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Liz Driscoll Jenny Quintana Rebecca Robb Benne

OXFORD
UNIVERSITY PRESS
Introduction Projects and play
About the course ;v Projects 77
Using the Student's Book v Play: The Competition 84
Using the Teacher's Book vii
General advice on teaching Oxford Heroes viii
Lesson plan i, Workbook Answer Key 86
Student profile ,
Teaching diary ,i

Teaching notes
We're backl 2
Unit I 5
Unit 2 10
Revision Units 1-2 15
Unit 3 17
Unit 4 22
Re.-ision Units 3-4 27
Unit 5 29
Unit 6 34
Revision Units 5-6 39
Unit 7 41
Unit 8 46
Revision Units 7-8 51
Unit 9 53
Unit 10 58
Revision Units 9-10 63
Unit 11 65
Unit 12 70
Revision Units 11-12 75
• develop the ability to assess their own progress.
About the course • revise regularly and systematically what they
have learned.
Description
• prepare for tests and examinations.
Oxford Heroes is a three-level course for young
teenagers which takes them from beginner to
intermediate level . English and the real world
Each level provides approximately 70-80 hours of Oxford Heroes is designed to help students see
core teaching material and 10 hours of optional English as a language for exchanging information
material. about the real world. Students learn to:
• compare their lives with those of people in
Aims other cultures by reading about children in
Britain and other countries.
Oxford Heroes aims to train students to
communicate accurately and fluently in English by • use English to talk and write about their own
giving them a solid grounding in grammar and lives and their own country.
vocabulary and providing extensive practice oflhe
four skills. Students learn 10:
Components of the course
• understand and use the rules of English
Student's Book
grammar, such as the formation of tenses and
the appropriate use of them. The Stude n t's Book contains:
• recognize and produce vocabu lary related to • contents pages.
topics that are important for students'
• an introductory unit at the start of each level.
education and appropriate for the age group,
such as free time activities, computers, films and • twelve teaching units, each divided into three
forms of transport. lessons.
• read and understand a variety of text types, • six revision units of one lesson each.
such as web pages, adverts, magazine articles,
• six optional projects.
e-mails and tellers.
• an optional play: The Competition.
• listen to and understand a variety of speakers in
different situations, such as telephone • an irregu lar verbs list that covers the tenses
conversations, interviews and radio taught in each level.
programmes.
MultiROM
• listen to and understand the structure and the
meaning of songs. When used in a computer, the MultiROM contains
grammar and vocabulary exercises for each unit in
• speak with confidence in different situations the S tud e nt's Book, six tests and a printable score
and perform a variety of functions, such as card, and an exciting quiz game.
talking abou t past events, making comparisons
and giving advice. When used in a CD player, the MultiROM contains
the dialogues from each episode orthe Student's
• write different types of texts, such as adverts, Book presentation story.
e-mails and letters.
CDs
Study skills The COs contain the following items from the
Stud e nt's Book:
Oxford Heroes aims to teach students to develop
learning strategies that will make them better and • all episodes of the presentation story.
more elTective learners of English. Students learn
• all of the listening activities.
to:
• the main reading texts from each unit.
• use study skills such as correcting mistakes,
planning compositions and extracting the main • the songs.
ideas from a reading or listening text.
• the play.
Each piece is identified by the Student's Book
page number and exercise number.
Oxford Heroes - Lesson plan

Class Date Time

Objectives

Anticipated problems

Materials

Stage Estimated Activity Procedure


timing

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Homework >
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Workbook Lesson 2
The Workbook contains: Reading (with comprehension and vocabulary
exercises); Grammar; Vocabu lary; Speaking and/or
• extra vocabulary and grammar practice Listening and/or Writing
exercises for lessons 1 and 2 of every Student's
Book unit. Lesson 3
• a writing model, comprehension activities and a Model Text; Listening; Speaking; Wriling; Song
writing task relating to lesson 3 of every
Student's Book unit.
Teaching lesson 1
• progress check exercises for each unit.
Presentation story
• six revision units.
The grammar and vocabu lary are presented in a
• a word list. presentation story. The story is episodic, and
focuses on the adventures of two children.
Teacher's Book Studen ts can listen to the presentation story on CD
The Teacher's Book contains: with books closed or while reading. After the
presentation, your students may enjoy reading or
• an introduction to the course. acting the story out in parts.
• photocopiable Lesson plan, Student profile and The presentation story is always followed by a
Teaching dial}' pages. short comprehension and vocabulary exercise. The
• teaching notes for the introductory unit and comprehension exercise ensures that students
twelve main teaching units, including optional have understood the events and dialogue in the
activities, background information, tapescripts story. The vocabu lary exercise focuses on
and answers for all Stude nt's Book exercises. important lexical items from the story.

• teaching notes for the Stud e nfs Book revision Grammar


units, projects and play.
The grammar column provides clear explanation
• Oxford Heroes Workbook answer key. and controlled practice of the new structures
presented in the story. New tenses are usually
presented in full tables. The practice exercises are
Using the Student's Book carefully graded in terms of difficulty, and aim to
provide initial practice in class. You can find
The contents pages consolidation exercises in the Workbook.
The contents pages provide you and your students The grammar (and vocabulary) in lesson 1 is
with a comprehensive account of the syllabus for followed by skills work. The particular skills
the course. They can be used to give students an focused on vary from lesson to lesson, but there
overview of the course at the beginning of the year, will usually be two of the following three skills:
and are a useful reminder to help students prepare listening, speaking and writing.
for tests and examinations.
Listening
The listening exercises are designed to encourage
The introductory unit students to listen for the main ideas and develop
The introd uctory unit at the start of each level strategies to do this. When you teach listening:
provides a useful revision of grammar structures • go through the task with students. Emphasize
and vocabulary at the start of each academic year. that they do not need to understand everything,
In Student's Book 2 this unit is called We're back! but only need to understand enough of the
and covers grammar and vocabulary items that listening text to do the tasks.
students will have met in Student's Book 1.
• the accompanying pictures often give clues
about the listening text. Look at them and talk
The twelve teaching units about them with the class.
Each of the twelve Student's book units is divided Speaking
in to three lessons. Each lesson is 2 pages long.
The speaking exercises aim to help students speak
Lesson 1 fluently and with confidence. When you teach
Presentation Story (with comprehension and speaking:
vocabulary exercises); Grammar; Vocabulary {in • tell students not to worry about making
most units}; Speaking and/or Listening and/or mistakes. The most important thing is to
Wriling communicate their message.
• encourage students to use the prompts and writing task. It also contains examples of the
examplcs in the Student's Book to help thcm. particular w riting skilllhat will be focused on later
in the writing section. The model text is followed
Writing by comprehension tasks which help to focus
The writing exercises in lesson 1 are fairly short. students on the text and practise their reading
They aim to consolidate the language that students skills at the same time.
have heard in the listening exercises or practised
Listening and speaking
orally.
The model text is followed by listening and
Vocabulary speaking activities. These activities are designed to
There is often a vocabulary section in lesson 1 develop the studen ts' listening and speaking skiUs
which presents a small topic-based vocabulary set by practising the strategies outlined above in
related to the main theme of the unit. lesson 1. They also focus on the topic which
s tudents will write about in the writing task, giving
them additional information and ideas to help them
Teaching lesson 2 with this task.
The aim of lesson 2 is similar to that of lesson 1. Writing
However, lesson 2 introduces the language to be
practised in a reading text rather than a story, and Each unit focuses on a particular writing skill. This
lesson 2 always contains a topic-based vocabulary is presented in the writing section and is also
set. present in the model text. Students are encouraged
10 go back to the model text and find examples of
Reading this skill to see how it is used in context. A practice
exercise helps students to practise using this skill
In the reading section, students use English to read before they have 10 use it in their own writing. This
and talk about a wide range of topics. It is is followed by a writing guide which students can
important that students learn to read for the main use to structure their own writing.
ideas and not worry about understanding every
word. When you teach reading: When you teach writing:
• help students to predict the context ofthe text • focus students' attention on the text type of the
before reading by looking at the photos and model text: is it an e-mail.aninformalletter or a
discussing the title of the text. composition? Who has written it?
• encourage studen ts to read the text quickly the • ask students to spend time planning their
first time and just concentrate on the first writing. They mighllike 10 write notes.
exercise. This will help to develop students' • make sure that students understand how to
ability to understand the gist of a text. organize their writing and remind them to look
• before students read the text again, focus their at the model text for ideas and to see how it is
attention on the next task and check that they structured.
understand it. • make a list of useful vocabulary on the board.
Vocabulary • you might like to discuss ideas with the class.
The second lesson of every unit presents and Songs
practises a topic-based set of vocabulary items.
When you teach vocabulary: Songs are a special feature of Oxford Heroes. The
songs in Student~s Books 2 and 3 are authentic
• tell students that it is easier to remember words pop songs chosen to consolidate the topics and
if they learn and record them in topic sets. language presented in each unit. The songs arc a
• remember that students may need to see and useful introduction to English stress and rhythm.
use the words several times in order to learn Each song is accompanied by simple
their pronunciation and meaning. comprehension activities.

Teaching lesson 3 The revision units


Lesson 3 focuses on developing vvriting, listening There is a revision unit after every second unit.
and speaking skills. It ends with a song, which is Each revision unit focuses on the main grammar
related to the topic and language that has been and vocabulary sections ofthe preceding units.
presented in the unit. • Before the students do the revision unit, give
them ten minutes to look back at the grammar
Model text
and vocabulary sections in the two units. They
Each unit has a model text, which is the kind of text can do this individually or in pairs.
that students will be asked to produce in the
• Give your students time to ask any questions The play
they may have and explain any points you think
are still unclear. Plays are useful to learners because they combine
language learning with the opportunity to
• When you have reviewed the material together, perform, which is something many students enjoy.
ask students to complete the exercises. The plays in this course are designed to include the
• Check the answers with the class and give whole class in a performance. There are main parts
students the chance to correct their mistakes. for more confident students while the rest of the
Go though any difficulties they may have. class can take minor parts or join in with the
chorus.

The optional projects The play can be used about halfway through the
school year or at any point in the year after this.
The projects in this course have been designed to They may be performed solely for the pleasure of
follow each second unit. For example, Project 1 can the class, or they may be performed for parents,
be done when you have completed Unit 2 and allowing them to see how much their children have
Project 2 can be done when you have completed learned.
Unit4. However, if you do not have time to give
students a particular project, you can use it later in
the year to recycle language. Using the Teacher'9 Book
The projects in Oxford Heroes begin with an
example project, which provides a good model for The Teach e r 's Book introduction gives a
the final task. This is followed by a comprehension description of the aims and structure of the course,
exercise and a vocabulary section, which presents and suggestions about how the material might be
vocabulary that students will need to write their used in class.
projects. There is also a speaking activity, which The introduction is followed by photocopiable
helps to generate ideas for student projects, a sheets for a Lesson plan, Student profile and
planning exercise and a writing guide to help Teaching diary.
students to structure their projects.
The teaching notes provide detailed guidance on
The final aim of each project section is always to how to present the material in the Student's Book,
create a poster for the classroom wall. Project work together with background information about the
is a great opportunity for students to use English in people, events and places mentioned in the
a creative and personal way that will give them a Stude nt's Book . They also provide transcripts of
real sense of achievement. This kind of activity the recorded material that is not actually written in
encourages students to share and discuss the Student's Book and answers to all the
information about the real world, to draw on their exercises. Throughout the teaching notes there are
knowledge of the world and to produce an ideas for optional extra activities. At the beginning
extended piece of English work that is both of each lesson there is a table showing the new
meaningful and relevant. vocabulary introduced in that lesson.
Students may work on their projects in small The answer key to the Workbook can be found at
groups. This increases motivation by allowing the back of the Te acher's Book.
students to exchange ideas and help each other.
However, all six projects in the course are also
suitable for individual work. When teaching
project work:
Evaluation
• it is inevitable that students will talk in their own Testing and evaluation are important features of
language and make some noise, but if they are this course. You can evaluate your students in
well motivated and concentrate on producing a several ways: reviewing and checking, testing, and
high quality project in English, you should not continuous assessment.
worry about this.
• you may prefer to ask students to do some of Revi ewing and checking
the preparation work at home and set strict
time limits for finishing the projects in class. In the Student's Book, there is a revision unit after
This will save you class time. every second unit. The main aim of each revision
unit is to give your students the opportunity to look
• it is important to display the finished projects on back on the work they have done, and to enable
the classroom wall so that students can take
you to check any areas that need further attention.
pride in their work and refer to it in later
lessons. There is a Progress check at the end of each
Wo rkbook unit. The main aim of each Progress
check is 10 give your students an opportunity to
consider their progress, providing them with the

vii
opportunity to develop their capacity for self- Make English the main classroom
assessment, and autonomy. language
In order to encourage students to use their English
Testing as much as possible, establish English as the main
Before preparing and giving tests to your students: language to be used in the classroom. Simple
teaching instructions can be given in English and
• ensure that they are adequately prepared. Make you should encourage students to ask questions in
sure that your students have done as many of English. Of course, sometimes it may be quicker to
the exercises in the Student's Boo k and clarify instructions or provide a translation of a
Wo rkboo k as possible. difficult word in the students' own language.
• Ask students to complete the Progress check in
the Workbook unit before they take the cnd-of- Use pairwork
unit test.
In order to speak English with confidence, students
• encourage students to keep a record of their
need as much practice as possible. If they are
own results, in order to encourage them to see
allowed to speak together in pairs, each student
their own strong and weak points.
has much more practice time than ifthey only
speak to the teacher while the rest of the class
Continuous assessment listens. Working in pairs also allows students to
practise together in a safe, anxiety-free context
Use the photocopiab le Student profile sheet on without the embarrassment of speaking in front of
page x to monitor the progress of each of your the whole class.
students throughout the year. This will give you a
good overall picture of each student's abilities and When you organize painvork:
enable you to spot areas where the student may • give clear instructions so that students know
need extra support. exactly what to do.
• keep the activities short so that students don't
General advice on teaching Oxford get bored.
He]'()(!$ • demonstrate the activity with a good student
first or ask a good pair of students to
demonstrate the activity while the class listens.
Keep students busy and motivated
• during the activity, walk around the class and
Most classes include students of different levels of
encourage students. Note down any recurring
ability and motivation. It is important to keep them
mistakes.
busy and motivated. In this course, the following
types of activities can be used for students while • give feedback to the class and correct any
the rest of the class complete the core exercises: important mistakes after rather than during the
activity.
• optional activities in the Teacher's Book
• extra practice activities in the Wo rkboo k
Evaluate your own lessons
Use the Lesson plan on page ix and Teaching diary
Use the projects on page xi after this introduction to compare your
Project work is particularly suitable for students of plans for the lesson with what actually happened.
different abilities, as it allows each student to work The Teaching diary can be kept as a record of what
at their own pace and level. lfstudents work ideas worked particularly well in class and what
individually, the stronger students can be aspects of your teaching have changed or
encouraged to produce more lengthy projects, improved over the course of the year. This will help
while weaker students can aim for something less you to adjust your teaching to the needs of your
ambitious. Ifstudents work in groups, they can students.
take on diITerent roles depending on their ability.
For example, those with greater ability may do
more of the w riting.

Use praise
For all students a sense of achievement and self-
worth is very important. AJways praise your
students if they have got their message across,
even though they may have made small mistakes.

VIII
Oxford Heroes - Student profile

Observation sheet Student Key

Class A Very good


B Good
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© OXFORD UNIVERSITY PRESS PHOTOCOPIABLE


NOTE
Children sometimes use the word grandpa Instead of
NEW WORDS grandad, and nan or nanna instead of grandma. The
bird get (something) back market worried bad more formal words are grandfather and grandmother.
trick hope surfing ball game water sport sofa
teeth outside next to flower grass meal
on the side of Food
Exercise 4
• Ask different students to read out the words in
Presentation story " the box. Practise the pronunciation if n ecessary.
Exercise 1 " • Do the first word as an example w ith the class.
• Tell students to look at the pictures. Point to • Students match the pictures with the words.
Kate and Sa m, and ask: Who are rhese children?
Then point to the other two characters in turn • Check the answers with the class.
and ask: Who's this?
Answers
• Explain some of the key words: bird, worried,
1 chicken 5 bread
market, tricks. 2 bananas 6 milk
• Play the CD. Students listen and read. 3 rice 7 apples
4 orange juice 8 butter
Exercise 2
• Ask about Kate and Sam's advent ure in Book 1. O PTIO NAL ACTI VITY
You could prompt them with some questions, Ask students to name other items of food and drink.
for example: Who did theyhelp?(Max) Who
were their enemies? (/me/da and Nero) Where
did they go? (to Crystalia) What did they look for Clothes
in Crystalia?(Max's crystal) Was it dangerous? Exercise S
(yes) Where was the crystal? (inside a volcano) • Do the first word as an example with the class.
Did they escape from ImcJda? (yes)
• Students complete the words.
• Play or read through the four speeches agai n.
Check for difficulties with new vocabulary. • Check the answers with the class and practise
the pronunciation.
• Discuss the other two questions with the class.
Answers
OPTIONAL ACTIVITY 1 sweatshirt 5 skirt
Divide the class into groups of four. Ask each group to 2 sweater 6 ~hirt
3 dress 7 shoes
come to the front of the class and introduce themselves
4 trousers 8 trainers
as the four main characters.

Family Sports
Exercise 6
Exercise 3
• Check that students understand the meaning of
• Look at the example w ith the class.
ball games and water sports.
• Students complete the sentences.
• Look at the example with the class.
• Check the answers with the class and practise
• Students complete the table.
the pron unciation.
• Check the answers with the class and practise
Answers the pronunciation.
1 husband 5 cousin
2 grandson 6 aunt Answers
3 parents 7 grandma Water sports
4 daughter 8 grandad
Balle-mu
basketball
footba ll
sailing
swimming
""'"'
(athletics)
gymnastics
tennis surfing karate
Houses and rooms
Exe rcise 7 NEW WORDS
• Read through the sentences with the class and wake up close especially the best CD
check for any difficulties with vocabu lary. CD player new over there ticket office toilet
cafe area water ride afternoon meet
• Look at the example with the class. See you then! comIC packet Excuse me.
• Students match the sentences with the words. near here at the moment cola

Answers Imperatives
1 living room 5 dining room
2 bathroom 6 hall Exerci se 1
3 kitchen 7 balcony • Read through the sentences with the class.
4 garden Remind students that we use Don'twhen we tell
someone ill21 10 do something.
OPTIONAL ACTIVITY • Do the first sentence as an example with the
Play Hangman with the words in the boxes in Exercises class.
3- 7. Think of an object. Write a dash for each letter of
the word on the board, e.g. (shirt) _____ . Students try • Students match the other sentences with the
to guess the word by calling out letters of the alphabet pictures.
at random. Write in correct letters on the dashes and • Check the answers with the class.
write the incorrect ones at the bottom of the board. For
each Incorrect letter, also draw one line of the hangman Answers
picture. The class wins the game if they guess the word 1 Give me that book.1
before you have completed the picture. 2 Don't sit downl
3 let's listen to the conversation.
• 6
4 Wakeupl
S let's look at page 12 in the Workbook.
5 6 Don't forget your pencil case.
, 7 Don't run!
8 Close the door!

2
Personal pronouns, possessive
9
" adjectives and possessive forms
Exercise 2
• Look at the example. Then go through the
3 " " exercise orally with the class.
• For the pronouns, ask questions to check
comprehens ion, for example: 3 Who's 'they'?
(his parents) 5 What's 'them'? (the programmes)
• Jfsludents have difficulties with questions 1 and
6, remind them that the apostrophe comes.afi.ff
the name of the owner(s).

Answers
lOan's S them
2 his 6 parents'
3 They 7 m.
4 my 8 She's

We'nbackf 3
this, that, these and those Question words
Exercise 3 Exercise 6
• Look at the example with the class. Point out • Look at the example with the class.
that the tortoise and the rabbits are near the
• Go through the questions orally with the class
boy in the picture.
before asking students to write.
• Do number 1 as another example. Pont out that
• Students complete the questions and make true
the gloves are in the boy's hand, but the trainers
answers.
aren't near him.
• Choose different students to ask and answer the
• Students complete the other sentences.
questions across the class.
• Check the answers with the class.
Answers
Answers 1 When 2 Who 3 Where 4 Whk h 5 What
1 ThMe are my gloves and those are my traiMfS.
2 This ts my CD player. Those are my COs.
3 This is my sandwich and thne . re Dad's sandwiches. OPTIONAL ACTIVITY
4 This is my new bike. That's my old bike over there . Play a memory game. Ask five students one question
each (leaving out question 4), for example: What's your
favourite subject Luke? Then ask questions about the
OPTIONAL ACTIVITY five students, for example: What's Luke's favourite
Students make similar sentences about objects in the subject? Students answer from memory.
classroom, for example: This is my pen. That's
Christina's bag.
some and any
Prepositions of place Exercise 7

Exercise 4
• Go through the first dialogue orally with the
class. Remind students that we use any in
• Look at the picture with the class and check for negative sentences and questions.
any difficuJties with vocabulary.
• Students complete the dialogues.
• Do the first sentence as an example with the
class. • Check the answers with the class.
• Students complete the other sentences. Answers
• Check the answers with the class. 1 any, some
2 some, any, some
3 any, any
Answers
4 a~,~.some
1 on 5 neJrt to
2 opposite 6 between
3 under 7 behind
4 in front of 8 in

Prepositions of time
Exercise 5
• Students complete the dialogue.
• Check the answers with the class .

Answers
1~ 2~ 30n 4~ 5 ~ 6~

OPTIONAL ACTIVITY
Ask students to practise the dialogue in pa irs. You could
ask one or two pairs to read out the dialogue for the
class. The other students listen and check that the
prepositions are correct.

4 We're backl
Exercise 2
NEW WORDS • Do the first word with the class as an example.
empire nobody model ruined fall off I wish • Students match the other words w ith the
disappear every night near generous mean definitions.
cheerful bad-tempered friendly shy tell jokes
lend • Check the answers with the class.

Answers
1e 2c 3b 4a Sd
Presentation story "
STORY SUMMARY OPTIONAL ACTIVITY
This is the first episode of the Heroes 2 story. The story Divide the class into groups of three (Sam, Kate and the
is about two children, Sam and Kate, who also teacher). Ask some groups to come to the front of the
appeared in the Heroes 1 story. In this episode, Sam and class and act out the story.
Kate are on a school trip to a museum. They are
studying the Tikan Empire in history and they look at a
model of the ruined capital city, Perdita. Maldo is also in
the museum and a bird falls out of his hands. Kate and
Sam see the bird on the floor and Sam picks it up. Present simple
When Sam makes a wish that they could go to Perdita,
the museum suddenly be9ins to disappear. Kale and • Ask students to look at the box. Read through
Sam don't know where they are going. the examples and rules w ith the class.
• Pay special attention to the forms of do used in
• Tell students to look at the pictures. Ask: Where
negatives, queslions and short answers.
are Sam and Kate in picture 1? (at a museum)
Who are they with? (their teacher and class) • Practise the pronunciation of verbs w ith the -es
Who's the man in picture 1? (Ma/do) What has ending in the third person singular.
Sam got in picture 2? (a bird) What's happening
• Remind students that adverbs of frequency go
in picture 3? (The museum is disappean"ng.) .Ile..forf: most verbs, but a.fi..er. the verb be.
• Explain some of the key words in the story:
empire, ancient, capital city, ruin, model. Exercise 3
• Students complete t he text.
• Play the CD. Students listen and read.
• Check the answers with the class.
Exercise 1
• Point out that H an nah is using the presen t
• Play or read through the dialogue again. Check simple because she is talking ab out things
for difficulties with new vocabulary.
which happen regularly/normally or which are
• Do the first question with the class as an always true.
example. Ask students to find the answer in the
story. Answers

.
1 live 6 wants
• Students do the rest of the exercise. 2 .... 7 doesn't like
• Check the answers w ith the class. 3 doesn'1 work 8 doesn't go
4 play
S listen
""'"
AMwers
1 They're on a school trip.
2 " beQme a ruin.
3 Because he likes history.
4 She sees a bird.
S He wants to go to Perdita.

Unit I 5
Exercise 4
• Look at the example with the class. Then go
Writing
through the questions o rally before students Exercise 8
write. • Look at the example with the class. Explain the
• Students write the questions. difference between lend and borrow.
• Check the answers with the class. • Students write three descriptions of friends and
fami ly members.
Answers

r
1 Do you walk to school"?
2 Does your best friend play a musical instrument"? NEWWORDS
3 Do you like sport? fire fighter put out rescue accident equipment
4 Does your teacher speak French? work hard project doctor hospital on holiday
5 Do your friends live near you"? go back no one science fiction a bit indoors
mystery guest pilot police officer nurse dentist
Exercise 5
shop assistant
• Divide the class into pairs. Students ask and
answer the questions.
Reading
OPTIONAL ACTIVITY
Ask students to write three more questions. Practise BACKGROUND INFORMATION
questions and answers around the class.
Oxford I' oksf:xl./ is 80 kilometres west of London. It is
an old city, famous for its university. Oxford is on the
river Thames. It has a population of about 120,000.
Glasgow I' glo:zg~o/ is in the west of Scotland. It has a
Describing personality population of about 700,000 peop le. Its industries
include engineering, chemicals. printing and whisky-
Exercise 6 making. It is famous for its two footba ll teams, Rangers
• Look at the p ictures with the class. Make sure and Celtic.
that students know which person to focus on in
each picture. London /' IAnd:m/ is the capital of the United Kingdom.
It is situated on the river Thames in the south-east of
• Introduce the new adjectives and practise the England, and has a population of about ten million .
pronunciation .
• Students match the pictures with the adjectives. Exercise 1 "
• Ask students to look at the p hotos. Ask: What
Answers jobs do these people do? Encourage students to
1 generous 4 cheerful say what they can about the jobs, but don't give
2 shy 5 bad-tempered the answers yet.
3 friendly 6 mean
• Ask students to read the text and answer the
questions. You might like to play the C D while
they read.
• Check the answers w ith the class.
Exercise 7
• Look at the examples with the class. Check that Answer
students understand the meaning of telljokcs Lu<y - fire fighter, Oxford
and borrow. James - teacher, London
Alke - doctor. Glasgow
• Divide the class into pairs. Students tell their
partner about two or three friends or family
members. Encourage them to include adverbs
of frequency, as in the examples.

OPTIONAL ACTIVITY
Ask different students to describe someone's behaviour
to the class, without using an adjective, for example: He
never buys presents. The other students guess the
adjective (He's mean).

6 Unit I
Exercise 2 Exercise 6
• Read through the text with the class. Check for • Go through the sentences orally with t he class.
any difficulties with new vocabulary, for Discuss why one tense is correct and the other
example: put out, rescue, accident equipment, is not.
project.
• Students complete the sentences.
• Students look back at the text and find the
answers to the questions. • Check the answers with the class.

• Check the answers with the class. Answer.s


1 'm working 4 lives
Answen 2 like 5 Do you know
1 She works in Oxford. 3 are you sitting 6 ' m going
2 They put out fires and they rescue people from ear
1KCtdent$ and high buildings.
3 ....._ _aphy. OPTIONAL ACTIVITY
4 They're studying AsWlndia. Say an everyday verb (for example, read). One student
S Because she rnHt5 different people and w'S always uses the verb .in the present simple (for example: I don't
busy. read nevvspa;;e(5), and another student uses it in the
6 She's on hoIkMy and w's relaxing with her family. present continuous (for example, I'm reading a book).
Encourage the student using the present continuous to
Exercise 3 mime the action. Repeat the activity with other
• Look al the example with the class. students, using different verbs.

• Students find the other words in the text and


match them with the definitions
• Check the answers with the class.
Jobs
Answen
( 1 b(eumple) 2. 3d 4a Se ) Exercise 7
• Look at the pictures with the class and ask
Exercise 4 students to say the names of the jobs they know.
• Discuss the questions with the class. Introduce new vocabulary and practise the
pronunciation.
• Students complete the words.
• Check the answers with the class.
Present simple and present
Answen
continuous • ",lot 5 dentist
2 fire fighter 6 shop assistant
• Ask students to look at the box. Read th rough 3 police officer 7 doct<><
the examples and rules with the class. 4 none 8 teacher
• Ask students for some more example sentences
showing the uses of the two lenses. OPTIONAL ACTIVITY
Encourage students to talk about people they know
Exercise 5
who do the jobs in the pictures.
• Look at the example with the class.
• Students complete the e-mail with the verbs in
the present continuous.
• Check the answers with the class. Exercise 8 "
• Tell students that they are going to hear part of
Answen a radio quiz programme about jobs. Explain the
1 is watching S 'mwriting idea of a 'mystery guest' who has got ajob that
2 Is cleaning 6 'm Itstening
3 is talking 7 'mgoing the contestants are trying to guess.
• 'm !!!tin" • Play the CD several times. Students decide
whether the sentences are true or false.
• Check the answers with the class.

Answers
1 False 2 False 3 True 4 True

--
5 True

Unit I 7
Tapescri pt Exercise 2
Presenter Welcome to Guess the Job. Our first mystery • Read the text with the class and explain new
guest will describe his job in five sentences to vocabulary: do my best, bronze medal, train
our contestant s, Paul. Clare and Emma. Right. (verb), encourage.
Mystery guest please begin.
Guest OK. At the moment, I'm wearing jeans, but I • StudenlS answer the questions.
usually wear a uniform. • Check the answers with the class.
Paul Ah ha! You're a police officer.
Guest No, I'm not. Er, what else? I don't often sit
down at work.
Answers
Clare Ohl You're a doctor. 1 She's a swimming teacher.
Guest No, that's not right. OK. I go to different places. 2 When she was eighteen.
Emma You're a pilot!
3 At the local swimming pool.
Guest No, I'm not. I'm not a pilot. Er, I meet a lot of
4 She's a really nice person. She's cheerful and very
friendly.
diffe rent people.
S Because she's training hard and having lots of
Paul Teacher!
lessons.
Clare Teacher? They don't wear a uniform.
6 She wants to swim at the Olympics.
Paul Oh yes. I fo rgot. Hmm . This is difficu lt.
Guest All right. This is your last sent ence. Our
equipment is very important and we check it
every day.
Emma Ah! You're a fi re fighter.
Guest Yes! I' m a f ire fig hter. Exercise 3 Q
Presenter Thank you. Now, let's move on to our next • Look at the photos w ith the class. Tell students
mystery guest. This person is going to. that they are going to listen to the three children
talking about people who are 'special' for them.
• Play the CD h\lice. Students listen and answer
the question.
Exercise 9
• Check the answers w ith the class.
• Look at the example w ith the class.
• Do another example. Choose ajob yourself. Answers
Describe the job, but don't say what it is. JacK - his uncle
StudenlS try to guess the job. Kelly - her piano teacher
Simon - his cousin
• Divide the class into pairs. StudenlS play Guess
the job with a partner. Tapescript
Presenter Welcome t o The People Programme. Today
we're talking about special people. Jack, tell us
NEW W O RDS about a special person in your life.
do my best bronze medal one day encourage Jack Hello. I'd like to talk about my uncle.
personality What's it like? How often ) Presenter Why's he special?
feel good trainer be good at feeling lonely JacK Well, he spends a lot of time with me. He often
takes me to t he park and he helps me wit h my
sunshine
homework. He even plays with me on my Play
stat ion.
Presenter Thank you, Jack. Now, Kelly- who's a special
Model text person in your life?
Kelly My piano teacher. She plays the piano really
Exercise 1 well and she writes songs. At the moment, she's
• Ask students to look at the photo. Ask: What job w riting a special song for me to play.
does this woman do? Presenter Thank you very much. And finally, Simon. Tell
us about your special person.
• Ask students to read the text and find the Simon Well, it's my cousin. He's older than me. He's
answer to the Question. eighteen. We both love football and support
Manchester United. He takes me to matches
Answer and always buys me football kit for my
They like her because she's a cheerful person. She's birthday. He's really generous.
also very friendly to new children. Presenter Thank you. That was really interesting . On neKt
week's show ...

8 Unitl
Exercise 8
Exercise 4 g
• Students can do the writing activity either in
• Look at the example with the class. class or for homework.
• Play the CD again. Students listen and choose • Read through the writing guide vvith the class.
the correct alternatives. Ask students for examples of how to finish the
• Check the answers with the class. sentences.
• Play the CD again if necessary. • Students write about a special person in their
life, using the writing guide. They might like to
Answen add a photo or a drawing.
1 helps him with his homework • Check students' work.
2 the piano 3 songs 4 eighteen 5 football

Song
Exercise 5
Exercise 9 g
• Play the song once for students to listen to.
• Do some examples with the class. Ask the
questions and invite different students to • Read the song with the class. Check for any
answer. Check for any difficulties. difficulties with new vocabulary and ask
students to guess the missing words.
• Divide the class into pairs. Students ask and
answer the questions. Go round the class, • Play the song again. Students listen and
helping students if necessary. complete the song.
• Check the answers with the class.
OPTIONAL ACTIVITY
Students tell the class about their partner, for example: Answers
A special person in fla's life is her grandma. She looks 1 give 4 want
after Ela when her mum and dad areat work. 2 >e. 5 bad
3 long 6 things

Writing Exercise 10
• Students complete the puzzle.
Organizing your writing • Check the answers with the class.
• Read through the advice in the box with the
class. Answers
feelings 4 lonely
Exercise 6 2 fim 5 sunshine
3 live 6 world
• Students look at the model text again and match
Extra word: friend
the topics with the paragraphs.
• Check the answers with the class.

Answen
a paragraph 4 c paragraph 2
b paragraph 1 d paragraph 3

Exercise 7
• Look at the examples with the class.
• Students complete the sentences about people
they know.

Unit I 9
OPTIONAL ACTIVITY
NEW WORDS Divide the class into groups of four. Ask each group to
village building incredible magic worry curse come to the front of the class and act out the story.
everybody wicked Viking attack Greenland
Iceland cOin Denmark Norway Sweden
century AD Egypt learn lose Roman
evening Egyptian l,'d3 ip J"]
Past simple
Pl'e$entation stOI'\! g • Ask students to look at the box. Revise past
simple forms.
STORY SUMMARY • Practise the pronunciation of the regular -ed
In this episode, Kate and $am travel back in time and ending.
find themselves in a vi llage in the Tikan Empire. They
• Revise the past simple form of some other
talk to Maya and show her the bird. She explains that it irregular verbs, for example: had, met, told, lost,
is a special bird and that they must take it to Perdita. got.
She also tells them that there is a curse on Perdita and
that one day everybody left. Suddenly, Kate and Sam • Look at the note on ago. Poin t out that we use
see the man who was at the museum. Mayo explains ago wilh a period of time. Give some other
that this man is Maldo and that he stole the bird and examples: an hour ago, two weeks ago, six
ruined Perdlta. months ago, three years ago.

• Tell students to look a t the pictures. As k: Where Exercise 3


are Sam and Kate in picture 1? (in a village in the • Students complete the sentences.
Tikan Empire) Who are they talking to in picture
• Check the answers with the class.
2? (Maya) What have they got? (the bird) Who's
the man in pictures 2 and 3? (Ma/do)
Answers
• Explain some of the key words in the story: 1 arrived 2 saw 3 met 4 told 5 was
village, magic, curse, wicked, stole.
• Play the CO. Students listen and read. BACKGROUND INFORMATION
The Vikings were a powerful force from 800 to 1100 AD.
Exercise 1 viking warriors made raids on many coasta l regions of
• Play or read through the dialogue again. Check north-west Europe. They set up kingdoms and settled in
for difficulties with new vocabulary. the north and east of England, and they founded the
city of Dublin. The Normans of northern France were
• Look at the example with the class. Ask students
originally Vikings. As traders and colonists, they travelled
to find the answer in the story.
to Russia, Persia, Turkey, keland and Greenland. In North
• Students do the rest of the exercise. America, an 11 th century Viking colony may have been
established 400 years before the time of Columbus.
• Check the answers with the class.
Exercise 4
Answers
• Look at the picture with t he class. Ask students
1 True.
2 True. to say what they know about the Vikings.
3 False. One day everybody left Perdita. • Look at the example with the class.
4 False. He isn't Maya's friend. She thinks he's wicked.
• Students do the rest of the exercise.
Exercise 2
• Check the answers with the class.
• Students look at the story again and find the
words which match the definitions. Answers
• Check the answers with the class. 1 When did the Vikings live? d (example)
2 Where did they come from? c
3 Which countries did they attack? a
Answers 4 How did they travel to other countries? e
1 village 4 curse 5 What did the Vikings leave in these countries? b
2 buildings 5 wicked
3 magic

10 Unit 2
Exercise 5
• Look at the example. Then go through the
sentences orally with the class. Exercise 7
• Students rewrite the sentences with ago. • Look at the example with the class.
• Check the answers. In questions 3 and 5, QDC • Divide the class into pairs. Students ask and
week/hour ago is correct, but the use of alan is answer the questions with a partner.
more common.

Answers NEW WORDS


1 Rosie had lunch three hours ago. entertainment free time bath chariot racing
2 Ben went to Egypt four years ago. crash wheel horse fast hero Olympic Games
3 We learned about the Romans a week ago. make friends play (a character) grapes
4 I lost my history book three days ago.
go shopping go swimming go to the theatre
S lucy went to bed an hour ago.
have a party listen to music meet friends
play board games watch sport
OPTIONAL ACTIVITY
Tell the class some things you did earlier in the
daylweeklmonthlyear. Use the past simple + at/onlin Reading
with time expressions. Students repeat your sentences,
but use ago.
BACKGROUND INFORMATION
The Roman civilization was founded in 753 BC and
Listening lasted for 800 years. The original republic expanded
into the Roman Empire, which, at its peak, stretched
Exercise 6 g from Britain to the Caspian Sea.
The period of Greek history known as 'Ancient Greece'
• Look at the photo with the class. Ask students to began with the collapse of the Mycenaean civilisation
say what they know about ancient Egypt. in 11 SO BC and ended with the Roman Conquest,
• Play the CD several times. Students decide 900 years later.
whether the sentences are true or false.
Exercise 1 g
• Check the answers with the class.
• Ask students to look at the pictures and to say
what they can see. Use the pictures to introduce
Answers
Olympic Games, theatre, chariot, charioteer and
1 True 2 True 3 False 4 False 5 True
bath.
Tapescript • Ask students to read the text and match the
Presenter Hi! It's time for History for Children again. pictures with the paragraphs. You might like to
Today we're talking about the ancient play the CD while they read.
Egyptians and our expert is Or Michael Green.
Or Green Hello.
• Check the answers with the class.
Presenter Becky is on the phone from Manchester. What's
your question, Becky? Answers
Becky Hi! Is it true that the Egyptians invented 1C 20 3B 4A
writing and paper?
Dr Green It certainly is, Becky. The ancient Egyptians Exercise 2
invented the first system of writing about five • Read through the text with the class. Check for
thousand years ago. It's called hieroglyphics any difficulties with new vocabulary, for
and it used pictures. They also made a type of example: free time, crashes, heroes, characters.
paper from a plant. Its name was papyrus and
the English word paper comes from this word. • Students read the sentences and choose the
Presenter Amazing! Thanks for your question, Becky. And correct answers.
now it's Andy from York. Hi, Andy.
Andy Hello. I want to ask: did the ancient Egyptians • Check the answers with the class.
live in pyramids?
Or Green No, they didn't, Andy. Pyramids were for dead Answers
people. Poor people's houses only had one lc2b3c4b
room and no windows, but richer people had
big houses with a lot of rooms and even a
bathroom with hot water.
Presenter Really? let's speak to Oavid ...

Un~Z 11
Exercise 3 • Students match the pict ures wi th the words.
• Students match the p ictures with the word s • C heck the answers with the class.
from the text.
• Check the answers with the class. Answers
1 meet friends 5 listen to music
2 play board games 6 gotothetheatre
Answers 3 go shopping 7 go swimming
1 athlete 2 mask 3 hero 4 wheel 4 watch sport 8 have a party
Exercise 4
• Discuss the questions wi th the class. OPTIONAL ACTIVITY
Invite different students to make true sentences about
the activities, using adverbs of frequency. For example:
Grammar I never watch sport. I sometimes go shopping at the
weekend. I don't often go to the theatre.
used to
• Ask students to look at the box. Read thro ugh Listening
the rules and examples with the class.
Exercise 8 g
• Point out that the examples are talking about
activities that were normal in the past. They • Play the CD twice. Students listen to the sounds
don't happen now because the ancient G reek and write the activities.
and Roman societies no longer exist. • Check the answers with the class.

NOTE Answers
For all forms of used to, the pronunciation of used and , go shopping 3 listen to music
use is Iju:st/ and Iju:sI. Note the difference between this 2 have a party 4 watch sport
and the verb use/ju:zi (as in I often use a computer).

Ex ercise 5
• Studen ts complete the sentences.
Exercise 9
• Check the answers with the class.
• Ask the first question and invite several
different students to answer. Follow up w ith
Answers
other questions. For example:
1 used to go 4 didn't use to eat
2 didn't use to listen 5 didn't use to play A Whut did you do on Saturday?
3 used to watch 6 used to eat B I went swimming.
A Did you go in the morning?
Exercise 6 Did you go with a friend?
• Loo k at the example with the class. Did you have fun?
• Ask students to say the other five questions and • Divide the class into pairs. Students ask and
invite different students to answer them. answer questions.
• Divide the class into pairs. Students ask and
answer the questions with a partner. OPTIONAL ACTIVITY
Students tell the class about their partner, for example:
OPTIONAL ACTIVITY Katie went shopping on Saturday morning. She met
Encourage students to tell the class about other things friends in the afternoon ..
they used to do and didn't use to do.

NEW WORDS
Vocabulary become war peace marry battle against
army kill poison die king explorer soldier
Free time activities Asia rule skater ballet face baggy
Ex ercise 7
• Look at the pictures with the class and ask
students to say the words they know for the
Model text
activities. Introduce new vocab ular y and Exercise 1
practise the pronunciation.
• Ask students to look at the picture and to say
anything they know about Cleopatra.

12 Unit 2
• Students read the text and find the answers to Answers
the question. Qdysseus, Hercules, Theseus, Perseus

An5WefS Tapescript
Cleopatra was from Egypt. My favourite Greek hero is Odysseus because he was
Mark Antony was from Rome.
very clever. During the war with Troy, he thought of the
Trojan horse. That was a fantastic idea! The Greeks put
Exercise 2
a big horse outside the walls of Troy. The Trojans took it
• Read the text with the class and explain new into the city and Greek soldiers climbed out!
vocabulary: war, peace, general, battle, power, 2 I think Hercules was the bravest hero. Hercules was
killed, poison. really strong. He performed twelve dangerous tasks
and killed some frightening monsters- the Nemean
• Read through the sentences with the class. lion and a monster with nine heads called the Hydra.
Explain that sentence b is the first event. Hercules didn't die, he became a god .
3 Theseus was a great Greek hero. He killed the
• Students put the rest of the events in order.
Minotaur, a terrible monster with a bull's head. He did
• Check the answers with the class. a lot of other things, too. He defeated the Amazons
and married their queen. Then he became a great king
Answers and ruled Athens.
4 I like the story about Perseus. He killed the Gorgon
1b(ekample) 2f le 4c Sa 6d
Medusa. Athena and Hermes gave him some special
presents and helped him. Perseus cut off the Medusa's
head and gave it to Athena.
Listening
Exercise 4 g
BACKGROUND INFORMATION • Read through the sentences with the class.
Hercules was the son of the god Zeus and Aicmena, a
• Play the CD again. Students listen and match
mortal queen. His king set him 12 almost impossible
the sentences with the speakers.
tasks, which he performed through his tremendous
strength. • Check the answers with the class.
Achilles was one of the Greek heroes of Homer's Iliad. • Play the CD again if necessary.
His mother Thetis made him invulnerable, except for
the heel by which she held him, by dipping him in Answers
the River Styx. Achil les killed Hector at Tray, and was 1C 2""
Q_ " ,. 4A
himself killed by Paris with a poisoned arrow in the
heel.

Perseus was the son of Zeus and Danae. He killed


Medusa, the snake-haired Gorgon whose gaze t urned
Exercise 5
people to stone. He also rescued Andromeda from a sea
monster. • Discuss the questions with the class.
Jason was the leader of the Argonauts, a band of
heroes who set out to fetch the Golden Fleece. Writing
Odysseus was a Greek hero in the Trojan War. He is the
central charader of Homer's Odyssey, which tells of his when
many adventures on his way home to Ithaca.
• Read through the information and examples in
Theseus, helped by Ariadne, got through the labyrinth the box. Make it clear that the event in the when
and killed the Minotaur, a monster which was part man clause happened first, and then the other event
and part bull. He also fought the Amazons and was one followed.
of the Argonauts.
• Point out the comma (,) between the two
clauses.
Exercise 3 g
• Look at the list of heroes with the class. Ask Exercise 6
students what they know about these people. • Students look at the model text again and
underline the sentences with when.
• Play the CD. Students listen and tick the names
they hear. • Check the answers with the class.
• Check the answers with the class.
Answers
• Ask students to identify the four heroes in the When Cleopatra became Queen, she brought peace
pictures. to the country and Egypt became rich again.
When Mark Antony w on an important battle, the
Romans be<:ame worried about Egypt's power._ __

Unlt2 13
Exercise 7 Exercise 11
• Look at the example with the class. • Discuss the questions with the class.
• Students join the other sentences with when.
Answers
• Check the answers with the class. 1 Yes,. she-liked him. She didn't tell her friends..
2 h: tne.ns 'not KCept something *-use it isn't
""'weB good enough for you'. The giri's friends did thtl
1 When Egypt becam. rich, the people wete happy. because they thought the boy wasn't good
2 When the ptay flnlsMd, the audience (1I;pped. en~ for their friend .
3 When the bell rang. the lesson finished.
4 When I came home, l had dinMt with my family.
5 Wh.n I got up, I had a shower.

Exercise 8
• Students can do the writing activity either in
class or for homework.
• Read through the writing guide with the class.
Ask students for examples of how to finish the
sentences.
• Students write about Alexander the Great,
using the fact file and the writing guide. Remind
them to use when correctly.
• Check students' work.

Song
Exercise 9 "
• Play the song once for students to listen to.
• Read the song with the class. Check for any
difficulties with new vocabulary and ask
students to guess the missing words.
• Play the song again. Students listen and
complete the song.
• Check the answers with the class.

Answers
1 bo, 5 clotlws
2 ballet 6 face
3 wanted 7 ...,
4 friends

Exercise 10
• Look at the example with the class.
• Students do the rest of the exercise.
• Check the answers with the class.

Answers
1 WM (example) 5 had
2 did 6 said
3 wanted 7 needed
stuck

14 Unit2
{(ellision Units 1-2
Describing personality Exercise 4
• Students choose the cor rect word . They could
Exercise 1
work on th is in pairs. Tell them to check in a
• Students complete the sentences with the dictionary if they need to.
adjectives.
• Check the answers w ith the class.
• Check the answers with the class.
• Ask questions about some of the other w ords,
for example: Do fire fighters often rescue
An...... people? (yes) Wha(s the capital of our country?
1 mean 4 friendly
2 shy 5 generous Wha(s the name of another city? A re Katc and
3 bad-tempered 6 cheerful Sam wicked? (no) Who's the wicked person in
the stolY? (Ma/do)

Jobs Answers
Exercise 2 lb2c3c4b
• Students write the names of the jobs. Ask them
to look back at the words in Unit 1 to check their
spell ing.
• Check the answers with the class. Practise the
pronunciation if necessary.
• You could ask students some questions about
the jobs in the pictures, for example: Which
subject does this man teach? (maths) Whichjobs
do you think arc dangerous? (fire fighter, po/ice
officer) Which two jobs are in a hospital?
(doctor, nurse)

Answers
1 teacher
2 dentist 56 nut1f!
_'"
3 fire fighter 7 pilot
4 shop assistant 8 police ~o~ffi
~'~.~'_ _ _ _ _...,

Free time activities


Exercise 3
• Students look at the pictu res and complete t he
words.
• Check the answers wi th the class.

Answen
1 mfttfri~ds 5 listIM to music
2 go swimming 6 go to t~ th@atr@
3 watch sport 7 Ivv@ap'rty
4 play bo.trd g.tm~ 8 go shopp,,;ng
""'_ _ _- "

Revision UniU 1-2 15


Past simple with ago
Exercise 7
Present simple • Students complete the sentences.
Exercise 5 • Check the answers with the class.
• Do the first sentence w ith the class as an
Answen
example. Point out that Anna gets up at
,ha_

different limes.
Remind students oflhe word order w ith
adverbs of frequency.
2 w..
l ended ._n
4 travel~
5 ..._

• Students complete the sentences. used to


• Check the answers with the class. Make sure
that students have used the -5 ending for Exercise 8
sen tences 2 and 4. • Remind students of the negative and question
forms of used to.
Answers • Students complete the dialogue.
1 doesn't start 4 usually driws
2 sometimes works 5 oft." eat • Check the answers with the class. You could ask
3 doesn't stay 6 enjoy a pair of students to read the dialogue aloud.
• Ask: Do you think schools in Greece are the
Present simple and present same today? (no) Point out that we use used to
continuous for activities that no longer happen now.

Exercise 6 Answen
• Do the first sentence w ilh the class as an 1 used to live 5 used to read
2 Did children use to go 6 didgirkusetodo
example. 3 used to go 7 didn't use to teach
• You may want to go through lhe whole text 4 didn't use to Nve 8 usedtohel
before asking students to write. Draw attention
to the t ime expressions and help them to decide
which tense to use.
• Students write the answers.
• Check the answers with the class.

Answers
1 love 5 are going
2 always play 6 knows
3 is practising 7 sometimes gets
4 are training 8 '~Iooking

16 Rtvision Unitsl- 2
NEW WORDS
way out spooky quick safe collector valuable Past continuous
thief statue stranger shadow at the back
keep haunted house nightmare midnight • Ask students to look at the box . Read through
skeleton ghost hear noise appear the examples and rules with the class.
• For the first example, point out that the speaker
started looking out orthe window earlier. This
Presentation stOI'!J " was still happening when the main action
happened.
STORY SUMMARY
In this episode, Kate and Sam are running away from Exercise 3
Maldo. They meet Balam . He is a collector and he tells • Look at the picture and do the first sentence as
them more about the curse on Perdlta. Maldo took the an example.
bird from the statue there. The people cannot return to
Perdita until a stranger puts the bird back on the statue. • Students complete the sentences.
Suddenly, Kate and Sam see Maldo's shadow at the • Check the answers with the class.
window. Balam takes them out through a back door.
Answers
• Tell students to look at the pictures. Ask: What 1 w as having 4 weren't eating
are Kale and Sarn doing in picture 1? (They're 2 w asn't sleeping 5 w asn't raining
running away from Ma/do.) Where do they go? 3 was reading 6 w as looking
(into a house) What's the man looking at in
picture 2? (the bird) Who's at the wiindow in Exercise 4
picture 37 (Maldo) • Look at the example with the class. Go through
• Explain some of the key words in the story: safe, the other questions orally before students write.
collector, stafUe, thief, shadow. • Students write the questions.
• Play the CD. Students listen and read. • Check the answers with the class.
Exercise 1
Answers
• Play or read through the dialogue again. Check 1 What w ere you doing at twelve o'clock last night?
for difficulties with new vocabulary. 2 What w ere you doing ten minutes ago?
3 Was your te acher t alking five minutes ago?
• Explain that all the sentences in the exercise are 4 What w ere you doing at three o'clock yesterday
false. Look at the example with the class. afternoon ?
• StudenlS correct the sentences. 5 Was your mother d ri ving to work at nine o'clock this
morning?
• Check the answers with the class.
Exercise 5
Answers • Divide the class into pairs. Students ask and
1 Sam shows the bird t o Balam. answer the questions.
2 Maldo took the bird from the statue.
3 The children want t o take the bird back to Perdita.
4 The children run away from Maldo. OPTIONAL ACTlVITY
Say a time, for example: nine o'clock yesterday evening.
Exercise 2 Ask different students to say what they were dOing at
• Ask students to look at the story again and this time.
match the words with the definitions.
• Check the answers with the class.
Vocabulary
Answers
5.
Scary things
1c 2d 3b 4e
• Exercise 6
OPTIONAL ACTIVITY • Look ilt the pictures with the class and ask
Divide the class into groups of four. Ask each group to students to say the words they know. rntroduce
come to the front of the class and act out the story. new vocabulary and practise the pronunciation.

Unit 3 17
• Students match the pictures with the words. Answers
• Check the answers with the class. 1 Mark WitS writing a letter I a story.
2 Sarah was listening to music.
3 Mum was reading a book.
Answers 4 Dad was eating a sandwich.
1 nightmare 4 haunted house
2 skeleton 5 ghost
3 shlldow 6 midnight
( NEW WORDS
I impressive cellar floating sound switch on
recently security camera figure mysterious smell
turn rQund footstep pa lace farmhouse flat
Exercise 7 "
hotel cottage castle tower lighthouse captain
• Tell students that they are going to hear part of ship cow sheep somewhere
a radio programme about ghosts . Explain that
all the sen ten ces are false.
• Play the CD several times. Students correct the Reading
sentences.
Exercise 1 g
• Check the answers with the class.
• Ask students to read the text and choose the
best title. You might like to play the CD while
Answers they read.
1 A family lives in the house.
1 He saw the shadow of et boy. • Check the answer with the class.
3 Jaml!5' mum called the police.
4 They didn't find anyone inside. • Ask students: Do you know any haunted places
S He saw a shadow and a bri t li ht. in this country?

Tapescript Answer
Presenter Today on True Stories we're talking about c Haunted places in Britain
ghosts. James, What happened to you?
James Well, there's an old spooky house in our street. Exercise 2
Last summer, the family w ho live there ... they • Read through the text with the class. Check for
went on holiday, and one evening I was any difficulties with new vocabulary, for
walking past the house when' saw the shadow example: cellars, noating, whispering, switched
of a boy at the window. on, recently, security camera, smells, turned
Presenter But the fam ily were on holiday?
round.
James Yes. So I told my mum and she phoned the
police. While she was phoning them, I watched • Look a t the example with the class. Point out
the house. Nobody came out. The police d idn't that A is Langdon Hall and B is Redwood Hall
find anybody inside either. That's when I kne w Museum.
it w as a ghost. So ... the next night, I w atched
the house again. As I w as w aiting, I saw the • Students do the rest of the exercise.
shadow. Then I saw a bright light.
• Check the answers with the class.
Presenter What happened neJCt?
James I heard something -a boy crying. It was
horrible. I felt really scared. Answers
Presenter Did you go back the next night? lA 28 38 4A 58 68
James Yes, and the same thing happened.
Presenter Thank you, James. If you've got any spooky Exercise 3
stor ies • Students find words in the text that match the
definitions.

Writing • Check the answers with the class.

Exercise 8 Answers
• Look at the picture with the class . Ask students 1 impressive 4 retently
2 cellars 5 mysterious
to find the ghost and to identify the fo ur people. 3 floating
• Students complete the sentences, using the past
continuous. Exercise 4

• Check the answers with the class. • Discuss the questions with the class.

18 Unit3
Vocabulary
Past simple and past continuous Buildings
Exercise 7
• Ask students to look at the box. Read through
• Look at the pictures w ith the class and ask
the rules and examples with the class.
students to say the words they know for the
• Focus on the second example. Make it clear that buildings. lntroduce new vocabulary and
was talking describes a 'background' activity practise the pronunciation. Pay special attention
that started first. It was still happening when to the pronunciation of cottage I'kotJqy, castle
the speaker saw the ghost. I' ko:~lI and tower /tao:Y.

• Explain that we can use when with the past • Students complete the words.
simpl e or past continuous. We use while only
with the past continuous. • Check the answers with the class.
• You could ask: Which of these buildings would
Exercise 5 you like to live in? Discuss the question with the
• Students choose the correct verbs. class and encourage students to gve reasons.
• Check the answers with the class.
NOTE
• Point out that we can start a sentence with the Where two words are joined to make a compound noun,
past continuous (as in question 1) or with the the main stress is on the first word lfImnhouse,
past simple (as in question 2). fjgJ]1house) .

'-
Answers Answen
1 w.n walking 4 saw 1 ~I.ate
2 was watching 5 wasn't 2 farmhouse 6 castle
3 wen! you doing 6 w...l••p;.,,
· " ' -_ _ 3 flat 7 towe<
4 hotel 8 I; hthotM
Exercise 6
Exercise 8
• Read through the text with the class. Go
through the sentences orally and check for any • Check that stud ents und erstand the meaning of
difficulties with vocabulary. captain, ship and floor (= storey).
• Students complete the text. Remind them to • Students complete the sentences.
look at the list of irregular verbs on page 107 to • Check the answers with t he class.
check irregular past simple forms.
• Check the answers with the class. An.wen - - - ------~-...
1 lighthotae 4 hotel
Answers 2 farmhouse 5 palace
, ..w 3 flat 6 cottage _ _ _ _ _ _"
1 started
2 was walking 6 was wearing
3 turned 7 was
4 was cleaning 8 left Writing
Exercise 9
OPTIONAL ACTIVITY
Say the first part of a sentence, for example: Paul was • Look at the examples with the class.
watching N. Ask students to complete the sentence, • Students write sentences abo ut places they
for example : Paul was watching Nwhen his mum know.
came home. Invite different sudents to start sim ilar
sentences for the class to complete. • Ask different students to read o ut one or two o f
their sentences to the class.

UnitS 19
Tapescript
NEW WORDS The next day was bright and sunny, so I decided to walk
freezing uncomfortable thirsty stare to the village shop. I bought some sweets and then went
go for a walk on the way surprised cupboard home. But as I was walking past our neighbour's house, I
saw somebody in the garden. I stopped and stared. She
awake creepy imagination sign finger empty
looked just like the woman in our kitchen!
'Hello: she said. 'I'm Mrs Jones, your neighbour.'
'Were you in our kitchen last night at midnight?' I asked.
Model text 'No, of course not,' she rep lied.
'But you look like a woman I saw.'
Exercise 1 Mrs Jones looked very surprised. 'That was my sister,
• Ask students to look at the picture. Ask: Wha(s Mary. We used to live in your house. But ... well, Mary died
the girl's name? (HeJen) Where is she? (in the three years ago and I moved to a different house.'
kitchen) How is she feeling? (frightened) I suddenly felt very cold. 'So ... I saw a ghost in the
kitchen last night,' I said at last. 'What does she want?'
• Ask students to read the text and find the 'Perhaps she's looking for me. Tell her where I live. She'll
answer to the question. leave and come to my house.'

• Check the answer with the class. Exercise 4 g


Answer • Play the CD again. Students listen and complete
She saw an old woman in the kitchen. the sentences.
• Check the answers with the class.
Exercise 2
• Read the text with the class and explain new • Play the CD again ifnecessary.
vocabulary: pretty, funny (= stranget freezing,
uncomfortable, stared. Answers
1 garden 4 died
• Students answer the questions. 2 looked 5 ghost
3 sister
• Check the answers with the class.

Answers
1 Because Helen's dad got a new job in Scotland.
2 They moved to a cottage. It was pretty but it was Exercise 5
very old.
3 It was a lo.... ely, hot summer's day. • Look at the pictures with the class. Students
4 She felt really strange and uncomfortable. work out what happened.
5 Because the old woman suddenly disappeared.
• Divide the class into pairs. Students tell their
partner what happened. Go round the class,
helping students if necessary.
Listening
Exercise 3 "
• Explain to students that they are going to find
Writing
out what happened next in Helen's story.
Word order
• Play the CD. Students listen and answer the
• Read through the advice and example with the
questions.
class and make sure that students understand
• Check the answers with the class. them.

Exercise 6
Her neighbour's name is Mrs Jones. • Look at the example with the class.
The ghost's name is Mary.
• Students do the rest of the exercise.
• Check the answers with the class.

Answers
1 I watched a ghost film last night.
2 My sister likes music very much.
3 I heard a strange noise in the garden.
4 I telephoned my best friend this morning.
S My teacher drives to school every morning.
6 I sat on the sofa in the living room.

20 Unit 3
OPTIONAL ACTIVITY
Write the first and last part of each sentence on the
board, for example: I ,.. last night. My sister ... very
much. Ask students to make new sentences, for
example: I did my homework last night. My sister
doesn 't like fish very much.

Exercise 7
• Students can do the writing activity either in
class or for homework.
• Read through the writing guide with the class.
Ask students to look back at the pictures in
exercise 5 and to give examples of how to finish
the sentences.
• Students write the ending of the story, using the
writing guide. Remind them to check the word
order oftheir sentences.
• Check students' work.

Song
Exercise 8 "
• Play the song once for students to listen to.
• Read the song with the class. Check for any
difficulties with new vocabulary.
• Play the song again. Students listen and choose
the correct words.
• Check the answers with the class.

--..
, two • Cool
2 now 5 the«
3 giv. 6 know

Exercise 9
• Students find words in the song that match the
definitions.
• Check the answers with the class.

--..
1,..... e 4 sign
2 cre.py 5 fingers
3 ilNgination
_ _ __ 6 .:empty

Exercise 10
• Discuss the question with the class.

Unit 3 21
( NEW WORDS
I ~echnology
rest someone north map gift will (instant decisions) and going to
bracelet necklace belt Good luck. Watch outl (plans and intentions)
trap door wise switch off DVD phone text
heavy • Ask students to look at the box. Read through
the r ules and examples with the class. Make
sure that studen ts can recognize the difTerence
Presentation sto1'!l " in use between the two forms.

STORY SUMMARY Exercise 3


In this episode, Kate and Sam are wondering how to • Students choose the correct words.
get to Perdita. They meet Sabio inside a beautiful
• Check the answers with the class.
building. Sabio is a wise old man and he already knows
their names. Kate and Sam ask him for directions to
Answers
Perdita. He gives them a map. and he also gives them
1 '11 show 4 'Uplay
three magical gifts: a bracelet, a necklace and a belt. 2 'm going to be 5 's going to have
Suddenly they see Maldo. When they try to escape, 3 is going to do
they fall through a trap door.
Exercise 4
• Tell students to look at the pictures. Ask: Who
• Look at the example with the class.
can you see in picture 1? (Kate and Sam) Where
are they? (outside a building) Where are they in • Do the o ther sen tence in dialogue 1 as a further
picture 2? (inside the building) Who's talking to example. Contrast John's intention (= an idea
them? (an old man) Who's following them? that he has already got in his mind) with
(Maldo) What's happening in picture 3? (They're Robbie's instant decision (= a new idea in
falling through a hole in the floor.) response to what John says).
• Explain some of the key words in the story: • In dialogue 3, check that students understand
gifts, bracelet. necklace, belt, trap door. the meaning of switched offand text (= text
message).
• Play the CD. Stu dents listen and read.
• Students complete the exercise.
Exe rcise 1
• Check the answers with the class.
• Play or read through the dialogue again. Check
for difficullies with new vocabulary.
Answers
• Read through the sen tences with the class. 1 'U watch
Explain the meaning of wise. 2 are you going to do, 'm going to look for
3 '11 phone, '11 send
• Explain that sentence fis the first event.
• Students put the rest o f the sentences in order. OPTIONAL ACTIVITY
• Check the answers with the class. Ask students to talk about their plans for the evening,
the next day or the weekend. Say one or two sentences
about yourself to get them started, for example: I'm
2c 3d 4a 5e 6b going to wash my hair this evening

Exercise 2
• Students look at the story again and find the
words which match the pictures.
Exercise 5
• Check the answers with the class. • Look at the example with the class.

Answers • Divide the class into pairs. Students take it in


1 necklace 2 belt 3 gift 4 bracelet turns to read out a sentence and to respond
with an offer of help.

OPTIONAL ACTIVITY • Choose pairs to say the sentences and afTers.


Oivide the class mto groups of four. Ask each group to
come to the front of the class and act out the story.

22 Unit4
Answers
1 I'll open the window/door. NEW WORDS
2 I'U carry them for you. body control personal computer tiny jewellery
3 I'U help you. pay for ill healthy research robot joystick
4 1'!!lend you a pen.
definitely mountain drop doll cloud fall off
S 1'11100« for it .
6 I'll get )'9.u a drink. jump off stand across OVO--drive keyboard
mouse mouse mat printer screen speakers

OPTIONAL ACTIVITY
Describe some problems, for example: It's cold in this
room. I'm hungry. Encourage students to make offers
Reading
of help, for example: I'll close the window. 1'1/ get you a Exercise 1 g
sandwich. Use sentences that are similar to those in
• Ask students to look at the title ofthe text and
exercise S. the picture and to p redict what t he text is about.
• Use the picture to introduce the word robot.
• Ask students to read the text and match the
headings with the paragraphs. You might like to
Exercise 6 g play the CD while they read.
• Look at the photos with the class. Tell students
that they are going to hear these three people • Check the answers with the class.
talking about their plans.
Answers
• Play the CD several times. Students choose the lC 2A 38
correct words.
Exercise 2
• Check the answers with the class.
• Read through the lext wi th the class. Check for
Answers any difficu lties with new vocabulary, for
1 science 4 dad example: control, tiny, jewellery, pay for; ill,
2 World 5 COs healthy, research, joystick.
3 dinner 6 morning
• Look at the example with the class.
Tapescript • Students do the rest of the exercise.
Hi, I'm Kelly. I'm not going to do much this evening. I'm • Check the answers with the class.
going to do my homework first - our science teacher gave
us a lot of homework today. Then after dinner I'm going to
wa t ch my favourite TV programme. It's called Tomorrow's
Answers
World and it's about new technology. It's really interesting. 1 True.
2 True.
My name's Stevie. I'm going to go to my friend Matt's 3 Computer games will be much more eliciting.
house. First we're going to have dinner, and then we're 4 True.
going to play a computer game called Mars Attack. It's 5 True.
great fun! You drive a space ship and chase aliens. Matt's
dad is going t o take me home in the car. Exercise 3
I'm Thomas. I'm going to go to the music l ibrary after • Students match the words with the definitions.
school. They've got a lot of COs there and you can borrow
• Check the answers with the class.
up to four. I'm going to get some COs for me and o ne for
my dad. Then we're going to listen to them at home after
dinner. I haven't got much homework today so I'm going Answers
t o do it tomorrow morning. lc 2e 3b 4a sf 6d

Exercise 4
Writing • Discuss the questions with the class.

Exercise 7
• Students write about their plans, using going to.
• Ask different students to read out their
sentences.

Unit4 23
Vocabulary
will and going to (predictions) computers
• Ask students to look at the box. Read through Exercise 8
the r ules and examples with the class. • Look at the pictures wi th the class and ask
students to say the words they know for the
• Give some o th er examples of going 10
computer par ts. Introd uce new vocabulary and
predict ions based on definite evidence that we
practise the pronunciation.
can see now. For example:
• Students malch the pictures with the words in
The Brazilian team have already got five goals.
the box.
They're going to win.
• Check the answers with the class.
It's almost nine o'clock! We're going to be late.

NOTE Answ.rs
Will and gomg to predictions are very similar and it is 1 scrHn S mouse mat
often possible to use either onc or the other in a 2 speakers 6 joystick
3 keyboard 7 printer
sentence. They both express a view of the future.
4 mouse 8 OVD·drive
However, we use going to when the present evidence is
so strong that the future outcome seems to be de<ided
already.
Note that we often use will with expressions like I (don't)
think. I'm sure, I believe, I hope. With will, we can also Exercise 9
express degrees of probability, for example: Maybe we'll • Look at the example with the class.
see her tomorrow. I think they'll probably fly to London.
• Do another example with the class. Encourage
Exercise 5 students to predict what will happen in schools.
• Students complete the sentences. • Students make predictions with will.
• Check the answers with the class.

Answers
Writing
1 '11 2 '[I 3 won't 4 won't 5 '11 Exercise 10
Exercise 6 • Students write five sentences about computers
in the future.
• Look at the example with the class.
• Ask different students to read out one or two of
• Stude nts write the sentences.
their sentences to the class.
• Check the answers with the class.

Answers ( NEW WORDS


1 YOU'fl! going to break the doll. I design choose create taste tablet distance
2 They're going to miss thl! bus. space plane abroad education celebrate
3 Shl!'s going to fall off the wall. memory fairy tale
4 He's ~ing to jump off the building.

Exercise 7
• Go through the sentences orally with the class.
Model text
Discuss why we use one rorm rather than the Exercise 1
other in each sentence.
• Ask students to look at the photo and say what
• Students write the answers. they can see. Use the photo to introduce rocket
and space.
Answers • Read the text with the class and explain other
1 will live 4 willhave new vocabulary: design- choose, the same as,
2 's going to rain 5 is going to fun
taste, tablets, distances.
3 're going to stand
• Ask students if the future sounds good.
Encourage them to give reasons why I why not.

24 Unit4
Exercise 2
• Look at the questions with the class. Explain
that might means 'maybe it will happen'. Exercise 5
• Students read the text again and answer the • Do some examples with the class. Ask the
questions. questions and invite different students to
answer.
• Check the answers with the class.
• Divide the class into pairs. Students ask and
Answers answer the questions. Go round the class,
1 8etause everybody w ill live and st ay healt hy for a helping students if necessary.
longer t ime.
2 They'll choose the colour of t heir hair and eyes, and
they'U choose their personality t oo.
3 Scient ist s will design our f ood.
Writing
4 8ecause perhaps o ur f ood w ill be in t ablets or dr inks.
S We'll travel t o other planets. Choosing ideas
• Read through the advice with the class.
OPTIONAL ACTIVITY
Encourage students to make other predictions about Exercise 6
life in the future. • Write the three topic headings on the board, as
in the Student's Book. Explain that these are
headings for ideas about the future.
• Look at the examples of ideas for the headings.
Ask students if they agree with these ideas. If
Exercise 3 " they do, write them in the diagram on the
• Look at the photos with the class. Tell students board.
that they are going to hear the four children
talking about their future. • Encourage students to suggest lots of different
ideas for each heading. Add them to the
• Play the CD. Students listen and find the answer diagram on the board
to the question.
Exercise 7
• Check the answer with the class.
• Discuss the ideas with the class. Decide on the
Answer best ideas and draw a line through the others.
Speaker 3
Exercise 8
Tapescript • Students can do the writing activity either in
I'm going to be a dentist. My friends think that's
class or for homework.
strange, but I think it'll be interesting. I want to stay • Read through the writing guide with the class.
and work in my town because I like it here. I don't think Ask students for examples of how to finish the
it's important to be rich . I want to have a happy life. sentences. They can use ideas from the diagram
2 I'm going to be an English teacher. I want to teach
on the board.
English in a different country - perhaps Italy or Spain.
want to have a lot of animals. I love animals, but we • Students write about the future, using the
live in a small flat so I haven't got any pets. writing guide.
3 I'm going to study at university and then I want to be
an engineer. I used to build things with Lego all the • Check students' work.
time when I was young. I'd like to be rich and famous
and build important bridges and towers.
4 I'm going to be a police officer. It looks a really excit ing
job in TV programmes. I think I'll live in a big city. t live
in a small village now and it's a bit boring.

Exercise 4 "
• Play the CD again. Students listen and match
the sentences with the speakers.
• Check the answers with the class.
• Play the CD again if necessary.

Answers
A Speaker4 C Speaker2
8 Speaker 1 o Speaker 3

Unit4 25
Song
Exerdse9 g
• Play the song once for students to listen to.
• Read the song with the class. Check for any
difficu lties with new vocabulary.
• Play the song again. Students listen and choose
the correct words.
• Check the answers with the class.

Answers
1 coming 5 face
2 hold 6 tomorrow
3 memories 7 fairy tale
4 world 8 making

Exercise 10
• Students complete the puzzle.
• Check the answers with the class.

AmWe,.
, face 4 touch
2 true 5 dreams
3 history 6 voice
Extra word: future
~evision Units g-4
Vocabulary Vocabulary extra
Scary thing. Exercise 4
• Explain that there are five adjectives in the word
Exercise 1
snake. Ask students to give some examples of
• Do the first sentence with the class as an adject ives, for example: big, small, nice.
example.
• Students find the adj ectives.
• Students match the sentences with the words in
the box. • Check the answers with the class.

• Check the answers with the class. Practise the


pronunciation if necessary. tiny. mysterious, impressive. spooky. valuable

Answers
1 midnight 4 ghost
2 haunted house 5 nightmare
3 skeleto>~
n,- __ 6 shadow

Building.
Exercise 2
• Students write the names of the buildings. Ask
them to look back at the words in Unit 3 to
check their spelling.
• Check the answers with the class. Practise the
pronuncialion if necessary.

Answers
1 palace 5 tower
2 cottage 6 lighthouse
3 hotel 7 castle
4 farmhouse 8 f lat

Computer.
Exercise 3
• Make sure that students understand the
meaning of Down and Across.
• Students complete the crossword.
• Check the answers with the class . Practise the
pronunciation if necessary.

Answers
1 screen 5 speakers
2 joystick 6 mouse
3 mouse mat 7 keyboard
4 OVOdrive 8 printer

Revision Urutg 3-4 27


will (instant decisions) and going to
(plans and intentions)
Past continuous Exercise 7
Exercise 5 • Look at the picture with the class and ask
students what they can sce. You may want to
• Ask students to look at the pictures. Tell them
that the man coming into the classroom is the introduce the expression amusement park.
headteacher. • Ask: VVhat's Ke/Jy's going to do with her ticket?
(go on the ghost train) Does Emma want to go?
• Explain that all the sentences are false.
(no)
• Look at the example with the class. Point out
that Sally and Usa started whispering earlier, • Look at the first two sentences as examples.
Point out that the girls are talking about what
and they were still doing it when the
Kelly plans/intends to do. She isn't deciding as
headteacher came in.
she speaks - she's already got her ticket.
• You may want to do one or two more examples
before asking students to write. • You may want to go through the whole text
orally wth the class before asking students to
• Students correct the sentences. write.
• Check the answers with the class. • Students complete the dialogue.
• Check the answers with the class. You could ask
Answers a pair of students to read the dialogue aloud.
1 Harry wasn't sleeping. He was eating.
2 Mn Un wasn't writing on the blackboard. She was
speaking. Answers
3 Aiel( and Tim weren't playing football. They were 1 are you going to do 4 're going to have
reading. 2 'm going t o go 5 'U come
4 Be<.ky wasn't sitting on her chair. She was standing 3 'U buy 6 '11 get
"po
5 Dan and Jamie weren't listening to Mn Lin. They
were laughing. will and going to (predictions)
6 Sharon and Clare weren't opening their books. Exercise 8
They were w riting.
• Explain that these sentences are all making
predictions.
Past simple and past continuous
• Remind students that we use going to for
Exe rcise 6 predictions when we have clear evidence in
• Do the first sentence with the class as an front of us now.
example. Point out the difference between the • Students choose the correct alternatives.
two verbs and remind students that while
usually goes with the past continuous. • Check the answers with the class.
• Students complete the sentences.
Answers
• Check the answers with the class. 1 '5 going t o fall 5 is going t o start
2 'm going t o be 6 ' 11 have
Answers 3 w ill drive 7 're going to drop
4 won 'tbe
1 was listening 4 was playing
2 shouted 5 Did you remember
3 w atched 6 were eating

28 Revision Units 3-4


NEWWOROS
expenence lost huge hole full of ever Present perfect
impossible too wide pIece rope pull Europe
dolphin diving poem mountain score a goal • Ask students to look at the table. Read through
the verb forms with the class. Explain t hat in
this tense the word met is called the past
Presentation story " participle.
• Read through the rule about regular past
STORY SUMMARY participles. Give some examples (I've played,
In this episode, Kate and Sam are running away from she's travelled, it's stopped).
Maldo, They can hear his footsteps behind them. They
come to a hole which is full of snakes. Sam throws the • Remind studen ts that some verbs are irregular.
magic bracelet into the hole. The bracelet changes into This means they don't have the usual-cd ending
a piece of wood and the children use it to cross the for the past participle.
hole. They see a light above the hole and there is a rope • Ask students to turn to the list of irregular verbs
which they can climb. Maldo is right behind them. on page 107. Point out that the past participle
Maya is at the top of the rope and she helps Kate and form is often the same as the past simple.
Sam to escape from Maldo. However, in some verbs the participle is
different (for example, eaten, fallen, swum).
• Tell students to look at the pict ures. Ask: Who's
following Kale and Sam in picture 1? (Ma/do) Exercise 3
How are the children fccling? (frightened) What • Look at the sentences and ask students to say
can you see in fmnt of them? (snakes) Whar's the past participle of each verb.
Sam throwing in picture 2? (the magic bracelet)
Who's climbing up the rope in picture 3? (Sam) • Go through the whole exercise with the class.
Who's Br the top? (Maya and Kate) H elp students with the formation of the presen t
perfect.
• Explain some of the key words in the story:
hole, wide, piece of wood, rope, pull. • Ask students to write the answers.
• Play the CD. Students listen and read. • Check the answers with the class.

Exercise 1 Answers
• Play or read through the dialogue again. Check 1 has climbed 4 haven't eaten
for difficulties with new vocabu lary. 2 has travelled 5 haven't met
3 has swum 6 has fallen
• Students answer the questions.
Exercise 4
• Check the answers with the class.
• Read through the rules and examples about the
Answers use of ever and never in the grammar box.
1 There are snakes in the hole. Explain that ever means 'at any time in your li fe
2 He throws it into the hole. up to now'.
3 It changes into a piece of wood.
• Go through the whole exercise with the class.
4 Maya is holding the rope.
S They pull him up on the rope. _ _ __ • Ask students to write the answers.

Exercise 2 • Check t he answers with the class.


• Ask students to look at the story again and find
the words which match the defin iLions.
Answers
1 Have you ever seen 4 've never had
• Check the answers with the class. 2 've never seen 5 've never liked
3 you ever seen
Answers
' -1 footsteps

OPTIONAL ACTIVITY
2 huge 3 wide 4 climb

-
Divide the class into groups of four. Ask each group to
come to the front of the class and act out the story.

Unit s 29
Listening
NEW WORDS
Exercise 5 " already around the world just Arctic Ocean
• TeU students that they are going to listen to the frozen whale seal polar bear yet camel
three people talking about exciting experiences. go trekking disobedient experienced
South America mountain range rainforest diary
• Read through the sentences with the class. lion leader unlucky unusual inexperienced
• Play the CD several times. Students decide incorrect dishonest impatient impossible wrong
whether the sentences are true or false. turning angry

• Check the answers with the class.


Reading
Answers
1 True 4 True
2 False 5 False BACKGROUND INFORMATION
3 f alse 6 False The Arctic is the region north of the Arctic Circle. There
is no Arctic continent, only pack ice which surrounds
Ta pescript the North Pole and floats on the Arctic Ocean. The ice
Presenter Hello. Welcome to the programme. Today I'm breaks up in summer, which only lasts two months. In
talking to young people about exciting winter the sun disappears completely.
experiences they've had. Ben, what would you
The Sahara is in North Africa and it stretches from the
like to talk about?
Atlantic Ocean in the west to the river Nile in the east. It
Hi. Er ... I'm in my local athletics team.
''"
Presenter Have you ever won a medal?
Yes, I have. Last year I won a gold medal for the
occupies 5.500,000 square kilometres and is the largest
desert in the world.
''" 100 metres.
Presenter Really! How did you feel before that race?
The Andes mountains extend for 6,500 kilometres,
down the whole length of the west coast of South
Well, 1was nervous, lsuppose, but it was a
''"
Presenter
really fantastic experience.
Thank you, Ben. What about you, Tina?
America. The mountains are higher than 3,600 metres
for more than half their length. Most of the individual
lino Well, I play chess and ... I've played on mountains are volcanic, with some still active.
television.
Presenter Wow! That is eXCiting! Exercise 1 g
lina Yes. It was in a special competition in London. • Ask students: Have you ever travel/ed to any
I played against a world champion! There were other countries? YVhere have you been?
hundreds of people there.
Presenter Great! Well done. Jack, what about you? • Look at the photos with the class. Ask students
Jack I like writing stories. to name or describe the places.
Presenter Really?
Jack Yes. I won a competition for the best story at • Ask students to read the text and choose the
my school last year. A lot of older chi ldren best title. You might like to play the CD while
entered the competition but I still won. And they read.
the local newspaper have printed two of my • Check the answer with the class.
stories.
Presenter Well done. Well, let's move on to ...
Answer
a Travelling all over the world

Exercise 2
Exercise 6 • Read through the text with the class. Check for
any difficulties with new vocabulary, for
• Look at the examples with the class.
example: frozen, whales, seals, polar bear,
• Go through the list with the class. Help students trekking, disobedient guide, routes, mountain
to say the questions correctly. range, rainforest.
• Divide the class into pairs. Students ask and • Students read the text again and answer the
answer. questions.
• Check the answers with the class.
Writing AnSW<lfS
Exercise 7 1 He travels with the Young Explorers.
2 He'd like to see a polar bear.
• Students write sentences about themselves. 3 He travelled on a camel.
• Ask different students to read out one or two of 4 He stayed t here fo r two weeks.
5 He went tre kki ng in South America.
their sentences.
6 He'd like to t ravel down the River Amazon in a boat .
Exercise 3
• Students read the text again and find words to
match the definitions.
Word formation: negative prefixes

,-
• Check the answers with the class. Exercise 7
• Look at the left·hand colwnn of the table with
Ans\io'4n
the class. Ask students to say the meaning of the
" range words they know.
2 dtsobedient 5 trekking
3 experienced • Introduce the new adjectives and pr actise the
pronunciation. Pay special attention to the
Exercise 4
pronunciation of experienced h ks'plari:mstl,
• Discuss the questions with the class. honest /' onast/ and patient /'pclJntl
• Look at the negative adjectives. Draw attention
OPTIONAL ACTIVITY to the four prefixes.
Ask students which of the three places in the text
they'd prefer to visit. • Students complete the table.
• Check the answers with the class.

Answen
unusual 3 dishonest
Present perfect with just. yet and 2 incorrect 4 impossible
a/ready
Exercise 8
• Ask students to look at the box. Read through • Look at the example with the class.
the rules and examples with the class. Explain
the meanings of already, just and yet. • Read through the other sentences and check for
any difficulties with new vocabulary.
• Point out that we put already and just before the
past participle. Contrast this with the position • Studen ts choose adjectives from the table in
ofyer at the end oflhe sentence. exercise 7. Note that sometimes the adjective
describes the speaker and sometimes it
Exercise 5 describes what the speaker is talking about.
• Students choose the correct adverbs. • Check the answers with the class.
• Check the answers with the class.
Amwen
1 experienced 4 unusual
2 impossible 5 unlucky
'yet • yet
3 obedient 6 Incorrect
2 just 5 yet
3 yot 6 .lre!dY

Exercise 6 Writing
• Look at the photo with the class. Ask students: Exercise 9
Where are these people? (in Africa)
• Look at the examples w ith the class.
• Use the photo to introduce the words safari,
wildlife and Landrover. • Students write five descriptions of family
members and friends.
• Look at the example with the class.
• Ask difTerent students to read out one or two of
• Students complete the diary entry. Remind their descriptions to the class.
them to check the list on page 107 for the
participles of irregular verbs.
OPTIONAL ACTIVITY
• Check the answers with the class. Students read out their descriptions but say a nonsense
word in place of the adjective, for example: My friend is
Answen BEEP. She really foVE's snakes. The other students have
1 'ye just eaten 4 'ye just seen to work out the missing word (unusual).
2 have .Iready gone 5 '\re already met
3 haven't '"" any lions ,~
::._~,,-,
·.~.~
I,~
_ ,,,,~..
,,,,,,,,...~
kon

UIll15 31
Tapescript
NEW WORDS Presenter Hello. Welcome to the programme. Andy
go diving instructor perfect have a good time Brown was the lucky winner of a holiday to the
reason island snorkelling a dream come true Amazon rainforest in Brazil. Andy, did you
ramy raincoat camera sleeping bag sun hat enjoy it?
Andy I had a fantastic time!
knight
Presenter Rainforests have a very interesting climate,
don't they?
Andy Yes, they do. It rains every day in the rainforest
Model text but it's also really hot.
Presenter What are the plants and trees like?
Andy Well, because of the climate, they're really big
BACKGROUND INFORMATION
and there are hundreds of different kinds.
The Great Barner Reef is off the north-east coast of Presenter And a lot of animals.
Australia and it is actually made up of several coral Andy That's right I saw monkeys and beautiful birds
reefs. Altogether it measures over 2,000 kilometres in - wonderful bright colours. I also saw huge
length. It is so large that it can be seen from the moon. spiders and snakes.
Present er Were you scared of them 1
Exercise 1 Andy Well, I don't really li ke spiders, but I'm not
• Use the photo to teach the words reef and fright ened of them. And the guide told me
snorkelling, and to introduce the Great Barrier about all the different creatures. It was very
interesting and I took a lot of photos.
Reef.
Presenter Did you camp in the rainforest for the seven
• Read the advert with the class. Make sure days?
students understand what the competition is Andy Yes, I did.
about. Presenter With all those wild animals around? Did you
enjoy it?
• Ask students to read Paul's competition entry Andy It was a bit noisy. There were a lot of animal
and to decide on their answers to the questions. sounds. But I slept really well every night,
because I was so tired!
Exercise 2
• Read the text with the class and explain new Exercise 4 g
vocabulary: instructors, islands, perfect, a dream • Play the CD again. Students listen and choose
come true. the correct answers.
• Explain that all the sentences are false. Students • Check the answers with the class.
correct the sentences.
• Play the CD again if necessary.
• Check the answers with the class.
Answers
Answers lb 2c 3b 4c )
1 The winner will have diving lessons.
2 Pau l has been snorkelling before.
3 His best friend, Jo, has been to Australia.
4 He has looked at photos of Australia on the Internet.
Exercise 5
• Look at the example with the class. Ask students
to think of some ways to complete the sentence
Exercise 3 g (for example: 1don't want to get lost, I'm going
to go trekking in the forest).
• Look at the photos with the class. Tell students
that they are going to hear Andy talking about • Read out the list and check for difficuJties vvith
this place. vocabulary.

• Play the CD. Students listen and find the • Do another example with the class. Ask
answers to the questions. students to choose something from the list and
give some reasons.
• Check the answers with the class.
• Divide the class into pairs. Students each
Answers choose three things and give their reasons. Go
He w ent to the rainforest in Brazil. round the class, helping students if necessary.
He stayed there for a w;e;e ;k,' -_ _ _ _ _ _ _ _ __

32 UnitS
Exercise 9
Writing • Students match the words with the definitions.
a/so, too and as well • Check the answers with the class.
• Read through the rules and examples wit h the
class and make sure that students understand
Answers
1 ~ 2. 3f 4b Sd
them.
Exercise 10
Exercise 6
• Discuss the question with the class.
• Look at the example with the class.
• Students rewrite the sentences.
• Check the answers with the class.

Answers
1 My guide was friendly. She was also experienced.
2 llik.cl the people. The food was good, too.
l I saw a fi sh. I saw a whale as well.

OPTIONAL ACTIVITY
Say a pair of sentences using one of the expressions in
exercise 6, for example: I've got a goldfish. I've got a
dog, too. Ask students to rephrase the second sentence
with the other two expressions: I'veafso got a dog . I've
got a dog as well.
Exercise 7
• Students can do the writing activity either in
class or for homework.
• Read through the writing guide with the class.
Ask students for examples of how to finish the
sentences.
• Students write about themselves, using the
wriling guide. Remind them to use alsQ, too and
as well to add extra information. They might like
to add a photo or a drawing ofthemsetves.
• Check students' work.

Song
Exercise 8 "
• Play the song once for students to listen to.
• Read the song with the class. Check for any
difficulties with new vocabulary.
• Play the song again. Studen ts listen and
complete the song.
• Check the answers with the class.

Answers
1 gone 4 night
2 whtt~ 5 morning
3 drNtt'l _ _.::.~""'"
=:.

Unit S 33
OPTIONAL ACTIVITY
NEW WORDS Divide the class into groups of three. Ask each group to
environment quickly journey bridge high come to the front of the class and act out the story.
heights How long ... ? afraid of since cut
Hold on! bottom for month a few year
traffic college week cause pollution GI'8lIUJl81'
the Mediterranean
Present perfect with for, since and
Presentation stOl'\j g How long ... ?
• Read thro ugh the rules and examp les w ith the
STORY SUMMARY class.
In this episode, Kate and Sam are travelling north to
• In the first example, explain that the speaker
find Perdita. Their map shows them that they must go
started to live in London two years ago and is
across the mountains. They start to cross a rope bridge,
still living there now.
but Maldo is waiting for them on the other side. He
cuts the rope. Sam throws down the magic belt and it • Focus on the use offor and since. Ask students
turns mto a ladder. Kate and $am climb to the bottom to give some more examples of a period of time
of the ladder and escape from Maldo. (for example, for five minutes, for three days, for
a week) and a poi nt in time (since eight o'clock,
• Tell stud ents to look at the p ictures . Ask: Wha t since yesterday, since 2003, since J arrived).
place are Kate and $am looking for? (Pcrdi ta)
Wh at's in fro nt of them in picture 1? (mou ntains)
OPTIONAL ACTIVITY
W ha(s Sam got in his hand? (a map) What arc
Say a sentence with for, for example : I've been here for
Kate and $am doing in picture 2? (They're going
three months. Students use since to rephrase the
across a bridge.) Who's on the other side?
(Ma/do) Does he catch Kale and Sam in picture
sentence: I've been here since [October]. Repeat the
3?(no) activity, changing the time period to years, days, hours,
minutes instead of months.
• Explain some of the key word s in the story:
afraid of, heights, the other side, cut, hold on, Exercise 3
bottom. You may want to introduce the word • Look at the sentences with the class and check
canyon to descr ibe the deep valley t hat the fo r d iffic ulties w ith new vocabulary.
ch ildren have to cro ss.
• Studen ts complete the sentences.
• Play the C D. Students listen and read .
• Check the answers with the class.
Exercise 1
• Play or read th roug h the d ialogue again . Check Answers
for difficulties w ith new vocabulary. 1 since 2 for 3 since 4 for 5 for
6 for 7 since
• Students decide whether the sentences are true
or false and correct the false sentences. Exercise 4

• Check the answers with the class. • Go throug h the exercise o rally with the class
befo re asking students 10 write.
Answers • Students write the sentences.
1 True.
2 False. She's afraid of heights. • Check the answers with the class.
3 False. Maldo waits for them on the other side.
4 False. He holds on to the bridge. Answers
5 True. 1 The streets have been full of traffic for a long time.
2 Alice's parents haven't had a car since 1999.
Exercise 2 3 Alice has cyded to school since last year.
• As k students to look at the story again an d 4 Alice's dad has gone to work by bus for six years.
5 Alice's brother has walked to college since
match the wo rds with the definitions. September.
• Check the answers with the class.

Answers
ld2c3a4b
Exercise 5 • Ask students to say the other questions with
• Students look at the answers and write the How long ... ?
questions. • Divide the class into pairs. Students ask and
• Check the answers with the class. answer.

Answers
1 How long have you lived here ? Writing
2 How long have you had your bike?
3 How long have you kn own Carl a? Exercise 8
4 How long have you liked animals. • Students .,·vrite their answers to the questions.
S How long have you w anted a CO player?
:=--~ • Ask different students to read out their
answers.
Listening
Exercise 6 " NEW WORDS
• Look at the photo with the class. Ask: What eco-friendly rubbish rubbish dump burn
problems do you think there are in the pollute recycle plant called carton cardboard
Mediterranean? test hit hammer get better organization
desert valley mountain river field lake forest
• Play the CD several times. Students choose the coast sea island hill mile
correct words.
• Check the answers with the class.
Reading
Answers
1 eight 2 Chemicals 3 t ouri sts 4 nets 5 dolphins BACKGROUND INFORMATION
Westborough School is an infants' and Junior school in
Tapescript
Westcliff on Sea in Essex. The after-school building was
Presenter Welcome to Environment Weekly. Today we're put up in 2001. Wherever possible, cardboard was
talking to environment expert Dave Robson. used, made with a tubular design for strength and
Hello, Cave. reinforced with extra layers to protect against rain and
Dave Hello. fire. 90% of the bui lding was made from recycled
Presenter Dave, how long have you worked for Green materials.
Planet?
Cave Oh, eight years now. I love my job. I've been
interested in the environment since I was a child.
Exercise 1 g
Presenter You've worked in the Medit erranean for the • Ask students: What do you do with your
last few years. What are the biggest problems rubbish? Introduce the words recycling and
in this area? cardboard.
Cave Well, the worst problem is water pollution.
Farmers use a lot of chemica ls. These get into • Ask students to look at the title of the text and
rivers and then into the Mediterranean Sea. the photo and to predict what the text is about.
That's dangerous for fish and other sea life, and
• Ask students to read the text and find the
for people too. Also, about 280 million tourists
answer to the question. You might like to play
visit this area every year and cause a lot of extra
waste and rubbish.
the CD while they read.
Presenter. So that goes into the sea, too? • Check the answer with the class.
Cave Yes. A lot of it goes into the sea.
Presenter Terrible! What about fishing in this area? Is
Answer
that a problem?
They made a school build ing out of recycled p'a~r.
Cave Yes, it is. Fishermen use huge nets to catch fish
- over ten kilometres long! So dolph ins swim
Exercise 2
into the nets and t hey can't get out again.
Thousands of dolphins have died. • Read through the text with the class. Check for
Presenter. That's sad. Can we do anything about t hese any difficulties with new vocabulary, for
problems? example: rubbish dumps, burn, pollute, planted,
Cave Yes, of course we can. The first thing is ... collect, cartons, hammer.
• Students read the sentences and choose the
correct answers.
• Check the answers with the class .
Exercise 7
• Ask the question in the example and invite Answers
different students to answer. 1b 2c 3b ...;4
~ ' _ _ _ _ _ _ _~_ _J

Unit 6 35
Exercise 3
• Students match the words with the definitions.
• Check the answers with the class. Geographical features
Exercise 7
Answers
4 5
• Look at the pictures with the class and ask
students to say the words they know. Introduce
Exercise 4 new vocabulary and practise the pronunciation.
• Discuss the questions with the class. • Students complete the words.
• Check the answers with the class.
OPTIONAL ACTIVITY
Ask students what other uses there are for recycled Answers
materials . 1 d..ert 61ake
2 valley 7 forest
3 mountain 8coart
4 river 9 "'.
5 fiekl 10 island

Present perfect and past simple Exercise 8


• Ask students to look at the box. Read through • Students complete the sentences.
the rules and examples with the class. • Check the answers with the class.
Exercise 5
Answers
• Go through the exercise orally with the class. 1 field 4 valley
Remind students that wc always use the past
simple with ago.
2 dfiort
; ,I,., ! ~:U~ta!n
Answers
1 has never won 4 have just planted
5 has already built
Writing
2 started
3 has got Exercise 9
• Look at the examples with the class.
Exercise 6
• Go through the exercise orally with the class • Students write sentences about places they
before asking students to write. Check for know.
difficulties vvith new vocabuary and help
students to decide which tense to use.
NEW WORDS
• Students complete the text. environmenta l problem in my opinion paper
• Check the answers with the class. glass waste energy turn off tap
brush your teeth save electricity I think
Answers in my view a good idea a waste of time fast food
1 have joined 4 plant~ rose bloom sky sacred rainbow shake hands
2 became 5 had grow
~'_h
~.~,~.~I'~.:
.d~y~d
~o~n;.:...._.::
6 have just ~un

OPTIONAL ACTIVITY
Model text
Write the following words/expressions on the board in
random order: ever, never, just, already, yet, last week, BACKGROUND INFORMATION
yesterday, in 2003, a month ago. Point to each Toronto is situated on Lake Ontario . It is Canada's main
word/expression and ask students to make a sentence industrial and commercial centre. It is also a cultural
with either the present perfect or the past simple, For centre with theatres and a film industry. Toronto has a
example: I went to the cinema yesterday. I've never population of about four million.
seen an elephant.
Exercise 1
• Ask students to look at the photo of Toronto and
ask them to describe the city.
• Students read the text and find the answer to
the question.
• Check the answer vvith the class.

36 Unit6
Lisa Er, yes, my point is about cars. A lot of my
Answer friends go to school by car. But it's much more
Rubbish and air pollution are the two main eco-friendly to walk.
environmental problems in Toronto. Presenter Yes, but I suppose it's t oo far for some people
to walk?
Exercise 2 Lisa Well, you can go by bike if it's too far to walk.
• Read the text with the class and explain new Presenter Thanks, Lisa. Dan's next. Dan?
vocabulary: problems, paper, glass, containers. Dan My idea is about saving electricity. A lot of
people leave lights on when they're not using
• Students decide whether the sentences are true them. And the same with TVs or computers.
or false. Presenter Right, Dan. So switch everything off and save
electriCit y. I'll remember that. We've just got
• Check the answers with the class.
time fo r one more

Answers Exercise 5 g
1 False. She thi nks it's a lovely city.
2 False. Toronto is on Cl lake. • Look at the example with the class.
3 False. Rubbish is the biggest problem.
• Play the CD again. Students listen and complete
4 True.
the sentences.
5 False. Her f amily tries t o help the environment.
6 True. • Check the answers with the class.
• Play the CD again if necessary.
OPTIONAL ACTIVITY
Ask students about the main environmental problems Answers
in their town/city. Are they the same as in Toronto? 1 saving 4 bike
2 teeth 5 computen
3 cars
Listening
Exercise 3
• Look at the picture with the class. Ask students
to identify four things that waste energy. Exercise 6
• Ask the questions and invite different students
Answers to answer.
The lighb art! all on, but nobody is in the rooms.
The iV is on, but nobody is watching it. • Divide the class into pairs. Students ask and
The windows are open, but it 's snowing outside . answer the questions. Go round the class,
The car engine is running and it's causing pollut ion helping students if necessary.

Exercise 4 g
• Tell students that they are going to hear a part Writing
of a radio programme about ways to help the
environment. Giving opinions
• Play the CD. Students listen and find the answer • Read through the examples with the class and
to the question. make sure that students understand them.
• Check the answer with the class.
Exercise 7
Answer • Students look at the model text again and
Three children phone the programme. underline the phrases to give opinions.

Tapescript • Check the answers with the class.

Presenter Hello there. Today, as part of National Answers


Environment Week, we're asking school
Uhink it's a lovely city because it 's on a beautiful lake
children around the country: what can we do in
with nice beaches.
our everyday lives to help the environment? In my opinjon, rubbish is t he biggest problem.
And our first caller is Tom. Hello, Tom . In my view t his is a good system because it really helps
Tom Hello. the env ironmen~t~ . __
Presenter What do you want to suggest, Tom?
Tom I think saving water is really important. Exercise 8
Presenter OK, what can we do?
Tom Well, when you brush your teeth, for example- • Look at the example with the class. Explain that
don't leave the tap running. It wastes a lot of Greenpeace is an example of an environmental
water. organization. (In the photo, they are protesting
Presenter Right, so t urn off taps. Thanks, Tom. Lisa's next. against the practice of dumping toxic waste into
Go ahead, Lisa. the sea).

Unit6 37
• Do another example. Ask different students to
give their opinion of fast food.
• Students write sentences.
• Ask some students to read out one or two of
their sentences.

OPTIONAL ACTIVITY
Say an expression from the box in exercise 8, for
example: a good idea. Ask: indiVidual students to give
their opinion on another issue using this word, for
example: In my view, working hard at school is a good
idea.

Exercise 9
• Students can do the writing activity either in
class or for homework.
• Read through the writing guide with the class.
Ask students for examples of how to finish the
sentences.
• Students write about themselves, using the
writing guide. Remind them to use phrases to
give opinions.
• Check students' work.

Song
Exercise 10 g
• Play the song once for students to listen to.
• Read the song with the class. Check for any
difficulties with new vocabulary.
• Play the song again. Students listen and choose
the correct words.
• Check: the answers with the class.

Answers
=------~--
1 ,od • pmty
2 si.... 5 How
3 night i ~bfes

Exercise 11
• Students find the words in the song and match
them with the definitions.
• Check the answers with the class.

Answers
t c 2d 3. ~'
;;b
::.. _ _ _ _ _ _ _ _..,

38 Unit 6
r • •
~e1/1S10n Units S-6
Vocabulary
Word formati on: negative prefixes Exercise 4
Exercise 1
• Do question 1 with the class as an example. Ask
students to give the answer and ask: Why is it
• Remind students that when we add a prefix different? (because all the others describe things
from the table, wc change the meaning ofthe we wear on our feet)
adjective from positive to negative.
• Students complete the exercise. They cou ld
• Students complete the table. work on this in pairs.
• Check the answers w ith the class. Practise the • Check the answers with the class.
pronunciation of the adjectives if necessary.
Answers
Answers 1 footsteps 2 carton 3 froz~n 4 range 5 5ur~
unlucky. unusual
inex~ienced. incorrect
dishonest. disob«lient
impatient. impoHible

Exercise 2
• Look at the picture and do the first sentence
with the class as an example.
• Students write the adjectives from exercise 1.
• Check the answers with the class.

Answen
1 disobedient 5 dishonest
2 impatient 6 unusual
3 unlucky 7 impossible
4 incorrect 8 ine~ien(1KI

Geographical features
Exercise 3
• Students write the names of the geograph ical
features. Ask them to look back at the words in
Unit 6 to check their spelling.
• Check the answers with the class. Practise the
pronunciation if necessary.

2 c_
Answen
1 istend

3 forest
6 lak~
7 desert
8 mountain
4 rivet" 9 field
5 valley 10 sea

Revision Units S-6 39


Present perfect with for. since and
Grammar How/ong ... ?
Present perfect Exercise 7
Exercise 5 • Do the first dialogue with the class an example.
Make sure that students know when to use for
• Tell students that all the verbs in this exercise
and since.
are irregular. You may want to go through the
verbs and ask students to say the past • You may want to look at the time expression in
participles. Alternatively, tell them to check with each of the other dialogues. Ask students if it is
the list of irregular verbs on page 107. a period of time or a point in time.
• Do the first sentence with the class as an • Students complete the dialogues.
example.
• Check the answers with the class. You could ask
• Students complete the e-mail. pairs of students to read the dialogues aloud.
• Check the answers with the class.
Answers
1 have you been, for
Answers 2 has Mr Jones taught, Since
1 has gone 4 'ye done 3 have you had, Since
2 'ye never had 5 Have you ~er swum 4 have your aunt and uncle lived, For
3 haven't been 5 have you known, For' -_ _ _ _ _ __

Present perfect with just. yet and Present perfect and past simple
a/ready Exercise 8
Exercise 6 • Use the picture to teach or revise the word
• Look at the picture with the class and ask explorer. Tell students that this woman is called
students to say what they can see. Linda 10hnson and she is an explorer.
• Go through the list of jobs that Jack's dad has • Do the first sentence with the class as an
asked him to do. Introduce the regular verb example. Point out that we use the present
water and the irregular verb feed/fed. perfect here because Linda is still an explorer
• Look at the example with the class. Explain that now.
Jack has already done the jobs that are crossed • You way want to go through the exercise orally
out. with the class before asking students to write.
• Students write the sentences. They could work • Students complete the sentences.
on this in pairs. Ask them to check for irregular
participles and to think carefully about the word • Check the answers with the class.
order.
Ans...".
• Check the answers with the class. 1 has been 4 went
2 's visited 5 's never had
Answers 3 climbed 6 's alre.a~ planned_ _ _ _ _~
1 Jack has already taken the paper to the recycling
container. (example)
2 He's already watered the plants.
3 He hasn't deaMd his football boots yet.
4 He's just fed the dog.
S He's just given the cat some milk.
6 He hasn't tidied the
,=-k
~.~'~h~
e~nJy!
et~._ _ _ _~_,J

40 Revision Units 5~6


OPTIONAL ACTIVITY
NEW WORDS Divide the class into groups of three. Ask each group to
of course reach leaf pick buzzing bee nest come to the front of the class and act out the story.
flyaway panpipes science fiction film comedy
cartoon horror film historical film adventure film

Presentation stol'9 g Question tags


STORY SUMMARY • Read through the ru les and examples with the
class. Explain that we often use question tags to
In this episode, Kate and Sam are at the bottom of the
check information.
valley. They meet a boy called Ticu and ask him how to
get to the top. He tells them about a special tree which • Give some other examples with be, can and do.
reaches to the top. While they are climbing the tree,
Sam hears a buzzing sound. There are hundreds of bees Exercise 3
in the tree because there IS a nest Just then, they hear • Look at the example w ith the class.
music. llcu is playing the panpipes and the bees fly
away. • Go through the sentences orally. Help students
w ith the past simple tag (didn't he/they?) in
• Tell students to look at the p ictures. Ask: Why questions 1 and 3.
are Kate and Sam at the bottom ofrhe valley? • Students write the answers.
(because Maldo cut the bridge when they were
going across) They meet a boy. Does he look • Check the answers with the class.
friendly? (yes) What are they doing in picture 2?
(They're climbing a tree.) What's the problem? Answers
(There arc lots of bees.) Wha(s the boy doing in 1 didn't he 2 isn't it 3 didn't they 4 is he
picture 3? (He's playing music.) What are the S don't they
bees doing? (They're flying away.)
• Explain some of the key words in the story: the OPTIONAL ACTIVITY
top, leaves, bees, nest" flyaway. Write some questIOn tags on the board, for example:
can't he?, do they? Ask students to make sentences, for
• Play the CD. Students listen and read. example: Peter can swim, can't he? Theydon't walk to
school, do they?
Exercise 1
• Play or read through the dialogue again. Check
for difficulties with new vocabulary. Possessive pronouns
• Students answer the questions. • Read through the table and examples with the
class. Point out t hat the pronou ns stand on their
• Check the answers with the class. own in a sentence, while possessive adjectives
always go w ith a noun,
Answers
1 Because he looks friendly and because they want to • Note that there is no possessive pronoun for it.
know how to get to the top.
2 He tells them t o climb a special tree. Exercise 4
3 Because he can hear buzzing. • Students complete the dialogue.
4 Because they've got a nest in the tree.
S He plays some music and the bees flyaway. • Check the answers with the class.

Exercise 2 Answers
• Ask students to look at the story again and find 1 mine 2 yours 3 theirs 4 hers 5 his
the words which match the definitions.
• Check the answers with the class.

Answers
1 wonderful 2 buzzing 3 nest 4 panp ipes

Urn,? 41
Exercise 7
Types of film
• Ask the question in the example and invite
Exercise 5 different students to answer.
• Look at the pictures with the class. Introduce • Ask students to say the other questions with the
the new vocabulary and practise the correct question tags. Pay special attention to
pronunciation. questions 2 and 5, where they need to use have.
• Students match the pictures with the words. • Divide the class into pairs. Students ask and
• Check the answers with the class. answer.

Answers Answers
4 a horror film 1 You like cartoons, don't you?
1 a cartoon
2 an historical film 5 an adventure fil m 2 You've seen Shrek 2, haven't you?
6 a science fiction fi lm 3 You hate horror f ilms, don't you?
3 a comedy
4 You don't like Hugh Grant. do you?
5 You've got a lot of DVDs, haven't you?
6 You wat ch TV every night. don't you?
Listening
Exercise 6 "
• Tell students that they are going la hear a radio NEW WORDS
programme about films. Ask them to read director special effects common creature
through the table first. computer-generated image simple in reality
stuntman wizard solution How many .. 7
• Play the CD several times. Students complete a lot of How much .. . 7 a little somebody
the table. something anyone anybody anything excited
• Check the answers with the class. exciting surprised surprising interested
interesting annoyed annoying bored boring
frightened frightening
Answers
1 eleven 2 twelve 3 ca rtoons
4 every Friday evening 5 20 6 50
Reading
Tapescript
Presenter Today we're doing a survey on films and young BACKGROUND INFORMATION
people. How often do young people watch The Lord of the Rings, a trilogy of films based on the
films? What kind of films do they watch? Do book by J.R.R. Tolkien, was released in 2002-2004. The
they buy DVDs? OK. First of all ... your name's
central heroes are small human-like beings called
James, isn't it?
hobbits. The top photo in the text shows the wizard
James Yes, it is.
And you're eleven years old, aren't you? Gandalf from these films.
Presenter
James That's right. The Prisoner of Azkaban is one of the four Harry Potter
Presenter Can you tell me, what's your favourite kind of films (2002- 2005). based on the popular children's
film? books by JK Rowling.
James Er, I like comedies. Scooby Doo's fantastic.
Presenter And how often do you go to the cinema?
James About once a month.
Exercise 1 "
Presenter Do you often buy videos or DVOs?
James Yes. I've got about twenty DVDs. • Ask students to look at the photos and, if
Presenter Thank you, James. Right. Now ... you're Sally, possible, to identify the films (The Lord of the
aren't you? Rings, The Prisoner of Azkaban). Ask them to
Sally Yes, and I'm twelve. say anything they can about the films.
Presenter And what kind of films do you like?
Well, I really like cartoons like Toy Story. but my
• Read through the list of topics with the class
Sally
favourite film is Shrek 2. and explain the new vocabulary.
Presenter And what about the cinema? How often do • Ask students to read the text and tick the topics
you go to the cinema? that are mentioned You might like to play the
Sally I go every Friday evening.
CD while they read.
Presenter And do you watch DVDs at home?
Sally Yes. I've got about fifty DVDs. • Check the answers with the class.
Presenter Wow!
Sally My friends and family always buy me films.
Answer
They know I love them.
director, actors, special effect s, camera
Exercise 2 Answers
• Read through the text with the class. Check for 1 Howmany 4 a lot of
any difficulties with new vocabulary, for 2 a few 5 a little
example: digital artists, creatures, feather, 3 How much 6 much
computer-generated, simple, wizards, hobbits,
stunt men/women. OPTIONAL ACTIVITY
• Students decide whether the sentences are true Write a list of nouns on the board: money, books,
or fals e and correct the false sentences. paper, posters, magazines, homework. Invite students
to make questions with How much/many have you
• Check the answers with the class. got? Others answer with A lot, A few or A little.

Answers
1 False. A successful film needs a good story. some and any; indefinite pronouns
2 True.
3 True.
• Ask students to look at the box. Read through
4 False. Somebody drove the bus at about 50 the rules and examples with the class.
kilometres an hour. • Make it clear that someone and somebody have
5 False. The people on the street are stunt men and the same meaning. The same is true for anyone
w omen.
6 True.
and anybody.
7 False. They simply put the wizards closer to the
camera. NOTE
As an exception to the rule about any in questions, we
Exercise 3 norma lly use some when we offer something to
someone, for example: Would you like some bread?
• Students find words in the text which match the
definitions. Exercise 6
• Check the answers with the class. • Exp lain that the girl in the p hoto is writing to a
friend.
Answen
I common 4 reality
• Ask students to complete the text.
2 creatures 5 solution • Check the answers with the class.
3 images

Exercise 4 Answen
1 anyone 4 someone
• Discuss the questions with the class. 2 any 5 anything
3 some 6 something

Quantifiers
• Ask students to look at the box. Read through -ed and -ing adjectives
the rules and examples with the class.
• Read through the ru les and examp les with th e
• Explain that a few usually means 'three or four'. class.
• Remind students that there is no plural form for Exercise 7
uncountable nouns. Give other examples: food,
water, music, bread, etc. • Look at the table with the class . Explain the new
words.
• Point out that we can use a lot of with both
countable and uncountable nouns (for example: • Students complete the table.
a Jot of oranges, a lot of orangejuice). • Check the answe rs with the class .
Exercise 5 • Ask students for examples of things Ihat are
surprising, interesting and frightening. Then ask
• Go through the sentences with. the class and
them to say w hen they feel excited, annoyed and
check for any difficulties with vocabulary. Ask
bored.
students to say ifthe nouns are countable or
uncountable.
Answers
• Students ch oose t he correct words. 1 surprised 4 boring
2 interesting 5 frightened
• Check the answers w ith the class. 3 annoyed

Unit7 43
Exercise 8 Exercise 2
• Students complete the sentences. • Read the lext wilh the class and explain new
vocabulary; falls in love with, invade.
• Check the answers with the class.
• Students answer the questions.
Answers • Check the answers with the class.
1 boring 4 excited
2 interested S frightening
3 annoying Answers
1 She saw an historical film.
2 Homer first wrote about the Trojan War.
3 He w as the King of Sparta.
Speaking 4 Because Paris took his wife, Helen, to Troy.
S She mentions Brad Pitt and Orlando Bloom.
Exercise 9 6 Her favourite part of the film is when Hector and
• Look at the example with the class. Achilles fight.

• Divide the class into pairs. Students ask and


answer questions.

Exercise 10 Exercise 3 g
• Tell students that they are going la hear a part
BACKGROUND INFORMATION
of a radio programme about films on DVD.
The photo shows Orlando Bloom in his role as the elf
Legolas in The Lord of the Rings. • Play the CD. Students listen and find the answer
to the question.
Daniel Radcliffe is best known as the star of the four
Harry Potter films.
Answer
Brad Pitt is famous for his roles in Seven, Seven Years in Three (Shrek " Shrek 2 and The Princess Diaries)
Tibet, Fight Club and Ocean's Eleven.
Tapescript
Julia Roberts' best-known films, include Pretty Woman,
Notting Hill, My Best Friend's Wedding and Ocean '5 Presenter Welcome to DVD Review. On today's
Eleven. programme, Sammy Jones reviews DVDs for
young people. Sammy ...
Sammy Hello.
• Ask students to write sentences about the Presenter What's your first film?
actors. Sammy Shrek J. It's still a favourite with a lot of young
people. It's a cartoon, of course, and it's about
• Ask different students to read out one or two of Shrek, who hasn't got any friends. Then one
their sentences. day he meets a donkey, and they go to rescue a
princess and ... well ... everything changes.
Presenter What are the good points about the film?
NEW WORDS Sammy The jokes are funny. The music's great and the
fall in love with invade review princess because characters are excellent.
Presenter What did you think of Shrek 2?
so early knock heart tear
Sammy I thought it was great too, but I didn't like it as
much as Shrek J.
Presenter Right. On to the next film.
Model text Sammy Well, this is something very different. It's The
Princess Diaries.
Presenter The comedy?
BACKGROUND INFORMATION
Sammy Yes. Mia Thermopolis, played by Anne
In Homer's epiC The Iliad, the climax is the fight Hathaway, is a shy teenager. Then one day she
between Achilles and Hector of Tray. Achilles kills discovers she's a real princess. She becomes
Hector and drags his body three times round the wal ls really famous and life isn't easy!
of Tray. Presenter And the good pOints?
Sammy Well, it's a funny story and the actors are very
Exercise 1 good.
• Ask students to look at the photo. Ask: What's Presenter Thank you. Right, let's move on to ...
the name of this film? (Tray) Have you seen it? NOTE
What's it about? When we are telling the story of a book or film, it is
• Students read the lext. Ask them for their normal to describe the events in the present simple
opinions about historical films. rather than the past simple.

44 Unit 7
Exercise 4 g OPTIONAL ACTIVITY
Ask students to rephrase the sentences in exercise 7. for
• Play the CD again. Students listen and choose example: I've got a lot of DVDs. so my friends often
the correct words.
come to my house.
• Check the answers with the class.
Exercise 8
• Play the CD again if necessary.
• Students can do the writing activity either in
class or for homework.
Ans.....
, DIID< 4 themusic • Read through the writing guide with the class.
2 Sh~k' Sohy Ask students for examples of how to finish the
3 a princess 6 _good sentences.
• Students write about their favourite film or a
film they've seen recently. using the writing
guide. Remind them to use because and so
Exercise 5 correctly.
• Ask the questions and invite different students • Check students' work.
to answer.
• Divide the class into pairs. Students ask and
answer the questions. Go round the class,
Song
helping students if necessary. Exercise 9 g
• Play the song once for students to listen to.
Writing • Read the song with the class. Check for any
difficulties with new vocabulary.
because and so • Play the song again. Students listen and
• Read t hrough the rules and examples with the complete the song.
class and make sure that students understand
• Check the answers with the class.
them. Draw allention to the use of the comma t.)
before so.
Answers
Exercise 6 1 wakM 4 star
2 smile 5 heart
• Students underline the sentences in the text 3 waiting 6 life
wi th because and so.
Exercise 10
• Check the answers with the class.
• Students complete the puzzle with words from
Answen the song.
I saw it last night at the cinema because It was my • Check the answers wi th the class.
birthday.
Menelaus Is very angry, so he and his brother de<ide
to invade Tray. Amwen
1 all 4 knock
2 up 5 H""
OPTIONAL ACTIVITY , "Y Extra word: tucky
Ask students to rephrase the first of the sentences above
WIth so (It was my birthday (yesterday). so I saw it last Exercise 11
night at the cinema.) Ask them to rephrase the second • Discuss the question wi th the class.
sentence with because (Menelaus and his brother
decide to Invade Tray because Menelaus is ~I)' angry ) Answer
She's unhappy McaU5e she's IoneI
:;:Y
l ;._ _ _ _ __
Exercise 7
• Students complete the sentences.
• Check the answers with the class.

An......
, beca.... 'so
2 because 5 bee.....
to 6so

Unit7 45
NEW WORDS
at last along bank hope worse alligator Comparatives and superlatives
as ... as raft land worst further furthest
elephant chess tarantula tiger giraffe turtle • Ask students to look at the table. Check that
crocodile eagle they understand the meaning of the adjectives.
• Read through the regular comparative and
superlative forms with the class. Give examples
Presentation story g to revise the use of the two forms.

STORY SUMMARY • Remind students that we use than when we are


In this episode, Kate and Sam arrive at the river. They comparing one thing (or one group of things)
start to swim across the river. but there is a huge with another.
alligator in the water, Maya, lieu and another man are • Draw attention to the spelling of biggerlbiggest
on a raft on the river and they rescue Kate and Sam. and heav;er/heav;est. Give some other
There are other people on the river bank and they are examples: hotter/hottest, busier/busiest.
Maya's friends from Perdita. Maya says she will go to
Perdita with Kate and 5am on the raft lieu and her • Focus on the irregular forms. Practise the
other friends will walk there. pronunciation of worse /W3:s/ and WOrsl/w3:Stl.

• Tell students to look at the pictures. Ask: What NOTE


Farther and farthest are alternatives for further and
arc Kate and Sam doing in picture 1? (They're
starting to go across a river.) There's something furthest.
dangerous in the river- what is it? (an alligator)
Who he/ps Kate and Sam in picture 2? (Maya, OPTIONAL ACTIVITY
Ticu and another man) Arc the children safe in Say some of the comparative and superlative adjectives
picturc3?(yes) from the table, for example: heavier / the heaviest. Ask
• Explain some of the key words in the story: students to use them in sentences, for example: A book
bank. alligator. raft, land. is heavier than a newspaper. My dictionary is the
heaviest book in my bag.
• Play the CD. Students listen and read.
Exercise 3
Exercise 1
• Look at the sentences with the class .
• Play or read through the dialogue again. Check
for difficulties with new vocabulary. • Students complete the sentences.

• Students put the events in order. • Check the answers with the class.

• Check the answers with the class. Answers


1 heavier 4 faster
Answers 2 tallest 5 more interesting
le 2e 3a 4d Sb 3 worst 6 most e)(pensive

Exercise 2
as ... as and not as ... as
• Ask students to look at the story again and
match the words with the definilions. • Ask students to look at the box. Read through
the rules and examples with the class.
• Check the answers with the class.
• For the second example, explain that the
Answers sentence means: Lions are bigger than cats or
1d 2e 3a 4b Cats arc smaller than lions.

Exercise 4
OPTIONAL ACTIVITY
• Look at the examples with the class.
Divide the class mto groups of four or five. Ask each
group to come to the front of the class and ad out the • For question 3, explain that we really mean:
story. Kate's sandwich is as big as Sam's sandwich.
However, we don't repeal the noun in the
second part of the sentence. The same is true for
hair in question 4.
~N=EW==
W=OR=D=S==============~
l YIE
• Students w r ite the sentences.
• Check the answers with the class.
South Africa behaviour feed habit weigh I ~
Answers measure either ... or trap mouth sharp
1 Kate isn't as happy as Sam. neither ... nor male female charge zebra
2 Sam is as clever as Kate. enough weak slow fur shell wing tail
3 Kate's sandwich isn't as big as Sam's. teeth claw fin feather duck stripe
4 Sam's hair isn't as long as Kat~e~·,~._ _ _ _ __

OPTIONAL ACTIVITY Reading


Divide the class into pairs. Students write five sentences
comparing themselves with their partner, for example: BACKGROUND INFORMATION
I'm as tall as Thee. Myeyes aren't as dark as Thee's.
Crocodiles live around rivers, lakes and swamps in Asia,
InVite different students to read out a sentence to the
Africa, Australia and South and Central America. They
class. Ask the others if they agree with the sentence.
can grow up to six metres in length and they have long,
powerfu l tails which propel them when swimming.
They can live up to '00 years.

Exercise 1 "
Wild animals • Ask students to look at the photo. Ask: What is
this animal? What do you know about
Exercise 5
crocodiles?
• Look at the pictures w ith the class. Introduce
the new vocabuJary and practise the • Ask students to read the text and choose the
pronunciation. best title. You might like to p lay the CD wh ile
they read.
• Make it clear that a tarant uJa is a type of spider,
and that crocodi les belong to the same family as • Check the answer with the class.
alligators. A lso ma ke sure students understand
that turtles live in the sea (they are different Answer
from tortoises, which live on land). b Studying crocodiles in South "A"f,,,ica,,-__
• Students match the pictures with the words. Exercise 2
• Check the answers with the class. • Read the text with the class and explain new
vocabulary: behaviour, habits, weigh, measure,
Answers traps, sharp, males, females, charged.
1 tiger 4 turtle • Do the first question with the class as an
2 eagle S crocodile
6 giraffe example.
3 tarantu la
• Students choose the cor rect answer s.
• Check the answers with the class.

Exercise 6 Answen
lb 2a 3c 4b Sc
• Look at the example w ith the class.
• Ask a few more questions as examples. Invite Exercise 3
different students to answer and ask the others • Students match the words w ith t he definitions.
whether they agree with the answers.
• Check the answers with the class.
• Divide the class into pairs. Students ask and
answer questions. Answers
lb 2c 3a 4e Sd

Writing Exercise 4
• Discuss the questions with the class.
Exercise 1
• Ask students to write sentences about the
animals.
• Ask different students to read out onc or two of
their sentences.

Urut8 47
Answe..
1 ,U< 5 ....h
2 shell 6 claws:
both ... and, either ... or, neither ... nor 3 wings 7 fin
• Read through the rules and examples. 4 tail 8 feath«s

• Point out that neither and nor <Ire the negative


form of either and or. Listening
Exercise 5
Exercise 8 "
• Go through the exercise orally with the class.
• Tell students that they are going to hear a part
• Students complete the sentences. ofa radio quiz programme abou t animals.
• Check the answers with the class. • Play the CD several times, Students decide
whether the sentences are true or false.
Answers • Check the answers with the class.
1 either ... or 4 Both "." and
2 both ... and 5 Neither, .. nor
3 Neither .. . nor
Answers
1 False 4 False
2 True 5 False
too and enough 3 False 6 True

• Read through the rules and examples. Tapescript


• In the first example, point Qui the difference Presenter Hello and welcome to Guess the Animal. We
between roo big and vel)' big. Explain that have two contestants on the programme today,
because some crocodiles are 1QQ big, it's Anna and rim.
impossible to catch them. Anna/Tim Hello.
Presenter Right. let's start with rim, Tell us about your
Exercise 6 animal.
Tim OK. My animal has got sharp teeth.
• Go through the adjectives and make sure that Anna Oh, that's easy! It's a crocodile,
students understand them. rim No. It isn't a crocodile. It hasn't got any legs.
Anna Hmmm ... what's got sharp teeth and no legs? I
• Students write the sentences. don't know.
• Check the answers w ith the class. Tim All right .. , It's got. fin,
Ann. Ah! It's either a whale or. shark.
Answers Tim Whales don't have sharp teeth. Most whales
don't have any teeth at all.
1 The man is too weak. He isn't strong enough.
Anna OK. Is it a shark?
2 The window is too small. It isn't big enough,
3 The sea is too cold, It isn't warm enough. Tim That's right.
4 The road is too narrow. It isn't wide enough. Presenter Well done! Anna, your turn.
5 The dog is too slow. It isn't fast enough. Anna OK. It eat~ meat.
Tim A tiger?
Anna No. It's got wings.
OPTIONAL ACTIVITY rim It 's a bird.
Write these sentences on the board' 1 I can't wear Anna Yes, but what kind of bird?
these shoes. 2 You can't go swimming today. 31 don't Tim Er, I don't know. A penguin, maybe?
want fa watch this film. Ask students to suggest Anna No. My animal has got both wings and
feathers.
sentences to eJq)lain each statement, for example:
Tim Hmm. This one's difficult isn't it?1 don't know.
1 They're too old. They aren't big enough.
A duck?
2 The sea is too dangerous. It isn't warm enough. Anna Ducks don't eat meat, do they? It's big.
3 I'm too tired. It isn't interesting enough. Tim How about an eagle?
Anna Yes. It's an eagle.
Presenter Very good, OK. let's move on to the next round
on Guess the Animal

Animal body parts


Exercise 7
• Look at the pictures with the class and ask Exercise 7
students to say the words they know, Introduce • Look at the example. Explain the meaning of
new vocabulary and practise the pronunciation. stripes.
• Students complete the words. • Divide the class into pairs. Students take turns
• Check the answers with the class. to choose an animal for their partner to guess.

~8 Unit g
Tapescript
NEW WORDS Presenter Welcome to The Animal Programme. Today
hunt deer human sanctuary w ithout keep Simon Harris is talking about his animal
What does it look like? snail reptile puppy crawl sanctuary.
hairy above thread perhaps sure Simon Thank you. Yes, well, as most of your listeners
probably know, the sanctuary is a place for
animals that don't have homes or are sick. Here

Model text we can feed them properly and look after


them. And then we try to find good homes for
them.
Presenter Right. And what animals have you got in the
BACKGROUND INFORMATION
sanctuary at the moment?
Tigers are nearing extinction due to hunting and the Simon We've got a lot of dogs. People often give us
destruction of their natural habitat. young dogs.
Presenter Really?
Exercise 1 Simon Yes. That's be<ause people often buy puppies
• Ask students la look at the photo. Ask: What's and then find out their children are frightened
this animal? (8 tiger) What do you know about of them or that their food is too expensive or
tigers? Introduce the word hunt. something. One of my favourite dogs is Goldie.
Presenter And why is Goldie here?
• Students read the text. Ask them for their Simon Well, eight years ago somebody found him in a
opinions about tigers. park. He was tired, dirty and very hungry. He
came here and ... well, we looked after him.
Exercise 2 Presenter I see.
• Read the text with the class and explain new Simon We've also got a South American tortoise
called Bob. Bob's owner used to work here. but
vocabulary: hunt deer, humans.
then he went to live in Spain and he didn't
• Students decide whether the sentences are true want to take Bob with him.
or false and correct the false sentences. Presenter OK. And do you have any other favourites ... ?

• Check the answers with the class. Exercise 4 "


• Read through the sentences with the class and
Answers
check for any difficulties with vocabulary.
1 False. Tigers are the largest member of the cat
family. • Play the CD again. Students choose the correct
2 True. answers.
3 False. They live in either f orests or mo untains.
4 True. • Check the answers with the class.
5 False. They can see very wen in t he dark.
6 False. TIgers sometimes kill people, but not very • Play the CD again if necessary.
often.
Answers
1 c 2b 3b 4a Se ______________- '

Exercise 3 "
• Look allhe pictures with the class. Ask: What Exercise 5
arc these animals? What do you know about
them? • Do some examples with the class. Ask the
questions and invite different students to
• Explain to students that they are going to listen answer.
to part of a radio programme which mentions
some of these animals. Introduce the word • Divide the class into pairs. Students ask and
sanctuary. answer the questions. Go round the class,
helping students if necessary.
• Play the CD. Students listen and tick the animals
they hear. OPTIONAL ACTIVITY
Take a class vote on the most popular animal. Then ask
• Check the answers with the class.
the questions in exercise 5 and build up a description of
the animal on the board.
Answers
Dog, torto ise.

Unit 15 49
Writing Song
Checking grammar, punctuation and Exercise 8 "
spelling • Play the song once for students to listen to.

• Read through the advice in the box with the • Read the song with the class. Check for any
class. difficu lties w ith new vocabulary.
• Play th e song again. Students listen and choose
Exercise 6 the correct words.
• Ask students to look at the picture. Ask: What's
the animal on the left? (a tortoise) Introduce the • Check the answers with the class.
word snail.
Answers
• Explain that all the sentences have got a mistake 1 small 4 scared
in them. Look at the example with the class. 2 little 5 move
3 bedroom 6 book
• Students find the mistakes and match them with
the types of mistakes listed in the box. Ask them Exercise 9
to write the sentences correctly.
• Students find the rhyming words in the song.
• Check the answers with the class.
• Check the answers with the class.
Amwers
1 b I2aU dog is ten years old.
Answers
2 c J bought three fish yesterday. wall- small head - thread ball- all
3 d My dog is mdlr than my cat. sure-floor me-see
4 e Both snakcs and lizards are reptiles,
5 a The puppy isn't old.eDQLlUb to leave its mother. Exercise 10
6 e Whales aren't as intelligent as dolphins. • Discuss the questions with the class.

OPTIONAL AalVITY
Write some more incorrect sentences on the board
while students are dOing exercise 6. Ask them to
Identify and correct the mistakes,

Exercise 1
• Students can do the writing activity either in
class or ror homework.
• Read through the writing guide with the class.
Ask students ror examples of how to finish the
sentences.
• Students write about themselves, using the
writing guide. They might like to add a photo or
a drawing ohheir favourite animal. Remind
them to check grammar, punctuation and
spelling before they hand in their work.
• Check students' work.

50 Unit3
Animal body parts
Exercise 4
Types of film • Point o ut that these are ve ry stra nge animals!
Ask students to say what they are. (The first is
Exercise 1
half lion and halfturtlc. The second is halfbird
• Do the first sentence with the class as an and half fish .)
example.
• Students write the word s fo r the body pa rts.
• Students match the sentences with the types of Ask them to look back at the words in Unit 8 to
film. chec k their spell ing.
• Check the answers w ith the class. • Check the answers with the class.

Answers Answers
1 a comedy 4 a horror film , shell (e)lample} 5 wings
2 a science fiction film 5 an adventure f ilm 2 fur 6 featherl
3 Cl cartoon 6 an historical fi lm 3 claws 7 fin
4 teeth 8 tail
-ed and -ing adjectives
Exercise 2 Vocabulary extra
• Students choose the correct words.
Ex ercise 5
• C heck the answers with th e class. • Stud ents complete the senten ces. Tell them to
use a diction ary to Find or check the meanings if
Answers they need to.
1 surprised 4 exciting
2 frightened 5 interesting • Check the answers with the class. Practise the
3 boring p ronunciation if necessar y.

W ild animals Answers


1 raft 4 behaviour
Exercise 3 2 solut ion 5 weigh
• Students look at the pictures and complete the 3 wonderful 6 creatures
words.
• Check the answers with the class . Practise the
pronunciation if necessary.
• You could ask so me questions about the
animals, for example: Which animal Jives in the
sea? (turtle) Which one can fly? (eagle) Which
onc is the tallest? (giraffe) Which onc has got
eight legs? (tarantula) Which ones.d.Qn} come
from eggs? (giraffe, tiger) Ask students to
answer without looki ng at t heir books.

Answers
1 giraffe 4 turtle
2 eagle 5 tiger
3 tarantula 6 crocodile

Re'lision Units 7-8 51


A......rs
1 Howmany
2 a 10101
'.ny
5 anything
Question tags 3 5omeono 6 A lot of
Exercise 6
• Do one or two examples w ith the class. Comparatives and superlatives
• Students complete the sentences vvith the Exercise 10
question tags. • Ask studen ts to look at the first picture and
• Check the answers with the class. identify the animals.
• Look at the examples with the class. For the
Answers comparative and superlative examples, ask:
1 was it? 5 doesn't he? Why don't we use the -erl-est cndiog? (because
2 doyou? 6 aren't they? dangerous is a Tong adjective)
3 can they? 7 has he?
4 don't they? 8 do they? • Remind students that the second example
means The tiger is more dangerous than the
dog.
Possessive pronouns
• Students look at the other two pictures and
Exercise 7 complete the sentences.
• Students complete the dialogues.
• Check the answers with the class.
• Check the answers with the class. You could ask
pairs of students to read the dialogues aloud. Ans,""
1 is the biggest 4 is more exciting than
• Ask students to complete sentences revising the
2 is bigger than 5 isn't as exciting as
other two possessive pronouns, for example:
3 isn't as big as 6 is the most exciting
We've haven't got a dog. That dog isn't ... (ours)
My grandparents bought that car. Ir's ... (theirs)

Answers
1 yours 2 Mine 3 his 4 hers

too and enough


Exercise 8
• Look at the example with the class.
• Students rewrite the sentences.
• Check the answers with the class.

Answers
1 My bike is t oo slow.
2 It isn't quiet enough.
3 Your shoes are too diny.
4 11 isn't warm enough.
5 Your story is too boring.

Quantifiers; some and any, indefinite


pronouns
Exercise 9
• You may want to go through the exercise orally
with the class.
• Students choose the correct words.
• Check the answers with the class.
• You could help students 10 make example
sentences with the unused alternatives, for
example: How much water do you drink every
day? 1 usually play..a....f!t:tt. records when J get
home from school. Tdidn't talk to anyooe about
the film.
Grammar
NEW WORDS
How far .. ? rapids canoe crash get away must.. mustn'f, have to and don't
packed lunch run about make a noise transport
scooter van minibus ship tram underground
have to
public transport do the washing up • Read through the rules and examples.
• Point out that must and have to have the same
meaning. Explain that we use has to with hc, shc
Presentation sto1'9 " or it.

STORY SUMMARY • Point out the difference in meani ng between


In this episode, Kate and Sam travel down the river w ith don't have fa and mustn't.
Maya on the raft. Sudden ly they see Ma ldo behind • Look at the past forms. Explain that there is no
them in a canoe. They go down the rapids to try to past form of must.
escape, but Maldo follows them. Sam throws the magic
necklace into the water. It becomes a huge rock. Maldo Exercise 3
crashes into the rock and lands in the water.
• Go through the exercise orally before asking
students to complete the sentences.
• Tell students to look at the pictures. Ask: Where
are Kate and Sam in picture 1? (on the raft on the • Check the answers w it h t he class.
river) Who's with them? (Maya) Is the alligator
attacking them? (no) Who's following them in Answers
picture 2? (Ma/do) What's Sam doing in picture 1 don't have to 4 don't have to
3? (He's throwing the necklace into the water.) 2 had to 5 had to
What's happening to Ma/do? (He's falling into 3 have to 6 didn't have to
the water.)
Exercise 4
• Explain some o r the key words in the story:
• Read through the dialogue with the class and
rapids, canoe, crashed, get away.
check for any difficulties with new vocabulary.
• Play the CD. Students listen and read .
• Students complete the dialogue.
Exercise 1 • Check the answers with the class.
• Play or read t hrough the d i alogue aga in. Check
ror difficulties with new vocabulary. Answers
1 mustn't 4 don't have to
• Students decide whether the sentences are true 2 doesn't have to 5 mustn't
or raise and correct the false sentences. 3 must
• Check the answers with the class.
OPTIONAL ACTIVITY
Answers Ask students to write down something they have to do,
1 True. something they don't have to do and something they
2 False. Maldo is in a canoe. mustn't do at school. Ask them to say their sentences
3 False. Maldo can travel faster than the children. and build up three lists on the board .
4 True.
5 True.

Exercise 2
• Ask studen ts to look at the story again and find
the words which match the definitions. Forms of transport
• Check the answers with the class. Exercise 5
• Look at the pictures with the class and ask
Answers students to say the words they know for the
1 rapids 2 canoe 3 rock 4 crashed forms oftransporl. Introduce new vocabu lary
and practise the pronunciation .
OPTIONAL ACTIVITY • Students match the pictures with t he wor ds.
Divide the class into groups of four. Ask each group to
come to the front of the class and act out the story. • Check the answers with the class.

Unit9 53
An......
1 minibus 4 underground NEW WORDS
2 ship 5 tram rickshaw motor-scooter driver pole nervous
3 scooter 6 van
Nile well-known bright talkative straight
take off land sail park cycle drive ride row
It's great fun . space

Exercise 6 g Reading
• Explain to students that they are going to listen
to three children talking about the transport
they use. BACKGROUND INFORMATION
Calcutta (also known as Kolkata) is the largest city in
• Play the CD several limes. Students decide India, with a population of about ten million. It is a
whether the sentences are true or false. commercial and industrial centre on the mouth of the
• Check the answers with the class. River Ganges.
Venice is an Italian city, port and nava l base on the
Answers Adriatic. It has a population of about 80,000. The old
1 False 4 False city is built on piles on low-lying islands, and canals take
2 False 5 True the place of streets.
3 rru. 6 True,_ __
Aswan is a city in Upper Egypt, with a population of
Tapescript about 150,000. It is near the High Dam, which keeps
Presenter Welcome to The Travel Show. Today we're the level of the Nile constant throughout the year
talking to d ifferent children about the Without flooding. Aswan produces steel and textiles.
transport they use every day. First of all, Ben. New York is the largest city in the United States. It has a
Where do you live?
populallOn of about eight million . It is an industrial port
Ben I live in a very small village.
as well as a cultural and commercial centre.
Presenter And is there a bus service?
Ben Yes, but it's not very good. There's one bus
early in the morning. I have to catch it to go to
Exercise 1 0
school. • Ask students to look at the photos and say what
Presenter What happens when you want to meet your they can see. Use the photos to introduce
friends? rickshaw, gondola, camel. felucca and taxi.
Ben My mum has to take me in the car, or I get a
taxi. • Ask students to read the text and find out which
Presenter Thank you, Ben. Sarah, what about you? cities the forms oftransport come from. You
Sarah I live in London. m i ght like to play the CD while they read.
Presenter How do you get to school?
Sarah I go on the underground. It's a 3D-minute • Check the answer s with the class.
journey.
Presenter That's a long way. Do you enjoy being on the Answer
underground? Calcutta (rickshaw), Venice (gondola), Aswan (felucca
Sarah No, I don't. It's usually hot and very crowded. and camel), New York (taxi)
Presenter Thanks, Sarah. Finally, Adam. Where do you
live? Exercise 2
Adam I live in Nottingham. • Read through the text with the class. Check for
Presenter Ah, there are trams there, aren't there?
any difficulties with new vocabulary, for
Adam Yes, there are, but I don't have to use them
example: on fOOl, drivers, poles, ne1>'OUS.
during the week.. My school's very close to my
house, so I walk every day. • Look at the example w ith the class.
Presenter So you never use public transport?
Adam Well, yes, I use the trams at weekends when I • Studen ts decide whether the sentences are true
go into the town centre. or false and correct the false sentences.
Presenter Right. thank you, Adam. Now let's talk ...
• Check the answers with the class.

Answers
True.
2 True.
Exercise 7
3 False. There are drivers.
• Look at the example with the class. Ask the 4 True.
question and invite different students to answer. 5 True.
6 False. There are more than 12,000 taxis, so it's easy
• Ask students to say the other questions and "- to find one.
check for any difficulties with vocabulary.
• Divide the class into pairs. Students ask and
answer the questions.

54 Unit9
Exercise 3 • Ask question 1 and invite dilTerent students to
• Students find words in the text which match the answer.
definitions. • Divide the class into pairs. Students ask and
• Check the answers with the class. answer the questions.

Answen
1 narrow 4 relax
2 ne"",", S bright
3 guide 6 talkative Travel verbs
Exercise 7
Exercise 4
• Look at the pictures with the class and ask
• Discuss the questions with the class.
students to say the travel verbs they know.
Introduce new vocabulary and practise the
pronunciation.
• Students match the pictures with the words.
may, might and could; should; • Check the answers with the class.
can and could • Explain that we use the verb cycle on its own -
• Ask students to look at the box. Read through we can say ride a bike but ill!.t cycle a bike.
the rules and examples with the class.
• Point out that the verbs take, drive and ride are
• Explain that may, might and could all refer to irregular. Ask students to look at the list of
the future and have almost the same meaning. irregular verbs on page 107 to see the past
We use them when we want to say 'Maybe this simple and past participle forms.
will happen'.
• Look at the example for should and explain the Answers
1 cycle 5 row
meaning. Point out the difference between
2 ride 6 sail
should and must. You could ask students to 3 land 7 take off
suggest one or two examples of things a tourist 4 drive 8 park
should do in their town/country.
Exercise 8
• Briefly revise can/can't and could/couldn't for
ability. • Ask students to complete the sentences. Tell
them to look carefully at the whole sentence to
• Point out that all the modals in the box are work out which form of the verb to use.
followed by the infinitive form of the verb. Their
form remains the same, for all subjects. • Check the answers with the class.

NOTE Answers
We can use could as an alternative to mayor might for 1 sail 5 landed
future possibilities. However, we.d..Qr:i1 use the negative 2 took off 6 drive
form of could as an alternative to may not I might not. 3 ride 7 row
4 'm going to cycle 8 '11 park
Exercise 5
• Students choose the correct modals.
• Check the answers with the class .
Listening
Exercise 9 "
Answers • Play the CD. Students listen to the sounds and
1 might 4 couldn't write the verbs.
2 should S could
3 may 6 aon • Check the answers with the class.

Answen
1 ride 2 park 3 c:ytle 4 land
Exercise 6
• Look at the example with the class. Point out
that in the replies the speakers aren't sure what
they're going to do.
• Draw attention to the negative form of may
(may not).

Unit9 55
Answers
NEWWORDS 1 He's BO.
almost anywhere such as Atlantic invent 2 About20.
airliner however pilot as a result ordinary 3 In a bigger town.
4 He used to walk through the fields.
length cart invention air travel petrol rubber
S e:(jluse cars ere too e si e
tyre packed dawn horn cry
Tapescript

Model text Presenter Today on Transport and Travel Weekly I'm


talking to Charles Potts about what life was like
70 years ago. Charles, you've just had your 80th
Exercise 1
birthday, haven't you?
• Ask students to look at the photo and to say Charles Yes, I have. I was 80 last week.
what they can see. Use the photo to revise Presenter Congratulations. Tell us something about your
plane/aeroplane, and to introduce pilot. life when you were a boy.
Charles Well, I lived in a village about 50 miles from
• Ask students to read the text and find out how London. In those days there were on ly about 20
people travelled to different countries a houses in the village. Today there are more
hundred years ago. than a thousand.
Presenter Did you go to school in the village?
• Check the answer with the class.
Charles No, there wasn't one. We used to walk across
the fields to a bigger town.
Answer Presenter How far was it?
They travelled to different countries by boat. Charles About five miles, I think. There weren't any
buses and of course nobody in our village could
Exercise 2 afford a car. When people wanted to go
• Read through the text with the class. Check for somewhere they had to walk. Or of course
any difficulties with new vocabuJary, for some people had a horse and cart. Cars were
example: anywhere, such as, invented, airliner;. too expensive. These da~ everybody's got a car.
A lot of families have two.
ordinary.
Presenter Do you think that's a good thing?
• Students complete the table. Charles Well ... yes, I do. Life's much easier, isn't it?
Presenter What about pollution?
• Check the answers with the class. Charles Of course the air was much cleaner years ago,
but
Answers
, 37 2 1927 3 flew around the world 4 Boeing

Listening Exercise 5
• Look at the example with the class.
Exercise 3 "
• Divide the class into pairs. Students talk about
• Look at the photo with the class. Explain to
how transport has changed. Go round the class,
students that they are going to listen to this man
helping students if necessary.
talking. Ask How old do you think he is?
• Discuss how transport has changed with the
• Ask students to predict which forms of
class.
transport the man will mention.
• Play the CD. Students listen and check their
predictions. Writing
Answers however and as a result
buses, car, horse and (art
• Read through the rules with the class. Explain
Exercise 4 " that however means the same as but, but it
always comes at the beginning of a new
• Play the CD again. Students listen and answer
sentence.
the questions.
• Draw attention to the comma after However
• Check the answers with the class.
and As a result.
• Play the CD again if necessary.
Exercise 6
• Students look at the model text again and
underline the sentences with however and as a
result.
• Check the answers with the class.

56 Unit 9
Answers
H_.1hingsquid<1y ... _ ...
Song
As a mutt,. ordinary people could fly around the world Exercise 9 "
too.
• Play the song once for students to listen to.
Exercise 7 • Read the song with the class. Check for any
• Students complete the text. difficulties with new vocabulary.
• Check the answers with the class. • Play the song again. Students listen and choose
the correct words.
Answers • Check the answers with the class.
1 As a resutt 2 However 3 As a resutt

Exercise 8 AM.....
t doo< 4 die
• Students can do the writing activity either in 2 wake 5 smile
class or for homework. 3 taxi's 6 back
• Look at the photo and read through the
Exercise 10
information in the table with the class. Check
for any difficulties with vocabulary. • Students find the words which match the
definitions.
• Read through the writing guide with the class.
Ask students for examples of how to finish the • Check the answers with the class.


sentences. Ask them to suggest where they
could use however and as a resu/! to link ideas.
Students \;\/Tite about the history of cars, using
the writing guide and the information in the
table.
Answer.
1 packed
2 dawn
3 horn

Exercise 11
--.
5 hold
6 hate

• Check students' work.


• Discuss the question w ith the class.

Answer
The singer doesn't want to leave. She feels sad and
lonely.

Umt9 57
Exercise 2
NEW WORDS • Ask students to look at the story again and
health fitness unless pool feel well match the words with the definitions.
pOisoned cure evil on time I've got a cold. • Check the answers with the class.
I feel sick. I've got a headache. My arm hurts.
I've got a sore throat. I've got stomach-ache.
Answers
lb 2d 3a 4c

Presentation story " OPTIONAL ACTIVITY


STORY SUMMARY Divide the class into groups of four. Ask each group to
In this episode, Kate, Sam and Maya are in the desert. come to the front of the class and act out the story,
Sam wants to stop because he needs a drink. Kate
climbs a tower to see the city of Perdita. Meanwhile,
Sam and Maya drink from a pool of water and they feel Grammar
sick. Maldo appears. He has poisoned the water and
leaves from the genko tree are the only cure, Maldo First conditional
tells Sam to give him the bird, but Sam says he hasn 't
got it. Maldo believes that Kate has gone to Perdita • Read through the rules and examples with the
class.
With the bird, and he goes to look for her. Kate comes
down from the tower With some leaves she has kept • Make it clear that in these jfsentences we are
from the genko tree. Sam and Maya eat them and they imagin ing something that might happen in the
feel better. future.

• Tell students to look at the pictures. Ask: Where • Draw special attention to the use of the present
Si mple (nQt will) in the ifclause.
are Kate and Sam in picture 17 (in the desert)
Who's with them? (Maya) How do you think
Exercise 3
they're feeling? (hot, tired, thirsty) What can you
sec in front ofthem? (water) Who's with Sam • Go through the exercise orally w ith the class
and Maya in picture 2? (Maldo) Where's Kate? before asking students to write.
(in the tower) Sam and Maya are iI/ - can you • Students complete the sentences.
guess why? (Maldo has put something in the
water.) What are they eating in picture 3? (some • Check the answers with the class.
leaves) /s Ma/do there? (no)
Answers
• Explain some of the key vocabulary in the story: 1 '11 feel 4 runs
unless, pool, poisoned, cure, evil. 2 goes 5 '11 miss
3 won't get 6 doesn't work
• Play the CD. Students listen and read.

Exercise 1 unless
• Play or read through the dialogue again. Check
for difficulties with new vocabulary. • Read through the rule and example.

• Students answer the questions. • Point oulthat we use unless with an affirmative
verb.
• Check the answers with the class.
Exercise 4
Answers • Look at the example with the class. Make it clear
1 Because he wants a drink. to students that they need to change the if
2 Because she wants to see Perdita. clause in each sentence.
3 He's poisoned it.
4 Because he wants to find Kate. He thinks she's gone • Students rewrite the sentences.
to Perdita with the bird.
S She gives them some leaves from the genkotree. • Check the answers with the class.

58 Unit 10
TIm But Mum ... ooh, I f eel sick. Perh aps I should go to
Answers the bathroom. No, no, I thi nk I should stay in bed.
1 They won't go swimming unless the weather is nice. Mum, I think if I don't go t o school t oday, I' ll be fine
2 We won't play football unless your leg gets better.
later.
3 They won't come to the cinema unless they've got Mum Well .. . oh, just a mi nute, that 's the phone .
enough money.
Hel lo, 5usie? Yes, he's still here ... Yes, yes, ah, I see
4 Robbie w ill come w ith us tomorrow unless he's too
... OK, tha nks, Susie. Bye.
busy.
TIm, t hat was Susie. She says don't fo rget, it's t he
maths t est today. But TIm, you haven't f orgot ten
about the maths test. have you?
TIm Er, well, er .

Illness
Exercise 5
• Look at the pictures with the class. Introduce Exercise 7
new vocabulary and practise the pronunciation.
• Look at the examples. Ask students to suggest
Pay special attention to the pronunciation of
some ad vice for the second problem, for
headache I' hcdclkl and stomach-ache I' sthm:Jkclkl. example: You'll feel better if you take an aspirin
• Students match the pictures with the sentences. / go to bed / stop using the computer.

• Check the answers. Point out that for picture 4 • Divide the class into pairs. Students give advice
we could also say I've got a sore arm. to their partner.

Answers
1 I feel sick. 4 My arm hurts. NEW WORDS
2 I've got stomach-ache. 5 I've got a cold. fa ct junk food cheeseburger chips spoonful
3 I've got a sore throat. 6 I've got a headache. ice cream fat so ft drink overweight harmfu l
improve unhealthy snack chicken burger
OPTIONAL ACTIVITY beefburger If I were you, let lottery tasty
Say sentences about illnesses, for example : My arm greedy adventurous dangerous poisonous
hurts. Ask students to mime the illnesses. Then mime painfu l usef ul
the illnesses yourself and ask students to say the
sentences.
Reading
Exercise 1
• Ask stud ents to look at the photos and name the
Exercise 6 " items offood and drink. Int roduce new words,
for example: milkshake, popcorn, ice cream,
• Tell students that they are going to hear a
chips.
conversation between a boy called Tim and his
mother. Ask them to read through the list
before they listen . Answers
crisps, chocolate, sweets, milkshake, popcorn, cola,
• Play the CD several times. Students tick the pizza, ice cre am, burger, chips
things that Tim says .
• Check the answers with the class . Exercise 2 "
• Ask students to read the text an d tick the items
Answers that are mention ed . You might like to play the
1,2,5,7 CD while they read .
• Check the answers with the class.
Tapescript
Mum Good morning, rim. TIme to get up. It's a lovely day. Answers
Tim Oh Mum, I don't fee l well today. burger, chips, sw eets, cola, chocolate, pizza, ice cream
Mum Why? What's the matter? You were fine yesterday.
Tim I've got stomach-ache. Exercise 3
Mum Well, if you come and eat some breakfast, you'll f eel
better. Come on, unless you get up now, you'll be
• Read through the text with the class. Check for
late. any difficulties w ith new vocabulary, for
TIm But I can't eat - I've got a sore t hroat, t oo. And I've example: spoonfuls. soft drink.. colouring.
got a headache. Ow l My head really hurts. chemicals, fast food. ovcr.veight, harmful.
Mum A sore throat and a headache as well ? Hmm . I'll get improve. snacks.
you an aspiri n. Your headache will soon go away if
you take an aspirin. And if you d rink some warm
• Students answer the questions.
tea, your t hroat won't hurt as much. • Check the answers with the class.

Un~IO 59
1

Ex ercise 7
Answers
A junk food fan loves cheeeburgers. chips, sweets • Go through the exercise orally with the class
and soft drinks. before asking students to write. Remind them to
2 8ecause they are mostly sugar and water and look out for irreguJar past simple verb forms.
colouring.
3 Ice cre am conta ins more fat than pizza. • Students complete the sentences.
4 8ecause 30% of all their food is junk food . • Check the answers with the class.
S A chicken burger is healthier than a beefburger.

Exercise 4 Answers
1 won, 'deat 4 Ji\led, 'dgo
• Students match the words with the definitions. 2 would play, had 5 would be, moved
• Check the answers with the class. 3 would get up. wasn't 6 took. wouldn't be

Exercise 8
Answers
l e 2e 3d 4a 5b • Look at the example with the class.
• Go through the other sentences. Ask different
Exercise 5 students to suggest some good advice for each
• Discuss the questions with the class. situation.
• Divide the class into pairs. Students take it in
turns to read out a sentence and give advice.

Example answers
Second conditional 1 If I were you, I wouldn't eat a lot of sweets.
• Read through the rule and example for the 2 If I were you, I'd go to bed early tonight.
second conditional with the class. 3 If I were you, I'd ask the teacher to help~ .
4 If I were you, I'd boy her some flowen.
• Give other examples of possibilities which are
obviously unlikely, for example: If I moved to a
different country, I'd miss my friends. You'd sce
lots of penguins ifyou went to Antarctica.
• Point out that, as with the first conditional. the if Word formation: adjective suffixes
clause can be either the first or the second part Exercise 9
of the sentence.
• Read through the nouns with the class. Explain
• Pay special attention to the tenses in both the meaning of taste and greed and check for
clauses. Make sure students realize that 'd is the any other difficulties.
short form of would, and that the negative form
• Look at the examples. Point oul that there are
is wouldn't.
three groups of words in the table and each
• Look at the rule and example for If I were you. example shows the adjective ending for its
Teach this as a fixed phrase. Explain that the group.
example means: 'In my opinion, you shouldn't
• Students complete the table.
eat so much junk food:
• Check the answers with the class. Pay special
NOTE attention to the speUing of tasty.
For the verb be in the if clause, people sometimes use
were for other singular subjects, for example: If David • Practise the pronunciation with the class.
~ here, he'd know what to do. However, it is now
more usual to use the normal past simple form: If Oavid Answers
.ICiIM here. 1 tasty 4 poisonous
2 greedy 5 painful
Exercise 6 3 dangerous 6 useful

• Do the first two sentences with the class as Exercise 10


examples.
• Look at the picture with the class. Ask students
• Students choose the correct verb forms. to describe what they can sec.
• Check the answers with the class. • Do sentence 1 as an example with the class. Tell
students that all the missing words are
Answers adjectives from exercise 9.
1 would let f let me 4 lived
• Students complete the sentences.
2 'd feel 5 'd buy
3 wouldn't feel 6 would play • Check the answers with the class.

&0 UnitlO
""-"
1 adventurous

3..-
2 painful
4 daf\ger0U5
5 poKcnous
• tosty
An......

2
Sharon doesn't go swimming ~ week because
the swimming pool is too expenslw.
n.. only healthy food in the canteen is fruit .
I
3 Sharon thinks the canteen should sell healthy
sa~, salads, muesli bars and nuts.
OPTIONAL ACTIVITY 4 Water stops you getting tired.
Ask students to sU99est sentences for the other three 5 Students need more water foumains in the corridors.
adjectives from exercise 9, for example: She's very
healthy because she does a lot of exercise. Junk food
can be harmful. Dictionaries are very useful.

Exercise 3 "
• Look at the photo with the class. Tell students
that they are going to hear these four people
Exercise 11
talking about healthy food in schools .
• Divide the class into pairs. Students ask and
answer the questions. • Play the CD. Students listen and answer the
question.
• Ask some students to tell the class about their
partner. • Check the answer with the class. Check that
students understand the meaning of ban.

( NEW WORDS Answer


I firstly aerobics judo secondly fruit salad The fint idea is banning sweets and soft drinks in
schools.
Instead of muesli bar nut thirdly water fountain
corridor playground fewer ban during less Tapescript
shake rhythm beat heat sugar cane
Presenter Hellollocal schools are taking part in the
Healthy Schools Competition, so we've asked a
Model text group of children to discuss some ideas. Oliver,
what's your idea?
Oliver Well, I think it would be good if schools banned
Exercise 1 sweets and soft drinks.
• Ask students to say what they can see in the Presenter So no sweets or soft d ri nks allowed in school.
photo (a skateboard). Why?
Ol iver Well, everyone knows they're bad for your
• Ask students to read the poster at the top of the teeth. And my dad says the chemicals in sweets
text. Make sure they understand what the and drinks can change your behaviour. For
competition is about. example, it can be difficult to concentrate on
your work.
• Students read the competition entry and find
Presenter Mmm, yes. KeUy, what do you think abo ut
Sharon's three main ideas.
that?
Kelly Well, I know sweets and soft drinks aren't
AM_.. healt hy. Sut I don't think you should ban
We need more spotts and e xercise dubs. things. I think it would be better if schools gave
We should change the food in the school cantHn. children information brochures about healthy
We need more water fountains at school. eating. Then children could decide for
themselves.
Exercise 2 Presenter OK, Kelly. Jack, what about you?
• Read through the text with the class. Check for Jack Er, I don't think information is enough.
any difficulties with new vocabulary, ror Presenter OK. Sarah, what do you think?
Sarah I ag ree. I thi nk schools need to show children
example: fitness, aerobics, judo, muesli bars,
that healthy food tastes good. For example, we
nuts, water fountains, corridors.
had a 'Healthy Food l unch' in my class.
• Students correct the fal se sentences. Everybody made a healthy dish at home and
then we tried all the d ifferent food . I a te a lot
• Check the answers with the class. of great things I've never eaten before.
• A sk students if they think Sharon will w in the Presenter So if schools show chi ldren t hat healthy food
tastes good, children will think more about
competition. Encourage them to give reasons
what they eat?
why I why not. Yea h, that's right.
Sarah
Presenter OK. What do t he rest of you think about t hat?

Unit 10 61
• Ask differen t students to read out their
Exercise 4 " sentences.
• Play the CD again. Students match the opinions
with the people in t he photo. Example answers
• Check t he answers with the class. Firstly, families should eat healthier snacks during the
day, for example, fruit and carrots.
• Play the CD again if necessary. Secondly, they should sometimes play games or read
instead of wa1ching TV.
Answers Thirdly, they should have family wallu and swimming
trips 50 they get lots of exercise.
Oliver - 8 Kelly - D Jack - A Sarah - C
Exercise 8
OPTIONAL ACTIVITY • Students can do the writing activity either in
Ask students which of the four opinions they agree class or for homework.
with most.
• Read through the writing guide with the class.
Ask students for examples of how to finish the
sentences.
• Students write about themselves, using the
Exercise 5 writing guide. Remind them to use firstly,
• Do some examples with the class. Ask the secondly and thirdly to organize their ideas.
questions and invite different students to
• Check students' work.
answer.
• Divide the class into pairs. Students ask and
answer the questions. Go round the class,
help ing students if necessary.
Song
Exercise 9 "
• Play the song once for students to listen to.
Writing • Read t he song with the class. Check for any
difficuJties with new vocabulary.
Firstly. secondly. thirdly
• Play the song again. Students listen and
• Read through the rules and examples with the complete the song.
class.
• Check the answers with the class.
• Exp lai n that we onen use firstly, secondly and
thirdly in writing when we want to express
ideas or opinions.
Answers
1 rhythm 4 dance
• Point out that these words often begin the first 2 fight S sweet
sentence in a paragraph. This sentence states 3 heat 6 listen
the main idea. Other sentences in the paragr aph
then develop the idea Exercise 10
• Students match the words with the d efinitions.
NOTE
It is also poSSible to use Finally to introduce the last point • Check the answers with the class.
in a piece of wflting.
Answen
lc 2e 3d 4b Sa _ _ _ _ _ _ _-"
Exercise 6
• Students look at t he model text again and
underline the sentences with firstly, secondly
and thirdly.
• Check the answers with the class.

Answers
Firstly, we need more sports and exercise clubs.
Secondly, we should change the food in the school
canteen .
Thirdly, we need more water fountains at school.

Exercise 7
• Look at the example with the class.
• Students choose three ideas and write
sentences.

62 UnitlO
~e1/ision Units 9-10
Word formation: adjective suffixes
Exercise 4
Forms of transport • Look: at the nouns in the box with the class. Ask:
Ex ercise 1 students 10 say the adjective form of the nouns.

• Students write the words for the forms of • Ask: students to look: at the picture. Do the first
transport. Ask them to look back at the words in sentence with the class as an example.
Unit 9 to check their spelling. • Read through the other sentences with the class
• Check the answers with the class. Practise the and check: for difficulties with vocabulary.
pronunciation if necessary. • Students complete the sentences.

Answers • Check the answers with the class.


1 ship 4 tram
2 van 5 sc:ooter Answer.
3 minibus 6 underground 1 painful 5 greedy

Travel verbs
3.....,
2 hea lthy

4 dangerous
6 harmful
7 adventurous
8 usefu l
Exercise 2
• Look at the example with the class. Point out
that we can also use the verb park for other
forms of road transport (van, scooter, etc.). Exercise 5
• Students complete the table. • Do question 1 with the class as an example. Ask:
students to give the answer and ask: Why is it
• Check the answers with the class. Practise the
different? (because all the others describe water)
pronunciation if necessary.
• Students complete the exercise. They could
• Ask students to say the past simple and the past
participle form of the irregular verbs (drive, work on this in pairs.
ride, take off). • Check the answers with the class.

Answers Answers
car: park (example), drive 1 leaves 4 rock
bike: cycle, ride 2 narrow 5 relax
plane: land, take off 3 canoe 6 nervous
boat: row, sail

Illness
Exercise 3
• Ask students to look: at the words in the box.
Remind them that we use have got with a sore
throat, a cold and stomach-ache. Practise the
pronunciation of the words if necessary.
• Students complete the sentences.
• Check: the answers with the class.
• As students read out each sentence, you could
ask: the rest orthe class to mime the illness.

Answers
1 headache 4 sick
2 hurts 5 cold
3 stomach-acne 6 sore throat

Revision Units 9-10 63


Second conditional
Exercise 9
must. mustn't and (don ·t) have to • Look at t he example with the class, Ask: Has the
Exercise 6 speaker got a lot of money now? (no) Does he
think he'lJ have a Jot of money soon? (no) Make it
• Look at the photo with the class and ask: What's clear that the speaker is imagining a situation
this? Explain that it's a London bus and that isn't likely to happen.
introduce the word passengers.
• You may wan t to go through the exercise orally
• Read through the text with the class. Explain w ith the class before asking students to write.
the meaning of can be bought and during this
time. • Students w r ite the sentences in the second
conditional.
• Remind students of the dilTerence between
mustn't and don't have to. • Check the answers with the class.

• Students complete the text. Answers


• Check the answers with the class. 1 Danny wouldn't be late for school if he got up
earlier.
Answers 2 If our house was bigger, j'd have my own room.
3 If you tried sailing. you'd like it.
1 must 4 mustn't
4 Mum wouldn't be angry with me if I worked harder.
2 don't have to 5 must
5 If I went to Australia, I'd go surfing.
3 don't have to 6 mustn't
6 lisa would be happy if her PMen\5 bought a MW car.

may. m ight and could; should; can


and could
Exercise 7
• Do the first few sentences with the class as
examples. You may want to go through the
whole exercise orally with the class.
• Students choose the correct modals.
• Check the answers w ith the class.

AMwers
1 should 4 could 7 could
2 can't 5 might 8 should
3 can 6 may 9 shouldn't

First conditional
Exerc.ise 8
• Look at the picture and the example with the
class. Explain the meaning of lock.
• Emphasize the use of the present simple in the if
clause.
• Remind students that unless (+ afftr mative verb)
means 'if not'.
• Students complete the sentences.
• Check the answers w ith the class.

Answers
1 don't cycle, '11 crash 4 do, won't miss
2 will come, give<l 5 won't go, goes
3 try, won't win = ____
• 'lIbuy....

64 Revision Units 9-10


OPTIONAL ACTIVITY
NEW WORDS Divide the class into groups of four. Ask. each group to
enter alone deserted fan down fool pillar come to the front of the class and act out the story.
stuck surfboard prepare regular extreme sport
bungee-Iumplng caving kayaking rock-dimbing
snowboarding skydiving Grammar
Gerunds
Presentation story " • Ask students to look at the box. Read through
the examples and rules with the class.
STORY SUMMARY
In this episode. Kate and Sam go across the desert with • Remind students of the spelling r ules for -ing
Maya on sand boards. When they reach Perdita, the words, especially the doubling of the conso nant
children go into the city alone. They have to try to put in words like running, stopping, putting.
the bird back on the statue to break the curse. The city
is deserted and ruined, like the model in the museum. Exercise 3
Kate and Sam go into the palace and see the statue. • Students complete the sentences.
but Maldo is already there. He says he will get the bird.
• Check the answers with the class.
sell it and become rich. He pushes against a pillar. It falls
and Kate is trapped under a piece of wood, but Sam is
still free. Kate tells him to put the bird on the statue. Answers
1 Making 4 Seeing
2 returning 5 Putting
• Tell studen ts to look at the pictures. Ask: Where
3 arriving
are Kate, Sam and Maya in picture 1? (in the
desert) What can you see on the left? (Perdita)
Where are the children in picture 2? (in the city) OPTIONAL ACTIVITY
What do they have to do? (put the bird back on Say a verb or phrase which can be followed by a
the statue) In picture 3, Kale and Sam are inside gerund. for example: good at. Ask different students to
the palace. Is the statue there? (yes) Who else is say something about themselves using a gerund. for
there? (Ma/do) What's he doing with the pillar? example: I'm good at painting. Repeat with other
(He's pushing it.) What happens? (It falJs down.) verbs/phrases from the grammar box.
• Explain some of the key word s in the story:
u/one, deserted, fall down, pillar. stuck. Adverbs of manner
• Play the CD. Students listen and read. • Ask students to look at the box. Read th rough
the rule and the examples with the class.
Exercise 1
• Give some examples to show the difference
• Play or read t hrough the dialogue again. Ch eck
between adjectives and adver bs, for example:
for difficu lties with new vocabular y.
She's a bad driver. She drives badly.
• Students correct the false sentences.
• Read through the list of regular adv erbs. Poi nt
• Check the answers w ith the class. out that the normal ending is -ly.
• Draw attention to the spell ing of adver bs when
AMwen we add ·Iy to adjectives ending in ear
1 The children make sandbo.rds.
2 Sam .nd KMe go into Perdlta alone. consonant + y.
1 There'J nobody in the city. • Read through the list of irregular adverbs and
4 Kate telk 5am to put the bird on the statue. give some examples.
5 A piece of wood falls on K.te.
Exercise 4
Exercise 2
• Read through the text with the cl ass and check
• Ask students to look at the story again and find for dimculties with new vocabular y.
the words which match the definitions.
• Students complete the text wi th adverbs.
• Check the answers with t he class.

Answers
1 walls 2 deserted 1 rich 4 pillar

UnitU 65
Answers • Check the answers with the class.
1 early 5 dangerously
2 regularly 6 carefully Answers
3 nervously 7 hard Cheryl is the skydiver on the right; Tara is the
4 fast snowboarder on the left.

Exercise 3
OPTIONAL ACTIVITY
• Read through the text with the class. Check ror
Say an adverb of manner, for example badly. Ask
any difficulties with new vocabulary, ror
different students to say something about themselves
example: fascinating, championship, world
using the adverb, for example I play tennis vel}' badly.
record, edge, unexpected, all or nothing, swaps.
• Look at the example with the class and explain
Vocabulary the meaning or injuries.
• Students answer the questions with the correct
Extreme sports names.
Exercise 5 • Check the answers with the class.
• Look at the photos with the class. Introduce the
new vocabulary and practise the pronunciation. Answers
Pay special attention to the pronunciation of 1 Chery' 4 Tara
2 Cheryl 5 Cheryl
bungee·jumping /'bAn~i qy.rnpIl}/ and kayaking 3 Tara 6 Cheryl
I'kalxkll}!.
• Students match the pictures with the words. Exercise 4
• Students match the pictures with the words.
• Check the answers with the class.
• Check the answers with the class.
Answers
1 snowboarding 4 kayaking Answers
2 bungee--jumping 5 rock climbing 1 balloon 3 knee
3 skydiving 6 caving 2 accident 4 snowboard

Speaking
Exercise 6 Exercise 5
• Divide the class into pairs. Students ask and • Discuss the questions with the class.
answer the questions.

, • Discuss the questions with the class.

r NEWWORDS
fascinating skydiver championship world record
edge balloon unexpected serious snowboarder
Grammar
Relative pronouns
• Ask students to look at the box. Read through
the rules and examples with the ctass.
swap admire hobby necessary amazing
boiling exhausted freezing huge terrifying • Make it clear that the pronouns refer back to a
tiny wet noun in the earlier part orthe sentence. For
each example, ask students to say the noun that
the pronoun refers to.
Reading • Tell students that who is more common than
that when we are rererring to people.
Exercise 1
• Pay special attention to whose. Explain that this
• Ask students 10 look at the photos and say what
pronoun means 'belonging to who'. It always
they can see. Use the photos to introduce
goes with the name orsomelhing that the
extreme spans, snowboarding and skydiving.
person owns.
• Discuss the question with the class.
Exercise 6
Exercise 2 " • Students choose the correct pronouns.
• Ask students to read the text and match the
• Check the answers with the class.
names with the photos. You might like to play
the CD while they read.
Answers
1 which 2 who 3 w ho 4 whose 5 that

&& Unit U
Exercise 7
Answers
• Look at the example. Then go through the 1 when his friend moved to another town
whole exercise with the class before asking 2 quiet 3 wet 4 oe.arly hit him 5 hasn't
students to write.
Tapescript
• Students write the sentences with the correct
pronouns. I started caving when I was fourteen. I used to go with a
friend who was also interested in caving. We did some
• Check the answers wi th the class. caving courses and a rescue class and then we started
going on trips with a local group. When my friend moved
Answers to another town, I started caving alone.
Skateboarding is a great activity which is popular Some people never go caving alone. They think it's too
with children. dangerous. But I love the quietness and being far away
2 lucy EUington Is a rock climber who started by from other people. It's an amazing feeling. And I'm always
climbing trees. careful and take the right equipment.
3 Oan Solomon is a motorbike rider whose tricks are My last trip was to a cave that I already knew. It wasn't a
fantastic. difficult cave but it was usually dry. This time it was wet
4 Kayaking is a water sport which looks really eKciting . and the water was freezing. Still, I wasn't worried. I
S Matt McClean is a snow boarder who has won a lot climbed down using my rope and stopped halfway down
of medals. to rest. Then something really bad happened. A huge rock
suddenly came off the side of the cave towards me. I
pushed myself against the cave wall and the rock just
OPTIONAL ACTIVITY missed me and hit the bottom w ith a crash. It was
Say some sentence openings, for eKample: A computer terrifying. First, I just sat there for five minutes and didn't
is a machine ... A doctor is someone ... I like TV move. Then I climbed out of the cave very quicklyl
programmes ... I don 'r like people ... Ask students to I haven't stopped caving but I won't forget how lucky I
suggest endings using relative pronouns. was that day.

Exercise 10
Extreme adjectives
• Divide the class in to pairs. Students ask and
• Read through the rules and examples with the answer.
class. Point out that we don't use very with
extreme adjectives. • Discuss the questions with the class.

Exercise 8
• Look at the example with the class. Introduce NEW WORDS
new vocabulary and practise the pronunciation. advert wakeboarding Jet bike took up
Pay special attention to the pronunciation of pull along Best wishes thunderstorm deep
sensible Caribbean kart racing mountain biking
exhausted IIg'~:stldJ, fascinating tfresmcltllJ/ and
spin carousel
hugC /hju:c:W.
• Students complete the table.
• Check the answers with the class. Model text
Answers BACKGROUND INFORMATION
1 boiling (eKample) 5 amazing Jet bikes, (also known as Jet Skis), are high-speed bikes
2 freezing 6 fascinating that travel on water
3 huge 7 terrifying
4 tiny 8 exhausted Exercise 1
• Ask students 10 look at the photo and say what
Listening they can sec. Explain that this sport is called
wakeboarding.
Exercise 9 g • Read the advert with the class. Check that
• Look at the photo and tell students that they are students know all the words for the sports
going to hear someone talking about caving. activities.

• Play the CD several times. Students choose the • Ask students to read Ben's leUer to his cousin.
correct alternatives. • Ask students if they would like to go to the
• Check the answers with the class. camp. Encourage them to give reasons why I
why not.

Unit U 67
Exercise 2 • Play the CD again. Students listen and complete
• Read through the text with the class. Check for or check their answers.
any difficulties with vocabulary, for example: • Check the answers with the class.
looked it up, pulls you along.
• Play the CD again if necessary.
• Students answer the Questions.
• Check the answers with the class. Answers
1 w ater 4 fell
2 champions S rocks
An...... 3 terrified 6 pay
~'s looking forward to Harry's visit in the summer
holid¥.
2 He thinks it looks really cool .
3 You can go sailing. surfing, wak.mo.rding, kayaking
and i~ bike riding.
4 It's for f ive days. Exercise 5
5 It includes clothes, equipment and a video of the • Do an example with the class. Ask question 1
camp. and invile different students to answer. Check
for any difficulties.

Listening • Divide the class into pairs. Students ask and


answer the questions. Go round the class,
Exercise 3 go helping students if necessary.
• Tell students that they are going to hear Ben • Students read their results in the key.
and Harry talking after they have come back
• Discuss the quiz with the class. Do they agree
from the camp.
with the statements in the key?
• Play the CO. Students listen and answer the
question .
OPTIONAL ACTIVITY
Invite students to talk about scary experiences. Ask, for
An......
example: What happened when you "-'Cnt on a scary
Ben - wakeboalrding Harry - kayaking
ride at a theme park? What do you do when rheres a
Tapescript very scary scene In a horror film?
Presenter Hi. We're talking about summer camps today.
Ben and Harry, you went to a special summer
camp this year. What was different about it?
Writing
Harry Well, firstly it was just water sports, not the
usual sports like football or tennis. And Word order: place and time
secondly, the instructors were all champions in
their sports, so we learned a lot. • Read through the rule and example with the
Presenter. That sounds great. Did you enjoy it? Ben, w hat class.
aboutyou1
',n It was amazing! I loved wakeboarding. At fi~t I NOTE
was terrified! When you stand on the board for We can also begin sentences with time expressions if we
the first time, it looks tiny. I thought. 'I'm never want to emphasize the time of the action, for example:
going to stay on that!' I fell off the board the After school we played tennis in the park.
first few times, but then suddenly I did it!
Moving over the water so fast was an amazing Exercise 6
f~ling .
• Look at the example with the class.
Presenter. Harry. what about you1
Harry I enjoyed doing all the different sports but I • Students put the words in the correct order to
thought kayaking was best. tt was so cool. We make sentences.
were kayaking really quickly on the river and
suddenly there were some huge rocks and we • Check the answers with the class.
had t o get round them. The water was pushing
us towards the rocks and I was a bit scared, but Answers
we finally got round them. That was a fantastic 1 I've surfed here every summer.
eKperience. 2 l ucytook her kayak round the island this morning .
Presenter 50, do you think you'll go to this camp again? 3 I ride my bike t o school every day.
',n Yeah, definitely- if my parents pay for it again! 4 He's going climbing in the Alps next summer.
S We went sailing in the Clribbean last year.
Exercise 4 go 6 Paul is competing at the national championships
tomorrow.
• Ask students to try to complete the sentences
before they listen again.

68 UnitU
OPTIONAL ACTIVITY
Say a place: for example. home. Invite different
students to make sentences using this word and an
expression that describes time. for example: I stayed at
home last night. I walk home from school every day.

Exercise 7
• Students can do the writing activity either in
class or for homework.
• Read the advert with the class and check for any
difficulties with vocabulary.
• Read through the writing guide with the class.
Ask students for examples of how to finish the
sentences.
• Students write a letter, using the writing guide.
• Check students' work.

Song
Exercise 8 g
• Play the song once for students to listen to.
• Read the song with the class. Check for any
difficulties with new vocabulary.
• Play the song again. Students listen and
complete the song.
• Check the answers with the class.

Answen;
1 mountains 4 tell
2 darker 5 clouds
3 earth • fee'
Exercise 9
• Students complete the puzzle.
• Check the answers with the class .

Answen;
1 floating 4 light
2 travel 5 sun
:3 sky 6 high
Extra word: flying

Exercise 10
• Discuss the question with the class.

Answer
Because she's in love. She- fHis free and happy with
her ~;end.

Urut 11 69
Answers
NEW WORDS 1b 2( 3d 4e Sa
achievement put back marble prison
make a wish publish break a record translate OPTIONAL ACTIVITY
best-selling Brazilian Portuguese olive DiVide the class Into groups of five. Ask each group to
weight-lifting balance three-course meal foot come to the front of the class and act out the story.

Presentation stol'!J "


STO RY SUMMARY Present simple passive
In this episode, Kate and Sam are still in the palace.
When Sam puts the bird back on the statue, they hear a • Ask students to look at the box. Read through
noise. The ground is shaking and the walls are moving. the rules and examples with the class.
The curse is broken and the people, including Maya and
• Point out that in the first example we don't
Ticu, return to Perdita. The palace becomes beautiful.
know ~ made the statue - this infor mation
Kate and Sam look at the statue and see that it is a
isn't important.
statue of Maya. They discover that she is Queen of the
Tikan Empire. Maya thanks the children for their help • Write an example of an active sentence on the
and offers to help them return to their own time. She board, for example: People make cameras in
tells Sam to touch the statue and make a wish. His wish Japan. Help students to form the passive
IS to go home. The children find themselves at the sentence: Cameras are made in Japan.
museum again. The model of Perdlta has changed from
• Explain the use of by. Work through another
a ruin to a beautiful City. They have changed history.
example on the board, for example: Children
enjoy this TV programme. - This TV programme
• Tell students to look at the pict ures. Ask: What's
Sam doing in picture 1? (He's putting the bird on
is enjoyed by children.
the statue.) Who's shouting at him? (Ma/do) Who
Exercise 3
has arrived in picture 2? (Maya, TIcu and some
other people) What do you notice about Maya? • Ask students if they know what the Guinness
(She's wearing a beautiful dress. She looks like World Records book is and give a brief
the statue.) How's Maldo feeling? (terrible, explanation if necessary.
unhappy, scared) What's Sam doing in picture 3? • Go through the sentences with the class and
(He's tOUChing the bird.) Where are Kate and chec k for d ifficulties with new vocabu lary.
Sam in picture 4? (at the museum) Make sure students understand the expression
• Explain some of the key words in the story: break a record.
put back, prison, make a wish. • Students complete the sentences w ith passive
• Play the CO. Students listen and read. verbs.
• Check the answers with the class.
Exercise 1
• Students answer the queslions. Answers
1 is published 4 is translated
• Check the answers with the class.
2 are broken S is held
3 is read
Answers
1 The ground shakes and the walls move. Exercise 4
2 Maya is the Queen of the Tikan Empire.
:3 Maldo will go to prison. • Look at the examples. Then go through the
4 Sam touches the bird and makes a wish. exercise orally with the class before asking
S It isn't a ruin. It's a beautiful city. students to write.
• Studen ts rewrite the sentences.
Exercise 2
• Play or read through the dialogue again. Check • Check the answers with the class.
for difficulties with new vocabulary.
• Students match the words with the definitions.
• Check the answers with the class.

70 Unit 12
Answers
1 are made in China
2 is spoken by Brazilian people Exercise 6
3 is eaten in Italy
4 are grown by Spanish farmers • Look at the world records with the class. Make
5 are grown in the Caribbean sure that students understand them.
6 are won by American athletes • Do an example with the class. Ask Is balancing
100 bricks on your head difficult? Is it
dangerous? Is it silly? Is it a great achievement?
Listening • Divide the class into pairs. Students discuss the
Exercise 5 g questions.
• Look at the photos wilh the class and ask • Discuss the questions with the class. You could
students what they can see. Explain that the ask students to take a vote on each question.
people in the photos are world record holders
in the Guinness World Records book.
• Tell students that they are going to hear a radio ( NEW WORDS
I skyscraper development honour materia l steel
E~
interview about these people and one other
record holder. concrete elevator office ice-skating rink limit
height Wait and see. architect author painting
• Read through the sentences with the class and slave liberty meta l stone glass plastic wood
check for any difficulties with new vocabulary. rubber brick clear
• Play the CD several times. Students decide
whether the sentences are true or false.
• Check the answers with the class.
Reading
BACKGROUND INFORMATION
Answers The skyscraper in the centre of the photo is the Empire
1 False 2 True 3 False 4 False 5 True 6 False State Bui lding in New York.
Tapescript
Presenter Today on Wonderful World Records our expert
Exercise 1 g
Lucy Gallagher is going to tell us about world • Ask students to look at the photo and to say
records for strength. Lucy ... what they can see. Use the photo to introduce
Lucy Yes, let's start with Englishman John Evans. skyscraper, steel, concrete, elevator, floors.
John is known all over the world for his
unusual achievements. • Students read the text and match the headings
Presenter Why are they unusual? with the paragraphs. You might like to play the
Lo,>, Well, he balances people and heavy things like CD while they read.
carsonhishead!
Presenter On his head? Amazing!
• Check the answers with the class.
Lo,>, Yes, he has an incredibly strong neck, of course.
Another interesting world record is held by Answers
Australian David Huxley.ln 1997 David pulled a 1E 20 3A 4C 58
Boeing 747 plane for 91 metres.
Presenter Wow! How is something like that done? Exercise 2
Lo,>, Well, the hardest part is when the plane is • Read through the text with the class. Check for
pulled in the beginning. But when the wheels any difficulties with new vocabulary, for
start to turn, it's quite easy!
example: materials, steel, concrete, elevator,
Presenter Oh, right!
offices, ice-skating rink, limits.
Lo,>, What about this, then? The world record for
the strangest diet is held by Michel Lotito from • Students read the questions and choose the
France. correct answers.
Presenter Er, how is that connected with strength?
Lucy Well, he eats metal. • Check the answers with the class.
Presenter Did you say 'metal'?
Lucy Yes, I did. Michel has eaten televisions, bicycles Answers
and even a plane! lc 2c 3b 4b Sc
Presenter He must have a big mouth!
Lucy The things are cut up into small pieces first and Exercise 3
Michel eats the metal with a lot of water.
Presenter Delicious! I really must try it some time .. . • Students find the words which match the
definitions.
• Check the answers with the class.

UrutlZ 71
Answers
1 honour 2 steel 3 offices 4 space 5 limits

Exercise 4
Materials
• Discuss the questions wit h the class. Exercise 7
• Look at the pictures w ith th e class and ask
studen ts to say the materials they know.
Grammar Introduce new vocabulary and practise the
pronunciation.
Past simple passive
• Studen ts complete the words.
• Look at the past simple passive form and read
• Check the answers with the class.
through the examples with the class.

Answers
OPTIONAL ACTIVITY 1 metal 5 plastic
Ask students to look at the Reading text again and find 2 stone 6 wood
more examples of the past simple passive. (The Great 3 glass 7 rubber
Pyramid at Giza waS built to honour King Cheeps. Most 4 concrete 8 brick
of the first skyscrapers were built in Chicago and New
York. Another interesting New York skyscraper is the Exe rcise 8
Rockefeller Center; which was built in the 19305.) • Rend through the sentences with the class and
check for any difficulties with new vocabu lary.
Exe rcise 5
• Students complete the sentences.
• Look at the example with the class.
• Check the answers with the class.
• Read through the sentences and check for any
difficulties with new vocabulary. Answers
• Stud ents pu t the words in the correct order to 1 Rubber 4 Wood
make sentences. 2 Plastic 5 metal
3 Glass 6 stone
• Check the answers with the class.

Answers Writing
1 The elevator was invented by Elisha Otis.
2 Taipei 101 was designed by a Chinese architect. Exercise 9
3 That book was written by a famous author.
• Look at the examples w ith the class.
4 The first Olympics were held in Athens.
5 The painting was stolen from the museum. • Students write five sentences.
6 The new cinema was opened in 2003.
• Ask different students to read ou t their
sentences.
OPTIONAL ACTIVITY
Ask students to make more sentences in the past simple
passive with the verbs in exercise 5, for example: Paper
NEW WORDS
was invented by the Egyptians. The Eiffel Tower was
chewing gum chew natural flavour add
designed by a French architect. succeed bubbtegum bubble sticky dirty
Exercise 6 carton biro light bulb stamp pair of scissors
match drawing pin plate sports car Journalist
• Look at the example with the class. Then do one chemist ballpoint pen on fire lifetime tear apart
or two more sentences as further examples.
• Explain to students that sometimes they will
need to use by, but not always. Model text
• Students rewrite the sentences. Exercise 1
• Check the answers with the class. • Ask students to look at the photo and to say
what they can see. Use the photo to teach
Answers chewing gum, bubb/egum, bubbles, chew.
1 was built by slaves
• Ask students to read the text and find the
2 was designed by Jorn Utzon
3 was opened in 1889 answer to the question.
4 was finished in 1648 • Check the answer with the class.
5 was given to America by France
6 was built over 4,OOOyears ago

72 Unit 12
Answer Tom No. It seems strange now, doesn't it? And it was
very expensive, so people didn't like getting
Because it made the strHts dirty.
letters before the stamp was invented!
Presenter Thanks, Tom. And next week Jane Baxter will
Exercise 2
be talking about ...
• Explain that all the sentences are false. Students
correct the sentences. Exercise 4 "
• Check the answers with the class. • Read through the sen tences \-vith the class.
• Play the CD aga in. Students listen and choose
Answers the correct words.
1 Modern chewing gum was invent@din 1869.
2 Thomas Adams invent~ chewing gum. • Check the answers with the class.
3 Frank Henry Fleer invented bubblegum.
4 Chewing gum is made in a lot of different colours. • Play the CD again if necessary.

Answers
1 1915 4 England
2 American 5 Roland Hill
Exercise 3 g 3 glass

• Look at the pictures. Ask students to say what


they can about the objects and the materials
they are made of.
• Tell students that they are going to listen to a Exercise 5
radio interview in which some of these things • Look at the pictures and introduce the new
are mentioned. vocabulary. Pay special attention to the
pronunciation of scissors /·S I~zJ.
• Play the CD. Students lislen and lick the items
that are mentioned. Ask them to name the • Look at the example. Ask students to name the
items. item (biro).
• Revise It's made of and practise It's used to (: in
Answers order to do something), for example: A phone is
Milk carton, stamp
made ofp/as!ic and metal. It's used to talk to your
Tapescript friends.

Presenter Today on Five Minutes Tom Daniels is going to • Divide the class into pairs. Students describe
tell us about the invention of some everyday and guess the items. Go round the class, helping
objects. Tom, what are you going to talk about students if necessary.
today?
• Play the game with the class. Invite different
Tom I want to talk about two very useful inventions.
The first one is the milk carton, which was s tudents to describe an item and ask the others
invented in 1915. to name it
Presenter Oh, so it's not a modern invention at all?
Tom No.
Presenter And who invented it? Writing
Tom It was an American called John van Wormer.
You see, at that time in America, milk was only Order of adjectives
sold in glass bottles. But, one day, he broke a
milk bottle, and so he had the idea of putting • Read through the rule and example with the
milk in a carton. class.
Presenter Whi<h couldn't break, of course.
Tom Exactly. OPTIONAL ACTIVITY
Presenter And what's your second invent ion, Tom?
Tom It's those things you put on letters: stamps.
Say some adJectives, for example: amazing, black,
They're simple, but very important. large, Ameflcan, silly, strange. Ask students to decide
Presenter And when were they invented? whether they are opinion adjectives or fact adjectives.
Tom Well, the first stamp was used in England in
1840. Exercise 6
Presenter Really?
Tom Yes, and stamps were invented by Roland Hil l. • Look at the example with the class.
Presenter Roman Hill? • Students write the sentences.
Tom No, Roland. With an I. Before stamps were
invented, the person who got the letter had to • Check the answers with the class.
pay for the postage.
Presenter Not the person who sent the letter?

Unit 12 73
Answers
1 I read a fascinating new book last week.
2 I saw a wonderful French film yesterday.
3 I gave my mum a beautiful wooden plate.
4 An unfriendly old man lives next door to us.
5 Our neighbour has got a fantastic blue sports car.

Exercise 7
• Students can do the writing activity either in
class or for homework.
• Read through the fact file with the class and
check for any difficulties with new vocabulary.
• Read through the vvriting guide with the class.
Ask students for examples of how to finish the
sentences, using the past passive form.
• Students write about the invention of ballpoint
pens, using the fact file and the writing guide.
• Check students' work.

Song
Exercise 8 g
• Play the song once for students to listen to.
• Read the song with the class. Check for any
difficulties with new vocabulary.
• Play the song again. Students listen and choose
the correct words.
• Check the answers with the class.

Answers
1 love 4 wrong
2 everything 5 rest
3 lifetime 6 dead

Exercise 9
• Students match the words with the definitions.
• Check the answers with the class.

Answers
ld 2e 3e 4b Sa

Exercise 10
• Discuss the question with the class.

Answer
The singer is in love with the person in the song. She
thinks he is the best person in the world.

14 Unjt~
r' ~e"ision Units 11-12
Materials
Exercise 3
Extreme sports • Ask students to look at the pictures and identify
Exercise 1 the objects.
• Students look at the pictures and complete the • Students write the names of the materials.
crossword.
• Check the answers w ith the class. Practise the
• Check the answers with the class. Practise the pronunciation if necessary.
pronunciation if necessary.
• You could ask students to make sentences about
• You could say some sentences and ask students the pictures, for example: The chair is made of
to name the activities, for example: You do this wood. The boots are made of rubber. (etc .)
activity in a cold place. (snowboarding) You have
tojump out ofa plane. (skydiving) You explore Answers
underground places. (caving) You travel down a 1 rubber 5 metal
river. (kayaking) You start at the bottom and get 2 brick 6 concrete
to the top. (rock climbing) You hope the rope 3 plastic 7 stone
doesn 't break! (bungee-jumping) 4 glass

Answe..
1 kayaking 4 rock climbing Vocabulary extra
2 snowboarding 5 bungee-jumping
3 caving 6 skydiving Exercise 4
• Students read the sentences and choose the
Extreme adjectives correct words. Tell them to check the words in a
dictionary if they need to.
Exe rcise 2
• Check the answers with the class.
• Say some adjectives, for example: hot. small,
boiling, tiny. Ask students to say which ones are • You could ask students to make sentences with
extreme adjectives (boiling, tiny). some of the unused alternatives, for example:
I've got some posters on my wall. There are /Ofs
• Look at the example with the class.
of pillars in ancient buildings.
• Students replace the underlined words with
extreme adjectives. Tell them to look back at Answers
Unil12 to check their spelling. lc2b3b 4 aSb
• Check the answers with the class. Practise the
pronunciation if necessary.

Answers
1 boiling 5 freezing
2 exhausted 6 tiny
3 huge 7 fascinating
4 terrifying

Revision Uniu U~12 75


Present simple passive
Exercise 8
Gerunds • Look at the pictures with the class. and ask
Ex ercise 5 students to say what they can see.
• Look at the verbs in the box. Ask students to say • Look at the example with the class. Draw
and spell the gerund forms. Pay special attention to the use of the verb be and the past
attention to gctting up, hitting and lying. participle written.
• Students complete the dialogue. • Look at the sentence words with the class. Ask
students to identify the verbs and to say the
• Check the answers with the class. You could ask past participle of each one.
a pair of students to read the dialogue aloud.
• You may want to go through the whole exercise
Answers orally with the class before asking students to
1 going 5 doing write.
2 playing 6 Lying
3 hitting 7 getting up
• Students write the sentences.
4 Being • Check the answers with the class.

Adverbs of manner Answers


, A stamp is put on t he letter.
Ex ercise 6 2 The letter is put in the postbox.
• Look at the example with the class. 3 The letter is collected from the postbox.
4 The address is read by a machine.
• Students rewrite the sentences. S The tetter is sent to the correct town.
6 The letter is brought to your house.
• Check the answers with the class.

Answers Past simple passive


1 My dad drives fast.
Exercise 9
2 They sing beautifully.
3 My mum cooks badly. • Draw attention to the expression In ancient
4 Helen dances well. times. Point out that the text is describing the
S 5imon walks slowly. past, so we need to use was/were instead of
is/are.
Relative pronouns • Do the first sentence with the class as an
Exercise 7 example.
• Ask students about the difference between the • Students complete the tex\.
three pronouns. Pay special attention to the • Check the answers with the class.
difference between who and whosc.
• Students complete the sentences. Answers
1 were washed 4 was used
• Check the answers with the class. 2 were cleaned S was invented
3 was done 6 wasn't made
Answers
which 4 who
2 who 5 which
3 wh"", 6 whose

76 Revision UniU U-\2


• Check the answers with the class.
Reading
Answers
BACKGROUND INFORMATION 1 embarrassing
Will Smith was born in Philadelphia In 1968. He first 2 ambulance driver
3 canteen
became famous as a rapper. H IS most famous film. in
4 cup
which he starred with Tommy Lee Jones, was Men in
S cameraman
Black (1997). In 2004, his voice was used for one of the
characters in the cartoon Shark Tale . Exercise 4
Liverpool is the most successful English football • Read through the defini ti ons with the class.
club of all time . Liverpool won the European Cup (the
• Students match the detinitions with the words.
predecessor of the Champions League) in 1977, 1978,
1981 and 1984, and they won the Champions League • Check the answers with the class.
itself In 2005.
Manchester United was the most successful English Answers
club of the 19905. They won the Champions League 1 ambulance driver
in 1999. 2 canteen
3 cup
Exercise 1 4 embarrassing
S camerman
• Give students time to read Harry's poster on
their own.
• Ask the question. Students find the answer in
the text.
Exercise 5
• Check the answer w ith the class.
• Ask the questions and invite dilTerent students
to answer. Check for any dimcu lties. Make sure
Answer
four
studen ts understand tha t the question Whaf/s ...
like? calls for a description and/or an opinion.
• Look at the photos. Point to each person and
ask: Who's this? Students name the five people. • Divide the ctass into pairs. Students ask and
Ask them to say why the people in photos 2-5 answer the questions. Go round the class,
are important to H arry. helping students if necessary.

Exercise 2
• Read through the text of the poster with the Writing
class. Ask students to guess the meaning of any
Exercise 6
new words.
• Students make notes about the IOpics.
• Students decide whether the sentences are true
or false and correct the false sentences. Exercise 7
• Check the answers with the class. • Read through the project guide w ith the class.
• Students w rile the text for their poster, using
Answers the project guide and their notes from
1 False. He likes maths. I He dOl"Sn't like history. exercise 6.
2 False. He'd like to be a cameraman.
3 True. • I f possible, supply students with la rge sheets of
4 False. She never asks him to go with her. paper or cardboard. Ask them to design their
S False. She doesn't teach him. poster. Encourage them to add photos or
6 True. drawings to go with their text.

Exercise 8
• Display the poster s in the classroom. Allow
students to walk around and look at each
Exercise 3
other's work.
• Read out the words in the box and practise the
pronunciation.
• Students match the pictures with the words.

P10jectl n
• Students complete the sentences with the
words.
Exercise 1 • Check the answers with the class.
• Explain that the word tale means 'story'. TeU
students that the tale of the Mary Celeste is a Answers
true story. 1 storm 4 captain
2 mIssing 5 crew
• Ask students to look at the pictures and ask: 3 lifeboat
When do you think the events happened? (in the
19th century)
• Give students time to read the story on their Speaking
own.
• Read ou t the question and make sure that BACKGROUND INFORMATION
students understand the meaning of mystery. Around 350 BC Plato wrote about the lost city of
Students decide wh ich answer is the best. Atlantis, a beautiful island in the Atlantic that was
swallowed up by the sea in one day and one night.
• Check the answer with the class. The Bermuda Trtangle is a mysterious area in the
AtlantIC O<ean where paranormal and unexplained
Answer events are supposed to occur.
3 because we don't know why Briggs and the others
left the ship Exercise 5
• Students choose one oFthe topics. Give them
Exercise 2
time to p repare what they' re going to say.
• Read through the text with the class. Ask
studen ts to guess the meaning of new words. • Divide the class into pairs. Students teU their
partner about their topic. Go round the class,
• Students read the sentences choose the correct helping stud ents if necessary.
words.
• Invite two or three students to talk about their
• Check the answers with the class. For each topic to the class. Encour age the others to add
answer, ask students to locate the part of the comments or extra information.
text that gave them the correct information .

Answers
1 America 4 December
Writing
2 Italy 5 people Exercise 6
3 eleven 6 a storm
• Students choose a topic and use the questions
to make notes about it.
• Students cou ld add to or check information at
home by looking at books or Internet websites.
Exercise 3
• Read ou t the words in the box and practise the Exercise 7
pronunciation. • Read through the proj ect guide with the class.
• Students match the pictures with t he words. • Students write the text for their poster, using
the p roject guide and their notes From
• Check the answers with the class. For picture 5,
exercise 6.
make it clear that the hammer is usuaUy on the
wall with the other things, but now it isn't there • Ask them to design their poster. Encourage
- it's missing. them to add drawings, maps or photocopied
illustrations to go w ith th eir text.
Answers
1 storm 4 captain Exercise 8
2 crew 5 missing • Display the posters in the classroom.
3 lifeboat

Exercise 4
• Read through the sentences with the class.
Check for any dimculties with vocabulary.

78 Project2
• Check the answers with the class.

Exercise 1
Answers
1 hilmmock 4 gums
• Look at the title of the project and t he p ict ures. 2 ptilnets S astronaut
Ask students to predict what the text is about. 3 spacesuit
• Read through the list oflopics and ask students
Exercise 4
to predict which ones are mentioned in the text.
• Read through the definitions with the class.
• Give students time to read the text on their own.
Ask them to tick the topics. • Students match the definitions with the words.

• Check the answers with the class. • Check the answers with the class.

• Ask: Is the holel in space? (No, it's in England.) Answers


What kind of text is Ihis? (an advert for the hotel) , astronaut 4 spacHuit
2 hammock S planets
Answers 3 gu@sU
sleeping, dothe>s. food, @nt@rtainment

• Look at the pictures with the class and ask some


more questions, for example:
Exercise 5
Picture 1: Why are the people here? (They're
staying at the hotel.) What are they doing? • Introduce the word resort.
(walking, talking, reading) What arc they • Ask the quest'ions and invite different studen ts
wearing? (spacesuits) What's unusual about the to answer. Check for any difficulties.
lights? (T'hey're like planets.)
• Divide the class into pa irs. Students ask and
Picture 2: What room is this? (a bedroom in the answer the questions. Go rou nd the class,
hotel) Would you like to sleep in this bed? helping students if necessary.
Picture 3: Are the people flying through space?
(No, they're in a cinema.)
Picture 4: What can you sec in this picture? (a
Writing
swimming pool) What does it look like? (a Exercise 6
spaceship) • Look at the examp les with the class. Ask
students to think of some other special features
Exercise 2
for the rainforest hotel and the ice hotel.
• Read through the text of the poster with the
class. Ask studen ts to guess the meaning of any • Ask students to suggest some other ideas for
new words. special types of hotel (for example, a desert
hotel. an underwater hotel).
• Students answer the questions.
• Students decide on their type of hotel and make
• Check the answers wit h t he class. notes as in the examples.

Answers Exercise 7
1 It's in the south of England. • Read through the project guide with the class.
2 Th@)'look like the inside of a spaceship.
3 Th@)'wearsp&ialsp.cesuits. • Students write the text for their poster, using
4 There's special sp.K@food. the project guide and their notes From
S Th@re are amazing films about th@ life of an exercise 6.
astronaut.
6 There are pictures of space monsten on the walls • Ifpossible, supply students with large sheets of
and on the bottom of the pool. paper or cardboard. Ask them to des ign their
poster. Encourage them to add photos or
drawings to go with their text.
Vocabulary Exercise 8
Exercise 3 • Display the posters in the classr oom. Allo w
• Read out the words in the box and practise the students to walk around and look at eac h
pronunciation. other's work.
• Students match the pictures with the words.
Proj.ctZ 79
Reading • Students match the pictures with the words.
• Check the answers w ith the class.
BACKGROUND INfORMATION Answers
After The Matrix, Keanu Reeves starred in two sequels,
1 model 4 ice rink
The Matrix Reloaded and The Matrix Revolutions (both 2 couple 5 skating
released in 2003). Other films include My Own Private 3 advert 6 pasta
Idaho (1991), Little Buddha (1993) and Oevil'sAdvocate
(1997). Exercise 4
Cameron Diaz's other films include My Best Friend's • Students complete the sentences with the
Wedding (1997) and In Her Shoes (2005). Her voice was words.
used for the part of Princess Fiena in the Shrek films. • Check the answers with the class.
Some of Brad Pitt's best·known films include Legends of
the Fall (1994), Tl"Ielve Monkeys (1995), Ocean's Eleven Answers
(2001), Ocean's Twelve (2004) and T(oy(2004). 1 model 4 skating
2 pasta 5 couple
Exercise 1 3 advert 6 ice rink
• Look at the photos. Point to each person and
ask: Who's fhis? Ask students to say what they
know about the three actors. Write notes on the
board.
Exercise 5
• Give students lime to read the poster on their • Ask students to read the poster again and look
own. fo r the answers to the questions. Ask them to
• Ask the question and in vite different students to make two or three more questions abou t the
answer. Encourage them to g ive reasons for three actors.
thei r answer. • Divide the class into pairs. Students take it in
turns to ask the questions and answer them
Exercise 2
from memory. Go round the class, helping
• Read through the text orthe poster with the students if necessary.
class. Ask students to guess the meaning of any
new words and to say the titles orthe fi lms in • Check the answers with the class. Choose some
their language. students to ask questions and invite others to
answer.
• Students com plete the table.
• Check the answers with the class. Make sure Answers
that when students give the dates, they use 1 Kcanu Reeves 4 Keanu Reeves
ordinal numbers and say tl1.c. (number) Q[ 2 Cameran Diaz 5 Brad Pitt
3 8rad Pin 6 Came ran Oiaz
(month), for example: the second of September.

Answers
1 2 September 1964
Writing
2 made pasta ExeKise 6
3 Speed
4 The Matrix • Students make notes about three olher actors.
5 30 August 1972 They could add to or check information at home
6 model by looking at Internet websites or magaz.ines.
7 There's Somerhing About Mary
8 Char/ie's Angels Exercise 7
9 18 De<:ember 1964
10 at a swimming pool • Read through the project guide with the class.
11 The/ma and Louise • Students write the text for their poster, using
the project guide and their notes from
exercise 6.
• If possible, supply studenls with large sheets of
Exercise 3 paper or cardboard. Ask them to design their
• Read out the words in the box and practise the poster. Encourage them to add photos or
pronunciation. drawings to go w ith their text.

Exercise 8
80 Project 4
• Display the posters in the classroom. Allow
students 10 walk around and look at each
olhf'r'" work
Reading
Exercise 1 Exercise 3
• Look at the picture with the class. Explain that • Read out the words in the box and practise the
this is an imaginary car. Ask some questions, pronunciation. Pay special allention to the
fo r example: How is it different from normal pronunciation of hovercraft /' hov;)kro:ftl and
cars? Do you like the design? Does the car look engine I'cnct5ml.
fast? Why do you think it's got wings? Wha(:.. at
the back? Use the picture to introduce the word • Students match the pictures with the words.
propeller. • Check the answers with the class.
• Give students time to rcad the text on their own.
Answers
• Ask the question and check the answer with the 1 oars 4 hovercraft
class. 2 powerful 5 breaks down
3 propeller 6 engine
Answer
It can travel on the road, in the air, and on and under Exercise 4
the water. • Students complete the sentences.
Exercise 2 • Check the answers with the class.
• Read through the text of the poster with the
class. Ask students to guess the meaning of any Answers
1 breaks down 4 propeller
new words.
2 oars 5 engine
• Read through the table with the class. Make 3 powerful 6 hovercraft
sure that students understand the meaning of
shape, parts. top speed and safety features.
• Students complete the table with information
from the text. Exercise 5
• Check the answers with the class. • Ask students to read the poster again and look
for the answers to the questions. Ask them to
• You can ask some other questions to check
comprehens ion, for example: What other forms make two or three more questions about the
of'transpoIi are mentioned in the text? Supercar.
(aeroplanes, hovercrafts, spaceships) When does • Divide the class into pairs. Students take it in
the $upercar use wheels? (when it's travelling on turns to ask the questions and answer them
land) Why has it got a propeller? (for travelling from memory. Go round the class, helping
on and under the water) How could the pair of students i f necessary.
oars be useful? (lfyou break down in the sea. you
• Check the answers with the class. Choose some
can row back to land.) What about the
parachute? (lfyou break down in the air; you can students to ask questions and invite others to
come down to earth with the parachute.) Why answer.
isn't the car good for family holidays? (because
there are only two seats) Answers
It can travel on the road, in th@air,and in and under
the water.
Answers It's silver.
1 long and narrow It can go at speeds of 500 kilometres an hour.
2 silver You can use the oth@rengine.
3 wings You can use the oars or t he parachute.
4 500 kilometres an hour Two people can travel in it.
5 oars
6 two

Project S '1
Writing
Exercise 6
• Ask students to suggest a few different ideas for
Cl new kind of transport.
• Students develop their own ideas for a form of
transport and make notes. They could make a
rough sketch of their vehicle as well.

Exercise 7
• Read through the project guide with the class.
• Students write the text for their poster. using
the project guide and their notes from
exercise 6.
• [fpossible, supply students with large sheets of
paper or cardboard. Ask them to design their
poster. Encourage them to add diagrams of
their vehicle and to label the different parts and
features.

Exercise 8
• Display the posters in the classroom. Anow
students to walk around and look at each
other's work.

82 ProjectS
Reading • Check the answers with the class.

Exercise 1 Answers
1 waterfall 4 instructor
• Ask students la look at the pictures and say 2 white water rafting S lagoon
what they can see. 3 ski slope 6 lift
• Give students time to read the poster on their
Exercise 4
own.
• Read through the definitions with the class.
• Ask the questions. Students find the answers in
the lext. • Students match the definitions with the words.

• Check the answers with the class. Ask students • Check the answers with the class.
to name the three areas (lndoor Snow area, Sky
High area, Water World) and to match them Answen
with the pictures. Write the areas on the board 1 instructor 4 ski slope
as headings and ask students to name the sports 2 lagoon S lift
activities for each onc. 3 waterfall 6 white water rafting

Answers
Theft' are three area~.
There afe eight activities (skiing. snowboarding.
bungee·jumping, rock climbing, skydiving, kayaking, Exercise 5
white water rafting. swimming). • Look at the example dialogue with the class.
• Do another example with the class. Choose an
• Ask students la look closely at the pictures and
activity yourself and invite studen ts to ask
find some more activities that aren't in the text.
questions to guess what it is.
(eating and drinking, walking, i1aating in the
water, lying/sitting near the pool) • Divide the class into pairs. Students take it in
turns to guess their partner's sport. Go round
• Ask: What kind of text is this? (an advert for the
leisuI'C centre) Is it a good advert? Does the the class, helping students if necessary.
leisure centre look like an exciting place?

Exercise 2 Writing
• Read through the text of the poster with the Exercise 6
class. Ask students to guess the meaning of any
new words. • Explain to students that they are going to write
about a leisure centre with three dilTerent areas.
• Students decide w hether the sen tences are true
or false and correct the false sentences. • Look at the examples with the class. Ask
students to suggest some other activities for the
• Check the answers with the class. three areas in the leisure centre.
• Students make notes about their own leisure
Answen
1 True.
centre.
2 False. You can try it on your own.
3 False. It's one of the big~ dimblng walls in Exercise 7
Europe. • Read through the project guide with the class.
4 false. You can practise at the leisure centre. Then
you can go to a skydiving dub to do the real thing • Students write the text for their poster, using
from a plane. the project guide and their notes from
S True. exercise 6.
6 True.
• Ifpossible, supply students w ith large sheets of
paper or cardboard. Ask them to design their
poster. Encourage them to add drawings or
photos to go with their text.
Exercise 3
Exercise 8
• Read out the words in the box and practise the
• Display the posters in the classroom. Allow
pronunciation .
students to walk around and look at each
• Students malch the pictures with the words. other's w ork.

Proj~ct6 83
• The play The Competition is an optional drama
activity which your st udents shou ld enjoy. You Preparation
could beg in work on the play at any time after • Before stu dents begin to act out the p lay, ask
Uni t 8. However. probably the best time to do it them to read it aloud scene by scene. Use the
is towards the end of the school year. pictures to help with vocabulary and ask
• You may decide to present the play in any of questions to check comprehension.
these ways: • At key moments in the play, ask studen ts to say
- as a classroom activity only how the characters arc feeling. They can talk
about this in their own language.
- as an informal performance for another class
• Point out the rhymes in the chorus's speeches.
- as a full performance for an audience (for Practise these speeches with the whole class.
example, for an end-of-year concert). Help students to say them clearly and
• The play is designed so that every member of rhythmically.
the class can take part.

Rehearsing
Timing • Rehearse the play scene by scene.
• The following notes are only suggestions. A lot • For each scene, develop the action with the
depends on how much time you have and how main actors first. Then add the narrator and
fu lly you want to develop the play as a chorus.
performance.
• For a performance, ask the main actors to learn
• For a classroom activity. you may only want to their lines if possible. If necessary, the chorus
spend about two hours on the play. and the narrator can read their lines from small
• For a full performance, you should probably sheets of paper.
allow about four hours over a two-week period.
This should give students lime to prepare, 10 Characterisation
rehearse and (if possible) to learn their lines at
• Robbie and Usa are bright, enthusiastic and
home.
energetic. AI first Usa isn't interested in doing
anything to help the environment. but when she
and Robbie see the state of the park area, they
Organization are equally concerned and eager to help. At the
• You need to choose six cha racter actors, a end of the play, both children are very proud of
narrator and a group forming the chorus. what they have done.
• Choose confident students for the key roles of • Joe and Sarah are their friends. However, they
Usa, Robbie. Sarah and Joe. Usa's and Robbie's aren't interested in the bad state of the park
roles are the largest, with speaking parts in aU area and they don't get involved in working on
the scenes. it. When the park keeper approaches them in
the park, they run oIT and leave Robbie and Usa
• The park keeper appears in Scenes 3 and 4, and to apologize.
M ary Green appears only in Scene 6. Students
taking these roles could join the chorus in the • The park keeper is angry with the children at
scenes where they don't appear. first. However, he soon responds to their
interest in the park and agrees to let them work
• The narrator can have a separate role or he/she on the nature reserve.
can be a member of the chorus, stepping
forward when it is time to speak. If you wish, • Mary Green is full ofenlhusiasm about Rabble
you can divide the narrator's role between and Usa's nature reserve.
several different members of the chorus.
• There is no fixed number of chorus members.
Put all students without an acting part in this
group.

84 Play
Stage directions Props: and costumes:
• There are some basic stage directions in the • For a fulJ performance, you can collect the
script. Also consider these: following props:
- Scene 1: Rabble and Usa arc sitting in front of Scene 1
a computer, At the end of the scene, Robbie - a computer
turns ofT the computer before they exit. - two chairs in front of the computer
- Scene 2: The two pairs of children walk on Scene3
stage From opposite directions. At the end of - a line of chairs or cardboard cartons, to
the scene, all four walk round the stage represent the wall
together, with Jae and Sarah leading, until - rubbish, such as old paper, cans, ete.
they come to the chairs/cartons representing
the wall. Scene 4
- a plastic sack, to hold the rubbish
- Scene 3: The children climb over the wall to
get into the park. Later, Jae and Sarah quickly Scene 6
climb back over and run off. Rabbie and Lisa - th ree chairs
remain on stage as the park keeper - a clipboard or folder for Mary to carry
approaches. • Discuss with the class what clothes the
- Scene 4: During the chorus's speech, Robbie characters should wear.
and Usa exit slowly, picking up rubbish as • You could ask the chorus to decide on a special
they go. costume so that they stand out from the other
- Scene 5: The two pairs of children walk on actors. For example, they could all wear green
stage from opposite directions. All four exit clothes, which is the colour of the environment.
together at the end of the scene. Perhaps Joe
and Sarah look a little sad because they
haven't been involved in the project.
- Scene 6: Robbie and Lisa are in a living room
with three chairs. A knocking sound o!Tstage
announces MaryGreen's arrival. Robbie
exits and then immediately re-enters with
Mary. After Mary has introduced herself, they
all sit down. When they hear the good news,
Robbie and Lisajump up from their chairs.
They could hug each other and Mary could
shake hands with them during the chorus's
last speech.
• When directing the chorus, get them to move,
so that they don't always stand in the same
place. A change of position for the chorus can
suggest a change of scene
• You may like to say a little about the chorus in
ancient plays. Explain that they made dance
movements during their speeches. You can use
this idea to develop group movements as the
chorus speak or as they respond to the actions
on the stage.
• Plan a finale. Bring all the students to the front
ofthe stage to make a bow to the audience.

Play 85
We'rebackl 5 1 on
2 at
4 in
S al
3 in 6 on
Page 2
6 1 What 4 Who
1 1 brother 6 grandma
2 How 5 When
2 grandad 7 aunt
3 Which 6 Where
3 cousins 8 uncle Student'S own answers to questions
4 dad 9 sister
S mum 7 1 There is some bread.
2 There isn't any orange juice .
2 1 wife S ,on
3 There are some bananas.
2 husband 6 grandson 4 There isn't any butter.
3 grandaughter 7 parents
S There is some rice.
4 daughter
6 There isn't any chocolate.
3 1 rice S bread
2 bananas 6 milk
3 chicken 7 apples Unit I People
4 butter 8 orange juice
4 1 apples 4 bread Vocabulary
2 but... S Bananas 1 H R S T 0 l f V U R B
3 orange juice
G Q f R 1 E N 0 l A
Page 3 E 1 0 X G W Z I f 0 0

5 1 trousel"l S shirt
N A H S 0 P R C S H T
2 sweater 6 sweatshirt E G K H W A Z 0 K l E
3 dress 7 shoes R N M Y I H f 0 C N M
4 trainers 8 skirt

~~
0 A Z G T N M 0 P
6 1 sailing S basketball U T 8 E A N U 0 E
2 surfing 6 gymnastics
S T G H 0 l A 0 C B R
3 tennis 7 athletics
4 football 8 karate 0 U W P l Z X B V Q E
C H E E R f U l H W 0
7 1 bathroom S din ing room
2 kitchen 6 bedroom
3 garden 7 balcony 2 1 cheerfu l 4 friendly
4 living room 8 hall 2 bad-tempered S mean
3 shy 6 generous
Page 4 3 1 c (capital) 4 a (ruin)
1 Gotobed! 2 b (ancient) 5 a (model)
Don't watch TV! 3 a (borrow)
2 let's play football! 4 1 older S questions
Give me the ball! 2 jokes 6 instruments
3 Don't make a noise! 3 lends 7 busy
Be quieti 4 homework 8 fantastic
4 let's go outside!
Don't play computer games !
Grammar
2 1 b (Tom's) 5 a (my)
5 1 visits 4 doesn 't want
2 b (She's) 6 b (our)
2 speaks S go out
3 b (her) 7 a (brothel"5')
3 don't like 6 doesn't play
4 c (them) 8 c (him)
6 Does Amy like football?
3 1 Those 4 This
Yes, she does.
2 These 5 Those
2 Do Jane and Mike walk to school?
3 That
No, they don't.
3 Does Paul's mum work in a shop?
Page 5 Yes, she does.
4 1 behind 5 between 4 Do Carol and lisa talk on the phone every
2 on 6 opposite night?
3 under 7 in No, they don't.
4 next to 8 in front of
S Does Simon play football after school? Writing
No, he doesn't.
6 Does Jenny send e-mails to her friends? 3 1 Paragraph 2
Yes, she does. 2 Paragraph 3
3 Paragraph 1
7 gets up 6 play 4 Paragraph 4
2 has 7 talk
3 goes B does 4 Student's own answers
4 ;, 9 reads 5 Student's own answer
S meets 10 watches
8 Emily usually listens to music in the evenings.
2 My baby sister is always happy and cheerful. Progress check
3 Jessica never eats a lot of sweets.
4 Peter sometimes goes to the cinema on Fridays. Grammar
5 Domini( is often late for school. 1 Do you meet your friends on Tuesday?
6 Ruth usually gets up late on Sunday mornings. No, I don't.
2 Do James and Robbie play football after
Vocabulary school?
1 Across - 2 teacher, 6 police officer, 7 dentist. Yes, they do.
S fire fighter 3 Does Tony help his dad at the weekend?
Down - 1 shop assistant, 3 doctor, 4 nurse, 5 pilot No, he doesn't.
4 Does Sarah write to her friend every week?
2 1 put out 4 busy Yes, she does.
2 equipment S project 5 Do they do their homework on a computer?
3 rescue Yes, they do.
3 1 subject S interesting 2 1 Amy often visits her grandparents on Sundays.
2 hospital 6 dangerous 2 Steve usually goes on holiday with his family.
3 doctor 7 fun 3 I never have lunch at school.
4 indoors 4 Andy often plays with his brother.
S Dan always walks to school.
Grammar
3 b (isn't going) 4 a (isn't)
4 1 Mary is cleaning her bedroom. 2 c ('re doing) 5 c (are studying)
2 Toby is eating a pizza. 3 b (teaches) 6 b (works)
3 Susie is listening to music.
4 John is talking on the phone. Vocabulary
S Clare is relaxing on the beach.
6 Robbie is playing basketball. 4 1 cheerful, generous, bad-tempered
2 fire fighter, shop assistant, police officer
5 1 am J'm not tidying
2 am J 'm sitting 5 capital 4 project
3 am J 'm reading 2 ancient 5 exciting
4 isn't cooking 3 ruin
S is I 's making
6 is I 's fixing Speaking
7 is playing 6 1 Whatjobdoyoudo?
8 is helping 2 Do you wear a uniform?
6 1 goes 4 knows 3 What do you usually do at work?
2 is doing S is wearing 4 Who do you work with?
3 is writing 6 is working 5 Do you like your job?

7 1 are you doing 6 are I 're buying


2
3
am I'm making 7 need
think B Are you having
Unit 2 History
4 ;, 9 are coming
S is I 's shopping 10 Do you want Vocabulary
1 1 buildings 4 curse
Model text 2 countries S magic
3 wicked 6 strange
1 Amy and Julie walk to school together, watch
films and listen to music. They also talk about a 2 incredible, beautiful, special
lot of different things. 2 town, city, village
2 1 is good at maths 3 1 meal 4 coins
2 every Saturday morning 2 pyramid S museum
3 generous 3 boat
4 every day
S walk
4 1 worry 4 sailed
2 time S impossible
3 attacked 6 hard
Grammar Model text
5 1 go 6 spoke 1 Suggested answer
2 '"w 7 leave She made life better for women.
3 do 8 stole
4 met g have
2 1 Three.
2 She was a teacher.
5 tell
3 All over the USA.
6 1 came 6 weren't 4 They wanted to make life better for women.
2 attacked 7 helped S On 13th March 1906.
3 travelled 8 played
4 walked 9 listened Writing
5 didn't go 10 left
3 When Karen finished her homework, she
7 1 Where, e 4 Which, a watch TV.
2 What, b 5 When, c 2 When I lost my school bag, I was very worried.
3 How,d 3 When we went to the beach, we had a great
time.
8 1 Mike went to the cinema five days ago.
4 When Steve went shopping, he bought a new
2 Amy t ravelled to America five years ago.
CD.
3 My cousins had their birthday party seven
S When Emma had a party, she invited all her
months ago.
friends.
4 Julie finished her homework an/one hour ago.
S Ben started English lessons a/one year ago. 4 Student's own answer
6 Christina visited the Ancient History Museum
alone week ago.

Vocabulary
Progress check
1 shopping 4 party Grammar
2 music S board games 1 1 did you do 7 h,d
3 swimming 6 friends 2 w"' 8 met
2 1 have a party 3 got up 9 didn't play
2 play board games 4 h,d 10 organized
3 go shopping 5 went 11 Did you win
4 meets friends 6 Did you work
S listens to music 2 When did John start English lessons?
6 go swimming John started English lessons five years ago.
3 Down - 1 wheels, 2 baths, 3 hero 2 When did Sam's aunt visit him?
Across - 4 athletes, S masks Sam's aunt visited him two weeks ago.
3 When did Sally go on holiday?
4 1 a (race) 4 a (heroes) Sally went on holiday two months ago.
2 b (character) S c (time) 4 When did Mark tidy his bedroom?
3 c (business) 6 b (crashes) Mark tidied his bedroom four days ago.
S When did Jenny have breakfast?
Grammar Jenny had breakfast three hours ago.
5 Suggested answers 3 ose 4 used
1 didn't use to 5 used to 2 ose 5 use
2 used to 6 used to 3 used 6 use
3 didn't use to 7 didn't use to
4 didn't use to 8 used to Vocabulary
6 1 used to play 4 1 swimming 4 music
2 used to walk 2 board game 5 party
3 didn't use to learn 3 race
4 used to go
5 didn't use to go 5 1 d (theatre) 4 a (wheels)
6 didn't use to like 2 e (athletes) 5 c (mask)
3 b (hero)
7 Sally used to watch cartoons. She doesn't
watch cartoons now. Speaking
2 Sally didn't use to listen to rock music. She
listens to rock music now. 6 1 What did you do last weekend?
3 Sally didn't use to ride a bike. She rides a bike 2 Did you enjoy it?
now. 3 Who did you go with?
4 She used to go to bed early. She doesn't go to 4 What time did the match start?
bed early now. 5 Did your favourite team win?
S She didn't use to go to school. She goes to
school now.
Revision Units 1-2 Unit 3 Ghosts
Vocabulary Vocabulary
1 1 mean 4 bad-tempered 1
2 shy
3 generous
5 friendly
6 cheerful
H A
D F J V ,
U N T E D H 0
C R G
Y x
U S
H
E
I
S G 0 S Z C V N Y W X Z
2
H ,
S N Y H D B l D D C
D U J D V B X W , 0
A
R
S
H
A
Z I IilltH T M A R
S R G H U 0 R S K M
,~
I
s
0 T G (F1 H N D U P l A
0 l I C 0 F F I C, ,
Q
R
D
0
U R Y 0 F D H N M
Z V I S N U D A C H N
l 0

,
A X F R H G K D A R H
, J l K Y F T D 0 S C B X I
,
S H V
s V
R Ilbll
B 0 M S W T
U F D H G W N U R S , V B 0 K
,
Q F G H S A G

I Z K I X C A V J N U I N
Z X D W
B S K , , l
V l I R U K H
T 0 N F H T
S Q 0 G C W Z B V W Y Z T
T H Y H U Q
, I
, R I 2 1 midnight 4 nightmare
A K
N 0 F
T K Z 0 l G

I' N V l F U , K
D Q
B S
T
2 haunted house S gh""
3 figure 6 skeleton
T Y B R S N M R W l 0 J K 3 1 statue 4 escape
2 valuable S spooky
3 thief
3 1 go shopping S have a party
2 go swimming 6 go to the theatre 4 1 a (police) 4 a (way)
3 watch sport 7 play board games 2 b (stranger) s c (back)
4 listen to music B meet his friends 3 c (dream) 6 b (return)
4 1
2 battle
w"' S rescue
Grammar
6 army
3 general 7 peace 5 Lucy wasn't listening to music at three o'clock.
4 married She was reading a book.
2 Oliver wasn't playing tennis at eleven o'dock..
Grammar He was riding hisla bicycle.
3 Mary wasn't talking to her friend at one
5 1 Doyou like 5 Is your brother o'clock.
2 love 6 win
She was playing basketball.
3 00 you play 7 Do you watch
4 Mark and Amy weren't visiting a museum at
4 play 8 don't watch
eight o'clock.
6 1 loves S talks They were eating their breakfast.
2 uses 6 is not I isn't 5 Jamie and Peter weren't playing in the park at
3 is /'s Sitting 7 is I 's staying four o'clock.
4 is /'s writing 8 live They were swimming in the (swimming) pool.
7 1 When did you learn to read? 6 1 were playing 6 were shouting
2 When did you meet your best friend? 2 was having 7 were singing
3 When did you start English lessons? 3 were watching 8 wasn't wear ing
4 When did you do your homework? 4 weren't sitting 9 was wearing
S When did you buy a new CD? S were standing 10 were winning
6 When did you go on holiday?
7 Was Karen eating?
8 1 used to play No, she wasn't. (She was singing.)
2 didn't use to learn 2 Was Tom opening a present?
3 did you use to watch Yes, he was.
4 didn't use to listen 3 Were Lisa and Sarah eating ice cream?
5 used to walk No, they weren't. (They were eating pizza .)
6 did your friends use to live 4 Was James playing the guitar?
Yes, he was.
5 Was Oan drinking milk?
No, he wasn't. (He was drinking cola.)

Vocabulary
1 1 cottage 5 hotel
2 lighthouse 6 tower
3 castle 7 palace
4 farmhouse 8 flat
2 1 lighthouse
2 farmhouse
5 flat
6 hotel
Progress check
3 cottage 7 palace
4 tower 8 castle Grammar
3 1 impressive 5 mysterious 1 1 Mrs Smith was walking her dog.
2 cellar 6 Switch on 2 John and Dan were playing football.
3 floating 7 stay 3 Sa lly and Kim were talking.
4 recently 8 corridors 4 Jenny was reading a magazine.
S Mary was eating an ice cream.
4 1 footsteps 4 whispering
2 visitor 5 haunted 2 1 was reading
3 figure 2 fell
6 security
3 met
4 lost
Grammar
S burnt
5 1 a (went) 4 b (was cleaning) 6 was playing
2 b (was sleeping) 5 a (called)
3 a (visited) 6 b (came)
3 1 security camera
2 mysterious
6 1 was sitting 6 opened 3 stranger
2 wasn't watching 7 was looking 4 whispering
3 was reading 8 was laughing 5 thief
4 heard 9 forgot 6 haunted house
5 went
4 1 lighthouse, farmhouse, cottage
7 le Amy was walking home when she heard 2 skeleton, shadow, midnight
footsteps behind her.
2f John was riding his bike when he fell off and Speaking
hurt his arm.
lalouise and Tom were watching TV when the 5 1 Really? What happened?
lights went out. 2 Where were you?
4eBecky was sitting in a cafe when her mobile 3 Was it white?
phone rang. 4 How did you feen
5dMatt was shopping in town when he met his S What did you do?
friend.
6bSally and I were talking when our teacher
came into the classroom. Unit 4 Technology
8 While Toby was eating his dinner, his friends Vocabulary
arrived.
2 Jenny was having a nightmare when her mum 1 1 gift 4 necklace
woke her. 2 bracelet S trap door
3 While Harry was cleaning his room, he found 3 belt
his Justin Timberlake CD. 2 1 decided 5 outside
4 While Ben and Andy were staying in a 2 plans 6 lend
haunted house, they saw a ghost. 3 amazing 7 borrow
S Sue was cooking dinner when she burnt the 4 map 8 bring
chicken.
6 While Julie and Jenny were walking to school, 3 dinner, lunch
they found some money. 2 science, history
3 magical, wise
Model text 4 1 information S problem
1 Because he loved the hotel and he didn't want to 2 map 6 project
leave it. 3 north 7 programme
4 text 8 decision
2 ld 2f 3a 4b Se 6c
Grammar
Writing
5 1 c 2d 3b 4a Sf 6e
3 1 Karen heard a strange noise in the kitchen.
2 My dad takes me to school every morning. 6 1 am J 'm going to borrow
3 Tom visited his grandparents yesterday. 2 Is he going to make
4 Simon really likes chocolate. 3 Are you going to have
S Jenny went to the cinema last night. 4 am I 'm going to take
6 I listened to my new CD yesterday evening. S are going to watch
6 is J 's going to plant
4 1d2e3a4bSf6c 7 are I 're going to draw
5 Student's own answer 8 is I 's going to come
7 1 're going to 4 '5901n9 to Writing
2 '11 5 's going to 3 Student's own answe~
3 '11 6 '11
4 Student's own answer
8 1 are you going to do
2 am I 'm going to watch
3 will! '11 come
4 will! '11 buy
Progress check
5 Is your brother going to be
6 is I 's going to watch
Grammar
7 will/'II be 1 1 The party will be exciting.
8 Are you going to ask 2 Is the lesson going to start soon?
9 will " 11 walk 3 Andy won't enjoy the film.
4 Julie is going to go shopping tomorrow.
Vocabulary S I think Nick will win the competition.
6 They are going to meet at the cafe.
1 1 joystick 5 keyboard
2 speakers 6 screen 2 1 will! '11 phone
3 mouse 7 printer 2 is I 's going to listen
4 DVD-drive 8 mouse mat 3 will! '11 wear
4 will! '11 answer
2 1 screen 4 keyboard
5 are !'re going to fall
2 DVD-drive 5 printer
6 will clean
3 joystick 6 speakers
3 1 Life will be very exciting in the future.
3 1 jewellery 4 tiny
2 Be careful! You're going to fa ll.
2 expert 5 (antral
3 'It's hot in here: 'I w ill ! '11 open the window:
3 ill 6 Research
4 It's Clare's birthday next week. She's going to
4 Down - 1 directions, 2 pets, 3 pay have a party.
Across - 4 characters, 5 boring, 6 scary 5 Wait! I'll come with you.
6 James isn't ready for school. He is ! 's going to
Grammar be late.

5 1 '11 4 won't
Vocabulary
2 won't 5 won't
3 '11 6 will 4 1 jewellery 4 le'"
2 characters 5 gift
6 1 You're going to fall!
3 ill
2 She's going to buy an ice cream.
3 I'm going to score a goal. 5 1 belt 4 map
4 We're going to play tennis. 2 computer 5 expert
5 I'm going to check my e-mail. 3 magical
7 1 will travel
2 is I 's going to win
Speaking
3 is I 's going to buy 6 1 I think life will be exciting.
4 will I '11 go 2 I think we will use flying cars.
5 will have 3 We will live in underground houses.
6 is I 's going to rain 4 We will go on holiday to the moon.
S We will wear space suits.
8 1 Will United win
2 Is Helen going to travel
3 Is Robbie going to walk
4 Will Lucy finish Revision Units 3-4
5 Will the children enjoy
6 Are you going to visit Vocabulary
1 1 haunted house 4 shadow
Model text 2 ghost 5 nightmare
1 He wants to be a doctor. 3 skeleton 6 midnight

2 1 He is I '5 going to live in a big flat in the city. 2 1 hotel 5 palace


2 He will have a lot of rooms. He will have a 2 farmhouse 6 tower
computer and a OVO player. 3 lighthouse 7 cottage
3 He is! '5 going to work in a busy hospital. 4 flat 8 castle
4 At the weekend he will! '11 go to football 3 1 screen 5 keyboard
matches. 2 speakers 6 mouse
S Mark will meet his friends in cafes and 3 OVO-drive 7 mouse mat
restaurants. 4 printer 8 joystick
4 1 escaped 5 collector Grammar
2 valuable 6 directions
3 mysterious 7 project
5 1 be 7 meet
2 did 8 met
4 gift
3 eaten 9 saw
4 fell 10 swum
Grammar found
5 11 won
5 1 was dreaming 5 was trying 6 h,d
2 was having 6 was shouting
6 1 have! ''le never had
3 was staying 7 was calling
Have you won
2
4 was chasing
3 have I 'ye won
6 Jenny heard a strange noise while she was 4 haven't played
watching TV. 5 haveJ 'ye bought
2 Mike was talking on the phone when his mum 6 Have you had
came home. 7 Have you seen
3 Karen and Luke were playing in the garden 8 Have they started
when it started to rain.
7 1 c (scored) 5 a (liked)
4 Andy found his keys while he was tidying his
2 b (Have) 6 c (hasn't)
room.
3 a (has) 7 b (never)
5 Jake hurt his leg while he was playing
4 c (eaten) 8 a (Has)
football.
6 Sue and Beeky were staying in a haunted 8 1 Have, held 5 Have, eaten
hotel when they saw a ghost. 2 Has, ridden 6 Have, travelled
3 Have, seen 7 Have, played
7 1 are you going to do
4 Has, won 8 Has, w r itten
2 'm going to go
3 11 have 9 Student's own answers
4 '11 phone
5 '11 help Vocabulary
6 're going to do
7 Are you going to visi t
1 1 correct 5 unlucky
2 honest 6 inexperienced
8 're going to find
3 impatient 7 unusual
8 1 are J 're going to 4 will J '11 4 possible 8 obedient
2 is I 's going to 5 is going to
3 will J '11 6 w ill J '11
2 1 frozen 4 experienced
2 trekking 5 range
3 article 6 diary
Unit S Exciting experiences 3 1 tourist. explorer
2 rainforest, desert
Vocabulary 3 relaxing, solid
1 changed 4 climb 4 1 places 5 wildlife
2 catch 5 distance 2 guide 6 unusual
3 top 3 routes 7 explorers
4 plants 8 definitely
2 B 5 E F T R E
R 0 P E V T 0 R Grammar
E H P l T S l T 5 Kevin hasn't cut the grass yet.
Q W S N A K E S 2 Brian has already washed the car.
0 M V C Z R 8 P 3 Liz has just made a cake.
4 Tim and Lucy haven't had their dinner yet.
l I G H T 0 U I
5 Ben and James have just tidied their room.
W Z T X N l Q E
6 1 hasn't finished, yet
T N T F A s C
2 has already bought
0 H 0 0 0 U E 3 has "s just t idied
4 have I've already seen
3 1 mountain
5 Has, had, yet
5 throw
2 hole 6 pull 6 has' 's just bought
3 get over 7 adventure 7 1 have I've just seen
4 fall 2 haven't eaten any yet
4 1 champion 4 lost 3 have I've already done
4 have I've just bought
2 lucky 5 impossi ble
5 have I've already met
3 full 6 huge
6 haven't spoken French yet
Model text 4 1 member 5 pollution
2 interested 6 fishermen
1 1 Steve 4 Steve
environmental 7 nets
3
2 Peter 5 Jenny
4 traHic
3 Jenny
2 1 Florida. Grammar
2 Disney World.
5 1 tm 4 since
3 Mickey Mouse.
4 Go on a lot of rides. 2 since 5 to,
A photograph and a website address. 3 to, 6 since
5
6 1 to, 5 since
Writing 2 since 6 since
3 to, 7 to,
3 1 also 4 100
4 tm 8 since
2 100 5 also
3 as well 6 as well 7 How long have you known your best friend?
I have I've known my best friend since 2002 .
4 Student's own answer
How long has Julie been a member of the
2
computer club?
Julie has been a member of the computer club
Progress check for two months.
3 How long has Tara wanted a DVD player?
Grammar Tara has wanted a DVD player since last year.
1 1 hasn't 4 just 4 How long have you liked rock music?
2 yel 5 has I have I've liked rock music for two years.
3 Have 6 haven't 5 How long has David been il l?
David has been ill since last week.
2 1 have I've been 6 How long has Mrs Brown worked in that
2 have happened office?
3 have I've moved Mrs Brown has worked in that office for five
4 have I've painted years.
5 have I've put
6 have I've also started Vocabulary
7 have I've already made
8 have bought 1 1 sea 6 lake
2 river 7 desert
Vocabulary 3 mountain 8 forest
4 coast 9 island
3 1 impatient 4 impossible 5 valley 10 field
2 incorrect 5 lucky
3 dishonest 6 experienced 2 1 mountain 4 river
2 desert 5 forest
4 1 desert 4 route 3 island
2 wildlife 5 recently
3 unusual 6 guide 3 1 carton 4 eeo-friendly
2 pollute 5 hammer
Speaking 3 design 6 cardboard

5 1 Have you ever travelled abroad? 4 Across - 2 recycle, 3 packet, 6 rubbish


2 Which countries have you visi ted? Down - 1 newspaper, 4 cardboard,S prize
3 Have you seen the Eiffel Tower?
4 Have you eaten Italian food? Grammar
5 1 hasn't had
2 went
Unit 6 Environment 3 has already tidied
4 travelled
Vocabulary 5 has just bought
6 learnt
1 1 rest 4 way
2 ladder 5 journey 6 1 has been 5 became
3 heights 6 bottom 2 have known 6 saw
3 scored 7 mel
2 1 bottom 4 journey
4 joined 8 has played
2 rest 5 ladder
3 heights 6 way 7 1 Have you ever planted a tree?
2 Where did you go on holiday last summer?
3 1 nel 4 dolphins
Have you ever reeycled rubbish?
3
2 bridge 5 chemicals
4 Did you go to school yesterday?
3 tourist 6 planet
5 How long have you lived in your street?
6 When did you start English lessons? Revision Units 1)-6
8 , Have you f inished Vocabulary
2 Have you asked
3 told 1 , inexperienced 5 unusual
4 have already joined 2 unlucky 6 incorrect
5 Have you written 3 impossible 7 dishonest
4 disobedient 8 impatient
6
7
made
gave
8 have you chosen
2 , unlucky 5 impatient
2 disobedient 6 inexperienced
3 incorrect 7 impossible
Model text 4 dishonest 8 unusual
1 The environment. 3 I E l D 0 K C
C G f
2 Tom is eec-friendly because he tries to help the 0 W H T X V 2 E H 0
J
environment every day. U E R f Y N J U f 5 A
2 He turns the tap off when he brushes his teeth.
N f I 5 f T 8 l 0 f 5
3 He tells his family to save water.
4 He a lways switches off lights, his TV and T H V A l l E Y R U T
computer. In w inter, he closes windows. A K E f R A 5 I E K Y
5 They can send an e-mail.
I Y R H W K V T 5 E A
Writing N J U 5 W E G l T 0 J
X f 0 G X I 5 l A N D
3 Student's own answers
D E 5 E R T K Y f T l
4 Student's own answers
5 Student's own answer 4 , footsteps 5 he ights
2 frozen 6 hammer
3 range 7 eco-friendly
Progre$s check 4 bridge 8 cardboard

Gramma r Grammar
1 1 Li nda has been in France since last week. 5 1 Sally has met a pop star.
2 Zoltan has lived in Budapest for five years. 2 Tina has w on a competition .
3 Mr Green has worked in the hospital for two 3 Bill hasn't visited a castle.
years. 4 Steve has travelled to France.
4 We have been in the park since ten o'clock. 5 Mary hasn't seen a ghost.
S I have known Mike since 2000. 6 Mark hasn't been/gone sai ling.
6 Sharon has wanted a pet for a long time .
6 1 have I've already pa inted
2 1 started 4 has already done 2 have just bought
2 has been S planted 3 haven't started my new school yet
3 for 6 has just sent 4 have / 've already met
Shave / 've already made
3 I've lived in this street for six years.
6 has I 's just invited
2 Has Simon tidied his room yet?
3 Clare bought a new T-shirt yesterday. 7 How long has Helen liked rap music?
4 Jenny has had the same schoolbag for three Helen has liked rap music since she was ten .
years. 2 How long has Lisa kno w n Robbie?
5 Jamie has been in the football team since 2003. Lisa has known Robbie for three months.
6 I have I've known Peter for two months. 3 How long have Ruth and (olin lived in the ir
house?
4 b (heights) 4 b (ladder)
Ruth and (olin have lived in their house since
2 c (Dolphins) S c (recycle)
1995.
3 a (pollute)
5 , mountain, forest. island
4 How long has Peter had his pet dog?
Peter has had his pet dog since last year.
2 cardboard, carton, newspaper 5 How long has Maria been at this school?
Maria has been at this school for three years.
Speaking 8 1 has played 4 has recycled
6 1 Are you eco-friendly? 2 watched 5 have lived
2 Do you save water? 3 wrote 6 had
3 Do you save electricity?
4 Do you recycle things?
S What do you recycle?
5 frightened 11 interested
Unit7FiJms 6 exciting 12 annoyed

Vocabulary 2 Across - t creatures, 4 solution, S images


Down - 2 reality, 3 common
1 1 a cartoon
2 an historical film 3 , ruin 4 prisoner
3 an adventure 2 artist 5 feather
4 a horror film 3 camera 6 werewolf
5 a comedy
6 a science f iction film
4 , incredible 4 metre
2 effects 5 creatures
3 characters 6 wizard

~
2 U f Z 0 K N B J
N D E
0 R F U L
Grammar
Y 0 C Y H N
P F 5 T R C
B 0
I N
Z P
Z U
5 , b(How many) 4 a (many)
2 c (a lot) 5 b (a little)
E 0 P I C K A L I Y 3 c (much) 6 c (much)
5 L M A W E J B N M
6 How much orange juice is there?
Y N 5 X G T Y U G I There is a lot of orange juice.
W A C T 0 R 5 T K 0 2 How many crisps are there?
There are a lot of crisps.

3 , wonderfu l 4 type
3 How much cola is there?
There is a little cola.
2 pick 5 actors 4 How many gihs are there?
3 buzzing
4 , bees 4 nest 5
There are a lot of gihs.
How many COs are there?
There are a few COs.
2 panpipes 5 instruments
3 leaves 6 video 6 How much pizza is there?
There is a little pizza.
Grammar 7 ,
5 , don't you 5 was he
somebody
2 any
3 some
4 anyone
5 someth ing
6 anything
2 won't it
3 isn't it
4 did he
6 doesn't she
7 have you
8 aren't they
8 , anything 4 some
5 something
6 , Wendy doesn't have a computer, does she?
2 any
3 anyone 6 someone
2 Steve didn 't go to the party last night. did he?
3 Billy can play the piano, can't he? Model text
4 Dan and Paul will be at school tomorrow, 1 The Prisoner of Azkaban .
won't they?
5 Jenny hasn't done her homework yet, has she? 2 Harry is scared because Sirius Black has escaped
6 You have I 'ye seen this film already, haven't from prison.
you? 2 Sirius is trying to find Harry.
7 Karen gave you a present last week,. didn't she? 3 Harry's teachers want Harry to stay in the
8 We are I 're going to meet our friends at six school.
o'clock tomorrow, aren't w e? 4 8ecky's favourite character is Professor lupin.

7 , his 5 hers
S Professor lupin is a kind man.

2 mine 6 yours Writing


3 yours 7 thei~
4 ours 8 his 3 because 4 so
8 , This bag is yours.
2 because
3 so
5 because
6 so
2 Those bikes are ours.
3 These DVDs are his. 4 Student's own answers
4 This house is theirs.
5 Student'S own answ er
5 That dog is mine.
6 These clothes are hers.
7
B
That computer is his.
Those toys are theirs.
Progress check
Vocabulary Grammar

1 , frightening 7 surprised
1 1 isn't it
2 didn't she
4 have you
5 can't we
2 excited B sur prising
3 aren't you 6 doesn't she
3 interesting 9 bored
4 boring '0 annoying
2 1 my 5 ou, 8 1 Mark is as old as Amy.
2 yours 6 yours 2 Jenny's garden isn't as small as Tom's garden.
3 his 7 their 3 lisa's dog is as friendly as Sarah's dog .
4 hers 4 Rob isn't as clever as Jamie.
5 Kim's bike is as new as Paul's bike.
3 1 a lot of 5 a little
6 Hannah's computer isn't as good as Mary's
2 How much 6 any
computer.
3 a few 7 anyone
7 Andy is as generous as Colin.
4 How many 8 something
8 liz's job isn't as difficult as John's job.
4 1 surprising, annoyed
2 comedy, cartoon Vocabulary
3 prisoner. artist
5 ,. 2f 3d 4b Sa 6c
1 1 fu,
2 fin
3 shell
5 claws
6 tail
7 wings
Speaking 4 teeth 8 feathers
6 1 What is your favourite film? 2 X H A l E T
2 What type of film is it? 0 V G 8 E Y N 5
3 What is it about?
N Y H M 0 2 Y H
4 Why do you like it?
5 What is the best thing about the film? K U l D W N X A
6 Who is your favourite character? E T D U C K Q R
Y J 0 l 2 G H K

Unit g Animals R I Z E B R A P

Vocabulary 3 1 behaviour 4 measure


2 traps 5 charged
1 Across - 4 crocodile, 5 turtle, 6 eagle
3 weigh
Down - 1 tiger, 2 tarantula, 3 giraffe
4 1 sharp 4 groups
2 1 tarantula 4 eagle
2 grass 5 humans
2 tiger 5 turtle
3 habits 6 size
3 crocodile 6 giraffe
3 1 bank 4 "ft Grammar
2 warm 5 alligator
3 dangerous
5 1 Neither 5 no,
2 either 6 both
4 1 lion 4 elephant 3 and 7 Neither
2 sandwich 5 chess 4 Either 8 neither
3 train
6 1 Both, and 4 Neither, nor
2 Neither, nor 5 both, and
Grammar 3 both, and 6 either, or
5 1 faster 10 the most expensive
7 1d Sf 6. 7b 8c
29 3h 4a
2 the fastest 11 more interesting
3 nice 12 the most interesting 8 1 hungry enough 5 too young
4 the nicest 13 wo,,", 2 too scary 6 cheap enough
5 taller 14 the worst 3 warm enough 7 too heavy
6 the tallest 15 f" 4 too tired
7 heavy 16 the furthest
8 heavier 17 good Model text
9 expensive 18 better
1 Jenny thinks a dog is a perfect pet because dogs
6 1 best 5 the most delicious are nice and funny, and because a dog can be
2 faster 6 more interesting your best friend.
3 more expensive 7 the biggest
4 nicer 8 the most exciting
2 1 Black, brown, white or grey.
2 They're obedient because they do everything
7 Amy is better at maths than Sarah. Becky is the you want them to do.
best at maths. 3 They can run very fast. They can catch balls
2 Becky is funnier than Amy. Sarah is the and they can keep your home safe.
funniest. 4 They make a lot of noise when they see
3 Sarah is more friendly than Amy. Becky is the strangers.
most friendly. S A dog is a perfect pet because dogs are nice
4 Becky is cleverer than Sarah. Amy is the and funny, and because a dog can be your
cleverest. best friend.
5 Amy is more generous than Becky. Sarah is the
most generous.
Writing Grammar
3 1 Elephants aren't as tall as giraffes. 6 1 b (doesn't she)
2 Jenny's pet is a cat. 2 a (will we)
3 Tarantulas are bigger than spiders. 3 c (wasn't it)
4 Both dolphins and sharks live in the sea. 4 b (don't you)
S I found a snake in the garden yesterday. 5 a (haven't they)
6 Crocodiles aren't strong enough to kill people. 6 c (can't she)
4 Student's own answers 7 1 mine 4 theirs
2 Hers 5 his
5 Student's own answer
3 yours 6 ours
8 1 How many COs have you got?
Progress check 2
3
Can I have a little sugar in my coffee?
There isn't any cheese in the fridge.
Grammar 4 I'm hungry. I want something to eat.
5 lucy hasn't got much money.
1 1 c (the funniest) 4 b (the most) 6 Is there anyone in the garden?
2 b (not as) 5 b (better) 7 Did you do anything exciting last weekend?
3 a (scarier) 8 00 you want a few chips with your burger?
2 Both, and 4 Both, and 9 1 Ben is the tallest.
2 Either, or 5 either, or 2 Ben is older than Tom.
3 Neither, nor 6 Neither, nor 3 Mike isn't as cheerful as Tom.
3 1 clever enough 4 loud enough 4 Tom is the most cheerful.
2 too tired 5 too cold 5 Mike is taller than Tom.
3 too scary 6 Ben isn't as old as Mike.
10 100 4 too
Vocabulary 2 enough S enough
3 enough 6 too
4 1 crocodile, tarantula
2 feather, shell
3 intelligent, dangerous
5 1 trap 4 turtle
Unit 9 Transport
2 claw S tarantula Vocabulary
3 dangerous
1 1 tram 4 minibus
Speaking 2 ship 5 van
3 scooter 6 underground
6 What's your favourite animal?
2 What does it look like? 2 canoe 4 rock
3 Where does it live? 2 rapids 5 crashed
4 What does it eat? 3 row
S What can it do? 3 Across - 3 attack, 4 behind, 6 ticket
Down - 1 escape, 2 packed lunch, S t ravel

Revision Units 7-8 4 1 travel


2 car
4 underground
5 ticket
3 public 6 driver
Vocabulary
1 1f 2d 3a 4e Sb 6c Grammar
2 1 exciting 5 1 mustn't 5 haveto
2 frightened 2 don't have to 6 has to
3 boring 3 must 7 don't have to
4 surprising 4 doesn't have to 8 doesn't have to
5 interested
6 mustn't 5 mustn't
3 1 tiger 4 lion 2 don't have to 6 must
2 giraffe 5 turtle 3 mustn't 7 don't have to
3 eagle 6 zebra 4 must B mustn't
4 1 tail 5 fu, 7 1D 2E 3A 4F SH 6B 7G 8C
2 wing 6 fin
3 shell 7 claws Vocabulary
4 feathers 8 teeth
1 1 land 5 ride
5 1( 2b 3. 4, 5d 2 park 6 cycle
3 take off 7 row
4 sail 8 drive
2 , park 5 landed
Progress check
2 takes off 6 rowed
3 rides 7 sail
4 drive 8 cycled
Grammar
3 , relax 4 guide
1 1 mustn't
2 don't have to
4 must
S doesn't have to
2 narrow 5 talkative
3 mustn't 6 don't have to
3 nervous 6 bright
2 Jim has got an exam tomorrow. He should
4 A 5 V 8 T 0 J I I I L cl HI study tonight.
R I c K 5 HA V U Wlil 2 This is a great dress. I might w ear it to the
8 5 E f G Y M L K Z 0 party tomorrow.
3 Alexandra couldn't ride a bicycle w hen she
V E W C A 5 Y N 0 Q R
w as four years old.
E f G 0 N 0 0 L A N R 4 You mustn't make a noise in the library.
0 Y J H
E C Y 8 A W I 5 The ch ildren have to do their homework
C 0 M f 0 R T A 8 L E before they watch TV.
6 You mustn't be horrib le to your sister. It isn 't
Z X 0 f A M 0 U 5 I 0
nice.
A W Q 5 f V N I G 0 5 7 We may go to France this summer.
T R A 0 I T I 0 N A L S It's very cold. It might I could snow.

1 rickshaw, gondola
3 , scooter 4 underground
2 ship 5 .. n
2 worried, comfortable. famous, traditional
3 minibus 6 t ram
Grammar 4 , public 4 crashed
2 famous 5 ticket
5 1 c (should) 4 c (couldn't) 3 cycle 6 traditional
2 a (might) 5 a (cQuld)
3 b (can) 6 b (shouldn't) Speaking
6 , d
, 29 3b 4. Sf 6. 7h 8< 5 , Was life different 100 years ago?
7 should 4 shouldn't 2 What forms of transport did people use?
2 shouldn't 5 should 3 Were there wide road s?
3 should 6 should 4 Was there much pollution?
5 How did people travel to other countries?
8 Peter could play football when he was f ive. He
can p lay football now.
2 Peter couldn't speak French when he was fi ve.
He can speak French now.
Unit 10 Health and fitness
3 Peter could draw pictures when he was five.
He can draw pictures now.
Vocabulary
4 Peter couldn't drive a car when he was five. 1 hurts 4 sore throat
He can't drive a car now. 2 headache 5 cold
S Peter couldn't swim w hen he was five. He can 3 sick 6 stomach-ache
swim now.
2 Across - 3 ill, 4 die,S exam, 6 hurry
Down - 1 cinema, 2 remember
Model text
1 George Stephenson .
3 , cure 4 evil
2 leaves 5 pool
2 1 George Stephenson built the first t rain. 3 poisoned
2
3
The first train journey was in 1814.
People started to travel by train in 1825.
4 , well 4 miss
2 cold 5 drink
4 George Pullman made a train with beds.
3 school 6 better
5 Today, we can travel under the sea on a train.
Grammar
Writing
5 lc 2d 3b 4a Sf 6e
3 However 4 As a result
2 As a result 5 As a resu lt 6 If John doesn't do his homework, his teacher
3 How ever will be angry.
2 You won't pass your exams if you don't study.
4 Student's own answer 3 We will go to the concert if we can get tickets.
4 If there isl 's a good film on Tv, lyn will watch it.
S Becky will be cold if she doesn't wear her coat.
6 Sally will be unhappy if she misses the party.
7 1 unless 4 unless
2 if 5 if
3 if 6 unless
8 1 Mark will be hungry unless he eats his dinner. Writing
2 We won't catch the plane if we don't hurry.
3 Student's own answers
3 Jutie will be bored unless she meets her friends.
4 'won't go to 8ecky's party if she doesn't invite 4 Student's own answer
me.
5 The teacher won't be happy unless the
children are quiet. I The teacher will be happy
unless the children aren't quiet.
Progress check
6 I won't go to the doctor if you don't come Grammar
with me.
1 1 run 4 '11 give
Vocabulary 2 doesn't arrive 5 finishes
3 won't go
1 1 adventurous 4 painful
2 healthy 5 useful 2 1 would 6 won
3 poisonous 6 greedy 2 knew 7 would buy
3 were 8 had
2 1 harmful 4 soft drink 4 had 9 would take
2 Teenage 5 spoonful 5 would look
3 improve
3 le 2b 3d 4e Sa
3 5 D G 8 U M N D U
4 1 hurts 4 a cold
C 0 X C B A W K N 5 headache
2 sore
A V E R G A E V H 3 sick
N 1 T N
E 5 0 G E
U R T 5 E N X 5 A Speaking
F J P Y 8 Z W l 5 1 Are you healthy?
2 How often do you eat junk food?
R E V 5 8 Z Y K T
3 00 you eat fruit?
W B U R G E R H
I 4 How often do you exercise?
M G Q u E V Z A Y 5 What sports do you play?
C H 0 C 0 l A T E
T 8 Y M D E C H
K
Revision Units 9-10
1 crisps, burger, chocolate
2 overweight, average, healthy Vocabulary
1 1 minibus 4 t ram
Grammar 2 van 5 underground
4 1 b (did) 3 ship 6 scooter
2 c (he'd buy) 2 1 boat - row, sail
3 a (I'd)
2 plane - land, take off
4 b (asked)
3 car - park, drive
5 c (I wouldn't tell)
4 bike - cycle, ride
6 b (were here)
3 1 sick 4 hurts
5 1d If I were you, I wouldn't eat those sweets.
Z cold 5 stomach-ache
2f If I were you, I would I 'd go to bed . 6 sore throat
3 headache
3b If t were you, I would I 'd ask a friend to help
you. 4 1 dangerous 4 painful
4a If I were you, I would' 'd read a book. 2 tasty 5 greedy
5e If I were you, I would' 'd make a sandwich. 3 adventurous
Gc If I were you, I would' 'd put a sweater on. 4 a (canoe)
5 1 c (rock)
6 ate 4 wasn't' weren't 2 a (narrow) 5 c (improve)
2 could 5 would have 3 b (bright)
3 would go 6 would enjoy
Grammar
7 Student's own answers
6 1 don't have to 4 don't have to
Model text 2 mustn't 5 mustn't
3 must 6 must
1 She wants to get fit but she doesn't know how to
do it. 7 b (couldn't) 5 b (can)
Z a (should) 6 c (could)
2 1 False (It's a good idea to walk or cycle to school.)
3 c (might) 7 a (shou ld)
2 False (You'll feel better.) 4 a (may) 8 b (can)
3 True
4 False (She should go for a walk after dinner.)
5 False (She shouldn't sit in front of the TV.)
8 If Oave goes to Sarah's party, he will/'II buy Vocabulary
her a present.
2 If you play loud music, you will I '11 give me a
1 A M A Z I N GW 5 F
headache. E F V U J T W F R A
3 If Jamie feels ill tomorrow, he won't go to B 0 H U G E 5 R C 5
school.
4 If Lyn runs fast. she will J 'U win the race.
0 V M 5 0 R I E H C
S If we miss the bus. we will /'11 be late for school. I B R H U R Q E P I
6 If it is sunny on Saturda y, they will I '11 go to l P F G y I X Z C N
the beach. I C H l E F R I 0 A
9 lb 2e le 4f Sa 6d N UI N Y C N H T
T E H 0 I V G W I
Unit 11 Extreme sports W 0 C Y H N A X 0 N
I
G l M W G E 0 Y G
Vocabulary E X H A U 5 T E 0 P
1 1 kayaking 4 bungee-ju mping
2 skydiving 5 rock climbing 2 1 boiling 5 terrifying
3 snowboarding 6 caving 2 exhausted 6 amazing
3 fascinating 7 tiny
2 1 wood 4 enter
4 freezing
2 fallen down 5 pillar
3 deserted 3 1 accident 5 jump
2 balloon 6 snowboard
3 Across - 3 surfboard,S end
3 knee 7 cushion
Down - 1 stuck, 2 stranger, 4 fool
4 surfing B degree
4 1 competition
4 1d 2f 3b 4 c Se 6.
2 mountain bik ing
3 take part
4 prepare
Grammar
5 check 5 1 who 4 who
6 read y 2 which 5 which
3 whose 6 whose
Grammar
6 1 who 5 which
5 1h2g3a4d5b6f7e8c 2 which 6 who
3 whose 7 which
6 , Wendy enjoys cooking.
4 which B whose
2 Jenny is interested in studYing history.
3 Dan is playing the guitar at the moment. 7 A stunt man is a person whose job is very
4 Kayaking is Ben's favourite sport. exciting.
S Becky hates watching sports programmes on 2 Snowboarding is a sport which you do in
TV. winter.
6 QQ1ng exercise is good for you. 3 A teacher is a person who works in a school.
7 lisa and Karen are talking on the phone. 4 A surfboard is a board you use for surfing.
8 It's raining. let's stay at home . 5 A police officer is a person who catches
9 Sending e·mails is quick and easy. thieves.
10 Sally is making a sandwich. 6 A pillar is a piece of stone which holds up a
building .
7 1 slowly 5 dangerous
7 A king is a person whose home is a palace.
2 quickly 6 easily
3 good 7 interesting
8 heavy
Model text
4 noisily
8 , laughed happily
1 To Austria .
2 is working quietly 2 1 It was very cold and snowy.
3 can surf well 2 In a small hotel.
4 speaks French (very) badly 3 Skiing, snowboarding and ice-skating.
5 ate (the meat) hungrily 4 Snowboarding.
6 ran home quickly S You use a snowboard like a surfboard and you
surf on the snow.
3 1 I went on holiday to Spain last summer.
2 We are going caving in the mountains
tomorrow.
3 Helen went sailing on the lake yesterday.
4 Steve goes mountain biking in the countryside
every weekend.
5 Amy is going to a water sports camp next 4 are grown 9 are made
summer. 5 are picked 10 are added
6 I went waterskiing in Italy last year.
7 1 Ice cream is sold in summer.
4 lb 2a 3e 4d 5c 2 Pasta is eaten in Italy.
3 Olive oil is made in Turkey.
5 Student's own answer
4 Thieves are put in prison.
5 German is spoken in Austria.
6 Football is played in stadiums.
Progress check 8 1 A lot of COs and DVDs are sold in t his shop.
Grammar 2 The Eurovision Song Contest is held every year.
3 Rock music is enjoyed by a lot of young people.
1 1 Does John like playing football? 4 Harry Potter is played by Daniel Radciiffe in
2 I love swimming in the sea. The Prisoner of Azkaban.
3 Drinking milk is good for you. 5 A lot of films are directed by Steven 5pielberg.
4 Learning a language is difficult. 6 Rap songs are written by my favourite group.
5 Dominic is good at skiing. 7 Fantastic films are made in Hollywood .
6 Fiona is interested in travelling. 8 Hundreds of photographs of Brad Pitt are
2 noisily 4 well taken . I Hundreds of photos are taken of Brad
2 hard 5 easi ly Pitt.
3 early 6 fast 9 A music festival is organized in the park.
10 Pop music is played by my brother's group .
3 1 b (whose) 4 c (which)
2 b (which) 5 c (that) Vocabulary
3 c (who) 6 c (who)
1 rubber 5 stone
4 1 snowboarding, caving 2 metal 6 concrete
2 fascinating, terrifying, exhausted 3 wood 7 glass
5 1 champion 4 medal 4 brick 8 plastic
2 deserted 5 ready 2 glass 5 concrete
3 accident 2 metal 6 rubber
3 wood 7 plastic
Speaking 4 stone 8 brick
6 1 Do you do any extreme sports? 3 1 honour 5 limits
2 What extreme sports do you do? 2 Steel 6 architect
3 What is it like? 3 space 7 materials
4 Is it dangerous? 4 offices 8 elevator
5 Are you good at caving?
4 5 K Y 5 C R A P E R W 0
V F T U M 0 R Y D W 2 K
Unit 12 Great achievements D A V I M P 0 R T A N T
C U J K l 8 U A J 5 2 E
Vocabulary
8 T M A T N 0 M P Q w 2
1 Across - 3 marble, 5 prison y Y
I 5 T 0 R I A N V
Down - 1 shaking, 2 floor, 4 gold
W 0 C X V R 5 D U J M P
2 1 noise 4 statue
p C D G H E 2 X
X R H Q
2 broken 5 publish
3 return G F 0 0 D E R N l E R
3 1 pasta 4 balance 1 skyscraper, pyramid
2 weight-lifting 5 olives 2 author, historian
3 brick 6 touch 3 important, modern
4 best-selling 4 languages
2 three-course 5 record Grammar
3 part 6 achievements 5 c (were built)
2 b (was given)
Grammar 3 a (were invited)
5 1 is visited 4 are bought 4 c (was cleaned)
2 are enjoyed 5 are used 5 a (was stolen)
3 is spoken 6 is painted 6 c (were painted)

6 1 is enjoyed 6 are left 6 1 was created 5 was painted


2 is made 7 are cleaned 2 was designed 6 was invented
3 are used 8 are cooked 3 was written 7 was flown
4 was built 8 was discovered
7
,
1 This song was written by my favourite pop star.
Nobody was hurt in the accident.
Revision Units 11-1Z
3 Our house was built in 1980.
4 A lot of money was stolen from the bank last Vocabulary
night .
S The dance competition was won by Helen.
6 This e -mail was sent to me by my cousin.
1
,
1 kayaking
bungee-jumping
3 caving
S
,
1 was stolen
was broken
S were called
6 were chased
4
S
6
rock climbing
skydiving
snowboarding
3 were taken 7 were caught
4 were seen 8 was hurt 2
, terrifying
boiling
S freezing
6 exhausted
Model text 3 amazing 7 fascinating
4 tiny 8 huge
1 Dr John Stith Pemberton.
2 1 Frank M . Robinson gave Coca-Cola its name.
3 c P l S T I
A C
2 An advert for Coca-Cola was published in The
Atlanta Journal.
0
N
Wm B
S
T H l
0 0 D A
K
G
3 Dr Pemberton died in 1888.
4 Asa G. Candler was very successful. C O~E N J Z l
S The Coca-Cola bottle was designed in 1916. R U 8 E R Q A

3 1 I want a nice. cold drink of milk. E G R W 0 D H S


2 Ben has got a fantastic,. new Walkman. T 8 I J K V R S
3 Carol lives in a beautiful, old house.

~
E I U G Y X
4 Peter is a cheerful, young man.
G W E T A l
S Susie has got a funny, little dog.
4 Student's own answer 4
,
1 statue
pillars
4 prison
S medal
3 surfboard 6 skyscraper
Progress check
Grammar
Grammar
1
,
1 Our dassroom is cleaned every week.
A lot of junk food is eaten by children.
5
, tidying
watching
4 swimming
S sailing
3 Learning
3 The thief was caught by the police.
4 Amy's friends were invited to the party.
S A lot of rubbish is recycled.
6
,
1 hard
well
4 nervously
S slowly
6 English is spoken in Australia. 3 early 6 beautifully

2
,
1 are held
was invented
4 was built
5 are given
7
,
1 A doctor is a person who helps ill people.
A hat is a thing which you wear on your head.
3 is watched 6 was opened 3 Steve is the boy whose father is an actor.
4 This is the song which the singer wrote.
3
,
1 This song was written in 2004.
All my meals are cooked by my mum.
S Sarah is the girt who lives next door to me.

3 Coffee is grown in Brazil.


4 My bike was fixed by my dad.
S
,
1 A lot of rice is eaten by Chinese people.
Fire fighters put out fires.
S Good cars are made in Germany. 3 A lot of people enjoy comedy films.
6 This film was directed by Steven Spielberg. 4 A lot of vegetables are grown by farmers.
S Hundreds of text messages are sent every day.
4
, statue
plane
4 pasta
S floor
9
6 A lot of young people use mobile phones.

3 marble The telephone was invented by Alexander

5
, metal
concrete
4 brick
S wood
, Graham Bell.
The Parthenon was built in the 5th century BC.
3 The 2000 Olympics were held in Sydney.
3 plastic 6 rubber 4 The Harry Potter books were written by
J.K. Rowling.
Speaking S Troy was filmed in 2003.
6 1 When was the mystery invention invented? 6 The Mona lisa was painted by Leonardo
2 Who was it invented by? da Vinci.
3 What is it made of?
4 What is it used for?
S Is it the lightbulb?
The key features of Oxford Heroes are:

• an exciting cartoon story that presents the main language point of


each unit in an enjoyable context

• up-to-date and lively reading texts that motivate students and help
them to develop their knowledge of the world

• grammar and vocabulary sections that provide clear presentation


and plenty of practice

• a balanced skills syllabus that develops students' ability in all four


skills, providing clear models, variety of input and plenty of
opportunities for students to speak and write

• twelve songs that engage and motivate students and reinforce the
language taught in each unit

• revision sections after every two units that thoroughly recycle and
reinforce the language taught

• six projects and one play at the back of the book that teachers can
use with their students whenever they choose