Champions1 TB Low Res PDF

CHAMPIONS
CHAMPIONS
CHAMPIONS
1 Teacher’s Book
Level 1
Give your students the winning formula!
Champions 2nd edition has a new look and updated content
to keep your students motivated. A flexible new package
ensures you have all the materials you need.
Teacher’s Book
1
For the student
Student’s Book and Workbook UPDATED
● An emphasis on meaningful communication and skills development
Teacher’s Book
will give your students confidence in real life situations.
● New reading topics and culture sections will help your students learn
about other cultures as well as their own.

● New cross-curricular reading and project lessons link English to other
school subjects.
Now comes with a reader, to add variety to your classes and to
enable your students to develop their reading and language skills.
Student’s Website NEW

● Interactive practice in Vocabulary, Grammar and Communication
● Automatic marking
● Web quest activities
Go to www.oup.com/elt/champions
de la Mare Dignen
For the teacher
Teacher’s Book UPDATED Audio CDs UPDATED
● Now available online
DVD UPDATED
Online Teacher’s Resources NEW ● Updated material
● Over 40 printable worksheets ● Authentic interviews with
● Now with Reading and Writing practice British teenagers

● Editable course tests with A&B versions ● Worksheets
● Printable practice test for KET and PET
Go to www.oup.com/elt/teacher/champions
3
2
Christina de la Mare
www.oup.com/elt Sheila Dignen © Copyright Oxford University Press
2
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2nd edition
Champions
1 Teacher’s Book
Christina de la Mare
Sheila Dignen
1
© Copyright Oxford University Press
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Introduction
Introducing Champions 2nd edition 4
Overview of components 4
Using the Student’s Book 5
Classroom management 8
Suggestions for further reading 8
Games to use in the classroom 9
Common European Framework of Reference 10
Student’s self-assessment checklist 11
Student’s progress record sheet 12
Class Audio CD track list 13
Student’s Book contents 14
Teaching notes
Welcome 16
Unit 1 22
Unit 2 29
Review A 36
Unit 3 38
Unit 4 45
Review B 52
Unit 5 54
Unit 6 61
Review C 68
Curriculum extra 70
Workbook answer key

Answers to Workbook exercises 73
Alphabetical word list 79
Portfolio pages 85
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Introducing Champions 2nd edition Overview of components
Methodology Student’s Book and Workbook
Champions 2nd edition is a four-level British English course The Student’s Book contains:
written specifically for secondary school students, with • six teaching units
particular emphasis on meaningful communication and • a Welcome unit, reviewing key language from the
skills development. previous level. In the Starter level, the Welcome unit briefly
These are the key features of Champions 2nd edition reviews basic language typically covered at primary level
methodology. • a vocabulary and grammar review after every two units,
Hands-on language presentation Students immediately including ‘can do’ statements correlated to the Common
interact with the dialogue or text that opens each unit, European Framework of Reference to encourage regular
checking their understanding of meaning and context, and self-assessment
giving them the chance to try out new structures. • a Culture club lesson in each Review unit, giving an insight
Guided discovery Students explore the meaning and into life in the UK and other English-speaking countries
usage of new language before they move on to more formal • three Curriculum extra reading and project lessons.
presentation and practice.
The Workbook contains:
Communicative practice Dialogue work and
personalization are emphasized at each level, and pairwork
• additional practice for each unit, covering grammar,
vocabulary, communication, reading, and writing
activities and games are included throughout.
Cultural awareness A focus on the UK and other English-
• detailed grammar notes included at the start of each
Workbook unit for ease of reference.
speaking countries is placed within the context of the wider
world.
Student’s Website
Skills development In every unit students apply and
extend what they have learnt, through targeted skills lessons The Student’s Website includes:
designed to build their competence in each individual skill. • interactive practice for each Vocabulary, Grammar and
Self-assessment Students regularly review and measure Communication lesson from the Student’s Book
their progress against the Common European Framework of • Text builder activities
Reference. • automatic marking
Learning across the curriculum Inter-disciplinary reading • Web quest activities
and project pages link the topics and language content of • Champions 2nd edition e-cards and wallpapers.
the main units to other areas of the school curriculum.
Values The topics in Champions 2nd edition have been Teacher’s Book
carefully chosen to stimulate reflection on a broad range of The Teacher’s Book contains:
issues related to citizenship and the development of socially • teaching notes and answer keys for all the Student’s Book
responsible values. These are highlighted in the teaching material
notes for each unit.
• ideas for warm-ups and extra activities
Flexibility • suggestions for using authentic songs with specific topics
or areas of language
A comprehensive package of components gives the teacher
maximum support and flexibility. Whatever your teaching • background notes and cultural information on people and
style, Champions 2nd edition has everything you could topics mentioned in the Student’s Book
possibly need to match your students’ learning environment. • audio scripts for all listening material
Combined Student’s Book and Workbook available as a • answer keys for all the Workbook material.
combined edition
Student’s Website with many hours of interactive material Class Audio CDs
for home practice, including Web quests Each set of Class Audio CDs contains:
Flexible assessment options Printable, editable tests are • all the listening material for the Student’s Book.
included on the Teacher’s Website, including a KET practice
test and a PET practice test. Further practice tests can be Teacher’s Website
purchased from oxfordenglishtesting.com The Teacher’s Website includes printable tests and worksheets:
Printable worksheets 42 extra worksheets are included on • six unit tests and three review tests per level which are
the Teacher’s Website, including new reading and writing editable and have A and B versions to help prevent cheating
practice, pairwork activities and games, and review and • a KET practice test and a PET practice test
extension worksheets for extra grammar and vocabulary
practice
• 42 worksheets, including new reading and writing
practice
4 Introduction
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Using the Student’s Book Language focus
The exercises in the Language focus section familiarize
Welcome unit students with the language of the unit, without requiring
them to manipulate it. In Starter and Level 1, students focus
The Welcome unit offers six pages of vocabulary and
on the target language in relation to specific scenes and
grammar practice, covering language students have seen
sections of dialogue from the photostory; in Levels 2 and 3,
in the previous level. In the Starter level, students are given
students find phrases and structures in the presentation text
a brief overview of basic language they may have seen at
and use them to complete sentences or captions about the
primary level, before beginning the main syllabus in Unit 1.
text.
Main units Finally, Focus on you and Pairwork activities give students
the chance to try out the new language in a personalized
Each main unit is divided as follows:
context, following carefully controlled models.
Presentation 2 pages
Vocabulary 1 page Vocabulary
Grammar 1 page This page presents and practices a set of vocabulary
Communication 1 page items associated with the unit topic and previewed in the
Grammar 1 page presentation lesson. Look! boxes contain useful tips and
Skills 2 pages draw attention to potential pitfalls, including spelling rules,
exceptions or irregular forms, collocations, and notes about
Presentation English usage.
The presentation text on the left-hand page exposes Students once again have the opportunity for guided
students to the theme, grammar, vocabulary, and functions speaking practice with a Pairwork activity at the end of the
of the unit. The exercises on the right-hand page allow lesson.
students to interact with the dialogue in more detail, At the foot of the Vocabulary page students are directed
encouraging them to explore, use, and personalize new to the Student’s Website and the Workbook, where there is
language before it is formally presented and practised on further practice of the unit vocabulary.
the Vocabulary and Grammar pages.
In the Starter level and Level 1, the text is a dialogue Grammar
presented in a photostory format. The photostories reflect Underlying the methodology of Champions 2nd edition is the
the aspirations of the students, using familiar contexts to conviction that students understand and remember rules
motivate and engage them. Each unit focuses on a different better if they work them out for themselves. As a result, a
episode in the lives of the central characters. guided discovery approach to teaching grammar is adopted
In the Starter level, the story takes place in a performing throughout the series.
arts school and follows the fortunes of a new student, Holly. Each unit has two Grammar lessons. A grammar chart
Holly is happy to be at her new school and quickly makes models the form of the key structures, using examples taken
friends, but she also finds that she has a rival who wants to from the presentation text that opens the unit. Having
prevent her from achieving her dreams. The story culminates already experimented with the new structures earlier in the
in the production of a school musical, where Holly finally unit, students are then encouraged to reflect on correct
wins the lead role. usage in more detail.
In Level 1, we follow the story of Sam. Sam loves basketball, A cross-reference to Rules directs the students to a grammar
but he is having problems with poor marks in his other reference page in the corresponding Workbook unit, where
school subjects. As he faces a moral dilemma, he is helped detailed explanations and examples are given.
by a friend to make the right choice, and in the end The activities on the page provide thorough and detailed
everything works out for the best. practice of both form and usage, moving from carefully
In Levels 2 and 3, the emphasis is on texts dealing with controlled exercises to more demanding production.
individual topics of a more grown-up nature, in recognition Grammar pages have optional Finished? activities which are
of the fact that students, along with their interests and tastes, designed as a fun way of providing extension work for fast
mature very quickly during the teenage years. A variety of finishers.
formats and genres is used, including dialogues, magazine Grammar pages also often feature a Game that encourages
articles, and web pages. personalized practice in a less formal context.
Following on from the presentation text, students complete At the end of each Grammar page students are directed to
a series of questions to check basic comprehension. The the Student’s Website and the Workbook, where there is
Check it out! feature draws students’ attention to useful further practice.
colloquial expressions in the dialogue.

Introduction 5
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Communication Most teenagers are curious to know what life is like for their
One page in every unit focuses on everyday English. peers in other parts of the world. Culture club reading
Conversational language is presented in the form of a lessons give a factual account of different aspects of the
dialogue which reviews the vocabulary and grammar from English-speaking world from a young person’s perspective.
the previous lessons. In a similar way to the Language The Focus on you section at the end of the lesson invites
focus lesson on page 2 of the unit, Communication lessons a personal response from students in the form of a piece of
allow students to explore and use a new structure before writing.
they move on to more formal practice on the subsequent
Grammar page. Curriculum extra
The Learn it, use it! feature summarizes the target language There are three cross-curricular reading and project lessons
in the dialogue, while a Pronunciation activity draws in the Student’s Book, providing one page of material for
students’ attention to a specific sound or a relevant aspect each block of two units. The Curriculum extra lessons link to
of intonation. The students then listen to this language in the themes of the corresponding Student’s Book units, as
different contexts before practising it themselves in the well as to subjects that students typically study in their own
Pairwork activity. language, such as geography, science, music, literature, PE,
At the end of each Communication page students are and history.
directed to the Student’s Website and the Workbook, where Each of the lessons concludes with a project that synthesizes
there is further practice. the language focus and the content of the cross-curricular
theme and gives students the opportunity to develop their
Skills creativity. The projects can be done in class or assigned for
homework. Depending on time available and the needs of
The last two pages of the unit contain targeted skills work
the students, the projects can be done in groups, pairs, or
designed to equip students with the necessary strategies to
individually.
build confidence and competence in each individual skill.
Skills lessons also provide a way of consolidating and
recycling the language students have studied throughout Workbook
the unit, whilst exploring different aspects of the unit topic. The Workbook section contains six five-page units of extra
Reading texts deal with the main topic of the unit in practice of the language and skills taught in the Student’s
a factual way using real-life contexts. Comprehension Book. The Workbook exercises can be completed in class or
exercises typically start with a skimming or scanning activity, for homework.
followed by more detailed questions that gradually increase The first page of each Workbook unit summarizes the
in difficulty as the series progresses. grammar structures introduced in the corresponding
Listening activities extend the topic of the text. A variety Student’s Book unit with comprehensive charts and detailed
of activity formats is used to help students develop well- grammar notes.
rounded listening comprehension skills. The following two pages provide extra vocabulary and
The Speaking and Writing sections give students the grammar practice. The last two pages provide additional
opportunity to respond to the unit topic with their own practice to accompany the Student’s Book Communication
ideas. To help students to organize their ideas, both sections lesson, and further reading and writing practice.
usually begin with a written preparation stage. The aim is
to strike a balance between giving clear, guided models on
the page on the one hand, and allowing students freedom Student’s Website
to express themselves and experiment with newly-acquired The Student’s Website includes interactive practice of the
vocabulary and structures on the other. Vocabulary, Grammar and Communication sections, a Text
builder activity, and a fun Web quest for each unit of the
Review units Student’s Book.
After every two main units there is a two-page Review unit For each Student’s Book unit there are eight Grammar
comprising: activities and two Vocabulary activities, and a
Communication exercise with audio. There is also a Text
Vocabulary and Grammar review and My Progress
builder activity for each unit of the Student’s Book which
1 page
requires students to fill in missing words from a reading
Culture club reading 1 page text to rebuild the text. These activities are automatically
The first half of each Review unit covers the main vocabulary marked. A guided Web quest for each Student’s Book unit
and grammar points from the previous two units. The My encourages students to search for information relating to
Progress chart is a self-assessment chart correlated to the topic of the Student’s Book on the Internet using their
the Common European Framework of Reference. It is very English.
motivating for students to reflect on their progress and this Champions 2nd edition e-cards allow students to create
type of activity is also very helpful in encouraging students and send cards to their friends with messages in English
to take responsibility for their own learning. and Champions 2nd edition wallpapers enable students to
personalize their electronic devices.

6 Introduction
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Teacher’s Book The review tests focus on vocabulary and grammar, and
reading, writing, and listening skills. Each test is scored out of
The Teacher’s Book contains detailed lesson notes and
100 points.
answers for all the Student’s Book and Workbook material.
Regular assessment makes it easier to monitor students’
Each Teacher’s Book unit starts with a summary of the areas
progress. Teachers can keep a record of individual students’
of grammar, vocabulary, communication, skills, and topical
progress using the evaluation chart on page 12.
themes covered in the Student’s Book unit. These themes
relate to values and responsible citizenship, such as: Grammar and vocabulary
• ethics and morals Grammar help and Vocabulary help worksheets for
• society, including the themes of respect, solidarity, and each unit provide additional practice of the Student’s Book
justice material at a basic level, and are ideal for giving weaker
• multiculturalism, including anthropology, human rights, students more practice.
cultural studies, sociology, and historical, geographical, Grammar extension and Vocabulary extension
legal, and ethical perspectives worksheets offer more challenging practice for the more
• the environment, including protecting the environment, able students.
and natural cycles
Reading and writing
• work and consumerism, including mass communication,
advertising, sales, workers’ rights, and consumer rights There is one reading and writing worksheet per unit, helping
students to develop their skills and confidence in these
• health. areas.
The notes include a description of the aim of every exercise
in the Student’s Book, followed by detailed instructions and Pairwork
answers. There is one pairwork worksheet per unit, giving
There are also suggestions for Warm-up activities, and Extra oral practice of the grammar and vocabulary of the
activities that can be used to extend the Student’s Book corresponding unit.
content according to the needs and abilities of each class.
The Student’s Book is full of factual information and Puzzles and games
references to the real world. The teaching notes provide One page of puzzles is included for each unit, and two board
support for this by giving additional notes and cultural facts games for each level of the series. Although these resources
in the Background notes. give practice of the main grammar and vocabulary of the
Teenage students have an insatiable interest in music and unit, the emphasis is on fun activities, such as crosswords,
popular culture, and the use of songs to consolidate the wordsearches, and code breakers.
linguistic and topical content of the Student’s Book can be Practice test for Cambridge ESOL examinations
an effective way of motivating students.
The Teacher’s Website includes a practice test for KET and a
The teaching notes for each Review unit include suggestions practice test for PET.
for suitable songs that can be exploited for this purpose.
The songs have been chosen because of their lexical,
grammatical, or thematic link to the corresponding units.
See page 8 for suggestions on how to exploit songs in class.
Class Audio CD
The Class Audio CD is for classroom use. There is a track list
on page 13.
Extra resources
Alongside the Student’s Book and Workbook, there is a
large amount of extra resource material included on the
Teacher’s Website. The extra resources provide support
material for consolidation, extension, mixed ability classes,
and assessment. All resources are printable, and can also be
projected in class.
Tests
For each level of Champions 2nd edition, there are six unit
tests and three review tests. All tests have A and B versions
to help prevent cheating. The tests can be opened using
Microsoft® Word and edited before printing.
The unit tests include vocabulary and grammar questions,
dialogue work, and a writing task. Each test is scored out of
50 points.

Introduction 7
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Classroom management • Correct the mistakes Include some incorrect words or
information in the lyrics. Ask students to identify where
the mistakes are and replace them with the correct words,
An English-speaking environment before they listen to the song to check their answers.
• Use English for classroom instructions as often as you
can, and ask students to use English as well. For example:
• Choose the correct alternative At regular points in
the lyrics, students have to choose between two or
Open your books at page 10. Let’s look at exercise 3. Raise your
more alternative words or phrases to complete the lyrics
hand. Work in pairs. Ask your partner, etc.
correctly. Students then listen and check.
• Students should be encouraged to use expressions such
as: How do you say … in English? How do you spell …? I don’t
• Put the verses in the correct order This activity works
especially well with songs that tell a story. Students are
understand. Please can you repeat that? Can you say that
given the verses in the wrong order, and they have to
more slowly, please? Can we listen to that again, please? Can
guess the correct order before listening to the song.
I go to the toilet?
• Match rhyming words Many songs are structured so
that alternating lines end with rhyming words, and this
Managing large classes
provides an excellent opportunity to work on different
Large classes are easier to manage if you establish routines sounds. One useful activity is to give students the lyrics
such as: with the lines of each verse jumbled. Students then
• Write a plan of the day’s activities on the board. attempt to unjumble the lines, according to which lines
• Make sure that everyone understands the task before they rhyme with each other, before listening to the song to
start. Give clear examples and ask students to provide a check their ideas. Another variation is for students to
few as well. choose between two alternatives to end each line. This
• Set time limits for all activities and remind students of could mean choosing the word that provides the best
time limits, for example: You have two minutes left. rhyme, for example, or the word that makes most sense in
• Walk around the class, monitoring while students work. the context.
• Get to know your students’ personalities and learning • Match words to definitions Songs often contain
styles so that you can maximize their potential in class. informal expressions, idioms, and ‘untidy’ grammar. With
stronger groups it can be useful to have students try to
• Allow stronger students to help weaker students while
match difficult words and expressions to definitions or
ensuring that there is always an atmosphere of mutual
explanations. Alternatively, where lyrics feature more
respect and understanding.
standard items of vocabulary, students could work
together in groups to find the words in a dictionary and
Group and pairwork agree on a definition.
The interaction from working in small groups or in pairs is
vital in a language classroom, and students quickly get used Feedback
to what to expect. Here are some tips for organizing group
It is important for students to have a sense of how they
work in large classes:
have performed. Provide feedback while you are monitoring
• Do not have more than five students per group. activities. Alternatively, you can assess an exercise afterwards
• Set up group activities quickly by allocating students with with the whole class: students can put up their hands to
a letter (A, B, C, etc.). Students form groups with other indicate how many answers they shared in pairs or groups,
students who have the same letter. how hard or easy the task was, etc.
• Demonstrate tasks with one pair or group at the front of Encourage students to behave well using a points system.
the class. Award points to pairs or groups that do not make too much
• Set a time limit and keep reminding students of it. noise. Deduct points from pairs or groups that are too noisy
or who are not speaking in English.
Songs
There are many ways in which songs can be exploited in Suggestions for further reading
class, including the following suggestions:
General reference
• Gap-fill There are many variations of this type of activity,
in which students are given the lyrics with certain Oxford Essential Dictionary – New Edition
key words deleted. To make it easier for students, the Practical English Usage – 3rd Edition by Michael Swan
missing words can be grouped together in a wordpool.
As students read the lyrics, they try to fill in the gaps,
Grammar
then they listen and check. If you wish to make the Oxford English Grammar Course (Basic to Intermediate)
activity more challenging, you could add extra words to by Michael Swan and Catherine Walter
the wordpool as distracters, or not provide the missing
Graded readers
words at all. It is important to choose the gapped words
carefully, however, both so that they are audible, and so The Oxford Bookworms Library (Elementary to Pre-
that students can guess from the context which word intermediate) – non-fiction readers that are ideal for
makes most sense in each gap. extended reading, and graded non-fiction readers that are
ideal for cultural and cross-curricular studies.

8 Introduction
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Exam preparation If students guess the word or phrase before the hangman
KET Practice Tests by Annette Capel and Sue Ireland is drawn completely, they have won. If they do not, you are
the winner. This can be played on the board with the whole
Ideas for supplementary activities and teacher class, in small groups, or in pairs.
development The complete drawing should look like this.
Oxford Basics – a series of short, accessible books for teachers
who are looking for new creative ways of teaching with
limited resources.
Resource Books for Teachers – a popular series that gives
teachers practical advice and guidance, together with
resource ideas and materials for the classroom.
Games to use in the classroom

Kim’s Game
On a tray, place a selection of objects from a vocabulary set,
e.g. classroom objects or food. Alternatively, you can write
the names of the objects on the board and rub them off.
In groups, give students two minutes to memorize what is 20 Questions
on the tray or board. This can be played on the board with the whole class, in small
Remove an object and ask students to write down the groups, or in pairs. One student chooses a secret identity, e.g.
missing object. Continue until the tray or board is empty. that of a celebrity. Other students must guess the identity
Check the answers with the class. The group with all the by asking a maximum of 20 questions. The student may only
objects in the correct order is the winner. answer with short Yes / No answers, e.g. Yes, I am. No, I don’t, etc.
Simon Says The game can be used to practise questions and answers in a
Call out commands to the class. If your command variety of different tenses.
is preceded by ‘Simon says’, students must obey the Chinese Whispers
instruction. If it is not, they must ignore it. For example: This game is excellent for practising pronunciation. It can
Simon says stand up. (students stand up) Sit down. (students be played as a whole class or in small groups of at least six.
remain standing). Students who get it wrong are out of Put students in a line or circle. Write a sentence on a piece
the game. This activity is good primarily for practising of paper and give it to the first student. They should read
imperatives, but is also useful for practising vocabulary. it silently, but not show it to anyone else. The student then
With a strong class, you could let a student call out the whispers the sentence to the person on their left, and so
commands. on. The game continues until the last student whispers the
Bingo sentence in the first student’s ear. The first student then tells
Tell each student to draw a grid of six squares and refer them the whole group / class what he or she heard, and then
to the vocabulary page(s) you have just worked on. Give reads out the original sentence. Is it the same?
them a few moments to memorize the words and pictures
in the vocabulary set.
Books closed, students then draw or write a vocabulary item
in each square. Call out vocabulary items from the set. If the
students have drawn pictures, call out the words in English.
If students have written the English words, you can call
them out in their L1. With a strong class you could read out
definitions and get students to work out the word.
When a student hears a word he or she has drawn or written,
they must cross it out. When all six vocabulary items are
crossed out, the student can call out Bingo. The first to call
out Bingo wins the game.
Hangman
Choose a word or phrase. Write a gap for each letter of the
word on the board. Separate words with a clear space or
slash, e.g. I lived in Paris. _ / _ _ _ _ _ / _ _ / _ _ _ _ _ .
Students guess which letters appear in the words. Each
student can call out just one letter. If the letter is contained
in the word, or phrase, write it in the appropriate place(s),
e.g. for the letter ‘i’: I / _ i _ _ _ / i _ / _ _ _ i _ .
If a student calls out a letter that isn’t in the word or phrase,
write it on the board and draw one line of the hangman.

Introduction 9
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Common European Framework of B2 Can understand the main ideas of complex text on both
concrete and abstract topics, including technical discussions
Reference (CEFR) in his/her field of specialization. Can interact with a degree
The Common European Framework of Reference (CEFR) was of fluency and spontaneity that makes regular interaction
designed to promote a consistent interpretation of foreign- with native speakers quite possible without strain for either
language competence among the member states of the party. Can produce clear, detailed text on a wide range of
European Union. Today, the use of the CEFR has expanded subjects and explain a viewpoint on a topical issue giving
beyond the boundaries of Europe, and it is used in other the advantages and disadvantages of various options.
regions of the world, including Latin America, Asia, and the
Middle East. Language Portfolio
The CEFR defines linguistic competence in three levels: A, B, The Language Portfolio has been developed in conjunction
and C. Each of these levels is split into two sub-levels: with the CEFR. It is kept by the students and contains details
A Basic User A1 Breakthrough of their experiences of languages and language learning.
A2 Waystage There are three elements to a Language Portfolio: a
B Independent User B1 Threshold Language Biography, which details the day-to-day
B2 Vantage experience of the language; a Language Passport, which
C Proficient User C1 Effectiveness summarizes the experiences; and a Dossier, which is
C2 Mastery evidence of the experience.
The CEFR provides teachers with a structure for assessing Language Biography
their students’ progress as well as monitoring specific
This can consist of the following:
language objectives and achievements. Students respond to
the CEFR statements in the Reviews after Units 2, 4, and 6. • a checklist for students to assess their language skills in
terms of ‘What I can do’
Champions 2nd edition aims to enable students to move
from no English or level A1 and into level B2 at the end of • tools to help students identify their learning style and
the four years of the course. objectives
• a checklist of learning activities outside the classroom.
Descriptions of the CEFR levels covered in The My Progress checklists at the end of each review
Champions 2nd edition section in the Student’s Book together with the Portfolio
photocopiable sheets on pages 85–87 in the Teacher’s Book
Basic User will help students to monitor these points. There is also a
A1 Can understand and use familiar everyday expressions photocopiable Student’s self-assessment checklist on page
and very basic phrases aimed at the satisfaction and needs 11 in the Teacher’s Book which can be given to students to
of a concrete type. Can introduce him/herself and others complete at the end of each unit.
and can ask and answer questions about personal details
such as where he/she lives, people he/she knows, and things
Language Passport
he/she has. Can interact in a simple way provided the other This can contain:
person talks slowly and clearly and is prepared to help. • a student’s overall evaluation of their language skills,
A2 Can understand sentences and frequently used using descriptors from the CEFR (see Teacher’s Book
expressions related to areas of most immediate relevance pages 85–87)
(e.g. very basic personal and family information, shopping, • a summary record of language learning, both inside and
geography, employment). Can communicate in simple and out of school
routine tasks requiring a simple and direct exchange of • certificates.
information on familiar and routine matters. Can describe
in simple terms aspect of his/her background, immediate Dossier
environment, and matters in areas of immediate need. This can be a compilation of samples of the student’s work,
including tests, written work, projects, or other student-
Independent User generated materials.
B1 Can understand the main points of clear standard input
on familiar matters regularly encountered in work, school,
leisure, etc. Can deal with most situations likely to arise whilst
travelling in an area where the language is spoken. Can
produce simple connected text on topics which are familiar
or of personal interest. Can describe experiences and events,
dreams, hopes and ambitions, and briefly give reasons and
explanations for opinions and plans.

10 Introduction
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Student’s self-assessment checklist
What I remember
Useful grammar:
Useful vocabulary:
Objectives
One thing I need to improve:
How can I improve this?
What did you do in English outside class?

Do homework
Learn new words
Revise before a test
Listen to music
Read something extra
Watch a TV programme, video, or DVD
Write an email or chat
Look at web pages
Speak to someone
Read a magazine
Other activities

Photocopiable © Oxford University Press 2014 11
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Student’s progress record sheet
Name
Class / Year
Class work: continuous assessment Test results

Date Grammar Vocabulary Skills
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Comments
Units 1–2
Units 3–4
Units 5–6

12 Photocopiable © Oxford University Press 2014
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Class Audio CD track list
Contents
Track Contents
01 Title Unit 4 What did you do last night?
27 Page 36, Exercise 1
Unit 1 I train every day
08 Page 17, Exercises 2 & 3
Unit 5 You’re almost as clever as me!
Unit 2 Where were you last night?
16 Page 23, Exercise 1 Unit 6 The best day of my life!
17 Page 25, Exercise 2 42 Page 54, Exercise 1
Unit 3 You failed another test!

Introduction 13
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Welcome
page 4 ● Countries and nationalities ● Family
● be: present simple ● this, that, these, those ● have got ● Present simple
Unit Vocabulary Grammar
1
I train every day Physical Present simple / Present continuous
page 10 descriptions Possessive pronouns
Whose …?
Adverbs of manner
2
Where were you last House and furniture be: past simple (affirmative and negative, interrogative and short
night? answers)
page 18 Past time expressions
Information questions with was / were
Prepositions of place
There was / There were
Review: page 26 Culture club: Different places, different homes page 27
3
You failed another Jobs Past simple: regular verbs (affirmative, spelling variations)
test! Pronunciation: regular verb endings with the sounds /d/, /t/, and /ıd/
page 28 Past simple: irregular verbs (affirmative)
4
What did you do last Films Past simple (negative, interrogative, and short answers)
night? Question words + past simple
page 36
Review: page 44 Culture club: Witches and wizards page 45
You’re almost as Geography Comparative adjectives (short, long, and irregular adjectives)
5
clever as me! as … as
page 46
6
The best day of my Feelings and Superlative adjectives (short, long, and irregular adjectives)
life! emotions Comparative / Superlative
page 54 one / ones
Review: page 62 Culture club: Guinness World Records page 63
Workbook: pages 67–97 Irregular verbs: page 98
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● Daily routines and free-time activities ● Sports ● Clothes
ple ● Imperatives ● Adverbs of frequency ● can (ability) ● Present continuous
Communication Skills
Making requests Reading: A magazine article about a basketball coach

Pronunciation: Rising intonation in questions Listening: A phone conversation about a summer camp
and falling intonation in answers Speaking: A conversation about a summer camp
Writing: A paragraph about what a partner is doing at a summer camp
Describing your bedroom Reading: A brochure about top places to visit in South America
Pronunciation: /ð/ Listening: A phone conversation about a holiday
Speaking: Describing an old place
Writing: A description of an old place
Curriculum extra: Music page 64
Apologizing and making excuses Reading: A biography of Christopher Columbus

d/ Pronunciation: /ɒ/ and /əʊ/ Listening: A biography of Henry VIII
Speaking: A presentation of the life of William Shakespeare or Marie Curie
Writing: A description of the life of William Shakespeare or Marie Curie
Buying a cinema ticket Reading: An interview about Logan Lerman

Pronunciation: /s/, /k/, and /tʃ/ Listening: A conversation about a film
Speaking: Discussing a film
Writing: A description of two films
Curriculum extra: Geography page 65
Asking for tourist information Reading: A magazine article about our changing planet
Pronunciation: /ə/ Listening: A radio interview about a volcanic eruption
Speaking: Talking about a frightening incident
Writing: The story of your frightening incident
Making a phone call Reading: A message board about the ‘-est’ days of your life
Pronunciation: /h/ Listening: A radio interview about a survey
Speaking: Talking about your country
Writing: A report about your country
Curriculum extra: History page 66
Word list: page 99
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Welcome
Grammar Family
be: present simple
this, that, these, those
Aim
To review family vocabulary
have got
Present simple Warm-up
Imperatives • Ask students the names of one or two people in their
Adverbs of frequency family, e.g. What’s your mum’s name? What’s your grandad’s
can (ability) name?, etc.
Present continuous Exercise 2
• Students look at Alicia’s family tree and complete the
Vocabulary sentences.
Countries and nationalities
• Students can check answers in pairs.
Family
• Check the answers with the class. You can draw Alicia’s
Daily routines and free-time activities family tree on the board and ask volunteers to come out
Sports and write the answers.
Clothes ANSWERS
1 father 2 cousin 3 sister 4 brother 5 aunt
6 uncle 7 grandma 8 grandparents 9 mother
Vocabulary 10 parents
Countries and nationalities page 4 Extra activity

• Students each draw a diagram of their family trees but
Aim don’t write the names of their relatives on it.
To review countries; nationalities • In pairs, students ask and answer questions about the
family trees to find out the names of their partners’
Warm-up family members.
• Call out one or two countries from the box in exercise 1 • Monitor to make sure that students are using the family
and ask students to give you the nationality. names correctly, e.g. S1: What’s your sister’s name?
S2: Her name is Ana.
Exercise 1
• Students match the countries with the flags. Then they
write the nationalities.
• Students can check answers in pairs.
• Check the answers with the class.
ANSWERS
1 the United Kingdom; British 2 Canada; Canadian
3 Japan; Japanese 4 the United States; American
5 Brazil; Brazilian
Extra activity
• Review other countries and nationalities with students.
Write the countries on the board and ask students to
come to the board to write the matching nationalities.
• In groups, students write sentences about famous
people. They give their names and what they’re famous
for. Each group then reads its sentences to the class. The
rest of the class must say the country and nationality of
each person, e.g. S1: Cesc Fàbregas. He plays football. S2:
He’s Spanish. He’s from Spain. Make sure that students
say the country and nationality correctly.

16
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Daily routines and free-time Clothes and prices
activities page 5
Aim
Aim To review clothes vocabulary
To review daily routines; free-time activities
Warm-up
Warm-up • Ask students to describe what you are wearing today.
• Ask students what time they get up in the morning and
what they have for breakfast. Exercise 5
• Students look at the picture and complete the sentences
Exercise 3 with the correct clothes.
• Students complete the text individually or in pairs. • They can compare answers in pairs.
• Remind them to think about the correct verb form to use. • Check the answers with the class.
• Check the answers with the class. ANSWERS
ANSWERS 1 top 2 skirt 3 shoes 4 cap 5 jumper 6 trousers
1 go swimming 2 play tennis 3 go home 7 trainers
4 do my homework 5 play basketball
6 go to bed Exercise 6
• Individually, students write a sentence describing what
Extra activity they are wearing.
• Play Hangman (see Teacher’s Book page 9) to review ANSWERS
daily routines and free-time activities. Students’ own answers.
Extra activity
Sports • Describe a student in the class by the clothes they are
wearing. Ask students to guess who the student is.
Aim The first student to guess correctly then has a turn to
To review sports vocabulary describe another student.
Warm-up • Students continue the activity. In order to give as many
students a turn as possible, the class could be split into
• Ask students Do you do any sports? If so, which ones? Write two or three large groups.
any sports students do on the board.
• Monitor and check that students are describing the
Exercise 4 clothes correctly.
• Students look at the pictures and complete the crossword.
They then find the mystery sport.
• Remind them to refer to the sports on the board if
necessary.
• Students can compare answers in pairs.
ANSWERS
1 karate 2 football 3 tennis 4 basketball
5 swimming 6 cycling
Mystery sport: athletics
Extra activity
• Write a list of anagrams of different sports on the board
for students to solve. You could put students into small
groups to solve the anagrams together. The first group
to solve them all is the winner.

Welcome 17
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Grammar Exercise 3
• Students complete the sentences with the
demonstratives.
be: present simple page 6
• They can compare answers in pairs.
Aim • Check the answers with the class.
To review be: present simple: all forms ANSWERS
1 This 2 That 3 Those
Warm-up
• If you have pictures from magazines of famous stars, put Extra activity
them on the board or give them out to small groups. If • Tell students they’re going to practise the use of this,
not, write the names of stars on the board. Students ask that, these, and those.
and answer questions about the stars, e.g. S1: What’s his • Pick up an object on your desk and ask a student what
name? S2: His name’s Johnny Depp. it is. T: Juan, what’s this? SS: It’s a pencil.
• The student then picks up an object or objects near
Exercise 1
them or points to something further away and asks
• Students read the factfile and complete the sentences. another student a question, e.g. Isabel, what are these /
Remind them to think about which form of be they need. what’s that?
• Students can compare answers in pairs. • Students continue the activity in small groups so
• Check the answers with the class. that each student has the chance to ask and answer
ANSWERS a question.
1 is 2 isn’t 3 are 4 isn’t 5 aren’t 6 are • Monitor and check that students are using
demonstratives correctly.
Exercise 2
• Students write the questions with the prompts and then
answer the questions. have got
• Monitor and check that students are using the correct
forms of be: present simple and review if necessary. Aim
To review have got: all forms
ANSWERS
1 What’s your name? 2 How old are you? 3 Are you Warm-up
from Brazil? 4 Is your favourite subject music? 5 Who • Ask the class the following questions: Have you got a ruler?
are your friends? 6 Is Green Day your favourite band? Have you got a rubber?, etc.
Students’ own answers.
• Elicit short answers (Yes, I have. No, I haven’t.).
Extra activity (for stronger students) • Ask students to tell you what they’ve got in their bags or
• Students play 20 questions. Tell them you are a famous pencil cases. (I’ve got a pen. I’ve got a notebook, etc.)
person and that they must ask you questions with be
Exercise 4
in the present simple to guess your identity, e.g. Where
are you from? Are you a singer? Are you a man or a • Check that students understand the use of the ticks
woman?, etc. and crosses.
• Any student can ask you a question. The first student to • Individually, students write sentences with the
guess who you are can come to the front of the class information. Encourage them to use short forms.
and answer questions about their mystery identity. • They can compare answers in pairs.
this, that, these, those answers

1 Selena’s got a sister but she hasn’t got a brother.
2 Martin and Sophie have got bikes but they haven’t
Aim got skateboards.
To review demonstratives this, that, these, those 3 Peter has got two dogs but he hasn’t got a cat.
Warm-up Exercise 5
• Write this, that, these, and those on the board and review • Individually, students complete the questions and
their meanings. answers.
• Point to or hold up classroom objects and ask students to • They can compare answers in pairs.
say the correct demonstrative accordingly, e.g.
T: (touching a pen on your desk) SS: this.
answers
1 Have; haven’t 2 Has; has 3 Have; have
4 Has; hasn’t 5 Have; haven’t

18 Welcome
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Extra activity Exercise 8
• Play Battleships. On the board draw the following table • Students write questions about Mel and then answer
them using the information from the blog post from
and ask students to copy it into their notebooks. They
exercise 7.
then mark four ticks anywhere in the table to show
what the people have got, but don’t show it to anyone. • Elicit or remind students how to form Wh- questions with
the present simple if necessary.
cat bike skateboard • Students can compare answers in pairs.
I • Check the answers with the class.
ANSWERS
Ben 1 What does her mum teach?
Joe and Ella She teaches geography.
2 What time does school start?
Maria It starts at 8.45 a.m.
3 What does she do before dinner?
• In pairs, students ask and answer questions to find out She watches TV and she does her homework.
where their partner has put ticks in the chart, e.g. S1: 4 What do Mel and her friends do after dinner?
Has Ben got a cat? S2: No, he hasn’t. They chat on the Internet.
Extra activity
Present simple page 7 • Individually, students write six questions to ask their
partner about their daily routines and free-time
Aim activities. Encourage students to write Wh- questions.
To review the present simple: all forms • Students work in pairs.
Warm-up • Monitor and check that they are asking and answering
• Ask students one or two questions, e.g. What time do you correctly.
get up? and elicit present simple answers. • Ask some students to feed back to the class about
their partner.
Exercise 6
• Students write questions and answers using the
information in the table.
Imperatives
• Before they begin the exercise refer students to the
Aim
example to help them understand the activity.
To review affirmative and negative imperative forms
• Monitor and check that students are using the present
simple correctly and review if necessary. Warm-up
• Students can compare answers in pairs. • Call out one or two affirmative imperatives and ask
• Check the answers with the class. students to make them negative, e.g. T: Stand up! SS: Don’t
ANSWERS stand up!
1 Do Tom and Sarah play the guitar?
Exercise 9
No, they don’t.
2 Do Sarah and Leo have lunch at school? • Students read and complete the school rules with the
Yes, they do. correct imperative forms.
3 Does Leo like PE? • They can compare answers in pairs.
Yes, he does. • Check the answers with the class.
4 Does Amy live in a house? ANSWERS
No, she doesn’t. She lives in a flat. 3 Don’t use 4 Stand up 5 Don’t eat 6 Walk
7 Don’t leave
Exercise 7
• Students read the blog post and complete it with the Extra activity
correct present simple form of the verbs. • In pairs or individually, students write a list of school
• Monitor and check that they are using the correct forms rules, using both affirmative and negative imperatives.
and make a note of any repeated errors to check at the If they go to clubs after school, they could write a list of
end of the lesson. those rules instead.
• Check the answers with the class. • Ask students to read their rules to the class.
ANSWERS
1 get up 2 have 3 teaches 4 starts 5 finishes
6 get 7 watch 8 do 9 gets 10 have 11 listen
12 chat 13 go 14 do you go 15 do you do

Welcome 19
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Adverbs of frequency page 8 can (ability)
Aim Aim
To review adverbs of frequency To review can (for ability): all forms
Warm-up Warm-up
• Play Hangman or write gapped words on the board to • Ask students one or two questions about what they can /
review the spelling of adverbs of frequency. can’t do, e.g. T: Alex, can you play the guitar?
• Ask students one or two questions about their daily Alex: Yes, I can. / No, I can’t.
routines to elicit adverbs of frequency e.g. T: What do
you do after school? SS: I always watch TV / do my Exercise 3
homework., etc. • Students look at the pictures and write questions and
answers about what the people can / can’t do.
Exercise 1 • Monitor and check that students are using can correctly,
• Students put the adverbs of frequency into the and review as necessary.
correct order. • Check the answers with the class.
• Encourage them to look at the symbols to help them. ANSWERS
• Students can compare answers in pairs. 1 Can Grandad run? No, he can’t, but he can walk.
• Check the answers with the class. You can copy the 2 Can the children play football? Yes, they can, but they
diagram onto the board, and ask volunteers to come out can’t play basketball.
and write the answers on the board. 3 Can Alicia speak English? No, she can’t, but she can
ANSWERS speak Spanish.
1 often 2 usually 3 sometimes 4 rarely 4 Can Miguel ride a bike? Yes, he can, but he can’t ride a
horse.
Exercise 2 5 Can your little brother read? No, he can’t, but he can
• Students rewrite the sentences with the adverb of write.
frequency in the correct place.
Extra activity
• Remind them to look back at exercise 1 if necessary.
• In pairs, students ask and answer questions with can
• Students can compare answers in pairs. about some of the activities in exercise 3.
ANSWERS
1 Paula always has a shower before breakfast.
2 Our teacher is never late for class.
3 Ken usually gets up at 8 a.m.
4 They rarely go to bed before 10 p.m.
5 I often go cycling with my dad.
6 He’s usually happy.
Extra activity
• Students write jumbled up sentences each including an
adverb of frequency for their partners to reorder. Each
sentence should have five or more words.
• Monitor and check that the sentences are correct.

20 Welcome
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Present continuous page 9 Extra activity
• On separate pieces of paper write the activities in the
Aim picture on page 9 and ask volunteers to mime them
To review all forms of the present continuous in front of the class. The class must guess the activities
correctly. This could be made into a game if done in
Warm-up two teams. Include other activities too if you feel the
• Ask one or two present continuous questions to elicit students will be able to guess them.
affirmative and short answer forms from students, e.g.
T: What are you wearing today, João? SS: I’m wearing …
Exercise 4
• Give students a few minutes to look at the picture and
decide what teenagers 1−5 are doing.
• Monitor for correct use of present continuous affirmative
and do a quick review if necessary.
ANSWERS
2 ’re chatting / talking
3 ’re playing
4 ’s listening
5 ’s drinking
Exercise 5
• Students read the sentences and correct the mistakes
about teenagers 6–10. Remind them to look carefully at
the picture.
ANSWERS
7 He isn’t sending a message. He’s playing the guitar.
8 They aren’t talking. They’re dancing.
9 She isn’t playing tennis. She’s reading.
10 He isn’t dancing. He’s riding a bike.
Exercise 6
• Students write questions about the picture and then
answer them.
ANSWERS
1 hat’s the boy with the white T-shirt eating?
W
He’s eating an apple.
2 How many people are sitting down?
Four people are sitting down.
3 How many people are standing up?
Six people are standing up.
4 What is the girl reading?
She’s reading a magazine.
Exercise 7
• Students read and complete the dialogue with the correct
present continuous form of the verbs.
ANSWERS
1 are you doing 2 ’m watching 3 ’re having
4 ’s trying 5 isn’t singing 6 ’s shouting
7 are they doing 8 ’re playing 9 ’s winning
10 ’m not watching
Welcome 21
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1 I train every day
• Go through the dialogue again as a class and the Check

Grammar
it out! box. Make sure that students understand any new
Present simple / Present continuous words or phrases.
Possessive pronouns • Play the CD again. Students listen and repeat chorally,
Whose …? then individually.
Adverbs of manner
Exercise 2 Comprehension
Vocabulary • Students read the dialogue again and choose the correct
Physical descriptions words.
Communication • Check the answers with the class.
Making requests ANSWERS
Pronunciation: Rising intonation in questions and falling 1 Coach Carson is watching the match.
intonation in answers 2 Tom’s team is winning.
3 Tom trains every day.
Skills 4 Tom’s mum phones after the match.
Reading: A magazine article about a basketball coach
Listening: A phone conversation about a summer camp
Extra activity
Speaking: A conversation about a summer camp
• In groups of four, students can act out the dialogue
from exercise 1.
Writing: A paragraph about what a partner is doing at a
summer camp Consolidation
Topics • Remind students to copy any new words or phrases
into their vocabulary books.
Health and fitness
Summer camps
Language focus page 11
Presentation page 10 Aim
To practise the target language in a new context
Aim
To present the new language in a motivating context Exercise 3 Dialogue focus
• Students read the dialogues and complete them with the
Story questions in the box.
Kate is writing an article about the school basketball team • Remind them to look back at the dialogue in exercise 1
for the school magazine. She is interviewing Coach Carson if necessary.
while the team is playing a game. The star player is Tom. Kate • Students can compare answers in pairs. Do not check the
tries to interview Tom after the game, but he is interrupted answers at this point.
by a phone call from his mum.
Exercise 4 $ 03
Warm-up • Play the CD. Students listen and check their answers to
• Ask students to look at the photo. Ask Where are the exercise 3.
people in the photo? (In the school gym.) What are the • Students listen again and repeat chorally, then
boys playing? (They’re playing basketball.) Who is the individually.
man? (A teacher.) What is the girl doing? (She’s writing /
ANSWERS / AUDIO CD TRACK 03
interviewing the teacher.)
1
• Pre-teach article, magazine, and coach.
Kate Can I ask you some questions?
Exercise 1 Read and listen $ 02 CC Yes, you can, but be quick! I’m watching the match.
Kate 1Who’s Tom?
• Read through the three names with the class.
CC He’s the boy with blond, wavy hair.
• Play the CD. Students read and listen, and find the answer. 2
• Check the answer with the class. Kate 2How often do you train?
ANSWER Tom I train every day. There’s a big match in December.
c Tom 3
Transcript Student’s Book page 10
Kate 3Whose phone is ringing? Is it yours?
Tom Yes, it’s mine.
22 Unit 1
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Exercise 5 Focus on you Exercise 2 $ 05
• Students read the example dialogue and then write their • Go through the Look! box with the class, drawing students’
own using the verbs and expressions in the box. attention to the order of adjectives in English.
• Remind them to look back at exercise 3 and do a review • Point out that blonde is used to describe girls’ / women’s
of How often …? questions and answers if necessary. hair, while blond describes boys’ / men’s hair.
ANSWERS • Ask some students to describe their own hair using the
Students’ own answers. correct order of adjectives.
• Students read and complete the description of the
Exercise 6 Pairwork famous people.
• In pairs, students practise their dialogues from exercise 5. • Monitor and check that they are using the correct
• Monitor and check that they are taking turns. adjectives in the correct order. Make a note of any
ANSWERS
repeated errors to check at the end of the lesson.
Students’ own answers. • Students can compare answers in pairs.
• Play the CD. Students listen and check their answers.
Extra activity
• Books closed. Students tell you what they know about 1 Taylor Swift is tall and 1slim. She’s got 2long, blonde,
the characters in the photo story so far. Tom: the school 3wavy hair, and blue 4eyes.
basketball team’s star player and in trouble with his mum. 2 Felipe Massa is quite 1short and 2slim. He’s got 3short,
Coach Carson: a PE teacher at the school. Kate: a pupil straight, 4brown hair, and 5brown eyes.
at the school and a reporter for the school magazine.
Exercise 3 Pairwork
• Ask two students to read the example dialogue aloud and
Vocabulary page 12 check that students understand the vocabulary.
• In pairs, students describe their favourite actor, singer,
Physical descriptions or sports personality to their partner using the example
dialogue as a guide.
Aim • Monitor and check that students are taking turns to ask
To present and practise physical descriptions: beard, black, and answer questions. Make sure they are using the
blond(e), blue, brown, curly, eyes, freckles, glasses, hair, heavy, correct adjective order, and make a note of any repeated
long, moustache, red, short, shoulder-length, slim, spiky, errors to check at the end of the lesson.
straight, tall, wavy • Ask one or two pairs to tell the class about their favourite
actors, etc.
Warm-up
ANSWERS
• Draw some simple illustrations on the board and elicit as
many vocabulary items for physical descriptions as you Students’ own answers.
can, e.g. tall, short, curly, straight, etc.
Extra activity 1
• Alternatively, stronger students can describe other
• In pairs, students think of other famous people. They
students in the class using physical description adjectives
take turns to describe them to their partner who
they know.
guesses who it is.
Exercise 1 $ 04 • Alternatively, you can bring in photos of famous people
• Students look at the pictures, read the descriptions, and from magazines and give them out to pairs to describe
write the correct letter below each person. to a partner.
Extra activity 2
• Play the CD. Students listen and check.
• As a whole class or in groups, ask individual students
ANSWERS to describe another person in the room without saying
1 c 2 d 3 b 4 a their name. The class or group must guess who the
Transcript Student’s Book page 12 person is.
Background notes Consolidation

• Taylor Swift is an American country-pop singer from • Remind students to make a note of any new vocabulary
Wyomissing, Pennsylvania. She was born in 1989 and from the lesson and the information from the Look!
has been described as one of pop’s finest songwriters. box. Encourage them to record the vocabulary in a way
Her album Fearless won a Grammy award for album of that is useful for them, e.g. illustrations and translations,
the year in 2010 and her 2012 album, Red, sold over mind maps.
one million copies in the first week.
• Felipe Massa is a Brazilian Formula 1 driver. He was born Further practice
in 1981 in São Paulo. He has raced for Sauber, Ferrari, Website; Workbook page 69
and Williams. In 2009, he was seriously injured while
qualifying for the Hungarian Grand Prix, but made a full
recovery.
Unit 1 23
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Grammar page 13 • Remind them to look carefully at the time expressions
before they choose the words.
Present simple / Present continuous • Students can compare answers in pairs.
Aim ANSWERS
To present and practise the Present simple / Present 1 are you doing 2 ’m watching 3 always watch
continuous contrast 4 ’m writing 5 usually play 6 ’s raining 7 ’s riding
8 always get
Warm-up
• Ask students what they do after school every day and Extra activity 1
what they are doing now to elicit examples of both forms. • If students need more help with exercise 3, tell them to
underline the time expressions in each item first.
Grammar box
• Go through the grammar box with the class. Students Extra activity 2
choose the correct words in each rule. • Call out a time expression from exercise 2 and ask
ANSWERS students to tell you which present form should be used
habits with it, e.g. T: once a week SS: present simple.
actions in progress now
Rules page 68 Exercise 4
• Remind students of the forms for each tense. • Students complete the sentences with the correct present
• Review spelling rules for the present simple by writing the form of the verbs.
base forms of verbs on the board for students to write the • Encourage them to read each text through and to look at
third person singular, e.g. like, watch, study, go, have, etc. the time expressions before they complete the sentences.
Exercise 1
• Students read the sentences and underline the verbs.
They don’t circle the time expressions at this point. ANSWERS
• Students can compare answers in pairs. 1 1 go 2 aren’t studying 3 ’re playing
2 1 plays 2 isn’t working 3 ’s cooking
3 1 work 2 ’m not working 3 ’m visiting
• You can write the sentences on the board and ask
volunteers to come and underline the verbs on the board. Extra activity
ANSWERS • Students choose one of the texts in exercise 4 and
1 read 2 isn’t listening 3 plays 4 Is … doing write two more sentences (one present simple and one
5 Do … watch 6 doesn’t do present continuous) for each text. This can be done in
class or for homework.
Extra activity
• Ask students to say if the verbs they underlined Exercise 5 Game!
in exercise 1 are in the present simple or present
• In pairs, Student A chooses a time expression from the
continuous. This can be done as a whole class activity.
box and Student B makes a sentence using the time
• If you wrote the sentences on the board in exercise 1, expression. Student A chooses four more time expressions
ask students to come out and write the verb tense on for Student B and gives marks out of five. The pair then
the board. swap roles.
ANSWERS • Remind them to think about the time expression they
1 PS 2 PC 3 PS 4 PC 5 PS 6 PS choose and to use the present simple or continuous.
• Monitor and check that students are using the time
Exercise 2 expressions correctly and make a note of any repeated
• Students look at the sentences in exercise 1 again and errors to check at the end of the lesson.
circle the time expressions. ANSWERS
• Students can compare answers in pairs. Students’ own answers.
Finished?
ANSWERS • Students write five more sentences using the time
Present simple: 1 always 2 once a week 3 every day expressions from exercise 5.
4 very often
Present continuous: 5 at the moment 6 now
• Students can swap sentences with a partner, who
corrects them.
Exercise 3 • Ask one or two pairs to read their sentences out to
• Students read the sentences and choose the correct the class.
words. ANSWERS
24 Unit 1
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Consolidation
• Encourage students to make a note of the rules and Extra activity
the time expressions, and to write examples of each • If students need extra practise, read the sentences
present form in their grammar books in a way that will from the box starting at the end for students to repeat
help them remember the form and rules easily. chorally then individually, e.g. please?, window, please?,
Further practice the window, please?, open the window, please?, I open the
Website; Workbook pages 69−70 window, please?, Can I open the window, please?
Exercise 3 Pairwork
Communication page 14 • In pairs, students make requests with the questions in the
box. Their partner accepts or rejects the requests.
Making requests • Monitor and check that students are asking and
answering correctly. Make a note of any repeated errors
Aim to check at the end of the lesson.
To present and practise the language for making requests
ANSWERS
Warm-up Students’ own answers.
• Ask a student if you can use their pen using the request
Extra activity
they will learn in this lesson, e.g. T: Carlos, can I use your
pen, please? and elicit one of the answers if possible, e.g. • Ask pairs of students to act out their dialogues from
Carlos: Yes, OK. exercise 3 in front of the class.
Exercise 1 $ 06 Consolidation

• Give students a few minutes to look at the pictures and to • Encourage students to make a note of the new
read through the dialogues. language from this lesson in their vocabulary books.
• Play the CD. Students listen and match the dialogues with Remind them to write translations or examples of their
the pictures. own if it will help them to remember the new language
• Students can compare answers in pairs. more easily.
Further practice
ANSWERS Website; Workbook page 71
1 c 2 a 3 b
• Play the CD again. Students listen again and repeat
chorally, then individually.
Learn it, use it!

• Go through the Learn it, use it! box with the class, making
sure that students are aware of the appropriate questions
and answers for making requests.
• Ask students to look at the dialogues again and find
examples of the questions and answers.
• In pairs, students can practise making requests using the
questions in the box.
• Encourage stronger students to change the objects in the
box and to use their own ideas.
Extra activity
• Books closed. Give students two minutes to write down
as many questions and answers from the Learn it, use it!
box as they can remember.
• The student with the most correct expressions wins.
Exercise 2 Pronunciation $ 07

• Students read through the sentences.
• Play the CD. Students listen and repeat chorally, then
individually.
• Monitor and check that students are using correct
intonation. If necessary, indicate with your hands when
the intonation rises in the questions and falls in the reply.

Unit 1 25
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Grammar page 15 • Write a few Whose questions on the board without the
verb be and ask students to complete them, making sure
that some require the singular and others the plural form
Aim of the verb. Point out that Whose is used for both singular
To present and practise possessive pronouns and Whose …? and plural nouns.
Warm-up • Write whose and who’s on the board and elicit their
• Hold up one of your belongings and say: It’s my mobile difference: whose is used to ask questions about possession
phone. It’s mine. Hold up one or two students’ belongings while who’s is used to ask questions about identity.
and ask Whose is this (pencil)? Elicit an answer. Write the • Point out that both words are pronounced the same way:
question on the board and elicit its meaning, as well as /hu:z/.
some more possessive pronouns. Write them on the board. Rules page 68
Possessive pronouns Exercise 3

• Students circle the correct words in the sentences.
Grammar box • They can compare answers in pairs.
• Go through the grammar box with the class. • Check the answers with the class.
• Draw students’ attention to the difference between answers
possessive adjectives and possessive pronouns, and give 1 Who’s 2 Who’s 3 Whose 4 Who’s 5 Whose
one or two examples to elicit some of the rules, e.g. This is
her pen. It’s hers. Explain that possessive adjectives always
precede the noun, but possessive pronouns stand alone.
Adverbs of manner
• Explain that possessive pronouns using people’s names Aim
are formed by adding ’s, e.g. Pablo’s.
To present and practise adverbs of manner
• Ask students to look back at the dialogue on page 10 and
find the two examples of possessive pronouns. Warm-up
Rules page 68 • On the board write two incomplete sentences, Sue is
. Sue is playing . In brackets write happy
Exercise 1 and happily. Ask the students to complete the sentences
• Students choose the correct words. They can look back at with the correct words.
the grammar box and rules.
• Students can compare answers in pairs. Grammar box
• Check the answers with the class. • Go through the grammar box with the class. Explain that
most adverbs are made with an adjective + ly, but point
ANSWERS
out the irregular adverbs. Tell students to memorize them.
1 mine 2 their 3 hers 4 yours 5 ours 6 your
Rules page 68
Exercise 2
Exercise 4
• Students complete the sentences with the correct
possessive pronouns. Remind them to look back at the • Students complete the sentences with the correct adverb.
grammar box and the rules if necessary. • Remind students to form the adverbs using the adjectives
• Students can compare answers in pairs. in the sentences.
• Check the answers with the class. • Students can compare answers in pairs.
ANSWERS
1 his 2 ours 3 Mine 4 Theirs 5 yours 6 Ours answers
1 slowly 2 beautifully 3 badly 4 fast 5 well
Extra activity
• Call out sentences to the class with possessive Exercise 5 Game!
adjectives. Students make matching sentences with • Using the example as a guide, ask students questions to
possessive pronouns, e.g. T: It’s his pen. SS: It’s his. find out who owns what in the classroom. Students then
take turns to ask and answer the questions. This can be
done as a whole class activity or in groups.
Whose …?
Consolidation
Grammar box • Remind students to make a note of the grammar rules
• Go through the grammar box with the class. Elicit the and the examples from the lesson in their grammar
meanings of the questions and answers. books. Remind them to record the grammar in a way
• Explain we use whose to ask questions about possession. that will help them to remember it, e.g. with examples
• Look at the construction of the questions: of their own
Whose + noun + verb be + subject pronoun / demonstrative
Further practice
Website; Workbook page 70

26 Unit 1
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Skills pages 16−17 • Elicit their answers and write them on the board.
Exercise 2 $ 08
Reading • Give students time to read the answer choices before
they listen.
Aim • Play the CD. Students listen and choose the correct
To read and understand a magazine article about a answers.
basketball star
• Remind them that they do not need to understand every
Background note word, but they should focus on the key information in the
answer choices.
• Texas is a state in the south of the US, bordering
Mexico. The state capital is Austin and the largest city is • Check the answers with the class.
Houston. ANSWERS / AUDIO CD TRACK 08
1 b 2 b 3 a 4 a
Warm-up David Hello.
Greg Hi David. It’s Greg here. How are you?
• Ask students to look at the photos and ask What is the
David Oh, hi Greg! I’m fine thanks.
sport in the photos? (Basketball) What does the man look
Greg Hey! Where are you?
like? (He’s very tall.)
David I’m in Rochester. It’s near London. I’m staying at a
• Ask students to look at the title and ask What is the man summer camp here.
doing? (He’s teaching / coaching children.) Greg Really? What type of 1camp is it?
• Ask students to read the text quickly and to find the name David It’s for performing arts. You know, drama, music, and
of the basketball team Manu plays for (The San Antonio dance.
Spurs). Greg Wow! What’s 2it like?
David It’s fantastic! I’m really enjoying it.
Exercise 1
Greg What 3are you doing at the camp?
• Students read the text and correct the mistakes in David I’m doing a drama course.
the sentences. Greg Do you 4do the course all day?
• Remind students that they do not need to understand David No, we don’t. We always practise in the mornings, but
every word. They should use the context to help them we do different activities in the afternoons and evenings.
guess meaning where possible. If it helps, they can focus Greg What other 5activities are there?
on the sentences in the exercise first and then look for the David Oh, lots of things. We usually do sport in the afternoon.
relevant information in the text. You can play football and tennis, or go swimming. I usually
• Check the answers with the class. play football. Then, in the evenings we watch films or have
ANSWERS
a disco. It’s really good!
1 He plays for a professional American basketball team. Greg 6What’s your favourite activity?
2 During the basketball season, he trains every day. David Oh, the drama course, definitely. Oh, Greg! It’s dinner
3 This week he’s coaching children on a summer camp. time. Thanks for calling.
4 Some of the children at the camp can play basketball. Greg No problem. Bye for now.
5 The name of Clayton’s team is the Court Sharks. David Bye!
Extra activity Extra activity 1

• Give students a few minutes to read the text again and • Return to the students’ predictions about the dialogue
memorize as much as they can. on the board and tick the correct guesses.
• Books closed. Ask students some more comprehension
Extra activity 2
questions, e.g. How tall is Manu? (1.98 m) Where does he
usually play basketball? (Texas), etc. • In pairs, students discuss what they think of the camp.
• Ask some pairs to feed back to the class.
Listening Exercise 3 $ 08
• Students read the questions.
Aim
• Play the CD again. Students listen and complete the
To listen to a phone conversation between two friends
questions.
Background notes • Check the answers with the class.
• Rochester is a historical town in south-east England. ANSWERS
Its population is 27,000. It is famous for its castle and See exercise 2 transcript above.
cathedral.
Warm-up
• Ask students What kind of activities do you think you might
hear David and his friend talk about?

Unit 1 27
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Speaking Writing
Aim Aim
To have a phone conversation with a friend about a To write a paragraph about what your partner is doing at a
summer camp summer camp
Background notes Warm-up

• Cheltenham is a town in Gloucestershire, England. • Ask students for a show of hands on who chose to attend
In the 18th and 19th centuries it became popular the theatre camp and who chose the sports camp.
as a health resort for wealthy tourists after a spring
containing medicinal waters was found there. It is Exercise 5
now popular for shopping, horse racing, and its • Students use the notes they made in exercise 4 to
beautiful regency architecture, dating from the early complete the paragraph about their partner.
19th century. • Students can compare paragraphs in pairs.
• Stratford-upon-Avon is a town in Warwickshire, England. • Ask one or two pairs to read out their completed
Dating back to the 12th century, it is now most famous paragraphs.
as the birthplace of the English playwright, William ANSWERS
Shakespeare. Many visitors come to see the house Students’ own answers.
where he was born as well as the Royal Shakespeare
Theatre, home of the Royal Shakespeare Company. Extra activity 1
• Oxford is a city in Oxfordshire, England. It is most • Students choose one of the camps in exercise 4 that
famous for its university, which dates back to the 11th they would like to attend.
century and is the oldest university in the English- • They make notes using the information to write a
speaking world. Many visitors come to Oxford to see postcard from the camp to a friend.
its beautiful architecture.
• Students can write a first draft in their notebooks.
• The poet and playwright William Shakespeare
(1564−1616) is considered the greatest writer in the
• Students swap drafts with a partner, who corrects
any mistakes.
English language. In his lifetime he wrote approximately
38 plays including Romeo and Juliet, Hamlet, and • If you have blank postcards, give them out to students
Macbeth, as well as many poems. He is also responsible for them to write their final versions or they can write
for introducing many new words into the English them for homework in their notebooks.
language.
Extra activity 2
Warm-up • You can display the final version of students’ postcards
around the class.
• Ask students Have you ever been to a camp? If so, did you
enjoy it? What did you do? If not, can you imagine a summer
Further practice
camp? Would you go to a sports camp or a theatre camp?
Workbook page 72
Exercise 4 Pairwork
• In pairs, students read the information in the adverts for
the summer camps.
• Students have the conversations. Remind them to look
back at the questions in exercise 3 if necessary.
• If students need more help before they start their
conversations, encourage them to make notes using the
questions in exercise 3 and the information in the adverts.
• Monitor and help as necessary, making sure that
students are asking and answering correctly, using the
present simple and present continuous, and that they are
taking turns.
• Tell students to make notes of their partner’s answers as
they will need this information in exercise 5.
• Make a note of any repeated errors to check at the end of
the lesson.
• Ask one or two pairs to act out their conversations in front
of the class.
ANSWERS

28 Unit 1
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2 Where were you last night?
ANSWER
Grammar b at home
be: past simple (affirmative and negative, interrogative
and short answers)
Past time expressions
Information questions with was / were words or phrases.
Prepositions of place • Play the CD again. Students listen and repeat chorally,
There was / There were then individually.
Vocabulary Exercise 2 Comprehension

House and furniture • Students read and complete the sentences with
adjectives from the dialogue.
Communication • If students need more support, ask them to underline all
Describing your bedroom the adjectives in the dialogue.
Pronunciation: /ð/ • Students can compare answers in pairs.
Skills ANSWERS
Reading: A brochure about top places to visit in South 1 terrible 2 angry 3 bad 4 bored
America
Listening: A phone conversation about a holiday Consolidation
Speaking: Describing an old place • Encourage students to make a note of any new words
Writing: A description of an old place and phrases from the dialogue in their vocabulary
books. Remind them to write translations or examples.
Topic
Tourism Language focus page 19
Aim
Presentation page 18 To practise the target language in a new context
Aim Exercise 3 Dialogue focus

To present the new language in a motivating context • Students read the jumbled sentences and questions, and
then write them in the correct order. Remind them to look
Story back at the dialogue on page 18 if necessary.
Kate is telling Dev about a concert she went to the previous • Students can compare answers in pairs. Do not check the
evening. Dev couldn’t go to the concert because he was answers at this point.
playing basketball. Dev’s team lost. Tom wasn’t at the match
Exercise 4 $ 10
and nobody knows why. Tom arrives and Dev asks him
where he was. Tom tells Dev and Kate that his parents won’t • Play the CD. Students listen and check their answers to
let him play basketball any more because he had a bad exercise 3.
report. • Students listen again and repeat chorally, then
individually.
Warm-up ANSWERS / AUDIO CD TRACK10
• Ask students what they can remember from the last part 1
of the photo story. Dev Were you at The Ravens concert last night?
• Ask students to look at the photo. Ask Who can you see? Kate Yes, I was. It was great.
(Dev, Kate, and Tom) Where are they? (At a shopping Dev Was Tom with you?
centre). Kate 1No, he wasn’t.
2
Exercise 1 Read and listen $ 09 Dev There was a game yesterday.
• Give students time to read through the question and the Kate Oh, yeah. 2What was the score?
answer choices before they listen. Dev 60–18! 3We were terrible!
• Play the CD. Students read and listen, and choose the 3
correct answer. Dev 4Where were you last night?
• Check the answer with the class. Tom I was at home. I was in my bedroom.
Kate At home! 5Why were you at home?
Tom 6It wasn’t my fault.
29
29
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Exercise 5 Focus on you Exercise 3 $ 12
• In pairs, students write their own dialogues with the • Students match the furniture in the picture in exercise 1
expressions in the box. Remind them to look back at the with the words. They can do this individually or in pairs.
dialogues in exercise 3 if necessary. • Students can compare answers in pairs.
ANSWERS • Play the CD. Students listen and check their answers.
Students’ own answers. • Students listen again and repeat chorally, then
individually.
Exercise 6 Pairwork
• Draw students’ attention to the Look! box. Model the
• In pairs, students practise their dialogues from exercise 5. pronunciation of refrigerator.
• Monitor and check that students are asking and
answering questions correctly and are swapping roles.
armchair 16 bath 6 bed 2 bookcase 19 chair 10
ANSWERS chest of drawers 1 cooker 15 cupboard 14
Students’ own answers. curtains 9 desk 20 fridge 12 lamp 17 mirror 7
shelf 3 shower 5 sink 13 sofa 18 table 11
toilet 8 wardrobe 4
Vocabulary page 20
Extra activity
House and furniture • In small groups, one student starts to draw a piece
of furniture. The first student who guesses what it is
Aim correctly writes the word on the picture and draws the
To present and practise the rooms in the house and furniture next piece of furniture.
vocabulary: armchair, bath, bathroom, bed, bedroom, • The group who guesses the most pieces of furniture
bookcase, chair, chest of drawers, cooker, cupboard, curtains, correctly in two minutes is the winner.
desk, dining room, fridge, hall, kitchen, lamp, living room,
mirror, shelf, shower, sink, sofa, stairs, study, table, toilet,
wardrobe Exercise 4
• Students work individually or in pairs to match the
Warm-up furniture with the rooms.
• Ask students to look at the picture of the house and see if • Check answers by asking students to read out the
they can name any of the rooms or the furniture. furniture that is in each room.
Exercise 1 $ 11 ANSWERS

1 bed, chest of drawers, shelf, wardrobe
• Students read the names of the rooms and parts of the 2 chair, curtains, table
house in the box and match them with the picture.
3 cooker, cupboard, fridge, sink
• Play the CD. Students listen and check their answers. 4 armchair, lamp, sofa
• Students listen again and repeat chorally, then 5 bookcase, desk
individually.
Exercise 5 Pairwork
a bedroom b bathroom c dining room • Demonstrate the activity by asking a student the example
d kitchen e stairs f hall g living room h study question and eliciting the answer. Ask one or two more
questions to individual students.
Exercise 2 Pairwork • Allow students time to prepare some questions. Students
• Read through the list of words with the class and check then work in pairs to ask and answer the questions, using
that students understand them all. the picture on page 20 to help them.
• Students work in pairs to find the things in the pictures. ANSWERS
You could do this as a race, and see who can find them all Students’ own answers.
first.
• Ask two students to read out the example question and Exercise 6
answer. Students then ask and answer the questions in • To demonstrate the activity, ask a confident student: In
pairs. your home, where’s the shower? Elicit the answer.
• To make this more fun, you could tell students to take • Students work in pairs to ask and answer questions about
it in turns to ask three questions. When they are asking their homes
questions, they can look at their book, but when they are ANSWERS
answering, they must close their book and answer from Students’ own answers.
memory. See who gets all three questions right.
ANSWERS Extra activity 1
Where’s the calculator? It’s in the hall. • Play Hangman with rooms and furniture. This can be
Where’s the mobile phone? It’s in the living room. done in small groups or as a whole class activity.
Where’s the clock? It’s in the bedroom.
Where’s the photo? It’s in the kitchen.
Where’s the football? It’s in the bathroom.
30 Unit 2
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Extra activity 2 Exercise 2
• Students draw a simple diagram of their own house for • Students write the time expressions in the correct order,
from a long time ago to the most recent.
their partner to label the rooms and the furniture.
Consolidation • Check the answers with the class.
• Remind students to make a note of the vocabulary ANSWERS
from this lesson in their vocabulary books. Encourage 1 three months ago 2 last week 3 two days ago
them to record vocabulary in a way which is helpful for 4 yesterday morning 5 yesterday evening 6 last night
them, e.g. using illustrations, translations.
be: past simple (interrogative and short
Further practice answers)
Warm-up
Grammar page 21 • Ask students a couple of past simple questions to elicit
Yes / No answers, e.g. T: Were you at a party last night?, etc.
be: past simple (affirmative and negative) Grammar boxes
• Go through the grammar boxes with the class. Draw
Aim students’ attention to the word order in questions.
To present and practise be: past simple affirmative, negative, • Ask students to look back at the dialogue on page 18 and
interrogative, and short forms; past time expressions; to find an example of a past simple question.
information questions with was / were Rules page 73
Warm-up Exercise 3
• On the board, write Kate … at a concert last night. and elicit • Students write the questions and answers.
the missing word was.
• Ask students to make sentences about where they were
last night using was.
ANSWERS
Grammar box 1 Was Abel at home yesterday? No, he wasn’t.
• Go through the grammar box with the class. 2 Was Jessica in Brazil last summer? Yes, she was.
• Draw students’ attention to the singular and plural forms, 3 Were Jack and Ryan at football on Sunday? Yes, they were.
and the fact that the negative forms was not / were not are 4 Was Johnny Depp in the film Quantum of Solace?
contracted (wasn’t / weren’t). No, he wasn’t.
• Explain that was / were are used to talk about the past.
• Ask students to look back at the dialogue on page 18 and Information questions with was / were
to find examples of the past simple.
Warm-up
Rules page 73
• Review question words with the class.
Exercise 1 Grammar box
• Students complete the sentences. Remind them to look • Go through the grammar box. Draw students’ attention to
back at the grammar box if necessary.
the question words and word order.
Rules page 73
ANSWERS
Exercise 4
1 was 2 were 3 wasn’t 4 wasn’t 5 were • Students read the answers and complete the questions.
6 weren’t • Students can compare answers in pairs.
Past time expressions ANSWERS
Grammar box 1 were you 2 were you in Spain 3 was the film
4 were you in June
• Go through the grammar box with the class, drawing
students’ attention to the different ways of saying Exercise 5 Game!
when something happened in the past, and practise • In pairs, students take turns to ask and complete
pronunciation. questions about each other’s whereabouts at different
• Explain that past time expressions can go at the start or times, using the example dialogue as a guide.
end of a sentence without a change in meaning.
ANSWERS
• Ask students to look back at the dialogue on page 18 and Students’ own answers.
to find an example of a past time expression.
Rules page 73

Unit 2 31
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Consolidation Robert’s room is picture 2.
• Encourage students to make a note of the grammar Vera What was your room like when you were twelve?
and the rules in their grammar books. Remind them to Robert It was OK.
write example sentences or translations to help them. Vera What colour were the walls?
Robert They were white.
Further practice Vera Were there any posters on the walls?
Website; Workbook pages 74−75 Robert Yes, there were. There were posters of Chelsea
football club and Green Day.
Vera Was there a wardrobe?
Communication page 22 Robert Yes, there was, but it wasn’t very big!
Vera What was your favourite thing in your bedroom?
Describing your bedroom Robert My CD player!
Aim Exercise 4 Pairwork

To ask and answer questions to describe your bedroom • In pairs, students ask and answer about their own rooms.
• Remind them to look back at the Learn it, use it! box in
Warm-up
exercise 1 if necessary.
• Review colours and bedroom furniture with the students. • Monitor and check students are asking and answering
Pre-teach wall.
correctly, and make a note of any repeated errors to check
• Alternatively, bring in some pictures of bedrooms from at the end of the lesson.
magazines and give them to small groups of students
to describe. ANSWERS
Exercise 1 $ 13
• Students read through the dialogue individually. Check Extra activity
any new vocabulary. • Ask one or two pairs to act out their dialogues in
• Play the CD. Students read and listen, and choose the exercise 4 for the class.
correct words. • Find out if there is a more popular colour for boys’ and
• Students can compare answers in pairs. girls’ bedrooms.
Further practice
ANSWERS Website; Workbook page 76
1 yellow 2 Daniel Radcliffe 3 small 4 Simpsons
Learn it, use it!

• Draw students’ attention to the Learn it, use it! box and go
through the phrases as a class.
• Ask one or two pairs to ask and answer the questions from
the box.
• Stronger students can use the information in the box, but
substitute the words in brackets with their own words.

• Focus on the phonetic symbol. Read the first question and
answer for students to hear the /ð/ sound.
• Play the CD. Students listen.
• Students listen again and repeat chorally, then
individually.
Exercise 3 $ 15
• Ask students to look at the two pictures and to identify
one or two differences between them, e.g. The curtains are
red in picture 1 but blue in picture 2.
• Play the CD. Students listen and choose the correct room.

32 Unit 2
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Grammar page 23 • Leave out the verb be in some sentences and some and
any in others.
Prepositions of place • Ask students to come to the board and complete the
sentences, questions, and answers with the correct words.
Aim Rules page 73
To present and practise prepositions of place Exercise 2
Warm-up • Students use the prompts to write affirmative and
negative sentences, and questions with the correct form
• Using one or two classroom objects, e.g. pen, pencil,
of there was or there were.
rubber, etc., put them on / under / behind a desk / a book,
etc., and elicit one or two prepositions of place. • Students can compare answers in pairs.
• Go through the pictures with the class, modelling the • Check the answers with the class.
pronunciation of each preposition, and making sure ANSWERS
students understand each one. 1 There was a rucksack under the bed.
Rules page 73 2 There weren’t any trainers on the bed.
• Ask students to put objects in different places and to make 3 Was there a computer in the bedroom?
sentences about them, e.g. The book is under the desk. 4 There were shoes next to the desk.
Exercise 1 $ 16 Exercise 3 Game!

• In pairs, students look at the picture, read the sentences, • Give students a minute to look at the picture in exercise
and choose the correct preposition. 2, then ask them to close their books. Students write
• Play the CD. Students listen and check. sentences about the picture. Set a time limit.
• Students listen again and repeat chorally, then individually. • Ask students to stop writing, and ask them in turn to read
out their sentences. Correct any mistakes, and award a
ANSWERS / AUDIO CD TRACK 16 point for each correct sentence. See who has the most
The ball was near the dog. points at the end.
1 The cat was on the chair.
2 The lamp was behind the chair. ANSWERS
3 The sink was between the cooker and the fridge. Students’ own answers.
4 The cupboard was opposite the window. Finished?
5 The dog was in front of the fridge.
6 The sink was next to the fridge.
• Students write five sentences about their own bedroom
when they were eight.
7 The mouse was in the cupboard.
8 The shoes were under the chair. • They can swap sentences with a partner to check and
correct.
Extra activity • Ask one or two students to read out their descriptions to
• Call out one of the objects from the picture in exercise the class.
1. Ask students to say the preposition of place and the ANSWERS
place for that object, e.g. T: cat SS: on the chair, etc. Students’ own answers.
Extra activity 1
There was / There were
• In groups, students take turns to describe a place where
they have been earlier in the day using there was / there
Aim were but without saying what the place was. The other
To present and practise There was / There were students must guess where the person was, e.g. S1:
There was a cooker, a fridge, and a sink. S2: You were in
Warm-up
the kitchen.
• Books closed, review the meaning of there is / there are
with the class. Elicit the negative forms there isn’t / there Extra activity 2: Kim’s game
aren’t and write all four forms on the board.
• Play with some classroom objects on a tray. As each
• Ask the class what they think the past simple forms are item is removed students must say There was a … or
(there was, there were, there wasn’t, there weren’t). Elicit each There were some … to identify the missing object(s).
one and rub out the present simple forms as you do so,
replacing each one with its past simple form.
Consolidation
Grammar box • Remind students to make a note of the grammar rules
• Go through the grammar box with the class, drawing and examples in their grammar books. Encourage them
students’ attention to the singular and plural forms. to make notes to help them remember the rules.
• Explain that some or a number can be used after there
were and before a plural noun. Explain that any can be
Further practice
used after there weren’t and before a plural noun.
• On the board, write similar affirmative and negative
sentences, questions, and short answers.
Unit 2 33
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Skills pages 24−25 Extra activity 1
• Return to students’ initial statements about the two
Reading cities from the warm-up activity and tick those which
were correct.
Aim
To read and understand a brochure about popular Extra activity 2
attractions in South America • In groups, students each decide which place they
would most like to visit and give reasons why. Ask one
Background notes person from each group to feed back to the class with
• Machu Picchu was built in south-east Peru. It was the most popular place in their groups and the reasons
occupied by the Incas, whose civilization dates back to support it. Find out which of the two places is the
to the 13th century AD. Beginning as a tribe in Cuzco more popular.
in south-east Peru, the Incas expanded widely to form
the Inca Empire in 1438. The empire occupied a large
area of western South America and became the largest Listening
pre-Colombian empire in America. The empire ended
in 1532, when it was conquered by the Spanish. Aim
• Machu Picchu was declared a UNESCO World Heritage To listen to and understand a conversation about a holiday
Site in 1983.
Warm-up
• Jesuit priests founded the San Ignacio Guazú mission
in the early 17th century in Brazil, but attacks by • Ask students to look at the photo and ask if they know the
Portuguese Bandeirantes forced the mission to move city (Cuzco) and where it is (south-east Peru). Ask if any
and in the late 1690s, the San Ignacio Miní mission students have been there.
was built in Argentina using the local red sandstone. • If you haven’t already done so, explain the link between
The mission flourished until Charles III of Spain ordered Cuzco and Machu Picchu (they were both inhabited by
the expulsion of the Jesuits from all Spanish lands in the Incas).
1797 and San Ignacio Miní was abandoned a year later.
In 1984 the ruins of San Ignacio Miní were declared a Exercise 2 $ 17
World Heritage Site by UNESCO. • Give students a few minutes to read the answer options
before they listen.
Warm-up • Play the CD. Students listen and choose the correct
answers.
• Tell students to look at the photos and ask Do you know
these places and where they are? (Machu Picchu in Peru • Check the answers with the class. Play the CD again if
and San Ignacio Miní in Argentina) Do you know anything necessary.
about them? Write any information or guesses from ANSWERS / AUDIO CD TRACK 17
students on the board and keep them there until the end 2 b 3 c 4 a 5 b 6 c
of the reading activity. Girl Hi, Stevie. Was your holiday good?
Boy Fantastic, thanks. I was in Peru.
Exercise 1 Girl Peru! Were you with your family?
• Before students read the text in detail, ask them to read it Boy I was with my sister. Amy’s a student in Lima, the capital.
quickly and find out which place was bigger (San Ignacio She is studying the Incas.
Miní). Girl Were you in Lima all the time?
• Students read the text again and decide if the sentences are Boy No, only for two days. After that, we were in Cuzco and
true or false. Remind them to correct the false sentences. Machu Picchu. It was a four-day programme with three
• Students can compare answers in pairs. days in Cuzco and one day in Machu Picchu.
Girl Was Cuzco good?
Boy Yes. It was the capital city of the Incas. There are a lot of
• Encourage stronger students to give you evidence from old buildings there, but there are also some good shops
the text for the true answers. and restaurants. It’s a great place.
ANSWERS Girl Is Cuzco by the sea?
1 True. Boy No, it’s in the mountains. It’s 3,350 metres high. Lima is
2 False. There were about 200 buildings in the city. only about 150 metres so we were very tired on the first
3 False. There were about 750 people in the city. day in Cuzco.
4 True. Girl Is Machu Picchu far from Cuzco?
5 False. There were about four thousand people in the Boy It’s about 112 kilometres. You can walk, or go by car, or
mission. take the train. The train journey was four hours. Then there
6 There were many buildings in the mission. was 25 minutes in a bus. Machu Picchu is 2,350 metres up
7 True. so it was a bit scary.
Girl Was it cold in the mountains?
Boy No, it wasn’t. It was very warm. We were lucky because
there was no rain. What about you?
Girl Me? Oh, I was …
34 Unit 2
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Speaking • Stronger students can complete the paragraph from
memory and then use the information in exercise 3
Aim to check.
To ask and answer questions about Pompeii • Students can compare answers in pairs.
Background notes ANSWERS
• Pompeii was destroyed and buried during a volcanic 1 Naples 2 Romans 3 Vesuvius 4 volcano
eruption which lasted two days. It lay abandoned 5 79 AD 6 10,000 7 2 o’clock
under nearly three metres of ash and pumice until it
was accidentally rediscovered in 1592. Now a UNESCO Exercise 5
World Heritage site, it reveals a detailed picture of life • Students write a paragraph about the Parthenon. They use
during the Roman era and receives about 2,500,000 the model paragraph in exercise 4 and the information in
visitors each year. exercise 3 to help them.
• The Acropolis in Athens is a group of buildings mostly • Monitor and check that students are using the
used for religious purposes. The Parthenon is the information correctly, and make a note of any repeated
most famous of these buildings and is dedicated to errors to check at the end of the lesson.
Athena, the Greek goddess of wisdom. The sculptures • Ask one or two students to read out their paragraphs to
at the Parthenon are believed to be some of the finest the rest of the class.
examples of ancient Greek art.
• Then students write a different paragraph about an old
place they know. If it helps, you could ask the students
Warm-up to choose from the UNESCO World Heritage sites in one
• Books closed. Write Pompeii and the Parthenon on the country to narrow the choice a little.
board and ask students Which countries are these places in? • Remind them to make notes based on the questions in
(Pompeii is in Italy and the Parthenon is in Greece.) exercise 3 and to do a first draft. Students can swap drafts
with a partner, who corrects the mistakes.
Exercise 3 Pairwork
• They can then write a final version for homework. They
• In pairs, students take a few minutes to look at the factfile can add photos or illustrations if they want.
about Pompeii. They then take turns to ask and answer
about the town using the question prompts. • Display the paragraphs in the class.
• Monitor and check that students are taking turns to ask ANSWERS
and answer, and that they are using the past simple be Students’ own answers.
questions correctly. Make a note of any repeated errors to
check at the end of the lesson. Extra activity
• Ask one or two pairs to report back to the class on what • As a class, look at the paragraphs together. Does the
they found out about Pompeii. class have a favourite place?
ANSWERS Further practice

Where was the town of Pompeii? Under a volcano. Workbook page 77
What was the name of the volcano? Vesuvius.
What important city was near Pompeii? Naples.
Who were the people there? The Romans.
Was it a big city? There were about 10,000 people in
Pompeii.
When was the eruption? It was in 79 AD at 2 p.m.
Writing
Aim
To write a paragraph about Pompeii and the Parthenon
Warm-up
• Books closed. Ask students one or two questions about
Pompeii to see what they can remember, e.g. Who was in
Pompeii? (The Romans) What was the name of the volcano?
(Vesuvius) Was the eruption in the morning? (No, it was in
the afternoon.)
Exercise 4
• Students complete the paragraph with information about
Pompeii. Remind them to look back at the factfile in
exercise 3 if necessary.

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A Review
Grammar Exercise 4
Present simple / Present continuous answers
Possessive pronouns 1 was 2 Was 3 wasn’t 4 was
5 were 6 were 7 Were 8 weren’t
be: past simple (affirmative and negative, interrogative
9 were 10 were 11 was 12 was 13 was
and short answers)
Past time expressions Exercise 5
Information questions with was / were 1 under 2 ours 3 opposite 4 were
Prepositions of place 5 their 6 Whose
There was / There were My Progress
• Students read the sentences and choose the faces that
Vocabulary are true for them.
Physical descriptions: beard, black, blond(e), blue, brown,
• If students have fewer than three smiley faces, encourage
curly, eyes, freckles, glasses, hair, heavy, long, moustache,
them to review the grammar or vocabulary of the
red, short, shoulder-length, slim, spiky, straight, tall, wavy
previous two units and do more practice.
House and furniture: armchair, bath, bathroom, bed,
bedroom, bookcase, chair, chest of drawers, cooker, Songs
cupboard, curtains, desk, dining room, fridge, hall, kitchen, The following songs would be appropriate to use at
lamp, living room, mirror, shelf, shower, sink, sofa, stairs, this point:
study, table, toilet, wardrobe • Angels by Robbie Williams (present simple / present
continuous)
• Tom’s Diner by Suzanne Vega (present simple / present
Review A page 26 continuous)
• Thank You for the Music by ABBA (present continuous)
Vocabulary • Yesterday by the Beatles (past simple and past time
Exercise 1 expressions)
• A Year Ago Today by Delta Goodrem (past simple and past
ANSWERS
time expressions
body: heavy, slim, tall
eyes: blue, brown, green • Umbrella by Rihanna (prepositions of place)
face: beard, freckles, glasses, moustache • Yours and Mine by Kyle Park (possessive pronouns)
hair: black, blond(e), brown, curly, long, red, shoulder-
length, spiky, wavy
Exercise 2
ANSWERS
1 kitchen 2 stairs 3 wardrobe 4 armchair
5 bathroom 6 cooker
Grammar
Exercise 3
ANSWERS
1 come 2 stay 3 ’m sitting 4 ’m watching
5 is playing 6 are you doing
Background notes
• Bob Marley (1945–1981) was a Jamaican singer-
songwriter famous for his reggae music. Three Little Birds
is a song from his 1977 album Exodus which was named
Album of the Century by Time Magazine in December
1999. The song was released as a single in 1980.

36
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A Culture club
Grammar Consolidation
Present simple Remind students to make a note of any new words
Prepositions of place or phrases from the lesson in their vocabulary books.
Encourage them to add translations if it will help them.
Vocabulary
House and furniture Further practice
Workbook pages 68−77
Topic
Different types of homes around the world
Culture club A page 27

Warm-up
• With books closed, review countries by putting students
into pairs and giving them two minutes to write down as
many countries as they can.
• After two minutes, bring students’ ideas together on the
board. See who got the most correct answers.
• Point to the countries on the board and elicit the
nationalities.
Exercise 1
• Point to the photos and teach the words flat and boat.
• Students read the article and match the writers with their
homes.
ANSWERS
2 Sarah 3 Futoshi 4 Miguel
Exercise 2
• Students read the article again and answer the questions.
• Check the answers with the class. Check students
understand floor, outside, porch, and view. Ask What’s the
plural form of porch? Why? (porches, because the word
porch ends in -ch).
ANSWERS
2 It’s on the 34th floor.
3 It’s on the River Thames in London.
4 There are five rooms.
5 It’s near Kyoto in Japan.
6 There’s a desk and a futon, but there isn’t a bed.
7 It’s a ranch.
8 It’s nearly 200 years old.
Exercise 3 Focus on you

• Students write a paragraph about their home.
• Students can swap paragraphs with a partner who
corrects any mistakes.
• They then produce the final draft and add photos or
illustrations if they want.
• You can display the paragraphs around the class.

37
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3 You failed another test!
ANSWER
Grammar c a basketball player
Past simple: regular verbs (affirmative, spelling variations)
Pronunciation: regular verb endings with the sounds /d/,
/t/, and /ɪd/
Past simple: irregular verbs (affirmative) words or phrases.
• Play the CD again. Students listen and repeat chorally,
Vocabulary then individually.
Jobs
Communication • Students read the dialogue again and complete the
Apologizing and making excuses sentences with the initials.
Pronunciation: /ɒ/ and /əʊ/ • They can compare answers in pairs.
Skills
ANSWERS
Reading: A biography of Christopher Columbus 1 T 2 MJ 3 CC 4 T
Listening: A biography of Henry VIII
Speaking: A presentation of the life of William Consolidation
Shakespeare or Marie Curie • Remind students to make a note of any new words or
Writing: A description of the life of William Shakespeare phrases from the dialogue in their vocabulary books.
or Marie Curie Encourage them to write translations if it helps them.
Topics
Sports personalities Language focus page 29
Jobs people do
Famous people from the past Aim
Exercise 3 Dialogue focus

Presentation page 28 • Students read the dialogues, and find and correct
the mistakes.
Aim
• Students can compare answer in pairs. Do not check
To present the new language in a motivating context answers at this point.
Story Exercise 4 $ 19

Dev and Tom are discussing why Tom isn’t studying hard • Play the CD. Students listen and check their answers.
enough at school. Tom says he doesn’t have to study to be • Students listen again and repeat chorally, then
a basketball player. Coach Carson calls Tom to his office and individually.
tells him he must do well in the maths test on Wednesday or
he won’t play basketball for the school team again.
1 Dev I don’t believe it, Tom! You failed another maths test.
Warm-up Why aren’t you studying?
• Ask students what they can remember from the last part Tom I don’t want to be a doctor or a lawyer. I want to be a
of the photo story. basketball player.
Dev But Tom, we can’t win without you.
• Ask students to look at the photo and ask Who can you 2 Tom Look at Michael Jordan. He wasn’t great at school,
see? (Dev, Tom, and Coach Carson) Where are they? (In the
but he played for the Chicago Bulls and he won eight
school sports hall.) What are they doing? (Dev and Tom are
NBA championships.
talking.)
Dev Are you serious? Do you think you’re Michael Jordan?
Exercise 1 Read and listen $ 18 3 CC I spoke to your mum yesterday.
Tom Really? That’s great. So, can I play again?
• Students read through the answer choices before
CC No, you can’t. You did badly in your test again.
they listen.
• Play the CD. Students read and listen, and choose the
correct answer.
• Check the answer with the class.

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Exercise 5 Focus on you ANSWERS
• Students use the information on the cards and write -ist journalist -ian electrician -man postman
about the sports personalities. You could point out that -ant accountant / shop assistant - or doctor
Tom was exaggerating when he said that Michael Jordan
Extra activity
won eight NBA championships. The correct number is six.
• Alternatively, students can choose the sports personality
• In small groups or as a whole class, students see how
many more jobs they can think of for each ending. They
they like most and only write about that person.
can use dictionaries for the task. You can write the jobs
ANSWERS on the board under each ending.
Exercise 6 Pairwork Exercise 3

• In pairs, students choose one of the personalities from • Students write the names of the jobs.
exercise 5 and describe them to a partner. • Remind them to look back at the jobs in exercise 1 if
• Ask some pairs to tell the rest of the class about the necessary.
personalities. • Students can compare answers in pairs.
ANSWERS • Check the answers with the class.
Students’ own answers. ANSWERS
1 postman 2 journalist 3 hairdresser
4 shop assistant 5 factory worker
Vocabulary page 30
Extra activity
Jobs • Students write definitions for the remaining jobs in
exercise 1. Encourage them to use dictionaries if they
Aim need help with vocabulary.
To present and practise vocabulary for jobs: accountant, • They swap definitions with a partner and guess
doctor, electrician, engineer, factory worker, hairdresser, the jobs.
journalist, lawyer, office worker, postman, shop assistant, • Alternatively, ask volunteers to read out their definition
teacher to the class and the class guesses which job it is.
Warm-up
• Ask students one or two questions about jobs, e.g. What’s Exercise 4 Pairwork
my job? What’s your mum’s job? What’s your dad’s job? • In pairs, students talk about jobs they want to do when
they leave school.
Exercise 1 $ 20 • Monitor and help as necessary, making sure that students
• Students match the pictures with the words in the box. are taking turns to ask and answer questions.
• Play the CD. Students listen and check their answers. • Ask one or two pairs to report back to the class. Are there
• Students listen again and repeat chorally, then any interesting jobs?
individually.
Extra activity
1 journalist 7 shop assistant
• Play Hangman to practise the spelling of different jobs.
2 postman 8 engineer
3 teacher 9 hairdresser
Consolidation
4 doctor 10 lawyer • Remind students to make a note of the vocabulary
5 accountant 11 factory worker from the lesson in their vocabulary books. Encourage
6 electrician 12 office worker them to illustrate the jobs or to add translations to help
them remember them.
Extra activity
• In small groups or as a whole class, students choose a Further practice
job and mime it. The others guess which job it is. Website; Workbook page 79
Exercise 2
• Go through the Look! box with the class.
• Give an example for each ending, e.g. teacher, pianist,
beautician, businessman, accountant, actor.
• Students complete the endings with examples from
exercise 1.
• Students can compare answer in pairs.

Unit 3 39
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Grammar page 31 ANSWERS
1 1 waited 2 stopped 3 arrived
2 1 studied 2 helped 3 phoned 4 talked
Past simple: regular verbs (affirmative)
Aim • Play the CD. Students listen and repeat chorally, then
To present and practise the past simple affirmative of regular individually.
verbs and spelling variations • Refer students to the rules on page 78. Ask them to repeat
the sounds in bold so that they understand the difference
Warm-up
between voiced and unvoiced sounds. As a helpful
• Write the word play on the board and elicit or give the reminder, explain that the different pronunciations of -ed
past simple played. exist simply to give the easiest ways of pronouncing it, e.g.
Grammar box to pronounce -ed in wanted as /d/ would be very difficult!
• Go through the grammar box with the class. Ask students Transcript Student’s Book page 31
what they notice about the ending for the past simple Rules page 78
regular verb play. Draw students’ attention to the fact that
Exercise 4 $ 22
it is the same form for all persons.
• Ask students to look back at the dialogue on page 28 and • Play the CD. Students listen and write the verbs in the
correct column.
to find an example of a past simple regular verb.
• Refer them to the rules on page 78 if necessary. • Stronger students can put the verbs in the correct
column, and then listen and check.
Rules page 78
Exercise 1 • Students listen again and repeat chorally, then
• Elicit or explain the meanings of the verbs in the box. individually.
• Students complete the sentences with the past simple ANSWERS / AUDIO CD TRACK 22
form of the verbs in the box. /d/ lived opened
• Check the answers with the class. /t/ helped talked watched
/ɪd/ decided ended needed started waited
ANSWERS
decided /ɪd/ ended /ɪd/ helped /t/ lived /d/
1 listened 2 started 3 helped 4 walked
needed /ɪd/ opened /d/ started /ɪd/ talked /t/
5 opened 6 talked
waited /ɪd/ watched /t/
Extra activity Extra activity
• If students need more practice with the past simple • In pairs or as a whole class, call out the base form of a
regular form, call out the verbs from the box in exercise
verb from the lesson. Ask students to give you the past
1 again for students to give you the past simple form.
simple form and the pronunciation of the ending, e.g.
T: cry S1: cried S2: /d/.
Spelling variations − past simple regular
Finished?
Aim • Students write sentences about what they did yesterday
To present and practise spelling variations of past simple evening and last Saturday using the verbs from the lesson.
regular verbs • In pairs, students tell each other what they did.
Grammar box
• Ask one or two pairs to report back to the class.
• Go through the grammar box with the class. Draw ANSWERS
students’ attention to the spelling changes for the Students’ own answers.
different endings.
Extra activity
• Give one more verb for each rule, e.g. + -ed asked,
+ -d liked, -y + -ied tried, double consonant + -ed planned.
• Play Hangman with sentences in the past simple using
regular verbs, e.g. L a s t n i g h t I s t u d i e d.
• Refer students to the rules on page 78 if necessary.
Rules page 78 Consolidation
Exercise 2 • Remind students to make a note of the grammar and
the rules from this lesson in their grammar books.
• Explain or elicit the meanings of the verbs in the box.
Encourage them to write examples or translations that
• Students read and complete the sentences with the past will help them remember.
simple form of the verbs in the box.
• Monitor and check that students are using the spelling Further practice
rules correctly. Website; Workbook page 79

40 Unit 3
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Communication page 32 • Check the answers with the class. You can write the
sounds on the board and ask volunteers to come up and
write the words under the correct sound.
Apologizing and making excuses
Aim 1 on 2 sorry 3 stop 4 go 5 home 6 photo
To present and practise the language for apologizing and don’t /əʊ/
making excuses go /əʊ/
got /ɒ/
Warm-up home /əʊ/
• Ask students if they know what to say in English when on /ɒ/
they make a mistake. Elicit or give I’m sorry. photo /əʊ/
sorry /ɒ/
Exercise 1 $ 23 stop /ɒ/
• Before students listen, give them a few minutes to read
the answer choices. Extra activity
• Tell them they don’t need to understand every word in • If students need more practice, write words from
the dialogue at this point. exercise 3 on the board in a different order for them
to pronounce.
• Play the CD. Students listen and choose the correct words.
Exercise 4 Pairwork
• Go through the Look! box with the class, drawing students’
attention to the difference between Excuse me (used to • In pairs, students take turns to apologize for one of the
attract attention) and Sorry (used to apologize). actions in the box and then to reply. Remind them to
look back at the dialogues and the Learn it, use it! box in
ANSWERS / AUDIO CD TRACK 23 exercise 1.
1 David Excuse me, Mr Clarke.
Mr Clarke Yes, David. What is it? Further practice
David I’m sorry, but I haven’t got my 1English book today. Website; Workbook page 81
Mr Clarke Where is it?
David I left it 2at home.
Mr Clarke Never mind. You can 3bring it tomorrow.
David Thanks, Mr Clarke.
2 Pam Hi, Ben. Have you got my 1CD?
Ben Oh, I’m sorry. It’s at 2home.
Pam It doesn’t matter. Bring it back on 3Monday.
Learn it, use it!

• Go through the Learn it, use it! box with the class. Ask
students to find examples of the expressions in the
dialogue. Draw students’ attention to the different ways of
responding to an apology.
• Ask one or two pairs to act out the dialogues in exercise 1
for the rest of the class.

individually.
• If students need more practice, write the words and
sounds on the board, and pronounce them in an
exaggerated way. Draw students’ attention to the shape
the lips make to produce these sounds.
Exercise 3 $ 25
• Play the CD. Students listen and write the words in the
correct column according to the pronunciation.
• Stronger students can read the words and write them in
the correct column, then listen and check.

Unit 3 41
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Grammar page 33 Exercise 3
• Students read and complete the blog post with the past
Past simple: irregular verbs (affirmative) simple form of the verbs in brackets.
Aim • Check the answers with the class.
To present and practise the past simple of irregular verbs ANSWERS
1 stayed 2 arrived 3 looked 4 had 5 went
Warm-up 6 told 7 took 8 walked 9 saw 10 sat 11 ate
• Write one or two base forms on the board and elicit the 12 enjoyed
irregular past simple, e.g. come – came.
Extra activity
Grammar box
• Books closed. Read out the blog post, stopping at each
• Go through the grammar box, checking the meaning gap for students to give you the correct verb.
and pronunciation of any unknown verbs. Draw students’
attention to the different forms and explain that there are
• Alternatively, you could use the completed text as a
dictation and read it out sentence by sentence.
no patterns for irregular forms, but they can be grouped
according to sound to make them easier to remember.
• Ask students to look back at the dialogue on page 28 to Exercise 4 Game!
find an example of a past simple irregular verb. • In groups of three, students make a story using the past
• In pairs or small groups, students put the past simple simple of the verbs in the list. They must repeat what the
verbs into groups according to sound to help them to student before them says and add a new sentence with
remember them. Students should match verbs with the the correct verb each time.
same vowel sound, e.g. • Monitor and check that students are using the past simple
came, ate, gave, made correctly and make a note of any errors to check at the
did end of the lesson.
drank, had, ran • Ask groups to tell their stories to the rest of the class.
got ANSWERS
went, left, met, read, spent Students’ own answers.
rode, spoke, wrote
saw Extra activity
took • Ask students to vote for the best story.
won
• Remind them that the past simple has the same form for
all persons.
Finished?
Rules page 78
• Students write their stories from exercise 4. They can add
illustrations if they wish.
Exercise 1 ANSWERS
• Students complete the past simple forms of the verbs. Students’ own answers.
Stronger students can cover the grammar box above
while they do the exercise.
Further practice
answers
1 came 2 did 3 drank 4 ate 5 got
6 gave 7 went
Exercise 2
• Students choose the correct verbs in the sentences.
ANSWERS
1 wrote 2 read 3 took 4 saw 5 made 6 went
Extra activity
• If students need more practice with the irregular forms,
call out the base forms from the grammar box for
students to give you the past simple form.

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Skills pages 34−35 ANSWERS
1 west 2 three 3 Caribbean 4 India 5 plants
6 12th October
Reading
Extra activity
Aim • Give students a few minutes to read and memorize the
To read and understand a history book text about the details from the text.
famous explorer, Christopher Columbus • In small groups, ask students the following questions:
Where was Columbus born? (Genoa) Who were the king
Warm-up
and queen of Spain in 1492? (Ferdinand and Isabella) What
• Ask students if they know anything about Christopher did they give Columbus? (Money for the journey), etc.
Columbus. If so, elicit the information and write it on
the board.
• The group with the most correct answers is the winner.
Background notes Listening

• Europe is the world’s second smallest continent and
has 50 countries including Spain and Italy. Italy lies in Aim
southern Europe and Spain is in south-west Europe on
To listen to and understand a biography of Henry VIII
the Iberian Peninsula.
• Christopher Columbus was an Italian explorer from the Warm-up
15th century. His voyages across the Atlantic led to the • Tell students to look at the pictures and ask if they know
discovery of the Americas. how the two people were related. Write their guesses on
• Genoa is an important seaport in the north of Italy. It is the board.
thought that Christopher Columbus was born there.
• King Ferdinand and Queen Isabella of Spain were both Exercise 2 $ 26
born in the 1450s. They were keen to discover new • Give students time to read the answer choices before
lands overseas and financed Christopher Columbus on they listen.
his journeys to discover the Americas. • Play the CD. Students listen and choose the correct words.
• The Americas is the collective term for the continents of • Check the answers with the class.
North and South America.
• North America consists of 23 countries and its area 1 loved 2 17 3 Catherine of Aragon 4 son 5 1547
encompasses the Caribbean. 6 popular
• The Caribbean is a region which consists of the Henry the eighth was a very famous English king. He was
Caribbean Sea and its islands. It is located south-east of born near London in 1491. He was a very good-looking
North America. young man and he was a very good athlete. He loved sports.
• Cuba is an island country in the Caribbean. The capital He was also a good student. His favourite subjects were
city is Havana and it is the country’s largest city. Spanish Latin, maths, astronomy, and music.
is the official language on the island, although the When Henry was seventeen, he became king of England and
island declared itself independent from Spain in 1868. he married the Spanish princess, Catherine of Aragon. They
• San Salvador is the capital city and the largest city in El had a daughter, Mary, but Henry wanted a son to become
Salvador, in Central America. king after him.
• Asia is the world’s largest continent. It has 47 countries Henry decided to divorce Catherine and he married his
including India. second wife, Anne Boleyn. They also had a daughter,
Elizabeth, but they didn’t have a son.
• Africa is the world’s second largest continent. It has 54
But his next wife, Jane Seymour, gave Henry a son, Edward.
countries.
Henry died in 1547. His son Edward became king, but died
very young. In the end, Henry’s second daughter Elizabeth
Exercise 1 became the Queen of England and ruled for 44 years. She
• Before students read the text in detail, ask them to skim was a very successful and popular queen.
the text and to find out the following: the names of the
three ships (the Niña, the Pinta, the Santa María) and two Extra activity
dates (3rd August 1492, the day the ships left Spain; 12th • Go back to the students’ guesses at the beginning of
October, Columbus Day). the listening activity. Tick the correct guesses.
• Students read the text and complete the sentences.
• Remind them to read the sentences before they complete Consolidation
them. Encourage them to think about the meaning of the • Encourage students to make a note of any new
whole sentence before they fill in each gap. vocabulary from the reading and listening texts in their
• Students can compare answers in pairs. vocabulary books.
• Check any unknown vocabulary with the class.

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Speaking • Students write a final draft of their paragraphs in class or
for homework.
Aim • Encourage them to add a picture or photo to their
To give an oral presentation of a famous person final version.
Background notes Extra activity

• For information about William Shakespeare go to the • Students can research a famous person of their choice
background notes in Unit 1 on page 28. and write a paragraph about them.
• Marie Curie was a Polish physicist and chemist. She was • The paragraphs can be displayed in the classroom.
awarded Nobel Prizes in physics and chemistry. She was
born in Warsaw in 1867 and died in 1934. She is said to Further practice
have created the theory of radioactivity and she helped Workbook page 82
establish some of the first studies into the treatment of
certain types of cancer. Her husband was Pierre Curie, a
French physicist.
Warm-up
• Ask students to look at the pictures and ask Do you know
the people? Where were they from? (Shakespeare was from
England and Marie Curie was from Poland).
Exercise 3
• In pairs or small groups, students choose one of the
people and read the notes about their lives.
• They prepare an oral presentation from their notes.
Encourage them to expand the notes into full sentences
and refer them back to the listening text in exercise 2 if
necessary.
• Students can practise in pairs or groups.
• Ask one or two pairs, or groups, to give their presentation
to the class.
ANSWERS
Extra activity
• Students can ask questions about the person in the
oral presentation and the speaker must be prepared to
answer the questions.
Writing
Aim
To write a short paragraph about the life of William
Shakespeare or Marie Curie
Warm-up
• Books closed. Ask students What do you remember about
Shakespeare and Marie Curie?
Exercise 4
• Individually or in pairs, students plan their paragraph
using their notes from exercise 3.
• Remind them to think about the structure and the order
of the information in their paragraphs. They can look back
at the reading text in exercise 1 if necessary.
• Students write a first draft and swap with a partner or
another pair.
• The partner corrects any mistakes.

44 Unit 3
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4 What did you do last night?

Grammar
then individually.
Past simple (negative, interrogative, and short answers)
Question words + past simple Exercise 2 Comprehension
• Students read the dialogue again and answer the questions.
Vocabulary • They can compare answers in pairs.
Films • Check the answers with the class.
ANSWERS
Communication
1 Her favourite actor is Tobey Maguire.
Buying a cinema ticket
2 He likes action and fantasy films.
Pronunciation: /s/, /k/, and /tʃ/ 3 They decide to watch The Chronicles of Narnia on DVD.
Skills Extra activity

Reading: An interview about Logan Lerman • In pairs, students can act out the dialogue. Ask one or
Listening: A conversation about a film two pairs to act it out for the rest of the class.
Speaking: Discussing a film
Writing: A description of two films
Consolidation
• Remind students to make a note of any new words or
Topic phrases in their vocabulary books in a way that will help
them remember them.
Films people like to watch
Presentation page 36 Language focus page 37

Aim Aim
To present the new language in a motivating context
Story • In pairs, students read the dialogues and reorder the
Tom and Kate are discussing what they did the night before. sentences.
Kate watched Spider-Man 3 on TV. Tom says he didn’t watch • Remind them to look back at the dialogue in exercise 1 if
it because he saw it at the cinema ages ago and didn’t like it. necessary. Do not check the answers at this point.
They then discuss what films they like and Kate invites Tom
to watch a DVD at her house. At first he refuses, saying he Exercise 4 $ 28
has a test, but then changes his mind and decides he will go • Play the CD. Students listen and check their answers to
and watch the DVD. Kate offers to study with him. exercise 3.
Warm-up • Students listen again and repeat chorally, then individually.
• Say to students: Make sentences in the past simple about the ANSWERS / AUDIO CD TRACK 28
last part of the photo story. Elicit their responses. 1 Tom What did you do last night?
• Ask students to look at the photo and ask Who can you Kate I watched Spider-Man 3 on TV. Did you watch it?
see? (Tom and Kate) Where are they? (At school) What other Tom No, I didn’t.
things can you see in the photo? (Other pupils, bags, 2 Tom But I saw it at the cinema ages ago! I didn’t like it. Did
a window, a door, a plant) you like it?
Kate Yes, I did! I love Tobey Maguire! He’s my favourite
Exercise 1 Read and listen $ 27 actor!
• Students read through the answer choices before they listen. Tom Did you like the film or did you like Tobey Maguire?
• Play the CD. Students read and listen, and choose the Kate I liked them both!
correct answer.
• Check the answer with the class. • Students read the example dialogue and then write three
ANSWER similar dialogues using the activities in the box.
c films • Remind them to use the past simple.
ANSWERS
• Go through the dialogue again as a class and the Check Students’ own answers.
words or phrases.

45
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Exercise 6 Pairwork ANSWERS / AUDIO CD TRACK 29
• In pairs, students practise their dialogues from exercise 5. 1 horror film 2 love story / romantic film
3 musical 4 animated film 5 fantasy film 6 comedy
• Monitor and check that they are taking turns to ask and
7 science-fiction film
answer questions, and that they are using the past simple
forms correctly. Exercise 3 $ 30
ANSWERS • Play the CD. Students listen to the film extracts and guess
Students’ own answers. what kind of film they come from.
Vocabulary page 38 • Check the answers with the class.
Films 1 love story / romantic film 2 science-fiction film
3 action film 4 horror film 5 comedy 6 fantasy film
Aim 1 Man I missed you so much when I was away!
To present and practise film vocabulary: action film, animated Woman Me too, my darling. It was an eternity!
film, comedy, fantasy film, horror film, love story / romantic film, Man I never want to leave you again. Giulia, my love.
musical, science-fiction film Giulia, will you marry me?
Woman Oh, Alfredo! Yes, yes!
Background notes 2 Man R3T3. Where is planet Zikton?
• Live Free or Die Hard is the fourth film in the Die Hard Robot My radar system indicates that it isn’t in our solar
action film series. It was released in 2007 and stars system.
Bruce Willis. Man Is it near our galaxy?
Robot Yes, it is. It’s about 20 light years from here.
• 1: The Conjuring (2013) is an American horror film. It
Man And what are life conditions like there?
is the story of ghost hunters Ed and Lorraine Warren
Robot The life conditions are similar to those on planet
who try to help a family terrorized by a supernatural
Earth.
presence in their farmhouse.
Man Good. Set our course for planet Zikton!
• 2: The Great Gatsby (2013) is an adaptation of a novel 3 Woman Oh no! They’re behind us!
of the same name by F. Scott Fitzgerald. It is set in the Man OK, hang on!
1920s and stars Leonardo DiCaprio and Carey Mulligan. Woman OK, I can’t see them now. Oh no! There they are!
• 3: Mamma Mia! (2008) is a musical starring Meryl Streep. Man Get down! They have a gun!
It uses hit songs by the Swedish pop group ABBA. Second man It’s the police! Let’s get out of here!
• 4: Finding Nemo (2003) was written and directed by 4 Woman Hello? Hello, who’s there? Who is it? Hello? Hello?
Andrew Stanton, and won the Academy Award for Best Kevin? Where are you? There’s something wrong
Animated Feature. with the phone. Kevin? Kevin, where are you? Oh,
• 5: Stardust (2007), based on the novel by Neil Gaiman, no! The lights! I can’t see anything! Kevin! Kevin!
5 Scott Gosh, Katie, you’re my best friend! It’s great to talk!
tells the story of a search for a fallen star.
I can call you with all my problems and you always
• 6: Dumb and Dumber (1994) is a comedy about the listen to me! Katie? Katie? I don’t believe it! She put
adventures of two kind but stupid friends. It stars Jim the phone down!
Carrey and Jeff Daniels. Mark So what’s new Scott? Katie never listens to you
• 7: The Hunger Games (2012) is a science-fiction film anyway. Why don’t you talk to the telephone?
and the first in The Hunger Games film series based on Woman Mark, that is just typical! Talk to the telephone!
novels by Suzanne Collins. It stars Jennifer Lawrence as That’s crazy! I don’t believe it … men!
Katniss Everdeen. Mark I’m going out!
Woman So, Scott … can I call you TELE-phone or do you
Warm-up prefer phone?
6 Our story begins a long, long time ago in the far, far away
• Ask students to look at the film stills and ask Do you know kingdom of Fantastica. Here a young he-boy, Atruya, lives
the names of the films? Have you seen any of them?
with his old grandma, helping her to look after their small
Exercise 1 house. Atruya doesn’t know it, but he has superpowers.
One night, Atruya wakes from a very deep sleep …
• Students match the photos with the film types in the box.
• Do not check the answers at this point. Background note
Exercise 2 $ 29 • Monsters Inc. is an animated film made in 2001.
Star Wars is a series of seven science-fiction films.
• Play the CD. Students listen and check their answers to
exercise 1.
Exercise 4 Pairwork
• Ask two students to read the example dialogue aloud.
individually.
• In pairs, students tell their partner about their favourite
• Draw students’ attention to the Look! box so they can see
kind of films using the example dialogue as a model.
when the word film is used.
• Monitor and check that students are using film vocabulary
correctly.
• Ask one
© Copyright Oxford University or two pairs to report back to the class.
Press
46 Unit 4
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ANSWERS ANSWERS
Students’ own answers. 1 My mum didn’t get up at seven o’clock.
2 I didn’t go to the theatre last week.
3 The film didn’t start at eight o’clock.
Consolidation
4 Emily didn’t buy a new mobile phone.
• Remind students to make a note of the vocabulary 5 Sam and Carlos didn’t come to the party.
from the lesson in their vocabulary books. 6 We didn’t eat pizza for lunch.
Further practice Exercise 3

Website; Workbook page 84 • Focus on the photo and ask Who is this? What do you know
about Johnny Depp? Elicit a few answers.
Grammar page 39 • Check that students understand left (leave), sold (sell), and
starred (star).
Past simple (negative) • Students do the quiz. Tell them they should guess the
answers if they don’t know them.
Aim Exercise 4
To present and practise the past simple negative • Point out the answers at the bottom of the quiz. Ask
Warm-up students to check their answers. Ask who got all the
answers right.
• On the board draw two columns headed affirmative and
negative. In the affirmative column write I watched TV last • Read out the example sentences. Point out the differences
night. In the negative column write I watch TV last between the negative form of the past simple and the
night. and see if you can elicit didn’t. Repeat with a different affirmative form.
pair of sentences, but this time leave out the main verb in • Students work individually or in pairs to write negative
the negative sentence, e.g. I went out. I didn’t out. See if and affirmative sentences about Johnny Depp.
you can elicit the verb in its correct form. • Check the answers with the class.
POSSIBLE ANSWERS
Grammar box
He didn’t want to be an actor. He wanted to be a rock
• Go through the grammar box with the class.
musician.
• Draw students’ attention to the use of the full and short
Before he was famous, he didn’t sell cars. He sold pens.
forms of did not for the past simple negative form. Remind
them that the form is the same for all persons and that the In Edward Scissorhands, he didn’t star with Keira Knightley.
past simple negative is formed the same way for regular He starred with Winona Ryder.
and irregular verbs. In The Pirates of the Caribbean films, he didn’t play the part
• Ask students to look back at the dialogue on page 36 and of Will Turner. He played the part of Captain Sparrow.
to find an example of the past simple negative form.
Exercise 5
Rules page 83
• Students complete the diary page with the correct
Exercise 1 affirmative or negative forms of the verbs.
• Students complete the sentences with the past simple • Students can compare their answers in pairs.
negative forms of the verbs in the box. • Check the answers with the class. Ask about each verb Is it
• Remind them to check the grammar box if necessary. affirmative or negative?
• Students can compare answers in pairs. ANSWERS
• Check the answers with the class. 1 didn’t wake up 5 didn’t have 9 didn’t pass
2 left 6 arrived 10 didn’t play
ANSWERS
3 walked 7 had 11 didn’t win
1 didn’t go 2 didn’t clean 3 didn’t do 4 didn’t play 4 was 8 didn’t know
5 didn’t visit
Finished?
Extra activity
• Students tick and cross the things they did / didn’t do
• If students need more practice, call out an affirmative yesterday, and then write sentences.
past simple form for them to give you the negative form.
• They can compare sentences in pairs.
• Ask one or two pairs to read out their sentences to the
Exercise 2 rest of the class.
• Students rewrite the sentences in the negative form.
ANSWERS

Unit 4 47
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Extra activity Learn it, use it!
• Ask students questions about Johnny Depp in exercise • Go through the Learn it, use it! box with the class. Draw
students’ attention to the different ways of asking and
3, e.g.T: When did he leave school? SS: He left school when
answering questions.
he was 15.
• Remind students of the falling intonation of information
Consolidation questions and the rising intonation of Yes / No questions.
• Remind students to make a note of the grammar rules • Ask students to look back at the dialogue and to find
and examples from this lesson in their grammar books. the phrases.
• In pairs, students practise asking and answering questions
Further practice using the information in the box and adding their own
Website; Workbook page 84 suggestions.

Communication page 40 • Focus on the phonetic symbols. Read the words for the
students to hear the sounds.
Going to the cinema • Play the CD. Students listen and repeat chorally, then
individually.
Aim • Play the CD again if necessary.
To present and practise the language of talking about going Transcript Student’s Book page 40
to the cinema and buying tickets
Exercise 3 $ 33
Warm-up • Play the CD. Students listen and choose the correct
• Ask students questions about the cinema and elicit answers.
replies, e.g. How often do you go to the cinema? Where do • Students listen again and repeat chorally, then
you go to the cinema? Who do you go with? How much are individually.
the tickets?
Exercise 1 $ 31 1 c /tʃ/ 2 a /s/ 3 b /k/
• Check that students understand 3D, ticket, and change Transcript Student’s Book page 40
(= money you get back when you pay for something).
• Play the CD. Students listen and complete the dialogues. Extra activity
• Play the CD again. Students listen again and check. • If students need more practice with these sounds, call
out the words from exercise 2 again in a different order
and ask them to identify the sound.
• Go through the Learn it, use it! box with the class, and
check that students understand everything.
Background notes
On the phone … • In Thor: The Dark World (2013), Chris Hemsworth stars
Martha Let’s go to watch High Impact. as the superhero Thor, based on the Marvel Comics
Dan OK. What type of film is it? character.
Martha It’s an action film. And it’s in 3D. • The animated film Frozen (2013) was inspired by Hans
Dan Cool. I love action films. Where is it on? Christian Anderson’s story The Snow Queen and won
Martha It’s on at the 1Free World Cinema. two Academy Awards.
Dan What time does it start?
Martha It starts at half past 2six. Exercise 4 Pairwork
Dan OK. Let’s go and see that then.
• In pairs, students write and practise dialogues, using
At the cinema … the information.
Martha Can I have two children’s tickets for High Impact,
• Monitor and check that they are using the correct
please?
questions and answers. Remind them to look back at the
Assistant How old are you?
dialogue in exercise 1 if necessary.
Martha We’re fourteen.
Assistant OK. That’s 3£22. • Ask one or two pairs to act out their dialogue in front of
Martha Here you are. the class.
Assistant Thank you. Here are your tickets and £8 change. ANSWERS
Martha Which screen is it? Students’ own answers.
Assistant It’s screen 47.
Martha Thank you. Consolidation
• Play the CD again. Students listen again and repeat • Remind students to make a note of any new words and
chorally, then individually. phrases from this lesson in their vocabulary books.
Further practice
48 Unit 4
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Grammar page 41 • Monitor and help as necessary. Make a note of any
repeated mistakes to go through at the end of the class.
Past simple (interrogative and short ANSWERS
answers) Did she get up early? Yes, she did.
Did she go to the gym? No, she didn’t.
Aim Did she phone her grandma? Yes, she did.
To present and practise the past simple interrogative and Did she tidy her bedroom? No, she didn’t.
short answers Did she take the dog for a walk? Yes, she did.
Did she finish her science project? No, she didn’t.
Warm-up
• On the board write Joe went to the cinema last night. See Question words + past simple
if students can change it to a question: Did Joe go to the
cinema last night? Elicit possible short answers: Yes, he did. / Aim
No, he didn’t. To present and practise question words + past simple
• Ask students past simple questions and elicit short
answers, e.g. T: Dani, did you go to the cinema last Warm-up
night? Dani: Yes, I did. / No, I didn’t. • Ask one or two past simple questions and elicit past
simple answers, e.g. T: What did you do last night,
Grammar box Alicia? Alicia: I went to Sandra’s house.
• Go through the grammar box with the class. Draw
students’ attention to the use of did in the interrogative, Grammar box
the word order, and point out that the main verb is not • Go through the grammar box with the class. Draw
repeated in short answers. Remind them that the form is students’ attention to the question words and the
the same for regular and irregular verbs. word order.
• Ask students to look back at the dialogue on page 36 to • Ask students to look back at the dialogue on page 36 and
find an example of a past simple interrogative and to find an example of this type of question.
short answer. • Refer them to the rules on page 83 if necessary.
• Refer them to the rules on page 83 if necessary. Rules page 83
Rules page 83
Exercise 3
Exercise 1 • Students complete the dialogue, using the past simple
• Students write the questions in the correct order. form of the verbs in brackets and completing the
• Ask some students to read out the questions. Correct any short answers.
mistakes. • Remind them to think carefully about the past simple
• Students then write short answers that are true for them. form they need to use.
• Check answers by asking pairs of students to ask and • Students can compare answers in pairs.
answer the questions. • Check the answers with the class.
ANSWERS ANSWERS
1 Did your mum watch TV last night? 1 Did she phone 2 she didn’t 3 did you do 4 Did
2 Did your best friend call you yesterday? you go 5 I didn’t 6 did you see 7 I did
3 Did you go to a party last night? 8 did you think 9 Did she arrive 10 she didn’t
4 Did your sister play football last weekend?
5 Did your history teacher give you a test yesterday? Exercise 3 Game!
Students’ own answers. • In small teams, students write past simple questions with
the words.
Extra activity • Students then have three minutes to ask people in
• In small groups, one student thinks of something they different teams their questions and get the answers. Each
did yesterday. The others ask a maximum of ten past question correctly asked and each answer correctly given
simple questions to guess the activity. The student gets one point.
answering can only give short answers, e.g. S2: Did you • Monitor and check that students are asking and
go to the cinema yesterday? S1: No, I didn’t. answering questions correctly. Make a note of any
• The student who guesses the activity takes the repeated errors to check with the class at the end of
next turn. the lesson.
• The team with the most points is the winner.
Exercise 2 Pairwork ANSWERS
• Read through Lucy’s list of plans and check that students Students’ own answers.
understand everything.
• Elicit the first question and answer from the class: Did she
get up early? Yes, she did.
• Students work in pairs to ask and answer the questions.

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Finished? Warm-up
• Students write five past simple questions to ask their • Ask students to look at the photos and ask Do you know
partner. who the actor is? (Logan Lerman) Which films did he star in?
• They ask their partner the questions and make a note of (The Patriot, the Percy Jackson films, The Three Musketeers,
the replies. Noah) Do you like him / his films?
• Pairs can report back to the class.
Exercise 1
ANSWERS • Students read the text and complete the interview with
Students’ own answers. the missing questions.
Extra activity
• Encourage them to look carefully at the answers to help
them work out which question is appropriate.
• Call out question words and ask students to make
information questions using the word, e.g. T: where SS:
Where did you go? • Check the answers with the class.
ANSWERS
Consolidation 1 b When did Logan start to act?
• Remind students to make a note of the grammar rules 2 a When did he become famous?
and examples from this lesson in their grammar books. 3 d Was he always a success?
Encourage them to write translations or their own 4 c What is the secret of his success?
examples if it will help them remember the grammar
more easily. Exercise 2
• Students read the text again and answer the questions.
Further practice • Remind them to look at key words in the questions and to
Website; Workbook page 85 think about the type of information they will need in the
answers, e.g. numbers, dates, names, etc.
Skills pages 42−43 • Check the answers with the class.
Reading ANSWERS
1 He acted with Orlando Bloom in The Three Musketeers.
Aim 2 He first appeared on TV when he was just four years old.
3 He played a future US president.
To read and understand an interview about Logan Lerman
4 He went to Beverly Hills High School.
Background notes
Extra activity
• The Percy Jackson films are based on the novel series of
the same name by Rick Riordan. Percy Jackson and the
• Give students a few minutes to write some quiz
questions about Logan Lerman, e.g. When was he born?
Lightning Thief (2010) was directed by Chris Columbus
(1992) Who did he star with in ‘The Three Musketeers’?
and Percy Jackson: Sea of Monsters (2013) was directed
(Orlando Bloom), etc.
by Thor Freudenthal.
• Orlando Bloom (born 1977) is an English actor who
• With books closed, students work in pairs and test each
other. They see how much they can remember about
stars in The Lord of the Rings, The Pirates of the Caribbean,
Logan Lerman.
and The Hobbit film series.
• The Three Musketeers (2011) is based on the novel of
the same name by Alexandre Dumas. Logan Lerman Listening
stars as D’Artagnan and Orlando Bloom is the Duke of
Buckingham. Aim
• Mel Gibson (born 1956) is an American actor, director, To listen to and understand two teenagers discussing a film
and film producer. He directed and produced The
Passion of Christ (2004). Warm-up
• In The Patriot (2000), farmer Benjamin Martin (Mel • Ask students: When did you last go to the cinema? What did
Gibson) decides to fight against the British in the you see? Did you talk about it with your friends?
American War of Independence after a British officer
kills his son, Thomas. Logan Lerman plays William, one Exercise 3 $ 34
of Thomas’s four brothers. • Give students time to read through the text and the
• The TV series Jack & Bobby (2004–5) starred Matt Long answer choices before they listen.
as the young Jack and Logan Lerman as his brother, • Play the CD. Students listen and choose the correct words.
Bobby McCallister, who became US President in 2040. • Students can compare answers in pairs.

50 Unit 4
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1 Saturday 2 Rachel 3 Richard 4 Star Trek
Extra activity: Charades
5 quite liked 6 loved • Play in small groups or as a whole class. Students think
Girl Oh, hi Mick! How are you? of a film title and act it out for the group or the class.
Boy Not bad. And you? The others guess the name of the film.
Girl Yeah, I’m OK, thanks. Did you have a good weekend?
Boy Yes, actually, I did. I went to the cinema on Saturday.
Writing
Girl Really? Did you go with Rachel?
Boy No, I didn’t. Rachel didn’t want to go. She was tired. I
went with Richard.
Aim
Girl And what film did you see? To write a short text about two films
Boy Well, Richard wanted to see Transformers, but I wanted
Background notes
to see Star Trek. In the end, I won and we saw Star Trek!
Girl You always win! • Pacific Rim (2013) is an American science-fiction film
Boy I don’t! Anyway, Richard quite liked the film. directed by Guillermo de Toro about a war against
Girl Did you like it, too? monstrous sea creatures in the 2020s.
Boy Yes, it was fantastic! • The Croods (2013) is a comedy about the adventure of
the world’s first family. Nicolas Cage is the voice of the
Extra activity main character, Grug.
• Give students a few minutes to read the text with their • The Avengers (2012), directed by Joss Whedon, is based
correct answers. on the Marvel Comics team of superheroes of the same
• Books closed. Use the text as a dictation. name. Scarlett Johansson plays the Black Widow.
Consolidation Warm-up
• Encourage students to make a note of any new words • Ask students to look at the film posters and ask Do you
and phrases from the reading and listening texts in know these films? What did you think of them?
their vocabulary books. • If you have seen the films, offer your opinion.
Exercise 6
Speaking
• Students write notes for each prompt, then they write a
first draft of their text.
Aim
• Remind them to use the past simple and make sure they
To ask and answer questions about films
are using the regular and irregular forms correctly.
Warm-up • Students swap drafts with a partner, who corrects
• Ask students about recent films that they might have the errors.
seen. Ask What did you think of them? Did you like them? • Students then write a final draft in class or for homework.
Offer your own opinion if you saw the films. • Students can add photos or illustrations to their texts.
• Ask one or two students to tell the rest of the class about
Exercise 4
the films they chose.
• Students think of a film they saw last year and complete
the table with information about it. Extra activity
• Monitor and check that students are completing the • Display the illustrated texts around the classroom.
information correctly, and help as necessary.
• You can copy the table onto the board and complete it Further practice
with a film of your own choice. Website; Workbook page 87
ANSWERS
Exercise 5 Pairwork
• In pair, students ask and answer questions about the films
they watched.
• Remind them to use the question prompts, but
encourage them to ask more questions and to add more
details of their own if they can.
• Ask a student to ask you questions about your film if you
have completed the table for yourself.
• Ask one or two pairs to feed back to the class on the films
they watched.
• Is there a class favourite?
ANSWERS
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B Review
Grammar Exercise 5
Past simple: regular verbs (affirmative, spelling variations) ANSWERS
Past simple: irregular verbs 1 Did Ellen learn to play the piano at school? Yes, she did.
2 Did your parents meet you after the film? No, they
Past simple (negative, interrogative and short answers)
didn’t.
3 Did you see Transformers 4 at the cinema? No, I /
Vocabulary we didn’t.
Jobs: accountant, doctor, electrician, engineer, factory 4 Did the postman bring a letter for me? Yes, he did.
worker, hairdresser, journalist, lawyer, office worker, 5 Did the electrician come this morning? No, he /
postman, shop assistant, teacher she didn’t.
Films: action film, animated film, comedy, fantasy film,
horror film, love story / romantic film, musical, science- My Progress
fiction film • Students read the sentences and choose the faces that
are true for them.
Review B page 44 them to review the grammar or vocabulary of the
Vocabulary
Songs
Exercise 1 The following songs would be appropriate to use at
this point:
ANSWERS
2 postman 3 lawyer 4 accountant 5 journalist • Cry Me a River by Justin Timberlake (past simple)
6 engineer • You’re Beautiful by James Blunt (past simple)
• I Fought the War by Sonny Curtis and the Crickets (past
Exercise 2 simple)
ANSWERS • Sk8ter Boi by Avril Lavigne (past simple)
1 science-fiction film 2 action film 3 comedy 4 love
story / romantic film 5 horror film
Grammar
Background notes
• The award-winning singer-songwriter Shakira was born
in Colombia in 1977. She is also a musician, record
producer, and dancer. She has set up a charitable
foundation for children in her native country.
• Land of the Lost is a 2009 adventure, science-fiction,
comedy film starring Will Ferrell and Anna Friel.
• Transformers 4 is an action film based on the
Transformers toys.
Exercise 3
ANSWERS
1 stopped 2 did 3 thought 4 sang 5 gave
Exercise 4
ANSWERS
1 We didn’t see Land of the Lost on TV last night.
2 I didn’t invite Marco to the party.
3 Lucy didn’t spend a lot of money on holiday.
4 Andrea didn’t think the film was good.
5 Dad didn’t tell me to do my homework.

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B Culture club
Grammar Exercise 2
Past simple: regular verbs (affirmative, spelling variations)
• Give students time to read the questions.
Past simple: irregular verbs
• Students read the article, then answer the questions.
Past simple (negative, interrogative, and short answers)
• Students can compare their answers in pairs.
Question words + past simple
• Check the answers with the class and make sure students
understand theme park, publisher, magic spells, and film set.
Discuss students’ own answers to question 7.
Vocabulary
Films ANSWERS
1 Because she didn’t have a pen.
Topic 2 In 1997.
3 Because he was only 11 years old and the location for
Harry Potter
the film was Los Angeles.
4 In London.
5 It’s a website for Harry Potter fans.
Culture club B page 45 6 In London.
7 Students’ own answers.
Warm-up
• Ask What do you know about Harry Potter? Do you know the Exercise 3
Harry Potter films? • Read the task with the class.
• Elicit a range of answers and write useful vocabulary on • Students work individually or in pairs to answer the
the board, e.g. wizard, magic. questions and prepare their presentations.
• Point to the pictures and ask Who are the people? Where do • Monitor and help as necessary.
you think the people are in the bottom picture?
• Students take turns to present their film character to the
Background notes class.
• The Harry Potter books follow Harry’s adventures as Extra activity
he tries to defeat the dark wizard Lord Voldemort. The
• For homework, students could choose a cartoon or
series has sold over 500 million copies and has been
video game character and find information about
translated into over 70 languages, making it the best-
him / her online. They could prepare a short
selling series of books in history.
presentation of the character for the next class.
• There are eight Harry Potter films (the final book in the
• In the next class, students can work in small groups
series was split into two films). They have all been box
and present their characters to each other. Ask some
office hits.
students: Who’s your favourite character? Why?
• JK Rowling (born 1965) is the British novelist who wrote
the Harry Potter books. Before writing the books, her life Consolidation
had not been successful. Her marriage had failed and
• Remind students to make a note of any new words
she was living on government benefits. She is now one
or phrases from the lesson in their vocabulary books.
of the richest women in the world.
• Daniel Radcliffe (born 1989) is the British actor who
played the character of Harry in the Harry Potter films. Further practice
He made his acting debut at the age of 10 and has Workbook pages 78−87
gone on to have a successful acting career as an adult.
Exercise 1
• Students scan the article and answer the questions.
Remind students not to read the article in detail at this
stage.
• Check answers with the class.
ANSWERS
1 She visited the Harry Potter theme park in Orlando,
Florida.
2 There are seven Harry Potter books.

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5 You’re almost as clever as me!
Grammar Exercise 2 Comprehension

Comparative adjectives (short, long, and irregular
• Students complete the sentences with the words in the box.
adjectives) • Remind them to look back at the dialogue if necessary.
as … as • Students can compare answers in pairs.
Vocabulary ANSWERS
Geography 1 Mississippi; Sacramento 2 The Rockies; the
Appalachians 3 New York; Los Angeles
Communication
Asking for tourist information Consolidation
Pronunciation: /ə/ • Remind students to make a note of any new words or
phrases from the dialogue in their vocabulary books.
Skills Encourage them to write translations if it will help them.
Reading: A magazine article about our changing planet
Listening: A radio interview about a volcanic eruption
Speaking: Talking about a frightening incident
Language focus page 47
Writing: The story of your frightening incident Aim
Topic
Geographical features around the world Exercise 3 Dialogue focus
• Students read the sentences and reorder the words in bold.
• Remind them to look back at the dialogue in exercise 1 if
Presentation page 46 necessary.
• Students can compare answers in pairs. Do not check the
Aim answers at this point.
To present the new language in a motivating context
Exercise 4 $ 36
Story • Play the CD. Students listen and check their answers to
Kate is helping Tom with his geography so he can get a exercise 3.
better report. But Tom isn’t very interested in studying. • Students listen again and repeat chorally, then individually.
Warm-up
1 Kate The Mississippi is longer than the Sacramento River.
• Ask the students What happened in the last part of the True or false?
photo story? Elicit their answers using the past simple. Tom I don’t know. False?
• Ask students to look at the photo and ask Who can you 2 Kate 1The Appalachian Mountains are higher than the
see? (Tom and Kate) What can you see in the room? (Books, Rockies. True or false?
a computer, a table, chairs, a window, a map) Tom That’s true.
Kate No, it’s false, Tom. The Rockies are higher.
Exercise 1 Read and listen $ 35 3 Tom Ask me about cities. 2They’re more interesting than
• Give students time to read the answer choices before boring mountains.
they listen. Kate OK. 3Is New York bigger or smaller than Los Angeles?
• Play the CD. Students read and listen, and choose the Tom Easy! New York is bigger.
correct answer. Kate That’s better! 4You’re almost as clever as me!
• Check the answer with the class.
ANSWER
• Students use the information in the table and the
c geography
phrases in the box to write sentences comparing the
Transcript Student’s Book page 46 US and the UK.
• Go through the dialogue again as a class and the Check • Point out that that they don’t need the information
it out! box. Make sure that students understand any new about Brazil yet.
words or phrases.
• Monitor and check that they are using the information
• Play the CD again. Students listen and repeat chorally, correctly.
then individually.
• Ask one or two students to read out their sentences.

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ANSWERS
Mount McKinley is higher than Ben Nevis.
• Isla Grande de Tierra del Fuego is the main island of a
group of islands divided between Argentina and Chile
New York City is bigger than London.
at the southernmost tip of South America.
Exercise 6 Pairwork • The Galápagos Islands are a group of volcanic islands in
• In pairs, students now use the information in the table in the Pacific Ocean near the equator.
exercise 5 to compare Brazil with the US. • The Caribbean Sea is situated north-east of countries
• Ask one or two pairs to read out their sentences to the such as Panama, Costa Rica, and Mexico.
rest of the class. • São Paulo is the largest city in Brazil.
ANSWERS • Bogotá is the capital of Colombia.
Pico da Neblina is smaller than Mount McKinley.
São Paulo is bigger than New York City. Exercise 1
• Elicit the meanings of as many vocabulary items as you
can or teach them.
Vocabulary page 48
• Students match the geographical features in column A
with the names in column B.
Geography
• Students can compare their answers in pairs. Do not give
Aim the answers at this point.
To present and practise geography vocabulary: continent, Exercise 2 $ 37
country, desert, island, lake, mountain, ocean, river, sea, volcano • Play the CD. Students check their answers to exercise 1.
Warm-up • Students listen again and repeat chorally, then individually.
• Ask students about places in their country using the ANSWERS / AUDIO CD TRACK 37
target vocabulary, e.g. Are there any mountains in your 1 i Mount Everest 2 d river the Nile 3 f lake Loch
country? What are they called? Are there any volcanoes?, etc. Ness 4 a island Barbados 5 c continent Asia
6 j country Canada 7 b desert the Sahara
Background notes 8 g volcano Villarrica 9 e sea the Mediterranean
• Barbados is an island situated in the Atlantic Ocean. 10 h ocean the Atlantic
• The Sahara is the world’s largest hot desert. It covers
most of northern Africa and it is almost as big as the US. Exercise 3
• For information about Asia see the background notes in • Students look at the map and use the words in the box to
Unit 3 on page 43. complete the description of Iceland.
• The Nile is one of the major rivers in Africa. • Students can compare their answers in pairs.
• Loch Ness is a large lake in Scotland. It is famous for its • Check the answers with the class.
legendary resident creature, the Loch Ness monster. ANSWERS
• Villarrica is a volcano in Chile and one of the country’s 1 Ocean 2 volcano 3 mountains 4 river 5 sea
most active volcanoes. It is one of only a few volcanoes 6 lake
on the planet with an active lava lake inside its crater.
Exercise 4 Pairwork
• The Atlantic Ocean is the second largest ocean on the
planet, covering about 20% of the Earth’s surface. • Students read and complete the factfile about South
America. Encourage them to use the Internet or an
• Mount Everest is the highest mountain in the world at
encyclopaedia if they need more help.
8,848 metres. It is part of the Himalaya mountain range in
Asia and it is on the borders of Nepal, Tibet, and China. ANSWERS
• Canada is the country that occupies most of North Students’ own answers.
America. The capital city is Ottawa.
Extra activity
• The Amazon River flows through Brazil, Peru, Bolivia,
• Put students into groups. Each group writes its own
and Ecuador.
world quiz, using the geographical information from
• The Grijalva River is in south-east Mexico. the unit. They can add more of their own. Check that
• Cerro Aconcagua (6,962 metres) is in the Andes the answers are fair.
mountain range in Mendoza, Argentina. It is the highest • Each quiz should have ten questions. When students
mountain in the Americas. are ready, each group swaps their quiz sheet. They then
• Ojos del Salado is on the border between Argentina answer the questions without using books.
and Chile and is the highest active volcano in the world.
• Lake Maracaibo is in Venezuela. It is the largest lake by Further practice
area of water in South America. Website; Workbook page 89
• Lake Titicaca is the largest lake in South America by
volume of water and is on the border of Peru and
Bolivia.

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Grammar page 49 Grammar box
• Go through the grammar box. Explain that long adjectives
Comparative adjectives (short adjectives) have two or more syllables and we use more + … than
with long adjectives, e.g. more important than. However,
Aim this doesn’t include adjectives ending in consonant + -y
because they are treated as short adjectives.
To present and practise short and long comparative
adjectives • Ask students to look back at the dialogue on page 46 and
to find an example of a long comparative adjective.
Warm-up • Remind them to check the rules on page 88.
• Ask students some comparative questions about Rules page 88
geographical features from the previous lessons, e.g. Is
Mount Everest higher than Ben Nevis in Scotland? (Yes, it is.) Exercise 3
Is London bigger than New York City? (No, it isn’t.), etc. • Before students begin, ask them to identify the adjective
in each item and check its meaning and pronunciation.
Grammar box • Students reorder the words to write sentences and
• Go through the grammar box. Explain that we use questions.
comparative adjectives to talk about the differences • Students can compare answers in pairs.
between two people or things. We always use than after
the adjective and before the second place or thing.
• Ask students to look back at the dialogue on page 46 and answers
to find more examples of short comparative adjectives. 1 Juan is more serious than his brother.
• Draw students’ attention to the forms of short 2 Is Hawaii more beautiful than California?
comparative adjectives and their spelling changes. On 3 The maths test was more difficult than the English test.
the board, write another example of each of the four kinds 4 Motorbikes are more dangerous than cars.
of short adjectives in their base forms, e.g. new, strange, 5 Train tickets are more expensive than bus tickets.
big, and curly. Exercise 4
• Explain that adjectives with a short vowel, such as /ɒ/ • Students write sentences with the comparative forms of
in top, /æ/ in cat, and /ɪ/ in big followed by a consonant the adjectives in brackets.
always double the consonant and add -er in the
comparative form.
• Check the answers with the class and go through the
meaning and pronunciation of the adjectives.
Rules page 88
ANSWERS
Exercise 1 1 Skateboarding is more exciting than skiing.
• Before you begin the activity, go through the meanings of 2 Buses are slower than trains.
the adjectives and practise their pronunciation. 3 Chimpanzees are more intelligent than dogs.
• Students complete the table with the comparative forms 4 Cars are more expensive than bikes.
of the adjectives. 5 Cats are more independent than dogs.
answers Finished?
1 shorter 2 noisier 3 bigger 4 funnier 5 slower • Students choose two singers and two actors they know
6 larger 7 older 8 closer or like. They then write sentences about them using the
comparative forms of the adjectives in the box.
Exercise 2
• Students swap sentences with a partner, who then
• Go through the meaning and pronunciation of the corrects them.
adjectives in brackets.
• Students complete the sentences using the comparative ANSWERS
form of the adjectives in brackets. Students’ own answers.
• Students can compare their answers in pairs. Consolidation
• Check the answers with the class. Encourage students to • Remind students to make a note of the grammar and
spell out any comparatives with spelling changes. the rules from this lesson in their grammar books.
ANSWERS Encourage them to write example sentences or
1 bigger 2 funnier 3 cheaper 4 heavier 5 larger translations if it helps them.
6 faster 7 easier
Further practice
Long adjectives Website; Workbook page 89
Warm-up
• Ask students some questions using long adjectives and
elicit answers from them, e.g. Do you think maths is more
boring than English? Are computer games more interesting
than books?, etc.

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Communication page 50 Learn it, use it!
• Go through the Learn it, use it! box with the class. Ask
Asking for tourist information students to look back at the dialogue and to find
examples of the expressions in the box.
Aim • In pairs, students practise asking and answering questions
To present and practise the language for asking for using the information in the box, and adding their own
tourist information ideas.
Warm-up Exercise 2 Pronunciation $ 39

• Ask students Did you go on holiday last summer? Where did • Play the CD. Students listen and repeat chorally, then
you go? Did you have to ask for information when you got individually.
there? Who did you ask? • Draw students’ attention to the pronunciation of the
schwa sound /ə/.
Background notes Transcript Student’s Book page 50
• London Zoo is the world’s oldest scientific zoo. It
opened in Regent’s Park, central London, in 1828 and Exercise 3 $ 40
the royal animal collection from the Tower of London • Play the CD. Students listen and circle the /ə/ sound in
was given to London Zoo three years later. Visitors can each word.
see over 750 species of animals in many different areas, • Students listen again and repeat chorally, then
for example Gorilla Kingdom and Tiger Territory. individually.
• The London Underground is a passenger railway ANSWERS / AUDIO CD TRACK 40
network in Greater London and its surrounding faster 1 open 2 children 3 Underground
counties. Despite its name, over half of the network is
above ground. The first underground railway system in Background notes
the world, it opened in 1863 and is often referred to as • Tate Modern is an art gallery of international modern
‘the Tube’. and contemporary art in London. It opened in 2000 in
an old power station on the River Thames.
Exercise 1 $ 38
• Give students time to read the questions and the dialogue Exercise 4 Pairwork
before they listen. • In pairs, students use the information in the factfile to
• Play the CD. Students listen and complete the dialogue write a dialogue about Tate Modern. Remind
with the missing questions. Encourage them to look at them to look back at the dialogue in exercise 1 if they
the information before and after each gap to help them need help.
choose the correct question. • Students can act out their dialogues for the rest of
• Stronger students can read and complete the dialogue, the class.
and then listen and check.
ANSWERS
Extra activity
Assistant Good morning. Can I help you? • Play Hangman to review the phrases in the Learn it,
Paula Yes, please. I want to visit London Zoo. 1How much are use it! box.
the tickets?
Assistant They’re twenty pounds for adults and fifteen Consolidation
pounds fifty for children. • Remind students to make a note of any new words
Paula 2What time does it open? or phrases from this lesson in their vocabulary books.
Assistant It’s open from 10 a.m. to 4 p.m. every day. It takes Encourage them to write translations or use examples
about two hours to see all the animals. from their own country if it will help.
Paula 3Where is it?
Assistant It’s in Regent’s Park. Further practice
Paula 4How can I get there? Website; Workbook page 91
Assistant You can take the Underground to Regent’s
Park tube station or you can take the bus. The
Underground is faster, but it’s more expensive.
Paula Thanks for your help.

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Grammar page 51 • Remind students to think about the position of the
adjective.
Comparative adjectives (irregular • Students can compare answers in pairs.
adjectives) • Check the answers with the class.
ANSWERS
Aim 1 Moscow is as cold as Chicago.
To present and practise irregular adjectives; as … as with 2 Millie is as tall as Luca.
adjectives for comparisons 3 A burger isn’t as expensive as a pizza.
4 Dhaka is as big as Hong Kong.
Warm-up 5 Giraffes aren’t as heavy as elephants.
• Ask students, What’s better? Chocolate or cheese? What’s 6 Marco’s test wasn’t as good as Emma’s (test).
worse? Tests or homework? Elicit their replies. Write the
questions on the board and circle better and worse. Ask Exercise 3
what kind of adjectives they are (comparative). Explain • Students rewrite the sentences using as … as.
that they are different from other comparative adjectives • Remind them to think about the position of the adjectives
because they have irregular forms. and if the adjective is regular or irregular.
Grammar box
• Go through the grammar box. Explain that good, bad, and
far are three of only a handful of irregular adjectives in the ANSWERS
English language. 1 Talent shows aren’t as bad as reality shows.
• Draw the students’ attention to the use of than after 2 Jack Black isn’t as funny as Will Ferrell.
each comparative adjective and emphasize that the 3 Maths isn’t as interesting as history.
irregular adjectives behave in the same way as all other 4 Sweden isn’t as hot as Italy.
comparative adjectives. 5 The Underground isn’t as cheap as buses.
6 Horror films aren’t as exciting as action films.
• Remind students to check the rules on page 88.
Rules page 88 Exercise 4 Game!
• In pairs, students think of two words for each category,
Exercise 1 then each student makes sentences to compare their
• Ask students to complete the sentences with the partner’s words. They score one point for each correct
comparative forms of the adjectives in brackets. sentence. Ask some of the students to feed back to the
• Check the answers with the class. class with their sentences.
answers ANSWERS
1 worse 2 prettier 3 better 4 farther / further Students’ own answers.
5 easier 6 hotter
Finished?
as … as • Students refer to their own suggestions for exercise 4 and
write sentences giving their opinions about them.
Warm-up
ANSWERS
• Ask students one or two questions using as … as and Students’ own answers.
elicit responses, e.g. Is (Laura) as tall as (Paco)? Is maths as
interesting as English? Extra activity 1
• Write the sentences on the board and elicit their • Students write jumbled-up sentences with (not) as
meanings. … as and all types of comparative adjectives for their
partner to reorder.
Grammar box
• Go through the grammar box. Elicit or explain that we use Extra activity 2: Chinese Whispers
as … as to say how two things or people are the same,
• Play with sentences containing comparative adjectives
and not as … as to say how they are different. Elicit or
and (not) as … as.
explain that as goes before and after the adjective in
each case.
Extra activity 3
• Ask students to look back at the dialogue on page 46 and
to find an example of as … as.
• In pairs, students think of two actors, films, or TV shows
they like and choose an adjective from the lesson.
• Remind students to check the rules on page 88.
• Their partner must compare the two things using as …
Rules page 88 as and the adjective.
Exercise 2
Further practice
• Students write sentences with as … as and the adjectives Website; Workbook page 90
in the box. It may help to review the meaning of the
adjectives before students do the exercise.

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Skills pages 52−53 • Students work in pairs to try to explain the topic they
chose to a partner. Their partner can ask questions if
Reading they don’t understand. Students can then check in the
article to see if they remembered everything.
Aim • Ask some students to explain their topic to the class.
To read and understand a magazine article about our
changing planet
Listening
Warm-up
• With books closed, write the geography words from Aim
page 48 on the board, with the letters jumbled, e.g. To listen to a radio interview about a volcano
ederst (desert). Put students into pairs and give them two
minutes to complete as many as they can. Warm-up
• Check answers by asking individual students to come out • Ask What do you know about volcanoes? Are there any
and write the correct words on the board. See who wrote volcanoes in your country?
all the words correctly. • Focus on the photos and ask Where do you think this is?
• Ask What do you know about global warming? How does it What’s happening in the photos? Do you think it’s frightening
change the geography of the planet? Elicit a few ideas. to live near a volcano? Why / Why not?
Exercise 1 Background notes

• Use the pictures on pages 52 and 53 to check that • Mount St Helens is an active volcano in the north-
students understand beach, ice, and erupt. Make sure west of the US, 154 km from Seattle, and 80 km from
students understand the meaning of jigsaw puzzle. Portland, Oregon. The eruption on 18th May 1980 was
the largest in the history of the US. 57 people were
• Students find the words in the article and write the
killed and 250 homes, 47 bridges, and almost 300 km of
meaning in their own language.
highways were destroyed.
• Remind students that cognates can be useful, but it is
important to remember that some words can also be false
Exercise 3 $ 41
friends. • Check that students understand dark and explosion.
• Allow students time to read through the sentences. Check
ANSWERS
that they understand everything.
Answers in students’ own language.
• Play the CD. Students listen and decide if the sentences
Exercise 2 are true or false.
• Students read the article and answer the questions. • Play the CD again if necessary.
• Students can compare their answers in pairs. • Don’t check the answers at this point.
• Check the answers with the class. ANSWERS / AUDIO CD TRACK 41
ANSWERS 1 False 2 True 3 True 4 True 5 False 6 False
1 They are growing smaller. 7 True 8 False 9 False 10 True
2 It comes from beneath the sea. Interviewer On the 18th of May, 1980, the volcano Mount St
3 It’s made of two parts: the soft mantle, and the hard Helens erupted. Mount St Helens is in the United
crust around it. States and its eruption was bigger than any other
4 When pieces of the crust collide, they push land up. in US history. 57 people died, and the disaster
5 They grew 3.9 cm. destroyed huge areas of land. Today, I’m with
6 They become deeper and heavier when snow and ice Edie Matthews, who was fourteen on that day.
melt. Edie, what do you remember?
7 There is more pressure on the ocean floor. Edie It was a Sunday morning, and everything was quieter
8 It’s getting bigger because its volcano is erupting more than usual. Usually, there were a lot of birds and other
and the lava is forming new land. animals in my garden, but there was absolute silence.
Then I noticed that the sky was darker, too.
Extra activity Interviewer Did you know immediately what the problem
• Point out that there are three topics in the article was?
(beaches getting smaller, mountains growing taller, and Edie No, I didn’t because we lived about 240 kilometres from
volcanoes becoming more active). the volcano. My uncle called and told us about the
• Tell students they are going to choose one topic to eruption. He lived nearer to the volcano than us, but
explain to a partner. luckily he wasn’t in any danger.
Interviewer Were you scared?
• Ask students to read about the topic they have chosen
Edie I think I was more surprised than scared. We knew that
very carefully and note down key words. Then ask them
the volcano was ready to erupt. But we didn’t really
to close their books.
expect a big eruption. However it wasn’t only a little
lava, it was an enormous explosion!

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Interviewer What did you do? Writing
Edie We went to our grandmother’s house. During the day,
the sky got darker. The air became hotter and started Aim
to smell worse, too. However, the photos of the black
To write a story about a frightening experience
land around the volcano look worse than any of my
memories. They’re a reminder of the people and Warm-up
animals who lost their lives. • Ask students: How can you make your story more
Exercise 4 $ 41 frightening? Elicit a few ideas.
• Play the CD again. Students listen and correct the false Exercise 6
sentences. • Students write the story of their frightening experience.
• Check the answers with the class. • Remind them to use adjectives, and to use also and too to
ANSWERS link ideas.
1 It killed 57 people. • Students swap their stories with their partner who
5 She lived about 240 kilometres from the volcano. corrects any mistakes.
6 He lived nearer to the volcano. • Ask some students to read their stories to the class.
8 The eruption was bigger than she expected. Correct any mistakes as a class, and ask Which stories are
9 During the day, the sky got darker. more frightening? Why?
Extra activity ANSWERS
• Put students into pairs. Ask them to imagine that one of Students’ own answers.
them is close to the volcano. They call their friend to say Further practice
what is happening. Website; Workbook page 92
• Ask students to prepare a dialogue. The person near the
volcano should talk about what they can see and hear,
and how they feel. Their friend can ask questions and
offer support.
• Ask some pairs to perform their dialogues for the class.
Speaking
Aim
To talk about a frightening incident
Warm-up
• Ask What things do you find frightening? Elicit a few ideas.
Exercise 5 Pairwork
• Read through the adjectives and the questions with the
class. Check that students understand everything.
• Allow students time to prepare their ideas individually.
• Students work in pairs to tell their stories.
• Ask some pairs to tell the class whose story is more
frightening and why.
ANSWERS

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6 The best day of my life!
ANSWER
Grammar c very good
Superlative adjectives (short, long, and irregular
adjectives)
• Go through the Check it out! box and the dialogue with
Comparative / Superlative
the class, making sure that students understand any new
one / ones words and phrases.
Vocabulary then individually.
Feelings and emotions
Communication • Students read the dialogue again and answer the
Making a phone call questions.
Pronunciation: /h/ • Remind them to think carefully about the key words in the
questions to help them find the correct answers.
Skills • Students can compare answers in pairs.
Reading: A message board about the ‘-est’ days of your • Check the answers with the class.
life
ANSWERS
Listening: A radio interview about a survey 1 He thought they were difficult.
Speaking: Talking about your country 2 The maths exam was the worst.
Writing: A report about your country 3 The geography exam was the easiest.
Topics Consolidation
Emotional well-being • Remind students to make a note of any new words or
Comparing countries phrases from the dialogue in their vocabulary books.
Presentation page 54 Language focus page 55

Aim Aim
To present the new language in a motivating context To practise the target language in a new context

Story • Students read and complete the dialogues with the
Dev and Kate are talking to Tom about his report, but he phrases in the box.
hasn’t opened it yet. Tom goes home and his mum opens
• Remind them to look at the photos and to look back at
his report to discover he has got his best results ever in the
the dialogue in exercise 1 if necessary.
exams. She is delighted. Tom phones Coach Carson who says
he can play in the basketball final on Saturday. • Students can compare answers in pairs. Do not check the
answers at this point.
Warm-up
Exercise 4 $ 43
• Ask students What happened in the last part of the photo
story? Elicit their replies. • Play the CD. Students listen and check their answers to
exercise 3.
• Ask students to look at the photo. Ask Who can you see?
(Dev, Kate, and Tom) What do you think they are talking • Students listen again and repeat chorally, then
about? (Tom’s report) How do you think he is feeling? individually.
(Nervous). ANSWERS / AUDIO CD TRACK 43
1 Dev Which one was the worst?
Exercise 1 Read and listen $ 42 Tom Maths was 1the most difficult. I was really nervous. But
• Give students time to read the answer options before thanks to Kate, geography was 2the easiest.
they listen. 2 Mum These are 3your best results ever!
• Play the CD. Students read and listen, and choose the Tom Seriously?
correct answer. 3 CC The final is on Saturday! Are you ready to play?
• Check the answer with the class. Tom You bet! This is 4the best day of my life!

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Exercise 5 Focus on you Extra activity 1
• Ask two students to read the example dialogue aloud and • Give students a few minutes to look at and memorize
check that the students understand the vocabulary.
as many adjectives as they can from exercise 1.
• Using the example dialogue, students write dialogues
• Books closed. Draw one of the pictures from exercise 1
asking for and giving opinions about the things in
on the board. Students give you the adjective.
the box.
• Monitor and check that they are using appropriate Extra activity 2
language for asking for and giving opinions, and make
• In pairs, small groups, or as a whole class, students act
a note of any repeated errors to check at the end of
out an adjective from exercise 1 for the others to guess
the lesson.
what it is.
ANSWERS
Students’ own answers. Extra activity 3
Exercise 6 Pairwork
• Read out the first sentence of the text in exercise 2 and
point out that we can use be + adjective: I was nervous.
• In pairs, students practise the dialogues they wrote in Ask students to read the text again and find other verbs
exercise 5. Encourage them to be as expressive as possible we can use before adjectives of feelings and emotions
when they give their opinions. (seem, feel, look).
ANSWERS • Elicit examples using each verb.
Exercise 3
Vocabulary page 56 • Students write two true sentences with each adjective.
• Ask some students to read their sentences to the class. Ask
Feelings and emotions other students: Do you agree?
ANSWERS
Aim Students’ own answers.
To present and practise the vocabulary for feelings and
emotions: angry, annoyed, bored, confident, embarrassed, Exercise 4 Pairwork
excited, fed up, frightened, happy, nervous, proud, sad • In pairs, students ask and answer questions about their
emotions in the different situations.
Warm-up • Monitor and check that students are asking and
• Draw one or two simple faces on the board with different answering questions appropriately and make a note of
expressions and elicit or give some adjectives for any repeated errors to check with the class at the end of
emotions, e.g. happy, sad, angry, etc. the lesson.
Exercise 1 $ 44 ANSWERS
• Students read the adjectives in the box and match them Students’ own answers.
with the pictures.
Extra activity
• Play the CD. Students listen and check their answers.
• Books closed. On the board write anagrams of the
• Students listen again and repeat chorally, then adjectives in the vocabulary set. Put students into pairs
individually. to reorder the anagrams. The first pair to write the
AUDIO CD TRACK 44 adjectives correctly wins.
annoyed 1 nervous 2 proud 3 sad 4 frightened
5 bored 6 embarrassed 7 excited 8 confident Consolidation
9 happy 10 angry 11 fed up • Remind students to make a note of the adjectives from
this lesson in their vocabulary books. Encourage them
Exercise 2 to add illustrations, translations, or their own examples
• Ask students to read through the text, ignoring the gaps. to help them remember them.
Ask Where was the girl? What happened? Elicit answers.
• Students then complete the text with the correct Further practice
adjectives. Website; Workbook page 94
ANSWERS
1 sad 2 bored 3 confident 4 happy
5 proud
6 excited

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Grammar page 57 Long adjectives
Superlative adjectives (short adjectives) Aim

To present and practise long superlative adjectives
Aim
Grammar box
To present and practise short superlative adjectives
• Go through the grammar box. Draw students’ attention to
Warm-up the position of the most with long adjectives.
• On the board write easy, easier, . • Check that students can remember what long adjectives
• See if you can elicit the superlative adjective, easiest. are (adjectives with two or more syllables, except those
ending in consonant + -y, e.g. happy).
• Ask students, What is the easiest subject at school? Elicit
their replies. • Ask students to look back at the dialogue on page 54
and find an example of the superlative form of a long
Grammar box adjective.
• Go through the grammar box. Elicit or explain that we • Remind students to check the rules on page 93.
use superlative adjectives to compare three or more Rules page 93
things or people.
• Ask students to look back at the dialogue on page 54 to Exercise 3
find examples of superlative adjectives. • Students choose the correct words in the sentences.
• Go through the rules to form the superlative of short • Students can compare answers in pairs.
adjectives and point out the spelling changes. On the • Check the answers with the class.
board, write another example of each of the four kinds
ANSWERS
of superlative short adjective in their base forms, e.g.
1 the most beautiful 2 most difficult 3 the most
long, strange, slim, and wavy. Explain that adjectives
talented 4 the most exciting 5 the most
with a short vowel, for example /ɪ/ in slim, followed by a
consonant always double the consonant and add -est in Exercise 4
their superlative form. Ask students which of the spelling • Students complete the sentences with the superlative
changes each adjective requires. forms of the adjectives in the box.
• Draw students’ attention to the fact that we use in or of • Remind them to think carefully about the word order and
after adjective + noun, e.g. the tallest student in the class, the spelling.
the best day of my life.
• Remind them to check the rules on page 93.
ANSWERS
Rules page 93
1 The most expensive 2 the highest 3 the wettest
Exercise 1 4 the happiest 5 the most dangerous 6 the hottest
• Students write the superlative form of the adjectives. Extra activity
Remind them to check the grammar box and the rules if
necessary. • For homework, students can find out more amazing
facts about places, animals, or things in the world and
• Check the answers with the class. Ask students to spell
write superlative sentences.
out their answers to make sure they have made the
spelling changes.
Finished?
ANSWERS
1 the shortest 2 the noisiest 3 the biggest
• Students write five sentences about the other students
in their class and the subjects they study, using the
4 the funniest 5 the slowest 6 the largest
superlative forms of the adjectives in the box.
7 the oldest 8 the closest
• They can swap sentences with a partner, who corrects
Exercise 2 them.
• Students write sentences with the superlative form of ANSWERS
the adjectives. Students’ own answers.
• Monitor and check that students are using the correct
form of the adjective and direct them to the rules if Consolidation
necessary. • Remind students to make a note of the grammar rules
• Students can compare their answers in pairs. and explanations in their grammar books. Encourage
• Check the answers with the class. them to write examples of their own or translations to
help them remember.
ANSWERS
1 The living room is the biggest room in the house. Further practice
2 My uncle is the funniest person in my family. Website; Workbook pages 94–95
3 Autumn is the prettiest season of the year.
4 Mark is the tallest boy in the class.
5 Today is the happiest day of my life.
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Communication page 58 ANSWERS / AUDIO CD TRACK 47
1 a hand 2 b is 3 b at 4 a high
Making a phone call Extra activity
• If students need more practice with this sound, give
Aim them some more pairs of words, e.g. heart, art; hold, old;
To present and practise the language for making a here, ear; hi, eye, etc.
phone call • Students call out h if they hear the /h/ sound and
Warm-up remain silent if they don’t.
• Ask students How often do you phone your friends? What
kind of things do you talk about? Exercise 4 Pairwork
• In pairs, students read the instructions and prepare a
Exercise 1 $ 45 short dialogue.
• Give students time to read through the dialogues and • If students need more help, encourage them to
the questions before they listen. Check any unknown match each instruction with the lines of the dialogue
vocabulary with the class. in exercise 1.
• Play the CD. Students listen and answer the questions. • Monitor and check that students are taking turns to
• Students can compare answers in pairs. answer the phone.
• Play the CD again. Students listen and check their answers. • Students can act out their dialogues for the rest of
• You can copy the answer box onto the board and ask the class.
students to come out and fill in the answers before they ANSWERS
listen and check. Students’ own answers.
ANSWERS
a Dialogue 1 Becky Extra activity
Dialogue 2 Harry • Students can prepare a different phone dialogue and
b Dialogue 1 Meg act it out with a new partner.
Dialogue 2 Rick
c Dialogue 1 No Consolidation
Dialogue 2 Yes • Remind students to copy down any new words and
Transcript Student’s Book page 58 phrases from this lesson in their vocabulary books.
• Students listen again and repeat chorally, then Encourage them to write translations if it will help
individually. them.
Learn it, use it! Further practice

• Go through the Learn it, use it! box with the class. Ask Website; Workbook page 96
students to look back at the dialogues and to find
examples of the different expressions.
• In pairs, students practise using the questions and
answers in the box.
Extra activity
• In pairs, students can act out the dialogues in exercise
1. Stronger students can use their own names and
choose different answers.

• Read the sentences out for students to hear the /h/ sound
in each.
individually.
Exercise 3 $ 47
• Give students time to read the words before they listen.
• Play the CD. Students listen and tick the words they hear.
individually.

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Grammar page 59 one / ones
Superlative adjectives (irregular Aim

adjectives) To present and practise one / ones
Warm-up
Aim
• Pick up a student’s pen and a pen from another student.
To present and practise irregular superlative adjectives
Holding up the two pens, ask the first student Which is your
Warm-up pen? This one or that one? Elicit the reply This / That one.
• Elicit or give the irregular adjectives which students saw • Write the questions and answers on the board. Explain that
in Unit 5 (good, bad, far) and elicit the comparative forms one / ones is used instead of repeating a countable noun.
(better, worse, farther / further). Give more examples, e.g. Which T-shirt do you want? The blue
one. Have you got any pens? Yes, I’ve got some black ones.
Grammar box
Grammar box
• Go through the grammar box.
• Ask students to look back at the dialogue on page 54 and • Go through the grammar box, emphasizing the singular
and plural forms of one / ones. Refer students to the rules
to find an example of an irregular superlative.
on page 93.
• Remind students that they must learn these irregular
Rules page 93
adjectives and to check the rules on page 93.
• Remind students that they must use the before a Exercise 3
superlative adjective and that in or of generally follows • Students rewrite the sentences using one / ones instead of
adjective + noun, e.g. Monday is the worst day of the week. the underlined words.
Rules page 93 • Students can compare answers in pairs.
Exercise 1 • Check the answers with the class.
• Students complete the sentences with the superlative answers
form of the adjectives in brackets. 1 The first one or the second one?
• Students can compare answers in pairs. 2 I like the red ones.
• Check the answers with the class. 3 The green one.
4 The ones with the bikes.
ANSWERS
1 the busiest 2 the worst 3 the best Exercise 4 Game!
4 the most interesting 5 the nicest • Students complete the sentences with the comparative or
6 the farthest / furthest superlative form of the adjectives in brackets.
Comparative / Superlative • Students then decide if the sentences are true or false.
Aim
ANSWERS
To present and practise the difference between comparative
and superlative adjectives 2 … the smallest … False. San Marino is the oldest state
in Europe. The Vatican is the smallest state in Europe.
Warm-up 3 … the deepest … True
• Ask the students Who’s taller? S1 or S2? Then ask Who’s the 4 … the most popular … True
tallest person in the class? 5 … faster than … True. Elephants can run at 25 km per
hour, whereas giraffes can run at 48 km per hour.
Exercise 2
Finished?
• Students write comparative and superlative sentences
using the adjectives in brackets. • Students write three more sentences for the quiz and ask
their classmates if they are true or false.
• Remind students to think about word order and spelling.
• Students can use the Internet or an encyclopaedia to help
them with their sentences.
ANSWERS
ANSWERS
1 Venezuela is bigger than Ecuador. Peru is the biggest.
2 A Volkswagen is more expensive than a Fiat. A Ferrari is
the most expensive. Consolidation
3 Aconcagua is higher than Mont Blanc. Mount Everest is
the highest.
• Remind students to make a note of the grammar and
the rules from this lesson in their grammar books, and
4 Caroline is more intelligent than Tom. Joshua is the
to write examples of their own.
most intelligent.
5 Athens is hotter than London. Rio de Janeiro is the
hottest.
Further practice

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Skills pages 60−61 Background notes
• The Organization for Economic Co-operation and
Reading Development (OECD) publishes an annual top ten
of ‘happy’ countries, by measuring a range of things
Aim including life expectancy, average income, and
To read and understand a message board about the ‘-est’ employment. Other ‘happy’ countries include Canada,
days of your life the US, Sweden, Norway, the Netherlands, and
Switzerland.
Warm-up
• With books closed, write the feelings and emotions words Exercise 3 $ 48
from page 56 on the board, with some missing letters,
• Check that students understand Norway, Norwegian,
e.g. n _ _ v _ _ s (nervous). Put students into pairs and give
health, and unemployment.
them two minutes to write as many of the words as they
can. • Give students time to read the sentences. Check that they
understand everything.
• Check answers by asking students to come and complete
the words on the board. • Play the CD. Students listen and choose the correct
answers.
• Check which pair wrote the most words correctly.
• Play the CD again if necessary for students to check and
• Ask When were you the happiest / the most annoyed / the
complete their answers.
most excited? Elicit a few answers.
Exercise 1 ANSWERS / AUDIO CD TRACK 48
• Students read the web page individually and write the 1 lifestyle 2 longer than 3 richer 4 good weather
correct names. 5 positive 6 her country
• Check the answers with the class. Interviewer According to a survey, Australia is the happiest
country in the world. I’m with Jodie Matthews,
ANSWERS
from Sydney. Jodie, were you surprised with the
1 Jaime 2 Naomi 3 Ana
results?
Exercise 2 Jodie No, not at all!
• Students answer the questions. Interviewer Why’s that?
Jodie Well, a lot of Australians have a very active outdoor
• Students can compare their answers in pairs. lifestyle. I think that being active makes you healthier.
• Check the answers with the class. And I think it makes you a happier, more confident
answers person, too.
1 She sent it to all the students in her class. Interviewer Well, health is one part of the survey and I see
2 To see his team, Boca Juniors, play in their stadium, the that Australians are on average healthier and
Bombonera. often have longer lives than people in other
3 She sat under her desk. countries. But there are other things, too, aren’t
there?
Extra activity 1 Jodie That’s right. Our jobs pay us good money – that makes
• Ask students to think about the ‘-est’ day of their life. us richer, and we have less unemployment than in
• Give them time to think of an idea and make notes. other countries.
• Put students into pairs to tell each other about the ‘-est’ Interviewer You aren’t the richest people, though. In Norway
day of their life. Remind them that they should say what and the US people have more money. So why do
happened and also describe how they felt. you think Australia won?
Jodie I think we are happier because of our fantastic weather.
• Ask some students to tell the class what they learnt
That’s more important than money!
about their partner.
Interviewer The report also says that Australians have a lot of
positive feelings: they often feel happy, proud,
Listening and enjoy what they’re doing. Do you think that’s
true?
Aim Jodie Definitely. I think Australians are happy people. We
enjoy our lives. And most important of all – we’re
To listen to a radio interview about the results of a survey
proud of our country!
Warm-up
• Focus on the photo. Ask Where do you think this is? Do you
think this is a nice place to live? Why? How do you think the
woman is feeling? Why?
• Tell students they are going to listen to people talking
about a survey to find out which is the happiest country
in the world. Check that students understand survey.

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Speaking
Aim
To compare your country with other countries
Warm-up
• Ask What do you think makes people happy? Elicit some
ideas and write them on the board, e.g. safety, health, life
expectancy, money, job, weather, family, home.
• Put students into pairs and ask them to agree on the top
five things that make people happy.
• Ask pairs in turn to read their lists to the class and explain
their answers. See if the class can agree on a top five list.
Exercise 5 Pairwork
• Read through the adjectives with the class and check that
students understand them all.
• Ask two students to read out the example questions and
answers.
• Students work in pairs to ask and answer questions about
their country.
• Ask some pairs to tell the class what they agreed on.
ANSWERS
Exercise 5
• Students work in their pairs and prepare a short
presentation on their country.
• Monitor and help as necessary. Make a note of any
repeated mistakes to go through at the end of the class.
• Ask pairs in turn to give their presentations to the class.
• In larger classes, students can work in groups of four or six
to give their presentations to each other.
• Ask Which ideas in the presentations did you agree with?
Which did you disagree with?
ANSWERS
Writing
Aim
To write a report about your country
Warm-up
• Ask students: What differences are there between a spoken
presentation and a written report? Elicit a few ideas.
Exercise 6
• Students write a report about their country.
• Students swap their reports with their partner, who
corrects any mistakes.
• Ask some students to read their reports to the class. Ask
Which reports do you agree with? Which do you disagree
with? Why?
ANSWERS
Further practice
Workbook page 97

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C Review
Grammar Exercise 5
Comparative and superlative adjectives (long, short, and ANSWERS
irregular adjectives) 1 the easiest
as … as 2 the most important
3 the best
Vocabulary 4 the nicest
5 the most popular
Geography: continent, country, desert, island, lake,
6 the worst
mountain, ocean, river, sea, volcano
Feelings and emotions: angry, annoyed, bored,
confident, embarrassed, excited, fed up, frightened, happy, My Progress
nervous, proud, sad • Students read the sentences and choose the faces that
are true for them.
Review C page 62 them to review the grammar or vocabulary of the
Vocabulary
Songs
Exercise 1 The following songs would be appropriate to use at this
ANSWERS point:
2 sea 3 lake 4 volcano 5 river 6 mountains • Hold Me by Weezer (comparatives)
• Sunshine on a Rainy Day by Emma Bunton (feelings and
Exercise 2 emotions)
ANSWERS • Boris the Spider by The Who (as … as)
1 frightened 2 angry 3 fed up 4 happy 5 excited • The Best Day by Taylor Swift (comparatives and
6 nervous superlatives)
Grammar
Background notes
• Uruguay is a country in the south-east of South
America. Its population is about 3.5 million. Its official
language is Spanish and its capital is Montevideo.
• Paraguay is a landlocked country in South America. Its
population is over 6 million and its capital is Asunción.
Its official languages are Spanish and Guaraní.
• The Black Eyed Peas are an American hip hop group.
• Green Day is an American rock band. It was formed in
1987. They have sold over 32 million records in the US.
Exercise 3
ANSWERS
1 easier 2 bigger 3 better 4 nicer
5 more interesting 6 worse
Exercise 4
ANSWERS
1 as expensive as
2 isn’t as heavy as
3 as popular as

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C Culture club
Grammar Extra activity 2

Comparative and superlative adjectives • Ask students to read the text quickly and find the
answers to the following questions, e.g. When was the
Vocabulary oldest person in history born? (1875) How many times has
Measurement Tommy Mattinson won the World Gurning Championship?
(Twelve times) Where can you buy the world’s most
Topic expensive hamburger? (In the restaurant Serendipity 3
World records in New York.) How many words can Fran Capo say in
54.2 seconds? (She can say 603.32 words.), etc.
Culture club C page 63 Exercise 2 Focus on you

• In class or for homework, students find out about a
Background notes world record holder from their country and write a short
• The World Gurning Championship happens every year paragraph.
at the Egremont Crab Fair in Egremont, Cumbria, a • Remind them to make notes for each point and to write a
small town near the sea in the north-west of England. first draft.
The first Crab Fair was in 1267. • They can swap drafts with a partner, who corrects the
mistakes.
Warm-up • Students then write a final draft. They can include photos
• Pre-teach world record. if they have found any.
• Ask students to look at the photos. Ask Which world ANSWERS
records can you see in the photos? Elicit ideas and Students’ own answers.
ask students to read the text quickly to check their
predictions. Extra activity
• If students are interested in the topic, the class can
Exercise 1 make their own book of world records for their country.
• Students read the text and answer the questions. Collect all the work students did in exercise 2 and put
• Remind them to look for key words in the questions to them together as a book.
help them find the answers.
• Students can compare answers in pairs. Consolidation
• Check the answers with the class and go through any • Remind students to make a note of any new words
unknown vocabulary. or phrases from the lesson in their vocabulary books.
ANSWERS
1 The Guinness World Records book first appeared in 1951.
2 She was 122 years and 164 days old.
Further practice
Workbook pages 88−97
3 You move your face.
4 Meat from Japan, cheese, expensive mushrooms, and
an egg on a bread roll with butter.
5 She first won the title in 1986.
Extra activity 1
• In pairs, students choose a world record from the text.
Give them a few minutes to read and memorize as
much as they can. Their partner asks them questions to
see how much they remember.

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A Curriculum extra
Grammar Extra activity

Present simple • Ask students to work in pairs to read the article again
Present continuous and list four things that Suzuki believed. Elicit the first
thing from the class (Children can learn to play musical
Vocabulary instruments in the same way as they can learn a
Countries and nationalities language.).
Jobs • Elicit all four things and write them on the board.
• Put students into small groups and ask them to decide
Project which ones they agree with and which they disagree
Write an article about your favourite musical instrument with.
• Ask each group in turn to tell the class which things
Topic they agree and disagree with.
The Suzuki method of learning music • Discuss as a class the advantages and disadvantages of
the Suzuki method.
ANSWERS
Curriculum extra A: Children can learn to play musical instruments in the
Music page 64 same way as they can learn a language.
With the Suzuki method, children learn a new piece of
Warm-up music through listening.
• Use the photos on page 64 to teach violin and cello. Mime The Suzuki method teaches children to learn their
playing different musical instruments and elicit or teach instrument, and then to read music.
the words. Write the words on the board. It is better when children learn their instrument from a
• Focus on the picture of the children playing and ask How very young age.
old do you think these children are? Then ask Do you play a
musical instrument? How old were you when you started? Project
What’s a good age to start playing an instrument? Why?
• Read through the Project box with the class. Make sure
Exercise 1 students understand everything.
• Students read the article quickly and complete the factfile. • Write guitar on the board and ask Do you know a piece of
music where you can hear this instrument? Which famous
musicians play the instrument? Is it easy or difficult to learn?
ANSWERS Why? Are you learning it? Do you want to learn it?
Nationality: Japanese • As students answer, write notes on the board.
Born: 1898
• Point to the notes on the board and discuss how they
Died: 1998
could put the notes together to write an article.
Job: music teacher
Musical instrument: violin • Tell students to choose an instrument and make notes for
each point in the Project box. They can then write their
Exercise 2 article.
• Students read the article again and write the correct • Monitor and help with vocabulary as necessary.
letters of the paragraphs. • Display the completed projects around the classroom for
• Check the answers with the class and discuss the words students to look at.
and phrases that give each answer.
Consolidation
ANSWERs
• Encourage students to make a note of any new
2 E 3 D 4 A 5 C
vocabulary in their vocabulary books and to illustrate
new words or to write a translation.

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B Curriculum extra
Grammar Extra activity

Present simple • Tell students they are going to try to explain to a
Present continuous classmate why we have seasons.
• Ask them to read the article again and make notes to
Vocabulary help them with their explanation.
Seasons • Students work in pairs to try to explain why we have
seasons.
Project • Ask some students to explain to the class why we
Write an article about the seasons in your country have seasons. Other students can help out if they get
stuck. See if, as a class, students can produce a clear
Topic explanation.
Why we have seasons
Project
Curriculum extra B: students understand everything.
Geography page 65 • Tell students to make notes on their answers to the
questions in the Project box. They can then write their
Warm-up article.
• Ask What’s the date today? What month is it? What season • Display the completed projects around the classroom for
is it? students to look at.
• Ask Which seasons do you like? Why? Elicit a range of
answers.
Consolidation
• Ask Do you know why we have different seasons? Elicit a few
• Remind students to make a note of any new words
ideas.
Encourage them to add illustrations or translations if it
Exercise 1 will help them.
• Students read the article and then look at the picture of
planet Earth.
• Students match 1–6 with the words in the box.
ANSWERS
1 North Pole 2 South Pole 3 northern hemisphere
4 southern hemisphere 5 equator 6 tilt
Exercise 2
• Write weather on the board and make sure students
understand all the weather words in the article (snowing,
hot, sunny, warm, degrees, rainy, wet).
• Students read the article again and correct the mistakes in
the sentences.
• Check the answers with the class. Check students
understand rainforest.
ANSWERS
1 Our planet needs one year to travel around the sun.
2 When the South Pole titles away from the sun, it’s
winter in the southern hemisphere.
3 New York isn’t on the equator.
4 The equator doesn’t always have very dry weather.

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C Curriculum extra
Grammar Project
Past simple: regular and irregular verbs
students understand everything.
Comparative and superlative adjectives
• Tell students to find out about Amelia Earhart and answer
the questions.
Vocabulary
Time
• They write a paragraph about Amelia Earhart to add to the
timeline.
Geography
• Display the completed paragraphs around the classroom
for students to look at.
Project
Find out about Amelia Earhart and write a paragraph to Consolidation
add to the timeline • Remind students to make a note of any new words
Topic Encourage them to add illustrations or translations if it
Air travel will help them.
Curriculum extra C:
History page 66
Warm-up
• Focus on the pictures and ask What can you see? Use the
pictures to teach fly, flying machine, flight, and draw (drew).
• Ask Do you enjoy flying? Are you scared of flying? Would you
like to be a pilot? Why / Why not? Elicit a range of answers.
Exercise 1
• Students read the text and answer the questions.
• Check the answers with the class. Point out that plane is
another way of referring to an aeroplane.
ANSWERS
1 He put a chicken, a sheep, and a duck in a hot-air
balloon for the first flight.
2 36 metres.
3 It started in Canada and ended in Ireland.
4 Because it was the first supersonic commercial plane to
carry passengers.
Extra activity
• Ask Which of the ways of flying in the text would you like to
try? Why? Which would you not like to try? Why?
• Allow students time to prepare their ideas, then put
them into pairs to discuss the questions.
• Ask some students to tell the class their ideas.

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Workbook answer key
Unit 1 Possessive pronouns Exercise 2

1 Can I wear
Exercise 7 2 No, you can’t
Vocabulary 1 yours 3 Can I use
2 his 4 Not now
Physical descriptions
3 hers 5 You can use it later
Exercise 1 4 ours 6 Can I close
1 beard 5 yours 7 Yes, you can
2 heavy 6 their
3 tall Exercise 3
4 blonde
Exercise 8 1 Yes, you can. / Yes, OK.
1 theirs 2 Can I use the DVD player, please?
5 freckles
2 yours Not now. / No, you can’t. Dinner is
Exercise 2 3 Hers ready. You can use it later.
1 beard 4 his 3 Can I borrow your calculator,
2 hair 5 Ours please?
3 slim 6 its Yes, you can. / Yes, OK. Here it is.
4 curly 7 mine
5 glasses
Whose …? Skills
Exercise 3 Reading
Exercise 9
1 Whose mobile phone is it? It’s Exercise 1
Elena’s.
Grammar 2 Whose CDs are they? They’re
1 She’s French.
2 She’s studying English at a
Present simple / Present Joshua’s. language school.
continuous 3 Whose computer is it? It’s Tim’s. 3 Her host family lives in the north of
4 Whose DVDs are they? They’re the city.
Exercise 4 Tim’s. 4 She’s staying with Mr and Mrs
1 cooks 5 Whose photos are they? They’re Wilson and their children, Sophie
2 now Elena’s. and Jack.
3 go 5 He’s got blue eyes and blond, curly
4 Do you always play Adverbs of manner
hair.
5 every day
Exercise 10 6 She goes five days a week.
6 isn’t working
1 quickly
2 slowly Writing
Exercise 5 Students’ own answers.
1 Does Tom play tennis every week? 3 early
2 The phone is ringing now. 4 badly
3 Mum doesn’t go shopping every 5 well
Monday. 6 happily
4 I’m not using the computer at the
moment. Communication
5 He does his homework after school.
Making requests
6 Are they watching a film at the
moment? Exercise 1
2 d
Exercise 6
3 e
1 does Karen go; likes
4 a
2 Are the boys using; ’re writing
5 f
3 do you do; play; watch
6 c
4 is Mum doing; ’s cooking dinner

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Unit 2 Past time expressions Communication
Exercise 5 Describing your bedroom
Vocabulary 1 Jack and I were at Ian’s party last
Friday. Exercise 1
House and furniture 1 colour
2 Jack was on holiday in Mexico last
Exercise 1 summer. 2 posters
1 living room 3 Jack was in the library ten minutes 3 there
2 bedroom ago. 4 computer
3 bathroom 4 Jack was in his bedroom an hour 5 wasn’t
4 dining room ago. 6 DVDs
5 hall 5 Jack and Emma were at the gym
yesterday afternoon. Exercise 2
6 stairs
1 c
7 study
Information questions with 2 a
Exercise 2 was / were 3 e
2 lamp 4 b
3 sofa Exercise 6 5 d
4 table 1 Where were Oliver, Rachel, and
Patrick on Monday? Exercise 3
5 bookcase
2 When was Oliver at his 1 What colour were the walls?
6 armchair
grandparents’ house with his mum 2 Were there any posters on the
7 curtains
and dad? walls?
8 window
3 He was at football practice. 3 Was there a TV in your bedroom?
9 shelf
4 Where were Oliver and Patrick (on 4 What was your favourite thing in
10 wardrobe
Thursday?) (They) were at the chess your bedroom?
11 desk
12 chair club.
5 Who was Oliver with at the Exercise 4
13 bed Students’ own answers.
Lakeside shopping centre on
Friday?
Grammar 6 Why was Oliver at Tim’s house on Skills
be: past simple (affirmative and Saturday?
Reading
negative)
Prepositions of place Exercise 1
Exercise 3 2 True.
Exercise 7
1 Paul and Amy were at the cinema. 3 False. There was a swimming pool
1 between
2 The dog wasn’t in the garden. in the garden.
2 under
3 The tickets were very expensive. 4 True.
3 opposite
4 I wasn’t a student at Northwood 5 False. The Williams’s house was in
4 on
School. the centre of Oxford.
5 behind
5 We weren’t very tired. 6 False. Pierre’s bedroom was very
There was / There were nice.
be: past simple (interrogative 7 False. People live in the palace near
and short answers) Exercise 8 Oxford.
1 There was a computer on the desk.
Exercise 4 2 There were some CDs on the bed. Writing
1 Were you at Molly’s house
3 There weren’t any posters on the
yesterday? No, I wasn’t.
wall. Exercise 2
2 Was Luciano Pavarotti a famous Students’ own answers.
4 There was a lamp between the bed
blues singer? No, he wasn’t.
and the computer.
3 Was Ben at the pizzeria on Friday
5 There wasn’t a chest of drawers
night? Yes, he was.
opposite the window.
4 Were Peter and Jim at school
6 There was a chair in front of the
today? Yes, they were.
window.

74 Workbook answer key
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Unit 3 Past simple: irregular verbs Exercise 3
(affirmative) Students’ own answers.
Vocabulary Exercise 6 Skills
Jobs (in any order) gave, bought, drank,
said, wrote, thought, ate Reading
Exercise 1
1 factory worker Exercise 7 Exercise 1
2 accountant 1 came 1 b
3 engineer 2 ran 2 a
4 electrician 3 gave 3 c
5 journalist 4 took 4 b
6 hairdresser 5 put 5 c
7 teacher 6 had; went 6 b
8 lawyer 7 drank
8 read; wrote Writing
9 postman
Exercise 8 Exercise 2
Exercise 2 Students’ own answers.
1 teacher 1 Christopher Columbus discovered
2 accountant America.
3 shop assistants 2 Brazil won the world cup in 1958
4 journalist and 1962.
5 engineer 3 The first American president was
6 postman George Washington.
4 The first Olympic Games took place
in Greece.
Grammar 5 In 1624 Dutch colonists bought
Past simple: regular verbs Manhattan Island from Native
(affirmative) Indians for $24.
1 Jade washed her hair last night. 1 do; did
2 Mum talked to my maths teacher 2 ’m listening; gave
yesterday. 3 bought; ’s playing
3 I asked the teacher a question. 4 take; took
4 They opened a new cinema last
summer. Communication
5 He waited for the bus for half an
hour.
Apologizing and making excuses
Spelling variations Exercise 1

1 I left my jacket in the library.
Exercise 4 2 I’ve got basketball practice.
1 tidied 3 It doesn’t matter.
2 lived 4 I’m using it at the moment.
3 preferred 5 I can borrow Anthony’s dictionary.
4 tried
5 studied
Exercise 2
1 I’m really sorry, but I went to the
6 used
cinema.
7 travelled
2 I’m really sorry, but the bus was
Exercise 5 late.
1 arrived 3 I’m really sorry, but I haven’t got
2 travelled any credit at the moment.
3 tried 4 I’m really sorry, but I’m writing an
4 visited email at the moment.
5 watched 5 I’m really sorry, but the train was
6 played late.
6 I’m really sorry, but I haven’t got
any money.

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Unit 4 Past simple (interrogative and Communication
short answers)
Going to the cinema
Vocabulary Exercise 6
1 did Exercise 1
Films 2 c 3 d 4 a 5 f 6 b
2 didn’t
Exercise 1 3 Did you buy
Exercise 2
1 comedy 4 did
5 Did Nick get 1 Can I have
2 musical
6 didn’t 2 What time is
3 animated
3 Here’s
4 horror
Exercise 7 4 That’s
5 fantasy
1 Did you have a birthday party last 5 Here’s
6 love
7 science-fiction year? Yes, I did. / No, I didn’t.
2 Did you take the bus to school Exercise 3
8 action 1 1 Nim’s Island, please
today? Yes, I did. / No, I didn’t.
1 animated 3 Did you have a shower this 2 £15, please.
2 horror morning? Yes, I did. / No, I didn’t. 3 Which screen is it?
3 fantasy 4 Did you see your cousins at the 4 1
4 science-fiction weekend? Yes, I did. / No, I didn’t. 2 1 have two adults’ tickets and
5 Did you watch a film yesterday? Yes, one under 10s’ ticket for Happily
Exercise 2 I did. / No, I didn’t. N’Ever After, please.
1 fantasy film 2 That’s twenty pounds, please.
2 animated film Question words + past simple 3 Here you are.
3 science-fiction film 4 Here are your tickets and 30
Exercise 8 pounds change.
4 love story
1 What time did the bus leave? It left
Grammar
at 8.15 a.m. Skills
2 What did they do in the morning?
Past simple (negative) They visited the Science Museum. Reading
3 Where did they have lunch? They
Exercise 3 had lunch in Hyde Park. Exercise 1
1 They didn’t have a pizza. 4 When did they visit the Natural 1 She is Peter Parker’s girlfriend.
2 Tom didn’t go to the Chinese History Museum? They visited it in 2 In 1962.
restaurant. the afternoon. 3 Because he was a teenager.
3 Anna and Leo didn’t do their 5 What time did the bus arrive back 4 Two.
homework. at school? It arrived at 6.00 p.m. 5 In 2012.
4 Jill didn’t catch a bus. 6 Because he appears in comics,
5 Tom didn’t buy a T-shirt. Exercise 9 TV cartoons, films, and computer
6 Jill didn’t write an email to her 1 did games.
cousin. 2 loved
3 did you do Writing
Exercise 4 4 tried
Exercise 2
1 didn’t watch 5 watched
Andrew Garfield was born in Los
2 didn’t play 6 Did you stay
Angeles, US in 1983. In 1986 he
3 didn’t send 7 didn’t
moved with his parents to England. In
4 didn’t go 8 had
2004 he graduated from the Central
5 didn’t do 9 went
School of Speech and Drama in
10 did you buy
Exercise 5 London. In 2005 he played a small
11 gave
1 I had a pizza. / I didn’t have a pizza. part on TV in Doctor Who. In 2007 he
12 bought
2 I watched a film. / I didn’t watch a moved back to Los Angeles. In 2010
film. Andrew had his first big film role in
3 I sent an email. / I didn’t send an The Social Network about Facebook.
email. In 2012 he starred in the film The
4 I played football. / I didn’t play Amazing Spider-Man and in 2014 he
football. starred in the film The Amazing Spider-
5 I visited a friend. / I didn’t visit a Man 2.
friend. Exercise 3

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Unit 5 Irregular adjectives Exercise 3
1 It’s in Corstophine Road, Edinburgh.
Exercise 6 2 You can take the bus or train to
Vocabulary 1 worse Edinburgh Waverley Station.
2 farther / further 3 They’re £16 for adults and £11.50
Geography
for children.
4 Yes, there is. Tickets are £11 for
1 cheaper
1 island students.
2 more relaxed
2 river 5 It’s open from 9 a.m. to 5 p.m. every
3 friendlier
3 mountain day including Christmas Day.
4 easier
4 ocean
5 farther / further
5 desert
6 better Skills
6 continent
7 nearer Reading
7 lake
8 volcano as … as Exercise 1
Exercise 2 Exercise 8 1 You can go swimming in the lakes.
1 desert 1 Adam Sandler is / isn’t as funny as 2 You can sometimes see condors.
2 lake Owen Wilson. 3 Because the ski station is enormous
3 island 2 Matt Damon is / isn’t as famous as and has almost 100 kilometres of
4 mountain Johnny Depp. ski slopes.
5 Sea 3 John Travolta isn’t as young as 4 It is a mountain.
6 volcano Daniel Radcliffe. 5 You can visit museums and
7 Ocean 4 Fanny Lú is / isn’t as good-looking cinemas.
8 continent as Paulina Rubio. 6 They usually buy chocolate.
5 Neymar is / isn’t as talented as Writing
Grammar Messi.
Comparative adjectives (short
6 Keira Knightley isn’t as tall as Anne Exercise 2
Hathaway. Students’ own answers.
adjectives)
Exercise 9
Exercise 3 1 bigger
1 longer
2 drier
2 happier
3 as hot as
3 hotter
4 larger
4 funnier
5 as deep as
5 slower
6 longer
6 larger
7 higher
7 older
8 nicer
Communication
Exercise 4
Asking for tourist information
1 older than my brother
2 hotter than yesterday Exercise 1
3 are funnier than documentaries 1 want to visit
4 longer than the Amazon 2 are the tickets
5 sadder than the film 3 children
6 is nicer than Mrs Nixon 4 does it open
5 is it
Long adjectives
6 can I get
Exercise 5 7 than
1 more expensive than
Exercise 2
2 more famous than
2 a
3 more intelligent than
3 f
4 more dangerous than
4 e
5 more popular than
5 d
6 more boring than
6 b

Workbook answer key 77
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Unit 6 Exercise 7 Skills
1 The most popular singer in my
country is … Reading
Vocabulary
2 My worst school subject is …
3 The funniest carton character is … Exercise 1
Feelings and emotions 1 They’re the largest group of
4 The best football player in my class
Exercise 1 is … sculptures in the world.
2 f 5 The most interesting programme 2 Doane Robinson had the idea for
3 g on TV is … the sculptures.
4 a Students’ own answers. 3 He wanted to attract tourists.
5 b 4 Gutzon Borglum and his son
6 d Comparative / Superlative created the Mount Rushmore
7 e sculptures.
Exercise 8 5 400 people helped them.
Exercise 2 1 better 6 More than two million people visit
1 frightened 2 the most embarrassing it every year.
2 bored 3 more interesting
3 sad 4 the most expensive Writing
4 confident 5 stronger
6 the funniest Exercise 2
5 angry
7 the kindest The Grand Canyon Skywalk is in the
6 excited
8 colder Grand Canyon in Arizona. It’s a glass
walkway over the deepest canyon in
Grammar one / ones the world. It’s 1,200 m above the floor
Superlative adjectives (short of the Grand Canyon. The Hualapai
Exercise 9 Native American people built it
adjectives) 1 one in 2007. Tourists can walk on the
Exercise 3 2 one glass and look down at the canyon.
1 prettiest 3 ones It’s special because it’s the highest
2 the tallest 4 ones walkway in the world and one of
3 nicest 5 ones the biggest tourist attractions in the
4 heaviest 6 one south-west of the US.
5 cleverest
6 saddest Communication Exercise 3
Exercise 4 Making a phone call
1 Tim is the tallest.
Exercise 1
2 Jess is the fastest.
1 1 ’s calling
3 Marius is the shortest.
2 It’s
4 Jess is the oldest.
3 on
5 Jess is the lightest.
2 4 Is that
6 Marius is the strongest.
5 to leave
7 Tim is the youngest.
6 call me back
Long and irregular adjectives
Exercise 2
Exercise 5 2 d 3 a 4 e 5 b
1 most famous
Exercise 3
2 most talented
1 Hello. It’s Simon here. Can I speak
3 best
to Tanya?
Exercise 6 2 Can I have her mobile number?
1 the best 3 Yes, please. Can you tell her I can’t
2 the most exciting meet her at the cinema tonight?
3 the cheapest 4 Yes, please, after six o’clock. My
4 the farthest / furthest number’s 010 242 67661.
5 the angriest 5 Thanks. Bye.
6 the worst

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Word list
This word list shows the new key words and phrases that are introduced in Champions 2nd edition Level 1. The words are
presented alphabetically and followed by a reference to where each is introduced.
Key: W = Welcome, U = Unit, R = Review, Cc = Culture club, Ce = Curriculum extra
Word Translation / Definition Word Translation / Definition
Aa bedroom U2
accident U6 beginner U1
accountant U3 behind U2
action film U4 believe U3
active U5 beneath U5
adult U4 best-seller CcB
advertisement U4 best-selling CcC
aeroplane U5 between U2
affect U5 big W
afternoon U2 bike W
age U4 birthday U1
aggressive U5 black U1
ago U2 blond(e) U1
agree U3 blue U1
alarm clock U4 boat CcA
almost U5 bookshop CcB
already U1 bored U2
always W boring W
amazing U2 borrow U1
ambition U3 boy U1
American W Brazil W
ancient U2 Brazilian W
angry U2 British W
animal U3 brother W
animated film U4 brown U1
annoyed U6 building U2
appear U4 burger U5
argue U6 bus U1
armchair U2
around W Cc
arrive U3 calculator U1
art gallery RC call back U6
article U1 calm U6
at the moment U6 camp U1
athletics W Canada W
attend U1 Canadian W
audition U6 cap W
aunt W capital U2
award U4 car W
career U4
Bb cartoon U4
baby CeA cat W
bad U2 cause U5
bag U2 CD U1
band W celebrate U3
barbecue CcA century U3
basketball W chair U2
bath U2 championship U3
bathroom U2 change (noun) U4
beach U5 change (verb) CcB
beautiful U1 character CcB
bed U2 chat W
79
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chemistry U3 definitely CcC
chess W degree CeB
chest of drawers U2 delicious U3
chicken CeC deliver U4
chimpanzee U5 desert U5
church U2 desk U2
cinema U2 dictionary U1
city U2 die U2
class W different U1
classroom U1 dining room U2
clean U4 director CcB
close U1 disaster U2
club U1 disco U1
coach U1 discover U3
coast U5 distance CcC
cold U2 do my homework W
collide U5 doctor U3
come over U2 dog W
comedy U4 door U2
commerce U3 downstairs U2
commercial CeC dragon U1
compare U5 drama U1
comparison CeA drink W
competition U1 dry U5
computer W duck CeC
concentrated U5 DVD W
concert U2
confident U6 Ee
congratulations U6 earthquake U6
constant CeA east U3
continent U5 easy U3
control (noun) CeC eat W
control (verb) U6 edition CcC
controlled CeC electrician U3
convert U2 element U3
cook U1 elephant U5
cooker U2 email W
cool U2 embarrassed U6
copy U1 embarrassing U6
costume design U1 engineer U3
country U5 enjoy U3
course U1 enormous CcA
cousin W enter W
create U1 equator CeB
crocodile U6 erupt U5
crust U5 eruption U2
culture U6 evening U2
cup U4 excited CcB
cupboard U2 excuse U3
curly U1 exhibition U5
current CcC expand U5
cute U6 expect U5
cycle W expensive U5
cycling W explain U1
explorer U3
Dd expression CcC
dad W eyes U1
dance W
dangerous U2 Ff
deep U5 factory worker U3
fail U3
80 Word list
4004695 CHAMP 2e TB1.indb 80 04/11/2014 11:27

famous U6 Hh
fan CcB hair U1
fantastic U2 hairdresser U3
fantasy film U4 hall U2
fascinating U2 hang on U6
fault U2 happy W
favourite W have breakfast W
fed up U6 have lunch W
fictional RB health U6
film set CcB healthy U6
final U4 heavy U1
finish W hemisphere CeB
fish U3 hero U3
flag W high U5
flat W highlands U5
flight CeC hill U2
floor CcA history W
follow CcB hit U4
football W holiday U2
freckles U1 home W
freezing U4 homework W
French U1 hopeless U5
fridge U2 horrible U4
friend W horror film U4
friendly U1 horse W
frightened U6 hot U1
frightening RB hot-air balloon CeC
fuel CeC house W
funny U1
Ii
Gg ice U5
game U2 ice cream U1
garden U1 important U2
geography W impossible U6
get home W in U2
get up W in front of U2
gigantic U1 incident U5
giraffe U5 include U5
girl U1 increase U5
glasses U1 inspire CcB
global CeA instrument CeA
go shopping W intensive U1
go swimming W interactive CcB
go to bed W interest U1
go out U6 Internet W
gold U3 invent CeC
goldfish RC inventor CeC
good U2 island U3
government U5
grandad W Jj
grandma W jacket W
great U2 Japan W
grounded U2 Japanese W
group W jazz U3
grow U5 jeans W
grow up U4 jigsaw puzzle U5
guard CCA journalist U3
guide U3 journey CcB
guitar W jumper W
gurning CcC jungle U2

Word list 81
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Kk museum U6
karate W musical U4
kid W musician U1
kill U5 mystery U2
kilometre U2
king U2 Nn
kitchen W national U1
natural U5
Ll natural world CcC
lake U5 near U2
lamp U2 nervous U5
land (noun) U5 never W
land (verb) CeC new W
last U2 next to U1
late W night U2
lava U5 noisy U5
lawyer U3 nurse U6
league U1
leave W Oo
leopard U5 ocean U5
level U1 office U3
life U3 office worker U3
light (adjective) U5 often W
light (noun) U6 olive oil CcC
like W on U1
listen W open U1
living room W opening hours U5
location CcB opposite U2
long U1 outside CcA
lose U5
love U1
Pp
palace U2
love story U4
park W
Mm part U4
magazine W pass U4
mantle U5 passenger U3
mark U2 PE W
marry U3 pen U1
match U1 perfect CcB
maths U1 phone U1
matter U3 physicist U3
meal U3 picnic U3
melt U5 piece U5
member RA pilot CeC
message U6 pizza U1
method CeA pizzeria U6
middle CeB place U2
minigolf U1 plan U4
minute U3 planet U5
mirror U2 plant U3
miserable U4 play W
mission U2 play basketball W
missionary U2 play tennis W
mobile phone W player U1
modern CcA pleased U2
moment U4 pool U5
mountain U2 popular U1
moustache U1 popularity U6
movement CeC population U2
MP3 player W porch CcA
mum W positive U6

82 Word list
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possible U3 scared U5
postcard RA scary U5
poster U2 school W
postman U3 science W
practice U2 science-fiction film U4
prefer U4 scientist U5
premiere U4 score U2
present U6 screen U4
president U4 screening U4
pressure U5 sea U5
prize U3 season U1
problem U1 secret U4
professional U1 see W
project U4 sell CcB
protection U6 send U4
proud U6 separate (verb) U5
publisher CcB sequel U4
push U5 series U4
serious U5
Qq sheep CeC
quick U1 shelf U2
quiz U1 ship U3
shoes W
Rr shop U4
radioactive U3 shop assistant U3
rain U1 short U1
rainforest CeB shoulder-length U1
rainy U2 shout W
ranch CcA shower U2
rarely W shrink U5
rapper RA sing W
rating U6 singer W
reach U6 sink U2
read W sister W
reality show U5 sit down W
record holder CcC situated U5
religion U2 skateboard W
religious U2 ski W
repetition CeA skirt W
report U2 sky U5
result U5 slim U1
return U3 small W
reverse CeB smartphone RC
rich U5 snow U5
ride (noun) CcB snowboarding U6
ride (verb) W sofa U2
ring U1 sometimes W
river U3 song RA
robot CeA sophisticated CeC
role U4 sorry U3
romantic U4 space U5
round U3 Spain W
route U3 Spanish W
rucksack U1 speak W
ruins U2 special U1
run W special effects CcB
speed CeC
Ss spell CeB
sad U6
spiky U1
sailor U3
sports personality U1
sand U5

Word list 83
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stadium U6 trainers W
stairs U2 transatlantic CeC
stand up W trip U3
star (noun) U1 tropical CeB
star (verb) U4 trouble U1
start W trousers W
stay U2 tour U3
straight U1 tube station U5
strange U2 turn U6
street U2 TV U2
student W typical U4
studio CcB
study U2 Uu
subject W uncle W
successful CcB under U2
summer U2 unpopular U3
summer camp U1 upstairs U2
sun-lover U2 use U1
supersonic CeC usually W
surface U5
surname W Vv
survey U6 very U2
swim U1 view CcA
swimming W visit U1
volcanic U5
Tt volcano U2
table U2 volleyball U1
tablet RC
take W Ww
take off CeC walk W
talent show U5 wall U2
talented U4 wardrobe U2
tall U1 warm U2
teach W watch TV U1
teacher W wavy U1
team W wear U1
teen U1 weather U1
temperature U5 week U1
temples U2 weekend U1
tennis W weigh U6
terrible U2 well U4
test U4 west U3
text U4 wet U1
the United Kingdom (UK) W whale U6
the United States (US) W win W
theme park CcB window U1
thousand U2 windsurfing U3
ticket U1 wing CeC
tilt CeB witch CcB
tired U6 wizard CcB
today U1 work W
together U4 world U2
toilet U2 world record CcC
top (adjective) U2 write W
top (noun) W
tour U3
Yy
year U2
tourist U2
yesterday U2
tourist information U5
young U1
tournament U1
train (noun) U3
train (verb) U1
84 Word list
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A Portfolio
Speaking and writing

1 I can describe a person’s physical appearance. 4 I can identify objects in my house.
A2 A1
Charlie is tall and slim. There are two armchairs.
1 1
2 2
3 3
4 4
5 5
Can you? /5 Can you? /5
2 I can write about when I do things. A2 5 I can describe where objects are in a house.
I go to the cinema every week. A1
1 The sofa was in the sitting room.
2 1
3 2
4 3
5 4
Can you? /5 5
Can you? /5
3 I can make requests. A2
Can I open the window? 6 I can describe my bedroom. A1
1 The wardrobe is opposite the door.
2 1
3 2
4 3
5 4
Can you? /5 5
Can you? /5
Reading, listening, and writing Can you?

Yes I’m not sure No
7 I can understand a phone conversation about a summer camp. A2
8 I can write a paragraph about a summer camp. A2
9 I can understand a text about different places to visit. A1
10 I can write about an old place. A2

Photocopiable © Oxford University Press 2014 Portfolio A 85
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B Portfolio

1 I can write and talk about famous sports 4 I can invent a story in the past. A2
personalities.A2 Last year, I met a famous person.
Michael Jordan played basketball. 1
1 2
2 3
3 4
4 5
5
Can you? /5
Can you? /5
5 I can ask and answer questions about past
2 I can identify different jobs. A2 activities.A2
hairdresser What did you do yesterday?
1 1
2 2
3 3
4 4
5 5
3 I can apologize and make excuses. A2 6 I can buy a cinema ticket. A2

I’m sorry. Can I have two tickets, please?
1 1
2 2
3 3
4 4
5 5
Reading, listening, and writing Can you?

7 I can write and summarize facts about a famous person. A2
8 I can read and understand a text about a Hollywood star. A2
9 I can identify and describe different kinds of films. A2
10 I can write about films I liked / disliked. A2

86 Portfolio B Photocopiable © Oxford University Press 2014
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C Portfolio

1 I can compare people, places, and things. A2 4 I can ask and answer questions about how I
The highest mountain in South America is feel in different situations. A2
in Argentina. I feel excited on my birthday.
1 1
2 2
3 3
4 4
5 5
2 I can ask for information at a tourist centre. 5 I can ask and answer questions on the phone.
A2 A2
How much are the tickets? Can I speak to Martha?
1 1
2 2
3 3
4 4
5 5
3 I can identify different feelings and emotions. 6 I can ask and answer questions about my
A2 country.A2
happy I think our country is safe.
1 1
2 2
3 3
4 4
5 5
Reading, listening, and writing

Can you?
7 I can identify geographical features and complete a factfile

about South America. A2
8 I can read and understand a text about our changing planet. A2
9 I can write about a frightening incident in my life. A2
10 I can write a report about my country. A2

Photocopiable © Oxford University Press 2014 Portfolio C 87
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1
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about other cultures as well as their own.

Student’s Website NEW

● Web quest activities

● Over 40 printable worksheets ● Authentic interviews with

● Now with Reading and Writing practice British teenagers

● Printable practice test for KET and PET

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Workbook answer key

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Games to use in the classroom

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How can I improve this?

What did you do in English outside class?

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Class work: continuous assessment Test results

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Unit Vocabulary Grammar

Workbook: pages 67­–97 Irregular verbs: page 98

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ple ● Imperatives ● Adverbs of frequency ● can (ability) ● Present continuous

Making requests Reading: A magazine article about a basketball coach

Curriculum extra: Music page 64

Apologizing and making excuses Reading: A biography of Christopher Columbus

Buying a cinema ticket Reading: An interview about Logan Lerman

Curriculum extra: Geography page 65

Curriculum extra: History page 66

Word list: page 99

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Countries and nationalities page 4 Extra activity

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this, that, these, those answers

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© Copyright Oxford University Press

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© Copyright Oxford University Press

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• Go through the dialogue again as a class and the Check

Workbook: pages 67–97 Irregular verbs: page 98

Presentation page 36 Language focus page 37