true ​4 too ​5 like

MODULE 8 Topic Talk

1  Meat: lamb Fruit: kiwi, melon Vegetables: broccoli, onion Cereal: pasta, rice Fish: salmon, sardines Dairy: cheese, yoghurt, Snacks: crisps, sweets 2  2 eggs ​3 milk ​4 carrot ​5 nuts ​6 cereal ​ 7 tomato ​8 salmon 2  pork ​3 egg ​4 carrot ​5 sandwich ​6 fruit juice ​7 tea 4  2 milk ​3 orange juice ​4 coffee ​5 tea ​ 6 banana ​7 apple ​8 carrots ​9 cheese ​ 10 crisps ​11 biscuits ​12 meat ​13 vegetables ​ 14 beef ​15 lamb ​16 chicken ​17 fish ​18 rice ​ 19 potatoes ​20 broccoli ​21 beans 5  2 c ​3 b ​4 b ​5 a ​6 b

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Lesson 23 Skills

1  1 c ​2 a ​4 b 2  1 c ​3 a ​4 b 3  a ​3 c ​1 d ​4 e ​5 f 2 4  1 a ​2 c ​3 a ​4 b ​5 c ​6 b ​7 c ​8 a 5  1 a ​2 c ​3 b ​4 b ​5 a ​6 b 6  1 to ​2 are ​3 will ​4 not ​5 going ​6 because ​ 7 have ​8 of ​9 like 7  1 Dear Sir/Madam ​2 I am writing to ask for information about ​3 I’d like to know ​4 I would also like ​5 I look forward to hearing from you ​ 6 Yours faithfully 8  Students´own answers.

Check Your Progress 8

1  1 apples ​2 carrots, potatoes ​3 pasta ​4 lamb, beef ​5 sardines, tuna ​6 yoghurt ​7 nuts 2  1 Will next year be easy? ​2 No, it won’t. Next year will be very difficult. ​3 Will we have lots of tests? ​4 Yes, we will. We’ll have tests every week. ​ 5 Will we go on a lot of school trips? ​6 No, we won’t. We won’t have time. ​7 Which teachers will we have? ​8 We won’t know until September. 3  1 don’t have, don’t often eat ​2 is, buys ​3 does your mum do, feels ​4 don’t go, have ​5 Do you drink, meet ​6 loses, gets ​7 doesn’t give, are ​ 8 don’t eat, don’t study 4  1 i ​2 g ​3 a ​4 d ​5 f ​6 c ​7 h ​8 b ​9 e

1  2 f ​3 a ​4 d ​5 b ​6 e 2  2 is, drinks ​3 have, buy ​4 don’t eat, go ​ 5 goes, gets ​6 has, go ​7 makes, tidies ​8 puts, makes 3  2 When my dad is hungry, he cooks eggs. ​ 3 My sister listens to loud music when she is happy. ​ 4 If it rains, I don’t cycle to school. ​5 People don’t get money if they don’t work. ​6 If my mum doesn’t tell me to tidy my room, I don’t do it. ​7 If our teacher gets angry, she gives us extra homework. ​ 8 When we go to a restaurant, my dad always has fish and chips. 4  2 does, if, are. (If) we are noisy, we have to sit at the front ​3 does, when. (When) my mum wants to relax, she goes to the garden ​4 do, if. (If) I feel sad, I talk to my friends ​5 If/When, does. (My dad) usually goes to an Italian restaurant if/when he wants to eat out. ​6 don’t, do. (If) I don’t know the answer to a question, I don’t ask my teacher.

Speaking Workshop 8

1  2 menu ​3 would ​4 lunch ​5 like ​6 For me ​ 7 How much ​8 Here 2  2 breakfast ​3 menu ​4 sorry ​5 would ​6 like ​ 7 drink ​8 much ​9 That’s ​10 Here ​11 Thank 3  2 g ​3 b ​4 e ​5 h ​6 c ​7 f ​8 d ​9 i ​10 j 4  2 What would you like to drink? ​3 How much is that? ​4 That’s ₤18.80, please. ​5 Here you are.

Speaking Workshop 9

1  2 turn ​3 past ​4 right ​5 along ​6 front 2  2 How do you get ​3 from here ​4 Go along ​ 5 past ​6 you’ll see ​7 in front ​8 the street ​ 9 next to 3  2 a ​3 g ​4 c ​5 f ​6 e ​7 b 4  2 d ​3 g ​4 b ​5 e ​6 a ​7 h ​8 c ​9 f

Writing Workshop 5

MODULE 9 Topic Talk

Sound Choice 5

1  2 winter ​3 spring ​4 summer ​5 autumn 2  2 cold ​3 rainy ​4 snowy ​5 foggy ​6 windy ​ 7 sunny ​8 hot 3  2 west ​3 centre ​4 east ​5 south 4  2 h ​3 a ​4 f ​5 b ​6 c ​7 e ​8 g

Lesson 25 Grammar

1  2 an ​3 an ​4 a ​5 an ​6 a, an ​7 an, a ​8 a, a 2  2 a, a, The ​3 a, the ​4 an, a, The, the, the ​ 5 a, a, the, The, the ​6 a, The ​7 The ​8 a, the 3  2 have ​3 go to the ​4 for ​5 have, at ​6 have a ​7 for the ​8 at a ​9 go to ​10 at a 4  2 the ​3 The ​4 the ​5 a ​6 an ​7 the ​8 a ​ 9 – ​10 the ​11 The ​12 the 5  2 a great ​3 The food ​4 a meeting ​5 a fantastic, the director ​6 the café, the cinema ​ 7 an exam ​8 a lot ​9 a new, the town 6  2 c ​3 b ​4 b ​5 a ​6 a ​7 b ​8 c ​9 b ​10 b 7  2 A: Is there a shop? B: Yes, there is but the snacks there are very expensive. ​3 A: Are the teachers nice? B: Yes, they are. They are nicer than the teachers at my old school. ​4 A: Is there a library? B: Yes, there is and the librarian is very helpful. ​5 A: Is there a film club? B: No, there isn’t but there is a good cinema near the school. ​6 A: Is there a drama club? B: No, there isn’t. There was last year but the drama teacher left in the summer holidays.

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Lesson 24 Grammar

4  2 A: Do you want to go somewhere hot this summer? B: No, I want to go somewhere cool. ​ 3 A: Are you going to invite anyone from your Saturday job to your party? B: No, they won’t know anyone from school. ​4 A: Do you want something to drink? B: Yes, please. I’d like something cold. ​ 5 A: Have you got anything to eat? B: No, I’ve got nothing. Let’s get something in this café.

1  2 f ​3 a ​4 g ​5 b ​6 e ​7 d 2  2 to change ​3 to ask ​4 to sleep ​5 to contact ​ 6 to read ​7 to listen ​8 to play 3  2 b ​3 d ​4 a ​5 e 4  2 It is a beautiful town next to a lake. ​ 3 Yesterday, we went to the ‘island garden’ of Mainau. 4  It is/was very beautiful. We had a great time. ​ 5 This morning, my dad bought a video camera. 6  Later, we are going (to go) on a boat to Switzerland. ​7 Dad wants to film the lake and mountains. 8  I like it here because it is very relaxing and quiet.

ar

1  2 famous ​3 demonstrations ​4 volunteers ​ 5 cows ​7 volunteer 2  2 d ​3 a ​4 d ​5 b 3  2 snack ​3 food ​4 dish ​5 snacks ​6 food ​ 7 meals ​8 dishes 4  2 because of ​3 because of ​4 because ​ 5 because ​6 because of ​7 because ​ 8 because of 5  3 c ​4 d ​5 f ​6 e ​7 g ​8 h ​9 j ​10 i 6  2 f ​3 a ​4 e ​5 b, g ​6 c 7  2 We eat a lot of vegetables because we grow them in our garden. ​3 I like their sandwiches because of the fresh bread they use. ​4 I can’t read the menu because I can’t speak French. ​ 5 I can’t sleep because of all the coffee I drank. ​ 6 I like these burgers because of the organic beef. ​ 7 I have to go home because it is late. ​8 I like going to the cinema because of the popcorn.

Exam Choice 4

1a  2 C ​3 V ​4 C ​5 V ​6 C ​7 V ​8 V 2  2 They’d ​3 I’ll ​4 You ​5 He’ll ​6 She’d 4  /ɔ:/ walk, shorts, bored /əʊ/ go, phone, snow, coast 5  2 caught (6) ​3 bought (6) ​4 alphabet (8) ​ 5 photo (5) ​6 chat (4) ​7 yoghurt (7) ​8 design (6) ​ 9 sightseeing (11) ​10 salmon (6) 5  Can I help you? What would you like to drink? 7  2 lamb ​3 cucumber ​4 lettuce ​5 cereal

n

1  2 will ​3 will ​4 won’t ​5 won’t ​6 will ​7 will ​ 8 will ​9 won’t ​10 will 2  2 We’ll eat ​3 we’ll meet ​4 your French will get ​5 we won’t spend ​6 It won’t rain ​7 we’ll go ​ 8 we’ll buy ​9 I won’t see ​10 He’ll find ​11 No, he won’t ​12 He’ll be 3  2 in two weeks, time ​3 next week ​4 in ten years’ time ​5 next month ​6 in six months’ time. 4  2 I’ll go ​3 I’ll find ​4 I’ll marry ​5 Will you go travelling ​6 will I have ​7 You’ll have ​8 No, I won’t ​ 9 Will you stay ​10 Where will you live ​11 I won’t have ​12 I’ll get ​13 We’ll have ​14 It’ll be 5  2 Will you drink wine? No, I won’t. ​3 Will the food be good? Yes, it will. ​4 Will it be warm? Yes, it will. ​5 Will it rain? No, it won’t. ​6 Will the people be friendly? Yes, they will. ​7 Will your parents be relaxed? No, they won’t. ​8 Will people understand your Italian? Yes, they will. 6  2 Will it be ​3 it will ​4 you´ll get ​5 will I start ​ 6 you won’t finish ​7 Will they give ​8 they will ​ 9 they´ll give ​10 You’ll like ​11 They’ll be 7  2 A: Will I learn a new language? B: Yes, you will. You ’ll learn German, Russian and Chinese. 3  A: Will I be famous? B: No, you won’t but fiftytwo people will read your blog. ​4 A: Will I have a lot of children? B: Yes, you will. You’ll have three girls and two boys. ​5 A: Will I find an interesting job? B: Yes, you will. You’ll be an English teacher. ​ 6 A: Will I have a nice car? B: No, you won’t but you’ll have a great bike. ​7 A: Will I pass all my exams? B: No, you won’t but you’ll pass them next year. ​ 8 A: Will I learn how to cook? B: No, you won’t but you’ll marry a good cook.

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Lesson 22 Grammar

Lesson 26 Skills

1  2✓ ​3 ✓ ​4 ✗ ​5 ✓ ​6 ✗ ​7 ✓ ​8 ✓ 2  2 22ºC ​3 ‘The everlasting spring’ ​4 3098 metres ​5 (about) three days ​6 two million ​ 7 (beautiful) old buildings ​8 Between February and April ​9 meat, red beans and rice 3  2 Turkish ​3 Polish ​4 Japanese ​5 Chinese ​ 6 Greek ​7 French ​8 American ​9 Canadian ​ 10 British 4  2 Cabarete ​3 three weeks ​4 monkeys, snakes, birds ​5 red beans and rice ​6 two days ​7 laptop 5  2 M ​3 N ​4 M ​5 N ​6 M

Lesson 27 Grammar

1  2 No one ​3 anyone ​4 anywhere ​5 Nowhere ​ 6 anything ​7 everywhere ​8 everything, somewhere ​9 everyone ​10 someone 2  2 somewhere ​3 anyone ​4 No one ​5 nothing ​ 6 something ​7 Everywhere ​8 everything 3  2 Let’s watch something at the cinema. There’s nothing good on. ​3 Let’s cook something for dinner. There’s nothing in the fridge. ​4 Let’s ask someone for a dance. There’s no one I want to dance with.

Check Your Progress 9

1  1 season ​2 capital ​3 population ​4 weather ​ 5 national parks ​6 north ​7 mountain ​8 summer, winter 2  1 a ​2 The ​3 the ​4 – ​5 – ​6 a ​7 – ​8 The ​ 9 – 3  -an: American, Canadian –ish: British, Polish, Spanish, Turkish –ese: Chinese, Japanese other endings: French, Greek 4  1 somewhere ​2 someone ​3 anyone ​4 no one ​ 5 something ​6 anything ​7 Everyone

MODULE 10 Topic Talk

1  2 f ​3 h ​4 a ​5 g ​6 b ​7 e ​8 d 2  2 reader ​3 player ​4 mobile, smart ​5 flash drive ​6 video ​7 console 3  2 online ​3 laptop ​4 netbook ​5 tablets ​ 6 player ​7 Sat Nav 4  2 into ​3 often use ​4 sometimes send ​ 5 favourite gadget ​6 because ​7 so useful ​ 8 I’d like

Lesson 28 Grammar

1  2 done ​3 gone ​4 bought ​5 seen ​6 had ​ 7 come ​8 written ​9 taken ​10 put 2  2 have read, have used ​3 has spent ​4 has had ​ 5 has bought ​6 has started ​7 have won ​8 have written ​9 has uploaded 3  2 has finished ​3 has lost ​4 have bought ​ 5 has passed ​6 have spent ​7 has sent ​8 have started 4  2 I have written a blog but I haven’t uploaded any photos to it. ​3 We have started the game but we haven’t finished it. ​4 My dad has been to London but he hasn’t seen Big Ben. ​5 I have read my English book but I haven’t done my English homework. ​6 They have had lunch but they haven’t had dinner. ​7 I have downloaded some songs but I haven’t listened to them. 5  2d spend 2e spent 2f has spent 3g hasn’t bought 3h don’t (often) buy 3i didn’t buy 4j read 5k reads 6l have read

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6  2 has never sent ​3 has never been ​4 has never played ​5 has never heard ​6 have never read ​ 7 have never won ​8 have never tried ​9 has never learned ​10 has never taken ​11 have never bought ​12 has never uploaded ​13 have never surfed ​14 have never been ​15 has never read ​ 16 have never wanted 7  2 A: I have read all of Shakespeare’s plays. B: Wow. I have never read any of his plays but I’ve seen two at the theatre. ​3 A: I have been to America. B: Really? I have never been to America but I’ve been to thirteen countries in Europe. ​ 4 A: I have started a Saturday job. B: I have never had a Saturday job but I’ve worked in the summer holidays. ​5 A: I have bought the new Adele CD. B: I have never bought a CD but I’ve downloaded a lot of songs. ​6 A: My grandfather has written a blog. B: My grandfather has never written a blog but he has written three books.

Lesson 29 Skills

1  2 c ​3 e ​4 a 2  2 b ​3 f ​4 d ​5 a 3  2 e ​3 a ​4 g ​5 b ​6 f ​7 d 4  2 I sent you an email last night. ​3 What questions did they ask you in the exam? ​4 My mum’s old school friend wrote her a letter last week. 5  2 ask me the difficult questions ​3 sent your dad ​ 4 send the Queen ​5 showed us a film 6  2 Last Friday after school ​3 white ​4 It’s got 300 songs on it. ​5 the bus driver, the school secretary

Speaking Workshop 10

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1  2 g ​3 e ​4 a ​5 b ​6 c ​7 f 2  2 Yes, he has ​3 No, she hasn’t ​4 Yes, you have ​ 5 No, they haven’t ​6 Yes, we have ​7 No, it hasn’t 3  2 has he bought ​3 have you played ​4 has she spent ​5 have they uploaded ​6 has she been ​ 7 has it stopped ​8 has Lisa invited 4  2 A: Have you ever seen The Eiffel Tower? B: No, I haven’t, but I have visited Euro Disney near Paris. ​ 3 A: Have you ever written a blog? B: No, I haven’t, but I have designed websites for my friends. ​ 4 A: Have you ever worked in a shop? B: Yes, I have, and I have worked in a restaurant. ​5 A: Have you ever done badly in an exam? B: No, I haven’t, but I have never come first in the class. ​6 A: Have you ever lost your mobile phone? B: Yes, I have, and I have lost two MP3 players.

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Lesson 30 Grammar

Exam Choice 5

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1  2 a ​3 c ​4 c ​5 a ​6 b ​7 c ​8 c 2  2 h ​3 d ​4 g ​5 a ​6 c ​7 f ​8 b 3  2 black, white, red or blue ​3 ₤14.50 ​ 4 1 gigabyte ​5 Yes, it is (very) ​6 Something nicer and more expensive ​7 The black MP4 player 4  ​2 d ​3 a ​4 e ​5 f ​6 c ​7 b ​8 g

1  1 b ​2 e ​3 d ​4 c 2  1 d ​2 a ​3 – ​4 b ​5 e ​6 c 3  1 An MP3 player ​2 (about) five times an hour ​ 3 Yes, she does. ​4 two ​5 421 ​5 Skype 4  1 G ​2 G ​3 O ​4 O ​5 G ​6 G ​7 G ​8 0 5  a ​6 b ​3 c ​7 d ​1 e ​4 f ​2 g 5 6  1 have ​2 Anyone ​3 never ​4 a ​5 has ​6 the ​ 7 an ​8 been ​9 something ​10 me 7  1 seasons ​2 population ​3 forest ​4 capital ​ 5 gadgets ​6 download ​7 smart ​8 sightseeing 8  Students’ own answers.

Check Your Progress 10

1  1 c ​2 b ​3 b ​4 c ​5 a ​6 c ​7 b 2  1 flash ​2 net ​3 video ​4 digital ​5 e-book ​ 6 Sat Nav ​7 mobile 3  1 have never had ​2 has been ​3 hasn’t checked ​ 4 haven’t uploaded ​5 has started ​6 hasn’t arrived ​7 have never played ​8 has lost 4  1 A: Have you sent your emails? B: Yes, I have, but I haven’t read this message from John. ​ 2 A: Has your mum bought an e-book reader? Yes, she has, but she hasn’t put any books on it. ​ 3 A: Have you and your friends taken any photos? B: No, we haven’t but we have made a film. ​ 4 A: Has Sam uploaded his photos to Facebook? B: No, he hasn’t but he has written a new blog. 5  1 to you ​2 us ​3 me ​4 you ​5 to her

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We are grateful to the following for permission to reproduce copyright material: Lyric on page 105 “I JUST CALLED TO SAY I LOVE YOU” WORDS AND MUSIC BY STEVIE WONDER © 1984, REPRODUCED BY PERMISSION OF EMI MUSIC PUBLISHING LTD, LONDON W8 5SW

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Ilustration acknowledgements Jonathan Burton: 97; Sebastijan Camagajevac: 42-43, 98, 99; Philip Pepper: 8, 77, 119(b) Language Choice 4(r), 5; Kate Rochester: 10, 14, 32, 82, 105; Pete Smith: 57, 106, 113, 115, 119(t); Gary Wing: Language Choice 2, 4(l), 10

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Photo acknowledgements The publisher would like to thank the following for their kind permission to reproduce their photographs: (Key: b-bottom; c-centre; l-left; r-right; t-top)

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Cover images: Front: Alamy Images: imagebroker l; Corbis: Shubroto Chattopadhyay r; Fotolia.com: David Davis c, JackF cr; SuperStock: Pixtal cl All other images © Pearson Education Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication.

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