Sign Up To English 2 Guia Docente

Sign Up 2
to Eng
h
lis
Contents
Introduction
Starter unit - A new start
Unit 1 - Living online
Unit 2 - Eating well, living well
16
Unit 3 - Different strokes for different folks
24
Unit 4 - Explore the world
32
Unit 5 - Risky Sports
40
Unit 6 - Lifestyles and trends
48
Unit 7 - The best and only one
56
Unit 8 - The future in our hands
64
Tests 1 to 3
72
Tests - Answer key
81
Grammar reference - Answer key
83
Project work activities
84
Audio CD - Track list
87
Teachers Book
Introduction
Introduction
General Characteristics of the Series
Sign Up to English is a three-level series specially designed
for teenagers studying English as a foreign language. The
series provides real-life situations, interesting topics and
engaging activities in the Course Book to foster the use
of the target language in class in meaningful contexts.
The activities aim to provide learners with opportunities to
practise the language in a consistent and productive way.
Personalisation is a strong feature in Sign Up to English.
Students are given various opportunities throughout the
units of the Course Book to relate what is being learned
in class to their own experience. Themes involving ethics,
environmental issues, health, cultural plurality, education,
work and citizenship permeate most of the activities and
are used in interesting reading texts, exciting projects
and thought-provoking discussions.
The technological element in the Course Book (through
the Project Work activities and interactive games on
the Students Interactive CD-ROM) responds to the
interests of teenagers and provides extra opportunities
for learners to use the language in real-life situations.
Components of Sign Up to English

For each level the series provides a Course Book (with a builtin Workbook, a Grammar Reference section and a Students
Interactive CD-ROM) and a Teachers Book (with an Audio
CD). A stand-alone component is the Teachers Resource CDROM which features photocopiable activities for extension
and consolidation, and extra photocopiable tests.
Course Book
The Course Book contains:
A Scope & Sequence section
A Starter Unit
8 Units of four lessons each
8 Review sections (one per unit)
8 World Issues sections (one per unit)
A Workbook section
A Grammar Reference section
A List of Irregular Verbs (for levels 2 and 3)
A Students Interactive CD-ROM
The Scope & Sequence section consists of two pages with

detailed information on syllabus distribution, including
functions, grammar, lexis and recycling for every unit.
The Starter Unit is a two-lesson introductory unit with
varied activities that allow for the recycling or effective
teaching of the minimum language requirements needed
to start the course. For teachers, the Starter Unit is also
a useful tool for conducting an initial diagnosis of new
students background knowledge of English.
The following eight Units contain four lessons each,
and are followed by a Review lesson and a World
Issues section. Each lesson consists of a double-spread
section; consequently, each unit contains 12 pages
(except for the Starter Unit which has two doublespread sections covering 4 pages). The lessons are
theme-based and contain a wide array of reading text
types to contextualise and present the target language.
The four macro skills (reading, listening, speaking and
writing) are well balanced and addressed in all the
lessons of the units.
The Review section appears after lesson 4 in all the
Units in the Course Book and it is a very useful tool for
students to revise the contents they have learned.
World Issues is a section that accompanies the Course
Book with exciting articles and activities spread over
16 colourful pages. There is a double-spread World
Issues section per unit. World Issues texts focus on the
development of reading skills and enhance students
ability to express points of view and discuss topics of
interest. The World Issues section contains a link to a
Project Work activity every two units. (See Students
Interactive CD-ROM.)
The Workbook section appears at the end of the Course
Book and consists of 32 pages (4 pages per unit). The
Workbook provides a series of activities for practice and
consolidation of the structures and vocabulary learned in
each lesson of the Course Book and is meant to be done
by students at home.
The Grammar Reference is a user-friendly section with
grammar boxes and exercises for extra grammar practice.
Throughout the units of the Course Book, students
will find Sign Up to Grammar boxes that direct them to
the Grammar Reference section for further examples
Students Interactive CD-ROM
Each Course Book is accompanied by a Students

Interactive CD-ROM with two interactive games that
can be played at the students convenience. These games
help students revise key vocabulary and core grammar
points learnt in the Course Book. In addition, the CDROM contains a key feature of the Course Book: the
Project Work activities which function as input for the
development of projects where English can be used in
real-life situations. They involve gathering information
on the Internet, analysing and responding to it, and
encouraging students to develop their presentation
skills. For both teachers and learners, the Project Work
activities are rich optional resources as they provide
engaging activities and opportunities for collaborative
learning. These activities are explained in this Teachers
Book on pages 84, 85 and 86.
Teachers Book
The Teachers Book contains:
This Introduction
Lesson-by-lesson exploitation of the Units
Audio Scripts
Answer Key to the Course Book and Workbook
3 photocopiable Tests with Answer Key
An Audio CD
The Teachers Book is the gateway for a sound and
thorough use of the Course Book and the Students
Interactive CD-ROM. It provides a handful of ideas and
suggestions to give support to teachers in different areas.
It contains detailed lesson-by-lesson planning notes,
Audio Scripts and Answer Key sections to the activities
in the Course Book. Cultural notes, reference sections,
suggestions of interdisciplinary projects and extra
activities can also be found.
Three photocopiable tests are provided in this Teachers

Book to assess the main skills developed and language,
grammar and vocabulary items acquired throughout the
units. Test 1 covers Units 1 to 3, Test 2 covers Units 4 to 6
and Test 3 covers Units 7 and 8. In this way, students are
provided with one test per trimester.
The Answer Key to the photocopiable tests is at the back
of this Teachers Book.
Audio CD
The Teachers Book in the Sign Up to English series is

accompanied by an Audio CD. It includes the listening
input required for class work. A system of icons and track
numbers on the Students Book pages is used to link the
listening activities with the audio CD tracks.
Outstanding Features within the Lessons

Sign Up to Grammar box
This section brings the lessons target language into

focus so that learners have a clear reference for study.
The Sign Up to Grammar box is placed in a box on the
top right-hand side of the second page of each doublespread section. The fixed position of the box is a userfriendly resource as it allows students to find the main
language items in the lesson quickly and easily.
Useful Tip Boxes
Some lessons have Useful Tips boxes. These boxes provide

tips on a variety of topics; including grammar, spelling,
pronunciation and culture.
Reference to Icons on the Course Book pages

Speaking activity
Reading activity
Listening activity
Writing activity
Introduction
Some comments in the Teachers Book may sound

obvious to some teachers while not detailed enough
to others. Teachers will be able to adapt the lesson
plans to suit their needs, depending on their own
classroom situation.
Teachers Book
and practice. The Grammar Reference also provides

opportunities for self-evaluation: for each Grammar
Reference topic, students may circle one out of three
emoticons (happy, neutral or sad faces) that appear next
to each grammar topic to show whether they understand
the topic very well, well or not very well.
This may help develop the students sense of progress
and awareness of their learning processes.
At the end of the Course Book, students will find a List
of Irregular Verbs (for levels 2 and 3).
Introduction
GR
Grammar Reference*
WB
Workbook*
*These special icons show links to something that is not part of

the page where the icons appear. Through these icons, learners are
usually asked to go to another section in the book.
Some Other Features of the Series
Teachers Book
Project Work Activities
They are available to teachers and learners on the

Students Interactive CD-ROM that accompanies all
the levels of Sign Up to English. There are four Project
Work activities per book connected with Units 1 & 2; 3
& 4; 5 & 6 and 7 & 8. They can be found in the World
Issues sections.
These activities involve the use of the Internet to
collect information. They require the critical analysis
of this information and provide opportunities for the
development of presentation skills through exciting
and motivating projects. These projects are thoroughly
explained in the last pages of this Teachers Book.
Annual Plan
The chart on this page shows a suggested distribution

of all the contents in Sign Up to English 2 into three
terms. The items mentioned in this Annual Plan chart
refer to the Course Book (Units 1 to 8 and the Review
and World Issues sections); the Students Interactive
CD-ROM (Project Work activities 1 to 4) and this
Teachers Book (Tests 1 to 3 and the instructions for
the Project Work activities).
Annual Plan: Suggested

Distribution into Three Terms
1st term
Starter Unit
CB pp. 4-7
Unit 1
CB pp. 8-15
Review - Unit 1
CB pp. 16-17
World Issues 1
CB pp. 18-19
Unit 2
CB pp. 20-27
Review - Unit 2
CB pp. 28-29
World Issues 2 (Optional Project Work 1)
CB pp. 30-31
Unit 3
CB pp. 32-39
Review - Unit 3
CB pp. 40-41
World Issues 3
CB pp. 42-43
Test 1
TB pp. 72-74
2nd term
Unit 4
CB pp. 44-51
Review - Unit 4
CB pp. 52-53
CB pp. 54-55
Unit 5
CB pp. 56-63
Review - Unit 5
CB pp. 64-65
World Issues 5
CB pp. 66-67
Unit 6
CB pp. 68-75
Review - Unit 6 (Optional Project Work 3)
CB pp. 76-77
World Issues 6
CB pp. 78-79
Test 2
TB pp. 75-77
3rd term
Unit 7
CB pp. 80-87
Review - Unit 7
CB pp. 88-89
World Issues 7
CB pp. 90-91
Unit 8
CB pp. 92-99
Review - Unit 8
CB pp. 100-101
CB pp. 102-103
Test 3
TB pp. 78-80
Starter unit - A new start

COMMUNICATIVE AND LEARNING TASKS
LEXIS
GRAMMAR
PHONOLOGY
L1
Revision of basic
word groups: family
members, school
facilities, parts of the
body, etc.
Revision of:
The Simple Present
Frequency adverbs
Prepositions of time
and place
Can / cant
Pronunciation of the
letters of the alphabet
and numbers 1 to 31
L2
Places in a town: a
hospital, a library, bus
stops, a gym, a bank, a
shopping centre, etc.
Revision of:
There is / there are
Prepositions of place
Simple Present vs.
Present Continuous
Pronunciation of
demonstrative
pronouns and some
classroom objects
Lesson-by-lesson plans
CONTENTS
Writing a blog entry.

Talking about what people can or cant do.
Writing about peoples routine.
Talking about peoples routine.

Talking about what people are doing at this
moment / now.
Teachers Book
Starter
unit
Extras: Suggested optional games and activities for consolidation.
Lesson 1 (CB p. 4)
Draw students attention to the words and the

boxes on page 4. Ask them to repeat the words after
you and explain the meaning of the ones they do not
remember. Ask them to write three words from the list
in each word group. Remind them to add one more word
to each category. Give students some minutes to do the
activity. Check the activity by asking some volunteers to
write their answers on the classroom board.
Answer key: Family Members: students own answer;
School Facilities: schoolyard, computer lab, cafeteria,
students own answer; Parts of the Body: hand, mouth,
nose, students own answer; Other Adjectives: weird,
interesting, funny, students own answer; School
Subjects: PE, Science, History, students own answer;
Sports: swimming, skateboarding, football, students
own answer; Places in a Town: cybercaf, cinema,
hospital, students own answer; Hair colour: blonde,
grey, red, students own answer; Days of the Week:
Friday, Tuesday, Sunday, students own answer
Choose a student and ask him / her to read out

the rubrics and the example. Ask a volunteer to make up
another sentence as an example. Write this sentence on
the board. Give students some minutes to do the exercise.
Students use some of the words in activity 1 and write
five sentences in their notebooks. You may choose to

have students do this activity in class or you may assign
it as homework. Check students answers by asking some
volunteers to write their sentences on the board.
Answer key: Students own answers
3 Students complete the sentences with the prepositions
in, at or on. Check this activity by eliciting the answers

from different students and write them on the board.
Answer key: 2. at; 3. at; 4. in; 5. on; 6. in; 7. at; 8. on
Lesson 1 (CB p. 5)
Set the context by explaining that Pablo is

studying English and, for homework, he was asked to
write his profile on his blog. Explain that he has made a
few mistakes. Make sure students understand that they
have to read Pablos blog and correct the underlined
mistakes. Give students a few minutes to do this task.
Do not check students answers yet.
NOTE: Explain to students that American and British
English are different varieties of the English language

and, therefore, there are some differences in grammar,
vocabulary, spelling and pronunciation.
Teachers Book
Explain that in the UK (United Kingdom) people use have

got and in the USA (United States of America) people use
have. For example, in the UK people say: I have got two
brothers. / Have you got any brothers? / I havent got any
brothers. In contrast, in the US people say: I have two
brothers. / Do you have any brothers? / I dont have any
brothers. Ask students to tell you if the blog in activity 4
is written in American or British English. (The answer is:
In American English. However, things are changing and the
use of have is also very common in the UK at present).
Students listen to the audio CD and check their

answers. You may play the audio CD again, this time
making pauses and asking students to repeat the answers
after the audio CD.
2
Answer key: 2. from; 3. is; 4. live; 5.books; 6. doesnt;

7. go; 8. our; 9. have
Answer key: 1. Pablo always reads his emails after

dinner. 2. Javier usually writes on Pablos blog.
3. Pablo is sometimes tired in the evening. 4. Pablos
sisters cant swim. 5. Javier can play the guitar too.
OPTIONAL ACTIVITY:
Students work in pairs and play a guessing game. Each

student writes in his / her notebook three sentences
about himself / herself but leaves a blank where the
frequency adverb is supposed to be used. They then swap
notebooks with their partners and try to guess each
others missing adverb.
In their notebooks, students write sentences

about the things they can or cant do. You may assign
this task as homework.
Audio script 2
Pablo: My names Pablo and I am 11 years old. Im from Buenos
Aires, Argentina. I have two sisters: Ana is 15 and Patricia is 13.
We live in a big house in a beautiful neighbourhood. My sisters
share the same room, but I have one only for me. In my room,
I always read books, use my computer and play the guitar.
I collect rock and roll magazines and posters. Ana collects
perfume bottles but Patricia doesnt collect anything. In our
free time, we go to the shopping centre with our friends or play
tennis at the club. Oh, and we have a pet cat called Tania.
6 Explain to students that Pablo has got a friend called
Javier. Refer students to Javiers comment on Pablos

blog. Focus on the example and give students a chance
to say what they are supposed to do. Give them some
minutes to fill in the gaps with the words and phrases in
the box. Check the activity by asking some students to
read aloud the answers.
Answer key: 2. to the cinema; 3. video games;
4. Matchbox cars; 5. the guitar; 6. dinner; 7. emails
7 Ask a volunteer to read aloud the rubrics. Take this
opportunity to revise the position of adverbs of frequency

by drawing students attention to sentences 1 and 3 and
elicit the grammar rule from the class (frequency adverbs
are used before verbs and exceptionally after the verb
to be). Give students some minutes to do the exercise.
Check the activity by asking some volunteers to read
aloud their sentences.
In their notebooks, students write a text that is

meant to be a blog entry on Pablos blog. Ask students
to write about their daily routine using adverbs of
frequency. You may ask different students to read aloud
their blog entries to check this activity in class.
Lesson 2 (CB p. 6)
Ask students to answer the questions about their

own neighbourhoods. Check the activity by asking some
volunteers to read aloud their answers.
2 Make sure students understand that they are going to

create a virtual town. They choose some places from the
box and complete the map.
3 Have students write five sentences that describe the
virtual town they created in activity 2 using prepositions

of place. Refer students to the example given and ask
them to use it as a model. Monitor students work as you
walk around the classroom.
Students listen to the audio CD and complete

the dialogue between Javier and Pablo. You may play the
audio CD twice and make some pauses in between so
that students have more time to fill in the blanks. Check
students answers by asking two volunteers to read aloud
the dialogue.
3
Audio script 3
Javier: Pablo, do you like your neighbourhood?
Pablo: Yes, I do. I think its beautiful and quiet. Theres a square
near my house.
Javier: Is there a university?
Pablo: No, there isnt. But there is a school next to the bakery.
Javier: Are there any banks?
Pablo: Yes, there is one next to my school. But there arent any
shopping centres.
Javier: Is there a caf?
Pablo: Oh, yes! Thats my favourite place. And theres a
supermarket too.
Answer key: 1. square; 2. university; 3. school;

4. bakery; 5. banks; 6. school; 7. shopping centres;
8. caf; 9. supermarket
In their notebooks, students write an email to a

friend telling her / him about their town. You may assign
this task as homework.
Answer key: 1. She works at the London Regional

Hospital. 2. No, she isnt. 3. Shes listening to music.
4. Because its Sunday and she isnt working.
Ask students to use the cues given to write

about Jackies daily routine. Encourage students to
include sequence markers (then, next, after that and
finally). You may check students answers by asking
different students to write their sentences on the board.
Answer key: (Answers may vary) Possible answers:
has a shower. Next, she has breakfast. After that, she
takes the bus at 7:45 a.m. and goes to the hospital. She
finishes work at 4 p.m. and she goes back home. Finally,
she answers her emails and chats online with friends.
Teachers Book
9 Explain to students that Jackies friends are on
holiday now. Have students look at the chart and write

sentences about what Jackies friends are / arent doing.
Draw students attention to the example given and ask
them to use it as a model.
Answer key: 2. Janice isnt doing her homework. Shes
playing handball. 3. Sean isnt speaking on the phone.
Hes visiting a museum. 4. Peter isnt travelling by bus.
Hes travelling by plane.
10
Students work in pairs. They take turns to ask

and answer the questions given. Encourage students to
add a new question. Monitor students work as you walk
around the classroom.
Lesson 2 (CB p. 7)
Have students do this matching exercise and

encourage them to discuss in class what these two
sentences refer to.
Answer key: 1. Jackie checks her emails every day refers
to a habitual action (in the present). 2. Jackie is checking
her emails now refers to an action happening now.
Refer students to the pictures of Jackie.

Ask them to read the text about Jackies routine and to
answer the questions below. Check this activity by asking
some volunteers to read aloud their answers.
OPTIONAL ACTIVITY:
You may take this opportunity to revise question words:

What, Where, Who, etc. You may ask some volunteers
to write on the board all the question words they
remember. Then, you may write a couple of sentences in
the Simple Present on the board too and underline some
words or phrases in these sentences. Finally, ask some
other students to write on the board the corresponding
questions that refer to the words or phrases underlined.
For example:
Teacher: He goes to work by bus.
Student: How does he go to work?
Teacher: He gets up at 7 a.m.
Student: What time does he get up?
Unit 1
Teachers Book
Unit 1 - Living online

COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
LEXIS
GRAMMAR
PHONOLOGY
L1
Internet-related terms:
emoticon, email address,
password, nickname,
computer virus, etc.
Imperatives with always

and never
Pronunciation of different
Internet-related terms
L2
Sequence markers: First, then,

next, after that and finally
Web page-related terms:
home, contact us, glossary,
FAQs, links, etc.
Imperatives (revision)
Pronunciation of some
sequence markers
Giving instructions.
L3
Frequency adverbs: always,

usually, sometimes, often,
rarely / hardly ever, never
Simple Present (revision)

Position of frequency
adverbs
Pronunciation of frequency
adverbs
Talking about daily routine.

Carrying out a survey.
L4
Means of transport: car, bus,

plane, taxi, train, ferry, etc.
Love / like, enjoy / hate

+ -ing
Would like (love) to + verb
Pronunciation of would
Pronunciation of verbs
ending in -ing
Booking holidays online.

Talking about what we would like
to do when travelling.
WI
Frequency adverbs
Technology-related terms
Recycling of some L1-L4

grammar topics and lexis.
Giving safety tips.

Interviewing someone.
Integrating acquired knowledge

with a real life issue: in this case,
analysing our computer habits.
Lesson 1 (CB p. 8)
Students discuss the warm-up questions in class.

You may act as a moderator and write students answers
on the board as you elicit them. Explain the meaning of
popular if necessary (popular: liked, enjoyed or supported
by many people).
Students complete the sentences using the words

and phrases in the box. Give students some minutes to
do the task and then check this activity by asking some
volunteers to read aloud their answers. Work on the
correct pronunciation and stress of the Internet-related
terms that are mentioned in this activity.
Answer key: 1. emoticon; 2. email address;

3. password; 4. nickname or nick; 5. computer virus
USEFUL TIP:
Vocabulary: Direct students attention to the Useful Tip

box. Discuss the vocabulary on punctuation marks. Explain
to students that emoticons are used in email writing and
when chatting online to express a particular emotion using
punctuation marks and other keyboard symbols.
OPTIONAL ACTIVITY:
You may write the main punctuation marks on the board

and write their names. Then, you might ask students to
draw, in their notebooks, different emoticons they know
using punctuation marks and other keyboard symbols.
Finally, ask some students to draw their emoticons on the
Some punctuation marks:

UK
stop / full stop
comma
semicolon
colon
hyphen
dash
ellipsis / trailing dots

round opening / closing
brackets
square opening / closing
brackets
slash / stroke
question mark
exclamation mark
quotation or double
speech marks / inverted
commas
quotation or single speech
marks / inverted commas
apostrophe
asterisk / star
hash (key)
()
[]
*
#
US
period
Audio script 4
ellipsis
round opening / closing
parenthesis
square opening / closing
parenthesis
exclamation point
(double) quotation marks
single quotation marks
appeared on the typewriter and was used to underline

words.
At present, this character is sometimes used to create
a visual space between characters, for example in
computer file names, email addresses, and in URLs.
The underscore is not the same character as the dash.
A series of underscores ([ _________ ]) can be used to
create a blank to be filled in on a form.
Example: sign_up_to_grammar_2.doc
Suggested emoticons:
:) =) : - )
:D :-D
: ( :-(
:(
:o : - O
:-l
:-P
MEANING
Smiley
Big smile
Sad
Crying
Surprised / Yawning
Undecided
Sticking the tongue out
Ms Gann: Your dad and I have to go out now. Be good!

Kim: Yes, Mum. Can I play on my computer?
Ms Gann: Okay. But you know the rules. Dont talk to strangers!
Always use a nickname! And never give your email address to
strangers!
Kim: I never do that. Im not stupid, Mum! How many times do
I have to tell you that?
Ms Gann: And have your dinner first. Its in the microwave.
And dont forget to eat some fruit!
Kim: I know! I always eat fruit in the evening, Mum.
Ms Gann: And go to bed at 10 oclock. You have school in the
morning.
Kim: Ok, Mum!
Ms Gann: Brush your teeth before you go to bed.
Kim: Mum, I do that every day. You dont have to tell me that
over and over again! You can go now.
Ms Gann: Ok, then. Take care! Goodbye!
Kim: Dont be late!
Ms Gann: Very funny!
number (key) / pound (key)
NOTE: The underscore [ _ ] is a character that originally
ICON
Ask a volunteer to read out the rubrics. Students

listen to a dialogue between Kim and her mum (Ms Gann)
and fill in the blanks with only one word. Play the audio
CD twice. If students find this exercise difficult, you may
pause the recording after each answer in order to give
them more time to fill in the blanks. Check this activity by
asking some volunteers to read aloud their answers.
4
Teachers Book
Symbol
board and ask the rest of the class to guess what they
mean and which keyboard symbols / punctuation marks
they contain.
Answer key: 1. good; 2. nickname; 3. never; 4. forget;

5. go; 6. Brush; 7. tell; 8. Dont
Lesson 1 (CB p. 9)
Refer students to the Sign Up to Grammar box on

the top-right corner of the page. Explain that this box
summarises the main grammar topics taught in the
lesson in this case the use of imperatives - and that
this box should be used as a reference for study. Then,
ask students to underline all the examples of imperative
sentences in activity 3. Check answers by asking different
students to read aloud their answers.
Draw students attention to the Grammar Reference
section, where they will find further examples and practice.
GR1
Answer key: Be good!; Dont talk to strangers!; Always

use a nickname!; dont forget to eat some fruit!; go to
bed at 10 oclock.; Brush your teeth before you go to
bed.; Dont be late!
Teachers Book
In their notebooks, students write in three

minutes as many sentences as they can. Tell them to use
the cues given. You may turn this activity into a game:
the student who writes the most correct sentences in
three minutes is the winner. Check this activity by asking
some volunteers to read aloud their sentences.
6 Students use the verbs in the box to complete the
online safety tips. Make sure students add two more tips.
Check this activity by asking some volunteers to read
aloud their answers.
Answer key: 3. Never use / Dont use; 4. Never
download / Dont download; 5. Always delete / Delete;
6 & 7. Some possible answers: Dont upload family
pictures. Always update your antivirus programme.
Pair up students and have them interview their

partners. Students must check whether their partners
follow the online safety tips in activity 6. Draw students
attention to the example given and encourage them to
use it as a model. Monitor students work.
WB CB p. 113 Now that you have finished teaching this
lesson, it is advisable to turn to the workbook activities on

page 113. You may assign these exercises as homework.
Answer key:
1 1. emoticon; 2. download; 3. nickname; 4. password;
5. virus; 6. delete; 7. send; 8. browser; The mystery
word is: computer
2 3. Always do; 4. Always listen; 5. Never be; 6. Never
forget; 7. Always ask
3 Students own answers
4 1. icon; 2. website; 3. antivirus; 4. computer addict;
5. online games
Lesson 2 (CB p. 10)
Have students discuss the warm-up questions

in class. Encourage students to put up their hands when
they want to say something and to wait for their turn to
answer the questions.
10
REFERENCE:
The availability of Apps (or Applications) today has

increased the possibilities to play video games on some
portable devices such as Smartphones and tablets. Some
of the worlds most popular Apps include: 1) Angry
Birds, 2) Fruit Ninja, 3) Doodle Jump, 4) Cut the Rope
and 5) Basketball Shot. Apps are available from different
suppliers and some of them are free to download.
Refer students to the homepage of an online

games website and have them answer the questions.
aloud the questions and their answers to them.
Answer key: 1. Store; 2. Whats New?; 3. FAQs;
4. Poll: Which game?; 5. Apps for your mobile, iPhone, iPod
or iPad; 6. Try One of Our Games (download instructions);
7. Contact us; 8. Reviews; 9. Glossary; 10. Game search
3 Draw students attention to the Sign Up to Grammar
box on page 11. Explain to them that we use sequence

markers to indicate the different steps to follow when
giving a set of instructions. Then, have students put the
set of instructions in the correct order using numbers.
Check this activity by asking a couple of students to read
aloud the answers. Work on the pronunciation of the
sequence markers that are used in this activity.
Answer key: (from top to bottom) 5, 1, 3, 2, 4
Lesson 2 (CB p. 11)
Students match the columns to get some correct

sentences that are used when giving a set of instructions.
Answer key: (from top to bottom) 4, 5, 1, 6, 3, 2
Students read the set of instructions to play

the Pirates of the Caribbean PlayStation game. Then,
they fill in the blanks using the instructions in activity
4 and some sequence markers. Do not check students
answers yet.
T
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Answer key: 1. put in the DVD; 2. wait a minute;

3. Next; 4. press the start button; 5. select; 6. type
your name; 7. Finally; 8. start to play
Audio script 5
Speaker: First, put in the DVD and wait a minute for the game
to load. Next, press the start button. After that, select the
option New Game and type your name. Finally, select the
option New Story. Enter the prison fortress and start to play.
You are Jack Sparrow.
Students write, in their notebooks, a set of

instructions to play one of their favourite games.
Encourage them to use the text in activity 5 as a model.
You may assign this task as homework.
Have students work in pairs. Ask them to

tell their partners the different steps to follow when
doing one of the activities listed: sending a text
message, uploading a video on a website, zipping a
file, etc. Students may feel free to suggest some other
activities as long as these are connected with computer
technology, Internet technology and the like. Draw
students attention to the example given and encourage
them to use it as a model. Monitor students work as you

lesson, it is advisable to turn to the workbook activities
on page 114. You may assign these exercises
as homework.
Answer key:
1 type; send; install; select; delete; download; enter
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2 (from top to bottom) 3, 1, 5, 2, 4

3 (possible answers) Then, type the email address of
the person you want to send the email to. Next, write
the Subject of the email. After that, write the email
message. Finally, click on the Send button.
4 2. am; 3. starts; 4. get up; 5. First; 6. Then / After
that; 7. Then / After that; 8. have; 9. Finally; 10. dont
go; 11. do; 12. has
Lesson 3 (CB p. 12)
Have students discuss the warm-up questions in

class. Encourage students to put up their hands and wait
for their turn to answer the questions.
Students read the short text about the World

Cyber Games and check their predictions in activity 1.
Ask students to ignore the gaps at this stage.
REFERENCE:
The World Cyber Games (WCG) is a comprehensive Digital

Culture Festival, where language and cultural barriers are
stripped away, and international exchange and harmony
are promoted through extensive events including
tournaments, conferences and exhibitions organised
simultaneously around the world. The main idea behind
the WCG is the development of the digital entertainment
culture by promoting harmony of humankind through
e-sports and its embodiment in the Cyber Culture
Festival. Adapted from: http://www.wcg.com
11
5 Now students listen to the audio CD and

check their answers. Discuss their choice of sequence
markers and let them know that answers may vary
(they may have written then or after that instead of next,
for example).
Teachers Book
Teachers Book
to play games, chat with his friends or answer emails.

Then, he does his homework and after that he plays on
his computer again during tea time. Lin sometimes gets
low marks at school but he isnt a bad student at all. He
rarely has dinner with his family because he prefers to eat
something in his room and watch movies online. He very
often downloads new games from Whizz3 during the night.
He doesnt sleep much, just six or seven hours a day, but he is
never tired during the week or at the weekends. Lin doesnt
have a very active social life. He doesnt usually visit his
friends after school. He prefers chatting with them on MSN
or sending them short messages via Facebook or some other
popular social networks.
Ask students to listen to the audio CD and have

them fill in the gaps in the text in activity 2. Play the
audio twice. Draw students attention to the fact that
they will be required to fill in the gaps by writing some
numbers to show quantity (for example, 70 or seventy).
Check this activity by asking some volunteers to write
their answers on the board.
6
Answer key: 1. first; 2. Festival; 3. 700 (seven

hundred); 4. 70 (seventy); 5. celebrated; 6. Italy
Audio script 6
Speaker: The World Cyber Games (WCG) is the Worlds first
Cyber Games Festival. Its an international e-sports event.
About 700 computer game enthusiasts from about 70
countries participate in the games. They are celebrated every
year in countries such as Korea, Singapore, Italy, the USA
and Germany.
Refer students to the Sign Up to Grammar

box on page 13. Then, ask students to read the online
interview with Lin Chown, who participated in the
2012 World Cyber Games, and tick the correct option.
Check students answers by encouraging peer correction
(students compare their answers in pairs) and then you
read aloud the correct options for students to check.
Answer key: 1. evening; 2. sometimes; 3. often;
4. sometimes; 5. never
Students unscramble the sentences and learn

more about Lin Chown, the computer game enthusiast
who participated in the 2012 World Cyber Games. Then,
students listen to the audio CD and check their answers.
7
Answer key: 1. Lin sometimes gets low marks at

school. 2. He rarely has dinner with his family.
3. He very often downloads new games from Whizz 3.
4. He is never tired during the week or at the weekends.
5. He doesnt usually visit his friends after school.
Audio script 7
Speaker: Lin Chown, who participated in the 2012 edition of the
World Cyber Games, is definitely a computer addict. The very
first thing he does when he gets back home from school in
the afternoon is go to his room and turn on his computer
12
Lesson 3 (CB p. 13)
6 Direct students attention to the Sign Up to Grammar
box again. Then, ask them to tick the correct option. Ask
some volunteers to read aloud their answers to check this
activity. On this occasion, you may also decide to work
on the correct pronunciation of the frequency adverbs
that appear in the Sign Up to Grammar box.
Direct students attention to the Grammar
Reference section, where they will find further examples
and practice.
GR2
Answer key: 1. Its our normal routine. 2. He does it

every day. 3. I dont do it. 4. I almost never do it.
5. We do it some days. 6. I do it almost every day.
Students write three questions using the

cues given and then they write true answers about
themselves, their families or friends. You may check
students work by asking some volunteers to write their
questions and answers on the board.
Answer key:
2. Q: How often do you practise sports?
A: Students own answers;
3. Q: How often does your mum (or dad) cook lunch?
A: Students own answers;
4. How often do you check your emails?
A: Students own answers
Pair up students and ask them to take turns

interviewing their partners. Encourage students to use the
cues given, to take down notes of their partners answers
and to report their findings to the class afterwards.

Answer key:
1 2. I often go swimming at the weekend.
3. My brother always does his homework after dinner.
4. My parents rarely go out in the evening. 5. I am
never late for school. 6. Our teachers are usually very
tired when classes finish.
Lesson 4 (CB p. 14)
These warm-up questions introduce the main

topic in this lesson: booking holidays online. Have
students discuss these questions in class.
USEFUL TIP:
Grammar: Draw students attention to the Useful Tip

box. Ask a volunteer to read aloud the information in
this box. Then, write on the board this verb structure:
love, like, enjoy and hate + verb + ing and ask students
to provide some examples using these verbs followed by
ing. Work on the pronunciation of verbs ending in ing.
Possible examples: I love going shopping. I hate doing
homework. I enjoy chatting with my friends online.
Encourage students to work in pairs. Student

A uses the phrases in the box and asks Student B about
the activities he / she likes / loves / hates / enjoys
doing when on holiday. Draw students attention to the
example given and encourage them to use it as a model.
Make sure students swap roles. Monitor students work
as you walk around the classroom.
Students match the places in the box to the activities.

Answers may vary as there are certain activities that may
Answer key: Students own answers. Suggested

answers: 1. New York, Dubai; 2. Brazil, Hawaii; 3. Africa,
Dubai; 4. the Rocky Mountains, Canada; 5. Brazil, Dubai,
the Caribbean, Hawaii; 6. the Caribbean, Hawaii, Brazil
OPTIONAL ACTIVITY:
You can ask students to work in groups and decide on

three important holiday destinations in their country.
They should report their ideas to the whole class and
inform what activities can be done in the three places
they selected.
Have students read the three e-leaflets.

Explain that a leaflet is a piece of paper that provides
information on a product or advertises something. In this
case, an e-leaflet is an electronic leaflet (one that can be
read on a website, for example).
Ask students to rank the e-leaflets according to their
preferences (top 1, top 2 and top 3). Give students some
minutes to read the e-leaflets and then ask some general
comprehension questions to check understanding.
Students must also say if they would like to visit any other
holiday destinations and provide examples.
Lesson 4 (CB p. 15)
Students read the e-leaflets again and find adjectives

to describe the nouns listed. Check this activity by asking
a couple of students to read aloud their answers.
Answer key: 2. first-class; 3. sensational; 4. beautiful;
5. well-trained; 6. local
Draw students attention to the Sign Up to

Grammar box, where they will find the affirmative,
interrogative and negative forms of would like.
Refer students back to activity 6 and ask them to use
the cues given to write true sentences about themselves
and their families using would like / love. Check this
activity by asking a couple of students to read aloud
their answers. Work on the pronunciation of would,
I would like and Id like.
13
be done in more than one place. You may elicit students

answers and write them on the board.
Teachers Book
Teachers Book
USEFUL TIP:
Vocabulary: Draw students attention to the Useful Tip

box. Ask a volunteer to read aloud the information in
this box. Make sure students understand that we use the
preposition by with all means of transport but not with
the expression to go on foot.
Students work in pairs. Point to the example and

ask students to use it as a model. Tell them that they are
going to play a guessing game. Have students ask and
answer questions about what they think their partners
would / wouldnt like to do when travelling. Monitor
students work as you walk around the class. Allow three
minutes for this activity. The student who gets more
points in the allotted time is the winner.
In their notebooks, students write about what

they would like to do on their next holiday. Encourage
them to include the destination and means of transport
chosen. You may assign this task as homework. It would
be a good idea to help students plan their writing task.
First, encourage them to brainstorm their ideas on a
separate sheet of paper. Then, help them decide which
of their ideas they should use at the beginning of
their paragraphs (name of the destination and means
of transport chosen). Finally, encourage students to
conclude their writing task by including some ideas
about what they would like to do there and some reasons
too. A skeleton paragraph (a paragraph with some blanks)
written on the board can also be a good visual aid.

Answer key:
1 2. golden, scuba diving; 3. shopping malls;
4. shows; 5. beautiful
2 picture 1: 2 and 4; picture 2: 1; picture 3: 3 and 5
14
Review (CB pp. 16 and 17)

In the Review section, students will revise all the
structures and some key words learnt in lessons 1 to 4 in
this unit. It is advisable to turn to this section once you
have finished teaching lesson 4.
Answer key:
2 files: 1, 2, 4; your parents: 5; a nickname: 2;
emails: 1, 4; your real name: 2; a programme: 1, 2,
3, 4 ; 2. use your real name; 3. use a nickname;
4. install a programme; 5. talk to your parents
3 (Answers may vary) Suggested answers: First, put
in the DVD. Then, wait a minute for the DVD to load.
Next, select an option for subtitles and audio. After
that, press the Play button. Finally, watch the DVD.
4 2. People rarely follow basic safety tips to surf
the Net. 3. Helen is sometimes tired to check her
emails at home. 4. correct; 5. Sue always downloads
software from reliable sites.
5 1. Where would you like to go on your next holiday?
2. Wed like to go trekking in Patagonia next year.
3. My grandparents would love to visit Vienna one
of these days. 4. I wouldnt like to go on a cruise
because I usually get seasick.
6 Limiting childrens time online.
7 1. T; 2. F; 3. T
World Issues 1
COMPUTERS: HELPING OR
HURTING?
(CB p. 18)
World Issues is a section that focuses on the development
of reading skills and enhances students ability to
integrate acquired knowledge with a real life issue: in this
case, the dangers of becoming a computer addict.
Students take the quiz and find out whether they are
computer addicts. Ask them not to look at the answers
which are upside down on the bottom-right corner of the
page. Students will read these answers after taking the
quiz to find out about how much addicted to computers

they are. Then, you may ask a few students to tell the
rest of the class about their findings.
(CB p. 19)
2 Students read the article about projects which aim to

provide children with computers and tick the best title.
Answer key: A Laptop for Every Kid
Teachers Book
3 Students match the columns to make true sentences,

according to the article.
Answer key: (from top to bottom) 3, 4, 1, 2
4 Have students discuss the questions with their
classmates. You may pair students up or moderate a

class discussion. Encourage students to put up their
hands and wait for their time to talk, always respecting
their classmates opinions. This section is very useful to
improve students speaking skills and the questions are
usually very interesting to teenagers. Encourage the use
of the target language as much as possible by helping
students express themselves. Offer help by writing on the
board useful vocabulary and expressions that students
find difficult to say in English.
REFERENCE:
Digital inclusion is a term associated with social

inclusion in the 21st century that ensures individuals and
disadvantaged groups have access to, and skills to use,
Information and Communication Technologies (ICT).
Adapted from:
http://dgss.wsu.edu/di/overview/index.html
15
Unit 2
Teachers Book
Unit 2 - Eating well, living well

COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
LEXIS
GRAMMAR
PHONOLOGY
L1
Some food items:

doughnuts, apples, meat,
fish, milk, carrots, cheese,
rice, soft drinks, etc.
Countable & uncountable

nouns
Some & any
Pronunciation of different
food items
Talking about healthy food and

different food groups.
L2
Junk food & healthy food

Eating places: a fast food
restaurant, a takeaway,
a pub, a pizza place, an ice
cream parlour
Quantifiers: a lot of / lots

of, much, many, (a) little,
(a) few
words and expressions
used as quantifiers.
Talking about peoples different

eating habits.
L3
Adjectives used to
describe unusual food:
weird, delicious, yummy,
disgusting, yucky, spicy, etc.
Sizes: small, regular &
large.
Id like...
Can / Could I have...?
Pronunciation of Id like.
Intonation of questions
beginning with Can / Could
I have...?
Ordering food.
Being polite.
L4
Food items & drinks

A slice of, a piece of,
a spoonful of, a bowl of, etc.
Some used when offering

something: Would you like
some...?
How about some...?
Pronunciation of would
Discussing the relationship between

skin problems & food.
Making, accepting & refusing an
offer.
WI
Some food items:

beef, onion, pumpkin,
soup, spinach


with a real life issue: in this case,
discussing healthy eating habits.
Extras: Suggested optional activities and games for consolidation. Project Work 1.
Lesson 1 (CB p. 20)
Students discuss the warm-up questions in class.

You may draw two columns on the board and write:
Things I like eating and Things I dont like eating. Ask
different students to talk about their eating preferences
in connection with these two ideas: I like eating and
I dont like eating Then, ask the whole class which food
items they think would be part of a healthy and of an
unhealthy diet. Write their answers on the board. After
that, ask students to open their books. Refer students to
the pictures in activity 2 and check if they have seen a
food pyramid before.
16
Students match the food items they know to the

pictures in the food pyramid. Check students answers by
reading aloud the words and asking students to say the
corresponding numbers. You may want to ask students
to repeat the words after you, one by one, to practise
pronunciation.
Answer key: apples: 13; doughnuts: 3; fish: 10; orange
juice: 14; bananas: 12; milk: 7; carrots: 11; cheese: 6;
eggs: 8; cereal: 17; cookies: 2; soft drink: 4
OPTIONAL ACTIVITY:
Game: Divide the class into two groups. Choose a letter of

the alphabet and have Group 1 say one item of food that
starts with that letter. Give them five seconds. If they cant
Refer students to the magazine article. Give

them some minutes to read the article silently and do the
true or false exercise at the same time. Help them with
vocabulary if necessary. Check this activity by asking
different students to read aloud their answers.
Answer key: 1. T; 2. F; 3. T; 4. T
Lesson 1 (CB p. 21)
Students listen to an expert talking about the

food pyramid and answer the two questions: 1) What
food items does the expert mention that are not in the
chart in activity 2? and 2) What does the expert say about
a new symbol to replace the food pyramid? If necessary,
play the recording twice or even three times as students
take down notes that they will use later on to answer the
questions. You may check this activity by asking some
volunteers to read aloud their answers.
8
Answer key: 1. chips (explain that chips is usually

plural: fish and chips and that in the US people call
them french fries), oils, sweets, chicken, nuts, ice
cream, yoghurt, potatoes, tomatoes, melons, strawberry
juice, pasta. 2. My Plate is the new symbol. It is a chart
similar to a plate and a glass with four sections or
groups similar to the ones in the food pyramid.
Audio script 8
Speaker: We all know about the food pyramid and how important
it is in connection with healthy eating habits. This chart helps
us understand very easily what we should eat every day.
Perhaps the most popular food pyramid is the one designed
by the United States Department of Agriculture in 1992. In
this chart we can see a small yellow group at the top. In this
group, we can find soft drinks, cookies, chips, doughnuts, oils
and sweets in general. We must be careful not to eat too much
of these items. The next group is purple and there we can find
fish, eggs, meat, chicken and nuts, for example. The blue group
contains dairy products such as butter, milk, cheese, ice cream
and yoghurt. We should consume two or three servings a day
of some of the items in these two groups. Next on the chart,
there is the green group basically vegetables such as carrots,
box. Explain the words countable and uncountable.

Explain that some words can be counted (they admit a
number before them) but others cannot. Ask students:
Can you count apples / cookies, etc.? (The answer is yes.)
Can you count water / rice / cereal, etc.? (The answer
is no.) Draw students attention to the fact that some
words which are countable in their mother tongue might
be uncountable in English. Give some examples: bread is
countable in Spanish but uncountable in English, etc.
Students write the words in activity 2 on page 20 in the
correct columns. Draw two columns on the board with
two headings (Countable nouns and Uncountable nouns).
Check this activity by asking some volunteers to write
their answers on the board in the corresponding column.
Answer key: countable nouns: apples, doughnuts,
crisps (used mostly in the plural potato chips in
American English), bananas, carrots, eggs, beans (used
mostly in the plural), cookies, soft drink; uncountable
nouns: meat, fish, orange juice, milk, cheese, rice,
butter, cereal, bread
section, where they will find further examples and practice.
GR3
Have students work in pairs. They look at the

food pyramid and tell their partners about their eating
habits. Draw students attention to the example and ask
them to use it as a model. Make sure students swap roles.
Monitor students work as you walk around the class.
17
potatoes, tomatoes, fruit and fruit juice: apples, bananas,

melons, orange juice, strawberry juice and the like. It is a good
idea to have between two and five servings a day of some of
the items in this group. Finally, there is the orange group which
contains food items like cereal, bread, rice, beans and pasta.
We should eat between six and eleven servings per day of
some of these items. So, as we said before, this is probably the
most popular food pyramid.
But what happens at present? Is there a new way to represent
healthy eating habits, a new symbol to replace the food
pyramid? The answer is yes. In 2011, the United States
Department of Agriculture designed a chart called My Plate.
This chart is similar to a plate and a glass. On the plate, there
are four sections or groups similar to the ones in the food
pyramid: a green group (vegetables), a red group (fruit), an
orange group (grains), a purple group (protein) and, of course,
a glass that represents dairy products. So, My Plate gives us a
new and more modern visual concept in healthy eating habits.
Teachers Book
say a food item, Group 2 has now a chance to do so. After

five or six rounds, the winner is the group that manages to
say the most number of words. Keep a record on the board
of how many words each group is able to come up with.
Teachers Book
USEFUL TIP:
Grammar: Draw students attention to Useful Tip box

and ask a volunteer to read aloud the information it
contains. Explain that we use a / an before countable
singular nouns (a carrot, an orange, etc.) and that we
use some before plural nouns (some oranges, some
berries, etc.) and before uncountable nouns (some
bread, some money, etc.) in affirmative sentences (There
are some cookies in the tin. There is some bread on the
table.) Finally, explain that we use any before plural
and uncountable nouns in interrogative and negative
sentences (Are there any bottles of coke in the fridge?
There arent any carrots in the basket. There isnt any
sugar in the pot.) In order to check understanding,
ask students to do activity 7.
Students fill in the gaps with a / an, some or any.

Give students some minutes to complete the sentences.
Check answers by asking some volunteers to read aloud
the complete sentences.
Answer key: 1. some; 2. any; 3. some; 4. any; 5. any;
6. a, an / some
WB p. 117 Now that you have finished teaching this

Answer key:
1 countable: carrots, eggs, cookies, soft drink;
uncountable: milk, bread, chocolate, butter,
cheese, rice, meat
2 1. more wine; 2. jam on my toast; 3. waffle; 4. crisps
in this packet; 5. vanilla ice cream for dessert?
3 2. any; 3. any; 4. an; 5. an; 6. some; 7. a; 8. some
Lesson 2 (CB p. 22)

class. You may review a few food items from the previous
lesson, especially the ones you can find on a typical
restaurant menu.
18
Point to the picture of the menu and ask a

volunteer to read aloud the rubrics. Give students some
minutes to go over the different tasks. Elicit students
answers.
OPTIONAL ACTIVITY:
Ask students to design some colourful posters in class

(using coloured felt-tip pens and blank pieces of paper)
to illustrate some healthy and unhealthy eating habits.
These posters might also suggest some changes to
the school cafeteria menu. You may decide to display
students posters around the school to encourage other
students to vote for the best suggestion to improve the
school cafeteria menu.
Students listen to three teenage girls and tick

the menu they usually have at their school cafeteria. Play
the audio CD twice and check students answers.
9
REFERENCE:
In the USA, students usually have lunch at school. In

public schools, they can either pay a small fee and eat
at the school cafeteria, or take a packed lunch from
home. In Britain, things are very similar. Children can
usually choose between a hot or cold dinner provided
by the school or a packed lunch taken from home. Some
children are entitled to a free school dinner, but most
children pay for theirs.
Answer key: Kayla: a tick on the first column;
Brenda: a tick on the second column
Audio script 9
Speaker: Speaker 1, Jessica.
Jessica: Honestly, Im into healthy food. My friends usually have
chicken nuggets and burgers with lots of potato chips, but
I dont really eat fattening food. You know, this junk food
makes you fat. I mean, its delicious and I do love it but
I try to choose healthy food like a salad or a ham and cheese
sandwich when I buy something at the school cafeteria.
But theres one little problem Im a chocoholic. In fact,
I just love sweets and I usually eat lots of chocolate at
school. My mum complains a lot and says I should stop and
I know its not good for me. But what can I do? I simply cant
stop eating chocolate all the time.
Speaker: Speaker 3, Brenda.

Brenda: Well, Im hopelessly addicted to junk food. I know its bad
for me but I cant help eating it all the time. I simply love it! I
always have lunch at the school cafeteria and I usually buy the
same things: a big chicken burger and fries. I know I eat a lot
of fattening food and I dont eat any vegetables. The thing is, I
cant stand vegetables. I hate them. But I do take some fruit to
school an apple or a banana or something like that. Thats at
least something healthy in my diet, dont you think?
USEFUL TIP:
Vocabulary: Draw students attention to Useful Tip box

and ask a volunteer to read aloud the tip it contains.
Explain that when we are hungry or thirsty, we can buy
something to eat or drink at a fast food restaurant, a
takeaway (restaurant), a caf, a pub, a pizza place, an ice
cream parlour, etc.
Have students read the short article and ask

them to fill in the blanks with the name of an eating or
drinking place. Tell students that they should use some of
the places mentioned in the Useful Tip box.
Answer key: 1. fast food restaurant; 2. takeaway;
3. pizza places; 4. pubs; 5. caf
REFERENCE:
In 1889, during a visit to Naples, Queen Margherita

of Italy was served a pizza resembling the colours of
the Italian flag, red (tomato), white (mozzarella) and
green (basil). This kind of pizza has been named after the
Queen as Pizza Margherita.
Students work in pairs. They tell their partners

about some good places in their neighbourhoods to have
something to eat or drink. Refer students to the example
given and ask them to use it as a model. Encourage
students to swap roles. Monitor students work as you
Lesson 2 (CB p. 23)
box. Discuss the use of quantifiers in class. Write on the

board: I drink coffee. Then insert suitable quantifiers (a
lot of, lots of, (a) little, etc.) and explain the differences in
meaning. Follow the same procedure with other example
sentences using the words fruit and vegetables. Prompt
students to say which quantifiers could be used. Elicit from
students the differences between lots of, quite a lot of,
much / many and any. Work on the pronunciation of all the
quantifiers that appear in the Sign Up to Grammar box.
section, where they will find further examples and
practice.
Refer students to activity 6 and ask them to circle the
correct answer based on what they have read in the
Sign Up to Grammar box. Check answers by asking some
volunteers to read aloud the complete sentences.
GR3
Answer key: 1. lots of; 2. much; 3. any; 4. little; 5. few;

6. much / a little; 7. many; 8. few
Ask a volunteer to read aloud the rubrics and

the example. Elicit some questions from two or three
students to make sure they understood the exercise. Give
students some minutes to write the five questions in
their notebooks. Ask a few students to write one of their
questions on the board. Ask the whole class to identify if
the questions on the board refer to healthy or unhealthy
eating habits. Then, ask students to work in pairs and use
the questions they wrote to interview their partners.
Students now write a paragraph about their

classmates eating habits, using the ideas they collected
in activity 7. You may assign this task as homework.

19
Speaker: Speaker 2, Kayla.

Kayla: Well, to tell you the truth, I always take a lunch box
to school. My mum makes some sandwiches for me in
the morning usually cheese and tomato sandwiches or
something like that. And I always buy a drink at school.
I never have any sweet drinks like Coke or any of those soft
drinks people love. I just have some fruit juice or mineral
water. I dont take much fruit to school in my lunch box so
Im often hungry and I buy some yoghurt or a fruit salad for
dessert. I definitely prefer healthy food.
Teachers Book
However, Im trying to cut down on it. Im eating less

chocolate now one or two small bars a day only.
Teachers Book
Answer key:
1 1. takeaway; 2. ice cream parlour; 3. fast food
restaurant; 4. pub; 5. caf; 6. pizza place
2 1. hungry; 2. have; 3. unhealthy; 4. food; 5. difficult;
6. habits; 7. thirsty; 8. like; 9. healthy; 10. lots
3 Joel: 1. many; 2. lots of; 3. a little; 4. few; 5. some;
6. much; Mariah: 1. quite a lot of; 2. a few;
3. a little; 4. any; 5. some; 6. little
Lesson 3 (CB p. 24)

class. Foster respect for other peoples opinions.
Refer students to the cartoon and give them

some minutes to read it. Help with vocabulary if
necessary. Ask students why the teacher is surprised at
Graces answers. Encourage different students to account
for their answers.
Now students write some names of food

items that they associate with the adjectives given.
Briefly review the meaning and pronunciation of these
adjectives if necessary. Give students some minutes to
write their answers. Ask different students to say their
answers aloud to check this activity, or ask students to
compare their answers in pairs.
Write the words weird and unusual on the

board. Elicit some examples of food items that may be
considered weird or unusual. Ask students if they have
ever eaten anything unusual and what it was. Next,
refer students to the blog comments. Draw their
attention to the highlighted words in the text and ask
them to write these words below the corresponding
pictures. Give students some minutes to read the
comments silently and do the task. Help with vocabulary
if necessary.
20
Answer key: (from left to right) scorpions; ants;

octopuses; snails; grasshoppers
Lesson 3 (CB p. 25)
10 Refer students to the two menus and set the

context for the exercise: two teenage girls ordering food
at a restaurant. Ask students to listen to the audio CD
and tick the correct menu. Give them some minutes to
go over the two menus before playing the audio CD. Help
with vocabulary. Play the audio CD twice if necessary.
Audio script 10
Waiter: Are you ready to order now?
Marcia: Yes, Id like a crocodile burger, please?
Waiter: Sure. And for you?
Alice: Can I have some water, please?
Waiter: Certainly. And anything to eat?
Alice: No way! Sorry, but I dont like anything on this menu.
Answer key: 1st menu
6 Refer students to the Sign Up to Grammar box on the
top-right corner of the page. Explain that it is important

to be polite when ordering food in English. Next, refer
students to the highlighted words on the two menus in
activity 5. Tell students to read the example and write
sentences to order the highlighted items on the menus,
using the words in brackets. Check this activity by asking
some students to read aloud their answers. Work on the
pronunciation of Id like and the correct intonation of
the questions used when ordering food (rising intonation:
Can I have a , please?) It is also important to remark
that when making a request and adding please at the
end, this please is usually spoken on a rising note too,
in a sort of questioning or softly pleading tone. It is also
customary to smile and raise the eyebrows slightly when
pronouncing the word please.
Answer key: 2. Id like a regular chicken hamburger,
please. 3. Could I have a regular salad, please?
4. Id like a milkshake, please.
Tell students that the six sentences in this activity

belong to two different dialogues and that they should
write these sentences in the two boxes provided. Give
Pair students up and ask them to role play a

dialogue at the Green Tree restaurant. They should take
turns being the waiter or waitress. Refer them to the
model dialogues in activity 7. Monitor students work and
make sure they speak only in the target language.

Answer key:
1 1. Id like a; 2. With; 3. Anything to drink? 4. Could I
have; 5. Certainly; 6. please; 7. How much is it?
8. Sorry; 9. Can I; 10. Here you are
2 1. expensive; 2. delicious, yummy; 3. disgusting,
yucky; 4. spicy; 5. weird
Lesson 4 (CB p. 26)
Have students discuss the warm-up question in

class. Elicit possible health problems usually associated
with bad eating habits, for example: heart problems, high
cholesterol, obesity, etc.
Ask students to read the sentences and answer true,

false or I dont know. Check students answers by asking
some volunteers to read out their answers.
Answer key: 1. Could I have a fruit juice, please?

2. Sure. Small, regular or large? 3. Regular, please.
4. Id like some apple pie, please. 5. Certainly. With or
without ice cream? 6. With. I love ice cream.
Answer key: 1. F or ?; 2. F; 3. F; 4. T
Ask students to match five of the items on the list

to the pictures. Check students answers by reading
out some of the answers yourself and asking different
students to read out some others.
Answer key: 2. a medium pear; 3. a tray of spaghetti;
4. a large slice of watermelon; 5. three spoonfuls of
beans; 6. two pieces of broccoli
Now students complete the sentences using slice(s)

of, bowl(s) of, piece(s) of or spoonful(s) of. Check answers
by asking different students to read aloud their answers.
Answer key: 1. slices of; 2. spoonful of; 3. bowl of;
4. pieces of
Lesson 4 (CB p. 27)
11 Tell students that they will listen to an

adolescent who has skin problems talking to his mother.
Students read the dialogue, listen to the audio CD and
fill in the blanks with only one word. Play the audio CD
again and check this activity by asking some volunteers
to read aloud their answers, or by playing the audio CD
once more and making pauses after every answer for
students to check.
Answer key: 1. vegetables; 2. any; 3. disgusting;

4. lots; 5. orange; 6. slice; 7. some
Ask students to skim the text (read it very

quickly) and tick the best title. Tell them not to worry
about words they do not know yet. Once you have
checked students answers, go over the new vocabulary
by asking students to use the context to infer the
meaning of these words. Help them if necessary.
Answer key: Best title: Skin problems and eating habits.
Audio script 11
Mrs Carter: Here you are! I made this especially for you.
Jerry: Mmm Spaghetti with meat sauce my favourite!
Thanks, Mum.
Mrs Carter: Would you like some broccoli?
Jerry: Broccoli? No, thanks.
Mrs Carter: But you have to eat vegetables.
Jerry: I know, but I dont want any broccoli. Its disgusting!
Mrs Carter: Well, how about some carrots then?
Jerry: Okay. Carrots arent too bad. (Some time later)
21
Teachers Book
them some minutes to do the exercise. Check answers

by asking some volunteers to read out and role play the
dialogues.
Teachers Book
Mrs Carter: Would you like some dessert now?

Jerry: Yes, please. Whats there for dessert?
Mrs Carter: Well, there are lots of things. You can have an
apple, an orange, a slice of watermelon
Jerry: Oh, Mum. You cant call that dessert. Id like some ice
cream or a brownie.
Mrs Carter: Ok, but dont complain to me about your acne any
more! You know sugar is not good for you!
Jerry: I know, I know.
Draw students attention to the Sign Up to Grammar

box on the top-right corner of the page. Explain to
students that we can make an offer in English by saying,
for example: Would you like some coffee? and we can
either accept it (Yes, please.) or refuse it (No, thanks).
Lay emphasis on the use of some when making offers.
Refer students to the different ways to offer something
in English and the different replies. Next, direct students
attention to the sentences in activity 7. Ask them to spot
the mistakes in these sentences and rewrite them in the
correct way. Check answers by asking some volunteers to
write their sentences on the board.
section, where they will find further examples and
practice.
GR4
Answer key: 1. Would you like some ice cream for

dessert? 2. How about some crisps to eat on your way
back home? 3. Would you like some red wine or white
wine with your meal?
Ask students to work in pairs. They should

offer their partners three different things to eat or drink.
Encourage students to look at the example and to swap
roles. Monitor students work as you walk around the class.
Help students organise their ideas for this task

by writing on the board: I eat a lot of; I dont eat many /
much; My eating habits are; and My favourite food
is Then, ask students to write, in their notebooks, a blog
post about their eating habits for the online community
called Youre What You Eat.
22

Answer key:
1 1. hamburger; 2. rice; 3. milk; 4. cookies
2 1. No, thanks. I hate vegetables. 2. With or without
ice? 3. Yes, please. Can I have some apple pie?
3 (from top to bottom) 2, 3, 1
4 (from top to bottom) 4, 1, 2, 3

Answer key:
1 2. carrot; 4. cookies; 6. broccoli; 7. butter; 8. cereal;
9. rice; 11. ice cream; 12. cake; 13. tea
B

3 1. lots of; 2. some; 3. any; 4. a little; 5. much;
6. a few
4 2. There arent any vegetables. 3. There is a slice
of (some) watermelon. 4. There are a lot of / lots of
eggs. 5. There is some healthy food.
5 2. How about some apple crumble for dessert?
3. Would you like a bowl of cereal for breakfast?
4. How about a leek soup for starters?
6 2. could; 3. and; 4. Would; 5. fattening; 6. please;
7. about; 8. thanks; 9. like
7 1. T; 2. T; 3. F; 4. T; 5. F
(CB p. 30)
integrate acquired knowledge with a real life issue: in
this case, reading about a new concept in healthy eating
and discussing healthy and unhealthy food.
Project Work 1 (Units 1 & 2):

OUR ONLINE TAKEAWAY SHOP - Students may
now do the Project Work activities for units 1 & 2 that

are available on the Students Interactive CD-ROM. These
activities are thoroughly explained on pages 84, 85 and
86 of this Teachers Book.
World Issues 2
YOU ARE WHAT YOU EAT
hands when they want to participate. Encourage the use

of the target language as much as possible by helping
students express themselves. Offer help by writing on the
board useful vocabulary and expressions that students
find difficult to say in English.
Teachers Book
8 1. Sorry, we dont have any. 2. Salad and fish.

3. Sure. Small, regular or large? 4. Certainly. Black
or white? 5. No, thanks. I dont eat fish
Ask students to read the text about My Plate,

a new concept that replaces the traditional food
pyramid. Give them some minutes to read the text
silently and decide whether the sentences are true (T)
or false (F). Help students with vocabulary if necessary.
Answer key: 1. T; 2. F; 3. T; 4. T; 5. F; 6. F
Students look at the cartoon and discuss whether

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

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

may act as a moderator. Make sure students raise their
23
Unit 3
Teachers Book
Unit 3 - Different strokes for different folks

COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
LEXIS
GRAMMAR
PHONOLOGY
L1
Home furniture and home

items: couch, bedside table,
lamp, etc.
Adjectives used to describe
somebodys personality: neat,
creative, messy, serious, etc.
Object pronouns: me,

you, him, her, etc.
home furniture and home
items
personality adjectives
Talking about the favourite place in

ones house.
Describing peoples personalities.
Writing a short description of ones
own bedroom.
L2
Clothes
Personality and clothes:
sloppy, flashy, casual, etc.
Vocabulary used to talk about
the weather: sunny, rainy,
cloudy, etc.
Possessive adjectives
(revision) Possessive
pronouns: mine, yours,
his, hers, etc.
Whose...?
Wear something = have
got something on
items of clothing and some
Talking about clothing styles.

Writing a description of what
someone is wearing and their
personality according to their
clothes.
L3
Adjectives used to describe

parenting styles and parentchildren relationships: strict,
patient, etc.
Giving advice and

suggesting something:
Should & shouldnt /
Should I...?
Pronunciation of should /
shouldnt
adjectives: overprotective,
responsible, patient, etc.
Talking about parenting styles.

Giving advice to parents.
Vocabulary on newspapers
and magazines: problem page,
comic strips, quizzes, etc
Make / let somebody do

something
Infinitive of purpose: to
+ verb
Want something / Want
to do something
words connected with
newspaper and magazines:
showbiz news, horoscope,
interviews, etc.
Talking about ones favourite

newspaper / magazine section.
Writing some suggestions and giving
advice to a reader of a problem page.
L4
WI
School and home rules
Integrating acquired knowledge with

a real life issue: in this case, talking
and reading about a special kind of
summer camp and rules at home and
at school.
Recycling of some L1L4 grammar topics and

lexis.
Lesson 1 (CB p. 32)
Students write lists of the pieces of furniture

and home items they may know or remember. Help
them out by eliciting some vocabulary and / or spelling,
if necessary. Write students answers on the board and
encourage them to complete their lists with the words
24
you write down. Add some more words if necessary.

Then, as a whole group, students talk about their
favourite place in their houses. If students find it difficult
to come up with some answers in this activity, they may
use bilingual dictionaries or you may provide the answers
on the board yourself. Work on the correct pronunciation
of some pieces of furniture and some home items that
students might find problematic.
Play the audio CD as students try to identify the

pictures and number the statements accordingly. Check
students answers by playing the audio CD again, pausing
at the end of each description. Choose different students
at random to provide the answers.
12
Answer key: 3; 1; 2
Audio script 12
Speaker: Speaker 1, Mike.
Mike: My room is my world. Its the place where I relax, read,
listen to music, chat with friends and um I cant forget
study too. The most important thing in my room is my CD
player and, of course, my CDs. I keep them on the shelf
above the CD player. I love listening to music. When you see
my room, you will know what my other interests are. There
are posters on the wall with my favourite sports stars. My
skateboards always next to the door and I have a closet
where I keep my clothes and my tennis racket. The walls are
light green and the blinds are dark green the same colour
as my bedspread and the carpet is dark blue.
Speaker: Speaker 2, Olivia.
Olivia: My rooms not very big, but I love it. Theres a single bed
with lots of colourful cushions on it, and next to the bed theres
a bedside table with a lamp. Theres a desk for my computer
with some drawers where I keep my things: my sticker
collection, pens, pencils and everything. I love taking pictures
and so I have lots of picture frames on the shelves. The walls
are white and the curtains are purple. Its not a really romantic
room like lots of my friends rooms, but its very practical.
Speaker: Speaker 3, Helen.
Helen: Well, how could I describe my bedroom? Its really a place
I simply love. I feel so at ease and comfortable in it. Its quite
a large room in fact, and Ive got a queen size bed with a soft
bedspread and some cushions on it. Theres also a bookcase
where I keep most of the books Im reading at school and also
some photo albums. My desk is next to the window with a PC
on top. This is the area where I study and do my homework
when I come back from school. And theres a big arm chair
too. Its just opposite the footboard of my bed. I quite enjoy
sitting there every night right before going to bed.
box on this page. Explain that Object Pronouns replace

a previously mentioned noun after a verb or preposition.
You may write these examples on the board: Helens got
a lot of cushions on her bed. She loves them. (Point out
that them refers to cushions). My best friend is Bea. I
usually study with her. (Point out that her refers to Bea).
Make sure students understand they cant use Subject
Pronouns (I, he, she, they, etc) in these cases. Then, ask
students to complete the sentences. Check answers by
asking different volunteers to read out each sentence.
For further examples and practice, refer students to
the Grammar Reference section on page 106. You may
assign this activity as homework.
GR5
Answer key: 1. her; 2. me, it; 3. them; 4. him, me;

5. me, it; 6. us
Tell students they are going to take a quiz

that shows their personality according to how messy
or neat they keep their bedrooms. If necessary, explain
the meaning of messy (not clean, not in order) and neat
(clean and in order). Then, ask student to take the quiz.
Walk around the classroom to help them out with the
vocabulary they may not know. Then, tell students to
check their score, which is below the quiz and upside
down. Once they have done so, ask as many students as
possible if they agree with the result they got. Encourage
them to say why / why not. Finally, work on the correct
pronunciation of some personality adjectives that
students might find problematic.
Ask students to write, in their notebooks, a

description of their bedrooms. Encourage them to use
Object Pronouns whenever possible and as many words
connected with home furniture and home items as they
can. You may assign this task as homework. If they do
it in class, you may ask one or two students to read out
their descriptions.
WB SB p. 121 Now that you have finished teaching

this lesson, it is advisable to turn to the workbook
25
Lesson 1 (CB p. 33)
Teachers Book
Answer key: (Some possible answers) living room:

chair, table, carpet, curtains, coffee table, etc.
bedroom: closet, wardrobe, bedspread, cushion,
blanket, sheets, pillow, etc. kitchen: cooker (UK), stove
(US), table, chair, fridge (UK), refrigerator (UK), cabinet,
worktop, etc. bathroom: sink, tap (UK), faucet (US),
toilet, shower curtain, bathtub, etc. dining room: table,
chair, plates, cups, forks, knives, spoons, etc.
Teachers Book
activities on CB page 121. You may assign these

exercises as homework.
Answer key:
1 Suggested answers: Bedroom: cushions, mirrors,
bedside table, lamp, closet, bedspread, curtain,
bookcase, wardrobe. Living room: coffee table,
mirrors, lamp, curtains, cushions, armchair, couch.
Bathroom: toilet, shower curtain, bathtub. Kitchen:
cooker, microwave, sink, cupboard, table, toaster,
dishwasher, curtains. Dining room: table, mirrors,
curtains, lamp
2 5; 1; 4; 3; 2
3 1. them; 2. him; 3. her; 4. it; 5. me / it; 6. us
Lesson 2 (CB p. 34)
This activity will activate students previous

knowledge. You may ask them to work in pairs and, in
three minutes, write down (on a slip of paper) as many
clothes items as they remember. Then, ask different
pairs to read out their lists and also to tell the class
the clothes they prefer wearing and if they care about
fashion. You may write students answers on the
board and encourage them to complete their lists with
the words you write down. Add some more words if
necessary. If students find it difficult to come up with
some answers in this activity, they may use bilingual
dictionaries or you may provide the answers on the board
yourself. Work on the correct pronunciation of some
items of clothing that students might find problematic.
Tell students they are going to read an article

about what the clothes we wear may reveal about
our personality. You may read out the introductory
paragraph and then different students (chosen at
random or volunteers) can read out the rest of the
paragraphs. You may assign each paragraph by reading
out the subheadings so that students become aware of
the pronunciation of some possible new words such as
sloppy, designer, flashy, drab, etc. Work on the correct
pronunciation of some of these adjectives that students
might find problematic. Help students out with the
meaning of new words in the text if necessary. Finally,
ask them to do the matching exercise and correct this
activity by asking different students to read out their
answers.
26
Answer key: 5, 4, 1, 3, 2
USEFUL TIP:
Language and Vocabulary: Draw students attention to

the Useful Tip box. Write the first sentence in the box
on the board underlining m wearing and ve got on
to show students that both structures mean the same.
Ask different students to describe what their classmates
are wearing by using these two structures: Pablo, what
is Laura wearing? And what has Luciano got on?, etc.
When it comes to the third sentence in the box, you may
explain belong to by saying: This is my desk. It belongs
to me. Its mine. Point out that belong is a verb used
to indicate possession and that mine is a possessive
pronoun that students will study when they do the
activities on the following page. Then, tell students that
trainers and trousers are called in a different way in
American English (US): sneakers and pants. Finally, ask
a volunteer to read out the Useful Tip box to clarify and
reinforce ideas.
3 Ask students to read each sentence and look at the
picture of the Smiths carefully so that they can discover

who is who. Give them some minutes to complete the
task. Check answers as a whole group by asking, for
instance: Whos Nina? Number 1, 3 or 4? Whos Ted?
Number 2 or 5?
Answer key: 4, 5, 2, 3, 1
13 Ask a student to read out the rubrics. Then, tell

the class to read the statements silently. Play the audio
CD as students try to cross out the incorrect statement.
Check answer as a whole group by asking, for instance:
Which is the incorrect answer? If most students were
not able to get the right answer, play the audio CD again.
Answer key: Because they want to use the computer.
Audio script 13
Mr Smith: Oh, goodness! What a mess, girls! And Sam, you
arent ready! Its time to go!
Mrs Smith: But lets clean up this room before we leave.
Alyssa: Oh, come on, Mum! We can do it later.
Mrs Smith: No, now! Whose sock is this?
Alyssa: It isnt mine. Its Ninas.
Game: Pictionary. Write between ten and fifteen names

of clothes items on slips of paper (T-shirt, trousers, socks,
hat, shirt, trainers, jeans, tie, handbag, shoes, raincoat, etc.)
Put the slips of paper in an envelope or small plastic bag.
Divide the class into small groups of three or four students.
Any member of each group will have to pick out a slip of
paper without looking and draw on the board the clothes
item they get. By turns, ask a member of each group to
come up to the front, pick out a slip of paper and draw on
the board. As the student is drawing, the rest of the group
members will have 40 seconds to guess what clothes item
it is. Point out that the student who is drawing cannot say
a word but just mime if the group is going on the right
track to guessing or not. The group that guesses correctly
must keep the slip of paper. The winner is the group that
has been able to collect more slips.
Lesson 2 (CB p. 35)
Direct students attention to the Sign Up to

Grammar box. Explain that Whose? is used to ask
about who possesses or owns something, and that we
may use Possessive Adjectives or Pronouns to answer
this question. Make sure students understand the
difference in use between the Possessive Adjectives and
the Possessive Pronouns. Then, ask students to do activity
5 as you play the audio CD. Check this task by asking
different students to read out their answers.
13
Answer key: 1. Nina; 2. Alyssa; 3. Alyssa;

4. all the children.
USEFUL TIP:
Language: Draw students attention to the Useful Tip

box. Write the first example in the box on the board.
6 Ask a student to read out the rubrics. Make sure
they understand they must complete the sentences

using Possessive Pronouns and not Adjectives. Check
this activity by asking some volunteers to read out their
answers.
Answer key: 1. yours; 2. hers; 3. his; 4. theirs; 5. mine;
6. ours; 7. yours, ours
Ask students to work in pairs and encourage

them to take turns to ask and answer questions about
the Smiths. Make sure students swap roles and that
they use Whose? and s to indicate possession. Monitor
students work as you walk around the classroom.
In their notebooks, students write a description

of what one of their classmates is wearing. Then,
students read out their descriptions to another classmate
so that he / she can guess who is being described. You
may assign this writing activity as homework and the
guessing game can be done on the following class.

activities on CB page 122. You may assign these exercises
as homework.
Answer key:
1 2. boots; 3. scarf; 4. dress; 5. shoes; 6. pants;
7. jeans; 8. sneakers; 9. blouse; 10. socks;
11. raincoat; 12. sweater
3 2. Mine, hers; 3. Their, ours; 4. Sues, yours; 5. your, his
4 Questions: 1. Whose are these sneakers?/ Whose
sneakers are these? 2. Whose is this dress? / Whose
dress is this? 3. Whose is this T-shirt? / Whose T-shirt
is this? 4. Whose are these keys? / Whose keys are
these? Matching: 3, 1, 2, 4
27
OPTIONAL ACTIVITY:
Explain that the s after Bill is not the contraction of is

but that it indicates possession. Point out that if there
are more than one person who possess the same item,
the s goes after the last persons name. Write more
examples on the board and / or resort to the students
mother tongue to provide examples if necessary. Then,
ask a volunteer to read out the sentences in the Useful
Tip box to clarify and reinforce ideas.
Teachers Book
Nina: Yes, but the sneakers on the floor arent mine! Theyre
yours, Alyssa.
Mrs Smith: All right. Stop arguing and put everything away in
the right drawers. Now, whose skirt is this?
Nina: Oh, thats Alyssas too.
Mrs Smith: Alyssa, can you put it in the closet?
Alyssa: Ok, Mum!
Nina: Mum, I want to use the computer when we come back.
Alyssa always spends hours on the computer. Dont forget,
Alyssa, that the computer isnt only yours its ours! It
belongs to both of us!
Sam: What about me? This computer is mine too!
Mrs Smith: Oh, dear! Lets go everybody!
Lesson 3 (CB p. 36)
Ask a student to read out the rubrics. Before

passing on to the activity itself, explain what the phrase
parenting style refers to and clarify the meaning of the
words in the exercise that students may not know. For
example, you may explain overprotective by saying that
an overprotective parent is the one who protects their
children more than they should. Then, have students do
the activity and correct it by asking some volunteers
to read out their answers. Finally, work on the correct
pronunciation of some of the adjectives connected with
parenting styles that students might find problematic.
Teachers Book
Answer key: 2, 4, 1, 5, 3
Read out the rubrics and ask students to read

the interview. If possible, encourage them to use a
dictionary to look up the words they dont know. Walk
around the class helping them out and checking their
work. Ask them to choose two or three adjectives in
activity 1 to describe Madonnas parenting style. Tell
students to share their answers with the class.
Answer key: (Possible answer) responsible, patient
Have students read the interview again and do

this activity. Check it by asking some volunteers to read
out their answers.
Answer key: 1. T; 2. F; 3. T; 4. NM; 5. F; 6. T
Lesson 3 (CB p. 37)
14 Direct students attention to the Sign Up

to Grammar box. Explain that should is used to give
suggestions and advice and that the verb after it is in the
infinitive form. Teach them the correct pronunciation of
this modal verb by reading out one of the sentences in
the box and the modal verb in isolation. Point out that
the l in should is not pronounced. Tell students that
advice is an uncountable noun and have two volunteers
read out the Sign Up to Grammar and Useful Tip boxes
to reinforce all these concepts. Then, let students know
that that they are going to listen to an expert, Dr Benson,
talking about the pieces of advice parents usually give
28
their children. Finally, students complete activity 4 as you

play the audio CD. Check answers by playing the audio
CD and stopping after every answer.
Answer key: 1. should; 2. should; 3. shouldnt;
4. shouldnt; 5. should; 6. shouldnt
section on page 107, where they will find further
examples and practice.
GR7
Audio script 14
Speaker: In a recent magazine article, Dr Joanne Benson lists
some of the most common pieces of advice parents give their
children. Probably, the typical one we always hear
from parents is: You should always be polite to people.
And there are probably three more that we often hear in
most houses: You shouldnt fight with your brother or sister;
You shouldnt watch violent movies and You should always
keep your room clean. Dr Benson also includes two more,
one that refers to school and the other to eating habits:
You shouldnt hang out in the street after school and You
should eat lots of fruit and vegetables. Of course, there are
many more that we can think of, but these are the ones that
according to Dr Benson children, but especially teenagers,
find most irritating.
5 Ask students to write the appropriate questions. Then,

check this activity by having some volunteers read out
their answers.
Answer key: 2. Should we / I ask a classmate for help?

3. What time should I leave home? 4. How old should
I be to get my driving licence?
Ask students to look at the sentences in activity

4. They must tick the ones they hear most from their
parents and write three more similar examples in their
notebooks. You may assign this activity as homework
and / or have diferent groups of students compare
among themselves the three pieces of advice they
have written down.
Ask students to work in pairs. Encourage them

to take turns being parents and children giving advice to
their parents. Monitor students work as you walk around
the classroom.
Answer key:
1 2, 3, 1, 4
2 6, 3, 4, 2, 1, 5
3 Suggested answers: 1. should be patient;
2. Should a good teacher be patient?; 3. should be
stricter; 4. shouldnt shout or get nervous.
4 Suggested answers: 1. She shouldnt spend hours on
the phone. 2. She should put on some warm clothes.
3. He should pay some more attention in class.
4. He should call in a doctor. 5. He should get a more
modern computer. 6. He should go on a strict diet.
Lesson 4 (CB p. 38)
Ask students what magazines they read and why.

Ask them to read the list of the magazine sections in the
activity and tick the ones they find interesting (or the
ones they usually read). It may be a good idea to preteach the meaning of some words like gossip column
(a section involving malicious rumours about famous
people) and showbiz news (news about the entertainment
industry, including theatre, films, television and radio).
Students share their choices as a whole group. Finally,
work on the correct pronunciation of some of the words
associated with newspapers and magazines that students
might find problematic.
Students read the Problem Page and discuss as

a whole group what Lisas problem is. Make sure they
understand what she complains about regarding her
parents, i.e. they dont let her have a boyfriend or stay
out a bit later than midnight, etc.
Now that students have individualised Lisas

worries in activity 2, have them tick the issues in this
activity. In pairs and by turns, one of the students
explains two of Lisas problems to his / her partner. Walk
around the class monitoring this activity and offering
help if needed.
4 Ask students to tick the piece of advice they would
give Lisa. Then, choose some students to share with the

rest of the class the piece of advice they selected and to
explain why.
Answer key: (Answers may vary) Possible answer:
You should talk to your parents because they may
understand you, and they may try not to be so strict.
Lesson 4 (CB p. 39)
5 Have students read the Sign Up to Grammar box
on this page. You may write on the board one of

the sentences with make (My parents make me eat
vegetables.) and another one with let (My mum lets us go
to bed late.) and elicit these verb structures (make / let
+ object pronoun (or noun phrase) + verb). Explain that
the object pronouns replace or refer to phrases (noun
phrases) that can also be used in these structures: (My
parents let my friends use their notebook. My parents
let them use their notebook). Also explain that, in these
examples, make is similar to force and that let is similar
to allow / give permission. Finally, ask students to do
the matching exercise (activity 5). Check this activity by
asking some volunteers to read out their answers.
For further examples and practice, refer students to
the Grammar Reference section on page 107.
GR7
Answer key: 1, 3, 2, 4
6 Choose a student to read out the rubrics. Ask students

to complete two sentences with let and two with make.
Check the activity by asking some volunteers to read out
the answers.
USEFUL TIP:
Grammar: Direct students attention to the Useful Tip

box. Ask a volunteer to read out the part about to +
verb. Explain to students that this structure is used after
a noun or an adjective to express purpose. You may
write on the board some other examples such as: (I need
some money to buy a new T-shirt. Henry is too short to
play basketball.) to show that this structure is used after
a noun or an adjective to express purpose. Then, ask
another volunteer to read out the part about want to
29

SB page 123. You may assign these exercises as homework.
Teachers Book
WB SB p. 123 Now that you have finished teaching this
Teachers Book
and want something in the same box. Tell students that

we need to use to after want if we want to say / write
a verb afterwards. Write some more examples on the
board. Ask students to provide some examples too.
7 Have students complete the sentences. Choose some
students at random to read out the sentences to check the

answers, or you may ask the whole class some questions
with Why...? so that any student can give the answer. For
instance: Why must you phone your mum?, etc.
Answer key: 2. I must phone my mum to tell her Im
fine. 3. We often come home early to help with the
housework. 4. Sam often studies at weekends to pass
his school exams.
8 Ask students to put the words / phrases in order
to build sentences. To check the activity, have some

volunteers read out the sentences.
Answer key: 1. My friends want to go dancing every
weekend. 2. My dad wants some more free time during
the week. 3. My mum doesnt want to help us with our
homework.
Students choose one of the problems and

give advice to a reader of a problem page and write
the sentences in their notebooks. You may suggest the
number of sentences they should write. If you consider
it necessary, you may remind them that we use should
for suggestions and advice. You may assign this task as
homework.

activities on SB page 124. You may assign these exercises
as homework.
Answer key:
1 4, 1, 2, 3
2 2. makes; 3. doesnt let; 4. dont let; 5. make; 6. let;
7. dont let; 8. make
3 swim in the river when its cold, ask questions at the
end of the class, watch TV
30

Answer key:
1 1. bookcase; 2. drawer; 3. bedspread; 4. bedside
table; 5. cushion; 6. closet
2 1. him; 2. it; 3. us; 4. her; 5. them; 6. me
3 1. large; 2. classic; 3. light blue; 4. oval table;
5. armchairs; 6. couch; 7. wireless telephone;
8. Hi-Fi stereo
5 Suggested answers: HE: trousers and grey sneakers /
a light blue T-shirt and a green cap. SHE: pink T-shirt
and a purple skirt / white socks and sandals
6 2. Whose cap is this? Its his. 3. Whose sneakers
are these? Theyre his. 4. Whose socks are these?
Theyre hers.
7 1. ours; 2. theirs; 3. yours; 4. mine; 5. his; 6. yours
8 Questions: 2. Should we leave now? 3. Should
we buy her a present? 4. Should I eat more fruit?
Matching: 3, 4, 2
9 1. lets; 2. make; 3. doesnt let; 4. should;
5. shouldnt; 6. doesnt want; 7. want; 8. should
World Issues 3
SCHOOL AND HOME RULES
(CB p. 42)
World Issues is a section that focuses on the
development of reading skills and enhances students
ability to integrate acquired knowledge with a real life
issue: in this case, reading and talking about a special
kind of summer camp and rules at home and at school.
1 Refer students to the pictures on page 42. Ask them
what they think the people are doing, what relationship

they may have and where they are. Then, ask a
volunteer to read out the rubrics and have students do
the activity. Offer help with those words in the text that
students may find difficult to understand. Afterwards,
encourage different students to share their answers
with the whole class
2 Read out the instructions and encourage students to

discuss the questions as a whole group. The discussion
may take between three and five minutes.
grammar and vocabulary items taught by giving students

a test (see Suggested Annual Plan on page 4 of this
Teachers Book). Make copies of photocopiable Test 1
that is available on pages 72, 73 and 74 of this Teachers
Book and hand them out to students on the day of the
test. The answer key to the photocopiable tests is on
page 81 of this Teachers Book.
(CB p. 43)
Teachers Book
Students read the article silently and tick the answer

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

sentences and say: true, false or I dont know.
Answer key: 1. F; 2. F; 3. T; 4. T; 5. ?
OPTIONAL ACTIVITY:
If you have the time, you may have a group discussion

by asking students if they knew these types of
summer camps existed and what they think about the
effectiveness these camps may have.
TEST REVISION TIPS:
In class, make a check list of all the topics students need

to know before they take their first test. Write a list on
the board as you elicit the answers from students. Make
sure students are acquainted with the test structure and
scoring system.
Encourage students to do all the exercises (units 1 to 3)
in the Grammar Reference section for further practice.
Ask students to circle the emoticons (happy, neutral and
sad faces) that appear next to each grammar topic in
the Grammar Reference section to show whether they
understand the topic very well, well or not very well. This
may help develop the students sense of progress and
awareness of their learning processes.
TEST 1:
Now that students have completed Units 1, 2 and 3,

you may assess the main skills developed and language,
31
Unit 4
Teachers Book
Unit 4 - Explore the world

COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
LEXIS
GRAMMAR
PHONOLOGY
L1
Leisure activities and

sports: sunbathe, go
skydiving, etc.
Verbs used with sports and
leisure activities: go, play &
do + activities
Would like to + verb for

wishes
Go + -ing: go shopping, go
trekking, go snorkelling, etc.
sports and leisure activities
Pronunciation of I would
like to... / Id like to...
L2
Holidays
Regular verbs in the
past related to holidays:
travelled, relaxed,
enjoyed, etc.
Simple Past of regular

verbs (affirmative): played,
danced, needed, etc.
Simple past of be: was /
were (revision)
Pronunciation of ed
ending of the past form
in regular verbs
Talking about ones last holiday.
L3
Summer camp items:

torch, boots, water bottle,
sunscreen, camera, etc.

verbs (interrogative,
negative & short answers)
words related to summer
camps and holidays
Reading and talking about summer

camps.
Writing about holiday activities.
L4
Holidays and holiday

destinations: the beach,
historic sites, nightlife, etc.

and some irregular verbs
(revision)
Yes / No & Wh- questions
Intonation of Yes / No and

Wh- questions
Talking about some typical holiday

destinations.
Writing an email about ones last
holiday.
WI
Eco-tourism
Eco-tourism hotspots

grammar topics and lexis
Talking and writing about ones

dream holiday.

and reading about some attractive
eco-tourism destinations.
Extras: Suggested optional games and activities for consolidation. Project Work 2.
Lesson 1 (CB p. 44)
Write the words Dream Holiday on the board.

Elicit from students what they associate a dream
holiday with. Write their answers on the board. Then,
ask a student to read out the instructions for activity 1.
Students tick the activities they prefer. Then, as a whole
group, students discuss the answers to the questions.
Encourage students to use the expression: Id like to
every time they refer to one of the activities they have
ticked on the page. Also, encourage them to say why
they would like to do these activities. Work on the
32
correct pronunciation of Id like to and the sports and

leisure activities which students might find problematic.
15 Play the audio CD as students try to write the

corresponding initials of the two speakers names in the
circles below the pictures in activity 1. Check students
answers by playing the audio CD again pausing after
each speaker has said what they would like to do. Choose
different students at random to provide the answers.
Sarah: Monica, whats your dream holiday?

Monica: Well, the ideal holiday for me is a trip to New Zealand.
Sarah: New Zealand? Why? What sort of things would you like
to do there?
Monica: Well, first Id like to go snorkelling: you can see
dolphins and beautiful fish there. Id like to go sunbathing
too. And Id like to do some extreme sports: skydiving,
probably. Yes, Id like to go skydiving, definitely. What about
you, Sarah? Where would you like to go?
Sarah: Well, I saw some pictures of Cuba last week. I love
historic places, you know. Id really love to see the old
churches there and visit some museums too.
Monica: I see
Sarah: And there are wonderful beaches there, so Id like to go
sunbathing too. Also, people in Cuba dance the salsa very
well, so Id like to learn how to dance the salsa too. And, of
course, Id like to buy lots of souvenirs.
Monica: Oh! It sounds cool! I think I now have two dream
holidays. I wonder what our friend Davids dream holiday is.
Perhaps we can all go on holiday together someday!
Lesson 1 (CB p. 45)
box on this page. Explain that we use go + -ing to talk

about most leisure activities and some sports that we
can do. You may tell students that the -ing forms used
after go also work as nouns that refer to these activities
(Swimming is good for you. Snowboarding is an exciting
sport.) Explain that we use play with sports that are
games and do with the words sports, activities and
exercise. Remind students that we use would / d like + to
+ verb to express our wishes regarding what we want to
do. Then, ask students to complete the sentences. Check
answers by asking different volunteers to read out each
sentence.
Answer key: 2. do; 3. go; 4. go; 5.do; 6. play, go;
7. go; 8. play
Ask students to have a look at the table and complete

the email. Walk around the classroom to check their work
Answer key: 2. friends; 3. winter; 4. cold; 5. snowy;

6. do; 7. skiing; 8. snowboarding; 9. ice skating; 10. play;
11. go
Ask students to complete the you column in

activity 4. Then, they should use these ideas to write
an email in their notebooks. They can use the email in
activity 4 as a model. Encourage students to use Id like
to / I want to whenever possible, and as many sports
and activities as they can. You may assign this task as
homework. If they do it in class, you may ask one or two
students to read out their emails once everybody has
finished writing.
WB CB p. 125 Now that you have finished teaching

as homework.
Answer key:
1 2. winter sports, water sports; 3. surfing, shopping;
4. computer games, beach volleyball; 5. books,
magazines; 6. museums, historic sites; 7. my friends,
my family on the phone
2 2. historic sites; 3. go shopping; 4. souvenirs;
5. clothes; 6. do water sports; 7. go surfing; 8. play
beach volleyball; 9. do winter sports; 10. books;
11. play computer games; 12. talk
3 Students own answers.
Lesson 2 (CB p. 46)
This warm-up may be a whole group activity.

Have as many different students as possible answer the
questions. You may write the destinations they mention
on the board and you may also ask students if they liked
these places or not.
33
Audio script 15
and help them out with the task if necessary. Choose

different students at random to read out the answers to
check this activity. As you check the answers, you may
interact with the whole class by asking, from time to
time, some questions like: Would you like to go to the
mountains? Would you prefer some other kind of place?
Who would you like to go with? What would you like
to do there? Would you like to go (skiing) too?, etc.
Teachers Book
Answer key: Monica: go snorkelling, sunbathe,

skydiving; Sarah: sunbathe, go dancing, go shopping
for souvenirs.
Teachers Book
Choose different students to read out the

paragraphs in Karens diary. If necessary, help them
out with the meaning and pronunciation of those
words and expressions that might be new to them such
as youth hostel, look for something, etc. Finally, ask
students to re-read the diary entry silently and number
the pictures in the correct order.
Answer key: (from left to right) First row: 8, 1, 3,
Second row: 7, 4, 5, Third row: 6, 2
3 Ask students to read the Sign Up to Grammar box on
page 47. Give them some minutes and then elicit the
past form of regular verbs by asking them: What do we
write / add at the end of regular verbs in the past?, Why
are these verbs called regular? (They follow a rule: we
form the Simple Past of these verbs by adding -ed at the
end.) Then, point out that there are three verbs in the
box that have a different past form and, as they change
completely in the past, they are called irregular verbs: go
(went), be (was / were) and have (had). Tell students that
there are many more irregular verbs that they will study
in Unit 5. Finally, have them underline all the verbs in
the Simple Past in the text in activity 2. Check answers
as a whole group by asking some volunteers to say two
or three verbs.
Answer key: arrived, stayed, was, decided, walked,
stopped, went, talked, loved, visited, rented, danced, called
Ask a student to read out the instructions

for this activity. Before checking the answers, refer
students to the Useful Tip box on page 47. Then, choose
some students at random to read the answers. Monitor
students correct production of the sounds that are used
to say these verbs in the past.
USEFUL TIP:
Pronunciation: Read out the tips and examples so

that students become aware of the sound they are
expected to produce when reading the answers to
activity 4. Ask students to repeat after you every time
you read out the examples in the Useful Tip box. Point
out that when verbs end in t or d, the ed particle is
pronounced /id/.
34
Answer key: arrived, stayed, decided, walked,

stopped, talked, loved, visited, rented, danced, called
Lesson 2 (CB p. 47)
Students listen to the audio CD as they read

the diary entry on page 46. Tell them to focus their
attention on the pronunciation of the past forms of
the verbs as they listen to the audio CD. As a followup, write these verbs in the past on the board: talked,
worked, fished, washed (to practise the final /t/ sound) rained, stayed, climbed, phoned (to practise the final /d/
sound) and ended, rented, started, sounded (to practice
the final /id/ sound). Call on different students to read
out the verbs on the board and check they pronounce
them correctly. Then, encourage students to use these
past forms in context. Point to a verb and ask a student
to use it in a sentence. For example, you point to rain
as you ask this question: What happened yesterday? (It
rained yesterday.) You point to climb as you ask this
other question: What happened on your last holiday? (I
climbed a high mountain.) and so on. Continue this short
drilling with three or four more items and then you can
ask some volunteers to choose a verb at random and use
it in a sentence.
16
Audio script 16
Karen: We arrived here in Salvador yesterday. Last night we
stayed at a youth hostel, but it was horrible. So today we
decided to look for another place. We walked for about an
hour and then we stopped in front of a nice-looking hotel.
We went inside and talked to the receptionist. We loved
the place and so decided to stay! Later in the afternoon,
we visited an old church. It was really lovely. After that, we
rented some surfboards and went surfing That was cool!
After dinner, we danced to the sound of Olodum!
I called home to tell Mum we are well and having fun! Now,
its late and I feel really tired.
REFERENCE:
Olodum is an internationally acclaimed Afro-Brazilian

cultural group from the state of Bahia, Brazil. It was
founded in 1979 as a Carnival association highlighting
African heritage and black pride through music, dance,
theatre and art. From their home city of Salvador in
Northeast Brazil (often described as the most African city
in the Americas), Olodum has dedicated itself to cultural
If you have the time, ask students to choose three or four

verbs in the past form to talk about their last holiday. Give
students some time to plan what they are going to say and
how they are going to say it. Offer help so that they can
rehearse with you and feel confident enough to talk to the
class about their last holiday. First, ask one or two model
students to say what they did on their last holiday. Then,
ask as many students as possible to tell you what they did.
6 Before students complete this task, direct their
attention to the Useful Tip box on this page about the

spelling of regular past forms. Afterwards, students
complete the activity using the rules explained in the
box. You may check the answers by choosing three
students to read out each paragraph.
USEFUL TIP:
Spelling (regular past forms): Tell students that we

double the last consonant when the verb ends in
consonant + vowel + consonant, and that when the verb
ends in consonant + y, the y changes to ied. Have
students read the examples in the box. You may write
some more examples on the board (cancel, envy, worry,
tap, carry, plan, etc.) and elicit from students the correct
spelling of the past forms of these verbs.
Answer key: 2. wanted; 3. watched; 4. hated;
5. was; 6. visited; 7. started; 8. played; 9. loved;
10. learned; 11. enjoyed; 12. decided; 13. stopped;
14. ordered; 15. was
After you read out the rubrics, model the activity

with a couple of students by using the example of a
chain game on the page. Explain to students that they
are going to work as a whole group and they have to pay
attention to what their classmates have just said so that
they can repeat it and add another activity connected
with their last holiday. Stop the game when you notice
a student fails to remember. Play the game several
times until you notice most students have been able to
participate. Remind them of the pronunciation of the
past forms if necessary.

as homework.
OPTIONAL ACTIVITY:
Answer key:
1 2. played; 3. chatted; 4. stopped; 5. tried;
6. opened; 7. watched; 8. called; 9. invited;
10. arrived; 11. ordered
2 2. Pat usually does her homework after dinner, but
yesterday she went out with friends. 3. Anthony
usually plays football at the club, but yesterday
he played tennis. 4. Jonas doesnt usually do any
housework, but yesterday he cleaned his room.
3 1. arrived in town; 2. walked down the old streets;
3. visited a church; 4. stopped for lunch; 5. went on
a boat trip; 6. went shopping for souvenirs
Teachers Book
activism in the struggle against racial discrimination and

socioeconomic inequality.
Adapted from: http://www.narin.com/olodum/#about
Lesson 3 (CB p. 48)
Before doing the activity, you may ask the class

what activities they can do at a summer camp and what
items they think they need to take with them. Then,
they read the list of items to check if they were right.
Help them out with the pronunciation of the words
that might be new to them. Finally, students label the
pictures. Check by asking some volunteers to read out
their answers.
Answer key: 1. swimming trunks; 2. swimsuit;
3. trainers; 4. sleeping bag; 5. towels; 6. sunscreen;
7. toiletries; 8. water bottles; 9. torch; 10. bed linen
Students read the paragraphs silently and

number them in the correct order. Do not check the
answers at this stage. Just encourage students to
compare their answers in pairs.
Lesson 3 (CB p. 49)
Play the audio CD so that students can now

check the answers to activity 2 on page 48.
17
Answer key: (clockwise) 5, 6, 1, 4, 2, 3
35
Teachers Book
Audio script 17
Jake: My First Time at a Summer Camp. By Jake Timberlake.
On the night before, I packed everything I needed to take to
the summer camp: clothes, trainers, sunscreen, a towel, etc.
I didnt have a sleeping bag, so I packed my bed linen a
pillow, sheets and a blanket.
On the following day, the summer camp bus picked me up.
I didnt know the people on the bus but they were very
friendly. We arrived at the camp in the afternoon.
A coordinator welcomed us and showed us to our tents.
The rest of the afternoon, we walked around the place and
planned the activities for the following days.
We had a great time! We walked down the beach, played
football, climbed trees and played games. We didnt check
our emails and we didnt watch TV, but it was fantastic!
Direct students attention to the Sign Up to Grammar

box. Explain that did is a word used in the interrogative
and negative forms in the Simple Past (an auxiliary
word). Also explain that did is used before the subject
to ask a question. You may give examples here or use
the ones in the box. Next, explain that did not (didnt) is
used in negative sentences. Provide some examples or
use the ones in the box. Point out that when we use did
/ didnt, the verb must be in its base form (without ed).
You may elicit this issue if you first write some sentences
on the board and underline the verb phrases for students
to analyse. For example: I didnt go camping last summer
/ Did Anna travel to Paris last year? At this stage, it is a
good idea to write on the board a couple of sentences
in the affirmative form for students to change them
into the interrogative and negative. Then, proceed with
the analysis of short answers. Write a couple of Yes /
No questions on the board and help students come up
with the short answers: Did you go trekking yesterday?
No, I didnt. / Did you go to school yesterday? Yes, I did.
/ Did your mum cook a special meal yesterday? No, she
didnt., etc. Finally, students underline all the examples of
negative phrases in the past in the text in activity 2 on
page 48. Ask some volunteers to read out the examples
they have found.
Answer key: didnt have, didnt know, didnt check,
didnt watch
5 Students read the instructions, look at the example

and complete the activity. Then, check by asking some
volunteers to read aloud the questions and answers.
36
Answer key: 2. Did you try rafting? No, I didnt.

3. Did you walk on the beach? No, I didnt. 4. Did you
go trekking? Yes, I did. 5. Did you call home every day?
No, I didnt. 6. Did you enjoy your holiday? Yes, I did.
7. Did you check your emails? No, I didnt.
In their notebooks, students write what

activities they think their best friends in the class
did on their last holiday. For classroom management
purposes, it is advisable to ask students to write
sentences about the person sitting next to them
(especially with large groups).
Ask students to pair up with the person they

wrote about in the previous activity. Encourage pairs
to take turns to ask and answer questions connected
with the sentences they wrote before. Refer students to
the examples given. Suggest they should keep a record
of how many correct guesses they were able to get to
determine who the winner is. Monitor students work as
you walk around the classroom.

as homework.
Answer key:
1 2. sleeping bag; 3. sunscreen; 4. torch; 5. insect
repellent
2 2. was; 3. didnt rain; 4. didnt have; 5. didnt pack;
6. did you go; 7. climbed; 8. were; 9. Did you do;
10. played; 11. didnt have; 12. didnt have
3 2. Did you go trekking? Yes, I did; 3. Did you watch
a film? No, I didnt; 4. Did you climb mountains?
Yes, I did; 5. Did you study English? No, I didnt.
Lesson 4 (CB p. 50)
As a whole group, students share their opinions

and wishes about some typical holiday destinations
they mention. Collect students ideas on the board and
encourage group discussion.
Students read the e-leaflet. Help them out

with the pronunciation of some words they may not
know such as archaeological, superb, etc. Check their
understanding of the text by asking them if they would
like to go to Cancun and what activities they can do
there.
box. Ask students to read the questions and answers in

this box. Then, point out that Wh- questions and Yes
/ No questions are very similar in structure, but that a
Wh- word is placed at the front of Wh- questions. You
may write an example of each kind of question on the
board to illustrate this difference. Ask students a couple
of Yes / No and Wh- questions for them to answer. Then,
encourage students to ask you some similar questions to
check understanding. Now students read Jakes comment
on a blog for tourists and answer the questions. You may
check the answers by asking the questions yourself and
have different students read out the answers.
section on pages 107 and 108, where they will find
further examples and practice.
GR8
Answer key: 1. He went with his girlfriend.

2. He went there last week. 3. It was warm and sunny.
4. He relaxed and sunbathed. 5. He didnt swim with
dolphins. 6. Yes, he did.
18 As students listen to the audio CD, they write

true or false. You may check answers by playing the
audio CD and pausing when necessary so that students
can say if the statements are true or false.
Answer key: 1. F; 2. F; 3. T; 4. T; 5. F
Audio script 18
Joanna: Hi, Paula. Were back!
Paula: Hey, Jo! Did you enjoy Cancun?
Joanna: No! It was a disaster!
Paula: Oh! What happened?
Joanna: It wasnt what we expected. We didnt like the hotel
at all. It was small and old.
Lesson 4 (CB p. 51)
5 Students complete the sentences on Joannas blog
comment using the information they collected in activity

4 on page 50. Ask some volunteers to read out the
answers.
Answer key: 1. to Cancun; 2. was small and old;
3. go to Chichen Itza; 4. was rainy; 5. swim with the
dolphins, we didnt go snorkelling and we didnt relax
on the beaches.
While students do this task, you can write the four

verbs (go, visit, stay and swim) on the board. To check
this activity, choose different students to come to the
front of the class and write their answers next to each
verb on the board.
Answer key: go: on a tour, on holiday; visit: a museum,
an archaeological site; stay: at home; swim: with
dolphins, in the sea
7 Before passing on to this activity, you can ask the
whole group if they did any of the activities listed in

exercise 6. If so, ask them when and where. Then, have
students answer the questions in activity 7. To check this
activity, you can read aloud the questions trying to get as
many answers as possible from different students.
In their notebooks, students write an email to

their friends describing their last holidays. Encourage
37
Paula: Oh, thats annoying! But did you go on some interesting

tours?
Joanna: No. There werent any buses to take us to Chichen Itza.
Do you believe that?
Paula: Oh and what about the beach and the sea?
Was that fun?
Joanna: No! We didnt swim with the dolphins, we didnt go
snorkelling and we didnt relax on the beaches! It rained
every day.
Paula: Too bad, you poor thing!
Joanna: I will tell you more later. Got to go. Toms calling me on
my cell phone.
Paula: OK. Ill talk to you later. Bye for now.
Teachers Book
Teachers Book
them to use the ideas they provided in activity 7, and tell

them they can use the text in activity 3 on page 50 as a
model. You may assign this activity as homework.
Students work in pairs and ask each other

questions about their last holidays. Encourage them to
use Yes / No and Wh- questions. To help students ask the
questions correctly, you can write this structure on the
board: (Wh-word) + did + subject + verb ? Point out
that the Wh- word between brackets must not be used
when asking a Yes / No question. Walk around the class
to check students performance and offer help if needed.
You may also work on the correct intonation of Yes / No
questions (rising intonation) and Wh- questions (falling
intonation) when helping students perform this speaking
task. Show them how your voice goes up when asking a
Yes / No question and how it goes down when asking a
Wh- question. Check students use the correct intonation
when they do the activity.

as homework.
Answer key:
1 3, 5, 6, 4, 1, 7, 2
2 1. They relaxed and played cards. 2. It was sunny.
3. They went horseback riding and trekking. 4. No,
they didnt. 5. Yes, they did because it was relaxing.
3 1. Where did you go? 2. Who did you go with?
3. What did you do? 4. Why did you go there?
5. When did you go there? 6. How did you get there?
7. Did you like it?

38
Answer key:
1 /id/: started, wanted, needed, painted; /d/: played,
planned, carried, lived, studied; /t/: finished, washed,
stopped, used, liked
2 1. Charles; 2. William; 3. Simon
3 1. started; 2. followed; 3. crossed; 4. stopped;
5. cleaned; 6. visited; 7. listened
4 2. Did you watch, Students own answer; 3. Did you
play, Students own answer; 4. Did you go, Students
own answer; 5. Did you do, Students own answer
6 1. She didnt stay in a 4-star hotel; 2. She didnt visit
an archaeological site; 3. She didnt like the hotel;
4. She didnt relax on the beach; 5. She didnt enjoy
her holiday
7 1. Where; 2. When; 3. Who; 4. What; 5. What
World Issues 4
TRAVEL DIFFERENTLY
(CB p. 54)
integrate acquired knowledge with a real life issue: in
this case, talking and reading about some attractive ecotourism destinations.
1 Refer students to the pictures on pages 54 and 55 and
ask them to identify in what areas of the world these

places are situated. Write on the board the word ecotourism and elicit what they think it means. Accept all
answers and foster debate among students. Ask them
to provide some other examples of places in their own
country and in the world where they think you can find
some eco-tourism destinations. Then, students read the
instructions for the activity and put a cross next to the
options that do not have to do with this kind of tourism.
Answer key: travelling to big and busy cities, going to
discos and parties, having fun at theme parks
REFERENCE:
Ecotourism is defined as responsible travel to natural

areas that preserves the environment and improves the
well-being of local people.
Source: www.ecotourism.org
understand what they are expected to do. You can do

this reading activity as a whole group (shared reading)
by asking some volunteers to read aloud different
paragraphs. As you read the text with the whole class,
you can also do the matching exercise. Alternatively,
you may ask students to read the paragraphs silently
and match the pictures to the paragraphs. Then, you can
check this activity by asking some students to provide
the answers.
Project Work 2 (Units 3 & 4): OUR TOP 3 ECOTOURISM DESTINATIONS - Students may now do
the Project Work activities for units 3 & 4 that are
available on the Students Interactive CD-ROM. These
Answer key: 1. Antarctica; 2. The Amazon Rainforest;

3. Dominica; 4. The Himalayas, 5. Botswana
Teachers Book
(CB p. 55)
2 Read out the instructions and check students
3 Students do the matching exercise. Check students
answers by asking some volunteers to read aloud the

phrases. As a follow-up, you may ask the whole class to
provide some more examples of activities they think they
can do on an eco-holiday: You can go trekking. You can
explore historic ruins. You can go on a photo safari. You
can go snorkelling and diving on coral reefs. etc
Answer key: (from top to bottom) 2, 4, 6, 3, 1, 5
Students read the texts silently and tick the

expressions which best complete the adventurers
comments on their eco-holidays. Students should also
provide the names of the places the adventurers refer to.
To check this activity, choose two students to read out
the paragraphs and provide the answers.
Answer key: Lisa: enjoyed the trip, went on a boat
trip and saw the whales, Dominica; Brian: stayed at
campsites, watched the elephants and lions, Botswana
OPTIONAL ACTIVITY:
If you have the time, you may ask students to design

posters of some eco-tourism destinations in their
country. Students could bring to class colourful photos
of different places showing the activities any tourist can
do there. Students can design their posters in groups
and make a short oral presentation of their eco-tourism
destinations to the whole class.
39
Unit 5
Teachers Book
Unit 5 - Risky sports

COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
LEXIS
GRAMMAR
PHONOLOGY
L1
Extreme sports:
parasailing, mountain
biking, sandboarding, etc.
Past time expressions:
yesterday, ago, etc.
Simple Past
(affirmative)
Irregular verbs
irregular past forms
extreme sports
Talking about what extreme sports

we would like to practise.
L2
Sports equipment and

protective gear: helmet,
goggles, wetsuit, etc.
Vocabulary on sports
accidents: crash into, hurt,
hit, etc.
Reflexive pronouns: myself,

ourselves, himself, etc.
words related to sports
equipment and protective
gear
Talking and writing about sports

accidents.
L3
Vocabulary on extreme
sports and accidents:
diving, rafting, lose
consciousness, etc.
Phrasal verbs: give up, get
back, go on, etc.
Simple Past - Irregular

verbs (interrogative,
negative & short answers)
Listening and talking about a shark

attack.
L4
Vocabulary on somebodys
life events and
achievements: dreams,
awards, gold medals, etc.
Past time reference: in

1987, one year later, when
she was twelve, etc.
Listening and talking about personal

achievements.
Writing a biography.
WI
Vocabulary related to cars

and driving


and reading about cars and safe
driving.
Lesson 1 (CB p. 56)
Write the phrase extreme sports on the board.

Ask the class what extreme sports they know.
If necessary, write one or two examples on the board
such as parasailing and / or parachuting. Another option
to elicit extreme sports names might be to have
students look at the photos on this page. As students
come up with some possible answers, you may write
them down on the board under three categories: land,
air and water sports.
40
REFERENCE:
Parasailing is an extreme sport in which a person is lifted

up and through the air by a special parachute that is
towed by a motorboat. Parachuting is an extreme sport
in which a person jumps from an aircraft in free fall
before pulling the ripcord of a parachute or canopy that
will retard the descent making it slow.
Adapted from: www.answers.com &
www.thefreedictionary.com
3 Students match the sports names highlighted in the text
in activity 2 with the photos. Then, choose some students

at random to say what number corresponds to each picture
from top left to bottom right. It is advisable that students
say the number along with the name of the sports in each
photo so that they practise their correct pronunciation.
Answer key: from top left to bottom right: 1, 5, 2, 3, 6, 4
Tell students that they are going to listen to

two people talking about the summer camp in the ad.
Students may take down notes as they listen to the audio
CD and pay attention to who of the two speakers enjoys
risky sports the most. This will help them especially if you
assign the Optional Activity explained afterwards. Play
the audio CD twice if necessary. Then, check by having
students discuss the answer as a whole group.
19
Answer key: Max
Audio script 19
Speaker: Speaker 1, Max
Max: Last summer I spent two weeks there and I loved it. The sports
I loved were parasailing, whitewater rafting and mountain
biking. I really want to buy my own mountain bike now! I might
go back next year, but Id really like to try some other extreme
sports like skiing and snowboarding. I know its expensive, but
perhaps my parents will take me to Aspen next year.
Speaker: Speaker 2, Julie
Julie: I heard about Tahoe Extreme Youth Sports Camp from my
cousin. She went there two years ago and she said it was
great, so I wanted to go too. Some of the activities were a
bit scary, so I didnt do everything. The best thing was I met
lots of people and made lots of friends. We had so much fun
together. We became so close that I still talk to a lot of them
today. We often talk on MSN and write emails. Id definitely
like to go back next year. I hope Mum lets me!
OPTIONAL ACTIVITY:
After doing activity 4, write Max and Julie on the board

and encourage students to look at the notes they took
while listening to the audio CD. Then, ask students what
Max and Julie did at the extreme sports summer camp and
what activities they enjoyed most. Ask some volunteers
to say the activities Max and Julie did, and to come up
to the board and write them below each name. In this
way, students practise the pronunciation and spelling of
some extreme sports. After this, you may also ask them
why Julie didnt enjoy all the activities and what Max
would like to do in the future. Then, you may foster a class
discussion by asking: What about you? Would you like to do
the same activities as Max and Julie did? Why? / Why not?
Answer key: Max: He enjoyed parasailing, whitewater
rafting and mountain biking. Hed like to buy a
mountain bike, go back to the camp next year and try
other sports such as skiing and snowboarding.
Julie: She didnt do all the activities because some were
scary. She enjoyed meeting a lot of people and making
new friends.
Lesson 1 (CB p. 57)

Grammar box. Explain that they need to check the verb
list on page 108 to know the past form of irregular verbs,
as these are different from the regular ones. You may also
tell them that the time expressions in the box are used
when we refer to past events and that they are normally
used in sentences with the Simple Past. After students
have underlined all the time expressions and irregular
verbs in the past in the texts in this activity, choose two
students to help you check the answers: one writes on the
board the time expressions and the other writes the verbs.
Answer key: 1. Time expression: last summer;
verb: spent; 2. Time expression: two years ago;
verbs: heard, went, said, were, didnt do, was, met,
made, had, became
41
Before doing this reading task, ask students what

they expect to see or do at a summer camp (a site where
care and activities are provided for youths or children
during the summer months).Then, tell them they are going
to read a summer camp ad. Have a student read out the
rubrics. As students read the text silently, walk around
the class offering help with the vocabulary they might
not understand. Before students answer the questions,
you may write on the board the extreme sports names
mentioned in the ad to practise saying them. Students
repeat the words after you so that they become aware
of their correct pronunciation. Then, students discuss the
questions in this activity as a whole group.
Teachers Book
Teachers Book
Play the audio CD again. You may make pauses

every time an irregular verb is being said and have
students repeat it after the recording.
19
7 Tell the class that they will read and complete part of
an email Max wrote to his friend. Read out the rubrics

and have students do the task. Then, ask some volunteers
to read aloud different parts of the email with the
answers. Help them out with the pronunciation of the
past forms. As they say the answers, write the verbs on
the board telling students to check the spelling.
Answer key: 2. heard; 3. decided; 4. said; 5. made;
6. bought; 7. fell; 8. had; 9. was; 10. met
Tell the class that they are going to talk about

their preferences about extreme sports. Get them in
pairs. Write on the board phrases students are expected
to use such as Id like to / What would you like to? /
I prefer because, etc. As students do the task, walk
around the class to monitor their performance.
4 2. left; 3. had; 4. went; 5. practised; 6. needed;

7. took; 8. bought; 9. met; 10. arrived; 11. had;
12. went
Lesson 2 (CB p. 58)
Choose a student to read aloud the rubrics. Read

out each item of sports equipment and protective gear
as clear as possible and have students repeat them after
you. For further practice, you can ask different students:
Whats item 6? (Its a wetsuit.), etc.
2 Draw students attention to the photos in this activity.

Ask them what sports the people in the photos are
practising. Tell them to read the instructions silently and
complete the three charts. After students have done this
activity, choose three of them to read out the different
sports equipment in the three charts.
Answer key: Snowboarding: helmet, gloves, goggles,
knee and elbow pads; Scuba diving: flippers, goggles,
wetsuit; BMX riding: helmet, gloves, knee and elbow pads
REFERENCE:

as homework.
Answer key:
1 2. fell; 3. went; 4. had; 5. heard; 6. knew; 7. made;
8. met; 9. said; 10. spent; 11. took; 12. wrote
A
D
W

3 1. Amanda met a nice guy at a party last Saturday.
2. Jacob bought his new ski equipment yesterday.
3. Paula fell off her mountain bike last Sunday.
4. David went parasailing last summer and he loved it.
42
BMX stands for Bicycle Motorcross and began back in the

late 1970s. Today there are five main disciplines and it
has also become an Olympic discipline.
Read out the rubrics. Check students understand

what they are expected to do. Before they listen to the
audio CD, you may ask students to predict what the
boys didnt wear and as a consequence they had a bad
experience when doing these sports. Play the audio CD
twice if necessary. You can check the answers by asking
the whole class: What didnt Mike / Jackie / Tom have on?
20
Answer key: 1. He didnt have a helmet on. 2. She

didnt have gloves on. 3. He didnt have knee pads on.
Audio script 20
Speaker: Speaker 1, Mike
Mike: Last year I went snowboarding in Aspen. I really enjoyed
myself for the first five days, but then I had a pretty bad
accident. I decided to go down a black slope - you know, the
most difficult area, but it was a very stupid idea. I wasnt
ready and so I fell badly and almost had an accident. The
really silly thing was I didnt have a helmet. I didnt think
Speaker: Speaker 3, Tom

Tom: A few weeks ago, I took my bike to the park to practise a
bit on the ramp. I didnt see there was a skateboarder there
and well crash we had a horrible accident. We both hurt
ourselves, but luckily we didnt need to go to the hospital.
I wasnt wearing knee pads, so I cut my knee pretty badly and
he hurt his back. I felt really bad because it was my fault. Im
much more careful now.
Lesson 2 (CB p. 59)
Tell students that they will find out what kind

of accidents the three friends in exercise 3 had. Ask
students to read the instructions and complete the three
charts. After they have completed the task, choose three
students to read out each sentence.
Answer key: 2. swam; 3. fell; 4. hit; 5. hurt;
6. cut; 7. hurt
OPTIONAL ACTIVITY:
Simple Past Bingo: Before the lesson, write on a piece of

paper at least fifteen infinitive verbs whose past forms
students have learnt so far. Then, record yourself saying
their past forms twice (for example: went / went, studied /
studied, etc.) Bring the recording to class. Write on the
board the name of the game and the infinitives you have
written on the piece of paper but in a different order.
Ask students to draw a bingo card in their notebooks
like this one:
went
Then, ask them to choose nine of the infinitives on the

board, turn them into their past forms and write these
past forms down in each square of the bingo card as in
5 Write on the board the example sentence in the
Sign Up to Grammar box: Peter hurt himself. Underline

the subject (Peter) and the object of the verb (himself).
Tell students that the reflexive pronoun (himself) refers
to Peter and that we use reflexive pronouns when the
subject and the object of the verb are the same.
Then, read the reflexive pronouns in the box in isolation
so that students become aware of their correct
pronunciation. Now, tell students to read the box.
Meanwhile, write the following on the board: Jack and
Mike cut
on some coral. Ask students to
say the correct reflexive pronoun (themselves). Make sure
they notice that the plural form of reflexive pronouns is
with the ending lves. Finally, ask students to complete
the sentences in activity 5 with the correct reflexive
pronouns. Check this activity by asking the whole class to
tell you the answers.
Answer key: 1. herself; 2. themselves; 3. himself;
4. ourselves; 5. myself; 6. yourselves
For further practice and examples, tell students to refer
to the Grammar Reference section on page 109.
Have a student read out the rubrics. Ask

students to work in pairs. You may tell the pairs to
pretend that one of them is a sports journalist / reporter
and the other a famous sportsperson who competes
in triathlons. Walk around the class while students
interview their partners. Encourage them to swap roles.
If needed, help them out with the vocabulary and / or
pronunciation.
In their notebooks, students write about a

bad experience or accident that one of their friends,
acquaintances or a family member once had. Encourage
them to use as much vocabulary learnt in this unit as
possible. You may assign this task as homework.
43
Speaker: Speaker 2, Jackie

Jackie: Two years ago, I went scuba diving, and I cut myself pretty
badly. You see, I forgot to bring my gloves and so when
I touched a sharp bit of coral, I cut my finger. The cut wasnt
very serious, but the problem was blood. As everyone knows,
blood attracts sharks and there were a lot of sharks in the area,
so I decided to go back to the boat. And that was when I saw
the shark. My friend and I swam so fast that we got to the boat
just in time, but I learned a lesson. I always remember to take
my gloves with me when I go scuba diving now!
the example provided before. Explain that they are going

to listen to the recording you prepared and when they
hear a verb that appears on their cards, they must cross
it out. The winner is the one who has crossed out all the
verbs on the card first and shouts: Bingo!
Teachers Book
I needed a helmet, but I was wrong. I hit my head on a

rock! It wasnt really serious but that was the end of my
snowboarding holiday!
Teachers Book

as homework.
Answer key:
1 Rollerblading: elbow pads, knee pads, gloves;
Snorkelling: flippers, goggles, wetsuit;
Sandboarding: goggles; helmet
2 1. yourself; 2. snowboarding; 3. clothes; 4. gear;
5. accidents; 6. pads; 7. helmet; 8. partner
3 1. yourself; 2. ourselves; 3. herself; 4. yourselves
Lesson 3 (CB p. 60)
Write the phrase water sports on the board and

elicit from the class some examples. Write down the
examples around the phrase water sports. Then, read out
the questions in this activity and tell students to share
their answers with the whole class. Encourage students
to be as specific as possible regarding their swimming
experiences: (when they learnt how to swim, who taught
them, if they ever took any swimming lessons and when,
etc.) If students have not done any water sports, ask
them to talk about the ones they have practised.
2 Before passing on to the activity itself, you may
read out the list of sports so that students become

aware of the correct pronunciation. Make sure students
understand the meaning of all the words in the list. You
can bring some dictionaries to class for students to look
up the new words. Then, tell them to read the rubrics
carefully and do the task. Check they have understood
what they are expected to do. Finally, foster a class
discussion by asking why different students prefer, for
instance, swimming to water skiing according to what
each student has answered.
3 Students do the matching exercise using a dictionary
if necessary. While they do this activity, you may write

the four phrasal verbs on the board, and then choose four
students to come up to the board and write down the
meaning next to each phrasal verb.
44
Answer key: 4, 1, 2, 3
Draw students attention to the Sign Up to Grammar

box. Explain to them how we ask Yes / No questions in
the Simple Past using irregular verbs: Did + subject +
verb...? and how we can give short answers to these
questions. Write a couple of affirmative sentences on the
board using an irregular verb in the Simple Past and ask
students to provide the corresponding Yes / No questions
and some possible short answers. Next, explain to them
how we make negative sentences in the Simple Past
using irregular verbs (did not / didnt). Follow the same
procedure: write some affirmative sentences using an
irregular verb in the Simple Past and ask some students
to change them into the negative form. Ask them to read
the Remember! box too, so that they do not forget how
we ask questions and make negative sentences using
was and were. Finally, students read the interview with
Bethany and fill in the blanks. Ask some volunteers to
read out the answers.
Answer key: 1. did, start; 2. began; 3. did, win;
4. won; 5. heard; 6. was; 7. got up; 8. went; 9. ate;
10. did, lose; 11. didnt; 12. lost; 13. didnt give up;
14. wasnt; 15. got back; 16. didnt feel; 17. won;
18. went
USEFUL TIP:
Grammar: Remind students to turn to page 108 where

they will find a list of irregular verbs that they will need
to memorise.
examples and practice. You may assign this as homework.
GR9
Lesson 3 (CB p. 61)
5 Students read the instructions and put the list of
events in order according to the interview they have just

read. Then, check answers by asking different students to
read aloud the correct sequence of events.
Answer key: 2, 1, 5, 6, 4, 3
6 Read out the instructions and give learners some
minutes to do the True and False activity. To check, ask

some questions about the True or False statements. For
Choose a student to read out the rubrics. Ask

the class to read the statements so that they know
what to focus their attention on while listening. Play
the audio CD twice if necessary. To check this activity,
you can play the audio CD again pausing it after every
answer. As you make a pause, you might ask the class if
the corresponding sentence is true or false and also to
provide the correct version of the wrong sentences.
21
Answer key: 1. T; 2. F, She ran to the beach. 3. F, She

was in hospital for a week. 4. T; 5. T
Audio script 21
Bethanys mother: Well, it was a terrible experience. On the
day of the accident, Bethany and I got up early and we had
breakfast together. After that, Bethany took her surfboard
and went to the beach. That was back in 2003 and Bethany
was only thirteen years old. Two hours later, I heard an
ambulance siren and I ran to the beach to see what was
happening. It was horrible! I dont want to remember that
day Bethany lost her arm and she was in hospital for a
week after the accident. But little by little, she started to feel
better and she didnt give up surfing. She continued with
her life She cant live without surfing, its part of her life
Sharks are terrible creatures and even now Im really afraid
of them. I think they are very dangerous and every time
Bethany goes to the beach I feel worried about her
8 Ask the class to read the rubrics and write the
corresponding questions. If necessary, remind students of

the structures used with Yes / No and Wh- questions in
the Simple Past. You can write on the board: Wh- word
+ did + subject + verb? and Did + subject + verb?
Then, choose four students to read aloud the questions
and answers to check this activity.
Answer key: 1. Did you like the film? 2. Where did she
go on holiday? 3. Why did she call him? 4. Did you buy
a new car?
Read out the rubrics with the whole class.

Encourage students to work in pairs and ask Yes / No and

on CB page 131. You may assign these exercises as
homework.
Answer key:
1 5, 1, 4, 2, 3
2 2. He didnt begin playing football when he was a
teenager. He began playing football when he was a
child. 3. He didnt move to Spain alone. He moved to
Spain with his family. 4. His family didnt pay for his
treatment. Barca paid for his treatment.
5. Maradona didnt declare that Messi was his
friend. He declared that Messi was his successor.
6. Lionel didnt establish the Messi Foundation in 2010.
He established the Messi Foundation (it) in 2007.
3 3. Why did you train hard? 4. When did you move to
Europe? 5. Did you miss Rosario in the beginning?
6. Did you make new friends in Europe?
Lesson 4 (CB p. 62)
Read out the rubrics with the whole class

and encourage students to share their opinions about
solo sailing around the world with their classmates.
Foster discussion.
Ask a volunteer to read out the rubrics.

Students read the biography silently. If you want
them to practise pronunciation, choose four different
students to read aloud each paragraph. Help them out
with the pronunciation of some words. Check students
understanding by asking them one or two questions on
each paragraph after it was read. For instance: Is Jessica
an only child or has she got any siblings? / Wheres she
from? / etc. Then, tell students to answer the questions
on page 63. To check this activity, you may read out each
question and choose a student to answer it.
45
Answer key: 2. T; 3. F, She lost her left arm. 4. F, After

her accident, she didnt give up surfing. 5. F, She wrote
nine books. 6. T
Wh- questions about Bethany. As students work, walk

around the class to check their performance or help them
out with pronunciation and question structures.
Teachers Book
example: Did Bethany see the shark? / Did she lose a leg or
an arm? / etc.
Teachers Book
Answer key: 1. She was born on 18 May 1993 in

Australia. 2. She left Sydney on 18 October 2009.
3. Her dream was to sail solo non-stop and unassisted
around the world.4. They lived on a cruiser.
5. On 25 January, she was awarded the prestigious
Young Australian of the Year title, and one year later
she received an OAM for services to sailing and for
being a role model for the youth of Australia.
Lesson 4 (CB p. 63)
box. Tell students to read the sentences in this box and

notice the time expressions in bold. Tell them that these
time expressions are typically used with the Simple
Past tense. Then, ask students to do the exercise. After
students have underlined all the past time expressions in
the biography, ask some volunteers to read aloud these
expressions.
Answer key: on 18 May 1993; in 1987; for five years;
Later; When Jessica was eleven; when she was twelve;
Some years later; On 18 October 2009; After almost
seven months; on 15 May 2010; On January 2011; One
year later
Read out the rubrics with the whole class. Ask

students to work in pairs. You may ask them to make
at least two questions on each paragraph of Jessicas
biography. Check students performance as you walk
around the class. Make sure they swap roles.
22 Ask a student to read aloud the instructions.

Explain that a paralympic sportsperson is a disabled
person who takes part in the Paralympic Games, which
is parallel to the Olympic Games. Play the audio CD
twice if necessary. To check this task, you can choose
different students to read out the statements and say
whether they are true or false. You might also ask them:
Why is this statement false? By providing the right
version, students will be developing their listening skills
even further.
Answer key: 1. T; 2. T; 3. F; 4. F; 5. T; 6. F
46
Audio script 22
Interviewer: Hi, Eleanor! Thank you for being here with us
today!
Eleanor: Its my pleasure.
Interviewer: Tell me Eleanor, when and where were you born?
Eleanor: I was born on 11 November 1994 in Walsall, England.
Interviewer: When did you start swimming?
Eleanor: I started swimming when I was a child... and then
I became a professional swimmer.
Interviewer: And you won many gold medals in the past,
didnt you?
Eleanor: Yes, I won two gold medals in the Beijing 2008
Paralympic Games and about fifteen gold medals in other
world championships.
Interviewer: Thats impressive! Also, I heard that you received
two important awards in the years 2008 and 2009, am
I right?
Eleanor: Yes, you are right. I won the BBC 2008 Young Sports
Personality of the Year award.... and then, in 2009 I received
the MBE Member of the Order of the British Empire.
I was only 14 years old, and I got that honour from Queen
Elizabeth II.
Interviewer: Congratulations! I read that some time ago you
also took part in All Family Fortunes, a television game show
and you won 1,520 for a charity.
Eleanor: Yes, I donated that money because I wanted to help
people in need. It wasnt a big cash prize really, but then
I raised some more funds to make a bigger donation.
Interviewer: Oh, that was great! Thank you very much for
your time. Eleanor!
Eleanor: Youre welcome!
Interviewer: And now, we move on to
Read out the rubrics with the whole class. Make

sure students understand what they are expected to
write about. Students write their autobiographies as if
they were now in the year 2050. You can assign this task
as homework. Encourage students to use and adapt the
phrases in the skeleton paragraph provided in the box
below the instructions for this writing activity. This will
help them plan and organise their ideas before writing.

as homework.
Answer key:
1 4, 2, 1, 5

Answer key:
1 2. went; 3. met; 4. won; 5. bought; 6. heard; 7. had;
8. said; 9. spent; 10. lost; 11. took; 12. ate; 13. fell;
14. made; 15. wrote
2 1. bought, went; 2. ate, had; 3. won, spent
5 1. yourself; 2. accident; 3. equipment; 4. protective;
5. gloves; 6. helmet; 7. adrenaline; 8. fun
6 2. had; 3. climbed; 4. died; 5. began; 6. went;
7. won; 8. broke; 9. became; 10. took
7 1. She had a near-fatal accident. 2. At the age of 18.
3. It took her 71 days and 14 hours.
8 (from left to right) myself; yourselves; yourself;
ourselves
World Issues 5
ON THE ROAD
(CB p. 66)
case, reading and talking about cars and safe driving.
Before passing on to this activity, ask students what

parts of a car they know. Write the parts they mention on
the board below the heading Cars. Then, refer students to
the pictures on this page and give them some minutes to
do the matching exercise. They may work in pairs. Choose
some students to provide the answers.
with safe driving. Elicit as many answers as possible.

Read out the rubrics with the whole class. Then, ask
students to match the sentence halves that are related
to safe driving. Encourage some students to read out the
complete sentences to check this task.
Answer key: (from top to bottom) 4, 1, 5, 2, 3
(CB p. 67)
3 Read out the questions and foster students discussion

as a whole group. As a follow-up, you may elicit some
typical road signs and write them on the board: Turn left,
Turn right, No entry, Speed limit, Stop, etc.
Answer key: 1. 18; 2. Possible answers: drunk driving
and speeding
4 Read out the rubrics with the whole class. Tell
learners that they are going to read and complete a text

about two peoples experiences while learning to drive.
You may ask students if they can drive, if they already
know how to drive or if they would like to learn. Students
fill in the blanks in the paragraphs with the correct past
form of the verbs in brackets. Choose different students
to read out each sentence to check the answers.
Answer key: 1. learnt; 2. took; 3. was; 4. was;
5. was; 6. lent; 7. got; 8. was; 9. didnt have; 10. learnt /
learned; 11. bought; 12. showed; 13. taught; 14. sat;
15. watched; 16. started; 17. pressed; 18. stepped;
19. looked; 20. tried
5 Ask students to read the jokes in pairs. You may help
students to understand the play on words in the jokes.

In the first photo, the driver is implying that he wears
contact lenses but the police officer misunderstands him.
In the second one, explain to students that bump into
somebody is a phrasal verb that means to meet somebody
by chance. At the same time, bump means to collide / to
hit or knock against something.
Answer key: Outside: 1, 4, 8, 5, 6, 7, 3, 2;

Inside: 10, 15, 9, 12, 11, 13, 14
47
2 Ask students what advice they can give in connection
Teachers Book
3 3, 4, 6, 1, 2, 7, 5 / Students own answers

4 1. On; 2. When; 3. In; 4. later; 5. later; 6. on
5 2, 5, 6, 1, 7, 4, 3
Unit 6
Teachers Book
Unit 6 - Lifestyle and trends

COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
LEXIS
GRAMMAR
PHONOLOGY
Relaxation techniques:
yoga, reiki, meditation, etc.
Adjectives: complex,
traditional, pleasant, etc.
-ing Forms used as

subjects: Practising yoga
can make us feel relaxed.
adjectives: effective,
pleasant, complex, etc.
Music genres
Adjectives: amusing,
boring, modern, etc.
Comparatives (long
adjectives): more popular
than, more energetic than,
less aggressive than, etc.
Stress pattern in long

and short adjectives:
aggressive, joyful, etc.
Talking about different music genres.

Talking about the type of music we
listen to when we want to relax,
work out, have fun, etc.
Writing about two music styles and
making an oral presentation.
L3
Small towns vs. big

cities: population, public
transportation, etc.
Adjectives: dangerous,
quiet, safe, noisy, etc.
Comparatives (short
adjectives): noisier than,
safer than, etc.
words related to towns and
cities
Reading and talking about big cities

and small towns.
Giving opinion.
L4
Different lifestyles
Set phrases: grow up in a
small town, move to a new
city, etc.
Irregular comparatives:
better than, worse
than, etc.
Reading and talking about living in

big cities or small towns.
Writing a short article.


with some real life issues: in this
case, talking and reading about
Doctors without Borders, some big
differences in the world today and a
biography about Bono.
L1
L2
WI
Vocabulary connected
with doctors, geographical
features and music.
Talking and writing about how to

cope with stress.
Extras: Suggested optional games and activities for consolidation. Project Work 3
Lesson 1 (CB p. 68)
You may write down on the board the word

Lifestyle and then ask students what words come to
their minds related to it. You can also write one or two
words as examples (stressful, busy, relaxed, etc.) Then,
tell students to look at the pictures in exercise 1 and ask
them if they are related to relaxation or stress. Ask them
if they know the name of these relaxation techniques
and provide the name of the ones students do not know.
Write these names on the board. Finally, ask students to
complete the words below the pictures in their books.
48
Answer key: (from left to right) acupuncture, yoga,

meditation, reiki, tai chi
Ask students to complete the blanks in the sentences

using the words discussed in activity 1. To check the
answers, you can ask the whole class questions such
as: Which Indian technique is a very effective way
to reduce stress?; Which technique requires complex
movements?; etc. Before checking answers, ask students
to pay attention to the questions you ask and to the
pronunciation of new vocabulary items.
Choose some students to read out the adjectives they have

circled. Help them pronounce these adjectives properly if
necessary, and elicit meaning by asking questions such as:
Do you think ancient means very old or modern?; If we say
something is sterile, is it clean or dirty?; etc.
Answer key: effective, ancient, traditional, complex,
slow, flexible, cheerful, painful, sterile, pleasant
This can be a whole group activity. Encourage

students to give their opinion about the question in this
activity and account for their answers. You may also
tell them they can refer to techniques or activities not
mentioned before like swimming, listening to music, etc.
Lesson 1 (CB p. 69)
Before students read silently the extract from an

article and answer the questions, you may read out the
heading and explain or elicit the meaning of cope with
(to deal with or manage a difficult situation). While they
do the reading and answer the questions, walk around
the class to help them out with comprehension and / or
with the meaning and pronunciation of some words such
as: overeating = eating too much; undereating = eating
too little; etc. To check the activity, you may choose a
student to ask one of the questions and another to give
the answer. Choose different pairs for the rest of the
questions and answers.
Answer key: 1. Because we all have lots of problems
connected with modern life. 2. Because the strategies
we select are associated with our personal styles.
3. Doing yoga or tai chi, visiting an acupuncture or reiki
practitioner and practising meditation. 4. Smoking,
drinking too much alcohol, sleeping too much, taking
pills to relax, overeating and undereating.
6 Write on the board the first sentence in the Sign Up

to Grammar box on this page and underline the word
Smoking. Ask students: Is this ing word showing that
Answer key: 1. Running; 2. Taking; 3. Getting;

4. Meditating
Before students complete this task, remind them that

after some verbs we can also use ing forms. Tell them
to read the second Useful Tip box and then ask them if
they remember any other verbs that can be followed by
ing: (like, love, hate, etc.) To check this activity, ask two
or three students to read aloud the first sentence using
their own ideas. Next, choose some others for the second
and third sentences.
Tell students to imagine they all have a Twitter

account and that they want to share with their followers
their first experience of fighting stress in a healthy way.
Explain that characters are the letters in each word and
that the spaces between them also count as characters.
As the piece of writing students are expected to produce
is a very short one, you can ask them to show it to you
once they have written it. Remind them to use as many
new words as possible. Then, you may ask different
students to read aloud their Tweets. You may choose the
best ones and display them on the classroom walls.

as homework.
49
3 Have students circle all the adjectives in activity 2.
the sentence is in the Present Continuous or is it the

name of an activity? If they say it shows the sentence is
in the Present Continuous, remind them how we build
a sentence using this tense: Subject + be + -ing verb
Then, ask students to compare this structure with the
sentence on the board. Once they have realised that
Smoking is in fact the name of an activity, tell them that
this ing form is working as a noun, so it can function as
the subject of a sentence. Then, ask students to read the
rest of the sentences in the Sign Up to Grammar box and
the first Useful Tip box so that they become aware of the
spelling of these ing foms. Then, students complete the
sentences in activity 6. Ask some volunteers to read out
the sentences to check answers.
Teachers Book
Answer key: 1. meditation; 2. tai chi; 3. yoga;

4. Acupuncture; 5. Reiki
Teachers Book
Answer key:
2 Matching: 3, 4, 5, 2, 1 Completion: 2. Playing with
other animals; 3. Running and jumping around;
4. Sleeping in the afternoon; 5. Making a lot of noise
and flying around
Lesson 2 (CB p. 70)
This may be a whole group activity. Write the

word music on the board so that you can then make a
word map with the types of music students mention. Ask
the whole class what kind of music they usually listen to.
Write the answers on the board around the word music.
After that, ask students what kind of music they listen
to when they want to relax, have fun, study and work
out. As different students answer, you may also ask them
what their favourite singer or band is.
Before doing the listening task itself, write

the adjectives in this activity on the board. Ask the
whole class to give their opinion about different music
styles (rock, classical music, pop, etc.) using some of the
adjectives on the board. You may give an example such
as: I think pop music is amusing and joyful. Help students
with the pronunciation of the words that they may find
difficult to produce. Then, have a student read aloud the
rubrics for the listening task and play the audio CD. Every
time an adjective is mentioned in the recording, pause
the audio CD and ask a student to come up to the board,
spot the adjective and underline the stressed syllable in
it. Also ask the student to read aloud the adjective. In
this way, you will be doing the activity and checking it at
the same time.
23
Answer key: See audio script 23
Audio script 23
Speaker: relaxing, energetic, peaceful, aggressive, artistic,
popular, amusing, boring, modern, old-fashioned, joyful,
depressing
3
50
Ask students to read the rubrics and work in
pairs. Then, have a class discussion about their different

opinions on the types of music shown in the pictures.
Ask a student to read aloud the rubrics for this

listening task. Play the audio CD for students to be able
to tick the adjectives in activity 2 as they listen to an
expert talking about music as therapy. Check by asking
different student to provide the answers.
24
Answer key: relaxing, energetic, peaceful, aggressive,

amusing, modern, joyful
Audio script 24
Dr Morris: Music therapy isnt really a modern technique but
it can help people with health and behaviour problems. For
example, aggressive people can learn to listen to classical or
new age music and play or do their everyday activities at the
same time. These types of music have very relaxing effects
and can help people have a more peaceful life. Aggressive
people can learn to appreciate music through simple games
and amusing activities like acting, improvising and singing.
Music therapy can also help people with serious health
problems and people who suffer from depression. There are
some music styles that are more energetic than new age
and classical music. For example, hip hop, rap and salsa.
Dancing and singing to the rhythm of these music styles can
make people feel more joyful and less depressed. Singing
and dancing can be combined with simple exercises that
together can be effective tools to combat depression and
many illnesses.
Ask a student to read out the rubrics. Then, give

students a minute to read the statements in the exercise.
Finally, play the audio CD for students to be able to
tick the option they hear. To check this task, ask some
volunteers to read out their answers.
24
Answer key: 1. isnt; 2. medical and behaviour;

3. aggressive; 4. less
Lesson 2 (CB p. 71)
6 Write on the board one of the sentences in the Sing
Up to Grammar box and underline more, the adjective and

than. Elicit the structure of the comparative form of long
adjectives by asking: What do we add / write before and
after long adjectives when we want to compare two things
7 Ask students to read the instructions for this exercise

as homework.
Answer key:
1 4. aggressive; 6. intelligent; 7. artistic; 8. beautiful;
9. playful; 10. annoying
and complete the sentences. To check answers, you can ask

different students: What do you think of Shakira and Natalia
Oreiro?; How does an Audi compare with a Fiat One?; etc.
Answer key: (Some possible answers) 1. more popular;
2. is more expensive; 3. is more dangerous; 4. more
playful; 5. less sociable
Have students work in pairs, read the

instructions silently and look at the example. Then, ask
pairs to choose two different kinds of music to discuss.
Remind them to use in their questions and answers some
expressions such as: In your / my opinion; To tell you the
truth; I agree / disagree; How does compare with?;
What do you think? You may write these expressions
on the board so that students have them in mind. Walk
around the classroom to monitor their performance.
Students choose two different kinds of

music they want to write about. At home (or using
their netbooks in class) they search the Net for some
information about them and make notes. Then, they have
a look at the example and write a similar paragraph. You
may assign this task as homework.
10
After you have checked the paragraphs

students wrote in activity 9, ask them to work in groups
Answer key: 5, 3, 1, 4, 2
and prepare an oral presentation for the following class

about the kinds of music they chose. Encourage groups
to bring to class pictures of some singers or bands
connected with the music genres they wrote about to
illustrate their oral presentations.
Teachers Book
or people? Then, tell students that we can also use less

to make comparisons but with just the opposite meaning
(refer students to the Remember! section at the bottom
of the Sign Up to Grammar box). Choose a student to
read aloud the introduction in this box (the first two
sentences) and give them an example of the exception
by writing it on the board (noisy) and its comparative
form (noisier). Tell students that you are going to discuss
this type of adjectives later on in this unit. Then, choose
different students to read out the example sentences in
this box. Finally, ask students to do the matching exercise.
Ask some volunteers to read out the answers.
2 (Answers may vary) 2. Humans are more intelligent

than turtles. 3. Snakes are more aggressive than
cats. 4. Iguanas are less active than kangaroos.
5. Dolphins are more beautiful than dogs.
Lesson 3 (CB p. 72)
Before carrying out this speaking activity, you may

write on the board big cities and small towns. Then, ask
students what cities / towns they visited last year or last
summer. Write students answers on the board around big
cities or small towns accordingly. Also encourage them
to say what they liked about these places, what they did
not like and why. Write on the board all the adjectives
students may mention when explaining some reasons and
circle them. Leave these adjectives on the board so that
you can refer to them if you decide to do the optional
activity explained further on.
51
Teachers Book
2 Choose a student to read out the rubrics. Tell the class

to have a quick look at all the adjectives in this activity
to check understanding. Meanwhile, write on the board
all the adjectives in the list one below the other (but not
the ones in the box), i.e. noisy, fast, etc. Ask students to
do the task. To check answers, call on different students
to read aloud each pair of opposite adjectives and come
to the board to complete the list. In this way, they will be
practising and checking spelling and pronunciation.
Answer key: 1. quiet; 2. slow; 3. dangerous; 4. clean;
5. hot; 6. expensive
OPTIONAL ACTIVITY:
If you have the time, ask students to copy the big cities
and small towns word maps that you designed on the
board when you did activity 1. Have students add at least
two more adjectives from activity 2 to the word maps.
Then, ask them to write two sentences comparing two of
the cities or towns in the word maps, for instance: Mar
del Plata is noisier and more expensive than San Clemente
del Tuy. Finally, students share their sentences with
the rest of the class. You can also provide (or elicit) the
opposites of any other adjectives that are in the word
maps and that are different from the ones in activity 2.
Before students read the charts, you may give

them some information about Stratford-upon-Avon (a
town in the south of England where Shakespeare was born
in 1564) and the city of Los Angeles (the most populous
city in the state of California in the USA). If possible, you
can also bring to class a map of the USA and a map of
the UK to show students where these places are located.
Then, have students do silent reading of the charts in this
exercise. While they do so, walk around the class to make
sure they understand the facts both charts provide.
Now that students have read the information about

LA and Stratford-upon-Avon, ask them to tick the correct
statements. If you have the time, ask students to provide
the right information for the incorrect statements.
Answer key: 1, 5
You can do this task as a whole group activity.

Have students read silently the statements in the exercise.
52
Ask the class to say which statement refers to LA and which

to Stratford-upon-Avon. Then, tell students to work in pairs
to decide where they would like to live and why, and also to
think what their own city is famous for. Finally, each pair of
students may share their ideas with the rest of the class.
Answer key: 1. Stratford-upon-Avon; 2. Los Angeles
Lesson 3 (CB p. 73)
6 Before passing on to the activity itself, write on the
board: quiet, nice, dirty and big. Ask students to read the
rules for the comparative form of short adjectives in the
Sign Up to Grammar box. Choose four students to say
and write on the board the comparative forms of the four
adjectives you wrote before. Make sure the whole class
understand that, in general, we add er to most short
adjectives but only an r if they end in e. Lay emphasis
on the fact that y becomes ier and that we double
the last consonant if the adjective ends in vowel +
consonant. Write some examples on the board to clarify
these ideas and check understanding. Then, you can ask
students to think of how LA compares with Stratford and
answer this question: How can we continue this sentence
if we want to compare these two cities?: There are more...
Ask them to read the Remember! section in the box to
give you the answer. Finally, students do activity 6. To
check it, divide the board into six sections and number
them from 1 to 6. Ask six volunteers to read out their
sentences and then write them on the board in the
corresponding sections. In this way, you will be checking
pronunciation and spelling of the comparative forms.
Answer key: 1. Los Angeles is noisier than Stratfordupon-Avon. 2. The traffic is heavier in LA than in
Stratford. 3. Stratford is safer than LA.
4. The temperature is hotter in Iguaz than in Ushuaia.
5. There is more pollution in Buenos Aires than in
Mendoza. 6. There are more cars in Los Angeles than
in Las Vegas.
7 Tell students that they are going to complete some
phrases typically used to give and ask for opinion. Have

students read the instructions and do the exercise. Then,
choose different students to read out their answers.
Answer key: 2. opinion; 3. sure; 4. do you think;
5. agree; 6. dont agree

as homework.
Answer key:
1 3, 5, 6, 7, 1, 2, 4, 8
2 Possible answers: 2. Driving a car is safer than flying
a plane. 3. Hospitals are cleaner than schools.
4. Rabbits are faster than turtles. 5. Classical music
is more boring than rock and roll. 6. Buenos Aires is
bigger than Mar del Plata.
Lesson 4 (CB p. 74)
Write City and Town on the board. Ask students

to think about the advantages of living in one place and
the other and have a class discussion. Do the same when
it comes to the disadvantages. In both cases, encourage
students to say why they think so and make sure they
use the phrases they studied in exercise 7 on page 73.
Ask students to read Simons blog post silently.

Walk around the class and offer help with the meaning
of some new words. After some minutes, ask the class
to tell you what Simon says on his blog. In this way, you
will be checking their reading comprehension. Then, ask
different students to read out the statements below the
text and encourage the whole class to re-read the blog
post in order to do the reading comprehension activity.
Choose different students to say if the statements are
true, false or if they do not know. Then, ask some other
students to correct the false statements. As a follow-up,
you can ask students to observe the spelling of these
words in the text: theater and center. Tell them that this
text was written by an American man and that words

ending in re in British English are spelled with er in
American English. Comment on some other spelling
differences: colour (BE) and color (AE); travelled (BE) and
traveled (AE); etc.
Answer key: 1. T; 2. F. He moved to LA because there
are better job opportunities there. 3. T; 4. ?; 5. F.
He cant imagine going back to live in a small town.
Direct students attention to the Sign Up to

Grammar box on page 75. Tell them that there are some
adjectives that have an irregular comparative form, i.e.
they change completely. Give them a minute or two
to read the box. For students to become aware of the
pronunciation of these irregular comparatives, you may
read aloud each adjective in the box and its comparative
form. Then, ask students to read the instructions and the
gapped sentences for the listening task. Later on, play the
audio CD so that they can complete these sentences. If
needed, play the audio CD twice. To check this task, you
may ask the whole class: Whats Karen job?; What kind
of shop does she have?; What does she think about job
opportunities in big cities?; What about traffic, violence
and crime in LA?
25
Answer key: 1. vet, pet; 2. better; 3. worse

After students have done the listening activity, you
may draw their attention to the Grammar Reference
GR11
Audio script 25
Karen: I was born in Black Mountain and I have always lived
here. I know this is a small and quiet place and there isnt
really much to do here, but I like my town. It has everything
I need: good weather, fresh air, beautiful mountains and lakes,
nice shops and lots of green areas where you can walk around
and relax. I know there are better job opportunities in big
cities like LA, New York and Miami but Im very happy with
my job in this area. I work as a vet and I also have my own pet
shop in the city center. Many people come to me when their
dogs, cats and even cows and sheep are ill. There are many
ranches in the area, you know. I know I would never leave
Black Mountain. Im too much attached to it. My friend Simon
moved to LA last year. I know hes happy but crime, violence
and traffic congestion in the streets of LA are worse than in
some other big cities in the US. I really dont know if Simon
made the right decision in going to live there. I miss him a lot!
53
Tell students to get in pairs and read the

instructions silently. Give them some minutes to plan and
rehearse this speaking activity. You can help them out by
telling them to think about the weather, transport, safety
and traffic in the places mentioned in this activity. Walk
around the class to monitor students performance.
Teachers Book
Lesson 4 (CB p. 75)
Teachers Book
4 Have a student read out the rubrics for this activity.
Remind students that there are some adjectives that

have irregular comparative forms. Check the activity by
asking some volunteers to read aloud their answers.
than in San Francisco. The air in San Francisco is less

polluted than in Montreal. San Francisco is a more
popular tourist destination than Montreal. Life in
San Francisco is more exciting than in Montreal.
3 (Some answers may vary) 1. farther; 2. polluted;
3. better (or worse); 4. better; 5. friendlier; 6. heavier
Draw students attention to the photos. Ask students

to describe what they can see in these photos. Encourage
them to say what images refer to a city and which to a
town. Then, students read the instructions and complete
the activity. Check by asking some volunteers to read out
their answers.
Answer key: (Some possible answers) 1. street,
nightlife; 2. nightlife, lifestyle; 3. people; 4. lifestyle,
air; 5. traffic; 6. buildings; 7. street; 8. air
In their notebooks, students write some

sentences about the places in activity 5. To check this
activity, you may ask as many students as possible to
read aloud their sentences.
Ask students to read the instructions for this

writing exercise and to look at the example too. Remind
them to use some phrases like: In my opinion; I (dont)
think; This is because; However, I think; For example /
instance, You may write down these phrases on the
board and have students copy them in their notebooks.
You may assign this writing exercise as homework.

as homework.
Answer key:
1 (Some possible answers) San Francisco is bigger
than Montreal. Montreal is more crowded than San
Francisco. The weather in Montreal is worse than in
San Francisco. Transportation in Montreal is better
54

Answer key:
1 1. older; 2. populated; 3. less; 4. Being; 5. Eating
2 1, 2, 4 , item 5 can be true for many people too.
6 2. studying; 3. Helping; 4. playing, doing
World Issues 6
HERE, THERE AND EVERYWHERE
(CB p. 78)
World Issues is a section that focuses on the
development of reading skills and enhances students
ability to integrate acquired knowledge with a real life
issue: in this case, reading and talking about some people
who try to make a better world: doctors and Bono, the
famous Irish singer and songwriter.
Refer students to the cartoon in activity 1. Explain

that fix means cure and remind them that patient is not
only an ill person who visits a doctor, but also a person
who has patience. For comprehension purposes, it may
be advisable that you read aloud the cartoon and ask
students to follow your reading. Then, tell them to tick
the words in the list that they can associate with the
cartoon. To check this task, ask the whole class to give
you the answers.
Answer key: Possible answers: hospital, clinic,
diseases, treatment, doctor, health
3 Explain to the class that they are going to read
an article about a special medical organisation called

Doctors without Borders. Write this name on the board.
Ask students what the phrase without borders suggests
to them. You may elicit answers by asking: Do you think
these doctors work in only one country? Then, have
students read the rubrics for this task and do silent
reading of the text. If possible, provide students with
some dictionaries so that they can look up the words
they may not know. Walk around the class to check their
understanding of the text. Then, ask the whole class:
What are the aims of MSF? As students answer, they can
also tick the aims of this organisation in their books.
Answer key: helping victims of natural disasters,
helping victims of wars, offering psychological
treatment
You may do this activity with the whole class. Ask

students the questions and, as they provide the answers,
they can write them down in their books.
Answer key: 1. Its an international medical
humanitarian organisation. 2. Doctors, nurses, water
and sanitation experts, administrators and other
medical and non-medical professionals work at MSF.
3. They work in more than seventy countries.
6 Read out the instructions for this activity and the
statements below the text. You can do this reading task

with the whole group of students (shared reading) by
asking some volunteers to read aloud different parts of
Bonos short biography. As you read on, you can ask the
class if the statements are true or false.
Answer key: 1. F (Bono is Irish.); 2. T; 3. F; 4. T
Project Work 3 (Units 5 & 6): OUR EXTREME

SPORTS COMPETITION PROPOSAL - Students may
now do the Project Work activities for units 5 & 6 that

are available on the Students Interactive CD-ROM. These
TEST REVISION TIPS:
Refer to the test revision techniques already explained on

page 31 of this Teachers Book. These techniques can be
adapted and used in class to help students get ready to
take their second test.
TEST 2: Now that students have completed Units
4, 5 and 6, you may assess the main skills developed

and language, grammar and vocabulary items taught
by giving students a test (see Suggested Annual Plan
on page 4 of this Teachers Book). Make copies of
photocopiable Test 2 that is available on pages 75 to 77
of this Teachers Book and hand them out to students on
the day of the test. The answer key to the photocopiable
tests is on page 81 of this Teachers Book.
(CB p. 79)
5 Write U2 on the board and ask students what they
know about this band. Then, tell them they are going
to read part of the lyrics of a U2 song called Beautiful
Day. Have a student read out the instructions for this
activity. Choose one student to read aloud the first four
lines of the song and another student to read aloud the
remaining four. If you have the chance, bring a recording
of the song to class and play it so that students can
listen to it and sing along. Foster class debate by asking:
55
group of students. You may start a discussion by asking

students what they think about the doctor and the
patient in the cartoon. Then, you can ask them the
questions in this activity. Accept all answers and foster
debate among students.
What kind of frontiers are there in the world today?;

Do the lines in this song refer to a world with frontiers /
borders / limits or without them?
Teachers Book
2 You can do this speaking activity with the whole
Unit 7
Teachers Book
Unit 7 - The best and only one

COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
LEXIS
GRAMMAR
PHONOLOGY
L1
Dangerous creatures:
crocodiles, scorpions, etc.
Adjectives: violent,
dangerous, frightening, etc.
Superlatives (long
adjectives): the most
dangerous, the least
frightening, etc.
Pronunciation of some long

adjectives: frightening,
delicious, dangerous, etc.
L2
Natural Wonders of the

world
Geographical features:
volcano, desert, coral reef,
mountain, etc.
Superlatives (short
adjectives): the highest,
the hottest, etc.
Irregular superlatives:
the best, the worst, etc.
geographical features:
volcano, island, desert, etc.
Talking about some Natural Wonders

of the world. Expressing opinion.
L3
Human-made wonders of
the world: The Taj Mahal,
The Colosseum, etc.
Amphitheatre, pyramid,
statue, exhibits, museum,
mausoleum, etc.
Superlatives (revision)
Modal verbs (revision):
shouldnt, cant & mustnt
Pronunciation of shouldnt
& mustnt
Pronunciation of
superlative forms
(revision)
Discussing some man-made wonders

of the world. Expressing suggestion
and prohibition. Writing a short
leaflet.
L4
Animals: mouse, goldfish,

humming bird
Adjectives: loyal, sociable,
naughty, lazy, fierce, etc.
Modal verbs (obligation &

no obligation): have to, dont
have to & dont need to
Irregular plural of nouns:
mice, fish, etc.
Superlatives (revision)
adjectives: naughty, fierce,
cute, etc.
Discussing the best animal to have

as a pet. Expressing obligation and
lack of obligation.
WI
Vocabulary related to the

Guinness World Records

Describing dangerous animals and

creatures. Giving opinion.

and reading about what people do to
break world records.
Lesson 1 (CB p. 80)
Write Dangerous animals on the board. Elicit

from students some animals they think are dangerous.
Write their answers on the board. Then, ask a student to
read out the instructions for activity 1. Ask the whole
class to look at the pictures and choose the three most
dangerous animals and the three least dangerous ones.
Foster debate among students. Help students understand
the concepts of most and least by using gestures. Make
sure they know the names of the animals in the pictures:
a stingray, a shark, a gorilla, a tortoise and a fierce dog
56
(an Argentinian dogo or Argentinian mastiff). Encourage

students to use these expressions when answering:
I think; I (dont) think so.; I (dont) agree. ; etc. Also,
encourage them to say why they think the animals they
have chosen are the most / least dangerous ones.
Ask a student to read out the rubrics for this

activity. Tell students to work in pairs and predict which
they think is the most dangerous creature shown on the
website page. Then, have a whole class discussion.
Answer key: (from left to right) 4, 5, 1, 2, 3
USEFUL TIP:
Vocabulary: Read out the words in this box and their

meanings so that students find it easier to understand the
website article in activity 2. Ask students to repeat these
words after you so that they can also learn their correct
pronunciation.
Lesson 1 (CB p. 81)
4 Choose a student to read out the instructions for this
exercise. To check answers, you may ask some volunteers to

read out the statements and say if they are true or false. Or
you can ask the whole class some questions such as: Is the
mosquito the least dangerous creature on the planet?; etc.
Answer key: 1. F; 2. T; 3. F; 4. F; 5. F
5 Have a student read aloud the rubrics and the
example for this activity. Check answers by choosing

some students at random to read out their sentences.
Answer key: 2. The most frightening animal in this
group is the gorilla. 3. The most active animal in this
group is the kangaroo. 4. The most dangerous animal
in this group is the shark.
Have a volunteer read aloud the instructions

for this activity. Together with the whole class, go over
the four sentences before doing the listening task. This
will help students fine-tune their listening skills. Play
the audio CD twice and ask students to circle the option
they hear. Play audio CD once again, pause it after every
answer and ask students: According to Alice, whats the
most beautiful song by The Beatles?; What sport does Terry
mention?; etc. In this way, you make sure students have
understood the speakers and you can check answers at
the same time.
26
Answer key: 1. Let it Be; 2. hockey; 3. most; 4. agree
Audio script 26
Alice: I think Yesterday is the most beautiful song by The
Beatles.
Terry: Mmm I think Let it Be is the most beautiful song by The
Beatles.
Terry: I think football is the most exciting sport.
Alice: I dont agree. To me, hockey is the most exciting sport. I
think football is the most boring sport!
Alice: In my opinion, dolphins are the most beautiful animals.
Terry: I agree! And I think they are one of the most intelligent
creatures too!
Have a student read out the instructions for this task.

Tell the class that there are several possibilities. Then,
check answers by choosing different students to read
aloud their examples for each of the four boxes in the
chart. Help them out with the pronunciation of some
adjectives they might find difficult to produce.
Read out the rubrics for this speaking task and

ask students to work in pairs and look at the example. You
may write on the board the following phrases: I think;
I (dont) agree. / I disagree. and encourage students to use
them in their discussions with their partners. Walk around
the class to monitor students performance.
Ask a volunteer to read out the instructions and

the example given. You may also ask students to work in
57
Have a student read out the rubrics for this

activity. Direct students attention to the Sign Up to
Grammar box on page 81 and ask the whole class to read
the introductory sentence and the examples using this
structure: (the + most / least + adjective). Choose different
students to read aloud these examples. Help them out
with the pronunciation of the adjectives they might find
difficult to produce. Then, to check understanding, you
may write on the board: shark, dog and elephant and ask
the whole class: Which of these animals is the least /
most dangerous one? Finally, ask students to read the
website article silently and number the animals according
to the instructions given. As they do so, walk around the
classroom and help students with some new words in the
text. After checking the answers, ask the whole class if
they were right or not about their predictions in activity 2.
Teachers Book
Teachers Book
pairs. In such case, both students must write down the

sentences in their own notebooks. To check this writing
task, ask as many students as possible to read out their
sentences. As they do so, you can ask the rest of the class
if they agree or not with their classmates opinions.

homework.
Answer key:
1 7, 5, 3, 4, 2, 1, 6
2 3. Whats the most gorgeous actress on TV?
4. Whats the most important subject to learn?
5. Whats the most famous monument in your city?
6. Whats the most exciting sport to play? 7. Whats
the most delicious sandwich you can make?
4 2. the most intelligent animal is the dolphin.
3. the banana is the most delicious fruit.
4. the most difficult school subject is History.
5 1. the most expensive; 2. The car in picture C is the
most modern one. 3. The car in picture A is the most
old-fashioned one.
Lesson 2 (CB p. 82)
Before passing on to this reading activity, write

Natural Wonders on the board. Elicit from students
if this phrase refers to buildings / monuments or to
geographical features. Ask them to provide examples of
some natural wonders they may know, and write them
on the board. Once they have finished answering, refer
them to the Sign Up to Grammar box on page 83. Have a
student read out the introductory sentence. Write on the
board and read out an example from the box such as: The
Nile is one of the longest rivers in the world. Underlne the
and the particle -est. Then, ask students to read the rest
of the examples in the box. To check understanding, you
may write some short adjectives on the board and choose
different students to come up to the board and write
down their superlative forms. Finally, students take the
quiz in activity 1. As students do so, circulate around the
class and check if they can do the task by themselves or
if they need help with some new words.
58

examples and practice. You may assign this task as
homework.
GR12
REFERENCE
There are currently many different lists of the Natural

Wonders of the World available on the Internet. The one
presented in this lesson is simply one among those many
and it simply serves the purpose of illustrating the most
salient feature in each of the items listed. You may tell
students that on 11 November 2011, the Iguaz Falls
were incorporated in the list of the Current Seven Natural
Wonders of the World by popular vote online. The other six
Natural Wonders include: the Amazon Rainforest and River,
Jeju Island in South Korea, Halong Bay in Vietnam, Puerto
Princesa Underground River in the Philippines, Komodo
Island in Indonesia and Table Mountain in South Africa.
Tell students that now they will find out who

was right about the answers they provided in the quiz in
activity 1. Play the audio CD twice if necessary.
27
Answer key: 1. Kilauea; 2. Angel Falls; 3. The Nile

and the Amazon; 4. Mount Everest; 5. the Amazon
Rainforest; 6. the Great Barrier Reef; 7. El Azizia;
8. Greenland
Audio script 27
Speaker: 1) Kilauea is the most active volcano in the world.
It covers about 13% of the island of Hawaii. 2) The worlds
highest waterfall is Angel Falls in Venezuela. Its fifteen
times higher than the Niagara Falls. 3) The longest rivers
on Earth are the Nile, in Africa and the Amazon, in South
America. Nobody knows which one is longer because it
depends on how they are measured. 4) Nepal is rich in
history and culture, but what makes it really famous is
Mount Everest, the largest and tallest mountain in the
world. 5) The Amazon Rainforest is the largest green area in
the world. Its also home to thousands of species of animals
and plants. 6) The Great Barrier Reef on the Australian east
coast is the worlds biggest coral reef. This coral reef is so
large that it can be seen from outer space. 7) The hottest
desert on Earth is El Azizia, in Lybia. The temperature
there reached 136 degrees Fahrenheit (57.8 Celsius) on
13 September, 1922. 8) The biggest island in the world is
Greenland. It is part of Denmark.
3 Ask a student to read out the instructions for the
whole class. You may tell students not to worry if they
Now students listen to the audio CD and check

their answers in activity 3. You may pause the recording
after every answer for students to check in a more
relaxed way.
27
Answer key: 2, 1, 8, 4, 6, 3, 7, 5
OPTIONAL ACTIVITY:
Ask students if they know any Argentinian natural

wonder (the Iguaz falls, Valle de la Luna or Valley of
the Moon, the Perito Moreno glacier, etc.) Elicit as many
natural wonders as possible and write the names on the
board. Then, ask the class what adjectives they can use
to describe these places and write them on the board too
(Valle de la Luna: hot, dry, ; the Iguaz falls: beautiful,
spectacular, ; the Perito Moreno glacier: wonderful, large,
cold, ) Then, ask students to write in their notebooks
some sentences describing the places they mentioned
using the superlative form of the adjectives on the board.
Walk around the class as you check the sentences they
have written. You can also ask students to bring for the
following class some pictures of the natural wonders they
mentioned. Explain to them that they are going to make
posters, where they will include the pictures and the
sentences they have written today. Finally, students can
put up their posters on the classroom walls.
Lesson 2 (CB p. 83)
Ask a volunteer to read aloud the rubrics for this

activity. To check answers, choose different students to
read out their sentences. If necessary, help them out with
the pronunciation of some superlatives forms and some
other words such as: desert, mountain, waterfall, etc.
Answer key: 1. the largest; 2. the highest; 3. the
hottest; 4. the driest; 5. the highest; 6. the best;
7. the worst
You can do this oral activity with the whole class

by asking students the questions and having as many of
them give the answers.
After you read out the instructions, model this

activity with a couple of students by using the example
given. You can change the holiday destination (Cuba).
Explain to students that they are going to work in pairs
and exchange opinions about the topics in the list.
Remind them to use the phrases in exercise 8 on page 81
(I think; I agree.; etc.) If necessary, write these phrases
on the board. Tell students it is a good idea to take down
notes of some of their partners answers as they will need
them for the following activity. Walk around the class to
monitor students performance.
Ask a volunteer to read out the instructions.

Explain to students that they will have to use the notes
they took in exercise 7 for this writing task. You can
assign this activity as homework.

homework.
Answer key:
1 2. The Louvre is the best museum in the world.
3. The worst restaurant in town is The Mouse Trap.
4. One of the most polluted cities in the world is
Linfen in China.
2 1. the farthest; 2. the longest; 3. the highest;
4. the hottest
4 1. the cheapest; 2. the happiest; 3. the nicest;
4. the richest; 5. the best; 6. the worst
5 (Answers may vary) 2. Minnies the youngest
member of the family. 3. Anna is the oldest woman in
the family. 4. George is the oldest man in the family.
5. Jason is the tallest member of the family.
Lesson 3 (CB p. 84)
Before doing this reading activity, you can tell the

class that apart from the natural wonders they discussed
in the previous lesson, there are also some man-made
wonders of the world. Write Man-made Wonders of
the World on the board and provide an example: the
Colosseum in Rome. You may ask students if they know
59
Teachers Book
do not remember all the information to do this matching

exercise. Do not check students answers at this stage.
Teachers Book
any other human-made wonders of the world. They

can have a look at the pictures and you can elicit some
comments about them: What do you know about Christ
the Redeemer?; Who built Machu Picchu?; etc. Afterwards,
have a student read aloud the instructions for activity 1.
Ask students to read the article silently and do the
matching task. Check by asking some volunteers to read
out their answers.
Answer key: 1. The Colosseum; 2. Chichen Itza;
3. The Great Wall; 4. The Taj Mahal; 5. Machu Picchu;
6. Petra; 7. Christ the Redeemer
USEFUL TIP:
Vocabulary: Read out the tip in this box. Explain to

students that stands for is a synonymous phrase for
means. Ask students if they know any other acronyms
used all over the world or in their country. Some
examples of acronyms are: YPF (Yacimientos Pretrolferos
Fiscales), PFA (Polica Federal Argentina), NATO (North
Atlantic Treaty Organisation), YMCA (Young Mens
Christian Association), BBC (British Broadcasting
Corporation), CNN (Cable News Network), etc.
Read aloud the questions for this task. You

can do this oral activity with the whole class. Have as
many students as possible take part in the discussion.
Encourage them to say why they would like to visit the
man-made wonders they have chosen.
Lesson 3 (CB p. 85)
Ask a volunteer to read out the instructions for this

reading comprehension task. Tell students they can
re-read the article on page 84 if they do not remember
all the information. To check answers, choose different
students at random to read out the statements and say if
they are true or false.
Answer key: 1. T; 2. F; 3. T; 4. F

box. Have a student read out the introductory sentence
in the box. Read out the examples for strong prohibition
and suggestion. To check students understanding,
60
ask questions such as: What activities cant you do at

home?; What mustnt you do in class?; If you are ill, what
shouldnt you do?; etc. Encourage students to give full
answers so that they use the modal verbs in question and
practise their correct pronunciation. Afterwards, students
complete the sentences in activity 4. Walk around the
class in case students might need help when deciding
which modal to use. Finally, ask different volunteers to
read out their answers.
Answer key: 1. mustnt climb; 2. shouldnt drive;
3. mustnt wear; 4. shouldnt leave; 5. shouldnt miss;
6. cant touch; 7. mustnt speak
Students read the instructions, look at the example

and complete the activity. Then, check answers by asking
some volunteers to read aloud the questions and answers.
Answer key: 2. You mustnt touch the animals. 3. You
shouldnt miss the Colosseum. 4. You cant take pictures
there. 5. You mustnt shout.
OPTIONAL ACTIVITY:
Ask students to get in groups of three. Write on the board

School Rules and Suggestions. Tell students to write a few
sentences illustrating some school rules and suggestions
they can follow if they want to be good students. Make
sure they understand they have to use the modals
presented in this lesson. Give them some minutes and
then have the groups share their sentences with the
rest of the class. As they do so, ask the whole class to
vote for the most effective rules and suggestions. Write
the students choices on the board. Afterwards, provide
groups with slips of cardboard. Assign each group one or
two of the sentences on the board so that they can write
them on the slips of cardboard. Tell them to write the
modals in a different colour. Finally, students put up the
slips of cardboard on the classroom walls.
Ask students to read the instructions for this

listening task and give them some minutes to look at
the sentences and the options in bold. Play the audio
CD twice as students circle the option they hear. Then,
check answers by asking questions such as: Wheres Sam
going on holiday?; What does Julia tell Sam?; etc. Choose
different students to provide the answers.
28
Answer key: 1. Granada; 2. shouldnt; 3. 14th;

4. Africa; 5. mustnt; 6. cant
Students read the rubrics and the example for

this writing task. Then, they write a short text for a
leaflet. If students do this activity in class, walk around
the classroom to offer help and check their work. Or you
may assign this writing exercise as homework.

homework.
Answer key:
1 1. the oldest; 2. the heaviest; 3. the richest;
4. the tallest
Matching: (from left to right) 3, 2, 4, 1
2 1. shouldnt watch; 2. mustnt cut; 3. cant talk
Lesson 4 (CB p. 86)
1 Before passing on to this activity, ask students if they
have a pet. If so, ask them if it is a cat, a dog, a canary,

etc. Write the word pet on the board. Then, ask students
what adjectives they can use to describe their pets. You
Answer key: Possible answers: sociable, cute, friendly,

sweet, loyal
Write obligation and no obligation on the board.

Direct students attention to the Sign Up to Grammar box
on page 87, and ask students to read it silently. After they
have read it, ask them to say what expression / modal we
use to refer to obligation and which ones to refer to no
obligation. Write on the board the modals they mention
below the correct heading. Encourage students to provide
some examples for each case. Have as many students as
possible give different examples and write them on the
board. Then, students read the instructions for activity 2.
They read the online forum and decide if the statements
below it are true or false. Walk around the class to help
them out with the words they might not know. Check
answers by choosing different students to read out the
sentences and say if they are true or false.
USEFUL TIP:
Vocabulary: Direct students attention to the Useful Tip

box. Tell them that there are some nouns that have an
irregular plural form. Read out the first part of the box.
Have students repeat the words after you. Then, explain
to them that there are some phrases we can use to refer
to how frequently we do things and that these phrases
respond to the question How often? Read aloud the
phrases and ask students to repeat them after you.
Answer key: 1. T; 2. F; 3. F; 4. F; 5. T; 6. F
Lesson 4 (CB p. 87)
3 Students re-read the online forum and underline the
nine expressions that show obligation and no obligation

in the texts. To check answers, have different students
read out the expressions they have underlined.
61
Sam: Hello, Julia! Guess what? I am going on holiday to

Granada, Spain next month. I am so excited!
Julia: Great! Im happy for you!
Sam: Thanks! What places can you recommend?
Julia: Well, you should visit the Alhambra.
Sam: Oh! Can you tell me more about that?
Julia: Sure! The Alhambra was built in the 14th century by
Berber rulers, also known as Moors. The Moors were from
North Africa, and in the past they occupied some territory in
Spain and Portugal. Its an amazing place!
Sam: Oh, carry on, please
Julia: The Alhambra was a palace constructed for the last
Muslim generals called Emirs, and the decorations consist
of Arabic patterns on the walls, columns, fountains with
running water and pools. You can drink water from the
fountains but you mustnt drink water from the pools and
there are beautiful gardens but you cant touch the flowers.
Sam: Can I take photographs?
Julia: Yes, of course. Its a beautiful place. UNESCO declared
the Alhambra a World Heritage Site in 1984. This means that
this place is considered to have cultural importance and it is
protected for conservation. You shouldnt miss it!
may write the adjectives they mention around the word

pet on the board. Afterwards, tell the class they are going
to learn some adjectives they can use to describe a pet.
Read aloud the adjectives in the exercise and have the
class repeat them after you. Explain the meaning of those
adjectives students may not know. Finally, students tick
the options they associate with a good pet. To check
answers, have a class discussion encouraging students
to say why they think a good pet must have the qualities
they mention.
Teachers Book
Audio script 28
Teachers Book
Answer key: John: have to feed, has to clean, have to

do Liz: dont have to do, dont need to wash, just have
to feed Debbie: have to feed, doesnt have to do, have
to love
4 Choose a student to read aloud the instructions.
Then, students complete the exercise. To check answers,

have two or three students read out different obligations
and duties we should assume when taking good care of
our pets.
Answer key: clean your mouses cage, clean your
goldfishs bowl, take your dog to the vet, walk your dog,
love your pet dog back
Read out the instructions for this listening task

and allow some minutes for students to read the gapped
sentences. Play the audio CD twice as students fill in the
gaps. Check answers by asking different volunteers to
read out the complete sentences.
29
Answer key: 1. has to; 2. doesnt have to; 3. have to;

4. dont need to
Audio script 29
Angie: I have a very unusual pet: a humming bird. Her name is
Lily. Lily doesnt live in a cage; she is free, but she lives in the
backyard of my house. This is incredible, as she doesnt need
to live in only one place! For this reason, I dont need to take
care of her. She drinks nectar from the flowers in the garden.
Humming birds are one of the smallest and most colourful
bird species. They can fly by flapping their wings very
quickly, about 80 times per second! Thats why humming
birds have to eat many times a day to survive, as they need
a lot of energy.
Students read the instructions and look at

the example. Then, they write about their pets or
the ones they would like to have. Tell them to write
between six and eight sentences. Walk around the class
checking students sentences or offering help if needed.
Alternatively, you may assign this activity as homework.
Students read the instructions and the example

for this speaking task and work in pairs. Give pairs some
minutes before asking some of them to share with the whole
62
class what they found out about their classmates pets.

In their notebooks, students write an entry on

the online forum in activity 2. Tell them they can use the
comments in exercise 2 on page 86 as models. Encourage
students to use the modals and some words studied in
this lesson. You may assign this activity as homework.

homework.
Answer key:
1 1. has to; 2. doesnt need to; 3. need to / have to;
4. dont have to / dont need to; 5. dont have to
2 She has to give it some water. She has to clean its
cage. She doesnt have to wash it. She doesnt have
to take it for a walk.
4 2. A responsible worker has to get up early. 3. She
has to study hard to get good marks. 4. You dont
need to worry about it. 5. He doesnt need to work
because hes a millionaire.
5 1. F; 2. T; 3. F; 4. T; 5. F

Answer key:
1 2. the most wonderful city / Students own answers;
3. the most delicious dessert / Students own
answers; 4. the most interesting book / Students
own answers; 5. the most dangerous sport /
Students own answers
2 2. waterfall; 3. river; 4. desert; 5. rainforest;
6. island; 7. volcano
3 1. the highest; 2. the most active; 3. the tallest;
4. the largest; 5. the longest; 6. the smallest
4 1. has to; 2. doesnt have to, has to; 3. mustnt;
(CB p. 90)
case, talking and reading about what people do to break
world records.
1 Refer students to the picture on page 90 and ask them
if they know what this book refers to and / or if they

have ever heard about the Guinness World Records. If
students do not know anything about this book, tell them
that it contains a compilation of the most curious things
in the world and the most surprising things that people
did in the past in order to break a world record. Then,
have a volunteer read out the instructions for activity 1.
Afterwards, students must predict if the statements are
true or false. Do not check answers at this stage.
You can do this reading activity with the whole class

(shared reading) by asking some students to read aloud
different parts of the text. As they do so, you can check the
answers to activity 1. Alternatively, you may ask students
to read the text silently and check the answers themselves.
Then, you can ask some volunteers to provide the answers
in order to check the activity with the whole class.
Answer key: 1. T; 2. F; 3. F; 4. F (The GWR company
has some TV shows only.) 5. F
5 You can do this speaking activity with the whole class.

Read out one question at a time and encourage class
discussion. Remind students to use expressions such as:
I think / In my opinion, / I (dont) agree.
(CB p. 91)
6 Students read the instructions and complete the
sentences. Students may work in pairs. Check answers by

choosing different students at random to read out the
complete sentences.
Answer key: 1. the strongest; 2. the most pierced;
3. the most expensive; 4. the oldest
7 Students read the rubrics and the example silently.
Then, they write six questions for an interview. Circulate

around the classroom and check students work.
Answer key: 2. Who has got the longest hair?
3. Who can cook the best meals? 4. Who is the
youngest person in your family? 5. Who has got the
loudest voice? 6. Who can make the funniest face?
8 Tell students to pair up and interview each other
using the questions they prepared before. Walk around

the class to monitor their performance. Make sure they
write down their partners answers. Afterwards, ask as
many pairs as possible to share the information they have
about their partners families with the rest of the class.
3 You can do this activity with the whole class. Read out
the question and encourage students to write down their
answers and share their opinions with their classmates.
Students underline five examples of superlatives in the

text in activity 2. Choose four different students to read
out the answers.
63
World Issues 7
GUINNESS WORLD RECORDS
Answer key: the best-selling, the tallest, the highest,

the longest, the biggest
Teachers Book
4. have to; 5. dont have to; 6. cant

5 (Some answers may vary) 1. doesnt have to;
2. has to; 3. cant / mustnt; 4. have to 5. dont have
to; 6. mustnt / shouldnt
Unit 8
Teachers Book
Unit 8 - The future in our hands

COMMUNICATIVE AND
LEARNING TASKS
CONTENTS
LEXIS
GRAMMAR
PHONOLOGY
Personality adjectives:
honest, good-hearted,
sincere, etc.
Set phrases: travel abroad,
get married, fall in love, etc.
Future time expressions:
tomorrow, next year, etc.
Simple Future: Will

(affirmative and negative)
Pronunciation of short
forms: Ill, I wont
future time expressions
Talking and writing about future

events.
Making predictions about the future.
Fortune telling: palm

reading, rune casting, tarot,
horoscopes, etc.
Adjectives: worried,
generous, romantic, etc.
Simple Future: Will

(interrogative, short
answers and Whquestions)
Intonation of Yes / No &

Wh-questions (Revision)
Discussing different ways to predict

the future.
Asking and answering questions
about the future.
Writing a short paragraph.
L3
Endangered species: the

great panda, the white
tiger, the bald eagle, etc.
Going to (for future

plans and intentions) /
Present Continuous (for
arrangements) / What
about ? / Lets
Pronunciation of going to
+ verb
Talking about some endangered

species.
Talking about future plans, intentions
and arrangements.
Expressing opinion.
L4
Dinosaurs, cavemen,
cloned animals, scientists,
experts, etc. / Set phrases:
Im against ; I strongly
support ; etc.
Possibility: May (not) &

might (not)
words: cavemen, experts,
scientists, etc.
Discussing myths and facts.

Expressing different degrees of
possibility.
WI
Vocabulary related to
different peoples attitudes,
peronality and activities
L1
L2

and reading about what different
peoples attitudes may reveal of their
personality and lives.

Extras: Suggested optional games and activities for consolidation. Project Work 4.
Lesson 1 (CB p. 92)
Write Best friend on the board. Read out the

rubrics and elicit from students what qualities they think
a really good friend should have. Write their answers
on the board. Then, as a whole group, students discuss
which are the top five qualities. Encourage students to
use these expressions: I (dont)think; I believe; In my
opinion, every time they refer to a good friends quality.
64
Students read the rubrics. Ask them to look at

the photos and predict the two boys attitudes to life
according to the images they see. Play the audio CD
as students try to figure out who is who in each picture.
Check students answers by asking the whole class to
identify who is who. Ask students to account for their
choices.
30
Answer key: 1. Tyler; 2. Joshua
Lesson 1 (CB p. 93)
Speaker: Joshua and Tyler are old friends, but they couldnt be
more different from each other. Joshuas a great guy. Hes
strong, athletic and he really loves outdoor life. Joshuas
always in a good mood, you know, hes the kind of person
who is always smiling and ready to give you a hand. Hes
sincere and always worried about his friend Tyler.
Tyler is a great guy too. Hes honest and good-hearted but
hes lazy, very lazy. He doesnt study much; he doesnt do
any sports The only thing he really likes doing is playing
computer games
Ask students what qualities from the previous

listening activity they remember. Then, read out the
rubrics and students tick the qualities for Joshua and
Tyler. Encourage students to decide, if they do not
remember, which qualities are more suitable to describe
the boys in the photos in activity 2. Check answers by
playing the audio CD again, pausing at the end of each
description and interacting with the whole class by
asking: What can you say about Joshua?; Whats he like?;
And what about Tyler?
Answer key: 1. J; 2. T; 3. T; 4. J; 5.T; 6. J
Tell students that now they are going to read a

dialogue where Joshua makes some predictions about Tylers
future, but first they need to focus their attention on the
Sign Up to Grammar box on page 93. Read aloud one of the
affirmative sentences in this box and one negative sentence.
You may also write these sentences on the board and
underline will / wont and the verbs. Tell students that will is
used to make affirmative sentences in the future and wont
(or will not) to make negative ones. Add that both will and
wont are followed by an infinitive verb. Make sure students
understand that we use the Simple Future (will + verb) to
talk about the future and to make predictions. You may
ask a couple of students to provide some more examples
to reinforce these concepts. Afterwards, students read the
whole box silently. Finally, students read the instructions for
activity 4 and tick the correct statements. You may ask two
students to read out the dialogue before checking answers.
Then, ask the whole class: Which are the correct statements?
Answer key: 1, 4
Grammar: Read out the tip in the first box. Have

students repeat the future time expressions after you so
that they become aware of the correct pronunciation of
these expressions.
USEFUL TIP:
Pronunciation: Read out the tip in the second box.

Have students repeat several times the short form wont
in isolation first. Then, read out the examples and ask
students to repeat them after you. Make sure they do not
pronounce wont in the same way they pronounce want,
which is a typical mistake usually made by students. You
may also work on the pronunciation of some affirmative
short forms too: Ill; Shell; etc. Write some sentences
on the board using wont and ll and ask different
students to practise saying them.
Students read the rubrics silently and unscramble the

four sentences. Check answers by asking four students at
random to come up to the board and write down the four
sentences.
Answer key: 1. Joshua will marry a beautiful girl
someday. 2. He will graduate from a top university in
the future. 3. He wont stop practising sports.
4. He wont stop going out with friends.
OPTIONAL ACTIVITY:
Write on the board two sentences about your own future,

one using will and another one using wont. One of the
sentences must be true for you. Ask the class which one
they think is true and which one false. Encourage them
to use phrases such as: I think you will (wont) because;
I dont think youll because; etc. Then, ask students to
work in pairs and carry out a similar activity with their
partners. Walk around the classroom to monitor students
performance and pronunciation. Finally, different pairs
may share with the rest of the class what they found out
about their partners.
Students read the instructions and do the activity.

As students do so, write on the board the words in the
two columns as they appear on the course book page.
To check answers, ask some volunteers to come up to
the board and match the columns to get some common
phrases in English.
65
Teachers Book
Audio script 30
USEFUL TIP:
Teachers Book
Answer key: 4, 5, 6, 3, 2 (travel abroad is also a

possible answer)
Read out the instructions for this task. Students write

four sentences. To check answers, have as many students
as possible read out their predictions about Tylers future.
From time to time, you may foster a brief discussion by
asking the whole class: Do you agree with your classmate
(Luciano)? Why? / Why not?
Get students in pairs. Read aloud the

instructions for this speaking task and ask students
to imagine they can predict their partners future.
Encourage them to swap roles and use will, wont
and some future time expressions in their predictions.
Monitor their performance as you walk around the
classroom. Help out those students who may have some
difficulties with the vocabulary they might need to do
this task and the pronunciation of Youll, You wont or
any other word.
Read aloud the instructions for this writing task.

Ask students to look at the model answer and explain to
them that Joe is used as an example and that they have
to use their own names when writing their blog entries.
Point out that they can use phrases such as: I (dont)
really think; I believe; etc. Encourage students to make
some negative predictions using wont too. Ask them to
write between four and six sentences. You may assign
this exercise as homework.

homework.
Answer key:
1 1. sincere; 2. honest; 3. lazy; 4. good-hearted;
5. strong; 6. worried
2 3, 4, 8, 5, 2, 7, 6
3 1. wont get; 2. will end up; 3. will always be
66

Lesson 2 (CB p. 94)
This warm-up activity can be done with the

whole class. Have as many different students as possible
answer the questions provided, or encourage debate
among different groups of students. Then, groups may
share their answers with the rest of the class.
Ask students to read the Sign Up to Grammar

box on page 95. Give them some minutes and then elicit
how we build the interrogative form of the Simple Future
by asking: Where do we place the person / subject when
we ask a question in the Simple Future? Afterwards, check
understanding by asking a couple of students some Yes /
No and Wh- questions. Draw students attention to the
rising intonation in Yes / No questions and the falling
intonation in Wh- questions. Finally, ask a volunteer to
read out the instructions for activity 2. Read aloud the
introductory paragraph of the text. Have students repeat
after you the Yes / No questions in it so that they can
practise the correct intonation. Choose different students
to read aloud the remaining paragraphs. If necessary, help
them out with the meaning and pronunciation of those
words that might be new to them such as gypsies, thumb,
edge, etc. Ask the whole class to look at the Useful Tip
box at the bottom of the page as they read on. After
reading the complete text, ask the whole group which
palm line each paragraph refers to. In this way, you will
be doing and checking the activity at the same time.

section on pages 110 and 111, where they will find
further examples and practice.
GR13
Answer key: (from top to bottom) 1, 2, 3
Ask students to read the text in activity 2 again

if they need to. Afterwards, they must decide if the
statements are true or false. You may check answers by
asking the whole class or a couple of students some Yes /
No questions such as: Are there three main lines on our
palms?; Do all three lines tell us about our love life?; etc.
Students underline all the examples of the

interrogative form of the Simple Future in the text in
activity 2. Choose four students to read out the examples
they have underlined in the four different paragraphs.
Answer key: Will you be happy? Will you find love?
Will you have a long life? Will you get married?
Will your life be full of romance? Will you have a
passionate love life? Will your work involve some kind
of physical activity? Will you use creativity in your
work? Will your life be long and healthy?
5 Students unscramble Tylers questions to Joshua and
write some possible answers. Choose different students to

read aloud the four questions and the possible answers.
After each student has finished reading, you may ask him /
her: What about you?; What do you think?; Will your
parents send you to live abroad in the future?, etc. This is
an optional task. However, if you decide to include it, you
will be turning the topic into something more personalised
for students and they will have more chances to practise.
Answer key: 2. Will my parents send me to live
abroad? Students own answers; 3. Will I get a job
someday? Students own answers; 4. Where will I
work in the future? Students own answers; 5. When
will Lucy fall in love with me? Students own answers
Students read the instructions and start working

in pairs. Walk around the class to check students are
asking and answering questions in the correct way. If
you have the time, after students have finished working,
ask as many pairs as possible to share some of their
coincidences and differences with the rest of the class.
You may provide some examples such as: Both of us think
Ill travel abroad next year. I think Ill go to university
someday but he / she thinks I wont.
Before students complete this writing task, direct

their attention to the Useful Tip box on this page. Explain
USEFUL TIP:
Writing: Ask a volunteer to read aloud the writing tip.

Explain that the ideas in this box will help them to
write a short paragraph. Draw students attention to
the example given below the instructions for activity 7.
Encourage students to complete this example with their
own ideas and also to think of a suitable conclusion for
this short paragraph.

as homework.
Answer key:
1 2. Will Tim buy a new bicycle someday? 3. Sheila
wont finish school very soon. 4. Will, Kate and
Sam will be here tomorrow. 5. Alan and Meg will
be happy. 6. Will The Simpsons continue being
on TV next year? 7. Ms White wont stay at home
tomorrow. 8. Andrew will travel to Europe with his
family next month.
4 1. Will they come; 2. time will you be; 3. old will
Dad be; 4. will Stella be; 5. will the sun set; 6. Will
Dennis finish; 7. will we get; 8. Where will you and
your family go; 9. Will Sam remember; 10. Will you
stay
Lesson 3 (CB p. 96)
Write on the board this phrase: Animal Extinction

List. Elicit from the class the meaning of extinction. After
67
Lesson 2 (CB p. 95)
that they should write a simple and short paragraph

including some positive ideas about Tylers future and
some negative ones too. Ask students to look at the
example given below the instructions and complete it
using their own ideas and the tips in the Useful Tip box. If
possible, you may encourage students to exchange their
writings with another classmate so that they can help
each other edit their texts (peer correction). Walk around
the class to help students plan their writings and also
with the correction. After doing peer correction, students
can write a final draft to hand in.
Teachers Book
Answer key: 1. T; 2. F; 3. T; 4. T; 5. F
Teachers Book
that, read out the questions for this activity and write
on the board the species students mention. You may
give an example of one of the many endangered species
today, for example: the African elephant. If students do
not know any reason for animal extinction to take place
today, provide them with some clues such as: illegal
hunting, deforestation and habitat loss and reduction,
etc. If necessary, explain the meaning of these words /
phrases and write them down on the board. You might
also ask the whole class for their opinion about what can
be done to stop animal extinction happening (more strict
regulations and control, advertising campaigns, etc.)
Read aloud the rubrics for this task and the article
heading. Explain that dying out means disappearing. Read
out the sentences where the highlighted words / phrases
are. Have students repeat these phrases after you and help
them understand their meaning. Then, foster some prereading prediction by asking: What do you think this article
will tell you about? (Expected answers: endangered species;
the reasons why these species are at risk of disappearing
and what can be done to prevent animal extinction) Finally,
students read the article silently and tick the correct
statements. Do not check answers at this stage. Just
encourage students to compare their answers in pairs and
then you provide them with the right answers.
Answer key: 2, 3
3 Have a student read aloud the rubrics and the example.

Suggest that students should read the whole sentence in
the text in activity 2 where the phrase / word in question
appears because the context will help them to understand
meaning. Also, the verb forms in some of the definitions
will help them to choose the right word from the text.
Answer key: 2. trading; 3. die of starvation;
4. endangered species; 5. habitat; 6. hunting
Lesson 3 (CB p. 97)

Grammar box on this page. Point out that they are going
to read about two other ways to talk about the future
in English. First, ask students to read the part in the box
68
31
about Going to (for future plans). Check understanding by

asking some questions such as: What are you going to do
this afternoon, (Leo)? What are your plans? And what about
you, (Maxi)? / Is it going to be rainy tomorrow, (Fede)? What
do you think? Look out of the window! / What are you going
to do when you finish school, (Mariano)? Then, ask students
to read about the Present Continuous (for arrangements).
Check understanding by asking: What are you doing next
weekend, (Paula)? Is it all arranged? Did you arrange the
time and place where you are (meeting your friends)? /
And what about you, (Sofa)?; etc. Make sure students
understand that, in this case, the Present Continuous refers
to previously arranged future, that is to say, you have
already set the time and place (with another person or
not) beforehand. Provide as many examples as needed so
that students can grasp this use. Now, ask students to read
the instructions for activity 4 and have a quick look at the
text before you play the audio CD. Students will then listen
to an expert in wildlife conservation and fill in the blanks
in the text with only one word. Play the audio CD twice.
You can check answers by playing the audio CD once more
and pausing it after every answer. Ask the whole class to
tell you the answers.
GR14
Answer key: 1. is; 2. three; 3. extinction; 4. going;

5. India; 6. to; 7. are; 8. flying
Audio script 31
Interviewer: In todays programme, were interviewing Andrew
Wright who is an expert in endangered species. Welcome,
Andrew to World Issues!
Andrew: Thank you for inviting me.
Interviewer: Andrew, can you tell us a bit about your job?
Andrew: Well, Im a biologist and I work for World Wildlife
Fund, an organisation that helps to protect animals and
plants that are at risk of extinction in different parts of the
planet. I travel all around the world to meet other experts
and discuss ideas on how to protect endangered species.
Interviewer: I see. And what are your plans for this year?
Andrew: Well, we are going to have three meetings this year:
one in Brazil, one in Tanzania and another one in India. As
you know, the Amazon forest in Brazil, the African lion and
the white Bengal tiger in India are going to disappear in the
future and we must do something to protect them.
Interviewer: And whens your first meeting, Andrew?
Andrew: Very soon. Im flying to Rio next week. Im meeting my
colleagues from Brazil to talk about
Answer key: 1. is going to finish; 2. are meeting;

3. is going to cook; 4. Are / doing; 5. is / going to
work; 6. is going to rob
Choose a student to read out the instructions

for this task. Then, choose another student to read aloud
the example dialogue together with the person who has
read out the instructions. Ask a third student to read
aloud the Useful Tip box. Finally, point out that students
are expected to work in pairs and use both tenses as in
the example and the expressions in the Useful Tip box.
Monitor students performance as you walk around the
classroom.
In their notebooks, students write a short

description of what they think the world is going to be
like in 2030. They should look at the example given and
finish it with their own ideas. You may assign this task
as homework.

as homework.
Answer key:
1 1. bald eagle; 2. great panda; 3. white whale;
4. Bengal tiger
2 1. starvation; 2. Pesticides; 3. hunting; 4. trading;
5. becoming; 6. habitat
3 2, 3, 1
4 1. Shes going to fly to Dublin next week. 2. What
are you going to do tomorrow evening after work?.
3. Mr Clark is going to arrive at 4 p.m. 4. Bill is going
to cook salmon for lunch tomorrow. The Present
Continuous can be used in these four cases because
they may refer to previously arranged events. In some
cases, the time and / or place are mentioned.
5 1. Lets; 2. What about; 3. What about; 4. Lets

6 1. Im going; 2. Ill; 3. Im going; 4. Ill
Lesson 4 (CB p. 98)
Write Myths or Facts on the board. Explain

that myths are fictitious stories, stereotyped people (or
things) and that facts are real occurrences or events.
Give some examples of myths (Nahuelito and Nessie are
mythical creatures) and facts (Water boils at 100 degrees.
Thunder always comes after lightning.) and ask students
to provide some more. As a whole group, students share
their opinions about the myths and facts listed in activity 1.
Collect students ideas on the board and encourage some
group discussion.
Answer key: (According to the website mentioned
in this activity) 1. It is a myth. 2. It is a fact. 3. It is a
proven fact. 4. It is a myth.
You may do this reading task with the whole

class. Read out the rubrics and explain, if necessary,
what cloning is (making multiple identical copies of a
DNA sequence or producing a copy of a being). Choose
different students to read out the statements and discuss
some possible answers with whoke class. Work on the
correct pronunciation of some difficult words such as:
cavemen, dinosaurs, etc. Do not provide the right answers
at this stage.
32 Play the audio CD so that students can check

their answers to activity 2. To check answers, you may
pause the audio CD whenever the information needed is
being said and ask the class what they have understood.
Answer key: Fact: 1, 4, 5; Myth: 2, 3
Audio script 32
Interviewer: Good afternoon, everyone. The topic of todays The
Future is Now is cloning. In our studio, we have an expert on
cloning. Welcome to the show, Dr Chandler.
Dr Chandler: Thank you.
Interviewer: Its a pleasure to have you here. Our first question
is: what exactly is a clone?
Dr Chandler: Its basically a copy of a living organism.
Interviewer: Is it true that Dolly was the first cloned animal?
69
Students read the rubrics and complete the

sentences. Suggest they should have a look at the Sign
Up to Grammar box if they have doubts about which
tense to use. To check this activity, choose some students
at random to read out the answers.
Teachers Book
Teachers Book
Dr Chandler: No. But Dolly was the first big mammal to be

cloned successfully.
Interviewer: Lots of people sent us emails asking if its possible
to use cloning to bring extinct species, like the dinosaurs,
back to life.
Dr Chandler: Thats impossible. Only animals that are alive can
be cloned.
Interviewer: Ok. So there will never be a Jurassic Park?
Dr Chandler: No. That wont happen. What is true is that
human cells and organs can be cloned and that is extremely
important because cloned cells might reduce the need for
animals in experiments. And cloned organs may be used for
transplants in the future.
Interviewer: Thats great news! Thats a fantastic therapeutic
use of cloning.
Students listen to the audio CD again and tick

the correct option. You may check this activity by asking
two students to provide the answers .
32
Answer key: 1. might; 2. may
Lesson 4 (CB p. 99)
box. Read aloud the modal verbs may and might so that
students become aware of the correct pronunciation.
Explain that these modal verbs are used to express
possibility and that they are followed by an infinitive verb.
Have students read the complete box silently. To check
understanding, ask questions such as: Which modal verb
is used to express a stronger possibility? / Which modal
verb is used to express a weaker possibility? Afterwards,
students do activity 5 individually. Choose different
students to read out the statements and their answers.
Answer key: 1. Perhaps this will happen someday.
(a 50% chance); 2. Perhaps this will happen someday.
(But theres a weak chance.)
USEFUL TIP
Grammar: Direct students attention to the Useful Tip

box at the bottom of the page. Read aloud the first part
about may & might. Then, choose different students to
read out the rest of the examples with some other modal
verbs. You may ask the whole class to provide some more
examples after each item has been read out.
6 Students complete the sentences. Check answers by asking

some volunteers to read aloud the complete statements.
70
Answer key: (Answers may vary. Some possible

answers) 1. may; 2. may; 3. might not; 4. might;
5. may, may not; 6. may, might not
Have a student read out the instructions for

this speaking task. You may provide an example of your
own such as: In my opinion, people will never travel by
teleportation in the near future. As students work in pairs
and exchange their opinions, walk around the classroom
to monitor their oral performance.

as homework.
Answer key:
1 (Answers may vary) 1. may / might; 2. may not;
3. might
2 2. It may not snow in the mountains. 3. My friend
Sue may need some help. 4. I may not change my job.
5. My sister may be in love with my best friend.
6. We may go out at the weekend.
3 6. may, snow; 3. may leave; 4. may spend; 5. may
like; 2. may not have
4 1. might want; 2. might not finish; 3. might not
believe; 4. might have
5 2. might be opera singers; 3. might be a gardener;
4. might be an interior designer; 5. might be a pilot

1 1. good-hearted; 2. graduate; 3. lazy; 4. abroad
2 noun; American English; British English; preposition
3 1. will (ll) be; 2. will happen; 3. Will, stay; 4. will, go;
5. will (ll) go; 6. will (ll) call; 7. will (ll) get; 8. will
not (wont) take; 9. Will, help; 10. will
4 2. Will I get a better salary in the future? Students
own answers. 3. Will I get married soon? Students
own answers. 4. Where will I go on holiday next year?
Students own answers. 5. When will I finish my
(CB p. 102)
case, talking and reading about what different peoples
attitudes may reveal of their personality and lives.
Read out the title of this World Issues section and

explain that revealing means showing a perception
of something or somebody. Have the class look at the
photos and describe the people in them. Encourage
students to guess / imagine these peoples activities, age,
relationship and /or what they may / might be doing and
the reason for doing that too. Then, students read the
instructions for activity 1 and match the statements with
the pictures.
Answer key: 6, 4, 1, 3, 8, 5, 7, 2
2 Read out the instructions for this task and the
example. Check students understand what they are

expected to do. Make sure they work in pairs and use
may / might in their short exchanges.
(CB p. 103)
3 Ask a student to read out the rubrics for this reading
Answer key: (from top to bottom) 3, 2, 1
Students provide the words according to the

definitions. To check answers, ask some volunteers to
read out the words and their definition.
Answer key: 1. closed captioning; 2. board;
3. provider; 4. lip; 5. hearing
5 Students read the instructions silently and match the

sentence halves. Choose three students to read out the
complete sentences.
Answer key: 2, 3, 1
Project Work 4 (Units 7 & 8): OUR PREDICTIONS

BLOG - Students may now do the Project Work
activities for units 7 & 8 that are available on the

Students Interactive CD-ROM. These activities are
thoroughly explained on pages 84, 85 and 86 of this
Teachers Book.
TEST REVISION TIPS:
Refer to the test revision techniques already explained on

page 31 of this Teachers Book. These techniques can be
adapted and used in class to help students get ready to
take their third test.
TEST 3: Now that students have completed Units 7
and 8, you may assess the main skills developed and

language, grammar and vocabulary items taught by
giving students a test (see Suggested Annual Plan
on page 4 of this Teachers Book). Make copies of
photocopiable Test 3 that is available on pages 78 to 80
of this Teachers Book and hand them out to students on
the day of the test. The answer key to the photocopiable
tests is on page 81 of this Teachers Book.
task. Ask the class to mention some other Hollywood

stars and talk about what they know about them. Then,
students read the paragraphs silently and put them in
71
World Issues 8
REAL PEOPLE, REVEALING DEEDS
order using numbers. Walk around the classroom helping

students out with the vocabulary they might not know.
Choose three students to read aloud the paragraphs and
say what paragraph number they are. You may ask these
students to say briefly what the paragraphs are about.
You can encourage the rest of the class to add any other
information they remember.
Teachers Book
university studies? Students own answers.

5 (Answers may vary) 1. may be back; 2. might take;
3. might not find
6 1. Im going to get (present evidence); 2. is coming
(arrangement); 3. isnt going to spend (plan or
intention); 4. is flying (arrangement); 5. will be
(prediction); 6. Im going to cook (plan or intention),
are coming (arrangement)
Test 1
Test 1 (Units 1, 2 & 3)

Students name:
Date:
Final score:
/100
Part 1: Reading
Task 1: Read the following article about three restaurants in different parts of the world.
Are the sentences below true (T) or false (F)? (10 marks)
World Cuisine Magazine
Photocopiable Ediciones Santillana S.A. / Richmond 2012
In this months issue, World Cuisine Magazine would like to present three
of the most unusual eating places in the world. Read on and find out why!
The Ugly Duckling
El Mar
Sarakawa
This 250-year-old pub is in

Stepney, an ancient village near
London. The owner of The Ugly
Duckling, Jack Thompson, is
an extraordinary chef. He cooks
food that is delicious but it can
also be a bit strange. Theres
meat, chicken and fish on the
menu, but also some more
unusual things like garlic and egg
ice cream!
Some people think that the chef at

this restaurant, Pedro Gonzlez, is
the best cook in the world. El Mar
is on the eastern coast of Spain,
about forty minutes by car from
Barcelona and it has wonderful
views of the sea. Its not easy to
get a reservation as its only open
during spring and summer and
there are very few tables: just
fifteen. But the food is spectacular!
The menu has a lot of traditional
fish and vegetable dishes, but its
especially famous
for its weird
food items
like toasted
bread
with oil and
chocolate!
This is a very expensive restaurant

indeed. It was the first steakhouse
to open in Kyoto and its famous
for its meat dishes. The meat
comes from cows that live near
Hiroshima and the secret for its
yummy taste is because the cows
drink beer and not only water! At
Sarakawa you dont eat meat with
salads or chips. These special
meat dishes come with only some
salt, pepper and lettuce on top!
Cost: about 70 per person
Cost: 120 per person
Cost: about 200 per person
England
1 [
2 [
3 [
72
Spain
] The Ugly Duckling is in a very old location

near London.
] The menu at El Mar is especially famous for
its traditional dishes.
] El Mar is a small restaurant.
Japan
4 [
5 [
] The meat at Sarakawa comes from cows

that drink lots of water only.
] Sarakawa is popular for its variety of salads.
for these people. Give reasons. (10 marks)
1 Someone who is a vegetarian can enjoy a meal at...

because
2
.
Someone who has lots of money to spend can enjoy a
meal at...
because
.
Someone who likes going to old pubs can enjoy a
meal at...
because
.
Someone who loves eating by the sea can enjoy a
meal at...
because
.
Someone who wants to eat yummy steaks can enjoy
a meal at...
because
.
Part 2: Grammar, vocabulary and

writing
Task 1: Complete the sentences below with the words
and phrases in the box. (10 marks)
Click on
Never give
Would you like
some
it (objective pronoun)
Could I have
to go dancing next Friday? Dont

worry about the money. Im inviting you!
your password or email address to
6
strangers. Its a basic online safety rule.
7 Jenny likes the beach very much. She
to spend her summer holidays in the Caribbean one of
these days.
8 Tom likes Leila. He has a picture of her. He has
very close to his bed. In fact, its on
.
his
Task 2: Circle the odd word out. (10 marks)

1
2
3
4
files email programme carrots chat room

armchair fridge sofa coffee table bedside table
dining room kitchen garage bedspread bathroom
readers letters nickname cartoon
problem page quizzes
5 rice watermelon pear banana apple
Task 3
3.1 Match the columns. (5 marks)
1
2
3
4
5
read
play
get up
do
let
[
[
[
[
[
] early
] me drive the familys car
] computer games
] the gossip column
] my homework
3.2 Now write true sentences about you and your
family with the phrases in exercise 3.1. (5 marks)
d love
enjoy
much
bedside table
1 We dont have
butter. We need to
.
buy
some more wine, please?
2 A:
B: Of course. Is this your glass?
having dinner with friends on
3 We
Saturday evenings.
the icon below to print the online
4
restaurant reservation form.
1
2
3
4
5
Task 4: Put the words in order to make sentences or

questions. (10 marks)
1 my / makes / My / clean / mum / me / room.

.
73
Task 2: Choose one of the restaurants in the article
2 Pat / dont / They / the / in / let / evenings. / go out
3 I quite enjoy eat out at expensive restaurants.

.
3 your / should / You / to / parents. / talk
4 Would I have a cheeseburger, please?
5 A: Id like a Coke and she likes some mineral water,

please. / B: Certainly.
6 Tom always has a bottle of cereal for breakfast.
7 My friend Sarah loves my room. I often invite she to

play video games with me.
8 Shes got a dress blue on. She looks nice in it!
4 arrive / I / home / midnight. / have to / before

5 tired / at / is / the / weekend. / He / never
6 Tom / How often / the / does / Internet / surf / ?
7 would / do / tomorrow / What / you / like / to / ?
9 A: Who are these trainers? / B: I think theyre Alices.

.
8 to / wants / lenient / She / have / parents.
10 This tracksuit belongs to Tom. Its him.
.
9 go / We / dancing / Saturday / evenings. / usually / on
.
Writing:
Task 7: Imagine you have a Problem Page in an online
10 the / Do / sometimes / housework / you / do / ?

.
magazine. Read Pennys problems below and write

some suggestions for her. (20 marks)
Task 5: Circle the correct option. (10 marks)

1 I usually put a little / a lot of sugar in my coffee.
I dont like it very sweet.
2 There arent some / any eggs in the fridge. We cant
make pancakes then.
3 My elder sister always lets / makes me clean our
room. She never cleans it!
4 Would / Do you like to come to a party with us next
Saturday?
5 Tom always gives my / me wonderful presents. I like
him / he very much!
6 Our children can eat some / any sweets between
meals but just a little / a few.
7 When Julia goes to the pub, his / her boyfriend makes /
lets her drink only a pint of beer. Hes very strict.
Task 6: There is only one mistake in each of the
following sentences. Cross out the mistakes

and correct them. (10 marks)
d like
We like to go sailing one of these days.

1 My parents think Im too young for have a boyfriend.
2 Always open emails from strangers.
74
Im writing to you because Ive got so

many problems with my parents. For
example, Id like to have a dog but my
parents think its not a good idea. I also
PENNY
penny_95
want to go dancing with my friends
at weekends, but my parents dont let me stay out
after midnight. And one last thing, I love playing
computer games but my mum only lets me play on
Saturdays and Sundays. What should I do? I need
your help. Thanks!
1 comment
ADVISER
adviser_02
Test 2
Test 2 (Units 4, 5 & 6)

Date:
Students name:
Final score:
/100
Part 1: Reading
Task 1: Read the following extract from Kellys diary.
Then circle the correct option in the sentences below. (10 marks)
Dear diary
It was a really
I came back from my holiday last night.
, I didnt know what
amazing one. Until 10 Decemb er last year
Colombian friend,
to do or where to go on holiday but my
New Year with him.
Danny, invited me to spend Christmas and
So I went to Colombia!
Caribbean coast, on
I arrived in Santa Marta, a city on the
suitcase, Danny and
the 20 Decemb er. After I unpacked my
e blocks away from
I cycled to the beach which is only thre
on our wetsuits and
my friends summer house. First, we put
some delicious fruit
went skiing. Then, we sunbathed and had
joined a group of
juice. The day before Christmas Eve, we
It was a bit scary but
Dannys friends and we all went rafting.
! In the evening, all
wonderful! We had a lot of fun together
1 Kelly had a boring / spectacular holiday in Colombia.

2 At the beginning of December, Kelly knew / didnt
know where to go on holiday.
3 Kelly and Danny went to the beach by bicycle / on foot.
8 January, 2012
pping. I
the shops were open so I did some sho
ny and
bought some Christmas presents for Dan
didnt
my new group of friends. Fortunately, I
some
spend much money because there were
special offers.
all got
On Christmas and New Years days, we
es
together at Dannys and enjoyed ourselv
as
a lot. We had dinner and sang Christm
carols and old pop songs too. We danced
and celebrated until around
5 a.m. on both occasions!
When the celebrations finished, we all
planned some activities to do together
every day. It didnt rain at all so we
played beach volleyball, went on a boat
trip and did tai chi on the beach. One
day, I went skydiving and I enjoyed
myself very much!
On the day of my departure, everybody
was sad. I cried because I didnt want to
leave my friends. But they promised to
visit me soon! To tell you the truth, Id
like to fly to Colombia right now to see
them again! I miss them so much...
4 Kelly met / didnt meet Dannys family during her

holiday in Colombia.
5 Kelly wants / doesnt want to go to Colombia again.
75
Task 2: If necessary, read Kellys diary entry again
and answer the following questions. (10 marks)
1 Where in Colombia did Kelly spend her holiday?
.
2 Was Dannys summer house far away from the beach?
.
3 What did Kelly and Danny do on the beach on the
first day?
.
4 Who did Kelly meet the day before Christmas Eve?
.
5 Did Kelly enjoy rafting?
.
6 What did Kelly buy at the shops in the evening?
.
7 How did Kelly and her friends spend Christmas and
New Years evenings?
.
8 What was the weather like after the celebrations
finished?
.
9 What activities did they all do on the beach after
Christmas and New Year?
.
10 What would Kelly like to do right now? Why?

writing
Task 1: Complete the questions for the underlined
phrases in the sentences below. (10 marks)
a good relaxation technique?

Meditating can be a good relaxation technique.
your holiday?
2
Wed like to spend our holiday in the mountains.
snorkelling?
3
Yes, I did. I enjoyed it a lot!
Tom
camp?
4
Tom met Susan at the summer camp.
76
Italy?
Sheila came back from Italy yesterday.
Task 2: Complete these sentences using the comparative

form of the adjectives in brackets. (10 marks)
(dangerous)
1 Parasailing is a
activity than cycling.
2 Practising yoga can be
(relaxing) than doing aerobics.
(far) from Buenos
3 Ushuaia is
Aires than from Mar del Plata.
(bad)
4 Poor people live in
conditions than rich ones.
(heavy)
5 Traffic in big cities is
than in small towns.
(big) than Rosario.
6 Buenos Aires is
7 I didnt like my old mobile phone so I bought a
(modern) one yesterday.
(good) for your
8 Cycling is
health than driving.
9 Shed like to practise a
(exciting) sport.
10 Eating fresh fruit and vegetables is
(healthy) than eating tinned food.
Task 3: Complete the sentences below with the
words and phrases in the box. (10 marks)
took
getting up
themselves
during his road trip
to fly
sailing
got back
smoking
give up
herself
1 I really love
. I like boats very
much!
2 Helen couldnt sleep last night so she
a sleeping pill.
a lot can kill you.
3
first-class to Spain one
4 Shed like
of these days.
early every day
5 We didnt like
during our last holiday.
when she went
6 Sheila hurt
kayaking.
Task 4:
4.1 Complete these phrases using: go, stay, do, get or
play. (5 marks)
at a four-star hotel.
to the city centre by taxi.
trekking.
aerobics.
golf.
1
2
3
4
5
4.2 Write five sentences about you, your family or friends

using the phrases in task 4.1 above. Use the Simple
Past in the affirmative or negative forms. (5 marks)
1
2 Last Saturday,
3 lose
4 eat
5 write
6.2 Complete these sentences using the verbs in task

6.1 above. (5 marks)
from a high rock and hurt her head.

1 Katie
a big sandwich for lunch and now Im full.
2 I
our next holidays some months ago.
3 We
Now we know where to go, how, when and everything!
his car keys this morning. He
4 Freddy
doesnt know where they could be.
a long email to my mum
5 Yesterday, I
telling her everything about the summer camp where
Im staying.
Writing:
Task 7: Imagine you came back from your five-day
holiday yesterday. Write an email to a friend

telling him / her where you spent your holiday
and what you did every day. (20 marks)
yesterday.
.
3 When I was on holiday,

.
last week.
two days ago.
4
5
From:
To:
Subject: ................................................................................
Task 5: Write two different things (they can be items
of sports equipment or protective gear) that you

need to do the following activities. (10 marks)
1
2
3
4
5
Scuba diving:
Sandboarding:
Going camping:
BMX riding:
Snowboarding:
Task 6:
6.1 Write the Simple Past form of the verbs listed
below. (5 marks)
1 plan
2 fall
77
7 They
from their holiday trip last
Sunday. Now theyre home again.
badly when
8 Tom and Sally cut
they went surfing last month, but they continue
!
practising today. They didnt
, Bill stopped at some historic
9
towns and went sightseeing.
Test 3
Test 3 (Units 7 & 8)

Students name:
Date:
Final score:
/100
Part 1: Reading
Task 1: Read this article about a special centre that takes care of felines.
Then, correct the information in the sentences below by rewriting them. (10 marks)
Wildlife Today
n
California
Cat e
Hous
FCC, also known as The Cat House,

is organising a special event called
Summer Tour. It will be open for
everyone, but especially for groups
about endangered species and how to

help to preserve them and a delicious
lunch in the open air very close to the
felines area. The Summer Tour opens
of students from any school who

would like to know about wildlife
conservation and for everyone who
gave money or donated something
to this organisation. This event will
include a tour around the site, a talk
next 22 June, so if you want to meet

Molly, Sam and their wild friends,
you can make a reservation now by
sending an email at: fcc@gnet.org or
calling 661 2536868.
t the Feline Conservation Centre

(FCC) in Rosamond, California,
there is a special project called
Mission Big Cats. The idea is to
preserve tigers, pumas and lions and
save them from hunters and traders
in different parts of the world. This
centre does not get any financial help
from the government but from people
interested in wildlife. Last week, two
injured tigers arrived at the centre.
The felines were rescued from an
illegal animal trading organisation
and now the centres vets are taking
care of them. These tigers names are
Molly and Sam. Those are the names
the FCC staff chose for them as
soon as the big cats got to the centre.
Molly and Sam now have their own
space with a pool and lots of trees
and green grass. The vets say the
tigers will get well soon.
0 Molly and Sam are pumas.
Adapted from: www.cathouse-fcc.org
3 Molly and Sam live in a cage.
Molly and Sam are tigers.
1 The special project at FCC protects only tigers.
4 The Summer Tour is a special event for students.
2 Only the vets chose the tigers names.
5 You dont need to make a reservation for the Summer Tour.
78
answer these questions. (10 marks)
1 What does FCC do?
.
2 When did the injured tigers arrive at the centre?
.
3 Who did FCC rescue the tigers from?
.
4 Will the tigers be all right?
.
5 Who helps FCC? How?

writing
Task 1: Complete these sentences with the superlative
form of the adjectives in brackets. (10 marks)
(luxurious)
1 The Taj Mahal is one of
buildings in the world.
(good) friends name is Rose.
2 My
Were very close.
(high) building in this town has
3
fifteen floors.
(hot) day last summer was on 14
4
January.
5 Sarah is ten and shes quite pretty. But when she
(beautiful)
grows up, she might be
lady in this neighbourhood.
(dry) places on Earth.
6 Deserts are
7 Last year, I had an accident. It was
(bad) moment of my life.
8 I think my sister will become
(intelligent) person in my family.
(large) room in Helens flat is her
9
living room.
10 Boca Juniors Stadium is one of
(popular) football places in Argentina.
Task 2: Fill in the gaps with the correct tense of the

verbs in brackets. Use the Simple Future,
you
(come) to the
1 A:
party tomorrow? We have to be there at 9 p.m. Do
you remember? / B: Yes, I do. But I still dont know.
2 Tims planning his birthday party. He
(invite) his closest friends for dinner on Saturday.
(happen) with technology in
3 A: What
20 years time? What do you think?
B: Well, its difficult to say. Technology advances at
such a fast pace!
(be) very
4 The weather forecast says it
cold tonight.
5 A: Look at that strange looking man near the bank!
(rob) the bank.
B: Mm... I think he
Lets call the police!
6 A famous fortune teller says that the local economy
(not be) that bad next year.
(not let) her study
7 Pat thinks her parents
abroad when she finishes secondary school next year.
(visit) the dentist this afternoon
8 Tom
at 4.15. Its written in his diary.
9 Lily has a wonderful plan for next summer. She
(travel) all around South America and
visit the most important cities in each country.
10 A: Look! This is Julians plane ticket.
(fly) back to
B: Let me see! Oh, no! He
London tomorrow at 8 a.m. Were going to miss him a lot.
Task 3: Match the words and phrases in boxes A and B

to make compounds or expressions. (10 marks)
man-made
holiday
endangered
promote (verb)
loyal
good-hearted
delicious
tourism
dessert
destination
sites
feed
species
world
die (verb)
wonders
of starvation
friend
historic
pet
your dog
records
0 world records
1
79
going to (for future plans or intentions) or

the Present Continuous (for arrangements).
(10 marks)
Task 2: If necessary, read the article again and
8 In England, drivers
park on streets with
a double-yellow line. Its forbidden.
climb the Eiffel Tower. Its strongly
9 You
prohibited.
2
3
4
5
6
7
8
9
10
Task 6: Complete these descriptions with different
adjectives from the box below. Do not use the

same adjectives more than once. (10 marks)
deadly
Task 4: Choose five compounds or expressions from
task 3 above and write five sentences about

you, your family or friends using the words in
brackets. (10 marks)
1
2
3
4
5
(might)
(may not)
(wont)
(is going to)
(will)
Task 5: Complete these sentences with mustnt,
cant, should (not), may (not) and might

(not). (10 marks)
wear shoes in some temples. Its

1 You
strongly prohibited!
come to school today because
2 Janet
she was ill yesterday evening. Theres a 50 per cent
chance that shell stay at home.
take photos in this museum.
3 You
I think its prohibited.
go out
4 If Sheila doesnt feel well, she
tonight. Its my suggestion.
5 This experiment is very dangerous! Everything
get out of control and some people
die. Its really probable that this will
happen.
6 Tom is always hungry in the morning. I think he
eat a bigger breakfast before leaving
home.
go to Pats birthday party today
7 I
because I have to study for a very difficult test and I
dont want to fail it.
80
spectacular
symmetrical
strict
naughty
loyal
impressive
dangerous
famous
sweet
1 A natural wonder may be

.
and
2 A shark is
3 A human-made monument may be
.
and
4 A dog may be
and
5 A mother may be
and
.
and
.
.
Writing:
Task 7: Imagine you work at a travel agency and
you want to promote a place you know very

well (a city, town or neighbourhood in your
area). Write a short description for a leaflet
including the main characteristics of this
place, why tourists should visit it and what
they can do there. (20 marks)
. . . .. .. . .. . . ...... . !
.
.
.
.
T
ISI
Part 1: Reading
Task 1
1. T; 2. F; 3. T; 4. F: 5. F
Task 2
Some possible answers: 1. El Mar, its menu has a lot
of vegetable dishes. 2. Sarakawa, its a very expensive
restaurant. 3. The Ugly Duckling, its in an old pub in an
ancient village. 4. El Mar, it has wonderful views of the sea.
5. Sarakawa, its famous for its delicious meat dishes.
Part 2: Grammar, vocabulary and writing

Task 1
1. much, some; 2. Could I have; 3. enjoy; 4. Click on;
5. Would you like; 6. Never give; 7. d love;
8. it, bedside table
Task 2
1. carrots; 2. fridge; 3. bedspread; 4. nickname; 5. rice
Task 3
3.1 (from top to bottom) 3, 5, 2, 1, 4
3.2 Students own answers
Task 4
1. My mum makes me clean my room. 2. They dont let
Pat go out in the evenings. 3. You should talk to your
parents. 4. I have to arrive home before midnight.
5. He is never tired at the weekend. 6. How often does
Tom surf the Internet? 7. What would you like to do
tomorrow? 8. She wants to have lenient parents.
9. We usually go dancing on Saturday evenings.
10. Do you sometimes do the housework?
Task 5
1. a little; 2. any; 3. makes; 4. Would; 5. me, him;
6. some, a few; 7. her, lets
Task 6
1. My parents think Im too young for to have a
boyfriend. 2. Always Never open emails from strangers.
3 I quite enjoy eat eating out at expensive restaurants.
4. Would Could I have a cheeseburger, please?
5. A: Id like a Coke and she likes d like some mineral
water, please. / B: Certainly. 6. Tom always has a bottle
bowl of cereal for breakfast. 7. My friend Sarah loves my
Task 7: Writing
Model answer:
Dear Penny
I think that you shouldnt worry about all these
problems with your parents. You should show them that
you are a responsible girl and that you can take care of
a pet. You should talk to your parents about staying out
after midnight when you go dancing with your friends
at weekends. Finally, I can see that your mum doesnt
let you play computer games very often. I think that you
should help her with the housework more often and you
should try to be a good student too. These things usually
make mothers feel very happy. I hope you can find a
solution to all these problems very soon!
Take care,
Louise
TEST 2
Part 1: Reading
Task 1
1. spectacular; 2. didnt know; 3. by bicycle; 4. didnt
meet; 5. wants
Task 2
1. She spent her holiday in Santa Marta. 2. No, it wasnt.
3. They went skiing, sunbathed and had some fruit
juice. 4. She met Dannys friends. 5. Yes, she did. 6. She
bought some Christmas presents. 7. They got together
at Dannys, had dinner, sang songs and danced. 8. It was
sunny. / It didnt rain. 9. They played beach volleyball,
went on a boat trip and did tai chi. 10. Shed like to go to
Colombia again because she misses her friends.

Task 1
1. What can be; 2. Where would you like to spend; 3.
Did you enjoy; 4. Who did, meet at the summer;
5. When did Sheila come back from
Task 2
1. more dangerous; 2. more relaxing; 3. further;
4.worse; 5. heavier; 6. bigger; 7. more modern;
8. better; 9. more exciting; 10. healthier
81
Answer Key to Tests
TEST 1
room. I often invite she her to play video games with me.
8. Shes got a blue dress blue on. She looks nice in it!
9. A: Who Whose are these trainers? / B: I think theyre
Alices. 10. This tracksuit belongs to Tom. Its him his.
Teachers Book
Answer Key (Tests 1 to 3)
Task 3
Answer Key to Tests
1. sailing; 2. took; 3. Smoking; 4. to fly; 5. getting up;

6. herself; 7. got back; 8. themselves, give up; 9. During
his road trip
Task 4
4.1 1. stay; 2. get; 3. go; 4. do; 5. play
4.2 Students own answers
Task 5
Some possible answers: 1. flippers, wetsuit; 2. goggles,
elbow pads; 3. water bottle, sleeping bag; 4. knee pads,
gloves; 5. helmet, elbow pads
Task 6
Teachers Book
6.1 1. planned; 2. fell; 3. lost; 4. ate; 5. wrote

6.2 1. fell; 2. ate; 3. planned; 4. lost; 5. wrote
Task 7: Writing
Model answer:
Hi, Lucy
I came back from the mountains yesterday. I really
enjoyed myself a lot because I did some risky sports and
met new people. I arrived in Mendoza last Wednesday at
noon. I had a quick lunch at the hotel and swam in the
hotel swimming pool. At night, I went to a pub near the
hotel. The following day, I went rafting and I met two
very cool boys, Timothy and Greg. We spent many hours
together by the river. We had a picnic and talked a lot.
The rest of the days, we did a lot of activities together
like trekking and parachuting in the mountains. We went
on a city tour and had lunch or dinner at some nice pubs
and restaurants in the city centre. We had a lot of fun
together and now I have two new friends!
Write back soon and tell me about your holiday! Did
you enjoy it? What did you do? Tell me everything!
Love,
Tommy
TEST 3
Part 1: Reading
Task 1
1. The special project at FCC protects lions, pumas and
tigers. 2. The FCC staff chose the tigers names.
3. Molly and Sam live in their own space with a
swimming pool and lots of trees and green grass.
4. The Summer Tour is a special event for everybody.
5. You need to make a reservation for the Summer Tour.
82
Task 2
1. It / FCC preserves felines. 2. They arrived last week.
3. FCC rescued the tigers from an illegal trading
organisation. 4. Yes, they will. 5. People interested in
wildlife. They give FCC some money or donate things.

Task 1
1. the most luxurious; 2. best; 3. The highest; 4. The
hottest; 5. the most beautiful; 6. the driest; 7. the worst;
8. the most intelligent; 9. The largest; 10. the most popular
Task 2
1. Are, coming; 2. is going to invite; 3. will happen; 4.will
be; 5. is going to rob; 6. will not (wont) be; 7. will not
(wont) let; 8. is visiting; 9. is going to travel; 10. is flying
Task 3
1. man-made wonders; 2. holiday destination;
3. endangered species; 4. historic sites; 5. promote
tourism; 6. loyal pet; 7. feed your dog; 8. delicious
dessert; 9. good-hearted friend; 10. die of starvation
Task 4
Students own answers
Task 5
1. mustnt; 2. may not; 3. cant; 4.shouldnt; 5. may,
may; 6. should; 7. might not; 8. cant; 9. mustnt
Task 6
1. impressive, spectacular / famous; 2. dangerous,
deadly; 3. famous / impressive, symmetrical; 4. loyal,
naughty / sweet; 5. sweet, strict
Task 7: Writing
Model answer:
VISIT PUERTO MADERO!
One of the best neighbourhoods in Buenos Aires is
Puerto Madero. It is a beautiful area by the river with
modern and tall buildings. There are many parks too
where you can have a picnic, go for a walk or go roller
skating. There is a canal with lots of good restaurants
and pubs on one of the banks. You can have a delicious
meal in one of these places and enjoy the spectacular
river views. If you like art, you can visit the Fortabat Art
Collection in one of the modern buildings in this area.
As you can see, you can do lots of activities in Puerto
Madero. You should definitely visit it!
Grammar Reference Answer Key
GR 1
1 1. disconnect; 2. Dont give; 3. turn off; 4. Get;
5. Dont buy; 6. Update
2 1. please; 2. Please
GR 2
1. Do they often chat online with friends? 2. We are
never on time for our French classes. 3. Sue and Joe
dont usually go to the cinema.
GR 3
1 1. U; 2. B; 3. B; 4. U; 5. C; 6. C
2 1. few; 2. little; 3. a lot of; 4. a few, a little; 5. any
GR 4
1. Can I have some orange juice, please? 2. Id like an
ice cream, please. 3. Would you like a piece of cake?
4. How about some crisps?
Grammar Reference - Answer Key
ANSWER KEY
2 1. Sharon didnt want to travel to Egypt last year.

2. We didnt study hard this morning at school.
GR 9
1. did, do; 2. took; 3. met; 4. didnt invite; 5. told;
6. were; 7. was; 8. said; 9. didnt want; 10. hated;
11. were; 12. called; 13. talked; 14. was; 15. wrote
GR 10
1. yourself; . 2. themselves; 3. ourselves; 4. herself;
5. myself
GR 11 Students own answers
GR 12 Students own answers
GR 13
1. I wont work at my fathers company. 2. Will Caroline
fall in love with Colin? / Will Colin fall in love with
Caroline? 3. What will Tyler do about his future?
4. I will graduate from university at the end of this year.
GR 14
1 a new T-shirt. Hes going to call Aaron to ask about
the football game. Next Saturday, Jim is going to the
cinema with Leah at 8p.m. Next Sunday, hes going
to play football in the evening with his friends. Next
week, hes going to study for the Geography test.
2 1. are meeting; 2. is going to study; 3. m not doing,
Im leaving; 4. m going to have
GR 5
1. us; 2. them; 3. it; 4. him; 5. her
GR 6
1. yours; 2. hers; 3. his; 4. ours; 5. theirs
GR 7
1 1. You should stop fighting and you should talk.
2. You should study hard and pay attention in class.
2 Some possible answers: 1. let / dont let; 2. makes;
3. let / dont let; 4. make / dont make
GR 8
1 1. Did they really like the food at Burger King
yesterday? 2. Did Pam and Joe enjoy their holiday in
Bermuda last summer?
83
Teachers Book
Remind students that the Grammar Reference section

also provides opportunities for self-evaluation: for each
Grammar Reference topic, students may circle one out
of three emoticons (happy, neutral or sad faces) that
appear next to each grammar chart to show whether
they understand the grammar topic very well, well or not
very well. Self-evaluation may contribute to developing
students sense of progress and awareness of their
learning process.
Teachers Book

PROJECT WORK 1 (UNITS 1 & 2)
Title: Our Online Takeaway Shop
Task: (As it appears on the Students Interactive CD-
ROM) Work in groups. Design a leaflet with a menu (or

several alternative menus) for your online takeaway shop.
Dont forget to include prices and some big pictures of
the food you offer! Think of a name for your shop and
include a set of instructions on how to order a meal
online. You can also think of some special deals on your
meals for your customers. Exchange menus with another
group and decide within your group what meals you are
going to order from your classmates shop.
Procedure: (As it appears on the Students Interactive
CD-ROM) Make a group oral presentation of your online

takeaway shop. Talk about your shop, the meals you
offer, the special deals you have and how to order online.
It may be a good idea to make a big poster of your
leaflet for all the students in your class to look at as you
present. Then, give your leaflet to another group who
must decide what meals to order from your shop.
Assessment: Groups take turns to make an oral
presentation of their online takeaway shops. There

may be some possible variations in the presentation
techniques used by students (from cardboard posters
to PDF documents that can be printed). As the students
present, the teacher makes notes and provides some
feedback at the end. Once the presentation is finished,
students must exchange their leaflet with another group
who have already made their presentation. After the last
presentation, all groups can start deciding what meals
they are going to order from the leaflets they received.
Circulate around the class and monitor students oral
work as they do this last activity.
Variation: You might also decide to have the class
ask the presenters some questions: Whats the name of

your online takeaway shop?; What kind of food do you
offer? ; How can we order food online?; Do you have any
special deals this month?; etc. This is recommended in
those cases when you notice the students feel a bit
embarrassed to talk in public.
84
Sources: colourful magazines, newspaper ads, etc.
Some online takeaway shop menus: www.5pm.co.uk/

takeaway & www.pizzamilanoleeds.com/Milano-menu.pdf
Glogster to make posters: www.glogster.com
PDF creator (to design the leaflet)
Image search: http://images.google.com
Useful language: (For the oral presentation) Our
online food shop is called / We have many different

kinds of menus. For example, we offer and / This
month, we also have some special deals on our meals.
These include and / To place an order online, you must
follow these steps. First,
(For deciding what food to order) Well, lets have a look at
this menu. What would you like to eat, (Juan)? / Id like /
What about you (Pat)? / Would you like some? / How
about some? And anything to drink? Lets make a list of
our meals to order then!

Title: Our Top 3 Eco-tourism Hotspots
Task: (As it appears on the Students Interactive
CD-ROM) Work in groups. Search the Web for some

information on three different eco-tourism destinations
in your country or in some other area of the world. Make
a group oral presentation of these three places using
pictures, a big poster or a PowerPoint presentation. Talk
about where these places are, how you can get there, the
activities you can do and the clothes you should pack
before leaving.

CD-ROM) Within your group decide how you are going
to present your three eco-tourism hotspots (using a big
poster, colourful pictures, a PowerPoint presentation, etc.)
Decide how many of you are going to talk about the first
place, how many about the second and how many about
the third. Make sure all of you have something to say when
you make your oral presentation. It is a good idea to plan
in advance what you are going to say about these three
places and how you are going to say it. You can ask your
teacher to help you. If you decide to prepare a PowerPoint
three eco-tourism hotspots. Encourage all the students

in the groups to contribute to their oral presentations by
offering help (asking questions, providing useful words
and expressions, etc.) especially to those students who do
not seem to be saying much. As the students present, the
teacher makes notes and provides some feedback at the
end. It is probably a good idea to assign the last minutes
of different classes for this oral presentation activity.
Variation: You might also decide to have the class ask
the presenters some questions: Whats the name of your

first eco-tourism hotspot?; Where is it? ; How can you get
there?; What activities can you do there?; What clothes
should we take with us?; etc. This is recommended in
those cases when you notice the students feel a bit
embarrassed to talk in public.
Sources: pictures, encyclopaedias, maps, colourful
magazines
The International Eco-tourism Society:
www.ecotourism.org
Eco-tourism in Argentina: www.argentinacontact.com/
en/informacion/ecoturismo.php
Google Earth: www.earth.google.com
Google Maps: www.maps.google.com
Image search: www.images.google.com
Useful language: Our first eco-tourism hotspot is /
It is located in / You can get there by / There are many

kinds of activities you can do there. For example, / When
you visit this place, you should take with you and / Our
second eco-tourism destination is

Title: Our Extreme Sports Competition Proposal
ROM) Work in groups. You must prepare a proposal for

the organisation of an extreme sports competition and
think of two alternative cities in your country where this
event could take place. Make a selection of the extreme
sports to be included and compare the possibilities the
two cities can offer sportspeople and tourists (number of

CD-ROM) Design a schedule of activities for a twoday extreme sports competition that must also include
some social activities for the sportspeople who are
going to participate. This schedule can be a leaflet
or a poster including the dates and the name of your
event. Also, think of two cities in your country where
this sports event could be organised and compare the
possibilities both cities offer. Decide what city is the
best. Make a chart where you can show the advantages
and disadvantages of both places. You can use colourful
pictures for your chart. Finally, make a group oral
presentation of your proposal for a two-day extreme
sports competition including the schedule of activities,
the two places you selected for this event and your final
decision about the best location. Make sure all of you in
your group have something to say when you present. It is
a good idea to plan in advance what you are going to say
about your proposal and how you are going to say it. You
can ask your teacher to help you.
Assessment: Groups take turns to make their oral
presentations of their proposals for an extreme sports

competition. Encourage all the students in the groups
to contribute to their oral presentations by offering
help (asking questions, providing useful words and
expressions, etc.) especially to those students who do
not seem to be saying much. As the students present,
the teacher makes notes and provides some feedback
at the end. Once the presentation is finished, students
may display their charts and schedules on the classroom
walls. It is probably a good idea to assign the last
minutes of different classes for this oral activity. On
the last day, groups can remind the whole class of their
proposals and students can vote for the best extreme
sports competition.
Variation: You might also decide to ask the groups to
present their proposals in writing after they have made

their oral presentations.
Sources: photographs, colourful magazines
Some extreme sports events around the world:

www.teamextreme.co.uk & www.expix.co.uk/exzine/
competitions
85
Assessment: Groups take turns to talk about their
hotels, safety, nightlife, eating places, tourist attractions,

shops, etc.) Make a group oral presentation of your
proposal so that the whole class can vote for the best
extreme sports competition.
Teachers Book
presentation, you can show it to your classmates using a

notebook / netbook and a data projector.
Flowchart: www.flowchart.com
PDF creator (to design the leaflet)
Schedule generator: www.sealandserpent.org/
schedgen/schedulegenerator.php
Useful language: Our proposal for an extreme sports
competition is called / This event is going to be on

(dates) and there are two possible places for this event:
(A) and (B). / We think (A) is a better place because
and / This is the schedule of activities. On the first day
at (9 a.m.) Then, at / There are some social activities
programmed too. For example,
Teachers Book

Title: Our Predictions Blog
ROM) Work in groups. Within your group discuss what

you imagine life in your country will be like in twenty
years time. Jot down some ideas connected with different
issues: work, TV and films, gadgets, political leaders,
transportation, money problems, family, celebrities,
houses, sports, etc. Select four or five of these issues (the
ones you have more to say about) and make a big poster
(or design a blog or a PowerPoint presentation) including
pictures and some comments to illustrate the predictions
you made. You can make several predictions for each of
the categories you selected. Share your predictions with
the rest of the class by making a group oral presentation.
CD-ROM) Make a big poster (or design a blog or a

PowerPoint presentation) containing different sections
for the issues on which you will make your predictions.
Give each section a name and illustrate them with
pictures, drawings, etc. Use bullet points to write some
comments for your predictions. These comments will help
you with your oral presentation. Make sure all of you in
your group have something to say when you present. It
is a good idea to plan in advance what you are going to
say about your predictions and how you are going to say
it. You can ask your teacher to help you. If you decide to
design a blog or a PowerPoint presentation, you can show
it to your classmates using a notebook / netbook and a
data projector.
86
Assessment: Groups take turns to make their oral

presentations of their predictions blogs. Encourage
all the students in the groups to contribute to their
oral presentations by offering help (asking questions,
providing useful words and expressions, etc.) especially
to those students who do not seem to be saying much.
As the students present, the teacher makes notes and
provides some feedback at the end. It is probably a good
idea to assign the last minutes of different classes for
this oral activity. On the last day of the presentations,
groups can remind their classmates about some of their
predictions and the class can vote for the most unusual
one, the most original one, the least probable one, etc.
Sources: magazines, newspapers, photos
Blogger: www.blogger.com
Slideshare to upload a PPT to a blog: www.slideshare.com
Useful language: Our predictions blog is called /

We think life in our country will be in twenty years time. /
For example, talking about families, we think parents
will and children wont / Another prediction about
families is that / And now, moving on to TV. We think
Audio CD Track List

Track 2
Starter unit
Lesson 1 activity 5
page 5
Track 3
Starter unit
Lesson 2 activity 4
page 6
Track 4
Unit 1
Lesson 1 activity 3
page 8
Track 5
Unit 1
Lesson 2 activity 6
page 11
Track 6
Unit 1
Lesson 3 activity 3
page 12
Track 7
Unit 1
Lesson 3 activity 5
page 12
Track 8
Unit 2
Lesson 1 activity 4
page 21
Track 9
Unit 2
Lesson 2 activity 3
page 22
Track 10
Unit 2
Lesson 3 activity 5
page 25
Track 11
Unit 2
Lesson 4 activity 6
page 27
Track 12
Unit 3
Lesson 1 activity 2
page 32
Track 13
Unit 3
Lesson 2 activities 4 & 5
pages 34 & 35
Track 14
Unit 3
Lesson 3 activity 4
page 37
Track 15
Unit 4
Lesson 1 activity 2
page 44
Track 16
Unit 4
Lesson 2 activity 5
page 47
Track 17
Unit 4
Lesson 3 activity 3
page 49
Track 18
Unit 4
Lesson 4 activity 4
page 50
Track 19
Unit 5
pages 56 & 57
Track 20
Unit 5
Lesson 2 activity 3
page 58
Track 21
Unit 5
Lesson 3 activity 7
page 61
Track 22
Unit 5
Lesson 4 activity 5
page 63
Track 23
Unit 6
Lesson 2 activity 2
page 70
Track 24
Unit 6
page 70
Track 25
Unit 6
Lesson 4 activity 3
page 74
Track 26
Unit 7
Lesson 1 activity 6
page 81
Track 27
Unit 7
page 82
Track 28
Unit 7
Lesson 3 activity 6
page 85
Track 29
Unit 7
Lesson 4 activity 5
page 87
Track 30
Unit 8
Lesson 1 activity 2
page 92
Track 31
Unit 8
Lesson 3 activity 4
page 97
Track 32
Unit 8
page 98
87
58 St Aldates
Oxford OX1 1ST
United Kingdom
2012 Ediciones Santillana, S. A.
Leandro N. Alem 720
C1001AAP Buenos Aires, Argentina
First published by
Richmond Publishing, Editora Moderna, 2010
Ferreira da Veiga, Isadora

Sign Up to English 2 Teachers Book / Isadora Ferreira
da Veiga y Laureana Perez Piragine. - 1a ed. - Buenos
Aires : Santillana, 2012.
88 p. + CD-ROM : il. ; 28x22 cm.
ISBN 978-950-46-2991-7
1. Enseanza de Ingls. 2. Gua Docente. I. Perez
Piragine, Laureana II. Ttulo
CDD 420.7
ISBN: 978-950-46-2991-7
Publisher: Mabel Manzano

Development Editor: Ana Rita de S. Corra
Design and Art Editor: Christiane Borin
Cover Design and Layout: Raquel Buim, Ana Luca Garibotti
Cover Illustration: Estdio Romeu e Julieta
Development Team: Learning Factory
Series Editor: Carla Chaves
Assistant Editor: Tatiana Boynard
Photo Research: Paula Fula
Proofreaders: Susan Marie Banman Sileci, Adriana Mndez
Contents: Isadora Ferreira da Veiga, Laureana Perez Piragine
Editors: Carla Chaves, Ricardo Sili, Tereza Trica, Valria Siniscalchi,
Patricia Guarz, Gabriel Mohr, Mnica Tosi
Copy Editors: Maiza Prande Bernardello
Layout: Signorini Produo Grfica, Mara Florencia Visconti
Special Design: Raquel Buim; Hulda Melo; Glucia Koller;
Daniel S. Fantini; Signorini Produo Grfica; Labareda Design,
Christiane Borin
Illustrations: Attilio; Cris Eich; Cristiano Siqueira; Dalcio Machado;
Marcelo Castro; Mauro Souza; Moa; Stefan; Labareda Design;
Conrado Giusti
Audio Recording: Estdio Spectrum, Javier Lupiaez
Photographs: p.75 Edyta Pawlowska / Shutterstock; ARCHIVO
SANTILLANA
This Teachers Book includes an Audio CD.

Queda hecho el depsito legal que marca la ley 11.723.
Impreso en Argentina. Printed in Argentina.
First Edition Published 2012
Websites given in this publication are all in the public domain and
quoted for information purposes only. Richmond has no control over
the content of these sites and urges care when using them.
All rights reserved. No part of this book may be reproduced, stored in a
retrieval system or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without prior
permission in writing from the Publisher.
The Publisher has made every effort to trace the owner of copyright
material; however, the Publisher will correct any involuntary omission
at the earliest opportunity.
Este libro se termin de imprimir en el mes de octubre de 2012, en
Grafisur S.A., Cortejarena 2943, Ciudad Autnoma de Buenos Aires,
Repblica Argentina.

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Starter unit - A new start

Unit 1 - Living online

Unit 2 - Eating well, living well

Unit 3 - Different strokes for different folks

Unit 4 - Explore the world

Unit 5 - Risky Sports

Unit 6 - Lifestyles and trends

Unit 7 - The best and only one

Unit 8 - The future in our hands

Tests - Answer key

Grammar reference - Answer key

Project work activities

Audio CD - Track list

Components of Sign Up to English

The Scope & Sequence section consists of two pages with

Students Interactive CD-ROM

Each Course Book is accompanied by a Students

Three photocopiable tests are provided in this Teachers

The Teachers Book in the Sign Up to English series is

Outstanding Features within the Lessons

This section brings the lessons target language into

Useful Tip Boxes

Some lessons have Useful Tips boxes. These boxes provide

Reference to Icons on the Course Book pages

Some comments in the Teachers Book may sound

and practice. The Grammar Reference also provides

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

Some Other Features of the Series

Project Work Activities

They are available to teachers and learners on the

The chart on this page shows a suggested distribution

Annual Plan: Suggested

World Issues 2 (Optional Project Work 1)

World Issues 4 (Optional Project Work 2)

Review - Unit 6 (Optional Project Work 3)

World Issues 8 (Optional Project Work 4)

Starter unit - A new start

Writing a blog entry.

Talking about peoples routine.

Extras: Suggested optional games and activities for consolidation.

Draw students attention to the words and the

Choose a student and ask him / her to read out

five sentences in their notebooks. You may choose to

3 Students complete the sentences with the prepositions

in, at or on. Check this activity by eliciting the answers

Answer key: 2. at; 3. at; 4. in; 5. on; 6. in; 7. at; 8. on

Set the context by explaining that Pablo is

NOTE: Explain to students that American and British

English are different varieties of the English language

Explain that in the UK (United Kingdom) people use have

Students listen to the audio CD and check their

Answer key: 2. from; 3. is; 4. live; 5.books; 6. doesnt;

Answer key: 1. Pablo always reads his emails after

Students work in pairs and play a guessing game. Each

In their notebooks, students write sentences

6 Explain to students that Pablo has got a friend called

Javier. Refer students to Javiers comment on Pablos

7 Ask a volunteer to read aloud the rubrics. Take this

opportunity to revise the position of adverbs of frequency

In their notebooks, students write a text that is

Ask students to answer the questions about their

2 Make sure students understand that they are going to