Sign Up To English 2 Gu+¡a Docente

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Contents
Introduction 2
Starter unit - A new start 5
Unit 1 - Living online 8
Unit 2 - Eating well, living well 16
Unit 3 - Different strokes for different folks 24
Unit 4 - Explore the world 32
Unit 5 - Risky Sports 40
Unit 6 - Lifestyles and trends 48
Unit 7 - The best and only one 56
Unit 8 - The future in our hands 64
Tests 1 to 3 72
Tests - Answer key 81
Grammar reference - Answer key 83
Project work activities 84
Audio CD - Track list 87
Introduction The Scope & Sequence section consists of two pages with
detailed information on syllabus distribution, including
functions, grammar, lexis and recycling for every unit.
General Characteristics of the Series
Introduction
The Starter Unit is a two-lesson introductory unit with

Sign Up to English is a three-level series specially designed
varied activities that allow for the recycling or effective
for teenagers studying English as a foreign language. The
teaching of the minimum language requirements needed
series provides real-life situations, interesting topics and
to start the course. For teachers, the Starter Unit is also
engaging activities in the Course Book to foster the use
a useful tool for conducting an initial diagnosis of new
of the target language in class in meaningful contexts.
students’ background knowledge of English.
The activities aim to provide learners with opportunities to
practise the language in a consistent and productive way.
Teacher’s Book
The following eight Units contain four lessons each,

and are followed by a Review lesson and a World
Personalisation is a strong feature in Sign Up to English.
Issues section. Each lesson consists of a double-spread
Students are given various opportunities throughout the
section; consequently, each unit contains 12 pages
units of the Course Book to relate what is being learned
(except for the Starter Unit which has two double-
in class to their own experience. Themes involving ethics,
spread sections covering 4 pages). The lessons are
environmental issues, health, cultural plurality, education,
theme-based and contain a wide array of reading text
work and citizenship permeate most of the activities and
types to contextualise and present the target language.
are used in interesting reading texts, exciting projects
The four macro skills (reading, listening, speaking and
and thought-provoking discussions.
writing) are well balanced and addressed in all the
lessons of the units.
The technological element in the Course Book (through
the Project Work activities and interactive games on
The Review section appears after lesson 4 in all the
the Student’s Interactive CD-ROM) responds to the
Units in the Course Book and it is a very useful tool for
interests of teenagers and provides extra opportunities
students to revise the contents they have learned.
for learners to use the language in real-life situations.
World Issues is a section that accompanies the Course
Components of Sign Up to English Book with exciting articles and activities spread over
16 colourful pages. There is a double-spread World
For each level the series provides a Course Book (with a built-
Issues section per unit. World Issues texts focus on the
in Workbook, a Grammar Reference section and a Student’s
development of reading skills and enhance students´
Interactive CD-ROM) and a Teacher’s Book (with an Audio
ability to express points of view and discuss topics of
CD). A stand-alone component is the Teacher’s Resource CD-
interest. The World Issues section contains a link to a
ROM which features photocopiable activities for extension
Project Work activity every two units. (See Student’s
and consolidation, and extra photocopiable tests.
Interactive CD-ROM.)
Course Book The Workbook section appears at the end of the Course
Book and consists of 32 pages (4 pages per unit). The
The Course Book contains: Workbook provides a series of activities for practice and
• A Scope & Sequence section consolidation of the structures and vocabulary learned in
• A Starter Unit each lesson of the Course Book and is meant to be done
• 8 Units of four lessons each by students at home.
• 8 Review sections (one per unit)
• 8 World Issues sections (one per unit) The Grammar Reference is a user-friendly section with
• A Workbook section grammar boxes and exercises for extra grammar practice.
• A Grammar Reference section Throughout the units of the Course Book, students
• A List of Irregular Verbs (for levels 2 and 3) will find Sign Up to Grammar boxes that direct them to
• A Student’s Interactive CD-ROM the Grammar Reference section for further examples
2
and practice. The Grammar Reference also provides Some comments in the Teacher’s Book may sound
opportunities for self-evaluation: for each Grammar obvious to some teachers while not detailed enough
Reference topic, students may circle one out of three to others. Teachers will be able to adapt the lesson
emoticons (happy, neutral or sad faces) that appear next plans to suit their needs, depending on their own
Introduction
to each grammar topic to show whether they understand classroom situation.
the topic very well, well or not very well.
This may help develop the students’ sense of progress Three photocopiable tests are provided in this Teacher’s
and awareness of their learning processes. Book to assess the main skills developed and language,
At the end of the Course Book, students will find a List grammar and vocabulary items acquired throughout the
of Irregular Verbs (for levels 2 and 3). units. Test 1 covers Units 1 to 3, Test 2 covers Units 4 to 6
and Test 3 covers Units 7 and 8. In this way, students are
provided with one test per trimester.
Teacher’s Book
Student’s Interactive CD-ROM
The Answer Key to the photocopiable tests is at the back
Each Course Book is accompanied by a Student’s
of this Teacher’s Book.
Interactive CD-ROM with two interactive games that
can be played at the students’ convenience. These games
help students revise key vocabulary and core grammar Audio CD
points learnt in the Course Book. In addition, the CD- The Teacher’s Book in the Sign Up to English series is
ROM contains a key feature of the Course Book: the accompanied by an Audio CD. It includes the listening
Project Work activities which function as input for the input required for class work. A system of icons and track
development of projects where English can be used in numbers on the Student´s Book pages is used to link the
real-life situations. They involve gathering information listening activities with the audio CD tracks.
on the Internet, analysing and responding to it, and
encouraging students to develop their presentation Outstanding Features within the Lessons
skills. For both teachers and learners, the Project Work
activities are rich optional resources as they provide
engaging activities and opportunities for collaborative
Sign Up to Grammar box
This section brings the lesson’s target language into
learning. These activities are explained in this Teacher’s
focus so that learners have a clear reference for study.
Book on pages 84, 85 and 86.
The Sign Up to Grammar box is placed in a box on the
top right-hand side of the second page of each double-
Teacher’s Book spread section. The fixed position of the box is a user-
friendly resource as it allows students to find the main
The Teacher’s Book contains: language items in the lesson quickly and easily.
• This Introduction
• Lesson-by-lesson exploitation of the Units
• Audio Scripts Useful Tip Boxes
• Answer Key to the Course Book and Workbook Some lessons have Useful Tips boxes. These boxes provide
• 3 photocopiable Tests with Answer Key tips on a variety of topics; including grammar, spelling,
• An Audio CD pronunciation and culture.
The Teacher’s Book is the gateway for a sound and Reference to Icons on the Course Book pages
thorough use of the Course Book and the Student’s
Interactive CD-ROM. It provides a handful of ideas and
suggestions to give support to teachers in different areas. Speaking activity
It contains detailed lesson-by-lesson planning notes, Reading activity
Audio Scripts and Answer Key sections to the activities
in the Course Book. Cultural notes, reference sections, Listening activity
suggestions of interdisciplinary projects and extra Writing activity
activities can also be found.
3
Annual Plan: Suggested
GR Grammar Reference*
Distribution into Three Terms
WB Workbook*
*These special icons show links to something that is not part of

1st term
Introduction
the page where the icons appear. Through these icons, learners are Starter Unit CB pp. 4-7
usually asked to go to another section in the book. Unit 1 CB pp. 8-15
Review - Unit 1 CB pp. 16-17
Some Other Features of the Series
World Issues 1 CB pp. 18-19
Unit 2 CB pp. 20-27
Project Work Activities
They are available to teachers and learners on the Review - Unit 2 CB pp. 28-29
Teacher’s Book
Student’s Interactive CD-ROM that accompanies all World Issues 2 (Optional Project Work 1) CB pp. 30-31
the levels of Sign Up to English. There are four Project Unit 3 CB pp. 32-39
Work activities per book connected with Units 1 & 2; 3
& 4; 5 & 6 and 7 & 8. They can be found in the World
Issues sections. World Issues 3 CB pp. 42-43
These activities involve the use of the Internet to Test 1 TB pp. 72-74
collect information. They require the critical analysis
of this information and provide opportunities for the
development of presentation skills through exciting
2nd term
and motivating projects. These projects are thoroughly Unit 4 CB pp. 44-51
explained in the last pages of this Teacher’s Book. Review - Unit 4 CB pp. 52-53
World Issues 4 (Optional Project Work 2) CB pp. 54-55
Annual Plan Unit 5 CB pp. 56-63
The chart on this page shows a suggested distribution
of all the contents in Sign Up to English 2 into three
terms. The items mentioned in this Annual Plan chart World Issues 5 CB pp. 66-67
refer to the Course Book (Units 1 to 8 and the Review Unit 6 CB pp. 68-75
and World Issues sections); the Student’s Interactive Review - Unit 6 (Optional Project Work 3) CB pp. 76-77
CD-ROM (Project Work activities 1 to 4) and this
Teacher’s Book (Tests 1 to 3 and the instructions for
the Project Work activities). Test 2 TB pp. 75-77
3rd term
Unit 7 CB pp. 80-87
Unit 8 CB pp. 92-99
World Issues 8 (Optional Project Work 4) CB pp. 102-103
Test 3 TB pp. 78-80
4
Starter
unit
Starter unit - A new start
CONTENTS COMMUNICATIVE AND LEARNING TASKS
Lesson-by-lesson plans
LEXIS GRAMMAR PHONOLOGY
Revision of:
Revision of basic
The Simple Present Writing a blog entry.
word groups: family Pronunciation of the
Frequency adverbs Talking about what people can or can’t do.
L1 members, school letters of the alphabet
Prepositions of time Writing about people’s routine.
facilities, parts of the and numbers 1 to 31
and place
body, etc.
Can / can’t
Revision of:
Places in a town: a Pronunciation of
There is / there are Talking about people’s routine.
hospital, a library, bus demonstrative
L2 Prepositions of place Talking about what people are doing at this
stops, a gym, a bank, a pronouns and some
Simple Present vs. moment / now.
Teacher’s Book
shopping centre, etc. classroom objects
Present Continuous
Extras: Suggested optional games and activities for consolidation.
Lesson 1 (CB p. 4) five sentences in their notebooks. You may choose to

have students do this activity in class or you may assign
it as homework. Check students’ answers by asking some
1 Draw students’ attention to the words and the volunteers to write their sentences on the board.
boxes on page 4. Ask them to repeat the words after
you and explain the meaning of the ones they do not Answer key: Students’ own answers
remember. Ask them to write three words from the list
in each word group. Remind them to add one more word
to each category. Give students some minutes to do the 3 Students complete the sentences with the prepositions
activity. Check the activity by asking some volunteers to in, at or on. Check this activity by eliciting the answers
write their answers on the classroom board. from different students and write them on the board.
Answer key: Family Members: students’ own answer; Answer key: 2. at; 3. at; 4. in; 5. on; 6. in; 7. at; 8. on
School Facilities: schoolyard, computer lab, cafeteria,
students’ own answer; Parts of the Body: hand, mouth,
nose, students’ own answer; Other Adjectives: weird, Lesson 1 (CB p. 5)
interesting, funny, students’ own answer; School
Subjects: PE, Science, History, students’ own answer;
Sports: swimming, skateboarding, football, students’
4 Set the context by explaining that Pablo is
studying English and, for homework, he was asked to
own answer; Places in a Town: cybercafé, cinema,
write his profile on his blog. Explain that he has made a
hospital, students’ own answer; Hair colour: blonde,
few mistakes. Make sure students understand that they
grey, red, students’ own answer; Days of the Week:
have to read Pablo’s blog and correct the underlined
Friday, Tuesday, Sunday, students’ own answer
mistakes. Give students a few minutes to do this task.
Do not check students’ answers yet.
2 Choose a student and ask him / her to read out
the rubrics and the example. Ask a volunteer to make up NOTE: Explain to students that American and British
another sentence as an example. Write this sentence on English are different varieties of the English language
the board. Give students some minutes to do the exercise. and, therefore, there are some differences in grammar,
Students use some of the words in activity 1 and write vocabulary, spelling and pronunciation.
5
Explain that in the UK (United Kingdom) people use have
Answer key: 1. Pablo always reads his emails after
got and in the USA (United States of America) people use
dinner. 2. Javier usually writes on Pablo’s blog.
have. For example, in the UK people say: I have got two
3. Pablo is sometimes tired in the evening. 4. Pablo’s
brothers. / Have you got any brothers? / I haven’t got any
sisters can’t swim. 5. Javier can play the guitar too.
brothers. In contrast, in the US people say: I have two
brothers. / Do you have any brothers? / I don’t have any

brothers. Ask students to tell you if the blog in activity 4 OPTIONAL ACTIVITY:
is written in American or British English. (The answer is: Students work in pairs and play a guessing game. Each
In American English. However, things are changing and the student writes in his / her notebook three sentences
use of have is also very common in the UK at present). about himself / herself but leaves a blank where the
frequency adverb is supposed to be used. They then swap
5 2 Students listen to the audio CD and check their
notebooks with their partners and try to guess each
other’s missing adverb.
answers. You may play the audio CD again, this time
making pauses and asking students to repeat the answers
after the audio CD. 8 In their notebooks, students write sentences
about the things they can or can’t do. You may assign
Teacher’s Book
Answer key: 2. from; 3. is; 4. live; 5.books; 6. doesn’t; this task as homework.
7. go; 8. our; 9. have
Answer key: Students’ own answers
Audio script 2
9 In their notebooks, students write a text that is
Pablo: My name’s Pablo and I am 11 years old. I’m from Buenos meant to be a blog entry on Pablo’s blog. Ask students
Aires, Argentina. I have two sisters: Ana is 15 and Patricia is 13. to write about their daily routine using adverbs of
We live in a big house in a beautiful neighbourhood. My sisters frequency. You may ask different students to read aloud
share the same room, but I have one only for me. In my room, their blog entries to check this activity in class.
I always read books, use my computer and play the guitar.
I collect rock and roll magazines and posters. Ana collects
perfume bottles but Patricia doesn’t collect anything. In our Answer key: Students’ own answers
free time, we go to the shopping centre with our friends or play
tennis at the club. Oh, and we have a pet cat called Tania.
Lesson 2 (CB p. 6)
6 Explain to students that Pablo has got a friend called
Javier. Refer students to Javier’s comment on Pablo’s
blog. Focus on the example and give students a chance
1 Ask students to answer the questions about their
own neighbourhoods. Check the activity by asking some
to say what they are supposed to do. Give them some volunteers to read aloud their answers.
minutes to fill in the gaps with the words and phrases in
the box. Check the activity by asking some students to Answer key: Students’ own answers
read aloud the answers.
Answer key: 2. to the cinema; 3. video games; 2 Make sure students understand that they are going to
4. Matchbox cars; 5. the guitar; 6. dinner; 7. emails create a virtual town. They choose some places from the
box and complete the map.
7 Ask a volunteer to read aloud the rubrics. Take this Answer key: Students’ own answers
opportunity to revise the position of adverbs of frequency
by drawing students’ attention to sentences 1 and 3 and
elicit the grammar rule from the class (frequency adverbs 3 Have students write five sentences that describe the
are used before verbs and exceptionally after the verb virtual town they created in activity 2 using prepositions
to be). Give students some minutes to do the exercise. of place. Refer students to the example given and ask
Check the activity by asking some volunteers to read them to use it as a model. Monitor students’ work as you
aloud their sentences. walk around the classroom.
6
Answer key: Students’ own answers Answer key: 1. She works at the London Regional
Hospital. 2. No, she isn’t. 3. She’s listening to music.
4. Because it’s Sunday and she isn’t working.
4 3 Students listen to the audio CD and complete
the dialogue between Javier and Pablo. You may play the
audio CD twice and make some pauses in between so 8 Ask students to use the cues given to write
that students have more time to fill in the blanks. Check about Jackie’s daily routine. Encourage students to
students’ answers by asking two volunteers to read aloud include sequence markers (then, next, after that and
the dialogue. finally). You may check students’ answers by asking
different students to write their sentences on the board.
Audio script 3 Answer key: (Answers may vary) Possible answers:

…has a shower. Next, she has breakfast. After that, she
Javier: Pablo, do you like your neighbourhood?
Pablo: Yes, I do. I think it’s beautiful and quiet. There’s a square takes the bus at 7:45 a.m. and goes to the hospital. She
near my house. finishes work at 4 p.m. and she goes back home. Finally,
Javier: Is there a university? she answers her emails and chats online with friends.
Pablo: No, there isn’t. But there is a school next to the bakery.
Teacher’s Book
Javier: Are there any banks?
Pablo: Yes, there is one next to my school. But there aren’t any 9 Explain to students that Jackie’s friends are on
shopping centres. holiday now. Have students look at the chart and write
Javier: Is there a café? sentences about what Jackie’s friends are / aren’t doing.
Pablo: Oh, yes! That’s my favourite place. And there’s a Draw student’s attention to the example given and ask
supermarket too.
them to use it as a model.
Answer key: 2. Janice isn’t doing her homework. She’s

Answer key: 1. square; 2. university; 3. school;
playing handball. 3. Sean isn’t speaking on the phone.
4. bakery; 5. banks; 6. school; 7. shopping centres;
He’s visiting a museum. 4. Peter isn’t travelling by bus.
8. café; 9. supermarket
He’s travelling by plane.
5 In their notebooks, students write an email to a

10 Students work in pairs. They take turns to ask
friend telling her / him about their town. You may assign
and answer the questions given. Encourage students to
this task as homework.
add a new question. Monitor students’ work as you walk
around the classroom.
Lesson 2 (CB p. 7)
OPTIONAL ACTIVITY:
6 Have students do this matching exercise and You may take this opportunity to revise question words:
encourage them to discuss in class what these two What, Where, Who, etc. You may ask some volunteers
sentences refer to. to write on the board all the question words they
remember. Then, you may write a couple of sentences in
Answer key: 1. ‘Jackie checks her emails every day’ refers the Simple Present on the board too and underline some
to ‘a habitual action’ (in the present). 2. ‘Jackie is checking words or phrases in these sentences. Finally, ask some
her emails now’ refers to ‘an action happening now’. other students to write on the board the corresponding
questions that refer to the words or phrases underlined.
For example:
7 Refer students to the pictures of Jackie. Teacher: He goes to work by bus.
Ask them to read the text about Jackie’s routine and to Student: How does he go to work?
answer the questions below. Check this activity by asking Teacher: He gets up at 7 a.m.
some volunteers to read aloud their answers. Student: What time does he get up?
7
Unit 1
Unit 1 - Living online
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS
Internet-related terms: Giving safety tips.

emoticon, email address, Imperatives with always Pronunciation of different Interviewing someone.
L1
password, nickname, and never Internet-related terms
computer virus, etc.
Sequence markers: First, then,

next, after that and finally
Pronunciation of some
L2 Web page-related terms: Imperatives (revision) Giving instructions.
sequence markers
home, contact us, glossary,
Teacher’s Book
FAQs, links, etc.
Frequency adverbs: always, Simple Present (revision)

Pronunciation of frequency Talking about daily routine.
L3 usually, sometimes, often, Position of frequency
adverbs Carrying out a survey.
rarely / hardly ever, never adverbs
Love / like, enjoy / hate Pronunciation of would Booking holidays online.

Means of transport: car, bus,
L4 + -ing Pronunciation of verbs Talking about what we would like
plane, taxi, train, ferry, etc.
Would like (love) to + verb ending in -ing to do when travelling.
Integrating acquired knowledge

Frequency adverbs Recycling of some L1-L4
WI with a real life issue: in this case,
Technology-related terms grammar topics and lexis.
analysing our computer habits.
Lesson 1 (CB p. 8) Answer key: 1. emoticon; 2. email address;

3. password; 4. nickname or nick; 5. computer virus
1 Students discuss the warm-up questions in class.
You may act as a moderator and write students’ answers USEFUL TIP:
on the board as you elicit them. Explain the meaning of Vocabulary: Direct students’ attention to the Useful Tip
popular if necessary (popular: liked, enjoyed or supported box. Discuss the vocabulary on punctuation marks. Explain
by many people). to students that emoticons are used in email writing and
when chatting online to express a particular emotion using
Answer key: Students’ own answers punctuation marks and other keyboard symbols.
OPTIONAL ACTIVITY:
2 Students complete the sentences using the words You may write the main punctuation marks on the board
and phrases in the box. Give students some minutes to and write their names. Then, you might ask students to
do the task and then check this activity by asking some draw, in their notebooks, different emoticons they know
volunteers to read aloud their answers. Work on the using punctuation marks and other keyboard symbols.
correct pronunciation and stress of the Internet-related Finally, ask some students to draw their emoticons on the
terms that are mentioned in this activity.
8
board and ask the rest of the class to guess what they
mean and which keyboard symbols / punctuation marks
3 4 Ask a volunteer to read out the rubrics. Students
listen to a dialogue between Kim and her mum (Ms Gann)
they contain.
and fill in the blanks with only one word. Play the audio
CD twice. If students find this exercise difficult, you may
Some punctuation marks:
pause the recording after each answer in order to give
Symbol UK US them more time to fill in the blanks. Check this activity by
. stop / full stop period asking some volunteers to read aloud their answers.
, comma
; semicolon Audio script 4
: colon
- hyphen Ms Gann: Your dad and I have to go out now. Be good!
Kim: Yes, Mum. Can I play on my computer?
_ dash Ms Gann: Okay. But you know the rules. Don’t talk to strangers!
… ellipsis / trailing dots ellipsis Always use a nickname! And never give your email address to
round opening / closing round opening / closing strangers!
() Kim: I never do that. I’m not stupid, Mum! How many times do
brackets parenthesis
I have to tell you that?
Teacher’s Book
square opening / closing square opening / closing
[] Ms Gann: And have your dinner first. It’s in the microwave.
brackets parenthesis
And don’t forget to eat some fruit!
/ slash / stroke Kim: I know! I always eat fruit in the evening, Mum.
? question mark Ms Gann: And go to bed at 10 o’clock. You have school in the
! exclamation mark exclamation point morning.
quotation or double Kim: Ok, Mum!
““ speech marks / inverted (double) quotation marks Ms Gann: Brush your teeth before you go to bed.
commas Kim: Mum, I do that every day. You don’t have to tell me that
over and over again! You can go now.
quotation or single speech
‘‘ single quotation marks Ms Gann: Ok, then. Take care! Goodbye!
marks / inverted commas
Kim: Don’t be late!
´ apostrophe
Ms Gann: Very funny!
* asterisk / star
# hash (key) number (key) / pound (key)
Answer key: 1. good; 2. nickname; 3. never; 4. forget;
NOTE: The underscore [ _ ] is a character that originally 5. go; 6. Brush; 7. tell; 8. Don’t
appeared on the typewriter and was used to underline
words.
At present, this character is sometimes used to create Lesson 1 (CB p. 9)
a visual space between characters, for example in
computer file names, email addresses, and in URLs. 4 Refer students to the Sign Up to Grammar box on
The underscore is not the same character as the dash. the top-right corner of the page. Explain that this box
A series of underscores ([ _________ ]) can be used to summarises the main grammar topics taught in the
create a blank to be filled in on a form. lesson – in this case the use of imperatives - and that
Example: sign_up_to_grammar_2.doc this box should be used as a reference for study. Then,
ask students to underline all the examples of imperative
Suggested emoticons: sentences in activity 3. Check answers by asking different
ICON MEANING students to read aloud their answers.
:) =) : - ) Smiley GR1 Draw students’ attention to the Grammar Reference
:D :-D Big smile section, where they will find further examples and practice.
: ( :-( Sad
:…( Crying Answer key: Be good!; Don’t talk to strangers!; Always
:o : - O Surprised / Yawning use a nickname!; don’t forget to eat some fruit!; go to
:-l Undecided bed at 10 o’clock.; Brush your teeth before you go to
:-P Sticking the tongue out bed.; Don’t be late!
9
5 In their notebooks, students write in three REFERENCE:
minutes as many sentences as they can. Tell them to use The availability of Apps (or Applications) today has
the cues given. You may turn this activity into a game: increased the possibilities to play video games on some
the student who writes the most correct sentences in portable devices such as Smartphones and tablets. Some
three minutes is the winner. Check this activity by asking of the world’s most popular Apps include: 1) Angry
some volunteers to read aloud their sentences. Birds, 2) Fruit Ninja, 3) Doodle Jump, 4) Cut the Rope
and 5) Basketball Shot. Apps are available from different
Answer key: Students’ own answers suppliers and some of them are free to download.

6 Students use the verbs in the box to complete the
online safety tips. Make sure students add two more tips.
Check this activity by asking some volunteers to read 2 Refer students to the homepage of an online
aloud their answers. games website and have them answer the questions.
Check this activity by asking some volunteers to read
Answer key: 3. Never use / Don´t use; 4. Never aloud the questions and their answers to them.
download / Don’t download; 5. Always delete / Delete;
Teacher’s Book
6 & 7. Some possible answers: Don’t upload family Answer key: 1. Store; 2. What’s New?; 3. FAQs;
pictures. Always update your antivirus programme. 4. Poll: Which game?; 5. Apps for your mobile, iPhone, iPod
or iPad; 6. Try One of Our Games (download instructions);
7. Contact us; 8. Reviews; 9. Glossary; 10. Game search
7 Pair up students and have them interview their
partners. Students must check whether their partners
follow the online safety tips in activity 6. Draw students’ 3 Draw students’ attention to the Sign Up to Grammar
attention to the example given and encourage them to box on page 11. Explain to them that we use sequence
use it as a model. Monitor students’ work. markers to indicate the different steps to follow when
giving a set of instructions. Then, have students put the
Answer key: Students’ own answers set of instructions in the correct order using numbers.
Check this activity by asking a couple of students to read
aloud the answers. Work on the pronunciation of the
WB CB p. 113 Now that you have finished teaching this sequence markers that are used in this activity.
lesson, it is advisable to turn to the workbook activities on
page 113. You may assign these exercises as homework. Answer key: (from top to bottom) 5, 1, 3, 2, 4
Answer key:
1 1. emoticon; 2. download; 3. nickname; 4. password;
Lesson 2 (CB p. 11)
5. virus; 6. delete; 7. send; 8. browser; The mystery
word is: computer
2 3. Always do; 4. Always listen; 5. Never be; 6. Never 4 Students match the columns to get some correct
forget; 7. Always ask sentences that are used when giving a set of instructions.
3 Students’ own answers Check this activity by asking some volunteers to read
4 1. icon; 2. website; 3. antivirus; 4. computer addict; aloud their answers.
5. online games
Answer key: (from top to bottom) 4, 5, 1, 6, 3, 2
Lesson 2 (CB p. 10)

5 Students read the set of instructions to play
the Pirates of the Caribbean PlayStation game. Then,
1 Have students discuss the warm-up questions they fill in the blanks using the instructions in activity
in class. Encourage students to put up their hands when 4 and some sequence markers. Do not check students’
they want to say something and to wait for their turn to answers yet.
answer the questions.
10
6 5 Now students listen to the audio CD and
T Y P E B C E E D D E
check their answers. Discuss their choice of sequence L K J H G S A G O H H
markers and let them know that answers may vary X C V B N M Q W W E R
(they may have written then or after that instead of next, W E R T A V S E N D O
for example). S D Q F G H J C L O S
K J H U G F D S O A Z
Answer key: 1. put in the DVD; 2. wait a minute; C V D N I N S T A L L
3. Next; 4. press the start button; 5. select; 6. type D F E H U T J K D I P
your name; 7. Finally; 8. start to play Q W L R Y U I O P L E
O P E N F D S A Z X N
C V T B M S E L E C T
C X E Q X E F F L P E
Audio script 5 S L Z A S D R G K O R
Speaker: First, put in the DVD and wait a minute for the game
to load. Next, press the start button. After that, select the 2 (from top to bottom) 3, 1, 5, 2, 4
option ‘New Game’ and type your name. Finally, select the 3 (possible answers) Then, type the email address of
Teacher’s Book
option ‘New Story’. Enter the prison fortress and start to play. the person you want to send the email to. Next, write
You are Jack Sparrow. the Subject of the email. After that, write the email
message. Finally, click on the Send button.
7 Students write, in their notebooks, a set of 4 2. am; 3. starts; 4. get up; 5. First; 6. Then / After
instructions to play one of their favourite games. that; 7. Then / After that; 8. have; 9. Finally; 10. don’t
Encourage them to use the text in activity 5 as a model. go; 11. do; 12. has
You may assign this task as homework.
Answer key: Students’ own answers Lesson 3 (CB p. 12)
8 Have students work in pairs. Ask them to

1 Have students discuss the warm-up questions in
class. Encourage students to put up their hands and wait
tell their partners the different steps to follow when
for their turn to answer the questions.
doing one of the activities listed: sending a text
message, uploading a video on a website, zipping a
file, etc. Students may feel free to suggest some other
activities as long as these are connected with computer
technology, Internet technology and the like. Draw
students’ attention to the example given and encourage
2 Students read the short text about the World
Cyber Games and check their predictions in activity 1.
them to use it as a model. Monitor students’ work as you Ask students to ignore the gaps at this stage.
walk around the classroom.

REFERENCE:
The World Cyber Games (WCG) is a comprehensive Digital
Culture Festival, where language and cultural barriers are
WB CB p. 114 Now that you have finished teaching this stripped away, and international exchange and harmony
lesson, it is advisable to turn to the workbook activities are promoted through extensive events including
on page 114. You may assign these exercises tournaments, conferences and exhibitions organised
as homework. simultaneously around the world. The main idea behind
the WCG is the development of the digital entertainment
Answer key: culture by promoting harmony of humankind through
e-sports and its embodiment in the ‘Cyber Culture
1 type; send; install; select; delete; download; enter
Festival’. Adapted from: http://www.wcg.com
11
3 6 Ask students to listen to the audio CD and have
to play games, chat with his friends or answer emails.
Then, he does his homework and after that he plays on
them fill in the gaps in the text in activity 2. Play the his computer again during tea time. Lin sometimes gets
audio twice. Draw students’ attention to the fact that low marks at school but he isn’t a bad student at all. He
they will be required to fill in the gaps by writing some rarely has dinner with his family because he prefers to eat
numbers to show quantity (for example, 70 or seventy). something in his room and watch movies online. He very
often downloads new games from Whizz3 during the night.
Check this activity by asking some volunteers to write
He doesn’t sleep much, just six or seven hours a day, but he is
their answers on the board. never tired during the week or at the weekends. Lin doesn’t
have a very active social life. He doesn’t usually visit his
Answer key: 1. first; 2. Festival; 3. 700 (seven friends after school. He prefers chatting with them on MSN
hundred); 4. 70 (seventy); 5. celebrated; 6. Italy or sending them short messages via Facebook or some other
popular social networks.
Audio script 6 Lesson 3 (CB p. 13)

Speaker: The World Cyber Games (WCG) is the World’s first
‘Cyber Games Festival’. It’s an international e-sports event. 6 Direct students’ attention to the Sign Up to Grammar
Teacher’s Book
About 700 computer game enthusiasts from about 70 box again. Then, ask them to tick the correct option. Ask
countries participate in the games. They are celebrated every
year in countries such as Korea, Singapore, Italy, the USA
some volunteers to read aloud their answers to check this
and Germany. activity. On this occasion, you may also decide to work
on the correct pronunciation of the frequency adverbs
4 Refer students to the Sign Up to Grammar
that appear in the Sign Up to Grammar box.
box on page 13. Then, ask students to read the online GR2 Direct students’ attention to the Grammar
interview with Lin Chown, who participated in the Reference section, where they will find further examples
2012 World Cyber Games, and tick the correct option. and practice.
Check students’ answers by encouraging peer correction
(students compare their answers in pairs) and then you Answer key: 1. It’s our normal routine. 2. He does it
read aloud the correct options for students to check. every day. 3. I don’t do it. 4. I almost never do it.
5. We do it some days. 6. I do it almost every day.
Answer key: 1. evening; 2. sometimes; 3. often;
4. sometimes; 5. never
7 Students write three questions using the
cues given and then they write true answers about
5 7 Students unscramble the sentences and learn themselves, their families or friends. You may check
more about Lin Chown, the computer game enthusiast students’ work by asking some volunteers to write their
who participated in the 2012 World Cyber Games. Then, questions and answers on the board.
students listen to the audio CD and check their answers.
Answer key:
Answer key: 1. Lin sometimes gets low marks at 2. Q: How often do you practise sports?
school. 2. He rarely has dinner with his family. A: Students’ own answers;
3. He very often downloads new games from Whizz 3. 3. Q: How often does your mum (or dad) cook lunch?
4. He is never tired during the week or at the weekends. A: Students’ own answers;
5. He doesn’t usually visit his friends after school. 4. How often do you check your emails?
A: Students’ own answers
Audio script 7 8 Pair up students and ask them to take turns

Speaker: Lin Chown, who participated in the 2012 edition of the interviewing their partners. Encourage students to use the
World Cyber Games, is definitely a computer addict. The very cues given, to take down notes of their partners’ answers
first thing he does when he gets back home from school in and to report their findings to the class afterwards.
the afternoon is go to his room and turn on his computer
12
be done in more than one place. You may elicit students’
answers and write them on the board.
WB CB p. 115 Now that you have finished teaching this Answer key: Students’ own answers. Suggested
answers: 1. New York, Dubai; 2. Brazil, Hawaii; 3. Africa,
page 115. You may assign these exercises as homework. Dubai; 4. the Rocky Mountains, Canada; 5. Brazil, Dubai,
the Caribbean, Hawaii; 6. the Caribbean, Hawaii, Brazil
Answer key:
1 2. I often go swimming at the weekend. OPTIONAL ACTIVITY:
3. My brother always does his homework after dinner. You can ask students to work in groups and decide on
4. My parents rarely go out in the evening. 5. I am three important holiday destinations in their country.
never late for school. 6. Our teachers are usually very They should report their ideas to the whole class and
tired when classes finish. inform what activities can be done in the three places
2 Students’ own answers they selected.
3 Students’ own answers
4 Have students read the three e-leaflets.
Teacher’s Book
Explain that a leaflet is a piece of paper that provides
Lesson 4 (CB p. 14) information on a product or advertises something. In this
case, an e-leaflet is an electronic leaflet (one that can be
read on a website, for example).
1 These warm-up questions introduce the main Ask students to rank the e-leaflets according to their
topic in this lesson: booking holidays online. Have preferences (top 1, top 2 and top 3). Give students some
students discuss these questions in class. minutes to read the e-leaflets and then ask some general
comprehension questions to check understanding.
Students must also say if they would like to visit any other
holiday destinations and provide examples.
USEFUL TIP:
Grammar: Draw students’ attention to the Useful Tip Answer key: Students’ own answers
box. Ask a volunteer to read aloud the information in
this box. Then, write on the board this verb structure:
love, like, enjoy and hate + verb + ing and ask students Lesson 4 (CB p. 15)
to provide some examples using these verbs followed by
– ing. Work on the pronunciation of verbs ending in – ing. 5 Students read the e-leaflets again and find adjectives
Possible examples: I love going shopping. I hate doing to describe the nouns listed. Check this activity by asking
homework. I enjoy chatting with my friends online. a couple of students to read aloud their answers.
2 Encourage students to work in pairs. Student Answer key: 2. first-class; 3. sensational; 4. beautiful;
A uses the phrases in the box and asks Student B about 5. well-trained; 6. local
the activities he / she likes / loves / hates / enjoys
doing when on holiday. Draw students’ attention to the
example given and encourage them to use it as a model.
6 Draw students’ attention to the Sign Up to
Grammar box, where they will find the affirmative,
Make sure students swap roles. Monitor students’ work
interrogative and negative forms of would like.
as you walk around the classroom.
Refer students back to activity 6 and ask them to use
the cues given to write true sentences about themselves
and their families using would like / love. Check this
activity by asking a couple of students to read aloud
3 Students match the places in the box to the activities. their answers. Work on the pronunciation of would,
Answers may vary as there are certain activities that may I would like and I‘d like.
13
Answer key: Students’ own answers 5 Students’ own answers
USEFUL TIP: Review (CB pp. 16 and 17)

Vocabulary: Draw students’ attention to the Useful Tip
box. Ask a volunteer to read aloud the information in

In the Review section, students will revise all the
this box. Make sure students understand that we use the
structures and some key words learnt in lessons 1 to 4 in
preposition by with all means of transport but not with
this unit. It is advisable to turn to this section once you
the expression to go on foot.
have finished teaching lesson 4.
7 Students work in pairs. Point to the example and Answer key:

ask students to use it as a model. Tell them that they are 1 Students’ own answers
going to play a guessing game. Have students ask and 2 files: 1, 2, 4; your parents: 5; a nickname: 2;
answer questions about what they think their partners emails: 1, 4; your real name: 2; a programme: 1, 2,
would / wouldn’t like to do when travelling. Monitor 3, 4 ; 2. use your real name; 3. use a nickname;
students’ work as you walk around the class. Allow three 4. install a programme; 5. talk to your parents
Teacher’s Book
minutes for this activity. The student who gets more 3 (Answers may vary) Suggested answers: First, put
points in the allotted time is the winner. in the DVD. Then, wait a minute for the DVD to load.
Next, select an option for subtitles and audio. After
Answer key: Students’ own answers that, press the Play button. Finally, watch the DVD.
4 2. People rarely follow basic safety tips to surf
the Net. 3. Helen is sometimes tired to check her
8 In their notebooks, students write about what emails at home. 4. correct; 5. Sue always downloads
they would like to do on their next holiday. Encourage software from reliable sites.
them to include the destination and means of transport 5 1. Where would you like to go on your next holiday?
chosen. You may assign this task as homework. It would 2. We’d like to go trekking in Patagonia next year.
be a good idea to help students plan their writing task. 3. My grandparents would love to visit Vienna one
First, encourage them to brainstorm their ideas on a of these days. 4. I wouldn’t like to go on a cruise
separate sheet of paper. Then, help them decide which because I usually get seasick.
of their ideas they should use at the beginning of 6 Limiting children’s time online.
their paragraphs (name of the destination and means 7 1. T; 2. F; 3. T
of transport chosen). Finally, encourage students to 8 Students’ own answers
conclude their writing task by including some ideas
about what they would like to do there and some reasons
too. A skeleton paragraph (a paragraph with some blanks) World Issues 1
written on the board can also be a good visual aid. COMPUTERS: HELPING OR
HURTING?
(CB p. 18)
WB CB p. 116 Now that you have finished teaching this
lesson, it is advisable to turn to the workbook activities on World Issues is a section that focuses on the development
page 116. You may assign these exercises as homework. of reading skills and enhances students´ ability to
integrate acquired knowledge with a real life issue: in this
Answer key: case, the dangers of becoming a computer addict.
1 2. golden, scuba diving; 3. shopping malls;
4. shows; 5. beautiful
2 picture 1: 2 and 4; picture 2: 1; picture 3: 3 and 5
1 Students take the quiz and find out whether they are
computer addicts. Ask them not to look at the answers
which are upside down on the bottom-right corner of the
page. Students will read these answers after taking the
14
quiz to find out about how much addicted to computers
they are. Then, you may ask a few students to tell the
rest of the class about their findings.
(CB p. 19)
2 Students read the article about projects which aim to

provide children with computers and tick the best title.
Answer key: A Laptop for Every Kid
3 Students match the columns to make true sentences,
Teacher’s Book
according to the article.
Answer key: (from top to bottom) 3, 4, 1, 2
4 Have students discuss the questions with their

classmates. You may pair students up or moderate a
class discussion. Encourage students to put up their
hands and wait for their time to talk, always respecting
their classmates’ opinions. This section is very useful to
improve students’ speaking skills and the questions are
usually very interesting to teenagers. Encourage the use
of the target language as much as possible by helping
students express themselves. Offer help by writing on the
board useful vocabulary and expressions that students
find difficult to say in English.
REFERENCE:
Digital inclusion is a term associated with social
inclusion in the 21st century that ensures individuals and
disadvantaged groups have access to, and skills to use,
Information and Communication Technologies (ICT).
Adapted from:
http://dgss.wsu.edu/di/overview/index.html
15
Unit 2
Unit 2 - Eating well, living well
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS
Some food items:
Countable & uncountable Talking about healthy food and
doughnuts, apples, meat, Pronunciation of different
L1 nouns different food groups.
fish, milk, carrots, cheese, food items
Some & any
rice, soft drinks, etc.
Junk food & healthy food
Eating places: a fast food Quantifiers: a lot of / lots Pronunciation of some
Talking about people’s different
L2 restaurant, a takeaway, of, much, many, (a) little, words and expressions
eating habits.
a pub, a pizza place, an ice (a) few used as quantifiers.
cream parlour
Teacher’s Book
Adjectives used to
describe unusual food: Pronunciation of I’d like.
weird, delicious, yummy, I’d like... Intonation of questions Ordering food.
L3
disgusting, yucky, spicy, etc. Can / Could I have...? beginning with Can / Could Being polite.
Sizes: small, regular & I have...?
large.
Some used when offering Discussing the relationship between
Food items & drinks
something: Would you like skin problems & food.
L4 A slice of, a piece of, Pronunciation of would
some...? Making, accepting & refusing an
a spoonful of, a bowl of, etc.
How about some...? offer.
Some food items: Integrating acquired knowledge
Recycling of some L1-L4
WI beef, onion, pumpkin, with a real life issue: in this case,
grammar topics and lexis.
soup, spinach discussing healthy eating habits.
Extras: Suggested optional activities and games for consolidation. Project Work 1.
Lesson 1 (CB p. 20) 2 Students match the food items they know to the
pictures in the food pyramid. Check students’ answers by
1 Students discuss the warm-up questions in class. reading aloud the words and asking students to say the
You may draw two columns on the board and write: corresponding numbers. You may want to ask students
Things I like eating and Things I don’t like eating. Ask to repeat the words after you, one by one, to practise
different students to talk about their eating preferences pronunciation.
in connection with these two ideas: ‘I like eating…’ and
‘I don’t like eating…’ Then, ask the whole class which food Answer key: apples: 13; doughnuts: 3; fish: 10; orange
items they think would be part of a healthy and of an juice: 14; bananas: 12; milk: 7; carrots: 11; cheese: 6;
unhealthy diet. Write their answers on the board. After eggs: 8; cereal: 17; cookies: 2; soft drink: 4
that, ask students to open their books. Refer students to
the pictures in activity 2 and check if they have seen a OPTIONAL ACTIVITY:
food pyramid before. Game: Divide the class into two groups. Choose a letter of
the alphabet and have Group 1 say one item of food that
Answer key: Students’ own answers starts with that letter. Give them five seconds. If they can’t
16
say a food item, Group 2 has now a chance to do so. After potatoes, tomatoes, fruit and fruit juice: apples, bananas,
five or six rounds, the winner is the group that manages to melons, orange juice, strawberry juice and the like. It is a good
say the most number of words. Keep a record on the board idea to have between two and five servings a day of some of
of how many words each group is able to come up with. the items in this group. Finally, there is the orange group which
contains food items like cereal, bread, rice, beans and pasta.
We should eat between six and eleven servings per day of
3 Refer students to the magazine article. Give some of these items. So, as we said before, this is probably the
them some minutes to read the article silently and do the most popular food pyramid.
But what happens at present? Is there a new way to represent
‘true or false’ exercise at the same time. Help them with
healthy eating habits, a new symbol to replace the food
vocabulary if necessary. Check this activity by asking pyramid? The answer is yes. In 2011, the United States
different students to read aloud their answers. Department of Agriculture designed a chart called My Plate.
This chart is similar to a plate and a glass. On the plate, there
Answer key: 1. T; 2. F; 3. T; 4. T are four sections or groups – similar to the ones in the food
pyramid: a green group (vegetables), a red group (fruit), an
orange group (grains), a purple group (protein) and, of course,
a glass that represents dairy products. So, My Plate gives us a
Lesson 1 (CB p. 21) new and more modern visual concept in healthy eating habits.
Teacher’s Book
4 8 Students listen to an expert talking about the 5 Draw students’ attention to the Sign Up to Grammar
food pyramid and answer the two questions: 1) What box. Explain the words countable and uncountable.
food items does the expert mention that are not in the Explain that some words can be counted (they admit a
chart in activity 2? and 2) What does the expert say about number before them) but others cannot. Ask students:
a new symbol to replace the food pyramid? If necessary, Can you count apples / cookies, etc.? (The answer is yes.)
play the recording twice or even three times as students Can you count water / rice / cereal, etc.? (The answer
take down notes that they will use later on to answer the is no.) Draw students’ attention to the fact that some
questions. You may check this activity by asking some words which are countable in their mother tongue might
volunteers to read aloud their answers. be uncountable in English. Give some examples: bread is
countable in Spanish but uncountable in English, etc.
Answer key: 1. chips (explain that chips is usually
plural: ‘fish and chips’ and that in the US people call Students write the words in activity 2 on page 20 in the
them french fries), oils, sweets, chicken, nuts, ice correct columns. Draw two columns on the board with
cream, yoghurt, potatoes, tomatoes, melons, strawberry two headings (Countable nouns and Uncountable nouns).
juice, pasta. 2. My Plate is the new symbol. It is a chart Check this activity by asking some volunteers to write
similar to a plate and a glass with four sections or their answers on the board in the corresponding column.
groups – similar to the ones in the food pyramid.
Answer key: countable nouns: apples, doughnuts,
crisps (used mostly in the plural – potato chips in
American English), bananas, carrots, eggs, beans (used
Audio script 8 mostly in the plural), cookies, soft drink; uncountable
Speaker: We all know about the food pyramid and how important nouns: meat, fish, orange juice, milk, cheese, rice,
it is in connection with healthy eating habits. This chart helps butter, cereal, bread
us understand very easily what we should eat every day.
Perhaps the most popular food pyramid is the one designed
by the United States Department of Agriculture in 1992. In
GR3 Draw students’ attention to the Grammar Reference
this chart we can see a small yellow group at the top. In this section, where they will find further examples and practice.
group, we can find soft drinks, cookies, chips, doughnuts, oils
and sweets in general. We must be careful not to eat too much
of these items. The next group is purple and there we can find 6 Have students work in pairs. They look at the
fish, eggs, meat, chicken and nuts, for example. The blue group food pyramid and tell their partners about their eating
contains dairy products such as butter, milk, cheese, ice cream habits. Draw students’ attention to the example and ask
and yoghurt. We should consume two or three servings a day them to use it as a model. Make sure students swap roles.
of some of the items in these two groups. Next on the chart,
Monitor students’ work as you walk around the class.
there is the green group – basically vegetables such as carrots,
17
Answer key: Students’ own answers 2 Point to the picture of the menu and ask a
volunteer to read aloud the rubrics. Give students some
USEFUL TIP: minutes to go over the different tasks. Elicit students’
Grammar: Draw students’ attention to Useful Tip box answers.
and ask a volunteer to read aloud the information it

contains. Explain that we use a / an before countable Answer key: Students’ own answers
singular nouns (a carrot, an orange, etc.) and that we
use some before plural nouns (some oranges, some OPTIONAL ACTIVITY:
berries, etc.) and before uncountable nouns (some Ask students to design some colourful posters in class
bread, some money, etc.) in affirmative sentences (There (using coloured felt-tip pens and blank pieces of paper)
are some cookies in the tin. There is some bread on the to illustrate some healthy and unhealthy eating habits.
table.) Finally, explain that we use any before plural These posters might also suggest some changes to
and uncountable nouns in interrogative and negative the school cafeteria menu. You may decide to display
sentences (Are there any bottles of coke in the fridge? students’ posters around the school to encourage other
There aren’t any carrots in the basket. There isn’t any students to vote for the best suggestion to improve the
Teacher’s Book
sugar in the pot.) In order to check understanding, school cafeteria menu.

ask students to do activity 7.
3 9 Students listen to three teenage girls and tick
7 Students fill in the gaps with a / an, some or any. the menu they usually have at their school cafeteria. Play
Give students some minutes to complete the sentences. the audio CD twice and check students’ answers.
Check answers by asking some volunteers to read aloud
the complete sentences. REFERENCE:
In the USA, students usually have lunch at school. In
Answer key: 1. some; 2. any; 3. some; 4. any; 5. any;
public schools, they can either pay a small fee and eat
6. a, an / some
at the school cafeteria, or take a packed lunch from
home. In Britain, things are very similar. Children can
WB p. 117 Now that you have finished teaching this usually choose between a hot or cold dinner provided
lesson, it is advisable to turn to the workbook activities on by the school or a packed lunch taken from home. Some
page 117. You may assign these exercises as homework. children are entitled to a free school dinner, but most
children pay for theirs.
Answer key:
1 countable: carrots, eggs, cookies, soft drink; Answer key: Kayla: a tick on the first column;
uncountable: milk, bread, chocolate, butter, Brenda: a tick on the second column
cheese, rice, meat
2 1. more wine; 2. jam on my toast; 3. waffle; 4. crisps
in this packet; 5. vanilla ice cream for dessert?
3 2. any; 3. any; 4. an; 5. an; 6. some; 7. a; 8. some Audio script 9
Speaker: Speaker 1, Jessica.
Jessica: Honestly, I’m into healthy food. My friends usually have
chicken nuggets and burgers with lots of potato chips, but
Lesson 2 (CB p. 22) I don’t really eat fattening food. You know, this junk food
makes you fat. I mean, it’s delicious and I do love it but
I try to choose healthy food like a salad or a ham and cheese
1 Have students discuss the warm-up questions in sandwich when I buy something at the school cafeteria.
class. You may review a few food items from the previous But there’s one little problem – I’m a chocoholic. In fact,
lesson, especially the ones you can find on a typical I just love sweets and I usually eat lots of chocolate at
school. My mum complains a lot and says I should stop and
restaurant menu.
I know it’s not good for me. But what can I do? I simply can’t
stop eating chocolate all the time.
18
However, I’m trying to cut down on it. I’m eating less Answer key: Students’ own answers
chocolate now – one or two small bars a day only.
Speaker: Speaker 2, Kayla.
Kayla: Well, to tell you the truth, I always take a lunch box
Lesson 2 (CB p. 23)
to school. My mum makes some sandwiches for me in
the morning – usually cheese and tomato sandwiches or
something like that. And I always buy a drink at school. 6 Draw students’ attention to the Sign Up to Grammar
I never have any sweet drinks like Coke or any of those soft box. Discuss the use of quantifiers in class. Write on the
drinks people love. I just have some fruit juice or mineral
board: I drink coffee. Then insert suitable quantifiers (a
water. I don’t take much fruit to school in my lunch box so
I’m often hungry and I buy some yoghurt or a fruit salad for lot of, lots of, (a) little, etc.) and explain the differences in
dessert. I definitely prefer healthy food. meaning. Follow the same procedure with other example
Speaker: Speaker 3, Brenda.
sentences using the words fruit and vegetables. Prompt
Brenda: Well, I’m hopelessly addicted to junk food. I know it’s bad students to say which quantifiers could be used. Elicit from
for me but I can’t help eating it all the time. I simply love it! I students the differences between lots of, quite a lot of,
always have lunch at the school cafeteria and I usually buy the much / many and any. Work on the pronunciation of all the
same things: a big chicken burger and fries. I know I eat a lot quantifiers that appear in the Sign Up to Grammar box.
of fattening food and I don’t eat any vegetables. The thing is, I
Teacher’s Book
can’t stand vegetables. I hate them. But I do take some fruit to GR3 Draw students’ attention to the Grammar Reference
school – an apple or a banana or something like that. That’s at section, where they will find further examples and
least something healthy in my diet, don’t you think? practice.
Refer students to activity 6 and ask them to circle the
USEFUL TIP: correct answer based on what they have read in the
Vocabulary: Draw students’ attention to Useful Tip box Sign Up to Grammar box. Check answers by asking some
and ask a volunteer to read aloud the tip it contains. volunteers to read aloud the complete sentences.
Explain that when we are hungry or thirsty, we can buy
something to eat or drink at a fast food restaurant, a Answer key: 1. lots of; 2. much; 3. any; 4. little; 5. few;
takeaway (restaurant), a café, a pub, a pizza place, an ice 6. much / a little; 7. many; 8. few
cream parlour, etc.
4 Have students read the short article and ask

7 Ask a volunteer to read aloud the rubrics and
the example. Elicit some questions from two or three
them to fill in the blanks with the name of an eating or students to make sure they understood the exercise. Give
drinking place. Tell students that they should use some of students some minutes to write the five questions in
the places mentioned in the Useful Tip box. their notebooks. Ask a few students to write one of their
questions on the board. Ask the whole class to identify if
Answer key: 1. fast food restaurant; 2. takeaway;
the questions on the board refer to healthy or unhealthy
3. pizza places; 4. pubs; 5. café
eating habits. Then, ask students to work in pairs and use
the questions they wrote to interview their partners.
REFERENCE:
In 1889, during a visit to Naples, Queen Margherita Answer key: Students’ own answers
of Italy was served a pizza resembling the colours of
the Italian flag, red (tomato), white (mozzarella) and
green (basil). This kind of pizza has been named after the 8 Students now write a paragraph about their
Queen as Pizza Margherita. classmates’ eating habits, using the ideas they collected
in activity 7. You may assign this task as homework.
5 Students work in pairs. They tell their partners
about some good places in their neighbourhoods to have
something to eat or drink. Refer students to the example
given and ask them to use it as a model. Encourage WB p. 118 Now that you have finished teaching this
students to swap roles. Monitor students’ work as you lesson, it is advisable to turn to the workbook activities on
walk around the classroom. page 118. You may assign these exercises as homework.
19
Answer key: Answer key: (from left to right) scorpions; ants;
1 1. takeaway; 2. ice cream parlour; 3. fast food octopuses; snails; grasshoppers
restaurant; 4. pub; 5. café; 6. pizza place
2 1. hungry; 2. have; 3. unhealthy; 4. food; 5. difficult;
6. habits; 7. thirsty; 8. like; 9. healthy; 10. lots Lesson 3 (CB p. 25)

3 Joel: 1. many; 2. lots of; 3. a little; 4. few; 5. some;
6. much; Mariah: 1. quite a lot of; 2. a few; 5 10 Refer students to the two menus and set the
3. a little; 4. any; 5. some; 6. little context for the exercise: two teenage girls ordering food
4 Students’ own answers at a restaurant. Ask students to listen to the audio CD
and tick the correct menu. Give them some minutes to
go over the two menus before playing the audio CD. Help
Lesson 3 (CB p. 24) with vocabulary. Play the audio CD twice if necessary.
1 Have students discuss the warm-up questions in Audio script 10

class. Foster respect for other peoples’ opinions.
Waiter: Are you ready to order now?
Teacher’s Book
Marcia: Yes, I’d like a crocodile burger, please?

Answer key: Students’ own answers Waiter: Sure. And for you?
Alice: Can I have some water, please?
Waiter: Certainly. And anything to eat?
2 Refer students to the cartoon and give them Alice: No way! Sorry, but I don’t like anything on this menu.
some minutes to read it. Help with vocabulary if
necessary. Ask students why the teacher is surprised at
Grace’s answers. Encourage different students to account Answer key: 1st menu
for their answers.

6 Refer students to the Sign Up to Grammar box on the
top-right corner of the page. Explain that it is important
to be polite when ordering food in English. Next, refer
3 Now students write some names of food
students to the highlighted words on the two menus in
activity 5. Tell students to read the example and write
items that they associate with the adjectives given.
sentences to order the highlighted items on the menus,
Briefly review the meaning and pronunciation of these
using the words in brackets. Check this activity by asking
adjectives if necessary. Give students some minutes to
some students to read aloud their answers. Work on the
write their answers. Ask different students to say their
pronunciation of I’d like… and the correct intonation of
answers aloud to check this activity, or ask students to
the questions used when ordering food (rising intonation:
compare their answers in pairs.
Can I have a… , please?) It is also important to remark
Answer key: Students’ own answers that when making a request and adding ‘please’ at the
end, this ‘please’ is usually spoken on a rising note too,
in a sort of questioning or softly pleading tone. It is also
4 Write the words weird and unusual on the customary to smile and raise the eyebrows slightly when
pronouncing the word ‘please’.
board. Elicit some examples of food items that may be
considered weird or unusual. Ask students if they have
Answer key: 2. I’d like a regular chicken hamburger,
ever eaten anything unusual and what it was. Next,
please. 3. Could I have a regular salad, please?
refer students to the blog comments. Draw their
4. I’d like a milkshake, please.
attention to the highlighted words in the text and ask
them to write these words below the corresponding
pictures. Give students some minutes to read the 7 Tell students that the six sentences in this activity
comments silently and do the task. Help with vocabulary belong to two different dialogues and that they should
if necessary. write these sentences in the two boxes provided. Give
20
them some minutes to do the exercise. Check answers
by asking some volunteers to read out and role play the
3 Ask students to read the sentences and answer true,
false or I don’t know. Check students’ answers by asking
dialogues.
some volunteers to read out their answers.
Answer key: 1. Could I have a fruit juice, please?
Answer key: 1. F or ?; 2. F; 3. F; 4. T
2. Sure. Small, regular or large? 3. Regular, please.
4. I’d like some apple pie, please. 5. Certainly. With or
without ice cream? 6. With. I love ice cream. 4 Ask students to match five of the items on the list
to the pictures. Check students’ answers by reading
8 Pair students up and ask them to role play a
out some of the answers yourself and asking different
students to read out some others.
dialogue at the Green Tree restaurant. They should take
turns being the waiter or waitress. Refer them to the Answer key: 2. a medium pear; 3. a tray of spaghetti;
model dialogues in activity 7. Monitor students’ work and 4. a large slice of watermelon; 5. three spoonfuls of
make sure they speak only in the target language. beans; 6. two pieces of broccoli
5
Teacher’s Book
Now students complete the sentences using slice(s)
of, bowl(s) of, piece(s) of or spoonful(s) of. Check answers
WB p. 119 Now that you have finished teaching this by asking different students to read aloud their answers.
page 119. You may assign these exercises as homework. Answer key: 1. slices of; 2. spoonful of; 3. bowl of;
4. pieces of
Answer key:
1 1. I’d like a; 2. With; 3. Anything to drink? 4. Could I
have; 5. Certainly; 6. please; 7. How much is it? Lesson 4 (CB p. 27)
8. Sorry; 9. Can I; 10. Here you are
2 1. expensive; 2. delicious, yummy; 3. disgusting,
yucky; 4. spicy; 5. weird 6 11 Tell students that they will listen to an
3 Students’ own answers adolescent who has skin problems talking to his mother.
Students read the dialogue, listen to the audio CD and
fill in the blanks with only one word. Play the audio CD
Lesson 4 (CB p. 26) again and check this activity by asking some volunteers
to read aloud their answers, or by playing the audio CD
once more and making pauses after every answer for
1 Have students discuss the warm-up question in students to check.
class. Elicit possible health problems usually associated
with bad eating habits, for example: heart problems, high Answer key: 1. vegetables; 2. any; 3. disgusting;
cholesterol, obesity, etc. 4. lots; 5. orange; 6. slice; 7. some

Audio script 11
2 Ask students to skim the text (read it very Mrs Carter: Here you are! I made this especially for you.
quickly) and tick the best title. Tell them not to worry Jerry: Mmm… Spaghetti with meat sauce… my favourite!
about words they do not know yet. Once you have Thanks, Mum.
checked students’ answers, go over the new vocabulary Mrs Carter: Would you like some broccoli?
Jerry: Broccoli? No, thanks.
by asking students to use the context to infer the Mrs Carter: But you have to eat vegetables.
meaning of these words. Help them if necessary. Jerry: I know, but I don’t want any broccoli. It’s disgusting!
Mrs Carter: Well, how about some carrots then?
Answer key: Best title: Skin problems and eating habits. Jerry: Okay. Carrots aren’t too bad. (Some time later…)
21
Mrs Carter: Would you like some dessert now? WB p. 120 Now that you have finished teaching this
Jerry: Yes, please. What’s there for dessert? lesson, it is advisable to turn to the workbook activities on
Mrs Carter: Well, there are lots of things. You can have an page 120. You may assign these exercises as homework.
apple, an orange, a slice of watermelon…
Jerry: Oh, Mum. You can’t call that dessert. I’d like some ice Answer key:
cream or a brownie. 1 1. hamburger; 2. rice; 3. milk; 4. cookies

Mrs Carter: Ok, but don’t complain to me about your acne any
more! You know sugar is not good for you! 2 1. No, thanks. I hate vegetables. 2. With or without
Jerry: I know, I know. ice? 3. Yes, please. Can I have some apple pie?
3 (from top to bottom) 2, 3, 1
7 Draw students’ attention to the Sign Up to Grammar
4 (from top to bottom) 4, 1, 2, 3
box on the top-right corner of the page. Explain to
students that we can make an offer in English by saying,
for example: Would you like some coffee? and we can Review (CB pp. 28 and 29)
either accept it (Yes, please.) or refuse it (No, thanks).
Lay emphasis on the use of some when making offers.
Refer students to the different ways to offer something
Teacher’s Book
in English and the different replies. Next, direct students’

attention to the sentences in activity 7. Ask them to spot
the mistakes in these sentences and rewrite them in the
correct way. Check answers by asking some volunteers to
write their sentences on the board. Answer key:
1 2. carrot; 4. cookies; 6. broccoli; 7. butter; 8. cereal;
GR4 Draw students’ attention to the Grammar Reference 9. rice; 11. ice cream; 12. cake; 13. tea
section, where they will find further examples and
practice. B S E I K O O C S S N N
R B A N A N A P O L I O
Answer key: 1. Would you like some ice cream for O R A E P T I L Z Y C L
dessert? 2. How about some crisps to eat on your way
C S P A G H E T T I E E
back home? 3. Would you like some red wine or white
wine with your meal? C A K E C M P B R T C M
O M A R I C E U U O R R
8 Ask students to work in pairs. They should

L
I
A
V
V
T
E
Q
T
C
U
T
A
Z
T
T
H
G
R
R
E
A
E
T
offer their partners three different things to eat or drink.
Encourage students to look at the example and to swap M A S T E A U E O A M A
roles. Monitor students’ work as you walk around the class. W C E R E A L R Y C X W
Answer key: Students’ own answers 2 Students’ own answers

3 1. lots of; 2. some; 3. any; 4. a little; 5. much;
6. a few
9 Help students organise their ideas for this task 4 2. There aren’t any vegetables. 3. There is a slice
by writing on the board: I eat a lot of…; I don’t eat many / of (some) watermelon. 4. There are a lot of / lots of
much…; My eating habits are…; and My favourite food eggs. 5. There is some healthy food.
is… Then, ask students to write, in their notebooks, a blog 5 2. How about some apple crumble for dessert?
post about their eating habits for the online community 3. Would you like a bowl of cereal for breakfast?
called You’re What You Eat. 4. How about a leek soup for starters?
6 2. could; 3. and; 4. Would; 5. fattening; 6. please;
Answer key: Students’ own answers 7. about; 8. thanks; 9. like
7 1. T; 2. T; 3. F; 4. T; 5. F
22
8 1. Sorry, we don’t have any. 2. Salad and fish. hands when they want to participate. Encourage the use
3. Sure. Small, regular or large? 4. Certainly. Black of the target language as much as possible by helping
or white? 5. No, thanks. I don’t eat fish students express themselves. Offer help by writing on the
board useful vocabulary and expressions that students
find difficult to say in English.
World Issues 2 Answer key: Students’ own answers
YOU ARE WHAT YOU EAT
(CB p. 30) Project Work 1 (Units 1 & 2):

OUR ONLINE TAKEAWAY SHOP - Students may
World Issues is a section that focuses on the development now do the Project Work activities for units 1 & 2 that
of reading skills and enhances students´ ability to are available on the Student’s Interactive CD-ROM. These
integrate acquired knowledge with a real life issue: in activities are thoroughly explained on pages 84, 85 and
this case, reading about a new concept in healthy eating 86 of this Teacher’s Book.
and discussing healthy and unhealthy food.
Teacher’s Book
1 Ask students to read the text about My Plate,
a new concept that replaces the traditional food
pyramid. Give them some minutes to read the text
silently and decide whether the sentences are true (T)
or false (F). Help students with vocabulary if necessary.
Check this activity by asking some volunteers to read
aloud their answers.
Answer key: 1. T; 2. F; 3. T; 4. T; 5. F; 6. F
2 Students look at the cartoon and discuss whether

they agree or disagree with the message on the signs in
the picture. You may ask students to do this activity in
pairs or you may engage them in a class discussion.
(CB p. 31)
3 Students complete the table with examples of food

and drink items according to their preferences and
the My Plate chart. Check answers by asking different
students to read aloud the items that they have included
in their tables.
4 Students discuss the three statements in class. You

may act as a moderator. Make sure students raise their
23
Unit 3
Unit 3 - Different strokes for different folks
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS
Home furniture and home Talking about the favourite place in
items: couch, bedside table, one’s house.
home furniture and home
lamp, etc. Object pronouns: me, Describing people’s personalities.
L1 items
Adjectives used to describe you, him, her, etc. Writing a short description of one’s
somebody’s personality: neat, own bedroom.
personality adjectives
creative, messy, serious, etc.
Possessive adjectives
Clothes
(revision) Possessive Talking about clothing styles.
Personality and clothes:
pronouns: mine, yours, Pronunciation of some Writing a description of what
Teacher’s Book
sloppy, flashy, casual, etc.

L2 his, hers, etc. items of clothing and some someone is wearing and their
Vocabulary used to talk about
Whose...? personality adjectives personality according to their
the weather: sunny, rainy,
Wear something = have clothes.
cloudy, etc.
got something on
Pronunciation of should /
Adjectives used to describe Giving advice and
shouldn’t
parenting styles and parent- suggesting something: Talking about parenting styles.
L3 Pronunciation of some
children relationships: strict, Should & shouldn’t / Giving advice to parents.
adjectives: overprotective,
patient, etc. Should I...?
responsible, patient, etc.
Make / let somebody do

something Talking about one’s favourite
Vocabulary on newspapers words connected with
Infinitive of purpose: to newspaper / magazine section.
L4 and magazines: problem page, newspaper and magazines:
+ verb Writing some suggestions and giving
comic strips, quizzes, etc showbiz news, horoscope,
Want something / Want advice to a reader of a problem page.
interviews, etc.
to do something
Integrating acquired knowledge with
Recycling of some L1- a real life issue: in this case, talking
WI School and home rules L4 grammar topics and and reading about a special kind of
lexis. summer camp and rules at home and
at school.
Lesson 1 (CB p. 32) you write down. Add some more words if necessary.
Then, as a whole group, students talk about their
favourite place in their houses. If students find it difficult
1 Students write lists of the pieces of furniture to come up with some answers in this activity, they may
and home items they may know or remember. Help use bilingual dictionaries or you may provide the answers
them out by eliciting some vocabulary and / or spelling, on the board yourself. Work on the correct pronunciation
if necessary. Write students’ answers on the board and of some pieces of furniture and some home items that
encourage them to complete their lists with the words students might find problematic.
24
Answer key: (Some possible answers) living room: Lesson 1 (CB p. 33)
chair, table, carpet, curtains, coffee table, etc.
bedroom: closet, wardrobe, bedspread, cushion, 3 Draw students’ attention to the Sign Up to Grammar
blanket, sheets, pillow, etc. kitchen: cooker (UK), stove box on this page. Explain that Object Pronouns replace
(US), table, chair, fridge (UK), refrigerator (UK), cabinet, a previously mentioned noun after a verb or preposition.
worktop, etc. bathroom: sink, tap (UK), faucet (US), You may write these examples on the board: Helen’s got
toilet, shower curtain, bathtub, etc. dining room: table, a lot of cushions on her bed. She loves them. (Point out
chair, plates, cups, forks, knives, spoons, etc. that them refers to cushions). My best friend is Bea. I
usually study with her. (Point out that her refers to Bea).
2 12 Play the audio CD as students try to identify the
Make sure students understand they can’t use Subject
Pronouns (I, he, she, they, etc) in these cases. Then, ask
pictures and number the statements accordingly. Check
students to complete the sentences. Check answers by
students’ answers by playing the audio CD again, pausing
asking different volunteers to read out each sentence.
at the end of each description. Choose different students
at random to provide the answers. GR5 For further examples and practice, refer students to
the Grammar Reference section on page 106. You may
Answer key: 3; 1; 2
Teacher’s Book
assign this activity as homework.
Answer key: 1. her; 2. me, it; 3. them; 4. him, me;

5. me, it; 6. us
Audio script 12
Speaker: Speaker 1, Mike. 4 Tell students they are going to take a quiz
Mike: My room is my world. It’s the place where I relax, read, that shows their personality according to how messy
listen to music, chat with friends and… um… I can’t forget… or neat they keep their bedrooms. If necessary, explain
study too. The most important thing in my room is my CD
the meaning of messy (not clean, not in order) and neat
player and, of course, my CDs. I keep them on the shelf
above the CD player. I love listening to music. When you see (clean and in order). Then, ask student to take the quiz.
my room, you will know what my other interests are. There Walk around the classroom to help them out with the
are posters on the wall with my favourite sports stars. My vocabulary they may not know. Then, tell students to
skateboard’s always next to the door and I have a closet check their score, which is below the quiz and upside
where I keep my clothes and my tennis racket. The walls are down. Once they have done so, ask as many students as
light green and the blinds are dark green – the same colour
as my bedspread – and the carpet is dark blue.
possible if they agree with the result they got. Encourage
them to say why / why not. Finally, work on the correct
Speaker: Speaker 2, Olivia. pronunciation of some personality adjectives that
Olivia: My room’s not very big, but I love it. There’s a single bed students might find problematic.
with lots of colourful cushions on it, and next to the bed there’s
a bedside table with a lamp. There’s a desk for my computer
with some drawers where I keep my things: my sticker
collection, pens, pencils and everything. I love taking pictures
and so I have lots of picture frames on the shelves. The walls
are white and the curtains are purple. It’s not a really romantic 5 Ask students to write, in their notebooks, a
room like lots of my friends’ rooms, but it’s very practical. description of their bedrooms. Encourage them to use
Object Pronouns whenever possible and as many words
Speaker: Speaker 3, Helen.
Helen: Well, how could I describe my bedroom? It’s really a place connected with home furniture and home items as they
I simply love. I feel so at ease and comfortable in it. It’s quite can. You may assign this task as homework. If they do
a large room in fact, and I’ve got a queen size bed with a soft it in class, you may ask one or two students to read out
bedspread and some cushions on it. There’s also a bookcase their descriptions.
where I keep most of the books I’m reading at school and also
some photo albums. My desk is next to the window with a PC Answer key: Students’ own answers
on top. This is the area where I study and do my homework
when I come back from school. And there’s a big arm chair
too. It’s just opposite the footboard of my bed. I quite enjoy WB SB p. 121 Now that you have finished teaching
sitting there every night right before going to bed.
this lesson, it is advisable to turn to the workbook
25
activities on CB page 121. You may assign these
Answer key: 5, 4, 1, 3, 2
exercises as homework.
Answer key: USEFUL TIP:

1 Suggested answers: Bedroom: cushions, mirrors, Language and Vocabulary: Draw students’ attention to
bedside table, lamp, closet, bedspread, curtain, the Useful Tip box. Write the first sentence in the box
bookcase, wardrobe. Living room: coffee table, on the board underlining ‘m wearing and ‘ve got… on
mirrors, lamp, curtains, cushions, armchair, couch. to show students that both structures mean the same.
Bathroom: toilet, shower curtain, bathtub. Kitchen: Ask different students to describe what their classmates
cooker, microwave, sink, cupboard, table, toaster, are wearing by using these two structures: Pablo, what
dishwasher, curtains. Dining room: table, mirrors, is Laura wearing? And what has Luciano got on?, etc.
curtains, lamp When it comes to the third sentence in the box, you may
2 5; 1; 4; 3; 2 explain belong to by saying: ‘This is my desk. It belongs
3 1. them; 2. him; 3. her; 4. it; 5. me / it; 6. us to me. It’s mine.’ Point out that belong is a verb used
4 Students’ own answers to indicate possession and that mine is a possessive
pronoun that students will study when they do the
Teacher’s Book
activities on the following page. Then, tell students that

Lesson 2 (CB p. 34) trainers and trousers are called in a different way in
American English (US): sneakers and pants. Finally, ask
1 This activity will activate students’ previous a volunteer to read out the Useful Tip box to clarify and
reinforce ideas.
knowledge. You may ask them to work in pairs and, in
three minutes, write down (on a slip of paper) as many
clothes items as they remember. Then, ask different 3 Ask students to read each sentence and look at the
pairs to read out their lists and also to tell the class picture of the Smiths carefully so that they can discover
the clothes they prefer wearing and if they care about who is who. Give them some minutes to complete the
fashion. You may write students’ answers on the task. Check answers as a whole group by asking, for
board and encourage them to complete their lists with instance: ‘Who’s Nina? Number 1, 3 or 4?’ ‘Who’s Ted?
the words you write down. Add some more words if Number 2 or 5?’
necessary. If students find it difficult to come up with
some answers in this activity, they may use bilingual Answer key: 4, 5, 2, 3, 1
dictionaries or you may provide the answers on the board
yourself. Work on the correct pronunciation of some
items of clothing that students might find problematic.
4 13 Ask a student to read out the rubrics. Then, tell
the class to read the statements silently. Play the audio
CD as students try to cross out the incorrect statement.
2 Tell students they are going to read an article Check answer as a whole group by asking, for instance:
about what the clothes we wear may reveal about ‘Which is the incorrect answer?’ If most students were
our personality. You may read out the introductory not able to get the right answer, play the audio CD again.
paragraph and then different students (chosen at
random or volunteers) can read out the rest of the Answer key: Because they want to use the computer.
paragraphs. You may assign each paragraph by reading
out the subheadings so that students become aware of
the pronunciation of some possible new words such as
sloppy, designer, flashy, drab, etc. Work on the correct Audio script 13
pronunciation of some of these adjectives that students
Mr Smith: Oh, goodness! What a mess, girls! And Sam, you
might find problematic. Help students out with the aren’t ready! It’s time to go!
meaning of new words in the text if necessary. Finally, Mrs Smith: But let’s clean up this room before we leave.
ask them to do the matching exercise and correct this Alyssa: Oh, come on, Mum! We can do it later.
activity by asking different students to read out their Mrs Smith: No, now! Whose sock is this?
answers. Alyssa: It isn’t mine. It’s Nina’s.
26
Nina: Yes, but the sneakers on the floor aren’t mine! They’re Explain that the ‘s after Bill is not the contraction of is
yours, Alyssa. but that it indicates possession. Point out that if there
Mrs Smith: All right. Stop arguing and put everything away in are more than one person who possess the same item,
the right drawers. Now, whose skirt is this? the ‘s goes after the last person’s name. Write more
Nina: Oh, that’s Alyssa’s too. examples on the board and / or resort to the students’
Mrs Smith: Alyssa, can you put it in the closet?
mother tongue to provide examples if necessary. Then,
Alyssa: Ok, Mum!
Nina: Mum, I want to use the computer when we come back. ask a volunteer to read out the sentences in the Useful
Alyssa always spends hours on the computer. Don’t forget, Tip box to clarify and reinforce ideas.
Alyssa, that the computer isn’t only yours – it’s ours! It
belongs to both of us!
Sam: What about me? This computer is mine too!
6 Ask a student to read out the rubrics. Make sure
Mrs Smith: Oh, dear! Let’s go everybody! they understand they must complete the sentences
using Possessive Pronouns and not Adjectives. Check
OPTIONAL ACTIVITY: this activity by asking some volunteers to read out their
Game: ‘Pictionary’. Write between ten and fifteen names answers.
of clothes items on slips of paper (T-shirt, trousers, socks,
hat, shirt, trainers, jeans, tie, handbag, shoes, raincoat, etc.) Answer key: 1. yours; 2. hers; 3. his; 4. theirs; 5. mine;
Teacher’s Book
Put the slips of paper in an envelope or small plastic bag. 6. ours; 7. yours, ours
Divide the class into small groups of three or four students.
Any member of each group will have to pick out a slip of 7 Ask students to work in pairs and encourage
paper without looking and draw on the board the clothes them to take turns to ask and answer questions about
item they get. By turns, ask a member of each group to the Smiths. Make sure students swap roles and that
come up to the front, pick out a slip of paper and draw on they use Whose…? and ‘s to indicate possession. Monitor
the board. As the student is drawing, the rest of the group students’ work as you walk around the classroom.
members will have 40 seconds to guess what clothes item
it is. Point out that the student who is drawing cannot say
a word but just mime if the group is going on the right 8 In their notebooks, students write a description
track to guessing or not. The group that guesses correctly of what one of their classmates is wearing. Then,
must keep the slip of paper. The winner is the group that students read out their descriptions to another classmate
has been able to collect more slips. so that he / she can guess who is being described. You
may assign this writing activity as homework and the
guessing game can be done on the following class.
Lesson 2 (CB p. 35)
WB SB p. 122 Now that you have finished teaching
5 13 Direct students attention to the Sign Up to this lesson, it is advisable to turn to the workbook
Grammar box. Explain that Whose…? is used to ask activities on CB page 122. You may assign these exercises
about who possesses or owns something, and that we as homework.
may use Possessive Adjectives or Pronouns to answer
Answer key:
this question. Make sure students understand the
1 2. boots; 3. scarf; 4. dress; 5. shoes; 6. pants;
difference in use between the Possessive Adjectives and
7. jeans; 8. sneakers; 9. blouse; 10. socks;
the Possessive Pronouns. Then, ask students to do activity
11. raincoat; 12. sweater
5 as you play the audio CD. Check this task by asking
different students to read out their answers.
3 2. Mine, hers; 3. Their, ours; 4. Sue’s, yours; 5. your, his
Answer key: 1. Nina; 2. Alyssa; 3. Alyssa; 4 Questions: 1. Whose are these sneakers?/ Whose
4. all the children. sneakers are these? 2. Whose is this dress? / Whose
dress is this? 3. Whose is this T-shirt? / Whose T-shirt
is this? 4. Whose are these keys? / Whose keys are
USEFUL TIP: these? Matching: 3, 1, 2, 4
Language: Draw students’ attention to the Useful Tip
box. Write the first example in the box on the board.
27
Lesson 3 (CB p. 36) their children. Finally, students complete activity 4 as you
play the audio CD. Check answers by playing the audio
CD and stopping after every answer.
1 Ask a student to read out the rubrics. Before
passing on to the activity itself, explain what the phrase Answer key: 1. should; 2. should; 3. shouldn’t;
parenting style refers to and clarify the meaning of the 4. shouldn’t; 5. should; 6. shouldn’t
words in the exercise that students may not know. For
example, you may explain overprotective by saying that GR7 Draw students’ attention to the Grammar Reference
an overprotective parent is the one who protects their section on page 107, where they will find further
children more than they should. Then, have students do examples and practice.
the activity and correct it by asking some volunteers
to read out their answers. Finally, work on the correct
pronunciation of some of the adjectives connected with
Audio script 14
parenting styles that students might find problematic. Speaker: In a recent magazine article, Dr Joanne Benson lists
some of the most common pieces of advice parents give their
Answer key: 2, 4, 1, 5, 3 children. Probably, the typical one we always hear
from parents is: ‘You should always be polite to people.’
Teacher’s Book
And there are probably three more that we often hear in

2 Read out the rubrics and ask students to read most houses: ‘You shouldn’t fight with your brother or sister’;
‘You shouldn’t watch violent movies’ and ‘You should always
the interview. If possible, encourage them to use a keep your room clean.’ Dr Benson also includes two more,
dictionary to look up the words they don’t know. Walk one that refers to school and the other to eating habits:
around the class helping them out and checking their ‘You shouldn’t hang out in the street after school’ and ‘You
work. Ask them to choose two or three adjectives in should eat lots of fruit and vegetables.’ Of course, there are
activity 1 to describe Madonna’s parenting style. Tell many more that we can think of, but these are the ones that
according to Dr Benson children, but especially teenagers,
students to share their answers with the class.
find most irritating.
Answer key: (Possible answer) responsible, patient

5 Ask students to write the appropriate questions. Then,
check this activity by having some volunteers read out
3 Have students read the interview again and do their answers.
this activity. Check it by asking some volunteers to read
Answer key: 2. Should we / I ask a classmate for help?
out their answers.
3. What time should I leave home? 4. How old should
Answer key: 1. T; 2. F; 3. T; 4. NM; 5. F; 6. T I be to get my driving licence?
6 Ask students to look at the sentences in activity

Lesson 3 (CB p. 37) 4. They must tick the ones they hear most from their
parents and write three more similar examples in their
4 14 Direct students’ attention to the Sign Up notebooks. You may assign this activity as homework
to Grammar box. Explain that should is used to give and / or have diferent groups of students compare
suggestions and advice and that the verb after it is in the among themselves the three pieces of advice they
infinitive form. Teach them the correct pronunciation of have written down.
this modal verb by reading out one of the sentences in
the box and the modal verb in isolation. Point out that Answer key: Students’ own answers
the ‘l’ in should is not pronounced. Tell students that
advice is an uncountable noun and have two volunteers
read out the Sign Up to Grammar and Useful Tip boxes 7 Ask students to work in pairs. Encourage them
to reinforce all these concepts. Then, let students know to take turns being parents and children giving advice to
that that they are going to listen to an expert, Dr Benson, their parents. Monitor students’ work as you walk around
talking about the pieces of advice parents usually give the classroom.
28
WB SB p. 123 Now that you have finished teaching this
4 Ask students to tick the piece of advice they would
give Lisa. Then, choose some students to share with the
SB page 123. You may assign these exercises as homework. rest of the class the piece of advice they selected and to
explain why.
Answer key:
1 2, 3, 1, 4 Answer key: (Answers may vary) Possible answer:
2 6, 3, 4, 2, 1, 5 You should talk to your parents because they may
3 Suggested answers: 1. should be patient; understand you, and they may try not to be so strict.
2. Should a good teacher be patient?; 3. should be
stricter; 4. shouldn’t shout or get nervous.
4 Suggested answers: 1. She shouldn’t spend hours on Lesson 4 (CB p. 39)
the phone. 2. She should put on some warm clothes.
3. He should pay some more attention in class.
4. He should call in a doctor. 5. He should get a more
5 Have students read the Sign Up to Grammar box
on this page. You may write on the board one of
modern computer. 6. He should go on a strict diet.
the sentences with make (My parents make me eat
vegetables.) and another one with let (My mum lets us go
Teacher’s Book
Lesson 4 (CB p. 38) to bed late.) and elicit these verb structures (make / let
+ object pronoun (or noun phrase) + verb). Explain that
the object pronouns replace or refer to phrases (noun
1 Ask students what magazines they read and why. phrases) that can also be used in these structures: (My
Ask them to read the list of the magazine sections in the parents let my friends use their notebook. My parents
activity and tick the ones they find interesting (or the let them use their notebook). Also explain that, in these
ones they usually read). It may be a good idea to pre- examples, make is similar to force and that let is similar
teach the meaning of some words like gossip column to allow / give permission. Finally, ask students to do
(a section involving malicious rumours about famous the matching exercise (activity 5). Check this activity by
people) and showbiz news (news about the entertainment asking some volunteers to read out their answers.
industry, including theatre, films, television and radio).
Students share their choices as a whole group. Finally,
GR7 For further examples and practice, refer students to
work on the correct pronunciation of some of the words the Grammar Reference section on page 107.
associated with newspapers and magazines that students
Answer key: 1, 3, 2, 4
might find problematic.
Answer key: Students’ own answers 6 Choose a student to read out the rubrics. Ask students
to complete two sentences with let and two with make.
Check the activity by asking some volunteers to read out
2 Students read the Problem Page and discuss as
the answers.
a whole group what Lisa’s problem is. Make sure they
understand what she complains about regarding her Answer key: Students’ own answers
parents, i.e. they don’t let her have a boyfriend or stay
out a bit later than midnight, etc.
USEFUL TIP:
Answer key: Students’ own answers Grammar: Direct students’ attention to the Useful Tip
box. Ask a volunteer to read out the part about ‘to +
verb’. Explain to students that this structure is used after
3 Now that students have individualised Lisa’s a noun or an adjective to express purpose. You may
worries in activity 2, have them tick the issues in this write on the board some other examples such as: (I need
activity. In pairs and by turns, one of the students some money to buy a new T-shirt. Henry is too short to
explains two of Lisa’s problems to his / her partner. Walk play basketball.) to show that this structure is used after
around the class monitoring this activity and offering a noun or an adjective to express purpose. Then, ask
help if needed. another volunteer to read out the part about ‘want to’
29
and ‘want something’ in the same box. Tell students that Review (CB pp. 40 and 41)
we need to use to after want if we want to say / write
a verb afterwards. Write some more examples on the In the Review section, students will revise all the
board. Ask students to provide some examples too. structures and some key words learnt in lessons 1 to 4 in

7 Have students complete the sentences. Choose some have finished teaching lesson 4.
students at random to read out the sentences to check the
answers, or you may ask the whole class some questions Answer key:
with Why...? so that any student can give the answer. For 1 1. bookcase; 2. drawer; 3. bedspread; 4. bedside
instance: Why must you phone your mum?, etc. table; 5. cushion; 6. closet
2 1. him; 2. it; 3. us; 4. her; 5. them; 6. me
Answer key: 2. I must phone my mum to tell her I’m 3 1. large; 2. classic; 3. light blue; 4. oval table;
fine. 3. We often come home early to help with the 5. armchairs; 6. couch; 7. wireless telephone;
housework. 4. Sam often studies at weekends to pass 8. Hi-Fi stereo
his school exams. 4 Students’ own answers
5 Suggested answers: HE: trousers and grey sneakers /
Teacher’s Book
8 Ask students to put the words / phrases in order a light blue T-shirt and a green cap. SHE: pink T-shirt
and a purple skirt / white socks and sandals
to build sentences. To check the activity, have some
6 2. Whose cap is this? It’s his. 3. Whose sneakers
volunteers read out the sentences.
are these? They’re his. 4. Whose socks are these?
Answer key: 1. My friends want to go dancing every They’re hers.
weekend. 2. My dad wants some more free time during 7 1. ours; 2. theirs; 3. yours; 4. mine; 5. his; 6. yours
the week. 3. My mum doesn’t want to help us with our 8 Questions: 2. Should we leave now? 3. Should
homework. we buy her a present? 4. Should I eat more fruit?
Matching: 3, 4, 2
9 1. lets; 2. make; 3. doesn’t let; 4. should;
9 Students choose one of the problems and 5. shouldn’t; 6. doesn’t want; 7. want; 8. should
give advice to a reader of a problem page and write
the sentences in their notebooks. You may suggest the
number of sentences they should write. If you consider World Issues 3
it necessary, you may remind them that we use should SCHOOL AND HOME RULES
for suggestions and advice. You may assign this task as
homework. (CB p. 42)
Answer key: Students’ own answers World Issues is a section that focuses on the
development of reading skills and enhances students´
WB SB p. 124 Now that you have finished teaching ability to integrate acquired knowledge with a real life
this lesson, it is advisable to turn to the workbook issue: in this case, reading and talking about a special
activities on SB page 124. You may assign these exercises kind of summer camp and rules at home and at school.
as homework.
1 Refer students to the pictures on page 42. Ask them
Answer key: what they think the people are doing, what relationship
1 4, 1, 2, 3 they may have and where they are. Then, ask a
2 2. makes; 3. doesn’t let; 4. don’t let; 5. make; 6. let; volunteer to read out the rubrics and have students do
7. don’t let; 8. make the activity. Offer help with those words in the text that
3 swim in the river when it’s cold, ask questions at the students may find difficult to understand. Afterwards,
end of the class, watch TV encourage different students to share their answers
4 Students’ own answers with the whole class
30
grammar and vocabulary items taught by giving students
a test (see Suggested Annual Plan on page 4 of this
Teacher’s Book). Make copies of photocopiable Test 1
2 Read out the instructions and encourage students to that is available on pages 72, 73 and 74 of this Teacher’s
Book and hand them out to students on the day of the
discuss the questions as a whole group. The discussion
may take between three and five minutes. test. The answer key to the photocopiable tests is on
page 81 of this Teacher’s Book.
(CB p. 43)
3 Students read the article silently and tick the answer

they think is right. While they are doing the reading
task, walk around the class to help students out with the
vocabulary they may fail to understand. Check the activity
by asking a student to read aloud his / her answer. Ask some
other students whether they agree or not with this answer.
Teacher’s Book
Answer key: A holiday camp for problem children.
4 Students read the text again and do the task.

Check the activity by asking some students to read the
sentences and say: true, false or I don’t know.
Answer key: 1. F; 2. F; 3. T; 4. T; 5. ?
OPTIONAL ACTIVITY:
If you have the time, you may have a group discussion
by asking students if they knew these types of
summer camps existed and what they think about the
effectiveness these camps may have.
TEST REVISION TIPS:

In class, make a check list of all the topics students need
to know before they take their first test. Write a list on
the board as you elicit the answers from students. Make
sure students are acquainted with the test structure and
scoring system.
Encourage students to do all the exercises (units 1 to 3)
in the Grammar Reference section for further practice.
Ask students to circle the emoticons (happy, neutral and
sad faces) that appear next to each grammar topic in
the Grammar Reference section to show whether they
understand the topic very well, well or not very well. This
may help develop the students’ sense of progress and
awareness of their learning processes.
TEST 1:
Now that students have completed Units 1, 2 and 3,
you may assess the main skills developed and language,
31
Unit 4
Unit 4 - Explore the world
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS
Leisure activities and
sports: sunbathe, go Would like to + verb for Pronunciation of some Talking and writing about one’s
skydiving, etc. wishes sports and leisure activities dream holiday.
L1
Verbs used with sports and Go + -ing: go shopping, go Pronunciation of I would
leisure activities: go, play & trekking, go snorkelling, etc. like to... / I’d like to...
do + activities
Holidays Simple Past of regular

Regular verbs in the verbs (affirmative): played, Pronunciation of ‘ed’
Teacher’s Book
L2 past related to holidays: danced, needed, etc. ending of the past form Talking about one’s last holiday.
travelled, relaxed, Simple past of ‘be’: was / in regular verbs
enjoyed, etc. were (revision)
Summer camp items: Simple Past of regular Pronunciation of some Reading and talking about summer
L3 torch, boots, water bottle, verbs (interrogative, words related to summer camps.
sunscreen, camera, etc. negative & short answers) camps and holidays Writing about holiday activities.
Simple Past of regular Talking about some typical holiday

Holidays and holiday
and some irregular verbs Intonation of Yes / No and destinations.
L4 destinations: the beach,
(revision) Wh- questions Writing an email about one’s last
historic sites, nightlife, etc.
Yes / No & Wh- questions holiday.
Eco-tourism Recycling of some L1-L4 a real life issue: in this case, talking
WI
Eco-tourism hotspots grammar topics and lexis and reading about some attractive
eco-tourism destinations.
Extras: Suggested optional games and activities for consolidation. Project Work 2.
Lesson 1 (CB p. 44) correct pronunciation of I’d like to… and the sports and
leisure activities which students might find problematic.
1 Write the words Dream Holiday on the board. Answer key: Students’ own answers
Elicit from students what they associate a dream
holiday with. Write their answers on the board. Then,
ask a student to read out the instructions for activity 1. 2 15 Play the audio CD as students try to write the
Students tick the activities they prefer. Then, as a whole corresponding initials of the two speakers’ names in the
group, students discuss the answers to the questions. circles below the pictures in activity 1. Check students’
Encourage students to use the expression: I’d like to… answers by playing the audio CD again pausing after
every time they refer to one of the activities they have each speaker has said what they would like to do. Choose
ticked on the page. Also, encourage them to say why different students at random to provide the answers.
they would like to do these activities. Work on the
32
and help them out with the task if necessary. Choose
Answer key: Monica: go snorkelling, sunbathe,
different students at random to read out the answers to
skydiving; Sarah: sunbathe, go dancing, go shopping
check this activity. As you check the answers, you may
for souvenirs.
interact with the whole class by asking, from time to
time, some questions like: Would you like to go to the
Audio script 15 mountains? Would you prefer some other kind of place?
Who would you like to go with? What would you like
Sarah: Monica, what’s your dream holiday? to do there? Would you like to go (skiing) too?, etc.
Monica: Well, the ideal holiday for me is a trip to New Zealand.
Sarah: New Zealand? Why? What sort of things would you like Answer key: 2. friends; 3. winter; 4. cold; 5. snowy;
to do there? 6. do; 7. skiing; 8. snowboarding; 9. ice skating; 10. play;
Monica: Well, first I’d like to go snorkelling: you can see 11. go
dolphins and beautiful fish there. I’d like to go sunbathing
too. And I’d like to do some extreme sports: skydiving,
probably. Yes, I’d like to go skydiving, definitely. What about 5 Ask students to complete the ‘you’ column in
you, Sarah? Where would you like to go? activity 4. Then, they should use these ideas to write
Sarah: Well, I saw some pictures of Cuba last week. I love an email in their notebooks. They can use the email in
Teacher’s Book
historic places, you know. I’d really love to see the old activity 4 as a model. Encourage students to use I’d like
churches there and visit some museums too. to… / I want to… whenever possible, and as many sports
Monica: I see… and activities as they can. You may assign this task as
Sarah: And there are wonderful beaches there, so I’d like to go homework. If they do it in class, you may ask one or two
sunbathing too. Also, people in Cuba dance the salsa very students to read out their emails once everybody has
well, so I’d like to learn how to dance the salsa too. And, of finished writing.
course, I’d like to buy lots of souvenirs.
Monica: Oh! It sounds cool! I think I now have two dream Answer key: Students’ own answers
holidays. I wonder what our friend David’s dream holiday is.
Perhaps we can all go on holiday together someday!
WB CB p. 125 Now that you have finished teaching
Lesson 1 (CB p. 45) activities on CB page 125. You may assign these exercises
as homework.
3 Draw students’ attention to the Sign Up to Grammar
box on this page. Explain that we use go + -ing to talk Answer key:
about most leisure activities and some sports that we 1 2. winter sports, water sports; 3. surfing, shopping;
can do. You may tell students that the -ing forms used 4. computer games, beach volleyball; 5. books,
after go also work as nouns that refer to these activities magazines; 6. museums, historic sites; 7. my friends,
(Swimming is good for you. Snowboarding is an exciting my family on the phone
sport.) Explain that we use play with sports that are 2 2. historic sites; 3. go shopping; 4. souvenirs;
games and do with the words sports, activities and 5. clothes; 6. do water sports; 7. go surfing; 8. play
exercise. Remind students that we use would / ’d like + to beach volleyball; 9. do winter sports; 10. books;
+ verb to express our wishes regarding what we want to 11. play computer games; 12. talk
do. Then, ask students to complete the sentences. Check 3 Students’ own answers.
answers by asking different volunteers to read out each
sentence.
Lesson 2 (CB p. 46)
Answer key: 2. do; 3. go; 4. go; 5.do; 6. play, go;
7. go; 8. play
1 This warm-up may be a whole group activity.
Have as many different students as possible answer the
4 Ask students to have a look at the table and complete questions. You may write the destinations they mention
the email. Walk around the classroom to check their work on the board and you may also ask students if they liked
these places or not.
33
Answer key: Students’ own answers Answer key: arrived, stayed, decided, walked,
stopped, talked, loved, visited, rented, danced, called
2 Choose different students to read out the

paragraphs in Karen’s diary. If necessary, help them Lesson 2 (CB p. 47)

out with the meaning and pronunciation of those
words and expressions that might be new to them such 5 16 Students listen to the audio CD as they read
as youth hostel, look for something, etc. Finally, ask the diary entry on page 46. Tell them to focus their
students to re-read the diary entry silently and number attention on the pronunciation of the past forms of
the pictures in the correct order. the verbs as they listen to the audio CD. As a follow-
up, write these verbs in the past on the board: talked,
Answer key: (from left to right) First row: 8, 1, 3, worked, fished, washed (to practise the final /t/ sound) -
Second row: 7, 4, 5, Third row: 6, 2 rained, stayed, climbed, phoned (to practise the final /d/
sound) and ended, rented, started, sounded (to practice
3 Ask students to read the Sign Up to Grammar box on the final /id/ sound). Call on different students to read
page 47. Give them some minutes and then elicit the out the verbs on the board and check they pronounce
Teacher’s Book
past form of regular verbs by asking them: What do we them correctly. Then, encourage students to use these
write / add at the end of regular verbs in the past?, Why past forms in context. Point to a verb and ask a student
are these verbs called regular? (They follow a rule: we to use it in a sentence. For example, you point to ‘rain’
form the Simple Past of these verbs by adding -ed at the as you ask this question: What happened yesterday? (It
end.) Then, point out that there are three verbs in the rained yesterday.) You point to ‘climb’ as you ask this
box that have a different past form and, as they change other question: What happened on your last holiday? (I
completely in the past, they are called irregular verbs: go climbed a high mountain.) and so on. Continue this short
(went), be (was / were) and have (had). Tell students that drilling with three or four more items and then you can
there are many more irregular verbs that they will study ask some volunteers to choose a verb at random and use
in Unit 5. Finally, have them underline all the verbs in it in a sentence.
the Simple Past in the text in activity 2. Check answers
as a whole group by asking some volunteers to say two Audio script 16
or three verbs.
Karen: We arrived here in Salvador yesterday. Last night we
Answer key: arrived, stayed, was, decided, walked, stayed at a youth hostel, but it was horrible. So today we
stopped, went, talked, loved, visited, rented, danced, called decided to look for another place. We walked for about an
hour and then we stopped in front of a nice-looking hotel.
We went inside and talked to the receptionist. We loved
4 Ask a student to read out the instructions the place and so decided to stay! Later in the afternoon,
for this activity. Before checking the answers, refer we visited an old church. It was really lovely. After that, we
students to the Useful Tip box on page 47. Then, choose rented some surfboards and went surfing… That was cool!
some students at random to read the answers. Monitor After dinner, we danced to the sound of Olodum!
students’ correct production of the sounds that are used I called home to tell Mum we are well and having fun! Now,
to say these verbs in the past. it’s late and I feel really tired.
USEFUL TIP: REFERENCE:

Pronunciation: Read out the tips and examples so Olodum is an internationally acclaimed Afro-Brazilian
that students become aware of the sound they are cultural group from the state of Bahia, Brazil. It was
expected to produce when reading the answers to founded in 1979 as a Carnival association highlighting
activity 4. Ask students to repeat after you every time African heritage and black pride through music, dance,
you read out the examples in the Useful Tip box. Point theatre and art. From their home city of Salvador in
out that when verbs end in ‘t’ or ‘d’, the –ed particle is Northeast Brazil (often described as the most African city
pronounced /id/. in the Americas), Olodum has dedicated itself to cultural
34
activism in the struggle against racial discrimination and WB CB p. 126 Now that you have finished teaching
socioeconomic inequality. this lesson, it is advisable to turn to the workbook
Adapted from: http://www.narin.com/olodum/#about activities on CB page 126. You may assign these exercises
as homework.
OPTIONAL ACTIVITY:
If you have the time, ask students to choose three or four Answer key:
verbs in the past form to talk about their last holiday. Give 1 2. played; 3. chatted; 4. stopped; 5. tried;
students some time to plan what they are going to say and 6. opened; 7. watched; 8. called; 9. invited;
how they are going to say it. Offer help so that they can 10. arrived; 11. ordered
rehearse with you and feel confident enough to talk to the 2 2. Pat usually does her homework after dinner, but
class about their last holiday. First, ask one or two model yesterday she went out with friends. 3. Anthony
students to say what they did on their last holiday. Then, usually plays football at the club, but yesterday
ask as many students as possible to tell you what they did. he played tennis. 4. Jonas doesn’t usually do any
housework, but yesterday he cleaned his room.
6 Before students complete this task, direct their 3 1. arrived in town; 2. walked down the old streets;
3. visited a church; 4. stopped for lunch; 5. went on
attention to the Useful Tip box on this page about the
a boat trip; 6. went shopping for souvenirs
Teacher’s Book
spelling of regular past forms. Afterwards, students
complete the activity using the rules explained in the 4 Students’ own answers
box. You may check the answers by choosing three
students to read out each paragraph.
Lesson 3 (CB p. 48)
USEFUL TIP:
Spelling (regular past forms): Tell students that we
double the last consonant when the verb ends in
1 Before doing the activity, you may ask the class
what activities they can do at a summer camp and what
consonant + vowel + consonant, and that when the verb
items they think they need to take with them. Then,
ends in consonant + y, the ‘y’ changes to ‘ied’. Have
they read the list of items to check if they were right.
students read the examples in the box. You may write
Help them out with the pronunciation of the words
some more examples on the board (cancel, envy, worry,
that might be new to them. Finally, students label the
tap, carry, plan, etc.) and elicit from students the correct
pictures. Check by asking some volunteers to read out
spelling of the past forms of these verbs.
their answers.
Answer key: 2. wanted; 3. watched; 4. hated;
Answer key: 1. swimming trunks; 2. swimsuit;
5. was; 6. visited; 7. started; 8. played; 9. loved;
3. trainers; 4. sleeping bag; 5. towels; 6. sunscreen;
10. learned; 11. enjoyed; 12. decided; 13. stopped;
7. toiletries; 8. water bottles; 9. torch; 10. bed linen
14. ordered; 15. was
7 After you read out the rubrics, model the activity 2 Students read the paragraphs silently and
with a couple of students by using the example of a number them in the correct order. Do not check the
chain game on the page. Explain to students that they answers at this stage. Just encourage students to
are going to work as a whole group and they have to pay compare their answers in pairs.
attention to what their classmates have just said so that
they can repeat it and add another activity connected
with their last holiday. Stop the game when you notice
Lesson 3 (CB p. 49)
a student fails to remember. Play the game several
times until you notice most students have been able to 3 17 Play the audio CD so that students can now
participate. Remind them of the pronunciation of the check the answers to activity 2 on page 48.
past forms if necessary.
Answer key: (clockwise) 5, 6, 1, 4, 2, 3
35
Audio script 17 Answer key: 2. Did you try rafting? No, I didn’t.
3. Did you walk on the beach? No, I didn’t. 4. Did you
Jake: My First Time at a Summer Camp. By Jake Timberlake. go trekking? Yes, I did. 5. Did you call home every day?
On the night before, I packed everything I needed to take to No, I didn’t. 6. Did you enjoy your holiday? Yes, I did.
the summer camp: clothes, trainers, sunscreen, a towel, etc. 7. Did you check your emails? No, I didn’t.
I didn’t have a sleeping bag, so I packed my bed linen – a
pillow, sheets and a blanket.
On the following day, the summer camp bus picked me up. 6 In their notebooks, students write what
I didn’t know the people on the bus but they were very activities they think their best friends in the class
friendly. We arrived at the camp in the afternoon. did on their last holiday. For classroom management
A coordinator welcomed us and showed us to our tents. purposes, it is advisable to ask students to write
The rest of the afternoon, we walked around the place and sentences about the person sitting next to them
planned the activities for the following days. (especially with large groups).
We had a great time! We walked down the beach, played
football, climbed trees and played games. We didn’t check Answer key: Students’ own answers
our emails and we didn’t watch TV, but it was fantastic!
Teacher’s Book
4 Direct students’ attention to the Sign Up to Grammar 7 Ask students to pair up with the person they
box. Explain that did is a word used in the interrogative wrote about in the previous activity. Encourage pairs
and negative forms in the Simple Past (an auxiliary to take turns to ask and answer questions connected
word). Also explain that did is used before the subject with the sentences they wrote before. Refer students to
to ask a question. You may give examples here or use the examples given. Suggest they should keep a record
the ones in the box. Next, explain that did not (didn’t) is of how many correct guesses they were able to get to
used in negative sentences. Provide some examples or determine who the winner is. Monitor students’ work as
use the ones in the box. Point out that when we use did you walk around the classroom.
/ didn’t, the verb must be in its base form (without –ed).
You may elicit this issue if you first write some sentences WB SB p. 127 Now that you have finished teaching
on the board and underline the verb phrases for students this lesson, it is advisable to turn to the workbook
to analyse. For example: I didn’t go camping last summer activities on CB page 127. You may assign these exercises
/ Did Anna travel to Paris last year? At this stage, it is a as homework.
good idea to write on the board a couple of sentences
in the affirmative form for students to change them Answer key:
into the interrogative and negative. Then, proceed with 1 2. sleeping bag; 3. sunscreen; 4. torch; 5. insect
the analysis of short answers. Write a couple of Yes / repellent
No questions on the board and help students come up 2 2. was; 3. didn’t rain; 4. didn’t have; 5. didn’t pack;
with the short answers: Did you go trekking yesterday? 6. did you go; 7. climbed; 8. were; 9. Did you do;
No, I didn’t. / Did you go to school yesterday? Yes, I did. 10. played; 11. didn’t have; 12. didn’t have
/ Did your mum cook a special meal yesterday? No, she 3 2. Did you go trekking? Yes, I did; 3. Did you watch
didn’t., etc. Finally, students underline all the examples of a film? No, I didn’t; 4. Did you climb mountains?
negative phrases in the past in the text in activity 2 on Yes, I did; 5. Did you study English? No, I didn’t.
page 48. Ask some volunteers to read out the examples
they have found.
Lesson 4 (CB p. 50)
Answer key: didn’t have, didn’t know, didn’t check,
didn’t watch
1 As a whole group, students share their opinions
and wishes about some typical holiday destinations
5 Students read the instructions, look at the example they mention. Collect students’ ideas on the board and
and complete the activity. Then, check by asking some encourage group discussion.
volunteers to read aloud the questions and answers.
36
Answer key: Students’ own answers Paula: Oh, that’s annoying! But did you go on some interesting
tours?
Joanna: No. There weren’t any buses to take us to Chichen Itza.
2 Students read the e-leaflet. Help them out Do you believe that?
with the pronunciation of some words they may not Paula: Oh… and what about the beach and the sea?
know such as archaeological, superb, etc. Check their Was that fun?
understanding of the text by asking them if they would Joanna: No! We didn’t swim with the dolphins, we didn’t go
like to go to Cancun and what activities they can do snorkelling and we didn’t relax on the beaches! It rained
there. every day.
Paula: Too bad, you poor thing!
3 Direct students’ attention to the Sign Up to Grammar Joanna: I will tell you more later. Got to go. Tom’s calling me on
box. Ask students to read the questions and answers in my cell phone.
this box. Then, point out that Wh- questions and Yes Paula: OK. I’ll talk to you later. Bye for now.
/ No questions are very similar in structure, but that a
Wh- word is placed at the front of Wh- questions. You Lesson 4 (CB p. 51)
may write an example of each kind of question on the
Teacher’s Book
board to illustrate this difference. Ask students a couple
of Yes / No and Wh- questions for them to answer. Then, 5 Students complete the sentences on Joanna’s blog
encourage students to ask you some similar questions to comment using the information they collected in activity
check understanding. Now students read Jake’s comment 4 on page 50. Ask some volunteers to read out the
on a blog for tourists and answer the questions. You may answers.
check the answers by asking the questions yourself and
Answer key: 1. to Cancun; 2. was small and old;
have different students read out the answers.
3. go to Chichen Itza; 4. was rainy; 5. swim with the
GR8 Draw students’ attention to the Grammar Reference dolphins, we didn’t go snorkelling and we didn’t relax
section on pages 107 and 108, where they will find on the beaches.
further examples and practice.
Answer key: 1. He went with his girlfriend. 6 While students do this task, you can write the four
2. He went there last week. 3. It was warm and sunny. verbs (go, visit, stay and swim) on the board. To check
4. He relaxed and sunbathed. 5. He didn’t swim with this activity, choose different students to come to the
dolphins. 6. Yes, he did. front of the class and write their answers next to each
verb on the board.
4 18 As students listen to the audio CD, they write Answer key: go: on a tour, on holiday; visit: a museum,
true or false. You may check answers by playing the an archaeological site; stay: at home; swim: with
audio CD and pausing when necessary so that students dolphins, in the sea
can say if the statements are true or false.
Answer key: 1. F; 2. F; 3. T; 4. T; 5. F 7 Before passing on to this activity, you can ask the
whole group if they did any of the activities listed in
exercise 6. If so, ask them when and where. Then, have
students answer the questions in activity 7. To check this
Audio script 18 activity, you can read aloud the questions trying to get as
many answers as possible from different students.
Joanna: Hi, Paula. We’re back!
Paula: Hey, Jo! Did you enjoy Cancun? Answer key: Students’ own answers
Joanna: No! It was a disaster!
Paula: Oh! What happened?
Joanna: It wasn’t what we expected. We didn’t like the hotel 8 In their notebooks, students write an email to
at all. It was small and old. their friends describing their last holidays. Encourage
37
them to use the ideas they provided in activity 7, and tell
Answer key:
them they can use the text in activity 3 on page 50 as a
1 /id/: started, wanted, needed, painted; /d/: played,
model. You may assign this activity as homework.
planned, carried, lived, studied; /t/: finished, washed,
stopped, used, liked
2 1. Charles; 2. William; 3. Simon

3 1. started; 2. followed; 3. crossed; 4. stopped;
9 Students work in pairs and ask each other 5. cleaned; 6. visited; 7. listened
4 2. Did you watch, Students’ own answer; 3. Did you
questions about their last holidays. Encourage them to
use Yes / No and Wh- questions. To help students ask the play, Students’ own answer; 4. Did you go, Students’
questions correctly, you can write this structure on the own answer; 5. Did you do, Students’ own answer
board: (Wh-word) + did + subject + verb… ? Point out 5 Students’ own answers
that the Wh- word between brackets must not be used 6 1. She didn’t stay in a 4-star hotel; 2. She didn’t visit
when asking a Yes / No question. Walk around the class an archaeological site; 3. She didn’t like the hotel;
to check students’ performance and offer help if needed. 4. She didn’t relax on the beach; 5. She didn’t enjoy
You may also work on the correct intonation of Yes / No her holiday
questions (rising intonation) and Wh- questions (falling 7 1. Where; 2. When; 3. Who; 4. What; 5. What
Teacher’s Book
intonation) when helping students perform this speaking

task. Show them how your voice goes up when asking a
World Issues 4
Yes / No question and how it goes down when asking a
Wh- question. Check students use the correct intonation TRAVEL DIFFERENTLY
when they do the activity.
(CB p. 54)
World Issues is a section that focuses on the development
of reading skills and enhances students´ ability to
WB SB p. 128 Now that you have finished teaching integrate acquired knowledge with a real life issue: in
this lesson, it is advisable to turn to the workbook this case, talking and reading about some attractive eco-
activities on CB page 128. You may assign these exercises tourism destinations.
as homework.
Answer key: 1 Refer students to the pictures on pages 54 and 55 and

1 3, 5, 6, 4, 1, 7, 2 ask them to identify in what areas of the world these
2 1. They relaxed and played cards. 2. It was sunny. places are situated. Write on the board the word eco-
3. They went horseback riding and trekking. 4. No, tourism and elicit what they think it means. Accept all
they didn’t. 5. Yes, they did because it was relaxing. answers and foster debate among students. Ask them
3 1. Where did you go? 2. Who did you go with? to provide some other examples of places in their own
3. What did you do? 4. Why did you go there? country and in the world where they think you can find
5. When did you go there? 6. How did you get there? some eco-tourism destinations. Then, students read the
7. Did you like it? instructions for the activity and put a cross next to the
options that do not have to do with this kind of tourism.
Review (CB pp. 52 and 53) Answer key: travelling to big and busy cities, going to
discos and parties, having fun at theme parks
structures and some key words learnt in lessons 1 to 4 in REFERENCE:
this unit. It is advisable to turn to this section once you Ecotourism is defined as responsible travel to natural
have finished teaching lesson 4. areas that preserves the environment and improves the
well-being of local people.
Source: www.ecotourism.org
38
2 Read out the instructions and check students Project Work 2 (Units 3 & 4): OUR TOP 3 ECO-
understand what they are expected to do. You can do TOURISM DESTINATIONS - Students may now do
this reading activity as a whole group (shared reading) the Project Work activities for units 3 & 4 that are
by asking some volunteers to read aloud different available on the Student’s Interactive CD-ROM. These
paragraphs. As you read the text with the whole class, activities are thoroughly explained on pages 84, 85 and
you can also do the matching exercise. Alternatively, 86 of this Teacher’s Book.
you may ask students to read the paragraphs silently
and match the pictures to the paragraphs. Then, you can
check this activity by asking some students to provide
the answers.
Answer key: 1. Antarctica; 2. The Amazon Rainforest;

3. Dominica; 4. The Himalayas, 5. Botswana
(CB p. 55)
Teacher’s Book
3 Students do the matching exercise. Check students’
answers by asking some volunteers to read aloud the
phrases. As a follow-up, you may ask the whole class to
provide some more examples of activities they think they
can do on an eco-holiday: You can go trekking. You can
explore historic ruins. You can go on a photo safari. You
can go snorkelling and diving on coral reefs. etc…
Answer key: (from top to bottom) 2, 4, 6, 3, 1, 5
4 Students read the texts silently and tick the

expressions which best complete the adventurers’
comments on their eco-holidays. Students should also
provide the names of the places the adventurers refer to.
To check this activity, choose two students to read out
the paragraphs and provide the answers.
Answer key: Lisa: enjoyed the trip, went on a boat

trip and saw the whales, Dominica; Brian: stayed at
campsites, watched the elephants and lions, Botswana
OPTIONAL ACTIVITY:
If you have the time, you may ask students to design
posters of some eco-tourism destinations in their
country. Students could bring to class colourful photos
of different places showing the activities any tourist can
do there. Students can design their posters in groups
and make a short oral presentation of their eco-tourism
destinations to the whole class.
39
Unit 5
Unit 5 - Risky sports
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS
Extreme sports:
parasailing, mountain Simple Past Talking about what extreme sports
irregular past forms
L1 biking, sandboarding, etc. (affirmative) we would like to practise.
Past time expressions: Irregular verbs
extreme sports
yesterday, ago, etc.
Sports equipment and
protective gear: helmet, Pronunciation of some
goggles, wetsuit, etc. Reflexive pronouns: myself, words related to sports Talking and writing about sports
L2
Teacher’s Book
Vocabulary on sports ourselves, himself, etc. equipment and protective accidents.

accidents: crash into, hurt, gear
hit, etc.
Vocabulary on extreme
sports and accidents:
Simple Past - Irregular
diving, rafting, lose Pronunciation of some Listening and talking about a shark
L3 verbs (interrogative,
consciousness, etc. irregular past forms attack.
negative & short answers)
Phrasal verbs: give up, get
back, go on, etc.
Vocabulary on somebody’s
Past time reference: in Listening and talking about personal
life events and Pronunciation of some
L4 1987, one year later, when achievements.
achievements: dreams, irregular past forms
she was twelve, etc. Writing a biography.
awards, gold medals, etc.

Vocabulary related to cars Recycling of some L1-L4 a real life issue: in this case, talking
WI
and driving grammar topics and lexis and reading about cars and safe
driving.
Lesson 1 (CB p. 56) Answer key: Students’ own answers
1 Write the phrase extreme sports on the board. REFERENCE:

Ask the class what extreme sports they know. Parasailing is an extreme sport in which a person is lifted
If necessary, write one or two examples on the board up and through the air by a special parachute that is
such as parasailing and / or parachuting. Another option towed by a motorboat. Parachuting is an extreme sport
to elicit extreme sports’ names might be to have in which a person jumps from an aircraft in free fall
students look at the photos on this page. As students before pulling the ripcord of a parachute or canopy that
come up with some possible answers, you may write will retard the descent making it slow.
them down on the board under three categories: land, Adapted from: www.answers.com &
air and water sports. www.thefreedictionary.com
40
2 Before doing this reading task, ask students what cousin. She went there two years ago and she said it was
great, so I wanted to go too. Some of the activities were a
they expect to see or do at a summer camp (a site where
bit scary, so I didn’t do everything. The best thing was I met
care and activities are provided for youths or children lots of people and made lots of friends. We had so much fun
during the summer months).Then, tell them they are going together. We became so close that I still talk to a lot of them
to read a summer camp ad. Have a student read out the today. We often talk on MSN and write emails. I’d definitely
rubrics. As students read the text silently, walk around like to go back next year. I hope Mum lets me!
the class offering help with the vocabulary they might
not understand. Before students answer the questions, OPTIONAL ACTIVITY:
you may write on the board the extreme sports’ names After doing activity 4, write Max and Julie on the board
mentioned in the ad to practise saying them. Students and encourage students to look at the notes they took
repeat the words after you so that they become aware while listening to the audio CD. Then, ask students what
of their correct pronunciation. Then, students discuss the Max and Julie did at the extreme sports summer camp and
questions in this activity as a whole group. what activities they enjoyed most. Ask some volunteers
to say the activities Max and Julie did, and to come up
Answer key: Students’ own answers to the board and write them below each name. In this
way, students practise the pronunciation and spelling of
Teacher’s Book
some extreme sports. After this, you may also ask them
3 Students match the sports’ names highlighted in the text why Julie didn’t enjoy all the activities and what Max
in activity 2 with the photos. Then, choose some students would like to do in the future. Then, you may foster a class
at random to say what number corresponds to each picture discussion by asking: What about you? Would you like to do
from top left to bottom right. It is advisable that students the same activities as Max and Julie did? Why? / Why not?
say the number along with the name of the sports in each
photo so that they practise their correct pronunciation. Answer key: Max: He enjoyed parasailing, whitewater
rafting and mountain biking. He’d like to buy a
Answer key: from top left to bottom right: 1, 5, 2, 3, 6, 4 mountain bike, go back to the camp next year and try
other sports such as skiing and snowboarding.
4 19 Tell students that they are going to listen to Julie: She didn’t do all the activities because some were
scary. She enjoyed meeting a lot of people and making
two people talking about the summer camp in the ad.
Students may take down notes as they listen to the audio new friends.
CD and pay attention to who of the two speakers enjoys
risky sports the most. This will help them especially if you
assign the ‘Optional Activity’ explained afterwards. Play Lesson 1 (CB p. 57)
the audio CD twice if necessary. Then, check by having
students discuss the answer as a whole group. 5 Draw students’ attention to the Sign Up to
Grammar box. Explain that they need to check the verb
Answer key: Max list on page 108 to know the past form of irregular verbs,
as these are different from the regular ones. You may also
tell them that the time expressions in the box are used
Audio script 19 when we refer to past events and that they are normally
used in sentences with the Simple Past. After students
Speaker: Speaker 1, Max have underlined all the time expressions and irregular
Max: Last summer I spent two weeks there and I loved it. The sports verbs in the past in the texts in this activity, choose two
I loved were parasailing, whitewater rafting and mountain students to help you check the answers: one writes on the
biking. I really want to buy my own mountain bike now! I might
board the time expressions and the other writes the verbs.
go back next year, but I’d really like to try some other extreme
sports like skiing and snowboarding. I know it’s expensive, but
perhaps my parents will take me to Aspen next year. Answer key: 1. Time expression: last summer;
verb: spent; 2. Time expression: two years ago;
Speaker: Speaker 2, Julie
Julie: I heard about Tahoe Extreme Youth Sports Camp from my
verbs: heard, went, said, were, didn’t do, was, met,
made, had, became
41
4 2. left; 3. had; 4. went; 5. practised; 6. needed;
6 19 Play the audio CD again. You may make pauses 7. took; 8. bought; 9. met; 10. arrived; 11. had;
every time an irregular verb is being said and have 12. went
students repeat it after the recording.
7 Tell the class that they will read and complete part of Lesson 2 (CB p. 58)
an email Max wrote to his friend. Read out the rubrics
and have students do the task. Then, ask some volunteers
to read aloud different parts of the email with the
1 Choose a student to read aloud the rubrics. Read
out each item of sports equipment and protective gear
answers. Help them out with the pronunciation of the
as clear as possible and have students repeat them after
past forms. As they say the answers, write the verbs on
you. For further practice, you can ask different students:
the board telling students to check the spelling.
What’s item 6? (It’s a wetsuit.), etc.
Answer key: 2. heard; 3. decided; 4. said; 5. made;
6. bought; 7. fell; 8. had; 9. was; 10. met 2 Draw students’ attention to the photos in this activity.
Ask them what sports the people in the photos are
practising. Tell them to read the instructions silently and
Teacher’s Book
8 Tell the class that they are going to talk about complete the three charts. After students have done this
their preferences about extreme sports. Get them in activity, choose three of them to read out the different
pairs. Write on the board phrases students are expected sports equipment in the three charts.
to use such as I’d like to… / What would you like to…? /
I prefer… because…, etc. As students do the task, walk Answer key: Snowboarding: helmet, gloves, goggles,
around the class to monitor their performance. knee and elbow pads; Scuba diving: flippers, goggles,
wetsuit; BMX riding: helmet, gloves, knee and elbow pads
REFERENCE:
WB CB p. 129 Now that you have finished teaching BMX stands for Bicycle Motorcross and began back in the
this lesson, it is advisable to turn to the workbook late 1970s. Today there are five main disciplines and it
activities on CB page 129. You may assign these exercises has also become an Olympic discipline.
as homework.
3 20 Read out the rubrics. Check students understand
Answer key: what they are expected to do. Before they listen to the
1 2. fell; 3. went; 4. had; 5. heard; 6. knew; 7. made; audio CD, you may ask students to predict what the
8. met; 9. said; 10. spent; 11. took; 12. wrote boys didn’t wear and as a consequence they had a bad
experience when doing these sports. Play the audio CD
A O R B O U G H T X H Y
twice if necessary. You can check the answers by asking
B G M B W P J Y T F P E
the whole class: What didn’t Mike / Jackie / Tom have on?
T F E L L U G W K G H T
A G T H N K H A T M E E
S P E N T N G S D H A D
Answer key: 1. He didn’t have a helmet on. 2. She
S Z L A O E G H T G R W
didn’t have gloves on. 3. He didn’t have knee pads on.
A G R R O W E N T J D R
I S D D K U G U N X F O
D G U B S W K P G H G T Audio script 20
A V R M A D E H T B G E
Speaker: Speaker 1, Mike
2 Students’ own answers Mike: Last year I went snowboarding in Aspen. I really enjoyed
3 1. Amanda met a nice guy at a party last Saturday. myself for the first five days, but then I had a pretty bad
accident. I decided to go down a black slope - you know, the
2. Jacob bought his new ski equipment yesterday. most difficult area, but it was a very stupid idea. I wasn’t
3. Paula fell off her mountain bike last Sunday. ready and so I fell badly and almost had an accident. The
4. David went parasailing last summer and he loved it. really silly thing was I didn’t have a helmet. I didn’t think
42
I needed a helmet, but I was wrong. I hit my head on a the example provided before. Explain that they are going
rock! It wasn’t really serious but that was the end of my to listen to the recording you prepared and when they
snowboarding holiday! hear a verb that appears on their cards, they must cross
Speaker: Speaker 2, Jackie it out. The winner is the one who has crossed out all the
verbs on the card first and shouts: ‘Bingo!’
Jackie: Two years ago, I went scuba diving, and I cut myself pretty
badly. You see, I forgot to bring my gloves and so when
I touched a sharp bit of coral, I cut my finger. The cut wasn’t
very serious, but the problem was blood. As everyone knows,
5 Write on the board the example sentence in the
blood attracts sharks and there were a lot of sharks in the area, Sign Up to Grammar box: Peter hurt himself. Underline
so I decided to go back to the boat. And that was when I saw the subject (Peter) and the object of the verb (himself).
the shark. My friend and I swam so fast that we got to the boat Tell students that the reflexive pronoun (himself) refers
just in time, but I learned a lesson. I always remember to take to Peter and that we use reflexive pronouns when the
my gloves with me when I go scuba diving now! subject and the object of the verb are the same.
Speaker: Speaker 3, Tom Then, read the reflexive pronouns in the box in isolation
Tom: A few weeks ago, I took my bike to the park to practise a so that students become aware of their correct
bit on the ramp. I didn’t see there was a skateboarder there pronunciation. Now, tell students to read the box.
and… well… crash… we had a horrible accident. We both hurt
ourselves, but luckily we didn’t need to go to the hospital.
Meanwhile, write the following on the board: Jack and
Teacher’s Book
I wasn’t wearing knee pads, so I cut my knee pretty badly and Mike cut on some coral. Ask students to
he hurt his back. I felt really bad because it was my fault. I’m say the correct reflexive pronoun (themselves). Make sure
much more careful now. they notice that the plural form of reflexive pronouns is
with the ending –lves. Finally, ask students to complete
Lesson 2 (CB p. 59) the sentences in activity 5 with the correct reflexive
pronouns. Check this activity by asking the whole class to
tell you the answers.
4 Tell students that they will find out what kind
of accidents the three friends in exercise 3 had. Ask Answer key: 1. herself; 2. themselves; 3. himself;
students to read the instructions and complete the three 4. ourselves; 5. myself; 6. yourselves
charts. After they have completed the task, choose three
students to read out each sentence. For further practice and examples, tell students to refer
to the Grammar Reference section on page 109.
Answer key: 2. swam; 3. fell; 4. hit; 5. hurt;
6. cut; 7. hurt
6 Have a student read out the rubrics. Ask
OPTIONAL ACTIVITY: students to work in pairs. You may tell the pairs to
Simple Past Bingo: Before the lesson, write on a piece of pretend that one of them is a sports journalist / reporter
paper at least fifteen infinitive verbs whose past forms and the other a famous sportsperson who competes
students have learnt so far. Then, record yourself saying in triathlons. Walk around the class while students
their past forms twice (for example: went / went, studied / interview their partners. Encourage them to swap roles.
studied, etc.) Bring the recording to class. Write on the If needed, help them out with the vocabulary and / or
board the name of the game and the infinitives you have pronunciation.
written on the piece of paper but in a different order.
Ask students to draw a bingo card in their notebooks Answer key: Students’ own answers
like this one:
went 7 In their notebooks, students write about a

bad experience or accident that one of their friends,
acquaintances or a family member once had. Encourage
them to use as much vocabulary learnt in this unit as
possible. You may assign this task as homework.
Then, ask them to choose nine of the infinitives on the
board, turn them into their past forms and write these Answer key: Students’ own answers
past forms down in each square of the bingo card as in
43
WB CB p. 130 Now that you have finished teaching Answer key: 4, 1, 2, 3
activities on CB page 130. You may assign these exercises
as homework. 4 Draw students’ attention to the Sign Up to Grammar
box. Explain to them how we ask Yes / No questions in

Answer key: the Simple Past using irregular verbs: Did + subject +
1 Rollerblading: elbow pads, knee pads, gloves; verb...? and how we can give short answers to these
Snorkelling: flippers, goggles, wetsuit; questions. Write a couple of affirmative sentences on the
Sandboarding: goggles; helmet board using an irregular verb in the Simple Past and ask
2 1. yourself; 2. snowboarding; 3. clothes; 4. gear; students to provide the corresponding Yes / No questions
5. accidents; 6. pads; 7. helmet; 8. partner and some possible short answers. Next, explain to them
3 1. yourself; 2. ourselves; 3. herself; 4. yourselves how we make negative sentences in the Simple Past
using irregular verbs (did not / didn’t). Follow the same
procedure: write some affirmative sentences using an
Lesson 3 (CB p. 60) irregular verb in the Simple Past and ask some students
to change them into the negative form. Ask them to read
1
Teacher’s Book
Write the phrase water sports on the board and the Remember! box too, so that they do not forget how
elicit from the class some examples. Write down the we ask questions and make negative sentences using
examples around the phrase water sports. Then, read out was and were. Finally, students read the interview with
the questions in this activity and tell students to share Bethany and fill in the blanks. Ask some volunteers to
their answers with the whole class. Encourage students read out the answers.
to be as specific as possible regarding their swimming
experiences: (when they learnt how to swim, who taught Answer key: 1. did, start; 2. began; 3. did, win;
them, if they ever took any swimming lessons and when, 4. won; 5. heard; 6. was; 7. got up; 8. went; 9. ate;
etc.) If students have not done any water sports, ask 10. did, lose; 11. didn’t; 12. lost; 13. didn’t give up;
them to talk about the ones they have practised. 14. wasn’t; 15. got back; 16. didn’t feel; 17. won;
18. went
USEFUL TIP:
Grammar: Remind students to turn to page 108 where
2 Before passing on to the activity itself, you may they will find a list of irregular verbs that they will need
read out the list of sports so that students become to memorise.
aware of the correct pronunciation. Make sure students
understand the meaning of all the words in the list. You GR9 Draw students’ attention to the Grammar Reference
can bring some dictionaries to class for students to look section on page 108, where they will find further
up the new words. Then, tell them to read the rubrics examples and practice. You may assign this as homework.
carefully and do the task. Check they have understood
what they are expected to do. Finally, foster a class Lesson 3 (CB p. 61)
discussion by asking why different students prefer, for
instance, swimming to water skiing according to what 5 Students read the instructions and put the list of
each student has answered. events in order according to the interview they have just
read. Then, check answers by asking different students to
Answer key: Students’ own answers read aloud the correct sequence of events.
Answer key: 2, 1, 5, 6, 4, 3
3 Students do the matching exercise using a dictionary
if necessary. While they do this activity, you may write
the four phrasal verbs on the board, and then choose four 6 Read out the instructions and give learners some
students to come up to the board and write down the minutes to do the True and False activity. To check, ask
meaning next to each phrasal verb. some questions about the True or False statements. For
44
example: Did Bethany see the shark? / Did she lose a leg or Wh- questions about Bethany. As students work, walk
an arm? / etc. around the class to check their performance or help them
out with pronunciation and question structures.
Answer key: 2. T; 3. F, She lost her left arm. 4. F, After
her accident, she didn’t give up surfing. 5. F, She wrote Answer key: Students’ own answers
nine books. 6. T
WB SB p. 131 Now that you have finished teaching this
7 21 Choose a student to read out the rubrics. Ask lesson, it is advisable to turn to the workbook activities
the class to read the statements so that they know on CB page 131. You may assign these exercises as
what to focus their attention on while listening. Play homework.
the audio CD twice if necessary. To check this activity,
you can play the audio CD again pausing it after every Answer key:
answer. As you make a pause, you might ask the class if 1 5, 1, 4, 2, 3
the corresponding sentence is true or false and also to 2 2. He didn’t begin playing football when he was a
provide the correct version of the wrong sentences. teenager. He began playing football when he was a
child. 3. He didn’t move to Spain alone. He moved to
Teacher’s Book
Answer key: 1. T; 2. F, She ran to the beach. 3. F, She Spain with his family. 4. His family didn’t pay for his
was in hospital for a week. 4. T; 5. T treatment. Barca paid for his treatment.
5. Maradona didn’t declare that Messi was ‘his
friend’. He declared that Messi was ‘his successor’.
Audio script 21 6. Lionel didn’t establish the Messi Foundation in 2010.
He established the Messi Foundation (it) in 2007.
Bethany’s mother: Well, it was a terrible experience. On the 3 3. Why did you train hard? 4. When did you move to
day of the accident, Bethany and I got up early and we had Europe? 5. Did you miss Rosario in the beginning?
breakfast together. After that, Bethany took her surfboard 6. Did you make new friends in Europe?
and went to the beach. That was back in 2003 and Bethany
was only thirteen years old. Two hours later, I heard an
ambulance siren and I ran to the beach to see what was
happening. It was horrible! I don’t want to remember that Lesson 4 (CB p. 62)
day… Bethany lost her arm and she was in hospital for a
week after the accident. But little by little, she started to feel
better and she didn’t give up surfing. She continued with 1 Read out the rubrics with the whole class
her life… She can’t live without surfing, it’s part of her life… and encourage students to share their opinions about
Sharks are terrible creatures and even now I’m really afraid solo sailing around the world with their classmates.
of them. I think they are very dangerous… and every time Foster discussion.
Bethany goes to the beach I feel worried about her…
8 Ask the class to read the rubrics and write the
corresponding questions. If necessary, remind students of
the structures used with Yes / No and Wh- questions in 2 Ask a volunteer to read out the rubrics.
the Simple Past. You can write on the board: Wh- word Students read the biography silently. If you want
+ did + subject + verb…? and Did + subject + verb…? them to practise pronunciation, choose four different
Then, choose four students to read aloud the questions students to read aloud each paragraph. Help them out
and answers to check this activity. with the pronunciation of some words. Check students’
understanding by asking them one or two questions on
Answer key: 1. Did you like the film? 2. Where did she each paragraph after it was read. For instance: Is Jessica
go on holiday? 3. Why did she call him? 4. Did you buy an only child or has she got any siblings? / Where’s she
a new car? from? / etc. Then, tell students to answer the questions
on page 63. To check this activity, you may read out each
9 Read out the rubrics with the whole class. question and choose a student to answer it.
Encourage students to work in pairs and ask Yes / No and
45
Answer key: 1. She was born on 18 May 1993 in Audio script 22
Australia. 2. She left Sydney on 18 October 2009.
3. Her dream was to sail solo non-stop and unassisted Interviewer: Hi, Eleanor! Thank you for being here with us
around the world.4. They lived on a cruiser. today!
5. On 25 January, she was awarded the prestigious Eleanor: It’s my pleasure.

Interviewer: Tell me Eleanor, when and where were you born?
Young Australian of the Year title, and one year later
Eleanor: I was born on 11 November 1994 in Walsall, England.
she received an OAM for services to sailing and for Interviewer: When did you start swimming?
being a role model for the youth of Australia. Eleanor: I started swimming when I was a child... and then
I became a professional swimmer.
Interviewer: And you won many gold medals in the past,
Lesson 4 (CB p. 63) didn’t you?
Eleanor: Yes, I won two gold medals in the Beijing 2008
Paralympic Games and about fifteen gold medals in other
3 Direct students’ attention to the Sign Up to Grammar world championships.
box. Tell students to read the sentences in this box and Interviewer: That’s impressive! Also, I heard that you received
notice the time expressions in bold. Tell them that these two important awards in the years 2008 and 2009, am
I right?
time expressions are typically used with the Simple
Teacher’s Book
Eleanor: Yes, you are right. I won the BBC 2008 Young Sports
Past tense. Then, ask students to do the exercise. After Personality of the Year award.... and then, in 2009 I received
students have underlined all the past time expressions in the MBE – Member of the Order of the British Empire.
the biography, ask some volunteers to read aloud these I was only 14 years old, and I got that honour from Queen
expressions. Elizabeth II.
Interviewer: Congratulations! I read that some time ago you
also took part in All Family Fortunes, a television game show
Answer key: on 18 May 1993; in 1987; for five years;
and you won £ 1,520 for a charity.
Later; When Jessica was eleven; when she was twelve; Eleanor: Yes, I donated that money because I wanted to help
Some years later; On 18 October 2009; After almost people in need. It wasn’t a big cash prize really, but then
seven months; on 15 May 2010; On January 2011; One I raised some more funds to make a bigger donation.
year later Interviewer: Oh, that was great! Thank you very much for
your time. Eleanor!
Eleanor: You’re welcome!
4 Read out the rubrics with the whole class. Ask Interviewer: And now, we move on to…
students to work in pairs. You may ask them to make
at least two questions on each paragraph of Jessica’s 6 Read out the rubrics with the whole class. Make
biography. Check students’ performance as you walk sure students understand what they are expected to
around the class. Make sure they swap roles. write about. Students write their autobiographies as if
they were now in the year 2050. You can assign this task
Answer key: Students’ own answers as homework. Encourage students to use and adapt the
phrases in the skeleton paragraph provided in the box
below the instructions for this writing activity. This will
5 22 Ask a student to read aloud the instructions.
help them plan and organise their ideas before writing.
Explain that a paralympic sportsperson is a disabled
person who takes part in the Paralympic Games, which Answer key: Students’ own answers
is parallel to the Olympic Games. Play the audio CD
twice if necessary. To check this task, you can choose
different students to read out the statements and say WB SB p. 132 Now that you have finished teaching
whether they are true or false. You might also ask them: this lesson, it is advisable to turn to the workbook
Why is this statement false? By providing the right activities on CB page 132. You may assign these exercises
version, students will be developing their listening skills as homework.
even further.
Answer key:
Answer key: 1. T; 2. T; 3. F; 4. F; 5. T; 6. F 1 4, 2, 1, 5
46
3 3, 4, 6, 1, 2, 7, 5 / Students’ own answers 2 Ask students what advice they can give in connection
4 1. On; 2. When; 3. In; 4. later; 5. later; 6. on with safe driving. Elicit as many answers as possible.
5 2, 5, 6, 1, 7, 4, 3 Read out the rubrics with the whole class. Then, ask
students to match the sentence halves that are related
to safe driving. Encourage some students to read out the
Review (CB pp. 64 and 65) complete sentences to check this task.
In the Review section, students will revise all the Answer key: (from top to bottom) 4, 1, 5, 2, 3
(CB p. 67)
Answer key:
1 2. went; 3. met; 4. won; 5. bought; 6. heard; 7. had; 3 Read out the questions and foster students’ discussion
8. said; 9. spent; 10. lost; 11. took; 12. ate; 13. fell; as a whole group. As a follow-up, you may elicit some
14. made; 15. wrote typical road signs and write them on the board: Turn left,
2 1. bought, went; 2. ate, had; 3. won, spent Turn right, No entry, Speed limit, Stop, etc.
Teacher’s Book
4 Students’ own answers Answer key: 1. 18; 2. Possible answers: drunk driving
5 1. yourself; 2. accident; 3. equipment; 4. protective; and speeding
5. gloves; 6. helmet; 7. adrenaline; 8. fun
6 2. had; 3. climbed; 4. died; 5. began; 6. went; 4 Read out the rubrics with the whole class. Tell
7. won; 8. broke; 9. became; 10. took learners that they are going to read and complete a text
7 1. She had a near-fatal accident. 2. At the age of 18. about two people’s experiences while learning to drive.
3. It took her 71 days and 14 hours. You may ask students if they can drive, if they already
8 (from left to right) myself; yourselves; yourself; know how to drive or if they would like to learn. Students
ourselves fill in the blanks in the paragraphs with the correct past
form of the verbs in brackets. Choose different students
to read out each sentence to check the answers.
World Issues 5
ON THE ROAD Answer key: 1. learnt; 2. took; 3. was; 4. was;
5. was; 6. lent; 7. got; 8. was; 9. didn’t have; 10. learnt /
(CB p. 66) learned; 11. bought; 12. showed; 13. taught; 14. sat;
15. watched; 16. started; 17. pressed; 18. stepped;
World Issues is a section that focuses on the development 19. looked; 20. tried
integrate acquired knowledge with a real life issue: in this 5 Ask students to read the jokes in pairs. You may help
case, reading and talking about cars and safe driving. students to understand the play on words in the jokes.
In the first photo, the driver is implying that he wears
1 Before passing on to this activity, ask students what contact lenses but the police officer misunderstands him.
parts of a car they know. Write the parts they mention on In the second one, explain to students that bump into
the board below the heading Cars. Then, refer students to somebody is a phrasal verb that means to meet somebody
the pictures on this page and give them some minutes to by chance. At the same time, bump means to collide / to
do the matching exercise. They may work in pairs. Choose hit or knock against something.
some students to provide the answers.
Answer key: Outside: 1, 4, 8, 5, 6, 7, 3, 2;

Inside: 10, 15, 9, 12, 11, 13, 14
47
Unit 6
Unit 6 - Lifestyle and trends
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS
Relaxation techniques: Talking and writing about how to
-ing Forms used as Pronunciation of some
L1 yoga, reiki, meditation, etc. cope with stress.
subjects: Practising yoga adjectives: effective,
Adjectives: complex,
can make us feel relaxed. pleasant, complex, etc.
traditional, pleasant, etc.
Talking about different music genres.
Comparatives (long Talking about the type of music we
Music genres Stress pattern in long
L2 adjectives): more popular listen to when we want to relax,
Adjectives: amusing, and short adjectives:
than, more energetic than, work out, have fun, etc.
boring, modern, etc. aggressive, joyful, etc.
Teacher’s Book
less aggressive than, etc. Writing about two music styles and
making an oral presentation.
Small towns vs. big

cities: population, public Comparatives (short Pronunciation of some Reading and talking about big cities
L3 transportation, etc. adjectives): noisier than, words related to towns and and small towns.
Adjectives: dangerous, safer than, etc. cities Giving opinion.
quiet, safe, noisy, etc.
Different lifestyles
Irregular comparatives: Reading and talking about living in
Set phrases: grow up in a
L4 better than, worse big cities or small towns.
small town, move to a new
than, etc. Writing a short article.
city, etc.
Integrating acquired knowledge
with some real life issues: in this
Vocabulary connected
Recycling of some L1-L4 case, talking and reading about
WI with doctors, geographical
grammar topics and lexis. Doctors without Borders, some big
features and music.
differences in the world today and a
biography about Bono.
Extras: Suggested optional games and activities for consolidation. Project Work 3
Lesson 1 (CB p. 68)

Answer key: (from left to right) acupuncture, yoga,
1 You may write down on the board the word meditation, reiki, tai chi
Lifestyle and then ask students what words come to
their minds related to it. You can also write one or two 2 Ask students to complete the blanks in the sentences
words as examples (stressful, busy, relaxed, etc.) Then, using the words discussed in activity 1. To check the
tell students to look at the pictures in exercise 1 and ask answers, you can ask the whole class questions such
them if they are related to relaxation or stress. Ask them as: Which Indian technique is a very effective way
if they know the name of these relaxation techniques to reduce stress?; Which technique requires complex
and provide the name of the ones students do not know. movements?; etc. Before checking answers, ask students
Write these names on the board. Finally, ask students to to pay attention to the questions you ask and to the
complete the words below the pictures in their books. pronunciation of new vocabulary items.
48
the sentence is in the Present Continuous or is it the
Answer key: 1. meditation; 2. tai chi; 3. yoga;
name of an activity? If they say it shows the sentence is
4. Acupuncture; 5. Reiki
in the Present Continuous, remind them how we build
a sentence using this tense: Subject + be + -ing verb…
3 Have students circle all the adjectives in activity 2. Then, ask students to compare this structure with the
Choose some students to read out the adjectives they have sentence on the board. Once they have realised that
circled. Help them pronounce these adjectives properly if Smoking is in fact the name of an activity, tell them that
necessary, and elicit meaning by asking questions such as: this –ing form is working as a noun, so it can function as
Do you think ‘ancient’ means very old or modern?; If we say the subject of a sentence. Then, ask students to read the
something is sterile, is it clean or dirty?; etc. rest of the sentences in the Sign Up to Grammar box and
the first Useful Tip box so that they become aware of the
Answer key: effective, ancient, traditional, complex, spelling of these –ing foms. Then, students complete the
slow, flexible, cheerful, painful, sterile, pleasant sentences in activity 6. Ask some volunteers to read out
the sentences to check answers.
4 This can be a whole group activity. Encourage
students to give their opinion about the question in this Answer key: 1. Running; 2. Taking; 3. Getting;
4. Meditating
Teacher’s Book
activity and account for their answers. You may also
tell them they can refer to techniques or activities not
mentioned before like swimming, listening to music, etc. 7 Before students complete this task, remind them that
after some verbs we can also use –ing forms. Tell them
Answer key: Students’ own answers to read the second Useful Tip box and then ask them if
they remember any other verbs that can be followed by
–ing: (like, love, hate, etc.) To check this activity, ask two
Lesson 1 (CB p. 69) or three students to read aloud the first sentence using
their own ideas. Next, choose some others for the second
and third sentences.
5 Before students read silently the extract from an
article and answer the questions, you may read out the Answer key: Students’ own answers
heading and explain or elicit the meaning of cope with
(to deal with or manage a difficult situation). While they
do the reading and answer the questions, walk around 8 Tell students to imagine they all have a Twitter
the class to help them out with comprehension and / or account and that they want to share with their followers
with the meaning and pronunciation of some words such their first experience of fighting stress in a healthy way.
as: overeating = eating too much; undereating = eating Explain that characters are the letters in each word and
too little; etc. To check the activity, you may choose a that the spaces between them also count as characters.
student to ask one of the questions and another to give As the piece of writing students are expected to produce
the answer. Choose different pairs for the rest of the is a very short one, you can ask them to show it to you
questions and answers. once they have written it. Remind them to use as many
new words as possible. Then, you may ask different
Answer key: 1. Because we all have lots of problems students to read aloud their Tweets. You may choose the
connected with modern life. 2. Because the strategies best ones and display them on the classroom walls.
we select are associated with our personal styles.
3. Doing yoga or tai chi, visiting an acupuncture or reiki Answer key: Students’ own answers
practitioner and practising meditation. 4. Smoking,
drinking too much alcohol, sleeping too much, taking
pills to relax, overeating and undereating. WB CB p. 133 Now that you have finished teaching
6 Write on the board the first sentence in the Sign Up activities on CB page 133. You may assign these exercises
as homework.
to Grammar box on this page and underline the word
Smoking. Ask students: Is this –ing word showing that
49
pairs. Then, have a class discussion about their different
Answer key:
opinions on the types of music shown in the pictures.
2 Matching: 3, 4, 5, 2, 1 Completion: 2. Playing with
other animals; 3. Running and jumping around;
4. Sleeping in the afternoon; 5. Making a lot of noise
and flying around

3 Students’ own answers 4 24 Ask a student to read aloud the rubrics for this
listening task. Play the audio CD for students to be able
to tick the adjectives in activity 2 as they listen to an
Lesson 2 (CB p. 70) expert talking about music as therapy. Check by asking
different student to provide the answers.
1 This may be a whole group activity. Write the
word music on the board so that you can then make a Answer key: relaxing, energetic, peaceful, aggressive,
word map with the types of music students mention. Ask amusing, modern, joyful
the whole class what kind of music they usually listen to.
Write the answers on the board around the word music.
After that, ask students what kind of music they listen Audio script 24
Teacher’s Book
to when they want to relax, have fun, study and work

out. As different students answer, you may also ask them Dr Morris: Music therapy isn’t really a modern technique but
it can help people with health and behaviour problems. For
what their favourite singer or band is.
example, aggressive people can learn to listen to classical or
new age music and play or do their everyday activities at the
Answer key: Students’ own answers same time. These types of music have very relaxing effects
and can help people have a more peaceful life. Aggressive
people can learn to appreciate music through simple games
2 23 Before doing the listening task itself, write and amusing activities like acting, improvising and singing.
the adjectives in this activity on the board. Ask the Music therapy can also help people with serious health
whole class to give their opinion about different music problems and people who suffer from depression. There are
styles (rock, classical music, pop, etc.) using some of the some music styles that are more energetic than new age
and classical music. For example, hip hop, rap and salsa.
adjectives on the board. You may give an example such Dancing and singing to the rhythm of these music styles can
as: ‘I think pop music is amusing and joyful.’ Help students make people feel more joyful and less depressed. Singing
with the pronunciation of the words that they may find and dancing can be combined with simple exercises that
difficult to produce. Then, have a student read aloud the together can be effective tools to combat depression and
rubrics for the listening task and play the audio CD. Every many illnesses.
time an adjective is mentioned in the recording, pause
the audio CD and ask a student to come up to the board, 5 24 Ask a student to read out the rubrics. Then, give
spot the adjective and underline the stressed syllable in students a minute to read the statements in the exercise.
it. Also ask the student to read aloud the adjective. In Finally, play the audio CD for students to be able to
this way, you will be doing the activity and checking it at tick the option they hear. To check this task, ask some
the same time. volunteers to read out their answers.
Answer key: See audio script 23 Answer key: 1. isn’t; 2. medical and behaviour;
3. aggressive; 4. less
Audio script 23 Lesson 2 (CB p. 71)

Speaker: relaxing, energetic, peaceful, aggressive, artistic,
popular, amusing, boring, modern, old-fashioned, joyful,
6 Write on the board one of the sentences in the Sing
Up to Grammar box and underline more, the adjective and
depressing
than. Elicit the structure of the comparative form of long
adjectives by asking: What do we add / write before and
3 Ask students to read the rubrics and work in after long adjectives when we want to compare two things
50
or people? Then, tell students that we can also use less and prepare an oral presentation for the following class
to make comparisons but with just the opposite meaning about the kinds of music they chose. Encourage groups
(refer students to the Remember! section at the bottom to bring to class pictures of some singers or bands
of the Sign Up to Grammar box). Choose a student to connected with the music genres they wrote about to
read aloud the introduction in this box (the first two illustrate their oral presentations.
sentences) and give them an example of the exception
by writing it on the board (noisy) and its comparative Answer key: Students’ own answers
form (noisier). Tell students that you are going to discuss
this type of adjectives later on in this unit. Then, choose
WB CB p. 134 Now that you have finished teaching
different students to read out the example sentences in
this box. Finally, ask students to do the matching exercise.
activities on CB page 134. You may assign these exercises
Ask some volunteers to read out the answers.
as homework.
Answer key: 5, 3, 1, 4, 2
Answer key:
1 4. aggressive; 6. intelligent; 7. artistic; 8. beautiful;
7 Ask students to read the instructions for this exercise 9. playful; 10. annoying
Teacher’s Book
and complete the sentences. To check answers, you can ask
different students: What do you think of Shakira and Natalia
Oreiro?; How does an Audi compare with a Fiat One?; etc.
Answer key: (Some possible answers) 1. more popular;

2. is more expensive; 3. is more dangerous; 4. more
playful; 5. less sociable
8 Have students work in pairs, read the

instructions silently and look at the example. Then, ask
pairs to choose two different kinds of music to discuss. 2 (Answers may vary) 2. Humans are more intelligent
Remind them to use in their questions and answers some than turtles. 3. Snakes are more aggressive than
expressions such as: In your / my opinion; To tell you the cats. 4. Iguanas are less active than kangaroos.
truth; I agree / disagree; How does… compare with…?; 5. Dolphins are more beautiful than dogs.
What do you think? You may write these expressions 3 Students’ own answers
on the board so that students have them in mind. Walk
around the classroom to monitor their performance.
Lesson 3 (CB p. 72)
1 Before carrying out this speaking activity, you may

9 Students choose two different kinds of write on the board big cities and small towns. Then, ask
music they want to write about. At home (or using students what cities / towns they visited last year or last
their netbooks in class) they search the Net for some summer. Write students’ answers on the board around big
information about them and make notes. Then, they have cities or small towns accordingly. Also encourage them
a look at the example and write a similar paragraph. You to say what they liked about these places, what they did
may assign this task as homework. not like and why. Write on the board all the adjectives
students may mention when explaining some reasons and
Answer key: Students’ own answers circle them. Leave these adjectives on the board so that
you can refer to them if you decide to do the optional
activity explained further on.
10 After you have checked the paragraphs
students wrote in activity 9, ask them to work in groups Answer key: Students’ own answers
51
2 Choose a student to read out the rubrics. Tell the class Ask the class to say which statement refers to LA and which
to Stratford-upon-Avon. Then, tell students to work in pairs
to have a quick look at all the adjectives in this activity
to decide where they would like to live and why, and also to
to check understanding. Meanwhile, write on the board
think what their own city is famous for. Finally, each pair of
all the adjectives in the list one below the other (but not
students may share their ideas with the rest of the class.
the ones in the box), i.e. noisy, fast, etc. Ask students to
do the task. To check answers, call on different students
Answer key: 1. Stratford-upon-Avon; 2. Los Angeles
to read aloud each pair of opposite adjectives and come
to the board to complete the list. In this way, they will be
practising and checking spelling and pronunciation.
Lesson 3 (CB p. 73)
Answer key: 1. quiet; 2. slow; 3. dangerous; 4. clean;
5. hot; 6. expensive 6 Before passing on to the activity itself, write on the
board: quiet, nice, dirty and big. Ask students to read the
OPTIONAL ACTIVITY: rules for the comparative form of short adjectives in the
If you have the time, ask students to copy the big cities Sign Up to Grammar box. Choose four students to say
and small towns word maps that you designed on the and write on the board the comparative forms of the four
Teacher’s Book
board when you did activity 1. Have students add at least adjectives you wrote before. Make sure the whole class
two more adjectives from activity 2 to the word maps. understand that, in general, we add ‘er’ to most short
Then, ask them to write two sentences comparing two of adjectives but only an ‘r’ if they end in ‘e’. Lay emphasis
the cities or towns in the word maps, for instance: Mar on the fact that ‘y’ becomes ‘ier’ and that we double
del Plata is noisier and more expensive than San Clemente the last consonant if the adjective ends in vowel +
del Tuyú. Finally, students share their sentences with consonant. Write some examples on the board to clarify
the rest of the class. You can also provide (or elicit) the these ideas and check understanding. Then, you can ask
opposites of any other adjectives that are in the word students to think of how LA compares with Stratford and
maps and that are different from the ones in activity 2. answer this question: How can we continue this sentence
if we want to compare these two cities?: ‘There are more...’
Answer key: Students’ own answers Ask them to read the ‘Remember!’ section in the box to
give you the answer. Finally, students do activity 6. To
check it, divide the board into six sections and number
3 Before students read the charts, you may give them from 1 to 6. Ask six volunteers to read out their
them some information about Stratford-upon-Avon (a sentences and then write them on the board in the
town in the south of England where Shakespeare was born corresponding sections. In this way, you will be checking
in 1564) and the city of Los Angeles (the most populous pronunciation and spelling of the comparative forms.
city in the state of California in the USA). If possible, you
can also bring to class a map of the USA and a map of Answer key: 1. Los Angeles is noisier than Stratford-
the UK to show students where these places are located. upon-Avon. 2. The traffic is heavier in LA than in
Then, have students do silent reading of the charts in this Stratford. 3. Stratford is safer than LA.
exercise. While they do so, walk around the class to make 4. The temperature is hotter in Iguazú than in Ushuaia.
sure they understand the facts both charts provide. 5. There is more pollution in Buenos Aires than in
Mendoza. 6. There are more cars in Los Angeles than
4 Now that students have read the information about in Las Vegas.
LA and Stratford-upon-Avon, ask them to tick the correct
statements. If you have the time, ask students to provide 7 Tell students that they are going to complete some
the right information for the incorrect statements. phrases typically used to give and ask for opinion. Have
students read the instructions and do the exercise. Then,
Answer key: 1, 5 choose different students to read out their answers.
Answer key: 2. opinion; 3. sure; 4. do you think;

5 You can do this task as a whole group activity. 5. agree; 6. don’t agree
Have students read silently the statements in the exercise.
52
text was written by an American man and that words
8 Tell students to get in pairs and read the
ending in ‘re’ in British English are spelled with ‘er’ in
instructions silently. Give them some minutes to plan and
American English. Comment on some other spelling
rehearse this speaking activity. You can help them out by
differences: colour (BE) and color (AE); travelled (BE) and
telling them to think about the weather, transport, safety
traveled (AE); etc.
and traffic in the places mentioned in this activity. Walk
around the class to monitor students’ performance. Answer key: 1. T; 2. F. He moved to LA because there
are better job opportunities there. 3. T; 4. ?; 5. F.
He can’t imagine going back to live in a small town.
WB SB p. 135 Now that you have finished teaching 3 25Direct students’ attention to the Sign Up to
this lesson, it is advisable to turn to the workbook Grammar box on page 75. Tell them that there are some
activities on CB page 135. You may assign these exercises adjectives that have an irregular comparative form, i.e.
as homework. they change completely. Give them a minute or two
to read the box. For students to become aware of the
Answer key: pronunciation of these irregular comparatives, you may
1 3, 5, 6, 7, 1, 2, 4, 8
Teacher’s Book
read aloud each adjective in the box and its comparative
2 Possible answers: 2. Driving a car is safer than flying form. Then, ask students to read the instructions and the
a plane. 3. Hospitals are cleaner than schools. gapped sentences for the listening task. Later on, play the
4. Rabbits are faster than turtles. 5. Classical music audio CD so that they can complete these sentences. If
is more boring than rock and roll. 6. Buenos Aires is needed, play the audio CD twice. To check this task, you
bigger than Mar del Plata. may ask the whole class: What’s Karen job?; What kind
3 Students’ own answers of shop does she have?; What does she think about job
opportunities in big cities?; What about traffic, violence
and crime in LA?
Lesson 4 (CB p. 74)
Answer key: 1. vet, pet; 2. better; 3. worse
1 Write City and Town on the board. Ask students
to think about the advantages of living in one place and GR11 After students have done the listening activity, you
the other and have a class discussion. Do the same when may draw their attention to the Grammar Reference
it comes to the disadvantages. In both cases, encourage section on page 109, where they will find further
students to say why they think so and make sure they examples and practice.
use the phrases they studied in exercise 7 on page 73.
Answer key: Students’ own answers Audio script 25

Karen: I was born in Black Mountain and I have always lived
2 Ask students to read Simon’s blog post silently.
here. I know this is a small and quiet place and there isn’t
really much to do here, but I like my town. It has everything
Walk around the class and offer help with the meaning I need: good weather, fresh air, beautiful mountains and lakes,
of some new words. After some minutes, ask the class nice shops and lots of green areas where you can walk around
to tell you what Simon says on his blog. In this way, you and relax. I know there are better job opportunities in big
will be checking their reading comprehension. Then, ask cities like LA, New York and Miami but I’m very happy with
my job in this area. I work as a vet and I also have my own pet
different students to read out the statements below the shop in the city center. Many people come to me when their
text and encourage the whole class to re-read the blog dogs, cats and even cows and sheep are ill. There are many
post in order to do the reading comprehension activity. ranches in the area, you know. I know I would never leave
Choose different students to say if the statements are Black Mountain. I’m too much attached to it. My friend Simon
true, false or if they do not know. Then, ask some other moved to LA last year. I know he’s happy but crime, violence
and traffic congestion in the streets of LA are worse than in
students to correct the false statements. As a follow-up,
some other big cities in the US. I really don’t know if Simon
you can ask students to observe the spelling of these made the right decision in going to live there. I miss him a lot!
words in the text: theater and center. Tell them that this
53
Lesson 4 (CB p. 75) than in San Francisco. The air in San Francisco is less
polluted than in Montreal. San Francisco is a more
4 Have a student read out the rubrics for this activity. popular tourist destination than Montreal. Life in
San Francisco is more exciting than in Montreal.
Remind students that there are some adjectives that
have irregular comparative forms. Check the activity by 2 Students’ own answers
asking some volunteers to read aloud their answers. 3 (Some answers may vary) 1. farther; 2. polluted;
3. better (or worse); 4. better; 5. friendlier; 6. heavier
Review (CB pp. 76 and 77)
5 Draw students’ attention to the photos. Ask students
to describe what they can see in these photos. Encourage In the Review section, students will revise all the
them to say what images refer to a city and which to a structures and some key words learnt in lessons 1 to 4 in
town. Then, students read the instructions and complete this unit. It is advisable to turn to this section once you
the activity. Check by asking some volunteers to read out have finished teaching lesson 4.
their answers.
Answer key:
Teacher’s Book
Answer key: (Some possible answers) 1. street, 1 1. older; 2. populated; 3. less; 4. Being; 5. Eating
nightlife; 2. nightlife, lifestyle; 3. people; 4. lifestyle, 2 1, 2, 4 , item 5 can be true for many people too.
air; 5. traffic; 6. buildings; 7. street; 8. air 3 Students’ own answers
6 In their notebooks, students write some 6 2. studying; 3. Helping; 4. playing, doing
sentences about the places in activity 5. To check this 7 Students’ own answers
activity, you may ask as many students as possible to
read aloud their sentences.
World Issues 6
Answer key: Students’ own answers HERE, THERE AND EVERYWHERE
7 Ask students to read the instructions for this

(CB p. 78)
writing exercise and to look at the example too. Remind World Issues is a section that focuses on the
them to use some phrases like: In my opinion…; I (don’t) development of reading skills and enhances students´
think…; This is because…; However, I think…; For example / ability to integrate acquired knowledge with a real life
instance, … You may write down these phrases on the issue: in this case, reading and talking about some people
board and have students copy them in their notebooks. who try to make a better world: doctors and Bono, the
You may assign this writing exercise as homework. famous Irish singer and songwriter.
1 Refer students to the cartoon in activity 1. Explain
that fix means cure and remind them that patient is not
WB SB p. 136 Now that you have finished teaching only an ill person who visits a doctor, but also a person
this lesson, it is advisable to turn to the workbook who has patience. For comprehension purposes, it may
activities on CB page 136. You may assign these exercises be advisable that you read aloud the cartoon and ask
as homework. students to follow your reading. Then, tell them to tick
the words in the list that they can associate with the
Answer key: cartoon. To check this task, ask the whole class to give
1 (Some possible answers) San Francisco is bigger you the answers.
than Montreal. Montreal is more crowded than San
Francisco. The weather in Montreal is worse than in Answer key: Possible answers: hospital, clinic,
San Francisco. Transportation in Montreal is better diseases, treatment, doctor, health
54
2 You can do this speaking activity with the whole What kind of frontiers are there in the world today?;
Do the lines in this song refer to a world with frontiers /
group of students. You may start a discussion by asking
borders / limits or without them?
students what they think about the doctor and the
patient in the cartoon. Then, you can ask them the
questions in this activity. Accept all answers and foster
debate among students.
6 Read out the instructions for this activity and the
Answer key: Students’ own answers statements below the text. You can do this reading task
with the whole group of students (shared reading) by
3 Explain to the class that they are going to read asking some volunteers to read aloud different parts of
Bono’s short biography. As you read on, you can ask the
an article about a special medical organisation called
class if the statements are true or false.
Doctors without Borders. Write this name on the board.
Ask students what the phrase without borders suggests
Answer key: 1. F (Bono is Irish.); 2. T; 3. F; 4. T
to them. You may elicit answers by asking: Do you think
these doctors work in only one country? Then, have
Teacher’s Book
students read the rubrics for this task and do silent Project Work 3 (Units 5 & 6): OUR EXTREME
reading of the text. If possible, provide students with SPORTS COMPETITION PROPOSAL - Students may
some dictionaries so that they can look up the words now do the Project Work activities for units 5 & 6 that
they may not know. Walk around the class to check their are available on the Student’s Interactive CD-ROM. These
understanding of the text. Then, ask the whole class: activities are thoroughly explained on pages 84, 85 and
What are the aims of MSF? As students answer, they can 86 of this Teacher’s Book.
also tick the aims of this organisation in their books.
TEST REVISION TIPS:
Answer key: helping victims of natural disasters, Refer to the test revision techniques already explained on
helping victims of wars, offering psychological page 31 of this Teacher’s Book. These techniques can be
treatment adapted and used in class to help students get ready to
take their second test.
4 You may do this activity with the whole class. Ask
students the questions and, as they provide the answers, TEST 2: Now that students have completed Units
they can write them down in their books. 4, 5 and 6, you may assess the main skills developed
and language, grammar and vocabulary items taught
Answer key: 1. It’s an international medical by giving students a test (see Suggested Annual Plan
humanitarian organisation. 2. Doctors, nurses, water on page 4 of this Teacher’s Book). Make copies of
and sanitation experts, administrators and other photocopiable Test 2 that is available on pages 75 to 77
medical and non-medical professionals work at MSF. of this Teacher’s Book and hand them out to students on
3. They work in more than seventy countries. the day of the test. The answer key to the photocopiable
tests is on page 81 of this Teacher’s Book.
(CB p. 79)
5 Write U2 on the board and ask students what they

know about this band. Then, tell them they are going
to read part of the lyrics of a U2 song called ‘Beautiful
Day’. Have a student read out the instructions for this
activity. Choose one student to read aloud the first four
lines of the song and another student to read aloud the
remaining four. If you have the chance, bring a recording
of the song to class and play it so that students can
listen to it and sing along. Foster class debate by asking:
55
Unit 7
Unit 7 - The best and only one
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS
Dangerous creatures: Superlatives (long Describing dangerous animals and

Pronunciation of some long
crocodiles, scorpions, etc. adjectives): the most creatures. Giving opinion.
L1 adjectives: frightening,
Adjectives: violent, dangerous, the least
delicious, dangerous, etc.
dangerous, frightening, etc. frightening, etc.
Natural Wonders of the Superlatives (short

world adjectives): the highest, Pronunciation of some
Talking about some Natural Wonders
L2 Geographical features: the hottest, etc. geographical features:
of the world. Expressing opinion.
volcano, desert, coral reef, Irregular superlatives: volcano, island, desert, etc.
Teacher’s Book
mountain, etc. the best, the worst, etc.
Human-made wonders of
Pronunciation of shouldn’t
the world: The Taj Mahal, Discussing some man-made wonders
Superlatives (revision) & mustn’t
The Colosseum, etc. of the world. Expressing suggestion
L3 Modal verbs (revision): Pronunciation of
Amphitheatre, pyramid, and prohibition. Writing a short
shouldn’t, can’t & mustn’t superlative forms
statue, exhibits, museum, leaflet.
(revision)
mausoleum, etc.
Modal verbs (obligation &
Animals: mouse, goldfish, no obligation): have to, don’t
Pronunciation of some Discussing the best animal to have
humming bird have to & don’t need to
L4 adjectives: naughty, fierce, as a pet. Expressing obligation and
Adjectives: loyal, sociable, Irregular plural of nouns:
cute, etc. lack of obligation.
naughty, lazy, fierce, etc. mice, fish, etc.
Superlatives (revision)
Vocabulary related to the Recycling of some L1-L4 a real life issue: in this case, talking
WI
Guinness World Records grammar topics and lexis and reading about what people do to
break world records.
Lesson 1 (CB p. 80) (an Argentinian dogo or Argentinian mastiff). Encourage

students to use these expressions when answering:
I think…; I (don’t) think so.; I (don’t) agree. ; etc. Also,
1 Write Dangerous animals on the board. Elicit encourage them to say why they think the animals they
from students some animals they think are dangerous. have chosen are the most / least dangerous ones.
Write their answers on the board. Then, ask a student to
read out the instructions for activity 1. Ask the whole Answer key: Students’ own answers
class to look at the pictures and choose the three most
dangerous animals and the three least dangerous ones.
Foster debate among students. Help students understand 2 Ask a student to read out the rubrics for this
the concepts of most and least by using gestures. Make activity. Tell students to work in pairs and predict which
sure they know the names of the animals in the pictures: they think is the most dangerous creature shown on the
a stingray, a shark, a gorilla, a tortoise and a fierce dog website page. Then, have a whole class discussion.
56
Answer key: Students’ own answers 6 26 Have a volunteer read aloud the instructions
for this activity. Together with the whole class, go over
the four sentences before doing the listening task. This
3 Have a student read out the rubrics for this will help students fine-tune their listening skills. Play
activity. Direct students’ attention to the Sign Up to the audio CD twice and ask students to circle the option
Grammar box on page 81 and ask the whole class to read they hear. Play audio CD once again, pause it after every
the introductory sentence and the examples using this answer and ask students: According to Alice, what’s the
structure: (the + most / least + adjective). Choose different most beautiful song by The Beatles?; What sport does Terry
students to read aloud these examples. Help them out mention?; etc. In this way, you make sure students have
with the pronunciation of the adjectives they might find understood the speakers and you can check answers at
difficult to produce. Then, to check understanding, you the same time.
may write on the board: shark, dog and elephant and ask
the whole class: Which of these animals is the least / Answer key: 1. Let it Be; 2. hockey; 3. most; 4. agree
most dangerous one? Finally, ask students to read the
website article silently and number the animals according
to the instructions given. As they do so, walk around the
Teacher’s Book
classroom and help students with some new words in the Audio script 26
text. After checking the answers, ask the whole class if
Alice: I think Yesterday is the most beautiful song by The
they were right or not about their predictions in activity 2. Beatles.
Terry: Mmm… I think Let it Be is the most beautiful song by The
Answer key: (from left to right) 4, 5, 1, 2, 3 Beatles.
Terry: I think football is the most exciting sport.
Alice: I don’t agree. To me, hockey is the most exciting sport. I
USEFUL TIP: think football is the most boring sport!
Vocabulary: Read out the words in this box and their Alice: In my opinion, dolphins are the most beautiful animals.
meanings so that students find it easier to understand the Terry: I agree! And I think they are one of the most intelligent
website article in activity 2. Ask students to repeat these creatures too!
words after you so that they can also learn their correct
pronunciation. 7 Have a student read out the instructions for this task.
Tell the class that there are several possibilities. Then,
check answers by choosing different students to read
Lesson 1 (CB p. 81) aloud their examples for each of the four boxes in the
chart. Help them out with the pronunciation of some
4 Choose a student to read out the instructions for this adjectives they might find difficult to produce.
exercise. To check answers, you may ask some volunteers to
read out the statements and say if they are true or false. Or Answer key: Students’ own answers
you can ask the whole class some questions such as: Is the
mosquito the least dangerous creature on the planet?; etc.
8 Read out the rubrics for this speaking task and
Answer key: 1. F; 2. T; 3. F; 4. F; 5. F ask students to work in pairs and look at the example. You
may write on the board the following phrases: I think…;
I (don’t) agree. / I disagree. and encourage students to use
5 Have a student read aloud the rubrics and the them in their discussions with their partners. Walk around
example for this activity. Check answers by choosing the class to monitor students’ performance.
some students at random to read out their sentences.
Answer key: 2. The most frightening animal in this
group is the gorilla. 3. The most active animal in this
group is the kangaroo. 4. The most dangerous animal 9 Ask a volunteer to read out the instructions and
in this group is the shark. the example given. You may also ask students to work in
57
pairs. In such case, both students must write down the GR12 Draw students’ attention to the Grammar Reference
sentences in their own notebooks. To check this writing
section on page 110, where they will find further
task, ask as many students as possible to read out their
examples and practice. You may assign this task as
sentences. As they do so, you can ask the rest of the class
homework.
if they agree or not with their classmates’ opinions.
Answer key: Students’ own answers REFERENCE

There are currently many different lists of the Natural
Wonders of the World available on the Internet. The one
WB CB p. 137 Now that you have finished teaching this presented in this lesson is simply one among those many
lesson, it is advisable to turn to the workbook activities and it simply serves the purpose of illustrating the most
on CB page 137. You may assign these exercises as salient feature in each of the items listed. You may tell
homework. students that on 11 November 2011, the Iguazú Falls
were incorporated in the list of the Current Seven Natural
Answer key: Wonders of the World by popular vote online. The other six
1 7, 5, 3, 4, 2, 1, 6 Natural Wonders include: the Amazon Rainforest and River,
2 3. What’s the most gorgeous actress on TV? Jeju Island in South Korea, Halong Bay in Vietnam, Puerto
Teacher’s Book
4. What’s the most important subject to learn? Princesa Underground River in the Philippines, Komodo
5. What’s the most famous monument in your city? Island in Indonesia and Table Mountain in South Africa.
6. What’s the most exciting sport to play? 7. What’s
the most delicious sandwich you can make?
2 27Tell students that now they will find out who
was right about the answers they provided in the quiz in
4 2. the most intelligent animal is the dolphin. activity 1. Play the audio CD twice if necessary.
3. the banana is the most delicious fruit.
4. the most difficult school subject is History. Answer key: 1. Kilauea; 2. Angel Falls; 3. The Nile
5 1. the most expensive; 2. The car in picture C is the and the Amazon; 4. Mount Everest; 5. the Amazon
most modern one. 3. The car in picture A is the most Rainforest; 6. the Great Barrier Reef; 7. El Azizia;
old-fashioned one. 8. Greenland
Lesson 2 (CB p. 82)

Audio script 27
1 Before passing on to this reading activity, write Speaker: 1) Kilauea is the most active volcano in the world.
Natural Wonders on the board. Elicit from students It covers about 13% of the island of Hawaii. 2) The world’s
if this phrase refers to buildings / monuments or to highest waterfall is Angel Falls in Venezuela. It’s fifteen
times higher than the Niagara Falls. 3) The longest rivers
geographical features. Ask them to provide examples of
on Earth are the Nile, in Africa and the Amazon, in South
some natural wonders they may know, and write them America. Nobody knows which one is longer because it
on the board. Once they have finished answering, refer depends on how they are measured. 4) Nepal is rich in
them to the Sign Up to Grammar box on page 83. Have a history and culture, but what makes it really famous is
student read out the introductory sentence. Write on the Mount Everest, the largest and tallest mountain in the
board and read out an example from the box such as: The world. 5) The Amazon Rainforest is the largest green area in
the world. It’s also home to thousands of species of animals
Nile is one of the longest rivers in the world. Underlne the
and plants. 6) The Great Barrier Reef on the Australian east
and the particle -est. Then, ask students to read the rest coast is the world’s biggest coral reef. This coral reef is so
of the examples in the box. To check understanding, you large that it can be seen from outer space. 7) The hottest
may write some short adjectives on the board and choose desert on Earth is El Azizia, in Lybia. The temperature
different students to come up to the board and write there reached 136 degrees Fahrenheit (57.8 Celsius) on
down their superlative forms. Finally, students take the 13 September, 1922. 8) The biggest island in the world is
Greenland. It is part of Denmark.
quiz in activity 1. As students do so, circulate around the
class and check if they can do the task by themselves or
if they need help with some new words.
3 Ask a student to read out the instructions for the
whole class. You may tell students not to worry if they
58
do not remember all the information to do this matching
exercise. Do not check students’ answers at this stage.
7 After you read out the instructions, model this
activity with a couple of students by using the example
given. You can change the holiday destination (Cuba).
4 27 Now students listen to the audio CD and check Explain to students that they are going to work in pairs
their answers in activity 3. You may pause the recording and exchange opinions about the topics in the list.
after every answer for students to check in a more Remind them to use the phrases in exercise 8 on page 81
relaxed way. (I think…; I agree.; etc.) If necessary, write these phrases
on the board. Tell students it is a good idea to take down
Answer key: 2, 1, 8, 4, 6, 3, 7, 5 notes of some of their partners’ answers as they will need
them for the following activity. Walk around the class to
OPTIONAL ACTIVITY: monitor students’ performance.
Ask students if they know any Argentinian natural
wonder (the Iguazú falls, Valle de la Luna or Valley of Answer key: Students’ own answers
the Moon, the Perito Moreno glacier, etc.) Elicit as many
natural wonders as possible and write the names on the
board. Then, ask the class what adjectives they can use 8 Ask a volunteer to read out the instructions.
Teacher’s Book
to describe these places and write them on the board too Explain to students that they will have to use the notes
(Valle de la Luna: hot, dry,… ; the Iguazú falls: beautiful, they took in exercise 7 for this writing task. You can
spectacular,… ; the Perito Moreno glacier: wonderful, large, assign this activity as homework.
cold, …) Then, ask students to write in their notebooks
some sentences describing the places they mentioned WB CB p. 138 Now that you have finished teaching this
using the superlative form of the adjectives on the board. lesson, it is advisable to turn to the workbook activities
Walk around the class as you check the sentences they on CB page 138. You may assign these exercises as
have written. You can also ask students to bring for the homework.
following class some pictures of the natural wonders they
mentioned. Explain to them that they are going to make Answer key:
posters, where they will include the pictures and the 1 2. The Louvre is the best museum in the world.
sentences they have written today. Finally, students can 3. The worst restaurant in town is The Mouse Trap.
put up their posters on the classroom walls. 4. One of the most polluted cities in the world is
Linfen in China.
2 1. the farthest; 2. the longest; 3. the highest;
Lesson 2 (CB p. 83) 4. the hottest
5 Ask a volunteer to read aloud the rubrics for this 4 1. the cheapest; 2. the happiest; 3. the nicest;
4. the richest; 5. the best; 6. the worst
activity. To check answers, choose different students to
read out their sentences. If necessary, help them out with 5 (Answers may vary) 2. Minnie’s the youngest
the pronunciation of some superlatives forms and some member of the family. 3. Anna is the oldest woman in
other words such as: desert, mountain, waterfall, etc. the family. 4. George is the oldest man in the family.
5. Jason is the tallest member of the family.
Answer key: 1. the largest; 2. the highest; 3. the
hottest; 4. the driest; 5. the highest; 6. the best;
7. the worst Lesson 3 (CB p. 84)
6 You can do this oral activity with the whole class

1 Before doing this reading activity, you can tell the
class that apart from the natural wonders they discussed
by asking students the questions and having as many of
in the previous lesson, there are also some man-made
them give the answers.
wonders of the world. Write Man-made Wonders of
the World on the board and provide an example: the
Colosseum in Rome. You may ask students if they know
59
any other human-made wonders of the world. They ask questions such as: What activities can’t you do at
can have a look at the pictures and you can elicit some home?; What mustn’t you do in class?; If you are ill, what
comments about them: What do you know about Christ shouldn’t you do?; etc. Encourage students to give full
the Redeemer?; Who built Machu Picchu?; etc. Afterwards, answers so that they use the modal verbs in question and
have a student read aloud the instructions for activity 1. practise their correct pronunciation. Afterwards, students
Ask students to read the article silently and do the complete the sentences in activity 4. Walk around the
matching task. Check by asking some volunteers to read class in case students might need help when deciding
out their answers. which modal to use. Finally, ask different volunteers to
read out their answers.
Answer key: 1. The Colosseum; 2. Chichen Itza;
3. The Great Wall; 4. The Taj Mahal; 5. Machu Picchu; Answer key: 1. mustn’t climb; 2. shouldn’t drive;
6. Petra; 7. Christ the Redeemer 3. mustn’t wear; 4. shouldn’t leave; 5. shouldn’t miss;
6. can’t touch; 7. mustn’t speak
USEFUL TIP:
Vocabulary: Read out the tip in this box. Explain to 5 Students read the instructions, look at the example
students that stands for is a synonymous phrase for and complete the activity. Then, check answers by asking
Teacher’s Book
means. Ask students if they know any other acronyms some volunteers to read aloud the questions and answers.
used all over the world or in their country. Some
examples of acronyms are: YPF (Yacimientos Pretrolíferos Answer key: 2. You mustn’t touch the animals. 3. You
Fiscales), PFA (Policía Federal Argentina), NATO (North shouldn’t miss the Colosseum. 4. You can’t take pictures
Atlantic Treaty Organisation), YMCA (Young Men’s there. 5. You mustn’t shout.
Christian Association), BBC (British Broadcasting
Corporation), CNN (Cable News Network), etc. OPTIONAL ACTIVITY:
Ask students to get in groups of three. Write on the board
2 Read aloud the questions for this task. You
School Rules and Suggestions. Tell students to write a few
sentences illustrating some school rules and suggestions
can do this oral activity with the whole class. Have as
they can follow if they want to be good students. Make
many students as possible take part in the discussion.
sure they understand they have to use the modals
Encourage them to say why they would like to visit the
presented in this lesson. Give them some minutes and
man-made wonders they have chosen.
then have the groups share their sentences with the
Answer key: Students’ own answers rest of the class. As they do so, ask the whole class to
vote for the most effective rules and suggestions. Write
the students’ choices on the board. Afterwards, provide
groups with slips of cardboard. Assign each group one or
Lesson 3 (CB p. 85) two of the sentences on the board so that they can write
them on the slips of cardboard. Tell them to write the
3 Ask a volunteer to read out the instructions for this modals in a different colour. Finally, students put up the
reading comprehension task. Tell students they can slips of cardboard on the classroom walls.
re-read the article on page 84 if they do not remember
all the information. To check answers, choose different
students at random to read out the statements and say if
6 28 Ask students to read the instructions for this
listening task and give them some minutes to look at
they are true or false.
the sentences and the options in bold. Play the audio
CD twice as students circle the option they hear. Then,
Answer key: 1. T; 2. F; 3. T; 4. F
check answers by asking questions such as: Where’s Sam
going on holiday?; What does Julia tell Sam?; etc. Choose
4 Direct students’ attention to the Sign Up to Grammar different students to provide the answers.
box. Have a student read out the introductory sentence
in the box. Read out the examples for strong prohibition Answer key: 1. Granada; 2. shouldn’t; 3. 14th;
and suggestion. To check students’ understanding, 4. Africa; 5. mustn’t; 6. can’t
60
may write the adjectives they mention around the word
Audio script 28 pet on the board. Afterwards, tell the class they are going
to learn some adjectives they can use to describe a pet.
Sam: Hello, Julia! Guess what? I am going on holiday to
Granada, Spain next month. I am so excited!
Read aloud the adjectives in the exercise and have the
class repeat them after you. Explain the meaning of those
Julia: Great! I’m happy for you!
Sam: Thanks! What places can you recommend? adjectives students may not know. Finally, students tick
Julia: Well, you should visit the Alhambra. the options they associate with a good pet. To check
Sam: Oh! Can you tell me more about that? answers, have a class discussion encouraging students
Julia: Sure! The Alhambra was built in the 14th century by
to say why they think a good pet must have the qualities
Berber rulers, also known as Moors. The Moors were from
North Africa, and in the past they occupied some territory in they mention.
Spain and Portugal. It’s an amazing place!
Sam: Oh, carry on, please… Answer key: Possible answers: sociable, cute, friendly,
Julia: The Alhambra was a palace constructed for the last sweet, loyal
Muslim generals called Emirs, and the decorations consist
of Arabic patterns on the walls, columns, fountains with
running water and pools. You can drink water from the 2 Write obligation and no obligation on the board.
fountains but you mustn’t drink water from the pools… and Direct students’ attention to the Sign Up to Grammar box
Teacher’s Book
there are beautiful gardens… but you can’t touch the flowers. on page 87, and ask students to read it silently. After they
Sam: Can I take photographs? have read it, ask them to say what expression / modal we
Julia: Yes, of course. It’s a beautiful place. UNESCO declared
use to refer to obligation and which ones to refer to no
the Alhambra a World Heritage Site in 1984. This means that
this place is considered to have cultural importance and it is obligation. Write on the board the modals they mention
protected for conservation. You shouldn’t miss it! below the correct heading. Encourage students to provide
some examples for each case. Have as many students as
7 Students read the rubrics and the example for
possible give different examples and write them on the
board. Then, students read the instructions for activity 2.
this writing task. Then, they write a short text for a
They read the online forum and decide if the statements
leaflet. If students do this activity in class, walk around
below it are true or false. Walk around the class to help
the classroom to offer help and check their work. Or you
them out with the words they might not know. Check
may assign this writing exercise as homework.
answers by choosing different students to read out the
Answer key: Students’ own answers sentences and say if they are true or false.
USEFUL TIP:
WB SB p. 139 Now that you have finished teaching this Vocabulary: Direct students’ attention to the Useful Tip
lesson, it is advisable to turn to the workbook activities box. Tell them that there are some nouns that have an
on CB page 139. You may assign these exercises as irregular plural form. Read out the first part of the box.
homework. Have students repeat the words after you. Then, explain
to them that there are some phrases we can use to refer
Answer key: to how frequently we do things and that these phrases
1 1. the oldest; 2. the heaviest; 3. the richest; respond to the question How often…? Read aloud the
4. the tallest phrases and ask students to repeat them after you.
Matching: (from left to right) 3, 2, 4, 1
2 1. shouldn’t watch; 2. mustn’t cut; 3. can’t talk Answer key: 1. T; 2. F; 3. F; 4. F; 5. T; 6. F
Lesson 4 (CB p. 87)

Lesson 4 (CB p. 86)
1 Before passing on to this activity, ask students if they 3 Students re-read the online forum and underline the
nine expressions that show obligation and no obligation
have a pet. If so, ask them if it is a cat, a dog, a canary, in the texts. To check answers, have different students
etc. Write the word pet on the board. Then, ask students read out the expressions they have underlined.
what adjectives they can use to describe their pets. You
61
class what they found out about their classmates’ pets.
Answer key: John: have to feed, has to clean, have to
do Liz: don’t have to do, don’t need to wash, just have
to feed Debbie: have to feed, doesn’t have to do, have
to love
8 In their notebooks, students write an entry on

4 Choose a student to read aloud the instructions. the online forum in activity 2. Tell them they can use the
Then, students complete the exercise. To check answers, comments in exercise 2 on page 86 as models. Encourage
have two or three students read out different obligations students to use the modals and some words studied in
and duties we should assume when taking good care of this lesson. You may assign this activity as homework.
our pets.
Answer key: clean your mouse’s cage, clean your
goldfish’s bowl, take your dog to the vet, walk your dog,
love your pet dog back WB SB p. 140 Now that you have finished teaching this
lesson, it is advisable to turn to the workbook activities
5 29 Read out the instructions for this listening task on CB page 140. You may assign these exercises as
Teacher’s Book
and allow some minutes for students to read the gapped homework.
sentences. Play the audio CD twice as students fill in the
Answer key:
gaps. Check answers by asking different volunteers to
1 1. has to; 2. doesn’t need to; 3. need to / have to;
read out the complete sentences.
4. don’t have to / don’t need to; 5. don’t have to
Answer key: 1. has to; 2. doesn’t have to; 3. have to; 2 She has to give it some water. She has to clean its
4. don’t need to cage. She doesn’t have to wash it. She doesn’t have
to take it for a walk.
4 2. A responsible worker has to get up early. 3. She
Audio script 29 has to study hard to get good marks. 4. You don’t
Angie: I have a very unusual pet: a humming bird. Her name is
need to worry about it. 5. He doesn’t need to work
Lily. Lily doesn’t live in a cage; she is free, but she lives in the because he’s a millionaire.
backyard of my house. This is incredible, as she doesn’t need 5 1. F; 2. T; 3. F; 4. T; 5. F
to live in only one place! For this reason, I don’t need to take
care of her. She drinks nectar from the flowers in the garden.
Humming birds are one of the smallest and most colourful Review (CB pp. 88 and 89)
bird species. They can fly by flapping their wings very
quickly, about 80 times per second! That’s why humming
birds have to eat many times a day to survive, as they need In the Review section, students will revise all the
a lot of energy. structures and some key words learnt in lessons 1 to 4 in
6 Students read the instructions and look at have finished teaching lesson 4.
the example. Then, they write about their pets or
Answer key:
the ones they would like to have. Tell them to write
1 2. the most wonderful city / Students’ own answers;
between six and eight sentences. Walk around the class
3. the most delicious dessert / Students’ own
checking students’ sentences or offering help if needed.
answers; 4. the most interesting book / Students’
Alternatively, you may assign this activity as homework.
own answers; 5. the most dangerous sport /
Answer key: Students’ own answers Students’ own answers
2 2. waterfall; 3. river; 4. desert; 5. rainforest;
6. island; 7. volcano
7 Students read the instructions and the example 3 1. the highest; 2. the most active; 3. the tallest;
for this speaking task and work in pairs. Give pairs some 4. the largest; 5. the longest; 6. the smallest
minutes before asking some of them to share with the whole 4 1. has to; 2. doesn’t have to, has to; 3. mustn’t;
62
4. have to; 5. don’t have to; 6. can’t Answer key: the best-selling, the tallest, the highest,
5 (Some answers may vary) 1. doesn’t have to; the longest, the biggest
2. has to; 3. can’t / mustn’t; 4. have to 5. don’t have
to; 6. mustn’t / shouldn’t
5 You can do this speaking activity with the whole class.
Read out one question at a time and encourage class
discussion. Remind students to use expressions such as:
World Issues 7 I think… / In my opinion,… / I (don’t) agree.
GUINNESS WORLD RECORDS
(CB p. 90)
World Issues is a section that focuses on the development (CB p. 91)
case, talking and reading about what people do to break
6 Students read the instructions and complete the
sentences. Students may work in pairs. Check answers by
world records.
Teacher’s Book
choosing different students at random to read out the
complete sentences.
1 Refer students to the picture on page 90 and ask them
if they know what this book refers to and / or if they Answer key: 1. the strongest; 2. the most pierced;
have ever heard about the Guinness World Records. If 3. the most expensive; 4. the oldest
students do not know anything about this book, tell them
that it contains a compilation of the most curious things
in the world and the most surprising things that people
7 Students read the rubrics and the example silently.
Then, they write six questions for an interview. Circulate
did in the past in order to break a world record. Then,
around the classroom and check students’ work.
have a volunteer read out the instructions for activity 1.
Afterwards, students must predict if the statements are
Answer key: 2. Who has got the longest hair?
true or false. Do not check answers at this stage.
3. Who can cook the best meals? 4. Who is the
youngest person in your family? 5. Who has got the
2 You can do this reading activity with the whole class loudest voice? 6. Who can make the funniest face?
(shared reading) by asking some students to read aloud
different parts of the text. As they do so, you can check the
answers to activity 1. Alternatively, you may ask students
8 Tell students to pair up and interview each other
using the questions they prepared before. Walk around
to read the text silently and check the answers themselves.
the class to monitor their performance. Make sure they
Then, you can ask some volunteers to provide the answers
write down their partners’ answers. Afterwards, ask as
in order to check the activity with the whole class.
many pairs as possible to share the information they have
Answer key: 1. T; 2. F; 3. F; 4. F (The GWR company about their partners’ families with the rest of the class.
has some TV shows only.) 5. F
3 You can do this activity with the whole class. Read out
the question and encourage students to write down their
answers and share their opinions with their classmates.
4 Students underline five examples of superlatives in the

text in activity 2. Choose four different students to read
out the answers.
63
Unit 8
Unit 8 - The future in our hands
COMMUNICATIVE AND
CONTENTS
LEARNING TASKS
Personality adjectives:
Pronunciation of short
honest, good-hearted,
forms: I’ll, I won’t Talking and writing about future
sincere, etc.
L1 Simple Future: Will Pronunciation of some events.
Set phrases: travel abroad,
(affirmative and negative) future time expressions Making predictions about the future.
get married, fall in love, etc.
Future time expressions:
personality adjectives
tomorrow, next year, etc.
Fortune telling: palm Discussing different ways to predict

Simple Future: Will
Teacher’s Book
reading, rune casting, tarot, the future.

L2 (interrogative, short Intonation of Yes / No &
horoscopes, etc. Asking and answering questions
answers and Wh- Wh-questions (Revision)
Adjectives: worried, about the future.
questions)
generous, romantic, etc. Writing a short paragraph.
Going to (for future Talking about some endangered

Endangered species: the plans and intentions) / species.
Pronunciation of going to
L3 great panda, the white Present Continuous (for Talking about future plans, intentions
+ verb
tiger, the bald eagle, etc. arrangements) / What and arrangements.
about… ? / Let’s… Expressing opinion.
Dinosaurs, cavemen,
cloned animals, scientists, Pronunciation of some Discussing myths and facts.
Possibility: May (not) &
L4 experts, etc. / Set phrases: words: cavemen, experts, Expressing different degrees of
might (not)
I’m against… ; I strongly scientists, etc. possibility.
support… ; etc.
Vocabulary related to a real life issue: in this case, talking
Recycling of some L1-L4
WI different people’s attitudes, and reading about what different
grammar topics and lexis
peronality and activities people’s attitudes may reveal of their
personality and lives.
Extras: Suggested optional games and activities for consolidation. Project Work 4.
Lesson 1 (CB p. 92) Answer key: Students’ own answers
1 Write Best friend on the board. Read out the 2 30 Students read the rubrics. Ask them to look at
rubrics and elicit from students what qualities they think the photos and predict the two boys’ attitudes to life
a really good friend should have. Write their answers according to the images they see. Play the audio CD
on the board. Then, as a whole group, students discuss as students try to figure out who is who in each picture.
which are the top five qualities. Encourage students to Check students’ answers by asking the whole class to
use these expressions: I (don’t)think…; I believe…; In my identify who is who. Ask students to account for their
opinion,… every time they refer to a good friend’s quality. choices.
64
Answer key: 1. Tyler; 2. Joshua Lesson 1 (CB p. 93)
USEFUL TIP:
Grammar: Read out the tip in the first box. Have
Audio script 30
students repeat the future time expressions after you so
Speaker: Joshua and Tyler are old friends, but they couldn’t be that they become aware of the correct pronunciation of
more different from each other. Joshua’s a great guy. He’s these expressions.
strong, athletic and he really loves outdoor life. Joshua’s
always in a good mood, you know, he’s the kind of person USEFUL TIP:
who is always smiling and ready to give you a hand. He’s
Pronunciation: Read out the tip in the second box.
sincere and always worried about his friend Tyler.
Tyler is a great guy too. He’s honest and good-hearted but Have students repeat several times the short form won’t
he’s lazy, very lazy. He doesn’t study much; he doesn’t do in isolation first. Then, read out the examples and ask
any sports… The only thing he really likes doing is playing students to repeat them after you. Make sure they do not
computer games pronounce won’t in the same way they pronounce want,
which is a typical mistake usually made by students. You
3 Ask students what qualities from the previous may also work on the pronunciation of some affirmative
Teacher’s Book
listening activity they remember. Then, read out the short forms too: I’ll…; She’ll…; etc. Write some sentences
rubrics and students tick the qualities for Joshua and on the board using won’t and ‘ll and ask different
Tyler. Encourage students to decide, if they do not students to practise saying them.
remember, which qualities are more suitable to describe
the boys in the photos in activity 2. Check answers by
playing the audio CD again, pausing at the end of each
5 Students read the rubrics silently and unscramble the
four sentences. Check answers by asking four students at
description and interacting with the whole class by random to come up to the board and write down the four
asking: What can you say about Joshua?; What’s he like?; sentences.
And what about Tyler?
Answer key: 1. Joshua will marry a beautiful girl
Answer key: 1. J; 2. T; 3. T; 4. J; 5.T; 6. J someday. 2. He will graduate from a top university in
the future. 3. He won’t stop practising sports.
4. He won’t stop going out with friends.
4 Tell students that now they are going to read a
dialogue where Joshua makes some predictions about Tyler’s
future, but first they need to focus their attention on the OPTIONAL ACTIVITY:
Sign Up to Grammar box on page 93. Read aloud one of the Write on the board two sentences about your own future,
affirmative sentences in this box and one negative sentence. one using will and another one using won’t. One of the
You may also write these sentences on the board and sentences must be true for you. Ask the class which one
underline will / won’t and the verbs. Tell students that will is they think is true and which one false. Encourage them
used to make affirmative sentences in the future and won’t to use phrases such as: I think you will (won’t) because…;
(or will not) to make negative ones. Add that both will and I don’t think you’ll… because…; etc. Then, ask students to
won’t are followed by an infinitive verb. Make sure students work in pairs and carry out a similar activity with their
understand that we use the Simple Future (will + verb) to partners. Walk around the classroom to monitor students’
talk about the future and to make predictions. You may performance and pronunciation. Finally, different pairs
ask a couple of students to provide some more examples may share with the rest of the class what they found out
to reinforce these concepts. Afterwards, students read the about their partners.
whole box silently. Finally, students read the instructions for
activity 4 and tick the correct statements. You may ask two 6 Students read the instructions and do the activity.
students to read out the dialogue before checking answers. As students do so, write on the board the words in the
Then, ask the whole class: Which are the correct statements? two columns as they appear on the course book page.
To check answers, ask some volunteers to come up to
Answer key: 1, 4 the board and match the columns to get some common
phrases in English.
65
Answer key: 4, 5, 6, 3, 2 (travel abroad is also a 4 Students’ own answers
possible answer) 5 Students’ own answers
7 Read out the instructions for this task. Students write Lesson 2 (CB p. 94)
four sentences. To check answers, have as many students

as possible read out their predictions about Tyler’s future.
From time to time, you may foster a brief discussion by 1 This warm-up activity can be done with the
asking the whole class: Do you agree with your classmate whole class. Have as many different students as possible
(Luciano)? Why? / Why not? answer the questions provided, or encourage debate
among different groups of students. Then, groups may
Answer key: Students’ own answers share their answers with the rest of the class.

8 Get students in pairs. Read aloud the
instructions for this speaking task and ask students
to imagine they can predict their partners’ future. 2 Ask students to read the Sign Up to Grammar
Teacher’s Book
Encourage them to swap roles and use will, won’t box on page 95. Give them some minutes and then elicit
and some future time expressions in their predictions. how we build the interrogative form of the Simple Future
Monitor their performance as you walk around the by asking: Where do we place the person / subject when
classroom. Help out those students who may have some we ask a question in the Simple Future? Afterwards, check
difficulties with the vocabulary they might need to do understanding by asking a couple of students some Yes /
this task and the pronunciation of You’ll…, You won’t… or No and Wh- questions. Draw students’ attention to the
any other word. rising intonation in Yes / No questions and the falling
intonation in Wh- questions. Finally, ask a volunteer to
Answer key: Students’ own answers read out the instructions for activity 2. Read aloud the
introductory paragraph of the text. Have students repeat
after you the Yes / No questions in it so that they can
9 Read aloud the instructions for this writing task. practise the correct intonation. Choose different students
Ask students to look at the model answer and explain to to read aloud the remaining paragraphs. If necessary, help
them that Joe is used as an example and that they have them out with the meaning and pronunciation of those
to use their own names when writing their blog entries. words that might be new to them such as gypsies, thumb,
Point out that they can use phrases such as: I (don’t) edge, etc. Ask the whole class to look at the Useful Tip
really think…; I believe…; etc. Encourage students to make box at the bottom of the page as they read on. After
some negative predictions using won’t too. Ask them to reading the complete text, ask the whole group which
write between four and six sentences. You may assign palm line each paragraph refers to. In this way, you will
this exercise as homework. be doing and checking the activity at the same time.
Answer key: Students’ own answers GR13 Draw students’ attention to the Grammar Reference
section on pages 110 and 111, where they will find
further examples and practice.
WB CB p. 141 Now that you have finished teaching this
lesson, it is advisable to turn to the workbook activities
Answer key: (from top to bottom) 1, 2, 3
on CB page 141. You may assign these exercises as
homework.
Answer key:
3 Ask students to read the text in activity 2 again
if they need to. Afterwards, they must decide if the
1 1. sincere; 2. honest; 3. lazy; 4. good-hearted; statements are true or false. You may check answers by
5. strong; 6. worried asking the whole class or a couple of students some Yes /
2 3, 4, 8, 5, 2, 7, 6 No questions such as: Are there three main lines on our
3 1. won’t get; 2. will end up; 3. will always be palms?; Do all three lines tell us about our love life?; etc.
66
that they should write a simple and short paragraph
Answer key: 1. T; 2. F; 3. T; 4. T; 5. F
including some positive ideas about Tyler’s future and
some negative ones too. Ask students to look at the
example given below the instructions and complete it
Lesson 2 (CB p. 95) using their own ideas and the tips in the Useful Tip box. If
possible, you may encourage students to exchange their
4 Students underline all the examples of the writings with another classmate so that they can help
interrogative form of the Simple Future in the text in each other edit their texts (peer correction). Walk around
activity 2. Choose four students to read out the examples the class to help students plan their writings and also
they have underlined in the four different paragraphs. with the correction. After doing peer correction, students
can write a final draft to hand in.
Answer key: Will you be happy? Will you find love?
Will you have a long life? Will you get married? USEFUL TIP:
Will your life be full of romance? Will you have a Writing: Ask a volunteer to read aloud the writing tip.
passionate love life? Will your work involve some kind Explain that the ideas in this box will help them to
of physical activity? Will you use creativity in your write a short paragraph. Draw students’ attention to
work? Will your life be long and healthy?
Teacher’s Book
the example given below the instructions for activity 7.
Encourage students to complete this example with their
5 Students unscramble Tyler’s questions to Joshua and own ideas and also to think of a suitable conclusion for
this short paragraph.
write some possible answers. Choose different students to
read aloud the four questions and the possible answers.
After each student has finished reading, you may ask him /
her: What about you?; What do you think?; Will your
parents send you to live abroad in the future?, etc. This is WB CB p. 142 Now that you have finished teaching
an optional task. However, if you decide to include it, you this lesson, it is advisable to turn to the workbook
will be turning the topic into something more personalised activities on CB page 142. You may assign these exercises
for students and they will have more chances to practise. as homework.
Answer key: 2. Will my parents send me to live Answer key:

abroad? Students’ own answers; 3. Will I get a job 1 2. Will Tim buy a new bicycle someday? 3. Sheila
someday? Students’ own answers; 4. Where will I won’t finish school very soon. 4. Will, Kate and
work in the future? Students’ own answers; 5. When Sam will be here tomorrow. 5. Alan and Meg will
will Lucy fall in love with me? Students’ own answers be happy. 6. Will The Simpsons continue being
on TV next year? 7. Ms White won’t stay at home
tomorrow. 8. Andrew will travel to Europe with his
6 Students read the instructions and start working family next month.
in pairs. Walk around the class to check students are 2 Students’ own answers
asking and answering questions in the correct way. If 3 Students’ own answers
you have the time, after students have finished working, 4 1. Will they come; 2. time will you be; 3. old will
ask as many pairs as possible to share some of their Dad be; 4. will Stella be; 5. will the sun set; 6. Will
coincidences and differences with the rest of the class. Dennis finish; 7. will we get; 8. Where will you and
You may provide some examples such as: Both of us think your family go; 9. Will Sam remember; 10. Will you
I’ll travel abroad next year. I think I’ll go to university stay
someday but he / she thinks I won’t.

Lesson 3 (CB p. 96)
7 Before students complete this writing task, direct 1 Write on the board this phrase: Animal Extinction
their attention to the Useful Tip box on this page. Explain List. Elicit from the class the meaning of extinction. After
67
that, read out the questions for this activity and write about Going to (for future plans). Check understanding by
on the board the species students mention. You may asking some questions such as: What are you going to do
give an example of one of the many endangered species this afternoon, (Leo)? What are your plans? And what about
today, for example: the African elephant. If students do you, (Maxi)? / Is it going to be rainy tomorrow, (Fede)? What
not know any reason for animal extinction to take place do you think? Look out of the window! / What are you going
today, provide them with some clues such as: illegal to do when you finish school, (Mariano)? Then, ask students
hunting, deforestation and habitat loss and reduction, to read about the Present Continuous (for arrangements).
etc. If necessary, explain the meaning of these words / Check understanding by asking: What are you doing next
phrases and write them down on the board. You might weekend, (Paula)? Is it all arranged? Did you arrange the
also ask the whole class for their opinion about what can time and place where you are (meeting your friends)? /
be done to stop animal extinction happening (more strict And what about you, (Sofía)?; etc. Make sure students
regulations and control, advertising campaigns, etc.) understand that, in this case, the Present Continuous refers
to ‘previously arranged future’, that is to say, you have
Answer key: Students’ own answers already set the time and place (with another person or
not) beforehand. Provide as many examples as needed so
that students can grasp this use. Now, ask students to read
2 Read aloud the rubrics for this task and the article
Teacher’s Book
the instructions for activity 4 and have a quick look at the

heading. Explain that dying out means disappearing. Read text before you play the audio CD. Students will then listen
out the sentences where the highlighted words / phrases to an expert in wildlife conservation and fill in the blanks
are. Have students repeat these phrases after you and help in the text with only one word. Play the audio CD twice.
them understand their meaning. Then, foster some pre- You can check answers by playing the audio CD once more
reading prediction by asking: What do you think this article and pausing it after every answer. Ask the whole class to
will tell you about? (Expected answers: endangered species; tell you the answers.
the reasons why these species are at risk of disappearing
and what can be done to prevent animal extinction) Finally, GR14 Draw students’ attention to the Grammar Reference
students read the article silently and tick the correct section on page 111, where they will find further
statements. Do not check answers at this stage. Just examples and practice.
encourage students to compare their answers in pairs and
then you provide them with the right answers. Answer key: 1. is; 2. three; 3. extinction; 4. going;
5. India; 6. to; 7. are; 8. flying
Answer key: 2, 3
3 Have a student read aloud the rubrics and the example. Audio script 31
Suggest that students should read the whole sentence in
Interviewer: In today’s programme, we’re interviewing Andrew
the text in activity 2 where the phrase / word in question Wright who is an expert in endangered species. Welcome,
appears because the context will help them to understand Andrew to World Issues!
meaning. Also, the verb forms in some of the definitions Andrew: Thank you for inviting me.
will help them to choose the right word from the text. Interviewer: Andrew, can you tell us a bit about your job?
Andrew: Well, I’m a biologist and I work for World Wildlife
Fund, an organisation that helps to protect animals and
Answer key: 2. trading; 3. die of starvation;
plants that are at risk of extinction in different parts of the
4. endangered species; 5. habitat; 6. hunting planet. I travel all around the world to meet other experts
and discuss ideas on how to protect endangered species.
Interviewer: I see. And what are your plans for this year?
Lesson 3 (CB p. 97) Andrew: Well, we are going to have three meetings this year:
one in Brazil, one in Tanzania and another one in India. As
4 31 Draw students’ attention to the Sign Up to
you know, the Amazon forest in Brazil, the African lion and
the white Bengal tiger in India are going to disappear in the
Grammar box on this page. Point out that they are going future and we must do something to protect them.
to read about two other ways to talk about the future Interviewer: And when’s your first meeting, Andrew?
in English. First, ask students to read the part in the box Andrew: Very soon. I’m flying to Rio next week. I’m meeting my
colleagues from Brazil to talk about…
68
5 Students read the rubrics and complete the 5 1. Let’s; 2. What about; 3. What about; 4. Let’s
sentences. Suggest they should have a look at the Sign 6 1. I’m going; 2. I’ll; 3. I’m going; 4. I’ll
Up to Grammar box if they have doubts about which
tense to use. To check this activity, choose some students
Lesson 4 (CB p. 98)
at random to read out the answers.
Answer key: 1. is going to finish; 2. are meeting;

3. is going to cook; 4. Are / doing; 5. is / going to
1 Write Myths or Facts on the board. Explain
that myths are fictitious stories, stereotyped people (or
work; 6. is going to rob
things) and that facts are real occurrences or events.
Give some examples of myths (Nahuelito and Nessie are
6 Choose a student to read out the instructions mythical creatures) and facts (Water boils at 100 degrees.
for this task. Then, choose another student to read aloud Thunder always comes after lightning.) and ask students
the example dialogue together with the person who has to provide some more. As a whole group, students share
read out the instructions. Ask a third student to read their opinions about the myths and facts listed in activity 1.
aloud the Useful Tip box. Finally, point out that students Collect students’ ideas on the board and encourage some
are expected to work in pairs and use both tenses as in group discussion.
Teacher’s Book
the example and the expressions in the Useful Tip box.
Monitor students’ performance as you walk around the Answer key: (According to the website mentioned
classroom. in this activity) 1. It is a myth. 2. It is a fact. 3. It is a
proven fact. 4. It is a myth.
2 You may do this reading task with the whole
class. Read out the rubrics and explain, if necessary,
7 In their notebooks, students write a short
what cloning is (making multiple identical copies of a
description of what they think the world is going to be
DNA sequence or producing a copy of a being). Choose
like in 2030. They should look at the example given and
different students to read out the statements and discuss
finish it with their own ideas. You may assign this task
some possible answers with whoke class. Work on the
as homework.
correct pronunciation of some difficult words such as:
cavemen, dinosaurs, etc. Do not provide the right answers
at this stage.
WB SB p. 143 Now that you have finished teaching 3 32 Play the audio CD so that students can check
this lesson, it is advisable to turn to the workbook their answers to activity 2. To check answers, you may
activities on CB page 143. You may assign these exercises pause the audio CD whenever the information needed is
as homework. being said and ask the class what they have understood.
Answer key: Answer key: Fact: 1, 4, 5; Myth: 2, 3
1 1. bald eagle; 2. great panda; 3. white whale;
4. Bengal tiger
2 1. starvation; 2. Pesticides; 3. hunting; 4. trading;
5. becoming; 6. habitat Audio script 32
3 2, 3, 1
4 1. She’s going to fly to Dublin next week. 2. What Interviewer: Good afternoon, everyone. The topic of today’s The
Future is Now is cloning. In our studio, we have an expert on
are you going to do tomorrow evening after work?. cloning. Welcome to the show, Dr Chandler.
3. Mr Clark is going to arrive at 4 p.m. 4. Bill is going Dr Chandler: Thank you.
to cook salmon for lunch tomorrow. The Present Interviewer: It’s a pleasure to have you here. Our first question
Continuous can be used in these four cases because is: what exactly is a clone?
they may refer to previously arranged events. In some Dr Chandler: It’s basically a copy of a living organism.
Interviewer: Is it true that Dolly was the first cloned animal?
cases, the time and / or place are mentioned.
69
Dr Chandler: No. But Dolly was the first big mammal to be Answer key: (Answers may vary. Some possible
cloned successfully. answers) 1. may; 2. may; 3. might not; 4. might;
Interviewer: Lots of people sent us emails asking if it’s possible
5. may, may not; 6. may, might not
to use cloning to bring extinct species, like the dinosaurs,
back to life.
Dr Chandler: That’s impossible. Only animals that are alive can

be cloned.
7 Have a student read out the instructions for
Interviewer: Ok. So there will never be a Jurassic Park? this speaking task. You may provide an example of your
Dr Chandler: No. That won’t happen. What is true is that own such as: In my opinion, people will never travel by
human cells and organs can be cloned and that is extremely teleportation in the near future. As students work in pairs
important because cloned cells might reduce the need for and exchange their opinions, walk around the classroom
animals in experiments. And cloned organs may be used for
to monitor their oral performance.
transplants in the future.
Interviewer: That’s great news! That’s a fantastic therapeutic
use of cloning. Answer key: Students’ own answers
4 32 Students listen to the audio CD again and tick WB SB p. 144 Now that you have finished teaching
the correct option. You may check this activity by asking this lesson, it is advisable to turn to the workbook
Teacher’s Book
two students to provide the answers . activities on CB page 144. You may assign these exercises
as homework.
Answer key: 1. might; 2. may
Answer key:
1 (Answers may vary) 1. may / might; 2. may not;
Lesson 4 (CB p. 99) 3. might
2 2. It may not snow in the mountains. 3. My friend
5 Direct students’ attention to the Sign Up to Grammar Sue may need some help. 4. I may not change my job.
box. Read aloud the modal verbs may and might so that 5. My sister may be in love with my best friend.
students become aware of the correct pronunciation. 6. We may go out at the weekend.
Explain that these modal verbs are used to express 3 6. may, snow; 3. may leave; 4. may spend; 5. may
possibility and that they are followed by an infinitive verb. like; 2. may not have
Have students read the complete box silently. To check 4 1. might want; 2. might not finish; 3. might not
understanding, ask questions such as: Which modal verb believe; 4. might have
is used to express a stronger possibility? / Which modal 5 2. might be opera singers; 3. might be a gardener;
verb is used to express a weaker possibility? Afterwards, 4. might be an interior designer; 5. might be a pilot
students do activity 5 individually. Choose different
students to read out the statements and their answers.
Review (CB pp. 100 and 101)
Answer key: 1. Perhaps this will happen someday.
(a 50% chance); 2. Perhaps this will happen someday. In the Review section, students will revise all the
(But there’s a weak chance.) structures and some key words learnt in lessons 1 to 4 in
USEFUL TIP have finished teaching lesson 4.
Grammar: Direct students’ attention to the Useful Tip
1 1. good-hearted; 2. graduate; 3. lazy; 4. abroad
box at the bottom of the page. Read aloud the first part
2 noun; American English; British English; preposition
about may & might. Then, choose different students to
3 1. will (‘ll) be; 2. will happen; 3. Will, stay; 4. will, go;
read out the rest of the examples with some other modal
5. will (‘ll) go; 6. will (‘ll) call; 7. will (‘ll) get; 8. will
verbs. You may ask the whole class to provide some more
not (won’t) take; 9. Will, help; 10. will
examples after each item has been read out.
4 2. Will I get a better salary in the future? Students’
own answers. 3. Will I get married soon? Students’
6 Students complete the sentences. Check answers by asking own answers. 4. Where will I go on holiday next year?
some volunteers to read aloud the complete statements. Students’ own answers. 5. When will I finish my
70
university studies? Students’ own answers. order using numbers. Walk around the classroom helping
5 (Answers may vary) 1. may be back; 2. might take; students out with the vocabulary they might not know.
3. might not find Choose three students to read aloud the paragraphs and
6 1. I‘m going to get (present evidence); 2. is coming say what paragraph number they are. You may ask these
students to say briefly what the paragraphs are about.
(arrangement); 3. isn’t going to spend (plan or
intention); 4. is flying (arrangement); 5. will be You can encourage the rest of the class to add any other
(prediction); 6. I’m going to cook (plan or intention), information they remember.
are coming (arrangement)
7 Students’ own answers Answer key: (from top to bottom) 3, 2, 1
World Issues 8 4 Students provide the words according to the

definitions. To check answers, ask some volunteers to
REAL PEOPLE, REVEALING DEEDS read out the words and their definition.
(CB p. 102) Answer key: 1. closed captioning; 2. board;

3. provider; 4. lip; 5. hearing
Teacher’s Book
World Issues is a section that focuses on the development
5 Students read the instructions silently and match the
sentence halves. Choose three students to read out the
case, talking and reading about what different people’s
complete sentences.
attitudes may reveal of their personality and lives.
Answer key: 2, 3, 1
1 Read out the title of this World Issues section and
explain that revealing means showing a perception
of something or somebody. Have the class look at the Project Work 4 (Units 7 & 8): OUR PREDICTIONS
photos and describe the people in them. Encourage BLOG - Students may now do the Project Work
students to guess / imagine these people’s activities, age, activities for units 7 & 8 that are available on the
relationship and /or what they may / might be doing and Student’s Interactive CD-ROM. These activities are
the reason for doing that too. Then, students read the thoroughly explained on pages 84, 85 and 86 of this
instructions for activity 1 and match the statements with Teacher’s Book.
the pictures.
TEST REVISION TIPS:
Answer key: 6, 4, 1, 3, 8, 5, 7, 2 Refer to the test revision techniques already explained on
page 31 of this Teacher’s Book. These techniques can be
adapted and used in class to help students get ready to
2 Read out the instructions for this task and the take their third test.
example. Check students understand what they are
expected to do. Make sure they work in pairs and use TEST 3: Now that students have completed Units 7
may / might in their short exchanges. and 8, you may assess the main skills developed and
language, grammar and vocabulary items taught by
giving students a test (see Suggested Annual Plan
on page 4 of this Teacher’s Book). Make copies of
photocopiable Test 3 that is available on pages 78 to 80
(CB p. 103) of this Teacher’s Book and hand them out to students on
the day of the test. The answer key to the photocopiable
3 Ask a student to read out the rubrics for this reading tests is on page 81 of this Teacher’s Book.
task. Ask the class to mention some other Hollywood
stars and talk about what they know about them. Then,
students read the paragraphs silently and put them in
71
Test 1
Test 1 (Units 1, 2 & 3)
Student’s name: Date: Final score: /100
Part 1: Reading
Task 1: Read the following article about three restaurants in different parts of the world.
Are the sentences below true (T) or false (F)? (10 marks)
World Cuisine Magazine
In this month’s issue, World Cuisine Magazine would like to present three
of the most unusual eating places in the world. Read on and find out why!
Photocopiable © Ediciones Santillana S.A. / Richmond 2012
The Ugly Duckling El Mar Sarakawa

England Spain Japan
This 250-year-old pub is in Some people think that the chef at This is a very expensive restaurant
Stepney, an ancient village near this restaurant, Pedro González, is indeed. It was the first steakhouse
London. The owner of The Ugly the best cook in the world. El Mar to open in Kyoto and it’s famous
Duckling, Jack Thompson, is is on the eastern coast of Spain, for its meat dishes. The meat
an extraordinary chef. He cooks about forty minutes by car from comes from cows that live near
food that is delicious but it can Barcelona and it has wonderful Hiroshima and the secret for its
also be a bit strange. There’s views of the sea. It’s not easy to yummy taste is because the cows
meat, chicken and fish on the get a reservation as it’s only open drink beer and not only water! At
menu, but also some more during spring and summer and Sarakawa you don’t eat meat with
unusual things like garlic and egg there are very few tables: just salads or chips. These special
ice cream! fifteen. But the food is spectacular! meat dishes come with only some
The menu has a lot of traditional salt, pepper and lettuce on top!
fish and vegetable dishes, but it’s
especially famous
for its weird
food items
like toasted
bread
with oil and
chocolate!
Cost: about £70 per person Cost: £120 per person Cost: about £200 per person
1 [ ] The Ugly Duckling is in a very old location 4 [ ] The meat at Sarakawa comes from cows
near London. that drink lots of water only.
2 [ ] The menu at El Mar is especially famous for 5 [ ] Sarakawa is popular for its variety of salads.
its traditional dishes.
3 [ ] El Mar is a small restaurant.
72
Task 2: Choose one of the restaurants in the article 5 to go dancing next Friday? Don’t
for these people. Give reasons. (10 marks) worry about the money. I’m inviting you!
6 your password or email address to
1 Someone who is a vegetarian can enjoy a meal at...
strangers. It’s a basic online safety rule.
because
7 Jenny likes the beach very much. She
.
to spend her summer holidays in the Caribbean one of
2 Someone who has lots of money to spend can enjoy a
these days.
meal at...
8 Tom likes Leila. He has a picture of her. He has
because
very close to his bed. In fact, it’s on
.
his .
3 Someone who likes going to old pubs can enjoy a
meal at...
Task 2: Circle the odd word out. (10 marks)
because
. 1 files – email – programme – carrots – chat room
4 Someone who loves eating by the sea can enjoy a 2 armchair – fridge – sofa – coffee table – bedside table

meal at... 3 dining room – kitchen – garage – bedspread – bathroom
because 4 readers’ letters – nickname – cartoon –
. problem page – quizzes
5 Someone who wants to eat yummy steaks can enjoy 5 rice – watermelon – pear – banana – apple
a meal at...
because Task 3
. 3.1 Match the columns. (5 marks)
1 read [ ] early
2 play [ ] me drive the family’s car
Part 2: Grammar, vocabulary and
3 get up [ ] computer games
writing 4 do [ ] the gossip column
Task 1: Complete the sentences below with the words 5 let [ ] my homework
and phrases in the box. (10 marks)
3.2 Now write true sentences about you and your
family with the phrases in exercise 3.1. (5 marks)
Click on Never give ‘d love
Would you like some enjoy
it (objective pronoun) much 1
Could I have bedside table 2
3
1 We don’t have butter. We need to
4
buy .
5
2 A: some more wine, please?
B: Of course. Is this your glass?
3 We having dinner with friends on Task 4: Put the words in order to make sentences or
questions. (10 marks)
Saturday evenings.
4 the icon below to print the online 1 my / makes / My / clean / mum / me / room.
restaurant reservation form. .
73
2 Pat / don’t / They / the / in / let / evenings. / go out 3 I quite enjoy eat out at expensive restaurants.
.
4 Would I have a cheeseburger, please?
3 your / should / You / to / parents. / talk
. 5 A: I’d like a Coke and she likes some mineral water,
4 arrive / I / home / midnight. / have to / before please. / B: Certainly.
. 6 Tom always has a bottle of cereal for breakfast.
5 tired / at / is / the / weekend. / He / never
7 My friend Sarah loves my room. I often invite she to
.
play video games with me.
6 Tom / How often / the / does / Internet / surf / ?
. 8 She’s got a dress blue on. She looks nice in it!
7 would / do / tomorrow / What / you / like / to / ? 9 A: Who are these trainers? / B: I think they’re Alice’s.
.
10 This tracksuit belongs to Tom. It’s him.
8 to / wants / lenient / She / have / parents.
.
9 go / We / dancing / Saturday / evenings. / usually / on
Writing:
.
10 the / Do / sometimes / housework / you / do / ? Task 7: Imagine you have a Problem Page in an online
. magazine. Read Penny’s problems below and write
some suggestions for her. (20 marks)
Task 5: Circle the correct option. (10 marks)
1 I usually put a little / a lot of sugar in my coffee.

I’m writing to you because I’ve got so
I don’t like it very sweet.
many problems with my parents. For
2 There aren’t some / any eggs in the fridge. We can’t example, I’d like to have a dog but my
make pancakes then. PENNY parents think it’s not a good idea. I also
penny_95
3 My elder sister always lets / makes me clean our want to go dancing with my friends
room. She never cleans it! at weekends, but my parents don’t let me stay out
4 Would / Do you like to come to a party with us next after midnight. And one last thing, I love playing
computer games but my mum only lets me play on
Saturday? Saturdays and Sundays. What should I do? I need
5 Tom always gives my / me wonderful presents. I like your help. Thanks!
him / he very much! 1 comment
6 Our children can eat some / any sweets between

meals but just a little / a few.
7 When Julia goes to the pub, his / her boyfriend makes /
lets her drink only a pint of beer. He’s very strict.
ADVISER
Task 6: There is only one mistake in each of the adviser_02
following sentences. Cross out the mistakes
and correct them. (10 marks)
‘d like
We like to go sailing one of these days.
1 My parents think I’m too young for have a boyfriend.

2 Always open emails from strangers.
74
Test 2
Test 2 (Units 4, 5 & 6)
Part 1: Reading
Task 1: Read the following extract from Kelly’s diary.
Then circle the correct option in the sentences below. (10 marks)
pping. I
the shops were open so I did some sho
ny and
bought some Christmas presents for Dan
didn’t
my new group of friends. Fortunately, I

some
spend much money because there were
special offers.
all got
On Christmas and New Year’s days, we
es
together at Danny’s and enjoyed ourselv
a lot. We had dinner and sang Christm as
carols and old pop songs too. We danced
8 January, 2012 and celebrated until around
5 a.m. on both occasions!
Dear diary
It was a really When the celebrations finished, we all
I came back from my holiday last night. planned some activities to do together
, I didn’t know what
amazing one. Until 10 Decemb er last year every day. It didn’t rain at all so we
Colombian friend,
to do or where to go on holiday but my played beach volleyball, went on a boat
New Year with him.
Danny, invited me to spend Christmas and trip and did tai chi on the beach. One
So I went to Colombia! day, I went skydiving and I enjoyed
Caribbean coast, on
I arrived in Santa Marta, a city on the myself very much!
suitcase, Danny and
the 20 Decemb er. After I unpacked my On the day of my departure, everybody
e blocks away from
I cycled to the beach which is only thre was sad. I cried because I didn’t want to
on our wetsuits and
my friend’s summer house. First, we put leave my friends. But they promised to
some delicious fruit
went skiing. Then, we sunbathed and had visit me soon! To tell you the truth, I’d
joined a group of
juice. The day before Christmas Eve, we like to fly to Colombia right now to see
It was a bit scary but
Danny’s friends and we all went rafting. them again! I miss them so much...
! In the evening, all
wonderful! We had a lot of fun together
1 Kelly had a boring / spectacular holiday in Colombia. 4 Kelly met / didn’t meet Danny’s family during her
2 At the beginning of December, Kelly knew / didn’t holiday in Colombia.
know where to go on holiday. 5 Kelly wants / doesn’t want to go to Colombia again.
3 Kelly and Danny went to the beach by bicycle / on foot.
75
Task 2: If necessary, read Kelly’s diary entry again 5 Italy?
and answer the following questions. (10 marks) Sheila came back from Italy yesterday.
1 Where in Colombia did Kelly spend her holiday? Task 2: Complete these sentences using the comparative
. form of the adjectives in brackets. (10 marks)
2 Was Danny’s summer house far away from the beach?
. 1 Parasailing is a (dangerous)
3 What did Kelly and Danny do on the beach on the activity than cycling.
first day? 2 Practising yoga can be
. (relaxing) than doing aerobics.
4 Who did Kelly meet the day before Christmas Eve? 3 Ushuaia is (far) from Buenos
. Aires than from Mar del Plata.
5 Did Kelly enjoy rafting? 4 Poor people live in (bad)
. conditions than rich ones.
6 What did Kelly buy at the shops in the evening? 5 Traffic in big cities is (heavy)
. than in small towns.

7 How did Kelly and her friends spend Christmas and 6 Buenos Aires is (big) than Rosario.
New Year’s evenings? 7 I didn’t like my old mobile phone so I bought a
. (modern) one yesterday.
8 What was the weather like after the celebrations 8 Cycling is (good) for your
finished? health than driving.
. 9 She’d like to practise a
9 What activities did they all do on the beach after (exciting) sport.
Christmas and New Year? 10 Eating fresh fruit and vegetables is
. (healthy) than eating tinned food.
10 What would Kelly like to do right now? Why?
Task 3: Complete the sentences below with the
. words and phrases in the box. (10 marks)
took getting up themselves

Part 2: Grammar, vocabulary and during his road trip to fly sailing
writing got back smoking give up herself
Task 1: Complete the questions for the underlined 1 I really love . I like boats very
phrases in the sentences below. (10 marks)
much!
1 a good relaxation technique? 2 Helen couldn’t sleep last night so she
Meditating can be a good relaxation technique. a sleeping pill.
2 your holiday? 3 a lot can kill you.
We’d like to spend our holiday in the mountains. 4 She’d like first-class to Spain one
3 snorkelling? of these days.
Yes, I did. I enjoyed it a lot! 5 We didn’t like early every day
4 Tom camp? during our last holiday.
Tom met Susan at the summer camp. 6 Sheila hurt when she went
kayaking.
76
7 They from their holiday trip last 3 lose
Sunday. Now they’re home again. 4 eat
8 Tom and Sally cut badly when 5 write
they went surfing last month, but they continue
practising today. They didn’t ! 6.2 Complete these sentences using the verbs in task
6.1 above. (5 marks)
9 , Bill stopped at some historic
towns and went sightseeing. 1 Katie from a high rock and hurt her head.
2 I a big sandwich for lunch and now I’m full.
Task 4: 3 We our next holidays some months ago.
4.1 Complete these phrases using: go, stay, do, get or
play. (5 marks) Now we know where to go, how, when and everything!
4 Freddy his car keys this morning. He
1 at a four-star hotel. doesn’t know where they could be.
2 to the city centre by taxi. 5 Yesterday, I a long email to my mum
3 trekking. telling her everything about the summer camp where
4 aerobics.

I’m staying.
5 golf.
4.2 Write five sentences about you, your family or friends Writing:
using the phrases in task 4.1 above. Use the Simple
Past in the affirmative or negative forms. (5 marks) Task 7: Imagine you came back from your five-day
holiday yesterday. Write an email to a friend
1 yesterday.
telling him / her where you spent your holiday
2 Last Saturday, and what you did every day. (20 marks)
.
3 When I was on holiday,
. From:
4 last week. To:
5 two days ago. Subject: ................................................................................
Task 5: Write two different things (they can be items

of sports equipment or protective gear) that you
need to do the following activities. (10 marks)
1 Scuba diving:
2 Sandboarding:
3 Going camping:
4 BMX riding:
5 Snowboarding:
Task 6:
6.1 Write the Simple Past form of the verbs listed
below. (5 marks)
1 plan
2 fall
77
Test 3
Test 3 (Units 7 & 8)
Part 1: Reading
Task 1: Read this article about a special centre that takes care of felines.
Then, correct the information in the sentences below by rewriting them. (10 marks)
Wildlife Today
n
California
FCC, also known as The Cat House, about endangered species and how to
is organising a special event called help to preserve them and a delicious
Cat e
Summer Tour. It will be open for lunch in the open air very close to the
everyone, but especially for groups felines’ area. The Summer Tour opens
Hous
A t the Feline Conservation Centre
(FCC) in Rosamond, California,
there is a special project called
Mission Big Cats. The idea is to
preserve tigers, pumas and lions and
save them from hunters and traders
in different parts of the world. This
centre does not get any financial help
from the government but from people
interested in wildlife. Last week, two
injured tigers arrived at the centre.
The felines were rescued from an
illegal animal trading organisation
and now the centre’s vets are taking
care of them. These tigers’ names are
Molly and Sam. Those are the names
the FCC staff chose for them as of students from any school who next 22 June, so if you want to meet
soon as the big cats got to the centre. would like to know about wildlife Molly, Sam and their wild friends,
Molly and Sam now have their own conservation and for everyone who you can make a reservation now by
space with a pool and lots of trees gave money or donated something sending an email at: fcc@gnet.org or
and green grass. The vets say the to this organisation. This event will calling 661 2536868.
tigers will get well soon. include a tour around the site, a talk Adapted from: www.cathouse-fcc.org
0 Molly and Sam are pumas. 3 Molly and Sam live in a cage.
Molly and Sam are tigers.
1 The special project at FCC protects only tigers. 4 The Summer Tour is a special event for students.
2 Only the vets chose the tigers’ names. 5 You don’t need to make a reservation for the Summer Tour.
78
Task 2: If necessary, read the article again and going to (for future plans or intentions) or
answer these questions. (10 marks) the Present Continuous (for arrangements).
(10 marks)
1 What does FCC do?
. 1 A: you (come) to the
2 When did the injured tigers arrive at the centre? party tomorrow? We have to be there at 9 p.m. Do
. you remember? / B: Yes, I do. But I still don’t know.
3 Who did FCC rescue the tigers from? 2 Tim’s planning his birthday party. He
. (invite) his closest friends for dinner on Saturday.
4 Will the tigers be all right? 3 A: What (happen) with technology in
. 20 years’ time? What do you think?
5 Who helps FCC? How? B: Well, it’s difficult to say. Technology advances at
. such a fast pace!
4 The weather forecast says it (be) very
cold tonight.
Part 2: Grammar, vocabulary and

5 A: Look at that strange looking man near the bank!
writing B: Mm... I think he (rob) the bank.
Let’s call the police!
Task 1: Complete these sentences with the superlative 6 A famous fortune teller says that the local economy
form of the adjectives in brackets. (10 marks)
(not be) that bad next year.
1 The Taj Mahal is one of (luxurious) 7 Pat thinks her parents (not let) her study
buildings in the world. abroad when she finishes secondary school next year.
2 My (good) friend’s name is Rose. 8 Tom (visit) the dentist this afternoon
We’re very close. at 4.15. It’s written in his diary.
3 (high) building in this town has 9 Lily has a wonderful plan for next summer. She
fifteen floors. (travel) all around South America and
4 (hot) day last summer was on 14 visit the most important cities in each country.
January. 10 A: Look! This is Julian’s plane ticket.
5 Sarah is ten and she’s quite pretty. But when she B: Let me see! Oh, no! He (fly) back to
grows up, she might be (beautiful) London tomorrow at 8 a.m. We’re going to miss him a lot.
lady in this neighbourhood.
6 Deserts are (dry) places on Earth. Task 3: Match the words and phrases in boxes A and B
to make compounds or expressions. (10 marks)
7 Last year, I had an accident. It was
(bad) moment of my life. man-made holiday endangered historic
8 I think my sister will become
promote (verb) loyal feed world
(intelligent) person in my family.
good-hearted delicious die (verb)
9 (large) room in Helen’s flat is her
living room. tourism dessert wonders pet
10 Boca Juniors Stadium is one of
destination of starvation your dog
(popular) football places in Argentina.
sites species friend records
Task 2: Fill in the gaps with the correct tense of the 0 world records
verbs in brackets. Use the Simple Future,
1
79
2 8 In England, drivers park on streets with
3 a double-yellow line. It’s forbidden.
4 9 You climb the Eiffel Tower. It’s strongly
5 prohibited.
6
7 Task 6: Complete these descriptions with different
adjectives from the box below. Do not use the
8
same adjectives more than once. (10 marks)
9
10 deadly spectacular loyal impressive
symmetrical strict dangerous famous
Task 4: Choose five compounds or expressions from
naughty sweet
task 3 above and write five sentences about
you, your family or friends using the words in
1 A natural wonder may be and
brackets. (10 marks)
.
1 (might) 2 A shark is and .
2 (may not) 3 A human-made monument may be and

3 (won’t) .
4 (is going to) 4 A dog may be and .
5 (will) 5 A mother may be and .
Task 5: Complete these sentences with mustn’t,

can’t, should (not), may (not) and might Writing:
(not). (10 marks)
Task 7: Imagine you work at a travel agency and
1 You wear shoes in some temples. It’s you want to promote a place you know very
strongly prohibited! well (a city, town or neighbourhood in your
2 Janet come to school today because area). Write a short description for a leaflet
she was ill yesterday evening. There’s a 50 per cent including the main characteristics of this
place, why tourists should visit it and what
chance that she’ll stay at home.
they can do there. (20 marks)
3 You take photos in this museum.
I think it’s prohibited.
4 If Sheila doesn’t feel well, she go out
T . . . . . . . .. .. . .. . . ...... . !
ISI
tonight. It’s my suggestion.
5 This experiment is very dangerous! Everything
get out of control and some people
V
die. It’s really probable that this will
happen.
6 Tom is always hungry in the morning. I think he
eat a bigger breakfast before leaving
home.
7 I go to Pat’s birthday party today
because I have to study for a very difficult test and I
don’t want to fail it.
80
Answer Key (Tests 1 to 3) room. I often invite she her to play video games with me.
8. She’s got a blue dress blue on. She looks nice in it!
9. A: Who Whose are these trainers? / B: I think they’re
TEST 1 Alice’s. 10. This tracksuit belongs to Tom. It’s him his.
Part 1: Reading
Task 1 Task 7: Writing
Answer Key to Tests

1. T; 2. F; 3. T; 4. F: 5. F Model answer:
Dear Penny
Task 2 I think that you shouldn’t worry about all these
Some possible answers: 1. El Mar, its menu has a lot problems with your parents. You should show them that
of vegetable dishes. 2. Sarakawa, it’s a very expensive you are a responsible girl and that you can take care of
restaurant. 3. The Ugly Duckling, it’s in an old pub in an a pet. You should talk to your parents about staying out
ancient village. 4. El Mar, it has wonderful views of the sea. after midnight when you go dancing with your friends
5. Sarakawa, it’s famous for its delicious meat dishes. at weekends. Finally, I can see that your mum doesn’t
let you play computer games very often. I think that you
Part 2: Grammar, vocabulary and writing should help her with the housework more often and you
Task 1 should try to be a good student too. These things usually
Teacher’s Book
1. much, some; 2. Could I have; 3. enjoy; 4. Click on; make mothers feel very happy. I hope you can find a
5. Would you like; 6. Never give; 7. ‘d love; solution to all these problems very soon!
8. it, bedside table Take care,
Louise
Task 2
1. carrots; 2. fridge; 3. bedspread; 4. nickname; 5. rice
Task 3 TEST 2
Part 1: Reading
3.1 (from top to bottom) 3, 5, 2, 1, 4
Task 1
3.2 Students’ own answers
1. spectacular; 2. didn’t know; 3. by bicycle; 4. didn’t
Task 4 meet; 5. wants
1. My mum makes me clean my room. 2. They don’t let
Task 2
Pat go out in the evenings. 3. You should talk to your
parents. 4. I have to arrive home before midnight. 1. She spent her holiday in Santa Marta. 2. No, it wasn’t.
5. He is never tired at the weekend. 6. How often does 3. They went skiing, sunbathed and had some fruit
Tom surf the Internet? 7. What would you like to do juice. 4. She met Danny’s friends. 5. Yes, she did. 6. She
tomorrow? 8. She wants to have lenient parents. bought some Christmas presents. 7. They got together
9. We usually go dancing on Saturday evenings. at Danny’s, had dinner, sang songs and danced. 8. It was
10. Do you sometimes do the housework? sunny. / It didn’t rain. 9. They played beach volleyball,
went on a boat trip and did tai chi. 10. She’d like to go to
Task 5 Colombia again because she misses her friends.
1. a little; 2. any; 3. makes; 4. Would; 5. me, him;
Part 2: Grammar, vocabulary and writing
6. some, a few; 7. her, lets
Task 1
Task 6
1. What can be; 2. Where would you like to spend; 3.
1. My parents think I’m too young for to have a Did you enjoy; 4. Who did, meet at the summer;
boyfriend. 2. Always Never open emails from strangers. 5. When did Sheila come back from
3 I quite enjoy eat eating out at expensive restaurants.
4. Would Could I have a cheeseburger, please?
Task 2
5. A: I’d like a Coke and she likes ’d like some mineral 1. more dangerous; 2. more relaxing; 3. further;
water, please. / B: Certainly. 6. Tom always has a bottle 4.worse; 5. heavier; 6. bigger; 7. more modern;
bowl of cereal for breakfast. 7. My friend Sarah loves my 8. better; 9. more exciting; 10. healthier
81
Task 3 Task 2
1. sailing; 2. took; 3. Smoking; 4. to fly; 5. getting up; 1. It / FCC preserves felines. 2. They arrived last week.
6. herself; 7. got back; 8. themselves, give up; 9. During 3. FCC rescued the tigers from an illegal trading
his road trip organisation. 4. Yes, they will. 5. People interested in
wildlife. They give FCC some money or donate things.
Task 4
Answer Key to Tests
4.1 1. stay; 2. get; 3. go; 4. do; 5. play

Part 2: Grammar, vocabulary and writing
4.2 Students’ own answers Task 1
1. the most luxurious; 2. best; 3. The highest; 4. The
Task 5
hottest; 5. the most beautiful; 6. the driest; 7. the worst;
Some possible answers: 1. flippers, wetsuit; 2. goggles, 8. the most intelligent; 9. The largest; 10. the most popular
elbow pads; 3. water bottle, sleeping bag; 4. knee pads,
gloves; 5. helmet, elbow pads Task 2
Task 6 1. Are, coming; 2. is going to invite; 3. will happen; 4.will
be; 5. is going to rob; 6. will not (won’t) be; 7. will not
6.1 1. planned; 2. fell; 3. lost; 4. ate; 5. wrote (won’t) let; 8. is visiting; 9. is going to travel; 10. is flying
6.2 1. fell; 2. ate; 3. planned; 4. lost; 5. wrote
Task 3
Teacher’s Book
Task 7: Writing
1. man-made wonders; 2. holiday destination;
Model answer: 3. endangered species; 4. historic sites; 5. promote
Hi, Lucy tourism; 6. loyal pet; 7. feed your dog; 8. delicious
I came back from the mountains yesterday. I really dessert; 9. good-hearted friend; 10. die of starvation
enjoyed myself a lot because I did some risky sports and
met new people. I arrived in Mendoza last Wednesday at Task 4
noon. I had a quick lunch at the hotel and swam in the Students’ own answers
hotel swimming pool. At night, I went to a pub near the
Task 5
hotel. The following day, I went rafting and I met two
very cool boys, Timothy and Greg. We spent many hours 1. mustn’t; 2. may not; 3. can’t; 4.shouldn’t; 5. may,
together by the river. We had a picnic and talked a lot. may; 6. should; 7. might not; 8. can’t; 9. mustn’t
The rest of the days, we did a lot of activities together
Task 6
like trekking and parachuting in the mountains. We went
on a city tour and had lunch or dinner at some nice pubs 1. impressive, spectacular / famous; 2. dangerous,
and restaurants in the city centre. We had a lot of fun deadly; 3. famous / impressive, symmetrical; 4. loyal,
together and now I have two new friends! naughty / sweet; 5. sweet, strict
Write back soon and tell me about your holiday! Did Task 7: Writing
you enjoy it? What did you do? Tell me everything!
Love, Model answer:
Tommy VISIT PUERTO MADERO!
One of the best neighbourhoods in Buenos Aires is
Puerto Madero. It is a beautiful area by the river with
TEST 3 modern and tall buildings. There are many parks too
Part 1: Reading where you can have a picnic, go for a walk or go roller
skating. There is a canal with lots of good restaurants
Task 1
and pubs on one of the banks. You can have a delicious
1. The special project at FCC protects lions, pumas and meal in one of these places and enjoy the spectacular
tigers. 2. The FCC staff chose the tigers’ names. river views. If you like art, you can visit the Fortabat Art
3. Molly and Sam live in their own space with a Collection in one of the modern buildings in this area.
swimming pool and lots of trees and green grass. As you can see, you can do lots of activities in Puerto
4. The Summer Tour is a special event for everybody. Madero. You should definitely visit it!
5. You need to make a reservation for the Summer Tour.
82
Grammar Reference – Answer Key
Remind students that the Grammar Reference section 2 1. Sharon didn’t want to travel to Egypt last year.
Grammar Reference - Answer Key

also provides opportunities for self-evaluation: for each 2. We didn’t study hard this morning at school.
Grammar Reference topic, students may circle one out 3 Students’ own answers
of three emoticons (happy, neutral or sad faces) that
appear next to each grammar chart to show whether GR 9
they understand the grammar topic very well, well or not 1. did, do; 2. took; 3. met; 4. didn’t invite; 5. told;
very well. Self-evaluation may contribute to developing 6. were; 7. was; 8. said; 9. didn’t want; 10. hated;
students’ sense of progress and awareness of their 11. were; 12. called; 13. talked; 14. was; 15. wrote
learning process.
GR 10
1. yourself; . 2. themselves; 3. ourselves; 4. herself;
ANSWER KEY 5. myself
GR 1 GR 11 Students’ own answers

1 1. disconnect; 2. Don’t give; 3. turn off; 4. Get;
5. Don’t buy; 6. Update GR 12 Students’ own answers
2 1. please; 2. Please
GR 13
GR 2 1. I won’t work at my father’s company. 2. Will Caroline
1. Do they often chat online with friends? 2. We are fall in love with Colin? / Will Colin fall in love with
Teacher’s Book
never on time for our French classes. 3. Sue and Joe Caroline? 3. What will Tyler do about his future?
don’t usually go to the cinema. 4. I will graduate from university at the end of this year.
GR 3
GR 14
1 1. U; 2. B; 3. B; 4. U; 5. C; 6. C
1 a new T-shirt. He’s going to call Aaron to ask about
2 1. few; 2. little; 3. a lot of; 4. a few, a little; 5. any
the football game. Next Saturday, Jim is going to the
GR 4 cinema with Leah at 8p.m. Next Sunday, he’s going
1. Can I have some orange juice, please? 2. I’d like an to play football in the evening with his friends. Next
ice cream, please. 3. Would you like a piece of cake? week, he’s going to study for the Geography test.
4. How about some crisps? 2 1. are meeting; 2. is going to study; 3. ‘m not doing,
I’m leaving; 4. ‘m going to have
GR 5
1. us; 2. them; 3. it; 4. him; 5. her
GR 6
1. yours; 2. hers; 3. his; 4. ours; 5. theirs
GR 7
1 1. You should stop fighting and you should talk.
2. You should study hard and pay attention in class.
2 Some possible answers: 1. let / don’t let; 2. makes;
3. let / don’t let; 4. make / don’t make
GR 8
1 1. Did they really like the food at Burger King
yesterday? 2. Did Pam and Joe enjoy their holiday in
Bermuda last summer?
83
PROJECT WORK 1 (UNITS 1 & 2) Sources: colourful magazines, newspaper ads, etc.
• Some online takeaway shop menus: www.5pm.co.uk/

Title: Our Online Takeaway Shop takeaway & www.pizzamilanoleeds.com/Milano-menu.pdf
• Glogster to make posters: www.glogster.com
Task: (As it appears on the Student’s Interactive CD- • PDF creator (to design the leaflet)
ROM) Work in groups. Design a leaflet with a menu (or • Image search: http://images.google.com
several alternative menus) for your online takeaway shop.
Don’t forget to include prices and some big pictures of Useful language: (For the oral presentation) Our
the food you offer! Think of a name for your shop and online food shop is called… / We have many different
include a set of instructions on how to order a meal kinds of menus. For example, we offer… and… / This
online. You can also think of some special deals on your month, we also have some special deals on our meals.
meals for your customers. Exchange menus with another These include… and… / To place an order online, you must
group and decide within your group what meals you are follow these steps. First,…
Teacher’s Book
going to order from your classmates’ shop. (For deciding what food to order) Well, let’s have a look at
this menu. What would you like to eat, (Juan)? / I’d like… /
Procedure: (As it appears on the Student’s Interactive What about you (Pat)? / Would you like some…? / How
CD-ROM) Make a group oral presentation of your online about some…? And anything to drink? Let’s make a list of
takeaway shop. Talk about your shop, the meals you our meals to order then!
offer, the special deals you have and how to order online.
It may be a good idea to make a big poster of your
leaflet for all the students in your class to look at as you PROJECT WORK 2 (UNITS 3 & 4)
present. Then, give your leaflet to another group who
must decide what meals to order from your shop. Title: Our Top 3 Eco-tourism Hotspots
Assessment: Groups take turns to make an oral Task: (As it appears on the Student’s Interactive
presentation of their online takeaway shops. There CD-ROM) Work in groups. Search the Web for some
may be some possible variations in the presentation information on three different eco-tourism destinations
techniques used by students (from cardboard posters in your country or in some other area of the world. Make
to PDF documents that can be printed). As the students a group oral presentation of these three places using
present, the teacher makes notes and provides some pictures, a big poster or a PowerPoint presentation. Talk
feedback at the end. Once the presentation is finished, about where these places are, how you can get there, the
students must exchange their leaflet with another group activities you can do and the clothes you should pack
who have already made their presentation. After the last before leaving.
presentation, all groups can start deciding what meals
they are going to order from the leaflets they received. Procedure: (As it appears on the Student’s Interactive
Circulate around the class and monitor students’ oral CD-ROM) Within your group decide how you are going
work as they do this last activity. to present your three eco-tourism hotspots (using a big
Variation: You might also decide to have the class poster, colourful pictures, a PowerPoint presentation, etc.)
ask the presenters some questions: What’s the name of Decide how many of you are going to talk about the first
your online takeaway shop?; What kind of food do you place, how many about the second and how many about
offer? ; How can we order food online?; Do you have any the third. Make sure all of you have something to say when
special deals this month?; etc. This is recommended in you make your oral presentation. It is a good idea to plan
those cases when you notice the students feel a bit in advance what you are going to say about these three
embarrassed to talk in public. places and how you are going to say it. You can ask your
teacher to help you. If you decide to prepare a PowerPoint
84
presentation, you can show it to your classmates using a hotels, safety, nightlife, eating places, tourist attractions,
notebook / netbook and a data projector. shops, etc.) Make a group oral presentation of your
proposal so that the whole class can vote for the best
Assessment: Groups take turns to talk about their extreme sports competition.
three eco-tourism hotspots. Encourage all the students

in the groups to contribute to their oral presentations by Procedure: (As it appears on the Student’s Interactive
offering help (asking questions, providing useful words CD-ROM) Design a schedule of activities for a two-
and expressions, etc.) especially to those students who do day extreme sports competition that must also include
not seem to be saying much. As the students present, the some social activities for the sportspeople who are
teacher makes notes and provides some feedback at the going to participate. This schedule can be a leaflet
end. It is probably a good idea to assign the last minutes or a poster including the dates and the name of your
of different classes for this oral presentation activity. event. Also, think of two cities in your country where
this sports event could be organised and compare the
Variation: You might also decide to have the class ask
possibilities both cities offer. Decide what city is the
the presenters some questions: What’s the name of your
best. Make a chart where you can show the advantages
first eco-tourism hotspot?; Where is it? ; How can you get
and disadvantages of both places. You can use colourful
there?; What activities can you do there?; What clothes
pictures for your chart. Finally, make a group oral
should we take with us?; etc. This is recommended in
presentation of your proposal for a two-day extreme
Teacher’s Book
those cases when you notice the students feel a bit
sports competition including the schedule of activities,
embarrassed to talk in public.
the two places you selected for this event and your final
decision about the best location. Make sure all of you in
Sources: pictures, encyclopaedias, maps, colourful your group have something to say when you present. It is
magazines
a good idea to plan in advance what you are going to say
• The International Eco-tourism Society:
about your proposal and how you are going to say it. You
www.ecotourism.org
can ask your teacher to help you.
• Eco-tourism in Argentina: www.argentinacontact.com/
en/informacion/ecoturismo.php
Assessment: Groups take turns to make their oral
presentations of their proposals for an extreme sports
• Google Earth: www.earth.google.com
competition. Encourage all the students in the groups
• Google Maps: www.maps.google.com
to contribute to their oral presentations by offering
• Image search: www.images.google.com
help (asking questions, providing useful words and
expressions, etc.) especially to those students who do
Useful language: Our first eco-tourism hotspot is… / not seem to be saying much. As the students present,
It is located in… / You can get there by… / There are many
the teacher makes notes and provides some feedback
kinds of activities you can do there. For example,… / When
at the end. Once the presentation is finished, students
you visit this place, you should take with you… and… / Our
may display their charts and schedules on the classroom
second eco-tourism destination is…
walls. It is probably a good idea to assign the last
minutes of different classes for this oral activity. On
the last day, groups can remind the whole class of their
PROJECT WORK 3 (UNITS 5 & 6) proposals and students can vote for the best extreme
sports competition.
Title: Our Extreme Sports Competition Proposal
Variation: You might also decide to ask the groups to
Task: (As it appears on the Student’s Interactive CD- present their proposals in writing after they have made
ROM) Work in groups. You must prepare a proposal for their oral presentations.
the organisation of an extreme sports competition and
think of two alternative cities in your country where this Sources: photographs, colourful magazines
event could take place. Make a selection of the extreme • Some extreme sports events around the world:
sports to be included and compare the possibilities the www.teamextreme.co.uk & www.expix.co.uk/exzine/
two cities can offer sportspeople and tourists (number of competitions
85
• Flowchart: www.flowchart.com Assessment: Groups take turns to make their oral
• PDF creator (to design the leaflet) presentations of their predictions blogs. Encourage
• Schedule generator: www.sealandserpent.org/ all the students in the groups to contribute to their
schedgen/schedulegenerator.php oral presentations by offering help (asking questions,
• Glogster to make posters: www.glogster.com providing useful words and expressions, etc.) especially
• Image search: www.images.google.com to those students who do not seem to be saying much.
As the students present, the teacher makes notes and
Useful language: Our proposal for an extreme sports provides some feedback at the end. It is probably a good
competition is called… / This event is going to be on idea to assign the last minutes of different classes for
(dates)… and there are two possible places for this event: this oral activity. On the last day of the presentations,
(A) and (B). / We think (A) is a better place because… groups can remind their classmates about some of their
and… / This is the schedule of activities. On the first day predictions and the class can vote for the most unusual
at (9 a.m.)… Then, at… / There are some social activities one, the most original one, the least probable one, etc.
programmed too. For example,…
Sources: magazines, newspapers, photos
• Blogger: www.blogger.com
PROJECT WORK 4 (UNITS 7 & 8) • Slideshare to upload a PPT to a blog: www.slideshare.com
Teacher’s Book
Title: Our Predictions Blog • Image search: www.images.google.com
Task: (As it appears on the Student’s Interactive CD- Useful language: Our predictions blog is called… /
ROM) Work in groups. Within your group discuss what We think life in our country will be… in twenty years’ time. /
you imagine life in your country will be like in twenty For example, talking about families, we think parents
years’ time. Jot down some ideas connected with different will… and children won’t… / Another prediction about
issues: work, TV and films, gadgets, political leaders, families is that… / And now, moving on to TV. We think…
transportation, money problems, family, celebrities,
houses, sports, etc. Select four or five of these issues (the
ones you have more to say about) and make a big poster
(or design a blog or a PowerPoint presentation) including
pictures and some comments to illustrate the predictions
you made. You can make several predictions for each of
the categories you selected. Share your predictions with
the rest of the class by making a group oral presentation.
Procedure: (As it appears on the Student’s Interactive

CD-ROM) Make a big poster (or design a blog or a
PowerPoint presentation) containing different sections
for the issues on which you will make your predictions.
Give each section a name and illustrate them with
pictures, drawings, etc. Use bullet points to write some
comments for your predictions. These comments will help
you with your oral presentation. Make sure all of you in
your group have something to say when you present. It
is a good idea to plan in advance what you are going to
say about your predictions and how you are going to say
it. You can ask your teacher to help you. If you decide to
design a blog or a PowerPoint presentation, you can show
it to your classmates using a notebook / netbook and a
data projector.
86
Audio CD – Track List
Track 2 Starter unit Lesson 1 – activity 5 page 5
Track 3 Starter unit Lesson 2 – activity 4 page 6
Track 4 Unit 1 Lesson 1 – activity 3 page 8
Track 13 Unit 3 Lesson 2 – activities 4 & 5 pages 34 & 35
Track 19 Unit 5 Lesson 1 – activities 4 & 6 pages 56 & 57
Track 24 Unit 6 Lesson 2 – activities 4 & 5 page 70
87
Ferreira da Veiga, Isadora
58 St Aldates Sign Up to English 2 Teacher’s Book / Isadora Ferreira
Oxford OX1 1ST da Veiga y Laureana Perez Piragine. - 1a ed. - Buenos
United Kingdom Aires : Santillana, 2012.
88 p. + CD-ROM : il. ; 28x22 cm.
© 2012 Ediciones Santillana, S. A.
Leandro N. Alem 720 ISBN 978-950-46-2991-7
C1001AAP Buenos Aires, Argentina
1. Enseñanza de Inglés. 2. Guía Docente. I. Perez
First published by Piragine, Laureana II. Título
© Richmond Publishing, Editora Moderna, 2010 CDD 420.7
ISBN: 978-950-46-2991-7
Publisher: Mabel Manzano This Teacher’s Book includes an Audio CD.

Development Editor: Ana Rita de S. Corrêa
Design and Art Editor: Christiane Borin Queda hecho el depósito legal que marca la ley 11.723.
Cover Design and Layout: Raquel Buim, Ana Lucía Garibotti Impreso en Argentina. Printed in Argentina.
Cover Illustration: Estúdio Romeu e Julieta First Edition Published 2012
Development Team: Learning Factory
Series Editor: Carla Chaves Websites given in this publication are all in the public domain and
Assistant Editor: Tatiana Boynard quoted for information purposes only. Richmond has no control over
Photo Research: Paula Fulía the content of these sites and urges care when using them.
Proofreaders: Susan Marie Banman Sileci, Adriana Méndez
Contents: Isadora Ferreira da Veiga, Laureana Perez Piragine All rights reserved. No part of this book may be reproduced, stored in a
Editors: Carla Chaves, Ricardo Sili, Tereza Trica, Valéria Siniscalchi, retrieval system or transmitted in any form or by any means, electronic,
Patricia Guaráz, Gabriel Mohr, Mónica Tosi mechanical, photocopying, recording, or otherwise, without prior
Copy Editors: Maiza Prande Bernardello permission in writing from the Publisher.
Layout: Signorini Produção Gráfica, María Florencia Visconti
Special Design: Raquel Buim; Hulda Melo; Gláucia Koller; The Publisher has made every effort to trace the owner of copyright
Daniel S. Fantini; Signorini Produção Gráfica; Labareda Design, material; however, the Publisher will correct any involuntary omission
Christiane Borin at the earliest opportunity.
Illustrations: Attilio; Cris Eich; Cristiano Siqueira; Dalcio Machado;
Marcelo Castro; Mauro Souza; Moa; Stefan; Labareda Design; Este libro se terminó de imprimir en el mes de octubre de 2012, en
Conrado Giusti Grafisur S.A., Cortejarena 2943, Ciudad Autónoma de Buenos Aires,
Audio Recording: Estúdio Spectrum, Javier Lupiañez República Argentina.
Photographs: p.75 © Edyta Pawlowska / Shutterstock; ARCHIVO
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The Starter Unit is a two-lesson introductory unit with

The following eight Units contain four lessons each,

*These special icons show links to something that is not part of

CONTENTS COMMUNICATIVE AND LEARNING TASKS

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 4) five sentences in their notebooks. You may choose to

brothers. / Do you have any brothers? / I don’t have any

Audio script 3 Answer key: (Answers may vary) Possible answers:

Answer key: 2. Janice isn’t doing her homework. She’s

5 In their notebooks, students write an email to a

Unit 1 - Living online

LEXIS GRAMMAR PHONOLOGY

Internet-related terms: Giving safety tips.

Sequence markers: First, then,

FAQs, links, etc.

Frequency adverbs: always, Simple Present (revision)

Love / like, enjoy / hate Pronunciation of would Booking holidays online.

Integrating acquired knowledge

Extras: Suggested optional games and activities for consolidation.

Lesson 1 (CB p. 8) Answer key: 1. emoticon; 2. email address;

Answer key: Students’ own answers

Lesson 2 (CB p. 10)

Answer key: Students’ own answers Lesson 3 (CB p. 12)

8 Have students work in pairs. Ask them to

Answer key: Students’ own answers

Audio script 6 Lesson 3 (CB p. 13)

Audio script 7 8 Pair up students and ask them to take turns

USEFUL TIP: Review (CB pp. 16 and 17)

box. Ask a volunteer to read aloud the information in

7 Students work in pairs. Point to the example and Answer key:

Answer key: Students’ own answers

2 Students read the article about projects which aim to

Answer key: A Laptop for Every Kid

3 Students match the columns to make true sentences,

Answer key: (from top to bottom) 3, 4, 1, 2

4 Have students discuss the questions with their

Answer key: Students’ own answers

Unit 2 - Eating well, living well

and ask a volunteer to read aloud the information it

sugar in the pot.) In order to check understanding, school cafeteria menu.

4 Have students read the short article and ask

6. habits; 7. thirsty; 8. like; 9. healthy; 10. lots Lesson 3 (CB p. 25)

1 Have students discuss the warm-up questions in Audio script 10

Marcia: Yes, I’d like a crocodile burger, please?

Answer key: Students’ own answers

Answer key: Students’ own answers

cream or a brownie. 1 1. hamburger; 2. rice; 3. milk; 4. cookies

in English and the different replies. Next, direct students’

8 Ask students to work in pairs. They should

Answer key: Students’ own answers 2 Students’ own answers

(CB p. 30) Project Work 1 (Units 1 & 2):

2 Students look at the cartoon and discuss whether

Answer key: Students’ own answers

3 Students complete the table with examples of food

Answer key: Students’ own answers

4 Students discuss the three statements in class. You

Unit 3 - Different strokes for different folks

sloppy, flashy, casual, etc.

Make / let somebody do

Extras: Suggested optional games and activities for consolidation.

Answer key: 1. her; 2. me, it; 3. them; 4. him, me;

Answer key: USEFUL TIP: